Integrated Guided-Inquiry Laboratories with the use of HPLC Across Undergraduate Chemistry Curriculum

化学(12)在我们之前围绕基于发现的学习概念建立实验室计划的基础上，我们正在扩大这一教学视角，通过分组排课和使用联网到相邻教室的高效液相系统，将入门课程、有机、生物化学和化学分析课程的讲课和实验室合并。这种方法的关键是快速获取、分析和共享学生收集的化学数据。这些任务是通过综合使用核磁共振、UV-VIS、AA和高效液相等现代仪器来完成的，以加快分析速度，从而创造更多的时间来发现、思考和学习。我们正在采用几个实验和方法，这些实验和方法得到了以威斯康星大学为中心的NSF新传统化学倡议的支持，以及其他发表在教育化学文献中的实验和方法，主要是《化学教育杂志》。一个典型的理科学生在六门不同的课程中接触到这种综合形式，其中四门课程使用高效液相色谱法。由于该项目的特点是组合实施了块调度，因此它为实验室查询提供了比传统调度更多的机会。通过反复接触现代工具和以问题为基础的教学方法，学生能够探索各种分析方法，并在实验过程中培养他们的独立决策作用。我们计划在当地和更广泛的化学教育界传播这一项目的成果，方法是在化学教育双年度会议上以及在当地和地区性的化学教育会议上发表演讲。这个项目产生的新的实验室调查结果也将提交给《化学教育杂志》发表。

Chemistry (12) Building on our previous efforts in establishing a laboratory program around the concept of discovery-based learning, we are expanding on this pedagogical perspective by merging lecture and laboratory for our Introductory, Organic, Biochemistry, and Chemical Analysis courses through block scheduling and using an HPLC system networked to adjacent classrooms. Essential to this approach is the rapid acquisition, analysis, and sharing of chemical data collected by students. These tasks are accomplished through the integrated use of contemporary instrumentation such as NMR, UV-VIS, AA and HPLC to expedite analysis and thereby create more time for discovering, thinking, and learning. We are adapting several experiments and methods endorsed by the NSF New Traditions Chemistry Initiative, centered at the University of Wisconsin, and others published in the educational chemical literature, primarily the Journal of Chemical Education. A typical science student's exposure to this integrated format occurs in six different courses, four of which employ HPLC. Because this project features the combined implementation of block scheduling, it provides more opportunity for laboratory inquiries than experienced in traditional scheduling. By repeatedly encountering contemporary instrumentation and the problem-based approach to instruction, students are able to explore various methods of analysis and nurture their independent decision-making role in the experimental process. We plan to disseminate the results from this project locally and to the broader chemical education community by giving presentations at the Biennial Conference on Chemical Education as well as at the local and regional ACS meetings. Results on new laboratory inquiries produced from this project will be also be submitted for publication in the Journal of Chemical Education.