Improving Student Learning and Attitudes in Chemistry Through Early Undergraduate, Interdisciplinary Research Using ICP-MS

通过使用 ICP-MS 进行本科早期跨学科研究，改善学生的化学学习和态度

• 批准号: 0411164
• 负责人: Dana Richter-Egger
• 金额: $ 9.99万
• 依托单位: University of Nebraska at Omaha
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0411164&HistoricalAwards=false
• 关键词: Improving; Student; Learning; Attitudes; Chemistry

Chemistry (12) We are integrating early undergraduate, interdisciplinary student research into our first semester general chemistry lab and introductory geology courses. This research centers on the study of environmental problems/concerns in our area. We are using ion chromatography and inductively coupled plasma mass spectrometry (ICP-MS) to study both general drinking water quality and lead contamination of soil, the latter being a documented and serious problem in the city of Omaha. The project is vertically integrated into the department so that students in the upper division chemistry courses have an ongoing role in developing new research questions and projects for use in the introductory courses. In addition to improving the quality of the upper division laboratory experience, this serves to promote significant student mentoring interactions within the department. The goals of the project are to: 1) improve the crucial first impressions that students form about science at this level; 2) increase the number of chemistry and geology majors; 3) increase student independence, responsibility, and self-motivation; 4) increase retention of students inintroductory chemistry and geology courses; and 5) increase the quantity and curricular relevance of science studied by pre-service teachers.

化学（12）我们正在整合早期本科，跨学科的学生研究到我们的第一学期一般化学实验室和地质学入门课程。 这项研究的中心是研究我们地区的环境问题。 我们正在使用离子色谱法和电感耦合等离子体质谱法（ICP-MS）来研究一般饮用水质量和土壤铅污染，后者是奥马哈市的一个记录在案的严重问题。 该项目是垂直整合到部门，使学生在上师化学课程在开发新的研究问题和项目中使用的入门课程的持续作用。 除了提高上师实验室经验的质量，这有助于促进显着的学生指导部门内的互动。 该项目的目标是：1）改善学生在这一级别形成的关于科学的重要第一印象; 2）增加化学和地质学专业的数量; 3）提高学生的独立性，责任感和自我激励; 4）增加学生对化学和地质学入门课程的保留; 5）增加职前教师学习科学的数量和课程相关性。