Intergration of Undergraduate Research Activities in the Geology and Biology Environmental Science Curriculum Using an Inductively Coupled Plasma Spectrometer

地质学(42)我们实施了一套层次化的研究练习(例如，强生和斯塔尔，1997，密歇根中央大学；Vistich，1997，大谷州立大学；Niemitz，1996，狄金森学院)，利用电感耦合等离子体原子发射光谱，在密歇根州立大学地质学和生物专业的环境科学专业的二年级到高级课程中进行。1)在二年级的环境分析化学和土壤学课程中，初步练习强调空气、水和土壤样品的实际样品采集、制备和分析技术。这些课程是今后利用比较方案和其他现有分析设备(如X射线衍射仪、扫描电子显微镜、离子色谱仪)进行练习的分析基础。2)初级生使用应用环境微生物学、地质水文学和环境地球化学等高级课程的应用国际比较方案，完成逐渐复杂的以课程为基础的指导研究。这些练习建立在实验设计、实施和分析技能的基础上，并使学生有机会利用各种分析策略。在每个练习中，学生准备书面、可视和/或口头的结果演示，其中包括数据演示和解释部分。初级生在地质学专业的岩石学和矿物学课程中使用国际电感耦合等离子体进行探究性研究项目，涉及岩石和矿物的分析。3)作为环境科学课程的顶峰，高年级学生使用电感耦合等离子体发射光谱设备在环境科学高级研讨会课程中设计和实施一个独立的、为期一学期的研究项目。研究项目要么与教师正在进行的研究有关，要么完全是学生自己设计的。学生参与研究的所有阶段，从规划和实施，到样本收集和分析，再到最后的数据解释和展示。该项目以大量的书面报告和在学期末课堂座谈会上的口头报告而告终。在教师导师的指导下，国际比较方案还被用来完成更多实质性的、独立的、高级的环境科学、地质学、化学和生物学项目(论文)。这些项目中有许多是在科学会议上提出的，并形成了正式出版物。ICP-AES为学生在环境行业就业和培养研究生的独立研究技能做好了准备。

Geology (42) We have implemented a hierarchical set of research exercises (e.g., Johnson & Stahl, 1997, Central Michigan University; Videtich, 1997, Grand Valley State University; Niemitz, 1996, Dickinson College) that utilize the ICP-AES across sophomore to senior level courses in the environmental science concentration within the geology and biology majors at MSU. 1) Initial exercises in the sequence stress practical sample collection, preparation, and analysis techniques for air, water, and soil samples in sophomore level environmental analytical chemistry and soil science courses. These courses serve as the analytical foundation for future exercises that utilize the ICP and other existing analytical equipment (e.g. XRD, SEM, ion chromatography). 2) Junior-level students complete progressively more complex course-based guided research using the ICP for applications specific to upper-level courses in applied environmental microbiology, geohydrology, and environmental geochemistry. The exercises build on experimental design, implementation, and analysis skills and allow students the opportunity to utilize variable analytical strategies. With each exercise students prepare a written, visual, and/or oral presentation of the results that includes data presentation and interpretation components. Junior level students use the ICP for inquiry-based research projects involving the analysis of rocks and minerals in the petrology and mineralogy courses for geology majors. 3) As a capstone to the environmental science curriculum, senior-level students use the ICP-AES facility to design and implement an independent, semester-long research project in a senior seminar course in environmental science. Research projects are either associated with on-going faculty research or completely of the students' own design. Students are involved in all phases of the research from planning and implementation, to sample collection and analysis, to final data interpretation and presentation. The project culminates in a substantial written report and an oral presentation at a semester-end class symposium. The ICP is also being used to complete more substantial, independent, senior projects (theses) in environmental science, geology, chemistry, and biology with the guidance of faculty mentors. Many of these projects are presented at scientific conferences and result in formal publications. The ICP-AES has prepared students for employment in the environmental industry and for developing independent research skills for those attending graduate school.