Introducing Second Year Analytical Chemistry Students to Research through Experimental Design in the Undergraduate Teaching Laboratory

摘要

Advancements in technology have led to significant changes in the workforce and created a demand for expertise in science, technology, engineering, and mathematics (STEM). In response, curricula have evolved to emphasize essential skills such as critical thinking and communication to prepare students for STEM-based careers. To this end, postsecondary institutions continue to develop and incorporate project-based learning (PBL), course-based undergraduate research experiences (CUREs), and process-oriented guided-inquiry learning (POGIL). These opportunities can be offered in junior level (1st and 2nd year) courses by designing projects that match students’ skills and knowledge. Opportunities at the junior level reach a larger student population and can increase interest in STEM-based careers. In this article, we introduce a project-based activity for the second-year analytical chemistry laboratory in which students design and conduct experiments to quantify analytes in real-life samples. Analytes selected for this project (acids or bases, ascorbic acid, beta-carotene, calcium, oxalate, reducing sugars and starch) can be quantified using techniques familiar to second year students including titration and absorbance spectroscopy. Students first designed experimental procedures and received feedback before conducting the experiments. Each experiment was performed over two laboratory periods, which allowed students to modify procedures between iterations to improve their experimental design. This experience allowed students to develop 21st century competencies including critical thinking and problem solving, innovation, creativity and entrepreneurship, self-directed learning, collaboration, and communication.