Analytical Chemistry: A Guided Inquiry Quantitative Analysis Collection
Edition: 1
Copyright: 2022
Pages: 416
Edition: 1
Copyright: 2022
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The Quantitative Analysis Collection contains 28 activities developed by the ANA-POGIL consortium that span the range of topics likely to be covered in a semester-long quantitative analysis course: Analytical Tools, Statistics, Equilibrium, Electrochemistry, Spectrometry, and Chromatography and Separations. All activities have been reviewed and classroom tested by multiple instructors at a variety of institutions. Each written activity includes content and skill-development goals as well as a list of prerequisites. The topical treatment of concepts, as well as advanced coverage of analytical principles, can be found in the application section of each activity.
All activities are modular, follow the constructivist learning cycle paradigm, and include cues for team collaboration and self-assessment. These questions that guide students’ work within each activity model the questions scientists ask in attempting to understand new information. Going beyond content mastery, students should gain a strong sense of what an analytical chemist does, and more importantly get to experience many aspects of how an analytical chemist does it. These activities directly scaffold every laboratory skill and technique an analytical chemist should master; moreover, the critical thinking skills and information processing can greatly empower students to choose effective data analysis routes and make sound, defensible experimental decisions.
If you are interested in having instructor resources please reach out to POGILKHrep@kendallhunt.com.
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
Analytical Tools
Accuracy, Precision and Tolerance: Sorting out Glassware
Solutions and Dilutions
Classical Analytical Methods: A Design Perspective on Volumetric Measurement
Sample Preparation
Instrumental Calibration
Quality Assurance Measures
Instrumental Calibration: Method of Standard Additions
Interlaboratory Comparisons
Statistics
Errors in Measurements and Their Effect on Data Sets
The Gaussian Distribution
Statistical Tests of Data: The t Test
Statistical Tests of Data: The F Test
Linear Regression for Calibration of Instruments
Equilibrium
The Importance of Ionic Strength
Activity and Activity Coefficients
Multiple Equilibria: When Reactions Compete
pH of Solutions of Strong Acids and Bases
Acid-Base Distribution Plots
The Acid-Base Distribution Functions
The Buffer Zone: What is a Buffer and in What pH Range is it Effective?
When Acids and Bases React: Laboratory
Electrochemistry
Electrochemistry: The Microscopic View of Electrochemistry
Electrochemistry: Calculating Cell Potentials
Spectrometry
The Beer-Lambert Law
Atomic and Molecular Absorption Processes
Chromatography and Separation
Introduction to Chromatography
Band Broadening Effects in Chromatography
Gas Chromatography or HPLC, Which Do You Choose?
ANA-POGIL Project Activities: Topics and Learning Goals
ANA-POGIL Activities & Analytical Texts Mapping
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
Juliette Lantz (Professor of Chemistry, Drew University) is Project Director for the ANA-POGIL project, a consortium of analytical chemists and chemical educators who authored these guided-inquiry activities. Professor Lantz has held leadership roles in the POGIL Project at the national level, and is a director of the ongoing Enhancing Learning through Improved Process Skills in STEM project, where she (along with Professors Renee Cole and Suzanne Ruder) has developed a series of feedback rubrics and accompanying assessment strategies, as well as professional development workshops to support students and instructors in the development of key professional skills across STEM disciplines. Juliette has also been an author and reviewer in the Case Studies in Science project.
Renée Cole (Professor of Chemistry, University of Iowa) is Project Director for the ANA-POGIL project, a consortium of analytical chemists and chemical educators who authored these guided-inquiry activities. Professor Cole has held leadership roles in the POGIL Project at the national and international level, and is a director of the ongoing Enhancing Learning through Improved Process Skills in STEM project, where she (along with Professors Juliette Lantz and Suzanne Ruder) has developed a series of feedback rubrics and accompanying assessment strategies, as well as professional development workshops to support students and instructors in the development of key professional skills across STEM disciplines. Renée’s research focuses on issues related to how students learn chemistry and how that can guide the design of instructional materials and teaching strategies as well on efforts related to faculty development and the connection between chemistry education research and the practice of teaching.