Hydrothermal Synthesis and Characterization of Titanosilicate ETS-10: Preparation for Research Integrated Inorganic Chemistry Laboratory Course

Abstract

Hydrothermal synthesis and characterization of titanosilicate ETS-10 was used as a means to prepare students for a research-focused independent term project as part of a 200-level descriptive inorganic chemistry course. Students spent the first 7 weeks of the course learning synthesis and characterization techniques that are common for metal oxide systems. In the second half of the semester, students led their own independent term projects as part of this research integrated laboratory course. All students successfully synthesized their materials and characterized their products independently. At the completion of the course, students submitted a journal-style report as well as presented their findings at a department poster session. The students were assessed through Student Assessment of their Learning Gains (SALG) surveys which showed enhancement in understanding and all-around research skills. The feasibility of learning advanced instrumentation that is not typically used in an undergraduate lab setting was demonstrated through this course.

Structure Analysis from Powder Diffraction Data: Rietveld Refinement in Excel

“…It also leads to significant gaps developing between the theory students see in lectures and textbooks, and the way they experience crystallography in a practical setting. Several publications have previously raised the educational consequences, and there have been a number of earlier papers on how to build crystallographic education into school, undergraduate and postgraduate, curricula. − Several previous publications have described ways in which powder diffraction experiments can be introduced into undergraduate practical classes to highlight the importance of the technique itself, ,− or its use as a characterization method as part of a wider laboratory practical. − We are, however, unaware of other work that teaches structure analysis from powder diffraction data in the way described here.…”

Teaching crystal structures in undergraduate courses: a systematic review from a disciplinary literacy perspective

“…For example, both (Wriedt et al (2016) and Ismail (2020)) described a learning experience in which students learned to synthesize and characterize a target material. However, whereas Wriedt et al (2016) presented the purpose of this activity to ''teach students basic research tools and procedures'' (categorized as Technique/Experiment), Ismail (2020) presented the purpose as ''to prepare students for a research-focused independent term project'' (categorized as Research Practice). In some cases, there were secondary themes that could be implied based on the text, but in such cases, we attempted to classify the articles based only on what was explicitly stated.…”

“…The Designer role was emphasized when students were called to actively engage with the activity and to make choices that affect the activity's trajectory. In (Ismail, 2020), this role was supported by having students design, propose, and conduct individual term projects. Finally, the Interrogator role was seen whenever students were asked to put their current actions and activity in context of the topic at hand, the wider scientific field, or their education.…”

“…In these articles, the author's intended purpose is to give students opportunities for authentic Research Practice. In this case, seen in (Small et al, 2014;Ismail, 2020), the purpose is not to teach principles or concepts, or to train students in the use of particular techniques. Instead, the purpose is to help students learn about and gain appreciation for the process of research, including experimental design, data collection and analysis, and the communication of findings.…”

“…Instead, the purpose is to help students learn about and gain appreciation for the process of research, including experimental design, data collection and analysis, and the communication of findings. For example, (Ismail, 2020) describes a semester-long course focused on independent research-like projects concerning inorganic chemical synthesis and characterization of metal-oxide zeolites. Similarly, (Lyle et al, 2018) describes an experimental series that focuses on metal-organic and covalent-organic frameworks and has students go through a mock research article submission process.…”