Lab-at-Home: Hands-On Green Analytical Chemistry Laboratory for New Normal Experimentation

Abstract

The COVID-19 pandemic has forced analytical chemistry educators in Thailand to change methods of teaching and learning to new normal ones. Higher education has faced additional challenges because of a lack of hands-on experiments and an increasing number of students in foundation chemistry courses being hindered from practicing skills. This work aimed to develop a Lab-at-Home (LAH) for new normal, analytical chemistry experimentation. The LAH implemented a hands-on green chemistry experiment, i.e., colorimetric determination of iron using non-hazardous reagents (supporting Sustainable Development Goal (SDG) 12-responsible consumption and production). The LAH was sent to students at their location before the synchronous class, where the instructors were prompt to supervise. Thus, this supports SDG4-quality education and SDG10-reduced inequalities. The learning outcome achievements, i.e., the analytical characteristics and colorimetry principles comprehension, as well as the ability to perform data analysis, were evaluated by a quiz and laboratory report. LAH satisfaction was assessed by questionnaire and focus group discussion. The learning outcomes were successfully achieved, although students who performed the experiment individually received higher scores than those who did in groups. Students were very satisfied with the LAH as a tool for new normal experimentation, yet some students faced a poor Internet connection during the synchronous online class.

The implementation of SDG12 in and from higher education institutions: universities as laboratories for generating sustainable cities

“…The literature search generated 97 documents that touch on the theme of SDG12 concerning HEIs and sustainable cities. Studies deal with academic studies or community projects carried out by universities and their interception with SDGs (Gebremedhin et al, 2019;Whitcraft et al, 2019;Elsamadony et al, 2022;Paunglad, 2022), consumer studies (Corsini et al, 2019;Longoria et al, 2021;Lin et al, 2022;Siddiqua et al, 2022) or design, development, and use of sustainable materials, primarily biochemical in nature [see for example (Tao et al, 2018;Shi et al, 2021;Yeerum et al, 2022)] and using the Life Cycle Assessment (LCA) methodology (Garcia et al, 2021;Adebisi and Babatunde, 2022). In Alvarez-Risco et al (2021) a study with higher education students was conducted in which they shared their SDGs research interests.…”

Impulso a los Objetivos de Desarrollo Sostenible a través de las prácticas de laboratorio

“…El profesor transmitió a los estudiantes el papel de la educación para crear un mundo más sostenible y alentó a los estudiantes a reconocer la importancia de sus propias habilidades para mejorar el trabajo y el emprendimiento, así como la importancia de trabajar adecuadamente en el laboratorio ya que el laboratorio de química es el lugar donde se comprueba la validez de los principios químicos. Yeerum et al (2022) ante la imposibilidad de que los estudiantes asistieran a las prácticas de laboratorio durante la pandemia de la COVID-19 desarrollaron una iniciativa para que los estudiantes pudieran hacer en casa una práctica de química analítica utilizando reactivos no peligrosos, utilizando un kit que les enviaban a sus casas antes de la clase síncrona. Estos autores mencionan que con esta iniciativa apoyan los ODS 3 (Salud y bienestar), ODS 4 (Educación de calidad), ODS 10 (Reducción de desigualdades).…”

Homemade Paper Analytical Device and Digital Image Colorimetry as Tools for Learning about Calibration Curve Methods during the COVID Pandemic: A Remote vs In-Person Class Evaluation

“…These aspects make the practical classes extremely important for learning chemistry due to the context in which they are inserted. Several reports have presented alternatives for remote analytical chemistry practical classes dealing with educational content, such as preparing standard solutions, constructing a paper-based device, and building an analytical calibration curve at home using household utensils. − Within the scope of remote classes, analytical devices were developed to be used as educational tools. For example, Komatsu et al proposed using a paper analytical device (PAD) for the quantitative analysis of ascorbic acid and obtaining the pH values of commercial beverages without using a micropipette or disposable plastic droppers.…”