Peer Reviewed: Environmental chemistry in the undergraduate laboratory

Wenzel, Thomas J.; Austin, Rachel N.

doi:10.1021/es0124461

Cited by 17 publications

(21 citation statements)

References 13 publications

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“…[1,2,4,6] The instrumental analysis students' learning was assessed using the laboratory results and written documents. [1,2,4,6] The instrumental analysis students' learning was assessed using the laboratory results and written documents.…”

Section: Discussionmentioning

confidence: 99%

Field Sampling with a FP‐XRF: A Real‐World Lab Experience

Bachofer

2004

Spectroscopy Letters

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A field sampling laboratory experiment was developed so students would gain experience sampling on a field site and have an introduction to XRF spectrometry. The experiment used a rented field portable XRF instrument (FP-XRF) to quantify the lead in soil samples collected adjacent to an urban highway and explored aspects of the USEPA Method 6200. Rainy weather conditions eliminated the possibility to record spectra in the field, so sample preparation procedures were modified to model the typical in situ and intrusive mode of spectral investigations stated in the method. The lead content in the soil samples collected at 15 ft from the highway were determined to be greater than 2000 ppm. The soil lead content decreases as the distance perpendicular to the highway increases. The site background sample collected from 300 ft away is nearly equal to the instrumental lead detection limit of 20 ppm. ORDER REPRINTSThe experiment demonstrated the need to collect replicate spectral data for in situ sampling and that sample homogenization is a critical step in the intrusive sample analysis mode.

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Section: Discussionmentioning

confidence: 99%

Field Sampling with a FP‐XRF: A Real‐World Lab Experience

Bachofer

2004

Spectroscopy Letters

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“…Figure 1. Schematic overview of the basic (1-2) and optional advanced modules (3)(4)(5). It is anticipated that in most cases, basic modules 1 and 2 will be completed with optional advanced modules and add-ons chosen based on the learning objectives of a particular course.…”

Section: Experiments Descriptionmentioning

confidence: 99%

“…1,2 The natural environment was identified as a context for undergraduate experiments that facilitates meaningful investigations, realistic problem solving, and promotion of teamwork. 3 While recognizing the value of context-based learning, Sevian and Talanquer cautioned that in some cases, a focus on the contexts that stimulate student engagement may take precedence over the learning of core chemistry ideas and practices. 4 Several recent reports of laboratory experiments have demonstrated that investigating the reactivity of environmentally significant chemicals by natural and engineered processes such as hydrolysis, 5 oxidation, 6 dissolution, 7 and catalyzed reduction 8 provides a stimulating context while developing an understanding of fundamental concepts and skill in analytical techniques.…”

Section: Introductionmentioning

confidence: 99%

Kinetics and Pathways of the Aqueous Photolysis of Pharmaceutical Pollutants: A Versatile Laboratory or Remote Learning Investigation

Buth¹,

Ossola²,

Partanen³

et al. 2020

Preprint

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<p>In this laboratory experiment, students explore the aquatic photochemical fate of ranitidine and cimetidine, two common wastewater-derived pharmaceutical pollutants. It provides an engaging environmental context for students to develop knowledge of reaction kinetics and photochemistry, as well as skill using analytical instrumentation. This versatile experiment consists of two basic modules, three optional advanced modules, and additional add-ons that may be performed in various combinations to meet the unique learning objectives of general, analytical, physical, and environmental chemistry courses and science outreach activities. It may be performed as a traditional lab experiment or as an entirely remote exercise with an increased focus on data analysis and interpretation using provided example data sets. All photolysis experiments are carried out by preparing solutions of ranitidine or cimetidine in various matrices, irradiating the samples, and periodically removing subsamples for HPLC analysis of the compound of interest. Pseudo-first-order kinetic plots are then generated to determine rate constants that are used to draw conclusions about photolysis pathways or to calculate additional kinetic parameters. In the two basic modules, cimetidine is found to degrade appreciably only when irradiated in the presence natural organic matter (NOM), indicating an indirect, photosensitized degradation pathway. In contrast, ranitidine degrades in pure buffer and in the presence of NOM with comparable rate constants, highlighting the predominant role of direct photolysis. In the advanced modules, students calculate ranitidine direct photolysis quantum yields and examine the significance of singlet oxygen as a photochemically produced reactive intermediate. The two basic modules may be completed in two three- to five-hour lab periods while the advanced modules require additional time. This experiment requires only a HPLC, inexpensive chemicals, and common glassware and lab equipment if performed in person, and a personal computer if performed remotely.</p>

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“…Environmentalchemistryhasbeenincreasinglyintroducedintoundergraduate curricula in recent decades (e.g., (1–4)). Contextually driven activities improve both understanding and engagement in undergraduate courses by highlighting the relevance of chemistry and its application to the real world (4). Environmental chemistry is an especially useful context in which to present chemical concepts, especially for non-majors (3).…”

Section: Introductionmentioning

confidence: 99%

Introduction to Environmental Chemistry of the Arctic: An Introductory, Lab-Based Course Offered Both Face-to-Face and by Distance

Guerard

Hayes

2018

ACS Symposium Series

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In this chapter, we present a model for an entry-level lab-based undergraduate environmental chemistry course delivered simultaneously by face-to-face and distance modalities. This course frames conceptual chemistry using the theme of Alaskan Arctic environmental issues in order to increase engagement and perceived relevance of chemical principles. Synchronously delivered lectures and guided discussions along with the incorporation of peer-mentored research projects encourage the development of a learning community among students in the course. Distance students participate in the same virtual and “kitchen” lab experiments as on-campus students, thus providing an educationally equivalent curriculum to all. In mixed teams of on-campus and distance students, all students participate in research projects to allow entry-level students to explore their interests in STEM fields. Students thereby begin to build an identity as a scientist and hopefully this course will serve as a mechanism to improve recruitment and retention of students, especially from traditionally underrepresented groups, in the chemical sciences and other STEM fields of study. Responses from the first course offering communicated positive attitudes toward the course content and methods.

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Peer Reviewed: Environmental chemistry in the undergraduate laboratory

Cited by 17 publications

References 13 publications

Field Sampling with a FP‐XRF: A Real‐World Lab Experience

Field Sampling with a FP‐XRF: A Real‐World Lab Experience

Kinetics and Pathways of the Aqueous Photolysis of Pharmaceutical Pollutants: A Versatile Laboratory or Remote Learning Investigation

Introduction to Environmental Chemistry of the Arctic: An Introductory, Lab-Based Course Offered Both Face-to-Face and by Distance

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