Separation techniques for environmental analysis

Hussain, Chaudhery Mustansar; Keçili, Rüstem

doi:10.1016/b978-0-12-816934-6.00007-2

Cited by 4 publications

(2 citation statements)

References 84 publications

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“…39 Young adults continue to outpace other age groups in regard to environmental concerns, and this experiment provides them the opportunity to engage with a topic they prioritize by demonstrating an industry standard environmental testing technique. 40,41 Using closely related structures with similar boiling points as model analytes furnishes the students with the opportunity to tease apart GC peaks to increase resolution (Figure 3). 42,43 While studying the relevant substituted benzenes possesses some associated risk, this study substitutes o-xylene for toluene to minimize potential toxic exposure.…”

Section: Gc Background: Gasoline Componentsmentioning

confidence: 99%

“…The module’s GC component relies on a more established set of analytes: substituted aromatic hydrocarbons commonly released during fossil fuel combustion. , In addition, their widespread use in household products and industrial processes make these compounds significant contributors to indoor air pollution . Young adults continue to outpace other age groups in regard to environmental concerns, and this experiment provides them the opportunity to engage with a topic they prioritize by demonstrating an industry standard environmental testing technique. , Using closely related structures with similar boiling points as model analytes furnishes the students with the opportunity to tease apart GC peaks to increase resolution (Figure ). , While studying the relevant substituted benzenes possesses some associated risk, this study substitutes o -xylene for toluene to minimize potential toxic exposure. − …”

Section: Introductionmentioning

confidence: 99%

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Uncovering the Importance of Peer-to-Peer Communication during the COVID-19 Pandemic: Rotating Chromatography Experiments to Overcome Limited Student Capacity

et al. 2023

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Even though scientific communication and collaboration play critical roles in academic success, they often come in second to teaching laboratory fundamentals. COVID-19 associated capacity constraints forced our program to reexamine the traditional laboratory instruction paradigm by limiting physical attendance, as well as laboratory duration. Instead, we opted to turn these restrictions into opportunities to study peer-to-peer communication as a means to enhance in-person experimentation. Here, a two-week high performance liquid and gas chromatography (HPLC and GC) module uses centralized student communication between peer groups to not only maintain but increase quality laboratory experiences. Students rotate between two chromatography experiments to ensure each person gains exposure to foundational separations techniques. The module’s first week focuses on method development, while the second week highlights method validation. Since HPLC and GC can accommodate similar experimental objectives, students receive comparable method development and validation experiences no matter which specific instrument they are assigned to that week. By integrating communication into the experimental process and adding peer accountability to the laboratory’s design, the authors observed an increase in laboratory report words and figures when compared to the prior years’ reports. Student questionnaires also indicated structured rotation and group communication increased student interest and investment in obtaining and reporting quality data.

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