Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

Abstract

The application of the Study and Research Path (SRP) methodology for learning general chemistry, a fundamental course often found in the first-year curriculum of many technical degrees, is investigated. In recent years, SRPs have emerged as interesting inquiry and projectbased teaching formats. In an SRP, the search for an answer to a generating question (Q 0 ) triggers an arborescent scheme of derived questions and answers, that are summarized in a Q−A map. In our study case, we designed, implemented, and analyzed an SRP for a first-year course in Engineering. The SRP revolved around the Q 0 question, "what is the quality of tap water in your city?", which led students to become familiar with standards and learn different chemical analysis techniques to determine water quality parameters (hardness, pH, dry residue, sulfates, chlorides). Results of the first edition evidence that SRP enriched the learning of chemistry and expanded the media and milieu with respect to the traditional course. The specific design of the SRP helped overcome the didactic problems of the previous organization, by integrating the theoretical and experimental contents, improving the students' lab skills and providing a "sense" for the course, thus increasing the students' motivation. Both students and teachers adapted easily to the new instruction format. The results of this work open new opportunities for the application of SRPs in other chemistry courses in the future.

Implementing Service-Focused Activities Focused on Water Quality While Teaching a Freshmen Undergraduate Course During the COVID-19 Pandemic

“…For example, Oxley and Turner successfully implemented a field-based environmental chemistry course at St. Mary's University to engage chemistry and environmental science students to develop critical thinking skills that allowed the students to evaluate the link between chemistry and environmental conditions. 14 A similar approach has been implemented in classes (1) that explore the chemistry and geology of alkaline surface lake waters, 15 the quality of well water 16 as well as drinking water 17,18 or (2) that increase awareness of materials and environment 19 especially water quality. 19,20 The main goal of this study was to implement an engaging, teamwork building, service-focused Environmental Engineering activity in a freshmen Civil Engineering course (C E 101, Introduction to Civil Engineering) where students performed a water quality monitoring campaign using two commercially available low-cost test strips (2:1 and 5:1) while returning to campus during a pandemic event.…”

“…For example, Oxley and Turner successfully implemented a field-based environmental chemistry course at St. Mary’s University to engage chemistry and environmental science students to develop critical thinking skills that allowed the students to evaluate the link between chemistry and environmental conditions . A similar approach has been implemented in classes (1) that explore the chemistry and geology of alkaline surface lake waters, the quality of well water as well as drinking water , or (2) that increase awareness of materials and environment especially water quality. , …”

Using Project-Based Learning to Assess the Effectiveness of Water Filtration Devices in Removing Chemical Analytes in an Undergraduate Analytical Chemistry Laboratory

“…Incorporating water quality measurements into the undergraduate laboratory curriculum has been extensively reportedparticularly for PBL. ,,,,− This is, in part, for multiple reasons: because knowing the chemical makeup of water plays an important role in understanding the Earth’s surface properties, there are many well-validated methods for water quality measurements that can be completed by undergraduate students, obtaining water samples is relatively easy, and water is generally readily available for sampling.…”