Teaching Instrumental Analysis during the Pandemic: Application of Handheld CO₂ Monitors to Explore COVID-19 Transmission Risks

Abstract

The COVID-19 pandemic has posed a challenge for maintaining an engaging learning environment while using remote laboratory formats. In this work, we describe a Student Choice Project (SCP) in an undergraduate instrumental analysis course that was adapted for remote learning without sacrificing research-based learning goals. We discuss the implementation and assessment of this SCP, selected student results, and student feedback. Students were provided handheld carbon dioxide monitors and charged with designing and implementing an investigation centered on COVID-19 airborne transmission. The real-time monitors provided experience with a new analytical tool that demanded considerations and analysis not common to other methods discussed in the course. Students were motivated by the ability to design their own projects and by the real-world implications of their findings. They performed well for all assessments, reported a positive experience, and recommended these monitors be added to the typical repertoire of instrumentation for the course.

Teaching Analytical Instrumentation Through Remote Access – A Gas Chromatography Perspective

“…Various “remote laboratories”, replacing conventional face-to-face classes, for undergraduate level teaching during the pandemic have been reported. These range from titration experiments − and amperometry and fluorescence spectroscopy to multiple week research-based activity . Prior to the pandemic, remote lab experiments were reported somewhat intermittently; examples include nuclear magnetic resonance (NMR) spectroscopy, atomic absorption spectrophotometry (AAS), gas chromatography (GC)–mass spectrometry (MS), inductively coupled plasma (ICP)–optical emission spectrometry (OES), chemical reaction observations via light and temperature change, and various electrochemical exeriments .…”

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

“…High student-to-instrument ratios often make providing a full, hands-on laboratory experience difficult. This point became even more evident during the COVID-19 pandemic when physical distancing needs arose. , Many universities addressed this issue by creating hybrid laboratories, prerecorded demonstrations, , virtual simulations, − and at-home experiments. − Rather than modifying traditional laboratory pedagogical strategies, this work’s authors used physical distancing constraints as an opportunity to study student communication and accountability while maintaining an in-person laboratory experience . Written communication plays an integral role within the experiments described here instead of being relegated to a follow-up lab report or separate writing course. − This work demonstrates the value of peer-to-peer communication using two multiweek experiments that yield hands-on experience with both high performance liquid chromatography (HPLC) and gas chromatography (GC).…”

Design and Conduct of Lab@Home Chemistry Experiment: The Effect of Strong Acid and Base on Buffered and Unbuffered Systems

“…These courses use hands-on lab experiences to strengthen the concepts taught in the classroom and prepare students for higher-level chemistry courses. Lab components are essential and cannot be fully replaced by demonstrations. , Therefore, distance-learning providers have offered several home-based general chemistry, , analytical chemistry, − organic chemistry, , and biochemistry , experiments. For example, Carabello et al investigated acid–base equilibrium and sodium carbonate/acetic acid titration using turmeric as an indicator and a smartphone RGB application, enabling first-hand experience with household chemicals .…”