Water Quality Characterization Using ASTM Methods in an Undergraduate Advanced Instrumental Analysis Laboratory Course

Abstract

Water analysis is an excellent interdisciplinary topic for project-based learning. An undergraduate course was designed to engage the senior undergraduate chemistry students in a real-life experience. In this course, students developed methodologies based on published American Society for Testing and Materials (ASTM) methods for the measurement of fluoride, phenols, and metals in real water samples. The procedures were utilized to analyze target analytes in real water samples from various sources, such as seawater, sewage water, swimming pool water, tap water, and drinking water in the eastern province of the Kingdom of Saudi Arabia (KSA). These areas are profoundly affected by urbanization. The students analyzed the samples by employing a portable total dissolved solids (TDS) meter, a pH/ion-selective electrode (ISE) benchtop meter, an inductively coupled plasma−optical emission spectrometry (ICP-OES), and a gas chromatography−flame ionization detector (GC-FID). The ASTM methods allowed the students to gather research-level data and study regional environmental issues. The students prepared and presented their results at the departmental conference. Through the water analysis project, students acquired field and laboratory research skills, performed a quantitative analysis of data sets, developed collaborative interactions, as well as utilized their writing and communication skills. The exposure of students to these research tools provided them with experience in dealing with the limitations of trace level analysis in real samples. The outcome of this study provided the students with an overview of how their theoretical knowledge was connected to the country's limited water sources and pollution problems.

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

“…In the postcourse survey, several students commented that they wished that they could have chosen their water quality parameters; this comment was echoed in a similar PBL experience measuring water quality parameters from local water sources. 6 While one of the goals of the current course was to have students practice and master skills during Tier 1 and use those skills in Tier 2, in the future it might be possible to provide the students with a bit more flexibility while still meeting those goals. For example, the students used a fluoride ion-selective electrode to measure the concentration of fluoride in their water samples, yet there are many other electrodes (i.e., nitrate, calcium) that the students could use rather than, or in addition to, fluoride.…”

“…In contrast, the analytes to be measured were preselected. In the postcourse survey, several students commented that they wished that they could have chosen their water quality parameters; this comment was echoed in a similar PBL experience measuring water quality parameters from local water sources . While one of the goals of the current course was to have students practice and master skills during Tier 1 and use those skills in Tier 2, in the future it might be possible to provide the students with a bit more flexibility while still meeting those goals.…”

“…Most standard laboratory courses involve students following prescribed experimental procedures each week, with either a laboratory report to write or handout to fill out at the end of each experiment. − While this setup is effective at teaching basic, hands-on laboratory skills, it often does not encourage students to think critically or independently about the experiments they are conducting. ,, Therefore, many laboratory instructors have started to implement project-based learning (PBL) in their courses. PBL involves instructors assigning short-term research projects for their students to complete over the span of several weeks, creating a learning environment that is student-driven and instructor-facilitated. ,− Prior research has shown that PBL increases students’ engagement and retention, as well as communication, problem-solving, and critical thinking skills. , …”

“…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.…”

Field-Based Environmental Chemistry Course for Interdisciplinary, Project-Based Learning

“…Field trips are typically one-day activities and may or may not include a hands-on component. Field trips have been incorporated into the chemistry curriculum for nonscience major courses, − high school courses, , and lower-division − and upper-division courses. − Despite these benefits, however, the sustained field-based application of chemistry concepts has not been broadly applied.…”