So These Numbers Really Mean Something? A Role Playing Scenario-Based Approach to the Undergraduate Instrumental Analysis Laboratory
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Amanda M. Grannas [1] ; Anthony F. Lagalante [1]
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[1] Villanova University
Villanova University
Township of Radnor, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 87, Nº 4 (April), 2010, págs. 416-418
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
A new curricular approach in our undergraduate second-year instrumental analysis laboratory was implemented. Students work collaboratively on scenarios in diverse fields including pharmaceuticals, forensics, gemology, art conservation, and environmental chemistry. Each laboratory section (approximately 12 students) is divided into three groups that play one of three roles: an accusatory group, a defense group, or a governmental agency. Experimental results guide a group’s interpretation of the scenario consequences. The students must provide the qualitative and quantitative data they have gathered and must also interpret the results of the data and discuss how the data affect their group’s position in the role-playing scenario. The groups present their findings in poster, oral, or written format throughout the semester. Here, we describe the rationale for this new approach to the instrumental analysis laboratory, the assessment, and the results of our implementation.
