P768: Learning about instrumentation by building a UV/Vis spectrophotometer: An Instrumental Analysis project at Doane College

Author: Erin Wilson, Doane College, USA

Co-Author: Mark Wilson, Doane College, USA; Mark Plano-Clark, University of Cincinnati, USA

Date: 8/6/14

Time: 11:10 AM11:30 AM

Room: MAN 107

Related Symposium: S60

Modern chemical instrumentation is complex in design and obscured in function by software that largely handles the measurement details. It is typical in Instrumental Analysis courses to teach instrument components and design in the classroom and instrument performance and limitations in the laboratory. In order to introduce students to the complications and trade-offs of whole instrument design and give them hands-on experience with characterizing instrument performance we have developed and implemented a laboratory unit in the Instrumental Analysis course at Doane College in which students build and optimize UV/Vis spectrophotometers from readily available optical components. Students choose from a selection of light sources, detectors, dispersion elements, mirrors and lenses for the key components of the instrument. This allows them to make choices based on evidence to optimize their spectrophotometers. They use a variety of methods to characterize the performance of their instruments, including wavelength calibration, resolution measurements, stray light measurement and comparison of absorbance response to a Cary 50 spectrophotometer. Through this project students have a chance to understand the requirements for a functioning UV/Vis spectrophotometer, the way that this instrument translates chemical properties into electrical signals, and the practical compromises of instrument design through authentic performance.

P350: Innovations in Science methods courses: Preparing STEM educators through collaborative teaching

Author: Karen E. Irving, The Ohio State University, USA

Co-Author: Christopher S. Callam, The Ohio State University, USA

Date: 8/4/14

Time: 4:00 PM4:20 PM

Room: MAK A1161

Related Symposium: S32

At Ohio State University, a one-year Master of Education program supported by the Woodrow Wilson Foundation promoted collaborations between faculty from the Colleges of Education and Human Ecology (3), chemistry, physics, life science and geological sciences (Arts and Sciences, 5) and Engineering (2) to design and implement an innovative semester-long, 5-credit science methods course focused on inquiry and engineering design principles. The course prepares students for state licensure and increases their pedagogical content knowledge on topics identified by the Next Generation Science Standards (NGSS). Modular themes targeted five content areas in STEM: chemistry, earth science, life science, physics, and engineering. NGSS crosscutting concepts such as energy and matter, modeling, scientific and engineering design methods provided a common thread throughout the course. The presentation focuses on the innovations used in design of the chemistry module. The module was team-taught by a chemistry faculty member and an education faculty member. The module implemented a discussion format with an emphasis on chemical demonstrations and technology. Students designed lessons focused on a chemical demonstration to facilitate learning and understanding in the classroom. An emphasis was placed on the relationship between macro-scale, sub-microscale, and formulaic representations. Other activities included computer modeling, card sorts, concept maps, inquiry-based lab exercises, and building models. The course has been taught twice in the last two years with 21 total students completing the curriculum. The Woodrow Wilson Fellows commit to 3-years of teaching in a high-needs school on completion of the program.