P810: Fundamentals of macroscopic chemical analysis: A foundation level course for the new chemistry curriculum
: M. Abul Fazal, College of St. Benedict/St. John's University, USA
Co-Author: Richard M. White and Michael R. Ross, College of St. Benedict/St. John's University, USA
Time: 2:45 PM – 3:05 PM
Room: ASH 2302
Related Symposium: S23
In response to the recommendations of the American Chemical Society Committee on Professional Training (ACS-CPT), a new foundation level chemistry curriculum has been constructed based on structure, reactivity, and quantitation. Macroscopic chemical analysis is the first course of the two course sequence in the area of quantitation. The course provides the students with experience in the calculation and interpretation of macroscopic observables such as energy and concentration. The concept of equilibrium is developed from a thermodynamic perspective and then applied in the discussion of analytical methods including titrations and electrochemical analyses. An overview of the course, implementation challenges, and preliminary evaluation are presented.
P730: Development of polymerase chain reaction experiments that fit within a single undergraduate biochemistry laboratory session
: Jodi Kreiling, University of Nebraska at Omaha, USA
Co-Author: Richard Lomneth, Ericka Crawford, Brittney Tweedy, and John Riley III, University of Nebraska at Omaha, USA
Time: 9:55 AM – 10:15 AM
Room: LOH 174
Related Symposium: S54
Polymerase chain reaction (PCR) is a standard method for producing and analyzing DNA, and an important part of the biochemistry laboratory curriculum. Traditional PCR methods require long cycle times (denaturation, annealing and extension), which do not fit within a typical laboratory period (~3.5 h) when combined with gel electrophoresis of the DNA. Our goal was to develop a rapid and reliable PCR protocol that allowed amplification and gel analysis within a single student laboratory period and still produce reliable student DNA amplification. To accomplish this, we investigated relatively new DNA polymerases referred to as Hotstart enzymes that reportedly allow shortened PCR cycle times without losing amplification signal. These enzymes were tested using both conventional and rapid thermocyclers at various cycle times. Surprisingly, the conventional thermocycler found in most biochemistry laboratories was capable of reliably producing the amplified DNA products in a fraction of the standard protocol time simply by upgrading to Hotstart enzymes. Ultimately, PCR runs and product analysis using gel electrophoresis can be reliably completed in less than 3 hours by undergraduate students with only a minor increase to standard laboratory PCR expenses.
P348: Innovative school – University science education partnerships [WITHDRAWN]
: Richard John, Griffith University, Australia
Co-Author: Sidney Hooker and Louise Maddock, Griffith University, Australia
Time: 3:05 PM – 3:25 PM
Room: MAK A1161
Related Symposium: S32
This presentation will reveal how to establish and implement an effective school-university science education partnership program, which specifically builds the capacity of secondary school science teachers to teach science; and raises the science aspirations of school students. The Australian award-winning Griffith Science Education Alliance (GSEA) is a collaborative partnership between Griffith University, the Queensland Department of Education, Training and Employment (DETE), Education Queensland (EQ), the Gold Coast City Council (GCCC) and the Science Teacher’s Association of Queensland (STAQ), which provides a coherent, coordinated, region-wide approach to science education and science outreach in the South East Education Region of Queensland. The GSEA provides local schools with access to engaging and challenging science experiences and in-depth, ongoing, innovative approaches to science education, which take advantage of the expertise, resources and infrastructure available at Griffith University, Queensland, including GriffithChem, a pathway initiative where senior secondary students study a first year university chemistry course at school. Outcomes of the GSEA programs include the enhancement of teacher confidence and capability in teaching inquiry-based science and increased awareness of higher education and career opportunities for students of science. Contrary to current national trends, the GSEA programs have contributed to increased enrolments in senior secondary and tertiary science programs in South-East Queensland and helped address the shortage of qualified Australians in science, technology and engineering. In addition to this, the GSEA model has been used as a framework for the development of the Queensland STEM Education Network.