P868: Art as a learning tool in analytical chemistry courses

Author: Sara E. Hubbard, Ouachita Baptist University, USA

Co-Author:

Date: 8/6/14

Time: 2:25 PM2:45 PM

Room: MAN 107

Related Symposium: S60

In my analytical chemistry courses, I seek to aid students in gaining knowledge, developing lab skills, and applying them to real-world topics. How can this be accomplished in a relevant, yet interesting, way? For my Quantitative Analysis Lab in 2012, the semester ended with a 3-week project in which students research possible methods for calcium determination and discuss the pros and cons of each. Each group of students submitted a project proposal for the determination of calcium in an “artifact” using two methods of analysis. The groups spent several lab periods performing their analyses, culminating in an oral presentation of their findings to their classmates and the faculty. This capstone to the quantitative analysis lab experience allowed students to bring their wet and instrumental lab skills together while learning to compare the effectiveness and efficiency of techniques for a real-world sample that limits the amount of analyte they can use. For Instrumental Analysis in 2014, the entire course was focused on the instrumental analysis of art and artifacts. Through the use of discussions, case studies, readings, videos, field trips, and regular time in the laboratory collecting data on art samples, this course helped students to make connections between the instrumental theory discussed and utilized in the classroom and real-world samples and events from the art community. Lessons learned and intended modifications for future sections will be discussed.

P400: Viewing art from another angle: Utilizing cCWCS chemistry in art materials in courses for majors and non-majors

Author: Sara E. Hubbard, Ouachita Baptist University, USA

Co-Author:

Date: 8/5/14

Time: 10:15 AM10:35 AM

Room: MAN 102

Related Symposium: S2

Since beginning my career at Ouachita Baptist University, a private liberal arts institution with ~1500 students, my goal has been to introduce the students, both majors and non-majors, to real-world, interdisciplinary chemistry topics. I have had the pleasure of attending both levels of the Chemistry in Art workshops offered through cCWCS. As a result of my experiences at the workshops in 2010 and 2012, several additions have been introduced into my Quantitative Analysis and Instrumental Analysis courses, including art analysis case studies and discussions, and a project-based lab sequence determining the calcium in an “artifact”. This Quantitative Analysis project allows students to understand that in the real world, there is often a limited quantity of sample available, such as from an art work or artifact. Students compare several methods of analysis, not only for precision and accuracy, but also based upon the effects to their artifact’s integrity. In addition to changes in my analytical chemistry courses, I worked with an art faculty member to offer an Honors Symposium in the spring of 2012 on the Chemistry of Glasses and Glazes, in which the students’ favorite activity was the preparation of fused glass jewelry. Also, I am in the process of developing a non-majors course on the Chemistry of Art to be implemented in the spring of 2015. Thus far, only positive responses have been received from students and other faculty regarding these projects and classes.