Quantitative Analysis is often the bane of lower-division undergraduate chemical education, because students have a hard time seeing beyond the fairly rigorous calculations and titrations. This course is often the first taste that a Chemistry major gets of what is really expected of them in terms of independent thinking and problem solving, as well as higher-level writing and lab skills. This symposium will explore new strategies to modernize the course, as well as methods to provide context from outside the classroom. Specifically in the lecture, how are instructors using journal articles, descriptions of modern analytical techniques, writing skills, and problem solving to help students see the utility in this course. In lab, how are instructors going beyond the traditional titration experiments and providing real-world problem solving models, or real-world experimental contexts, as well as intensive writing workshops.
Presider: Kate Stumpo, University of Tennessee-Martin
Related Papers Introduction (2:00 pm to 2:05 pm)
P104: Using process-oriented guided-inquiry active learning in analytical chemistry: The ANA-POGIL project (2:05 pm to 2:25 pm)
P103: Using POGIL activities to teach analytical chemistry (2:25 pm to 2:45 pm)
P105: Team-based learning in a large Analytical course (2:45 pm to 3:05 pm)
P106: Modernizing the quantitative analysis laboratory (3:05 pm to 3:25 pm)
Break (3:25 pm to 3:40 pm)
P107: Promoting the writing process while teaching scientific writing in an analytical laboratory course (3:40 pm to 4:00 pm)
P108: Project-based experiences in Quantitative Analytical chemistry laboratory (4:00 pm to 4:20 pm)
P109: Modernizing the Quantitative Analysis lecture (4:20 pm to 4:40 pm)
