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ERIC Number: EJ913387
Record Type: Journal
Publication Date: 2010-Apr
Pages: 3
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0021-9584
So These Numbers Really Mean Something? A Role Playing Scenario-Based Approach to the Undergraduate Instrumental Analysis Laboratory
Grannas, Amanda M.; Lagalante, Anthony F.
Journal of Chemical Education, v87 n4 p416-418 Apr 2010
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. (Contains 1 table.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania