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Advanced Spectroscopy and Forensic Analysis

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Does it work? CHE-20011 as a case: Relative new module started in 2005-2006 ... Mini-project. Analysis of wastewater for the presence of pharmaceutical drugs ... – PowerPoint PPT presentation

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Title: Advanced Spectroscopy and Forensic Analysis


1
Advanced Spectroscopy and Forensic Analysis
  • Enhancing Student Engagement, Skills and
    Practical Experience Through Project-based
    Learning

Dr Falko Drijfhout, Professor Mark Ormerod and Dr
Vladimir Zholobenko School of Physical and
Geographical Sciences
2
Problem
  • Linking lecture material with applications (e.g.
    Lab based work)
  • Apply knowledge - especially in problem solving
    situations
  • Big gap between knowledge obtained in lectures
    and real life scenarios

3
Project-Based Learning
  • What is it?
  • Project-based learning is an individual or group
    activity that goes on over a period of time,
    resulting in a product, presentation, or
    performance.
  • Usually with the use of technical equipment or an
    IT component

4
Project-Based Learning
  • Advantages?
  • Ability to apply knowledge.
  • Motivation to learn material when it is put in a
    context in which they see its relevance (OHara
    et al., 1999).
  • Students often engage better when the outcome is
    unknown.
  • Disadvantages?
  • Carrying out project without enough knowledge.
  • Unable to interpret results.

5
Does it work?
  • CHE-20011 as a case
  • Relative new module started in 2005-2006
  • Several changes carried out over the years
  • Main problem was the gap between lab mark and
    exam mark
  • Introduced Project-based learning in 2007-2008
  • End of 2007-2008
  • Average Lab mark 70 vs. average exam mark 42

6
Problems specific to this module
  • Students engage very well in the laboratory work
  • Feedback from students is very positive

7
Some Feedback
  • Well organized, good scripts (6)
  • Labs related to lectures and helped my
    understanding (5)
  • Helpful staff and demonstrators (6)
  • Easy to ask questions got helpful answers
  • Labs were interesting, enjoyable (3)
  • Not enough information given, sometimes
    confusing
    (mini-project) (6)
  • Provide handouts on how to use equipment

8
Problems specific to this module
  • Students engage very well in the laboratory work
  • Feedback from students is very positive
  • They all enjoy the lab work
  • BUT
  • . exam mark is always very low!

9
Possible solutions
  • Improve students
  • problem solving skills
  • understanding of instruments used in the lab
  • ? Project-Based learning ..
  • with some modifications
  • Start with small exercises
  • Use of simple data collection software (LoggerPro)

10
LoggerPro
  • Logger Pro software provides an inexpensive,
    user-friendly way for students to collect and
    analyse data with computers.
  • Logger Pro is the most popular data-collection
    program in science and math education because
    students find our software easier to learn than
    other data-collection programs.
  • Students can make copies to use at home and not
    have to pay extra for that.

Quotes from the LoggerPro Website
http//www.vernier.com/soft/lp.html
11
Vernier LabPro
12
Exercises
  • Experiment 1 Evaluation of the Gas
    Chromatograph
  • Experiment 2 Small internal competition
  • Experiment 3 Chromatographic analysis of
    Petroleum hydrocarbons in soil
  • Mini project
  • Visit to Alcontrol (Quality control lab for
    Environment and Food testing)

13
Mini-project
  • Analysis of wastewater for the presence of
    pharmaceutical drugs
  • Wastewater collected from Strongford Sewage
    Treatment Works in Barlaston, Stoke-on-Trent
  • Several analytical techniques were used to
  • concentrate sample (SPE) and
  • analyse the chemicals (GC/MS)
  • Group lab report

14
Assessment
  • Formative assessment
  • Oral presentation on method development
    (competition)
  • Summative assessment
  • Exam, proforma, lab report, class tests
  • BUT also peer assessment ? students assess their
    peers contribution to the lab report

15
Peer assessment Form
16
Self Assessment Form
17
Feedback from students - Lab
  • Well organized (5)
  • Labs related to lectures and helped my
    understanding (8)
  • Competition was really interesting/fun (4)
  • Helpful staff and demonstrators (5)
  • Easy to ask questions got helpful answers
  • Labs were interesting, enjoyable (2)
  • Good step-by-step guidance for the labs, lab
    scripts well detailed (4)
  • Practicals are always fun (2)
  • Liked using the GCs

18
Feedback from students - Lectures
  • Good content and organisation (10)
  • Good lectures, high quality (5)
  • Very good teacher quality (2)
  • Detailed/good lecture notes (3)
  • Lots of information available giving wide
    knowledge of forensic techniques (3)
  • Chromatography and microscopy were interesting
    (5)
  • Developed on from previous knowledge/skills
  • Visiting the ALcontrol lab helped to get
    perspective (4)

19
Assessment Summary
20
Assessment Summary
21
Evaluation
  • Very positive!
  • Students were forced (but in a positive way) to
    (a) think about and (b) discuss the principles of
    chromatography
  • Successful incorporation of Level I material in
    Level II
  • Developed on from previous knowledge/skills
  • Students enjoyed it!!
  • Liked using the GCs
  • Good that we had peer assessment

22
Next Year??
  • Further close the gap between exam marks and lab
    marks (in course assessment)
  • Focus was on chromatography, next year we will
    try to incorporate mass spectrometry
  • Problem-based learning in addition to
    Project-based learning???
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