Advanced Spectroscopy and Forensic Analysis
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Transcript Advanced Spectroscopy and Forensic Analysis
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
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
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
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 (O’Hara et
al., 1999).
– Students often engage better when the outcome is
unknown.
Disadvantages?
– Carrying out project without enough knowledge.
– Unable to interpret results.
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 20072008
– End of 2007-2008:
Average Lab mark: 70% vs. average exam mark
42%
Problems specific to this
module
Students engage very well in the
laboratory work
Feedback from students is very positive
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
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!
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)
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 datacollection 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
Vernier LabPro
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)
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
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
Peer assessment Form
Self Assessment Form
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 GC’s
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)
Assessment Summary
Year
Class
tests
Lab
report
Exam
Overall
mark
# 1st
class
2006/2007
82 students
63.5
67.7
46.1
54.1
11
(13.4%)
2007/2008
56 students
59.5
70.2
42.4
53.1
1
(1.8%)
2008/2009
53 students
67.0
70.2
50.4
57.9
13
(24.5%)
Assessment Summary
Year
Class
tests
Lab
report
Exam
Overall
mark
# 1st
class
2006/2007
82 students
63.5
67.7
46.1
54.1
11
(13.4%)
2007/2008
56 students
59.5
70.2
42.4
53.1
1
(1.8%)
2008/2009
53 students
67.0
70.2
50.4
57.9
13
(24.5%)
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 GC’s
– Good that we had peer assessment
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 Projectbased learning???