to aid student understanding of chemical analytical instrumentation Dr Mike Coffey michaelcoffeyntuacuk Kevan Garvey Roberta F abricio Loose OVERVIEW Describe an educational resource ID: 146276
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Slide1
Development of an educational card-game
to
aid student understanding of
chemical
analytical
instrumentation
Dr.
Mike Coffey (michael.coffey@ntu.ac.uk)
Kevan
Garvey
Roberta
F
abricio
LooseSlide2
OVERVIEW
Describe an educational resource
Design & development student-led
Stages of this talk:
1. Those involved
2. Concept and prior experience
3. “Laboratory Manager”: game outline
4. The next stages for the project
5. ConclusionsSlide3
Those involved
First designs (2013) final year chemistry undergraduate projects
Nicola Humphreys – mechanism like “trivial pursuit”
Liam Smith – good simple game mechanism
Kevan
Garvey (2014)
C
hemistry undergraduate
final year
project
game design as presented;
developed initial 16 game scenarios
Roberta
Fabricio
Loose (2014 & 2015)
Science without borders (second year) work experience developed game components
developed 4 additional game
scenarios
My own interest in gamesSlide4
Why a game? Why a card game?
Concept
S
omething different from (chemistry) lectures, labs & tutorials
Engaging (?)
Session experience: learning without fear of mistakes
Small groups of students directly interact
Need for analytical chemistry specifically? (later)Slide5
Why a game? Why a card game?
Concept
S
omething different from (chemistry) lectures, labs & tutorials
Engaging (?)
Session experience: learning without fear of mistakes
Small groups of students directly interact
Need for analytical chemistry specifically? (later)Slide6
Prior experience: educational game design
Resource: educational board-game “Green Chemistry”
1
Free-of-charge
Played in groups of 3-6 players
Duration about 60 minutes
Decision-based game (low luck element)
Engaging, incidental learning, socialWinner is s/he with most money at the end of the game1 Coffey, M. (2014)
Green Chemistry: classroom implementation of an educational board-game illustrating environmental sustainability in chemical manufacturing in
Handbook of Research on Pedagogical Innovations for Sustainable Development
(pp. 453-473).
Eds
:
K.D.Thomas
& H. E.
Muga
. IGI Global.Slide7
Prior experience: lessons from “Green Chemistry”
Where presented
2, 3, 4
found favourable interest especially in European countries (Germany, Poland, Switzerland, Finland).
Translation into German made at University of Bremen.
Game resources wanted by HE chemists (and students)
Components take time to print/assemble.
Probably hurdle to adoption. Game has steep learning curve and is fairly lengthy(how-to-play videos; basic & advance versions available).
Educational value of game enhanced through ancillary activity.
2
ViCE
2011 (University of York, UK)3 Eurovariety 2013 (University of Limerick, RoI)4 Chemistry Education Research: ESD 2014 (Bremen University, Germany)Slide8
Laboratory Manager: Game Idea
Game theme: instrumental chemical analysis
Target: transition secondary – tertiary education
Why?
d
ifficult transition stage for this area of chemistry
secondary schools/colleges have little instrumentation
mis-match instrumentation theory & practical useSlide9
Laboratory Manager: Educational objective (1)
Formative Feedback : NTU intake 2013 and 2014
GC
ICP
QA
AES
HPLC
MS
TLC
What do the following acronyms stand for?
1. Which of the above is best suited for analysis of total metals in drinking water?
2. Which of the above is best suited for perfume aroma investigation?Slide10
Laboratory Manager: Educational objective (2)
Formative Feedback : NTU intake 2013 and 2014
(n = 142, plus three returns which were blank)
Did not know either GC or MS = 6 (2 BTEC)
Knew MS, but not GC = 4
Knew GC, but not MS = 9 (1 BTEC)
Knew both GC and MS = 123 (6 BTEC): 87%Slide11
Laboratory Manager: Educational objective (3)
n = 142, of which 123 (87%) knew both GC and MS acronyms
Best used for perfume investigation?
No attempt = 80 (5 BTEC)
Answered
“GC”
= 40 (1 BTEC)
Answered “MS” = 3 Answered “GC-MS” = 0 Of group 43/142 (30%) got a partially correct answer.
None (0%) got a completely correct answer.Slide12
Laboratory Manager: Design Criteria
Target Late-stage “A”-level and 1
st
-year
undergraduate in transition from secondary
education
2 -4
30 min (4 “hands” @ 4-7 mins)Available free-of-charge (PDF files) via e-mail. Print-and-play.Low complexity, decision-based (low-moderate luck factor) Slide13
The Game: Outline of Play
All players are presented with the scenario: example
Players have to assemble a hand of cards comprising:
Qualitative or quantitative?
Analyte
s
eparationAnalyte detectorStaffCalibration certificateAccreditation certificatePlay proceeds by turn. Player collects new card from either top of face-up pile or blind from face-down deck, then discards to top of face-up pile.
Player can “Declare” upon completion of hand. Bonus points for completing early. Solutions to scenario are revealed, each player scores for each “correct” card collected. Running total over 4 or more hands.Slide14
Laboratory Manager : Examples
Scenario (1 of 20)
A major transport haulage firm suspects that one of their drivers may be too dependent on the pain killer
morphine
and that he may be taking it whilst driving: the driver denies this and claims he is fit to drive. Employment terms permit random or selective testing for illegal and legal drug when a driver’s ability to carry out their duties is potentially affected.
The
company wishes the establish which, if any, drugs are in the driver’s system to unequivocally establish whether drug use is a problem. The driver is currently suspended so an accurate
blood determination will permit a fair hearing. Morphine (C17H19NO3; relative molecular mass 285; boiling point 190°C)Is a naturally occurring alkaloid (opiate) organic molecule.It has low volatility and is slightly polar.The detection method is destructive of the sample, creating molecular ions. Slide15
Laboratory Manager : Examples
Cards: Analytical Instrumentation (4 of 8
possibles
)
Poster and proto-type game also presented
ANALYTE DETECTOR
Mass-Spectrometer
3
Sample introduced, often from a GC or HPLC column. Molecules can be fragmented and ionised, or electrospray used to create molecular ions. Ions are separated by their charge to mass ratio.
Relative abundances of each ion are recorded and a spectrum is created.
ANALYTE DETECTOR
IR-Spectrometer
3
Absorption of infra red radiation causes vibrational excitation of groups of atoms within a molecule.
This produces characteristic spectrum measured in wavenumbers (cm
-1
)
ANALYTE DETECTOR
UV-Vis Spectrometer
3
Different molecules absorb electromagnetic radiation at different wavelengths (nm).
Characteristic absorption spectra are produced. Concentration is normally directly proportional to absorption (Beer-Lambert Law).
ANALYTE DETECTOR
Flame
AAS
Liquid sample is vaporised and mixed with combustible gases (e.g. acetylene and air, 2000-2500
°
C).
The element of interest is atomised, which then absorbs light at a characteristic wavelength (nm).
Concentration is directly related to absorbance.
3Slide16
Educational Focus of Game
To succeed players must:
Choose the appropriate approach (qualitative or quantitative) sample preparative/separation stage and instrumental detection method.
Task focus rather than technical understanding of how the technique works.
Also introduces the concepts of analytical quality control:
Discussion opportunity for tutors.Slide17
Next Stages for “Laboratory Manager” Project
“Polish” game scenarios and extend deck slightly.
T
est impact and utility of the game in the classroom
Undergraduate student project for 2015-16.
Play with undergraduate year 1 student focus group.
Take into sixth-form classroom environment.
Seek funding to support these activities. Royal Society of Chemistry Outreach FundSeek means of offering “physical” version of the gameSlide18
Next Stages for Educational Game Concept
(Student-led) educational game design has been successful.
W
ork on science-based game ideas at various stages:
Wildlife garden (family/KS2): working proto-type
Farm manager: pollution prevention game (HE): concept
Forensic investigation (HE/transition): conceptSlide19
Conclusions
Discipline (staff & students) appreciate game availability.
Student-led research project for design “Laboratory Manager”
–
Kevan
Garvey design; Roberta Fabricio Loose development
Target specific knowledge-gap at secondary-tertiary transition – instrumentation and how it can be used.
Design is available free-of-charge. Sessions of 50 mins comfortably accommodate game. 2-4 players, social interaction, informal learning environment.Slide20
Comments and Questions ?
Thank you for your attention
Proto-type game
files
freely
available:
michael.coffey@ntu.ac.uk