Analytical Chemistry in the System of Interrelationships among Disciplines Studied at Classical Universities

Interrelationships between a university course on analytical chemistry and other disciplines attended by students specializing in chemistry are discussed. The teaching of analytical chemistry at a level corresponding to the present state of the art requires optimizing the order of teaching of interdisciplinary courses and some changes in the curricula of these courses (especially, in physics). A consideration of interrelationships between disciplines also implies a modification of the course on analytical chemistry (to avoid doubling, etc.).     

Quality and comparability of measurement of potentially toxic elements in urban soils by a group of European laboratories

A study has been conducted to assess the quality and comparability of measurement of aqua-regia-soluble cadmium, chromium, copper, iron, manganese, nickel, lead, and zinc in urban soils within a small cohort of European research laboratories specializing in soil science or environmental analytical chemistry. An initial survey indicated that highly variable levels of analytical quality control (e.g. use of certified reference materials) were routinely implemented in participant laboratories. When a set of soil samples—differing in metal contents and in characteristics such as pH and organic-matter content—were exchanged and analysed, approximately 20% of results differed from target values by more than 25%. A principal-component analysis was applied to data for chromium, copper, nickel, lead, and zinc, and proved successful in assessing overall laboratory performance. The study indicates that greater prominence needs to be given to quality assurance and control if comparable data are to be generated in international, collaborative research projects.     

从知识到智慧:有深度的教和学——化学生物交叉班分析化学课程教学思考

以面向本科化学生物学交叉班的专业基础必修课分析化学为例,从构建多维度关联的课程知识结构,营造意义丰富、身心沉浸以及层层剖析、步步推进的自主学习氛围,探索启发式与翻转式相结合的教学形式,以及教材分析和研究、课外实践、学习过程评价、课程资源建设等方面,探讨分析化学课程的深度学习与深度教学途径,使学生不仅获得高级认知和高阶思维能力,而且在动心用情的学习过程中,把握知识的本质和思想方法,促进知识向学科核心素养和关键能力的转化。     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

从能源产业发展和人才需求浅谈“能源化学”新工科改造

Based on building emerging engineering education of "energy chemistry", we investigated the state key petro-chemical enterprises according to the industrial development and the demand of professional talents. The research report summarizes, analyzes and discusses the current priority development fields of industry, the talent training status, curriculum structure and education program of the chemistry and chemical engineering in universities. The ideas on emerging engineering education of "energy chemistry" have been proposed, and it will be beneficial to building a novel education program for talents training, which integrates the principle of chemistry, energy conversion and information science, etc.     

Swarm intelligence metaheuristics for enhanced data analysis and optimization

The swarm intelligence (SI) computing paradigm has proven itself as a comprehensive means of solving complicated analytical chemistry problems by emulating biologically-inspired processes. As global optimum search metaheuristics, associated algorithms have been widely used in training neural networks, function optimization, prediction and classification, and in a variety of process-based analytical applications. The goal of this review is to provide readers with critical insight into the utility of swarm intelligence tools as methods for solving complex chemical problems. Consideration will be given to algorithm development, ease of implementation and model performance, detailing subsequent influences on a number of application areas in the analytical, bioanalytical and detection sciences.     

Analytical Chemistry in Australia

Abstract

Analytical chemistry in Australia is alive, but its current development can be likened to that of a young and vigorous infant who needs assured supplies of food, a favourable environment and some sound guidance for growth and eventual maturity. That analytical chemistry exists in Australia and is healthy, has occurred despite the existence of most of the 19 universities in Australia! Sweden, with a population of 8.5 million, has 10 chairs in analytical chemistry in 5 main universities and analytical chemistry has been an acknowledged branch of chemistry at Swedish universities since 1960¹. Australia, with a population of 13.5 million and reasonably comparable standard of living and industrial development, has only one chair in analytical chemistry (at The University of New South Wales) in its 19 universities. However, 4 of the remaining universities (Newcastle, La Trobe, Tasmania and Queensland) have a strong interest in analytical chemistry, which is somewhat difficult to discern by the incorporation of analytical chemistry in either general chemistry or inorganic chemistry departments.     

Student outcomes from a long-term outreach program working in rural and low-income schools

The outreach program in the University of Otago Chemistry Department, focus in the FACS Chemical Education Award Lecture, has been running for more than 10 years. Over that time, it has worked in schools around New Zealand as well as delivering workshops at the Madam Curie High School Chemistry Camp in Taiwan and partnerships with a number of teacher training institutes in Malaysia. In addition to supporting schools and teachers in their chemistry teaching. The program also develops a wide range of skills and attitudes among the chemistry student volunteers who work delivering hands on activities. An overview of the program, the approach taken, and some examples of the activities will be followed by results of student interviews as they reflect on their development and learning.     

Modern analytical chemistry education in Europe at university level

Stimulated by the rapid growth of analytical chemistry in research and development, a discussion on the past, present and future role of analytical chemistry as part of the chemistry curricula at European universities is presented in this article. The present status of analytical chemistry curricula is described, based on a recent investigation of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) at 229 European universities. The evaluation of the questionnaires has been done for all institutions together, as well as for the 119 institutions with a separate chair or department of analytical chemistry and the 110 institutions without such a separate chair. The distribution of teaching hours between the classical and modern fields is generally significantly better and more flexible to new developments (like chemometrics, environmental and material sciences) at institutions with an own chair of analytical chemistry. This survey is also a key to earlier reviews on education in analytical chemistry stimulated and published by WPAC-members.     

A computer program for ranking analytical methods according to their fitness for purpose

A program for conducting automatic searches for analytical methods, selecting the most suitable ones according to quality requirements, and ranking them based on quality indices calculated from various pre-selected quality parameters is proposed. The program uses an externally updated database (Analytical Abstracts CD-ROMs or other) and customised quality schemes based on accuracy, precision, sensitivity, applicability to real samples, determination range (ratio), throughput and impact factor (from the Citation Index). It can, therefore, be used for a variety of purposes in analytical chemistry.     

Analytical chemistry and inorganic chemistry — an unhappy marriage?

Summary Analytical chemistry is a discipline which has a large impact in other fields of chemistry and natural sciences as well as in technology and society. Traditionally, analytical chemistry has been grouped together with inorganic chemistry to such an extent that they are often viewed as a single discipline. While this has been beneficial for the development of both inorganic and analytical chemistry, it is increasingly important that the need of analytical education by the organic and biochemists as well as by chemical engineers is clearly recognized. The tightening environmental protection requires the analyst to be conversant with more sensitive, more accurate, and more reliable techniques in novel chemical surroundings, but at the same time he has to have as thorough knowledge in every field of chemistry as possible.     

What Kind of Professional Training of Analytical Chemists is Required in Classical Universities?

The aims, curricula, and types of professional training of analytical chemists in classical universities are considered. Based on the data of a questionnaire filled at by the members of of analytical chemistry departments, an optimum set of special courses was proposed for the specialty analytical chemistry. An alternative set of special courses corresponding to the applied approach to training analytical chemists is sometimes taught to students of new specialties. A compromise between the two approaches is the introduction of additional educational programs.     

Content and Methodological Provision of the Basic Course of Analytical Chemistry

Russian standards in training conventional graduates and bachelors are considered. These standards determine the status and volume of analytical chemistry courses at different higher educational institutions. An analysis of the educational standards, standard curricula, and the aims of teaching analytical chemistry suggests the advisability of changing the content of the course, particularly at industrial (branch) higher educational institutions. The provision of the analytical chemistry course with special literature (manuals, textbooks), equipment, and computer software is considered.     

Visualization of Using Hyperfine Structure To Calculate Nuclear Spin: A Spectroscopy Exercise

A series of educational modules for teaching and visualizing crystalline structures has been developed for use with the MAGE program. The MAGE program, designed for display of protein structures, has features that make it well-suited for presentation of the structures of inorganic solids. Some of these features include: (1) the selective display of subsets of atoms, (2) short pseudoanimation sequences, and (3) predefined viewing angles. Three tutorial modules focusing on the unit cell, lattice-point sharing, closest-packed structures, and holes in ionic lattices have been prepared. The remaining five example modules are organized by structure type and include structures based on filling of tetrahedral and octahedral holes as well as more complex structures and silicates. We have successfully incorporated this instructional tool into the curriculum at the undergraduate level in both general chemistry and upper-level inorganic chemistry.     

分析化学的第二个春天

从研究分析化学的历史发展入手，以大量历史事实为根据，指出分析化学曾经历过两次重大变革。第一次变革(19世纪末至20世纪初)使分析化学从分析化学家的技艺发展为科学；第二次变革(20世纪70年代迄今)则使分析化学进入了分析化学家重新当家作主的、欣欣向荣的“第二个春天”。     

“课证赛”融合的分析化学实验教学新体系的构建与实践

经过几年来对分析化学实验教学的探索,建立了以基础分析化学实验教学为核心、开放性实验为拓展、研究性实验为延伸的培养模式,构建了"课证融合、课赛融合"的分析化学实验教学新模式。教学实践证明,该教学模式对化学类应用型人才培养具有一定的借鉴意义。     

Plutonium metal standards exchange program for actinide measurement quality assurance (2001–2007)

Plutonium metal exchange programs operated by the Rocky Flats Plant were conducted from 1956–1989 to ensure quality and to compare measurements in a plutonium metal matrix. Los Alamos National Laboratory (LANL) re-established the program in 2001 to assess the quality of analytical chemistry capabilities that support special nuclear material characterization. It is the only program of its kind for the preparation and distribution of plutonium metal reference materials with a range of impurity contents to multiple laboratories for destructive measurements of elemental concentration, isotopic abundance, and both metallic and non-metallic impurity levels. This program provides independent verification of analytical measurement capabilities for each of the seven currently participating laboratories, and allows any technical problems with analytical measurements to be identified and corrected. This paper focuses on basic program elements and presents a summary of methods and results for plutonium, uranium, neptunium, and americium, measurements.