Teaching of Analytical Chemistry in Polish Universities

The importance of Analytical Chemistry in the modern world is continually increasing. There are a lot of reasons: the need for environmental monitoring, food quality control, human health, industrial production quality control, nanotechnologies, material science; these are only some of the areas where analysts are indispensable. Analytical Chemistry, or rather Chemical Analytics, should be treated on a par with the three fundamental chemical courses: Inorganic Chemistry, Organic Chemistry, and Physical Chemistry. Analytical Chemistry, as an individual course or courses, is lectured in 52 Polish universities, including the Academy of Medicine and Academy of Life Sciences (agriculture and related). All these universities were already introduced in the Bolonia Process, The European Credit Transfer System (ECTS) points, and three steps of education: Bachelor's degree (at universities of technology–Engineer's degree), Master's degree, and Doctoral Studies. Analytical Chemistry exists on all levels of teaching. On the first level, Bachelor's degree, the program of Analytical Chemistry contains the basic knowledge, so called classical Analytical Chemistry: gravimetric analysis, electrogravimetry, acid-base titration, oxidation-reduction titration, precipitation titration, complexometric titration, quality assurance, and quality control of results (2–3 h of lecture, 5 h of laboratory, and 1 h of seminar). During the second level (Master's degree) the program contains more developed analytical techniques: gas and liquid chromatography, spectrophotometric methods, electrochemical methods, elemental analysis, etc. The lecture courses at universities depend on the specific specialization, and there are a variety of different courses according to the need of specialization programs. The Bachelor's (engineer's) projects (diploma theses) are very often prepared in the field of Analytical Chemistry. The same occurs with Doctoral Studies; very often, students choose subject matters connected with Analytical Chemistry. This is why each year we have about 100 doctoral candidates in the field of Analytical Chemistry. The laboratories of Polish universities are well equipped with specialized apparatuses, but are strongly dependent on the university's profile and the size of the university. Students can participate in the scientific research carried on by the didactic staff, especially when completing diploma theses or doctorates. Some of them are performing studies and theses abroad, in the frame of the LLP ERASMUS Program. From our department, each year, about 10–12 students complete their Analytical Chemistry theses abroad. It promotes the European dimension and improves the quality of education by encouraging innovation in education.     

Teaching of Analytical Chemistry at Universities in Poland

Summary Education in Analytical Chemistry in Poland is mainly carried out at Universities and Technical Universities according to a unified curriculum. Courses on Analytical Chemistry in the second year and on instrumental analysis in the third year are compulsory for all students of chemistry. There are courses and lectures on specialized subjects in the fourth and fifth year for those who intend to subunit their thesis in Analytical Chemistry.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Analytical Chemistry in non-specialized degree courses in Denmark

Summary The position of Analytical Chemistry in various degree courses in Danish universities is schematically presented. These courses include agricultural chemistry, food chemistry, pharmacy, chemical engineering, physical and general chemistry. Prerequisites, syllabuses, time consumption and required text books are compiled.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Education in analytical chemistry in the U.S.S.R.

Analytical Chemistry is taught at over 600 schools of higher education in the U.S.S.R. Contents of general and special courses are described in this article. The main problems and objectives of education at universities are mentioned.     

Graduate studies in analytical chemistry

Summary The system of graduate studies in the Czech Republic is at present subject to thorough structural changes with the aim to achieve an internationally recognized standard level. Programs of studies including advanced courses, seminars and the production of a thesis are worked out individually for each student and approved by the Council for Graduate Studies in Analytical Chemistry. Advisors are selected from the best senior members of faculty. To assure good quality of graduate studies, cooperation between the Departments of Analytical Chemistry at different universities is necessary, as well as coordination of the educational efforts between the departments of analytical, physical, inorganic and organic chemistry. Specific problems are addressed, such as the place of graduate studies in the system of research activities, the exchange of graduate students between various institutions to provide experience with unique instrumentation and the incorporation of graduate studies in the lifelong system of education in analytical chemistry.     

Teaching Metrology at the Department of Chemistry of Irkutsk State University

The fundamentals of the three-stage teaching of metrology at the Department of Chemistry of Irkutsk State University are considered. The course Mathematical Theory of Experiment in Chemistry, which consists of two parts, Mathematical Statistics in Chemistry and Mathematical Methods of Experiment Design, is delivered at the first stage. For fourth-year students, the courses Metrology of Analytical Control (a mandatory course for one specialization) and Algorithms for Determining Performance Characteristics in the Certification of Analytical Procedures (an optional course) are taught.     

Analytical Chemistry in the Republic of Ireland training and employment of chemists and technicians

Summary Based on the results of surveys carried out throughout the country the following topics are discussed: employment of chemists in Ireland, employment of chemists and technicians in the field of Analytical Chemistry, training requirements, types of courses and syllabus outlines.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Analytical Chemistry,Past, Present and Future*This paper is dedicated to the Editorial Board of Analytical Letters.

ABSTRACT

Analytical Chemistry as a science has its own history as well as an important present and a sure future.

The aim of this paper is to demonstrate the role of Analytical Chemistry as a science and of Chemical Analysis as an art in the development of human society.

The correlation between method and instrument hyphenated by the sample is discussed along a long period of active Analytical Chemistry.

The connection between theory of Analytical Chemistry and the practice of chemical analysis enables us to be sure of the future of Analytical Chemistry.

We must consider that to do science it is necessary to know the history of science as well as to make research to be used not only in the present, but also in the near future.

Surely, Analytical Chemistry as a real scientific area will be on the top of sciences in the next century.     

The activities of the education and training group of the Analytical Division of the Chemical Society

Summary The aim of the Education and Training Group of the Analytical Division of the Chemical Society is to improve education and training in Analytical Chemistry at all levels: in universities, in industry, and in all establishments where Analytical Chemistry is practised. Teaching methods, the interface between education and employment and other current problems are dealt with in the form of lectures and discussions. The Group also undertakes a continuing series of questionnaires to monitor the development in this field. A biennial prize is sponsored with the intention of stimulating the interest in Analytical Chemistry amongst young people in the U.K.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Analytical Chemistry — today''s definition and interpretation

Conclusion Analytical Chemistry, as we have seen, is quite an established science but also a very vivid and young one. Its boundaries have always been and will be at the very frontiers of natural science: we are approaching the detection of single atoms as well as the analysis of matter at the very fringes of our universe. Analytical Chemistry is essential for the development of taylor-made high-tech materials and equally for the evolution of our knowledge about the toxicity of elements and compounds. It needs specialists with a profound insight in certain fields, for methods development or the handling of very complex instrumentation as e.g. a high resolution secondary ion mass spectrometer. But it also needs allrounders with a broad view not only of the capability of Analytical Chemistry as a whole but with an understanding for the complexity of modern social and economic structures. Frequently new ideas, new concepts and progress are forming on the seams between disciplines, on the grain boundaries of scientific fields too often kept strictly separated from each other. Analytical Chemistry is certainly a discipline which is predestinated for scientific communication collaborating with practically all fields of natural science as well as politics and economics.As a branch of natural science it is neutral in its moral value and therefore needs responsible and courageous analysts to use it for the benefit of mankind.     

Analytical Chemistry — today''s definition and interpretation

Conclusion Since every science is defined as a way of knowledge accumulation and theory formulation, the magnificent cognitive power of Analytical Chemistry cannot be disregarded by any natural scientist. Therefore the state of the art in the field of Analytical Chemistry has a strong impact on other scientific disciplines. Without the cognitive feedback of analysis, no synthesis, no high-tech process, or pollution control actions are possible. Since the whole perception of the properties and laws of the material world are so strongly dependent on the level of performance of Analytical Chemistry it has become a self-reliant, chemical subdiscipline. Analytical Chemistry also includes a tremendous economic side, directly through the market for analytical instruments and, above all, indirectly through decisions taken in industry and the society as a whole based on analytical results. Because nearly a third of all chemists work in the field of Analytical Chemistry, it should be taught at a sufficient level at every University which has a Chemistry Department, in order to ensure the continued knowledge base which this subdiscipline uniquely provides.     

New approach in teaching analytical chemistry at the Technical Universities of Czechoslovakia

Summary The 5 year study programme of the Technical Universities in Czechoslovakia comprises two courses in Analytical Chemistry. In the second year of study there are 3 h lectures of AC and 9 h of laboratory work per week. In the third year instrumental analysis is taught — 3 h lectures and 7 h practical work per week. For the last two years a subject rearrangement has been going on for the purpose of intensifying the studies.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Education in Analytical Chemistry

Summary After pointing out the necessity of including philosophical aspects in the teaching areas of Analytical Chemistry, proposals are made of new definitions of Analytical Chemistry and considerations are given of samples as representatives of a collective and carriers of information. An idealistic curriculum is presented for discussion.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

The scientific legacy of Howard Vincent Malmstadt

Howard Malmstadt was a true giant of Analytical Chemistry and clearly one of the most influential analytical chemists of the last 50 years. Howard, through his own work and that of his students (first generation) and their students (second generation) and their students' students (third generation) changed the course of Analytical Chemistry. His research interests were broad and ranged from analytical solution chemistry (titrimetry and reaction rates) and electrochemistry to atomic and molecular spectroscopy, chemical instrumentation, clinical chemistry and automation. Howard was also one of the most innovative and influential educators of our time. He changed forever the analytical curriculum through his many books on Electronics for Scientists, most written in conjunction with Chris Enke and Stan Crouch. Their texts and short courses went from pioneering the application of tube-based analog electronics (servo systems and operational amplifiers) in scientific measurements to the impact that integrated circuits and digital electronics would have on laboratory measurements. He strongly believed in the importance of “hands-on” in education. To this end, he expended considerable personal effort and time to see not only the development and commercialization of an effective laboratory infrastructure to support education in analog and digital electronics, but also oversaw the development of modular instrumentation for spectroscopy. Over the years he received many awards from the Analytical Chemistry community for his outstanding efforts and contributions to teaching and research. Many of Howard's students went on into academia. They and their students now represent the ongoing legacy for analytical chemistry that evolved from Howard's laboratory at Illinois. A remarkable diversity of research programs are underway in their laboratories. Topics range from atomic, laser, mass, and Raman spectroscopy to detection technology, analytical education, micro-fabricated instrumentation, and intercellular analytical measurements.     

Is Analytical Chemistry an autonomous field of science?

Summary Analytical Chemistry is an autonomous branch of science. It provides empirical meaning for chemical concepts, and it has a significant component of a science of the artificial within chemistry. Processes of sample analysis and model construction that are characteristic to Analytical Chemistry, inherently involve discovering of new objects and of deeply hidden regularities. This places the discipline at the frontier of research. Moreover, it is particularly beneficial for the methodology of science to study sample analysis and model construction using the examples from Analytical Chemistry. For the same reason the methodological self-reflection of a chemist-analyst can make an original contribution to our understanding of science as a whole.

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Analytische Chemie — autonomer Zweig der Wissenschaft?

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Presented at the First International Symposium on History and Philosophy in Analytical Chemistry, Vienna, November 22–23, 1985

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On leave of absence from the University of Warsaw, Poland     

《高分子化学》课程中“活性自由基聚合”的教学实践

《高分子化学》课程是五大化学基础课程(无机化学、有机化学、分析化学、物理化学、高分子化学)之一,是化学类、高分子材料与工程、材料化学专业的必修课程。"活性"/可控自由基聚合是一种相对较新且重要的聚合物合成技术和方法,针对目前《高分子化学》课程中活性自由基聚合的教学比较薄弱的现状,从教学的角度探讨了活性聚合和可控/"活性"自由基聚合的本质和特点,介绍了本人在这方面的教学实践活动,遵循成果导向教育理念,通过以学为中心的教学方式,打造金课,提高教学质量。