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     

Inter-comparison exercises as a tool for teaching quality assessment: an experience in Spanish universities

Since the academic year 2001–2002, inter-laboratory trials for students of Analytical Chemistry in Spanish Universities have been organised by the Department of Analytical Chemistry at the University of Barcelona in collaboration with the Complutense University of Madrid, the University of Cordoba and the University of Huelva. The aim of these exercises is to train students in the use of tools for the assessment and improvement of quality in analytical laboratories.Representative samples of environmental and food analysis, agricultural soils and a type of beer were selected. The ethanol content of the beer and the pH, conductivity, and extractable phosphorus and potassium content in the soil were the chosen analytical parameters.Sample preparation, homogeneity and stability studies, as well as the statistical treatment of data from participants, were carried out by the laboratory Mat Control of the Department of Analytical Chemistry of the University of Barcelona.The paper presented heregives the results obtained after two years of experience.Presented at BERM-9—Ninth International Symposium on Biological and Environmental Reference Materials, June 15–19, 2003, Berlin, Germany.     

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.     

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.     

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     

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     

Kurnakov and analytical chemistry

The paper appreciates the role of Academician N.S. Kurnakov in holding the All-Union Conference on Analytical Chemistry (1939) and creating the Commission on Analytical Chemistry at the Academy of Sciences of the USSR. The scientific works of Kurnakov relating to chemical analysis are indicated; brief review is given to studies on analytical chemistry that were carried out in the collectives headed by Kurnakov are.     

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     

WPAC-Eurocurriculum Analytical Chemistry – Advanced Studies 1995 An evaluation for the WPAC-Study Group Education

This paper describes the results of the 3rd Europe-wide enquiry of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) in the field of education of analytical chemists at university level. While the first enquiry launched in 1983/84 showed the importance of separate chairs in Analytical Chemistry for maintaining the quality of modern curricula in a rapidly changing world and the evaluation of the second questionnaire from 1989/90 was the basis of the “WPAC-Eurocurriculum”, this third enquiry (1995) was aimed at determining the impact that the WPAC-Eurocurriculum initiative has made on the “Advanced Study Schemes” in Analytical Chemistry at European universities 3 years after its announcement. From the 141 questionnaires evaluated, it could be clearly shown that the WPAC-Eurocurriculum is already well known and accepted at universities in Europe, but not yet sufficiently established. Institutions having the WPAC-Eurocurriculum already implemented, however show a more flexible, modern and application oriented approach to the advanced study programme in Analytical Chemistry than universities teaching in the old way. Received: 15 January 1996 / Accepted: 27 June 1996     

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.     

Training and opportunities for Analytical Chemists in Switzerland

Summary The development during the past 5 years (results of an enquiry running from 1973–1978) is shown for the following: A. Demand for Analytical Chemists in some important Swiss companies; B. Interest in training chemists specializing in Analytical Chemistry in Swiss universities; C. Teaching in Analytical Chemistry, in particular the University of Geneva.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Education and training of Analytical chemists in Yugoslavia

Summary There are twenty chemistry departments at Yugoslavian universities and polytechnics with as many chairs of Analytical Chemistry. The individual courses show considerable differences with regard to their extent and content. The share of Analytical Chemistry is not uniform and taken as a whole not adequate. However, improvements are under way. Details of the main courses and teaching plans are given.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.     

A schematic overview of the historical evolution of Analytical Chemistry

The historical evolution of Analytical Chemistry is briefly discussed as related to the progress of Chemistry within the 16–19th centuries under the leadership of Paracelsus, Boyle, Lavoisier and Dalton. A clear distinction is made between chemical analysis (up to the end of the 19th c.) and today’s Analytical Chemistry, paying close attention to a number of aspects and consequences related to the chemical revolution which took place at the overlap of the 18–19th c. which resulted in the quantification of Chemistry, causing increasing development and improvement of the chemical metrology which was an essential factor for Chemistry to acquire a scientific dimension and to become more specialised during the 19th century. A panoramic view of the whole development is presented by resorting to the inclusion of a number of synoptical tables outlining the stepwise progress of Chemistry, chemical analysis and Analytical Chemistry within the five last centuries taking into consideration the main protagonists involved as well as the experimental means, techniques and methodologies used and/or developed. Received: 20 February 1996 / Accepted: 21 May 1996     

Miguel Valcárcel, University of Córdoba

The Analyst profiles Miguel Valcárcel, Full Professor of Analytical Chemistry in the University of Córdoba and recipient of the Solvay Prize for Chemistry (1996) and the Robert Boyle Medal of the Analytical Division of the Royal Society of Chemistry (2004).