Analytical Chemistry at the University of Pretoria

 Analytical Chemistry is one of the required subjects together with inorganic, physical and organic chemistry in the undergraduate curriculum in the department of chemistry at the University of Pretoria. However to address the needs of industry the department is also involved in an undergraduate curriculum with specialisation in chemical sciences. Analytical Chemistry forms the major part of this course where the emphasis is placed on problem solving. Aspects like process chemistry, process analysers, flowing systems, automation, data processing and chemometrics are some of the latest modern topics included in the course. Management also forms part of this course. The undergraduate curriculum, from basic principles to PhD-studies and postgraduate specialisation is presented. Received: 20 November 1995/Revised: 1 June 1996/Accepted: 17 June 1996     

Analytical Chemistry at the University of Pretoria

 Analytical Chemistry is one of the required subjects together with inorganic, physical and organic chemistry in the undergraduate curriculum in the department of chemistry at the University of Pretoria. However to address the needs of industry the department is also involved in an undergraduate curriculum with specialisation in chemical sciences. Analytical Chemistry forms the major part of this course where the emphasis is placed on problem solving. Aspects like process chemistry, process analysers, flowing systems, automation, data processing and chemometrics are some of the latest modern topics included in the course. Management also forms part of this course. The undergraduate curriculum, from basic principles to PhD-studies and postgraduate specialisation is presented. Received: 20 November 1995/Revised: 1 June 1996/Accepted: 17 June 1996     

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     

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     

An ideal teaching program of nuclear chemistry in the undergraduate chemistry curriculum

It is well known that several reports on the common educational problems of nuclear chemistry have been prepared by certain groups of experts from time to time. According to very important statements in these reports, nuclear chemistry and related courses generally do not take sufficient importance in undergraduate chemistry curricula and it was generally proposed that nuclear chemistry and related courses should be introduced into undergraduate chemistry curricula at universities worldwide. Starting from these statements, an ideal program in an undergraduate chemistry curriculum was proposed to be introduced into the undergraduate chemistry program at the Department of Chemistry, Ege University, in Izmir, Turkey during the regular updating of the chemistry curriculum. Thus, it has been believed that this Department of Chemistry has recently gained an ideal teaching program in the field of nuclear chemistry and its applications in scientific, industrial, and medical sectors. In this contribution, the details of this program will be discussed.     

Teaching analytical properties

A new way of expounding analytical properties based on their mutual dependence (complementary and contradictory relationships) and their unequivocal connection with analytical quality facets is presented. To this end, the paper provides answers to the obvious questions that arise in dealing with the subject: why?, how?, when? and where to teach analytical properties in the Analytical Chemistry curriculum?     

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.     

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     

定量分析化学实验课程教学内容改革及考核方法探索

Quantitative Analytical Chemistry Laboratory is a fundamental course for undergraduates of the Chemical Science Base of the College of Science in China Agricultural University. The teaching hours were changed from 64 to 32 in the new curriculum, and the corresponding teaching contents were reduced. This paper discusses the way to combine the "teaching suggestion content of the chemistry experiments for students in chemistry majors" and training objectives within the framework of the new curriculum. In the case of less lab-teaching hours, the lab-teaching contents were reasonably selected and arranged into an integrated lab-teaching system. At the same time, the evaluation method of the experimental was reformed, and the performance of the new evaluation system was discussed.     

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.     

Analytical Chemistry — today''s definition and interpretation

Conclusion Analytical Chemistry is an applied, experimental field of natural science and is based not only on chemistry, but also on physics, biology, information theory and many fields of technology. The purpose of Analytical Chemistry is to provide information on the chemical composition of natural and synthetic objects and the changes in this composition over space and time. It is a typical multidisciplinary subject with many feedback links emphasizing teamwork in solution of problems.     

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.     

The safer chemical design game. Gamification of green chemistry and safer chemical design concepts for high school and undergraduate students

Green chemistry can strongly attract students to chemistry. We, therefore, developed a green chemistry educational game that motivates students at the undergraduate and advanced high school levels to consider green chemistry and sustainability concerns as they design a hypothetical, chemical product. The game is intended for incorporation into any chemistry course for majors and non-majors that teaches sustainability and/or the Principles of Green Chemistry at the undergraduate level. The game is free of charge and encourages students to think like professional chemical designers and to develop a chemical product with respect to function and improved human and environmental health. This computer simulation has been assessed by educators and can be seamlessly integrated into an existing curriculum.     

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.     

《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。