Standard Addition Methods Different from Description in Textbooks: A Case for Teaching in Open Environment
ZHANG Hong-Yi1,2,3, LIU Meng-Yao1, LI Mei-Ting1, SHI Zhi-Hong1,2,3, YANG Bing1
1. College of Chemistry and Environmental Science, Hebei University, Baoding 071002, China;
2. Teaching Institute for Chemistry, Hebei University, Baoding 071002, China;
3. National Demonstration Center for Experimental Chemistry Education, Hebei University, Baoding 071002, China
Abstract In order to deepen the students to understand the standard addition methods (SAM), we choose it as one of the special topics in the course named selected readings for english literature in analytical chemistry. Some lively contents on SAM, which are different from the description in the current textbook, are received in the open environments in terms of learning resources, learning style and evaluation for the learning results, through a series of problem-based active learning and discussion activities which are composed of learning, showing and expanding stages. Firstly, 2 types of SAM in the current textbooks are increased up to 9 types. Secondly, extrapolation method for SAM described in current textbooks is modified with interpolation method for SAM. Thirdly, the volume-based SAM in the current textbooks is expanded to the gravity-based SAM. Fourthly, the newly emerging new method named diluted standard addition calibration is totally different from the SAM discussed here. It is an effective teaching approach combining the traditional concepts in the textbook with their new connotation and new applications in an open teaching and learning environment. It has at least three advantages as follows:First of all, the teaching activities developed are accepted by students because this teaching approach is based on students' existing knowledge. Moreover, the course stimulates students' interests in learning because the reading materials selected in the course closely track the new progress of analytical chemistry. Finally, the logic of the course is clear, since it is composed of some special topics.
ZHANG Hong-Yi, LIU Meng-Yao, LI Mei-Ting, SHI Zhi-Hong, YANG Bing. Standard Addition Methods Different from Description in Textbooks: A Case for Teaching in Open Environment[J]. Chinese Journal of Chemical Education, 2018, 39(24): 71-77.
