The past twenty years has provided a virtual explosion of new analytical methodology, especially related to bioanalysis. Because of this tremendous diversity, it is clearly impossible to cover all the major techniques in even two semesters. One approach to this dilemma is to focus on problem solving, meaning that the goal of an analysis is to solve a problem. Thus students perform analyses with a specific goal in mind, not just because it can be done. This approach leads logically to considerations of the nature of the sample as it dictates the choice of the analytical method, sampling and sample preparation, choice of standards, effects of interferences, processing of data, and interpretation of results. The experiments can be context-specific so students will be able to draw additionally on their experience in organic and physical chemistry in solving context-specific problems since they will typically take Analytical Chemistry in their junior year.      The classical �Quantitative Analysis�/�Instrumental Analysis� approach needs to be abandoned in favor of one implementing from the start problems of increasing complexity. Problems might involve, for example, Environmental Chemistry, Materials Science, Bioanalytical, or Forensic analysis. Students find this approach exciting, challenging, and, interestingly, confidence building. A major barrier is the availability of instructional materials that properly cover the relevant topics. This gap is being closed through the increasing availability of on-line resources. Our experience with Problem-Based Learning at Kansas will be discussed.

Teaching Analytical Chemistry in the 21st Century: A focus on problem solving

244th National Meeting (2012)

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