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Table I. Analytical chemistry courses at the Technical University, Vienna (5 years or 10 terms diploma study)
1 2 3 3 7 8 6 6 9 10
Chemical Analysis I Chemical Analysis II Chemical Analysis III Physical Analysis I Physical Analysis II Automatic Analysis Organic Analysis Environmental Analys s Seminar Modern AC Diploma Thesis
4 2
Methods
2
—
—
5
5
— —
Conclusions
Biochemical analysis Pharmaceutical analysis Clinical analysis
Analytical chemistry should not be intertwined with other branches of chemistry; it should be a separate disci pline. Analytical education should have the following aim: to create gradu ates who not only have the required knowledge and skills in analytical chemistry, enabling them to compete on an international level, but who also are aware of their responsibility to soci ety and to nature. We have not made a rigorous study such as the one conducted by the ACS four years ago, which revealed that the majority of chemists consider or ganic and analytical chemistries to be
Material science Automated analysis Toxicology Forensic analysis Geochemical analysis Extraterrestrial analysis
Thermal analysis
—
tries, to name a few. Today at the Technical University, Vienna, the ideal curriculum, proposed by Kellner and Malissa (7) and shown in Figure 7, is closely approximated. Tables I and II indicate the curriculum for the first five years and the special izations the candidates may choose from for the analytical chemistry methods and problems in Figure 7.
Environmental analysis Food analysis
Micro analysis Surface analysis Electroanalysis
3 3 3 3 3
— — — — — — —
30
Problems
Separation methods Mass spectrometry Atomic spectroscopy Molecular spectroscopy Structure elucidation Chemometrics Trace analysis
Seminars
9 12
—
Table II. Specialization in analytical chemistry
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Lectures Labs (hours per week)
Term
Course
Basic education
Specialization Free selection
|30 3 Φ 20 α.
I
Ph.D. study
j
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