the EDITORS column
High Form
r R I P L E BEAM BALANCE
L.; T.Hallet, Editor
IN
A PROGRAM sponsored
by
the
Analytical Division of the ACS in honor of the 25th Anniversary of the Student Affiliates a t the ACS N a t i o n a l Meeting in Los Angeles last April, several undergraduate students were given a chance to pre sent some of their work and then to hear some well known chemists talk of their analytical specialties. Many chemistry professors throughout the country are now in troducing undergraduate students to research quite early in their educa tional programs. One such profes sor is D r . Louis Gordon of Case I n stitute of Technology. D u r i n g the past few years, D r . Gordon has utilized a portion of C H 24, Analytical Chemistry I I , to introduce the sophomore chemistry majors to research. Analytical Chemistry, I and I I , is a two-se mester 8-credit course a t Case. T h e latter half of the laboratory of Analytical Chemistry I I is devoted to research activities and the last three weeks of class are used for seminar presentations. Most of the research problems originate from sources within the re search activities of D r . Gordon's group, although the student is per mitted the option of presenting his own research problem and, in a few rare cases where a reasonable idea is presented, the student is allowed to pursue it. Problems have in cluded (1) the precipitation of metal 8-hydroxyquinolates from homogeneous solution with 8-acetoxyquinolinc and (2) the infrared analytical applications to the metal 8-hydroxyquinolates. W h e n the sophomore is ready to begin research, the instructor dis cusses a number of research prob lems with him. After a selection is made, the instructor outlines further the background of the research and (Continved
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EDITOR'S C O L U M N
if current papers a,re available, he gives them to the student. He also conveys to the student the view that there is one major difference be tween the research problem and the conventional laboratory work. For example, in the laboratory he is as signed a proven method of analysis with specific directions written in the imperative mood, with all neces sary chemicals and solutions pro vided on the side-shelves, with equipment set up ready to function, and with a laboratory assistant supervising the entire operation. In contrast to this, because he is as signed only a research idea, he must consequently conduct himself in his approach to the problem as if he were a graduate student—i.e., he must make a literature search, ob tain and/or build instrumentation, find chemicals, and seek advice both from the faculty and other students, particularly graduate students. Finally, at the end of the semes ter, seminars are held during which the students report on their research efforts. A sufficient number of class periods is reserved, and each stu dent is allowed a total of ten min utes (8 minutes for presentation and 2 minutes for questions). Each stu dent must submit to the instructor in advance an abstract of his talk. The student is also required to submit a written report of his re search work. He is advised to ex amine current journals in order to determine the style in which to pre pare his report. It is Dr. Gordon's general im pression that the early introduction of the student to research in this manner represents a markedly ad vantageous addition to the under graduate curriculum. It provides a stimulus which motivates the stu dent as does no other educational technique. Further, the proviso of both written and oral reports de velops communication skills at an appropriate educational stage. In several cases where the stu dents have elected to continue their research either during the summer or during the reguls.r academic year, publications have resulted.
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U Γ* M J ! 1 n t i c i C Î C i r Circle No. 108 on Readers' Service Card VOL. 35, NO. 1 1 , OCTOBER 1963
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