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Teaching the Use of Automated Pipettes to Undergrads through Direct Visualization of Data: A Quantitative Chemical Analysis Lab Focusing on Technique, Skill, and Accuracy in Solution Chemistry
Author(s) -
Sostarecz Audra Goach,
Sturgeon Bradley E.,
Distin Steven P.
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.663.15
Subject(s) - pipette , set (abstract data type) , volume (thermodynamics) , computer science , biomedical engineering , chemistry , medicine , physics , quantum mechanics , programming language
The correct use of automated pipettes in undergraduate labs has been demonstrated with an activity primarily for second semester chemistry and biology majors. This lab involves the use of automated pipettes for transferring a specific amount of dye mixtures to a cotton bandanna. The data from this lab comprise a color wheel on a bandanna that displays the amount of dye transferred based on the volume set on the automated pipette by the student. This allows for the students to see their mistakes and does not allow them to restart. Student learning outcomes include the ability to choose the correct automated pipette for the volume needed; to set the correct volume on an automated pipette; to properly draw up the solution; and to use proper dispensing technique. Pre‐surveys assessing students' confidences in accurately using automated pipettes show that the average freshman student (60% of those surveyed) has not used automated pipettes in high school but has used them in their first semester chemistry course. The majority of those students also have confidence in their ability to choose the correct automated pipette; to draw up the liquid, and to dispense it properly. There was less confidence in setting the correct volume on the automated pipette. The results show that some students still have difficulties in setting volumes on automated pipettes correctly and in dispensing the liquid. However, the post survey suggests that setting the correct volume on the automated pipette was the most learned skill from performing the lab (26% to 88% increase in confidence by the students). After performing the lab, 96% of the class was confident in their ability to use automated pipettes. The learning outcomes were met along with the unintentional learning outcome of following directions. Automated pipettes are increasingly being utilized in our labs at our institution for both classroom lab activities and research lab activities. The ability to use automated pipettes accurately and precisely is a vital skill for chemistry, biochemistry, and biology majors with the increased use of this instrument in scientific jobs and in research. The use of these pipettes is a learned skill and it should not be assumed that students know how to correctly utilize them. Feedback from students supports this conclusion. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .