In this paper, we describe the evolution of a laboratory syllabus for a course in Quantitative Analysis. Over the past two decades, the syllabus has changed from one having individual students do mostly “wet” chemical analyses on commercial unknowns to one having groups of students do instrumental analyses on “real” samples. We describe, in some detail, the current laboratory syllabus, which requires students to calibrate volumetric equipment, to determine the active ingredients in Dristan using UV-visible absorption spectroscopy, to determine calcium levels in over-the-counter tablets using both atomic absorption spectroscopy and an ion-selective electrode, to determine lead in wine bottle caps using differential pulse polarography, to measure pKa values for sulfonated naphthols using UV-visible absorption spectroscopy and to determine caffeine and aspartame in common beverages using HPLC. Group work is emphasized, and written reports are required. Students have responded quite positively to the current syllabus, especially to the use of “real” samples.
Werner et al. (Wed,) studied this question.