11:15 AM - 11:30 AM
[G02-07] Class proposals and practices for remote learning of chemistry experiments for earth science students.
Keywords:earth science students, chemistry experiments, remote learning
The new coronavirus infection forced many universities to change all classes remotely during the spring 2020 semester. In the chemistry experiment course for students studying earth science, we tried a new proposal when remotening the experiment class. We will also report the results from the feedback from students.
The biggest concern in the remote learning of experiments is that the technique of experimental operation cannot be inherited.Regarding the remoteization of experimental subjects, we expected face-to-face lessons in the fall semester. For this reason, we have reorganized the annual experimental items as planned to be conducted after the fall semester, especially for those that require learning of experimental operations.For this reason, analytical experiments were actively placed in the spring semester. The aim is to cultivate the basic data handling and concepts required for analysis when using analytical instruments such as the calibration curve and least squares method. The lesson was organized by creating a video that handles analytical equipment, giving students dummy data, deriving analytical values from the data, and encouraging consideration. However, I thought that it would be very disadvantageous for students studying earth science to not be able to realize the connection between the actual substance and what they are analyzing, considering the future specialized education in earth science.Therefore, in the "water hardness analysis using chelatometric titration", the water used for the analysis was collected at actual sites such as rivers and springs. Then, the video of the water collection was prepared as a teaching material after adding explanations such as the hinterland and the origin of the spring water. Here, it was recognized that the feeling of imagining the relationship between actual substances and analysis results varies considerably from person to person.
In the fall semester, face-to-face communication was realized and wet phylogenetic analysis operations became possible, but due to the influence of the third wave of new coronavirus infection, we applied distance learning again.We tried to propose a lesson in which students infer and think by themselves from the numerical values read using difficult instrumental analysis.Regarding this, we will consult with TA (Master's Course Student of Earth Science) who is a member of this presentation, and ask junior students to actually think about the content (meteorite analysis) that is close to the theme of his master's thesis. Coincidentally, the sample of "Hayabusa2" had just arrived in Japan, so We think it was a good time to arouse interest. We also report the interesting characteristics of the submitted report.
The biggest concern in the remote learning of experiments is that the technique of experimental operation cannot be inherited.Regarding the remoteization of experimental subjects, we expected face-to-face lessons in the fall semester. For this reason, we have reorganized the annual experimental items as planned to be conducted after the fall semester, especially for those that require learning of experimental operations.For this reason, analytical experiments were actively placed in the spring semester. The aim is to cultivate the basic data handling and concepts required for analysis when using analytical instruments such as the calibration curve and least squares method. The lesson was organized by creating a video that handles analytical equipment, giving students dummy data, deriving analytical values from the data, and encouraging consideration. However, I thought that it would be very disadvantageous for students studying earth science to not be able to realize the connection between the actual substance and what they are analyzing, considering the future specialized education in earth science.Therefore, in the "water hardness analysis using chelatometric titration", the water used for the analysis was collected at actual sites such as rivers and springs. Then, the video of the water collection was prepared as a teaching material after adding explanations such as the hinterland and the origin of the spring water. Here, it was recognized that the feeling of imagining the relationship between actual substances and analysis results varies considerably from person to person.
In the fall semester, face-to-face communication was realized and wet phylogenetic analysis operations became possible, but due to the influence of the third wave of new coronavirus infection, we applied distance learning again.We tried to propose a lesson in which students infer and think by themselves from the numerical values read using difficult instrumental analysis.Regarding this, we will consult with TA (Master's Course Student of Earth Science) who is a member of this presentation, and ask junior students to actually think about the content (meteorite analysis) that is close to the theme of his master's thesis. Coincidentally, the sample of "Hayabusa2" had just arrived in Japan, so We think it was a good time to arouse interest. We also report the interesting characteristics of the submitted report.