Teaching Bioanalytical Chemistry

302 Pages·2013·8.845 MB·English

by  Harvey J. M. Hou

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In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
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In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
1137
ACS SYMPOSIUM SERIES
Teaching Bioanalytical
Chemistry
Harvey J. M. Hou, Editor
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AmericanChemicalSociety,Washington,DC
DistributedinprintbyOxfordUniversityPress
In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
LibraryofCongressCataloging-in-PublicationData
g Teachingbioanalyticalchemistry/HarveyJ.M.Hou,editor,AlabamaStateUniversity,
s.or1 Montgomery,Alabama;sponsoredbytheACSDivisionofChemicalEducation.
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y 17, 21021/b Q61P25′.1091.578.T54--3dc220313
ul0. 2013025503
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In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Foreword
The ACS Symposium Series was first published in 1974 to provide a
mechanism for publishing symposia quickly in book form. The purpose of
the series is to publish timely, comprehensive books developed from the ACS
sponsoredsymposiabasedoncurrentscientificresearch. Occasionally,booksare
g
or developed from symposia sponsored by other organizations when the topic is of
s.1
s.acw00 keeninteresttothechemistryaudience.
p://pub1137.f Beforeagreeingtopublishabook,theproposedtableofcontentsisreviewed
2013 | httbk-2013- cfpooarmpaepprsrpermhoepanyrsiaibvteeeenaxnecsdslcu.odmeWdphtroeehnbeeantpsteipvrreofopccoriuvaseterta,hgeoevbaeonrovdkif;eowortihnoetrresrienmstrtaotyodbuthecetaoadruyddecidehntaocpetp.errSosovmiadreee
y 17, 1021/ added. Draftsofchaptersarepeer-reviewedpriortofinalacceptanceorrejection,
ul0. andmanuscriptsarepreparedincamera-readyformat.
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V on doi: As a rule, only original research papers and original review papers are
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In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Preface
It is evident that the focus of analytical chemistry in academia and industry
is increasingly on the analysis of biological activity and detection of biological
molecules. Bioanalyticalchemistryhasbeenbecomingoneofthemostpromising
enhancementsinchemicaleducation. Thepurposeofthisbookistopresentthe
g
or recentprogressesintermsofnovelstrategyandpedagogyofteachingbioanalytical
p://pubs.acs.1137.pr001 ctchhheeemminiicssottrrryypoicnrlaattshiose.ncolaIfsnssrpaoedocdmifiitciaonnbd,iolabanrbaaonlrydattiocnraeylw.chTbehimoeaiesnftarflyeyctetiixcvapelearcinmhdeemenftifissctirinyenactnowuearxsyiessstianraget
7, 2013 | htt21/bk-2013- ucmhnaedymerbigsertaryddeucvaueterlroiapcnueddlumagnr.addAuimattpelelealmestveetnhlstreedmeailnayycebhresemcorifesatbrtiyeodaendaaunlcydatiticimoanlp:lcehm(e1me)nitisentdrtryoidncoutoncttietohnnet
10 to bioanalytical chemistry, (2) (intermediate) bioanalytical chemistry, and (3)
on July oi: 10.1 advaAncgerdantodpcichsalilnenbgioeaonfablyiotiacnaallcyhtiecmaliscthrye.mistryistobuildupontheexplosively
ALS 13 | d growing knowledge learned from quantitative and instrumental analysis, to
RI20 integrateitintotheextremelydemandingchemistrycurriculum, andtofacilitate
B SEy 8, student learning by making connection between a variety of subdisciplines in
LIJul science and technology. It is an honor and privilege for me to have organized
RL b): four symposia on teaching bioanalytical chemistry in the biennial conference in
TWe
C chemical education (BCCE) in the past six years. The symposia have provided
T e (
MIat a great forum for sharing and stimulating the novel ideas of implementing
D
y Ron the bioanalytical chemistry components into the existing chemistry classes or
aded bblicati dTehveealoupthinogrscaormepsleelteectbeidoafnroamlyttihcaelpcrheesmenitsetrrysicnouthrseessetsoymenphoasnicaeasstuwdeelnltalseainrnviintegd.
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Do United States.
Because of the exceedingly rapid development and multidisciplinary nature
of bioanalytical chemistry, it made educators to teach bioanalytical chemistry
in classroom and laboratory tremendously challenging and demanding. The
chemistry educators suffered drastically from the relatively limited textbook
andconfirmedteachingresources. InthisACSsymposiumbookwepresentthe
recentadvancesinteachingbioanalyticalchemistry,whicharewritteninthirteen
chaptersbytwenty-eightdedicatedexpertsinthefieldofbioanalyticalchemistry
education in colleges and universities. These teaching innovations have been
completely tested in the chemistry classroom and laboratory. The organization
of the book provides a list of unconventional and effective teaching approaches
to address most of the typical bioanalytical techniques. However, due to the
restricted time and capability, it is impossible to present the complete advances
ix
In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
in methodologies and applications of bioanalytical chemistry. It is not our
intension to present a comprehensive textbook. The topics of new development
in bioanalysis including, not limited to, immobilization of biomolecules, X-ray
crystallography, and nuclear magnetic resonance, are beyond the scope of this
book. WehopethatthisACSsymposiumbookmayprovidevaluableinformation
and practical innovations in teaching bioanalytical chemistry and enrich the
chemistrycurriculumforeducatorsofthetwo-yearcommunitycolleges,four-year
collegesanduniversitiesatundergraduateandgraduatelevel.
Due to the extremely limited time frame for collecting manuscripts and the
strict deadline for publishing the book, the authors of this book stand for an
incomplete list to represent the teaching community of bioanalytical chemistry.
Some of the outstanding educators, who have presented their verified ideas and
org innovations in the BCCE symposia and initially decided to write book chapters
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SE8, ofthemanuscriptanddeliveringtheconstructivecomments,whichundoubtedly
LIB July improve the quality and readability of the book. I am very grateful to Tim
RL b): Marney, Arlene Furman, and Aimee Greene of the ACS Books Editorial Office
TWe for their insightful advice and meaningful assistance during the entire book
C
T e ( project. I would like to thank the ACS Division of Chemical Education for
MIat
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HarveyJ.M.Hou
DepartmentofPhysicalSciences
AlabamaStateUniversity
915SouthJacksonStreet
Montgomery,Alabama36104,UnitedStates
[phone](telephone)
[phone](fax)
[email protected](e-mail)
x
In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Chapter 1
Introduction:
Bioanalytical Chemistry Education
Harvey J. M. Hou*
1 DepartmentofPhysicalSciences,AlabamaStateUniversity,
0
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h Montgomery,Alabama36104
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pubs.acs.k-2013-1
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3 | 0.1 educatorsandprovidesspecificexamplesincludingexperiments
11
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P

Bioanalytical chemistry has been becoming one of the most promising
enhancements in chemical education because the focus of analytical chemistry
in academia and industry is increasing on the analysis of biological activity and
detection of biological molecules. During 2006-2012, teaching bioanalytical
chemistryandlaboratoryhasbeenoneofthesymposiainthebiennialconference
on chemical education (BCCE) sponsored by American chemical Society
Division of Chemical Education. The symposia have provided an exceptional
venue for bioanalytical chemistry educator to sharing and stimulating the novel
ideasandpedagogiesintheirteachingpractice.
©2013AmericanChemicalSociety
In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
ThisACSsymposiumbookiswrittenbytwenty-eightauthorsfromfourteen
institutionsincludingtheliberalartcollegesandthenationalresearchuniversities
and offers specific samples including experiments and courses in bioanalytical
chemical education. Bioanalytical chemistry is traditionally classified as one
subdiscipline of the field of analytical chemistry, which includes the qualitative
and quantitative analysis of biomolecules using chemical, biochemical, and
instrumental techniques. The typical analytical methodologies are spectroscopy,
electrochemistry, chromatography, andmassspectrometry. Inthisbook, abroad
definition of bioanalytical chemistry is used and includes all the analytical
applications of experimental methodologies in the chemical and biological
sciences. It will cover the biophysical chemistry, biochemistry, environmental
chemistry, green chemistry, nanotechnology, and forensic science, in addition to
thetraditionalbioanalyticalchemistry.
1 It seems that much of forensic analysis and environmental science is not
0
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http://021/b the detection, characterization, and interpretation of evidence from the scene
3 | 0.1 of acts of bioterrorism or biocrimes (2, 3). The evidences include bacteria,
11
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biochemistrylaboratory.
1. New Pedagogy and Approach in
Bioanalytical Chemistry Education
Activelearningisthekeyinhighereducationandhasbeenappliedincollege
classrooms and laboratories duing the past several decades. The previous ACS
syposium book, “Active Learning,” summarizes the innovative approaches and
the active learning methods in the mode of delivery of analytical chemistry (4).
Due to the extremely rapid growth in applcation and multidisciplinary nature
of bioanalytical chemistry, it is unbelievably challenging and demending for
chemicaleducatorstoteachbioanalyticalchemistryinclassroomandlaboratory
withalimitedcoursetimeandvastcoursecontent. Insteadofusingthetraditional
2
In Teaching Bioanalytical Chemistry; Hou, H.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.