Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students

Hannah B. Musgrove; William M. Ward; Leslie A. Hiatt

doi:10.1021/acs.jchemed.1c00026

Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students

Hannah B. Musgrove
, William M. Ward
, Leslie A. Hiatt

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

A Quantitative Analysis Lab class was developed that began with 9 weeks of student preparation for the Quant Escape Game (QEG) where the students learned the fundamentals of quantitative analysis. The preparation was followed by the four-week QEG, an active-learning, cooperative-learning, and problem-based learning experience in which the students used their knowledge of the fundamentals of quantitative analysis to solve the given problems. Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions. The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game. The students enjoyed the independence the game afforded and the ability to strategize within a large team setting. The QEG was a way of motivating students to achieve course goals while providing a way for students to showcase their improved abilities and skills at the end of the semester.

Original language	English
Pages (from-to)	2307-2312
Number of pages	6
Journal	Journal of Chemical Education
Volume	98
Issue number	7
DOIs	https://doi.org/10.1021/acs.jchemed.1c00026
State	Published - Jul 13 2021
Externally published	Yes

Funding

This work was supported by the Austin Peay State University Chemistry Department’s operating budget. We would like to thank all the students who participated in Quantitative Chemical Analysis Laboratories in spring and fall 2019. We would like to thank Julie Wood of Julie Wood Graphic Design for her design of the “I Escaped Quant” sticker that was also used in the graphical abstract and . We would like to thank Brianna Page Richardson, APSU chemistry graduate, for her assistance serving as an outside evaluator of student assessments.

Keywords

Analytical Chemistry
Collaborative/Cooperative Learning
Electrochemistry
Humor/Puzzles/Games
Laboratory Instruction
Problem Solving/Decision Making
Quantitative Analysis
Spectroscopy
Titration/Volumetric Analysis
Upper-Division Undergraduate

Access to Document

10.1021/acs.jchemed.1c00026

Cite this

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title = "Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students",

abstract = "A Quantitative Analysis Lab class was developed that began with 9 weeks of student preparation for the Quant Escape Game (QEG) where the students learned the fundamentals of quantitative analysis. The preparation was followed by the four-week QEG, an active-learning, cooperative-learning, and problem-based learning experience in which the students used their knowledge of the fundamentals of quantitative analysis to solve the given problems. Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions. The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game. The students enjoyed the independence the game afforded and the ability to strategize within a large team setting. The QEG was a way of motivating students to achieve course goals while providing a way for students to showcase their improved abilities and skills at the end of the semester.",

keywords = "Analytical Chemistry, Collaborative/Cooperative Learning, Electrochemistry, Humor/Puzzles/Games, Laboratory Instruction, Problem Solving/Decision Making, Quantitative Analysis, Spectroscopy, Titration/Volumetric Analysis, Upper-Division Undergraduate",

author = "Musgrove, \{Hannah B.\} and Ward, \{William M.\} and Hiatt, \{Leslie A.\}",

year = "2021",

month = jul,

day = "13",

doi = "10.1021/acs.jchemed.1c00026",

language = "English",

volume = "98",

pages = "2307--2312",

journal = "Journal of Chemical Education",

issn = "0021-9584",

publisher = "American Chemical Society",

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AU - Musgrove, Hannah B.

AU - Ward, William M.

AU - Hiatt, Leslie A.

PY - 2021/7/13

Y1 - 2021/7/13

N2 - A Quantitative Analysis Lab class was developed that began with 9 weeks of student preparation for the Quant Escape Game (QEG) where the students learned the fundamentals of quantitative analysis. The preparation was followed by the four-week QEG, an active-learning, cooperative-learning, and problem-based learning experience in which the students used their knowledge of the fundamentals of quantitative analysis to solve the given problems. Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions. The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game. The students enjoyed the independence the game afforded and the ability to strategize within a large team setting. The QEG was a way of motivating students to achieve course goals while providing a way for students to showcase their improved abilities and skills at the end of the semester.

AB - A Quantitative Analysis Lab class was developed that began with 9 weeks of student preparation for the Quant Escape Game (QEG) where the students learned the fundamentals of quantitative analysis. The preparation was followed by the four-week QEG, an active-learning, cooperative-learning, and problem-based learning experience in which the students used their knowledge of the fundamentals of quantitative analysis to solve the given problems. Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions. The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game. The students enjoyed the independence the game afforded and the ability to strategize within a large team setting. The QEG was a way of motivating students to achieve course goals while providing a way for students to showcase their improved abilities and skills at the end of the semester.

KW - Analytical Chemistry

KW - Collaborative/Cooperative Learning

KW - Electrochemistry

KW - Humor/Puzzles/Games

KW - Laboratory Instruction

KW - Problem Solving/Decision Making

KW - Quantitative Analysis

KW - Spectroscopy

KW - Titration/Volumetric Analysis

KW - Upper-Division Undergraduate

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JO - Journal of Chemical Education

JF - Journal of Chemical Education

IS - 7

ER -

Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students

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Keywords

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