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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > September  >
In the Laboratory
Teaching Chromatography Using Virtual Laboratory Exercises
David C. Stone
Department of Chemistry, University of Toronto, Toronto, ON M5S 3H6, Canada
Cover
September 2007
Vol. 84 No. 9
p. 1488

Abstract
Though deceptively simple to teach, chromatography presents many nuances and complex interactions that challenge both student and instructor. Time and instrumentation provide major obstacles to a thorough examination of these details in the laboratory. Modern chromatographic method-development software provides an opportunity to overcome this, presenting a valuable extension to existing lectures and laboratory sessions. This article describes the pedagogical goals and objectives, as well as the successful implementation, of two virtual laboratory exercises in an undergraduate separation-science course. These differ from conventional simulations in that the user can vary chromatographic parameters while directly observing their effect on the chromatogram without waiting for the latter to "develop". These self-paced independent-learning activities give students an improved understanding of the molecular basis of separation in chromatography, reinforcing the connections with fundamental chemical principles. Finally, such software provides an opportunity to include topics not covered in typical undergraduate texts, but of great importance to contemporary chromatography. These include the concept of robustness, the use of resolution maps, and the significant role of pH in controlling both resolution and elution order in HPLC.
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Instructions for the students are available.
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Citation
Stone, David C. J. Chem. Educ. 2007, 84, 1488.
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Keywords
Analytical Chemistry; Chromatography; Computer-Based Learning; Curriculum; Gas Chromatography; HPLC; Separation Science; Upper-Division Undergraduate
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History
Created:
Last Updated:
7/23/2007
8/16/2007
 Caution! 
Experiments, laboratory exercises, lecture demonstrations, and other descriptions of the use of chemicals, apparatus, instruments, computers, and computer interfaces are presented in the Journal of Chemical Education as illustrative of new or improved ideas or concepts in chemistry instruction and are directed at qualified teachers. Although every effort is made to assure and encourage safe practices and safe use of chemicals, the Journal of Chemical Education cannot assume responsibility for uses made of its published materials. Many chemicals are hazardous. Precautions for the safe use of hazardous chemicals and directions for their proper disposal are described in the Material Safety Data Sheets and on the labels. We strongly urge all those planning to use materials from our pages to make choices and to develop procedures for laboratory and classroom safety in accordance with local needs and situations.
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