Check out our New Publishers' Select for Free Articles

Analytical and Bioanalytical Chemistry (v.357, #2)

Philosophical aspects in physics and Analytical Chemistry by G. Eder (pp. 134-137).

Philosophical aspects connected with physical and analytical methods are reflected with special regard to high precision measurements.

The ‘Sceptical Chemist’– Fundamental concepts in the history of the scientific process of chemical education by Rudolf G. Weißenhorn (pp. 138-147).

The 17th century was witness to scientific chemistry’s emergence from the odd experiments of alchemy. We cannot ascertain its precise date of birth, we can, however, its precise date of christening: in 1661 “The Sceptical Chymist”, the first classical work in the history of chemistry was published by Robert Boyle. Boyle called his chemistry »sceptical« because he had made up his mind to leave aside all mystical explanations and occult attributes as the holy shrine of ignorance. Since those days concepts and theories have been constantly refined under the eyes of the »sceptical chemist« in dialogue with nature. In terms of methodology and concepts the path of recognition was laid down in advance by a contemporary of R. Boyle. It has led in a spiro-cyclical style right up to the end of the 20th century: the principle of the sciences of the 17th century mutated from “corso/ricorso” of then to the “recycling” of today. This principle is discussed.

Trace analytical performance, epistemology and engineering creativity by L. Fabry (pp. 148-150).

Analytics is a professional and systematic compilation of instances for the inference of problem solving truths. Relevant analytical results are the starting point of inductive learning in engineering. In the semiconductor industry, diagnostic investigations must be based on both process and product monitoring using trace-analytical methods. The analyst’s strive for detection power and an increasing number of analytes are the key and flywheel of engineering knowledge.

A schematic overview of the historical evolution of Analytical Chemistry by J. A. Pérez-Bustamante (pp. 151-161).

The historical evolution of Analytical Chemistry is briefly discussed as related to the progress of Chemistry within the 16–19th centuries under the leadership of Paracelsus, Boyle, Lavoisier and Dalton. A clear distinction is made between chemical analysis (up to the end of the 19th c.) and today’s Analytical Chemistry, paying close attention to a number of aspects and consequences related to the chemical revolution which took place at the overlap of the 18–19th c. which resulted in the quantification of Chemistry, causing increasing development and improvement of the chemical metrology which was an essential factor for Chemistry to acquire a scientific dimension and to become more specialised during the 19th century. A panoramic view of the whole development is presented by resorting to the inclusion of a number of synoptical tables outlining the stepwise progress of Chemistry, chemical analysis and Analytical Chemistry within the five last centuries taking into consideration the main protagonists involved as well as the experimental means, techniques and methodologies used and/or developed.

Analytical chemistry in the discovery of the elements by J. A. Pérez-Bustamante (pp. 162-172).

After a brief introduction to the evolution of the philosophy of matter over the centuries to arrive at the actual concept of chemical elements and “chemical matter” a historical overview is presented on the discovery of new elements within the 17–20th centuries, associated with the development and progress of chemical analysis and analytical chemistry. Some specific details are included in connection with imaginative theories, controversies on precedence of discovery, and spurious discoveries and their discoverers. 16 new elements were discovered in the 18th c., 51 in the 19th c. and 26 in the present c. The influence of some chemical schools, the incidence of conjunctural circumstances, the difficulties implied by some discoveries, serendipitous and fictitious discoveries, etc. are considered focusing on specially remarkable cases of historic interest. Historical and actual controversies related to naming of new elements are briefly considered.

Historical demonstration experiments in Analytical Chemistry by Hans Toftlund (pp. 173-177).

Some examples of the use of lecture demonstration throughout the early history of chemistry are presented with examples chosen from Analytical Chemistry. In order to limit this vast subject, mainly Scandinavian sources have been used. This is rather natural as the early history of Analytical Chemistry is so much dominated by the works of the Swedish chemist Torbern Bergman. An interesting source at early lecture experiments are the books on natural magic, which were very popular in the 17 th and 18 th centuries. These books contain recipes for household remedies mingled with scientific observations. From the 18 th century most of the examples have been taken from Torbern Bergman’s works.

Early problems in the analysis and the determination of ozone by D. Thorburn Burns (pp. 178-183).

Schönbein’s correspondence with Berzelius (1836–1847) and with Faraday (1836–1862) are shown to be excellent accessible sources for his changing views as to the nature of ozone. Two of Schönbein’s qualitative tests for ozone, namely the reaction with neutral potassium iodide solution and that with indigo have current quantitative application. Andrew’s quantitative studies of the ozone reaction with potassium iodide (1856) and his work with Tait on the volumetric gas phase decomposition of ozone (1860) confirmed the allotropic nature of ozone but did not yield the structure which was first proposed by Odling (1861). Modern spectroscopic studies owe their origin to Hartley’s studies of 1881.

Ion-selective electrodes – istory and conclusions by Ernõ Pungor (pp. 184-188).

The working mechanism of ion-selective electrodes has been investigated. The contradictions of theories deduced from so-called analogous phenomena are discussed in detail. Based on experiments made by the author’s research group the conclusion was drawn that only the surface (the active groups located there) takes part in the potential-determining reaction and the bulk resistance of the membrane plays a role only in the selection of the instrument used for potential measurement.

The beginnings of Analytical Chemistry in Romania by G.-L. Radu; George-Emil Baiulescu (pp. 189-190).

The early time of Analytical Chemistry in Romania is presented. Starting from 1920, the famous schools of chemical analysis in the University of Cluj, Bucharest and Iassy were established. As an example, the team headed by Professor G. Spacu introduced the use of complex compounds as reagents in analytical chemistry. In this way many macro and micro gravimetric methods for elemental determination were proposed.

History of Analytical Chemistry in Estonia (1800–1950) by Helvi Hödrejärv (pp. 191-196).

The history of analytical chemistry, started in 1802, can be divided into different periods: 1802–1892 the Baltic German period in Universitas Dorpatensis, 1892–1917 the period of russification in the University, 1918–1939 the independent Estonian University of Tartu and opening of the chair of inorganic and analytical chemistry at Tallinn Technical University, 1940–1944 loss of independence and years of war, 1945–1991 the years in the Soviet Union, 1991-up to now the re-establishment of independence. The first chemical laboratory was founded at Universitas Dorpatensis by Prof. Ph. Arzt in 1802. The first practice in analytical chemistry was opened in 1847 by Prof. C. Göbel. The chair of chemistry was separated from pharmacy in 1850. A separate chair of analytical chemistry was opened at Tartu University in 1947.

WPAC-Eurocurriculum Analytical Chemistry – Advanced Studies 1995 An evaluation for the WPAC-Study Group Education by R. Kellner; H. Wanzenböck; N. Weißenbacher (pp. 197-201).

This paper describes the results of the 3rd Europe-wide enquiry of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) in the field of education of analytical chemists at university level. While the first enquiry launched in 1983/84 showed the importance of separate chairs in Analytical Chemistry for maintaining the quality of modern curricula in a rapidly changing world and the evaluation of the second questionnaire from 1989/90 was the basis of the “WPAC-Eurocurriculum”, this third enquiry (1995) was aimed at determining the impact that the WPAC-Eurocurriculum initiative has made on the “Advanced Study Schemes” in Analytical Chemistry at European universities 3 years after its announcement. From the 141 questionnaires evaluated, it could be clearly shown that the WPAC-Eurocurriculum is already well known and accepted at universities in Europe, but not yet sufficiently established. Institutions having the WPAC-Eurocurriculum already implemented, however show a more flexible, modern and application oriented approach to the advanced study programme in Analytical Chemistry than universities teaching in the old way.

Teaching analytical properties by M. Valcárcel; A. Ríos (pp. 202-205).

A new way of expounding analytical properties based on their mutual dependence (complementary and contradictory relationships) and their unequivocal connection with analytical quality facets is presented. To this end, the paper provides answers to the obvious questions that arise in dealing with the subject: why?, how?, when? and where to teach analytical properties in the Analytical Chemistry curriculum?

Modern teaching aids – moving into the electronic age by C. E. Dyllick (pp. 206-208).

How are electronic media going to change the traditional, most successful teaching aid of all time: the book? An example of a modern textbook that is totally electronic is presented, as well as some insights into the future of encyclopedia publishing, again by presenting a specific example.

A chemistry home page on the World Wide Web by D. C. Coleman (pp. 209-213).

In this article a brief overview of the World Wide Web (WWW) is given, with some examples of the kind of information and services pertaining to analytical chemistry that can be found there. An existing WWW site that has been set up for analytical chemists is used as a case in point. The article concludes with a brief look at some of the issues raised by publishing on the Internet.

Microcomputer based chemistry experiments – an American perspective by Donald L. Volz (pp. 214-214).

This paper briefly discusses the use of microcomputers for data acquisition and analysis in general chemistry education in the United States. Aspects of successful MBL (Microcomputer Based Laboratory) software development, its present status, and future trends are included.

Doctoral Study Programmes in Europe by Eric Mathieu; F. Adams (pp. 215-220).

For a long time, obtaining a PhD in Belgium and in a number of other European countries was based on the philosophy of ‘learning-by-doing’ under the exclusive supervision of a promoter. The completion of the PhD dissertation usually led to a research or staff position. Now, many of today’s young scientists need to build their career outside the university where employers are as interested in the applicant’s skills as in their knowledge. Highly-qualified research scientists are needed in many sectors of society but require a background in its political, economical and cultural dimensions, and additional management, social and communication skills, including the ability to speak other European languages. However, although the purpose of the doctorate is the creation of a multidisciplinary scientist with broad academic qualifications, many research projects at present are restricted to subjects within a particular discipline. The acquirement of the ‘social’ skills through the ‘learning-by-doing’ concept proves to be very difficult, especially if one considers the increase of graduate students at present times. Therefore, additional study programmes for doctoral students are required. In this paper the doctoral study programme of the University of Antwerpen is described, as well as a short survey of comparable initiatives in Western Europe.

Analytical Chemistry at the University of Pretoria by Jacobus F. van Staden (pp. 221-223).

Analytical Chemistry is one of the required subjects together with inorganic, physical and organic chemistry in the undergraduate curriculum in the department of chemistry at the University of Pretoria. However to address the needs of industry the department is also involved in an undergraduate curriculum with specialisation in chemical sciences. Analytical Chemistry forms the major part of this course where the emphasis is placed on problem solving. Aspects like process chemistry, process analysers, flowing systems, automation, data processing and chemometrics are some of the latest modern topics included in the course. Management also forms part of this course. The undergraduate curriculum, from basic principles to PhD-studies and postgraduate specialisation is presented.

Postgraduate education in Analytical Chemistry: an Australian perspective by Geoffrey R. Scollary (pp. 224-226).

Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues.

Analytical chemical laboratory exercises on basic and advanced level at the Technical University Budapest by E. Graf-Harsányi; László Bezúr; Zsófia Fehér (pp. 227-228).

An overview on the practical laboratory work done by the chemical engineering students is given at different levels of the curriculum of the Faculty of Chemical Engineering.Laboratory exercises and individual laboratory work is carried out at the following levels: Basic level. The different analytical chemical methods are acquisited by the students. Advanced level. A problem oriented project work is done with integrated use of the different analytical methods in the 8th semester. Thesis work. Specialized individual work on an elected research topic. Postgraduate courses. Organized for the understanding and practice of the latest methods and applications in the analytical chemistry.The programs of the different levels are detailed in the following.

The formulation of the electron and proton balance equations for solving complicated equilibrium problems in redox titrations by Carlo Maccà (pp. 229-232).

A plain, didactically convenient formulation of the electron balance and of the proton balance equations, suitable for complicated redox titration systems with redox, acid-base, precipitation and complexation side-reactions is discussed. Two typical examples, the standardisation of a permanganate solution by titration of iron(II), and the standardisation of a iodine solution by titration of sodium arsenite, are presented.

Sections

Personal tools

Analytical and Bioanalytical Chemistry (v.357, #2)

Sections

Personal tools

Local resources

Analytical and Bioanalytical Chemistry (v.357, #2)