Quantitative methods, educational

All biochemical laboratory activities, whether in education, research, or industry, are replete with techniques that must be carried out almost on a daily basis. This chapter outlines the theoretical and practical aspects of some of these general and routine procedures, including use of buffers, pH and other electrodes, dialysis, membrane filtration, lyophilization, centrifugal concentration, and quantitative methods for protein and nucleic acid measurement. 

Only in one test (the fourth round-robin) were the identified chemicals quantified (4), and then only to facilitate the evaluation of sample preparation methods. The quantitative results varied widely. Weaknesses were revealed in the procedures because all the chemicals were polar and adsorptive. Comparison of the quantitative results as a means of deciding upon the best sample preparation procedures proved to be an unreasonable approach, however, as the total variance in the results was clearly the product of several factors the sample preparation procedure, the quantitative method, and the instrumental technique. Nevertheless, the exercise proved to have considerable educational value. The test revealed weaknesses in the existing ROPs (6) and the methods were subsequently improved to cover the gaps (7). 

David L. Ferguson is associate professor in the Department of Technology and Society in the College of Engineering and Applied Sciences at the State University of New York at Stony Brook. He has published papers in the areas of quantitative methods, the discovery of algorithms, and computer-based learning environments. He has held research grants in mathematics and computer science education from the National Science Foundation and U. S. 

Quantitative methods in educational research are fundamentally aligned with the successful philosophical-scientific-social legacy of the theologian-philosopher Rend Descartes (1596-1650) involving,... 

Yang, M. J. Orton, M. L. Pawliszyn, J. Quantitative Determination of Caffeine in Beverages Using a Combined SPME-GC/MS Method, /. Chem. Educ. 1997, 74,... 

Bruneau, E. Lavabre, D. Levy, G. et al. Quantitative Analysis of Continuous-Variation Plots with a Comparison of Several Methods, /. Chem. Educ. 1992, 69, 833-837. 

Educational research utilizes research methods from the social sciences. These methods are broadly distinguished into quantitative and qualitative ones. 

The development of most ion-pairing chromatography (IPC) methods started with optimization of the mobile phase composition after an appropriate column was selected. The theory described in Chapter 3 assists the chromatographer to perform educated guesses. Chapters 7 through 10 discuss the main qualitative and quantitative attributes of tunable mobile phase parameters to illustrate their influence on the global performance of the method. 

CN poisoning. As noted below, this decision should be based on a critical analysis of many criteria currently we are of the opinion that hy-droxocobalamin is most appropriate. Secondly, with respect to CN analyses, there is need for a portable method (kit) which is specific and, at least, semi-quantitative and can be used at the incident for a reliable bio-identification of acute CN intoxication. There is also a clear need for a reliable and sensitive method for the instantaneous measurement of atmospheric HCN concentrations and ideally continuous monitors with automatic warning devices for installation in locations where there is a potential that HCN vapor may be released. Thirdly, educational materials should be available for early distribution to the general population so they are prepared for what to expect in the event of a CN bioterroism event. 

While most chemists respect chemical education research studies based on quantitative statistical methods more than research studies involving less mathematical (more qualitative) methodologies, few are comfortable performing or evaluating this form of chemical education research. This chapter provides several steps to perform chemical education research involving inferential statistics. These rules are not unique to chemical education research, and are... 

In order to contribute to the development of mixed method strategies in the chemical education community it is imperative that authors provide sufficient mediodological detail about both quantitative and qualitative mediods. These details must be retained through peer review and publication so that others may learn from these studies. 

Mulford, D. R. Robinson, W. R. J. Chem. Educ. 2002, 79,139-lAA. Creswell, J. W. Research Design, Qualitative, Quantitative, and Mixed Methods Approaches 2" ed. Sage Thousand Oaks, 2003. 

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