Developing and Evaluating an Inquiry-Based Online Course with a Simulation Program of Complexometric Titration

This study developed a complexometric titration simulation program based on LabVIEW. With built-in approximation and rigorous algorithms, the program can easily simulate and plot a single or a group of complexometric titration curves. On the basis of this program, we developed and implemented an onl...

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Bibliographic Details
Published in:Journal of chemical education 2021-05, Vol.98 (5), p.1636-1644
Main Authors: Liu, Li, Ling, Yizhou, Yu, Jing, Fu, Qiang
Format: Article
Language:English
Subjects:
Active Learning
Algorithms
Approximation
Chemistry
College students
Complexometric analysis
Computer Simulation
Curriculum Development
Curriculum Evaluation
Ethylenediaminetetraacetic acids
Inquiry
Learning
Learning outcomes
Online Courses
Science Experiments
Simulation
Students
Teaching methods
Titration
Undergraduate Students
Usability
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Summary:This study developed a complexometric titration simulation program based on LabVIEW. With built-in approximation and rigorous algorithms, the program can easily simulate and plot a single or a group of complexometric titration curves. On the basis of this program, we developed and implemented an online course to guide undergraduates to (i) compare the differences between the two titration types EDTA (Y) to Metal (M) and M to Y, (ii) explore the influencing factors of a titration jump, (iii) explore the conditions for an accurate titration, and (iv) find evidence for the existence of complexometric equilibrium. Questionnaires from 25 students were used for evaluation. The results showed that the program had high usability, practicability, effectiveness, and user behavior intention. Besides, 92% of the students were willing to use it more in the future and 11 students completed the test with an average score of 124.6 (full score of 150), and the average score of the modules corresponding to each learning goal was high, indicating that the students had achieved satisfactory learning outcomes.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.0c01229