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Published: June 10, 2011 Copyright r 2011 American Chemical Society and Division of Chemical Education, Inc. 1340 dx.doi.org/10.1021/ed100152p | J. Chem. Educ. 2011, 88, 1340–1340 TECHNOLOGY REPORT pubs.acs.org/jchemeduc A Cost-Effective Modular Method in GNU Octave To Simulate Student-Unique Data and Evaluate Student Analysis Alexey Teslja* Department of Chemistry and Pharmaceutical Science, Fairleigh Dickinson University, Madison, New Jersey 07940, United States b S Supporting Information ABSTRACT: A cost-effective generalized pedagogic modular method was developed using GNU Octave to simulate experimental data unique to each student, perform computations on the data, and then evaluate each student’s work compared to the correct results. KEYWORDS: Upper-Division Undergraduate, Graduate Education/Research, Analytical Chemistry, Laboratory Instruction, Physical Chemistry, Computer-Based Learning, Problem Solving/Decision Making, Testing/Assessment, Instrumental Methods, Student-Centered Learning T echnology used in instrumental laboratories is continually evolving. To adapt to developing innovations, an instructor’s objective is to devise and implement the most suitable pedagogic methodology to introduce new concepts to students within the context of economic, national, and global demands. Pressed by the steadfast rise in the cost of instrumentation and the rapid draining of funds, 1 the method presented here aims to comply with ensuing academic challenges in a cost-effective manner. A generalized approach was developed using GNU Octave 2 to simulate experimental data unique to each student, perform computations on each data set, and then evaluate each student’ s responses as compared to the correct results. The idea for this particular approach was inspired by the enthusiastic request of students to learn in greater depth computational operations occurring within the software of various departmental instrumentation. This method targets to ful fill primarily academic objectives, promote algorithm development for problem solving, 3 as well as meet economic challenges cost effectively by accessing software that is free of charge. The method design is modular, so that an instructor can resourcefully incor- porate new algorithms or modify existing modules to expediently implement specific themes and operations to target groups of students within a student population of large disparity in scientific abilities and preparation. The modular design also extends the scope to instructors of physical, instrumental, or analytical chemistry. To illustrate, the instructor chooses modules relative to the assigned topic(s) for his or her class. Existing modules can be used, or new custom-tailored modules developed. GNU Octave pro- cesses the modules to simulate a unique data set for each student. The students then perform computations on their unique data set in accordance with the instructor’s directions. A spreadsheet program such as Microsoft Excel 4 or Open Office 5 is commonly used by students. Each student returns his or her calculation results to the instructor, and GNU Octave then compares the student’s responses to the correct answers to evaluate the student’s attempt. ’ ASSOCIATED CONTENT b S Supporting Information A summary of this method; a step-by-step tutorial; GNU Octave method script files and several module script files; and sample student Excel files. This material is available via the Inter- net at http://pubs.acs.org. ’ AUTHOR INFORMATION Corresponding Author *E-mail: [email protected]. ’ REFERENCES (1) Zare, R. N. A highly unoriginal idea. Anal. Chem. 2000, 72, 5A. (2) GNU Octave is copyrighted, but freely distributed at http:// www.octave.org (accessed May 2011). (3) Schrader, C. L. Using algorithms to teach problem solving. J. Chem. Educ. 1987, 64, 518. (4) Preferred by students who anticipate using it in industry, available at http://www.microsoft.com (accessed May 2011). (5) Available at no cost at http://www.openoffice.org (accessed May 2011).
