Quantification of Iron(II) in Supplements Using Redox Titration and UV–Visible Spectroscopy

IF 2.5 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Rosalynn Quiñones*, Heather Knott, Leslie Frost, Megan Bartram, Trace Clark, Tamara D. Westfall and José A. Buxó, 
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Abstract

This study examined a comprehensive approach to quantifying iron in over-the-counter supplements through two laboratory experiments designed for undergraduate students in analytical chemistry and instrumental analysis courses. The experiments employed redox titrations and UV–vis spectroscopy, reinforcing key techniques, such as titration, solution preparation, dilution, glassware handling, and spectroscopic analysis. In the first experiment, students prepared solutions and observed color changes, indicating the complete oxidation of iron II during redox titrations. In the second experiment, students utilized the Beer–Lambert law to construct and analyze an external calibration curve with a UV–vis spectrophotometer, enabling the measurement of iron levels in the supplements. The students performed a statistical analysis to discuss the mean and variance values between the two methods as well as compare their calculated iron amounts with the advertised quantity on product labels. The majority of students did not find a statistically significant difference in the average calculated iron content for the same analyzed brand between the two techniques. The average for the redox experiment was 67.20 ± 11.45 mg, while UV–vis was 63.83 ± 12.38 mg of iron. This experiment was designed to be adaptable and can include various over-the-counter products. Additionally, a method using a lower acid concentration was developed to minimize the use of concentrated acid. Although the experiments can be applied as individual experiments, the combination of both allowed students to reinforce key statistical techniques through a comparison of the two procedures. This comprehensive approach caters to students across different levels of chemistry courses, from introductory to advanced, providing a practical application of theoretical concepts.

本研究通过为分析化学和仪器分析课程的本科生设计的两个实验室实验,研究了定量非处方补充剂中铁的综合方法。实验采用了氧化还原滴定法和紫外-可见光谱法,强化了滴定、溶液配制、稀释、玻璃器皿处理和光谱分析等关键技术。在第一个实验中,学生配制溶液并观察颜色变化,这表明在氧化还原滴定过程中铁 II 被完全氧化。在第二个实验中,学生利用比尔-朗伯定律,使用紫外可见分光光度计构建和分析外部校准曲线,从而测量营养补充剂中的铁含量。学生们进行了统计分析,讨论了两种方法的平均值和方差值,并将计算出的铁含量与产品标签上的广告含量进行了比较。大多数学生发现,对于同一分析品牌,两种方法计算出的平均铁含量在统计学上没有显著差异。氧化还原实验的平均铁含量为 67.20 ± 11.45 毫克,而紫外可见光实验的平均铁含量为 63.83 ± 12.38 毫克。本实验的设计具有适应性,可包括各种非处方产品。此外,还开发了一种使用较低酸浓度的方法,以尽量减少浓酸的使用。虽然这两个实验可以作为单独的实验应用,但两者的结合使学生能够通过对两个程序的比较来强化关键的统计技术。这种综合方法适合不同层次的化学课程(从入门到高级)的学生,提供了理论概念的实际应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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