Maria Eduarda Truppel Malschitzky, Crissanto António Sequeira and Endler Marcel Borges*,
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引用次数: 0
Abstract
Initially, students performed a qualitative analysis to detect the presence of oxidizing compounds in cow’s milk samples. This was achieved by observing the oxidation of potassium iodide (KI) by hydrogen peroxide (H2O2). Subsequently, the concentrations of H2O2 in the milk samples were quantified using images of 96-well plates captured with a flatbed scanner. This method is straightforward, efficient, and ideal for high-throughput analysis. The RGB values from the 96-well plates were automatically extracted using the ImageJ plugin, ReadPlate. For the quantitative analysis, students explored various figures of merit, including the limit of detection (LOD), limit of quantification (LOQ), linearity, sensitivity, and recovery. Milk samples were spiked with H2O2 at three concentrations (0.03%, 0.06%, and 0.09%), and the measured concentrations in these spiked samples were compared to evaluate interclass repeatability using one-way ANOVA. Post hoc tests, including Games-Howell and Tukey, were used to identify significant differences between concentrations across the classes. Before conducting the one-way ANOVA, students assessed data normality using Q-Q plots, the Shapiro–Wilk test, and the Anderson–Darling test. They also evaluated the homogeneity of variance with Levene’s and Bartlett’s tests. Additionally, a two-way ANOVA was employed to analyze the effects of spiking concentrations and laboratory classes on the recovery. This analysis revealed a significant interaction between spiking concentrations and laboratory classes on recovery. All statistical tests were conducted using accessible and user-friendly freeware, providing students with practical experience in both data analysis and statistical interpretation.
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.