The Quantitative Analysis Collection contains 28 activities developed by the ANA-POGIL consortium that span the range of topics likely to be covered in a semester-long quantitative analysis course: Analytical Tools, Statistics, Equilibrium, Electrochemistry, Spectrometry, and Chromatography and Separations. All activities have been reviewed and classroom tested by multiple instructors at a variety of institutions. Each written activity includes content and skill-development goals as well as a list of prerequisites. The topical treatment of concepts, as well as advanced coverage of analytical principles, can be found in the application section of each activity.All activities are modular, follow the constructivist learning cycle paradigm, and include cues for team collaboration and self-assessment. These questions that guide students' work within each activity model the questions scientists ask in attempting to understand new information. Going beyond content mastery, students should gain a strong sense of what an analytical chemist does, and more importantly get to experience many aspects of how an analytical chemist does it. These activities directly scaffold every laboratory skill and technique an analytical chemist should master; moreover, the critical thinking skills and information processing can greatly empower students to choose effective data analysis routes and make sound, defensible experimental decisions.

Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.

POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:



They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
They guide students through an exploration to construct understanding.
They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.