Provide equipment for biology (DSB 131)and chemistry (DSB 236).
(1) Request for Biology equipment funds to complete the laboratory in DSB 131
This request is phase III of work on DSB 131 and is a complement to a biology proposal for DSB 131. It will complete the project, and involves installation of counters, cabinets, seating for 24, electrical modifications, and essential equipment for teaching modern cell biology. The following courses/laboratories (with annuual enrollment history) will be offered in the converted space: BIOL 4110/6330 (offered 3 times/year, 115 students), 4210/6390 (2 times/ year, 70 students), 4300/6380 ( 2 times/year, 90 students), 4570/5570 ( alt. years, 10 students), 4590/6590 (alt. years, 5 students), 4720/6720
(1/year, 14 students), and 4730/6730 (1/year, 8 students).
(2) Chemistry equipment request to support the laboratory instruction in biochemistry, medicinal, environmental, and analytical chemistry:
The capillary electrophoresis system will provide analytical capabilities needed to support the laboratory instruction in biochemistry, medicinal, environmental, and analytical chemistry courses. Capillary electrophoresis allows experiments and research involving peptides, DNA, oligonucleotides, vitamins, drugs, organic acids, cations, and anions to be carried out. This proposal will benefit students enrolled in courses including Detection of Chemical Pollutants, Instrumental Analysis, and Biochemistry. It will also enhance the training of students pursuing career opportunities in pharmaceutical, forensic, and environmental fields. Furthermore, the incorporation of capillary electrophoresis as a topic into existing chemistry courses will enhance the curriculum of the undergraduate biochemistry concentration in the B. S. program that has been recently approved by the American Chemical Society.
In order to introduce capillary electrophoresis to a large number students including those in general chemistry classes, instruction with the use of remote access software will be set up so that the technique can be taught with the real-time demonstration of the instrumental application over the Internet in master classrooms. This will bring the excitement of laboratory research to classrooms and pique the interests of students. For instance, the presence of nitrate or sulfate in airborne particulate matter and the separation of DNA can be demonstrated to students without having to bring them to the Instrument Laboratory.
