Keywords
Abstract
This article examines the improvement of the qualitative analysis of Group II cations in teaching analytical chemistry based on the problem-based learning method. The main qualitative reactions of silver (Ag⁺), mercury(I) (Hg₂²⁺), and lead (Pb²⁺) cations, as well as the precipitates formed during their identification and their characteristic properties, are analyzed.
From the perspective of problem-based learning, the procedure for analyzing a mixture of Group II cations is considered, including precipitation with hydrochloric acid, separation of the precipitate using hot water, identification of Pb²⁺ ions, and differentiation and identification of Ag⁺ and Hg₂²⁺ ions using an ammonia solution. The article also highlights the use of problem situations, analytical tasks, and laboratory experiments in the teaching process. This approach is aimed at studying qualitative reactions in an interconnected manner and developing students’ ability to analyze experimental results and draw analytical conclusions.
References
Hicks R. W. Utilizing Problem-Based Learning in Qualitative Analysis Lab Experiments // Journal of Chemical Education. – 2012. – Vol. 89, No. 2. – P. 254–257. – DOI: 10.1021/ed1001202.
Akkuzu N., Uyulgan M. A. Step by step learning using the I diagram in the systematic qualitative analyses of cations within a guided inquiry learning approach // Chemistry Education Research and Practice. – 2017. – Vol. 18. – P. 641–658. – DOI: 10.1039/C7RP00050B.
Larive C. K. Problem-based learning in the analytical chemistry laboratory course // Analytical and Bioanalytical Chemistry. – 2004. – Vol. 380, No. 3. – P. 357–359. – DOI: 10.1007/s00216-004-2802-z.