Dr. H.M. "Skip" Kingston with Dr. Michelle Schaper guest lecturing and team teaching
Dr. H. M. (Skip) Kingston, Professor of Chemistry at Duquesne University, received his B.S. degree in chemistry education, an M.S. degree in analytical chemistry from Indiana University of Pennsylvania and his Ph.D. in analytical chemistry and environmental management from the American University. He was a supervisory research chemist and Project Manager of the Consortium on Automated Analytical Laboratory Systems (CAALS) at the National Institute of Standards and Technology. During 1984 and 1985 he served as Congressional Science Fellow of the U.S. Congress, House of Representatives, advising on environmental and science issues. His research interests include fundamental research in separation science, chromatography, microwave energy applications, instrumental development, standard reference materials development and certification, analytical and environmental test method development, and laboratory automation including expert systems and robotics. He has published widely in his field and holds several fundamental analytical patents.
Selected literature references will be supplied that are related to environmental chemistry periodicals. The skills necessary to understand and retrieve information from the literature is crucial for you to maintain and update your knowledge base, and to permit you to investigate topics crucial to this field. Understanding of literature sources is significantly different from information presented in textbook forms.
Significance of Elemental Species (in aqueous section)
Detection of Species (time permitting)
Measurement of Species (time permitting)
Quality Assurance, Standards, and Protocols
Prescription vs. Performance Based Procedures
Inorganic, Organic, Aerosol and Air Sampling, and Analysis Experience
Required course prerequisites:
Required prerequisites are Introduction to Environmental Science (unless dismissed
by the instructor due to other experience) and two semesters of General Chemistry.
Additional undergraduate level courses that would be helpful include Organic
Chemistry, Analytical Chemistry, and Statistics. The graduate level course,
Instrumental Methods of Chemical Analysis, would also be helpful.
This project has been redefined from previous years.
An over view of environmental modeling will be covered in class but familiarization with these modeling concepts will primarily be gained through your cooperative learning group projects, your use and testing of the model specific to your project.
Because of the complexity of environmental chemistry, these are very important tools that you will need to learn to use, evaluate and demonstrate. You are permitted to take a computer copy of all of these models as they are government models and not subject to copyright. RiskPro is the only exception as it is a commercial version, to which there are several EPA versions that are not copyright protected. These models are tools you will use in your careers and having and knowing how to use them will be a definite advantage in your job search or your employment.
Specific topics in environmental modeling and evaluation will be covered through the participation and presentation in the class by these cooperative learning groups. Projects will be assigned to/chosen by groups of student (6-9 students per group) who will work cooperatively to develop the concepts as a class presentation and as a research paper.
This is a self and group directed study, and you will learn as much as you desire and work at these concepts. Extend yourself and your group as professionals in the area of environmental science. Make the most of this learning opportunity.
Choose a cooperative learning group of 6-9 members (depending on the class size) based on interest in the roughly 5-7 types of models that are recommended to the class. There are others available but these have been chosen as the most appropriate and most cooperative with standard computer platforms and common computer skill levels.
You will evaluate each others participation and you will assign each other portions of the grade factor based on you quality of participation.
As a group, choose the model and model focus concept areas. You may also choose a group of related models that depend on one another or are related. You may break the task down into sub-tasks for subgroups if your project lends itself to this approach.
Everyone must learn to run the model and participate in the preparation of the paper and class presentation; however, you may specialize other portions of the project. This does not mean that everyone should participate in the presentation in class, except for questions and answers.
a. Integration of fundamental concepts related to the model:
You will coordinate the pertinent text subject matter with the modeling parameters
to demonstrate how the model adequately or inadequately, or in a defined way,
represents the area of environmental chemistry. You should assign additional
reading in the text and identify the concepts that the model covers. Provide
related page numbers and text sections as well as other concepts that are not
covered in the text that are key aspects of the model theory.
Give specific equations that are related to specific parameters and concepts and describe how they adequately or inadequately describe the parameter. Describe the limits of useful parameter range and situation.
Students should use the literature and find other significant references that discuss the concepts and algorithms that are used to represent them (if possible). These should be referenced in a scholarly scientific manner.
b. Evaluation of the model:
Evaluate the model's effectiveness at predicting the parameters in environmental
chemistry. Provide examples that were tested by the group. You should evaluate
the model by providing output data from model tests developed by the group to
test the capability, accuracy, effectiveness and limitations of the model.
A set of well-designed test situations should be programmed by the group and evaluated. These should test the models capability to evaluate and handle 'real world' scenarios. The data should be reported on as part of the class presentation. The class will evaluate the thoroughness of the evaluation and appropriateness of the test.
Evaluate and describe the limitations of the model, and provide understanding of how these limitations are related to fundamental parameters that the model is trying to emulate and describe.
c. Group Paper:
The paper should be approximately 8-10 pages with double-spaced text (not counting
tables, figures, table of contents, references, or approved appendices) discussing
the conceptual topics, related theory, chemistry, and evaluation of the model.
This evaluation should include the scope, relevance, and limitations of the
modeling program.
Photocopies of the three primary references (other than the assigned texts and computer models) must be handed in with the paper.
Computer modeling data taken with the model in its evaluation and demonstration must also be submitted ( as appendix to the paper).
Choose your cooperate learning ground and partners.
Choose your specific model(s) and begin making yourself familiar with the model and concepts related to the model.
The group (or selected members of the group) will give a presentation on the model featuring:
a. Integration of fundamental concepts in the model, and
b. Evaluation of the model.
You will also integrate how the model conforms to model concepts that have been discussed in class including key features of importance and relevance as decided by the group and in consultation with the instructor. The group will design the lecture to instruct the class and to familiarize them with the concepts of your group's model.
The group will have 30 minutes for this organized and in-depth presentation of the concepts covered by the model. Afterwards, the group will entertain approximately 10 minutes of questions from the class and the instructor. The presentation should be organized, using multimedia (such as PowerPoint), if possible.
A handout must be prepared and given to the class prior to the presentation. Literature references must be sighted to provide the origin of the information, including the extent and scope of the evaluation. A PowerPoint presentation should be prepared for your presentation and handed in with the paper to be evaluated as part of your grade.
The concepts covered in the group presentation will be included in the course material and will appear on exams.
Required of all participants:
Analytical and Environmental Analysis Laboratories
Two laboratories will be done.
Two group laboratory events will be conducted.
Two laboratory reports will be prepared and collected for grading (10% of grade)
Graded Laboratory Report Required
Leaching (microwave sample preparation)
RCRA methods 3051a and 6020a will be performed
Analysis by atomic absorption of selected metals
Statistical evaluation and control of data
Method and Data Evaluation and Quality control
Specific air sampling techniques will be evaluated and practiced
Evaluation of the procedure and protocol will be performed
Gathering of data on the Saturn GC-MS will be performed
Statistical evaluation and control of data
Method and Data Evaluation and Quality Control
Sampling trip on Saturday, April 1, 8am-noon on Pittsburgh Voyager Research
Vessel on three rivers
Samples may be used in Laboratory #1 (Element Analysis of Drinking Water)
Independent Sampling of Air Samples
Samples may be used in Laboratory #2 (Indoor Air Quality Sampling and Anlysis)
Independent study: It has been noticed that students who have not taken chemistry for more than 3-10 years may need refreshing in several of the fundamental concepts. These students or any student feeling they need review of General Chemistry concepts (primary) and Organic Chemistry concepts (secondary) are encouraged to Make use of the following tutorial devices. Many study aids for refreshing general chemistry are also acceptable and many exist currently, you may choose your own. Two recommended sources are:
Essentials Chemistry paperback study refresher
Chemistry, Research & Education Association Quick Access to the Important Facts and Concepts, Ed. M. Fogiel, Research & Education Association, 61 Ethel Road West Pascataway, NJ 08854, 82 pages paperback, published 2000. (ISBN 0-87891-580-X, Library of Congress #99-74563, www.rea.com, $6.95). This medium will be used out of class and is a self study refresher. (Other study aids for refreshing general chemistry are also acceptable and many exist currently).
Review chemical skills CD-ROM:
A limited number of CD-ROMs are also available (for checkout) to assist graduate students who may feel their fundamental skills are rusty or who need practice in fundamentals of General and Organic chemistry. This medium will be used out of class and is a self study refresher. These will be provided based on class need and on a first come first obtain basis. A limited number of these CD-ROMs are available. Many study aids for refreshing general chemistry are also acceptable and many exist currently, you may choose your own.
Dr. Skip KingstonÍs Personal Note: This is a challenging class. At the graduate level it should be one that challenges your ability to expand your capabilities and improves your ability to compete as a professional. This is part of the courseÍs design. We have heard from former students who feel they are much more competitive for the information and skills that they have gained in this class. Several have reported replacing consultants after finally not being intimidated by their models and by the chemical concepts involved. Other students have received job opportunities because they have been able to understand the larger scientific picture consisting of chemical mechanisms, models, sampling, complex chemical interactions and environmental literature. The class will require you to continuously keep current with your reading, studying, and assignments to gain the most from the class and enjoy the accumulation of new chemical and professional skills and capabilities. Students have said that they wish they had taken the class sooner in their studies so they could have applied the information in many of the other classes. Regardless of when you take the class, it will be challenging. Enjoy the class as you study and gain skills and perspectives that you will use throughout your entire career.
