ELISA and GC-MS as Teaching Tools in the Undergraduate Environmental Analytical Chemistry Laboratory
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
An undergraduate experiment for the analysis of potential water pollutants is described. Students are exposed to two complementary techniques, ELISA and GC-MS, for the analysis of a water sample containing atrazine, desethylatrazine, and simazine. Atrazine was chosen as the target analyte because of its wide usage in North America and its utility for students to predict environmental degradation products. The water sample is concentrated using solid-phase extraction for GC-MS, or diluted and analyzed using a competitive ELISA test kit for atrazine. The nature of the water sample is such that students generally find that ELISA gives an artificially high value for the concentration of atrazine. Students gain an appreciation for problems associated with measuring pollutants in the aqueous environment: sensitivity, accuracy, precision, and ease of analysis. This undergraduate laboratory provides an opportunity for students to learn several new analysis and sample preparation techniques and to critically evaluate these methods in terms of when they are most useful.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it