Abstract:

Currently, computer science and digital technologies provide many educational opportunities to exploit in teaching. One of the main digital resources are the virtual laboratories, which simulate a virtual operating system allowing the direct and plausible manipulation of parameters. These virtual laboratories are tremendous useful to understand certain analytical techniques whose practical issues involve a great complexity and time consuming.

Gas chromatography (GC) is a powerful analytical technique to carry out the analysis of volatile compounds. Its theoretical principles are included in the learning guide of most science degrees mainly chemistry, pharmacy, biology, biochemistry, or food science and technology among other degrees. However, in a GC experiment, there are so many variables that it is often difficult to get a feel how each variable will affect to the separation, especially due to their interrelatedness. To show the student how the experimental parameters affect to the chromatographic separation, a large number of time-consuming experiments must be performed. This fact combined with the sheer number of students and the limited number of class hours, make it infeasible that students acquire this type of experience.

The implementation of the interactive and simulated gas chromatography computer-based in the learning methodology, allows students to explore the fundamental principles of GC more efficiently, as if they were in the laboratory. The GC simulators provide an efficient and effective way to develop fully optimized GC methods. Off-line simulations can be rapidly and accurately performed to determine the effects such as temperature, pressure, flow, splitless/split mode or column, among others, on chromatographic separations. Consequently, a graphical chromatogram will be drawn to check the effect of the parameters, which can be controlled and adjusted.

Therefore, the use of GC simulators results in a faster method development along with considerable cost savings, without risk of instrumentation damage, no consumption of supplies, less supervision, and provides instant information. From the pedagogical point of view, the software of GC simulators not only simulates chromatography runs but also enhances mastery of instrumental technique, develop scientific reasoning abilities, increase understanding of the complexity and ambiguity of empirical work and develop practical skills.

It goes without saying that simulated GC does not entail the replacement of the experimental GC instrumentation in the laboratory. However, its use, as complementary tool integrated into a thoughtful sequence of classroom instruction and laboratory experiences, gives students a comprehensive knowledge of the GC technique.

Keywords:

Simulators, Gas chromatography, virtual laboratorios, educational resources.