lab manual of medicinal chemistry
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lab manual of medicinal chemistryIf you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.If you wish to opt out, please close your SlideShare account. Learn more. You can change your ad preferences anytime. School of Medicine. University of Zambia. Medicinal Chemistry (PMY 440). Laboratory Manual. By: Lungwani T.M. MuungoChemical drawing is very basic step for chemistry students as well as for drug designingAutoDock 4 and ADT: Hands on Docking. Overview. Working with AutoDock4 includes 3 steps:The preparation stepCalculation ofA. Preparing the protein. Repair missing atoms.B. Preparing the ligandThe molecule is now shown with allAlternatively, the deficit charge canSave the object as RH.pdbqtDismiss.The purpose of this section is to define the search grid and produce grid maps used later by. Autodock.When RH and LH already existA. Reading the docking log file (.dlg). B. Visualizing docked conformationsPreparation of Molecules for DOCKing. This tutorial describes the steps required to prepare receptor and ligand molecules as inputs for. DOCK calculations that predict orientations of a ligand in a receptor active site. It studies theThis tutorial uses the program Chimera (Snapshot Release 1.2309), which can be downloadedHowever, a variety ofFor a receptor, an overview of the general procedure is to visualize the source file of the target,For assigningSTEP 0: Examine the pdb file. In this case, the file we shall be using is 1ABE.pdb. A visualization of this file can be seenImage generated using Chimera ( )STEP 1: Prepare the receptor file.For more information on the. Dock Prep module, see the Chimera documentation. Note that recent versions of ChimeraIn particular,As you can see, there are a few warnings about non-standard atoms for this receptor.
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YouType the following commands into theThis series of commands will 1) undisplay the entire receptor, 2) display residue 306 only, 3)For more information on other Command LineIt should now be obvious that there is a problem with this lysine residue as compared to aAs a result, only the backbone was built into theThe best way to fix this situation is to mutate the incomplete LYS residue to a GLY residue. GLY residues have the appropriate number of atoms, which will result in an integral set ofThis command will change the LYS 306 to a GLY in the same orientation. You need to repeat this procedure for the ASN 2 residue, which is the source of thePrep procedure should be run again to incorporate the mutated residues (see STEP 1c). MakeThe final molecule can then be written toTo perform this step, first select all the hydrogens from the molecule and then delete them.STEP 2: Prepare the ligand file. We will only prepare the L-arabinose A conformation in the pdb file for simplicity. SelectionOPTION 1: Calculate charges using the Chimera Add Charge tool. The Add Charge tool is a call to the antechamber program. Antechamber is a set of auxiliaryThis software package addresses theAntechamber can generate input automatically for most organic molecules in a database.Chimera will estimate the value based on the atom types and bonding. Here, Chimera hasOPTION 2: Prepare your ligand(s) using the ZINC database. ZINC is a free database of commercially-available compounds for virtual screening. It containsIf you utilize this option, be sure to save your ligand preparation workDownload the Protein from www.pdb.org ( e.g. 21ty, 1DB1 etc). Open it in pymol. Then Remove water as following: Protein: Action: Remove watersSCREEN SHOT AFTER ligand sites:General Notes:REQUIREMENTS: o-Phenylenediamine, Formic acid, Sodium hydroxide. Beaker, Conical flask, Pipette, Measuring cylinder etc.Practical yieldPractical Yield. Percentage Yield:Heat the mixture at water bathCool, add 10 sodium hydroxide solution slowly,Filter off the crude Benzimidazole at the pump. Wash with ice-cold water,Dissolve the crudeREQUIREMENTS: Acetophenone, Phenyl hydrazine, Ethanol, Glacial Acetic acid. Polyphosphoric acid, Beaker, Conical flask, Pipette, Measuring cylinderPractical yieldPractical Yield. Percentage Yield:Filter the cold reaction mixture, washHeat on a boiling waterAdd 450 ml of cold water and stirr well to completeFilter at pump and wash well withWash the residue with 40 ml of hot rectified spirit. Cool the combinedDry in a vacuum desiccatorREQUIREMENTS: o-Phenylenediamine, Glacial acetic acid, Sodium nitrite, Benzene. Percentage Yield:Cool the clear solution toThe reaction mixtureContinue stirring for 15 min by which time the temperature will havePortions of ice cold water. Dissolved the solid inBenzotriazole which have been retained for seeding. Allow the mixture toSecond crop may be obtained byThe Benzotriazole may be recrystallized fromREQUIREMENTS: Ethyl acetoacetate, Resorcinol, Pipette, MeasuringPractical yieldPractical Yield. Percentage Yield. PROCEDURE: Stirr 15 ml of Conc. H2SO4 mechanically in a flask with external cooling byC, meanwhile add 3.7 g powdered resorcinol to 4.4 ml ofC, then continue stirring for 30 min. Pour the mixture on crushedREQUIREMENTS: p-aminophenol, Acetic anhydride, Pipette, MeasuringPractical yieldPractical Yield. PROCEDURE: Suspend 5.5 gm of p-aminophenol in 15 ml of water contained in a conicalShake the mixture vigorously and warm onRecrystallise from hot water andREQUIREMENTS: Benzoin, Conc. HNo3, Urea, 30 NaOH, Absolute Ethanol. Conc. HCl, Methylated spirit, etc.Practical yieldPractical Yield. Percentage Yield:Pour it into cold water, crystal of benzil. Recrystallized inBottom Flask). Preferably reflux it over hot plate for about 2 hrs. PouredKeep out it for 15 min,Phenytoin get precipitated. Filter at pump and wash well with water.https://ayurvedia.ch/cspro-software-manual Recrystallized the product in ethanol.Add an equivalent amount of NaOH plus excess. Titrate theUse these values to calculate the percentage of aspirin in theStart. Finish. Total. Used (I Titration) (II Titration). Start. TotalSolutions Needed:Add a few mL of distilled water and swirlTransfer iodine solution to a 500 mlMake the solution up to the 500 mark with distilled water.Stir to dissolve and cool before using.The endpoint of the titration is identified asTheoreticallyResult:Diluent preparation. Standard preparationThen 85 ml water was addedFrom that 5 ml was taken and volume wasTest preparationPowdered tablet equivalent to 100 mg of paracetamolFrom that 1 ml of solution was withdrawn and taken in 100 ml volumetric flask. The volume wasFormula. The single point standardization procedure involves the measurement of the absorbance of aThe concentration of theWhere Ctest and Cstd are the concentrations in the sample and standard solutions respectivelyMean Test concentrationResults:Mean Test concentrationResults:Now customize the name of a clipboard to store your clips. Learn more. You can change your ad preferences anytime. Laboratory Manual. Prepared by. Lungwani T.M. Muungo, PhDPharmaceutics Principles and Evaluation. Pharmaceutical Chemistry. Department of Pharmacy. School of Medicine. Programme Coordinator: Dr. Lungwani T. MuungoProgram at the Department of Pharmacy, University of Zambia. Permission is granted to copy the manual provided no charge is made beyond reasonableThis manual was compiled the HOD for official use in 2003. Special thanks to staff members at the Department of Chemistry that actively participated in theSpecific contributions includedLungwani T.M. Muungo, PhDPreface.6. Introduction.7. General Information.7. Recommended Textbooks.7. Teaching Staff.7. Role of Teaching Assistants.8. Attendance.8. Lateness Policy.9. Laboratory and Lecture Schedule. 10. Recording Data, Analysis, and Results. 14. Plagiarism and Falsification. 14. Clean-up Check-List. 15. Assignment of Grades. 15. Guidelines for Writing Pre-Labs, Worksheets and Individual Laboratory Reports. 15. Laboratory Safety. 18. Chemical Inventory. 18. Labeling of Preparations. 18. Chemical Disposal. 19. Dress Code. 19. Dress Code Rationale. 19. Working with Hazardous Chemicals. 19. Emergency Response. 20. In Case of Personal Injury. 20. In Case of Spills. 21. In Case of Fire. 21. If the Fire Alarm Sounds. 22. Lab 1: Examination of UV Spectroscopy and Preparation of a Standard Curve.23. Introduction. 23. Background. 23. Experiment Protocol. 25. Part A. Preparing a Calibration Curve. 25. Part B. Plotting Your Calibration Curve. 27. Questions. 27. Lab 2: Preparation of pH Buffers.28. Introduction. 28. Background. 28. Definition of pH and pKa. 29. Buffer Capacity. 34. Experiment Protocol. 36. Part A. Preparing Sorensen’s Buffer. 36. Part B. Preparing McIlvaines’s Buffer. 37Questions. 38. Lab 3: Effect of pH on the Partition Coefficient of a Slightly Soluble Weak Acid.39. Introduction. 39. Background. 39. Experiment Protocol. 43. Part A. UV Absorbance Standard Curve of Sodium Salicylate 44. Part B. Determination of the Partition Coefficient 45. Part C. Direct Measurement of the Partition Coefficient 46. Questions. 47. Introduction. 48. Background. 49Calculation of pHp 51. Polymorphism 55. Experiment Protocol. 56. Part A. Intrinsic Solubility Determination 56. Part B. Preparing Different Salts of Sulfathiazole 57. Part C. Preparing Different Polymorphs of Sulfathiazole 57. Part D. pKa Determination 58. Part E. Melting Point Determination 59. Part F. Macroscopic Evaluation 60. Questions. 60. Identification.61. Introduction. 61. Background. 62. Experiment Protocol. 63. Part A. Co-solvency 63. Part B. Salt Selection 64. Part C. Polymorph Identification 64. Questions. 64. Introduction. 65. Background. 65. Specific Heat Capacity 65. Partial Molar Quantities 68. Experiment Protocol. 69. Part A. Calibration of the Calorimeter 70. Part B. Specific Heat Capacity of Copper Metal 71. Part C. Heat of Reaction and Heat of Hydration 71. Part D. Measurement of Molar Enthalpy of Reaction 71. Part E. Illustration of Partial Molar Volume 71. Lab 7: Examination of Viscosity and Suspending Agents.73. PHC 340Y Lab Manual 2017-2018Background. 74. Experiment Protocol. 79. Part A. Characteristics of a Polymeric Solution: Intrinsic Viscosity. 79. Part B. Characteristics of a Polymeric Solution: Fluid Type. 80. Part C. Measurement of the Sedimentation Rate of an Ion Exchange Resin (Glass Beads). 80. Questions. 81. Lab 8: Kinetics of Acetylsalicylic Acid Hydrolysis.82. Introduction. 82. Background. 83. Half-Life and Shelf-Life. 85. Temperature dependency of Kinetics: The Arrhenius Equation. 85. Kinetics of ASA Hydrolysis. 86. Calculating the Amount of ASA as a Function of Time. 87. Experiment Protocol. 88. Introduction. 93. Background. 93. Experiment Protocol. 99. Part A. Standard Curve: Salicylate. 99. Part B. The Diffusion Experiment.100. Questions.101. Introduction.103. Background.104. Experiment Protocol.108. Part A. UV Absorbance Standard Curve of Salicylic Acid.108. Part B. Ointment Base Preparation.110Part C. Salicylic Acid Base Compounding and Drug Release.117. Part D. Using an Ointment Mill.119. Lab 11: Tonicity and Pharmaceutics.121. Introduction.121. Background.122. Experiment Protocol.126. Part A. Determination of the Tonicity of Sodium Chloride Solutions.126. PHC 340Y Lab Manual 2017-2018Part B. Determination of the Tonicity of Atropine Sulfate Solutions 127. Part C. Calculation and Preparation of an Isotonic Solution of Atropine Sulfate 128. Part D. Preparation of an Isotonic Phosphate Buffer 128. Part E. Demonstration of the Action of a Hypotonic, Isotonic, and Hypertonic Sodium Chloride. Solution on Erythrocytes 128. Questions.129. Lab 12: Estimation of Critical Micelle Concentration of a Surfactant in Water.130. Introduction.130. Background.131. Experiment Protocol.137. Part A. Preparing the Solutions 137. Part B. Phase Inversion 142. Questions.144. Lab 13: Optimization of Powder Flow and Particle Size Determination.146. Introduction.146. Background.147. Experiment Protocol.152. Part A. Compounding Powder Blends 152. Part B. Determining Tapped Density 153. Part C. Determining the Angle of Repose 154. Part D. Determining Powder Flowability 154. Part E. Sieve Analysis 157. Questions.158. Lab 14: Pharmaceutical Granulations.159. Introduction.159. Background.159. Experiment Protocol.161. Part A. Preparing a Standard Curve for Acetaminophen 161. Part B. Preparing the Powder Blends and Granulating162. Part C. Milling and Sizing 163. Questions.163. Lab 15: Tableting, Capsuling, and Dissolution Testing.165. Introduction.165. Background.166. Tableting Methods 168. Tablet Properties 168. Experiment Protocol.175. Lab Period 1:.176. Part A. Tableting 176. Part B. Stability (Shelf Life)177. Demonstration: Tablet Coating 178. Lab Period 2:.180. Part C. Tablet Dissolution 180. Part D. Formulating Capsules 180. Part E. Content Uniformity: Tablets and Capsules 181Part F. Capsule Dissolution.181. Summary of Formulation Testing.184. Questions.184. Lab 17: Synthesis and Examination of Colloids.186. Introduction.186. Background.186. Experiment Protocol.187. Part A. Yttrium Citrate Colloid.188. Part B. Rhenium Heptasulphide Colloid, Method 1.189. Part C. Rhenium Heptasulphide Colloid, Method 2 (Performed as a Demonstration only).189. Part D. Analysis of Colloids.190. Questions.191. Lab 18: Formulating Using Molds.192. Introduction.192. Background.192. Experiment Protocol.199. Part A. Formulating 325 mg Acetaminophen Suppositories (Calibrated Batch Volume Method).200. Part B. Formulating 20 mg Benzocaine Lollipops (Mass of Drug Negligible).202. Part C. Formulating 20 mg Hydrocortisone Troches (Displacement Factor Method).204. Questions.208Quadro Comil Meshes.210. Methocel and Avicel Grades.211. Avicel Grade Usage Chart.213. Capsule Properties.214. Working Ranges of Typical Granulating Fluids.215. Viscosities of Typical Fluids.215. Powder Flowability Indices.215. Average HLB Values of Some Surface Active Agents.216. General Physical Properties of Spans and Tweens.218. HLB Requirement for Some Common Oil Components.220. Buffer Solution Preparation: Polyprotonic Acids and Bases.221. Sorensen Phosphate Buffers.223. Fundamental Lab Calculations.223. Preparing a Known Molar Concentration.223. Dilution Equation.224. How to Use a Syringe Filter.226. Capsule Filling: Quality Control.227Preface. There are a lot of rules and guidelines that accompany working in a laboratory, as there is a lotRising aboveBe aware of the specific hazards and protect yourself accordingly. Think about the exercises as you are doing them, and learn the techniques andHave fun! A lab is a refreshing change from the classroom, where you get to try thingsConcepts in these labs are used in pharmaceutical industry, in pharmacies, and in research,The protocolsHowever, there is more than one way to accomplish something, and there is certainly more thanIn many cases, common sense will play an important part ofSubtle methods in the labs may be changed by your instructor, TA, or even by you, dependingThere is room for creativity. If you find a specific section, step, or explanation in this manual vague or difficult to follow, askPlease let us know, so we can improve the manual for futureThe following icons are used in the margins throughout this manual. Useful tip on an experimental method. Read carefully. Important discussion point that is particularly useful inImportant safety tip. Time-critical experimental step.Introduction. General Information. Check-in for the laboratory will be on September 15, 2017, during the first laboratory session. During the check-in, you will be given your locker key and should make sure all the equipment inTo prepare for a lab, read the part of the lab manual pertaining to that lab exercise, understandThe laboratories start onRecommended Textbooks. There are no required textbooks for the PHC340 laboratory. This manual will serve as theThe following textbooks are recommended to clarifySinko, Patrick J. Martin’s Physical Pharmacy and Pharmaceutical Sciences. Lippincott. Wilkins; 21 edition (May 19, 2005). Aulton, Michael E. Aulton’s Pharmaceutics: The Design and Manufacture of Medicines. A. Churchill Livingstone Title; 3 edition (Nov 1, 2007). Allen, Loyd V. Jr. et al. Ansel’s Pharmaceutical Dosage Forms and Drug Delivery Systems. Rowe, Raymond C et al. Handbook of Pharmaceutical Excipients. Pharmaceutical Press;Teaching Staff. The following people will be teaching, helping, and evaluating your work in the lab. PHM340Y Laboratory Coordinator E-mail Address. PHM340Y Teaching Assistants E-mail Address. IntroRole of Teaching Assistants. One Teaching Assistant (TA) will be assigned to each laboratory period. The following are theBefore the lab. Ensure the availability of chemicals and supplies, and inform the Instructor if orders areWork with the instructor to ensure equipment in their assigned section is set up,Prepare buffers, reagents, and indicators in advance?During the lab. Take attendance, checking student TCards? Ensure laboratory safety? Notify the Instructor of any injuries or hazards in the lab? Handling of the disposal of hazardous chemicals. Provide pre-laboratory lectures in an interactive format. Supervising students regarding procedure, process, technique and safety elements ofCoordinate equitable access to equipment? Collect student attendance via sign-in sheets. Supervise the progress of student work - by asking appropriate questions, not only byProvide directions and clarify instructions? Ensuring the cleanliness of the lab, and coordinating laboratory clean-up?After the lab. Assisting in lab check-in and check-out. Evaluate submitted laboratory reports, quizzes, products and work plans? Recording and entering marks on the Blackboard system. Attending and supervising student tours? Attendance. Attendance in labs is mandatory. Attendance in each lab, and the lab tour, will be recorded. IfThe U of T Verification of Illness or Injury form is availableOtherwise, if you miss a single laboratory session, you willIf you miss one laboratory session of a laboratory that spans. PHC 340Y Lab Manual 2017-2018Lateness Policy. You may submit lab reports via email, or by hard copy. 1 Distance education or off-campus delivery was an important innovation in teaching in the late 20 th century. 2-5 Students are now able to complete whole university courses at hom e without the need to attend on-campus classes. This arrangem ent suits many students who due to family or work commitments, or through physical isolation, are unable to attend on-campus classes. Distance learning has become more c ommon in recent years with th e rise of the Internet, multi- media technology, and on-lin e learning. Since 1991, Deakin Univ ersity in Australia has offered a complete undergraduate engineeri ng major by means of distance education. 6 While many of our off-campus students live within 100 km of the home campus, a significant number live interstate, and a few live overseas. O n-campus lab classes have the disadvanta ge in that students who live very far away from the campus (interstate, for instance) would be unable to att end. In any case, those who can attend lab classes run ning for one to three days still have a time limitation in the lab. Learning practical elec tronics requires a great deal of time learn ing practical skills and building confidence. Another common solution has bee n to use computer-based sim ulations for specific electronic circuits and systems, which the stud ent can perform at home. 12,13 Indeed there are a large number of excellent software packages available for electrical and electronics simul ation, such as PSPICE, Proteus, or NI-Multisim. While software pack ages have many advantages (flexibility, low cost, ability to simulate complex circuits qui ckly, ability to dete rmine trends from changing inputs or components), they do not teach practical ski lls, such as assembling circuits on a breadboard, soldering, com ponent handling, safety, and opera tion of test equipment. A third solution employed in many universities is to offer real-time practical exercises that can be performed by remote control. 14-18 This approach became pop ular as the Internet and its applications grew. Internet cont rol of specific laboratory practicals has developed in many areas of engineering education, i ncluding both electr ical engineering and m echanical engineering. 19-22 (Some universities use re motely controlled exerc ises as means to reduce c ongestion in crowded on-campus lab classes. 23 ) Remote control of specific lab exercises is usually limited to very specific circuits in very controlled conditions. It also requi res a technician to operate the host equipment and perform troubleshooting op erations. Since 1996, the Deakin University School of Engineer ing has issued off-campus electroni cs students with a components kit. 24 T he students originally used this kit to perform a series of basic digital experiments and a limited set of analog experiments. On-cam pus students completed the same experiments in the lab with the assistanc e of an instructor. This arrangement worke d well with one key disadvantage. Experi ments requiring an AC signal generator and os cilloscope could not be completed in a student’s home beca use the necessary test equipment was be yond the means of the average student. Thus off-campus students still used computer simulations to perform such classic experiments as the full-wave rectifier, transistor amplifiers, and the op-amp integrator. The kit has gone through a nu mber of stages to continuous ly improve its effect iveness as a teaching tool. Off-campus students receive this kit free- of-charge as part of their study pack. In the absence of low-cost signal ge nerators and oscilloscopes, we developed a prototype test package that included a battery-powered AC signal generator and PC-based oscilloscope (PC- CRO) package. 25 Both battery-powered, hand-held sign al generators and PC-CRO’s became commercially available a few years later. With th is development, our experimental package delivered to off-campus students was expa nded to include the original compone nts pack plus an additional “HELP” kit. 26 The HELP kit (figure 1) contained essential, but low-cost test equipment required in any electronics workshop: Students were loaned this kit for the semest er, with the option to purchase it. The key components are the signal generator, and t he oscilloscope interface and software. The remaining items make the package more complete. We used the HELP kits for the first time in 2008. The robots were used within in the experimental program in 2009 and 2010. This paper reports on the use of and development of the HELP kit to facilitate of f-campus practicals. We present our work for the three years 2008-2010. The Lab Course The lab experiments ran in the context of a first-ye ar electronics course. The pre-requi site was introductory physics (which cove red the basics of DC electric c ircuits, but not AC circuits). Delivered July-October, over 13 weeks, the course was divided into th ree parts. The student breakdown was typically 75 on-campus, 25 off-campus, with a total enr olment of around 90 students. T he laboratory experime nts were divided into digi tal exercises and anal og exercises. Experiments for 2008 The 2008 lab program was divided onto two parts: digital (part A) and analog (part B). Table 1 shows the activities associated with each part. The experiments were modifi ed from our earlier program to include more AC measu rements. The introduction of t he HELP kit allowed us to eliminate the need for computer simulations in the analog experimen ts. The Robot Platform Over the years, when speaking to students enro lled in this unit, the comment was repeatedly raised that the lab exercises, w hile necessary, were neither exciting nor interesting eno ugh. To this end, in 2009, to make the lab exerci ses more interesting for the student, and to demonstrate some immediate practical applications of t he experiments, we introduced a robot platform with which the students perform thei r practical exercises (figure 2). The robot platf orm gave students a base on which to build the e xperiments, and demonstrate pr actical application of electronic circuits, while still covering the required course content and teaching the skills necessary for students to become proficient in electron ics. The detailed inte gration and analysis of the robot practicals into the ele ctronics experiments is the focus of on-going research w ork, and are not presented here. Rather, we discuss th e inclusion of the robots as a component to the off-campus kits. The output signals from the vari ous experimental circuits, both digital and analog, wer e used as control inputs for the robot. Thus in addition to observing how, for instance, a combination al logic circuit performed various operations, th e st udents could see how the logical operation being performed affected the operat ion of the robot. And they could see how ch anging an original input, or changing the control circuit ry, affects the robot’s motion. Figure 2: The Parallax Sumo-Bot. Each k it comes with two robots and a competition ring. The SumoBot provides a battery power source (or DC in put), a breadboard for developing circ uits and an interface allowing the outputs of the electronic circuits to move the SumoBot around. The robot has mounted on it two sensors for detecting obsta cles and two sensors on the bottom for detecting white and black lines. T he drive is provided by separate servo mot ors connected to Instructions written in BASIC are downloaded to the microcontro ller. The robots can be used either as a stand-alone breadboard or as a complete, mobile robot. We u sed both settings in our experim ents because some exercises were unsuitable for driving the robot around. The robots also come with a dedicated text on applied robotics. 30 Each off-campus student or on-campus student group receiv ed a pre-assembled robot with a pre- programmed set of instructi ons. The robots were only pr ogrammed to drive forward, s top, or turn for specific control inputs. The origin al experi ments were revised to work with the robot, maintaining a total of 12 exercises. We maintained the ba sic flavor and goals of most experiments from the earlier years. The experiments were de veloped specifically to interf ace with the robot, but again included both digital a nd analog exercises. One of the new experiments applied the skills learned earlier in the new se ries to drive the robot around obstacles. Evaluation of the Kits and the Lab Program Student reporting of their lab work and results has not changed over the yea rs. The student assessment is essentially the same as was previously reported. All students write basic reports on all experiments in a lab notebook. Lab instructors grade all the stud ents’ reports on a scale from one to ten, ten being the top score. The student repor ts were checked for complete ness of the experimental work, the structure of the reports, th e results, and grammar. In 2008 separate grades were recorded under the two headin gs Digital and Analog. In 2009-2 010 the grades were separated into experiments 1- 6 and experiments 7-12. Ta ble 2 shows the average sc ores on each type of report for the past six years. We also list summary scores for 1999-2003. From 1999-2003 to 2008-2010, the average number of on-campus students assessed has increased by 8, whereas the cor responding number of off-ca mpus students has decreased by 46. While both on-campus and off-campus scores increased in 2008 co mpared with 1999- 2003, this increase is more marked for the off-campus students.