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1999 Winter ConfChem
Conference Articles
Abstracts of Papers:
Nuclear magnetic resonance (NMR) spectroscopy has almost become an essential analytical tool for the chemist. High-resolution one- and multi-dimensional NMR, time-domain NMR, and NMR microscopy are but a few of the NMR techniques at a chemist's disposal to determine chemical structure and dynamics. Consequently, even small chemistry departments are finding it necessary to provide students with NMR training and experience in at least some of these techniques. The hands-on experience is readily provided with access to state-of-the-art commercial spectrometers. Instruction in the principles of NMR is more difficult to achieve as most instructors try to teach NMR using single organic or analytical chemistry book chapters with static figures.
This presentation describes an online textbook on NMR spectroscopy called The Basics of NMR (http://www.cis.rit.edu/htbooks/nmr/) suitable for use in teaching the principles of NMR spectroscopy. The book utilizes hypertext and animations to present the principles of NMR spectroscopy. The book can be used as a textbook associated with a lecture or as a stand-alone teaching tool. Conference participants are encouraged to review the textbook and evaluate its suitability for us in teaching NMR spectroscopy to undergraduate chemistry majors.
This paper describes the development and student use of Web-based prelabs in freshman-level Quantitative Analysis and senior-level Instrumental Analysis. The main goal of these prelabs is to help students prepare to do experiments or use instrumentation before they enter the lab. Typical Quantitative Analysis prelabs include a Beer's law tutorial and a tutorial and demonstration of a Spectronic 20 spectrophotometer. Spectroscopy prelabs in Instrumental Analysis include tutorials on the principles and instrumentation of atomic absorption, atomic emission, UV-Vis molecular absorption, and molecular fluorescence spectroscopy. The prelabs contain some or all of the following: textual descriptions, instrument schematics, graphical instrument tours, multiple-choice questions, slide shows, and video demonstrations. The programming tools used to deliver the prelabs include clickable-image maps, JavaScript, PERL scripts, and RealVideo streaming video. Student and instructor perceptions indicate that the prelab assignments help the students prepare for their lab work and help teach the principles of the experiments or instrumentation. The overall effectiveness of the prelabs is hindered by the difficulty in getting students to take greater responsibility for their own lab preparation and outcomes. Using these prelabs has made evident the challenge of teaching students to use all available learning aids effectively: lectures, textbook, lab work, and multimedia.
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