Improving the Undergraduate Chemistry Experience Using FT-IRSpectroscopy

化学系一直使用陈旧的单束色散红外光谱仪对本科生实验室中遇到的有机化合物进行常规分析，特别是在有机化学课程中。该仪器需要大量的样本量和大量的时间进行光谱采集；供应零件和用品变得越来越困难了。为了使该部门的分析设备现代化，该项目提供了一台傅里叶变换红外光谱仪。诸如计算机控制、将光谱保存到存储器、光谱减法、光谱库软件的可用性以及固体分析能力等功能在以前的红外光谱仪上是不可能实现的，但在这个新仪器上可以实现。该光谱仪主要用于有机化学实验室的常规分析，但也可用于无机、物理、分析和生物化学。化学与生物学系也正在实施一门仪器联合课程，向大三和大四的理科生介绍这两个领域的一些主要仪器方法。科学专业的学生将直接受益于能力的提高，也将受益于新计划的实验，包括研究各种类型的聚合物，分析原材料中的低浓度，以及使用FTIR监测反应过程。最终，对学生的预期影响是，通过使用现代仪器技术和计算机进行充分的实践培训，他们为进入科学工作队伍做好了更好的准备。在日常操作上节省的时间可以用于开发仪器的众多功能。这些经验教训可以在当地的科学会议上与他人分享，以便确定将机器纳入科学课程的最佳方法。

The chemistry department has been using an aged single-beam dispersive infrared (IR) spectrometer for routine analyses of organic compounds encountered in the undergraduate laboratories, specifically in the organic chemistry course. The instrument requires large sample sizes and inordinate amounts of time for spectra acquisition; it is becoming difficult to furnish with parts and supplies. To modernize the analytical holdings in the department, this project provides a Fourier-transform-infrared (FTIR) spectrometer. Such features as computer control, saving of spectra into memory, spectra subtraction, the availability of spectral library software, and solid-analysis capabilities were not possible with the previous IR, but can be performed with this new instrument. This spectrometer is being used primarily in the organic chemistry laboratory for routine analysis, yet may also find use in inorganic, physical, analytical, and biochemistry. A joint instrumentation course is also being implemented for the departments of chemistry and biology and is introducing the junior and senior science majors to some of the major instrumental methods of both fields. The students served in the sciences would benefit directly by the improved abilities, but also from the new experiments planned, which include the study of various types of polymers, analysis of low-level concentrations in raw materials, and the monitoring of a reaction's progress using FTIR. Ultimately, the desired impact on the students is their improved preparation for entry into the scientific workforce, having had adequate hands-on training using modern instrumental techniques and computers. The time saved on routine operations could be spent exploiting the instrument's numerous capabilities. The lessons learned may be shared with others at local scientific meetings in order to determine the best methods by which to incorporate the machine into the science curriculum.