Enhanced Student Learning by the Adaptation and Implementation of Project-Based Undergraduate Chemistry Labs that Incorporate High-Field FT-NMR

通过调整和实施基于项目的本科生化学实验室并结合高场 FT-NMR 来增强学生的学习

• 批准号: 9950823
• 负责人: Kenneth Coskran
• 金额: $ 10万
• 依托单位: SUNY College at Potsdam
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-01 至 2003-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9950823&HistoricalAwards=false
• 关键词: Enhanced; Student; Learning; Adaptation; Implementation

In response to current thinking on undergraduate science education, this project involves a revision of the chemistry laboratory curriculum in an effort to give students more direct experience with the methods and process of scientific inquiry. Traditional, "cookbook" laboratories often do not engage students in what chemists really do. By introducing multi-week, project-based labs into the chemistry curriculum, students experience the discovery process and improve their problem solving and critical thinking skills. In addition, as high field FT-NMR is integrated into all of the project-based labs, it becomes an essential tool for students to solve chemical problems. In our work, project-based/NMR labs adapted from the Journal of Chemical Education are introduced into the organic and inorganic chemistry courses. In the sophomore organic laboratories the "guided inquiry" technique published by Spencer et al. (J. Chem. Ed., 1998) and the NSF-sponsored project of Olmstead (No. USE-9250902) is adapted and implemented in order to introduce students to 1H NMR. In that same course, 13C NMR and DEPT and COSY techniques are introduced by the adaptation and implementation of the NSF sponsored work of Reeves and Chaney (J. Chem. Ed., 1998) as well as that of Branz et al. (No. USE-9151729). In the inorganic laboratory course multi-nuclear NMR techniques are introduced by adapting the work of Schreiner et al. (No. DUE-9452264) and that of Richmond et al. (J. Chem. Ed., 1991). A new, advanced NMR methods course is incorporated into the curriculum and includes experiments similar to those of Mills (J. Chem. Ed., 1996), which involve advanced techniques like NOE and HETCORR, coupled with molecular modeling. Subsequently, project-based/NMR labs are also adapted and implemented into the physical chemistry and biochemistry courses.

根据当前本科科学教育的思路，本项目对化学实验课程进行了修订，以使学生更直接地体验科学探究的方法和过程。传统的“食谱”实验室通常不会让学生参与化学家真正做的事情。通过将为期数周的以项目为基础的实验引入化学课程，学生体验发现过程，并提高他们解决问题和批判性思维的能力。此外，随着高场傅立叶变换核磁共振被集成到所有基于项目的实验室中，它成为学生解决化学问题的必要工具。在我们的工作中，改编自《化学教育杂志》的基于项目的/核磁共振实验室被引入到有机化学和无机化学课程中。在二年级的有机实验室中，Spencer等人发表了“引导式探究”技术。(J.Chem.Ed.，1998)和美国国家科学基金会资助的项目(No.Use-9250902)是为了向学生介绍1HNMR而改编和实施的。在同一课程中，通过改编和实施NSF赞助Reeves和Chaney(J.Chem.)的工作，介绍了13C核磁共振、DEPT和COSY技术。Ed.，1998)以及Branz等人的观点。(没有。使用-9151729)。在无机实验课程中，借鉴了Schreiner等人的工作，介绍了多核核磁共振技术。(没有。到期-9452264)和里士满等人的。(J.Chem.主编，1991)。一门新的高级核磁共振方法课程被纳入到课程中，并包括与Mills(J.Chem.Ed.，1996)，其中涉及NOE和HETCORR等先进技术，并结合分子建模。随后，基于项目的/核磁共振实验室也被改编并应用于物理化学和生物化学课程。