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

为了回应当前对本科科学教育的思考，本项目涉及对化学实验课程的修订，努力让学生更直接地体验科学探究的方法和过程。传统的“食谱式”实验室通常不能让学生参与化学家真正做的事情。通过在化学课程中引入为期数周、以项目为基础的实验，学生可以体验发现的过程，提高他们解决问题和批判性思维的能力。此外，由于高场FT-NMR被整合到所有基于项目的实验室中，它成为学生解决化学问题的重要工具。在我们的工作中，基于项目/核磁共振实验改编自化学教育杂志被引入有机和无机化学课程。在二年级的有机实验室中，Spencer等人发表的“引导探究”技术。Ed., 1998)和nsf赞助的Olmstead项目(No。USE-9250902)是为了向学生介绍1H NMR而改编和实施的。在同一门课程中，通过改编和实施Reeves和Chaney （J. Chem.）的NSF资助工作，介绍了13C NMR和DEPT和COSY技术。Ed., 1998)，以及Branz et al. (No。使用- 9151729)。在无机实验课程中，通过改编Schreiner等人的工作，介绍了多核磁共振技术。DUE-9452264)和Richmond et al. (J. Chem。艾德。,1991)。一个新的，先进的核磁共振方法课程被纳入课程，包括实验类似于米尔斯（J. Chem.）。编辑，1996年)，其中涉及先进的技术，如NOE和HETCORR，再加上分子建模。随后，基于项目的/核磁共振实验室也被改编并实施到物理化学和生物化学课程中。

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.