Establishment of a Regional NMR Site at Trinity University

化学（12）通过购买Varian Mercury 300 MHz NMR光谱仪，我们创建了一个区域NMR站点，通过该站点，圣安东尼奥地区的六所两年制和四年制学院和大学可以轻松有效地访问位于Trinity大学并由其维护的NMR仪器。为了克服在远程站点使用NMR的访问限制，我们设计了一个过程，在该过程中，来自参与机构的样品被送到Trinity University，由学生工作者准备分析，自动运行样品转换器，并将数据（自由感应衰减，FID）下载到Trinity University服务器。参与机构的学生将FID转移到本地计算机上，使用免费软件进行处理。这六个机构都从化学教育文献中精心挑选了一套实验用于他们的课程。参与机构只支付学生工作者的时间和氘代溶剂的象征性费用。因此，他们能够控制和纳入尽可能多的NMR访问，因为他们可以负担得起。教学优势有几个。首先，学生处理自己的光谱，并学会对光谱的各个区域进行整合或扩展。其次，由于FID可从服务器检索，因此如果需要，它们可以返回光谱进行再处理。第三，通过对真实的样品进行光谱分析，他们有机会处理杂质，并在解释方面发展更复杂的技术。最后，能够获得真实的样品的光谱，使学生能够识别化学反应的未知产物。

Chemistry (12)With the purchase of a Varian Mercury 300 MHz NMR spectrometer, we have created a regional NMR site by which six two- and four-year colleges and universities in the San Antonio region with no previous access to NMR instrumentation have easy and effective access to one which is housed at and maintained by Trinity University. To overcome the access limitation to use of NMR at a remote site, we have designed a process in which samples from the participating institutions are delivered to Trinity University, are prepared for analysis by a student worker, run automatically with a sample changer, and the data (free induction decays, FID's) downloaded to a Trinity University server. Students at the participating institutions transfer the FID's to a local computer to be processed using free software. Each of the six institutions have thoughtfully chosen a set of experiments from the chemical education literature to use in their curricula. The participating institutions pay only for the time of the student worker and a nominal fee for deuterated solvents. They are therefore able to control and incorporate as much NMR access as they can afford. The pedagogical advantages are several. First, students process their own spectra and learn to make decisions about integration or expansion of the various regions of the spectrum. Second, since the FID is retrievable from a server, they can return to the spectra for reprocessing if necessary. Third, by running spectra on real samples, they have opportunities to deal with impurities and develop greater sophistication in interpretation. Finally, being able to acquire spectra of real samples allow students to identify unknown products of chemical reactions.