Improving the Undergraduate Chemistry Experience Using FT-IRSpectroscopy

化学系一直使用陈旧的单光束色散红外光谱仪对本科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。该仪器需要大量样品和过多的时间来获取光谱；提供零部件和补给变得越来越困难。为了使该部门的分析设备现代化，该项目提供了傅里叶变换红外(FTIR)光谱仪。计算机控制、将光谱保存到内存、光谱减法、光谱库软件的可用性和固体分析能力等功能在以前的IR中是不可能的，但可以用这个新仪器来执行。这种光谱仪主要用于有机化学实验室的常规分析，但也可能用于无机、物理、分析和生物化学。还为化学系和生物系实施了一项联合仪器课程，并向主修科学的低年级和高年级学生介绍这两个领域的一些主要仪器方法。理科学生将直接受益于能力的提高，也将从计划中的新实验中受益，这些实验包括研究各种类型的聚合物，分析原材料中的低水平浓度，以及使用FTIR监测反应的进展。归根结底，对学生的预期影响是，他们通过使用现代仪器技术和计算机进行了充分的动手培训，为进入科学劳动力做好了更好的准备。节省在常规操作上的时间可以用来利用仪器的众多功能。学到的经验教训可以在地方科学会议上与其他人分享，以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.