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A More Realistic Teaching Style in Spectroscopic Instruction
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Abstract
Spectroscopic analysis has become a central part of the introductory organic curriculum in many universities, and there is increasing concern about how this discipline is being taught. During lectures, we present a detailed description of the different techniques and then we discuss exercises that apply such techniques to the identification of unknown molecules. Unfortunately, most of the problems collected in the standard workbooks are dedicated to finding structures that match with a collection of different spectra. In this article we propose an alternative type of exercise, which includes data about the reagents and the reaction conditions in addition to the usual array of spectra of unknown product(s). Our aim is to combine the application of spectroscopic techniques with reactivity and mechanisms in organic chemistry. In this way, we are trying to give theoretical instructions in the manner in which they are employed in real life.
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Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
Organic ChemistryKeywords (Pedagogy):
Problem Solving / Decision MakingKeywords (Subject):
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This article has been cited by 3 ACS Journal articles (3 most recent appear below).
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- Received: August 03, 2009
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