Sophomore Organic Chemistry Lab.

Add your opinion on an existing topic or introduce a new thread! invite key = ochemrules

Topic #1: Instrumentation Analysis

How do you handle spectroscopic or chromatographic analysis on a limited number of instruments?

a) collect student samples, run the analysis, process the raw data, and give them back the results.

b) collect student samples, run the analysis, and allow student to process raw data.

c) Run the analysis with students present during lab time.

d) Allow student to run the analysis by themselves with minimal supervision during lab time.

e) Allow student to run the analysis by themselves with no supervision at various times outside of lab.

I have students run their own samples. Once they have demonstrated that they know how to use the instrument, they can come in at any time a faculty member is present in lab and do their own work or help another student collect data. Tracy T.

I would suggest D, but it would be only for students who have taken the at Least Gen Chem I and II, Organic I and II, and P Chem I and II. This is because before you are able to understand the technology, one must first understand the theory behind the technology. What good does it do to use a machine if you do not understand the output from your input? By the time you finish these 6 semesters of chemistry, you have the sufficient knowledge to understand how IR, 13C and 1H NMR, UV-VIS, GC, and even how MS work.  From knowing these techniques, you have the knowledge to discern the data given by the machines. Using the machine should be a privilege since they are very expensive pieces of equipment. -Ricardo Rodriguez

I vote for option c.  Rather than explain to each student how to operate each instrument, perhaps it would be best to run the analysis with the students present so that he/she can see the process of analysis and get immediate feedback on their results.---Peter Nani

I think option b works best because although the students are not actually involved in running the machine, the students still get an idea of how the spectroscopic analysis works and it minimizes waiting time during lab. It would be hard to run an analysis when there is a class of over 10 students. If students want to lean how to run the analysis, they can set up an individual time with the professor.--Marie-France Likanje

I, too, think option c is a good way to go about this.  This way the students can see the instruments used and learn a little about them.  By seeing the procedures taken to use the instruments, they learn something outside of the lab assignment and can also ask questions about it if they are curious. --Melanie Bonifacio

Topic #2: Learning About the Instruments --Melanie B.

Extending from the first question, how do people feel about learning more about the instruments?  We learn about how to interpret the data, such as UV-vis, but we don't see how they work or why one maching is used in an experiment and another one is not.  I know I am interested on how they work and why one may be more efficient in an experiment than another.  How do you feel about this?