Introducing NMR Spectroscopy Using Guided Inquiry and Partial Structure Templating

Abstract

Strategies for teaching NMR spectral interpretation in the undergraduate organic chemistry curriculum are often faculty-centered and can lead to student reliance on rote memorization and "guess and check" methods rather than critical-thinking skills for structure determination. This article describes a student-focused methodology for the introduction of NMR spectral interpretation. Guided-inquiry tutorials using NMR prediction tools were developed to enable students to investigate the trends and concepts in 13 C and 1 H NMR spectral interpretation, with an emphasis on making connections between data and foundational chemical knowledge. A systematic approach to solving unknown structure problems is presented, providing a framework for students to organize spectral data and to build molecules from partial structures. The success of this NMR spectroscopy teaching strategy, which can be adapted for either laboratory or lecture environments, was demonstrated both in positive student survey responses as well as in quantitative data showing a significant improvement in exam question scores.

Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic

“…GI approaches, based on the theory of constructivism, engage students through encouraging the use of critical thinking skills, the application of foundational knowledge, and concept discovery through the analysis of data with limited facilitation from faculty. − GI activities and experiments have been shown to be an effective teaching pedagogy in the chemical sciences, − and many examples of laboratory and classroom activities for introductory, ,,, organic, ,− and analytical − chemistry have been reported.…”

Chemistry through Tattoo Inks: A Multilevel Approach to a Practice on the Rise for Eliciting Interest in Chemical Education

“…The development of the units was designed to create intersecting topics, with the purpose of providing a common background, thus connecting chemistry to other fields. Thus, a guided inquiry , was set up to appraise the logic of the topics and approach the subsequent practice with appropriate conceptual tools. Modalities of the practical units: We opted for multioutcome experiments (MOEs) for providing the participants with the ownership of their experience . We find this to be a fundamental point, especially for experiments which need to be performed in a short time span, because it requires the participants to critically analyze and interpret their acquired individual results, thus gaining a more thorough understanding of the concepts illustrated through the theoretical units and boosting self-confidence with respect to lab activity.…”

“…The development of the units was designed to create intersecting topics, with the purpose of providing a common background, thus connecting chemistry to other fields. Thus, a guided inquiry , was set up to appraise the logic of the topics and approach the subsequent practice with appropriate conceptual tools.…”

Learning H-Coupled 13C NMR in the First Month of Sophomore Organic Lecture

“…While there has been much discussion [13][14][15][16][17][18][19][20][21][22][23][24][25][26] of the use of 13 C NMR in the sophomore organic course -Chamberlain 23 in particular nicely summarized the reasons to teach 13 C NMR before 1 H NMR -this has mostly focused on the laboratory portion of the course, or on advanced [27][28][29][30][31][32][33][34][35] coursework. Instruction in elementary 13 C NMR from the beginning of the lecture course can equip the student with the tools necessary to solve simple structural problems.…”