------------------------------------------------------------------------------ ------------------------------------------------------------------------------ Winter 1999 CONFCHEM - ARCHIVE OF LISTSERV DISCUSSION: Oct. 31 - Nov. 6, 1999 Opening Discussion: http://www.ched-ccce.org/confchem/1999/d/index.html. ------------------------------------------------------------------------------ ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 06:59:00 -0400 From: Scott Van Bramer Subject: SVB: Winter 1999 ConfChem Anouncement Greetings, Today is Monday November 1st and the opening day for the Winter 1999 ConfChem conference. Teaching Spectroscopy The papers are all posted on the conference website at: http://www.ched-ccce.org/confchem/1999/d/ The schedule for the first week was left open to allow participants time to read the papers and to encourage some general discussions. My hope is that this time will help to establish several threads that will run throughout the conference. All messages for the list should be sent to CONFCHEM@CLARKSON.EDU. In addition, some of the papers presented in this conference require the use of web browser plug-ins. In previous conferences, the use of plugin's has caused difficulties for some participants. I would encourage participants to take advantage of this time to install and configure any software required for viewing the papers. Please consider yourselves forewarned and sort out the technical issues before the conference begins. I am looking forward to a lively discussion of the papers. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:01:00 -0400 From: Scott Van Bramer Subject: SVB: Opening discussion, current practice I would like to begin the opening discussion by directing some questions to the conference participants. When I proposed the topic "Teaching Spectroscopy" for a ConfChem conference, I was curious to find out both how spectroscopy is taught throughout the undergraduate curriculum. and to get ideas about how spectroscopy could be taught throughout the undergraduate curriculum. With this in mind, I will start by putting forward my preconceived idea of the standard presentation of spectroscopy. This list is intended to be an overview of what is usually taught. General Chemistry - Atomic spectroscopy is used to introduce electron configuration. Organic Chemistry - IR, NMR and MS interpretation used to identify organic compounds Instrumental Analysis - AA, UV/VIS and Fluorescence used for quantitative analysis. MS used if it is available. PChem - Quantitation of concentration as a function of time in a kinetics lab. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:02:00 -0400 From: Scott Van Bramer Subject: SVB: Opening discussion: creative ideas Continuing my previous message. The other major interest I have in this conference is learning about creative ways spectroscopy is taught and incorporated into the undergraduate curriculum. The papers that are available for this conference provide some innovative and creative ideas about teaching spectroscopy. Some of the papers suggest new ways to use the topic in the curriculum, while others focus on new ways to present spectroscopy. But I know that there are many more ideas out there. So, let's here about them. In the next set of messages, I will throw out some possible threads for discussion. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:03:00 -0400 From: Scott Van Bramer Subject: SVB: Creative ideas, general chemistry General Chemistry: The previous ConfChem focused on the first year of the chemistry curriculum. Many ideas were proposed about what students should learn in this class. One of the broad objectives discussed was developing an appreciation of how scientists understand the world around them. It seems that the incorporation of spectroscopy is an ideal mechanism to achieve this objective. Most general chemistry textbooks use atomic spectroscopy to introduce the quantitization of energy and to develop the theory of orbitals. There are several classic experiments that contribute to this understanding. So what ideas to you have that help students make the connections between the theory of light and energy, the experimental observations of atomic line spectra, and the energy level models for electrons? Another topic was the relationship between what students learn in the classroom and what they will do when they finish college and go out into the real world. What are some real world applications of spectroscopy that we can incorporate into the curriculum? My General Chemistry students almost always ask "How do you know the molecule looks like that?". Would it be useful to include a small bit of IR, NMR or MS to show where we get molecular structures? Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:04:00 -0400 From: Scott Van Bramer Subject: SVB: Creative ideas, organic chemistry Organic Chemistry. Although I do not currently teach organic chemistry, I do occasionally provide a guest lecture on NMR or MS for these classes at Widener. I also usually volunteer to help students run NMR or MS spectra of unknowns for one laboratory period each semester. Based upon this experience and my own undergraduate course, it appears that spectroscopy is an important part of most organic courses. What I hear from faculty teaching this course, however, is that there is so much material in the course that it is difficult or impossible to take full advantage of this. So the question I have about teaching spectroscopy in organic is, how can we do it efficiently enough to make the techniques useful without taking over the course? Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:05:00 -0400 From: Scott Van Bramer Subject: SVB: Creative ideas, instrumental analysis Instrumental Analysis. As an analytical chemist, I am constantly struggling with how to present spectroscopy in the instrumental analysis course. Do we focus on a small number of selected techniques? How do we balance time spent discussing theory and applications. How much time do we spend adjusting the instrument and figuring out how it works? How much time do we spend acquiring and using data? With the use of diode array's and interferometers, do I still need to discuss the theory of a grating? So, I am curious. What interesting applications and experiments do you use? How do you teach the theory of how the instrument works? What old classic material have you taken out to make room for all the new stuff? Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:06:00 -0400 From: Scott Van Bramer Subject: SVB: Creative ideas: physical chemistry Physical Chemistry The only background I have here is the physical chemistry course I took as an undergraduate. It seems to me like there are lots of possible applications here. SO...... Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:07:00 -0400 From: Scott Van Bramer Subject: SVB: Creative ideas, spectroscopy courses Spectroscopy Courses And finally, what about a special topics course in spectroscopy? Four years ago we revised the chemistry curriculum at Widener. At that time we added a course entitled "Advanced Spectroscopy" that is taken by senior chemistry majors. I teach this course with an emphasis on FTIR, MS, and NMR. We have 1 hour of lecture and 3 hours of lab each week. For details of this course, check out the web page at: http://science.widener.edu/~svanbram/chem465/chem465.html How many other schools offer a specialized course on spectroscopy. If so, does it include a laboratory? What topics are covered? Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 07:08:00 -0400 From: Scott Van Bramer Subject: SVB: Plug ins and software Greetings, Several of the papers presented in this conference require the use of special software to take full advantage of the material they use. Because this has been a source of frustrations in previous conferences, I want to spend a moment clarifying what you need. RealPlayer G2 (http://www.real.com/welcome/index.html) AVI Player, Windows media player or Quicktime (http://www.apple.com/quicktime/) CHIME 2.0 or latter (http://www.mdli.com/support/chime/default.html) These programs will all run as plug ins with most web browsers. You will need to install them on your computer to view all of the material for this conference. If you have not installed a plug in before, this week is the time to do it. If you are uncomfortable downloading software from the Internet and installing it, I would recommend asking a colleague to help. If you are a novice but would like to try it out yourself, the download sites include detailed directions. Having seen what the authors do with these materials, I think you will be glad that you spent the time setting up your computer. It will be worth the initial frustration you may experience. Good luck. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sun, 31 Oct 1999 11:10:08 -0600 From: "Trammell, Gary" Subject: FW: Creative ideas, spectroscopy courses The University of Illinois at Springfield offers a specialized course in spectroscopy with a lab(http://www.uis.edu/~trammell/che425.html. This course is a popular elective for chemistry majors and students seeking a minor in chemistry. Because of our emphasis on providing training for part-time students I also get people form the Illinois EPA and Illinois State Police Crime Lab. These students bring in real world applications and their labs provide opportunities for field trips. We often have a tour of a local MRI center when we cover nmr. Gary Trammell Chemistry Program University of Illinois at Springfield trammell.gary@uis.edu - -----Original Message----- From: Scott Van Bramer To: Murphy, Connie (CJ) Sent: 10/31/99 5:07 AM Subject: SVB: Creative ideas, spectroscopy courses How many other schools offer a specialized course on spectroscopy. If so, does it include a laboratory? What topics are covered? ------------------------------------------------------------------------------ Date: Mon, 1 Nov 1999 08:12:29 -0000 From: "Hugh Cartwright" Subject: HMC Re: current practice Scott Van Bramer writes: >With this in mind, I will start by putting forward my preconceived idea of >the standard presentation of spectroscopy. This list is intended to be an >overview of what is usually taught. > >General Chemistry - Atomic spectroscopy is used to introduce electron >configuration. >Organic Chemistry - IR, NMR and MS interpretation used to identify organic >compounds >Instrumental Analysis - AA, UV/VIS and Fluorescence used for quantitative >analysis. MS used if it is available. >PChem - Quantitation of concentration as a function of time in a kinetics lab. I am particularly interested in pchem experiments, and have high hopes that I'll get a few ideas for new experiments from the discussion now underway. In Oxford we do a bit more with spectroscopy that Scott's summary above, but are stuck with quite a few "time-honoured" (i.e. elderly) experiments. We are always on the lookout for new topics. Our experiments involving spectroscopy include: 1. Simple applications of NMR ( illustrates sample identification, effect of instrumental parameters on spectra, etc). 2. IR spectra of HCl, DCl and C2H2 (is there anyone out there who doesn't do this...? Illustrates calculation of molecular properties, interpretation of high-res spectra, reinforces understanding of vib/rot levels.) 3. FTIR spectrum of ammonia. (Illustrates the same sorts of things as #2) 4. Gas-phase absorption spectrum of iodine. (Birge-Sponer, band structure, selection rules) 5. Emission spectrum of the positive nitrogen ion. (Illustrates determination of molecular structure, selection rules, electronic structure). 6. Acoustic interferometry + IR spectra of chloromethane. (Through interpretation of spectra illustrates statistical mechanics calculations). 7. Photoelectron spectra (Illustrates MO calculations, etc). 8. UV/visible determination of a complex using Job's method (Illustrates out of date chemistry). 9. Fluorescence (mainly to investigate quenching.) 10. Electron spin resonance spectra of TEMPO, anthraquinone and anthracene ions (Illustrates how difficult an experiment can be, but is a fine illustration of ESR when it works.) 11. Mass spectrometry (Using time-of-flight; experiment under construction). 12. FTIR monitoring of upper-atmosphere reactions (under construction). We also have various other experiments in which spectroscopy (mainly uv/vis) plays a part, such as the monitoring of reaction kinetics, quantitation, etc. I'd be interested to see a posting from any conference participant who has some new and interesting pchem spectroscopy experiments with which the rest of us might be able to brighten up our courses. Hugh Dr Hugh Cartwright Physical and Theoretical Chemistry Laboratory Oxford University, Oxford OX1 3QZ, England Hugh.Cartwright@chem.ox.ac.uk http://physchem.ox.ac.uk/~hmc Tel (+44) 1865-275400 (reception) Tel (+44) 1865-275483 (direct line) Fax (+44) 1865-275410 ------------------------------------------------------------------------------ Date: Mon, 01 Nov 1999 08:48:20 From: Reed Howald Subject: Re: RAH: symmetry The discussion of atomic spectrosopy in introductory chemistry is often a student's first introcuction to the notation of s p d and f orbitals. In fact symmetry and spectroscopy fit very close together. The shapes: s p~x, p~y, p~z d~xz, d~yz, d~xy, d~zz, d~xx-yy describe the fundamental vibrations of a sphere. They are not only fundamental to chemistry and physics, but important in all sorts of other areas as well. I would like to see this symmetry introduced to students long before they get to their first chemistry course. It would be helpful if the tides of the earth were described in general chemistry as typical d waves. There is an ongoing discussion on the CHEMED-L list as to the extent to which orbitals are real for any system more complicated than a hydrogen atom. Of course there are real limits to any mathematical model, but using the s, p, and d names to describe the symmetry (at least approximately) in as many situations as possible will be helpful to students. The numbers which come from the symmetry explain the shape of the periodical table, and the d orbitals are useful in describing the bonding and spectra of transition metals in their compounds. Sincerely, Reed Howald Reed Howald Department of Chemistry and Biochemistry Montana State University Bozeman Bozeman, Montana, MT 59717 U.S.A. howald@montana.edu ------------------------------------------------------------------------------ Date: Mon, 01 Nov 1999 10:44:23 -0400 (EDT) From: pencehe@SNYONEVA.CC.ONEONTA.EDU Subject: Re: SVB: Opening discussion, current practice Scott asks what people do in general chemistry to teach spectroscopy. Several years ago I decided to try to make the section on gases more related to modern practice, and so introduced a section on energy storage. I don't do anything quantitative, but I do talk about translational, vibrational, rotational, and electronic energies. This includes what portion of the electromagnetic spectrum is associated with each type of energy storage. This is a lead in to talking about what we see in the various types of spectra. I have a great simulation program, called Diatomic, that allows me to vary the energy and also limit the molecular motion to only one of these or show all together. The program runs on the old Mac LCIII I still use for my genchem lectures, but I'm not sure if there is any version for more modern machines. Cordially, Harry ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ | Harry E. Pence INTERNET: PENCEHE@ONEONTA.EDU | | Professor of Chemistry PHONE: 607-436-3179 | | SUNY Oneonta OFFICE: 607-436-3193 | | Oneonta, NY 13820 FAX: 607-436-2654 | | http://snyoneab.oneonta.edu/~pencehe/ | | \\\//// | | (0 0) | |_______________OOO__(oo)__OOO____________________________| ------------------------------------------------------------------------------ Date: Mon, 1 Nov 1999 10:11:10 -0600 From: "Gary Buckley" Subject: GSB: Diatomic Software . . . > have a great simulation program, called Diatomic, . . . Diatomic is still available in updated versions for both Windows and Mac through Trinity Software for $150. Gary Buckley Gary S. Buckley, Chairman Department of Physical Science Cameron University Lawton, OK 73505 Phone: 580-581-2884 FAX: 580-591-8011 e-mail: garyb@cameron.edu Web Page: http://www.cameron.edu/~garyb ------------------------------------------------------------------------------ Date: Mon, 1 Nov 1999 09:17:29 -0800 (PST) From: paul kelter Subject: Re: SVB: Opening discussion, current practice Folks, Continuing with "how do we introduce this in gen chem....." After a couple of years with NASA in the mid '80's, I enjoy asking my students the question, "How do we know what's out there?" Answer (4 lecture's worth): From the radiant we collect and the way in which we give meaning to that data. Having set the basis for the "why", the rest takes care of itself, complete with pix from the NASA and Jet Propulsion Lab Web sites, discussion of planetary missions, the application of different regions of the EM spectrum, discussion of Doppler Effect, age of the universe, issues and controversies, etc... Paul ;-) _________ Paul Kelter University of North Carolina - Greensboro http://www.uncg.edu/~pbkelter ------------------------------------------------------------------------------ Date: Mon, 1 Nov 1999 10:04:39 -0800 (PST) From: Kimberley Cousins Subject: Re: SVB: Creative ideas, organic chemistry kcousins@csusb.edu http://chem.csusb.edu/~kcousins On Sun, 31 Oct 1999, Scott Van Bramer wrote: > Organic Chemistry. > > Based upon this experience and my own undergraduate course, it appears that > spectroscopy is an important part of most organic courses. What I hear > from faculty teaching this course, however, is that there is so much > material in the course that it is difficult or impossible to take full > advantage of this. So the question I have about teaching spectroscopy in > There are results from a survey of ACS degree departments on teaching spectroscopy in organic lectures and labs, as well as an accompanying paper on a less time consuming approach in a recent J Chem Educ. This issue also have a significant number of other spectroscopy papers (across the curriculum). sorry can't locate my copy for a full citation. Kimberley Cousins Associate Professor of Chemistry California State University, San Bernardino 5500 University Parkway San Bernardino, CA 92407 (909)880-5391 kcousins@csusb.edu http://chem.csusb.edu/~kcousins ------------------------------------------------------------------------------ Date: Mon, 1 Nov 1999 11:16:07 PST From: "GARY E MORT" Subject: Re: SVB: Creative ideas, organic chemistry When I was an undergrad, I thought my organic lab did a better job than most. We had a traditional 3 hr lecture 6 hr lab for the entire year. We had FT IR, CW 60 MHz NMR and MS available. Approximately 80% of first quarter lab was theory/operation/ and interpretation of IR, NMR and MS. With the balance devoted to literature searches and basic techniques quant/qual techniques such as mp determination and decolorization of bromine On the first day of class we were given 3 unknowns. On the last day we had to submit our ids with interpreted spectral evidence and any other evidence we had used to make the id. In subsequent quarters we spectroscopy was used as a routine tool for showing that what we had accomplished (or failed to accomplish). I missed out on some extra boiling, extracting, distilling etc but felt that what I gained was far superior. Gary Mort (mortg@lanecc.edu) Chemistry (541-747-4501 ext 2471) Lane Community College 4000 E 30th Av Eugene OR 97405 - - - - - - - - - - - - - - - Original Message - - - - - - - - - - - - - - From: "Scott Van Bramer" Subject: SVB: Creative ideas, organic chemistry Date: 10/31/99 05:21 Organic Chemistry. Although I do not currently teach organic chemistry, I do occasionally provide a guest lecture on NMR or MS for these classes at Widener. I also usually volunteer to help students run NMR or MS spectra of unknowns for one laboratory period each semester. Based upon this experience and my own undergraduate course, it appears that spectroscopy is an important part of most organic courses. What I hear from faculty teaching this course, however, is that there is so much material in the course that it is difficult or impossible to take full advantage of this. So the question I have about teaching spectroscopy in organic is, how can we do it efficiently enough to make the techniques useful without taking over the course? Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Mon, 01 Nov 99 22:47:28 EST From: Donald Rosenthal Subject: DR: How Spectroscopy is Taught at Clarkson HOW SPECTROSCOPY IS TAUGHT IN THE UNDERGRADUATE CURRICULUM AT CLARKSON At Clarkson spectroscopy is considered in several courses which undergraduate chemistry majors are required to take. Freshmen Year ^^^^^^^^^^^^^ General Chemistry lecture - Atomic spectra - energy levels and emission and absorption of electromagnetic radiation are considered. The relationship between energy levels, energy changes, wavelength and frequency of electromagnetic radiation. Laboratory Course - A Beer's Law experiment using the Spectronic 20 in the first semester and a kinetics experiment in the secound semester. First semester of Sophomore Year ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Organic Chemistry I lecture course is taught. CM 221 Spectroscopy - a 3 credit course - 3 hours/week - Fall semester - Sophomore year A study of spectroscopic techniques, including both their analytical applications and the use of molecular spectroscopy in the identification and characterization of chemical compounds. Topics considered are atomic emission and absorption, fluorescence, UV-visible absorption, IR, mass spectroscopy and nmr. CM 223 Spectroscopy laboratory - 3 credits - 6 hours/week - Fall semester - Sophomore year experiments using the techniques considered in CM 221 Second Semester of Sophomore Year ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Organic Chemistry II lecture course Organic Laboratory I - spectroscopy used to identify compounds. First Semester of Junior Year ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ CM345 Advanced Laboratory - 3 credits - 6 hours/week Advanced techniques in the synthesis, isolation and characterization of organic and inorganic compounds. Thermal analysis, electron microscopy, X-ray diffraction and spectroscopy (fluorescence, uv-visible, IR, NMR, and gc - mass spectroscopy). Second semester of Junior Year ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ CM 320 Separations and Electrochemistry - 3 credits - 3 hours/week - - spring semester - Junior year CM 300 - Instrumental Laboratory - 3 credits - 6 hours/week - - - spring semester - Junior year experiments using the techniques in CM 320 and principles discussed in Physical Chemistry. Spectroscopy is a topic treated in Physical Chemistry and the Survey of Inorganic Chemistry These courses are taken by ALL chemistry majors. - ------------------------------------------------------------------------ Scott Van Bramer asked how can we teach spectroscopy efficiently without taking over the organic course. Clarkson's answer to this is to offer a separate spectroscopy course which all chemistry majors take while they are taking first semester organic lecture and before they start the organic laboratory course. Spectroscopy is a topic considered in many of the elective courses. Donald Rosenthal Clarkson University Potsdam NY 13699-5810 ROSEN2@CLARKSON.EDU ------------------------------------------------------------------------------ Date: Mon, 01 Nov 1999 20:23:00 -0800 From: Walt Volland Subject: Re: WVV-GB- GSB: Diatomic Software use in class Hello everyone, I agree with Harry "Diatomic" is a nice tool. In its early versions it was pretty basic in the displays you could get. I have used Diatomic to illustrate the differences in bond energies for H2 , F2, etc. It is a great way to introduce Internal energy and the partition of energy Erot + Evib + etc. We have a class room with a computer projection system so the class can participate in selecting parameters in the program as we discuss what we see. Walt Volland Department of Chemistry Bellevue Community College Bellevue, Washington 98007 425-641-2467 ------------------------------------------------------------------------------ Date: Tue, 02 Nov 1999 12:16:21 -0500 From: Richard Pendarvis Subject: Re: DR: How Spectroscopy is Taught at Clarkson Donald Rosenthal wrote: > > HOW SPECTROSCOPY IS TAUGHT IN THE UNDERGRADUATE CURRICULUM AT CLARKSON > > At Clarkson spectroscopy is considered in several courses which > undergraduate chemistry majors are required to take. > > Freshmen Year > Laboratory Course - A Beer's Law experiment using the > Spectronic 20 in the first semester and a kinetics experiment > in the secound semester. > I am curious about the details on these two experiments. Could you give us references? - -- #include - - Organic Chemistry Richard Pendarvis, Ph.D. | | CAI Programming Central Florida Community College, Ocala, FL 32608 / \ Doberman Pinschers EMAIL: pendarvr@cfcc.cc.fl.us or afn02809@afn.org (_____) Star Trek ------------------------------------------------------------------------------ Date: Tue, 02 Nov 99 16:59:10 EST From: Donald Rosenthal Subject: DR: Freshmen Chemistry Experiments - Response to RP DR: Freshmen Chemistry Laboratory Experiments - Response to RP Richard Pendarvis (11-2-99 12:16) asked for additional details about the two absorption spectrophotometry laboratory experiments performed by Clarkson freshmen. In the first semester students perform the "Spectrophotometric Determination of Copper in Brass". This is experiment ANAL 357 available from Chemical Education Resources, Inc., P.O. Box 357, 701 Colony Drive, Palmyra PA 17078 and was developed by E. J. Billingham, University of Nevada In the second semester students perform an experiment involving the reaction of the Iron(II) phenanthroline complex with water in acid solution. The absorption spectrum of the complex and the absorption maximum is determined. The order of the reaction is determined. The rate constants at 35 and 45 degrees C are determined in 0.50 M sulfuric acid. The half lives are determined at the two temperatures. The Arrhenius equation is used to determine the activation energy. I am not teaching the laboratory course and do not know the history of the development of this experiment. An experiment like this may be found in "Experiments in Chemistry" By General Chemistry Staff, University of Iowa, Iowa City, IA edited by William E. Bennett. The experiments change from time to time. These are the experiments currently being performed. Donald Rosenthal Department of Chemistry Clarkson University Potsdam NY 13699-5810 rosen1@clarkson.edu ------------------------------------------------------------------------------ Date: Wed, 03 Nov 1999 10:49:11 -0500 From: Scott Van Bramer Subject: SVB: software simulations At 09:44 AM 11/1/99 , Harry E. Pence wrote: >I >have a great simulation program, called Diatomic, that allows me >to vary the energy and also limit the molecular motion to >only one of these or show all together. I have been using Hyperchem with upper division students. The calculated energy diagrams are also very useful for introducing UV/VIS spectra. The program also will calculate a vibrational spectrum and then animate each of the vibrational modes. It is a very nice tool for discussing which modes are IR active and other features of IR spectra. The graphics are wonderful and we also compare the results with our experimental spectra. After seeing how this worked, I used a program called Re-view to generate animation files and link them to the IR spectra. I put it together as a web page at: http://science.widener.edu/svb/ftir/intro_ir.html After I figured out how to do this, I found out about Robert Lancashire's very elegant method for accomplishing the same idea. But you can get the details for that from his paper. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Wed, 03 Nov 1999 10:49:28 -0500 From: Scott Van Bramer Subject: SVB: orbital symmetry Reed, As a sailor and a chemist, I would greatly appreciate some elaboration on this idea. At 03:48 AM 11/1/99 , Reed Howald wrote: >I would like to see this symmetry introduced to students long before they get >to their first chemistry course. It would be helpful if the tides of the >earth were described in general chemistry as typical d waves. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Wed, 03 Nov 1999 12:27:52 -0500 From: Scott Van Bramer Subject: SVB: Spectroscopy courses At Widener University we offer an advanced spectroscopy course in the fall of the senior year. The class meets for 1 hour of lecture and 3 hours of lab each week. The course focuses on FTIR, MS, and NMR concepts and interpretation. Since the students have already taken physics and instrumental, it is possible to treat the concepts behind the techniques in fair depth. For the details of what is taught in the course see: http://science.widener.edu/~svanbram/chem465/chem465.html Because we have a very small number of majors and lots of instrument time, we are able to do quite a bit with the lab and the course works out very well. Time is spent on the instrument acquiring data and changing acquisition parameters. With only 2 or 3 students, I can sit there with them to provide guidance and ask questions working with them essentially one on one. One of the reasons we implemented the course was to take some of the pressure off of instrumental analysis by moving IR, NMR and MS out of that course. Since it is only 1 hr of lecture and 3 hr of lab, we are able to offer it with the small number of students. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Wed, 3 Nov 1999 13:31:07 -0600 From: "Tony Wallner" Subject: RE: Spectroscopy courses Scott, WE offer our course, Advanced Spectroscopy, once every two years (In the spring). WE usually have 10-14 students. How do you get the administration to approve classes that small?? We have difficulties with that. The lab component is a great idea. Our course is just lecture, but I take the students into the lab to get some "hands-on" experience whenever it fits. Any help with decreasing the number for more in-depth coverage would be helpful to me Thanks Tony ================================================================== Tony S. Wallner Ph.D. (816) 271-4391 Associate Professor of Chemistry wallner@griffon.mwsc.edu Missouri Western State College "Il faut cultiver notre jardin- St. Joseph, MO 64507 Voltaire ================================================================== - -----Original Message----- From: confchem-owner@clarkson.edu [mailto:confchem-owner@clarkson.edu] On Behalf Of Scott Van Bramer Sent: Wednesday, November 03, 1999 11:28 AM To: confchem@mail.clarkson.edu Subject: SVB: Spectroscopy courses At Widener University we offer an advanced spectroscopy course in the fall of the senior year. The class meets for 1 hour of lecture and 3 hours of lab each week. The course focuses on FTIR, MS, and NMR concepts and interpretation. Since the students have already taken physics and instrumental, it is possible to treat the concepts behind the techniques in fair depth. For the details of what is taught in the course see: http://science.widener.edu/~svanbram/chem465/chem465.html Because we have a very small number of majors and lots of instrument time, we are able to do quite a bit with the lab and the course works out very well. Time is spent on the instrument acquiring data and changing acquisition parameters. With only 2 or 3 students, I can sit there with them to provide guidance and ask questions working with them essentially one on one. One of the reasons we implemented the course was to take some of the pressure off of instrumental analysis by moving IR, NMR and MS out of that course. Since it is only 1 hr of lecture and 3 hr of lab, we are able to offer it with the small number of students. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Thu, 04 Nov 1999 17:29:39 -0500 From: William Pfeiffer Subject: WFP-opening discussion-general chemistry Some of you may be interested in what we do in spectroscopy in the general chemistry course at Utica College. This course serves that whole campus population in the fall, but only chem, bio, and physics majors in the spring. Two of the experiences have served as part of the basis for succussful grant proposals to the old ILI program at NSF. We are making these efforts because we believe that students need to see how "real" chemistry is done and because we think the experiences are making molecules more "real" to the students. About mid-way through the fall semester, while students are doing crystal and molecular model building in the lab, we take them in groups of three or four into the instrument lab to run an FTIR of a pure organic liquid. We explain that this is a "quantum experiment" just like the visible/uv spectra that they learned about when we introduced the atom. We explain that IR is heat and that it excites VIBRATIONS of molecules and part of our activity involves viewing a Spartan simulation of some of the normal modes of a molecule like acetone. Each student takes a spectrum and compares that to a series of sample spectra which we display for them. The display spectra are spectra of pure compounds with only one functional group and we annotate the important absorptions. The students simply identify the class of compound they have been given and tell what absorptions they used to make that identification. THen we have small groups run a C-13 FTNMR on a prepared sample. We have 17 carefully selected compounds from three classes--6 alcohols, 6 bromo compounds, and 5 ketones--(all selected so the spectra can be unambiguously correlated with the compounds). It takes about two weeks to get a spectrum for every student. We again point out that this is another "quantum mechanical" experiment using even lower energy radiation. The last lab period before Thanksgiving break is a discovery lab in which the students work in three groups--one for each functional group--and essentially "derive" the rules for chemical shift locations in C-13 NMR. I believe my colleague, Curt Pulliam, adapted this experiment from one he knew that folks at Beloit College were doing. In the spring we do the classic copper in brass experiment using the spec-20 and the Fe(SCN)2+ equilibrium constant using a uv-vis diode array instrument. We often also do a synthesis of a cobalt complex which involves gravimetric determination of chloride and visible spectrophotometric determination of cobalt. In the spring the students also sometimes have done the "Drug Bust" experiment written by CURI in which they take an IR of an over-the-Counter medicine and do some chromatography, etc. in an effort to see if they can tell the difference between generic and name brand medications. Finaly, we also use C-13 FTNMR in conjuction with a titration of mono- and diprotic acids. This is a little like using a sledge hammer to crack a pecan, but allows the unambiguous identification of some acids for which the titration is not always very satisfactory. 'Sorry for such a long message. Bill - -- William F. Pfeiffer, Ph.D. Utica College of Syracuse University Professor of Chemistry 1600 Burrstone Road (315) 792-3071 Utica, NY 13502-4892 wpfeiffer@utica.ucsu.edu FAX: (315) 792-3292 ------------------------------------------------------------------------------ Date: Thu, 04 Nov 1999 17:29:31 -0500 From: William Pfeiffer Subject: Re: WFP: Diatomic Software use in class Walt and others, I have been distressed by the large increase in price for the new version of Diatomic. I am right in assuming that you think is is worth the price? Bill Walt Volland wrote: > > Hello everyone, > > I agree with Harry "Diatomic" is a nice tool. In its early versions it > was pretty basic in the displays you could get. I have used Diatomic to > illustrate the differences in bond energies for > H2 , F2, etc. It is a great way to introduce Internal energy and the > partition of > energy Erot + Evib + etc. > > We have a class room with a computer projection system so the class can > participate in selecting parameters in the program as we discuss what we see. > > Walt Volland > Department of Chemistry > Bellevue Community College > Bellevue, Washington 98007 > 425-641-2467 - -- William F. Pfeiffer, Ph.D. Utica College of Syracuse University Professor of Chemistry 1600 Burrstone Road (315) 792-3071 Utica, NY 13502-4892 wpfeiffer@utica.ucsu.edu FAX: (315) 792-3292 ------------------------------------------------------------------------------ Date: Fri, 05 Nov 1999 10:38:32 From: Reed Howald Subject: Re: SVB: orbital symmetry At 10:49 AM 11/3/99 -0500, you wrote: >Reed, > >As a sailor and a chemist, I would greatly appreciate some elaboration on >this idea. > >At 03:48 AM 11/1/99 , Reed Howald wrote: >>I would like to see this symmetry introduced to students long before they get >>to their first chemistry course. It would be helpful if the tides of the >>earth were described in general chemistry as typical d waves. A uniformly deep spherical ocean can have p and d waves or oscillations. The completely symmetrical s waves (breathing mode) would involve uniform compression and expansion of the liquid, and need not be considered for liquid water. Both p and d waves can be excited in the earth's oceans, but the d waves have a natural period close to 24 hours, and thus reach larger amplitudes from the major perturbations, the relative positions of the sun and moon and a particular spot on a rotating earth. Ergo the principal feature of the tides will be high tides on opposite sides of the earth at once, and a roughly 12 hour period between high tides. The p wave contribution will make one of the high tides higher than the other, and the amount of perturbation and the amplitude of the tides will vary monthly. All this is easily predicted, and can be explained to and understood by fifth and sixth graders. Sincerely, Reed >Respectfully, > >Scott Van Bramer >Department of Chemistry >Widener University, Chester, PA 19013 >svanbram@science.widener.edu >http://science.widener.edu/~svanbram Reed Howald Department of Chemistry and Biochemistry Montana State University Bozeman Bozeman, Montana, MT 59717 U.S.A. howald@montana.edu ------------------------------------------------------------------------------ Date: Fri, 05 Nov 1999 21:41:18 -0500 From: Scott Van Bramer Subject: RE: Spectroscopy courses At 02:31 PM 11/3/99 , Tony S. Wallner wrote: >WE offer our course, Advanced Spectroscopy, once every two years (In the >spring). WE usually have 10-14 students. How do you get the administration >to approve classes that small?? We have difficulties with that. The lab >component is a great idea. Our course is just lecture, but I take the >students into the lab to get some "hands-on" experience whenever it fits. > >Any help with decreasing the number for more in-depth coverage would be >helpful to me I consider the laboratory time to be one of the most important aspects of this course. And the small numbers are critical for this. I could run the course with a larger number of students and have them rotate among experiments. But with the small number of students we can go into the instrument lab and the entire 3 hour period is an interactive learning experience. We go over the instrument, they run the spectrometer, they load the sample, they turn the different nobs and answer questions about what happens. We don't just to a MS lab, we also do variable energy EI and CI. We don't just do C-13 and H-1 NMR, we also do DEPT, COSY, HETCOR, and more. The students really come out of the course with a lot of tools, and it is a great opportunity to pull together lots of what they have learned. I try and bring in physics, calculus, p-chem, instrumental, organic and make it a capstone experimence. It is the most enjoyable laboratory teaching I do. We justify the course several different ways. First it is only 1 hour of lecture and 1 credit of lab (3 contact hours). So it is only a small course. The other part is that the administration at Widener looks at the total number of student contact hours for a faculty member. Since I also teach two sections of the freshaman lecture (with about 30 students each for 4 contact hours a week), that brings my numbers up to the normal for faculty at Widener. And finally, this is a required course for graduation, because of the p-chem prerequisite students have to take it their senior year. So far, we have not had any problems with offering it. And I consider myself fortunate. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram ------------------------------------------------------------------------------ Date: Sat, 06 Nov 1999 17:11:33 -0600 From: Amy Abe Subject: Re: SVB: Creative ideas, general chemistry Scott Van Bramer wrote: > General Chemistry: > > looks like that?". Would it be useful to include a > small bit of IR, NMR or MS to show where we get > molecular structures? At Lake Forest College, we've had success with general chemistry labs that relate molecular structure to proton nmr spectra. This intro to nmr occurs near the end of the 2nd semester, after students have done a couple of Beer's law analyses and a GC lab (bp and molar mass). We introduce the relationship of structure and nmr in the pre-lab. Students are asked to draw the molecular structure from the condensed chemical formula for 10 compounds and to predict spectral properties: the number of different types of hydrogens, their relative amounts (integrals) and chemical shift (from a look-up table). They then acquire the spectra for 2 or 3 of the compounds and identify their "unknowns." The first week, the judiciously chosen compounds appear as singlets at 60 MHz. The second week, spin-spin splitting is introduced with compounds that have 1st order splitting patterns for ethyl, isopropyl, -CH-CH- and -CH2-CH2- moieties. During the lab quiz, the 3rd week, each student is assigned a nmr tube and answers questions about the spectrum s/he just acquired. Throughput on the nmr (12 - 16 students in 60-90 minutes) has not been an issue. We use the EFT-60 FT-NMR console from Anasazi Instruments. The spectrometer can be set up to integrate and plot with just a couple of key strokes and each student is done in under 5 minutes. This series of labs was developed by Laura Kateley and presented at a recent ACS meeting. Reprints of the student handouts were being distributed by the nmr vendor. Contact Frank Contratto at Anasazi Instruments. (FContratto@aol.com) regards, Amy Abe Lake Forest College abe@lfc.edu ------------------------------------------------------------------------------ Date: Fri, 05 Nov 1999 22:40:07 -0500 From: Scott Van Bramer Subject: SVB: ConfChem Greetings, I just want to thank all of you who have contributed to the introduction this week. The discussion of papers will begin on Sunday. I have set aside three days for each paper. This time is to be used to ask questions of the author, discuss the paper, and to discuss the general topic of the paper. Each of the papers in the conference relate to the teaching of spectroscopy at a different level in the curriculum or using different tools. I am looking forward to hearing from you. Respectfully, Scott Van Bramer Department of Chemistry Widener University, Chester, PA 19013 svanbram@science.widener.edu http://science.widener.edu/~svanbram --------------------------- END OF DOCUMENT ---------------------------------- -------- Prepared by B. Tissue 11/08/99. Edited to reduce file size. ---------