Anna Baxter, Shoshanna Peifer, Alex Robin, Sarah L. Bunnell and Lauren M. Stencel Reutenauer*,
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Examining Student Learning of Infrared Spectroscopy in Organic Chemistry
A scaffolded infrared (IR) assignment was designed to support novice learners in developing the ability to analyze spectra. Beginning with pentane (containing no functional groups), students are guided in reviewing more molecules to construct a data table of functional groups that can be readily identified by infrared spectroscopy. Students use their completed data tables to engage with functional group patterns across the regions of an infrared spectrum. Finally, students apply their knowledge to unknown spectra, incorporating each aspect of the assignment in order to identify the presence of functional groups. This paper describes the evolution of this assignment over time, as well as the resulting student learning outcomes, in a large undergraduate organic chemistry laboratory course.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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