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首页> 外文期刊>Journal of Chemical Education >Developing and Implementing Multioutcome Experiments in Undergraduate Teaching Laboratories To Promote Student Ownership of the Experience: An Example Multioutcome Experiment for the Oxidation of Alcohols
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Developing and Implementing Multioutcome Experiments in Undergraduate Teaching Laboratories To Promote Student Ownership of the Experience: An Example Multioutcome Experiment for the Oxidation of Alcohols

机译：在本科教学实验室中促进学生所有权的发展和实施多容度实验：醇氧化的一个例子多容实验

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Single-outcome experiments are used in the undergraduate instructional laboratory, particularly for large lectures associated with multiple sections of instructional laboratories, due in large part to efficiencies associated with chemical purchases, experiment preparations, and assessments. Despite the practical advantages, single-outcome experiments are not effective in encouraging students to critically analyze and interpret their acquired individual results. Instead, students are satisfied if their results are the same as or similar to all of their classmates' results, limiting the opportunity for engagement with the laboratory content. In contrast, multioutcome experiments (MOEs) require students to explore the same chemical reaction or transformation but obtain individual results. Individualization of results is accomplished by using a set of starting materials or reagents, one of which is assigned to each student. Students do not know the identity of the assigned component but may be given possible options for its identity. Students elucidate the identity of their individualized products, using modern analytical techniques such as gas chromatography, Fourier-transform infrared (FTIR) spectroscopy, and nuclear magnetic resonance (NMR) spectroscopy, and deduce the unknown component of their experiment. An example MOE for the oxidation of alcohols is described herein. A traditional single-outcome experiment that utilized a common household oxidizing agent (hypochlorite bleach), rather than a heavy metal-containing alternative, was modified. For the MOE modification, one unknown secondary alcohol (2-pentanol, 3-pentanol, or 3-methyl-2-butanol) was oxidized using bleach. Each student pair was assigned one of three possible unknown alcohols, all of which were constitutional isomers of secondary alcohols. Students knew the identities of the three possible alcohols. Analysis of their oxidation products was accomplished using FTIR and benchtop H-1 NMR spectroscopies. Students interpreted their spectra and deduced the identity of the unknown alcohol they were assigned. This experiment provides a tangible framework to understand the applicability of the oxidation reaction and the utility of FTIR and H-1 NMR spectroscopies.
机译：本科教学实验室使用单一结果实验室，特别是对于与教学实验室的多个部分相关的大型讲座，由于与化学购买，实验准备和评估相关的很大程度上，由于效率。尽管具有实际优势，但单次结果实验在鼓励学生批判性分析和解释其获得的个别结果时无效。相反，如果他们的结果与他们所有同学的结果相同或类似的结果，则会满足学生，限制了与实验室内容进行接触的机会。相比之下，多不应实验（MOES）要求学生探索相同的化学反应或转化，但获得个体结果。通过使用一组起始材料或试剂来完成结果的个体化，其中一个原料或试剂分配给每个学生。学生不知道所分配的组件的身份，但可以为其身份提供可能的选项。学生使用现代分析技术，例如气相色谱，傅里叶变换红外（FTIR）光谱和核磁共振（NMR）光谱，并推导出实验的未知组分，阐明其个性化产品的身份。本文描述了用于醇的氧化的示例性moe。改变了一种使用普通家庭氧化剂（次氯酸盐漂白剂）而不是含重金属替代品的传统单结果实验。对于MOE改性，使用漂白剂氧化一个未知的仲醇（2-戊醇，3-戊醇或3-甲基-2-丁醇）。每个学生对被分配三种可能的未知醇中的一个，所有这些都是二次醇的构成异构体。学生知道三种可能的酒精的身份。使用FTIR和BENCHTOP H-1 NMR光谱完成其氧化产物的分析。学生解释了他们的光谱，并推导出他们分配的未知酒精的身份。该实验提供了有形框架，以了解氧化反应的适用性和FTIR和H-1 NMR光谱的效用。

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