Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 98, Issue 4, Pages 1227-1232Publisher
AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.0c01182
Keywords
Second-Year Undergraduate; Upper-Division Undergraduate; Laboratory Instruction; Hands-On Learning/Manipulatives; Inquiry-Based/Discovery Learning; NMR Spectroscopy
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Nuclear magnetic resonance (NMR) spectroscopy is commonly taught in classrooms, but its hands-on use in undergraduate laboratories is limited. Benchtop NMR spectrometers offer a cost-effective and space-saving alternative, but concerns about resolution and second-order effects remain barriers to their incorporation into undergraduate curricula.
Nuclear magnetic resonance (NMR) spectroscopy is commonly introduced to students in the classroom, but its hands-on use in undergraduate laboratories is far less common. The significant costs to purchase and maintain a traditional high-field NMR spectrometer means that many institutions cannot offer this service to their students. Benchtop NMR spectrometers represent a very powerful alternative at a fraction of the cost and laboratory footprint. However, concerns about resolution and managing second-order effects can hamper its incorporation into the undergraduate curricula. Herein, we describe how resolution at the benchtop level differs from traditional high-field instruments and provide a thorough, tabulated list of 204 molecules which exhibit little to no second-order effects at the lower magnetic fields utilized in benchtop NMR spectroscopy.
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