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Student Content Assessments

Instrument 17: Bruker 300 MHz NMR Spectrometer Student Questionnaire

Project: Integrating Hands-On Access to High Field NMR Across the Undergraduate Chemistry Curriculum
Stonehill College

Funding Source: NSF - Undergraduate Education ( DUE)

Purpose: To evaluate Bruker 300 MHz NMR Spectrometer as a learning tool

Administered To: Undergraduate chemistry students

Topics Covered:

Academic Habits: resource use
Attitudes & Beliefs (Student): content, rigor, anxiety
Content Specific Assessment: NMR theory and instrumentation
Impact Variables: ease of use, knowledge, process skills, confidence, student understanding
Instructional Preference: methods, technology
Learning Environment: equipment
Perceptions (Student): ease of use

Format/Length: 61 open- and closed-ended questions

Stonehill College Department of Chemistry						April 2003

Student Questionnaire for the evaluation of the new Bruker 300 MHz NMR Spectrometer

Please answer the questions in the appropriate sections. Use the following code.
		SD = strongly disagree	D = disagree	N = neutral	A = agree	SA = strongly agree

Section I — General Questions About Instrument Use
All students answer these questions.
1.	The 300 MHz NMR spectrometer is easy to use.
		SD	D	N	A	SA
2.	The software associated with the 300 MHz NMR spectrometer is easy to use and intuitive (i.e., the sequence of steps was logical and easy to follow with minimal instruction).
		SD	D	N	A	SA
3.	The instructions for using the 300 MHz NMR spectrometer are clear and easy to understand.
		SD	D	N	A	SA
4.	The instructions for using the 300 MHz NMR spectrometer are helpful.
		SD	D	N	A	SA
5.	I am completely comfortable with the thought of using the 300 MHz NMR spectrometer again.
		SD	D	N	A	SA
6.	I feel that I could run an NMR spectrum using the 300 MHz spectrometer without any assistance.
		SD	D	N	A	SA
7.	Considering all the times that I have obtained an NMR spectrum, I was the primary operator of the NMR spectrometer _____ of the time.
		0%	25%	50%	75%	100%
8.	Please expand on any of the above statements.

Section II — General Questions About Learning Outcomes
All students answer these questions.
1.	Using the 300 MHz NMR spectrometer allowed me to obtain information that I could not obtain using other experimental methods.
		SD	D	N	A	SA
2.	Using the 300 MHz NMR spectrometer enhanced my understanding of course concepts.
		SD	D	N	A	SA
3.	Using the 300 MHz NMR spectrometer allowed me to learn things that I could not have learned from a textbook.
		SD	D	N	A	SA
4.	Using the 300 MHz NMR spectrometer increased my interest in chemistry.
		SD	D	N	A	SA
5.	The 300 MHz NMR spectrometer is at the cutting edge of instrument technology.
		SD	D	N	A	SA
6.	Please expand on any of the above statements, focusing on how the 300 MHz NMR spectrometer has affected your learning experience.

Section III — General Questions About Experimental Features
Answer these questions if you took organic chemistry or any advanced chemistry course this year.
	Are you actively aware of each of the following features when using the NMR spectrometer?

	60 MHz NMR			300 MHz NMR
Spinning of the sample tube	yes	no	N/A	yes	no	N/A
Location of the TMS peak	yes	no	N/A	yes	no	N/A
Fine adjustment	yes	no	N/A	yes	no	N/A
Shimming	yes	no	N/A	yes	no	N/A
Presence of solvent peaks	yes	no	N/A	yes	no	N/A
Phasing	yes	no	N/A	yes	no	N/A
Resolution of peaks is as expected	yes	no	N/A	yes	no	N/A
Relative sizes of peaks are as expected	yes	no	N/A	yes	no	N/A


Section IV — General Questions About NMR Theory and Instrumentation
Answer these questions if you took organic chemistry or any advanced chemistry course this year.
1.	What is the TMS peak and where should it be located?

2.	What does a triplet imply?

3.	What does a chemical shift of 7.2 ppm imply?

4.	What does a chemical shift of 1.1 ppm imply?

5.	Name a common solvent used in ¹H NMR.


Section V — Questions About the Use of NMR in General Chemistry
Answer these questions if you took general chemistry this year.
1.	The NMR experiment in general chemistry enhanced my understanding of trends in the Periodic Table.
		SD	D	N	A	SA
2.	I knew enough about NMR to carry out the experiment.
		SD	D	N	A	SA
3.	The printout of the NMR spectrum was easy to interpret.
		SD	D	N	A	SA
4.	Before the NMR experiment, I did not know that instruments like the NMR spectrometer exist.
		SD	D	N	A	SA
5.	Using the NMR spectrometer intrigued me and made me look forward to using it again in the future.
		SD	D	N	A	SA
6.	Please expand on any of the above statements. Specifically, mention any aspects of using the NMR spectrometer that you liked, disliked, or feel could be improved.

Section VI — Questions About the Use of NMR in Organic Chemistry
Answer these questions if you took organic chemistry this year.
1.	The NMR spectra obtained in the lab were easy to interpret.
		SD	D	N	A	SA
2.	The NMR spectra obtained in the lab provided conclusive data about the compounds analyzed.
		SD	D	N	A	SA
3.	After a three hour experiment, it was very rewarding to obtain a spectrum that confirmed my product.
		SD	D	N	A	SA
4.	The NMR spectra obtained in the lab were similar in appearance to those found in the textbook.
		SD	D	N	A	SA
5.	Using the NMR spectrometer enhanced my understanding of course material.
		SD	D	N	A	SA
6.	Please expand on any of the above statements. Specifically, mention any aspects of using the 300 MHz NMR spectrometer that you liked, disliked, or feel could be improved.

Section VII — Questions About the Use of NMR in Advanced Courses
Answer these questions if you took any of the courses below (check the ones that you took).
			CH 333 Physical Chemistry I CH 334 Physical Chemistry II CH 444 Advanced Inorganic Chemistry
1.	In my time at Stonehill College, I have used both the 60 MHz and 300 MHz NMR spectrometers.
		SD	D	N	A	SA
2.	I am familiar with several capabilities that the 300 MHz spectrometer has over the 60 MHz spectrometer.
		SD	D	N	A	SA
3.	The 300 MHz NMR is easier to use than the 60 MHz NMR.
		SD	D	N	A	SA
4.	The data provided by the 300 MHz NMR is more useful than that of the 60 MHz NMR.
		SD	D	N	A	SA
5.	I feel less anxiety about using the 300 MHz spectrometer than I did about using the 60 MHz spectrometer.
		SD	D	N	A	SA
6.	Using the more automated 300 MHz NMR has not compromised my understanding of what is actually going on while a spectrum is being obtained compared to using the 60 MHz NMR.
		SD	D	N	A	SA
7.	I am satisfied with the amount of exposure I had to the 300 MHz NMR in my courses this year.
		SD	D	N	A	SA
8.	Students who will only be exposed to the 300 MHz NMR will have just as good an understanding of NMR spectrometry as those who have used the 60 MHz spectrometer.
		SD	D	N	A	SA
9.	I am interested in using the 300 MHz NMR to perform advanced techniques (e.g., 2D NMR, NOESY, etc.).
		SD	D	N	A	SA
10.	Please expand on any of the above statements. Specifically, mention any aspects of using the 300 MHz NMR spectrometer that you liked, disliked, or feel could be improved.

Section VIII — Questions About the Use of NMR in Research
Answer these questions if you have used any NMR spectrometer for research.
1.	I have used the 60 MHz NMR spectrometer for research.
		SD	D	N	A	SA
2.	I have used the 300 MHz NMR spectrometer for research.
		SD	D	N	A	SA
3.	Comment on your experiences using NMR in research. If you have used both spectrometers for research, compare and contrast their usefulness as it pertained to your project(s).