Introduction
As part of my master’s course in higher education at the University of York (UK), I developed some software ("Using Schlenk lines") for the teaching of synthetic techniques in air-sensitive chemistry. This area of practical chemistry is often difficult to master, and the teaching of it is often prescriptive and requires intensive supervision. The software developed allows students to study the techniques at their own pace before entering the laboratory and thereby they foster a deeper understanding of them. This enables them to have significantly more input into the design of experiments in the future.
It is available for download free of charge here: Schlenk_software.zip
Technical Information
The "Using Schlenk lines" software was written in Toolbook II Instructor. It is designed for use on Microsoft Windows 95 or higher and can be run on a stand alone PC or across a network. It requires 6 MB of hard disk space. It is provided on an ‘as is’ basis with no technical assistance from the authors.
- Download Schlenk_software.zip
- Expand the contents into a folder called Schlenk_software
- Double-click on the set-up file, setup.exe
Design Concept
The package consists of schematic (rather than realistic) animations of a Schlenk line, supported by a text-based commentary. An illustrative screen-capture is shown below. Each animation step is shown at the users prompting, allowing the user to work at their own pace. These animations guide the user through both the principles underlying the use of Schlenk lines, and the detail of their operation. Typically, one run through of the software takes between 15-30 minutes.
Acknowledgements
The University of York Fund for Innovation and Development in Teaching and Learning and the Department of Chemistry at York is thanked for financial support. Jane Tomlinson assisted in developing the software and was very patient and willing to learn a great deal about air-sensitive manipulations
Background
My own research involves very advanced synthetic/practical chemistry skills, as I try to make very reactive materials which will not tolerate the presence of even one part per million of water or oxygen. Therefore, it is of vital importance to many other researchers and myself, that students are extremely well trained in the manipulation of these types of compounds.
Learning to use laboratory equipment safely and effectively is akin to learning to drive. One of the most advanced synthetic technique taught in undergraduate laboratory classes is the manipulation of air-sensitive chemicals. Students learn how to manipulate the special glassware (Schlenk line) and perform operations typical of inert atmosphere reactions e.g. mixing two solutions. This is an essential skill for the professional synthetic chemist but takes several years to master not unlike driving. However, the supervision needed to teach this skill is intensive, often requiring one senior demonstrator (senior course organiser) for two students. This could possibly be to the detriment of students not performing this experiment. Driving simulation is now being used as an effective aid in teaching younger and nervous drivers. It was felt that if software were developed to simulate the operation and uses of a Schlenk line, teaching would become safer and more enjoyable for the students.
This software allows the undergraduates the opportunity to develop their own experiments and decide which techniques would be most suitable on a scale so far not possible in undergraduate laboratories. One of the key learning objectives of the York year 3 practical course is the students’ development of investigatory laboratory skills. Group work and planning are important as advanced experiments (performed in pairs) and group projects (five or six students) are undertaken. The extent to which air-sensitive chemistry is taught is currently limited by safety and supervision requirements. Several experiments have been published to assist in the teaching of these techniques, but none suggest ways of alleviating the considerable demonstrating (TA-ing) time necessary to equip the students with the skills they need and prevent any accidents. There are many excellent textbooks available on the manipulation of air-sensitive compounds, however, these are generally best read once you have a basic understanding of the processes involved and are looking at performing more demanding/difficult procedures. They are not really written with undergraduate students in mind. This software enables the students to become familiar with the principles underlying the technique safely, and at their own pace. Demonstrators (teaching assistants) are then able to give more time to the higher-level issues of experimental design.
First year postgraduates and undergraduate research assistants have also found this software particularly helpful, as it is always available on the computer as a reference manual, reducing their need for support from more experienced researchers.