Introducing Light-Scattering Technology into the Undergraduate Curriculum

• John A. Bumpus ^[1] ; Juyun J. Kim ^[1] ; Shoshanna R. Coon ^[1]
  1. [1] University of Northern Iowa

     University of Northern Iowa

     City of Cedar Falls, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 11 (November), 2000, págs. 1396-1396
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Light-scattering techniques are used to determine molecular weight, root-mean-square radius, and certain other characteristics of synthetic and biological polymers and their use is relatively common in industry. However, light-scattering theory and practice are rarely addressed in detail in undergraduate chemistry courses. In the past, light-scattering instruments were difficult to use and data acquisition and analysis was tedious and complex. Relatively recent advances in instrument design and data handling have, in large measure, solved these problems and it is our view that light-scattering theory and practice should now be more fully integrated into the undergraduate chemistry curriculum. The topic may be covered appropriately in a single advanced course (e.g., physical chemistry, polymer chemistry, materials science, or biochemistry). Alternatively, a flexible strategy may be used to incorporate elements of light-scattering theory and practice throughout the undergraduate curriculum. For example, in an integrated curriculum light scattering theory could be introduced briefly in an introductory course, a synthetic polymer could be made in organic chemistry, and the polymer's molecular weight and other characteristics could be determined in an advanced course when a more detailed description of light scattering theory is presented.