Spiral Integration of Organic Synthesis and Instrumental Characterization Using Ferrocenyl Chalcones.

Undergraduate chemistry curricula often present organic synthesis and instrumental analysis as disconnected experiences, limiting students' ability to integrate structural, spectroscopic, and materials-focused concepts when interpreting authentic data. To address this problem, we implemented a spiral laboratory experience in a third-year Instrumental Analysis course at a Hispanic-serving research university (n ≈ 48) in which students revisited ferrocenyl chalcones synthesized in a prior organic chemistry course and analyzed them as "unknowns" using complementary chromatographic, spectroscopic, and thermal analysis techniques. This reintegration required students to draw on prior synthetic knowledge while developing new analytical reasoning skills by interpreting data collected across multiple analytical methods. A structured artificial intelligence (AI) prelaboratory component asked students to use targeted prompts to predict characteristic signatures, supporting conceptual preparation, and promoting critical evaluation of AI-generated chemical information. Assessment of laboratory reports and postactivity surveys revealed increased student confidence with analytical instrumentation, improved ability to integrate concepts across subdisciplines, and increased engagement with materials-oriented applications of organometallic compounds. This activity provides a replicable model for addressing curricular fragmentation by combining spiral integration, integrative analytical reasoning, and responsible AI use within the undergraduate chemistry laboratory.