Abstract
The importance of hybrid atomic orbitals, in both general and organic chemistry, is reviewed. Every contemporary textbook of organic chemistry introduces the directed-valence (e.g. sp3, sp2, sp) model, but the suitability of these hybrid orbitals for use in the teaching of molecular structure has been increasingly questioned. Based on a critical survey of the literature, we submit seven practical criteria that deprecate the use of hybrid orbitals in a pedagogical context. We suggest how the teaching of organic chemistry without hybrid orbitals will provide students with an enhanced education.
Highlights
In Part 1, we present a critique of hybrid atomic orbitals from a logical perspective (Lamoureux & Ogilvie, 2019)
In Part 2 here, we examine the practical problems with this concept as a pedagogical model, focusing on the HYBRID ATOMIC ORBITALS (HAO) in only organic chemistry with their limitations as delineated in Part 1, and on how to overcome these challenges
We indicated at the beginning of the semester that any use of hybrids or hybridization can be replaced with geometric arguments
Summary
In Part 1, we present a critique of hybrid atomic orbitals (which we abbreviate HAO) from a logical perspective (Lamoureux & Ogilvie, 2019). In Part 2 here, we examine the practical problems with this concept as a pedagogical model, focusing on the HAO in only organic chemistry with their limitations as delineated in Part 1, and on how to overcome these challenges. We list seven practical criteria that deprecate their use in a pedagogical context. On the basis of these two articles, we maintain that the HAO model is seriously flawed from a mathematical, logical, experimental, practical and, necessarily, pedagogical point of view
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