Organic Chemistry Course Research Articles

Integrating 360° Videos in an Undergraduate Chemistry Laboratory Course

With 360° cameras becoming increasingly available at affordable costs, 360° videos have been gaining momentum online as an exciting visual medium that engages viewers in an immersive 360° panoramic view. In this report, we share insights of our experience in using 360° cameras to capture several laboratory techniques in an undergraduate organic chemistry course and raise pertinent issues regarding the 360° videos. In summary, we found that 360° videos add value in terms of its large field of view, but pose some potential problems in terms of disorientation and lack of focus.

Using Writing Assignments as an Intervention to Strengthen Acid–Base Skills

Problem solving and critical thinking are buzzwords used in defining general chemistry learning goals. Assessments including well-structured homework, quizzes, and exams are designed and incorporated to build these skills. Our research expanded upon the types of assessments and analyzed the effect of writing assignments for promoting problem solving, critical thinking, and retention in acid–base chemistry. Calibrated Peer Review (CPR) was used to implement writing assignments in a large enrollment two-quarter introductory sequence with the writing activities strongly emphasizing qualitative and quantitative problems in acid–base chemistry. To measure the effectiveness of assigning small writing assignments, students in the treatment course were compared to the honors students (control group) who have historically demonstrated stronger abilities in acid–base chemistry, especially in subsequent organic chemistry courses. Data was collected using interviews in which students verbally explained their answers ...

Using Lexical Analysis To Predict Lewis Acid–Base Model Use in Responses to an Acid–Base Proton-Transfer Reaction

The Lewis acid–base model is key to identifying and explaining the formation and breaking of bonds in a large number of reaction mechanisms taught in the sophomore-level year-long organic chemistry course. Understanding the model is, thus, essential to success in organic chemistry coursework. Concept-inventories exist to identify misunderstandings and misconceptions of acid–base theories; open-ended problems, though, have been shown to provide a more nuanced and holistic understanding of how students use acid–base models to explain reactions. The time necessary to score such problems, however, limits their use, especially in large student enrollment courses. Given the efficacy of open-ended problems, there is occasion for the development of methods to efficiently and effectively analyze open-ended assessment responses. In this study, we establish the importance of assessing “use of the Lewis acid–base model to explain a chemical reaction” by determining the association of model use with summative examinat...

Simple and Effective Integration of Green Chemistry and Sustainability Education into an Existing Organic Chemistry Course

Green chemistry and sustainable development have become increasingly important topics for the education of future chemists. The cross-disciplinary nature of green chemistry and sustainable development often means these subjects are taught in conjunction with other subjects, such as organic chemistry and chemical engineering. Herein, a straightforward and efficient approach for vertical integration of green chemistry concepts within existing undergraduate organic chemistry courses is shown. The gradual self-evaluation, “greenification”, and reassessment of an organic chemistry course at KTH Royal Institute of Technology from 2013 to 2017 is described, with particular focus on the laboratory course and a novel green chemistry project designed to promote sustainability thinking and reasoning. The laboratory project, which can also be conducted as an independent organic chemistry laboratory exercise, required students to critically evaluate variations of the same Pechmann condensation experiment according to ...

A Single Reaction Thread Ties Multiple Core Concepts in an Introductory Chemistry Course

This work describes the use of a single chemical reaction to teach and connect a number of standard general chemistry course topics while also introducing students to polymer concepts. Through the study of the reaction that converts spiropyran into merocyanine, we are able to present and connect molecular orbital theory, quantum mechanics, equilibrium, hydrogen bonding, mechanical work, and polymer chemistry. By framing a number of different concepts with the same reaction, our goal is to allow students to see connections in seemingly disparate sections of general chemistry. At the same time, repeated study of this organic reaction provides a pathway for students to gain confidence and comfort with carbon-based molecular structures before stepping into an organic chemistry course. Experimental results indicate that there is no significant difference in student performance on problems linked to unit learning objectives when a group of students who complete the spiropyran-based exercises is compared to a co...

Applying Project-Based Learning (PBL) in the organic chemistry course while studying honey

suggests that the teaching and learning process is student-centered. The project Characterization of honey by phenolic profile and antioxidant evaluation, focusing on PBL (two Finnish floral honeys, one Portuguese, and one Finnish honeydew) was applied in the Organic Chemistry, to 2nd year students of Vocational Course in Chemistry at the Federal Institute of the Southeast of Minas Gerais - Barbacena Campus. The content was worked throughout the project. The groups were mixed, seeking teamwork. Dialogically, individuality was valued. In the first period UV-spectrophotometric analysis were performed. The groups taught each other, characterizing the role of the student as an advisor. They were the authors of the cooperative learning process, relating honey to organic compounds. They studied the carbon atom, and started functions. Molecular models aimed at the knowledge discussed (single/double/triple bonds, σ/π, hybridization/geometry, structures). For the second period, preparation of an extract by chromatography lead to the knowledge about properties of the compounds (which would occur in the fourth period), and applying the Homologous Series subproject. New groups were drawn (3rd period) in a motivating dialogical lesson. Trust was created between students and teachers within the learning process. In the last period, they investigated preliminary chemical results. The phenolic profiles were similar, with more differences in the Finnish honeydew and Portuguese floral. They studied isomers and completed functions. There were differentiated assessments for the construction of knowledge, including the use of technological tools. There was a surprising level of motivation amongst the participants. The implementation of and student-centered approach is effective and powerful.

Quaternary stereocentres via an enantioconvergent catalytic SN1 reaction.

The unimolecular nucleophilic substitution (SN1) mechanism figures prominently in every introductory organic chemistry course. In principle, stepwise displacement of a leaving group by a nucleophile via a carbocationic intermediate allows for the construction of highly congested carbon centers. However, the intrinsic instability and high reactivity of the carbocationic intermediates render it very difficult to control product distributions and stereoselectivity in reactions proceeding via SN1 pathways. Here we report asymmetric catalysis of an SN1-type reaction mechanism resulting in the enantioselective construction of quaternary stereocenters from racemic precursors. The new transformation relies on the synergistic action of a chiral hydrogen bond donor (HBD) catalyst with a strong Lewis acid promoter to mediate the formation of tertiary carbocationic intermediates at low temperature and achieve high levels of control over reaction enantioselectivity and product distribution. The work presented here provides a foundation for the enantioconvergent synthesis of other fully-substituted carbon stereocenters.

Design and Evaluation of a One-Semester General Chemistry Course for Undergraduate Life Science Majors

The chemistry curriculum for undergraduate life science majors at Purdue University has been transformed to better meet the needs of this student population and prepare them for future success. The curriculum, called the 1-2-1 curriculum, includes four consecutive and integrated semesters of instruction in general chemistry, organic chemistry, and biochemistry, taken by students in their first two years. As part of this curriculum, a one-semester general chemistry course, General Chemistry with a Biological Focus (GCBF), was created and evaluated. The course covers all topics typically taught in general chemistry, but with a shift in emphasis toward topics relevant to chemistry in biological systems. Students who took this new course performed better in subsequent organic chemistry courses compared with their peers who took a traditional two-semester general chemistry course.

Coconut agro-industrial waste in the production of catalyst containing palladium: The report of a mini-project for teaching of sustainable Suzuki-Miyaura reaction

A four-week mini-project for teaching is described for an experimental physical chemistry or organic chemistry course. The activities included synthesis of a Pd catalyst, PdCl2 supported on calcined coconut shell fiber, and its use in the preparation of 4-methylbiphenyl via Suzuki-Miyaura cross-coupling reaction. The technical skills and concepts that are typically presented in practical chemistry courses were covered, including notions of surface chemistry – development of new catalysts, modern organic synthesis, gas chromatography techniques, separation of mixtures, and stoichiometric calculations.

Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry

Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four sections of a first semester organic chemistry course. This study investigates a reciprocal causation relationship between anxiety, enjoyment and achievement as measured by exam performance compared to unidirectional structures of performance and affect relationships. Results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. The evidence of the reciprocal relationship between anxiety, enjoyment and achievement indicates that instructors of organic chemistry can work to eliminate factors associated with low performance. Gathering information regarding anxiety and enjoyment along with performance can inform educators about the emotional state of their classrooms. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended.

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement;Amotivationwas negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

Are metacognitive variables predictive of performance in an on-line organic chemistry course?

Are metacognitive variables predictive of performance in an on-line organic chemistry course?

Design of Android Interactive Multimedia for the Concept of Aromatic Compound

Some organic chemistry lectures material is abstract. The lack of development of appropriate learning media has become one of the causes of the difficulty of the student in understanding organic chemistry. The purpose of this study is to create interactive multimedia that can facilitate students in studying the material of organic chemistry course especially on the concept of aromatic compound. To support this research, methods of Research and Development used in this study. Stages of research done with the development of design and manufacture of applications on the Android operating system and analyse the results of limited trials. Based on the results of the study, the manufacture of interactive multimedia on this Android system has the potential to be applied to the learning of organic chemistry especially on the aromatic compound subject. It is because the existence of interactive multimedia makes it easier for the student to study organic chemistry especially on the concept of aromatic compound.

Impact of Flipped-Classroom Exercises on Large Organic Chemistry Classes

Event Abstract Back to Event Impact of Flipped-Classroom Exercises on Large Organic Chemistry Classes Dana Lashley1* and Daniel J. McNeil1 1 College of William & Mary, United States Flipped-Classroom exercises were tested on large organic chemistry classes at the College of William and Mary. It was hypothesized that students who engage with the flipped-classroom model would perform better on exams compared to a control group. This approach was repeated over 3 years with both Organic Chemistry 1 and 2 classes. Results showed that students taking part in the flipped-classroom exercise scored significantly better on topics perceived as more difficult such as Alkene Addition reactions or Aldol reaction. However there was no significant difference between the test group and the control group for the simpler topics of Electrophilic Aromatic Substitutions (benzene reactions). Acknowledgements College of William and Mary Chemistry Department Keywords: Organic Chemistry, Organic chemistry courses, Flipped (inverted) learning model (FLM), Chemical Education, Teaching, Alternative teaching practices, Large class pedagogy, Large classes, Chemistry Teaching and Learning, Pre-medical education, Inverted classroom, stem education Conference: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference , Orlando, Florida, United States, 17 Sep - 20 Sep, 2018. Presentation Type: Poster Presentation Topic: Organic Chemistry Citation: Lashley D and McNeil DJ (2019). Impact of Flipped-Classroom Exercises on Large Organic Chemistry Classes. Front. Chem. Conference Abstract: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference . doi: 10.3389/conf.fchem.2018.01.00002 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 27 Sep 2018; Published Online: 17 Jan 2019. * Correspondence: Prof. Dana Lashley, College of William & Mary, Williamsburg, United States, DLashley@wm.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Dana Lashley Daniel J McNeil Google Dana Lashley Daniel J McNeil Google Scholar Dana Lashley Daniel J McNeil PubMed Dana Lashley Daniel J McNeil Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Microwave synthesis of sulfanilic acid

AbstractSulfanilic acid represents an important substance, which is frequently utilized in the industry of azo dyes as well as in drug development of antimicrobials (e.g. of sulfonamides). Students can also meet with such type of compounds in chemistry labs, for example, when they estimate pH by methyl orange indicator or prepare Orange II for textile colouring. Both of these dyes are products of azo coupling of sulfanilic acid as diazonium salt withN,N-dimethylaniline or 2-naphthol, respectively. In the article, we focus on the synthesis of sulfanilic acid as a well-known experiment in the organic chemistry education. The synthesis was modified as the solvent free and microwave assisted experiment under semimicroscale conditions. That experiment is very convenient for the organic chemistry courses in the university or the high school teaching.

ConfChem Conference on Select 2016 BCCE Presentations: Specifications Grading in the Flipped Organic Classroom

Specifications Grading is a system of course-long student assessment based on the division of learning objectives into clearly defined skill tests or assignments. Each skill is evaluated at a mastery level, with opportunities for students to learn from their mistakes and then be re-evaluated for skill tests, or resubmit assignments. Specifications Grading was adapted into a previously flipped, first-semester organic chemistry course, with generally positive feedback from both the professor and the students. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.

On Study of Teaching Reform of Organic Chemistry Course in Applied Chemical Industry Technology

with the implementation of new curriculum reform, the education sees great changes in teaching methods. Teaching reform is profound in organic chemistry course in applied chemical industry technology. However, many problems which have never been noticed before occur when reform programs are implemented which harm students’ ability for learning and enthusiasm in side face. This paper proposes reform measures like combining theory and practice, improving professional quality, supplementing professional needs and integrating teaching into life after analyzing organic chemistry course teaching in applied chemical industry technology currently, hoping to play a role of reference for organic chemistry course teaching reform in applied chemical industry technology.

Incorporating Polymer Science Lecture Topics into the Beginning Organic Chemistry Course To Engage Students’ Interest in Current and Future Applications

The impact of polymeric materials on the well-being of citizens of the modern world is enormous. These materials enhance virtually every facet of life—from clothing and personal care items to housing and transportation. Yet despite this, and the fact that most chemists work in a polymer or polymer-related area, polymeric materials have traditionally gotten scant attention in the undergraduate chemistry curriculum. This is now beginning to change. The American Chemical Society now recognizes that undergraduate training in chemistry without inclusion of polymeric materials is inadequate. Inclusion of polymeric materials enhances the curriculum in several ways. It serves to generate student awareness, to create enthusiasm for chemistry, to promote good student performance, and to provide a sound basis for future career development.

Paper-Based Heavy Metal Sensors from the Concise Synthesis of an Anionic Porphyrin: A Practical Application of Organic Synthesis to Environmental Chemistry

Tetrakis(4-sulfonatophenyl)porphyrin (TSPP) was immobilized on patterned paper and used as a sensor for heavy metal ions in an advanced organic chemistry course. The resulting sensor could detect Hg2+ and Cd2+ ions colorimetrically, while Cu2+ ion resulted in fluorescence quenching, thus demonstrating a multiplex capability of this paper-based sensor. From the synthesis of the porphyrin to the fabrication of the sensor, advanced undergraduate chemistry students gained first-hand experience with a classical organic synthesis, and also witnessed its application within 2–3 full-day laboratory sessions. This experiment is a good demonstration of how an easily synthesized compound can be exploited to tackle an important problem in real-world situations.

Synthesis of the Commercial Fragrance Compound Ethyl 6-Acetoxyhexanoate: A Multistep Ester Experiment for the Second-Year Organic Laboratory

This synthesis of ethyl 6-acetoxyhexanoate (Berryflor) is designed as an experiment for use in a second-year organic chemistry course focusing on the synthesis and reaction of esters. The compound is described as having a raspberry-like odor with jasmine and anise aspects. A two-step procedure for its synthesis beginning with inexpensive ε-caprolactone is described. The first step involves an acid-catalyzed transesterification of the lactone to form ethyl 6-hydroxyhexanoate. Ethyl 6-hydroxyhexanoate is converted to the desired compound via acetylation under mildly basic conditions to give ethyl 6-acetoxyhexanoate in good yield. The product is characterized using 1H NMR spectroscopy, IR spectroscopy, gas chromatography, thin layer chromatography, and by comparison to commercial samples.