This quantitative study investigates the conceptual difficulties in chemistry education among second-year baccalaureate students in Morocco’s Fez-Meknes region, focusing on identifying difficult concepts and comparing perceptions between different groups. We administered a reliable questionnaire (Cronbach’s alpha =0.86) to 250 students and 13 teachers across four urban and rural high schools, evaluating the perceived difficulty of 26 chemistry concepts on a four-point Likert scale. Results revealed that students identified nine concepts as particularly challenging (mean score >2.5), including chemical kinetics (temporal monitoring by conductometry and pressure measurement), density and mass density, electrochemistry (spontaneous transformations and batteries), organic chemistry nomenclature, and chemical transformations. Statistical analysis showed significant differences between teachers’ and students' perceptions (p=0.007) with teachers identifying 12 difficult concepts compared to students' nine, and consistently rating concepts as more difficult. The school environment had a significant impact (p=0.045) with rural students identifying 11 difficult concepts versus 9 for urban students and reporting higher difficulty levels while we found no significant gender-related differences (p=0.814). Based on these findings, we recommend adapting teaching approaches with active and contextualized methods, enhancing teacher training programs, and encouraging collaboration between educational stakeholders to make chemistry learning more accessible and effective, particularly for students in rural areas.

Communication betweencollaborators of different (scientific) backgroundscan be difficult in any interdisciplinary work. Frequently used languageof different disciplines can be partially unknown or sometimes evencontradict each other. One example of this is knowledge about organicchemical nomenclature used by chemists. Although highly efficient,this nomenclature can be challenging to learn and confusing for scientistsnew to it. Today, interdisciplinary teams in chemistry often consistof a diverse range of experts, including those from biology, pharmacology,medicine, computer science, and mathematics. This can complicate communicationregarding chemical structures, impeding a productive work environmentand potentially introducing errors. To address this issue, we presenta new web tool called SmartChemist. This tool enables users to uploadmolecular files or enter SMILES of molecules. It then displays thenames of identified substructures, including cyclic substructures,functional groups, and common biologically relevant organic molecules.It utilizes a database of over 40,000 patterns that have been carefullygenerated for this purpose, and it only shows the most specific substructuresfound while enabling novices to inquire about all substructures found.

The objectives of the study were to determine the effect of digital media instruction on students’ academic performance in expressing organic chemistry nomenclature and to assess its effect on the male and female experimental groups of students’ performance in expressing organic chemistry nomenclature. The study adopted the non-equivalent quasi-experimental research design using the pre-test and post-test design. The sample consisted of 103 students, with 48 from Potsin Senior High School forming the control group, and 55 from Winneba Senior High School forming the experimental group, including 31 males and 24 females. A pre-test was administered to all the participants to determine their academic performance. During the study, the experimental group (Winnesec) received treatment through digital media, while the control group (Postin) was taught using traditional teaching methods. These teaching approaches were implemented over four weeks. After the treatment, a post-test was administered to both groups. The tests (pre-test and post-test) were analyzed using Microsoft Excel 2019. The results revealed that digital media was found to be more effective than the traditional method of teaching. Furthermore, results revealed that there was no differential effect of digital media on male and female students’ performance in organic chemistry nomenclature.

Implementation of game-based integrative learning in understanding organic chemistry nomenclature among grade 11 GAS students of Talangan Integrated National High School

The present document describes the most relevant results from an active-learning activity design as a complementary tool to improve learning process of organic nomenclature on students from general organic chemistry course at Universidad del Cauca. This process was developed using a defined method in three parts: planning, setting, and validating. The first stage, according to organic compounds, eight (8) different interactive class materials from Genial.ly website were design. Secondly, students from various academic programs participated, and through collaborative work, each student handled the interactive program during four sessions, spread accordingly to the topic: from hydrocarbons to acid derivates. Finally, through guided surveys and an evaluation test, the activity’s innovative dynamic efficiency was evaluated under three components: effectiveness, content, and perceptions of applied tools. Results threw a high grade of acceptance on most of participants (80-90 %). Same way, the final test among experimental and control groups showed better results belonging to students participating in the activity with a total of 71.4% of students that passed the evaluating test. Control group students presented a lower performance on the test with only 40% of evaluated students approved.

The basics of organic chemistry nomenclature were introduced in a laboratory organized in a nonformal environment such as a science festival. The laboratory, divided into three distinct but interconnected activities, was aimed not only at secondary school students but also at lay people. The intent was to explain the importance of associating a name to a molecular structure and conversely and that this is relevant not only for scientists but also in everyday life in order to better understand the properties of commonly used molecules. The overall goal was to stimulate interest in chemical topics with the aid of fun and engaging activities.

This article reports the development of Chem’Sc@pe, an escape game activity for first- and second-year undergraduate students, covering various topics from an introductory organic chemistry course. The objective was to encourage them to review notions learned in class in a fun and collaborative environment. The set comprises a game board representing 6 rooms of a chemistry laboratory, 30 thematic cards with puzzles to solve (multiple-choice questions, exercise, calculation, and model handling), various tools such as molecular models, and an android-based application. Students in teams of three to four had 60 min to solve enigmas related to functional groups, organic nomenclature, hybridization, stereochemistry, as well as lab-based activities. Each correct answer provides players with a 4-digit code, which gives access through the application to further levels and eventually to the conclusion of the game. History cards offering a short biography of famous chemists were also included in the game to promote scientific culture. Chem’Sc@pe was tested in 2021 with 70 first year chemistry students at the University of Montpellier (France). Assessment of the gamification activity by the students returned excellent reviews, showing that they enjoyed playing the game, found it easy to play, and described it as a useful learning experience.

This study investigated the effect of Computer-Aided Instruction on chemistry students’ achievement in organic chemical nomenclature in Enugu Education zone of Enugu State, Nigeria. One research question and one hypothesis guided the study. The design of the study adopted was quasi experimental, pretest-post test, non equivalent control design. The sample for the study comprised of 308 chemistry students (122 male and 186 female) purposively sampled from a population of 2,734 SS1chemistry students in Enugu Education zone of Enugu state. The instrument used for data collection was Teacher Made Organic Nomenclature Achievement Test (TMONAT) with 20 items multiple choice test. The instrument was constructed by the researchers and validated by two experts, one from the department of science education and one from the department of mathematics computer education (measurement and evaluation unit, Enugu State University of Science and Technology, (ESUT). TMONAT achieved a reliability of 0.87 calculated using kuder Richardson 20 (KR-20). Treatment lasted for six weeks. Mean and standard deviation were used to answer research questions while hypothesis was tested at 0.05 significance using Analysis of Covariance (ANCOVA). Males and Females were taught using computer-aided instruction (CAI). The findings of the study revealed that male and female chemistry students taught organic chemical nomenclature (OCN) with Computer-Aided Instruction (CAI) were almost at par in their achievement in OCN. Gender has no significance influence on students’ achievement in OCN with CAI. Based on the findings, it was recommended among others that Curriculum planners should include CAI as a model of instruction that promotes gender-equity.

The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A t-test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.

IUPAC Blue Book

Introduction: Due to the confinement of the COVID-19 pandemic, educational centres have remained closed, transferring the teaching process to online mode, thus adapting infrastructure, methodologies, and the university community. Objectives: This work aims to evaluate the effectiveness of strategies in learning organic nomenclature and seek student opinions about committing fraud in organic chemistry course assessments in the online mode in the pharmaceutical career. Methods: The methodologies used allowed the students to understand and apply the organic nomenclature rules, using online collaborative guides and crosswords worked in synchronous classes, previous reading, and the collaborative asynchronous creation of informative files for the recognition of heterocyclic compounds and formative assessment. All assessments were applied in three-people groups in the synchronous classes. Finally, an anonymous survey was administered to know the student perception of the possibility of fraud during the course. Results: A substantial improvement (from 47.7% to 80.5%) was observed in the application of IUPAC rules for organic compounds. Of the students who responded to the anonymous survey, 81% reported that the methodology used decreased the opportunity to commit fraud during assessments.

Educational games have consistently proved that they are valuable didactic instruments, which can contribute to teaching and learning in an enjoyable background. In organic chemistry courses, considerable effort has been made to encourage the learning of nomenclature, an important topic, often perceived as complex, boring, and unconnected to other subjects’ knowledge. “MET-organic” is a two- to ten-player funny, engaging, easy-to-play, multilevel, and trilingual (English, French, and Spanish) game. The main objective of the game is to get rid of all the cards one has in hand, but most importantly, to learn basic organic chemistry nomenclature and to distinguish 11 of the main functional groups of this discipline in a relaxed, amusing, and appealing atmosphere. The game was tested by more than 60 students from the Facultad de Quı́mica at Universidad Nacional Autónoma de México (UNAM), with good results in terms of playability, content, usefulness, and engagement. Additionally, the students answered a brief quiz, before and after playing the game, revealing an impressive improvement in knowledge related to correct identification of common organic functional groups. In summary, playing “MET-organic” might aid students not only to reinforce basic chemistry concepts, but also to increase their general scientific knowledge.

Specific topics in chemistry, such as organic nomenclature, are often considered key subjects for understanding organic chemistry in high school. Several research types have already demonstrated that most high school students and even university students have great difficulty in this topic. In general, the problems come from the approach used to present these contents, sometimes superficial or without the use of interactive methodologies. This work aims to help the teaching & learning chemistry process by a game's applying, which consisted of building organic molecules using jelly beans and toothpicks, the previously published "Fastest Fingers." In the present work, we analyzed the positive impact that gaming can bring for the learning process and knowledge assimilation of this article's topic. This method mainly shows its importance when applied in a state that faces many issues in its education system, like Alagoas-Brazil. It was possible to notice that students' interaction and perception of the game, and molecules representation occurred more efficiently, thus favoring the learning and the interaction improvement between teachers and students.

The use of games in chemistry education is well-established and is known to have numerous benefits to participants. This contribution describes the student-led development of an introductory organic chemistry card game based on the classic party game Go Fish. The game has been designed to help students practice applying the rules of organic nomenclature, to recognize key functional groups, and to familiarize themselves with simple examples of reactivity of molecules containing these functional groups. The game was used as an organic chemistry revision activity at the end of a freshman introductory general chemistry module (that included a significant amount of introductory organic chemistry). Evaluation of the activity shows that students enjoyed playing the game, found it easy to play, and that they found it a useful learning experience.

Abstract This IUPAC Technical Report is one of a series that seeks to distil the essentials of IUPAC nomenclature recommendations. The present report provides a succinct summary of material presented in the publication Nomenclature of Organic Chemistry – IUPAC Recommendations and Preferred Names 2013. The content of this report will be republished and disseminated as a four-sided lift-out document (see supplementary information) which will be available for inclusion in textbooks and similar publications.

The most recent version of the Cahn-Ingold-Prelog rules for the determination of stereodescriptors as described in Nomenclature of Organic Chemistry: IUPAC Recommendations and Preferred Names 2013 (the "Blue Book"; Favre and Powell. Royal Society of Chemistry, 2014; http://dx.doi.org/10.1039/9781849733069 ) were analyzed by an international team of cheminformatics software developers. Algorithms for machine implementation were designed, tested, and cross-validated. Deficiencies in Sequence Rules 1b and 2 were found, and proposed language for their modification is presented. A concise definition of an additional rule ("Rule 6", below) is proposed, which succinctly covers several cases only tangentially mentioned in the 2013 recommendations. Each rule is discussed from the perspective of machine implementation. The four resultant implementations are supported by a 300-compound validation suite in both 2D and 3D structure data file (SDF) format as well as SMILES ( https://cipvalidationsuite.github.io/ValidationSuite ). The validation suites include all significant examples in Chapter 9 of the Blue Book, as well as several additional structures that highlight more complex aspects of the rules not addressed or not clearly analyzed in that work. These additional structures support a case for the need for modifications to the Sequence Rules.

The most recent version of the Cahn-Ingold-Prelog rules for the determination of stereodescriptors as described in Nomenclature of Organic Chemistry: IUPAC Recommendations and Preferred Names 2013 (the “Blue Book”) were analyzed by an international team of cheminformatics software developers. Algorithms for machine implementation were designed, tested, and cross-validated. Deficiencies in Sequence Rules 1b and 2 were found, and proposed language for their modification is presented. A concise definition of an additional rule (“Rule 6,” below) is proposed, which succinctly covers several cases only tangentially mentioned in the 2013 recommendations. Each rule is discussed from the perspective of machine implementation. The four resultant implementations are supported by validation suites in 2D and 3D SDF format as well as SMILES. The validation suites include all significant examples in Chapter 9 of the Blue Book, as well as several additional structures that highlight more complex aspects of the rules not addressed or not clearly analyzed in that work. These additional structures support a case for the need for modifications of the Sequence Rules.

There has been an impressive growth of open online course in recent years. However, the number of free organic chemistry courses is limited. To create an organic chemistry course online, we need a tool that can draw chemical structure and can be embedded into the web. We found that JSME Molecular Editor was a free and easy-to-use computer program for creating chemistry online course. We have developed interactive web-based organic nomenclature exercises by integrating JSME Molecular Editor into the website http://www.ihoahoc.com/nomenclature/Enomenclature.html. The three types of exercise were created: (i) students are given structure of an organic compound, then they have to identify a specific functional group inside this structure (ii) students are given the IUPAC name of an organic compound, then they have to draw structure of this compound (iii) students are given structures of an organic compound, then they have to write the IUPAC name of this compound. These exercises have been used for first year students at Faculty of Pharmacy, Lac Hong university, Vietnam.

Chemists have been trying to work across international borders for more than 150 years. In 1860, the first international chemistry meeting was organized by German organic chemist F. August Kekule. Other international gatherings followed and led to the Geneva Congress on Organic Nomenclature in 1892, the first attempt to standardize the naming of molecules. As the field of chemistry continued to grow, so did the need for international consensus and standardization in nomenclature, terminology, metrology, and measurement standards. To meet that demand, in 1919 chemists formed the International Union of Pure & Applied Chemistry (IUPAC). Nearly a century later, IUPAC continues to be a worldwide resource for chemistry. Although IUPAC’s work in areas such as nomenclature remains critical—especially to ensure computers across the globe can analyze ever-larger data sets—its efforts have expanded to address matters such as an ethical code for chemists, safety training, standard file formats for spectra, various

Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level