Comparing Carbonyl Chemistry in Comprehensive Introductory Organic Chemistry Textbooks

2015 ◽  
Vol 92 (7) ◽  
pp. 1171-1177 ◽  
Author(s):  
Donna J. Nelson ◽  
Ravi Kumar ◽  
Saravanan Ramasamy
Keyword(s):  
Organic Chemistry ◽  
Chemistry Textbooks

scholarly journals CONFORMATIONAL STABILITY ORDER OF ACYCLIC ORGANIC MOLECULES REVISITED: A COMPUTER-BASED PROJECT IN LEARNING STEREOCHEMISTRY

2017 ◽  
Vol 14 (28) ◽  
pp. 37-41
Author(s):  
Lisa TANIA ◽  
Andrian SAPUTRA ◽  
M. Mahfudz Fauzi SYAMSURI ◽  
Lorenz R. CANAVAL
Keyword(s):  
Organic Chemistry ◽  
Open Source ◽  
Organic Molecules ◽  
Conformational Stability ◽  
Computer Assisted ◽  
General Stability ◽  
Chemistry Textbooks ◽  
Stability Order ◽  
Computer Based ◽  
User Friendly

Learning stereochemistry today, especially on the topic of conformational stability, seems to generalize anti, gauche, eclipsed conformations as a general stability order for all acyclic organic molecules. This may be due to the fact that many organic chemistry textbooks only emphasis simple non-polar molecules, like propane or buthane, as examples to explain this topic omitting details for polar ones. This study proposes a simple computer-based technique as a project for students in learning stereochemistry. Applying this fast, open-source, and user-friendly software is highly recommended for promoting the concept and accurately predicting of conformational stability through computer-assisted experiment in the classroom.

Green Chemistry Coverage in Organic Chemistry Textbooks

2019 ◽  
Vol 97 (2) ◽  
pp. 383-389 ◽  
Author(s):  
Sasha Johnson ◽  
Megan Meyers ◽  
Samantha Hyme ◽  
Alexey Leontyev
Keyword(s):  
Organic Chemistry ◽  
Green Chemistry ◽  
Chemistry Textbooks

scholarly journals Didactic Capacity of Selected Czech and Russian Organic Chemistry Textbooks

2019 ◽  
Vol 24 (1-2) ◽  
pp. 61-76
Author(s):  
Natálie Karásková ◽  
Rafael Doležal ◽  
Nadezhda Maltsevskaya ◽  
Karel Kolář
Keyword(s):  
Organic Chemistry ◽  
Secondary Schools ◽  
Frequency Analysis ◽  
Chemistry Teaching ◽  
Chi Square ◽  
Chemistry Textbooks ◽  
Upper Secondary ◽  
Level Of Significance ◽  
Upper Secondary Schools

Abstract This article presents the results of analysis of Czech and Russian textbooks intended for organic chemistry teaching at upper secondary schools. In principle, the estimation of textbook didactic capacity is based on decomposition of the textbook content into a set of different objects and their subsequent frequency analysis. In this study, three Czech textbooks and three Russian textbooks were characterized by particular and total didactic capacity coefficients. The indifference of the calculated didactic capacities was tested by chi-square statistics at a level of significance α = 0.05. The results show that the selected Czech and Russian textbooks are not significantly different.

scholarly journals COVERAGE OF INTERMOLECULAR FORCES IN ORGANIC CHEMISTRY TEXTBOOKS

Química Nova ◽  
2021 ◽  
Author(s):  
José Júnior ◽  
José Oliveira ◽  
Francisco Alexandre ◽  
Antonio Junior
Keyword(s):  
Organic Chemistry ◽  
Intermolecular Forces ◽  
Clear Image ◽  
Chemistry Textbooks ◽  
The Subject

The paper analyzes fifteen organic chemistry textbooks commonly used in Brazilian universities to examine intermolecular forces’ coverage in them. The findings revealed that the intermolecular forces are spread over a few pages (less than 1%) in a fragmented way, and over several chapters that do not provide enough information to help create a clear image in the student’s mind. Thirteen textbooks contained end-of-chapter problems related to intermolecular forces. However, less than 1.3% of the total (212) are associated with intermolecular forces. This deficient approach to intermolecular forces in Organic textbooks can lead to teachers’ lack of interest in teaching the subject, leading to students failing to learn this important organic chemistry topic

Support for instructional scaffolding with 1H NMR spectral features in organic chemistry textbook problems

2020 ◽  
Vol 21 (3) ◽  
pp. 749-764
Author(s):  
Shannon Y. C. Anderson ◽  
Whitney S. Y. Ong ◽  
Jennifer L. Momsen
Keyword(s):  
Organic Chemistry ◽  
Nmr Spectroscopy ◽  
Worked Examples ◽  
Spectral Features ◽  
Systematic Method ◽  
Chemistry Students ◽  
H Nmr ◽  
Scaffolded Instruction ◽  
Instructional Scaffolding ◽  
Chemistry Textbooks

Nuclear magnetic resonance (NMR) spectroscopy is vital to synthesis and provides rich problem-solving opportunities to organic chemistry students. Using the theories of scaffolding, interleaving, and blocking, our research systematically explores how textbooks introduce and reinforce spectral features when teaching students to solve 1H NMR spectroscopy problems. Specifically, we investigated the 1H NMR spectral features presented in worked examples and practice problems across four undergraduate organic chemistry textbooks. We examined the frequency and ordering of spectral features to explore how the textbooks could support scaffolded instruction. Spectral features like the number of signals and chemical shift were covered by problems more frequently, while integration was covered least. Our findings suggest that textbooks do not provide sufficient practice with all 1H NMR spectral features. We observed no discernible pattern in how textbooks ordered spectral features of 1H NMR in problems, indicating that there is little systematic method to the design of textbook chapters. Implications for textbook authors and editors, instruction, and research are discussed.

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