Industrial and Manufacturing Chemistry: Organic; Chemistry of the Oil Industries; Explosives: A Synoptic and Critical Treatment of the Literature of the Subject as Gathered from Various Sources; Allen's Commercial Organic Analysis; Natural Rock Asphalts and Bitumens; Correction: Liquid Air—Oxygen—Nitrogen

1913 ◽  
Vol 5 (12) ◽  
pp. 1030-1033
Keyword(s):  
Organic Chemistry ◽  
Organic Analysis ◽  
Natural Rock ◽  
The Subject

Synthetical Experiments and Alkaloid Analogues

2012 ◽  
Vol 44 (4) ◽  
pp. 319-363 ◽  
Author(s):  
Catherine M. Jackson
Keyword(s):  
Organic Chemistry ◽  
Late Nineteenth Century ◽  
Organic Analysis ◽  
Historical Account ◽  
Daily Work ◽  
Organic Bases ◽  
Scientific Goal ◽  
Theoretical Innovation ◽  
Late Nineteenth

This essay provides the first historical account of the origins of synthetic organic chemistry, one of the most powerful and productive of late nineteenth-century sciences. It builds on a revised understanding of the program of organic analysis instituted in the early 1830s by Justus Liebig, showing why and how Liebig guided his students August Wilhelm Hofmann and James Sheridan Muspratt in the introduction of synthesis to organic chemistry in early 1840s Giessen. What Muspratt and Hofmann called “synthetical experiments” became Hofmann’s main investigative method, but they did not enable the artificial laboratory production of specified target substances. Instead, synthetical experiments increased chemical understanding of reactions and their products. When applied to aniline, Hofmann’s model for natural alkaloids, they produced the array of artificial organic bases underpinning Hofmann’s major theoretical innovation, the ammonia type. Despite his reliance on artificial bases, this essay shows that Hofmann’s primary and enduring scientific goal was to understand the natural alkaloids. By revealing the essential stabilizing and progressive role of chemists’ daily work at a time when theory was uncertain and contested, it contributes to ongoing studies of science as practice.

The flipped classroom for teaching organic chemistry in small classes: is it effective?

2015 ◽  
Vol 16 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Jessica M. Fautch
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Flipped Classroom ◽  
Pedagogical Approach ◽  
Course Content ◽  
Class Time ◽  
Small College ◽  
Summative Assessments ◽  
Video Lectures ◽  
The Subject

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.

Some comments on the development of free radical chemistry

1984 ◽  
Vol 39 (1) ◽  
pp. 105-124 ◽  
Keyword(s):  
Organic Chemistry ◽  
Free Radicals ◽  
Free Radical ◽  
Early Development ◽  
Room Temperature ◽  
Single Atom ◽  
Biological Chemistry ◽  
Personal Recollection ◽  
The Subject ◽  
Free Radical Chemistry

For many years, an introduction to the chemistry of free radicals has formed an essential part of University chemistry curricula and the subject is of wide relevance to both industrial and biological chemistry, yet its development occurred, with surprising rapidity, less than fifty years ago. It is the aim of this article to give a personal recollection of the circumstances which led to the recognition and early development of this branch of chemistry. From the early days of the last century ‘radicals’ had been defined by chemists as ‘groups of atoms which together behave as a single atom’ and organic chemistry had been regarded as the chemistry of ‘compound radicals’. But with the proof that such simple elements as hydrogen, oxygen and nitrogen exist as binary molecules (H 2 , O 2 , N 2 ) and not as atoms, the possible existence at room temperature, in gases or solutions, of free atoms or radicals was deemed to be unlikely by most chemists of a century ago.

scholarly journals XXI—Observations on the Principle of Vital Affinity, as illustrated by recent discoveries in Organic Chemistry

1847 ◽  
Vol 16 (3) ◽  
pp. 305-344
Author(s):  
William Pulteney Alison
Keyword(s):  
Organic Chemistry ◽  
The State ◽  
Essential Nature ◽  
The Subject

It may be remembered that, in the paper formerly laid before this Society on this subject, I endeavoured to establish the principle still disputed by some physiologists, that the laws which regulate the chemical relations, as well as those which regulate the visible movements of the particles of matter, undergo a certain determinate modification or change in living bodies, which is essential to the commencement and to the maintenance of the organization of those bodies; and farther, that I undertook the task of attempting to deduce, from the numerous but somewhat discordant experiments and observations lately made on the subject, certain inferences which appear to be well ascertained, although not generally admitted, as to the essential nature of this change, i. e., as to laws which regulate those chemical actions which are peculiar to the state of life, and essential to the maintenance of organization, both in vegetables and animals.

scholarly journals Study of Effectiveness of Pattern Based Teaching Method on Students’ Long-Term Retention of Contents in Organic Chemistry

2021 ◽  
Vol 3 (5) ◽  
pp. 26-35
Author(s):  
Chandra Prakash Pokharna ◽  
Neetu Bharatiyaa
Keyword(s):  
Organic Chemistry ◽  
Functional Groups ◽  
Systematic Approach ◽  
Teaching Method ◽  
Control Groups ◽  
Traditional Lecture ◽  
Term Retention ◽  
The Subject ◽  
Long Term Retention

Organic chemistry is a subject which students find difficult because of complex reactions and mechanisms involved. The main aim of this study was to study the students' understanding of the concepts of organic chemistry by pattern based teaching method (PBT). Pattern Based Teaching is a systematic approach in teaching chemistry where the reactions and mechanisms are systematized into a particular pattern for different functional groups. The students are made to understand the basic concepts how to introduce a particular functional group and how functional groups give reactions with different type of reagents. The present paper reports the effect of this innovative teaching method on students' long term retention of organic chemistry course material. Long term retention of contents was examined by conducting two tests-pretest (based on traditional lecture teaching) and a post-test (conducted after PBT). Students' of first year undergraduate class of two different colleges of Kishangarh city of Ajmer district of Rajasthan were used for the study. These students were divided into six groups and two of them were taught by the author by PBT method. The rest four groups were control groups taught by the traditional lecture based teaching method. Students performance after PBT method was compared to that in a traditional lecture based teaching method. Our analysis showed that the out of the six sample groups of students used in our study, the highest mean scores (10.46 and 13.36) were of the two experimental groups. The four control groups had mean scores in the range 7-10. This investigation thus suggests that pattern-based teaching in organic chemistry is a powerful and systematic approach which facilitates students’ long-term retention of contents of the subject. It promotes active learning and creates students’ interest in the subject.

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