Case study: Industrial organic chemistry

2007 ◽  
pp. 137-138
Keyword(s):  
Organic Chemistry

Free radicals in the European periphery: ‘translating’ organic chemistry from Zurich to Barcelona in the early twentieth century

2004 ◽  
Vol 37 (2) ◽  
pp. 167-191 ◽  
Author(s):  
AGUSTÍ NIETO-GALAN
Keyword(s):  
Organic Chemistry ◽  
Historical Data ◽  
Local Environment ◽  
Federal Institute ◽  
Institute Of Technology ◽  
European Periphery ◽  
Free Radical Chemistry ◽  
The University ◽  
Scientific Standards

In 1915, after acquiring first-hand knowledge of the new free radical chemistry at the Swiss Federal Institute of Technology (ETH) in Zurich, Antonio García Banús (1888–1955) became professor of organic chemistry at the University of Barcelona and created his own research group, which was to last from 1915 until 1936. He was a gifted teacher and a prolific writer who attempted to introduce international scientific standards into his local environment. This paper analyses the bridges that Banús built between the experimental culture of organic chemistry at the ETH and the University of Barcelona. It presents a case study which aims to provide new historical data for the general analysis of groups who conducted their work in the European periphery.

The technology—science interaction: Walter Reppe and cyclooctatetraene chemistry

1992 ◽  
Vol 25 (1) ◽  
pp. 145-167 ◽  
Author(s):  
Anthony S. Travis ◽  
Willem J. Hornix ◽  
Robert Bud ◽  
Peter J. T. Morris
Keyword(s):  
Organic Chemistry ◽  
Clear Distinction ◽  
Academic Science ◽  
Industrial Technology ◽  
Transfer Of Knowledge ◽  
Synthetic Dye ◽  
Academic Chemistry ◽  
The Impact ◽  
Industrial Researcher

This is another paper about science and her powerful companion (technology), to use A. W. Hofmann's colourful phrase. Whereas most papers on the interaction of science and technology deal with the transfer of knowledge from academic science to industrial technology, this paper is about the contribution of an industrial researcher to academic chemistry. The boost Reppe's research gave to the study of aromaticity parallels the impact of the early synthetic dye chemistry on structural organic chemistry. This case study suggests that we cannot draw a clear distinction between ‘pure’ and ‘applied’ chemistry, in the laboratory at least.

scholarly journals Effect of smart classroom on learners’ performance in organic chemistry: A case study of senior five students in Kicukiro district- Rwanda

2021 ◽  
Vol 16 (2) ◽  
pp. 204-211
Author(s):  
Celestin Ngendabanga ◽  
Pascal Nsanzimana ◽  
Faustin Nduwayezu ◽  
Violette Umuhoza ◽  
Jean Baptiste Nkurunziza
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Linear Regression Analysis ◽  
Educational Stakeholders ◽  
Smart Classroom ◽  
Instructional Activities ◽  
Research Findings ◽  
Smart Classrooms ◽  
Positive Effect

The present study was conducted to explore the effect of smart classroom on learners’ performance in chemistry. This study was carried out on 71 senior five students selected randomly. After collecting data, t-test and linear regression analysis were used to analyze the data. Based on the research findings, it has been discovered that smart classroom motivated learners in teaching and learning organic chemistry. The results showed a significance difference between leaners taught through smart classroom and those not taught through smart classroom. These results also demonstrated that there is a positive effect of smart classroom on learners’ performance in chemistry. This indicated that an effort should be put in increasing adequate smart classrooms across the country to improve the teaching and learning process. Furthermore, other researchers should emphasize on the effect of smart classroom on other units in chemistry. In addition, educational stakeholders should emphasis on the use of smart classroom in instructional activities in education.

scholarly journals DIFICULDADES NO ENSINO E NA APRENDIZAGEM DE QUÍMICA ORGÂNICA DO ENSINO SUPERIOR - ESTUDO DE CASO EM DUAS UNIVERSIDADES FEDERAIS

Química Nova ◽  
2021 ◽  
Author(s):  
Natália Alves ◽  
Fábio Sangiogo ◽  
Bruno Pastoriza
Keyword(s):  
Organic Chemistry ◽  
Higher Education ◽  
Reaction Mechanisms ◽  
Teaching And Learning ◽  
Spatial Visualization ◽  
Learning And Teaching ◽  
Study Case ◽  
Complex Scenario ◽  
Students Success

DIFFICULTIES IN TEACHING AND LEARNING ORGANIC CHEMISTRY IN HIGHER EDUCATION - A CASE STUDY IN TWO FEDERAL UNIVERSITIES. This research investigates difficulties associated to the curricular component Organic Chemistry I based on a study case of Chemistry undergraduate courses (Bachelor and Teachers education) in two Federal Universities in the Brazilian South region. The analytical process integrated official documents of the courses (pedagogic projects, students’ grades), questionnaires, interviews, and researcher’s logbook of classes. Results show that the students’ success in Organic Chemistry I is lower than the sum of failure, unattendance, and temporary cancellation rates altogether in the curricular component offered by the different teachers and institutions studied. A complex scenario is highlighted in relation to factors that affect learning and teaching processes in undergraduate Organic Chemistry courses. The subjects’ responses highlight difficulties related to specific contents, such as conformation and spatial visualization of molecules, stereochemistry, and reaction mechanisms; lack of concepts from High School; and individual habits and characteristics of teachers, students, or both, such as didactics, concentration, and engagement. The results report on the importance of rethinking strategies and methodologies in the context of Organic Chemistry I in Higher Education

scholarly journals SALA DE AULA INVERTIDA NO ENSINO DA QUÍMICA ORGÂNICA: UM ESTUDO DE CASO

Química Nova ◽  
2020 ◽  
Author(s):  
Bruna Silva ◽  
Sebastião Silva Neto ◽  
Bruno Leite
Keyword(s):  
Organic Chemistry ◽  
Nuclear Magnetic Resonance ◽  
Magnetic Resonance ◽  
Contact Time ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Classroom Setting ◽  
Qualitative Nature

FLIPPED CLASSROOM IN TEACHING ORGANIC CHEMISTRY: A CASE STUDY. The flipped classroom is one of the types of rotation model strategies that aim of increasing interaction and personalized contact time between students and teachers in the classroom setting. In this study, we investigated the application of the flipped classroom strategy in two classes of the different semesters in the discipline of Organic Chemistry. The teacher applied this strategy in different ways in order to verify how the flipped classroom can contribute to the teaching and learning process in the content of Nuclear Magnetic Resonance (NMR). The research, of qualitative nature, is a case study being carried out in six steps with the participation of twenty-five students and one teacher. The instruments used for data collection were an investigative questionnaire (applied to students) and a structured interview (carried out with the teacher). The results show that the students had control over their learning, presenting a favorable position for the application of the strategy. In addition, the teacher reported that it was possible to deepen the content of NMR with his students, teaching the class in a different way than he was used to, focusing on doubts (individual and collective), as well as comments regarding the materials produced by him.

scholarly journals A aprendizagem de Química em meio a pandemia de Covid-19, período de 2021

2022 ◽  
Vol 2 (3) ◽  
pp. 266-272
Author(s):  
Gabriela Caroline Kroth ◽  
Bianca Isabel Bender ◽  
Eduardo Augusto Schneider ◽  
Wolmar Alipio Severo Filho ◽  
Jane Herber
Keyword(s):  
Organic Chemistry ◽  
Inorganic Chemistry ◽  
Virtual Learning ◽  
Learning Laboratories

 Este trabalho apresenta um estudo de caso realizado nas disciplinas de Química Geral e Inorgânica, Química Orgânica e Fenômenos Químicos Aplicados que ocorreram no semestre B de 2021 em uma universidade comunitária. As experiências relacionam-se com aulas teóricas e práticas no período da pandemia da Covid-19. Todas elas ministradas pelo mesmo professor. Optou-se por fazer uma descrição dos resultados dos questionamentos realizados aos estudantes em uma roda de conversa. Apresenta-se a descrição dos resultados e ao finalizar a pesquisa percebe-se que os estudantes identificaram algumas fragilidades, principalmente nas aulas práticas realizadas por meio de laboratórios virtuais de aprendizagem, identificam que é uma ferramenta adequada, tratando-se da realidade de aulas remotas, mas entendem que as aulas práticas na modalidade presencial tem o seu devido valor, principalmente se tratando de Química.     This work presents a case study carried out in the disciplines of General and Inorganic Chemistry, Organic Chemistry and Applied Chemical Phenomena that took place in the B semester of 2021 at a community university. The experiences are related to theoretical and practical classes during the Covid-19 pandemic period. All of them taught by the same teacher. It was decided to make a description of the results of the questions asked to students in a conversation circle. The description of the results is presented and, at the end of the research, it is clear that the students identified some weaknesses, especially in practical classes carried out through virtual learning laboratories, identifying that it is an adequate tool, considering the reality of remote classes , but they understand that the practical classes in the presential modality have their due value, especially when it comes to Chemistry.

Appointing a Professor: Reflections on Filling the Chair of Organic Chemistry at the University of Sydney in 1948

2007 ◽  
Vol 18 (1) ◽  
pp. 19
Author(s):  
Ian D. Rae
Keyword(s):  
Organic Chemistry ◽  
Staff Member ◽  
Chemical Research ◽  
Head Of School ◽  
The Past ◽  
Implicit And Explicit ◽  
The University ◽  
Explicit Criteria ◽  
Australian Universities

Chemistry Departments, like other sections of Australian universities, long looked to Britain as the source of their senior appointees. None more so than the University of Sydney, where an attempt to fill the chair of organic chemistry in 1948 went badly awry. The selected candidate, an English chemist with a modest research record but qualities of leadership that were valued by the Head of School at Sydney, Professor Raymond Le Fèvre, at first accepted but then declined the appointment. The main cause for his change of heart was the support in the university, which came to the attention of the popular press, for the appointment of an internal candidate. This was Dr Francis Lions, a graduate of the university and a staff member for two decades who had a strong record of chemical research. Le Fèvre expressed a preference for someone more co-operative than Lions, with whom he had already clashed. The chair remained vacant for several years but was eventually filled by the appointment of an Australian, Arthur Birch. Australian universities at that time were slowly moving to appoint more local candidates to chairs whereas in the past they had almost automatically looked to Britain for their recruits. As well as noting this shift, this account of the 1948 incident also raises questions about the implicit and explicit criteria on which appointments are made and compares the case study with other contentious appointments in a range of disciplines in Australian universities.

Sign in / Sign up

Export Citation Format

Share Document