The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

2019 ◽  
Author(s):  
john andraos
Keyword(s):  
Organic Chemistry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Visual Communication ◽  
Structural Aspect ◽  
Chemical Bonds ◽  
Journal Articles ◽  
Chemistry Instruction ◽  
Individual Reaction ◽  
Training Exercises

<p>An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.</p><br>

scholarly journals The Principle of Conservation of Structural Aspect: Facilitating Visual Communication and Learning in Organic Chemistry Instruction

2019 ◽  
Author(s):  
john andraos
Keyword(s):  
Organic Chemistry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Visual Communication ◽  
Structural Aspect ◽  
Chemical Bonds ◽  
Journal Articles ◽  
Chemistry Instruction ◽  
Individual Reaction ◽  
Training Exercises

<p>An effective pedagogical method is presented for the visual communication of chemical reactions learned in organic chemistry undergraduate courses. The basis for the method is the preservation of the visual aspect of reactant and product structures so that the tracking of cleaved and formed chemical bonds is made self-evident. This consequently leads to improved clarity of presentation and a better understanding and grasp of proposed reaction mechanisms to explain product outcomes. The method is demonstrated for a variety of individual reaction types and synthesis plans. Various visual training exercises are also presented using ChemDraw Ultra 7.0 software and literature table of contents (TOC) graphics appearing in journal articles.</p><br>

Organic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanisms

2015 ◽  
Vol 16 (4) ◽  
pp. 797-810 ◽  
Author(s):  
Mary E. Anzovino ◽  
Stacey Lowery Bretz
Keyword(s):  
Organic Chemistry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Learning Mechanisms ◽  
Specific Chemical ◽  
Chemistry Students ◽  
Specific Chemical Reactions

Organic chemistry students struggle with reaction mechanisms and the electron-pushing formalism (EPF) used by practicing organic chemists. Faculty have identified an understanding of nucleophiles and electrophiles as one conceptual prerequisite to mastery of the EPF, but little is known about organic chemistry students' knowledge of nucleophiles and electrophiles. This research explored the ideas held by second-semester organic chemistry students about nucleophiles and electrophiles, finding that these students prioritize structure over function, relying primarily on charges to define and identify such species, both in general and in the context of specific chemical reactions. Contrary to faculty who view knowledge of nucleophiles and electrophiles as prerequisite to learning mechanisms and EPF, students demonstrated that they needed to know the mechanism of a reaction before they were able to assess whether the reaction involved nucleophiles and electrophiles or not.

scholarly journals Extraction of organic chemistry grammar from unsupervised learning of chemical reactions

2021 ◽  
Vol 7 (15) ◽  
pp. eabe4166
Author(s):  
Philippe Schwaller ◽  
Benjamin Hoover ◽  
Jean-Louis Reymond ◽  
Hendrik Strobelt ◽  
Teodoro Laino
Keyword(s):  
Organic Chemistry ◽  
Neural Networks ◽  
Chemical Synthesis ◽  
Unsupervised Learning ◽  
Chemical Reactions ◽  
Data Driven ◽  
Experimental Task ◽  
Rule Based ◽  
Atom Mapping ◽  
Mapping Information

Humans use different domain languages to represent, explore, and communicate scientific concepts. During the last few hundred years, chemists compiled the language of chemical synthesis inferring a series of “reaction rules” from knowing how atoms rearrange during a chemical transformation, a process called atom-mapping. Atom-mapping is a laborious experimental task and, when tackled with computational methods, requires continuous annotation of chemical reactions and the extension of logically consistent directives. Here, we demonstrate that Transformer Neural Networks learn atom-mapping information between products and reactants without supervision or human labeling. Using the Transformer attention weights, we build a chemically agnostic, attention-guided reaction mapper and extract coherent chemical grammar from unannotated sets of reactions. Our method shows remarkable performance in terms of accuracy and speed, even for strongly imbalanced and chemically complex reactions with nontrivial atom-mapping. It provides the missing link between data-driven and rule-based approaches for numerous chemical reaction tasks.

Data augmentation and transfer learning strategies for reaction prediction in low chemical data regimes

2021 ◽  
Author(s):  
Yun Zhang ◽  
Ling Wang ◽  
Xinqiao Wang ◽  
Chengyun Zhang ◽  
Jiamin Ge ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Deep Learning ◽  
Drug Discovery ◽  
Research And Development ◽  
Learning Strategies ◽  
Transfer Learning ◽  
Chemical Reactions ◽  
Data Augmentation ◽  
Learning Method ◽  
Reaction Prediction

An effective and rapid deep learning method to predict chemical reactions contributes to the research and development of organic chemistry and drug discovery.

Creating Simple, Low Cost, Animations for Organic Chemistry Instruction

1996 ◽  
Vol 1 (5) ◽  
pp. 1-8
Author(s):  
L. KRAIG STEFFEN ◽  
MICHAEL GILL ◽  
J. GUNDERSEN ◽  
JANET E. NELSON
Keyword(s):  
Organic Chemistry ◽  
Low Cost ◽  
Chemistry Instruction

scholarly journals Liquid-phase exfoliated graphene: functionalization, characterization, and applications

2014 ◽  
Vol 5 ◽  
pp. 2328-2338 ◽  
Author(s):  
Mildred Quintana ◽  
Jesús Iván Tapia ◽  
Maurizio Prato
Keyword(s):  
Organic Chemistry ◽  
Liquid Phase ◽  
Chemical Reactions ◽  
Functional Materials ◽  
Atomic Plane ◽  
Graphene Sheets ◽  
Exfoliated Graphene ◽  
Graphene Functionalization ◽  
Chemical Strategies ◽  
Insight Into

The development of chemical strategies to render graphene viable for incorporation into devices is a great challenge. A promising approach is the production of stable graphene dispersions from the exfoliation of graphite in water and organic solvents. The challenges involve the production of a large quantity of graphene sheets with tailored distribution in thickness, size, and shape. In this review, we present some of the recent efforts towards the controlled production of graphene in dispersions. We also describe some of the chemical protocols that have provided insight into the vast organic chemistry of the single atomic plane of graphite. Controlled chemical reactions applied to graphene are expected to significantly improve the design of hierarchical, functional platforms, driving the inclusion of graphene into advanced functional materials forward.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

On the Mechanism of the Stevens Rearrangement

Synthesis ◽  
2019 ◽  
Vol 52 (01) ◽  
pp. 21-26 ◽  
Author(s):  
Daler Baidilov
Keyword(s):  
Organic Chemistry ◽  
Reaction Mechanism ◽  
Reaction Mechanisms ◽  
Computational Results ◽  
Stevens Rearrangement

The reaction mechanism for the Stevens rearrangement is one of the most controversial reaction mechanisms in organic chemistry. This account will address that controversy reviewing the experimental as well as some computational results.1 Introduction2 Evolution of the Mechanistic Knowledge2.1 Stevens (1928)2.2 Stevens (1930)2.3 Stevens (1932)2.4 Campbell (1946)2.5 Hauser (1951)2.6 Kline (1952)2.7 Lepley (1969)2.8 Baldwin (1970)3 Computational Investigations4 [2,3]-Stevens Rearrangement?5 Conclusion

scholarly journals Engaging Health Student in Learning Organic Chemistry Reaction Mechanisms Using Short and Snappy Lightboard Videos

2020 ◽  
Vol 97 (10) ◽  
pp. 3867-3871
Author(s):  
Stephanie S. Schweiker ◽  
Ben K. Griggs ◽  
Stephan M. Levonis
Keyword(s):  
Organic Chemistry ◽  
Reaction Mechanisms

Monitoring of chemical transformations by mass spectrometry

2015 ◽  
Vol 7 (17) ◽  
pp. 6947-6959 ◽  
Author(s):  
Chun-Chi Chen ◽  
Po-Chiao Lin
Keyword(s):  
Mass Spectrometry ◽  
Chemical Reactions ◽  
Reaction Mechanisms ◽  
Chemical Transformations

During the last several decades, mass spectrometry (MS) has rapidly developed as a practical technique that can be used to monitor chemical reactions and investigate reaction mechanisms.

Sign in / Sign up

Export Citation Format

Share Document