DOCSLIB.ORG

HISTORICAL ASPECTS of ORGANIC CHEMISTRY TEACHING (On the Example of Chemistry Direction of Higher Educational Institutions)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
HISTORICAL ASPECTS of ORGANIC CHEMISTRY TEACHING (On the Example of Chemistry Direction of Higher Educational Institutions) Journal of Critical Reviews ISSN- 2394-5125 Vol 7, Issue 13, 2020 CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions) Rajabov Khudayor Madrimovich Uzbekistan, Khorasm region, Rajabov Khudayor Madrimovich, Doctor of philosophy (PhD) on pedagogical sciences, Urganch State University E-mail: [email protected] Received: 16.04.2020 Revised: 18.05.2020 Accepted: 13.06.2020 Abstract. The article reveals the historical approach on the teaching of organic chemistry in pedagogical universities. The development of modern trends and general competencies of students on the basis of historical approach, the creation of educational motivation, the focus on independent research and training of creative specialists are the most important directions. In this regard, it is important to improve the technology for organizing the educational process on the basis of historical principles in the system of training future chemistry teachers, to improve the mechanisms on the methodological support, to fulfill the system of competencies and cyclic diagnostics. Keywords: historical approach, organic chemistry, conceptual - historical aspects, professional competence, principle of historicism, methodology, self-improvement, innovation, non-historical, positive attitude, extracurricular activities. © 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/) DOI: http://dx.doi.org/10.31838/jcr.07.13.129 INTRODUCTION Although a number of works have been carried out in this area, The Concept of Sustainable Development, adopted in the world but there is no systematic approach to the application of the until 2030 year, reveals that “achievement of sustainable historical principle in chemistry teaching, there is no special, development has a practical, convenient and sustainable extensive research works, devoted to the problem of the solution that connecting closely to chemistry with other fields general conceptual development of scientific and of science” [1]. In the educational experience of developed methodological aspects of the development of history of world countries, an attention is paid to the development of the chemistry and, therefore, the history of the development of scientific worldview of future chemistry teachers, the chemistry in Uzbekistan. development of their creative thinking on the basis of historical and cultural values, as well as self-improvement in On this basis, the aim of the study is to improve the conceptual the world of new technological advances. This is important in and historical aspects of organic chemistry teaching. strengthening the historical foundations of education and upbringing in the process of chemistry teaching to students, in PROPOSED METHODOLOGY the development of educational materials based on the In the process of research, thanks to the analysis of the works principles of historicism, under increasing professional of scientists who developed didactic principles, it brings competence and conducting independent research works. possibility to conclude that historical materials, related to the dynamics of scientific discoveries on the basis of creative The historical approach to teaching the organic chemistry in activities of scientists, not only affect the quality of education, the world and its purposeful realization, the development of but also educate young people in national pride and a positive modern trends and the general competencies of students on attitude to education. the base of historical approach, the creation of educational motivation, the focus to independent research and training of On the basis of conducted researches, we came to the creative specialists are the most important directions. The conclusion that the history of organic chemistry as a necessary realization of such important tasks through the use of component of learning is expressed in the followings: innovative technologies, the development of professional 1. Introduction of materials on the history of the study of competence among the students, providing of interdisciplinary substances and processes to the educational literature on communication within the framework of the science of organic organic chemistry and its content. chemistry, the integration of science and education, and the 2. To study of the history of nominal reactions. formation of creative thinking on the base of historical data 3. To display of historical events, related to the name of dishes, has a decisive value in solving tasks of improving education. equipment and reagents. 4. Replenishment of textbooks, training and methodological There is a necessity in preferring the priority of trends in the aids with historical data. modern development of education as an integrated system in 5. The realization of historical approaches in the lesson and in the Republic of Uzbekistan, in order to achievement of extracurricular activities. improvement on the basis of historical experience and values, 6. Creation and publication of a series of scientific and radical updating of the system of training teachers, mechanism scientific - popular literatures on the history of organic of development for using modern technological capabilities, chemistry for independent study. based on the historical principle. In the strategy for the further 7. More efficient use of materials, related to the history of development of the Republic of Uzbekistan, “the development organic chemistry for educational purposes [3]. of innovations in education and science, in particularly, the systematic realization of the policy of training highly qualified The methodological basis for the use of historical materials in specialists by taking into account current needs of the labor the teaching of organic chemistry, currently in the educational market” [2] is defined as a priority tasks, in this regard, it is literature on organic chemistry there is a “non-historical” important to improve the technology for organizing the approach. Based on the foregoing, the organizational structure educational process on the basis of historical principles in the of the introduction of educational materials on organic system of training future chemistry teachers, improving the chemistry in the educational process can be represented as mechanisms of methodological support, competency follows (Fig. 1). fulfillment systems and cyclic diagnostics. Journal of critical reviews 731 CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions) CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING Aim: To improve the conceptual and historical aspects of organic chemistry teaching INTRODUCTION THE EDUCATIONAL MATERIALS TO THE EDUCATIONAL PROCESS ON THE BASIS OF HISTORICAL PRINCIPLE Periodization of materials in organic chemistry on the basis of historical and logical principles Gradual introduction of information about the life and discoveries of scientists, who contributed to the development of organic chemistry 1. About 3,000 nominal reactions (for example, the Zinin reaction or Kucherov reaction). 2. Names, “immortalized” in the names of chemical dishes (for example, a Wurz flask or a Soxhlet apparatus). 3. Names, preserved in the names of laboratory equipment (for example, Buchner funnel or Bunsen burner). 4. Names, preserved in laws, theories and rules (for example, the Nernst distribution law, the theory of the chemical structure of Butlerov, Markovnikov’s rules). 5. Names, presented in the formulas (for example: Heworsz or Fischer formula, Kekule formula, etc.). 6. Names, preserved in the names of the substances (for example, Michler's ketone or “oil of Dutch chemists”). 7. Names, preserved in reagents (for example, Felingov liquid or Grignard reagent). 8. Names, immortalized in the names of methods (such as the Andrusov method or Meerwein-Ponndorf-Verley restoration method). 9. Names, related to individual events and phenomena (for example, the Brillstein test, Beckmann rearrangement, Schlenk equilibrium, Schiff bases, drying gun, cooling finger, Beckman condensation, Wurster red). 10. The life and work of scientists, inventors, researchers and science fans. 11. Local materials, related to the history of organic chemistry. FORMS OF EDUCATIONAL MATERIALS TRANSFER ON HISTORICAL PRINCIPLE Lessons Extracurricular activities TECHNOLOGY OF EDUCATION Pedagogical technology Teaching strategy Modular Learning, Collaborative Learning, Didactic Games Cluster, Venn diagram, Logic of thinking Qualities, developing in students on the basis of historical principle Educational motivation, scientific outlook, professional and cultural competence, creativity Fig. 1. Organizational structure of the introduction of educational-methodological materials on organic chemistry in the educational process on the basis of historical principle The methodological basis for the use of historical materials in knowledge, conclusions were made at the end of the lesson, the teaching of organic chemistry is as follows: based on this, recommendations were made for creating 1. Didactic processing of historical materials, their use in developments on each topics (Innovative method “Logic of textbooks, manuals, scientific-popular publications. thoughts” for the meta of “Alkanes” in the section of 2. Periodization of materials on the basis of principle of “Hydrocarbons”, method of “Saw” of joint training for the topic
Load more

Recommended publications
  • Prebiological Evolution and the Metabolic Origins of Life
    Prebiological Evolution and the Andrew J. Pratt* Metabolic Origins of Life University of Canterbury Keywords Abiogenesis, origin of life, metabolism, hydrothermal, iron Abstract The chemoton model of cells posits three subsystems: metabolism, compartmentalization, and information. A specific model for the prebiological evolution of a reproducing system with rudimentary versions of these three interdependent subsystems is presented. This is based on the initial emergence and reproduction of autocatalytic networks in hydrothermal microcompartments containing iron sulfide. The driving force for life was catalysis of the dissipation of the intrinsic redox gradient of the planet. The codependence of life on iron and phosphate provides chemical constraints on the ordering of prebiological evolution. The initial protometabolism was based on positive feedback loops associated with in situ carbon fixation in which the initial protometabolites modified the catalytic capacity and mobility of metal-based catalysts, especially iron-sulfur centers. A number of selection mechanisms, including catalytic efficiency and specificity, hydrolytic stability, and selective solubilization, are proposed as key determinants for autocatalytic reproduction exploited in protometabolic evolution. This evolutionary process led from autocatalytic networks within preexisting compartments to discrete, reproducing, mobile vesicular protocells with the capacity to use soluble sugar phosphates and hence the opportunity to develop nucleic acids. Fidelity of information transfer in the reproduction of these increasingly complex autocatalytic networks is a key selection pressure in prebiological evolution that eventually leads to the selection of nucleic acids as a digital information subsystem and hence the emergence of fully functional chemotons capable of Darwinian evolution. 1 Introduction: Chemoton Subsystems and Evolutionary Pathways Living cells are autocatalytic entities that harness redox energy via the selective catalysis of biochemical transformations.
    [Show full text]
  • Organic Chemistry PEIMS Code: N1120027 Abbreviation: ORGCHEM Number of Credits That May Be Earned: 1/2-1
    Course: Organic Chemistry PEIMS Code: N1120027 Abbreviation: ORGCHEM Number of credits that may be earned: 1/2-1 Brief description of the course (150 words or less): Organic chemistry is an introductory course that is designed for the student who intends to continue future study in the sciences. The student will learn the concepts and applications of organic chemistry. Topics covered include aliphatic and aromatic compounds, alcohols, aldehydes, ketones, acids, ethers, amines, spectra, and stereochemistry. A brief introduction into biochemistry is also provided. The laboratory experiments will familiarize the student with the important laboratory techniques, specifically spectroscopy. Traditional high school chemistry courses focus on the inorganic aspects of chemistry whereas organic chemistry introduces the student to organic compounds and their properties, mechanisms of formations, and introduces the student to laboratory techniques beyond the traditional high school chemistry curriculum. Essential Knowledge and Skills of the course: (a) General requirements. This course is recommended for students in Grades 11-12. The recommended prerequisite for this course is AP Chemistry. (b) Introduction. Organic chemistry is designed to introduce students to the fundamental concepts of organic chemistry and key experimental evidence and data, which support these concepts. Students will learn to apply these data and concepts to chemical problem solving. Additionally, students will learn that organic chemistry is still evolving by reading about current breakthroughs in the field. Finally, students will gain appreciation for role that organic chemistry plays in modern technological developments in diverse fields, ranging from biology to materials science. (c) Knowledge and skills. (1) The student will be able to write both common an IUPAC names for the hydrocarbon.
    [Show full text]
  • Reactions of Alkenes and Alkynes
    05 Reactions of Alkenes and Alkynes Polyethylene is the most widely used plastic, making up items such as packing foam, plastic bottles, and plastic utensils (top: © Jon Larson/iStockphoto; middle: GNL Media/Digital Vision/Getty Images, Inc.; bottom: © Lakhesis/iStockphoto). Inset: A model of ethylene. KEY QUESTIONS 5.1 What Are the Characteristic Reactions of Alkenes? 5.8 How Can Alkynes Be Reduced to Alkenes and 5.2 What Is a Reaction Mechanism? Alkanes? 5.3 What Are the Mechanisms of Electrophilic Additions HOW TO to Alkenes? 5.1 How to Draw Mechanisms 5.4 What Are Carbocation Rearrangements? 5.5 What Is Hydroboration–Oxidation of an Alkene? CHEMICAL CONNECTIONS 5.6 How Can an Alkene Be Reduced to an Alkane? 5A Catalytic Cracking and the Importance of Alkenes 5.7 How Can an Acetylide Anion Be Used to Create a New Carbon–Carbon Bond? IN THIS CHAPTER, we begin our systematic study of organic reactions and their mecha- nisms. Reaction mechanisms are step-by-step descriptions of how reactions proceed and are one of the most important unifying concepts in organic chemistry. We use the reactions of alkenes as the vehicle to introduce this concept. 129 130 CHAPTER 5 Reactions of Alkenes and Alkynes 5.1 What Are the Characteristic Reactions of Alkenes? The most characteristic reaction of alkenes is addition to the carbon–carbon double bond in such a way that the pi bond is broken and, in its place, sigma bonds are formed to two new atoms or groups of atoms. Several examples of reactions at the carbon–carbon double bond are shown in Table 5.1, along with the descriptive name(s) associated with each.
    [Show full text]
  • Che 360: Polymer Chemistry Syllabus
    CHE 360: POLYMER CHEMISTRY SYLLABUS Instructor: Dr. Zachary Rodgers Text: Introduction to Polymer Chemistry (Carraher) Course webpage: Desire2Learn Prerequisites: CHE 262: Organic Chemistry Contact Info: (724)-946-6289 [email protected] Class Time: TR 9:10 – 10:50 am Lab Time: R 2:00 – 5:00 pm Course Overview The word polymer comes from the Greek words “poly”, meaning many, and “mer”, meaning parts. Like the macrostructures we see every day, such as a house built of brick, the larger structures of polymers have very different properties from their smaller chemical building blocks. The uniqueness of polymer properties provide most of the materials we interact with on a regular basis, including our clothes, plastics, paper, adhesives, and even our bodies themselves. Therefore, no education in chemistry would be complete without describing the general properties, synthesis, processing, and function of polymeric materials. This semester long course aims to: Describe how polymer morphology affects a polymer’s overall properties and behavior Teach polymer characterization techniques to determine their structure and size Detail a variety of polymerization mechanisms and their underlying kinetic/thermodynamic characteristics Introduce the practical techniques used to synthesize a wide range of polymeric structures Provide several examples of the industrial processing techniques used to generate consumable polymer products Make connections between material to answer complex and multi-step problems Expose students to literature research in materials and polymer science Grading Grading Weights 10% Homework Assignments (~6 – 8 total) 20% Laboratory Grade 37.5% Exams (3 Tests) 12.5% Student Presentation 20% Final Grading Scale 90 - 100 A 72 – 77 C 88 - 89 B+ 70 – 71 C- 82 – 87 B 68 – 69 D+ 80 – 81 B- 60 – 67 D 78 – 79 C+ < 60 F The scale set in this syllabus is non-negotiable.
    [Show full text]
  • Introduction to Theory of Chemical Reactions
    INTRODUCTION TO THEORY OF CHEMICAL REACTIONS BACKGROUND The introductory part of the organic chemistry course has three major modules: Molecular architecture (structure), molecular dynamics (conformational analysis), and molecular transformations (chemical reactions). An understanding of the first two is crucial to an understanding of the third one. The rest of the organic chemistry course will be largely spent on studying different kinds of reactions and mechanisms. A summary of key concepts follows. 1. MOLECULAR ARCHITECTURE - Basic principles of molecular structure. a) Atomic structure b) Orbitals and hybridization c) Covalent bonding d) Lewis structures and resonance forms e) Isomerism, structural and geometric isomers f) Polarity, functional groups, nomenclature systems g) Three-dimensional structures, stereochemistry, stereoisomers. 2. MOLECULAR DYNAMICS - Basic principles of molecular motion involving rotation around single bonds and no bond breakage. The focus is on conformations and their energy relationships, especially in reference to alkanes and cycloalkanes (conformational analysis). a) Steric interactions b) Torsional strain and Newman projections c) Angle strain in cycloalkanes d) Conformations of cyclohexane and terminology associated with it. 3. MOLECULAR TRANSFORMATIONS - This is the part that comprises the bulk of organic chemistry courses. It is the study of chemical reactions and the principles that rule transformations. There are three major aspects of this module. In organic chemistry I we will focus largely on the first two, and leave the study of synthetic strategy for later. a) Reaction mechanisms - Step by step accounts of how electron movement takes place when bonds are broken and formed, and the conditions that favor these processes (driving forces). An understanding of the basic concepts of thermodynamics and kinetics is important here.
    [Show full text]
  • Organic Chemistry I: Reactions and Overview
    Organic Chemistry I: Reactions and Overview Andrew Rosen Editor: Raghav Malik January 13, 2013 Contents I Library of Synthetic Reactions 3 II Organic Trends and Essentials 4 1 The Basics: Bonding and Molecular Structure 4 1.1 Resonance Stability . 4 2 Families of Carbon Compounds 4 2.1 Strength of London Dispersion Forces (Polarizability) . 4 2.2 Degree of Unsaturation . 4 3 An Introduction to Organic Reactions and Their Mechanisms 4 3.1 Comparing Acid Strengths . 4 4 Nomenclature and Conformations of Alkanes and Cycloalkanes 5 4.1 Ring Flipping . 5 5 Stereochemistry 5 5.1 Naming Enantiomers via the -R and -S System . 5 5.2 Stereochemistry Examples . 6 6 Ionic Reactions - Overview 6 6.1 General Nucleophilic Substitution Reactions . 6 6.2 Carbocation Stability . 6 6.3 Factors Aecting the Rates of SN 1 and SN 2 Reactions . 6 6.4 Elimination Reactions . 7 6.5 Summary . 7 7 Alkenes and Alkynes I - Overview 8 7.1 The E-Z System . 8 7.2 Relative Stabilities of Alkenes . 8 7.3 Factors Aecting Elimination Reactions . 8 7.4 Acid-Catalyzed Dehydration of Alcohols . 8 1 III Reaction Mechanisms 9 8 Ionic Reactions - Mechanisms 9 8.1 The SN 2 Reaction . 9 8.2 The SN 1 Reaction . 10 8.3 The E2 Reaction . 10 8.4 The E1 Reaction . 11 9 Alkenes and Alkynes I - Mechanisms 11 9.1 Acid-Catalyzed Dehydration of Secondary or Tertiary Alcohols: An E1 Reaction . 11 9.2 Acid-Catalyzed Dehydration of Primary Alcohols: An E2 Reaction . 12 9.3 Synthesis of Alkynes from Vic-Dihalides .
    [Show full text]
  • Introduction to Biology. Lecture 6
    Where we are? Origin of life Introduction to Biology. Lecture 6 Alexey Shipunov Minot State University September 5, 2012 Shipunov Introduction to Biology. Lecture 6 Where we are? Origin of life Outline 1 Where we are? 2 Origin of life Molecules of life Primordial living structures Alternatives and amendments to abiogenesis Shipunov Introduction to Biology. Lecture 6 Where we are? Origin of life Outline 1 Where we are? 2 Origin of life Molecules of life Primordial living structures Alternatives and amendments to abiogenesis Shipunov Introduction to Biology. Lecture 6 Where we are? Origin of life Evolution is the fact and research program Given the amount of evidence presented, evolution is a fact Evolution is also an extremely useful, working research program, both in biology and medicine Shipunov Introduction to Biology. Lecture 6 Molecules of life Where we are? Primordial living structures Origin of life Alternatives and amendments to abiogenesis Origin of life Molecules of life Shipunov Introduction to Biology. Lecture 6 Molecules of life Where we are? Primordial living structures Origin of life Alternatives and amendments to abiogenesis Organic chemistry: chemistry of carbon Carbon skeleton And H, O, N, P, S Shipunov Introduction to Biology. Lecture 6 Molecules of life Where we are? Primordial living structures Origin of life Alternatives and amendments to abiogenesis Four types of biomolecules Lipids: hydrophobic Carbohydrates (sugars): multiple −OH groups Amino acids: N + C + O and hydrogen Nucleotides: cycle with nitrogen (heterocycle), sugar and phosphoric acid Shipunov Introduction to Biology. Lecture 6 Molecules of life Where we are? Primordial living structures Origin of life Alternatives and amendments to abiogenesis Organic polymers Polymeric carbohydrates: polysaccharides (like cellulose and starch) Polymeric amino acids: proteins Polymeric nucleotides: nucleic acids (DNA and RNA) Shipunov Introduction to Biology.
    [Show full text]
  • Chapter 1 Organic Molecules and Chemical Bonding
    (4,5,9,11,12/98)(1,9,10/99) Neuman Chapter 1 Chapter 1 Organic Molecules and Chemical Bonding from Organic Chemistry by Robert C. Neuman, Jr. Professor of Chemistry, emeritus University of California, Riverside [email protected] <http://web.chem.ucsb.edu/~neuman/orgchembyneuman/> Chapter Outline of the Book ************************************************************************************** I. Foundations 1. Organic Molecules and Chemical Bonding 2. Alkanes and Cycloalkanes 3. Haloalkanes, Alcohols, Ethers, and Amines 4. Stereochemistry 5. Organic Spectrometry II. Reactions, Mechanisms, Multiple Bonds 6. Organic Reactions *(Not yet Posted) 7. Reactions of Haloalkanes, Alcohols, and Amines. Nucleophilic Substitution 8. Alkenes and Alkynes 9. Formation of Alkenes and Alkynes. Elimination Reactions 10. Alkenes and Alkynes. Addition Reactions 11. Free Radical Addition and Substitution Reactions III. Conjugation, Electronic Effects, Carbonyl Groups 12. Conjugated and Aromatic Molecules 13. Carbonyl Compounds. Ketones, Aldehydes, and Carboxylic Acids 14. Substituent Effects 15. Carbonyl Compounds. Esters, Amides, and Related Molecules IV. Carbonyl and Pericyclic Reactions and Mechanisms 16. Carbonyl Compounds. Addition and Substitution Reactions 17. Oxidation and Reduction Reactions 18. Reactions of Enolate Ions and Enols 19. Cyclization and Pericyclic Reactions *(Not yet Posted) V. Bioorganic Compounds 20. Carbohydrates 21. Lipids 22. Peptides, Proteins, and α−Amino Acids 23. Nucleic Acids **************************************************************************************
    [Show full text]
  • Organic Chemistry to Biochemistry
    page 1 Metabolisn1 Review: Step by Step from Organic Chemistry to Biochemistry Overview: This handout contains a review of the fundamental parts of organic chemistry needed for metabolism. Dr. Richard Feinman Department of Biochemistry Room 7-20, BSB (718) 270-2252 [email protected] STEP-BY-STEP: ORGANIC CHEMISTRY TO NUTRITION AND METABOLISM page 2 CHAPTER O. INTRODUCTION Where we're going. The big picture in nutrition and metabolism is shown in a block diagram or "black box" diagram. A black box approach shows inputs and outputs to a process that may not be understood. It is favored by engineers who are the group that are most uncomfortable with the idea that they don't know anything at all. The black box approach can frequently give ----c02 you some insight because it organizes whatever you do know. For example: ENERGY CELL MA TERIA L 1. Even though the block diagram is very simple, just looking at the inputs and outputs gives us some useful information. il The diagram says animals obtain energy by the oxidation of food to CO2 and water. Although you knew this before, the diagram highlights the fact that understanding biochemistry probably involves understanding oxidation-reduction reactions. 2. The diagram also indicates what might not be obvious: a major part of the energy obtained from oxidation of food is used to make new cell material. Although we think of organisms using energy for locomotion or to do physical work, in fact, most of the energy used is chemical energy. 3. Inside the black boxes in the diagram contain are the (organic) chemical reactions that convert food into energy and cell material.
    [Show full text]
  • Chemistry & Biochemistry
    Chemistry & Biochemistry 1 Chemistry & Biochemistry BS curriculum in Chemistry and BS curriculum in Biochemistry These curricula, approved by the American Chemical Society, prepare students for careers in pure and applied chemistry with a dual emphasis on classroom and laboratory experience. A flexible senior year allows student to tailor the program to individual professional goals. Graduates are prepared to enter the profession immediately or continue for advanced degree programs. The senior research program introduces students to modern advanced techniques and approaches to chemical research in an area of their interest by having them complete an individual research project in conjunction with a faculty adviser. BA curriculum in Chemistry The BA curriculum in Chemistry provides a strong background in chemistry while allowing students to specialize in areas of interest. It is especially well suited for students leaning towards medical sciences while allowing more flexibility than that allowed in the American Chemical Society approved biochemistry curriculum. The program allows for great versatility in the junior and senior years, allowing the curriculum to be tailored to individual goals. The curriculum prepares students for professional careers in chemistry or biochemistry and advanced degree programs in chemistry, biochemistry and medically related fields. Clinical Laboratory Sciences The Division of Clinical Laboratory Sciences has two curricula leading to the degree of bachelor of science in laboratory technology or bachelor of science in medical technology. These curricula prepare students for medical laboratory careers in fields such as public health, bacteriology, environmental testing, industrial quality control, research and forensic science. Graduates may choose to qualify as certified medical technologists, which is accomplished by successfully completing a 12-month training period (rotating hospital internship) in an accredited school of medical technology and passing a national certifying examination.
    [Show full text]
  • Physical Organic Chemistry
    Physical organic chemistry Edited by John Murphy Generated on 24 September 2021, 10:07 Imprint Beilstein Journal of Organic Chemistry www.bjoc.org ISSN 1860-5397 Email: [email protected] The Beilstein Journal of Organic Chemistry is published by the Beilstein-Institut zur Förderung der Chemischen Wissenschaften. This thematic issue, published in the Beilstein Beilstein-Institut zur Förderung der Journal of Organic Chemistry, is copyright the Chemischen Wissenschaften Beilstein-Institut zur Förderung der Chemischen Trakehner Straße 7–9 Wissenschaften. The copyright of the individual 60487 Frankfurt am Main articles in this document is the property of their Germany respective authors, subject to a Creative www.beilstein-institut.de Commons Attribution (CC-BY) license. Physical organic chemistry John A. Murphy Editorial Open Access Address: Beilstein J. Org. Chem. 2010, 6, 1025. WestCHEM, Department of Pure and Applied Chemistry, University of doi:10.3762/bjoc.6.116 Strathclyde, 295 Cathedral Street, Glasgow G1 1XL, U.K Received: 01 November 2010 Email: Accepted: 01 November 2010 John A. Murphy - [email protected] Published: 03 November 2010 Guest Editor: J. Murphy © 2010 Murphy; licensee Beilstein-Institut. License and terms: see end of document. Physical organic chemistry – the study of the interplay between I am privileged to act as Guest Editor for this Thematic Series structure and reactivity in organic molecules – underpins of the Beilstein Journal of Organic Chemistry, and hope that organic chemistry, and we cannot imagine organic chemistry as you enjoy the papers that form this issue. I am grateful to the a subject without knowledge of mechanism and reactivity.
    [Show full text]
  • A Brief History of Chemistry
    A BRIEF HISTORY OF C HEMISTRY by Michael Ridenour A Curriculum Study Research Institute for Waldorf Education Copyright © 2004 by Michael Ridenour All Rights Reserved 1 Chapter Outlines Preface……………………………………………………………………………………4 Origins: The foundation for much of modern thought was laid in the science and philosophy of ancient Egypt and classical Greece. The chapter will compare ancient and modern and address the changes that led from one to the other. In Egypt: the land of Chem, myth and legend, the three “gifts” of Hermes Trismegistus and the doctrine of “as above so below.” The times change but we share a need to understand the nature of substance with older cultures. The science of substance has a dark side: Frank Oppenheimer’s concern during the making of the first atomic bomb and the blind rush to “get this thing to go.” Contrasts in classical and modern thought, deductive and inductive reasoning. Greek philosophy and parallels to modern thought. Medieval alchemy and the Philosopher’s Stone. Paracelsus the man and scientist. The advent of experimental medicine begins to break free of the philosophical school of science. Becher and the last fires of alchemy. Mithridates, saturated with poison. The ever puzzling mystery of fire gives rise to the theory of phlogiston…………………………...9 Transition Theories: The seventeenth century: a time of turmoil, war and the fire of new Ideas lead to the birth of empirical science. Georg Stahl and phlogiston theory, the search for the evidence of things unseen. Problems with the theory. The alkali theory of opposites, shades of Empedocles. But no one knew what an acid was! The qualitative meaning of force and the efforts of the empiricists to do away with the offending word.
    [Show full text]