TCE
    
|
The Chemical Educator
ISSN: 1430-4171 (electronic version)
Abstract Volume 23
(2018) pp 227-230
Connecting Literature, Lecture
and Lab: A Literature-based Laboratory Experience for Organic Chemistry
Students
Sylvia S. Bridges, David R. Goode, and Adam M. Kiefer*
Department of Chemistry, Mercer University, 1501 Mercer University Dr., Macon, GA 31207, Kiefer_AM@mercer.edu
Received September 4, 2018. Accepted October 5, 2018.
Published: 30 October 2018
Abstract. A student’s introduction to the peer-reviewed scientific literature is an important step in their development as a scientist and a citizen. However, many students are only introduced to the literature in upper-level science courses; non-science majors following a pre-health track may never be exposed to peer-review in science. A scaffolded second-semester Organic Chemistry laboratory experience requiring students to read and interpret a peer-reviewed article was developed and implemented. Students learn to convert an entry from an experimental section into a procedure and then synthesize salicylaldehyde phenylhydrazone via a condensation reaction. In a post lab assessment, students calculate the concentration of a Grignard solution using the hydrazone as a stoichiometric indicator. This laboratory experience provides an inexpensive and relevant means of introducing the peer-reviewed literature to undergraduate organic chemistry students, and has been tested by 387 unique Organic Chemistry II students over four semesters.
Key Words: Laboratories and Demonstrations; organic chemistry; hands-on learning; addition reactions; synthesis
(*) Corresponding author. (E-mail: Kiefer_AM@mercer.edu)
Article in PDF format (118 KB) HTML format
Supporting Materials:
The Supporting Material includes Pre-laboratory instructions for students, a pre-laboratory quiz, a post laboratory quiz, student instructions for uploading the laboratory, and representative spectra and notebook pages. (46 KB)
© The Chemical Educator 1996-2024