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Sendur, G., M. Polat und C. Kazancı. „Does a course on the history and philosophy of chemistry have any effect on prospective chemistry teachers’ perceptions? The case of chemistry and the chemist“. Chemistry Education Research and Practice 18, Nr. 4 (2017): 601–29. http://dx.doi.org/10.1039/c7rp00054e.
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The creative comparisons prospective chemistry teachers make about “chemistry” and the “chemist” may reflect how they perceive these concepts. In this sense, it seems important to determine which creative comparisons prospective teachers make with respect to these and how these can change after the history of chemistry is treated in the classroom. This study seeks to investigate the impact of the basic History and Philosophy of Chemistry course on prospective chemistry teachers’ perceptions towards chemistry and the chemist. The study was conducted during the 2012–2013 academic year at a state university in Turkey with 38 prospective chemistry teachers. A creative comparisons questionnaire and semi-structured interviews were used as data collection instruments in the study. This questionnaire was administered to the prospective teachers in the form of a pre-test, post-test, and retention test. Results of the analysis showed that the prospective teachers produced creative comparisons related to chemistry in the pre-test that mostly relied on their own experiences and observations, but that in the post-test and retention test, their comparisons mostly contained references to the role of chemistry in daily life, its development, and its facilitating aspects. Similarly, it was observed that in the pre-test, the prospective teachers made creative comparisons regarding the chemist that related mostly to the laboratory, but that the post-test and retention test rather contained the aspects of chemists as researchers, meticulous persons, facilitators and managers. Also, 18 prospective teachers were engaged in interviews to understand their prior knowledge about chemistry and the chemist, as well as the reasons for the changes in their creative comparisons. The results of the interviews indicated that a large majority of the prospective teachers were able to fully reflect on their inadequacy about their previous knowledge about “chemistry” and “chemist,” and it was seen that they could explain the reason they changed their creative comparisons as an outcome of the History and Philosophy of Chemistry course. In the light of these results, it can be said that the History and Philosophy of Chemistry course may help prospective chemistry teachers in their perceptions about both chemistry and the chemist and may add depth to their knowledge.
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Ищенко und A. Ishchenko. „To the question about the necessity of descriptive geometry and graphics teaching for chemists and chemistry technologists“. Geometry & Graphics 1, Nr. 2 (25.07.2013): 6–7. http://dx.doi.org/10.12737/776.
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The vital necessity of descriptive geometry and graphic study by students which are training in the specialties of chemist and chemistry technologist is shown. It is concluded that any engineering and scientific creativity in modern chemistry as the science of materials, structural chemistry and chemical dynamics of molecular systems’ interaction process is impossible without the foundations of descriptive geometry, which forms and develops the human spatial thinking. The discovery of conformational transitions in molecules and, in the future, conformational analysis, has predetermined the broad use of descriptive geometry methods in the chemical science. The modern chemistry’s state analysis is leading to conclusion that at present time the descriptive geometry is needed in the educational program of modern chemist and chemistry technologist.
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E. Mohamed, Musa. „Computational Reaction Mechanism Study of the Elimination of 2-pentanone“. Trends Journal of Sciences Research 2, Nr. 3 (30.09.2015): 104–9. http://dx.doi.org/10.31586/chemistry.0203.04.
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Hassan, Refat, und Samia Ibrahim. „Orientation on Electron-Transfer Nature for Oxidation of Some Water-Soluble Carbohydrates: Kinetics and Mechanism of Hexacholroiridate (IV) Oxidation of Methyl Cellulose in Aqueous Perchlorate Solutions“. Trends Journal of Sciences Research 4, Nr. 2 (01.02.2019): 68–79. http://dx.doi.org/10.31586/chemistry.0402.04.
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Badamasi, Hamza, und Muhammad Saminu Dagari. „Responses of Hydroponically Grown Sorghum (Sorghum bicolor L.M) to Zinc (Zn) Stress“. Trends Journal of Sciences Research 4, Nr. 3 (24.06.2019): 111–20. http://dx.doi.org/10.31586/chemistry.0403.04.
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Maar, Juergen Heinrich. „Martin Heinrich Klaproth (1743-1817), a Great, Somewhat Forgotten, Chemist“. Substantia 7, Nr. 2 (03.07.2023): 161–78. http://dx.doi.org/10.36253/substantia-2125.
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For various reasons, some of them linked to the evolution of the historiography of Chemistry, many recognized and important chemists in their time – and in ours, because of the legacy they left – are relegated to some degree of oblivion. One of these chemists, dead just over 200 years ago, is Martin Heinrich Klaproth (1743-1817), a key figure in the transition from phlogiston theory to Lavoisier’s new chemistry and one of the creators of modern analytical chemistry, an empiricist who discovered many elements and polymorphism, author of remarkable chemical and mineralogical analyses and creator of archaeometry. This article presents the life, training and scientific production of a great, but less remembered, chemist, crossing the frontiers of Chemistry in many cases.
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Ghibaudi, Elena. „Levi’s Periodic System vs. Mendeleev’s Periodic System: two engaged views of chemistry between science and literature“. Pure and Applied Chemistry 91, Nr. 12 (18.12.2019): 1941–47. http://dx.doi.org/10.1515/pac-2019-0604.
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Abstract A comparison between the figures of Levi and Mendeleev is proposed, based on their peculiar ways of conceiving their professional role of chemist, their life experiences, their achievements and their thought. The Weltanschauung of these two figures, despite their having lived in distinct historical periods and their belonging to distinct cultures, was deeply influenced by the fact of being chemists: chemistry was – for both of them – a tool for interpreting the world around them and acting effectively in it. The chemistry Levi talks about in his writings is not just a narrative pretext: it is part of his vision of the world and a means of survival in the hellish context of the extermination camp. Similarly, Mendeleev’s idea of chemistry was always related to the life context and the human condition: this explains his pedagogical concerns and the attention payed to social, economic and cultural issues typical of his time. Both Levi and Mendeleev were chemists for whom chemistry was a means of civil engagement. Their writings show that chemistry was a source of inspiration for their ethics.
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Bera, Smritilekha, und Dhananjoy Mondal. „Click-Chemistry-Assisted Alteration of Glycosaminoglycans for Biological Applications“. SynOpen 07, Nr. 02 (Juni 2023): 277–89. http://dx.doi.org/10.1055/s-0040-1720072.
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AbstractThis short review describes the assistance of click chemistry in the chemical modification of glycosaminoglycans. Through an alkyne-azide 1,3-dipolar cycloaddition reaction, the chemically and physiologically stable triazole unit connects glycosaminoglycans with other labelled or attached functionalities. The synthesized glycosaminoglycan (GAG) conjugates act as drug carriers, forming hydrogels or nanohydrogels for localized drug delivery or injectable GAGs and so on. These are used in research on antithrombotic agents, protein binding, and hepatocyte growth factors, as well as in mechanistic studies of glycosaminoglycans biosynthesis and wound healing.1 Introduction2 Synthetic Modification of GAGS3 Click Chemistry4 Modification of GAGS Applying Click Chemistry5 Conclusions6 Abbreviations
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Franzini, Raphael M., und Titas Deb. „The Unique Bioorthogonal Chemistry of Isonitriles“. Synlett 31, Nr. 10 (20.03.2020): 938–44. http://dx.doi.org/10.1055/s-0039-1690849.
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The isocyano group is the structurally most compact bioorthogonal group known. It reacts with tetrazines under physiological conditions and has great potential for widespread use in the biosciences. In this account, we highlight the unique properties of the isocyano group as a bioorthogonal functionality. Protecting group chemistry based on the reaction of isonitriles and tetrazines that allows releasing payloads is a particular focus of the article. We further discuss the atypical steric attractions that take place in the transition state of the reaction between isonitriles and tetrazines, which result in an increase in the rate of the reaction with steric bulk of the tetrazine substituents. These findings will open up new possibilities in bioorthogonal chemistry where reactivity and stability are simultaneously desired.1 Introduction2 The Isocyano Group: A Structurally Compact Group for Bioorthogonal Chemistry3 Bioorthogonal Protecting Group Chemistry4 Steric Attractions in the Transition State Accelerate the Cycloaddition of Isonitriles and Tetrazines5 Reactions of Tetrazines and Isonitriles are Compatible with Biomolecules and Living Organisms6 Conclusions
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de Berg, Kevin Charles. „The significance of the origin of physical chemistry for physical chemistry education: the case of electrolyte solution chemistry“. Chem. Educ. Res. Pract. 15, Nr. 3 (2014): 266–75. http://dx.doi.org/10.1039/c4rp00010b.
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Physical Chemistry's birth was fraught with controversy, a controversy about electrolyte solution chemistry which has much to say about how scientific knowledge originates, matures, and responds to challenges. This has direct implications for the way our students are educated in physical chemistry in particular and science in general. The incursion of physical measurement and mathematics into a discipline which had been largely defined within a laboratory of smells, bangs, and colours was equivalent to the admission into chemistry of the worship of false gods according to one chemist. The controversy can be classified as a battle betweendissociationistson the one hand andassociationistson the other; between theEuropeanson the one hand and theBritishon the other; between theionistson the one hand and thehydrationistson the other. Such strong contrasts set the ideal atmosphere for the development of argumentation skills. The fact that a compromise position, first elaborated in the late 19th century, has recently enhanced the explanatory capacity for electrolyte solution chemistry is challenging but one in which students can participate to their benefit.
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Clark, Timothy, und Martin G. Hicks. „Models of necessity“. Beilstein Journal of Organic Chemistry 16 (13.07.2020): 1649–61. http://dx.doi.org/10.3762/bjoc.16.137.
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The way chemists represent chemical structures as two-dimensional sketches made up of atoms and bonds, simplifying the complex three-dimensional molecules comprising nuclei and electrons of the quantum mechanical description, is the everyday language of chemistry. This language uses models, particularly of bonding, that are not contained in the quantum mechanical description of chemical systems, but has been used to derive machine-readable formats for storing and manipulating chemical structures in digital computers. This language is fuzzy and varies from chemist to chemist but has been astonishingly successful and perhaps contributes with its fuzziness to the success of chemistry. It is this creative imagination of chemical structures that has been fundamental to the cognition of chemistry and has allowed thought experiments to take place. Within the everyday language, the model nature of these concepts is not always clear to practicing chemists, so that controversial discussions about the merits of alternative models often arise. However, the extensive use of artificial intelligence (AI) and machine learning (ML) in chemistry, with the aim of being able to make reliable predictions, will require that these models be extended to cover all relevant properties and characteristics of chemical systems. This, in turn, imposes conditions such as completeness, compactness, computational efficiency and non-redundancy on the extensions to the almost universal Lewis and VSEPR bonding models. Thus, AI and ML are likely to be important in rationalizing, extending and standardizing chemical bonding models. This will not affect the everyday language of chemistry but may help to understand the unique basis of chemical language.
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C. Mirabueno, Dolores. „The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders“. Clinical Case Reports and Studies 3, Nr. 5 (23.11.2023): 1–10. http://dx.doi.org/10.59657/2837-2565.brs.23.081.
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Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE strategy as science process skills, as cognitive thinking skills in performing experiments, and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.
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Mirabueno, Dolores C., und Edwehna Elinore S. Paderna. „The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders“. International Journal of Studies in Education and Science 5, Nr. 4 (19.07.2024): 390–403. http://dx.doi.org/10.46328/ijses.106.
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Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.
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Kaur, Navjeet. „Photochemical Reactions for the Synthesis of Six-Membered O-Heterocycles“. Current Organic Synthesis 15, Nr. 3 (27.04.2018): 298–320. http://dx.doi.org/10.2174/1570179414666171011160355.
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Background: The chemists have been interested in light as an energy source to induce chemical reactions since the beginning of the scientific chemistry. This review summarizes the chemistry of photochemical reactions with emphasis of their synthetic applications. The organic photochemical reactions avoid the polluting or toxic reagents and therefore offer perspectives for sustainable processes and green chemistry. In summary, this review article describes the synthesis of a number of six-membered O-heterocycles. Objective: Photochemistry is indeed a great tool synthetic chemists have at their disposal. The formation of byproducts was diminished under photochemical substrate activation that usually occurred without additional reagents. Photochemical irradiation is becoming more interesting day by day because of easy purification of the products as well as green chemistry. Conclusion: This review article represents the high applicability of photochemical reactions for organic synthesis and research activities in organic photochemistry. The synthesis of heterocyclic molecules has been outlined in this review. Traditional approaches require expensive or highly specialized equipment or would be of limited use to the synthetic organic chemist due to their highly inconvenient approaches. Photochemistry can be used to prepare a number of heterocycles selectively, efficiently and in high yield.
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Whittingham, M. Stanley. „Materials in the Undergraduate Chemistry Curriculum“. MRS Bulletin 15, Nr. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.
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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.
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Duffus, John H., und Howard G. J. Worth. „Toxicology and the environment: An IUPAC teaching program for chemists“. Pure and Applied Chemistry 78, Nr. 11 (01.01.2006): 2043–50. http://dx.doi.org/10.1351/pac200678112043.
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Increasingly, chemists are faced with legislation requiring assessment of hazard and risk associated with the production, use, and disposal of chemicals. In addition, the general public are concerned about the dangers that they hear may result from the widespread use of chemicals. They look to the chemist for explanations and assume that chemists understand such matters. When they discover that chemists are often ignorant of the potential of chemicals to cause harm, their confidence in the profession is lost and chemophobia may result. In 1993, IUPAC agreed on a joint project between the Toxicology Commission and the Committee on Teaching of Chemistry to address the issue of the teaching of toxicology in the chemistry curriculum. Part of the project was a distance learning program, which is available through the Internet and on CD.1 The program currently consists of seven modules, one of which deals specifically with environmental toxicology. The contents of each unit will be explained as each has some input into environmental matters and green/sustainable chemistry. The program is aimed at teacher and student alike, and each module has self-assessment exercises at the end of the module. Additionally, there is material on health and safety, ethical matters, and a case study of the use of dichlorodiphenyltrichloroethane (DDT).
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Rosenfeld, Louis. „Clinical Chemistry Since 1800: Growth and Development“. Clinical Chemistry 48, Nr. 1 (01.01.2002): 186–97. http://dx.doi.org/10.1093/clinchem/48.1.186.
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Abstract The 19th and 20th centuries witnessed the growth and development of clinical chemistry. Many of the individuals and the significance of their contributions are not very well known, especially to new members of the profession. This survey should help familiarize them with the names and significance of the contributions of physicians and chemists such as Fourcroy, Berzelius, Liebig, Prout, Bright, and Rees. Folin and Van Slyke are better known, and it was their work near the end of the second decade of the 20th century that brought the clinical chemist out of the annex of the mortuary and into close relationship with the patient at the bedside. However, the impact on clinical chemistry and the practice of medicine by the 1910 exposé written by Abraham Flexner is not as well known as it deserves to be, nor is the impetus that World War I gave to the spread of laboratory medicine generally known. In the closing decades of the 20th century, automated devices produced an overabundance, and an overuse and misuse, of testing to the detriment of careful history taking and bedside examination of the patient. This is attributable in part to a fascination with machine-produced data. There was also an increased awareness of the value of chemical methods of diagnosis and the need to bring clinician and clinical chemist into a closer partnership. Clinical chemists were urged to develop services into dynamic descriptions of the diagnostic values of laboratory results and to identify medical relevance in interpreting significance for the clinician.
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Nesměrák, Karel, und Radek Chalupa. „Marcel Proust: In Search of Chemistry in His Work. The Author and His Great Chemical Novel“. Chemické listy 116, Nr. 6 (10.06.2022): 348–57. http://dx.doi.org/10.54779/chl20220348.
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The article analyzes the use of chemistry as a means of communication and imagination in the writings of the famous French writer Marcel Proust (1871−1922). The oldest work in which Proust uses chemistry is the unfinished novel Jean Santeuil from 1895−1900. The author demonstrated a remarkable knowledge of the possibilities of analytical chemistry, including spectral analysis, and drew attention to the risk of morphine addiction. In a collection of texts Pastiches et mélanges from 1919, Proust describes the period Lemoine's affair with the alleged production of artificial diamonds (unrealizable at that time), in which the name of the French chemist and Nobelist Henri Moissan (1852−1907) also appeared. However, we find the greatest representation of chemistry in his life's work, the novel À la recherche du temps perdu (In Search of Lost Time). Proust – walking in the footsteps of Johann von Goethe – literally created a great chemical novel. First, we analyze the chemical nature of the so-called Proust phenomenon based on the sensory effect of substances on memory. We identify the volatile organic compounds that are responsible for the effect in the novel. Next, we note all references to chemistry and chemists as such, including alchemy. Third, we observe how the writer masterfully used chemical phenomena and concepts as a metaphorical means to express the feelings and motives of the actions of the novel's characters. Fourth, we provide an annotated overview of chemicals that are introduced in the novel as drugs: acetylsalicylic acid, aminophenazone, atropine, barbital, caffeine, quinine, cocaine, ethanol, morphine, opium, pepsin, phenol, trional, veronal. Proust's personal experience with them is demonstrated by the remarkable details about their effects mentioned in the novel. Finally, we mention the reception of Proust's work by chemists. In addition to reading for pleasure, Proust's work can also play an important communication and inspirational role in chemistry teaching in schools, as well as in the education of the public, and thus help to manage chemophobia. At the same time, it can further strengthen the identity of chemists as an essential part of human culture.
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Raman, K. V. „Some Features of Java Language Illustrated through Examples from Chemistry“. Mapana - Journal of Sciences 1, Nr. 2 (03.07.2003): 22–56. http://dx.doi.org/10.12723/mjs.2.5.
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Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Some examples presented in this these languages are Program to calculate reduced mass of homo diatomic or hetero diatomic Program to calculate the molecular weight of a tetra atomic system ABCD Program to calculate NMR frequencies of spin 1/2 nuclei only Program to calculate NMR and ESR frequencies The examples presented in Java 2 are Program to calculate unit cell dimension of a crystal Program to generate the chair form and boat form of cyclohexane. The examples presented in this monograph will help researchers in theoretical chemistry and organic chemistry to develop their own software.
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Teleshov, Sergei V., und Elena V. Teleshova. „SOME NOMINAL NAMES IN THE SCHOOL COURSE OF ORGANIC CHEMISTRY: REACTIONS, RULES, FORMULAS, DEVICES“. Natural Science Education in a Comprehensive School (NSECS) 22, Nr. 1 (15.04.2016): 129–39. http://dx.doi.org/10.48127/gu/16.22.129.
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The motivation of students is a very complex problem. This article may help to solve some of the problems for teaching students. Chemical experiment is a very powerful tool for motivation in the hands of the teachers in Chemistry. The personal history of chemists in combination with the history of discovery of different chemical reactions and instruments can attract the interest of stu-dents making a valuable contribution to the knowledge about cultural heritage of their country and the entire chemical community. An interesting fact is that a traditional conference for teaching in Chemistry take place in Portugal (the University of Lisbon) where the specialists gather together to perform experiments of the chemist Alexander Borodin and play music written by Alexander Bo-rodin. They know that it is the same person! Who knows, perhaps equipped with the entire arsenal of teaching tools we grow at least one student from our pupils. Let's immerse them into the world of Chemistry for our common good. Key words: history of chemistry, chemical reactions, devices titles, learning motivation, learner's creativity.
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Ware, Sylvia A. „Teaching chemistry from a societal perspective“. Pure and Applied Chemistry 73, Nr. 7 (01.07.2001): 1209–14. http://dx.doi.org/10.1351/pac200173071209.
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Chemistry and chemical technology contribute to the quality of life on this planet in many areas: health, nutrition, agriculture, transportation, materials and energy production, and industrial development. Chemistry is at its most useful to society when chemists and non-chemists with decision-making responsibilities work with mutual understanding to address the chemistry-related issues facing their communities. Thus, it would seem obvious that all who study chemistry should learn about the interactions of chemistry and society as an integral part of their classroom instruction. However, historically, the tendency worldwide has been to include societal content in chemistry courses only at the lower secondary level. This is changing. This paper explores instructional materials developed by the American Chemical Society that place chemistry in its societal context for high school and college students. This includes a discussion of green chemistry materials that introduce students to the concepts associated with developing environmentally benign processes and products.
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Buckle, Derek R., Paul W. Erhardt, C. Robin Ganellin, Toshi Kobayashi, Thomas J. Perun, John Proudfoot und Joerg Senn-Bilfinger. „Glossary of terms used in medicinal chemistry. Part II (IUPAC Recommendations 2013)“. Pure and Applied Chemistry 85, Nr. 8 (31.07.2013): 1725–58. http://dx.doi.org/10.1351/pac-rec-12-11-23.
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The evolution that has taken place in medicinal chemistry practice as a result of major advances in genomics and molecular biology arising from the Human Genome Project has carried with it an extensive additional working vocabulary that has become both integrated and essential terminology for the medicinal chemist. Some of this augmented terminology has been adopted from the many related and interlocked scientific disciplines with which the modern medicinal chemist must be conversant, but many other terms have been introduced to define new concepts and ideas as they have arisen. In this supplementary Glossary, we have attempted to collate and define many of the additional terms that are now considered to be essential components of the medicinal chemist’s expanded repertoire.
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Johnson, Jeffrey Allan. „The Case of the Missing German Quantum Chemists“. Historical Studies in the Natural Sciences 43, Nr. 4 (November 2012): 391–452. http://dx.doi.org/10.1525/hsns.2013.43.4.391.
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This paper discusses factors limiting the development of a modern, quantum-based chemistry in Nazi Germany. The first part presents a case study of industrial research in Nazi Germany that suggests the delayed introduction of space-filling molecular models into structural analysis and synthesis in industrial organic chemistry, almost a decade after their invention by a German physicist. Was this symptomatic of a broader pattern of neglect of quantum chemistry in Nazi Germany? To answer this question this paper examines the origins of such models, and their appearance (or not) in selected textbooks and monographs dealing with problems in the interdisciplinary borderland between the physical and organic dimensions of chemistry. While it appears that those on the physical side were more comfortable with such models than those on the organic side, it is also clear that even a theoretically unsophisticated organic chemist could learn to use these models effectively, without necessarily understanding the intricacies of the quantum chemistry on which they were based. Why then were they not better integrated into mainstream chemical education? To this end the second part discusses three phases (pre-1933, 1933–38, 1939–43) of the broader scientific, institutional, and political contexts of efforts to reform or “modernize” chemical education among many groups in Germany, particularly through the Association of Laboratory Directors in German Universities and Colleges, the autonomous group that administered the predoctoral qualifying examination (Association Examination) for chemistry students until its dissolution in 1939 by the Education Ministry and the establishment of the first official certifying examination and associated title for chemists, the Diplom-Chemiker (certified chemist). Continuing debates modified the examination in 1942–43, but given the limitations imposed by the political and wartime contexts, and the need to accelerate chemical training for the purposes of industrial and military mobilization, the resulting chemical education could not produce students adequately trained in the modern physical science emerging elsewhere in the world. Quantum chemists remained missing in action in Nazi Germany.
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Dembinski, Roman, und Vadim Soloshonok. „Featured Reviews in Organic Chemistry“. Molecules 28, Nr. 16 (09.08.2023): 5975. http://dx.doi.org/10.3390/molecules28165975.
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BAUM, RUDY M. „A Chemist's Tribute To Chemistry“. Chemical & Engineering News 73, Nr. 50 (11.12.1995): 61–62. http://dx.doi.org/10.1021/cen-v073n050.p061.
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Verma, Hemant, Jyoti Singh und Sarita Passey. „PYTHON PROGRAM FOR STRUCTURE AND MOLECULAR FORMULA OF ORGANIC COMPOUNDS: AN ALTERNATIVE THEORETICAL APPROACH“. RASAYAN Journal of Chemistry 17, Nr. 04 (2024): 1460–72. http://dx.doi.org/10.31788/rjc.2024.1748848.
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A chemist always desires the automation of a chemistry laboratory as it reduces their workload by minimizing the time, energy, and effort. Automation when coupled with artificial intelligence is the need in today’s era as it gives more flexibility and power to the chemist. Using computer programs for a large number of such operations would further ease out these tasks as the desired objectives may be achieved with the click of a mouse. In this research article, the Python program has been used to arrive at the empirical and molecular formulas of some compounds. Python code has also been written for some compounds and their 2D and 3D structures drawn henceforth. With the introduction of Python language at the undergraduate level, this paper would allow chemistry students to make use of Python in organic chemistry as well. As a result, the chemistry students will be able to use the Python program for verification and classroom-based structure determination of various organic compounds. The students thus gain access and become equipped with computational skills that will be helpful in the modern world and can utilize the Python code as an alternative theoretical approach for these operations. While Python provides valuable computational tools, integrating thematic chemistry and new methodologies is crucial for advancing structural analysis. This approach enhances the depth and applicability of theoretical models beyond basic calculations. This paper is a perfect amalgamation of computer programming with organic chemistry and is an attempt to equip the chemists to do the above-mentioned operations theoretically from their desks.
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Sherburn, Michael. „Introduction to Supramolecular Chemistry By Helena Dodziuk“. Australian Journal of Chemistry 55, Nr. 5 (2002): 357. http://dx.doi.org/10.1071/ch02004_br.
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Introduction to Supramolecular ChemistryBy Helena DodziukKluwer Academic Publishers, The Netherlands.December 2001, 364 pp.ISBN 1402002149Hardcover, 82.00 GBP.Introduction to Supramolecular Chemistry by Dr Helena Dodziuk of the Institute of Physical Chemistry, Polish Academy of Sciences, is a broad summary of chemical aspects of supramolecular science. * Dr Michael Sherburn is a senior lecturer in organic chemistry at the School of Chemistry, the University of Sydney.
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Kauzlarich, Susan M. „Special Issue: Advances in Zintl Phases“. Materials 12, Nr. 16 (11.08.2019): 2554. http://dx.doi.org/10.3390/ma12162554.
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Zintl phases have garnered a great deal of attention for many applications. The term “Zintl phase” recognizes the contributions of the German chemist Eduard Zintl to the field of solid-state chemistry. While Zintl phases were initially defined as a subgroup of intermetallic phases where cations and anions or polyanions in complex intermetallic structures are valence satisfied, the foundational idea of electron counting to understand complex solid-state structures has provided insight into bonding and a bridge between solid-state and molecular chemists. This Special Issue, “Advances in Zintl Phases”, provides a collage of research in the area, from solution to solid-state chemistry.
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Julius, Judith kinya. „Enhancement of Chemistry Self-efficacy of Students using Computer Aided Instruction among Secondary School Learners in Kenya“. International Journal for Innovation Education and Research 6, Nr. 8 (31.08.2018): 79–90. http://dx.doi.org/10.31686/ijier.vol6.iss8.1119.
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Chemisrty self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of computer aided instruction (CAI) on Chemisrty self-efficacy of students as compared toconventional methods(CM). The study adopted solomon Four-Group, Non-equivalent Control Group Design which emphasises Quasi-Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively samlped and randomly assigned as either Experimental Groups or Control Groups. The students of experimental groups were taught chemisrty through CAI while the control groups were taught using Conventional Methods on the topics "the structure of the Atom, the periodic table and chemical families" for six weeks. Data was colected using students self-efficacy questionnaire(SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance (ANOVA) were used to analyse the data. The study revealed that the students taught through Computer aided instruction obtained significantly higher chemisrty self-efficacy scores than the students taught using conventional methods. Further, the study revealed that girls obtained higher self-efficacy scores than thier counterpart boys when taught using CAI. Thus, Chemistry teachers should adopt CAI in thier teaching to help in enhancing Chemisrty self-efficacy of students, and by extention enhance performance in Chemistry.
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Movsisyan, M., E. I. P. Delbeke, J. K. E. T. Berton, C. Battilocchio, S. V. Ley und C. V. Stevens. „Taming hazardous chemistry by continuous flow technology“. Chemical Society Reviews 45, Nr. 18 (2016): 4892–928. http://dx.doi.org/10.1039/c5cs00902b.
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Flow chemistry allows chemists to tackle unexploited challenges, with the ultimate objective making chemistry more accessible for laboratory and industrial applications, avoiding the need to store and handle toxic, reactive and explosive reagents. This review covers the latest and most relevant developments in the field of continuous flow chemistry.
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Sharp, Lucy. „Collaboration and education: vital elements in chemistry“. Impact 2020, Nr. 4 (13.10.2020): 68–69. http://dx.doi.org/10.21820/23987073.2020.4.68.
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There are organisations around the world that promote excellence in chemistry, while funding bodies harness chemistry's potential to improve lives. Together, such bodies provide the impetus for chemistry researchers and industry to help solve societal challenges.
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Kawashima, Takayuki. „Heteroatom chemistry in Asia: Past, present, and future“. Pure and Applied Chemistry 85, Nr. 4 (09.02.2013): 683–99. http://dx.doi.org/10.1351/pac-con-12-08-06.
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The contribution of Asian chemists to the International Conference on Heteroatom Chemistry (ICHAC) meetings, several topics in low- and high-coordination main group element chemistry mainly in Japan, and our contributions to heteroatom chemistry are described. Other important compounds from other countries will also be presented.
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Atkins, Peter. „Elements of Education“. Chemistry International 41, Nr. 4 (01.10.2019): 4–7. http://dx.doi.org/10.1515/ci-2019-0404.
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Abstract The periodic table was born in chemical education and thrives there still. Mendeleev was inspired to create his primitive but pregnant table in order to provide a framework for the textbook of chemistry that he was planning, and it has remained at the heart of chemical education ever since. It could be argued that the education of a chemist would be almost impossible without the table; at least, chemistry would remain a disorganized heap of disconnected facts. Thanks to Mendeleev and his successors, by virtue of the periodic table, chemical education became a rational discussion of the properties and transformations of matter. I suspect that the educational role of the periodic table is its most important role, for few research chemists begin their day (I suspect) by gazing at the table and hoping for inspiration, but just about every chemistry educator uses it as a pivot for their presentation.
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Abu Zarga, Musa H. „Preface“. Pure and Applied Chemistry 83, Nr. 9 (01.01.2011): iv. http://dx.doi.org/10.1351/pac20118309iv.
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It was a great honor for the University of Jordan to organize the 11th Eurasia Conference on Chemical Sciences (EuAsC2S-11), which was held at the Dead Sea, Jordan from 6 to 10 October 2010.The main objective of the Eurasia Conferences is to give young chemists and graduate students from developing countries the opportunity to meet and interact with eminent scientists from all over the world.The theme of the 11th Eurasia Conference, “ChemistryCares”, underlines the role of chemistry in society and the responsibility of chemists to improve our lives.The scientific program featured 12 plenary lectures, 108 invited lectures, 36 oral presentations, and more than 100 poster presentations. The topics covered the following major themes:Natural Products ChemistryPharmaceutical Chemistry and Drug DesignBioorganic ChemistryOrganic SynthesisHeterocyclic ChemistryBioinorganic and Inorganic ChemistryCoordination ProgrammingMaterials Science and NanochemistryRenewable Energy and Water ResearchPhysical and Computational ChemistryAnalytical ChemistryElectrochemistryMolecular Aspects of Liquids and SolutionsEducational ChemistryIn addition, there were 4 workshops, 5 panel discussions, and 5 scientific exhibitions.The conference was attended by 630 participants from 59 countries. Many of the participants were young chemists from Jordan and other developing countries who had the opportunity to meet and interact with prominent scientists from around the world, including three Nobel laureates.We are grateful to all who contributed to the success of the conference, especially the speakers and the national and international sponsors.Musa H. Abu ZargaConference Editor
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Wang, Zixiao, Feichen Cui, Yang Sui und Jiajun Yan. „Radical chemistry in polymer science: an overview and recent advances“. Beilstein Journal of Organic Chemistry 19 (18.10.2023): 1580–603. http://dx.doi.org/10.3762/bjoc.19.116.
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Radical chemistry is one of the most important methods used in modern polymer science and industry. Over the past century, new knowledge on radical chemistry has both promoted and been generated from the emergence of polymer synthesis and modification techniques. In this review, we discuss radical chemistry in polymer science from four interconnected aspects. We begin with radical polymerization, the most employed technique for industrial production of polymeric materials, and other polymer synthesis involving a radical process. Post-polymerization modification, including polymer crosslinking and polymer surface modification, is the key process that introduces functionality and practicality to polymeric materials. Radical depolymerization, an efficient approach to destroy polymers, finds applications in two distinct fields, semiconductor industry and environmental protection. Polymer chemistry has largely diverged from organic chemistry with the fine division of modern science but polymer chemists constantly acquire new inspirations from organic chemists. Dialogues on radical chemistry between the two communities will deepen the understanding of the two fields and benefit the humanity.
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Syahidul Shidiq, Ari, Sri Yamtinah und Hayuni Retno Widarti. „Chemistry teacher and pre-service chemistry teacher views: Can social media be used as chemistry learning media?“ Jurnal Pendidikan Kimia 15, Nr. 2 (30.08.2023): 148–54. http://dx.doi.org/10.24114/jpkim.v15i2.43359.
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Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. As a product of 21st-century technology, social media can be used as chemistry learning media. Therefore, this study aims to investigate the views of chemistry teachers and pre-service chemistry teachers toward the potential use of social media as chemistry learning media. The Purposed-designed survey method that involved 76 chemistry teachers and 109 pre-service chemistry teachers as respondents was used in this study. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of the survey conducted, it is known that during online and offline chemistry learning, respondents are accustomed to using YouTube as chemistry learning media. In addition, Instagram is the social media most widely owned by pre-service chemistry teachers, while Facebook is the social media most commonly owned by chemistry teachers. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With this long screen time not used for learning, it can be a promising opportunity to use social media as chemistry learning media. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.
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Togni, Antonio. „What is Philosophy of Chemistry and Why is it Important“. CHIMIA 77, Nr. 5 (31.05.2023): 353. http://dx.doi.org/10.2533/chimia.2023.353.
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Chemistry is a science fundamentally characterized by the ability of making its own study objects. Chemistry's unique sign language and representations of structural formulas are highly predictive tools. These aspects, together with the richness of qualitative models, make chemistry highly attractive for philosophical studies. However, philosophy of chemistry is, within the philosophy of science, a still relatively young discipline.
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Lutsik, Vladimir I., Alexander E. Sobolev und Denis S. Isaev. „REGIONAL EDUCATIONAL PROJECTS AS MEANS OF RAISING LEVEL OF UNIVERSITY ENTRANTS IN CHEMISTRY“. IZVESTIYA VYSSHIKH UCHEBNYKH ZAVEDENIY KHIMIYA KHIMICHESKAYA TEKHNOLOGIYA 61, Nr. 6 (06.06.2018): 103. http://dx.doi.org/10.6060/tcct.20186106.5689.
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In this article, the possibilities of a regional professional community of subject teachers to promote the intellectual development of schoolchildren and the formation of the common educational space “school – university” are demonstrated on the example of the Association of chemistry teachers and lecturers of Tver region. In order to achieve these goals, the Association annually conducts numerous regional open competitions, and each of them is completely free for students and their teachers. The aim of the competition “The World of Chemistry” is creating a public catalog of training presentations. The competition is held in twenty one categories (presentations on the educational topics, “Names in the history of chemistry”, “Scientists-chemists of Tver region”, “Chemical book of records”, “Chemistry and other Sciences”, “Chemistry of the future”, etc.); 997 nominations in all. Contests “Original problem” and “Chemical games store” are aimed at finding out the best authors of tasks, quizzes, and didactic games in chemistry as well as at the popularization of the Olympic movement. The selected collections of learning materials are published at the end of each contest. In order to identify and support gifted students, every year the Association of chemistry teachers and lecturers of the Tver region conducts the Regional Olympiad “Khimonya” (in Russian it is a diminutive and funny form of “Young Chemist”) for everyone wishing schoolchildren. This Olympiad is very popular. So, in 2017, more than 430 students from 16 municipalities attended this intellectual competition. The winners of “Khimonya” receive invitations to free classes at the Summer school of the Olympic reserve, which is annually organized by the Tver Association of chemistry teachers. It is shown that the activation of extracurricular activities of schoolchildren by involving them to participate in regional educational projects results to the increase in the education level of school leavers and quality of their knowledge in chemistry.Forcitation:Lutsik V.I., Sobolev A.E., Isaev D.S. Regional educational projects as means of raising level of university entrants in chemistry. Izv. Vyssh. Uchebn. Zaved. Khim. Khim. Tekhnol. 2018. V. 61. N 6. P. 103-108
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Novalita, Lidya. „The Importance of Principal Academic Supervision in Improving Chemistry Learning“. PPSDP International Journal of Education 1, Nr. 1 (11.06.2022): 176–84. http://dx.doi.org/10.59175/pijed.v1i1.14.
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The purpose of this study is to find out the role of academic supervision of the principal in improving the quality of chemistry learning at SMA Negeri 2 Kayuagung. The data sources in this study are the Principal and the chemistry teacher. This research use qualitative methods. Data Collection Techniques: Observation, Interview, Documentation. Data Analysis Techniques: 1) data reduction, 2) data presentation and 3) Data verification. The results showed that the principal had played a role in improving the quality of chemistrys learning through academic supervision obtained from the results of interviews with principals and chemistrys teachers at SMA Negeri 2 Kayuagung. This research has never been done before by researchers because this research that had done before only focus on the result of supervision such as productivities outcomes not quality or performance , and this research contributes to school principals to improve the work environment and motivate and improve the quality of chemistry learning.
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TATE, ROBERT L. „SOIL CHEMISTRY: THE ULTIMATE CHEMIST'S CHALLENGE“. Soil Science 161, Nr. 12 (Dezember 1996): 811. http://dx.doi.org/10.1097/00010694-199612000-00001.
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Mihucz, Victor. „Analytical Chemistry is like the Fruit of an Apple Tree“. Brazilian Journal of Analytical Chemistry 10, Nr. 42 (03.01.2024): 1–2. http://dx.doi.org/10.30744/brjac.2179-3425.editorial.vgmihucz.n42.
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Analytical chemistry is deeply rooted in Europe. It started with the work of Liebig and Fresenius, among others. Then Kirchhoff, as father of spectroscopy, contributed to the development of the modern instrumental analysis techniques flourishing today. As soon as I started learning analytical chemistry at university, I fell in love with it. At that time, I could not explain why I wanted to become an analytical chemist. Having gained experience teaching and performing research in analytical chemistry, I know now that I am attracted to it because this branch of chemistry is what an apple means to an apple tree - the fruit of a myriad of results in fundamental research in chemistry, always offering solutions to real life problems. I always wanted to become an analyst and to work at the analytical chemistry department where I studied. One year ago, my life drastically changed at the institute when I was invited to apply to lead the analytical chemistry department where I have been working since 2007. I must admit that I had mixed feelings in the beginning. First of all, I was honored that my colleagues in the department fully expressed their support. At the same time, I was confused and scared. I felt that I am not the right person to lead a department with a history of almost 120 years, that I had no clear vision of what could I do for my colleagues and for the students choosing our department. However, I wanted to express my gratitude to my colleagues for their trust in me. In my application, I advocated to maintain the high-quality teaching of analytical chemistry at the department and offered to implement challenge-based learning for students choosing our department. In past years, I felt that the raison d'être of analytical chemistry departments as single entities would soon end. My colleagues working in other fields such as biology, geography and geology, pharmacy and medicine, all purchased instrumental analytical equipment and started performing research by themselves. Recently, analytical chemistry departments underwent important organizational and structural changes. Some of them disappeared, others incorporated into their name environmental chemistry, food chemistry, or biochemistry. Recent advances in instrumental analysis create the impression that conducting chemical analysis is an easy task that no longer requires the expertise of chemists devoted to this branch of chemistry. However, there is still a lot of work to do, especially in the field of organic analytical chemistry. Thanks to innovations in mass spectrometry and related techniques, infrared spectroscopy, miniaturization (lab-on-chips) and sensors, ultra trace analysis, green methodologies, and elemental speciation, analytical chemistry is experiencing a second Golden Era. In last year alone, I was surprised by the ever-increasing number of chemistry bachelor and major students knocking on my door asking me to provide them with analytical chemistry-related research topics. That led me to contact faculty working at the other institutes offering cooperation with the arsenal of our instruments to widen the research topic choices in our department, advocating that we should unite and complement our efforts to create synergies. Surprisingly, the response of those colleagues was very positive. In one year, I could almost double the number of research topics for diploma work in our department. This is something that makes me happy and optimistic. I am confident that the development of analytical methods together with proper sampling and sample preparation are still important and crucial steps to produce high quality and reliable results. Moreover, participation of analytical chemists in these tasks is indispensable. The recent success of the Brazilian Journal of Analytical Chemistry achieving an impact factor of 0.7 makes me also think that analytical method development has still a bright future ahead. Long live Analytical Chemistry! Long live Brazilian Journal of Analytical Chemistry!
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Williams, Ian H. „Physical Organic Chemistry in the 21st Century: A Q1 Progress Report“. Chemistry International 44, Nr. 2 (01.04.2022): 10–13. http://dx.doi.org/10.1515/ci-2022-0203.
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Abstract In 1997, a collection of twenty personal perspectives from eminent chemists was published in Pure and Applied Chemistry to mark the centenary of physical organic chemistry [1]. This Symposium in Print, entitled Physical Organic Chemistry in the 21st Century (POC21C), was organized by the IUPAC Commission on Physical Organic Chemistry, which was chaired at that time by Tom Tidwell, who contributed a historical prologue in which he suggested Stieglitz’s 1899 proposal of carbocations as reaction intermediates as (unwittingly) having given birth to the discipline. The principal authors were Edward Arnett, Daniel Bellus, Ron Breslow, Fulvio Cacace, Jan Engberts, Marye Anne Fox, Ken Houk, Keith Ingold, Alan Katritzky, Ed Kosower, Meir Lahav, Teruaki Mukaiyama, Oleg Nefedov, George Olah, John Roberts, Jean-Michel Savéant, Helmut Schwarz, Andrew Streitwieser, Frank Westheimer, and Akio Yamamoto. Tidwell noted that, whereas they were not all known as physical organic chemists, yet they had all used the tools of this discipline in their work and were able to comment upon the utility of physical organic chemistry for the practice of other areas of chemistry as well. The theme that ran through all the essays was that the future of the field lay in an interdisciplinary approach, that physical organic chemists would use all the tools available to them, and that they would not be fettered to narrow views.
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Hiebert, Erwin N. „Discipline Identification in Chemistry and Physics“. Science in Context 9, Nr. 2 (1996): 93–119. http://dx.doi.org/10.1017/s0269889700002362.
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The ArgumentDuring the nineteenth century, physicists and chemists, using different linguistic modes of expression, sought to describe the world for different purposes; thus, both disciplines gradually were nudged toward demarcation and self-image identification. In the course of doing so the rich complexity of the empire of chemistry was born. The essential challenge was closely connected with analysis, synthesis, and chemical process: learning the art of watching substances change and making substances change. Pursued in theory-poor and phenomenology-rich contexts chemistry nevertheless made itself intellectually, professionally, societally, and industrially creditable and attractive. The developing links between physics and chemistry are examined in this paper from the perspective of the discipline of chemistry more specifically than from the side of physics. Chemists came to believe that essentially physics was no more than mechanics. All else belonged to the domain of chemistry.Not before the last decades of the century were firm collaborative links and genuine reciprocity fostered between physics and chemistry, and then primarily on account of the common utility of scientific research tools. At a more fundamental level physics and chemistry, in contradistinction to all the other natural sciences, experienced partial overlap and convergence because of unique mutual reliance on the construction of systems each according to its own theoretical conceptions. Still amalgamation was unthinkable. Eventually physical chemistry was loosened from chemistry in the same way that, somewhat later, chemical physics was emancipated from physics. The intrinsic messiness of chemistry, one might suggest, tends more readily to foster Bohr's opinion that “there is no rock bottom to the study of nature,” rather than Einstein's view that “we can realistically, ultimately, put it all together.”
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BOANTZA, VICTOR D., und OFER GAL. „The ‘absolute existence’ of phlogiston: the losing party's point of view“. British Journal for the History of Science 44, Nr. 3 (02.02.2011): 317–42. http://dx.doi.org/10.1017/s000708741000155x.
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AbstractLong after its alleged demise, phlogiston was still presented, discussed and defended by leading chemists. Even some of the leading proponents of the new chemistry admitted its ‘absolute existence’. We demonstrate that what was defended under the title ‘phlogiston’ was no longer a particular hypothesis about combustion and respiration. Rather, it was a set of ontological and epistemological assumptions and the empirical practices associated with them. Lavoisier's gravimetric reduction, in the eyes of the phlogistians, annihilated the autonomy of chemistry together with its peculiar concepts of chemical substance and quality, chemical process and chemical affinity. The defence of phlogiston was the defence of a distinctly chemical conception of matter and its appearances, a conception which reflected the chemist's acquaintance with details and particularities of substances, properties and processes and his skills of adducing causal relations from the interplay between their complexity and uniformity.
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Das, Ananya, Abir Sadhukhan, Soumallya Chakraborty, Somenath Bhattacharya, Dr Amitava Roy und Dr Arin Bhattacharjee. „Role of Green Chemistry in Organic Synthesis and Protection of Environment“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 12 (31.12.2022): 1850–53. http://dx.doi.org/10.22214/ijraset.2022.48373.
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Abstract: Nowadays green chemistry plays a vital role in organic chemistry. It minimizes the effect and use of hazardous substances on the environment and human health. The main goal of green chemistry is to use of green solvents (PEG, water, acetone, alcohol) eliminate the toxicity, uses of small quantity of catalyst and minimize the potential for chemical accident during work. Green chemistry is one type of chemistry where main focus is to eliminate or minimize the hazards by applying suitable process and raw materials. So it is more effective to pharmacists or chemists for avoiding this bad impact on human health, environment. Green chemistry also known as sustainable chemistry. Green chemistry is always interesting matter to pharmacists as well as chemists for synthesis pharmaceutical products. Green chemistry brings a new path for synthesizing safer chemical products. For manufacturing pharmaceutical products by using green chemistry, there have many criteria or methods that should be followed for synthesis chemical products during manufacturing condition. Some of these are prevention waste, Atom economy, less hazardous chemical syntheses, designing safer chemicals, safer solvents, design for more energy efficient chemical, use of renewable feed stocks, reduce derivatives in any compounds, catalysis, design for degradation, real time analysis for pollution prevention, inherently safer for accident prevention, etc. These methods should be considerable before synthesized chemical products by applying green chemistry for eliminating or minimizing hazardous in chemical products during synthesis.
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Olivero, Roberto. „The pharmaceutical chemist Juan José Olivero, reference of uruguayan science and the pharmaceutical industry“. Anales de la Real Academia Nacional de Farmacia 89, Nr. 89(03) (30.09.2023): 387–94. http://dx.doi.org/10.53519/analesranf.2023.89.03.10.
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Pharmaceutical chemist (doctor) Juan José Olivero Muñoz (Buenos Aires, 1921-Montevideo, 1993) was one of the outstanding professionals in the uruguayan pharmaceutical teaching and industry. He worked as a technician in the laboratories Athena; EMAR (Eduardo Márques Castro S. A.) and Dispert. A specialist in antibiotics, he also developed different products. He studied chloromycetin, publishing in Annals of the Uruguayan Chemistry anf Pharmacy Association and Chemical Abstracts. He was author of papers on hydrotropization in pharmaceutical technology; chemical titration of diphenhydramine hydrochloride elixir and solvotropization of steroid hormones. He wrote several chapters of the encyclopedia Theoretical and practical Pharmacotechnics, a reference text. He was president of the Uruguayan Chemistry and Pharmacy Association and was a professor and advisor of the Faculty of Chemistry in several subjects, mainly Pharmacotechnics. From 1966 until his death, he was a member of the Royal National Academy of Pharmacy (Spain), an honor to which few chemists had access in our country. After his death, he was recognized as one of the leading figures of the profession in Uruguay.
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Adams, Freddy, und Mieke Adriaens. „The metamorphosis of analytical chemistry“. Analytical and Bioanalytical Chemistry 412, Nr. 15 (17.12.2019): 3525–37. http://dx.doi.org/10.1007/s00216-019-02313-z.
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AbstractDefining analytical chemistry as the measurement of isolated compositional features in a selected study object ignores the unique perspective that analytical chemists bring to twenty-first century science and society. In this feature article, we will discuss some of the existing preconceptions and misinterpretations of analytical chemistry that occur at present and will tackle them from the more up-to-date perspective of science in the Big Data Era. This will place their influence in context while simultaneously enlarging the scope of the discipline analytical chemistry to its well-deserved prevalent position in present-day science and technology.
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Priyambodo, Erfan, und Safira Wulaningrum. „Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning“. International Journal of Evaluation and Research in Education (IJERE) 6, Nr. 4 (01.12.2017): 295. http://dx.doi.org/10.11591/ijere.v6i4.10772.
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<p>Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry’s teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers’ assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School’ students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.</p>
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Kong, Lingbing, und Chunming Cui. „Perspective on Organoboron Chemistry“. Synlett 32, Nr. 13 (04.03.2021): 1316–22. http://dx.doi.org/10.1055/a-1405-7012.
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AbstractOrganoboron compounds play prominent roles in structural, synthetic, and materials chemistry because boron atoms can feature electrophilic, ambiphilic, or nucleophilic character. This perspective briefly describes the most recent progress in organoboron chemistry, focusing on new boron molecules and their applications that have attracted great interest from main-group chemists. The research hotspots arising from these pioneering results are also discussed.1 Introduction2 Diboron Reagents3 Boryl Anions4 Borylenes5 Nucleophilic or Ambiphilic Boron-Containing N-Heterocycles6 Conclusions and Outlook
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Bundle, David R. „Raymond Urgel Lemieux. 16 June 1920 – 22 July 2000“. Biographical Memoirs of Fellows of the Royal Society 48 (Januar 2002): 251–73. http://dx.doi.org/10.1098/rsbm.2002.0014.
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Raymond Lemieux was one of the outstanding chemists of the second half of the twentieth century. During the four decades from 1950 onwards he dominated the field of carbohydrate chemistry. His rare and special degree of insight into chemical problems resulted in numerous seminal discoveries and observations that influenced organic chemistry extensively, and provided the area of carbohydrate chemistry—and its associated subjects—with extremely significant conceptual and experimental tools. His work was a determining factor in converting this field from an academic specialization into one of great practical importance in chemistry, biology and medicine. His influential role was recognized when, with 21 world-renowned chemists, he was invited by the American Chemical Society to write his autobiography. The highly engaging series of books, Profiles, pathways and dreams , documents the development of modern organic chemistry through the research careers of chemists who made fundamental contributions to organic chemistry over many decades of research. Lemieux's contribution, Explorations with sugars. How sweet it was , is an excellent account of his research from 1946 to 1990 (50)*.