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Zeitschriftenartikel zum Thema „Organic Chemistry“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Januar 2025

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1

Mulyanti, Sri, Atik Rahmawati und Ulfa Lutfianasari. „IMPLICATION OF MINI PROJECT ORGANIC CHEMISTRY EXPERIMENTS FOR IMPROVING ORGANIC CHEMISTRY CONCEPT“. EDUSAINS 13, Nr. 2 (30.12.2021): 129–37. http://dx.doi.org/10.15408/es.v13i2.16879.

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IMPLICATION OF MINI PROJECT ORGANIC CHEMISTRY EXPERIMENTS FOR IMPROVING ORGANIC CHEMISTRY CONCEPTAbstractOrganic Chemistry Practice is one of the courses in the chemical education department that must be taken by pre-service teacher of chemistry, still lack of mastery of students on organic chemistry concepts, requiring lecturers to be able to design the experiment in such a way so as to increase mastery of the concept of organic chemistry students in Organic Chemistry Practice. This study aims to apply the mini project model to the Organic Chemistry Practice so that it is expected to increase students' mastery of concepts in organic chemistry. The research was conducted using quantitative methods, its measuring conceptual change from the students from N-gain score. The results showed that there was an increase in students' mastery of concepts based on the% N-gain obtained. The majority of students are at a high criterion with% N-Gain> 70. The t test shows the significance of the implementation of the mini project model to increase students' mastery of concept concepts.AbstrakRendahnya penguasaan mahasiswa terhadap konsep-konsep kimia organik, menuntut pengajar untuk dapat mendesain praktikum sedemikian rupa, sehingga dapat meningkatkan penguasaan konsep kimia organik mahasiswa pada Praktikum Kimia Organik. Penelitian ini bertujuan untuk menerapkan model mini project pada Praktikum Kimia Organik sehingga diharapkan dapat meningkatkan penguasaan konsep mahasiswa pada materi kimia organik. Penelitian dilakukan dengan metode kuantitatif, yakni mengukur hasil tes penguasaan konsep mahasiswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan penguasaan konsep mahasiswa berdasarkan hasil %N-Gain yang diperoleh. Mayoritas mahasiswa berada pada kriteria tinggi dengan %N-Gain > dari 70. Uji t menunjukkan signifikansi pelaksanaan model mini project terhadap peningkatan penguasaan konsep mahasiswa.

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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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Sagan, C., W. R. Thompson und B. N. Khare. „Titan's Organic Chemistry“. Symposium - International Astronomical Union 112 (1985): 107–21. http://dx.doi.org/10.1017/s007418090014642x.

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Voyager discovered nine simple organic molecules in the atmosphere of Titan. Complex organic solids, called tholins, produced by irradiation of simulated Titanian atmosphere are consistent with measured properties of Titan from ultraviolet to microwave frequencies, and are the likely main constituents of the observed red aerosols. The tholins contain many of the organic building blocks central to life on Earth. At least 100 m and possibly kms thickness of complex organics have been produced on Titan during the age of the solar system, and may exist today as submarine deposits beneath an extensive ocean of simple hydrocarbons.

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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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Mijin, Dusan, und Slobodan Petrovic. „Microwaves in organic chemistry and organic chemical“. Chemical Industry 59, Nr. 9-10 (2005): 224–29. http://dx.doi.org/10.2298/hemind0510224m.

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The usual way of applying heat to a chemical reaction is the use of a Bunsen burner, an oil or some other type of bath, or an electric heater. In inorganic chemistry, microwave technology has been used since the late 1970s while it has been implemented in organic chemistry since the mid-1980s. Microwave heating has been used in the food industry for almost fifty years. The shorter reaction times and expanded reaction range that is offered by microwave technology are suited to the increased demands in industry. For example, there is a requirement in the pharmaceutical industry for a higher number of a novel chemical entities to be produced, which requires chemists to employ a number of resources to reduce time for the production of compounds. Also, microwaves are used in the food industry, as well as in the pyrolysis of waste materials, sample preparation, the solvent extraction of natural products and the hydrolysis of proteins and peptides.

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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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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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Stankus, Tony. „Organic Chemistry“. Serials Librarian 27, Nr. 2-3 (08.04.1996): 171–80. http://dx.doi.org/10.1300/j123v27n02_15.

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9

Wood, E. J. „Organic chemistry“. Biochemical Education 23, Nr. 1 (Januar 1995): 44. http://dx.doi.org/10.1016/0307-4412(95)90196-5.

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Fox, Marye Anne. „A Perspective on Organic Chemistry: Physical Organic Chemistry“. Journal of Organic Chemistry 74, Nr. 22 (20.11.2009): 8497–509. http://dx.doi.org/10.1021/jo901731t.

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11

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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TKACHUK, H. „METHODOLOGY OF TEACHING ORGANIC CHEMISTRY TO CHEMISTS-TECHNOLOGISTS AT A CLASSICAL UNIVERSITY“. ТHE SOURCES OF PEDAGOGICAL SKILLS, Nr. 33 (20.08.2024): 223–31. http://dx.doi.org/10.33989/2075-146x.2024.33.310083.

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This work presents a methodology concept of teaching organic chemistry at classical universities, which is based on learning technology using the psychological and pedagogical principles of the present days. The purpose of the article is the theoretical and methodical substantiation of the peculiarities of teaching organic chemistry to chemists-technologists at a classical university. In order to achieve the specified goal, the following tasks were fulfilled: educational and methodological bases were developed for organization of the organic chemistry learning process, taking into account the implementation of the Strategy for the Development of Higher Education in Ukraine for 2022–2032. The work developed theoretical and methodical features of organic chemistry teaching to chemists-technologists with a systematic approach. Namely, it was shown that organic chemistry is a science in which the specific language of chemical symbols occupies the most important place among other branches of chemistry. In organic chemistry, due to the largest number of organic substances – the subject of this science, the chemical language, that is, the nomenclature of these compounds, from a methodological point of view, is almost the most complicated. Successful mastering of organic chemistry is impossible without mastering modern theories of the structure and reactivity of organic compounds, as well as without explaining the mechanisms of chemical reactions. The transformation of theoretical information into developed skills and abilities takes place as a result of conducting a laboratory workshop in organic chemistry, which takes place in organic chemistry laboratories using the methods of educational laboratory workshop and methods of organic synthesis. The process of teaching organic chemistry at a classical university with a systemic approach correlates with elements of learning technology. The material of this article is also based on the educational and methodological developments of the author. The research presented in this article relates to the development of methodological and theoretical foundations of teaching organic chemistry at a classical university for preparing applicants for the Educational and Professional Program 161 Chemical Technologies and Engineering. The results of such studies can be useful for development of an educational and methodological complex in the subject for bachelors of both chemical and non-chemical specialties.

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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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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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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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Eliel, Ernest J. „Organic chemistry The last fifty years“. Educación Química 10, Nr. 2 (30.08.2018): 79. http://dx.doi.org/10.22201/fq.18708404e.1999.2.66489.

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<div>The first question the reader might ask Why only organic chemistry? and why only the second half of the 20th century? One answer is to say that 1 am an organic chemist and that, since my independent career started in 1948, 1 arn a professional witness only to what happened in the second half of this century. But there are more cogent answers to the two questions. Were 1 to try to cover al1 of chemistry of the entire century with its many advances, for example in chemical instrumentation, this article would become entirely unwieldy.</div><div> </div>

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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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AKIYOSHI, Kazunari. „Organic Chemistry and Polymer Chemistry“. Kobunshi 54, Nr. 4 (2005): 248–49. http://dx.doi.org/10.1295/kobunshi.54.248.

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Schreck, James O. „Enhancing interest in organic chemistry. Part II. Organic chemistry squares: A game for reviewing organic chemistry“. Journal of Chemical Education 69, Nr. 3 (März 1992): 233. http://dx.doi.org/10.1021/ed069p233.2.

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Meng, Yan-Ping, Shi-Meng Wang, Wan-Yin Fang, Zhi-Zhong Xie, Jing Leng, Hamed Alsulami und Hua-Li Qin. „Ethenesulfonyl Fluoride (ESF) and Its Derivatives in SuFEx Click Chemistry and More“. Synthesis 52, Nr. 05 (09.12.2019): 673–87. http://dx.doi.org/10.1055/s-0039-1690038.

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The sulfur(VI) fluoride exchange reaction (SuFEx), developed by Sharpless and co-workers in 2014, is a new category of click reaction that creates molecular connections with absolute reliability and unprecedented efficiency through a sulfur(VI) hub. Ethenesulfonyl fluoride (ESF), as one of the most important sulfur(VI) hubs, exhibits extraordinary reactivity in SuFEx click chemistry and organic synthesis. This review summarizes the chemical properties and applications of ESF in click chemistry, organic chemistry, materials science, medicinal chemistry and in many other fields related to organic synthesis.1 Introduction2 Chemical Transformations of ESF3 Chemical Transformations of 2-Arylethenesulfonyl Fluorides4 Novel SuFEx Reagents Derived from ESF5 Applications of ESF Derivatives in Medicinal Chemistry6 Applications of ESF Derivatives in Materials Science7 Conclusion

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Ramli, Munasprianto. „ANALYSING THE LEVEL OF ORGANIC CHEMISTRY ANXIETY OF PRE-SERVICE EDUCATION STUDENTS“. EDUSAINS 12, Nr. 2 (05.12.2020): 196–202. http://dx.doi.org/10.15408/es.v12i2.17504.

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ANALISIS TINGKAT KECEMASAN KIMIA ORGANIK MAHASISWA PRA JASA PENDIDIKANAbstractSeveral studies have reported that poor performance of organic chemistry among students has been attributed partly to organic chemistry anxiety. The purpose of this study is to investigate the level of organic chemistry anxiety among chemistry education students. Sequential explanatory mixed methods approach employed in the study. Due to COVID-19 Pandemic, 142 pre-service education students from four universities were chosen using the convenience sampling technique. The questionnaires were distributed to the participants using google form. This quantitative data generation was followed by a semi-structured interview with 2 students from each university. Quantitative data gathered were analyzed using descriptive statistics meanwhile qualitative data from interviews were analyzed using thematic analysis. The results show that 5.63% of students have low anxiety, 81.69% of students have moderate anxiety levels, while 12.68% of students have high anxiety levels. On average the anxiety level of chemistry education students is at a moderate level with a score was 62. According to students, this anxiety was influenced by the complexity of organic chemistry lesson materials, lecturer strategies in teaching organic chemistry, and their previous knowledge of chemistry. Further study should be carried out to analyze the factors that influence students’ anxiety.AbstrakSejumlah penelitian telah melaporkan bahwa buruknya performa mahasiswa pada mata kuliah kimia organik berkaitan dengan kecemasan mereka terhadap kimia organik. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan mahasiwa Pendidikan Kimia terhadap perkuliahan Kimia Organik. Pendekatan metode campuran eksplanatori sekuensial digunakan dalam penelitian ini. Akibat Pandemi COVID-19, sebanyak 142 mahasiswa Pendidikan kimia dari empat universitas dengan menggunakan teknik convenience sampling. Kuisioner dibagikan kepada peserta menggunakan google form. Penyebaran kuesioner ini dilanjutkan dengan wawancara semi struktur dengan 2 mahasiswa dari masing-masing universitas. Data kuantitatif yang terkumpul dianalisis menggunakan statistik deskriptif sedangkan data kualitatif dari wawancara dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan 5,63% siswa memiliki tingkat kecemasan rendah, 81,69% siswa memiliki tingkat kecemasan sedang, sedangkan 12,68% siswa memiliki tingkat kecemasan tinggi. Rata-rata tingkat kecemasan mahasiswa pendidikan kimia berada pada tingkat sedang dengan skor 62. Menurut mahasiswa, kecemasan ini dipengaruhi oleh kompleksitas materi pelajaran kimia organik, strategi dosen dalam pembelajaran kimia organik dan pengetahuan sebelumnya tentang kimia. Studi lebih dapat dilakukan untuk menganalisis faktor-faktor yang mempengaruhi kecemasan siswa.

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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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Postnikov, Pavel S., Marina Trusova, Ksenia Kutonova und Viktor Filimonov. „Arenediazonium salts transformations in water media: Coming round to origins“. Resource-Efficient Technologies, Nr. 1 (30.06.2016): 36–42. http://dx.doi.org/10.18799/24056529/2016/1/37.

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Aromatic diazonium salts belong to an important class of organic compounds. The chemistry of these compounds has been originally developedin aqueous media, but then chemists focused on new synthetic methods that utilize reactions of diazonium salts in organic solvents. However, according to the principles of green chemistry and resource-efficient technologies, the use of organic solvents should be avoided. This review summarizes new trends of diazonium chemistry in aqueous media that satisfy requirements of green chemistry and sustainable technology.

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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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25

Rahmawati, Helda, und Ratna Kartika Irawati. „Analisis Kebutuhan Bahan Ajar Kimia Organik yang Berorientasi Higher Order Thinking Skills“. Edukasi: Jurnal Pendidikan 21, Nr. 1 (11.06.2023): 68–82. http://dx.doi.org/10.31571/edukasi.v21i1.5323.

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AbstrakTujuan penelitian untuk menganalisis kebutuhan bahan ajar Kimia Organik yang berorientasi higher order thinking skills. Penelitian yang dilakukan termasuk penelitian kuantitatif deskriptif dengan populasi penelitian sebanyak 19 orang mahasiswa Tadris Kimia UIN Antasari angkatan 2018. Teknik sampel yang digunakan adalah sampel jenuh. Alat pengumpulan data menggunakan angket dan dokumentasi. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa: mahasiswa sulit memahami materi Kimia Organik dengan tepat; mahasiswa sulit menemukan sumber belajar yang berhubungan dengan Kimia Organik; bahan ajar yang digunakan saat pembelajaran Kimia Organik kurang menarik dan tidak kontekstual; bahan ajar Kimia Organik yang digunakan tidak mendukung mahasiswa untuk menemukan konsep sendiri; serta bahan ajar yang digunakan tidak membantu meningkatkan higher order thinking skills. Berdasarkan hasil penelitian, disimpulkan bahwa semua responden menyatakan perlunya dikembangkan bahan ajar Kimia Organik yang membuat lebih aktif dan membantu meningkatkan keterampilan berpikir tingkat tinggi. AbstractThe research aimed to analyze the needs for Organic Chemistry teaching materials that are oriented to higher order thinking skills. The research method used descriptive quantitative research with a research population was 19 of Tadris Chemistry students at UIN Antasari class of 2018. The sampling technique used a saturated sample. Data collection tools used questionnaires and documentation. Data were analyzed descriptively. The results showed that: it was difficult for students to understand Organic Chemistry material correctly; it was difficult for students to find learning resources related to Organic Chemistry; teaching materials used when learning Organic Chemistry were less interesting and not contextual; Organic Chemistry teaching materials used do not support students to find their own concepts; and the teaching materials used do not help improve higher order thinking skills. Based on the research results, it was concluded that all respondents stated the need to develop Organic Chemistry teaching materials that make them more active and help improve higher order thinking skills.

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Mori, Kenji. „Preface“. Current Organic Chemistry 1, Nr. 2 (Juli 1997): i. http://dx.doi.org/10.2174/1385272801666220121151733.

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The first Bioorganic Chemistry issue of Current Organic Chemistry comprises four chapters written by experts in various fields of bioorganic chemistry. They range from phytochemistry (Marner) to marine chemical ecology (Fusetani). Chemo-enzymatic (Takayama and Wong) and biomimetic (Lasterra-Sanches and Roberts) approaches in organic chemistry are now very popular among synthetic chemists and these two reviews illustrate the uniqueness of the two approaches. I hope you will enjoy reading these reviews in modern bioorganic chemistry. I thank all the contributors for their participation.

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Ohrui, Hiroshi. „Geometrical Organic Chemistry“. Journal of Synthetic Organic Chemistry, Japan 78, Nr. 6 (01.06.2020): 638–41. http://dx.doi.org/10.5059/yukigoseikyokaishi.78.638.

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28

Murphy, John A. „Physical organic chemistry“. Beilstein Journal of Organic Chemistry 6 (03.11.2010): 1025. http://dx.doi.org/10.3762/bjoc.6.116.

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Wiley, Richard H. „LASER ORGANIC CHEMISTRY“. Annals of the New York Academy of Sciences 122, Nr. 2 (16.12.2006): 685–88. http://dx.doi.org/10.1111/j.1749-6632.1965.tb20250.x.

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30

Webb, Simon J. „Bioinspired organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 102 (2006): 377. http://dx.doi.org/10.1039/b515108m.

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31

Yates, Brian F. „Computational organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 102 (2006): 219. http://dx.doi.org/10.1039/b518099f.

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32

Sohn, Richard S. „Organic Chemistry Redux“. Headache: The Journal of Head and Face Pain 44, Nr. 1 (Januar 2004): 107. http://dx.doi.org/10.1111/j.1526-4610.2004.t01-3-04020.x.

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33

Tomas, Salvador. „Bioinspired organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 105 (2009): 440. http://dx.doi.org/10.1039/b822061c.

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34

Bachrach, Steven M. „Computational organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 105 (2009): 398. http://dx.doi.org/10.1039/b822063h.

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35

Mück-Lichtenfeld, Christian. „Computational Organic Chemistry“. Synthesis 2008, Nr. 11 (Juni 2008): 1808. http://dx.doi.org/10.1055/s-2008-1080541.

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36

Bachrach, Steven M. „Computational organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 108 (2012): 334. http://dx.doi.org/10.1039/c2oc90002e.

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37

Helser, Terry L. „Organic Chemistry Wordsearch“. Journal of Chemical Education 81, Nr. 4 (April 2004): 515. http://dx.doi.org/10.1021/ed081p515.

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Flash, Patrick, Samuel Phiri und Gita Mukherjee. „Semimicroscale Organic Chemistry“. Journal of Chemical Education 71, Nr. 1 (Januar 1994): A5. http://dx.doi.org/10.1021/ed071pa5.2.

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Bouwer, Edward J. „Environmental organic chemistry“. Journal of Contaminant Hydrology 25, Nr. 1-2 (Februar 1997): 174–76. http://dx.doi.org/10.1016/s0169-7722(96)00030-7.

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ZURER, PAMELA S. „TEACHING ORGANIC CHEMISTRY“. Chemical & Engineering News 79, Nr. 16 (16.04.2001): 43–45. http://dx.doi.org/10.1021/cen-v079n016.p043.

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41

Eaborn, Colin. „Advanced organic chemistry“. Journal of Organometallic Chemistry 297, Nr. 2 (Dezember 1985): c23. http://dx.doi.org/10.1016/0022-328x(85)80425-3.

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Siskin, Michael, Alan R. Katritzky und Marudai Balasubramanian. „Aqueous organic chemistry“. Fuel 72, Nr. 10 (Oktober 1993): 1435–44. http://dx.doi.org/10.1016/0016-2361(93)90420-7.

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Eaborn, Colin. „Advanced Organic Chemistry“. Journal of Organometallic Chemistry 452, Nr. 1-2 (Juni 1993): C13. http://dx.doi.org/10.1016/0022-328x(93)83212-e.

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Boyd, D. R. „Advanced organic chemistry“. Endeavour 17, Nr. 2 (Januar 1993): 96. http://dx.doi.org/10.1016/0160-9327(93)90217-q.

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Dickinson, S., H. E. Sims, E. Belval-Haltier, D. Jacquemain, C. Poletiko, F. Funke, S. Hellmann, T. Karjunen und R. Zilliacus. „Organic iodine chemistry“. Nuclear Engineering and Design 209, Nr. 1-3 (November 2001): 193–200. http://dx.doi.org/10.1016/s0029-5493(01)00402-2.

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Westheimer, F. H. „Physical organic chemistry“. Pure and Applied Chemistry 69, Nr. 2 (28.02.1997): 285–86. http://dx.doi.org/10.1351/pac199769020285.

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Jackson, Kelvin, Sami K. Jaffar und Robert S. Paton. „Computational organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 109 (2013): 235. http://dx.doi.org/10.1039/c3oc90007j.

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Bachrach, Steven M. „Computational organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 107 (2011): 349. http://dx.doi.org/10.1039/c1oc90002a.

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Tomas, Salvador. „Bioinspired organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 107 (2011): 390. http://dx.doi.org/10.1039/c1oc90018h.

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Webb, Simon J. „Bioinspired organic chemistry“. Annual Reports Section "B" (Organic Chemistry) 103 (2007): 392. http://dx.doi.org/10.1039/b614416k.

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