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Evaluated Electronic
Resources for Pitt Chemistry Instruction
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Evaluated Electronic
Resources for Pitt Chemistry Instruction
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The following "modules" are based on the 4th edition of Vollhardt & Schore.
| Chapter 16. Electrophilic Attack on Benzene Derivatives |
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Learning Objective |
Be able to predict the preferred site of reactivity for substituted benzenes undergoing Electrophilic Aromatic Substitution reactions. |
| Learning Activity |
Electrophilic Aromatic Substitution An interactive flash animation that reviews the formation of the electrophile, addition of the electrophile, and the rearomatization of the compound. It contains a good written explanation of what is happening in each step and allows the user to replay important parts without starting the animation over from the beginning. This is a good 10-minute activity for students to do out of class to strengthen their understanding of the subject. [4/04] |
| Learning Assessment |
Regioselectivity of Electrophilic Aromatic Substitution Quiz |
| Chapter 17. Aldehydes and Ketones: The Carbonyl Grou |
|
Learning Activity |
Aldehydes & Ketones An interactive flash animation on the basic type of reactions the carbonyl functional group are capable of and why. It contains a good written explanation of what is happening in each step and allows the user to replay important parts without starting the animation over from the beginning. This is a good 10-minute activity for students to do out-of-class to strengthen their understanding of the subject. [4/04] |
| Chapter 18. Enols and Enones: a,b-Unsaturated Alcohols, Aldehydes , and Ketones |
|
Learning Activity |
Enolates and
a,b-Unsaturated
Carbonyls Two interactive flash animations on enolate reactions and how a,b-unsaturated carbonyls can undergo conjugate addition. They contain a good written explanation of what is happening in each step and allows the user to replay important parts without starting the animation over from the beginning. These are two good 10-minute activities for students to do out-of-class to strengthen their understanding of the subject. [4/04] |
| Chapter 20. Carboxylic Acid Derivatives and Mass Spectrometry |
| Learning Objective | Gain a basic understanding of how mass spectrometers work, experience some of the user controls of a GC-MS, and use a virtual mass spectrometry to identify an unknown compound. |
|
Learning Activity |
Mass Spectrometry An interactive flash animation on the basic principles of how a mass spectrometer works. It contains a good written explanation of what is happening in each step and allows the user to replay important parts without starting the animation over from the beginning. This is a good 15-minute activity for students to do out-of-class to strengthen their understanding of the subject. [4/04] |
| Learning Activity |
http://chemed.chem.pitt.edu/VMSL, select the Caffeine case study. The Caffeine Case Study is part of the Virtual Mass Spectrometry Laboratory and is designed to allow the user to operate a life-like GC/MS instrument. This case study is effectively used in a lecture that introduces mass spectrometry or pre-lab discussion for a GC/MS experiment. Data collection, data manipulation, and data analysis can all be performed on authentic data samples; the data can then be used to introduce or reinforce concepts such as TIC (total ion chromatograms), retention times, SIC (selected ion chromatograms), mass spectra, electron ionization, fragment ions, and more. |
| Learning Activity |
http://chemed.chem.pitt.edu/VMSL, select the General Anesthetics
case study. The General Anesthetic case study asks a student to determine the identification of an unknown liquid found in a Civil War era medical kit. Background reading will provide the student with information about the chemicals used as General Anesthetics and the timeline of their development. The student will then operate a virtual GC/MS instrument to collect, manipulate and analyze data to ascertain if their "unknown" is indeed the chloroform widely used during that time period. Unknowns are randomly assigned to users and all unknowns match one of the reference compounds also available for analysis. Time to complete this fairly easy experiment is 30-60 minutes, depending in part whether the Caffeine case study above was used in a lecture to introduce students to GC/MS controls and operation. Student and teacher lab manuals (2 pages) are available. |
| Learning Activity |
http://chemed.chem.pitt.edu/VMSL, select the Cocaine in Hair case
study. The Cocaine in Hair case study asks the student to determine if an "unknown" hair sample shows evidence that the owner had used cocaine, as many business now require for all new employees. Background reading will provide the student with information about GC/MS based methodology for detecting trace drugs trapped in the hair matrix. The student will then be assigned a random unknown, prepare a sample and/or controls, and then operate a virtual GC/MS instrument to collect, manipulate, and analyze data to ascertain if their unknown indeeed contained cocaine. Unknowns are randomly assigned to users. The speciality data-manipulation methods such as SIC will assist in data interpretation. Time to complete this more challenging experiment will be 60-90 minutes, depending in part whether the Caffeine and/or General Anesthetic case studies discussed above were previously completed. Student and teacher lab manuals (2 pages) are available. |
| Learning Assessment | Pre- and post-quizzes are available (within the VMSL) to gauge learning gains related to GC/MS. |
| Chapter 21. Amines and Their Derivatives |
|
Learning Activity |
Amines An interactive flash animation on how amines are classified, how they can undergo inversion, and their basicity. It contains a good written explanation of what is happening in each step and allows the user to replay important parts without starting the animation over from the beginning. This is a good 10-minute activity for students to do out of class to strengthen their understanding of the subject. [4/04] |
| Chapter 22. Chemistry of Benzene Substituents |
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Learning Objective |
By analyzing the nature and location of substitutents on a benzene ring, predict the reaction that such molecules will undergo. |
| Learning Assessment |
Aromatic Substitution Jeopardy! Game Use a web-based Jeopardy! game emceed by an organic expert to review how well a group understands aromatic substitution (includes electrophilic and nucleophilic aromatic substitution as well as benzyne intermediates). Used in class or recitation, this 30 question game needs 30-45 minutes to complete. [2/04] |
| Learning Objective | Develop basic skills for drawing the mechanism of benzylic nucleophilic attack. |
| Learning Activity |
Reaction Mechanisms at a Glance The user works through reaction at the benzylic position (others are available) stepwise, identifying reactive sites and drawing arrows properly. Each successive step is dependent on correctly completing the previous step. Each mechanism tutorial takes approximately 10 minutes to complete. [5/04] |
| Chapter 23. Ester Enolates and the Claisen Condensation |
| Learning Objectives | Be able to utilize the Claisen, Reverse Claisen, and Dieckmann Reactions, including when appropriate, decarboxylation under acidic or basic conditions, especially for the synthesis of ketones. |
|
Learning Activity |
Sythesis of Ketones Interactive Tutorial Eight activities are available that may be done individually or at one sitting. Each activity requires 15-20 minutes the first time through. 1) The Claisen, Reverse Claisen, Dieckmann, and decarboxylation sections all the user to work through the respective mechanism stepwise, and include pauses to consider factors such as choice of base, equilibria, and relative reactivity. 2) Retrosynthesis introduces the retrosynthetic method in the context of the reactions just learned. 3) Other sections cover choice of reagents, synthesis and use of diethyl malonate, and look at the reactivity of the series of dicarboxylic acids. [5/04] |
| Learning Assessment |
Sythesis of Ketones Test The ninth choice on this page is a test option. A reagent and product are given as well as whether the conditions are acidic, basic, or neutral, all generated randomly. Users are expected to work the problem out on paper first, then click through the solution in a stepwise fashion. Time required varies depending on how many problems are attempted. [5/04] |
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This page last updated: 05/04/2004 |