Free Radical Synthetic Protocol for Benzothiazoles via Ring Opening of Benzotriazole: A Two‐step Organic Chemistry Experiment for Undergraduate and Postgraduate Students

2018 ◽  
Vol 56 (1) ◽  
pp. 275-280 ◽  
Author(s):  
Anoop S. Singh ◽  
Nidhi Mishra ◽  
Mangal S. Yadav ◽  
Vinod K. Tiwari
Keyword(s):  
Organic Chemistry ◽  
Free Radical ◽  
Ring Opening ◽  
Postgraduate Students ◽  
Chemistry Experiment

Relative reactivates in free radical systems. An organic chemistry experiment

1971 ◽  
Vol 48 (9) ◽  
pp. 629 ◽  
Author(s):  
Mary Jane Hutchinson ◽  
Melvyn W. Mosha
Keyword(s):  
Organic Chemistry ◽  
Free Radical ◽  
Chemistry Experiment

Free-radical ring-opening polymerization of 2-(o-chlorophenyl)-4-methylene-1,3-dioxolane

1993 ◽  
Vol 30 (1) ◽  
pp. 7-12 ◽  
Author(s):  
Simona Morariu ◽  
Emil C. Buruiana ◽  
Bogdan C. Simionescu
Keyword(s):  
Free Radical ◽  
Ring Opening ◽  
Ring Opening Polymerization ◽  
Radical Ring

Free-Radical Ring-Opening Polymerization of Cyclic Allylic Sulfides

1996 ◽  
Vol 29 (22) ◽  
pp. 6983-6989 ◽  
Author(s):  
Richard A. Evans ◽  
Ezio Rizzardo
Keyword(s):  
Free Radical ◽  
Ring Opening ◽  
Ring Opening Polymerization ◽  
Radical Ring

Dediazoniations in Water: An Integrated Physical Organic Chemistry Experiment

2000 ◽  
Vol 77 (3) ◽  
pp. 384 ◽  
Author(s):  
Carlos Bravo-Díaz ◽  
Ugo Costas-Costas ◽  
Román Pazo-LLorente ◽  
Elisa González-Romero
Keyword(s):  
Organic Chemistry ◽  
Physical Organic Chemistry ◽  
Physical Organic ◽  
Chemistry Experiment

General procedures in chain-growth polymerization

2004 ◽  
Author(s):  
Najib Aragrag ◽  
Dario C. Castiglione
Keyword(s):  
Free Radical ◽  
Ring Opening ◽  
Point Of View ◽  
Polymerization Process ◽  
Undergraduate Teaching ◽  
Chain Growth ◽  
Reaction Conditions ◽  
Growth Processes ◽  
Reagent Purity ◽  
Step Growth

This chapter is intended to provide a general introduction to the laboratory techniques used in polymer synthesis, by focusing on some relatively well-known polymerizations that occur by chain-growth processes. In this way some of the more commonly used procedures in polymer chemistry are described. Due to the nature of the intermediates produced, such as free radicals, carbanions, carbocations, together with a range of organometallic species, the techniques often involve handling compounds in the complete absence of oxygen and moisture. Because of this the best results may require quite sophisticated equipment and glassware; however, it is our intention to show that the general procedures are accessible to any reasonably equipped laboratory, and indeed some of the techniques are suitable for use in an undergraduate teaching laboratory. Chain-growth polymerization involves the sequential step-wise addition of monomer to a growing chain. Usually, the monomer is unsaturated, almost always a derivative of ethene, and most commonly vinylic, that is, a monosubstituted ethane, 1 particularly where the growing chain is a free radical. For such monomers, the polymerization process is classified by the way in which polymerization is initiated and thus the nature of the propagating chain, namely anionic, cationic, or free radical; polymerization by coordination catalyst is generally considered separately as the nature of the growing chain-end may be less clear and coordination may bring about a substantial level of control not possible with other methods. Ring-opening polymerizations exhibit many of the features of chain-growth polymerization, but may also show some of the features expected from stepgrowth polymerizations. However, it is probably fair to say that from a practical point of view the techniques involved are rather similar or the same as those used in chain-growth processes and consequently some examples of ring-opening processes are provided here. It is particularly instructive to consider the requirements of chain-growth compared to step-growth processes in terms of the demands for reagent purity and reaction conditions.

scholarly journals Fast ring-opening of an intermediary α-stannyl-β-cyclopropylvinyl radical does not support formation of an α-stannylvinyl cation in the O-directed free radical hydrostannation of dialkyl acetylenes

2019 ◽  
Vol 55 (96) ◽  
pp. 14454-14457 ◽  
Author(s):  
Hamish A. Watson ◽  
Soraya Manaviazar ◽  
Hannah G. Steeds ◽  
Karl J. Hale
Keyword(s):  
Free Radical ◽  
Ring Opening ◽  
Propargyl Alcohol

O-directed hydrostannation of β-cyclopropyl propargyl alcohol 22 with stannanes and cat. Et3B in THF/H2O or PhMe/MeOH fails to deliver any detectable products of α-stannylvinyl cation capture.

The development of Chinese undergraduate students’ competence of scientific writing in the context of an advanced organic chemistry experiment course

2019 ◽  
Vol 20 (1) ◽  
pp. 270-287 ◽  
Author(s):  
Yang Deng ◽  
Gregory J. Kelly ◽  
Lishi Xiao
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Scientific Information ◽  
Scientific Writing ◽  
Scientific Practices ◽  
Chemistry Experiment ◽  
Development Of Students

This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive and detailed way in order to effectively convey scientific information to readers. This study shared these important premises and attempted to investigate the development of Chinese undergraduate students’ competence of scientific writing. Twenty-two undergraduate students majoring in chemistry participated in this study. They experienced a researcher-intervenedAdvanced Organic Chemistry Experimentcourse and were asked to write scientific articles on the six course experiments. Their scientific writings were analyzed based on normativity, objectivity, and logicality. These dimensions of the development of students’ competence in scientific writing during the course were portrayed. This study suggested that student's development in scientific writing can be divided into categories, demonstrating the importance and implications of teaching “learn to write” in science.

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