Scott P. Buzzolani, Matthew J. Mistretta, Aleksandra E. Bugajczyk, Arun J. Sam, Samantha R. Elezi and Daniel L. Silverio*,
{"title":"Effective Visualization of Implicit Hydrogens with Prime Formulae","authors":"Scott P. Buzzolani, Matthew J. Mistretta, Aleksandra E. Bugajczyk, Arun J. Sam, Samantha R. Elezi and Daniel L. Silverio*, ","doi":"10.1021/acs.jchemed.3c0134710.1021/acs.jchemed.3c01347","DOIUrl":null,"url":null,"abstract":"<p >The ability to extract structural information from a drawing of a molecule is key to being successful in organic chemistry. One source of difficulty for novices in interpreting structures is that hydrogens bound to carbon are represented implicitly in the often-used line-angle structures. Other representations that explicitly show hydrogens, such as Kekulé structures or condensed formulae, are less efficient to draw than line-angle structures and can therefore make tasks such as proposing a mechanism prohibitively long. A new type of formula, the prime formula, is disclosed in this article as an efficient way to draw chemical structures with hydrogens being clearly represented. The number of hydrogen atoms on each carbon are represented by superscripts with ° = 0 H, ′ = 1 H, ″ = 2 H, and ‴ = 3 H. Pre-treatment and post-treatment data was collected and compared to a control group. By viewing a question in prime formula vs line-angle formula, an improvement in student performance with a significance of <i>p</i><sub>tukey</sub> = 0.008 and df = 63.3 was observed for mapping atoms of a starting material onto a product, a key skill for proposing complex arrow-pushing mechanisms. An increase in performance with a significance of <i>p</i> = <0.001 and df = 57.3 was obtained for determining the number of stereogenic centers in a complex molecule. Data collected also support that it is efficient to learn how to interpret and draw prime formulae.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 2","pages":"508–515 508–515"},"PeriodicalIF":2.5000,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.3c01347","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
The ability to extract structural information from a drawing of a molecule is key to being successful in organic chemistry. One source of difficulty for novices in interpreting structures is that hydrogens bound to carbon are represented implicitly in the often-used line-angle structures. Other representations that explicitly show hydrogens, such as Kekulé structures or condensed formulae, are less efficient to draw than line-angle structures and can therefore make tasks such as proposing a mechanism prohibitively long. A new type of formula, the prime formula, is disclosed in this article as an efficient way to draw chemical structures with hydrogens being clearly represented. The number of hydrogen atoms on each carbon are represented by superscripts with ° = 0 H, ′ = 1 H, ″ = 2 H, and ‴ = 3 H. Pre-treatment and post-treatment data was collected and compared to a control group. By viewing a question in prime formula vs line-angle formula, an improvement in student performance with a significance of ptukey = 0.008 and df = 63.3 was observed for mapping atoms of a starting material onto a product, a key skill for proposing complex arrow-pushing mechanisms. An increase in performance with a significance of p = <0.001 and df = 57.3 was obtained for determining the number of stereogenic centers in a complex molecule. Data collected also support that it is efficient to learn how to interpret and draw prime formulae.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.