A Comparative Pedagogy for the n-Butyl Acetate Synthesis Experiment and Its Impact Assessment

Abstract

This article presents a multi-route instructional design for the classic synthesis of n-butyl acetate, aimed at addressing the limited student autonomy, weak methodological comparison, and insufficient engagement often observed in traditional single-procedure laboratory instruction. Four experimental routes─direct reflux, Dean–Stark reflux with water pre-filled, Dean–Stark reflux with n-butanol pre-filled, and fractional distillation─were implemented in parallel by student groups following a “group assignment–process communication–result comparison” model. The clearly differentiated yields, particularly the significantly higher average yield obtained with the n-butanol–filled Dean–Stark trap (∼67.27%), provided a strong basis for mechanism-driven discussion of water removal, azeotrope behavior, and equilibrium control. Classroom observations, laboratory reports, and questionnaire data collectively indicate that the multi-route comparative approach enhanced student collaboration, analytical reasoning, transfer of prior knowledge, and scientific communication. This model demonstrates a practical and scalable strategy for transforming verification-style experiments into inquiry-oriented, evidence-based learning experiences in the undergraduate organic chemistry laboratory.