"It gets me to the product": How students propose organic mechanisms
"It gets me to the product": How students propose organic mechanisms
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DOI：
10.1021/ed082p1402
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发表时间：
2005-09-01
影响因子：
3
通讯作者：
Bodner, GM
中科院分区：
文献类型：
--
作者：
Bhattacharyya, G;Bodner, GM
使用曲线箭头或电子推动形式论的能力是有机化学家的技能中最重要的技能之一。当他们第一次遇到反应机制时，他们就开始了解这种形式主义。随着经验的积累，推动箭头的形式主义最终成为有机化学家用来进行反合成分析、预测反应的化学选择性和创造新方法的主要技术。由于实践有机化学家在与他们第一次提出的简单背景相去甚远的情况下使用了推动箭头的形式主义，因此本研究探讨了第一学期注册的研究生级有机化学课程的学生如何处理撰写两步至四步反应机制的任务，这些反应缺乏典型的线索，使人们想起常见的机制。本文主要关注学生的解决方案，并讨论他们的策略可能存在的局限性。
The ability to use the curved-arrow or electron-pushing formalism is one of the most vital skills in the organic chemist's repertoire. Their introduction to this formalism occurs when they first encounter reaction mechanisms. As they gain experience, the arrow-pushing formalism eventually becomes the primary technique organic chemists use to do retrosynthetic analysis, to predict the chemoselectivity of a reaction, and to create novel methodologies. Because practicing organic chemists use the arrow-pushing formalism in situations that are far removed from the simple contexts in which they are first presented, this study probed how students enrolled in a first-semester, graduate-level organic chemistry course approached the task of writing the mechanisms for two- to four-step reactions that lacked the typical cues that bring common mechanisms to mind. This article focuses on the students' solutions and discusses possible limitations of their strategies.