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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > February  >
In the Classroom
Qualitative Organic Analysis—In the Classroom and Laboratory
K. Thomas Finley
Department of Chemistry, State University of New York College at Brockport, Brockport, NY 14420
Cover
February 2005
Vol. 82 No. 2
p. 240
Abstract
The identification of molecular structure remains central to the study of chemistry and the search for new and useful materials. The classical methods of qualitative organic analysis provide opportunities to illustrate the fascinating world of science to a broad audience of students at different levels of study. Specific examples of the use of this subject matter with high school students, organic chemistry students, and nonscience students are given. The problems represented by a course without a laboratory are addressed. Specific suggestions are supplemented with ideas for expansion and amplification of the method. Ties are provided to the modern world of instrumental methods and indications are made for other means of broadening the direction and scope of suggested approaches. Finally, a preliminary approach is made to the history of chemistry and the greater world of literature and philosophy. While not addressed specifically, the material and its applications lend themselves to an approach to the current concerns about scientific literacy.
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Extensive notes for students are available.
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*  Citation
 Finley, K. Thomas. J. Chem. Educ. 2005 82 240.
*  Keywords
 CER Problem Solving; Organic Chemistry; Public Understanding; Qualitative Analysis
*  History
 Created:
Last Updated:		 January 4, 2005
January 12, 2005
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