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2001
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February
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In the Classroom
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Application of Hammond's Postulate. An Activity for Guided Discovery Learning in Organic Chemistry
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J. E. Meany and Vicky Minderhout
Department of Chemistry, Seattle University, Seattle, WA 98122
Y. Pocker
Department of Chemistry, University of Washington, Seattle, WA 98195
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February 2001
Vol. 78 No. 2
p. 204
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| Abstract |
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This paper describes an activity that promotes the more active involvement of organic chemistry students in their learning. In this activity, students are given product distributions and other relevant experimental data concerning the free radical chlorination and bromination of propane. Students are guided in the use of Hammond's postulate to predict transition-state structures and to provide a rationale for the relationship between selectivity and reactivity in these and other reactions. In carrying out the skill exercises, students must also review and apply some of the concepts learned in their general chemistry courses. Because of the wide variety of applications of the Hammond postulate, we believe that this activity, along with the associated discussions, represents an effective teaching/learning model that is particularly useful at the early stages of an organic chemistry series.
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| Supplement |
Background and prerequisite information about the free radical halogenation of alkanes, the student version of the activity including the blank graphs to be completed by students, possible strategies for class discussion, and skill exercises and their solutions are available.
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 Contents |
Fig.1-Supp.doc (MS Word), Fig.2-Supp.doc (MS Word), Ham-Supp.doc (MS Word)
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| Download |
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| More Information |
Citation |
Meany, J. E.; Minderhout, Vicky; Pocker, Y. J. Chem. Educ. 2001 78 204.
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Keywords |
Free Radicals; Kinetics; Organic Chemistry; Problem-Based Learning; Teaching / Learning Aids
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History |
Created:
Last Updated: |
December 22, 2000
August 31, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
2001
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February
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204
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