Using the Cambridge Structural Database To Teach Molecular Geometry Concepts in Organic Chemistry

Abstract

This article reports a set of two homework assignments that can be used in a second-year undergraduate organic chemistry class. These assignments were designed to help reinforce concepts of molecular geometry and to give students the opportunity to use a technological database and data mining to analyze experimentally determined chemical structures.

Organic Materials in the Undergraduate Laboratory: Microscale Synthesis and Investigation of a Donor–Acceptor Molecule

“…Whether an amorphous or crystalline state exists, the morphology will ultimately help dictate the structure–property relationship of the material. When analyzing crystalline materials, the Cambridge Structural Database (CSD) has been shown to be an effective teaching tool by several examples reported in this Journal . As the structure of TCV-2T has been reported, students are asked to download the crystallographic information file (CIF) for this molecule from the CSD for analysis.…”

Teaching Three-Dimensional Structural Chemistry Using Crystal Structure Databases. 4. Examples of Discovery-Based Learning Using the Complete Cambridge Structural Database

“…As with the earlier examples presented in this series of articles , and elsewhere, we have tried to choose topics that are fundamental to the chemistry curriculum. When combined with other published educational applications of the CSD ,− and with the work presented at the Fall 2009 ACS Symposium on this topic, the fundamental importance of crystal structure information in the chemistry classroom is now clearly recognized, particularly as a basis for discovery-based learning. Our current aim is to extend the range of teaching modules that are available and to continue to find new ways to develop the CSD and its associated software tools as a major resource in chemical education.…”

Databases and their Employment in the Flipped Classroom Learning Environment at Saudi Universities

“…There are many studies confirming the effectiveness of employing databases in educational curricula, as these contribute to the development of students' achievements, attitudes, and skills in many instructional fields including academic writing, laboratory work, analysis, thinking, and technical fields. Databases also encourage students to progress along the learning process independently, and enhance learning outcomes, and these contributions are due to the ability of databases to support the processes of preservation and retrieval, allowing different levels of student to participate and challenge themselves in completing the tasks assigned to them within a framework of independence and self-reliance; to facilitate students' collaboration in classroom projects; to develop the teaching performance of the teacher by allowing him/her to follow the progress of students while providing appropriate support to each student separately; and sharing resources that are new and that can support the course content (Brinkerhoff, Klein, Brush, & Saye, 2005;Horst & Cobb, 2005;Mery, DeFrain, Kline, & Sult, 2014;Priore Jr & Giannini, 2007;Seyed-Abbassi, King, & Wiseman, 2007;So, Pow, & Hung, 2009;Wackerly et al, 2009;Zabudsky, 2000). Comerford et al (2019) also indicated the effectiveness of e-learning programs based on databases in improving the flipped classroom learning environment.…”