TY  - BOOK
AU  - RALPH J. FESSENDEN
TI  - TECHNIQUES AND EXPERIMENTS FOR ORGANIC CHEMISTRY
SN  - 0871507552
AV  - QD261 F47
CY  - pws publishers 
KW  - ingeniería ambiental
N1  - Two general approaches often used in teaching the one-year introductory organic laboratory are the investigative approach, a tutorial method that prepares the student for research, and what we call the "techniques approach," a more structured method in which the student is generally first taught manipulative techniques, then synthesis, and finally organic qualitative analysis. We have chosen the techniques approach because we feel it is more efficient of time and energy (both the student's and the instructor's) in our own chemistry sequence, in which students take lecture and laboratory courses concurrently.
Techniques and Experiments for Organic Chemistry begins with the common laboratory techniques. Actual syntheses are postponed until the student has gained sufficient knowledge of organic chemistry from the lecture portion of the course to understand the experiments being performed. Synthetic work follows the technique chapters of the text and begins with alkyl halide chemistry (Williamson ether synthesis and a Grignard reaction), followed by alcohol chemistry. Spectral techniques (infrared and nmr) are placed after alcohol chemistry, approximately halfway through the text. The remaining chapters are devoted to additional synthetic procedures. The text ends with a chapter on the literature of organic chemistry, an introduction to organic qualitative analysis, and a chapter of supplemental techniques. Four appendices of assorted tables and laboratory calculations conclude the text.
Each chapter begins with a theoretical discussion of the chemistry or techniques contained in the chapter. In addition, each experiment in the chapter is preceded by a discussion of the practical aspects of the experiment, along with explanations of why each reaction or manipulation is performed as it is. Emphasis is placed on understanding and doing instead of just doing.
The amount of procedural detail in the experiments is reduced as the text progresses. At the start of the book, the steps to be followed are spelled out in detail. The detail provided is gradually diminished as the student proceeds through the course and gains laboratory experience. Toward the end of the text, the experimental detail is similar to that found in research journals. Therefore, the experiments in the chapters toward the end of the text call for more student ingenuity: for example, Experiment 16.4 (Synthesis of an Acetate Ester by a General Reaction Procedure) and Experiment 21.1 (Qualitative Organic Analysis; Ingeniería Ambiental
N2  - Because the student gradually acquires more independence as the experiments progress, this text could also be used for the first part of a course in which the final few weeks consist of independent laboratory work or of a full qualitative organic analysis scheme.
It has been the authors' experience that not all experiments found in standard laboratory texts work for many students. The reasons for these failures are varied but can often be traced to the student's inexperience. Therefore, each experiment in this text has been author-tested, student-tested, and/or class-tested to ensure a high probability of student success and learning.
The cost of chemicals has become quite high in recent years. For this reason, we have tried to include only experiments that require relatively inexpen-sive, readily available compounds. In addition, we have tried to "recycle" as many of the student products as feasible. In some cases, products prepared or purified by students can be used in later experiments. In other cases, the student products can be used in next year's laboratory course.
Flexibility. For the most part, each technique is presented in more than one experiment or section of an experiment, with one section generally involving an unknown compound. It is not expected that the student will carry out every experiment. In many cases, the instructor may, at his or her discretion, assign the unknown compound experiment in addition to, or in place of, the principal experiment. (See the discussion of supplemental experiments that follows.)
To avoid delays because of equipment shortages (such as of melting-point apparatus, gas chromatographs, etc.), the instructor may want to assign different experiments to different groups of students (for example, while one group performs a melting-point experiment, another group performs the crystallization experi-ment), or to rearrange the order of the experiments for a portion of the class.
The instructor's guide outlines various options in more detail.
Supplemental experiments. Almost all chapters in this text contain a main experiment and one or more supplemental experiments. The supplemental experiments are of several types. Some may be used instead of the main experiment.
A few of the experiments involving unknowns are of this type. Some of the supplemental experiments are extensions of the principal experiment. These are included strictly for interest value and are not alternative to the principal experi-ment. We strongly urge that at least a few of these be assigned. For example, the liquid-crystal experiment (Experiment 2.3) is not time-consuming, yet it is quite fascinating. Finally, some of the supplemental experiments are included to offer variety in the selection of laboratory work. The instructor's guide discusses these supplemental experiments in more detail.
Chapter 22 contains three supplemental techniques (sublimation, vacuum distillation, and elution chromatography for those instructors interested and having the proper equipment available. An instructor may wish to assign one or more of these techniques at an appropriate time during the laboratory course.
Safety considerations. Experiments in organic chemistry can be dangerous.
We believe one of the purposes of the introductory organic laboratory course is to teach students how to handle hazardous chemicals in a safe and prudent manner.
With this thought in mind, we have done our utmost to point out the hazards in
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