@article{wjce2018614,
author={{Schmitt, Catharina and Schween, Michael},
title={Using Trityl Carbocations to Introduce Mechanistic Thinking to German High School Students},
journal={World Journal of Chemical Education},
volume={6},
number={1},
pages={18--23},
year={2018},
url={http://pubs.sciepub.com/wjce/6/1/4},
issn={2375-1657},
abstract={Mechanistic problem-solving is the scientific core competence of organic chemistry. Hence, many students struggle with developing multivariate mechanistic thinking. They very often rely on memorized rules and propose products without providing a detailed mechanistic pathway. They simply apply problem-solving strategies from general chemistry, which is more product-oriented than organic chemistry. A process-oriented view that is highly demanded in organic chemistry requires the understanding and connection of basic principles and concepts. In order to practice the process-oriented approach and introduce advanced German high school students to mechanistic thinking, we developed a set of three new experiments to generate carbocations in model reactions for the observation of reactive intermediates. Trityl cations proved to be the best ones for an experimental investigation of a reaction¡¯s progress which is accessible with a simple analysis that generates explicit results by changes in color and electric conductivity. The experiments are arranged in a guided inquiry workshop of six steps alternating theoretical (oral group discussions) and experimental phases.},
doi={10.12691/wjce-6-1-4}
publisher={Science and Education Publishing}
}