ArticleJournal of chemical education2026
Spiral Integration of Organic Synthesis and Instrumental Characterization Using Ferrocenyl Chalcones.
Article in Journal of chemical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Undergraduate chemistry curricula often present organic synthesis and instrumental analysis as disconnected experiences, limiting students' ability to integrate structural, spectroscopic, and materials-focused concepts when interpreting authentic data. To address this problem, we implemented a spiral laboratory experience in a third-year Instrumental Analysis course at a Hispanic-serving research university (n ≈ 48) in which students revisited ferrocenyl chalcones synthesized in a prior organic chemistry course and analyzed them as "unknowns" using complementary chromatographic, spectroscopic, and thermal analysis techniques. This reintegration required students to draw on prior synthetic knowledge while developing new analytical reasoning skills by interpreting data collected across multiple analytical methods. A structured artificial intelligence (AI) prelaboratory component asked students to use targeted prompts to predict characteristic signatures, supporting conceptual preparation, and promoting critical evaluation of AI-generated chemical information. Assessment of laboratory reports and postactivity surveys revealed increased student confidence with analytical instrumentation, improved ability to integrate concepts across subdisciplines, and increased engagement with materials-oriented applications of organometallic compounds. This activity provides a replicable model for addressing curricular fragmentation by combining spiral integration, integrative analytical reasoning, and responsible AI use within the undergraduate chemistry laboratory.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.