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<BiographicalNote textformat="02" language="fre">&#60;p&#62;  Mohamed Ayadim est titulaire d'une maîtrise en sciences physiques, d&#8217;un&#60;br /&#62;  DEA en chimie et d&#8217;un doctorat en sciences chimiques à l&#8217;Université catholique&#60;br /&#62;  de Louvain. Il y enseigne la chimie générale, la chimie organique structurale&#60;br /&#62;  ainsi que les questions de pollution de l&#8217;air et de pollution électromagnétique.&#60;br /&#62;  Il est l&#8217;auteur de deux ouvrages, QCM de chimie générale (De Boeck, 2013) et&#60;br /&#62;  QCM de chimie organique (De Boeck, 2010) et est le promoteur du site pédagogique&#60;br /&#62;  www.lachimie.org.&#60;br /&#62;  À la demande de l&#8217;éditeur, il poursuit le projet de livre initié par Jean-Louis&#60;br /&#62;  Habib Jiwan et termine, en l&#8217;adaptant, la partie théorique. On lui doit aussi&#60;br /&#62;  les exercices corrigés et les questionnaires à choix multiples qui concluent&#60;br /&#62;  les chapitres de l&#8217;ouvrage.&#60;/p&#62;</BiographicalNote> 
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<BiographicalNote textformat="02" language="fre">&#60;p&#62;&#60;b&#62;Guido Maes &#60;/b&#62;is sedert oktober 2017 Emeritus-Professor aan de KU Leuven. Hij behaalde na Licentie-studies Chemie een Doctoraat in de Fysicochemie aan de KU Leuven in 1978 en verzorgde sedert 1991 Academisch Onderwijs aan deze instelling en aan KULAK-Kortrijk in de Faculteit Wetenschappen (Cursus Fysicochemie, Cursus Spectroscopische Technieken, Cursus Surface Chemistry) en de Faculteit Geneeskunde (Cursus AlgEmene en Biologische Scheikunde, Cursus Chemische Analyse van Biomoleculen). Als Onderzoeker is hij auteur van meer dan 200 internationale publicaties in de domeinen van infraroodspectroscopie van waterstofbrugsystemen bij extreem lage temperatuur (1974-2002) en van de ontwikkeling van sensoren gebaseerd op nanopartikels (2000-2015, in samenwerking met IMEC Heverlee). In deze domeinen was hij promotor van een groot aantal binnenlandse en buitenlandse doctoraatsonderzoeken en talloze Licentiaats- of Master-thesissen.&#60;/p&#62;</BiographicalNote> 
<BiographicalNote textformat="02" language="eng">&#60;p&#62;&#60;b&#62;Guido Maes &#60;/b&#62;is sedert oktober 2017 Emeritus-Professor aan de KU Leuven. Hij behaalde na Licentie-studies Chemie een Doctoraat in de Fysicochemie aan de KU Leuven in 1978 en verzorgde sedert 1991 Academisch Onderwijs aan deze instelling en aan KULAK-Kortrijk in de Faculteit Wetenschappen (Cursus Fysicochemie, Cursus Spectroscopische Technieken, Cursus Surface Chemistry) en de Faculteit Geneeskunde (Cursus AlgEmene en Biologische Scheikunde, Cursus Chemische Analyse van Biomoleculen). Als Onderzoeker is hij auteur van meer dan 200 internationale publicaties in de domeinen van infraroodspectroscopie van waterstofbrugsystemen bij extreem lage temperatuur (1974-2002) en van de ontwikkeling van sensoren gebaseerd op nanopartikels (2000-2015, in samenwerking met IMEC Heverlee). In deze domeinen was hij promotor van een groot aantal binnenlandse en buitenlandse doctoraatsonderzoeken en talloze Licentiaats- of Master-thesissen.&#60;/p&#62;</BiographicalNote> 
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<Text textformat="02" language="fre">&#60;p&#62;Vaak ondervinden studenten bij de overgang van secundair naar hoger (universitair) wetenschappelijk onderwijs ernstige problemen bij het visualiseren van moleculen in drie dimensies. Het is echter van fundamenteel belang om enerzijds de opbouw van een molecule in de ruimte en anderzijds het verband tussen de ruimtelijke structuur van een molecule en zijn biologische en fysische eigenschappen goed te begrijpen. Het kan handig zijn om hierbij gebruik te maken van moleculemodellen.&#60;/p&#62;
&#60;p&#62;Het boek koppelt een theoretische uiteenzetting van de samentelling van de materie, aan de actieve manipulatie van moleculen en dit is essentieel voor de activatie van het visuele geheugen. Het boek bevat zowel open vragen als meerkeuzevragen en is zelden repetitief, omdat de auteurs goed weten dat het herhaaldelijk maken van dezelfde fout erg ontmoedigend is voor de student. De bedoeling is om structurele organische chemie niet enkel concreet maar ook boeiend te maken. Tegelijkertijd is het een efficiënt hulpmiddel bij de overgang van secundair naar hoger onderwijs.&#60;/p&#62;</Text>
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<Text language="fre">De bedoeling van dit boek is om structurele organische chemie niet enkel concreet maar ook boeiend te maken. Tegelijkertijd is het een efficiënt hulpmiddel bij de overgang van secundair naar hoger onderwijs.</Text>
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<Text textformat="02" language="dut">&#60;p&#62;Vaak ondervinden studenten bij de overgang van secundair naar hoger (universitair) wetenschappelijk onderwijs ernstige problemen bij het visualiseren van moleculen in drie dimensies. Het is echter van fundamenteel belang om enerzijds de opbouw van een molecule in de ruimte en anderzijds het verband tussen de ruimtelijke structuur van een molecule en zijn biologische en fysische eigenschappen goed te begrijpen. Het kan handig zijn om hierbij gebruik te maken van moleculemodellen.&#60;/p&#62;
&#60;p&#62;Het boek koppelt een theoretische uiteenzetting van de samentelling van de materie, aan de actieve manipulatie van moleculen en dit is essentieel voor de activatie van het visuele geheugen. Het boek bevat zowel open vragen als meerkeuzevragen en is zelden repetitief, omdat de auteurs goed weten dat het herhaaldelijk maken van dezelfde fout erg ontmoedigend is voor de student. De bedoeling is om structurele organische chemie niet enkel concreet maar ook boeiend te maken. Tegelijkertijd is het een efficiënt hulpmiddel bij de overgang van secundair naar hoger onderwijs.&#60;/p&#62;</Text>
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<Text language="dut">De bedoeling van dit boek is om structurele organische chemie niet enkel concreet maar ook boeiend te maken. Tegelijkertijd is het een efficiënt hulpmiddel bij de overgang van secundair naar hoger onderwijs.</Text>
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<Text textformat="02">&#60;p&#62;Voorwoord  9&#60;br /&#62;
Inleiding 11&#60;br /&#62;
Praktische raadgevingen voor de docent  13&#60;br /&#62;
Praktische raadgevingen voor de student 15&#60;br /&#62;
A. De constitutie-isomeren  17&#60;br /&#62;
Koolwaterstoffen en functionele groepen  17&#60;br /&#62;
1. De alkanen  18&#60;br /&#62;
1.1. Het geval van methaan 18&#60;br /&#62;
1.1.1. De C-H binding  18&#60;br /&#62;
1.1.2. Type geometrie  19&#60;br /&#62;
1.1.3. Structuur van CH4: theorie gebaseerd op de moleculeorbitalen 20&#60;br /&#62;
1.2. Het geval van ethaan  24&#60;br /&#62;
1.2.1. Type binding  24&#60;br /&#62;
1.2.2. Type geometrie  25&#60;br /&#62;
1.2.3. Structuur van C2H6: theorie gebaseerd op de moleculeorbitalen 25&#60;br /&#62;
1.3. Veralgemening: de andere alkanen  26&#60;br /&#62;
1.4. Ketenisomeren  27&#60;br /&#62;
1.5. Begrippen van nomenclatuur  28&#60;br /&#62;
2. De alkenen  29&#60;br /&#62;
2.1. Het geval van etheen  29&#60;br /&#62;
2.1.1. De C=C binding  31&#60;br /&#62;
2.1.2. Type geometrie  31&#60;br /&#62;
2.1.3. Geometrie van C2H4: theorie gebaseerd op de moleculeorbitalen 31&#60;br /&#62;
2.2. Veralgemening: de andere alkenen 32&#60;br /&#62;
2.3. Plaatsisomeren en diastereo-isomeren  33&#60;br /&#62;
2.4. Begrippen van nomenclatuur  34&#60;br /&#62;
3. De alkynen 35&#60;br /&#62;
3.1. Het geval van ethyn (acetyleen) 35&#60;br /&#62;
32.1.1. De C&#8801;C binding  35&#60;br /&#62;
3.1.2. Geometrie van het molecule ethyn  35&#60;br /&#62;
3.1.3. Geometrie van C2H2: theorie gebaseerd op de moleculeorbitalen 36&#60;br /&#62;
3.2. Veralgemening: de andere alkynen  38&#60;br /&#62;
3.3. Plaatsisomeren  38&#60;br /&#62;
3.4. Begrippen van nomenclatuur  39&#60;br /&#62;
4. De cycloalkanen  39&#60;br /&#62;
5. De functionele groepen  40&#60;br /&#62;
5.1. Functie-isomeren  42&#60;br /&#62;
5.2. Begrippen van nomenclatuur  44&#60;br /&#62;
B. De stereo-isomeren  45&#60;br /&#62;
1. Situering  45&#60;br /&#62;
2. Samenvatting van belangrijke begrippen aangaande stereochemie  49&#60;br /&#62;
3. Voorstellingswijzen  50&#60;br /&#62;
3.1. Voorstelling van Cram  50&#60;br /&#62;
3.2. Newman-projectie 50&#60;br /&#62;
3.3. Fischer-projectie  51&#60;br /&#62;
3.4. Ruiterperspectief  53&#60;br /&#62;
3.5. Stoelvorm van cyclohexaan 53&#60;br /&#62;
3.6. Perspectiefformule van Haworth  55&#60;br /&#62;
4. Chiraal centrum  56&#60;br /&#62;
4.1. De aanduiding van de absolute configuratie R/S  57&#60;br /&#62;
4.2. Relaties tussen stereo-isomeren  59&#60;br /&#62;
4.3. Illustratie van een mesoverbinding  59&#60;br /&#62;
5. Diastereo-isomeren Z en E (cis-trans)  60&#60;br /&#62;
6. Axiale chiraliteit : het geval van de allenen en de spiranen  64&#60;br /&#62;
7. Planaire chiraliteit  66&#60;br /&#62;
8. Helicoïdale chiraliteit  68&#60;br /&#62;
9. Optische activiteit  70&#60;br /&#62;
C. Test 73&#60;br /&#62;
D. Correctie van de test  79&#60;br /&#62;
E. Oefeningen-MKV : manipulatieve taken  89&#60;br /&#62;
1. Stereochemie-chiraliteit  89&#60;br /&#62;
1.1. Acyclische moleculen  89&#60;br /&#62;
1.2. Cyclische moleculen  90&#60;br /&#62;
1.3. Acyclische onverzadigde moleculen  93&#60;br /&#62;
1.4. De allenen  94&#60;br /&#62;
1.5. De spiranen  97&#60;br /&#62;
1.6. Planaire chiraliteit  98&#60;br /&#62;
2. Stereochemie-energie  99&#60;br /&#62;
2.1. De bifenyls  99&#60;br /&#62;
2.2. Acyclische moleculen  100&#60;br /&#62;
3. Stereochemie-reacties  101&#60;br /&#62;
3.1. Cyclohexaan 101&#60;br /&#62;
3.2. Reacties op een bicylisch systeem  102&#60;br /&#62;
3.3. Belangrijke begrippen van polypeptiden  103&#60;br /&#62;
3.4. De polypeptiden  106&#60;br /&#62;
3.5. Belangrijke begrippen van koolhydraten  112&#60;br /&#62;
3.6. De koolhydraten  116&#60;br /&#62;
F. Antwoorden op de oefeningen-MKV  121&#60;br /&#62;
G. Samenstelling van de doos met moleculemodellen  155&#60;br /&#62;
1. De elementen  155&#60;br /&#62;
2. Schaal en lengte van de bindingen  158&#60;br /&#62;
3. Onderdelen van de moleculemodellen 158&#60;br /&#62;
H. Addendum meerkeuzevragen organische chemie 161&#60;br /&#62;
I. Referenties 179&#60;/p&#62;</Text>
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<Text language="fre">La collection « Cours universitaires » offre aux étudiants universitaires francophones du monde entier, à un prix accessible, des contenus de cours irréprochables sur le plan scientifique, et servis par une approche pédagogique de grande qualité.</Text>
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