In my experience, the traditional method of teaching organic chemistry courses according to functional group often leads students to rely on memorization. For example, a single chapter on alkyl halides may include substitution reactions, radical reactions, and additions to alkenes. With such a large volume of information, it’s very difficult for students to manage and … Continue reading The Far-Reaching Benefits of Teaching Organic Chemistry According to Mechanism
Students are notorious for feeling overwhelmed by the subject of organic chemistry. This leaves the instructor perplexed with the thought of effectively and adequately teaching the course. Often, the question posed is … "…to use or not to use reactions?" Both as a student and as an instructor, I have heard that students only feel … Continue reading Ballroom Dancing as a Metaphor for Learning Organic Chemistry
Years ago, I switched to teaching a flipped classroom and using a classroom response system (aka CRS or clickers). In this format, my students are assigned to read about a dozen pages from the textbook before coming to class. At the start of class, I assign a problem to solve that is based on the … Continue reading Squarecap Is a Game Changer in My Flipped Classroom
Every time I teach Section 3.9, which covers rotations about single and double bonds and cis/trans isomerism, I’m reminded of how valuable an exercise it is to have students determine whether a particular double bond can have cis/trans configurations possible. It may not immediately jump out at you as a valuable exercise, but consider this. … Continue reading Cis-trans isomerism: A valuable litmus test for things to come
Teaching students how to think like a chemist is a challenging, but necessary feature of any organic chemistry course. A seemingly simple question such as, “How will these two compounds react when I mix them?” can stump even the best students. Since it is impossible to memorize every possible reaction combination, students must rely on … Continue reading Proton Transfer Reactions and Thinking Like a Chemist
When I was first approached about contributing to this blog, I was hesitant. I’m only 32 years old and have only been a full-time faculty member for 3 years. Surely, I don’t have as much to offer as colleagues that have been doing this for many years and been through many textbooks by varying authors, … Continue reading Welcome to Fall semester! We’re happy to be back so to kick off the new season we are sharing this insightful post from Professor Todd Eckroat of Penn State Erie- The Behrend College.
Here at Teach the Mechanism we love to celebrate summer, so we're taking a couple of months off from posting to focus on our beach trips and homemade lemonade! We are still taking submissions so if you use Joel's book and you have an experience to share, please reach out to Sara at firstname.lastname@example.org. Thanks … Continue reading Happy Summer!
We have written a handful of blog posts that call attention to the benefits of Chapter 7, which introduces students to the 10 common elementary steps involving closed-shell species. Because of Chapter 7, students are exposed to the complete set of the elementary steps that make up the mechanisms for all reactions encountered through Chapter … Continue reading What’s Good for the Goose is Good for the Gander: Elementary Steps for Radicals
One of my favorite teaching moments throughout the entire year comes in Chapter 23, when, in the same lecture period, we examine aromatic substitution reactions proceeding through three different intermediates: arenium ion intermediates (first reaction below), Meisenheimer complexes (second reaction below), and benzyne intermediates (third reaction below). I love this as a teaching moment because … Continue reading A Great Teaching Moment with Aromatic Substitution Reactions
I was drawn to Joel Karty’s textbook because of its innovative mechanistic organization. I remembered my own undergraduate experience and the power that mechanisms held in the learning process to illuminate the reasoning behind the overwhelming number of transformations and seemingly random sets of reagents. Now, most of all, I want my students to see … Continue reading By the Numbers: Teaching the Mechanism and the ACS Exam