Month: February 2013

The Three M’s: Motivating, Modernizing, and MCAT

At most colleges and universities, students enrolled in organic chemistry come from a variety of majors and pre-professional programs. At St. Kate’s, the organic sections are a 20/20/40 split of chemistry, food & nutrition science, and biology majors. Twenty percent of our students are enrolled in organic in order to fulfill prerequisites for a variety

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Video

How Do Students Respond to the Mechanistic Organization? [Video]

Elon professor Joel Karty discusses his observations of how students seem to have more understanding, command, and control of their organic chemistry education when taught via the mechanistic organization. Prof. Karty also talks about being pleasantly surprised by the more interesting questions that students ask after learning elementary steps.

Why mechanisms? What does it mean to be mechanistically organized book? What advantages does a mechanistic organization offer? Watch Joel’s other videos to find out.

Using Resonance Structures to Make Connections Between Mechanisms

Mechanisms can greatly simplify organic chemistry thereby allowing us to draw connections between reactions that might otherwise appear to be unrelated. With some reactions, however, I have found that the way in which the mechanism is presented can have a dramatic effect on whether a student successfully makes these connections. Consider, for example, the halogenation

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