One thing I was really looking forward to when switching to Karty’s mechanistically organized text was how reactions involving alkenes would be addressed. I expected to see the reactions simply grouped by mechanism; for example, the electrophilic addition reaction mechanisms would be grouped together, as would the pericyclic reaction mechanisms and so on. Instead, I … Continue reading Life is Hard Enough. Why Teach Alkenes By Function?
There are a lot of research articles, opinions, blog posts, and conversations about new teaching methods nowadays, and there are a lot of great ideas floating around, but I’m just going to go right out there and say that the prospect of flipping my organic chemistry class terrified me as much as I thought it … Continue reading Floppity or Floop?
This is my 2nd year using the Karty text for Organic Chemistry Lecture (CHEM 3111). Based on my experiences as a student and as an instructor, organic chemistry has been typically taught in a traditional format of a chalk talk and PowerPoint combination. However, after speaking with those instructors, such as Joel Karty and fellow … Continue reading In Learning You Will Teach
Chapter 7 in Karty’s book struck me as very unique when I first reviewed it. Initially, I considered it to be just an overview chapter that I could breeze through without much thought. After further review, I thought perhaps it covered too much material and would cause students to be confused rather than deepen their … Continue reading Too Little? Too Much? Chapter 7 is just Right!
I started teaching Karty’s textbook in my first full-time teaching position, and I am not looking back. At the end of each semester as I review my course plan and think about what worked that semester and what didn’t, I always notice new ways in which this textbook design is smart, student-centered, and ultimately makes … Continue reading Organically Gaining Synthetic Expertise
As a new fall semester dawns, my mind turns inevitably to the fresh crop of students that will soon be struggling with Lewis structures containing many more atoms than they are accustomed to. Teaching at a community college brings some advantages, like having organic students that you have taught through both semesters of the general … Continue reading A New Semester, A fresh Foundation
Three years ago, as a first-time teacher, I took over for the previous organic chemistry professor at our university, including the textbook he was using. It was one of the most popular books organized by functional groups. After surviving through my first-year teaching, I sensed that it was confusing mechanistically. Seeing how the reaction worked … Continue reading An Enlightening Experience
Interest boxes are my favorite part of textbooks. Admittedly, I have been only studying and teaching chemistry for about 20 years but every chemistry textbook that I have ever used always had the fun breakout boxes that told a fun and interesting chemistry story related to that chapter’s material. At first glance, they might not … Continue reading Steal This Idea
As several contributors to this blog have pointed out, Joel Karty’s text introduces biochemistry topics early in the course through supplementary sections at the end of most chapters titled, “The Organic Chemistry of Biomolecules.” Many instructors have lauded this early inclusion of biomolecular topics as a motivator for biology majors and pre-professional students; one that … Continue reading Students are Doin’ it for Themselves
In my experience, when students are writing a reaction mechanism, the most common error is to form a strong base under acidic conditions or vice versa. I stress the importance of paying attention to reaction conditions in lecture, but the “function group” based textbook previously used at Western Washington University did not contain a section … Continue reading A Racemization Revelation