One of my most common refrains in my organic chemistry classes is that students should strive to understand and apply the foundational principles, as opposed to trying to memorize each example reaction that they’ve encountered. I strongly believe that a mechanistic organization discourages the memorization behaviors that students are almost forced to adopt in a … Continue reading How to Help Students See Patterns of Reactivity: My Experience with Karty’s Text
I am a big advocate of the Karty textbook and how it presents mechanisms to the audience. However, mechanisms are not every student’s favorite topic. While some chapters are quite easy to present, others prove to be more challenging for students. I have found that Chapter 7 (“An Overview of the Most Common Elementary Steps”), … Continue reading The Best Tactics for Learning the Elementary Steps of Organic Chemistry
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
In my recent post, Better at Mechanisms, Better at Synthesis, I highlighted research by Alison Flynn at the University of Ottawa, in which she showed that students have better success solving a synthesis problem when they draw reaction mechanisms. I recently had an opportunity to further probe this connection by analyzing my students’ success on … Continue reading Mechanisms and Synthesis Go Hand-in-Hand
I have always approached my organic sequence as a mechanism-driven course. Every reaction that we discussed in class started with a mechanism to show how it wasn’t really anything new, but an extension of the types of behaviors we had learned to describe and anticipate. I avoided texts that listed reaction after reaction as completely … Continue reading Memorization Not a Choice: Learning to Remember
I adopted the Karty textbook four years ago. I had been using a book organized by functional group but focused on the subject from a mechanistic approach. When it came to choosing a new textbook, I reviewed most of the textbooks on the market and asked my current and previous students their opinions of each … Continue reading Results of Four Years of Teaching the Mechanism
Mechanisms can greatly simplify learning organic chemistry because the hundreds of reactions that students need to know have mechanisms that are constructed from just a handful of distinct elementary steps. This is easy for us professors to see—after all, we’ve been through the year’s reactions and mechanisms multiple times. Students, on the other hand, must … Continue reading Ten Elementary Steps Are Better Than Four
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!