Oftentimes, when I talk with students, I compare the organic chemistry lecture series to a study-abroad experience: the first semester is when students learn the language, and the second semester is when they become immersed in the content. Within this dichotomy, I view nomenclature as a vocabulary-learning process (e.g., ketones, carboxylic acids, alcohols, and so … Continue reading Nomenclature: Can It Be Taught alongside Mechanisms and Synthesis?
Asking Better Questions: When Students Become the Teacher
As teachers, we are expected to be the experts in our subjects. But the act of learning itself is a constantly evolving process, which is why I find it refreshing when my students ask smart questions and suggest alternative perspectives to keep me on my toes in class. We have recently transitioned from the electrophilic … Continue reading Asking Better Questions: When Students Become the Teacher
The Teeter-Totter Method: Helping Students Visualize Electrophiles and Nucleophiles
Chapter 11 of the Karty text focuses on electrophilic addition along pi bonds. This can be a tough topic to tackle. The terms themselves can scare students, which is why I've found that it is key to break down the words into smaller chunks, especially for elementary steps. In the text, a variety of electrophilic … Continue reading The Teeter-Totter Method: Helping Students Visualize Electrophiles and Nucleophiles