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© 1996, 1997 Rainer Glaser. All rights reserved.
The University of Missouri at Columbia
Chemistry 210 - Organic Chemistry I - Winter Semester 1997
Organic Chemistry
A Brief Introduction By Example
A very simple piece of DNA is shown. Understanding DNA is of
interest to many areas including Chemistry, Biochemistry, Biology,
Medicine, ... and of course Philosophy. To begin to understand anything
about this very special molecule we need to analyze the molecule and then
test hypotheses we have come up with.
nomenclature
recognize building blocs and functional groups
properties of building blocs and functional groups
connections between building blocs
polymerization of monomer
3d-stereochemistry of building blocs, monomers, polymers
structure determination
The Four Pillars of Modern Chemistry
In the modern view of chemistry, Experimentation, Theory & Computing, and Data Analysis are the three equally important sources of hypotheses and their testing grounds. The fourth pillar comprises the ensemble of Learning Methods.
About Learning in Customary Educational Settings
Similarly, no one has been able to confirm any certain limits to the speed with which man can learn. Schools and universities have usually been organized as if to suggest that all students learn at about the same rather plodding and regular speed. But, whenever the actual rates at which different people learn have been tested, nothing has been found to justify such an organization. Not only do individuals learn at vastly different speeds and in different ways, but man seems capable of astonishing feats of rapid learning when the attendant circumstances are favourable. It seems that, in customary educational settings, one habitually uses only a tiny fraction of one's learning capacities. [ Emphasis ours]
Excerpt from the Encyclopaedia Britannica
Complexities of Human Learning
Human learning is complex rather than simple. Learners are apt to learn more than one thing at a time. Sometimes this process is conscious, as when one simultaneously or rapidly assimilates many specific items of a whole. More often, the process is entirely or partly unconscious, as when the student learns some "content" consciously but at the same time absorbs unwittingly a great deal more from interrelationships, tones of voice, and so on.
Educators are therefore becoming increasingly concerned with these concomitant learnings. They are aware that the long-term significance of the arithmetical skill that the student consciously learns may be nugatory compared with the importance of what he learns about himself as a learner, about his capacities and limits, about his relationship with his teacher, about power and authority, about his relationships with his fellow students, about equality, collaboration, competition, and friendship. As educators become more knowledgeable about the importance of learning climates, they are impelled to abandon simplified techniques of teaching in favour of a more complex approach that views learning in the context of a matrix of relationships and forces that act upon the student, the teacher, the school, and the community.
Excerpt from the Encyclopaedia Britannica
Aristotle's World
Aristotle (384-322 BC) was very wrong
... we are getting better but beware!
Course Materials I. Books and Model Sets.
(1) Required Text: Organic Chemistry, Vollhardt, K. Peter C.;
Shore, Neil E.; 2nd ed., W. H. Freeman and Company, New York, 1994. ISBN
0-7167-2010-8. Cost: $76 text only; $92 text plus study guide.
(2) Optional study guide: Study Guide and Solutions Manual for Organic
Chemistry, Schore, Neil. E., 2nd ed., W. H. Freeman and Company, New
York, 1994. ISBN 0-7167-2572-X.
Cost: $30 study guide alone.
(3) Recommended (highly) model set: HGS Molecular Model Set, C Set for
Organic Chemistry, W. H. Freeman and Company. ISBN 0-7167-1972-X.
Cost: $24.
(4) Potential Study Option: Organic Nomenclature - A Programmed
Introduction, Traynham, J. G., 5th Ed., Prentice Hall, Upper
Saddle River, New Jersey 07458. ISBN0-13-270752-7. Cost: $26.
(5) Potential Study Option: Pushing Electrons - A Guide for Students of
Organic Chemistry, Weeks, S. P., 2nd Ed., Updated version, Saunders
College Publishing, Harcourt Brace & Company, 8th Floor, Orlando, Florida,
32887. ISBN 0-03-011652-X. Cost: $16.75 (net).
(6) Potential Study Option: Electron Flow in Organic Chemistry,
Scudder, P. H., John Wiley & Sons, New York, 1992. ISBN 0-471-61381-9.
Cost: $__ (net).
Course Materials II. Software Options.
An attempt is made at integrating computer software for molecular drawing,
modeling & visualization, and review & self-studying into Chemistry 210
for the first time. Inside and outside of the classroom, we will make
extensive use of the world wide web as a tool for instruction.
If you are enrolled in the honors' section of this class, you will
have the opportunity to become involved in the design of
computer-assisted exercises. You will also have the opportunity to
write chemistry software reviews.
The following software pieces will be used in some fashion during
the course. Some of you might want to purchase this software for
use at home or on some of the computers in the Campus Computer
Laboratories. Consider buying the software with two or three
friends; share the cost and share the fun of learning.
(1) Recommended computer tutorial: Organic Chemistry: Reaction
Mechanism. Authored by Montana and Buell. Distributed by Falcon
Software. MAC ISBN 1-886959-05-6. WIN ISBN 1-886959-06-4.
Suggested student price US$ 39.95.
(2) Recommended computer tutorial: Organic Chemistry: Spectra of
Compounds. Authored by Schatz. Distributed by Falcon
Software. MAC ISBN 1-886959-08-0. WIN ISBN 1-886959-09-9.
Suggested student price US$ 39.95.
(3) Recommended drawing & modeling software bundle:
Organic Chemistry Survival Kit. Distributed by Saunders College
Publishing, Harcourt Brace & Company, 8th Floor, Orlando, Florida,
32887. MAC: ISBN 0030 200 326. WIN: ISBN 0030 200 327. Cost: $39 net.
This bundle contains ChemOffice Ltd. 3.1 and the Saunders
Interactive General Chemistry CD-ROM. The ChemOffice Ltd.
3.1 contains the drawing program ChemDraw and
the modeling program Chem3D. The CD-ROM is a set of two CDs
and comes with a 300-page book. A nice review piece!
Prerequisites
You should be familiar with the concepts and principles discussed in
general chemistry, that is, having passed Chem 32 with a grade of C- or
better. Students who have had Chem 115, 205, Biochem 110 or equivalent can
receive only 1 hour credit in Chem 210.
Lectures
It is very important that you come to class well prepared! Do
read the background material before it is covered in class. The lecture
will be much more beneficial to you if you do. One of the advantages of
being well prepared is simply that you need to write much less during the
lecture and, instead, you will be able to follow the lecture
intellectually. After the lecture, read the material again and test
yourself, possibly in small groups. If uncertainties remain, review the
material again or come to office hours.
Discussions - Reviews
If necessary and desired, discussion/review sessions will be
scheduled in the evening in order to fit in with your schedules. These
sessions are intended to serve three purposes: First, further discussion
of the more difficult topics presented in class (not additional
material), secondly, discussions of problems, and - most importantly -
general Q&A and problem solving strategies. Dates will be announced in
class as required.
To encourage discussions amongst yourselves, you will be subscribed
to a Chemistry_210 discussion list. There will be several lists to
keep the number of subscribers low. Details about the discussion lists
will be given in lecture.
Examinations and Grading
There will be three 1-hour-examinations (100 points each), a group project
(100 points), and a comprehensive final (200 points).
The 1-hour-examinations will focus on
the materials covered recently, but it is expected that you recall the
fundamentals of previously studied chapters. Purpose and details about
the group projects are described on a separate web page. There will
be no quizzes.
No grades will be assigned to individual tests. After each
examination you will be given a graph representing the performance of the
class that will enable you to assess your relative performance. The tests
are fair but they are not easy and they are not short either.
Performance is work divided by time and performance is tested. The
philosophical basis is simple: If you do not know the material now so well
that you can answer quickly, then you will not know the material at all in
a year from now. The goal is learning for long-term retention.
In the past, averages have been between
45 and 65 points out of 100 possible points and achieved individual scores
have varied from about 15 all the way up to the low 90s. Remember that
your grade will depend on your relative position with regard to the
average. A score of 70, while seemingly low, is still an A grade if the
average is about 50. Remember also that this type of testing strategy
allows for two important advantges: First, you can obtain a very good
grade even if you decide to focus on some material more than on others
(you do not need 95 points for an A!). Second, this method of testing
makes it much more possible to make up for a test you may have blown
completely (with class averages of 90, you would never be able to make up
for one bad performance that left you 20 under par!). Thus: While you
might not feel too happy about the low averages and your low point counts,
you should realize that this system actually works in your favor.
In the best of all possible worlds, I would hope that we would achieve
averages of 65 - 75 points for the 100-point exams. At that level of
performance, you could compete with just about anybody.
After completion of all 1-hour-examinations and of the group projects
and before the final
examination, you will be informed regarding the point/grade relation.
Grades are assigned based on the average of the class and the class
distribution. In a previous semester, for example, with a course average
of 59 percent, the following cuts were used: Grade A (14.9%) above 76 %,
B grade (22.6%) above 64 %, C grade (35.1 %) above 50 %, and so on.
Plus/minus grades will be given within this framework. A+ for the top 3
percent. You can check out the histograms and grade assignments for
Chemistry 212 from the Fall Semester of 1996 to see how this all works
out.
In concert with the policy of the Department of Chemistry, there
will be no make up exams. If a test is missed for a legitimate reason
(sickness and the like with some type of acceptable written proof), a
score will be determined for this missed test that is based on your
average overall performance. If you know in advance, that you will not
be able to take an exam for a certain reason, talk to the instructor
before the date of that test. If you do miss a test without a legitimate
reason, you will receive a score of zero points for that test.
Honors
An honors' section is available. You can earn honors credit through the
learning-by-contract option offered by
The Honors
College. Please refer to the
Guidelines for Honors
Learning-By-Contract to learn about the administrative aspects. Get a
Learning-By-Contract Form from the
Honors College and come to see the
instructor to discuss the options for the project.
Option (1): Attend six
Chemistry Colloquia (Fridays, 3:40, Schlundt 103), write brief summaries
of the presentations (one page or less), and hand this report in.
Option (2):
Research an area of your interest related to organic chemistry and
write a term paper on it (5-7 pages, double spaced).
Option (3):
Explore computer-assisted learning methods and design an exercise. I
favor options (2) and (3). If you would like to pursue either option, get
the required forms from the Honor's College and see me for advice &
approval.
As far as option (2) is concerned, topics that have been selected
in the past include, for example, DNA finger printing, alternative fuel
sources, ozone depletion and so on. I'd be more than happy to help you
with your topic selection and to provide guidance (e.g. literature).
Topics that reflect the impact of chemistry on modern society are
encouraged. You might get some ideas from the New York Times Science
pages or from the Science department of Time magazine.
Option (3) relates to the integration of computer-assisted
learning into Organic Chemistry education. You will be involved in
testing and developing computer-assisted review and self-study
exercises. A typical honors' project would consist in the complete
production of one exercise segment from the conception of an idea to
writing the student guide to the exercise. If you choose this option, I
will instruct you in the usage of software (ChemDraw, Chem3D, MacSpartan)
which you can apply to the design of your exercise. I think this is the
most interesting and exciting option and you will certainly learn a great
deal about chemistry and about computer-assisted teaching & learning
technology.
Academic Honesty
Academic honesty is fundamental to activities and principles of a
university. All members of the academic community must be confident that
each person�s work has been responsibly and honorably acquired,
developed, and presented. Any effort to gain an advantage not given to
all students is dishonest whether or not the effort is successful. The
academic community regards academic dishonesty as an extremely serious
matter, with serious consequences that range from probation to
expulsion. When in doubt about plagiarism, paraphrasing, quoting, or
collaboration, consult the course instructor. Proven academic dishonesty
will be reported to the Provost for Academic Affairs and the student�s
Dean.
Compliance with the Americans with Disabilities Act
If you have special needs as addressed by the Americans with
Disabilities Act (ADA) and need accommodations (for example, extended
testing time, note takers, large print materials), please inform your
instructor privately as soon as possible. In most circumstances,
students with disabilities seeking academic accommodations should also
register with the Access Office, A048 Brady Commons, 882-4696. As
necessary, the Access Office will review documentation about your
disability and about the need for accommodations you are requesting. The
Access office will then assist in planning for any necessary
accommodations.
Excellence is a Habit