The majority of Chem 353 students are registered in the course because someone (i.e. the University Calendar) has listed this course as a necessary pre-requisite for some other course which is much closer to your main professional career interest, e.g. medicince, dentistry, science degree, graduate school etc.
In view of this, we have
certain general objectives regarding what we feel it is appropriate
that we all accomplish during the Winter semester.
These accomplishments fall into 5 general categories:
Information acquisition
Laboratory skill acquisition
Intellectual skill
development (including problem solving)
Team/cooperative skill
development
Development of a scientific
curiosity
The aim of Chem 353 is to build on Chem 351 to provide a good, solid grounding in the basics of organic
chemistry with a view to application in other courses (e.g. biochemistry) and as a strong
preparation for examinations such as the MCAT. We want you to be able
to apply the knowledge in the future.
Chem 353 is the second half of this journey. As such the
content of the course reflects these targets and the time we have
available to do it.
Much of the pre-requisite status of organic chemistry derives from the acquisition of information that is relevant to higher courses in chemistry itself or cell biology, molecular biology, biochemistry, physiology, medical science, geochemistry, toxicology and so on. Organic molecules have the same structure and behaviour, whatever the context in which you are studying them.
Here are a couple of
quotes that summarises the root cause of the problems students
encounter with organic chemistry....
Consider them and how they relate to your study techniques and habits,
and expectations for a course....
"Learning consists of evaluating new information in relation to information which we have previously understood."
We are interested in this type of learning and it will serve you well for this course and way beyond, for the following reasons...
"What has been called "rote" learning or "conditioned-response" learning or "remembering-it-long-enough-to-pass-the-exam" learning is not learning at all in the meaning of our definition. This type of rigid-response conditioning is not desirable or useful in a human sense. The human is capable under certain severe pressures of doing a great deal of this kind of rote absorption but it is not really useful to anyone."
from Harvey Jackins, The Human Situation, Rational Island Publishers, Seattle, 1991.
How do these statements relate to Chem 353?
In the exercises that you
are required to complete during the semester, be it in the laboratory,
the CAL assessments, or in the mid-term and final examinations, many of
the questions will involve applying the course materials
to new situations that you have not specifically
encountered before. This means that there is little benefit to be
gained from memorising the answers to specific questions, but that you
should be trying to learn how to apply the tools of organic chemistry
to solve problems. This requires that you develop the skills associated
with learning how to solve problems, as an example, from Chem 351: how
to solve spectroscopy problems, in Chem 353 : how to design efficient syntheses of simple organic compounds.
In organic chemistry, the temptation is to try to memorise reactions.
This is very boring and not all that useful at the end of the day. It
is much more valuable to try to recognise the type of reaction involved
(e.g. nucleophilic substitution) and then think about what factors
control that type of reaction and apply this to the question you are
being asked. However, in order to be able to achieve this, it will
require that you spend time working through examples and trying to
recognise the similarities and differences between the various
processes, before the "big picture" emerges that negates the need to
memorise all the reactions.
See also our expectations and some reasons why students underperform.