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4.0 out of 5 stars
Understand--rather than Memorize--the Fundamental Concepts of Organic Chemistry,
By Cosmas Topographicos "Cosmas Alexandrinus" (Cosmic Megalopolis) - See all my reviews
This review is from: principles of Organic Chemistry (Paperback)
"If you're normal, then you probably aren't too excited about taking Organic Chemistry. ... the way that you should learn chemistry, the way that it makes sense, not the way that many chemistry classes are being taught at many universities." Orgo student, U. of Virginia Language of Chemistry: Chemistry is unique in the sense that it has its own language. Chemists communicate in a highly systematized alphabetic symbolic language, and numerical chemical equations. This molecular science, is concerned with molecular structure, molecular synthesis, and the mechanisms of chemical transformations of atoms, molecules, ions and radicals. Problems that require the use of lines and graphics to represent bonds and molecular structure, reasoning by fuzzy logic for transfer of functional groups, for example, may well use different problem solving tools. than those that use models based on the laws of physics and the language of mathematics. Problem solving methods in chemistry may be classified according as they are encountered in one of the common sub-disciplines of chemistry; namely, analytical, physical, inorganic, and organic. Practical Organic Chemistry: One of the best books that is out there teaching practical organic chemistry was the one written by Arthur Vogel, "A Textbook of Practical Organic Chemistry," updated with new preparations, procedures and techniques, added to the book by contributing editors. It seems that I shared my fascination with Vogel's identifying techniques with my professor of Petroleum Refinery Engineering, who taught me one of my first courses in Organic chemistry. He was an Egyptian gentleman, with a Ph.D. from A&M U of Texas, and looked very much like President Johnson. Being then one of his first experiments in teaching an Orgo class, he selected English and Cassidy, as the Textbook, to the delight of most of our Chemical Engineering class of 1960. Solve Chemistry Problems? Prior to NMR, Spectrometric Identification of Organic Compounds, any problem solving method would normally contain four traditional elements: 1. Understanding the problem, a holistic process that requires right-brain thinking. 2. Developing a plan to understand how various parts of the problem may be connected and how the answer to the problem is linked to the information provided by the problem? Tthe development of which may require significant left-brain analytical thinking. 3. Carrying out the plan, in a step-by-step process that is very left-brain oriented. 4. Reviewing and discussing the deductions to arrive at a sound solution. Consider other alternatives while checking each step. Reviewing the problem and the validity of the solution as a final overall check. Perry's (1981) model of intellectual growth offers a framework for understanding our own thinking as well as charting a way through difficult issues, problems and uncertain solutions. In essence, you will move from dichotomous thinking toward an increasing ability to handle complexity and ambiguity, opening up to the opinions and experiences of others while simultaneously learning better how to read and listen critically, and independently. Orgo problem Solving: Over the past fifty years nuclear magnetic resonance spectroscopy, commonly referred to as NMR, has become the preeminent technique for determining the structure of organic compounds. Of all the spectroscopic methods, it is the only one for which a complete analysis and interpretation of the entire spectrum is normally expected. Some of the earliest work with critical thinking and learning strategies, including problem-solving, was reported in the 1940's and 1950's. It was more broadly researched in the 1970's and 1980's. The Journal of Chemical Education has reported articles on problem solving since about that same time. Furthermore, it is likely that sophomore organic students are at Perry's 'dualistic' level, they expect their instructor to tell them what to do, believing the textbook to be the correct source of all knowledge. Moreover every problem has a right answer! Programmed Study Aids for Solving Problems in Organic Chemistry describe a rationale for using those aids and include examples of these multi-step aids which provide leading questions, factual information, in some cases, the logical thinking required to arrive at correct though short answers. Principles of Organic Chemistry: English and Cassidy summarized their strategy, of including only selected reactions, implying a more detailed study of the underlying principles involved. They attempted to accomplish this by introducing (then) modern ideas on reaction mechanisms, attempting to describe, in terms of electronic theory, the progress of principle reaction discussed on a molecular scale. For me, and my colleagues who shared with Jones, his 'understand--rather than memorize--the fundamental concepts of organic chemistry, it paid, working some of the problems, to better apply the discussed reaction, though some basic memorized facts and theories were still mandatory for the appreciation of Organic Chemistry. The alkaloid Piperine: Problem *23, is one of 41 exercises on Amines & Diazo compounds, its first part, quoted below, will give you a taste of the book's procedural teaching through problem solving: The alkaloid Piperine , C17H19NO3, is the substance chiefly responsible for the sharp taste of pepper. Hydrolysis of piperine by acids gives piperic acid and a nitrogenous compound, C5H11N. Exhaustive methylation of this compound gives an unsaturated amine, which on repetitive exhaustive methylation gives a diolifin containing 5 carbon atoms and oxidizable to malonic acid. Derive the structure of the nitrogenous compound. A fruit of their book: Maitland Jones's (Yale `59), years of classroom experience at Princeton University, Organic Chemistry remains committed to helping students understand--rather than memorize--the fundamental concepts of organic chemistry. Retaining the authoritative coverage, informal style, and abundance of carefully annotated figures of its predecessors, ... A Belated Review: "The book for my first Organic Chemistry course (57/58) was English and Cassidy, 2nd edition, `56. Despite the dryness, formality, lack of graphics etc. etc. not much harm was done. I liked the book back then as did most of us. This includes (Maitland) Jones himself (Yale `59), who almost certainly used the book, as English and Cassidy were Yale professors and the first edition came out in `49." One of English/Cassidy students Organic Chemistry, Third Edition Organic Chemistry: Supplementary Problems Set for Jones's Organic Chemistry, Third Edition, Student's Version I present this review in memory of my perfect teacher, professor Dr. A. M. Abul-Nasr.
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