Chemistry 211

        ORGANIC CHEMISTRY

              Fall & Spring 2005 - 2006

R.D. Libby 213 Collier  Ext. 1436 E-mail: rdlibby@cs.moravian.edu

Class Hours  MWF 9:10-10:00 Room 116 PPHAC Problem Session Tues.  9:10-10:00 Room 116 PPHAC

Office Hours Mon.    1:00 PM ->  2:00 PM Tues   10:15 AM ->11:15 AM Wed.  11:30 AM ->12:30 PM Fri.     10:00 AM ->11:00 AM Or any time, just call X-1436

    A.     Isomerism   [Lab Exercise & CGWW   CH 1 & 2]

    B.      Organic Functional Groups [CGWW   CH 2]

    A.     Introduction to Organic Reactions: Thermodynamics vs. Kinetics [CGWW    CH 5 & CH 18: pp. 305-323]

    B.     Acid Base Reactions [CGWW CH 8 & 21]

    C.     Reactions of Carbonyl Compounds. [CGWW CH 13]

1.   What Happens?

2.   How and Why Do They Happen?

      a.    Addition Reactions.[CGWW   CH 6, 10, 27 & 28]

      b.    Addition-Elimination Reactions.[CGWW   CH 14]

      c.    Acyl Substitution Reactions.[CGWW   CH 12 & 28]

3.   How Are They Related?

    A.     Stereoisomerism [CGWW   CH 16]

    B.     Bond Rotations and Conformational Analysis [CGWW   CH 18]

    A.     Review of Equilibrium Controlled Reactions:  Kinetics vs. Thermodynamics [CGWW   CH 13: pp. 305-323]

    B.     Nucleophilic Substitution at Saturated Carbon [CGWW CH 17]

    C.     Elimination Reactions [CGWW CH 19]

    D.     Addition Reactions [CGWW   CH 20]

    E.     Electrophilic Aromatic Substitution [CGWW   CH 22]

    F.     Free Radicals and Their Reactions [CGWW CH 39]

            Biomolecules and Biological Reactions [CGWW   CH 49 & 50]
 

REQUIRED MATERIAL

• -Solutions Manual to Accompany ORGANIC CHEMISTRY Clayden, Greeves, Warren, and Wothers, by Stuart Warren (Sol Man)

COURSE ORGANIZATION AND CLASSROOM ACTIVITIES

To aid you in your study of organic chemistry, each of you will be assigned to a class discussion group . Each group will consist of four or five students.  For some of the laboratory explorations, you will also work in research teams.   There may be some personnel overlap between class groups and lab teams, but usually, they will operate independently. Each member of your group will have specific duties to assure that the work load will be evenly distributed. Educational research indicates that students who work in groups with their peers tend to learn more in their courses. I hope that you will find that working with the members of your group will give you better insight in your analyses of the daily assignments. Most of the initial exploratory data analysis will be done within your groups.  (See Class Format) Then initial group responses will be discussed in the class as a whole so that we will generally reach a consensus as to the best interpretation of the data. The first set of groups will be assigned randomly during the first class period but the compositions of groups will be changed periodically throughout the semester.  However, regardless of changes in group composition, specific duty assignments will change each class period. (See GROUPS) At times it may be profitable for more than one group to work on an assignment outside of class or you may find others in the class with whom you feel comfortable working. You will be expected to work together outside of class in preparing daily class assignments, analyzing lab data and devising answers to questions for exams (See EVALUATION). I believe that you will find that small group discussions are very useful in generating ideas that stimulate learning.

Class Format:
This course will utilize a discussion format that is unconventional for science courses. The value of class periods is largely dependent upon what each student contributes. Each day you will be given specific data and a group exploration assignment for the following class period. Then at the beginning the following class I will randomly select three or four groups to present their group responses to the assignment. Generally, these presentations will be materials put on the board for consideration by the class as a whole. Consequently, you will be asked to draw initial conclusions from data BEFORE any class discussion of the material has taken place.  This process may be a bit uncomfortable at first, since you will have to rely on your own logic rather than something you have gotten from a lecture or textbook.  However, as the semester progresses, you will develop a "sense" of organic chemistry and your confidence will increase making you more comfortable with presenting your ideas. After the initial group presentations, we will have a 5 to 10 minute group discussion period for all groups to develop responses to the initial presentations. After the group discussion period, a few additional groups will be selected to respond to the original groups' presentations, and other volunteer responses will be considered in an effort to reach consensus on the best interpretation of the data under consideration. When the first issue is settled, we will move on to the next problem gradually building our understanding of organic chemistry. Each day's assignment will provide you with a particular set of data to analyze and some questions to guide your analysis.

COMMUNICATIONS BETWEEN CLASS MEMEBERS and PROFESSOR

ADMINISTRATIVE POLICIES

COLLABORATION AND ACADEMIC HONESTY

EVALUATION

CLASS DISCUSSION GROUPS

INTRODUCTION TO THE COURSE

WEBSITE AND FIRST DAY'S ASSIGNMENT