Organic Chemistry I

Chem 326, 3 Credits

South Dakota School of Mines and Technology

Fall 2008; MWF 10:00-10:50

 

Instructor            Dr. David A. Boyles, Room 319

Prerequisite         Chem 114, General Chemistry II

Office Hours    You do not need an appointment during office hours. Other times by appointment. While I will not be your study partner, I will lead you through questions you may have. Time is often as well spent working with the text and solutions manual although there may occasionally be content-related questions you may have. Please do not hesitate to see me during office hours.

If you don't use office hour time set for you, you will lose the time set for you. Maximize your advantage by thinking ahead and planning your time. Drop-of-the-hat, spur-of-the-moment requests and reliance on chance encounters for your education is not consistent with an approach to serious matters such as your education requires and sends me the message you don't care enough to plan ahead. 

1.    When to see me:  

2.    When not to see me:

3.    When you must see me in my office and not in public:

This is not a distance class.  Requests are to be registered in person. I do not have a personal secretary and don't consider it cool to  play cell-telephone or email tag. Learn to both plan ahead and register your requests in person. I have no respect for malingering, loitering, and general purposelessness. I do not return phone calls as a rule and do not honor impersonal hiding behind email since we meet three times weekly. Absences: See below; other than school sponsored activities everyone will have two quizzes thrown out; any other quizzes missed will be awarded zero points, including minor illnesses. 

Purpose of the Course

SDSM&T Catalog Description: CHEM 326 ORGANIC CHEMISTRY I  (3-0) 3 credits. Prerequisite: CHEM 114. A systematic treatment of the chemistry of carbon compounds, including nomenclature, structure reactivity relationships, reaction mechanisms, synthesis, and spectroscopy.

This course is an introduction to organic chemistry including classes of organic compounds, nomenclature, properties, and reactivity.   This first semester corresponds to approximately the first thirteen chapters of the text. The second semester continues to build on the first.  Expect a pace of approximately one chapter per week.  This course meets the requirements for a certified American Chemical Society course and is taught at a commensurate level nationwide.

Things to Know

1.    Pace of Course.   This is a college upper level lecture course building on two semesters of previous chemistry study.  Study and pace yourself accordingly. The pace is that of organic chemistry courses nationwide, with standard material coverage required. Plan on covering a chapter weekly, and please do not wait until you have a large timeblock to begin studying. If you can read and understand a single paragraph between classes you are ahead.

2.    Amount of Study.    University policy indicates two hours of outside study for each credit hour of class.  Your mileage may vary. You should expect a pace of approximately one chapter per week. Study three times weekly at a minimum; chew thoroughly with each bite. Significant indigestion comes with larger bites, which is why this course is carefully paced. 

Granted, at the beginning of the semester it is not uncommon to overestimate the time you require to study for a quiz. Similarly, you may find that you must study longer than anticipated. since your reading comprehension will likely be not as acute as it is toward the end of a semester in this class. (Many students are under the impression reading is not inferior to listening, whereas in fact the latter gives an illusory impression of understanding revealed as such come test time). If you study five hours for a 10 point quiz, however, you must question your own sense of perspective. 

Depending on your level of reading comprehension you may have to read the chapter material several times.  This is not unusual.  It is also not unusual to forget material quickly--review older material frequently as part of your regular study time to counteract this.

3.    Uncertainty.    Cope with occasions when not everything is "perfectly" clear and do the best you are able.  It is not my responsibility to dump pre-canned facts into your head and thereby deprive you of thinking through things yourself, as this would be to deprive you effectively of the value in your education. When the tiniest of unanswered questions that I would never even think of asking on a quiz cause you major anxiety, it may be a sign you have things out of perspective; thus, it's not a matter of what you don't know but your overall approach to what you are learning that needs to guide you.

4.    A Word To the Wise.    Organic chemistry is a system of thought. It builds on freshman chemistry. It contains elements of abstract as well as symbolic thought, deductive and inductive reasoning, and has a logic of its own--several logics, in fact, depending on the topic under consideration.  Organic is a lot of fun and is among the most systematic and learnable areas in chemistry if not all knowledge bases, and this course is structured little by little to aid your discovery and progress on a class-by-class basis. Like all forms of knowledge, however, you must come to it on its terms, as it cares nothing of yours, mine, or anyone elses'.  It is no respecter of persons. Such is knowledge.  Such is the worthwhile price of education. 

Organic reactions are interrelated and may be mapped.  This map is developed according to chapter over the course of this first semester and becomes the foundation for Organic II (Chem 328). Not all chapter topics are included on the map, since organic chemistry also includes topics (such as conformational analysis, stereochemistry, and instrumental methods) in addition to organic reactions. (Note: this particular map was made from another text and the chapters do not correspond to your text but the categories remain nonetheless interrelated in similar fashion).

Description of Instructional Method

The philosophy of this teaching method may be read here.

If a student cannot learn this course's material by this method my experience teaches me that students certainly cannot learn it by lecture. 

Classroom Schedule:

1.    10:00 to 10:05     Debrief with your group over assignment your last-minute questions; it may be to your benefit  to begin this before the bell rings. It is too late to begin studying the material at this point.

2.    10:05 to ~10:25:  Individual quiz

3.    10:25 to ~10:40:  Group quiz

4.    10:40 to 10:50:    Solutions and questions from floor; assignment given for next  period. 

5.    Individual study! Make use of the solutions manual which has every answer to text questions and problems.

Course Requirements

Textbook:    

T.W. Graham Solomons and Craig B. Fryhle, Organic Chemistry, Nineth Edition, John Wiley & Sons, Inc., 2008.

Attendance and Makeup:

1.    Attendance is mandatory.  Students are expected to attend all regularly scheduled lecture and exam periods. Daily quizzes and/or examinations must be taken when given. No makeup quizzes or examinations will be given outside of school policy unless I decide otherwise (below).  If you take a quiz outside class your individual score will have to count as your group score. I abide by University Policy to the letter in the case of school-sponsored absences.  One quiz for absences and no more will be discarded,  nor will make-ups be allowed.   Students must recognize that vital aspects of the university experience are not able to be fully realized when class attendance is not taken seriously and standards are compromised.

2.    There is no requirement that you work with your group outside class.  Time outside class is best used to study individually.

3.    It is your responsibility to get the notes and assignments, and any schedule or other changes from another student if a class is missed.

4.    There are no makeup examinations other than for school sponsored activities as per the SDSM&T catalog. Plan on taking all quizzes and examinations as scheduled. Students who have valid reasons within university policy for excused absences must see me immediately after class in advance of their absence. In cases of approved emergency absences only, cleared with a formal written excuse which is accepted by the instructor I may consider a makeup.  If you have an excused absence in accordance with university policy you must take any quizzes you missed before they are passed back to the class. This time must be cleared IN ADVANCE with me. Normally a 10 minute quiz can be taken immediately before the next class in the event of a school-sponsored activity absence.

More often than not, students who have been absent penalize themselves  in having put themselves in a position to both catch up on missed work (including lectures, quizzes, and exams) in addition to having to do current work when they return from an absence.  There is always a price to pay, so think twice before you pay twice as much.

Ethics: 

I do not discuss  with individuals that which is in the interest of everyone (such as "when is the next test," "do we have to know page 23...," "will there be a test question on this...". Insider information and special consideration is not an option. If you have a question the answer to which affects the class, ask in class and I will be happy to consider addressing it.

I don't take questions immediately before a quiz or exam. Canned answers that are simply fed back to me from you is not in the interest of education and clearly defeats advance-planning expected on your part as well as well as your long-term commitment to the material which alone can get you through a two-semester course sequence.

In other words, absolutely  no questions will be taken by me during quizzes or exams. Reasons: (1) by the time a quiz or exam arrives it is my turn to assess what you do or don't know, what meaning you have made of the material, and the time for questions has long passed, (2) all students are in the same boat with the same information before them and no one gets hints others don't and it is disruptive to give them to everyone during a quiz, and (3) no one question is any more important than anyone else's and there is not time to answer everyone's question during a quiz anyway.  Do your best; everyone else is.

It is not up to your professor or anyone else to do for you what you and only you can and must do for yourself. It is expected  that sophmores will be making a transition from dependency of the freshman year to becoming more independent, upperclass students.  Your responsibility to yourself is of utmost importance. Only you can see to this, AND YOU CAN DO IT--although you have little incentive to do so unless someone expects you to.

"Academic integrity" means you will abstain from any reason which might cast yourself in the light of suspicion. Keep your eyes ON YOUR PAPER during quizzes and examinations or suspicion automatically arises. No caps are allowed during quizzes or exams. Do NOT get out of your seat during a quiz or exam without permission. I reserve the right to seat and reseat you and may do so without explanation. Proctors are under no obligation to converse in the course of their duties nor am I. Read SDBOR Policy 3:4 "Student Conduct Code" and the South Dakota Board of Regents Policy 3:4 "Student Conduct Code" for further clarification before jeopardizing your future. 

Notes:

This is a fact-based content-rich chemistry course. Passing awareness of the facts is not enough.  Study and practice is the only option you have to become proficient at this. Your performance is only as good as your practice. You are in charge of your time.  BOR policy indicates two hours study required as a minimum for each class hour. Your mileage may vary and YOU must decide if 5 hours is worth it in light of your individual and group quiz score average.

Read quiz questions carefully and answer what is asked. In other words, follow directions or credit cannot be awarded. Some questions are purposely written to see if you can interpret them, and others are purposely written to require a highly specific answer. In all cases you must interpret what you read and give the single best answer to the question.  Multiple answers to a question requiring but one answer will not be awarded no credit.

Everyone gets a low grade sometimes and everyone has the same freedom to do something about it next time. The final grade is an averaged grade.

If you want to be intimidated by this course you will be. If you want a quality education you may be able to have one.  Make your choice.

This course is not about you, and it's not about me--it's about ORGANIC CHEMISTRY.  

Course Outcomes    

The student who has successfully completed this course will be able to perform the following.

Skill-Based Outcomes:

1.        Development of a personal approach to learning which includes responsibility, acceptance of difficulties and ambiguities, working with others;

2.        Assemblage of fragments understood into a coherent knowledge enabling problem solving and further learning;

3.        Subordination of individual differences to a higher good as you reason your point of view and allow others to do the same;

4.        Reliance upon your own ability to learn even complex and technical material related to your future professions;

5.        Development of communication and reading comprehension;

6.        Ability to address your own questions as well as have them addressed by other learners;

7.        Resolve to persist in learning actively while at the same time you are learning there is always more  to learn, and while you feel you may not be learning (if you are engaging you WILL be learning!);

8.        Understanding of what it means to be critically independent of your and other's thought about the material of the discipline.

9.        Growth in intellect and confidence.

Content-Based Outcomes:

1.         Description of the structure and bonding patterns of organic compounds in terms of common and technical nomenclature systems according to functional group classifications;

2.         Prediction of the chemical outcomes of organic reactions of various functional classes of compounds under specific conditions;

3.         Design of syntheses of complex molecules at an introductory level;

4.         Description in technical terminology of the kind of organic reaction that is occurring in any particular example;

5.         Relation of organic reactions and products to kinetic and thermodynamic conditions and parameters;

7.          Pronunciation and spelling of technical terms which pertain to organic chemistry;

8.          Description of the origin of spectral methods and interpretation of spectra to determine organic molecular structure;

9.          Description of the difference between radical and ionic mechanisms and the reactive intermediates and types of mechanisms inherent to both;

10.               Depiction of organic reaction mechanisms using arrow formalism;

11.        Composition of written essays describing a given chemical reaction, using the technical terminology of the discipline of organic chemistry.

Grading

Your grade is determined only by points earned on exams, quizzes, and other assignments given during the semester.  There is no opportunity other than what is explicitly stated in this syllabus to earn points, that is, neither special assignments nor additional work beyond that given other students will be given. 

There will be daily quizzes and 2 or 3 examinations.  In addition a comprehensive final for the semester will be given as scheduled during finals' week.

The daily quiz score will be the average of the individual quiz score (10 points) and group quiz score (10 points).  Each exam including the final exam is an individual exam and each counts as 100 points. There are approximately 350 quiz points, 200-300 exam points, and 100 final exam points = 650-750 points for the semester. Keep this in mind. 

Some quizzes have the opportunity for bonus points. These can but be in your interest as they are over and above the 10 point daily quiz total used to calculate your grade.

You cannot hurt your own grade by assisting people within your groups during group quizzes.  I calculate alphabetical grades twice ONLY: at midterm, and after the final exam.  Keep track of your own scores in light of possible points at any time throughout the semester as I will not balance your grade checkbook for you. 

If you have questions concerning a grade I expect as a minimum that you will have calculated your precise point score and assigned yourself a grade according to the below percentage scale IN ADVANCE of speaking wth me. I honor the prepared.

Anyone receiving below 55% of the total points will fail the course.

It is not possible to pass this class on the merits of your group scores alone.

All groups are set up randomly and without consultation and may occasionally require rebalancing.

Course Outline

The outline of course content is precisely the Table of Contents of the text.  We will cover chapters 1 to 11 this semester. 

Specific text assignments are given in class in advance of the subsequent class each class period. 

"The ultimate purpose of the rules of the game is quite simple:  they exist in order that you may maximize your enjoyment." 

Americans with Disabilities Act

Students who may require  assistance in compliance with the Americans with Disabilities Act must contact the instructor and the campus ADA coordinator, Ms. Jolie McCoy, at 394-1924, at the earliest opportunity.

Freedom in Learning

Under Board of Regents and University policy student academic performance will be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students are free to take reasoned exception to the data or views offered in any course of study and to reserve judgment concerning what are matters of opinion, and they are responsible for learning the content of any course of study in which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinion or conduct which is unrelated to academic standards set forth for the class may contact the dean of the college which offers the class  to initiate a review of the evaluation.

Any alleged violations must be substantiated and documented and first discussed with the faculty member by the student as per published university grievance process. Whether malicioius or not, unsubstantiated, arbitrary, capricious, or false accusations by students are against the 9th Commandment: "Thou Shalt Not Bear False Witness Against Thy Neighbor" (Exodus 20:16). Teach thyself to speak truth and learn that what thou doest say is not always truth.

Electronic Devices Policy

Please turn off cell phones before class begins. No use of electronic or computer media is allowed during class time.

This syllabus is subject to change. Any change will be announced in class.

Education changes what we have been that we may become what we were not. -- St. Augustine

It is not for ourselves alone that we learn, but to the benefit of all society.

You forfeit your chance for life at its fullest when you withhold your best effort in learning. When you give only the minimum to learning, you receive only the minimum in return. Even with your parents' best example and your teachers' best efforts, in the end it is your work that determines how much and how well you learn. When you work to your full capacity, you can hope to attain the knowledge and skills that will enable you to create your future and control your destiny. If you do not, you will have your future thrust upon you by others. Take hold of your life, apply your gifts and talents, work with dedication and self-discipline. Have high expectations for yourself and convert every challenge into an opportunity.   A Nation At Risk, 1983

Various and Sundry

1.    When you think you might not like something:

For in truth great love springs from great knowledge of the beloved object, and if you know it but little you will be able to love it only a little or not at all.

--Leonardo daVinci

2.    When you think someone else must have advice especially just for you that you don't already know:

Wise men don't need it, and fools don't heed it.  

--unknown

3.    When you know something needs to be done but you don't want to do it: 

Go to the ant, thou sluggard; consider her ways, and be wise: Which having no guide, overseer, or ruler, Provideth her meat in the summer, and gathereth her food in the harvest. How long wilt thou sleep, O sluggard? when wilt thou arise out of thy sleep? 

--Proverbs 6:6-9.

4.    When you think knowledge has to be "personalized" before it can be learned:

The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple."          

-- Bronson Alcott

5.    When you find yourself making mistakes again and again:

The sooner you begin to make your first ten thousand mistakes, the sooner you will be able to correct them.  

--Nicolaides, artist

6.    When you find that success eludes you:

The superior man makes the difficulty to be overcome his first interest; success comes only later.  

--Confucius, Analects, ca. 500 B.C.

7.    When you think too much and act too little:

Worry is like a rocking chair, it gives you something to do, but it doesn't get you anywhere.  

--unknown

8.    If you have a difficult time getting into studying, this could be for you:

Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not.  It is the first lesson that ought to be learned, and however early training begins it is probably the last lesson learned thoroughly. 

--Thomas Henry Huxley, "Technical Education" 1877

9.    If you want to expand your mind, consider this:

If a teacher is indeed wise he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. 

--Khalil Gibran

10.    When you think it is easier for others than yourself, consider that they might be saying something you aren't:

If it's going to be, it's up to me.

--Robert Schuler

11.   Give yourself time enough to study and learn:

Put up in a place where it's easy to see

the cryptic admonishment "T.T.T."

When you feel how depressingly slowly you climb,

it's well to remember that "Things Take Time."

---Piet Hein

12.      What people ask professors about their students in a recommendation

13.      That anyone can do it, means a few will.

"It's wanting to know that makes us matter [and as organic chemist I find it difficult not to take that literally]. Otherwise we're going out the same way we came in."                                                 

- --Tom Stoppard, 'Arcadia'

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