I hate organic chemistry it’s impossible organic chemistry
organic chemistry
organic chemistry ille these are some common reactions to
ille these are some common reactions to
ille these are some common reactions to the subject of organic chemistry and
the subject of organic chemistry and
the subject of organic chemistry and that’s not really surprising considering
that’s not really surprising considering
that’s not really surprising considering how difficult the subject can actually
how difficult the subject can actually
how difficult the subject can actually be when students learn organic chemistry
be when students learn organic chemistry
be when students learn organic chemistry they don’t only learn new subject matter
they don’t only learn new subject matter
they don’t only learn new subject matter but they also learn a new language to go
but they also learn a new language to go
but they also learn a new language to go along with the subject matter this new
along with the subject matter this new
along with the subject matter this new language often contains symbolism that
language often contains symbolism that
language often contains symbolism that is unfamiliar and non-intuitive to most
is unfamiliar and non-intuitive to most
is unfamiliar and non-intuitive to most people if we can take this symbolism and
people if we can take this symbolism and
people if we can take this symbolism and make it more relatable people would be
make it more relatable people would be
make it more relatable people would be able to understand the symbolism a
able to understand the symbolism a
able to understand the symbolism a little bit better and maybe eventually
little bit better and maybe eventually
little bit better and maybe eventually the stigma of organic chemistry being a
the stigma of organic chemistry being a
the stigma of organic chemistry being a very hard course will go away just a
very hard course will go away just a
very hard course will go away just a little bit in fact that’s exactly what
little bit in fact that’s exactly what
little bit in fact that’s exactly what I’m going to try to do with you all
I’m going to try to do with you all
I’m going to try to do with you all today if you have ever picked up a
today if you have ever picked up a
today if you have ever picked up a plastic water bottle used detergent on
plastic water bottle used detergent on
plastic water bottle used detergent on your clothes or your dishes if you’ve
your clothes or your dishes if you’ve
your clothes or your dishes if you’ve ever worn makeup or taken medication you
ever worn makeup or taken medication you
ever worn makeup or taken medication you have encountered an application of
have encountered an application of
have encountered an application of organic chemistry the thing that all of
organic chemistry the thing that all of
organic chemistry the thing that all of these products have in common are
these products have in common are
these products have in common are molecules that contain carbon atoms an
molecules that contain carbon atoms an
molecules that contain carbon atoms an organic chemistry is defined as the
organic chemistry is defined as the
organic chemistry is defined as the study of carbon containing compounds it
study of carbon containing compounds it
study of carbon containing compounds it wasn’t always defined in this way people
wasn’t always defined in this way people
wasn’t always defined in this way people used to think that organic compounds
used to think that organic compounds
used to think that organic compounds actually had to come from living sources
actually had to come from living sources
actually had to come from living sources it wasn’t until the mid 1800s where this
it wasn’t until the mid 1800s where this
it wasn’t until the mid 1800s where this theory of vitalism where the living
theory of vitalism where the living
theory of vitalism where the living sources would transfer this vital force
sources would transfer this vital force
sources would transfer this vital force to the organic molecules was actually
to the organic molecules was actually
to the organic molecules was actually disproved an experiment was done where
disproved an experiment was done where
disproved an experiment was done where two inorganic molecules were combined so
two inorganic molecules were combined so
two inorganic molecules were combined so these are molecules from nonliving
these are molecules from nonliving
these are molecules from nonliving sources and they produce an organic
sources and they produce an organic
sources and they produce an organic molecule and that led to the normal
molecule and that led to the normal
molecule and that led to the normal definition of organic chemistry that we
definition of organic chemistry that we
definition of organic chemistry that we see today another breakthrough came in
see today another breakthrough came in
see today another breakthrough came in the early 1900s when chemists start to
the early 1900s when chemists start to
the early 1900s when chemists start to think about what exactly
think about what exactly
think about what exactly is going on between these molecules in a
is going on between these molecules in a
is going on between these molecules in a reaction they knew that if they combined
reaction they knew that if they combined
reaction they knew that if they combined some molecules they would get out some
some molecules they would get out some
some molecules they would get out some kind of product oftentimes they wouldn’t
kind of product oftentimes they wouldn’t
kind of product oftentimes they wouldn’t even know what the product would be used
even know what the product would be used
even know what the product would be used for but in the 1900s
for but in the 1900s
for but in the 1900s people started thinking well what’s
people started thinking well what’s
people started thinking well what’s going on behind the scenes how are these
going on behind the scenes how are these
going on behind the scenes how are these molecules reacting to make new molecules
molecules reacting to make new molecules
molecules reacting to make new molecules and they found out that the key behind
and they found out that the key behind
and they found out that the key behind the reactions of organic compounds was
the reactions of organic compounds was
the reactions of organic compounds was transfer of electrons so electrons are
transfer of electrons so electrons are
transfer of electrons so electrons are the key movements that shift bonds
the key movements that shift bonds
the key movements that shift bonds around form new molecules and once this
around form new molecules and once this
around form new molecules and once this was discovered people needed a way to
was discovered people needed a way to
was discovered people needed a way to communicate what these electron
communicate what these electron
communicate what these electron transfers were and to tell people there
transfers were and to tell people there
transfers were and to tell people there were these certain patterns that occur
were these certain patterns that occur
were these certain patterns that occur in these molecules and it was then that
in these molecules and it was then that
in these molecules and it was then that a chemist named Robert Robinson ended up
a chemist named Robert Robinson ended up
a chemist named Robert Robinson ended up proposing arrow notation so this is
proposing arrow notation so this is
proposing arrow notation so this is using arrows to show where electrons are
using arrows to show where electrons are
using arrows to show where electrons are flowing and this is the focus of modern
flowing and this is the focus of modern
flowing and this is the focus of modern organic chemistry courses students
organic chemistry courses students
organic chemistry courses students usually learn reactions and all of these
usually learn reactions and all of these
usually learn reactions and all of these arrows to show what exactly these
arrows to show what exactly these
arrows to show what exactly these molecules are doing to produce the new
molecules are doing to produce the new
molecules are doing to produce the new product so what do students typically
product so what do students typically
product so what do students typically know when they start organic chemistry
know when they start organic chemistry
know when they start organic chemistry they are familiar with a little bit of
they are familiar with a little bit of
they are familiar with a little bit of this language so organic chemistry is
this language so organic chemistry is
this language so organic chemistry is like learning a new language and they do
like learning a new language and they do
like learning a new language and they do have some familiarity this is like
have some familiarity this is like
have some familiarity this is like somebody coming into a language course
somebody coming into a language course
somebody coming into a language course knowing a few of the words but they
knowing a few of the words but they
knowing a few of the words but they won’t know how to make sentences and
won’t know how to make sentences and
won’t know how to make sentences and they don’t usually know how to make
they don’t usually know how to make
they don’t usually know how to make stories or how to write paragraphs for
stories or how to write paragraphs for
stories or how to write paragraphs for example so in organic chemistry what we
example so in organic chemistry what we
example so in organic chemistry what we assume students know is that the
assume students know is that the
assume students know is that the molecules on the left hand side of an
molecules on the left hand side of an
molecules on the left hand side of an arrow are the ones that we start with
arrow are the ones that we start with
arrow are the ones that we start with the ones on the right-hand side of the
the ones on the right-hand side of the
the ones on the right-hand side of the arrow are our products those are the
arrow are our products those are the
arrow are our products those are the ones that end up that reaction arrow in
ones that end up that reaction arrow in
ones that end up that reaction arrow in between that’s actually like an equal
between that’s actually like an equal
between that’s actually like an equal sign and math would be where you’re
sign and math would be where you’re
sign and math would be where you’re adding things on the left and getting
adding things on the left and getting
adding things on the left and getting your answer on the right another thing
your answer on the right another thing
your answer on the right another thing that students usually know coming into a
that students usually know coming into a
that students usually know coming into a course is the fact that the dots around
course is the fact that the dots around
course is the fact that the dots around that B are that bromine atom those dots
that B are that bromine atom those dots
that B are that bromine atom those dots represent electrons and they’re usually
represent electrons and they’re usually
represent electrons and they’re usually found in pairs and they usually travel
found in pairs and they usually travel
found in pairs and they usually travel in pairs not always but this is usually
in pairs not always but this is usually
in pairs not always but this is usually the case
the case
the case there are a couple things that students
there are a couple things that students
there are a couple things that students may or may not be familiar with when
may or may not be familiar with when
may or may not be familiar with when they start an organic chemistry course
they start an organic chemistry course
they start an organic chemistry course and these are things like line
and these are things like line
and these are things like line structures organic chemists combine the
structures organic chemists combine the
structures organic chemists combine the atoms to make line structures in order
atoms to make line structures in order
atoms to make line structures in order to make it a little bit simpler to see
to make it a little bit simpler to see
to make it a little bit simpler to see what’s going on you can see the
what’s going on you can see the
what’s going on you can see the structure on the top is actually a lot
structure on the top is actually a lot
structure on the top is actually a lot more convoluted than the one on the
more convoluted than the one on the
more convoluted than the one on the bottom and this what we do in these line
bottom and this what we do in these line
bottom and this what we do in these line structures is we assume that the carbon
structures is we assume that the carbon
structures is we assume that the carbon atoms are every point so every end will
atoms are every point so every end will
atoms are every point so every end will be a carbon atom and in the middle will
be a carbon atom and in the middle will
be a carbon atom and in the middle will be a carbon atom hydrogen atoms are
be a carbon atom hydrogen atoms are
be a carbon atom hydrogen atoms are assumed so this is something that we
assumed so this is something that we
assumed so this is something that we teach in organic chemistry as well it’s
teach in organic chemistry as well it’s
teach in organic chemistry as well it’s part of the language another thing
part of the language another thing
part of the language another thing students might might or might not
students might might or might not
students might might or might not already know is that plus in the minus
already know is that plus in the minus
already know is that plus in the minus sign the minus sign refers to the fact
sign the minus sign refers to the fact
sign the minus sign refers to the fact that that atom has a little bit more
that that atom has a little bit more
that that atom has a little bit more electrons than it normally wants to have
electrons than it normally wants to have
electrons than it normally wants to have and the plus sign means that the atom
and the plus sign means that the atom
and the plus sign means that the atom has a little bit less electrons than it
has a little bit less electrons than it
has a little bit less electrons than it normally wants to have and these are the
normally wants to have and these are the
normally wants to have and these are the key behind how reactions happen so what
key behind how reactions happen so what
key behind how reactions happen so what organic chemistry is all about we kind
organic chemistry is all about we kind
organic chemistry is all about we kind of review these concepts and then we go
of review these concepts and then we go
of review these concepts and then we go into the main part of the language which
into the main part of the language which
into the main part of the language which is the arrow notation so this was
is the arrow notation so this was
is the arrow notation so this was developed by Robinson in 1922 and this
developed by Robinson in 1922 and this
developed by Robinson in 1922 and this is what we’re still teaching today to
is what we’re still teaching today to
is what we’re still teaching today to show how molecules react there are a
show how molecules react there are a
show how molecules react there are a couple of patterns to the way that we
couple of patterns to the way that we
couple of patterns to the way that we show these arrows and this is sort of
show these arrows and this is sort of
show these arrows and this is sort of like teaching students a few sentences
like teaching students a few sentences
like teaching students a few sentences that they can start stringing together
that they can start stringing together
that they can start stringing together to make paragraphs in for example a
to make paragraphs in for example a
to make paragraphs in for example a language course so the few sentences are
language course so the few sentences are
language course so the few sentences are the bond formation so we usually start
the bond formation so we usually start
the bond formation so we usually start at the source of electrons that those
at the source of electrons that those
at the source of electrons that those two dots that lone pair that is our
two dots that lone pair that is our
two dots that lone pair that is our source and we point towards the atom
source and we point towards the atom
source and we point towards the atom that will end up in the bond we can also
that will end up in the bond we can also
that will end up in the bond we can also have bonds as our source source of
have bonds as our source source of
have bonds as our source source of electrons and in that case we do a very
electrons and in that case we do a very
electrons and in that case we do a very similar motion in order to make a new
similar motion in order to make a new
similar motion in order to make a new bond the other key aspect she’s showing
bond the other key aspect she’s showing
bond the other key aspect she’s showing how molecules react is to break bonds
how molecules react is to break bonds
how molecules react is to break bonds because molecules reacting are all
because molecules reacting are all
because molecules reacting are all forming bonds and breaking bonds and so
forming bonds and breaking bonds and so
forming bonds and breaking bonds and so breaking bonds we start our arrow in the
breaking bonds we start our arrow in the
breaking bonds we start our arrow in the middle of the bond and we point to the
middle of the bond and we point to the
middle of the bond and we point to the atom that gets the electrons when we put
atom that gets the electrons when we put
atom that gets the electrons when we put it like this see
it like this see
it like this see like there’s some nice foundation to
like there’s some nice foundation to
like there’s some nice foundation to start with but this language is not very
start with but this language is not very
start with but this language is not very intuitive to most people and most
intuitive to most people and most
intuitive to most people and most students coming in struggle to learn
students coming in struggle to learn
students coming in struggle to learn this language and about a year ago a
this language and about a year ago a
this language and about a year ago a student by the name of Maria Thomas
student by the name of Maria Thomas
student by the name of Maria Thomas approached me with an idea to relate
approached me with an idea to relate
approached me with an idea to relate this electron flow to the human behavior
this electron flow to the human behavior
this electron flow to the human behavior and so what we did where our goal was to
and so what we did where our goal was to
and so what we did where our goal was to try to make these this electron flow a
try to make these this electron flow a
try to make these this electron flow a little bit more relatable to how people
little bit more relatable to how people
little bit more relatable to how people react so bonds are like bonds between
react so bonds are like bonds between
react so bonds are like bonds between people we’re gonna see a little bit more
people we’re gonna see a little bit more
people we’re gonna see a little bit more about this in a bit so the reaction that
about this in a bit so the reaction that
about this in a bit so the reaction that we decided to start with was a common
we decided to start with was a common
we decided to start with was a common reaction for organic chemistry courses
reaction for organic chemistry courses
reaction for organic chemistry courses for introductory organic chemistry so
for introductory organic chemistry so
for introductory organic chemistry so this is a reaction that students usually
this is a reaction that students usually
this is a reaction that students usually learn it’s usually pretty difficult
learn it’s usually pretty difficult
learn it’s usually pretty difficult because there are some trends that are a
because there are some trends that are a
because there are some trends that are a little bit reversed in this one versus
little bit reversed in this one versus
little bit reversed in this one versus what they normally see so this is an
what they normally see so this is an
what they normally see so this is an example of what we show students and we
example of what we show students and we
example of what we show students and we expect them to look at this and remember
expect them to look at this and remember
expect them to look at this and remember how it goes and they’re sitting there
how it goes and they’re sitting there
how it goes and they’re sitting there thinking that this is what it pretty
thinking that this is what it pretty
thinking that this is what it pretty much relates to probably like some of
much relates to probably like some of
much relates to probably like some of you are thinking that was a lot of
you are thinking that was a lot of
you are thinking that was a lot of jumbled mess did not make any sense of
jumbled mess did not make any sense of
jumbled mess did not make any sense of it so the students will usually see this
it so the students will usually see this
it so the students will usually see this and they’re asking questions semester
and they’re asking questions semester
and they’re asking questions semester after semester as an undergraduate I had
after semester as an undergraduate I had
after semester as an undergraduate I had the exact same questions how do those
the exact same questions how do those
the exact same questions how do those atoms end up attached that way this is a
atoms end up attached that way this is a
atoms end up attached that way this is a very difficult reaction to learn so what
very difficult reaction to learn so what
very difficult reaction to learn so what we do is we related the chemical
we do is we related the chemical
we do is we related the chemical behavior on this reaction to human
behavior on this reaction to human
behavior on this reaction to human behavior and we told a story of this
behavior and we told a story of this
behavior and we told a story of this reaction we personalize the atoms a
reaction we personalize the atoms a
reaction we personalize the atoms a little bit and Maria did this by making
little bit and Maria did this by making
little bit and Maria did this by making videos so the key concept in this
videos so the key concept in this
videos so the key concept in this reaction is something called
reaction is something called
reaction is something called electronegativity electronegativity is
electronegativity electronegativity is
electronegativity electronegativity is how much an atom hogs the electrons in
how much an atom hogs the electrons in
how much an atom hogs the electrons in the bond so the line between the carbon
the bond so the line between the carbon
the bond so the line between the carbon and the magnesium is two electrons the
and the magnesium is two electrons the
and the magnesium is two electrons the red arrow is pointing towards the carbon
red arrow is pointing towards the carbon
red arrow is pointing towards the carbon because the carbon actually hogs most of
because the carbon actually hogs most of
because the carbon actually hogs most of the electrons in that bond so in a way
the electrons in that bond so in a way
the electrons in that bond so in a way it’s like it has this burden and just
it’s like it has this burden and just
it’s like it has this burden and just like personalize the people and their
like personalize the people and their
like personalize the people and their relationships this is like one partner
relationships this is like one partner
relationships this is like one partner in the relationship having all the
in the relationship having all the
in the relationship having all the responsibility having a lot of
responsibility having a lot of
responsibility having a lot of stress that’s not going to be the
stress that’s not going to be the
stress that’s not going to be the greatest for that relationship just like
greatest for that relationship just like
greatest for that relationship just like this electronegativity difference isn’t
this electronegativity difference isn’t
this electronegativity difference isn’t the greatest for that bond so we’ve
the greatest for that bond so we’ve
the greatest for that bond so we’ve really same reaction and we went
really same reaction and we went
really same reaction and we went stepwise and explained this in terms of
stepwise and explained this in terms of
stepwise and explained this in terms of human behavior so the main characters or
human behavior so the main characters or
human behavior so the main characters or key atoms are colored we start off with
key atoms are colored we start off with
key atoms are colored we start off with our carbon magnesium bond so the red
our carbon magnesium bond so the red
our carbon magnesium bond so the red person and the blue person the red
person and the blue person the red
person and the blue person the red person is a little bit stressed out it
person is a little bit stressed out it
person is a little bit stressed out it has more of the burden in that
has more of the burden in that
has more of the burden in that relationship but that’s okay until
relationship but that’s okay until
relationship but that’s okay until another molecule comes along chemically
another molecule comes along chemically
another molecule comes along chemically this is how we show that and what
this is how we show that and what
this is how we show that and what happens is the carbon leaves the
happens is the carbon leaves the
happens is the carbon leaves the magnesium with the electrons to go and
magnesium with the electrons to go and
magnesium with the electrons to go and bond to a different carbon structurally
bond to a different carbon structurally
bond to a different carbon structurally we showed this like this where we have a
we showed this like this where we have a
we showed this like this where we have a line between the green carbon and the
line between the green carbon and the
line between the green carbon and the red carbon that’s that new bond so
red carbon that’s that new bond so
red carbon that’s that new bond so they’re in a nice happy relationship
they’re in a nice happy relationship
they’re in a nice happy relationship carbon and carbon bonds they’re actually
carbon and carbon bonds they’re actually
carbon and carbon bonds they’re actually the same electronegativity so they share
the same electronegativity so they share
the same electronegativity so they share the burden equally it’s a very healthy
the burden equally it’s a very healthy
the burden equally it’s a very healthy relationship it’s not gonna go back so
relationship it’s not gonna go back so
relationship it’s not gonna go back so magnesium though he’s left all by
magnesium though he’s left all by
magnesium though he’s left all by himself he’s not the only one who got
himself he’s not the only one who got
himself he’s not the only one who got screwed over in this reaction now soon
screwed over in this reaction now soon
screwed over in this reaction now soon as the red carbon attacked the green
as the red carbon attacked the green
as the red carbon attacked the green carbon the oxygen also got dumped with
carbon the oxygen also got dumped with
carbon the oxygen also got dumped with more electrons so it has this burden
more electrons so it has this burden
more electrons so it has this burden it’s not very happy and the oxygen and
it’s not very happy and the oxygen and
it’s not very happy and the oxygen and magnesium form a relationship a rebound
we show that chemically with a line
we show that chemically with a line between the magnesium and the oxygen and
between the magnesium and the oxygen and
between the magnesium and the oxygen and they sit like that for a while they’re
they sit like that for a while they’re
they sit like that for a while they’re fine until another molecule comes along
fine until another molecule comes along
fine until another molecule comes along physically what we do is we add acid
physically what we do is we add acid
physically what we do is we add acid into our reaction and this provides
into our reaction and this provides
into our reaction and this provides hydrogen atoms the pink oxygen loves the
hydrogen atoms the pink oxygen loves the
hydrogen atoms the pink oxygen loves the hydrogen atoms and it’s going to go and
hydrogen atoms and it’s going to go and
hydrogen atoms and it’s going to go and bond with one of those yet again
bond with one of those yet again
bond with one of those yet again magnesium sitting there thinking what’s
magnesium sitting there thinking what’s
magnesium sitting there thinking what’s wrong with me why does this keep
wrong with me why does this keep
wrong with me why does this keep happening and the oxygen and the black
happening and the oxygen and the black
happening and the oxygen and the black hydrogen end up in a bond we usually end
hydrogen end up in a bond we usually end
hydrogen end up in a bond we usually end up stopping our analysis of this
up stopping our analysis of this
up stopping our analysis of this reaction at this point because we only
reaction at this point because we only
reaction at this point because we only care usually with what happens to the
care usually with what happens to the
care usually with what happens to the organic material before the sense of
organic material before the sense of
organic material before the sense of closure let’s talk about what happens to
closure let’s talk about what happens to
closure let’s talk about what happens to this magnesium so when we added acid
this magnesium so when we added acid
this magnesium so when we added acid into the reaction we also have water
into the reaction we also have water
into the reaction we also have water molecules and one of these water
molecules and one of these water
molecules and one of these water molecules the oxygen shown in orange
molecules the oxygen shown in orange
molecules the oxygen shown in orange ends up through a little bit of a
ends up through a little bit of a
ends up through a little bit of a process
process
process binding to the magnesium and they live
binding to the magnesium and they live
binding to the magnesium and they live happily ever after in the chemical waste
happily ever after in the chemical waste
happily ever after in the chemical waste bin so let’s summarize the bonds that we
bin so let’s summarize the bonds that we
bin so let’s summarize the bonds that we ended up forming in this reaction so the
ended up forming in this reaction so the
ended up forming in this reaction so the red carbon ended up leaving the blue
red carbon ended up leaving the blue
red carbon ended up leaving the blue magnesium for the green carbon the pink
magnesium for the green carbon the pink
magnesium for the green carbon the pink oxygen also left the blue magnesium for
oxygen also left the blue magnesium for
oxygen also left the blue magnesium for the black hydrogen and the magnesium
the black hydrogen and the magnesium
the black hydrogen and the magnesium finally found its happy ending with the
finally found its happy ending with the
finally found its happy ending with the oxygen anecdotally this has been shown
oxygen anecdotally this has been shown
oxygen anecdotally this has been shown to be helpful for students and I hope
to be helpful for students and I hope
to be helpful for students and I hope you enjoyed this story of this chemical
you enjoyed this story of this chemical
you enjoyed this story of this chemical romance and I hope you learned a little
romance and I hope you learned a little
romance and I hope you learned a little bit of organic chemistry along the way
bit of organic chemistry along the way
bit of organic chemistry along the way thank you
thank you
thank you [Applause]
”
Be First to Comment