A 6OSecond Course in Organic Chemistry LeRoy A. McGrew University of Northern Iowa, Cedar Falls, IA50614
A ConversationStopper
The One-Minute Course
First person: "I'm happy to meet you. What do you do?" Second person: '"Iteach chemistry at the university." Firat person: "Oh. . . ."
Part 1. General Introduction
This exchange often has been a sure-fire conversation stopper for me, the second . ~ a r-t above. v Judeine h m converaations with chemistry colleagues in academe, I am not alone. Many people seem to have a built-in aversion to the subject of chemistry. This is a paradox, because I believe that average citizens really like the fruits of chemical technology. mEYlike polyester pants, tires, and canoes made of Aramid fiber. They like sporting goods and automobile parts made from composite materials. They like acrylic paint and epoxy glue, and synthetic oil, and they appreciate the excellent clinical chemistry procedures now being used in medical laboratories. At the same time, most people have no conception of how these materials and procedures come into being, because most people, including most college graduates, have little understanding of the science of matter. This is a great deterrent to effective communication with the lav * nuhlic ~ - and - ~ even to communication with nonscience students in colleges and universities. Thus, chemistry continues to be the most vulnerable of the sciences to hazard-related public criticism. We still need greatly impmved communication in order to achieve a balanced view of the good and the bad in the applications of chemistry. As individual scientists, part of our communication pmblem may be that we think we have to say too much in order to do some good. Most college chemistry instructors are pessimistic about the value of a limited encounter. P e r h a ~ s this attitude derives from the fact that the traditional titegories of chemical content seem to require two semesters for a mere introduction. In my own field of organic chemistry, the current crop of organic textbook editions. while exhibiting efforts toachieve manageable size, still require about 1200 pages to get the job done. Acknowledeine this. it is not s u r p r i k g tohear instructors question th; e k c a c i of t h e one-semester organic course. "There iust isn't enough time to do justice to the subject," is theplaintive cry. Indeed, most of us who do know something of the subject through long training and experience often are frustrated by how little we feel we actually know. I offer that the lay public is not subject to these frustrations, and that it is time to begin doing justice to people, rather than to subjects. Perhaps some general attitudes might be improved by just a few items of chemical wisdom thoughtfully and gently administered in a non-superior manner. Why not a one-period, stand-alone introduction? Better vet. why not a 60-second course in oreanic chemistry, godd f i r coiktail parties, long elevator rides, or for sentation to some bright young person who might thereby be persuaded to know more. Admittedly a fanciful idea, hut i t seemed also to resent an intrieuinrr challenee. - , an extreme encapsula$on of the com&unGation problem. It seemed worthy of some time s ~ e nin t thinkine and writine about organi7ration and conknt. The following presentation is the result of mv effort to date. lecture notes for the One-Minute professor.
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Nature has pmvided 92 simple building materials, called "elements,'" of which all matter is composed. Elements are made of tiny particles called "atom."Diversity results from the tendency of atoms of different elements to combine to form "compounds." One of the lighter elements, #6 out of the 92, is carhon, the central element of organic chemistry. In organic compounds, atoms of carbon are joined by forces called chemical bonds into 'holecules" that mav contain one., several. -~ - - ~ -or -many carbon atoms in chains or ring~,aa well as atoms of hydrogen, oxygen, nitrogen, and other elements. Assembled according to natural principles of chemical combination, organic molecules exhibit many beautiful and subtle variationsin composition and shape. ~
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Part 2. Explanation and Interpretation There are more than 10 million known compounds of carbon. Only a small fraction have practical uses. Knowledge of their properties, gained through research, has given us organic fuels, paints, cosmetics, medicines, plastics, textile fibers,and many other products. The pmperties of a compound result from the composition and overall shape of its molecules. Chemists have learned many details of this relationship. Understanding of chemical change has thereby increased, and the search far useful new materials can he aided by planning, rather than lee to chance. Gaining this knowledge has been the most exciting aspect of modem chemical research.
Part 3. Specific Example-The Chemistry of Life Understanding organic molecules allows us to study the chemistry of life. A Living body is composed of organic molecules, water, and certain minerals. The structures and functions of nroteins. fats, sugars, and genetre molcculcs determine your physical form, bodily funrrions,and even your mcntal arzinty. I hope you will appreciate the importance uforganicehcmistry in the world of knowledge and its very personal relevance to your life. Thanks for listening. Note that this course does not need prerequisites because some intmductory chemistry is included a t the beginning. While it is obvious that this is really a general education offering, there is some chemical content, and homage is paid to physical organic concepts. One does need to talk rapidly to complete this course in the allotted time. It would certainly be pedagogically desirable to take a little more time, if available. Oh, w h a t w e could d o with a two-minute course! (There we go again).
Outrageous Project-Perhaps Not I believe that this outrageous project was worthwhile, because it vividly identified for me the effort in thought and planning that must be given to any presentation given to nonscience majors or to the lay public in general. We cannot extend understanding or improve attitudes among nonscientists without giving careful thought to what we are going to present and how we are going to present it. I believe that much can be done on a person-to-person basis, but only if we are able to tell an effectiue story without presenting the whole story. Volume 70 Number 7 July 1993
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Try It
Could you tell a lay person something about your field in 60 seconds? Try it. Write a 60-sewnd introduction to your specialty field or your research. Try writing a better 60-second organic course than the one above. Then, some fine day when our courage is up, we might all hope to be a party to something like the following exchange. First person: "l'mhappy to meet you. What do you do?"
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Journal of Chemical Education
Second person: "I teach chemistry at the university. Would you like a 60-second course in organic chemistry?" First person: "Sure!" Then maybe something will be said and heard. Maybe there will be a question that will require 60 seconds of "Organic 11." On the other hand, if the answer to this friendly offer is a firm "No!", then we won't feel entirely responsible for the end of the eonversation.
