ADAPTING ORGANIC LABORATORY WORK TO THE STUDENT
After a student has performed those exfieriments which are essential to all elementary orzanic laboratory work, the program should be adapted to suit h& individnal needs and interests. The writer has used a plan which firouides for this adafitation. For a part of the year each individual student selects his own program, subject to the apprmol of the instructor. I n this way the student works m.th greater enthusiasm, and his study i s directed along lines which he may care to follow in later years. The aderanmges of the newer method far outweigh the disadvantages. There are certain fundamental experiments that should be performed by every student of elementary organic chemistry. The writer feels, however, that after the student has completed this part of the work the program should be varied in order to provide for the best interest of each individual. In this way the student may pursue a line of investigation different from that followed by any other member of the class. This article reports a plan which has been successful during the past two years. The Plan The course is so organized that during the final four weeks of the year (six clock hours per week) the program is particularly adapted to the individnal student. During the month of March two lists of experiments are posted. One of these consists of work to be found in the student's own manual, and the other consists of preparations which are to be found in reference manuals, handbooks, dictionaries, journals, and patents. The student is directed to select his own program for the time in question. The posted lists are merely suggestions, and the student may elect his entire program from other work. Further instructions to the student are as follows: 1. Locate acceptable procedure. 2. Determine whether requisite materials may be obtained a t the storeroom or elsewhere. 3. Estimate the time required by each experiment, and the total time. Plan enough work to consume twenty-one hours. Remember that one can accomplish more in two three-hour periods than in three two-hour periods, and that frequently more than one preparation may be in progress a t a time. The additional three hours of the period is reserved to allow for finishing touches here and there, or for additional experiments in individual cases. 2408
VOL.8, No. 12
ORGANIC LABORATORY WORK
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The Conference The conference with the instructor is generally held a t a certain specified time. At the conference the instructor uses the opportunity to revise the student's estimate of time, give special suggestions on certain procedures, or discourage (if necessary) work too elementary, too difficult, or otherwise undesirable. The program which is finally adopted is then recorded by the instructor. In exceptional cases the student is asked to make his plans more complete, and then report for further conference. I n general, the instructor uses the power of veto as little as possible, and even allows the student to attempt experiments where there exists little chance for complete success in the time available.
The Type of Work The experiments chosen by the students were quite varied. The following may be mentioned as indicating the interests of the various individuals: quinone, qninoline, cinnamic acid, monochloracetic acid, helianthin, indigo, lead tetraethyl, estimation of nicotine, mercurochrome, aspirin, and barbital. At one time a team of two, and a t another time a single student, attempted to prepare adrenalin, starting with catechol. In such cases as the preparation of mercurochrome, adrenalin, or indigo (from phthalic anhydride) the students had to make a careful survey of the literature in order to secure adequate directions. I n each class where this plan was tried, there were several who were interested in very elementary research problems. Attempt was made to guide these students into work which offered some promise of success in even the short space of twenty-four hours. Some of these problems required the preparation of an ester of some unusual acid or alcohol which happened to be available, or the phenyl hydrazone of some less common ketone.
Observations 1. Fifty-three students have participated in the scheme as described above. 2. The majority have been quite enthusiastic in cooperating to the fullest extent. 3. There has been no noticeable inclination on the part of any student to neglect this part of the work any more than the formal assignment. 4. Many students labored diligently in the search for unusual methods, and in the examination of Beilstein's Handbuch and the journals. 5. I n a few cases students failed to accomplish their total scheduled program, principally due to the txtremely advanced nature of the work. 6. The writer feels that in every case the results were worth while, that the students worked along lines as close as possible t o their own interests,
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JOURNAL OF CHEMICAL EDUCATION
DECEM~ER, 1931
and that the somewhat greater investment of time by the teacher reaped a much higher return in accomplishment.
Student Reactions At the close of the second year, the instructor asked the members of the class to give their opinions as to the advantages and disadvantages of the plan which they followed. The replies were entirely voluntary, and so were not received from the whole class. The instructor believes that the replies were made with all frankness and with considerable deliberation. Some of the most frequently mentioned points are indicated herewith. Adwantap-Arouses ingenuity of the student, allows student to follow his own desires, stimulates interest, gives greater experience in use of the chemical literature, helps instil research spirit and give knowledge of research practice. This last comment was offered principally by those students who were actually engaged in some elementary research problem. Disadvantages-Students may not he qualified to select work, some may neglect work more. The writer has already given his own observations concerning the second of these objections. Answer may be made to the first objection that the student should feel free to consult the instructor about his interests, future plans, and their possible relation to the selection of experiments. All this may he done before the final conference hour.
