Peter Kovacic
University of Wisconsin-Milwaukee Milwaukee, 53201
Special Projects in the Undergraduate Organic Laboratory
The recent article by G. Hiegel and R. Belloli' on "Independent Synthesis Projects in the Organic Chemistry Laboratory" prompts me to communicate my experience in this area. Although certain aspects of our program are similar to the one described, a principal difference lies in association of the special projects with graduate research activities. The program has been carried out during the past thirteen years, first at Case Western Reserve University, and later at the University of Wisconsin-Milwaukee. An appreciable portion of the second semester laboratory is devoted to this aspect of the schedule. We find that students generally become bored with the standard types of experiments during the latter stages of the laboratory program. The special projects are open for the most part only to students performing at the superior level both in the classroom and laboratory. Occasionally very talented students are admitted during the end of the first semester laboratory. There is flexibility in that a few, although not outstanding in course work, are admitted after "catching fire" from exposure to the laboratory. We noted that the occurrence of disappointing experiences increased as the caliber of the students decreased. The number of students selected varied from about 5 to 10 depending upon qualifications of the candidates and requests by the organic faculty. Approximately four weeks (equivalent to eight 3-hr laboratory periods) at the end of the semester are reserved for this part of the schedule. The remaining students are involved with qualitative organic analysis. The facultv is contacted several weeks ~ r i oto r the start of experimental work in order to ascertain the number of openings and to provide time for organizing research topics and assembling chemicals and equipment. The students then become the responsibility of the individual faculty member in relation to experimental work and safety. The minimum time spent is equivalent to that consumed in the standard laboratory. A regular work schedule, consisting of uninterrupted periods of time, is strongly recommended. In practice, the undergraduate is generally under the immediate supervision
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of an advanced graduate student or postdoctoral associate. Although the nature of the subjects varies, in many cases they comprise the preparation of a starting material required in research. Of course, care must be exercised in choice of an appropriate topic so that there is a very good chance for successful completion. Literature work is carried out before the four-week period in order that all of the available time can be devoted to experimental work. The supervisor checks the literature study, in addition to safety and procedural items. There is discussion of subsequent use of the product and mechanistic aspects. At the end, a written report is submitted which includes historical background and how the package fits into the larger research picture. During some years, oral presentations were made before the special projects group. Evaluation by the supervisor is used in making up the overall laboratory grade. We have observed many benefits accrued by the students. The literature search provides experience in selecting the preferred synthetic route, as well as in filling gaps in the procedure. They are exposed to a variety of instrumental and experimental techniques in the atmosphere of an actual research laboratory. A wider choice of topics is possible because of the greater availability of equipment. There is first-hand observe tion of research in action, not only the immediate problem, but also other areas under investigation in the same laboratory. This activity serves as a good background for undergraduate thesis research. In addition, the supervisor benefits from the experience gained in guidance. A practical advantage is that those in charge of the laboratory are not faced with the timeconsuming task of assembling equipment and chemicals for a variety of individual projects. Furthermore, there is some contribution to the departmental research effort. The response from the students, supervisors, and faculty has been overwhelmingly favorable. HIEGEL, G., AND BELLOLI, R., J. CHEM.EDUC., 48,825 (1971).
