Preface of Essential Organic Chemistry Third Edition, Global Edition by Paula Yurkanis Bruice
Preface In deciding what constitutes “essential” organic chemistry, I asked myself the following question: What do students need to know if they are not planning to be synthetic organic chemists? In other words, what do they need to know for their careers in medicine, dentistry, applied health professions, nutrition, or engineering? Based on the answers to that question, I made content and organizational choices with the following goals in mind:
■ Students should understand how and why organic compounds react the way they do.
■ Students should understand that the reactions they learn in the first part of the course are the same as the reactions that occur in biological systems (that is, that occur in cells).
■ Students should appreciate the fun and challenge of designing simple syntheses. (This is also a good way to check if they truly understand reactivity.) ■ Students should understand how organic chemistry is integral to biology, to medicine, and to their daily lives.
■ In order to achieve the above goals, students need to work as many problems as possible.
To counter the impression that the study of organic chemistry consists primarily of memorizing a diverse collection of molecules and reactions, this book is organized around shared features and unifying concepts, emphasizing principles that can be applied again and again. I want students to learn how to apply what they have learned to new settings, reasoning their way to a solution rather than memorizing a multitude of facts. A new feature, “Organizing What We Know about the Reactions of Organic Compounds,” lets students see where they have been and where they are going as they proceed through the course, encouraging them to keep in mind the fundamental reason behind the reactions of all organic compounds: electrophiles react with nucleophiles.
Essential Organic Chemistry Third Edition, Global Edition by Paula Yurkanis Bruice PDF download
When students see the first reaction of an organic compound (other than an acid–base reaction), they are told that all organic compounds can be divided into families and all members of a family react in the same way. To make things even easier, each family can be put into one of four groups and all the families in a group react in similar ways.
The book then proceeds with each of the four groups (Group I: compounds with carbon– carbon double and triple bonds; Group II: benzene; Group III: compounds with an electronegative group attached to an sp3 carbon; and Group IV: carbonyl compounds). When the chemistry of all the members of a particular group has been covered, students see a summary of the characteristic reactions of that group (see pages 276, 360, 508) that they can compare with the summary of the characteristic reactions of the group(s) studied previously. The margin notes throughout the book encapsulate key points that students should remember. (For example, “when an acid is added to a reaction, it protonates the most basic atom in the reactant”; “with bases of the same type, the weaker the base, the better it is as a leaving group”; and stable bases are weak bases”.) To simplify mechanistic understanding, common features are pointed out in margin notes (see pages 435, 443, 474, 478). There are about 140 application boxes sprinkled throughout the book.
These are designed to show the students the relevance of organic chemistry to medicine (dissolving sutures, mad cow disease, artificial blood, cholesterol and heart disease), to agriculture (acid rain, resisting herbicides, pesticides: natural and synthetic), to nutrition (trans fats, basal metabolic rate, lactose intolerance, omega fatty acids), and to our shared life on this planet (fossil fuels, biodegradable polymers, whales and echolocation).
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