Practical organic chemistry

In an earlier article, I wrote about conceptual difficulties learners have with organic chemistry.¹ Derek Denby recently wrote about issues arising from the new specifications in A-level examinations² and I will expand on how this affects practical work in organic chemistry.

Too long?

Reactions involving breaking and making covalent bonds are slower than the almost instantaneous reactions associated with ionic compounds in inorganic chemistry. Some of the techniques used, such as boiling under reflux, mean that preparations cannot be completed within the timeframe of a school lesson.

Too dangerous?

Many organic chemicals are highly flammable and in some cases toxic or carcinogenic. 

Too prescriptive?

Examination boards have published lists of experiments for the new A-level courses with examples of how practical work can be assessed. Unfortunately, some teachers have taken these to be restricted and prescriptive lists of experiments that must be done.

David Everett describes how to overcome these difficulties inherent in teaching organic chemistry, and shows how you could help your students.

This article provides a list of potential experiments, and ways of reducing the scale of these to make them more widely applicable.