Organic chemistry teaching is bedeviled by the problem that many students in any sophomore class would really prefer to be elsewhere—they see themselves as biologists, chemical engineers, or premeds, not as aspirant chemists. So as instructors we can either turn somersaults to try to make the students see relevance to their particular discipline— not always easy at an elementary level—or we can try to convert these students into seeing the inherent beauty of the subject and divert them into the infinitely satisfying practice of chemistry.
Many students approach organic chemistry courses with trepidation. There is a lot of learning to do, isn’t there, and the instructors set very difficult problems. No subject can be mastered without effort—this applies in all areas. You would not expect to become competent in speaking a language without learning the irregular verbs, in playing piano without practicing, or running a marathon without training.
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