eMail reply about curved arrows
Nov 2006
Just a little info about the curved arrows. I know they are different in my book than your instructor uses, but I'd like you to follow the format I used in the book. I am also attaching a document explaining how they came about. On my use of the curved arrow, I am a little ahead of my time. However, the one thing my students told me to not change was the curved arrows.
In order to succeed, you have to find the reactions like you are doing in class. Then start with Part A, add the curved arrows. You should be able to figure out how the electrons are moving from the 'pre-bond' and the resulting charges. Do a few examples. If you think you are going to have a hard time with this, photocopy the pages you are going to do so you can repeat it. You should be able to learn the logic of the reactions from Part A. Then proceed to Part B. If you know the logic, then you can add the pre-bonds, curved arrows and draw the resulting intermediates. In Part B, photocopying is a better idea. I had students tell me they made several copies of all the pages they worked on. The objective is to learn examples of reactions. When you see a new reaction, you will apply the same logic to that reaction as you did to the ones in my book. Obviously, you must be able to do one reaction of a given mechanism in order to be able to solve a new problem.
If you have any questions or problems with my book or any homework, ask me and I'll try to help you.
In order to succeed, you have to find the reactions like you are doing in class. Then start with Part A, add the curved arrows. You should be able to figure out how the electrons are moving from the 'pre-bond' and the resulting charges. Do a few examples. If you think you are going to have a hard time with this, photocopy the pages you are going to do so you can repeat it. You should be able to learn the logic of the reactions from Part A. Then proceed to Part B. If you know the logic, then you can add the pre-bonds, curved arrows and draw the resulting intermediates. In Part B, photocopying is a better idea. I had students tell me they made several copies of all the pages they worked on. The objective is to learn examples of reactions. When you see a new reaction, you will apply the same logic to that reaction as you did to the ones in my book. Obviously, you must be able to do one reaction of a given mechanism in order to be able to solve a new problem.
If you have any questions or problems with my book or any homework, ask me and I'll try to help you.