xiv
PREFACE
I have chosen to use only the simpler explanation
to keep the reasoning as straightforward as possible.
Throughout, I have tried to convince the reader
that, by applying principles and deductive reasoning,
we can reduce to a minimal level the amount of
material that needs be committed to memory. Worked
problems showing typical examination questions and
how to approach them are used to encourage this way
of thinking.
Four chapters towards the end of the book diverge
from the other mechanism-oriented chapters. They
have a strong biochemical theme and will undoubtedly overlap with what may be taught separately by
biochemists. These topics are approached here from
a chemical viewpoint, using the same structural and
mechanistic principles developed earlier, and should
provide an alternative perspective. It is probable that
some of the material described will not be required
during the first 2 years of study, but it could sow the
seeds for more detailed work later in the course.
There is a measure of intended repetition; the same
material may appear in more than one place. This is
an important ploy to stress that we might want to look
at a particular aspect from more than one viewpoint. I
have also used similar molecules in different chapters
as illustrations of chemical structure or reactivity.
Again, this is an intentional strategy to illustrate the
multiple facets of real-life complex molecules.
I am particularly grateful to some of my colleagues
at Nottingham (Barrie Kellam, Cristina De Matteis,
Nick Shaw) for their comments and opinions. I would
also like to record the unknowing contribution made
by Nottingham pharmacy students over the years. It
is from their questions, problems and difficulties that
I have shaped this book. I hope future generations of
students may benefit from it.
Finally, a word of advice to students, advice that
has been offered by organic chemistry teachers many
times previously. Organic chemistry is not learnt by
reading: paper and pencil are essential at all times. It
is only through drawing structures and mechanisms
that true understanding is attained.
Paul M Dewick
Nottingham, 2005
PREFACE
I have chosen to use only the simpler explanation
to keep the reasoning as straightforward as possible.
Throughout, I have tried to convince the reader
that, by applying principles and deductive reasoning,
we can reduce to a minimal level the amount of
material that needs be committed to memory. Worked
problems showing typical examination questions and
how to approach them are used to encourage this way
of thinking.
Four chapters towards the end of the book diverge
from the other mechanism-oriented chapters. They
have a strong biochemical theme and will undoubtedly overlap with what may be taught separately by
biochemists. These topics are approached here from
a chemical viewpoint, using the same structural and
mechanistic principles developed earlier, and should
provide an alternative perspective. It is probable that
some of the material described will not be required
during the first 2 years of study, but it could sow the
seeds for more detailed work later in the course.
There is a measure of intended repetition; the same
material may appear in more than one place. This is
an important ploy to stress that we might want to look
at a particular aspect from more than one viewpoint. I
have also used similar molecules in different chapters
as illustrations of chemical structure or reactivity.
Again, this is an intentional strategy to illustrate the
multiple facets of real-life complex molecules.
I am particularly grateful to some of my colleagues
at Nottingham (Barrie Kellam, Cristina De Matteis,
Nick Shaw) for their comments and opinions. I would
also like to record the unknowing contribution made
by Nottingham pharmacy students over the years. It
is from their questions, problems and difficulties that
I have shaped this book. I hope future generations of
students may benefit from it.
Finally, a word of advice to students, advice that
has been offered by organic chemistry teachers many
times previously. Organic chemistry is not learnt by
reading: paper and pencil are essential at all times. It
is only through drawing structures and mechanisms
that true understanding is attained.
Paul M Dewick
Nottingham, 2005