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: 17.02.2015
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International Panic Day

, 18 2020 . 13:26 +
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Skills already lost in organic synthesis are many: acid-base extraction, crystallization and distillation on small scales, the use of refractive index, analysis of UV and IR spectra (viz Bohlman-Wenkert rules,13 as an example of assignment of stereochemistry by the use of IR), to list just a few. Of course, the advent of NMR, mass spectrometry, and computational methods has allowed accurate and rapid analysis and even predictions of the outcomes of synthetic experiments. However, we should continue to teach classical tried-and-true methods.
[...]
The younger generation no longer performs combustion analysis or proper melting points. A few years ago a young chemist and I argued about the lack of integrity of published experimentals. When I mentioned that people no longer reported melting points correctly (i.e., with solvent of crystallization and an annotation “crystallized to a constant value”, he commented: “There is no value in a melting point.” Another chemist, sometime later, when questioned about the lack of combustion analysis said it is not useful because “the samples after chromatography have solvents and would not pass.” How then, I asked, would the yields be calculated, I asked? He had no response. It should be the responsibility of editorial boards to demand a return to proper experimental integrity.
[...]
Fifty years ago professors took an active part in all laboratory instructions and they taught advanced techniques to research undergraduates, graduate students, and even postdocs. During my postdoctoral stay in Geneva Professor Oppolzer personally showed me how to distill 3 mg of an oil after I commented that it could not be done. Such practices are all but absent at present. Students are not taught by professors, most of whom have not been at the bench for decades, but by more senior personnel in the research laboratory. At the undergraduate level, I have noticed that some of the TAs in the 2nd year organic teaching laboratories might very likely fail the laboratory course had they been enrolled as students. This situation seems to be the result of the pressure put on faculty to raise research funding in preference to instructional activities. Professors simply do not have the time for hands-on instruction as their tenure and promotion depends on fund raising. The lack of transfer of advanced skills then contributes to lower levels of experimental integrity in the current literature.

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