Meta Tasks for Organizing Prevenient Knowledge In Organic Chemistry

Abstract

One can insert the words in brackets into the statement below, made by the late chess grandmaster Samuel Reschevsky, to get an equivalent description of high-level problem solving in organic chemistry (1): I discovered I had the happy faculty of being able to spot weak and strong points in a position [organic synthesis] merely by a glance at its contour. …I could go on to the next step and enhance my strong points [probability of success], while surveying my weak ones [discarding improbable routes]…. …chess logic [organic logic] is the perception of weak and strong points on the board [in the synthesis] or projecting a few moves [steps] from possibility to reality.Recent papers in this Journal point to the importance of describing small numbers of simple operations prescribed for attacking mechanistic problems in organic chemistry (2), and of an active learning role for meaningful learning (3). This paper develops a sequence of metatasks, a group of simple operations that relate to the sorts of analytical processes involved in "point count chess" (1). In point count chess the contours of the position are assigned a value calculus, based on the values of the pieces for trading purposes. This calculus allows assessment of a position for planning strategy and tactics. Important terms are defined in the glossary.Using the point count a player can estimate that if a certain number of positional features on the board that are favorable to the player (or unfavorable to the opponent) could be obtained, a pawn could be sacrificed to obtain the position. (A similar process occurs in assessing the values of bridge hands.)Note that this language is esoteric to those who think playing chess means you know how the pieces move. The analogy is very close for students of organic chemistry. The tasks in the chess game could be applied by those initiates who have read Point Count Chess. These kinds of tasks go beyond the correct answers to how the pieces move. (A knight moves once like a bishop and once like a rook is correct knowledge but is not playing chess. However, a knight deep in enemy territory, well supported by pawns, makes a master's mouth water.) Our beginning students know several moves and are mostly satisfied with these correct answers. We need to steer them into situations where the correct answers lead to tasks that can develop the knowledge necessary to solve problems. These tasks cause students to become aware of the contours of a problem before actually selecting a pathway toward the final solution. They provide preliminary activity that organizes what students already know and project potential approaches to problem solving. The awareness of metatasks provides a background for thinking about the solutions of organic chemical problems and promotes a kind of sober play. This play is described by Reif (4) as a prerequisite for expert problem solving. The logic of expert behavior in solving organic chemistry problems is much like that of grandmaster-level chess. That level of chess play involves fantasy, assessment...