Coming into this class, I was unsure of anything related to Chemistry. I honestly believe that I was able to make it through General Chem I and II because we were allowed "cheat sheets" for the exams and because I am a whiz at the hands on lab experiments, even if I am unsure of what it is accomplishing/or why I am doing it. So my expectations of having any "lightbulb moments" as I like to call them, were few and far between.
Instead I have found that topics, previously discussed about through other courses, began to really make sense. Examples of a few "lightbulb moments" include understanding the naming of various items; carbon monoxide - CO in chemical form has only one (mono) oxygen molecule (oxide) or carbon dioixde - CO2 has two (di) oxygen molecules. It may seem incredibly simple, but it the naming convention of chemicals always seemed so abstract to me and this was a real turning point to my understanding of why and how items are labeled. Another example of the naming convention would be triacylglycerides - three (tri) fatty acids (acyl) glycerol (glycerides). This shows that there are three fatty acid tails attached to a glycerol molecule. Could it really be any more simple? I feel like a dolt for not picking up on this sooner!
My other "lightbulb moment" came when we were discussing the titration scale and pH, and how/why it works the way it does. The titration curve will have either two or three regions of rise, plateau and rise again before leveling off at the upper portion of the curve, this is known as a diprotic or triprotic curve. The curves illustrate an amino acid, composed of a carboxyl group, amine group and sometimes an R group, and how the hydrogen ion is removed from each group mentioned. Additionally, the curves show us if the solution is acidic (low concentration of hydrogen ions and negatively charged), basic (high concentration of hydrogen ions and positively charged), or neutral (with no net charge and hydrogen ions at a state of equilibrium). Furthermore, the curve shows us the pH for the amino acid when it is 50% transferred from one group set to the next, this also allows us to determine the proper buffering zone of +/- 1 from the pH. Finally, the PI value, indicates when the amino acid has reached an equilibrium with the hydrogen ions, this molecule is known as a zwitterion containing no net charge.
These may not seem like really great or fantastic connections to be made, but they really have opened my eyes to all that Biochemistry has to offer. So rather than approaching this class with a deeply rooted, and rather absurd, fear of chemistry, I will be approaching all further topics with a level of curiosity to truly see what connections I can make with data I already have.
Chemistry is also abstract and confusing to me, so I am glad to see that we share some of the same "light bulb" moments. For example, naming the chemical compounds. I enjoyed your summary of titration curves and pH, it helped streamline my own knowledge on the topic. I also look forward to more "light bulb" moments in Biochemistry, and the connections that can be made from them. And remember- learning is just a series of 'light bulb' moments strung together, so each one is a breakthrough and should be celebrated!
ReplyDeleteI am in the same boat. Chemistry was very difficult for me at first. The cheat sheets definitely saved my grade as well. It was just too far removed from anything id done in the past. Biochem shows how that abstract chemistry ties into things i DO know. It has been a big "light bulb" moment class for me as well.
ReplyDeleteI have found I really enjoy the biochemistry and all the lightbulb moments. I definitely celebrate them all Juliette! I would have sunk without my cheat sheets Dennis! It is amazing that you can match up techniques learned in Chem to Biochem though! I can't wait to see what the last few weeks will hold for us!
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