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You lacked the imagination to see where chemistry might be useful to you, and that made it boring. One year I was a demonstrator in a second year chemistry practical class for medical students. They were bright enough - the medical courses could be very selective about whom they admitted - but they couldn't see the relevance of bench chemistry to the practice of medicine, and it was hard to keep their attention engaged.
The problems with constructing bigger-picture courses is finding instructors who know enough big-picture applications to teach the subject - you've still got to instil the basics, and that means getting into detail from time to time.
But failed to learn a whole lot of less exciting and less obviously relevant stuff. It's called cherry picking.
Isolated revelations. And you don't seem to have done enough plodding to have absorbed all of the non-great stuff that you really should have mastered.
You'd need to have stuck to the chemistry or the physics for long enough to start getting instructed about thermodynamics and entropy - which we got in second year. It's apparently tricky stuff to teach, and I didn't find it all that easy to get my head around it. Nothing else was anything like that difficult.
-- Bill Sloman, Nijmegen