A Pinch of Nontraditional Chemistry in a Traditional Environment Enid S. Lipeles Masuk High School, Monroe, CT 16468 ranges from 18 to 30 depending on scheduling problems and budgetary considerations. We use a very traditional, disciplined textbook ("Modern Chemistry" by Metcalfe, Williams, and Castka), which I auement with mv own set of notes. The students are aiven these notes for each topic covered and keep them in a folder which they purchase at the beginning of the year. They work from these folders every day. I iind this method very successful. rsneciallv for students who have difficulty reading and undersb.ding the textbook. This makes the traditional Gurse a little nontraditional. The exercises and problems at the end of each chapter and other sources are usually given for homework. These are also kent in the folders. Bv the~endof the vear. the students amass some 400 pages of notes, exercises, problems, and related material. -~~~ During the year, I stress thinking and learning concepts with a minimum of memorization. Thev are allowed to use a periodic table on all of their exams, and with constant use, I find that most of the students learn many of the atomic weights and atomic numbers. During field-trips t o nearby chemical factories, the first thing that is pointed out is the periodic chart hanging in all the Ehemists'offices. Instead of lectures. classroom discussions are the rule. Everyone works on the s&e topic, and the tests are given to each student durina the same dav, .. if a t all possible. All three of the chemistry teachers are teaching basically the same concepts, and our topical coverage is always a week or two within each Chemistry I other. The concepts covered in the Chemistry I course include, hut are not limited to: atomic theory, -periodic law, gas laws, The average enrollment in a Chemistry I class is 24, but it stoichiometry, equation balancing, molecular composition of gases, soluh. Lipdes received her AB degree from Hunter tions, ionization theory, acid-base College in 1963. Currently she holds two MS degrees-Humer College in 1965 and the University theory, carbon, hydrocarbons, chemical of Bridgeport in 1969. kinetics, equilibrium, oxidation-reducEnid has 18 years of teaching experience at the tion, and nuclear energy. high school level. FWUw past 16 years she has been I allow students who want'to work on teaching chemistry at Masuk High School located special projects to use the preparation in Monroe. Connecticut, which has a student popuroom which adjoins each laboratory. lation of about 1250 students in grades 9-12. The This is the one place where they can be City is a suburban community of about 14.000 laassured that no one will tamper with cat& in Fairfieid County. Connecticut. Most of the their work. I encourage indivhalized work force of this community commutes to jobs in Bridgeport. Westpart. Stamford, and New York work after the students have mastered City. all the required work for that unit. Mrs. Lipdes has been very active in prOf0SSiOMl However, because most students are waanizations. havim held offices in two of me seven Enid has been awarded the 1980 reoional bussed to school and many work after Organizations in which she participates. She also Chemical Manufachm Association Catalyst Award school, there are no more than a handful sewas as fac~ltyadvisww sponsor for many of Uw and an ACS scholarship award in 1978 for outthat can afford the time to do special standing high school chemistry teaching. Students' e x h a c ~ r r i ~ ~activities. lar research and projects. The science department of Masuk High School includes ten teachers: two and one-half full-time eauivalents are devoted t o chemistry. There are eight sections of Chemistry I (six regular and two honors) and two sections of Chemistry I1 (Honors-Advanced Placement). One year of Earth and Space Science, Physical Science, Science for Tomorrow, and Geology; one-half year of Ecology; and two years of Physics and Biology are also offered. Upon entering the ninth grade, the academically outstanding- student takes Biolow. ... These students go on to Chemistry I as sophomores, Physics as juniors. A vast selection of electives are availahle during the senior year, including Biology I1 or Chemistry 11 (fur college credit), Physics II,and Ecology. Students who are not in the advanced track but who are preparing t o go to college, start their high school careers with Earth and Space Science. They take Biology as 10th graders, Chemistry as 11th graders, and Physics and another science course in their last vear. The noncolleae bound student takes Physical Science in the 9th grade a i d Hiology in the loth grade. Althouzh these studmL
