C. W. Wilson, R. J. Kokes, and D. H. Andrewr The Johns Hopkins University
Baltimore, Maryland
A Program of Research Projects in Chemistry for College Freshmen
A s part of a plan for studying ways to improve the teaching of elementary chemistry to college freshmen, an experimental program of special research projects was carried out a t The Johns Hopkins University during the academic year 1958-59 and the subsequent summer.' The goal was to study the feasibility of selecting from a group of freshmen a limited number of gifted students to work on research instead of the usual routine freshman laboratory course during the second term of the academic year. These research projects were selected with the aim of achieving significant results during six to ten hours of laboratory time per week for a period of fifteen weeks. Members of the chemistry staff volunteered to direct the research. On the first of December, the plan was explained to all 300 students in the course and they were invited to submit proposals suggesting a problem and a plan for working on it, together with reasons why t,he project was interesting and why results obtained might be significant. It was explained that the purpose of this proposal was to test the students' thinking rather than to serve as a guide for the ultimate project. The students were told that the nature of the projects finally put in operation would he limited by the facilities of the laboratory and the funds available for the support of the work. Under these circumstances, it was felt that only a limited number of the projects proposed could be carried out and that some students selected for this work might be required to do their research along lines suggested by the faculty. Only one student actually undertook research on the problem he proposed. A number of the others, however, showed an intelligent, inquisitive, and thoughtful approach in working out proposals. I n all, fifteen proposals were submitted by the students and these were screened on their merits and on the academic records of the authors. The next step was a laboratory examination to test the students' ability in experimental work. Eight students were selected from the group which had submitted proposals and these men were given aqueous solutions containing a number of unknown cations and anions, each student receiving a different solution. They were then told to go into the chemistry library, study methods of qnalitative analysis, and identify the unknowns. They had about three weeks to get the answers and had to do the necessary laboratory work in their spare time. Counting both substances Presented before the Division of Chemical Education a t the 137th Meeting of the American Chemical Society, Cleveland, Ohio, April, 1960. Funds for the support of this program were provided by the National Science Foundation.
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present which were missed and substances reported which were not present, the students attained an average grade of 80 on this laboratory examination. This was surprisingly high in view of the fact that none of the students had previously studied any qnalitative analysis. Moreover, the first term of the course in elementary chemistry at Johns Hopkins both in classroom and laboratory is couceroed far more with chemical principles than with descriptive chemistry. Thus, these students had comparatively little background for carrying out these identifications in the laboratory and they showed remarkable initiative in studying the methods of qualitative analysis in the library completely on their own, and then carrying out the procedures, again without any help from the faculty. On the basis of the laboratory examination, six students were selected for the special project program. Through consultation with the faculty, each student arrived a t the choice of a project. Only one student worked on the project which he originally proposed, which was a study of the effect of growth stimulants on plants. The other projects included a study of catalytic reaction rates with the help of gas chromatography, a study of the effect of bombardment with radioactive particles on the surface resistance of semiconductors, a study of reaction rates in flames, and a study of mutual solubility in two-phase liquid systems. Each student was expected to put in between six and ten hours per week in the laboratory, together with consultation with the members of the faculty guiding the project. The facilities of the department glass-blower and shops were available to the students for the construction of special apparatus. Funds were provided for the purchase of equipment or instruments not available in the department stockroom. At the end of the school year in late May, the students were required to submit a report on the results obtained in their research. An effort was made through consultation to instruct the students in writing their research reports which were expected to be similar to theses or industrial research reports. On the basis of results obtained and potential ability displayed, three of the students were selected for research fellowships which enabled them to continue their projects during the summer months of 1959. These students carried on more advanced work during this period and obtained results which will merit brief publications in the chemical journals. On the whole, students showed imagination and a sense of judgment in solving problems in this experimental research a t a level comparable with many first year graduate students. They displayed an ability to weigh questions of accuracy against questions of time and expense, and cleared up diffic~lt~ies quickly Volume 37, Number 1 1 , November 1960 j
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enough so that the progress of the research went forward in a satisfactory manner. The students worked hard and were enthusiastic. They developed an insight into chemistry and a feeling for carrying on chemical inquiry far beyond what had been expected of men a t this level. Thus, we conclude that the gifts are t,here for the developing; there is no doubt that ingenuity, insight, and eagerness are present in the youthful mind and ways can be found to make it fruitful; with proper stimulation the best of freshmen can he led to do reasonably successful research in spite of an apparent possible lack of a general background in chemistry. We also conclude that they cannot be expected to find problems for study by themselves, hut have the ability to pursue a chemical study with only a limited amount of direct,ion. Conclusion
Finally, we would like to make suggestions and raise a few questions. It is not difficult to conceive that the most gifted students, those with high I.Q.'s and excellent scholastic records, are more susceptible to this stimulation and cultivation. But how much of this superior intellect is required to make good research men? At what lower level of I.Q. is encouragement and stimulation ineffective or inefficient?
580 / Journal o f Chemical Education
The type and magnitude of the problems offered in such a program hear close scrutiny: Is the problem of sufficient importance and stature to satisfy s. serious research worker? Is there a good chance, at least 50-50, that it can he brought to a satisfactory conclusion within the allotted time? Is it within the capability of the student? Is it a straightforward problem or is it nebulous and obtuse? Is it stimulating, or only a tedious string of routine measurements?
The student is stimulated most and sustains interest best in problems which do not strain his capabilities too much, but which are of such a scope that he can really identify them as his own, and from which he can expect to see real concrete results. How will these students fare in their fut,ure educational careers, and what benefit is this program to them? It is conceivable that the standardized engineering and science courses which follow the freshman course in elemeutary chemistry may be so routine and unimaginative as to degrade the momentum of interest which such a freshman research program stimulates. However, we feel that it vas clearly demonstrated in this experiment that a limited group of top students can he given great stimulation at this level and we believe that thought should he given to the design of the program of study in subsequent years so that this momentum is not lost.
