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HIGH-SCHOOL CHEMISTRY
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A Syllabus for Secondary-School Chemistry ELBERT C . WEAVER Phillips Aademy, Andouer, Massaehzisects
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HEN Hannibal was besieging Rome, the land on whlch . the Carthaginian army was encamped was reported to have been bought and sold in Rome with complete indifference to the national peril. Something of the same spirit of confidence is reflected in the syllabus in chemistry presented to the Science Masters' Association in England by its committee. Although one committee secretary was called to service with the RAF, the other members completed their assignment, and produced a syllabus in chemistry which emphasizes thoroughness rather than haste in chemistry instruction, and even suggests excursions into busy industrial and agricultural establishments by pupils. The syllabns is printed in the November, 1943, School Science Reaim, XXV, No. 95, on pp. 96106. The committee of the association reported on the position of chemistry in the school certificate syllabus and made recommendations to modernize and improve the teaching of chemistry. The following material is abstracted from the report and syllabus. Experience shows that a minimum syllabus consisting of headings only, without suggestions for procedure or content, produces only an illusory freedom in instruction, for the content of the course is then covered by examination questions. Of late, little coordinated effort has been made to bring the teaching of chemistry into line with modern developments. The committee concluded that its function could be performed best by presenting a detailed syllabns of a new type. The principles of chemistry to be established are continually expounded as a framework for the course. Emphasis is placed on natural phenomena, local industries, and the chemical aspects of evexyday life to support this structure-of principles. For example, more emphasis should be placed on processes than on specific preparations, thus enabling an examination candidate to answer questions in terms of familiar reactions rather than being required to stand or fall on the memory and recall of one isolated instance of a specific preparation. The aims of chemistry teaching are: (1) scientific method; (2)observational and experimental skill, with emphasis on quantitative laboratory experiments; (3) the fascination of the subject, including history of discoveries, the dynamic nature of research under way, and the ever-freshening viewpoint; (4) social usefulness to well-being, health, and safety as contrasted with teaching to meet examinations only; (5) nnderstanding. i.e., "chemical common sense."
SUGGESTED SYLLABUS
(ORDER OF
TOPICS NOT
ESSENTIAL) Preliminary work Further study A. Forms and chemical behavior of matter 1. Elements 2. Compounds 3. Chemical reactions and their representation by equations 4. Electrolytic phenomena 5. Colloidal state and adsorption
Natural materials as the starting point for the production of acids, alkalis, and salts C. Nonmetals and their compounds B.
1. Oxygen 2. Hydrogen 3. Water 4. Nitrogen 5. Ammonia 6. Nitric acid 7. Carbon and its compounds 8. Sulfur and its compounds 9. Chlorine and its compounds 10. Iodine 11. Phosphorus and its compounds 12. Silica
D. Metals and their compaunds
1. Metals 2: Properties and uses of metallic compounds and salts 3. Methods of preparation of metals and metallic compounds
E. Additional practical work 111. The role of chemistry in industry and agriculture (Obviously this abstract of the syUahus is very much ahhreviated.)
Discussion: The basis of the school certificate examination in chemistry should be experimental work. Previous syllabuses have given a list of substances for study. This one indicates the lines of experimental study for the substances chosen. Colloidal chemistry is included for the first time. Oxidation-reduction is limited to: (1) oxygen and hydrogen addition or removal, (2) a change in valency in metals, (3) the liberation of iodine from acidified potassium iodide, and (4) the reduction of bromine water. Three ways of joining atoms are mentioned: in simple molecules, ionic combinations, and giant structures. Emphasis is placed on the fact that pupils should perform experiments themselves both in the lecture room and in the
laboratory as an important part of their training. Many fewer metallic salts are studied. Specific mention of ozone, hydrogen peroxide, nitric oxide, nitrogen
dioxide, hydrogen sulfide, and carbon monoxide is omitted except in incidental relation to other substances or processes.
