Chemistry for the Liberal Studies Major
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Imnlementation of the Teacher Prenaration and Licensine A d of 1970 (Rvan Act) changed the academic requirements fur iv,tw>ti,#l(.lcmmmr~i r h d teacher, in rhr state of Califmnia. O w r the part tuo )ear\ the aurhur has drvt loped and ~au:ht a w u r w r u snurfy the two-uuir rrquirement in chrmisrrv. Thc ublcruvci d the cl,orir decigned ic,r the liberal studies m a ~ o r a r eaj fvll~ws (1) to help the student gain a positive attitude toward the subject chemistry (2) to familiarize the student with the basic principles of chemistry (3) t o lead the student to an appreciation of the scientific method of thinking (4) to provide the student with the opportunity to develop enough confidence in himself that when he teaches, he will attempt doing science in the classroom and give the students a positive approach to science
The students are told that they will approach chemistry in an investigative manner and that chemistry will be a process of discovery for them. Two 2-hr activity periods are held eaeh week of the semester. Equipment is kept very simple with most of the items purchased locally or brought from the homes. Consequently, our laboratory situation isnot much different from what a teacher will find in the elementary schools. No prerequisites are required for the course and the assumption is made that the student will not have had any previous chemistry. A laboratory manual has been prepared by the author with the specific objectives of eaeh experience outlined and some general background material on the topics to be covered. For additional information the students are encouraged to make use of the various elementary, high school and college science teathooks that are made available t o them in the laboratory. No one textbook is required but "Chemistry for Changing Times" by John W. Hill is recommended as a sup-
Solids, Liquids, a n d ~ a s e sChemical ; and Physical Change; Introduction t o Models; Models of Atomic Structure; Periodicity of the Elements; Chemical Bonding; Geometry of Ionic and Covalent Bonded Compounds; Solutions; Qualitative Analysis: A Stcdvof -. Acid-Base Chemistry; Nuclear Chemistry; and *~ the A@. Pb2+.and He?+ -- Ions: Heat Relationshins and Enerev: Introduction to Organic and Biochemistry. At the beginning of each activity period the instructor discusses the fundamentals of the topic to be studied for that day. Some of the questions which arise during the discussion period can be answered through performing the laboratory experiments. Other questions are reasoned through to discover answers. An attempt is made to lead the students from the macroscopic properties of matter (concrete concepts) to the microscopic properties of matter (abstract concepts). Suggestions on how the various experiments can be adapted for use in the elementary classroom are usually discussed. In all the topic discussions, applications t o daily living are made and the materials used are mainly familiar objects or substances. The last six weeks of the semester consist of projects presented by the students which are of interest to them. The student chooses a topic early in the semester through consultation with the instructor. Some topics which have been developed are: Electrochemistry, Medicinal Chemistry, Air and Water Pollution, Food Additives, Enzymes, and Crystal Growing. Further information on some 30 topics and how students have developed them is available if the reader will write to the author. A variety of teaching techniques is usually employed which makes the sessions of great value to everyone. The faculty that have taught this course have evaluated it very highly as it gives the instructor the opportunity to teach chemistry on its most basic level and expose students to a significant amount of chemical material. The chemistry department looks favorably upon the fact that the cost factor is quite low. The student evaluations have helped develop the course in the direction that i t now takes. Many students find a r e d change in their attitude toward science and comment that they never knew chemistry could be so much fun. Most students are amazed a t how much chemistry is involved in their daily lives. They find the student projects of great value to them as they are required to actually design an experiment, a demonstration or another form of communication of chemical principles. A greater appreciation of the scientific method of thinking is gained in almost every instance. The only negative comment received on the course and its content is that it requires a great deal of time for the two units of credit given. A particularly rewarding experience for the author is having the students come back after they have received student teaching or full-time positions and tell of their experiences using the scientific method of thinking in their elementary classrooms. The help of my colleagues Joseph Cotham, James Cress, and James Hill is appreciated. ~~
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California State University Sacramento, 95819
574 / Journal of Chemical Education
Londa L. Borer
