Robert S. Cichowski Co l > r n a PC / . x h n l r
I,
State ~n vsrs Son Luis Obispo, 93401
I
I I
Commercials as a Teaching
As a father of three preschool children, I am vividly aware of the impact of the Children's Television Workshop's "Sesame Street" on education. I believe that one of the more ingenious teaching devices, utilized during the program, is that of "commercials." These are short, catchy sequences whose aim is to teach concepts or facts. I have found that this device readily adapts itself to teaching chemistry, particularly in general chemistry courses for non-majors. As adapted to chemistry, the commercial's purpose is to briefly introduce applied chemistry encountered in everyday life. These chemical vignettes usually run 3-5 min and are used to introduce the lectures. I do not hold mv students responsible for the commercial's content. ~ h f s re-lecture period allows the students to relax and reallv enjoy the chemistry that surrounds them. The student;' responses have been quite favorable. My commercials have taken two basic forms; presentation of fact and presentation of theory. T h e first form is illustrated bv the followine examole. "Todav's lecture is brought to -you by the A L K A ~METALS-THAT'S GROUP 1.4. FRIENDS!" This introduction is followed hv a brief discussion of the physical and chemical properties, sources and, most importantly, applications of the elements and some 'of their more prominent compounds. Time usually limits the commercial to one element's compounds and applications. In subsequent lectures the other elements of the Group are emphasized. The "fact" format can also he used as a true advertisement. I have found that many local businessmen are more than willing to lend some of their wares and products for demonitrations in exchange for having their names mentioned. These products permit a very real association hetween the textbook and everyday life. For example, "Today's lecture is brought to you by Allotropism and Jorgenson's Jewelry!" After allotropism is defined, the allotropic forms of carbon (graphite and diamond) are displayed along with their respective crystal models. Allotropism really comes alive when a $500 diamond ring sparkles before the students' eyes. The second basic form of commercials present chemical theory or concept. Home movies of the Grand Canyon accompanied hy a recording of Grofe's "Grande Canyon Suite" make an impressive demonstration of Oxidation and Reduction (I). Another method of bringing meaning to textbook concepts is incorporating newspaper stories into the commer-
138 /Journal of Chemical Education
cial. For example, "Today's lecture is brought to you by Robert Boyle and T h e Airline Stewardess" begins with an explanation of Boyle's Law. This explanation is followed by the 1967 Associated Press story of the poor stewardess whose inflatable bra did what Mr. Boyle predicted when the cabin depressurized (2). The following list contains a few more commercials which have been tried and were well received hy the students. 1) Corning's Pyroceramm cookware and Centura* dinnerware, borrowed from a local department store, demonstrate the effect of converting a non-crystalline to crystalline solid (3). 2) Ruby and sapphire rings from a jewelry store are related to the polymorphism of AI2O3.Since ruby and sapphire are substitutional solid solutions of Cr and Ti, respectively, in AlzOs. the rings can also be related to defects in solids. 3) Geology and chemistry kits, e.g.. Sears "Golden Science Series" (4),are of course easily related to many topics. This eommercial specifically shows what is available in children's science toys. 4) A perpetually drinking toy duck, containing a low bailing liquid, exemplifies evaporation and condensation of liquids (5). 5 ) The carbonation in soft drinks and champagne illustrate Henry's Law (6, 7). A bottle or two of your favorite beverage make nice visual aids. 6 ) Teflan- and oolvethvlene-coated electrician's wire~. . used . . . after and prior, respcrrlvelv, tu the Apollo space whirle disaster of 1967, demonatrate kmdling temperature and combustion ( 8 ) .
Many more examples exist. Development of new commercials can come from the science and environment sections of the news magazines, e.g., Time, Newsweek, etc., and from journals such as this one. I have found that the requirement of a five-page term paper in general chemistry courses for non-majors has broadened my background in unfamiliar fields (e.g., Ornamental Horticulture, Animal Science, Printing) as well a s t h e students'. Using these papers as source material, I have been able to make the commercials more pertinent. Literature Cited Ill 121 131 141 I51 (61 (71 181
Brasfed, Robert C., J. CHEM. EDUC.. 48.3231L971l P h m b , Robert C.. J. CHII.M.EDUC.. 48.390(19711. Sfookey,S. Donald,Chpm Tcrh.. 1971,468. "Sears 1971 Christmas Book," Sears, Rcebu~kand CO., L O 3 Aneeles, CaliL. 1971. p. 168. Anderron. R.D...till.. "D~"cl"pingChild~n'~ThiikiigThroughSeience,"P~entbe Hall, XnglewoodClifl3, NJ.,1970.p. 6R. Plumb. Robert C..d.CHEM.EDDC.. 48. L54(19711. Plumb. Robert C.,.J.CHEM. EDUC.. 48,R37(19711. Newslealure. Chrm.. E w r . 76.1119691.
