Chemistry for Everyone
Amazing Chemical Anagrams Andrew P. Dicks Department of Chemistry, University of Toronto, Ontario, Canada, M5S 3H6;
[email protected] It is undoubtedly true that solving chemistry puzzles affords significant impact on students (1). These activities promote understanding by their pedagogically non-traditional nature while concurrently fostering enthusiasm. Here I outline use of chemically associated anagrams to enrich undergraduate lectures or to function as in- or after-class brainteasers. Either strategy facilitates student engagement and provides a springboard for further discussion depending on the course being taught. Thomas and Mattern (2, 3) separately described elemental chemistry anagrams previously and a similar mnemonic for the Krebs cycle was presented (4). My approach rearranges a wellknown organic or inorganic substance name, or a term containing such a name, to a new phrase having direct connotation to the original. The last point is critical to enhance class intrigue and interest. Such “Amazing Anagrams” about a variety of subjects are currently very popular (5). Several Internet anagram Web sites expedite generation of chemical examples (6), ten of which are as follows:
ing class members to “look up” information regarding a specific substance without appropriate context. Finally, students can be invited to create their own anagrams and present them in lecture or design worksheets for use in future courses. Conclusion Chemical anagrams are a novel, entertaining way to promote science both inside and outside the formal classroom. Reorganization of a substance name into a new term reflecting a property or real-world use of the substance is of prime importance. Utilization of Internet Web browsers aids development of topical phrases compatible with a range of undergraduate classes and of delight to students. Note 1. Student worksheets to be used as in- or after-class puzzles are included in the online material accompanying this article.
• ASPIRIN TABLET becomes IS PAIN BATTLER
• WARFARIN PELLETS becomes RAT’S FAREWELL NIP
• O, I TASTE CAFFEINE becomes IT’S IN A COFFEE, TEA
• ISOPROPANOL becomes POLAR POISON
• SODIUM BICARBONATE becomes OR I USE ANTACID BOMB
• ACETAMINOPHEN becomes ME CHEAT ON PAIN
Literature Cited
• POTASSIUM CYANIDE becomes SPACY AMOUNTS… I DIE
• SO IT’S METHANOIC ACID becomes ANT’S OH SO ACIDIC ITEM
• EATING SUCRALOSE becomes A SUGAR SELECTION
• AH! TRY IODIDE becomes THYROID IDEA
1. Representative recent educational puzzles published in this Journal: (a) Peris, M. J. Chem. Educ. 2007, 84, 609. (b) Welsh, M. J. J. Chem. Educ. 2007, 84, 610–611. (c) Crute, T. D.; Myers, S. A. J. Chem. Educ. 2007, 84, 612–613. (d) Perez, A. L.; Lamoureux, G. J. Chem. Educ. 2007, 84, 614. (e) Swain, D. J. Chem. Educ. 2006, 83, 589. (f ) Erdik, E. J. Chem. Educ. 2005, 82, 1325–1326. 2. Thomas, N. C. J. Chem. Educ. 1992, 69, 984. 3. Mattern, D. L. J. Chem. Educ. 1995, 72, 1092. 4. Williams, J. P. J. Chem. Educ. 1992, 69, 985–986. 5. Examples of “Amazing Anagrams”: (a) Web Sites Are Wise Bests For Anagrams. http://wordsmith.org/anagram/article-globeandmail.html (accessed Jan 2009). (b) Uncle John’s Bathroom Reader. http://www.bathroomreader.com (accessed Jan 2009). 6. As exemplars, see the following: (a) Anagram Genius. http://www. AnagramGenius.com/server.html (accessed Jan 2009). (b) Internet Anagram Server. http://wordsmith.org/anagram/ (accessed Jan 2009).
Lecture incorporation of these conundrums is undertaken in two ways. I sometimes present a “real-world relevant” example at the beginning of a second-year organic class (e.g., “is pain battler” before a discussion of aspirin synthesis). Alternatively, students are challenged at the end of lecture with a riddle to solve before next class (“can you give me an anagram of a polar poison?”). Feedback about the latter is very positive as many classmates work on the problem during their evening journey home. Anagrams are chosen as pertinent to introductory courses in general, organic, and inorganic concepts. Both methods accentuate the “chemistry is cool” factor undergraduates must see in the classroom to maintain their attention and subject engrossment. A further option is furnishing students with several or all anagrams to decipher as an in-class or take-home puzzle. The level of assistance provided to help fathom each one can be tailored according to relevant class experience.1 I find this effectively boosts undergraduate research into the name, formula, structure, chemical properties, biological properties, and other applicable attributes of each compound. This contrasts with simply request-
Acknowledgments The author wishes to thank Sarah Dicks and Anne Marsh for help regarding the development of new anagrams.
Supporting JCE Online Material
http://www.jce.divched.org/Journal/Issues/2009/Apr/abs449.html Abstract and keywords Full text (PDF) Links to cited URLs and JCE articles Supplement
Two student handouts that may be used as class puzzles
© Division of Chemical Education • www.JCE.DivCHED.org • Vol. 86 No. 4 April 2009 • Journal of Chemical Education
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