An Element a Day Keeps Theory at Bay In line with the current trend to d u d e more destripriw and less thewetical chwniqrry in the General Clwmistry course. this past ymr I innrporatrd n hripf dii~unsiunot tlw chmustry of a different element mtc, ~ a c hI k t u n . . Hrcnwe of the success oith;, onlrronrh which the students soon refwrerl to ns "The Element of the h y , " I sulmit i t for iwnsideratim by ulhrr Generalchemistry teachers. The structure of this approach was to spend five to fifteen minutes each lecture on a single element. This time span (on the order of that between commercials on TV) provides a better attentiveness by the students than a full hour of reactions and equations in the more concentrated format characteristic of that presented in mast textbooks. The selection of the element t o be discussed was done with the background of the students in mind. This point is most important in the first semester when the students have little knowledge of chemistry. My choice was to start with hydrogen and to follow successively through neon to expose the students to the simpler elements and to provide a preliminary exposure to periodicity. For the remainder of the term, representative elements from the various parts of the Periodic Table were selected to provide a general exposure. Selection of elements for the second semester was a bit more random allowing for personal prejudices but taking the opportunity to illustrate the lecture topic under current discussion. The discussion of each element consisted of a brief statement of its physical properties followed by a description of the characteristic, important (industrial, biological, etc.), and interesting chemistry of the element and its compounds. The chemistry was organized around the element's electron configuration (oxidation states), types of reactions, and periodicity. This approach provides several advantages. Descriptive chemistry is introduced into the course in a palatable format. The time devoted to "The Element of the Day" provides a break in the class period producing an overall greater attentiveness un the part of the students. The flexibility in this approach allows for the use of many demonstrations which one would otherwise have difficulty rationalizing. This latter advantage may be the most important factor in the students acceptance of this approach. University of Miehigan-Dearhorn Dearborn, MI 48128
290 / Journal of Chemical Education
Richard A. Potts
