Chemical Education Today
Letters Encouraging Science Careers—Student Inspired Research Hass (1) has presented an interesting approach to conducting organic chemistry laboratories. I find that often it is the organic course that provides students with a first-time opportunity to conduct noteworthy projects, oftentimes projects that the students themselves initiate. Students in first-year chemistry do not usually have strong experimental skills and have some difficulty with writing extensive technical reports. In my own case, I reserve the last four weeks of the year-long organic course for research. I ask the students to try to come up with their own idea for a project, which can be an extension of a previously conducted experiment or a creative idea obtained from reading a scientific journal. It is rewarding to watch students gain confidence as they develop an idea, plan an experiment, carry out the work, and write it up in a formal fashion. Some of the interesting organic research projects already completed include (1) assess-
ing the vitamin C content of cedar leaves, (2) determining the ptytalin number of saliva from a person with diabetes and a person without diabetes, (3) investigating possible relationships between tea consumption and cholesterol levels, (4) exploring the effects of glucosamine and chondroitin on Gallus domesticus cartilage, (5) examining the physical properties of calcified tissue, and (6) studying the polymerization of hydrogels. I have concluded that there is great value in undergraduate research, even if only on a small scale. Sometimes this provides the impetus for a student to go on to a career in science. Literature Cited 1. Hass, M. A. J. Chem. Educ. 2000, 77, 1035. Jane Slezak Fulton–Montgomery Community College Johnstown, NY 12095-3790
[email protected] JChemEd.chem.wisc.edu • Vol. 80 No. 11 November 2003 • Journal of Chemical Education
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