Downloaded via UNIV OF ARIZONA on July 28, 2018 at 10:57:05 (UTC). See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles.
Chapter 12
Engaging Students in Quantum Theory Using a Graphic Novel about Niels Bohr Allison M. Fleshman* Chemistry Department, Lawrence University , 711 E Boldt Way, Appleton, Wisconsin 54911, United States *E-mail:
[email protected] In my quantum chemistry course, many students struggle to abandon the Bohr model image and become frustrated by the complex mathematics. To combat this problem, I assign Suspended in Language (Ottaviani, Jim, and Purvis, Leland. Suspended In Language: Niels Bohr’ s Life, Discoveries, And The Century He Shaped. Ann Arbor, MI: G.T. Labs Publishing, 2009), a graphic novel about Niels Bohr and the quantum revolution. Rather than competing with preconceived atomic imagery, the graphic novel shows the theory’s founders arguing how to abandon the Bohr model and dive into the mathematics—Niels Bohr included. The story parallels the content covered in the lecture, and students explore the historical context of the problems they are learning to solve. Using reading guides and in-class discussions, the history of quantum mechanics helps students gain an appreciation for how not to picture atoms and embrace the mathematical quantum model.
Introduction In my Quantum Chemistry and Spectroscopy, students often find themselves adrift in a sea of mathematics and panic when they lose sight of the shore. As their captain, I reassure them that surfing quantum mechanics requires us to abandon the shore entirely, thereby discarding any tangible picture of an atom. This task is difficult because images help convey ideas, much like my ocean example, but © 2018 American Chemical Society Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
the tangible images needed to visualize the quantum theory of the atom do not exist without a mathematical approach, and using macroscopic images such as orbiting electrons only perpetuate students’ misconceptions of quantum theory. To confront this problem, my students read a graphic novel about Niels Bohr, which I argue equips them to learn beyond the experiential and dive into the mathematical. “Graphic novel” is a broad term for a work involving comic-strip like images and a narrative that can be fiction, non-fiction, or a collection of stories. As a genre, graphic novels have gained respect as literary media, with Maus, a story of the holocaust, winning the Pulitzer Prize over two decades ago in 1992 (1). The genre is popular with younger generations, and has become prominent in many classrooms with studies showing increased engagement being published in fields from biology (2), business management (3), (k-12) multi-lingual classrooms (4), and science and math courses (5). Tatalovic’s review of science themed comics and graphic novels for classroom use is a great starting point for instructors interested in using other comics in their classrooms (6). Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century He Shaped, shown in Figure 1, is written by Jim Ottaviani and illustrated by Leland Purvis, with additional artists: Jay Holster, Steve Leialoha, Linda Medley, and Jeff Parker. The book conveys the quantum revolution, focusing on Niels Bohr and the scientists at the Institute for Theoretical Physics in Copenhagen. The rich history aligns with many concepts taught in a traditional quantum chemistry course. The illustrations provide a stark contrast to a traditional textbook and resonate with many students. In fact, many of them read the entire work before it is assigned, which is not common practice in a physical chemistry course. So why do students find physical chemistry so difficult, and what can be done? Numerous studies address these questions (7–10), and this book and chapters therein are an example of the continued effort. To understand student distaste for physical chemistry, Tsaparlis interviewed chemistry graduate students and found they unanimously considered quantum chemistry and spectroscopy more difficult than classical thermodynamics, electrochemistry, or chemical kinetics (9). Their negative disposition towards quantum chemistry was related to the level of mathematics and lack of tangible images to represent concepts (9). Many physical chemistry textbook authors favor placing quantum mechanics further into the textbook due to its difficulty for students (7). While improved mathematical skills should increase students’ success in physical chemistry (11), creating tangible images of atoms is not possible. Novel strategies could help students conceptualize specific topics in quantum mechanics. For example Eagle et al. use a speaker and acoustic spectroscopy of a drum to demonstrate quantum mechanical concepts (12). Quantum Tic-Tac-Toe adapts the game to introduce a collapsing wavefunction (13, 14), and the Quantum Mechanics Visualization Project (QuVis) enables students to visualize concepts using simulations (15), but still no tangible image of the atom exists that incorporates all aspects of wave-particle duality. However, the debate surrounding quantum theory’s interpretation is tangible, and Suspended in Language contains images of this debate creating a medium for students to explore why concrete images of atomic theory are not possible. 184 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Figure 1. Front cover illustration from Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century he shaped. © 2004 by Jim Ottaviani and Leland Purvis, used by permission. (see color insert) Garritz uses controversies in quantum theory to facilitate the Nature of Science (NOS) in its development in addition to the concepts (16). NOS encompasses the process of scientific inquiry, in addition to scientific concepts. Clough claims that incorporating history of science teaches the NOS and argues that “accurately conveying the NOS in post-secondary introductory science courses is essential, not a luxury to be addressed if time permits” (17). Greca and Freire argue that teaching quantum theory includes teaching its philosophical nature, but historical cases involving old quantum physics should be avoided, unless thoughtful and deliberate use of complimentarity is used (18). Complimentarity refers to wave-particle duality, which relies on classical images of waves or particles to describe observation. I use Suspended in Language because it illustrates the controversy surrounding complimentarity and wave-particle duality with Bohr continuously stating “Don’t trust my model” (pg 110). Ottaviani and Purvis have also skillfully crafted the story such that Bohr is narrating many aspects of the history—providing a commentary for the theory’s development. Figure 2 shows Bohr laying the foundation for why quantum mechanics was needed, following the work of Einstein and Planck. This approach helps students realize that the graphic novel form should not be taken 185 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
as the actual textbook, but gives them a mechanism to approach the concepts in an alternative way. In this chapter, I explain my use of Suspended in Language in the classroom, offer a reading schedule to couple with the textbook’s content of quantum mechanics, describe the reading guides and organization of the in-class discussion, and give several student responses. Surveys throughout the course are used to gauge students’ attitude towards the approach, including a post-use survey.
Figure 2. Page 33 illustration from Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century he shaped. © 2004 by Jim Ottaviani and Leland Purvis, used by permission
Accuracy of Suspended in Language Ottaviani and Purvis worked with the Niels Bohr Institute and the American Institute of Physics, as well as used numerous historical accounts, letters, and biographies to create a nearly true work, with an extensive bibliography. The 186 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
authors claim some parts were adapted for a better story or to provide better graphics.(Suspended in Language pg. 307) The benefit of approaching the quantum mechanical concepts with the help of this work far outweigh the minor deviations to the story. I encourage instructors to read Abraham Pais’s Times of Niels Bohr (19), George Gamow’s Thirty Years That Shook Physics (20), or Niels Bohr: A Centenary Volume (21) to familiarize themselves with Niels Bohr in addition to Ottaviani’s portrayal. The content gained from these works has enhanced my lectures in multiple chemistry courses.
Suspended in Language in the Classroom Suspended in Language can be broken down into six general sections: (1) Bohr’s Background, (2) Building the Institute at Copenhagen (3) Building Quantum Mechanics, (4) Defending Quantum Mechanics, (5) The War, and (6) Bohr’s Philosophy. I assign one section per week and lead a class discussion covering a reading assignment during the last 20 minutes of class on Fridays. With careful planning, the Suspended in Language topics correspond to the class content covered during that week. The following sections describe the reading assignments and discussion guidelines, followed by the way I optimize the reading schedule to align with textbook topics. Example questions from each section and some student responses are given.
Reading Assignments The reading assignments consist of approximately ten questions and are posted on the course website at the beginning of the term. The questions fall into one of the following types: conceptual, technical, contextual, adventure, open-ended, or survey. Descriptions and examples are given in Table 1. Conceptual and technical questions are similar to homework questions from the textbook. Many conceptual questions ask students to identify why particular concepts had to be developed—a technique called conditioning knowledge (22). With Pauli’s Exclusion Principle, for example, Pauli needed to incorporate an additional quantum number to account for the Zeeman effect. Students condition their knowledge of the exclusion principle by understanding the importance of the Zeeman effect and are more likely to recall the concept when it is applicable. Contextual questions highlight political, historical, or cultural aspects, which play a crucial role in quantum mechanics’ development. I use adventure questions to encourage investigations into tangential stories, and the survey questions to assess the overall activity. Open-ended questions typically provide the framework for class discussion. All reading assignments are available upon email request. I encourage instructors to write their own questions to emphasize the content being taught in the course. Reading assignments account for roughly 5% of the course grade to promote thoughtful answers. 187 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Table 1. Description of reading guide questions, with examples Description
Question Type
Example
Conceptual
Explain science in own words
Explain the Bohr Correspondence Principle and why Heisenberg did not abandon it
Technical
Calculation or derivation
Show that Heisenberg’s calculated wavelength is correct.
Contextual
Historical context
Describe why everyone is excited about this fission.
Adventure
Involves internet research
Look up the story of dissolving the Nobel Medals; an interesting story awaits you.
Open-Ended
Basis for thoughtful exploration
[Feynman quote on QM] How does this make you feel?
Survey
Use of Suspended in Language
Has S.i.L. helped clarify concepts in Atkins Ch 8? If so, how. If not, what in Atkins was more helpful?
Class Discussion Lawrence University Physical Chemistry courses typically enroll 8-10 students. This setting works well for a whole class discussion. Larger classes could require breaking into groups for discussions. Lawrence University follows a 10-week term schedule with 70-minute courses. Six 20-minute discussions correspond to roughly 6% of class time or approximately two lectures, or six 20-minute quizzes. During class discussion, three assigned questions are selected with two or three accompanying images projected on the board. Selecting different types of questions provide for dynamic discussions. I open the last five minutes to any comments or general thoughts concerning the content students want to share. More often than not, students will get into a deep conversation about the nature of science and their conversation will continue after class.
Reading Schedule I use Atkins and de Paula’s 9th and 10th editions (23) with Suspended in Language, however any physical chemistry textbook should work. Lawrence University is on a ten-week system, and we cover approximately one textbook chapter per week. Table 2 shows a breakdown of the different sections with general topics from the textbook. 188 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Table 2. Outline of reading schedule and topics covered in textbook and Suspended in Language. Textbook Concepts
Suspended in Language Content
Suspended in Language Chapters
Fundamentals of QM & QM postulates
Bohr’s Background: End of Classical Physics
1-2
Methods and applications of QM P-in-Box, Harm. Osc., Rigid Rotor
Building the Institute: Developing the Bohr Model
3-5
Atomic structure, multi-electron systems, and molecular bonding
Building QM: Abandoning the Bohr Model
6-7
Molecular orbital theory Symmetry
Defending QM: Discovering fission
8-10
Spectroscopy: Vibrational & rotational
The War: Aftermath of fission
11-12
Spectroscopy: UV/VIS, NMR
Bohr’s philosophy Suspended in Language
13-14
The following is a brief description of each of the sections with a few examples of questions and student responses. I give a detailed description of chapters 6-7 reading guide use in class discussion.
Bohr’s Background: Ch 1-2 In chapters 1 & 2 students are immediately confronted with a problem: “classical physics was showing itself to be WRONG” (pg. 29) and Einstein and Planck argue, “...well, not so much wrong, as well...incomplete” (pg. 30). Without the idea that classical physics was incomplete, it could be more difficult to know why a new model was needed. During class discussion, I project the image of Bohr in the elevator (Figure 2) and have students explain to what problem Bohr refers. This exercise practices the habit of prior-class concept recollection, an important skill for quantum chemistry concepts.
Building the Niels Bohr Institute at Copenhagen: Ch 3-5 These chapters introduce Rutherford’s gold foil experiment (pg 55), show Bohr building his model of a solar system-like atom (pg 57-60) and show the building of the Institute of Theoretical Physics at Copenhagen (pg. 76). A major obstacle for students is to abandon the Bohr model and recognize the new model is mathematical and not pictorial. Ottaviani prepares the students for renouncing the Bohr Model by honestly confronting the problem, which I use as an open-ended question: 189 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Question: “The Bohr Atom is the last piece of flotsam we cling to before sinking into an ocean of math…” (pg. 69) Thoughts?
Linus: Yes. I have tried to balance handwaving explanations without falling into math. That explanation resonates with me a lot and I think it is incredibly difficult to distance yourself from a model that is easy to picture and discuss. Jerome: The quantum world is so crazy and different from the visible world that a solar system atom model is the last thing that makes sense. Jerry: The Bohr atom is easier than the actual atom to grasp because it has things we can relate to macroscopically. In reality, electron orbitals are nothing like observable space or objects so they are much more difficult to picture/understand. Brad: Quantum mechanics can’t really be drawn out with a picture because we don’t know where everything is. So the only way we can describe systems quantum mechanically is with pure math.
The first student’s response conveys the need for approaching quantum theory in a different way. Greca and Freire argue that it is more difficult to modify images of misconceptions previously learned by students, in particular those of the Bohr model than it is to correct non-image based misconceptions (18). They also suggest careful selection of images to convey quantum features as this could misrepresent the concepts (18).
Building Quantum Mechanics: Ch 6-7
I consider this the quintessential section for conveying the ideas of quantum mechanics. Here, we meet Wolfgang Pauli, Louis de Broglie, Erwin Schrödinger, Arnold Sommerfeld, and Werner Heisenberg (to name a few). This section is taught during the multi-electron model and the beginning of molecular orbital theory, which demand a complete abandonment of the Bohr model and dive deeper into the mathematics. Bohr argues to Pauli and Sommerfeld: “You and Heisenberg like my model too much. But it must not be forgotten that it only works for hydrogen. It fails for helium-the next simplest atom!” (pg 103). With a reminder from Bohr to abandon his model, Pauli proposes an additional quantum number, s, shown in Figure 3. Students point out that Pauli’s confused expression relates to many of their feelings when using Slater determinants. 190 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Figure 3. Page 104 illustration from Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century he shaped. © 2004 by Jim Ottaviani and Leland Purvis, used by permission.
Allchin warns that using the history of science in the classroom can induce monumentality or portraying scientists as heroic, superhuman figures and careful attention must be paid to accurately convey the nature of science (24). The image of Pauli’s confusion in Figure 3 and the discussion between Bohr and Sommerfeld helps combat the concern for monumentality. This image demonstrates the discussion of a model, an observation which cannot be accounted for with the model, and a proposal to improve the model. It also foreshadows Pauli’s Exclusion Principle – which the students blindly accept as true. After he proposes this idea to Bohr, Pauli says, “You probably think that what I say is crazy.” Bohr responds, “Yes, and it’s wonderful. But unfortunately, it is not crazy enough” (pg. 191 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
106). This dialogue surrounding Bohr and Pauli’s struggle is useful for students who are reluctant to abandon the Bohr Model and dive into the mathematics. These few pages of Suspended in Language help justify to students that they are still doing chemistry when using Slater determinants. It also emphasizes the importance of returning to observations (the Zeeman effect) when developing a model. The following question and responses demonstrate students’ newfound appreciation for Pauli’s struggles: Question: Explain the significance of pages 103-106: Craig: It relates the quantum numbers to periodic properties of the elements—a pretty important connection for chemists! On the final page, it also points out that the idea of ‘spin’ in a classical sense is problematic, since the ±1/2 s quantum number requires the electron to ‘spin around twice to get back to it’s original position (pg 106)’. Steven: In these pages, Pauli introduces his theory (quite dramatically) and periodicity is better explained as a direct consequence. This also paves the way for orbital filling and turns a new quantum mechanical leaf. Dana: We discussed the sodium doublet in class, and this is what explains it. The different spins, and their discovery were able to describe phenomena we did not yet understand. Greta: They realized the Bohr atom model was wrong. They are starting to define quantum numbers & in combination with Pauli’s exclusion principle they are starting to give meaning to the periodic table! (The Bohr atom model is wrong because it doesn’t take into account k (angular momentum “l”) because it only has one electron. This section helps students grasp the Zeeman effect, which also helps them approach term symbols and atomic spectroscopy later in the course, as shown by Dana’s response concerning the sodium D-line. To optimize the effect of this section, I build the reading schedule to ensure chapters 6-7 in Suspended in Language coincide with the orbital approximation and Pauli’s Principle. The next part of this section engages students in the nature of science through experimental observations. Page 110 (Figure 4) shows Bohr, in an aside to the reader, describe de Broglie’s contribution (who we met in the previous pages), and prepares us for wave-particle duality. The lower part of page 110 (Figure 4) shows Davisson and Kunsman struggling to understand their interference pattern from their experiment. The following pages describe the paradox of measuring either wave or particle behavior of electrons depending on when and where the measurement occurred. Allchin addresses concerns romanticizing scientific discoveries, which could lead to idealization of the nature of scientific inquiry (24). The facial expressions of Kunsman and Davisson and the statement “We’re getting an interference pattern here. Must be something wrong with our 192 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
equipment” on page 110 provides a framework for how wave-particle duality was not an obvious result, something I think students mistakingly imagine as a “Eureka moment”.
Figure 4. Page 110 illustration from Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century he shaped. © 2004 by Jim Ottaviani and Leland Purvis, used by permission.
The question below asks students to consider the implications of the experimental observations. The first two students’ responses are typical, but several students relate the interference patterns to the Heisenberg Uncertainty Principle, as in the last two responses—a connection many chemistry students do not tend to make. 193 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Question: Explain how the Davisson, Kunsman, Germer, and Thomson experiments support the ideas of quantum mechanics: Sean: Interference patterns observed from a double slit experiment with electrons supports the idea of wave-particle duality. Dana: The interference pattern proved that particles could have wave-like properties and thus de Broglie’s wavelength could be proven irrefutably. Melanie: Page 113 describes an issue that leads to the Heisenberg uncertainty principle - they were trying to ‘see’ individual electrons to prove that they are particles, however a photon would disturb the motion of the particle and mess up the interference pattern. Greta: The experiments showed that electrons acted as waves and not particles through interference patterns. Additionally, they tried to measure/force the electron to act like a particle but ended up not seeing the electron where they expected, related to Heisenberg uncertainty principle, because trying to measure it’s position first, using light, affects the electrons. This section ends with a close look at Heisenberg’s Uncertainty Principle. Figure 5 shows page 129, where Heisenberg takes his quantum leap. The following pages show Bohr and Heisenberg arguing the meaning of Heisenberg’s discovery; an electron is both a particle and a wave. I ask students many technical questions with these pages, for example: “Explain the Bohr Correspondence Principle and why Heisenberg did not abandon it.” There are also many opportunities to discuss the implications of quantum mechanics and how, as noted by Ottaviani in Figure 5, Heisenberg’s leap is “not just a leap - mathematically and philosophically- it’s the quantum leap.” To solidify the confusion that accompanies wave-particle duality, Ottaviani punctuates the section with a quote from Richard Feynman’s The Character of Physical Law which states, “I think I can safely say that no one understands quantum mechanics. So, do not keep saying to yourself, if you can possibly avoid it, ‘but how can it be like that’ Nobody knows how it can be like that.” (pg 116) I open the discussion for students to share their answers to this question: Question: Write a brief response how this statement by Feynman made you feel. (I know, it’s a science class but this is a liberal arts college.) Jerry: It makes me feel better about my comprehension (or lack thereof) of the principles of quantum mechanics. Linus: Specifically with regards to quantum, it gives me hope that it is hard or impossible to understand an idea when no one understands the full picture. With regards to science as a whole, it is a mindset I want to adopt fully and remove the emphasis on trying to be correct, in an 194 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
academic/grade sense, and move to a more appreciative/inquisitive view of all material first and focus on other pressures regarding material after the appreciation/trying-to-understand phase. I’m not sure if that message is clear, but it is one I have a hard time articulating. Henry: The hardest part about understanding energy levels, electron probability, etc. is the lack of visualization. I.e., it’s hard to visualize discrete energy levels because there’s really nothing on the real world we can relate it to help answer the question “how can it be like that.” Feynman’s statement to not try to understand how it can be kind of solidifies accepting it as reality. Jane: I really like Feynman’s statement. I have trouble grasping the idea of things being quantized. I can’t look to anything in the real world for an explanation or comparison. I liked that Feynman said to avoid thinking how it can be this way. Nobody knows.
The Implications of Quantum Mechanics: Ch 8-10 Bohr and Heisenberg attend the Solvay Conference of 1927, where “everybody who was anybody was there. And there, They argued” (pg 152). The section also overlaps with spectroscopy, an application of quantum mechanics, which is fitting given that Bohr and others must defend the importance and implications of the theory. Lise Meitner theorizes fission, and provides a great opportunity to discuss the lack of women throughout the story. Marie Curie is mentioned a few times, but the most recurring woman is Niels Bohr’s wife, Margrethe, who took dictation for his papers and organized and managed many of the scientists at the institute in Copenhagen.
The War: Ch 11-12 Discussing the war and political conflict in a science class is often omitted for the sake of required content. The Nazi control of Denmark and the evacuation of many Jewish scientists affected the development of quantum mechanics. The infamous meeting between Bohr and Heisenberg in 1941 (the center of the play Copenhagen (25)) results in Heisenberg asking the question, that I extend to students: Question: “Does a physicist have a moral right to work on nuclear research during the war?” What do you think? Paul: That’s a difficult question to answer. If scientists work on weapons, they aid in (in most cases) unnecessary violence. The other side of that coin, though, is if they don’t, then only the scientists on “the dark side” will truly understand those weapons, leaving the rest at their mercy. 195 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Understanding weapons can also help understand how to defend against them. Greta: I think so, so they can understand the larger implications and consequences of certain projects. Sometimes it’s impossible to prevent something bad from happening so the best you can do is learn everything about it The student’s responses above are typical and form the basis for a discussion of ethics in science. I also discuss Fritz Haber’s role in chemical warfare during discussion. With planning, the section overlaps with the textbook discussion of lasers, following electronic spectroscopy and allows students to explore the broader impact beyond weapons that either quantum mechanics, or chemistry in general, has on society.
Bohr’s Philosophy: Ch 13-14 Bohr spent many of his later years writing philosophy and advocating for a collaborative scientific and political community. This section is coupled with the chapter on NMR and provides a connection to the greater applications for understanding quantum mechanics for multiple fields (e.g., application in the medical sciences like MRI). These chapters cover the construction of CERN, Bohr winning the first “atoms for peace” prize, and his writing of many philosophical works. The story, however, ends with a list of Bohr’s failures and the remarks: “And so, perhaps you’re thinking it funny to conclude with failures. Bohr never fully reconciled with Heisenberg, and never persuaded Einstein about quantum theory...his Nobel Prize winning atomic model...the one that’s wrong...and yet, we celebrate him” (pg 271-272). I follow this with a question to the students: Question: Do you think it is fitting that the biography concludes with a list of failures? Steven: Science is failure. It’s trial and error, application, and reapplication. Research is failure, otherwise it would just be called “search”. I think ending the book with failures reinforces the idea that science is a failure-oriented, never-ending endeavor. Jerry: Sure. We tend to remember people in the sciences for their accomplishments only. Jane: Yes! Science is all about failing and development and it gives hope to aspiring scientists (or even just regular students) that their career will be filled with failures, but it in no way defines you.
196 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Figure 5. Page 129 illustration from Suspended in Language: Niels Bohr’s Life, Discoveries, and the Century he shaped. © 2004 by Jim Ottaviani and Leland Purvis, used by permission.
The students build confidence while reading this book and directly addressing what they consider shortcomings in science. The responses given above are typical of the student responses. Concerns for using the history of science in the classroom, such as monumentality or romanticizing scientists, as described by Allchin (24), are addressed throughout the activity.
197 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
General Outcomes The goal of this project was to encourage student engagement with quantum chemistry. I have used Suspended in Language for three years with twenty two students. Prior to its use, I assigned George Gamow’s Thirty Years That Shook Physics in my course (20). Gamow’s book is broken into chapter-length biographies of the developers of quantum mechanics, and provided many great discussions. The non-fiction/biography format, however, made student commitment to the work limited. I have not had this problem with Suspended in Language, which I correlate to its unique and engaging form. I have not tabulated nor correlated the use of Suspended in Language to students’ class scores or course outcomes. Hosler and Boomer used a graphic novel in a biology course and compared student’s appreciation for biology with and without incorporating the graphic novel. They found that student’s appreciation for biology was noticeably higher in the course using the graphic novel (2). An unexpected consequence of in-class discussion was the number of questions from more timid students during my lectures, who had remained quiet in my previous thermodynamics course. The class discussion time creates a classroom environment that is remarkably more relaxed and open to discussions. I also had one timid student bring Suspended in Language and the textbook to office hours and explained with accurate detail the Davisson-Germer experiment using the graphic novel, and then asked me to help them understand the explanation in the textbook. Given the reputation that physical chemistry courses have, this approach has helped many of my students approach the content in a different way. The following survey questions ask the students for their thoughts on the overall project:
Question: Do you have any final thoughts about reading this book? Do you think it helped you learn quantum mechanics or do you still feel like you are suspended in language? Melanie: This work is really cool to me because I wasn’t aware of the immense history involved in chemistry, and the communication between scientists it involved. I think I feel suspended in language but it teaches me a lot about quantum mechanics. Paul: I am so glad to finally have learned some history behind these concepts we learned in class. In Chem Intro classes, the Bohr model was extremely basic and I took for granted truly how difficult this (incorrect...) model was to come up with at the time. I think it helped me understand quantum a little bit (not a ton), but without a doubt, I have a greater appreciation for the things I am currently learning because I saw people dedicate their lives to prove one or two fundamental principles. It also humanized the scientists and reminded me that they were ordinary people with families, other interests; mostly they were more fascinated about this subject than the average person. 198 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
Dana: I learned lots of background story during the discovering of quantum mechanics. That makes me understand the theory more easily. Jane: Absolutely helped me understand quantum. But aren’t we all suspended in language? Henry: I greatly enjoyed reading this work. It definitely helped put items of QM theory into perspective over the course of the term. I feel like I am still suspended in language, and highly doubt that this will ever go away for any of us. Gardner and Bodner found that students learning quantum mechanics typically have a problem-solving mindset and use non-productive study strategies (26). The argument was that a “problem-solving mindset is not compatible with the actuality of science,” and “students operating with a problem-solving mindset have a failure to recognize the creative nature of science.” The biography takes the students through the rise and fall of the Bohr model, the rise of Heisenberg’s and Schrödinger’s methods, as well as Pauli’s and de Broglie’s contributions. The images and story portray science through active discussion and collaboration and are deemed imperative to the advancement of science, as noted in two student’s comments: Paul: I never imagined all the famous scientists I’ve heard about actually cooperating and engaging with each other. It’s really cool to realize this because science is such a cooperative effort that requires communication and collective effort. Jane: This biography humanizes these brilliant scientists and shows me that although they are geniuses in their field, they are not good at everything. For example, p. 217, Bohr leaks his real name absent-mindedly, or p. 100, Pauli is a crap experimentalist, though a brilliant theorist. (This gives me hope that I just haven’t found my field yet!) Suspended in Language portrays the building of a model to describe an observation, and then tears that model apart to find a better one, which is also the activity of a physical chemist. The nature of science is showcased as the story conveys how the scientists reacted to the observations more than the observations themselves. Students relate to their own struggles in understanding quantum mechanics through the struggles described in the book. Norris et al. show evidence that narratives aid student learning in science education, but cautions that students’ lack of familiarity with applying scientific argumentation to such a genre could cause students to miss the primary content being taught (27). This corresponds to the concern that misusing historical approaches creates a false understanding of the nature of science (17). By directly addressing these concerns with the reading guides and class discussions, Suspended in Language shows the nature of science through discourse, creativity, and dialogue. It also 199 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
humanizes the scientists as described by the student’s response above, and gives the experiments context. The class discussions provide an opportunity to discuss the nature of science involving the scientists’ struggles, their interactions, their shortcomings, their successes, and the part that many science classes do not have time to cover: the effect of the global political climate on science.
Acknowledgments A special thanks to Valerie McGrath and Rachel Mason for editorial comments, and Deanna Donohoue for thoughtful pedagogical discussions. Most importantly, thanks to Jim Ottaviani, Leland Purvis, and the team at G.T. Labs Publishing for delightful email correspondence, permission to use the pages shown above, and for bringing Bohr to life for my students.
References Spiegelman, A. Maus; Pantheon Books: New York City, NY, 1991. Hosler, J.; Boomer, K. B. Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science? CBE—Life Sciences Educ. 2011, 10, 309–317. 3. Short, J. C.; Reeves, T. C. The Graphic Novel: a “Cool” Format for Communicating to Generation Y. Business Commun. Q. 2009, 72, 414–430. 4. Cary, S. Going Graphic: Comics at Work in the Multilingual Classroom; Heinemann: Portsmouth, NH, 2004. 5. Cooper, S.; Nesmith, S.; Schwarz, G. Exploring Graphic Novels for Elementary Science and Mathematics. School Library Research of American Library Association 2011, 14, 1–17. 6. Tatalovic, M. Science Comics as Tools for Science Education and Communication: A Brief, Exploratory Study. Journal of Science Communication 2009, 8, 1–17. 7. Sözbilir, M. What Makes Physical Chemistry Difficult? Perceptions of Turkish Chemistry Undergraduates and Lecturers. J. Chem. Educ. 2004, 81, 573–578. 8. Tsaparlis, G. The Logical and Psychological Structure of Physical Chemistry and its Relevance to the Organization/Sequencing of the Major Areas Covered in Physical Chemistry Textbooks. Chem. Educ. Res. Pract. 2014, 15, 391–401. 9. Tsaparlis, G. The Logical and Psychological Structure of Physical Chemistry and its Relevance to Graduate Students’ Opinions About the Difficulties of the Major Areas of the Subject. Chem. Educ. Res. Pract. 2016, 17, 320–336. 10. Advances in Teching Physical Chemistry; Ellison, M. D., Schoolcraft, T. A., Eds; ACS Symposium Series; American Chemical Society: Washington, DC, 2007; Vol. 973. 11. Hahn, K. E.; Polik, W. F. Factors Influencing Success in Physical Chemistry. J. Chem. Educ. 2004, 81, 567. 1. 2.
200 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
12. Eagle, F. W.; Seaney, K. D.; Grubb, M. P. Musical Example To Visualize Abstract Quantum Mechanical Ideas. J. Chem. Educ. 2017, 94, 1989–1994. 13. Hoehn, R. D.; Mack, N.; Kais, S. Using Quantum Games To Teach Quantum Mechanics, Part 2. J. Chem. Educ. 2014, 91, 423–427. 14. Hoehn, R. D.; Mack, N.; Kais, S. Using Quantum Games To Teach Quantum Mechanics, Part 1. J. Chem. Educ. 2014, 91, 417–422. 15. Kohnle, A.; Benfield, C.; Hähner, G.; Paetkau, M. Interactive Simulations To Support Quantum Mechanics Instruction for Chemistry Students. J. Chem. Educ. 2017, 94, 392–397. 16. Garritz, A. Teaching the Philosophical Interpretations of Quantum Mechanics and Quantum Chemistry Through Controversies. Science & Education 2013, 22, 1787–1807. 17. Clough, M. P. The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education. Science & Education 2011, 20, 701–717. 18. Greca, I. M.; Freire, O. Teaching Introductory Quantum Physics and Chemistry: Caveats from the History of Science and Science Teaching to the Training of Modern Chemists. Chem. Educ. Res. Pract. 2014, 15, 286–296. 19. Pais, A. Niels Bohr’s Times in Physics, Philosophy, and Polity; Oxford University Press: New York, NY, 1991. 20. Gamow, G. Thirty Years that Shook Physics: The Story of Quantum Theory; Doubleday & Co.: New York, NY, 1966. 21. Fench, A. P., Kennedy, P. J., Ed. Niels Bohr: A Centenary Volume; Harvard University Press: Cambridge, MA, 1985. 22. Council, N. R. How People Learn: Brain, Mind, Experience, and School: Expanded Edition; The National Academies Press: Washington, DC, 2000. 23. Atkins, P.; de Paula, J. Physical Chemistry, 9th ed.; Oxford University Press: Oxford, 2010. 24. Allchin, D. Scientific Myth-Conceptions. Sci. Educ. 2003, 87, 329–351. 25. Frayn, M. Copenhagen; Methuen Drama: 1998. 26. Gardner, D. E.; Bodner, G. M. In Advances in Teaching Physical Chemistry; ACS Symposium Series; Ellison, M. D., Schoolcraft, T. A., Eds.; American Chemical Society: Washington, DC, 2007; Vol. 973, pp 155–173. 27. Norris, S. P.; Guilbert, S. M.; Smith, M. L.; Hakimelahi, S.; Phillips, L. M. A Theoretical Framework for Narrative Explanation in Science. Sci. Educ. 2005, 89, 535–563.
201 Teague and Gardner; Engaging Students in Physical Chemistry ACS Symposium Series; American Chemical Society: Washington, DC, 2018.
