Marie J. Piraino
Kingsborough Community College o f CUNY Brooklyn, New York 11235
The Energy Crisis A new chemistry course for nonscience majors
In recognition of the fact that shortened traditional chemistry courses for nonscience majors no longer suffice for academic as well as motivational reasons, a good number of one-term chemistry courses have been proposed.'.2.3 This is especially true in the two-year college where there are often greater numbers of academically less . prepared students. Thus. after having-taught . . a traditional nonscience majors chemistry course for three consecutive terms, I became increasingly convinced of the necessity to shift the objective of the course from the attainment of an understanding of chemical principles to the application of chemical principles to the understanding of political, economic, and health issues affecting my students today. In the spring 1973 when the initial rumblings of an impending fuel shortage appeared in the media, I decided that a workable, meaningful theme for the course might be the energy crisis. In planning the course, the greatest dilemma centered upon deciding just how much chemistry theory to include. For, while an attempt to be relevant was foremost, the students would he shortchanged if they were not given at least some basic chemistry. Nonetheless, rather than superficially treat the topic of the energy crisis, chemical principles would remain subordinate to the theme. Four facets of the major focus of the energy crisis would be treated in the course. These facets were: nuclear energy, fossil fuel energy, food energy, and the population explosion. In the case of each type of energy the controversial societal aspects of that particular type of energy would be considered. Most important, each of the four subtopics would hopefully become a springboard to a study of appropriate chemical principles, thus providing depth to the course. However, an effort would he made to introduce only as much chemistry as was needed for the student to understand more fully the subtopic introduced. For example, under the topic of nuclear energy, students were asked to read and react to a newsnaper article describing community pressure in Queens, N ~ WYork to prevent the electrical utilitv from building a nuclear reactor in that borough. It became immediateiy apparent to the students that they would need some basic knowledge of the atom, fissioning, electromagnetic radiation, etc., if they were to appreciate the controversy. Thus, we launched upon a study of the atom, elements, periodic table, and bonding. The reader is asked to refer to the topic outline in the Appendix for a more complete description of course content. Upon completion of this study of chemical principles, students were better able to assess for themselves the validity of the views of the proponents and critics of nuclear energy. Their newly developed sensitivity to the nuclear energy issue led a good number of students to react critically to a newspaper editorial that had written off as unwarranted, citizen fears that the breeder reactor was a danger. The students' new awareness and concern was most heartening to me. Students were led to feel a personal involvement in the fossil fuel shortage when they were asked to read and react to the views of a leading economist who suggested in 802
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Journal of Chemical Education
a current magazine that Americans be urged to surrender their habit of large cars for the smaller models. They saw the need to understand some basic organic chemistry in order to appreciate the ever more precious commodity, gasoline. Their curiosity concerning the probability of developing suitable synthetic fuel substitutes, enabled us to consider the chemistry of the carbon atom, as well as some major classes of organic compounds. The wheat deal with Russia, and the concomitant rise in food prices provided the groundwork for a study of food as a source of body energy. The topic became a springboard to the introduction of some basic biochemistry. Armed with their previous introduction to organic chemistry, students were able to appreciate the structures of carbohydrates, lipids, and proteins. Their queries led to a greater in depth consideration of RNA and DNA than had been originally anticipated. Finally, the extent to which the population explosion has exacerbated the energy crisis was considered. While scientists' miracle drugs keep more of us alive, and insecticides allow us to harvest more food, will the resultant population pressure eventually outstrip our ability to cope successfully? In order to provide the students with a sense of continuity, the text "Chemistry: Its Role in Society" was chosen.4 However, it was supplemented by a substantial number of newspaper and magazine articles that were appearing in greater numbers on the energy crisis. It was mainly through the students' written-ieactions, and classroo& discussion of those articles that it was possible to keep the course rooted to the theme of how chemistry through the energy crisis was intimately affecting them. Editorials representing opposing views on controversial questions were especially useful in providing a balance to counteract the bias of instructor and text. Their usefulness in this course cannot be overstressed. While each two-hour laboratory session stressed a chemical principle, an attempt was made to use familiar objects as subjects of analysis, in order to retain meaningfulness. Thus. different brands of easoline were analvzed in the gas chromatograph, ethyl alcohol was prepared grapes, milk was analyzed for protein content. Vitamin C content of fruit juices was determined, a radium dial watch was tested in the Geiger counter. For those who would still decry the demise of the traditional one-term chemistry course, it should be remembered that in many cases where adaptive changes are not being made, in the light of the fewer science credits required for the liberal arts degree, greater numbers of students are bypassing chemistry. This despite the fact that "one senses an urgency that the scientific community encourage the growth of a scientifically literate public for
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'West, R., J. CHEM. EDUC., 48,648 (1971). ZFuller.E. C.. J. CHEM. EDUC.. 49.10 (1972). 3 ~ a g g s T. ; E.; J. CHEM. E D U C . ; ~ ~ 189(1972). ; 4Chickas. James S.. Garin. David L.. and Rouse. Robert A,. ''chernistr& Its Role in ~ocidty,"D. ~ . ' ~ e a and t h CO., exi in^: ton, Massachusetts, 1973.
t h e very survival of science." Also, while i t is t r u e t h a t some chemistry topics are not t a u g h t i n t h e course discussed above, a study of lecture topics included demonstrates t h a t a substantial a m o u n t of chemistrv is still taught. In place of topics not included, students-reap t h e henefit of exposure t o new, equally . deserving material, hopefully coming away from t h e course with a g r e a t e r a p preciation of scientific knowledge a n d a n understanding of its role i n society today. Finally, since each course is ultimately t h e unique reflection of t h e individual instructor, i t is hoped t h a t t h e course presented above m a y serve only t o demonstrate t h a t there is m u c h in society intimately affecting t h e student today, t h a t m a y serve a s t h e basis for a meaningful experience i n chemistry. Appendix Topic Outline I. Introduction: The Energy Crisis Energy versus Matter; Types of energy; Electromagnetic Spectrum Discussion starter: What further changes can we expect in our lives if the present energy crisis worsens? ll. Nuclear Energy and the Atom Historical Contributions of Roentgen, Bequerel, Curies etc: Radioactivity; Fission; Chain Reaction; Nuclear Reactor; Radiation Pollution; Peacetime Uses of Nuclear Energy; Availability of Nuclear Fuels; Fusion; The Atom-Atomic number; atomic weight; electronic structure. Periodic Table-Trends; Formation of Molecules-ionic, c o w lent handing; Election Dot Formulas; Electronegativity. Discussion Starters: Is the dual funrrlon of the Atom~rEnergy Cornrn~samnas pru muter dnd rrgularvr ul nuclear energy mutally ~ o n t r a d m o r ) ~
Was the huge monetary commitment to the development of nuclear energy made in the 1960's and recently restated by the present administration, premature in the absence of data confirming economic feasibility and absence of health risk? 111. Fossil Fuels and an Introduction to Organic Chemistry Uniqueness of the Carbon atom; Major classes of organic compounds; Petroleum; Plastics; Drugs. Discussion Starters: What is the administration's attitude toward basic research as manifested in the most recent federal budget allocations? What are the scientific and economic pros and eons of the development of solar energy? What is the evidence. if an".,. to orove or dimrove the current public upm~onthat thi energy crrair IS c~ntrnCd? What is the role and rffcctivenrss LO date of the F . 0 A . in pmtecting the public? IV. Food Energyand an Introduction to Biochemistry Three major nutrients: carbohydrates, lipids-and proteins; DNA: RNA Discussion Starters: What agricultural policies might best enable us to increase fwd supplies for the US as well as needy countries? What ethical questions emerge as the scientist improves in his ability to control our human genetic destiny? V. The Population Explosion Past and projected growth patterns of US and world population; Arithmetic versus geometric rises in population; Influence of insecticides and drugs on population; Story of DDT. Discussion Starters: In what sense do scientific breakthroughs both relieve and exacerbate the energy crisis? How can citizens be best encouraeed to assist in im~lementine solut~onsto the energy and pupulatlun problems when such so. lutmnsoftm require marked change, in hahits?
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Wassidy, H. G., J. CHEM. EDUC., 50,818 (1973).
Volume 51, Number 12, December 1974
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