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THE REED COLLEGE CONFERENCE ON THE TEACHING OF CHEMISTRY'
Frmmiv high school teachers and 18 college teachers took p:lrt in t h r C'onferrnrr. The parricipnnti ciuut! from d l w.tiuns of the muntrv, from hrgr ;ivh(mls nud small, from universities and colleges. The primary business of the Conference was the question of better interrelation of the high school and the first year college chemistry courses. As an outgrowth of the discussion of this primary question, the Conference considered the efforts of many organizations at the present time to improve high school and college chemistry instruction. From time to time the Conference undertook to express its collective view on an issue before it by taking a formal vote. The hope that a summary of these important actions will he of interest to others has prompted the preparation of this report by the Conference staff. The Chemistry Course in High School and Mrst Year College
Objectives
(1) To present the basic principles of chemistry as an intellectual discipline and to achieve an appreciation of chemistry as a creative pursuit of human knowledge. (2) To develop facility in analytical, critical thinking--especially thinking which involves logical and quantitative relationships. (3) To develop scientifically literate citizens through an understanding of (a) the methods of science and (b) the role of chemistry in society and everyday living. (4) To stimulate interest in chemistry, to identify promismg students, and to provide adequate preparation for further scientific studies. AU of these objectives are desirable aims for both high school and college chemistry courses, both cultural or liberal arts courses, and science major courses. There are differences in the relative emphasis accorded the various objectives but these are difference of degree rather than of kind. Course Content and Approach It is recognized that the objectives stated above may be attained by more than one method of presentation and that continued attention and study should he given to new and more effectiveways of reaching these objectives. With regard to course content and approach, the Conference developed two ideas as follows: (1) An effort was made to formulate the fnndamental content of a high school course. The conclusions of the Conference with respect to this question are presented a t the end of this report. (2) The Conference recommended that a new and fundamental approach be made to the teaching of high school chemistry by adopting "Chemical Bonds" 1 Sponsored by the Division of Chemical Education of the American Chemical Society and by Crown Zellerbach Foundation, June 17-28, 1957, a t Reed College, Portland, Oregon.
as the central theme of the course. p he essential point of view and suggestions for implementing it are presented as a separate article in THIS JOURNAL written by Laurence E. Strong of Earlham College and M. Kent Wilson of Tufts University.% At present writing, support is being sought for the implementation of plans to develop such a course on an experimental basis. This is in line with the formal action of the Conference which recommended that an effort be made to prepare the materials needed. At the end of the Conference the participants agreed that this recommendation was probably the most important action taken. Suggestions and Recommendations for the Improvement of Instruction in High Schools
One impetus to improvement of high school chemistry courses would be the adequate recognition of the course as the basis for further work in college. Students should be admitted to advanced standing in college chemistry as a result of examination, teacher recommendation, or course evaluation. College credit should be given wherever possible. The minimum standard for certification for teaching high school chemistry should be 16 semester hours in college chemistry, to include organic. Graduate training should emphasize subject-matter areas in science and mathematics. In order to relieve the shortage of high school chemistry teachers, college advisors should make an active effort to encourage well-qualified students to enter high school chemistry teaching; college teachers should offer every encouragement to students already planning to become teachers; science teachers in secondary schools and colleges should lend full support to the Future Teachers of America; teachers in both high school and college should give students the opportunity to gain experience in teaching and to enjoy the satisfaction that goes with it. To insure the more effective use of trained teaching personnel, it should be brought to the attention of school administrators that extra time is required for laboratory preparation; therefore, in recognition of this, administrators should he encouraged to reduce the teaching assignments of chemistry teachers and where possible to limit their duties to the teaching of science. The use of student assistants in the high school laboratory should be encouraged by granting credit or giving financial compensation. The members of the Conference went on record as commending the various activities of the American Chemical Society through its Division of Chemical Education and Local Section activities, the National Science Foundation, the National Science Teachers Association, the Manufacturing Chemists' Association, and various chemical industries in providing help and J. CHEM.EDUC.,35 (1958). JOURNAL OF CHEMICAL EDUCATION
encouragement to teachers of high school chemistry. I t was felt that certain of these programs which a t present are of limited scope are worthy of extension. These are: The N.S.F. programs for in-service training of high school teachers, such as those developed by Reed and Antioch Colleges, are highly desirable and should be expanded beyond the scope of the 1957-58 program. Courses of this kind offered for credit applicable t o advanced degrees and offering opportunity for keeping up to date in subject matter should be made available to science teachers in all sections of the country. I t would he most desirable for the N.S.F. to sponsor regional and national conferences (of about two weeks' duration) a t which high school teachers and college teachers could meet together to discuss mutual problems. In no better way can each group learn what the other's problems are. Such awareness is bound to lead to better cooperation in the essential work of training more effectively the future scientists and teachers of science so urgently needed. The N.S.F. program offering opportunities for high school and college teachers to participate in active research programs directed by college and university professors should be expanded.
The emphasis placed upon liaison with high school teachers as part of the A.C.S. local section activities is most valuable. If possible the society should increase its efforts to make its benefits available to high school teachers in localities far from the centers of local section activity. The opportunities for high school teachers to work in chemical industry during the summer should be made available to teachers in all localities. ACKNOWLEDGMENTS
The Conference owed its existence to two parties: Dr. Harry F. Lewis, Vice-president of the Institute of Paper Chemistry, who conceived the important possibilities of such a conference and who, singlehandedly, carried the load of the initial organizational steps; and the Crown-Zellerbach Foundation which gave the Conference strong encouragement as well as generous and crucial linancial support. Dr. Lewis had expected to participate in the Conference but at the last minute had to drop out owing to illness. Dr. Arthur F. Scott and his colleagues on the faculty of the Reed Chemistry Department earned the lasting gratitude of all conference participants for the gracious hospitalit,y with which they implemented their careful planning.
A Proposed Outline for the Fundamental Content of a High School Chemistry Coucse Class R o a Instwtion
(Because of the individual preferences of teachers, it was not deemed necessary to prescribe a. strict sequence of these topics.)
I. Introduction Scope of chemistry-vocabulary Fundamental concepts of mass and energy Measurements-metric system 11. Kinrtio moleouler theory; states of matter 111. Atomic structure Types of matter; atoms and molecules; atomic weights IV. Periodic table v. Chemical reactions and bonding VI. Simplified descriptive chemistry of such elements as Na, Mg, Al, 0, CI, S, N Writing formulas and equations Simple oxidation and reduction reactions VII. Chemical calculations Related operations involving significant figures Experimental errors; the use of the slide rule VIII. Solution phenomena General hehevior of solutions and process of solubility Acids, bases and salts Ioniaetion and writing of ionic equations Electrochemistry Hydrolysis Molar and normal solutions IX. Reaction rates and chemical equilibrium (qualitative presentation) X. Inorganic chemistry A feu. selected elements Co~nmerciallyimportant industrial chemicals XI. Organic chemistry Nature of covalent bonds Geometry of organic molecules, isomerism Simple classification of compounds Some typical reactions XII. Technological applications Metallurgy Conservation of natural resources; other topics XIII. Nuclear chemistry
VOLUME 35, NO. 2, FEBRUARY, 1958
Laboratmy Instruetion It is recommended that laboratorj- experiences parallel the above content to achieve: 1. Acquaintance with the names and uses of common chemical
apparatus (test tubes, flasks, beakers, ete.). 2. Skill in handling and assembling simple apparatus for manipulations involving: the gas burner, glass tubing and bends, preparation and collection of gases, volumetric measurements, balances weighing to about a centigram. 3. Knowledge of safe practices in the handling of common chemicals and glassware. 4. A desire to take proper care of scientific apparatus and respect for delicate scientific equipment.
Ezamples of Minimum Level of Tleatment Differences in the level of treatment in high school and college courses may be illustrated by the following examples of subject matter and quantitative treatment which represent the minimum level of attainment in the high school course. Atomic structure Three basic particles-charge mass, where found. Major energy levels correlated with some chemical properties. Diagrams of structureelectron pairs indicated. Over commitment to a rigid model to be tlvoided-recognition of the fact that diagrams will be crude because modern atomio theory requires more elaborate tools. 2. Quantitative treatment Problems based on equations: weight-weight, weightvolume, volume-volume. The gram stom, gram formula, and gram mole concepts should he used to supplement the teaching of proportions. Avogadro's number. Simple problems. Determination of molecular weights: Gram molecular volume concept; depression of freezing point, elevation of boiling point. Formula from percentage composition. Density, specific gravity. Gas laws. Equivalent weights. - Standard solutions. 1.
