Samuel H. Perlmutler Winston Churchill High School Potomac, Maryland. 20854
Formula for High Productivity and Quality in Teaching High School Chemistry
Chemists, chemical engineers, and chemistry teachers tilize the orinciole that a catalvst will reduce the enerev reuired to activate a reaction. 1d this discussion the reaction j considered the teachina of chemistrv. the resistance to ?arningand doing the ass~gnmentsis thkactivated complex hat must he reached by the catalyst, i.e., the teacher. The 'roduct is the student adequately indoctrinated with the basic nowledae, skills, and attitudes expected by the colleges . or areer employer. The Winston ChurchiU High School in Potomac, Maryland, 3 the endothermic reaction chamber in this case. Here, in a k t r i c t of Columbia suburban area of highly educated, afluent parents, many of whom are scientists who influence heir children to become college graduates or skilled techniians, is an 1800-student, 86-faculty, public secondary school ~uiltin 1964. Competition for high standing is intense; in fact, last year here were 14 valedictorians in the 600-member graduating lass. More than 90% of the graduating class enter college. Aost go to the University of Maryland and Montgomery :allege, two nearby schools, but many are accepted and attend h k e University, University of Virginia, the Ivy League, or omparahle colleges throughout the United States. These are he reactants. When we enter the classroom-laboratory combination there re accommodations for 32 participants. On a normal day they re actively engaged in doing an assigned experiment or in heir seats either taking a weeklv examination or reviewine he rnatrrial t'or insrruction:~lpurposri. The formula for the reaction to proceed and produce high ~roducti\,ityand highquality is the t h ~ s i s o fthisdisrussi~m. loch 9-wrek period \there are four in a srhool year) I hr classes Samuel H. Perlmutter, 1918 recipient of the ACS .James Bryant Conant Award in High School Chemistry spansored by CHEM Study, served as a government chemist for 30 years before moving into high school chemistry teaching. A supervisory chemist with the U. S. Food and Drug Administration from 1935-1965, Perlmutter joined the Montgomery County Maryland public school system in 1965. His work as a teacher, espeSamuel H. Perlmutter cially his rapport with students, Winston Churchill his vast store of practical ~ i school ~ h knowledge, and his inventiveness have won praise from parents, faculty, and schwl administrators. Perlmutter was born in Cleveland,Ohio. He received a R.S. in Chemical Engineering from Case Western Reserve University, and MS. in education from Washington University. He has visited science classes in U.S.S.R., Africa and Argentina. This paper is a condensation of his Conant Award Address. 588 / Journal of Chemical Education
perform 8 laboratory experiments, take 6 examinations, and have 6 written homework assianments. In addition. there is afinal examination and a finailah experiment. The students and parents frequently request an explanation of why the students have such a difficult work load to hear when the students' time must he partitioned to include assignments from five other classes. most of which are maior subjects of equal importance. Since their intended goal is colleee acceutance. thev feel that hieh erades must he achieved r he awarded in alithe subjects. hey feel that a i ~ ~Boshould with less effort. Colleges expect the incoming students to have the ability to think. not iust absorb knowledae. Thev must he able to reason and use logic, have the facility to solve problems, be creative in understandina and planning the exveriments, show perseverance when there are. laboratory f a i h e s , have the ability to communicate orally and in writing, have the initiative to achieve objectives, and have learned to organize data for effective presentation. These are the ohjectives of the teacher: to overcome declining performance through maintaining high standards and exoectations: to return to the old-fashioned techniaues of constantly reviewing the old material while still presenting the new: to motivate hv encouraaina- effort to achieve throueh the carrot-and-stick process; and to provide variety and quantity in the lahoratory with concomitant written work that must he submitted punctually.
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Personal Interest in the Students In the normal six-period day, in addition to the six class periods and a half-hour lunch time, in the midmorning there is a 20-min recess for whatever the student wants to do. Many of them spend the time smoking, socializing, or with a teacher, arranged by appointment. From the beginning of the year students in this course are interviewed during this short period and the data ohtained maintained in confidence. They are asked questions about their hobbies, recreation, type of reading they enjoy, hours at the TVset, career plans in detail, college they seek to enter, siblings, pets, and where they grew up. At this time information is also ohtained about the emolovment of the Darents. An~arentlvthev like to be interbiewed since some of them request that they he interviewed soon. The Examinations The weekly examinations consist of 15 five-point problems or difficult auestions and 25 one-voint auestions or short calculatims such as con\.ersions, making the total posiihlr scmc of IMJ.The students can rarelv dgr more than arhwve 1 d f of the expected exam items; hence 40 is considered A. They have the option of choice and many of the Droblems reauire intuitive rkasoning for solution, thus chalienging the more capable members. Many problems are taken directly from previous exams that the students did incorrectly or omitted altogether. They soon learn to review their old tests and learn what they missed before. The one-point questions are of the "fill in the missing word," or "completion." or simple memorization questions. The top students attain 40-60; the average is about 25-35.
The Grading System At the beginning of the year each student is given a copy of the system used in the class for grading:
Cuss POSITION BASED ON POTNT AVERAGE
UPPER
MIDDLE
LOWERTHIRD
The explanation for the seemingly low exam grades is that although the maximum score obtainable is 100 there is much more presented for attainment than can be accomplished in the 50-minute class period and there is greater choice of items. The lab reports are graded from 1to 10, but the number grades signify 9 = A, 8 = B, 7 = C, 6 = D. In order for a student to receive a 10 the report must show initiative, creativity, some .research, and be a model in quality of workmanship in all respects. Othw Handouts Presented a t the year's beginning are a list of safety principles, a model laboratory report format, expected laboratory and classroom behavior, procedures for late lab reports and unexpected absences from testing, the objectives for the course, an inventory list for equipment found in the drawers, a Merck periodic chart, rules for efficient operation, a key for interpreting the corrections on the lab report, about 5 or 6 lab ex~erimentswhich will be substituted for some in the lab manual, procedure for checking the drawer at the end of the vear. " . background notes on math skills for chemistw, and more instructions such as covering the books, attendance a t The Science Club meetings, and more items. Rules for Efficient Operation All work done in the lilh is recordrd in duplit.ate. The paper used is suuolied hv the school uftice. The sheet, are urevlo~lsls used on one side but have the one clean side. students sup& their own carbon oaoer. Data is tabulated for ease of understanding and writing the finished report. Pre-lab notes are copied on these lab worksheets. The carbon copy is datestamped to indicate starting day. When the lab work is completed the same carbon copy is again date-stamped to indicate finish day. The carbon copy remains in the classroom in a file folder numbered with the students's drawer for identification. At no time does the carbon copy leave the room. Only the original worksheet goes home for writing up the report. Since this procedure makes it difficult to change results, often the students have to repeat their work. When they do, the carbon copy gets stamped to finish each time they repeat the experiment. When the completed report is submitted on the due date the carbon copy is removed from the file and inserted into the final report for grading. The Lab Reports Since thelab reports donotvary greatly from year to year, students are required to submit all 32 reports in one folder or large envelope a t the end of the year for safekeeping until graduation. In this way the classes coming up do not have old reports to copy but must do all the required work themselves.
The lab reports are graded with code letters to indicate the deficiencies so that there can be improvement. The code letters and their interpretation are i n ~ handout a as mentioned previously. Here are a few examples: G, purpose of the experiment deficient; K, calculations inaccurate; $, neatness; T, lab results changed improperly; M, questions not answered correctly; and so on. This saves lengthy discussions about the grading and time-consuming comments on each report and serves as a guide for future improvement. When an experiment is begun, the due date is also announced and whether it is to be a partner project or an individual task. With a normal absenteeism rate of about lo%, it is difficultt o adhere t o due dates exactlv. When a student is absent (excused, on the due (late, the report automatically hecomcs due the next dav he is In class, without r~enaltv.If he is absent just one day d&ing the week before thebue date, the due date stands; two days, he is granted one day extension without penalty or recording of this fact. In addition, for the entire year, he has five one-day extensions for any reason whatsoever without penalty. These are recorded and used guardedly, somewhat like money in the hank. Otherwise, the lab reports are reduced one grade number for each day lateness beyond the due day. Seldom do any reports get penalized; the students nurture their extensions and the reports are submitted punctually. The Homework Homework is assigned with each chapter in the textbook. The amount varies with the difficulty of the lessons; the more difficult, the more homework. The day before the examinations, the homework is reviewed and explanations presented. On the blackboard there is a chart withnumbers 1t o 60, and a space is provided for students to mark which numbered problems they want explained. This saves boring them with the easy ones. Only those that were difficult get marked, and since the time is rather limited they are careful to include the tough ones only. Homework has strict requirements for format and completeness as well as for neatness. Since there are several avenues for relief of difficulties, the grading is rather rigid: A, one wrong; B, two wrong; C, three wrong; and so on. If there are so many wrong that it is obvious the student did not exert the effort needed, the paper is marked "NOT ACCEPTABLE", gets an E and must he done over for credit. These are the opportunities afforded when a student hits a formidable problem: On the very first day of school the phone number of the teacher is placed on the blackboard. Admonitions are stressed about the hours of calling and that the phone is to be used only after all other attempts to solve the problem have failed. The review on the day before the exam brings much relief. Tutoring is available each day in the classroom for one hour before school opens and one how after classes. Teacher is available during tkie lunch periods. Each class period has from two to four aides who were students in the course last year and who requested to be assigned as assistants during their senior year. Finally, the students consult with their parents or other students. The result of all this is to indicate the importance of the homework, that help is provided, and that there is no excuse not to learn the difficult concepts. The Assistants In addition to the seniors who have elected to return for a second year to reinforce their learning and to refresh their memory prior to taking achievement tests for college placement, there are about two students per class period who found themselves overwhelmed with chemistry and want to make good grades in the subject. They chose to drop the course for credit and become aides. During the year, they study the text, do the experiments, listen to the lectures and explanations, and doas much learning as poid)le, all withullt the pressure of grades.'Chey do not suhmir any writtcn work for c\,nluntim no; take the examinations. They help grade papers and perVolume 55. Number 9. September 1978 1 589
total. For example, say the averaye is 0 , divide this hy ten to indicate 4.0 on an arhitrary scale, and multiply hy 0.65, which equal* 2.60. The labs are averaged and weighted to provide 25% of the total. Say the average is 9.suhtrart 5 to put it on the 4.0 scale. multinlv hv0.26. which eauals 1.00. The homework is averaged, s& ali As, which eqials 4.0 on converting. Multinlv bv 0.10. since the homework is weiehted for a 10% valuein-thi final grade, which equals 0.40. Addition of the three values 2.60.1.00. . . and 0.40 eives - 4.00. the highest - wssihle point average. In order to eet the A the student must work to d a c e in the top third of thb class. All the point averages are placed in rank order and the dividina lines obtained. 'rhr student learns from this how to obtain a weighted average and can apply the calculation to other areas.
Form any of the numerous tasks normally associated with a busy classroom and lahoratory. In the following year there is n feeling of confidence and competence that has developed and most of them achievea grade more to their liking. In this way the dropout rate has been diminished, and the students and parents are more satisfied. Those seniors who have returned the second vear are the mes who have done very well during their junior Gar and plan to take chemistrv in their colleees. These students nlan on careers in such fields as chemistry, engineering, or other scimces, or are medically inclined, wishing to become nurses, veterinarians, and doctors. This procedure has become popular and successful. Parent Partlclpatlon At the beginning of the school year the students fill out an enrollment card on which thev are asked to state the occupations of both parents. It is amazing how many of the parents we both working these days, how many are employed by the United States Government, and how many are working in areas involvine the sciences. These facts may be unique for this area; eachirea should capitalize on its own neighborhood strengths. From the enrollment cards, names are chosen, based on the area of science involved in the parents' occupation, to he called and invited to speak to The Science Club. Most of the students are transported to school via school bus and arrive and leave at scheduled times. Yet, a t The Science Club meetings which take place after school from 3-1 pm, there are usually large audiences. It must he admitted that the speaker's son or daughter gets his friends to attend, but most of the time the topics are of such interest and the publicity in the school bulletin so successful that the group is composed of interested people who ask questions and want to stay past the hour. Cookies and punch are served, refreshments financed by the Club's voluntary contribution program. Also, those students who have incurred detention time for infractions of rules are, by attending the meetings, relieved of the penalties involved. Those students who attend 80% of the year's meetings are awarded a gold pin in June, Some parents cnj& the experience and request return engagements from year to year. Their topics lead to hvely disct~isionsand the auestions c halltnee their own thinking. All sciences are involved as, for example, medicine, dentistry, nutrition, seismology, natural history, research techniques, and anthropology among others. The neighhorhood institutions employing the parents are noteworthy: National Bureau of Standards, Smithsonian Institution, International Business Machines, Gillette Research Labs, Communications Satellite Corporation, Bureau of Mines, National Institutes of Health, National Aeronautic and Space Administration, Naval Research, Food and Drug Administration, and the University of Maryland.
Reaulrements for Good Behavior These are the requirements for expected behavior in the laboratow and classroom oresented in a handout at the course beginning
Rooks are not to be left behmd in the cla\sroorn A n apron and gag& muit be worn whenever in the Intloratory. Punctual attendance is required. The drawer must be locked and the key taken All assigned equipment to be returned. Books to be identified and covered. Lab area to be left clean. School property to be protected. 0 t h persun ~ ~ r u he cunsidered. Ilnaurhoriaed experiments pmhithed. Kc,one is aliuwed to construct a bomb! Unacceptable behavior results in expected detention. Final Lab of the Course The students are eiven a list of materials to Durchase in the local area drugstores and directions fur making a cold cream to illustrate the ~ r i n c i r ~of l eemulsions. Thev klrine a suitable jar and present the final product to their p&ents?or use as a cold cream, suntan lotion. or eeneral cleanser. The formula is simple b& the materiaL rather expensive. Results of the lntenslve Program Durine the Thankseivine and Christmas recesses in wlleee. former students come to'the classroom t o visit. The us&i exnression is that thev are doine verv well in colleee chemistrv. and they appreciateWthattheuhigh school th& received was most appropriate.
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Summary T o summarize, the formula for successful indoctrination in chemistry in the high school is tostart with studentspossessing the necessary math and English backgrounds; have facilities provided for doing most of the laboratory experiments by themselves; parents who encourage them to exert themselves: an enthusiastic teacher; and a snirit . of c o m ~ e t i tion among' the participants themselves. The teacher must maintain high standards and high expectation, resulting in high performance, high productivity, and hieh quality work. There is an ohlieation of those who teach
