Using "Real World" Examples In the Teaching of Chemistry A Symposium
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Introduction to the "Real World" Examples Symposium John D. Hostettler University of Colorado at Colorado Springs. Colorado Springs, CO 80907 This collection of papers was originally presented as a symposium entitled "Using 'Real World' Examples in the Teaching of Chemistry." This symposium was part of the program for the 7th Biennial Conference on Chemical Education held a t Oklahoma State University in August of 1982 (see ref. ( I ) for the conference report). Our aims in publishing this symposium are to draw attention to its theme, to make additional ideas and information available, and, we hope, to share some of the excitement and creativity experienced hy participants. Many questions can (and probably should) be asked about "real world" examples. For example, what exactly is "real world" and what is not? Why use "real world" examples? What kinds exist, where may they be found, and how can they be used? This introduction attempts to answer these questions both directly and hy reference to the relevant symposium articles. Definition of "Real World" Examples The term "real world example" will obviously have different meanings for different people. In the context of teaching chemistry, however, it may be assumed that "real world examples" are examples (not analogies) that relate specifically and directly to the real world as experienced by our students as opposed to the imagined and sometimes esoteric world of the professional chemist. Thus, the most frequently encountered "example" of an equilibrium system-namely, aA bB = cC dD-is too general to be "real world." The equilibrium PC16 = PCIR Cl:! is specific but esoteric. On the other hand, the equilihrium N:! 3H2 = 2NHs is specific and can he directly related to the student's real world via a consideration of the nitrogen cycle, fertilizers, and explosives.
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Rationale Why should "real world" examples he used? If science education were effective without them, "real world" examples would hardly be worth the trouble. National trends, however, are toward fewer and poorer science students-not more and hetter. In this author's opinion, improvements will not occur until our students' negative images of science as a difficult, dull, and esoteric subject are overcome. If it is true that "real world" examples are more readily understood, easily remembered, interesting and relevant, then these examples should help to overcome students' negative images of science. Improvements in the number and quality of science students might follow. And beside this rather exalted rationale, or perhaps even a t its heart, may be placed a simpler one: "real world" examples are tremendous fun! Classilication by Subject Area Even though one knows what "real world" examples are and believes in their use, the examples must still be found and fit into a course. The question "What kinds of 'real world' examples exist?" is relevant to their location and intelligent use. Just as a classification scheme is important in lihrary research, so a systematic classification is useful in the search for "real world" examoles.
Classillcation of "Real World" Examdes By the Chemistry Involved
By a Related Discipline
Geochemistry Industrial Chemistry
Philosophy of Science History of Science Science and Societv Archeology Science Fiction
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Consumer Chemistrv -~~~ ~
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Environmental Chemistry Biochemi~tryand Health
Forensic Chemistry
One such classification is shown in the table. The first column lists suhject areas by the chemistry involved. These categories are fairly representative of the content of chemistry texts for nonscience majors. The second column lists suhject areas of related disciplines which can also generate "real world" examoles. St.veral ~diliesesubjectareas were w d l rcprewited in our ivmw,iit~m. In the first dtht~art11.lr.; to f d l o w . Weil dtwrihes .. a program which incorporates geochemistry and industrial and environmental chemistry and also touches on science-andsociety issues. Some of the following articles focus on consumer chemistrv and include Anderson's course for the concerned citizen, Aronson's workshop for janitors, Friedstein's culinary chemistry, and Watkin's calculations and data on microwave heating. These articles and others in the symposium provide many "real world" examples which may he classified by the subject areas listed in the table. Sources Sources of "real world" examples are varied. Articles in the popular literature-newspapers and magazines--can provide novel and stimulating "real world" examples, hut are often shallow and topical and do not lead directly to other articles. The scientific literature is richer, more reliable, and better referenced. but is often nedected because students (and sometimes their teachers) do not know how to use it. Although an introduction to the chemical literature is bevond the scooe of this article, such an introduction and some library exercises are available (2-5). Particular attention should be drawn to the literature supporting the chemistry courses for nonscience majors (NSM). NSM texts (6-10) show how "real world" examples extracted from subject areas listed in the table can illustrate the principles taught in every chemistry course. Ron DeLorenzo's "Applications and Analogies" column and many other articles in THIS JOURNAL(11) furnish unique and referenced introductions to areas of applied chemistry. Other sources of "real world" examples include scientific conferences, lectures, panel discussions, science museums, television and films, and the personal experiences of scientists, teachers and students. Science museums and the National Parks can he rewarding vacation experiences. Public television, especially NOVA programs, is available in most a r e a and scripts often can he ordered. Books about the history of science (12-16) and biographies of scientists (17,181 can be Volume 60
Number 12 December 1983
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borrowed from lihraries or bought. Finally, personal experiences of local scientists, of your students, and of your own should not be overlooked as possible sources of "real world" examples Uses The final question, "How may 'real world' examples he used?", is a very important question to ask. The value of a "real world" example depends very much upon how well it illustrates a chemical principle and how it is integrated into the course. Contributors to our svm~osinmhad manv excellent and creative ideas about howto ;se "real world" examples. Kruse required short written analyses of technical articles, oral reports on television programs, and exams on special lectures in his allied health course. Mattice asked students to keep a scrapbook of newspaper articles and had them interview local scientists. Moy led students from the financial page of the newspaper to the industrial, consumer, and environmental chemiatrv of NaCI. Stevens reuorts a demonstration, and ~ozlow'ki, Anderson, a n d ~ e d m a nand , Sehumm relate innovative laboratory projects all based on "real world" examples. Elsewhere in the symposium are descriptions of field trips, visiting speakers, calculations and other activities which can he used to introduce "real world" examples into a variety of courses.
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Journal of Chemical Education
Literature Cited (1) n p p u r ~ d t h 7th e ~ i m ~cenfermceon i ~ l chemical ducatin inn. J. CHEM. R n u r . 6 0 , ZI,YX,11. 121 H ~ ~ ~ ~ D.. ~ wolfe. ~ I ~M ~~ . . *. "Id~. ~ t i ~ ~ . n . ~ . . - r h Hemurces fCI.EAH1". ERIC Ilonlrnent KoproducLim Srwice.Arlinglan. VA 22210. arcera no. E11219266. prhcecude MP01 i w microficheand PC 02for pappr rupr. (3) Hustettler, .I. D . and W,~lie,M. R:'A Brief lnlrtdu&m to thechemical LiUlature with a Bibliography and Rrerckor," J. CHEM. EUUC..sccepled ior puhlicatiun. (4) Mellon. M. C.. "Chemical I'ublicstionr. Their Nature and I!=". 4th ed..McCmw-Hill. New Y w k , 196% ( 5 ) Roltle. R. T.. "Use n l the Chemical Literature." 3rd ed.. Buttemmths. London. 1979. 161 Hill. J. W.. "Chemirlry for Cha~qingTimer"3rd od.. Burpeas Publishine Co.. Minneapolis, 1980. 171 Miller. C. T.. "Chemistry: A Cmntemparary Approach." Wadsworth Puhliehing Co.. Bplmunf.CA. 1976. 181 Bs.row. G. M.. "lnfmductiun to Chemistry." Wadswonh Pvbliahing Company. Belm m t , C A , 1976. (9) Manahan. S. E.."Genernl Applied Chemistry,' Willsrd Grant Press. B a t o n , 1978. 1101 Young,J. A.,"Ch~mirtry.A Human Cnncern."Mscmillsn. New York. 1978. ~.~~ (111 Hosteftler. J. D . . I . C H E M . R D I I C . , ~119791. 1121 Asimov, !."A Short History d r h e m i r f r y , " Doubleday,GardenCity.NY. 1965. (131 idhe. A. J.. "The Ilevdnpment of M o d ~ r nChemirtry," Harper and Row. Now York. lPfd
114) LoicesUr. H. M.. "The Hirlorical Background of Chemistry," Dover, New York, 1971. 1151 Weeks. M. E., and Leiceaier, H. M.. "Dixoveryof theElemen~." 7 t h d . T h o Journal ui Chemical Education Ipuhlmherl. Eastun. PA 1968. 1161 Psrfingtan. J. R.."A Hirtony of Chemistry," 4 vol.. Mscmiilan. London. 1961-70. 117) Asimev, I.. "Arimuui Riugrsphical Encyclup~disof Science and Technolopi,'' Avon Books. NevYork, 1972. 1181 "Dirtionmy of ScienfiEicRioeraphy." 16uol..Gillia~ie.C. fEdiiorl.Scrihner.NeuYork. 1981.
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