Making Chemistry Relevant to the Engineering Major - ACS Publications

In the Classroom

Making Chemistry Relevant to the Engineering Major Sharmistha Basu-Dutt* and Charles Slappey Department of Chemistry, University of West Georgia, Carrollton, Georgia 30118 *[email protected] Julie K. Bartley Geology Department, Gustavus Adolphus College, St. Peter, Minnesota 56082

Chemistry is unpopular and irrelevant in the eyes of many engineering majors. This is particularly true in courses that are designed to help students develop a thorough conceptual understanding of the subject matter and an appreciation of the way scientists work. Such courses require students to learn a large volume of unconnected scientific vocabulary and to process skills without much appreciation of how they will apply in their personal or professional lives. As a result, students are often not motivated to succeed in the class, which can lead to their failing the course, to fundamental deficiencies in later science courses, or even to dropping out of college (1). A National Research Council (NRC) report suggests that, while instructors can help improve student motivation by developing instructional materials that make the content more meaningful, students can also be driven to increase their own motivation levels by discovering the relevance of course material themselves in an active learning environment (2). In this paper, we describe an interdisciplinary, first-year seminar course entitled What Do You Know about Space Science? (WDKA: Space Science) that was developed at the University of West Georgia (UWG) based on NRC report recommendations (2). The course is designed to show the relevance of selected general chemistry topics such as matter and energy to other STEM disciplines, with special emphasis on engineering related to space science. In this paper, we describe the course and the results experienced by STEM first-year students engaging in this course. Framework The Engineering Studies program at UWG requires students to take 2 years of general education courses before transferring to ABET engineering schools (those accredited by the Accreditation Board for Engineering and Technology). On the basis of recommendations of a National Academy of Engineering report, these schools are reforming curriculum to help their students address complex technical, social, and ethical questions raised by emerging technologies (3). These engineering programs expect the students to have developed a high level of cognition as articulated in Bloom's taxonomy of educational objectives (4) with the following capabilities (5): 1. Integration: recognition of engineering as an integrative process in which analysis and synthesis are supported with sensitivity to societal need and environmental fragility 2. Analysis: critical thinking that underlies problem definition (modeling, simulation, experiment, optimization) derived from

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an in-depth understanding of the physical, life, and mathematical sciences, as well as the humanities and social sciences 3. Innovation and synthesis: creating and implementing useful systems and products, including design and manufacture of these systems and products 4. Contextual understanding: appreciating the economic, industrial, and international environment in which engineering is practiced and the ability to provide societal leadership effectively

Engineering Studies students at UWG struggle simultaneously with the challenges faced by other first- and second-year students (increased independence, responsibility, and level of rigor), as well as the significant additional challenge of assimilating content from multiple, simultaneous science and mathematics courses. Students struggle with three distinct, but interrelated challenges (1): 1. An overwhelming volume of content for novice students 2. The need to make connections among disparate disciplines 3. The difficulty of recognizing that the content is relevant to their chosen disciplines and their future careers

Combined with the overall cultural adjustment to college, these STEM-specific challenges cause many novice students to leave STEM disciplines or drop out of college altogether. In response to this situation, an interdisciplinary team of faculty developed the WDKA: Space Science seminar course as part of a NSF STEP project entitled “Generating Enthusiasm for Mathematics and Sciences” (GEMS) (6). The course was developed for the Engineering Studies Learning Community (ES-LC), a cohort of 24 students who took their classes together during their first year. Collaboration among the faculty emphasized the connections between the sciences and their relevance in the engineering curriculum and workplace. The LC model allowed effective communication about expectations and learning objectives, and provided a shared experience that crossed disciplinary boundaries. The 2 credit hour course met for 2.5 h once a week and was targeted to address (i) overwhelming content by providing a collaborative, cooperative learning environment; (ii) connections among content areas by building interdisciplinary, inquiry-oriented activities; and (iii) content relevance by providing a model for contextualization of “theoretical” mathematics and science content. The open-ended nature of the handson activities gave students an opportunity to design their own experimental protocol and analysis of data that would lead them to reflect on their choices, with the expectation that this would

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Vol. 87 No. 11 November 2010 pubs.acs.org/jchemeduc r 2010 American Chemical Society and Division of Chemical Education, Inc. 10.1021/ed100220q Published on Web 09/07/2010

In the Classroom Table 1. Space Science Activities Related to Chemistry Concepts and Physics Topics Chemistry Concepts

Physics Topics

Engineering Applications

Measurements and components of matter

Measurements

Designing and building a model of the ISS

Stoichiometry, gas laws, energy transformation, and conservation

Gas laws, energy transformation, conversion, and conservation

Building and launching rockets with different engine types

Properties and reactions of matter

Properties of materials

Structure and properties of polymers

Thermochemistry and strength of chemical bonds

Thermodynamics and calorimetry

Fuel combustion

Redox reactions and electromagnetic spectrum

Electromagnetic spectrum, electricity

Building and testing efficiency of solar cells

Atomic spectra and spectrophotometry

Atomic spectra and spectrophotometry

Earth observations and satellite imaging

give them a much more thorough understanding of what they did and why it worked. Success of the program was evaluated both formatively and summatively. Real-time learning was assessed through concept maps, which allowed assessment of learning gains during each activity, as well as growth throughout the semester. Student success in general chemistry (taken simultaneously with WDYK: Space Science) was evaluated by comparing performance of space science students with students in the same chemistry classes who did not participate in the course. Programmatic effectiveness, in which this course played a central role, was assessed by tracking of first- to second-year retention, cumulative GPA, and rate of successful transfer to ABET engineering programs. Course Activities and Objectives WDKA: Space Science activities were based on selected topics in matter and energy, the two overarching themes in the first semester of general chemistry. Whenever possible, faculty leading the activities consciously used scientific terms from other sciences. For example, stoichiometric calculations were included in activities led by physics faculty, Ohm's law principles guided activities led by chemistry faculty, and satellite images discussed by the geosciences faculty focused on useful features of the electromagnetic spectrum. Each activity was linked to a suite of STEM concepts and designed to highlight the connections between and among STEM disciplines. Fundamental chemistry and mathematical concepts were woven through nearly every activity, introducing students to the idea that chemistry and mathematics play a central role in STEM disciplines and are relevant to all STEM fields, including engineering. Chemistry and mathematics were chosen to be conceptually central because all first-year STEM students in this cohort were enrolled in one mathematics (Precalculus or Calculus I) and Principles of Chemistry I course, in addition to the WDKA: Space Science course. In addition, activities in WDKA: Space Science were carefully scheduled to align with topics addressed in general chemistry lecture and lab during the same week. The fundamental chemistry concepts, physics topics, and engineering applications are detailed in Table 1. While concepts in scientific measurements and properties of matter were being covered in their general chemistry course, students in the WDKA: Space Science course designed and built a model of the International Space Station (ISS) based on an activity developed at NASA (7). They researched the history, design, and facilities of the ISS along with the nature of science activities that were carried out during ISS missions. Students were then provided with a variety of polymeric building materials, along with basic design guidelines, and charged to build a

r 2010 American Chemical Society and Division of Chemical Education, Inc.

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3-D model of the ISS with strict mass and volume constraints. The initial part of the activity acquainted the students with the steps in an engineering design process in which a word problem is first translated into a mathematical model, further refined into a 2-D drawing, and finally built into a 3-model. The steps that led to the 2-D drawing used the students' skills in algebra, trigonometry, and geometry. The next step involved choosing appropriate materials for the parts of the ISS model based on mechanical properties, such as strength, hardness, toughness, elasticity, plasticity, brittleness, ductility, and malleability. Students were then required to further modify and refine the materials' list based on density measurements to guarantee meeting the mass constraints of the model. When the students measured out appropriate quantities of materials and assembled them into the final product, they realized that accurate and precise measurements are relevant to the final cost. Finally, each team presented the model to the class with special emphasis on the functionality and safety of the team's design. The usefulness of stoichiometry, gas laws, and thermochemistry via two combustion reactions showed how these chemistry concepts are used constructively in engineering and physics. In the first activity, students built model rockets from easy-toassemble kits available from Estes. On launch day, rockets with a variety of engine types (coded depending on their total impulse and average thrust) were launched, recovered, reloaded, and relaunched so that a comparison could be made on the flight profiles, maximum altitudes, and thrust generated. The structure and properties of the propellants applied to basic stoichiometry and gas laws had to be considered to understand differences in engine performance (8). In the second activity, students compared the burning characteristics and heating values of a variety of liquid fuels (9), using a calibrated coffee cup calorimeter. By varying the amount of fuel, the effect of reaction stoichiometry on the heat output and carbon efficiency was explored while visual inspection for soot was used to evaluate pollution effects. Analysis of experimental data led to conversations about the chemical composition of the fuels, the composition of gasoline, and the meaning of “octane number”. Experimental data were also compared to empirical thermodynamic equations, such as the Dulong formula, commonly used in engineering calculations (10). Both these activities provided valuable discussions about the economic and environmental impact of modern fuel technology and the need to explore alternate energy sources. A substantial amount of time in general chemistry is dedicated to understanding structure, intra- and intermolecular bonding, and related properties in molecules. These topics in general chemistry are particularly relevant to the engineering student who will be using these same concepts when choosing functional materials in engineering applications. To reinforce

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In the Classroom

Figure 1. Concept map of engineering the International Space Station (ISS).

concepts in intra- and intermolecular bonding, a variety of polymers were virtually investigated at Macrogalleria (11). Initial discussions focused on visual inspection of samples of different types of polymers used in modern cars, including acrylonitrilebutadiene-styrene body parts, Kevlar tires, polyisoprene wipers, polycarbonate headlight lenses, cellulose air filters, polyvinylchloride pipes, nylon carpets, and so on. More samples of polymers used in the construction industry, and in consumer products such as electronics, pharmaceuticals, sporting goods, and clothing, were inspected to understand the structure-activity relationships between various polymeric materials. Chain entanglement, intermolecular forces, and time scale of motion were studied using polyvinyl alcohol (PVA) solutions and simple viscometers. In addition, the water-absorbing ability of polyacrylates in diapers and the effects of a variety of salts on the gel were explored (12, 13). Other polymerization reactions such as the cross-linking and de-cross-linking of alginates in the presence of calcium and sodium ions, as well as formation of nylon and caprolactum were also investigated (14). Using solar cells and satellite imaging, concepts related to the interaction of electromagnetic radiation with matter in the form of absorption, emission, and scattering were studied. Concepts taken from biology, chemistry, physics, and environmental science were applied to an engineering problem using a photovoltaic cell kit from the Institute for Chemical Education (15). The roles of specialty materials on the efficiency of solar cells (such as conductive glass slides, nanocrystalline titanium dioxide, and an iodide electrolyte) were studied by varying these materials during the building phase. Alternate types of photovoltaic cells were made from oxidized and unoxidized copper sheets using an Epsom salt electrolyte (16). In another activity, techniques for collecting electromagnetic information about Earth via remote sensing that incorporate the joint efforts of engineers, technologists, and scientists were investigated. 1208


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Simple spectrometers were used to detect, measure, and analyze the spectral content of the incident electromagnetic radiation that allowed connections between “theoretical” concepts of color and spectroscopy to the tangible and applied outcome of generating a satellite image based on reflectance properties of Earth's surface. This thread was further extended as students researched topics of their choice in global and environmental change. In this part of the activity, images acquired by Landsat and other satellites, which use passive remote sensing methods (17), were evaluated to understand how satellite detectors use diffraction gratings and prisms to discriminate among wavelengths of sunlight reflected from Earth's surface and create maps of surface phenomena. At the end of the activity, students presented their findings, including the use of remote sensing technology as a tool in evaluating global-scale change phenomena. Results Faculty members were pleased with the level of enthusiasm and engagement on the part of the students and reported observing a deeper understanding of scientific concepts beyond the mathematical equations. Students' course evaluations indicated that students enjoyed the course, overall, and were beginning to appreciate the need for chemistry and physics in their engineering careers. A qualitative midsemester evaluation, administered by the first-year program office, indicated that students appreciated the complexity and interrelatedness of their mathematics and science courses, as well as the importance of collaborative learning. One student reported, “By working in teams, we were able to tackle much more complex problems.” Another said, “I thought it was just a group exercise, but it was really about the collaboration—we could do much more together than separately.” Evaluations also showed that student perception of disciplinary connections improved significantly between the first and second years of each LC cohort.


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In the Classroom

Figure 2. Concept map of engineering rockets.

Figure 3. Concept map of engineering fuels.

Student learning for the course was assessed directly using student-generated concept mapping (18). To evaluate growth within individual exercises as well as throughout the semester, we used a pretest-posttest format for concept mapping. Students were asked to construct a concept map prior to engaging with each activity, and then again at the end of the activity. Pretest maps were returned to students after the activities with suggestions for revision, and were used as a starting point for posttest concept maps. In constructing posttest concept maps, students were encouraged to collaborate and to add additional nodes to their


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original maps, with input from faculty, student assistants, and peers. As a result, pretest maps are not separately included here. Pretest concept maps were relatively simplistic, typically showing few connections and a low level of mastery of material. Posttest concept maps showed an increased level of sophistication, both in the number of connections and in the depth of connections between elements. The concept maps presented here (Figures 1-5) represent composites of student group efforts, compiled by a student from the course (CS) and are exemplary cases of connections being drawn after the culmination of activities.


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In the Classroom

Figure 4. Concept map of engineering solar cells.

Figure 1 is a sample concept map created after the ISS construction exercise. In this example, measurements of a central general chemistry concept (Table 1) are connected directly to engineering (design and construction), but also, interestingly, with cost. This map shows a realization of a direct connection between economics and mathematics. Figure 2 shows a concept map connecting chemistry and physics through the idea of limiting reagents (stoichiometry) and of conversion of chemical energy to mechanical power. In this map, constructed fairly early in the semester, the student connects these concepts in a fairly unsophisticated way, not using scientific terminology in making these connections. These concepts, though, lead naturally into those represented in Figure 3, where chemical energy is attributed to chemical structure and bonding: here, the concept map illustrates the connection between matter and energy in a more sophisticated way. Additionally, the recognition that engineering occurs within a human framework is first present in this map, approximately halfway through the semester. Figure 4 shows a concept map created following the solar cell activity. The level of depth in this map indicates a high level of understanding. Additionally, societal outcomes such as energy efficiency are linked directly to chemical concepts. Figure 5 is an example of an end-of-term concept map, illustrating how students related engineering to space science in general. This example highlights 1210


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the importance of interrelatedness among the major course learning outcomes. Interestingly, this map, as well as individual student versions of it, shows that students recognized that the common theme across all the exercises in the course was, in fact, general chemistry and its fundamental concepts. Later maps (e.g., Figures 4 and 5) show a greater complexity and depth of understanding compared to earlier maps (e.g., Figure 1) both because of the accumulation of knowledge during the semester, and because of an increasing recognition of knowledge interconnectedness. Typically, a student's individual map showed substantial growth in cognition as he or she recognized the interdisciplinary nature of engineering, in which mathematical analysis coupled with synthesis of scientific knowledge is supported with sensitivity to societal need, business acuity, and ethical responsibilities. In addition, critical thinking and problem-solving skills are instilled via the openended nature of the activities, along with encouragement to freely synthesize ideas and innovation during the design process. From a student success perspective, these ES-LC students were more successful than students without such a framework, as reflected in Table 2. The American Chemical Society first-term general chemistry exam is administered to all general chemistry students, allowing direct comparison between ES-LC students


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In the Classroom

Figure 5. Concept map of engineering in the WDKA: Space Science Course. Table 2. Comparison of Measures of Student Success from Participation in WDKA: Space Science Course Cohorta

ACS Gen. Chem. Scoreb

Mathematics Completion (%)c

Retention (%)d

GPA - end of 1st yeare

GPA - end of 2nd yeare

08 ES-LC

44

81%

80.1

2.65

NA

-

08 Comp

35

54%

72.3

2.55

NA

-

07 ES-LC

40

83%

79.2

2.64

2.81

-

07 Comp

33

48%

69.6

2.14

2.61

-

06 ES-LC

41

88%

83.3

2.45

2.92

52.2

06 Comp

33

57%

78.6

1.61

2.70

33.7

05 ES-LC

39

61%

78.3

2.39

2.65

46.5

05 Comp

31

45%

59.1

2.33

2.50

29.2

04 ES-LC

43

-

85.7

2.56

2.65

53.5

04 Comp

34

-

78.9

2.12

2.56

34.1

Transfer Acceptance Rate (%)f

a

ES-LC students compared to a similar cohort of STEM students who were not in the ES-LC. The cohort was chosen by a procedure established at UWG's Institutional Research Office to produce a set of non-Learning Community students with similar entering characteristics (GPA, test scores, majors), to minimize program selection bias. b Average score on the ACS First Semester General Chemistry course; 70 points possible. c Value reported is the percent of students in each group successfully completing pre-calculus or higher mathematics course, with a grade of C or higher, during their first year. d First to second year progression as a pre-engineering major. e GPA is grade-point average on a 4.0 scale. f Only students with Engineering Studies/pre-engineering majors were included in this group.

and non-ES-LC students. For the 4 years of the WDYK: Space Science course, these students performed better on this examination compared to classmates. Additionally, ES-LC students have significantly higher retention rates (persistence from first to second year at UWG) and higher first- and second-year


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grade point averages than a comparison cohort of non-LC STEM students. Finally, the Engineering Studies students in the WDYK: Space Science course also have a higher rate of successful transfer to engineering programs than Engineering Studies students who did not participate in this program. Although


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the students' experience in the Engineering Studies Learning Community extends beyond this course, this keystone academic experience plays a central role in their academic experience during their first year. Conclusion The interdisciplinary first-year WDKA: Space Science seminar, as part of the Engineering Studies Learning Community, has been successful in the 4 years since its introduction at UWG. Students particularly appreciated the inquiry-style, hands-on and applied nature of the activities, reporting that general chemistry and physics are more interesting, relevant, and easier to understand. The integrative labs showed how fundamental topics in chemistry, physics, and mathematics can be interconnected to address complex problems in engineering. They also provided an opportunity to include social, economic, cultural, and global perspectives along with science and engineering. Team teaching allowed content to be covered in appropriate technical depth and students were exposed to a variety of scientific methodologies, instruction styles, and individual passions for diverse disciplines. Through engaged inquiry learning within a collaborative and cooperative environment, LC students developed higherlevel cognition as they mastered content and process skills. The acquisition of these skills during the first semester of college increased success in first-semester classes such as general chemistry, improved student academic performance and retention at UWG, and resulted in higher rates of successful transfer to engineering programs. Acknowledgment WDKA: Space Science was funded by NSF STEP grant DUE-0336571. The authors are thankful to the UWG GEMS team for their help in developing, implementing, and teaching the course to the Engineering Studies Learning Community. Literature Cited 1. Seymour, E. Sci. Educ. 2000, 86, 80–105.

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2. National Research Council. Inquiry and the National Science Education Standards; National Academies Press: Washington, DC, 2000. 3. National Academy of Engineering. Educating the Engineer of 2020: Adapting Engineering Education to the New Century; The National Academies Press: Washington, DC, 2005; pp 53-55. 4. Bloom, B. S. Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain; Pearson Education: New York, 1984. 5. Bordogna, J. Making Connections: The Role of Engineers and Engineering Education. The Bridge 1997, 27 (1); http://www. nae.edu/Publications/TheBridge/Archives/EngineeringCulture/ MakingConnectionsTheRoleofEngineersandEngineeringEducation. aspx (accessed Aug 2010). 6. National Science Foundation STEM Talent Expansion Program, 2003-2009. Generating Enthusiasm for Mathematics and Science; University of West Georgia: Carrollton, GA, 2009. 7. NASA educational brochure on the International Space Station. http://www.nasa.gov/pdf/136201main_International.Space.Station. pdf (accessed Aug 2010). 8. Estes Model Rocketry Technical Manual for Educators. http:// www.estesrockets.com/images/uploads/2819_Estes_Model_Rocketry_ Technical_Manual.pdf (accessed Aug 2010). 9. Rettich, T. R.; Battino, R.; Karl, D. J. J. Chem. Educ. 1988, 65, 554– 555. 10. Lloyd, W. G.; Davenport, D. A. J. Chem. Educ. 1980, 57, 56–60. 11. Main Directory of Macrogalleria, a Web Site about Polymers. http://pslc.ws/macrog/maindir.htm (accessed Aug 2010). 12. Cleary, J. J. Chem. Educ. 1986, 63, 422–423. 13. Criswell, B. J. Chem. Educ. 2006, 83, 574–576. 14. Friedli, A. C.; Schlager, I. R. J. Chem. Educ. 2005, 82, 1017. 15. Institute for Chemical Education Home Page. http://ice.chem. wisc.edu/ (accessed Aug 2010). 16. Johnsen, J.; Chasteen, S. Juice from Juice, and other solar cell activities. Exploratorium: San Francisco, CA, 2006. http://www. solideas.com/papers/Exploratorium_Solar.pdf (accessed Aug 2010). 17. Earth Observatory Web Page on Remote Sensing. http:// earthobservatory.nasa.gov/Features/RemoteSensing/remote.php (accessed Aug 2010). 18. Turns, J.; Atman, C. J.; Adams, R. IEEE Trans. Educ. 2000, 43, 164–174.


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Making Chemistry Relevant to the Engineering Major - ACS Publications

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