The activities are written for use by the student and are designed to introduce him or her to chemistry rather than to give a complete coverage of each topic. Thus the student is encouraged to seek additional information and to conduct additional experiments in class. Each activity contains the following sections: Description (a brief paragraph); Materials; Procedure; Reactions (an explanation of the activity); Questions; and Notes for the Teacher (suhdivided, as needed, into Background, Solutions (directions for their preparation and use), Teaching Tips, Safety Notes, and Answers to the Questions). The safety-conscious authors emphasize safe and healthful methods of handling a variety of substances, including household chemicals, gases, acids, and bases. The Procedure section of each activity is headed by a picture of a pair of goggles, and, where wsrranted, a prominent diamond-shaped "Be careful" symbol appears in the Procedure along with a safety note in the Teaching Tips section. Separate a~oendixesdeal with "Safe Use of Chemic&" and "Chemical Disposal and Spill Guidelines". Most of the activitiescan he used tointroduce or reinforce several chemical topics. They can be performed as presented in the sourcebook, or they can be modified to fit a specific teaching situation or format. Similarly, being self-contained, they can he performed in the order given or in other arrangements. Three appendixes cross reference the activities by chemical topics, by laboratory process skills, and by major topics of ChemCom (Chemistry in the Community), the high school science curriculum designed to enhance science literacy by emphasizing the effect of chemistry on society. The activities are divided into 10 sections-(1) "Chemistry of Matter," subdivided into "Gases" (9 activities, 21 pp.) and "Liquids and Solids" (6 activities, 13 pp.); (2) "Chemistry of Atoms and Molecules" (11 activities, 31 pp.); (3) "Chemical Reactions" (9 activities, 23 pp.); (4) "Chemical Energy and Rates of Reactions" (11 activities, 28 pp.); (5) "Chemistry Around the House" (15 activities, 44 pp.); (6) "Chemistry and the Environment" (6 activities, 17 pp.); (7) "Biochemistry: Chemistry of Living Things" (9 activities, 22 pp.); (8) "Chemistry of Foods" (11 activities, 31 pp.); (9) "Chemical Detectives: Tools and Techniques of the Chemist" (11 activities, 28 pp.); and (10) "Kitchen Chemistry" (7 activities intended to be performed outside of the chemistry laboratory, 18 pp.). The authors think thst "an understanding of chemistry contributes to [students'] roles as knowledgeable consumers and informed citizens" a n d t h a t [students] "should appreciate the role of chemistry in solving environmental and social prohlems." Therefore many of the activities are of the "relevsnt" type that reflect "everyday" chemistry-a type usually slighted in more standard laboratory manuals. Cases in point include investigations or preparations of household items such as eggs, popcorn, air freshener, tin cans, rock candy, T-shirts, hatteries, vinegar, glue, cleansing cream, Soap, detergents, bakinz soda, corrosion of imn, makrng nnd rccycl~ngpaper, acid rain, soil pH, enrymes, fruit juices, plant*, milk, soft drinks.. rruund bed. Fwnch fried oota. tuer, hananas, sauerkraut, cheese, mayonnaise, n chemical pie, ire cream, and raisins. ~
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Because a number of the activities employ common household items such as Dixie, polystyrene, or plastic cups; medicine droppers; balloons; paper clips; pencil leads; electric blenders or egg beaters; wire screens: laundrv bleach or bluine: red eshham; blackboard chalk: chic!& bones; crnckers; eggshells: flour; hydrogen perox. ide: tincture of iodine; lemons; mineral oil; mustard; nails; nuts; pennies; and searhellu. the book uill be useful particularly in insrirutions with limited hudaets far equipmrnt and reagents. The number of errors in this sourcebook are considerably less than those in the anthors' other hooks (Chemistrv Demanstrarmnr A Sourcebook for T e o r h e r r . Volumes 1 and Kauffman, G. 6. J . Chem. Educ. 1986,63,.A116,A118: 1988,65,A1711;nevertheless, the same type of errors persist. The archaic designation "ammonium hydroxide, NHIOH" (known not to exist since the turn of the century; see Davis, J. B. J. Chem. Educ. 1953,30,511) is again used (pp. 234, 235, and 3121, hut most of the time the authors use the correct designation NH3 for aqueous ammonia. More seriously and more confusing for students, however, is the inconsistent use of "molecular" and principal net equations (see, e.g., Kauffman, G. B. J. Call. Sci. Teach. 1979,9,83) and the ineorporation of both types into single "hybrid" equations (pp. 77,142, and207). Aceticacid, first designated as HCH3CO0 (p. 52), but later consistently as CH3COOH,is shown as a strong acid (H30t on p. 172). Other errors include H C 0 3 rather than Conas a product of the reaction of AIS+ or Fe3+ with COz2(see, e.g., Kanffman, G. B.; Baxter, Jr., J. F. J. Chem. Educ. 1981, 58, 349), sodium borate for sodium tetraborate (borax, pp. 87, 92,94, and 144), CaSOl for CaS04. 1/2H20 (plaster of Paris, p. 1371, an anhydrous formula for alums (p. 179). Al(OHd for AI(OH)3 (p. 1791, incorporation of the Stock system oxidation state intended for names into formulas, e.g., Cu(II)C03 (p. 172), and white rather than yellow for the color of AgI (p. 277). Furthermore, according to IUPAC nomenclature rules, hydrogencarbonate (p. 171) and dihydrogenphosphate (p. 235) should each be one word. An admirable goal of the authors is for students to "appreciate the historical aspects of ehemistry," yet in advancing this goal they have introduced misspellings in names, e.g, Ammonmn for Amrnonton\ r p p 13 and 14) and Kirholos Appen for Sicolas Avpert (D. 39). .Despite these short&min&, the book under review is well conceived and shows the expenditure of a great deal of time and careful work on the part of its authors. Junior high and high school chemistry instructors desiring "relevant" and unusual experiments, many of which are not available elsewhere, written in an enthusiastic, lucid, and direct manner, will find this hook just what they have been seeking. George B. Kauffman CaliforniaState University. Fresno Fresno. CA 93740 ~
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Sclence for Glrls Alson Kelly, Editor. Milton Keynes: Open University Press, 1987.
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for all teachers in high schools and colleges who are responsible for teaching chemistry or physics to female students. The hook is not just a repetition of ideas we have heard for the past 10 years about the achievement gap between boys and girls in the physical sciences. I t contains some new analyses of the problem, particularly in the area of the biases inherent in the scientific disciplines. Although most of the authors are from Britain, the perspectives, biases, and course content of the sciences du nut rerupnrze geographical boundaries, and it certainly will be useful tu Sorth American reachers. The first part of the hook discusses possihle reasons for the lower participation rate of girls in science. Most of the theories presented here are supported by empirical observations and, a t the conclusion of each chapter, practical ideas for teachers are given. Suggestions for change are made in regard to teaching styles, teaching methods, and curricula thst will make the physical sciences more interesting to girls. Some of these suggestions have been made by other feminist educators, but this book contains several valuable new ideas. One of the more novelsuggestions is to avoid multiple-choice in favor of descriptive questions, because girls are more likely to see problems from a variety of perspectives and, therefore, would tend to see inadequacies in all the given choices. Another essay deals with teachers' hiases when dealing with male and female students. The experiment described involved asking teachers to grade sets of papers under various names. Papers with boys' names received significantly higher grades. The book suggests that both male and female science teachers should he made aware of these biases so that they can guard against this tendency. Another essay lists ways that creative writing can be used in a science class--an activity in which girls do well. I t can also, by an appropriate choice of topics, reinforce the relevance of science in everyday life, a concern that seems to he important to girls. The editor, Allison Kelly, has written extensively on girls in science. Her influence appears in the section that discusses the masculine nature of scienee. This section of the book is controversial and challenges same of our basic assumptions about science. Kelly's opinion is that science is "masculine" in nature, not only because the people involved in it are predominantly male, but also because science is supposed to require only linear, analytical, objective thinking, in other words, "masculine" thought. The importance of intuition and lateral connections or "feminine" thinking is downplayed although its importance is well-known to scientists. The contention that science is considered to he value free is also seen as a problem. Many girls experience science as powerful, masculine, intimidating, and sometimes even evil but certainly not neutral. When teachers are prepared to consider this view of science and allow class time to discuss these ideas, the concerns of girls will become more valid. The final section of the hook covers enperiments tried in both the United States and Britain to increase the participation rate of girls in science. These success stories should encourage other teachers t o try something similar in their own classroom.
This excellent huok of essays on teaching science to girls should be required reading Volume 66
(Continued on page A74) Number 2
February 1989
A73
This hook is a welcome addition to the literature on girls and science, a field that, over the past 10 years, hna herome the focus of much attention from educational throCatherine Glllbert Champlain Regional College St. LBrnbert, Quebec J4P 3P2 Canada Droll Sclence: Belng a Treasury of Whlmslcal Characters, Laboratory Levlty, and Scholarly Follles Robert L. Weber. Editor. Humana Press: P. 0.Box 2148. 'cliffon. NJ, 1987. vli 340 pp. Illustrations. 14.8 X 22.7 crn. $22.50 US; $27.50 F.
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One of the best kept secrets, as far as the general public is concerned, is that scientists, including chemists, have a sense of humor. Scientists themselves, of course, are well aware of this fact; as cases in point, we might cite parodies, hooks, or collections such as S. C. H. Windier's iiber das Substitutionsgesetz und die Theorie der Typen (Liebigs Ann. 1840, 33, 308); Berichte der Durstigen Chemisehen Gesellsehaft (Sept. 20, 1886); Bunseniona (1904); John Read's Humour and Humanism i n Chemistry (1947); Josef Hausen's Chemiker Anekdoten (1957), subsequently revised and reprinted under different titles; Robert A. Baker's A Stress Analysis of o Strapless Eoening Gown (1963); Verlag Chemie's Mixturo Mirabilis (1965); Msgnus Pike's Butter Side Up! (1977); Morris Goran's A Treasury of Scientific Jokes (1986); and The Official Dr. Science Big Book of Science (1986); Sidney Harris' cartoons in American Scientist and Gary Larson's syndicated strip The Far Side; as well as journals such as The Worm Runner's Digest, the Journal of Jocular Physics, and the Journal of Irreproducible Results. The compiler of the anthology under review here, Professor Emeritus of Physics a t Pennsylvania State University, is no stranger to this genre, having edited two previous well-received collections, A Random Walk in Seienee (1973) and More Random Walks in Science (1982). "Droll," according to The Random House Dictionary of the English Language, means "amusing in an odd way; whimsically humorous; waggish," and Robert L. Weber's anthology of parodies, satires, anecdotes, lampoons, spoofs, witty sayings, poems, limericks, elerihews, songs, and jokes about seience or scientists admirably succeeds in exemplifying this definition. Written by or about scientists such as Svante Arrhenius, J6ns Jacob Berzelius, Nicholas Copernicus, Thomas A. Edison, Paul Flory, Thomas H. Huxley, Lord Kelvin, James Clerk Maxwell, J. W. Mellor, A. A. Michelson, Robert S. Mulliken, Erwin Schr6dinger, Lord Alexander Todd, James D. Watson, and Robert B. Woodward, and nonscientists such as Arthur Conan Dovle.. Dwieht .. D. Eisenhower. Ralph Waldo ~ L e r w nWilliam , S. tiill,ert: Stephen Leaco~k,Iwac Baihevis Singer, and Mark'rwain, the entries range in length fromone sentence (by Voltaire, p. 153) to 12
A74
Journal of Chemlcal Education
pages ("On Making Rounds," pp. 2X-2fi61. Among the fields represented are astn,nomy, biology, chemistry, computer science, ecology, economics, geology, mathematics, medicine, physics, and psychology, and for mast items a reference to the source (book, journal, or person) is given (Five of the entries are taken from the Journal of Chemical Education.) Where needed for clarification, short introductions by Weher are given. T h e book is clearly intended for browsing (A six-page index adds to its utility for classroom use.), but I read it from cover to cover. In addition to the entries dealing with chemistrv, readers of this iournal will be particul& interested in those dealing with research. researchers, and ouhlishine. ... aeademic hie, committees, adminmtrators, hureaucraries, organizatirm. eaaminatims, student evaluations of faculty ("Their use to make decisions regarding faculty retention, tenure, and promotion may he invalid," p. 1411, hilarious student howlers culled from examination papers, and gamesmanship. Appreciation of humor is an idiosyncratic matter, and not all of the nuggets in this goldmine of scientific whimsy will appeal equally to everyone. Among those particularly tickling my funny bone were "Gilmania" (a woodcut-illustrated, purported account of a graduate student's experience in Henry Gilman's laboratory at the Iowa State College written in the style of Geoffrey Chaucer's Canterbury Tales); "The Difference between Chemists and Physicists"; "Elementary Chemistry of Long Ago"; "How I Learned to Stop Worrying and Lave Lecturing"; "Traitmarks" ("How you can tell someone's a chemist"); "The Modern Doctor Chemical" (to he sungto the music of "Modern Major General" from Gilbert end Sullivan's "The Pirates of Penzance," two decades before Tom Lehrer used the same tune for his song "The Chemical Elements"); and "The Pencil Prohlem-1910," a spoof of bureaucratic governmental regulation. And, as the author of a short note on "The Martini as an Alcoholic Solution" (Kauffman, G. B. J. Chem. Educ. 1967,44, 1991, I enjoyed-and envied-the detailed and definitive "American Safety Code and Reouirements for Drv Martinis". U'nforrunately, thgappearance of thisde. lightful wlume is marred by an excessive number of errors (almost 60 misspellings. incorrect punctuation, lack of diacritical marks, and assorted "typos"). Also, Thomas Andrews not Andrew Andrews is the Scottish chemist known for his work an critical temperature (p. 16). Admittedly, errors could have been reprinted intact from the original articles rather than introduced by the compiler so I checked the six errors in four articles from the J. Chem. Educ. and found that none of them were present in the originals. These minor shortcomings aside, I am pleased to recommend this amusing hook. Read and enjoy! Georae B. Kauffman California State Universlty, Fresno
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Fresno, CA 93740
Wrltlng t h e Laboratory Notebook Howard M. Kanare. American Chemical Society, Washington, DC, 1985. xii 145 pp. Figs. 17.7 X 25.2 cm. $12.95 PB.
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The growing recognition that patents
based on academic research may hring financial rewards to colleges, their faculties, and students has prompted efforts to improve the experimental record keeping at our institutions. This book by a skillful writer with research experience in university and industry should he a useful tool for chemistry departments intent upon improving their patent programs, but it goes beyond crass commercialism. The author writes that his simple purpose is "to teach the principles of proper scientific notekeeping". In pursuing this objective he has ploughed the field deeply. In fact, some seetions have been overploughed. A well-kept notebook is a pearl beyond orice for students writine a research thesis and for their major prof~ssorswhen manuscripts are prepnred ior publicatim. The greatest test of a notebook, however, is its use as a legal document. Careless recording of dates and data and failures to obtain corroborative witnessing may cost the inventor and his institution the ownership of an invention end the loss of investment in intellectual property. It is this reviewer's opinion that in striving for total protection against such loss, Kanare urges so many safeguards that academic researchers will rebel against the recommended procedures. We join him in urging the direct entry of experimental data with "permanent ink" in a bound notebook with numbered pages and the prompt and dated witnessing of the pages by a knowledgeable colleague who is unlikely to be a co-inventor. On the other hand, we cannot subscribe to the requirement that the records he made on archival paper (how many of these notebooks will he preserved far later generations?). Also, we do not agree that the lot numbers of reagents must be rigorously recorded when working in the conceptual stages of an invention. Such details may later he important in a confirmatory reduction to practice. We are concerned.that the author fails to warn against such statements as "It was now obvious that the next step should he.. (Obviousness is a mighty block to patenting!) Also, workers should never conclude in the written record as an editorial judgement. "This exoeriment did not work". The original goal may not have heen attained. but an unexpected result could be an invention. The book will be of value in a departmental library for calling attention to much needed improvement in record keeping. Shorter references, however, may have greater appeal for reluctant readers. And there presumably will he larger use of electronic reporting by experimenters in future years than the author now encourages. We recommend as a concise supplement theRecordKeeping Fact Sheet prepared by the ACS Committee on Patents and Related Matters. We also call attention to their pamphlet What Every Chemist Should Know About Patents (1987). Request both from ACS Deoartment of Government Relationsand Science Poliry. 1155 16th Street, K.\V., Washingtun, DC 20036.
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Malcolm M. Renfrew University of Idaho MOSCOW. ID 83843
