The Relevance of Chemistry to Nonscience Majors Student Viewpoints Bal Ram singhi University of Massachusetts Dartmouth. North Dartmouth, MA02747 In recent vears. there has been a maior concern in the scientific community about the declining interest among students for science in general ( 1 3 ) .There is a strong perception that fewer students are opting for science majors. This is ironic because society is increasindv becoming more dependent on the sophisticated lifest& generated primarilv by science. At a time when DNA, PCR, ELISA, and carcino&=nsare htwmmg common vocabulaq the srientilic iitemcy of tht. generill population is not keeping pare with tht, tlmc 14, 51. Whde instructors are huny iinding ways to make science lectures more interesting and creative, there seems to be a real need to understand the reason for the declining interest in science among younger oeonle. Is it due to the ienorance and the lack of seriousLes8 on the part of the present generation of students or is it because of a true irrelevance of the lectures to the students' expectation of learning? These questions are more applicable to the non-science students (6) who generally take science courses because they are required for their degree, rather than due to any overwhelming interest in science courses. In the context of today's world, science and its derivatives have become so much a part of almost every aspect of human life that it has become a necessity for the public a t large - to have scientific literacy (5). Among science courses, general chemistry is considered one of the courses that does not particularly excite non-science-major students. I have made this observation over the last two years while teaching CHM 101 and 102 to over 250 students. Attendance in these classes is generally 6070%. In my first year, I faced some vocal students questioning the need of learning chemistry for their declared major or future orofessional career. I n a wav. it provided a n ODportunity'for open discussion of the subjkct in the class with strong participation by students. However, I felt that most of the information in the discussion was provided by me. and students' articulated opinion was not included in large part due to the absence ofany advanced planning. I n the second year of my teaching, I planned to have a debate in the class on the topic of the importance of chemistry to the students' majors. The idea of the debate was announced in the class on the verv first dav of the semester and the debate was to be counted as c~assbarticipationfor 20 bonus points on top of the 600 points students could earn in quizzes, hour examinations, and in the final examination. A survey of students was conducted early in the semester to determine how many students wanted to participate in the debate and on which side of the issue they wanted to debate. Out of 68 students who participated in the survey, 41% (28) did not wish to participate. Of 40 students indicatina a desire to participate in the debate. 57.5% (23) wishe2 to argue for h e importance of c h e m i s t j to their maiors (table) while 42.5% wanted to debate against the importance of chemistry. I t was made abunAddress correspondence to Bal Ram Singh, Department of Chemistly, University of Massachusetts Dartmouth, Old Westport Road, North Dartmouth, MA 02747; Phone: 508-999-8588;Fax: 508-9998588. 432
Journal of Chemical Education
Changes in Students' Attitudes of the Relevance of Chemistry to Their Majors Response' Initial
Important
Unimportant
57.5%
42.5%
Final 75% 25% 'Initial responses were obtained in a survey early in the semester and the final responses came in the form of a term paper where students justified their responses. dantly clear that the students were free to debate on either side without having to worry about any explicit or implicit penalty for those arguing against the importance of chemistry. In fact, they were encouraged to articulate their opinions against chemistry so that I could change my own style to accommodate their concerns. Because the number of students willing to participate in the debace was more than that could be accommodated in a one-hour class, students were asked to turn in their opinions in a short term paper. Students also were given the option that they could earn the bonus points by articulating their opinion in the term paper and asking a written question a t the end of their term paper. Fifty-seven term papers were received. Surprisingly, 75% (43) of the term papers argued supporting the importance of chemistry to students'majors; whereas, 25% (14) of term oapers articulated ooinions aeainst the importance of chemistry for students'majors (table). However.. onlv . four students finallv volunteered to debate on stage against the importance i f chemistry. The number of students volunteering to debate on stage for the importance of chemistry was 15. Finally, in the debate, five students spoke for and four students spoke against the importance of chemistry, each for a maximum of two minutes. Students presented their points of view alternating for and aeainst chemistrv. At the end of the oresentations. I raised ~, a number of questions to both sides. The questions were in part based on the term papers written by students a t large. During the question and answer session, the whole class rot soontaneouslv involved in the discussion althoueh in . an orderly manner. I t was a very lively event indeed. Obviously, we could not discuss every point raised by students in their term papers as well a s in their discussion, but I believe the event wasverv fruitful to both students and the instructor. A survey was conducted after the debate about the usefulness of the debate and about its continuation in the future. An overwhelming majority (90%)of students thought that the idea was very useful and that the tradition should continue. There were a few constructive suggestions such as the dehate should include cross-questioning to opposite teams. Reading and listening to their arguments, questions, comments, and answers, it was the most learning experience of my teaching, so far. Next time, the style and perhaps content of my teaching of this course certainly will
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b e changed, hopefully to the benefit of students. I h a v e selected t h r e e t e r m p a p e r s from e a c h s i d e of t h e issue, and would like t o quote t h e c o m m e n t s directly i n t h e hope that t h e s e unedited comments will benefit my fellow instruct o r s of general c h e m i s t r y
Students' Opinions Students' direct comments a r e listed below.
Heather W. As a nursing major, I felt that chemistry was very important. Why I felt this way was harder to explain. The test tube and bottle depiction of chemistry wasn't important because I wouldn't make the medicines or orescribe them. That wauld be the ioh of the phnrm,wisr nr the doctor, nut thc nurir So I enme r u the concluilm that ('hemtstry 101 is not all rhat important fur tlw nursing major Huwever, it did provide the h n c k ~ ~ u u for r ~ dorganic r h r m ~ % ~
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".,. As outlined in the general catalog, a nurse is expected to maintain, promote, and restore health, as well as trying to prevent illness. One of the major aspects of nursing, one that appealed to me, is to provide care and comfort far the dignity of the sick or dying individual. The nurse must he able to assess the health needs of the patient and to decide how to treat these needs. For these reasons, ehemistry has to be important. Chemistry (especially organic chemistry) is needed to explain just how the body is functioning. Why is it that we need protein and fat, etc.? What exactly do they do and where do they fit in? Though I feel chemistry (organic) is important, the specifies are not as important as the concepts. A nurse is usually the one that explains to the patient what is happening and why. Why does the patient take this drug, what are the side effects, and why are there side effects? All of these questions the nurse should be ahle to explain. So it is clear that for me to be the hest nurse I can be, chemistry is required far me to understand and learn (even if I don't like it and am more of a biology person!).
Madlyn M. : The Importance of Chemistry to My Major Since the time I chose my major in textile technology, I have come to learn many things. One of the most important things I have learned is that chemistry is a very integral part of the major I have chosen. Chemistry, first of all, is the study of matter that includes everything you see around you. Textile is defined a s any fabric made from fihers that can he woven, nan-woven, or knitted into a fabric. Chemistry and textiles bath have one major similarity, for people are exposed to bath in some way or farm everyday of their lives. Knowledge of chemical properties is extremely important in textiles and to textile majors. With these properties, textile technologists are able to determine the behavior that results in certain fibers and whether or not the end uses are ahle to satisfy the demands of the marketplace. Consumers want a product that is going to be strong and useful far many years to come. Different fihers react differently to certain chemicals. For example, let's take cotton and proceed to react it with an alkali. Cotton is highly resistant to alkalies which means that cotton can be laundered frequently in these chemical solutions without damage. End uses in textiles such as activewear wauld consider cotton highly in its product because of its durability and strength in regard m cleanmp wtth detergents rontalnmg d k d l r s . .\rids on the other hand destruy cotton Hot dtlute J U I ~ S rauar diq.ntrmt~mC . d d d h t e acids cnusr madual fiber d r p a d ~ t i o n , but theprocess is slow and may not immediately he evident. Catton is highly resistant to organic solvents used in stain removal. I t is soluhle in compounds such as cuprammonium hydroxide and mav he used in the chemical analvsis and identification of cotton.
dyes will damage it considerably Cotton is only one example of a textile fiber that has distinct chemical praperties. Other fibers such as wool, rayon, polyester, etc., have chemical properties also, hut which may differ from eatton. Being able to recognize these chemical properties and the chemistry involved allows you to see the relationship to the textile industries. The need for chemistry is a must in textiles. I often hear from fellow classmates that chemistry should not he required
rurrirulum for tcxrilrs. Thrsr students must not he aware of the many fiheri and the different chemlral prupertrer ufearh.
Jennifer C. : Is Chemistry Important to your Major? Q: As a nursing major, how important do you feel chemistry to be to your curriculum? A: At first, I viewed the chemistry requirements as a burden to my schedule and as a useless course. Now, I am seeing things very differently-especially concerning organic ehemistry. Its principles are discussed frequently in other classes, such as anatomy and physiology and biology of aging. The suhiect seems to link these and future classes toeether. and helm inmy under.,tandingolthen, 1am prohahly&~ngmurhbrtthr in my o t t w roursri hrrntrsr of the extra prnrracr that organic chemistry provides. Q: Is chemistry a course that you would voluntarily select as a free elective if given the choice? A: Due to the uneasv feelines I have about the subieet (not to mmtmn, p ~ ~ + i l hwwrance le , I would pnhably nut r h w i r it. Ilowrver, knmrmg what I k r u r now about tlwaol>dhundarion that rhemlitry pnw~dt.ifor my other rtqulred ~lassea.I wvuld definitely think twice! Q: Now that your requirements of Chemistry 101 and 102 have almost been completed, is there a feeling of relief or accomplishment? A: Definitely bath! I was unsure of what my grades were going to he, due to an unpleasant attempt a t chemistry in high school, hut I am relieved that this time around was much mare successful. There is also a feeling of accomplishment in bath my awn and my professors' performance this year. Q: Did you take either of the labs that were offered with the lectures, and if so, were there any positive effects as a result of taking them? A: Yes. I took a lab with Chemistry 101, even though it was not required. I felt that it would improve my understanding of the material that was discussed in the lectures. The lab itself turned out ta he very helpful and this was reflected in both my grades, and in my confidence. I truly began to helieve that chemistry was no longer something to dread.
Kimberly S. :Why Chemistry has no Bearing on my Major I helieve that chemistrv will have no hearine on mv career in nursing I have rrc~ntlyrpoken m t h some nurses at Clurltun Memortal Husp1t31. C~nst.n.usshow3 that chemistry hns no hrnring on nursing
Fact # I . Most of our older nursrs srr good, rclmhlr nurses. T ~ only P thing thnr supamtes diploma nurarr and r q s t t r e d nuriei ~s 1"significant classes such as chemistry. The diploma nurses of yesterday are good enough, if not better than the nurse of today. The ability to care and hands-on experience are what make good nurses. New machinery comes with directions. A good nurse can't learn how to care, he or she just has i t within. F a c t #2. Mast nurses never need to know what esterification or saponification is, except in their college chemistry classes. Nurses such as Miss h a do R, a registered nurse and 1987 graduate of SMU (now UMass Dartmouth), now believes that chemistry had no hearing on her nursingeareer. In fact, she said, "I never use ehemistry in my nursing. I thought I wauld, in giving out medications, hut it turned out that the common names and IUPAC names are writ@" on the hnttlcs It turn; m r that the mly chemistry d a i s I rvrr npeded was high srhuul chemistry i krtuwing thing.- like the pcriudir table, 01her than that. I never use chpmisrr!: and I find it a waste of time. I am a good nurse, I work hard, and I care, just not about chemistry.." I felt that Miss h a Do R is a good example of why chemistry will have no hearing on my nursing career. ~~~~~~
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Alicia C. : Chemistry Does Not Pertain to My Major Chemistry does not pertain to my major. Nurses do not need to know how to draw organic structures or the chemical properties of esters. They do not use that in their evervdav . . .~rofessionallife. Nursing is hot that technical.
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I work in a nursing home and the nurses never use anything to do with organic chemistry in their work. Pharmacology and Drugs, Nutrition and Biology are very significant. Most important is the internship in a nurse's schooling. I do realize that you need a solid ground and sturdy framework to build upon, hut organic chemistry will never be of use in my profession. In a nurse's everyday work, she will take people's blood pressure, pulse, and respiration. Nurses administer medications and need to know each medicine's side effects, compatibility with other drugs, and possible reactions to the medication. This is where pharmacology will come in handy Nurses also perform a lot of wound care. Medicines are necessary for this and you must also know haw to do dressings and pack wounds. Chemistry is not necessary for this. Nurses need to know haw to write their notes and use the medical terminology. Nurses need to know a lot more practical things like fixing hearing aides, ordering medical supplies, CPR and much more than s i m ~ l first e aid.. vet . still.. orzanic - chemistrv is not useful for any of this. Nursing does not involve drawing benzene rings. Knowing all the alkyl groups won't help you save a life or pack a wound. Organic ehemistry is complex, difficult to understand, and to me, baring. I suppose if i t was more interesting I would like to learn about it, but even still that won't help me as a nurse when I graduate.
1. Give a reason, stating why CHM 102 is not necessary for nursing. a r and we're at the end of the course. I don't see Because no f~~~. haw CH.\1 1112 \ r i l l br npplird ur day-twday nuwing duties Surely we find out the compoundr that meke up rerl~ainrnrdicmes hke Tylenol, aspirin, trtraeyclmr, rtc., but u n r s s somcone is going into research, I don't see how it's needed because nurses don't write prescriptions, hut only follow doctors' arders. ~
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2. Is CHM 102 part of other RN programs? If CHM 102 is necessary, then why is it that Bristol Cammunity College, Massasait, and other junior colleges that offer nursing " R N programs, do not require the student to take it? My view, because it's not essential for nursing, but it is required here a t UMASS-Dartmouth, because it gives a student a better understanding ofCHM 102, and chemistry, ingeneral. 3. How does CHM 102 help in the nursing career? I don't see how it will help me to know how many C, H, amines, esters, etc., exist in, for example, certain medications. An a nurse I won't he namine them. Everv medicine will he prepared and pwscrihrd hy s dmtor, and I wll just tnllow his cordtr~.Even I T I didn't agree wlth hli prescription, I have no say in the matter. ~~
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4. What was the purpose of taking CHM 102? Taking this class gives a student a better understanding of chemistry and a more rounded education. To be honest, I could roba ably change my mind in two to three years. I'm still a freshman. Maybe by taking my other classes, I will see the benefits of taking this class in order to prepare and open my mind to certain things, but a t this point, it's hard to see the need for it.
5. What relevance will CHM 101 or 102 provide, performing nursing duties? CHM 101, i.e., the metric system will be of great help. If a person doesn't know the great difference between a gram and a milligram, liter versus milliliter, you could easily hurt or kill someone if vou didn't oav . attention to those thines and that u a i helpful rolearn, bur othrr than chat 1 persunally t h m k p s t one hailc r h t m ~ s t vrourw is suffic~entfor the nursing pro-
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gram, but then again I may change my mind in two to three years after taking my other classes. Time will tell.
Lessons and Suggestions I n the exercise of this debate. several interestine ooints were raised. This is also obvious from some of t h e s;
