Chemical Education Today
Reports from Other Journals
The Science Teacher : Winter Break 2001 by Steve Long
TST Featured Articles
The quieter days of winter make an appealing time to spend a few hours absorbed in reading. Please consider giving these suggested articles from the May through November 2000 issues of The Science Teacher (TST) a portion of your time. “The Color of Soil” may not sound like a chemistryrelated article, but authors Warren C. Lynn and Michael J. Pearson quickly prove otherwise. They explain how to use a Munsell Soil Color Chart to obtain clues to the composition and mineral content of soils. The Munsell designation is one of the standard properties recorded for soil in scientific studies. The article combines geology, oxidation–reduction chemistry (particularly of iron and manganese), and biochemistry as it relates to the decomposition of organic matter. An interesting activity described is the preparation of soil crayons— a mixture of wax and soil—for use in art projects. This use of soil pigments links chemistry to art in an unusual manner. This Journal recently published an article by Willey, Avery, Manock, and Skrabal concerning analysis of soils in an undergraduate environmental chemistry course (1). A variation on the traditional laboratory exercise of determining Avogadro’s number by using a monolayer of oleic acid is used in “Measuring Molecules”. In this article, the calculation of the height of an oleic acid molecule has been extended to an environmental concern involving the spillage of gasoline from topping off a vehicle’s tank. Anuradha Dujari and Michael J. Bossé describe how they guide students through calculations that allow them to visualize the area that a spilled sample of gasoline might cover on a body of water. The environmental impact of the gasoline spillage is discussed with students. Assumptions made in the calculations are discussed, and sample calculations are provided. “The Color of Soil”, by Warren C. Lynn and Michael J. Pearson (TST 2000, 67 (5), 20–23) “Measuring Molecules”, by Anuradha Dujari and Michael J. Bossé (TST 2000, 67 (5), 32–35) “Integrating Forensic Science”, by John Funkhouser and Barbara J. Deslich (TST 2000, 67 (6), 32–35) “Allergic to the Laboratory”, by Ronda K. Fields (TST 2000, 67 (7), 27–29) “Mole Mapping”, by Kent J. Crippen, Robert D. Cutright, and David W. Brooks (TST 2000, 67 (7), 36–39) “Modifying Cookbook Labs”, by Robert L. Clark, Michael P. Clough, and Craig A. Berg (TST 2000, 67 (7), 40–43) “Buffer Biology”, by Kelly Morgan (TST 2000, 67 (8), 20–23)
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The September issue of TST is devoted to the topic of integrated science. Therefore, most of the articles in this issue have some chemistry connection. One article that seemed especially interesting is “Integrating Forensic Science”. John Funkhouser and Barbara J. Deslich explain their yearlong course in forensic science that incorporates chemistry, physics, biology, technology, language arts, math, and several other content areas. Forensic science has been popularized on television and in movies, and many students are interested in this field of study. An overview of how the authors began the course and a summary of course topics are included in the article. This activity-based, inquiry-style class has proven to be extremely successful and popular. The authors offer encouragement for teachers who are interested in but hesitant to offer this type of course. A search of this Journal’s Web site, http://JChemEd.chem.wisc.edu, turned up numerous articles with a forensic science focus. If access to equipment such as FTIR, HPLC, TLC, and NMR is not a problem, then Long’s description in this Journal (2) of a forensic chemistry project, “Simulation of a Forensic Chemistry Problem: A Multidisciplinary Project for Secondary School Students” might provide some useful ideas. Ronda K. Fields alerts readers to a potential problem in “Allergic to the Laboratory”. The increasing incidence of allergies to latex caused a problem for the author and a chemistry student. Latex gloves were required for safe handling of certain materials in chemistry lab, but the student was not able to participate owing to allergic responses. The author states that “8 to 17 percent of health care workers and 1 to 3 percent of the general population experience symptoms of latex allergy.” The symptoms of latex allergies are noted in the article. Fields’s creative solution for the allergic student participating in the laboratory experiences is explained. “Mole Mapping” explains a method of teaching the mole concept so students may better understand this idea central to chemical calculations. The authors explore “teaching stoichiometry and using a mole map by having students individually create and develop a map based on data analysis using a graphing calculator.” Two activities are employed. In one, a program written for the graphing calculator is used to analyze data. The program is available through the Web site of one of the authors. The second activity focuses upon student analysis of sample data and identifying patterns that are made more apparent by using the graphing capability of the calculator. The article includes numerous figures showing the mole map developed and samples of the data analyzed by the students. Articles in this Journal related to the mole include two by McCullough (3, 4) and another by Ihde (5). National Science Education Standards (6) challenge teachers to develop in students an understanding of the nature of science and the nature of inquiry. The traditional “cookbook” laboratory procedure is ineffective for achieving these out-
Journal of Chemical Education • Vol. 78 No. 1 January 2001 • JChemEd.chem.wisc.edu
comes. “Modifying Cookbook Labs” explains how to move from traditional lab exercises toward inquiry activities. The authors describe how effective science teachers creatively modify activities to make them inquiry based. The article follows the modification of the common laboratory exercise to determine the mass percent of water in copper(II) sulfate pentahydrate as it is adapted into a more meaningful inquiry experience. General tips for modifying labs and a clear discussion of the teacher’s role in inquiry activities is included. An inquiry activity for college chemistry nonmajors using catalase and various plant and animal extracts is explained in an article by Kimbrough, Magoun, and Langfur (7). The article contains background information on catalase that may be useful to many secondary chemistry teachers. “Buffer Biology” by Kelly Morgan is another inquiry-based activity. The author describes an interesting activity requiring students to study the buffering capacity of household consumer products such as shampoos, lotions, and contact lens solutions. Morgan explains the events that led to the development of the activity as well as the challenges the activity poses for students, students’ experiences with the activity and their evaluation of it, and some potential modifications of the activity. An unedited student lab write-up is in-
cluded. Readers will gain a good understanding of inquiry activities–both successes and problems–while studying this article. This Journal has published a Classroom Activity titled “Rain, Lakes, and Streams: Investigating Acidity and Buffering Capacity in the Environment” (8). Instructions for both student and instructor are conveniently provided. Literature Cited 1. Willey, J. D.; Avery, G. B. Jr; Manock, J. J.; Skrabal, S. A.; Stehman, C. F. J. Chem. Educ. 1999, 76, 1693. 2. Long, G. A. J. Chem. Educ. 1995, 72, 803. 3. McCullough, T. J. Chem. Educ. 1992, 69, 121. 4. McCullough, T. J. Chem. Educ. 1990, 67, 783. 5. Ihde, J. J. Chem. Educ. 1985, 62, 58. 6. National Science Education Standards; National Research Council, National Academy Press: Washington, DC, 1996. 7. Kimbrough, D. R.; Magoun, M. A.; Langfur, M. J. Chem. Educ. 1997, 74, 210. 8. Halstead, J. A. J. Chem. Educ. 1997, 74, 1456A.
Steve Long teaches at Rogers High School, Rogers, AR 72756; email:
[email protected].
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