Sidney Siggia University
of Massachusetts Amherst 01002
The Utility of Field Trips in Teaching Chemistry
The chemical field trip, a valuable adjunct to teaching, has been used but not as much as i t could be. During my career as an industrial chemist, about one class per month came through our laboratories. The classes ranged from high school students to graduate students. The effect on the students was very visible. They were impressed with (1) the scope of chemical research that goes on in industry, (2) the interdependence between specialties, and (3) the ehallenging chemical problems that exist. An element of surprise has always beeu evident in their reaction; they did not know that industrial chemistry existed in the form in which they were now witnessing it. Now that I am a teacher I remember those visiting students and I take my students on field trips. Now the value becomes all the more clear. The last field trip involved eight graduate students in a course in analytical chemistry visiting a local research laboratory. This trip was arranged to be more than just a lab tour. A conference session was arranged whereby the analytical staff of that company presented current analytical problems to the students along with the data accumulated thus far. The student reaction was positive and vigorous, each expressing ideas relative to the problem at hand. Many approaches advanced by the students were understandably naive because of their lack of experience, but some ideas were excellent. I n any event, the students were caught up by the excitement of the field of analysis. The discussions lasted for several days after the visit and references to the trip continued to be made weeks later. The same type of visits geared to students engaged in synthesis, physical chemistry, and engineering have had the same effect. The utilitarian aspects of science interest the students. Often, in school, the facts are for the sake of knowing only. Outside the school the facts are for the sake of using. The student sees this slant and, as a real person who needs to get along in the real world, he enjoys seeing practical aspects to his education. Chemistry students, after graduation, can go into teaching or industry (government chemical work is akin to industrial). They know the teaching side since they see this every day inschool; however, the field trip offers
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Journal of Chemical Educotion
a taste of the industrial exist,ence. They generally are surprised. The area of analytical chemistry can be pictured by many students as dull, routine, service-oriented work. However, a visit to an operating research laboratory generally reveals analytical people involved in every program in which the company is concerned and handling widely varying problems of wide scope. The visit also reveals a high degree of responsibility in the chemical scheme of things with major decisions riding on the analytical results obtained. The student of chemical synthesis (organic or inorganic) sees that the industrial synthesis man operates much as any other researcher. However, he also sees the "team approach" where the synthesis researcher has analytical people, engineers, and other synthesis chemists on his team to help develop his ideas faster. The mechanics of setting up a field trip are very easy. A phone call or letter to the head of a nearby facility is generally all that is needed. The field trip should be more than a lab tour. After all, a Perkin-Elmer 21 is the same in an industrial laboratory as it is in a school laboratory. The trip, if possible, should bring out (1) how that chemical industry operates, (2) what things that particular installation is trying to develop, (3) the problems they are encountering in their work, and (4) how the new graduate fits into such operations. A seminar with staff members is the best way to bring out this information. Of course, the physical facilities must also be seen so there should be a tour also. About three to four hours is H good intcrv.4 to allow for ~111:vornb~nedaeminxr-tour. I hi.; 1101 onlv allows tr:~vclrime t u nud irorn thc h~i t v- bnt. -. ~.. also does not tie up the particular laboratory for too long a period. Companies often welcome such visits. They do i t not only in the spirit of public service but they also like to show off their know-how. In addition, everyone has a bit of the teacher in him and industrial people are no different; they enjoy talking to young people coming up in the field. The trips also have a tangible value for the companies: if the seminar-tour was a good one, some of the students might be excited sufficiently to apply for a job at that facility when they graduate.
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