BIRDS-OF-A-FEATHER WORKSHOP SESSIONS

In addition to the numerous ad hoc meetings on subjects of mutual interest which occurred more-or-less spontaneously throughout the Conference, we had the following sessions which were formally organized and for which reports are available.

"Undergraduate Organic

Chemistry-What Stays In and

Prepared by H. Meislich, CUNY-City College

There were about forty people in attendance representing large universities, small colleges, and 2-year colleges. I t was agreed that the textbooks being published today have too much material to be covered in a standard one year course. More new material is being added with little being deleted. They agreed that the topics listed to he dropped by M. C. Caserio in her talk earlier in the day had been dropped a t least twenty years ago. Theseincluded

1) the separatiun of aliphatic and aromatic functionality, i.e., discussing aliphatic and anmatie carboxylic acids in separate chapters

2) emphasis on polyfunctionality, i.e., a separate chapter on hy- drovy acids

3) dyes and natural products 4) structure and physical properties 5) polymerization

Among these topics it was felt that polymers should be re- emphasized because of their importance in industry.

What Goes Out?"

In order to organize the discussion of where deletions of subject matter could he made the followina broad areas were delineated. Comments are given about eaEh

1) Bondin8 and St ru r lu r~ (Hybridization. *-bond delocalizalion. resonance, MO, Isomerism, stereoisomerism and conlorma- tion.) n-bond delncalization and resonance are two ap- proaches to the same structural pmhlem. Maybe resonance, the more artificial theory, could he displaced. MO theory should be minimized and orbital symmetry should nut be included.

2) Reactions (Functionality). There should he more selectivity in the reactions studied. It is more important to discussgm- era1 types of reactions rather than a large number of indi- vidual examples. For example, cut back on reactions of car- bond eumoounds.

;I! S l r h ~ r w und kvucr!! , I , ~ . % ~ I m n ! ~ r n ~ ~ \VvahmiId he mme 4crtivr in rnr.ch,anisms tnuaht. Select the \cry h.wc m r c . cxam1,lc. S X L , S\I. E,. dnm.atic iuha~ilut.un, inti c i ~ r h ~ w ~ m condensations,

Volume 56. Number 1. January 1979 / 17

4) Synthesis. Cut back on multistep synthesis especially in aro- matic chemistry. Delete more exotic syntheses, e.g., Refor- matsky. Is it necessary to teach both diazotization and thal- lation in aromatic synthesis?

5) Spectroscopy. We should limit discussion to ir and nmr. Delete uv and mass spec and esr.

6) "Wet"Chemica1 Analysis. Since spectrmeopy is so important and useful in structure proof, wet methods-some of which don't work too well-could be omitted. These include Hinsherg, Lucas, Tollen's, haloform, and ozonolysis. Agree- ment among the group was almost unanimous.

7) Nomenclature. Stress the basic IUPAC method without the nuances. Other usages should be deemphasized, e.g., "phe- none method" for aromatic ketones.

8) Biochemistry. Sugars and amino acids should he discussed. Biochemical examples could be used throughout the course. However, time should not be devoted to biochemistry per se.

Several professors said they handle the large textbooks by giving students fairly detailed limited learning objectives for each chapter. It was pointed out tha t this approach might stifle the very good student. However, these students would be accommodated by a third semester course andlor by a se- nior laboratory research project. T h e lahoratory-especially in schools where i t is a separate course--could he better used t o teach subject matter and not just techniques.

Since manv schools use the ACS Oreanic examinations these exams o"ften set the standards for wKat has to be taught. The committee has the responsibility t o ensure t ha t its stan- dards are realistic for the majority of the students insrganic chemistrv. T h e exams are usuallv seared t o the chemistrv majors. y e t a t least 80% of the stud&& in most schools are n i t chemistry majors. The exams are criticized for this reason. An example of a question that should not b e included deals with orbital symmetry and pericyclic reactions.

High School Chemistry Teachers

Prepared by D. A. Halsted, Evanston Township High School-East, Illinois

Two 8:00 a.m. meetings of teachers interested in high school chemistry teaching were held. Ten teachers met on July 26. Twenty-eight teachers attended the July 27 meeting. The six major topics considered on the two days are summarized here.

1) There was a discussion of tvDes of chemistrv courses taught in the high schools represented. Some of the i978 high school chemistry texts which have been written to serve the needs of medium and low-medium ability students were available for examination. In order t o provide chemical edu- cation for more students, there appears to br u trend toward the creationof high school rhemistn, coumes whirh have fewer physical chemistry topics and place less emphasis on mathe- matical complexity.

2) There was distribution of directions for student exoer- iments in which leaves are electroplated. These were d;vel- oned bv Flovd Sturtevant. Ames Senior Hieh School. Ames. 16wa 56010.~

3) Copies of the "Rationale for a High School Chemistry Teachers Committee and Division of Chemical Education Sponsorship" were presented t o the group and discussed by Patricia J. Smith, Air Academy High School, USAF Academy, Colorado 80840. The details of the rationale follow.

There have been several recent efforts of the ACS (creation of the High School Office within the Department of Educational Activities) and the Division (a broadened high school section for the Journal) to reach out to high schwl teachers to serve them better. The following position statements are the basis far Division involvement in this effort:

1) The Division, with the cooperation and support of the ACS, should assume maior resnonsibilitv for orovidine hieh school chemistrv teachers with'access to andoartici&i& in the , ~~

~ ~~ ~ .~ .

mainstram u i ACS chemical rdurnlim artivitics. 21 Reiponsihle wmmitmmt t<, high r< hrml rhrm~str) waehing will

require a continuing and sustained effort to nurture the high school group toward greater professional growth and toward enlargement of the leadership care of high school chemistry teachers. A high school teacher needs access to the resources,

creative chemists, and know-how which the Division an ACS can provide. In return, the Division and the ACS will progress in achieving the objective of quality educati chemistry at all levels through its contact with the highs

~d the make on in ;ehool

community of chemistry teachers. 3) Plans for involvement of high school chemistry teachers should

not include a requirement of membership in the ACS andlor the Division. That is, interaction should he more along the lines of the 2YC1 model than of a sub-Division within the Division.

In additum to the d w r n o l ' s contril,ution, and a i a romplcmcnt to the xlivities <,t rhe Department or Edtrcatima, Arrnltiri, thcrc are icveral a r rnsd high 4choul rhrmic~l eduratiun in whwh thr I ) i - vision is uniquely qualified to provide service. Among these are:

1) Organizing high school chemistry teachers into a working group that provides a medium for eommunicatian among the teachers and with the mainstream of national and international chemical education. Establishing a High School Chemistry Teachers Committee under the aegis of the Division is the first step. Ini- tially, the Committee, or its representatives could

a ) sewe as an Advisory Board to the Division in developing programs for high school teachers at region or national meetings,

b) assist the Editor of the Journol and its Board of Publications in recommending the kinds of articles that should be puh- lished for high school teachers,

c) soansor a biennial chemical education conference for hieh . . " school teachers in coniunetion with or in eoooeration with the

the Journal and with ACS Newsletter.

One of the major goals of the HSCTC would be to stimulate the develooment of a "National Chemistrv Teachers Conference" that w d d attrrnpt toenmll, involw, and irrrr n lnrp numhrr rth<,usondsr I,! high srhwl chem~stry teachers. The .'('mfrr- ence" might ronsirt wholly of hign arhml chrmirtry wachrrs or primarily high school teachers as well as some two- and iour-year cullegr tmrheri; such urcanizatitmal mstvri arr a pnrr of the task oithe HSC'I'C.

21 R<tatdi.;hiw pn,rsmu at national, regional, and kral IrveLs that

18 1 Journal of Chemical Education

will enable teaehers to exchange ideas, obtain assistance, and keep up-to-date, with special emphasis on reaching the teachers who ordinarily might not be involved in other national or re- gional programs. These programs at national and regional meetings and at local teachers' conferences might include lec- tures on content andlor workshops designed to inform and update classroom teachers. Presentations made by recognized chemists also ought to carry a commitment to produce papers that can be made available as a resource to all teachers. The task af puhlicizing such programs to local teachers is an essential part of this program activity and has to be supported ndequately by the Division, the ACS, and/or outside funding sources.

3) Mounting major curriculum projects in high school chemistry for nonscience and for science-oriented students and far ink- eratine hieh school and colleee chemistrv oroerams. A most

designed for both nonscience and science-oriented students. This theme was sounded once again and most recently by George Pimentel, Deputy Director of the NSF, in his plenary lecture. The expertise and experience in developing such cur- ricula are readily available within the Division and the com- munity of high school chemistry teachers; they need only to he harnessed and nourished. Perhaps the HSCTC could organize a task farce(s) to begin this curriculum development on a pilot basis at an early stage; the results could he used to justify pro- posals to outside agencies for more substantial funding of larger scale projects. Throughout all this development, the importance of facilitating integration of high school and college level chemistry offerings should be kept clearly in mind hy those who do the work.

The time seems right for the Division and the ACS to increase their efforts to reach the high school chemistry teacher: the recom-

rection.

The American Chemical Society is for the first time pro- vidinn funds for a staff to coordinate High School Chemical ~ d u c i t i o n activities. High School chemistry teachers who are interested in taking an active role in working to improve high school chemical education are encouraged tovo~untEer u, s&e on Amtrican (:hrmicd Society Hiah School Chemical Edu- cation Committees by writingto: Derek Davenport, Dept. of Chemistry, Purdue University, West Lafayette, Indiana 47906 or Moses Passer, American Chemical Society, 1155 Sixteenth St., N.W., Washington, DC 20036.

4) Concern about continuing philosophical and financial support for high school chemistry laboratories was voiced by

Joseph S. Schmuckler, Science Education, Temple University, Philadelphia, PA 19122. Chemistry teachers should be aware of a recent article directed to the National Association of Secondary School Principals: O'Shea, Mark R., "Science Labs-What Is the Payoff?" NASSP Bulletin, April, 1977, pp. 108-111. O'Shea states that

In times of declining enrollments and tight budgets, school admin- istrators are likely to be asked: "Why is the science department per- mitted such a laree budaet?" or more to the voint. "Do vounesten learn more in those expensive laboratories'thanin a kadihnal classroom?"

O'Shea points out that

Additionally, school scheduling is often plagued by the special de- mands of science laboratories, and the potential hazards of chemistry labs are an oneoine concern. In light of these exoenses. inconveniences.

~ ~ ~, and possible ;an&, what justrfication exis& that indicates lahora- tory work in secondary schools should continue?

O'Shea concludes that

Practical manipulation of laboratory materials and laboratory skills seem to be more effectively learned in the lab than by any other means. However, the assumption that cognitive learning is facilitated by laboratory-centered instruction has simply not been substan- tiated.

Chemistry teachers concerned with this issue may wish to obtain the following publication: "What Research Says to the Science Teacher," 1978, Volume 1, Stock No. 472.14734, $3.50, National Science Teachers Assn., 1742 Connecticut Ave., N.W., Washington, DC 20009. Pages 55-82 summarize re- search involving "The Role of the Laboratory in Secondary School Science Programs."

Deborah H. Cook and Joseph S. Schmuckler have submit- ted an article dealing with research about the value of labo- ratory science for possible publication in The Science ~ e a c h e r .

The inclusion of questions dealing with chemistw labora- tory experiments onstandardizrd chemistry evamdmay en- courage teachers and administrat(~rs to milkc sure that stu- dents are provided opportunities to carry out individual or ma11 group chemistry experimtmts. It was reported that the latest editim of the New Y ~ r k Heeenli Examinarton (Alhanv. - . - <.

NY) in high school chemistry includes an increased number of questions which deals with laboratory chemistry.

5) Some speakers a t the conference suggested that in- creased time he spent in teaching chemistrv topics which re- late to modern chemistry as practiced h;th; chemical in- dustry an? as experienced hy all Americans in daily life. Several teachers discussed experiences in teaching interdis- ciplinary Approaches to Chemistry (IAC), which may include Inorganic, Organic, Biochemistry, Nuclear, and Environ- mental modules; in addition to the Introductory and Physical Chemistry modules. Some of the details associated with teaching all seven IAC modules in 36 weeks were presented by Douglas A. Halsted, Evanston Township High School- East, Evanston, IL 60204. In order to add topics to current High School Chemistry courses, it may be necessary to cover physical chemistry with less time spent on some of the more theoretical tovics.

6) High school Chemistry teachers present were pleased with the recent addition of topics of interest to them in the JOURNAL OF CHEMICAL EDUCATION. The High School Forum and other special features orovide for the oneoine professional growth-of high school chemistry t e a c h e r s . ~ i ~ g school chemistry teachers are encouraged to:

1) submit articles to J. Dudley Herron, Purdue University, Dept. of Chemistrv. West Lsfavette. IN 47907. , . - . ~ ~

2) crnd writtenststtmmtt indicating the lrrncfitsof prcviuusor- tirlra and wggt*tlons c,t ncw articles tv: W. T. Lippmrort, Drpt. of Chrnmimy, i:nlversity of hrirona. Tuc-m, AZ Xi-71 --,

3) AND subscribe to the JOURNAL OF CHEMICAL EDUCA- TION.

Volume 56, Number 1, January 1979 1 19

TA Training

Prepared by D. Brooks, University of Nebraska-Lincoln

The BOAF session had over thirty participants in atten- dance; all geographic regions, school sizes, and types of pro- grams were represented. One student, soon to become a TA, was also present. We began by introducing ourselves to the group. The session was very interactive with most participants making several contributions.

A list of available materials was enumerated including the ACS TA handbook, a handout by S. Zumdahl a t Illinois- Urbane, and a pamphlet for new teachers published by Change magazine. Many participants indicated that they wrote their own handout materials. Information regarding TA stipends was exchanged. The use, role, training, and effec- tiveness of undergraduate TAs was discussed; comparisons between undergraduate and graduates were made. A discus- sion of safety programs ensued and many suggestions were developed. Our liabilities for undergraduates and graduate TAs vis-a-vis safety may differ. The contributions of Scott, (J. CHEM. EDUC., 55, A129, A193, (1978)) were repeatedly cited as of great benefit. The sense of our group was that our safety programs deserved very careful review.

The group then turned its attention to two major issues. Methods for rewarding TAs and dealing with performance problems were discussed. Included among rewards were merit increases, prizes, special assignments, and good recommen-

dations. Difficult problems were dealt with by low raises, reassienments. and terminations. It was widelv noted that termi;;ation was difficult. A new 11CI.A faculty senate policy rrrardinr'l'A terminatimu wasdesrrihed. It wasarreed that t h i maj& of TAs perform very well in thei; assigned tasks.

The second issue related to "non-American"TAs, and the discussion ranged very widely. Non-Americans constituted anywhere from 2% (Colorado) to 40% of the TA population with 1520?4 being about average. New and excellent-sounding uroerams for non-American TA acclimatization were de- . %.

strihed. Many participitnrs spoke to problems with'l'OEFL scnres; "w:ry" lung distance c:111s to pnq~t:ctives TAs in their humes uf origin were pnqmsed as a tad. Some participant's auestims about dealing with foreirn T A vruhletns such as a "tendency to always say yes" were responded to with specific suggestions. We seemed to be in agreement that, while foreign TAs require more one-on-one time from us, they were well worth this extra effort.

After two hours of discussion we adjourned to the poster session where we viewed the excellent introductory videotape used as part of the UCLA training program by Arlene Rus- sell.

The Role of Two-Year Institutions in

Chemical Education

Prepared by M. Van Dyke,

Two-year institutions (community colleges, junior colleges, and technical institutes) in the United States have experi- enced phenomenal growth the last 10-15 years. Today ihese colleges exceed 1,200 in number and enroll over 4,000,000 students-more students are enrolled in two-year institutions than are enrolled in all the other institutions of higher edu- cation. These two-year institutions have proven themselves uniquely capable of serving their communities by providing oualitv lower division academic (transfer) moerams. occu- . . . "

pational and technical training, and courses of general interest designed suecificallv to meet the needs of citizens in the comkunitiks these colleges serve.

The chemical education programs in the two-year institu- tions afe probably more diverse than that found in the first and second year chemistry offerings in most fnur-year colleges and universities. This diversity stems from the multiplicity of roles communityljunior colleges and technical institutes are asked to play.

Because no one agency or person has a firnl grasp on the diversity of science education (including chemistry), the National Science Foundation has awarded a grant to the Center for the Study of Community Colleges a t UCLA for such a study. This study is being directed by Arthur M. Cohen who has selected William T. Mooney, Jr., Chemistry Professor a t El Camino College, Torrance, California (90504) to assist him in the collection and interpretation of the data.

In broad general terms, the role of the two-year institutions in chemical education can he stated as follows:

for the nonscienee major. Some institutions include courses in analytical chemistry and environmental chemistry offered at t h e soohomore level.

technician. 3) Ch<,micol Technician Program-This specially designed two-

year program is used to train chemical technicians toenter the joh market at the conclusion of the training program. This program is not offered at many community colleges.

4) L'encwl Intercsf Chemistry Coursrs-These courses usually are designed to satisfy a science interest in the community in- clude such courses as: consumer chemistry, history of chemistry (science), and amking and chemistry.

5) Community Spruice Courses-These courses are specially de- signed to satisfy the continuing education needs in chemistry for industry in the community.

A service which communityljunior colleges provide which is of utmost importance to its clientele is that of remediation. Most two-year institutions are committed to providing re- medial courses in many areas and especially in chemistry and mathematics. Also usually provided are tutorial services, self-help sessions, and special learning aids. These services are designed to enhance the degree of learning and to equip the student for further education and success in his chosen professionloccupation.

Chemical educators in the two-year institutions teach a great variety of courses and generally have high teaching loads compared to their counterparts a t the four-year colleges and universities. Because of these factors and others (including

20 / Journal of Chemical Education

low budgets, nonexistent sabbatical leave plans, and isolated locations). keeoine abreast of advances in chemistrv and ., ~~ . - ~ ~ ~ ~

chemical education is not easv. The support of the ~mgrican Chemical Socierv and the Division of Chemical Kducation for the Two-Year ~ b ~ ~ e g e Chemical Conference (2YC3) has done much to assist the chemistry teacher a t the two-year college. More needs to he done. The ACS should initiate a membership recruiting program among the two-year college chemistry faculty. Local, eectionnl, and regional meetings c~,uld include activities of interest to these professionals. Faculty at the four-year colleges and universities can take an active-interest in the chemical curriculum a t the neighboring community

Chemical Demonstrations

college. Industry can assist by becoming knowledgeable about the chemistry offerings a t the two-year college, by donating equipment to their laboratories, and by inviting classes of students to tour their facilities.

Only by a program of cooperation and mutual respect among the chemists in industry, the four-year institutions, and the community/junior colleges can chemical education ad- vance to the betterment of our students. As we look to the future, i t is apparent that the professional chemist, be helshe employed in research or teaching, in industry, government, or the educational institution, will have had some chemical training a t a two-year institution.

Prepared by Bassam K. Shakhashiri, University of Wisconsin-Madison

The session was convened by Bassam Z. Shakhashiri who described the chemical demonstrations hwk project that he has been working on for several years in collaboration with Glen Dirreen and Lloyd Williams. About 400 demonstrations are under investigation and will he organized in several vol- umes hy topic with cross refertnres. Each wll consist oC brief description, list uimaterials, procedures, hazards and safety precautions, disposal, detailed discussion of the chemistry invulved, and references. The series w~ll prnhably be published hv the UW Press although no contracts ha\,e been signed yet. The content of the first volume will he submitted to the nuhlisher around Januarv 1. 1979. I t u,ill include asection IIV ~ e r e k Davenport ( ~ u r i u e ' University) about the general historv of lecture demonstrations and a section hv Aaron Ihde (cM'- adi is on, about the history of lecture demonstrations at Wisconsin which has had a long andstrong tradition in this area. A call was made fur volu~~teers to hrlpdouhle check and test each demonstration. Individuals whu know of demon- strations which should he included in this serles were inviced tosend in their ideas (appropriate acknowledpements will be mader. Shakhashiri indicated that a master's drrree thes~s - dealing with a survey of demonstrations in organic chemistry has iust heen comwleted.

~hakhashiri saki that George Gilbert (Denison University), whoedits the'l'ested Demonstrations Column in th is Journnl.

will he spending a sabbatical leave in the spring and summer of 1979 a t Wisconsin to do research in the area of chemical demonstrations. Others interested in similar arrangements were invited to communicate their intent. Gilbert stated that he is in the process of revising Alyea and Dutton's book on tested demonstrations.

Shakhashiri announced that his group along with Jerry Bell (Simmons College) and Davenport approached the ACS Office of Educational Activities with the idea of offering a short course (or workshop) on chemical demonstrations for college and high school chemistry teachers. Although no definite agreement has been reached, the response from ACS is very encouraging.

J. W. Viers (Virginia Polytechnic Institute) performed the iodine clock reaction to the music of the William Tell Over- ture. This innovation was developed by L. K. Brice (Virginia Polytechnic Institute) and the instructions are available from him.

The session attracted a large audience. Several discussions dealing with specific demonstrations ensued (e.g., production of singlet oxygen in aqueous solution). The overall feeling was that demonstrations can and should be incorporated into chemistry courses for the purposes of displaying chemical phenomena and illustrating chemical principles.

Numerical Methods Workshop

Prepared by K. J. Johnson, University of Pittsburgh

The two and a half hour worksho~ on numerical methods was held on Wednesday night. A 19-page handout was pro- vided. This handout, like Gaul, was divided into three Darts. The first part was the table of contents for the hook"~u- merical Methods in Chemistry," by K. J. Johnson. The second part uf the handout wasa seclion trom chapter :,on nonlinear least squares analys~s. The third part ut the handour was a section of chapter 7, in which the Hungt>-Kutta method of integrating systems of first-order differential equations is discussed. This handout reduced nearl\. u, zero the nwessitv for note-taking by the participants.

The contents of the hook is a very close approximation to the syllabus of a senior-level elective that has been given several times a t the Universitv of Pittshureh. and it was as- sumed that the participants might he inter'ested in oit'ering such a course. The book contains 43 Furtran wrorrams. The

these Droerams. and the corresnondine numerical methods. . .. 'I'he computer output of the progrnms was also available to the ~articipnnts from the manuscript of "Numerical Methods in ~ h e m i s k ~ " which the author brought with him. A set of Calcomp wlots, generated using data provided hv the promams . - . was also available for inspection.

-

Following a 5-minute break, the solution to the general nonlinear least souares Drohlem was develoned. The oartici- pants were able to follow this development witbout'taking notes because the material in the handout was nearlv identical. There was not enough time to do the ~unge-KU& method adeuuatelv.

T L ~ paiticipants were urged to interrupt frequently with cluestions and thev did so. This worksho~ was the basis for a model on which the participants could develop their own numerical method course.

first half of the workshop described the couise in terms of

Volume 56, Number 1. January 1979 / 21