Chemistry Connections

1
Chemistry Connections Kerry Bruns and Willis
Weigand Chemistry and Biochemistry Department,
Southwestern University, Georgetown, TX
1. Objective Develop a non-science majors course
in Chemistry based on a modular arrangement of
topics. Modules last 3-4 weeks, allowing
coverage of four different areas such asBasic
Chemistry, Art and Archaeology, Environmental
Chemistry, and Geochemistry and Natural
Resources. Other modules have been considered
for this course, and may be developed as needed.

• 4. Development of new Labs
• Use of Technology Two new laptop computers
  were purchased for use in the laboratory section
  of this course, along with chemical/physical
  sensors and computer interfaces for analysis of
  water samples taken from local surface-water
  sources. Students will analyze water samples
  from streams and caverns for turbidity, pH,
  electrical conductivity, and dissolved oxygen
  using this new equipment.
• Intaglio printmaking was introduced as a
  laboratory exercise to illustrate the reactivity
  of acids with metals and to investigate the
  effect of acid concentration on the rate of
  reaction
• Two field trips are scheduled for the course
  The Harry Ransom Center on the University of
  Texas campus during the Art and Archeology module
  (for examples of photographic images and
  processes), and Inner Space Caverns during the
  Geochemistry and Natural Resources module.

2. Course Description The current course (Fall
2006) is developed around the above listed
modules. The course is being team-taught with a
goal of stimulating and encouraging questions and
discussion among students. Chemistry for
Changing Times by Hill and Kolb is being used to
supplement the Basic and Environmental module and
for some of the Geochemistry and Natural
Resources module. The students were surveyed
before and will be surveyed after the course to
determine attitudes toward science using the
SaM-VI Science Component Demographic
Questionnaire. Students will also evaluate the
course using the standard Southwestern University
course evaluation form. Faculty members from
other departments were invited to give talks
about chemistry and how it relates to their
interests (ceramics, energy resources).
5. Disseminating Results of Project Course
design and concepts, along with results of the
SaM-VI Questionnaire and other evaluative
instruments will be shared with colleagues and
science educators at the Texas Academy of
Sciences 110th annual meeting. The meeting will
be held at Baylor University in Waco, Texas,
March 1-3, 2007.
3. Grading/Expectations Students are required to
make a 15-20 minute presentation during one of
the modules. A final paper, written on a topic
of interest to the student, is required at the
end of the course. A written exam is given after
the completion of each module, and eight (8)
graded laboratory exercises are scheduled,
designed to illustrate concepts or address issues
presented within the modules. In addition,
students are required to complete projects
outside of class and to give a poster
presentation at the end of the semester. Outside
reading is also assigned, with books and articles
from scientific publications and the popular
press being placed on reserve at the library.
This project was supported by the Keck Foundation
of Los Angeles,California through a grant to the
Associated Colleges of the South