Table Of Content1 Chemistry and the Environment:
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21 Pedagogical Models and Practices
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
1214
ACS SYMPOSIUM SERIES
Chemistry and the Environment:
Pedagogical Models and Practices
Katherine C. Lanigan, Editor
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AmericanChemicalSociety,Washington,DC
DistributedinprintbyOxfordUniversityPress
In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
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Names:Lanigan,KatherineC.,editor.|AmericanChemicalSociety.Division
ofEnvironmentalChemistry.
Title:Chemistryandtheenvironment:pedagogicalmodelsandpractices/
KatherineC.Lanigan,editor,UniversityofDetroitMercy,Detroit,
Michigan[andfourothers];sponsoredbytheACSDivisionof
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21 series;1214|Includesbibliographicalreferencesandindex.
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
Foreword
The ACS Symposium Series was irst published in 1974 to provide a
mechanism for publishing symposia quickly in book form. The purpose of
the series is to publish timely, comprehensive books developed from the ACS
sponsoredsymposiabasedoncurrentscientiicresearch. Occasionally,booksare
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00 developed from symposia sponsored by other organizations when the topic is of
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20 forappropriateandcomprehensivecoverageandforinteresttotheaudience. Some
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2 comprehensiveness. When appropriate, overview or introductory chapters are
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1 As a rule, only original research papers and original review papers are
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
Preface
Asevidencedbythechapterswithinthisvolume,theieldofchemicalpedagogy
is diverse. Models employed by authors of these chapters include guided-inquiry
learning, peer-mentoring, service learning opportunities, project-based exercises,
lipped classrooms, and studies-abroad. While these approaches differ, the one
1
00 commonthreadistheuseofenvironmentaltopicstocapturetheattentionofstudents
pr
4. who then use chemistry concepts to further explain those issues and concepts.
1
12 However,thereisnosingle,optimalmethodologythattriggersmaximumlearning
15- for all students. Additionally, different institutions are equipped with varying
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k-2 resourcesandhavedistinctstudentrequirements. Tocomplicatethematter,theway
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1/ students learn is changing with the advent of new communication technologies.
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10 Therefore, differentstrategiesarenecessarynowandintothefuture. Whatmakes
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1 this volume unique is the compilation of examples that traverse the pedagogical
oi: ieldinchemistry. Eachchapterwithinthisvolumeprovidesabriefbackgroundon
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5 | thespeciicmethodologyused,aswellasreferencetopublishedworksintheield.
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2 Thusthereaderinterestedinenvironmentalissuesandconceptscanextractdetailed
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3 informationfromthesepagesonhowtodevelopcontext-basedactivitiesorcourses
ber usingarangeofdifferentmodels.
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e This volume, Chemistry and the Environment: Pedagogical Models and
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N Practices,isaproductofasymposiumsponsoredbytheEnvironmentalChemistry
b): Division of the American Chemical Society held during the 249th National ACS
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e ( Meeting in Denver, Colorado in March of 2015. Several of the models in this
at volume were presented as papers at that symposium; other models came from
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n invitedauthors. Thecommonthemeforthesemethodsiscontext-basedpedagogy
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ati in which chemistry concepts are presented to students through the examination of
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King et al. (Chapter 1) provide an introduction to context-based learning
throughuseofProcessOrientedGuidedInquiryLearning(POGIL).Adescription
ofthelearningcycleisincludedaswellashowitisusedbytheauthorstodevelop
theclimatechange, context-basedPOGILactivitiespresentedhere. Fivedifferent
information models, typically used in POGIL activities, are outlined with speciic
examples to introduce the process of model choice for the development of new
context-basedPOGILactivities.
Eves et al. (Chapter 2) outline the peer-mentoring program presently used in
the Southern Utah University Water Laboratory where students manage and run
day-to-dayoperationsofawaterqualitytestinglaboratory. Inordertocircumvent
problems associated with frequent turn-over, a highly-organized peer mentoring
program facilitates the process of management, training and information transfer.
This chapter chronicles the evolution of a context-based approach where students
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
learnbyon-the-jobtrainingoflaboratorytechniques,management,teamwork,and
customerservice.
Weaver and Eves (Chapter 3) describe an analytical laboratory course in
which environmental chemical analysis is the main focus. In this pedagogical
model, principles and techniques are introduced to students and then applied to
environmentally-oriented service learning projects. Students work in groups to
carry out various water quality tests of a creek near Southern Utah University.
Studentsarerequiredtocompilethedataandreporttheirindingsfordissemination
tothecommunity. Thereal-worldapplicationoftheprojectsandtheirimpactsare
detailedhere.
Lanigan and Roberts-Kirchhoff (Chapter 4) offer an example of how
context-based projects can be adapted for various levels of chemistry instruction.
1 Thischapterillustratestheuseofdrinkingwaterqualityasthethemeforactivities
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pr andexperimentsthatweredevelopedforAlliedHealthmajors,sciencemajors,and
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1 middle school students. A novel investigative activity, two experiments, and four
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5- mini-projectsaredetailed,aswellasseveralassessmentmethodsforevaluatingthe
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20 effectivenessofpedagogicalpractices.
bk- Kahl(Chapter5)reportsaproject-basedexperimentwherestudentscomparea
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2 simplesmartphonespectrophotometertoatraditionalone. Aftercomparingresults
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0. of water quality tests, students use an engineering approach to generate different
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oi: designstoimprovethesmartphonespectrometer.
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5 | Archey et al. (Chapter 6) outline a pedagogical approach which introduces
01 general chemistry concepts through consideration of environmental issues such
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0, as carbon dioxide uptake by the Amazon jungle. Application of concepts such as
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er stoichiometry,molarity,solubility,andgraphinterpretationtothe“carbonfootprint”
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m discussionofglobalsustainabilityexempliiestheutilityofcontext-basedpedagogy.
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b): concepts through the use of lipped classrooms. The two courses described
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e ( chemistryandtoxicologyissues. Bothrequirereadingsovercontroversialissuesin
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D environmentalchemistry,studentpresentationsandguestlecturersonrelatedtopics.
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atio ThesigniicantdifferenceinBerliner’stwoapproachesisthatonecourseisoffered
Public aosppaotrwtuon-witieeeskfionrtecrunlatutiroanlaelntrraicvhemlceonutrassetwoeTllhaaislalnadb.orTahtoisrylaettxeprearpiepnroceacmheinacsluurdinegs
waterqualityinthecommunitiesvisitedbystudents.
Mio et al. (Chapter 8) present a description of an organic laboratory course
thatintegratesconceptsofgreenchemistrythroughouttheexperimentalandwriting
componentsofthecourse. Emphasisismadeontrainingchemistryandbiochemistry
studentsasfutureprofessionalscientistsbyrequiringstudentstosubmitACS-style
manuscriptsthatundergoapeer-reviewprocesspriortoinalsubmission. Detailsof
thewriterandpeer-reviewerrubricsareincludedinthischapter.
These examples of context-based instructional practices are diverse and
evaluationforeachrequiresitsownmethodology. Therefore,thereisagreatneed
inthechemicaleducationcommunityformorepublishedexamplesofpracticesand
assessmenttoolsforchemicaleducators. Thisvolumeofpapersprovidesexamples
for those interested in applying chemistry concepts to environmental topics to
stimulatestudentlearning.
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
Editors’ Biographies
Katherine C. Lanigan
1 KatherineLaniganisanAssociateProfessorofChemistryandBiochemistry
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ot attheUniversityofDetroitMercy. Lanigan’sresearchincludesanalysisoftrace
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1 metalaccumulationbothinplantsandinvertebrateandadsorptionstudiesofmetal-
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5- complexedEDTAonmetaloxidethinilmsbyATR-FTIR.LaniganreceivedaB.S.
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0 degree in Chemistry from the University of Dayton in 1990 and a Ph.D. degree
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bk- in chemistry from the University of Iowa in 1996. She joined the University of
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2 DetroitMercyin1999.
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0, Elizabeth Roberts-Kirchhoff is Professor of Chemistry and Biochemistry at
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m ofactionofcytochromeP450enzymes;theanalysisofmetalsinfoodandhealth
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No supplements including kelp, clay, and protein powders; and the analysis of
b): pesticides in water. Roberts-Kirchhoff received a B.S. in Chemistry from Texas
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e ( of Michigan. After postdoctoral research at Wayne State University and The
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Kendra R. Evans
KendraEvansisanAssociateProfessorofChemistryandBiochemistryatthe
UniversityofDetroitMercy. Herresearchfocusesonthedevelopmentanduseof
automatedliquidchromatography-massspectrometrymethodstoinvestigatelong-
terminsulinsecretiondynamics. Herresearchinterestsalsoincludethedetection
ofpesticidesinwaterandanimaltissue, aswellasthedevelopmentofstability-
indicatingassaystomonitortheforceddegradationofpharmaceuticalcompounds.
EvansreceivedaB.S.inChemistryfromWesternKentuckyUniversityandaPh.D.
inAnalyticalChemistryfromtheUniversityofMichigan. Shejoinedthefaculty
attheUniversityofDetroitMercyin2009.
©2015AmericanChemicalSociety
In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
Mark A. Benvenuto
Mark Benvenuto is a Professor of Chemistry at the University of Detroit
MercyandaFellowoftheACS.Hisresearchthrustsspanawidearrayofsubjects,
but include the use of energy dispersive X-ray luorescence spectroscopy to
determine trace elements in land-based and aquatic plant matter, food additives,
and ancient and medieval coins. Benvenuto received a B.S. in chemistry from
the Virginia Military Institute, and after several years in the Army, a Ph.D.
in inorganic chemistry from the University of Virginia. After a post-doctoral
fellowship at the Pennsylvania State University, he joined the faculty at the
UniversityofDetroitMercyinlate1993.
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02 and remediation design for surface and groundwater polluted with metals or
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5 | des Ingénieurs de Beyrouth – Université St. Joseph, a M.S. and a Ph.D. in
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In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
Chapter 1
Choosing Appropriate Models – Incorporating
Climate Change into General Chemistry
DanielB.King,*,1JenniferE.Lewis,2KarenAnderson,3
1 DouglasLatch,4RichardMoog,5SusanSutheimer,6andGailWebster7
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1 1ChemistryDepartment,DrexelUniversity,3141ChestnutSt.,
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5- Philadelphia,Pennsylvania19104,UnitedStates
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2 3MadisonCollege,1701WrightSt.,Madison,Wisconsin53704,UnitedStates
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5 | 5ChemistryDepartment,FranklinandMarshallCollege,P.O.Box3003,415
01 HarrisburgAve.,Lancaster,Pennsylvania17604-3003,UnitedStates
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Public cchoanntegnet.cTohneceapcttsivittoieshealrpe bsatsueddenotnsPlOeaGrnILg(ePnreorcaelsschOermieinstterdy
Guided Inquiry Learning) pedagogy, in which students work
in groups to develop conceptual understanding of the topics
presentedintheactivity. Achallengefacedinthedevelopment
of these activities was how to effectively incorporate the
climate change context. The result was a set of activities that
incorporate climate change in a variety of ways. This chapter
willpresentdifferentmodeltypesusedintheseactivities,along
withdiscussionofthecorrespondingbeneitsofeachparticular
model type. It is hoped that the reader will gain some insight
into model development, and that the examples presented will
makeiteasierforotherstoincorporatecontext-basedexamples
intotheirowncurricularmaterials.
©2015AmericanChemicalSociety
In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2015.
