The status of duplication of content in high school and college general chemistry
by Lynn S Stein
A DISSERTATION Submitted to the Graduate Faculty in partial fulfillment of the requirements for the
degree of Doctor of Education at Montana State College
Montana State University
© Copyright by Lynn S Stein (1961)
Abstract:
In a questionnaire study on the duplication of course content in general chemistry submitted to high
school and college experts for their opinions regarding what should or should not be taught in a high
school general chemistry course, several findings were revealed.
1. A majority of the experts indicated that they taught most of the topics listed in the questionnaire in
their general chemistry course.
2. Fifty per cent or more of the experts were of the opinion that nearly three-fourths of the topics in the
questionnaire should be taught in the high school general chemistry course.
3. The experts have questioned the value of repeating in college one-half of the topical content of
chemistry as listed in the questionnaire.
4. College experts in their comments indicated that all of the topics in the questionnaire could be
repeated in college general chemistry without creating disinterest or boredom by pursuing the topical
content to a greater depth with added emphasis on mathematics and qualitative analysis. THE STATUS OF DUPLICATION OF CONTENT IN HIGH SCHOOL
AND COLLEGE GENERAL CHEMISTRY
by
Lynn S. Stein
A DISSERTATION
Submitted to the Graduate Faculty
in
partial fulfillment of the requirements
for the degree of
Doctor of Education
at
Montana State College
Approved?
--- -Head, Major Department
'''I'", I Jl*;-,
' 'V ,:
Milford Franks
Chairman, Examining Committee
Leon H. Johnson
Dean, Graduate Division
Bozeman, Montana
• August, 1961
''I
I
3
> 3 71
St 3 +
c Tf
1
Acknowledgment
This investigator is appreciative of the cooperation given by the
state superintendents of public instruction and the city superintendents
of schools for making curriculum material available.
Special credit is
due teachers of chemistry in both high school and college who gave so
willingly of their time as experts to a very vital part of this investi­
gation.
The writer wishes to express gratitude for the counsel and
encouragement of members of the committee during the progress of this
research.
Special thanks are given Dr. Leon Johnson for his continued
inspiration, and to Dr. Milford Franks whose criticisms of this research
were always most constructive.
Ify heartfelt
thanks go to my family for their patience and
understanding during the many hours of graduate study, and especially
to my wife for the typing of the manuscript.
L.S.S.
ii
.TABLE OF CONTENTS
Abstract
■ix
Chapter
Page
I. .I N TRODUCTION ................... ........... ..
Statement of the Problem
I
........
. . . . .
Procedures
It
Definition of Terms .........................
5
Limitations of the Study. . . . . . . . . . . . . .
II.
3
. . . . . . . . .
BASIC TOPICS IN HIGH SCHOOL
7
...........
8
CHEMISTRY . . . .............
Topics Taken From Various O^gahizational Types
of Syllabi Revealed in the Literature
. . . . . . . . . . .
8
The Traditional Approach .....................
9
College Preparatory . . . . . . . . . .
.....................
9
Major Topics Approach . . . . . . . . . . . . . . . . . . . . 1 6
. A Functional Approach . . . . . . . . . . . . . . . . . . . . 1 8
The Modern Approach ...................................... . . . 1 9
20
The Chemical Bond A p p r o a c h ......................
The Chemical Education Material Study Approach . . . . . . . 22
Other Trends in Syllabi C o n t e n t ................... .. . . . . 21).
Contents of High School Chemistry Syllabi
from State Departments . . . . . . . . • . . « . . * . . . . « 2 5
Chemistry Content of City Syllabi
HI.
. . . . . . . .
29
Course Content from High School
Chemxstry ■Books * « « « * « . * • • . . • « ■ • « . . . « . . .
36
.
.
.
.
.
.
v
.
BASIC TOPICS IN COLLEGE GENERAL CHE M I S T R Y ................. .. . 1)0
Variations in College Course Content as Revealed
in the Literature ...........................
iii
1)0
Chapter
Page
Traditional College C h e m i s t r y........ ..
The Terminal Course
Special General Chemistry . . . . . . ...............
Trends in College General Chemistry . . . . . . . . .
IV.
Concepts from Textbooks of College General
GbemiLStry * « * * *
® # # » • * * * « • • ® •
» • * * So
S u m m a r y ..................... .................. « . . .
. . . . $k
CONSTRUCTION AND ADMINISTRATION OF QUESTIONNAIRE
ON BASIC TOPICS FOR A COURSE IN HIGH SCHOOL ■
GHEIMXS TRY e * * * * * * * * * * * * * * * * * * * * * *
* * * *
5^
. . e .
57
Construction of the Questionnaire ........
. . . . . .
Administration of the Questionnaire ............... ..
■ Selection of the Respondents
V.
lj.0
. . . .
...............
OPINIONS OF HIGH SCHOOL AND COLLEGE EXPERTS
CONCERNING THE PLACEMENT OF TOPICS IN VARIOUS
AitEIAS OF GENERAL CHEMISTRY * * * * * * * * * * * * * *
* * * * 6o
Opinions of ,Experts Concerning the Area of
Introduction to Chemistry . . . . . . . . .
* * * e
Gases and Their Behavior
........
O O « • 61{,
. . . . . . . . . . . . . . .
Electronic Structure of Matter
. . . . . .
........
61
«
*■0 6 0' 6
8.
S elutionss Suspensions 5 and Colloids
Ionization
Acids 5 Salts 5 and Bases * * * * * * * * * *
Chemical Families * * * * * * * * * * * * * * * * * * *
. . . .
76
o o « e
?8
M e t a l S
e e e . e e
e
»
o
*
e
Carbon and its Compounds
Others of Special Interest
0
e
o
o
e
e
6
e
»
e
e
e
«
e
O
GO
Oxidation^Reduction Reaction and Oxidation
Numbers * * * * * * * * * * * * * * * * * * * * * * *
«
e
e
*
o
2
............. . . . . . . . . . . . . 8 5
. . . . . . . . . . . . . . . . . .
iv
$7
Chapter
Page
Comments and Suggestions by Respondents
89
Summary
93
Topics Taught by Experts in own General
Chemistry Course . . . . . . . . . . ........ . . . . . .
93
Topics in General Chemistry that Should be
Taught in High School . . . . . . . . . . . . . . . . . .
95
Those Topics that Should be Repeated in
College General Chemistry for Mastery and
Greater Depth
102
Those Topics Which When Repeated in College
May Create Disinterest or Boredom ........................ 105
VI.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
. . . . . . . . . .
Summary
108
109
Trends in Topical Content in Chemistry . . . . . . . . . . . 109
Course Content in General Chemistry at
High School and College Level .......................... .. H O
112
Conclusions
Recommendations
. . . . . . . . . . .
.................
Some Problems for Further Investigation
APPENDIX
o'
Appendix As
»
e
o
e
#
#
o
e
e
e
*
e
»
o
. . . . . . . .
e
o
®
0
CBA Approach ..................... ..
e
o
e
o
. . . 113
. . . 115
. . . 117
. . . 117
Proposed Outline for High School Chemistry
Course Based on Chemical Bonds as the
Central Theme . . . . . . . . . . . . .
Appendix Bs Communication with State
Departments of Education . . . . . . . . . . . . . . . . . .
Letter Requesting Copy of Syllabus in High
School Chemistry . . . . . . . . . . . . . . . . . . . . .
Enclosure of Ten Most Used High School
Chemistry Textbooks in the State of Montana . . . . . . .
F OII oW i-Up Letter
v
. 118
121
122
123
12lj.
Chapter
Page
Appendix Cs
Corammication With Twenty-five Cities . . . . . . 125
'Letter Requesting Copy of Syllabus in High
■ School Chemistry . . . . . .............................. . 126
Follow-up Letter . . ........ . . . . . . . . . . . . . .
. 127
Appendix D$ College General Textbooks
Examined .
.128
A List of the ,1.8 College Textbooks Examined
for Topical Content .................... * * » * * * C 4 )
. 129
Appendix E
. 131
A List of High School Chemistry Teachers Used
as Experts in This Study . . .
. 132
A List of College Chemistry Teachers Used as
Experts in this Study . . . . . . ........ a a a a a a a 133
Letter Requesting Experts to Cooperate in the
o
o
o
o
»
O
9
9
O
0
9
e
o
o
e
6
4
0
C
«
>
e
Stucfy . . .
. 1314
Card Signifying Intent to Cooperate
a a a a a a a 135
a a a o a a a 136
'Cover Letter Accompanying Checklist
Questionnaire-checklist of Basic Topics in
High School General Chemistry. .
137
a e a ® a a e Ifyl
A Follow—up Letter . . . . . . . . . . . .
a a a a a a a a a a e a
A Follow-up Card . . . . . . . . .
. 3fy2
BIBLIOGRAPHY . . ........... .............. .. .
BIOGRAPHICAL DATA
a
e
e
e
e
e
e
a
yi
a
e
a
e
a
a
e
. . 153
e
e
f
t
e
e
a
o
158
LIST OF TABLES
Page
Table
I.
II.
IIIo
IV.
Vo
VI.
vn.
vm.
Opinions of 13 High School and 18 College Experts
on Basic Topics in an Introductory Unit in High
School Chemistry to be or not to be Repeated at
the College Level
• . o 62
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Gases and Their Behavior
to be or not to be Repeated at the College L e v e l . . « « . . e 63
Opinions of
Reporting
Chemistry
be or not
13 High School and 18 College Experts
on Basic Topics in an Area in High School
Called Electronic Structure of Matter to
to be Repeated at the College Level . . . . ® e e
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Solutions, Suspensions,
and Colloids to be or not to be Repeated at the
........
College Level . . . . . . . . . . . . . . .
0 YO
. . . ; 7li
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Ionization, Acids, Salts,
and Bases to be or not to be Repeated at the
College Level . . . . . o . . . . - . .
. . .77
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Chemical Families to be
or not to be Repeated at the College Level . . . . . . . .
* * »
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Oxidationr-Reduction
Reactions and Oxidation Numbers to be or not to
be Repeated at the College Level . . . . . . . . . . . .
. .
Opinions of 13 High School and 18 College Experts
Reporting on Basic Topics in an Area in High
School Chemistry Called Metals to be or not to be
Repeated at the College Level . . . . . . . . . . . . .
. . .83
vii
.81
Table
IXi
X.
Page
Opinions of 13 High School and 18 College
Reporting on Basic Topics in an Area in
School Chemistry Called Metals to be or
be Repeated at the College Level. . . .
Experts
High
not to
. . . . . . . . . . .
83
Opinions of 13- High School and 18 College Experts
Reporting on Basic Topics in Areas of Special
Interest to the Instructor of High School
Chemistry to be or not to be Repeated at tfye
College Level . . . . . . . . . . . . . . . . . . . . . . . .
88
viii
ABSTRACT
In a questionnaire study on the duplication of course content in
general chemistry submitted to high school and college experts for their
opinions regarding what should or should not be taught in a high school
general chemistry course, several findings were revealed.
1. A majority of the experts indicated that they taught most of
the topics listed in the questionnaire in their general chemistry course.
2. Fifty per cent or more of the experts were of the opinion that
nearly three-fourths of the topics in the questionnaire should be taught
in the high school general chemistry course.
3» The experts have questioned the value of repeating in college
one-half of the topical content of chemistry as listed in the question­
naire.
Iu College experts in their comments indicated that all of the
topics in the questionnaire could be repeated in college general chem­
istry without creating disinterest or boredom by pursuing the topical
content to a greater depth with added emphasis on mathematics and
qualitative analysis.
ix
CHAPTER I
INTRODUCTION
Educators and laymen have pondered over the solution of college
11dropouts" due to boredom and ,disappointment on the part of students
who have repeated in college material which was covered adequately
in the high school. It appeared to this writer that with science
moving rapidly forward and with added emphasis on quality of instruction
in the classroom, colleges cannot afford to waste time and effort
duplicating that which was already covered satisfactorily in the high
school.
Several of the paragraphs that follow convey the viewpoints
of various persons and groups 'with regard tor the above statements.
Among several reasons listed on the front page of a brochure
by Science Research Associates foh college dropouts was, "Boredom and
disappointment on the part of some who found that they were repeating
in their freshman year work that they had already had in high school.
Need for -research pn curriculum improvement was indicated by
Killian,^ chairman of the corporation, Massachusetts Institute of
Technology, who indicated there was a great need (I) for giving more
national attention to the quality and content of courses and curriculums
in high schools and colleges, (2) for extensive organized national effort
to bring together in each subject field leading scholars with groups of
teachers to re-examine and modernize the content of courses, (3) for ■
•; ^Spencer, Lyle M., "The Reasons for College Dropouts," Guidance
Newsletter, p. I, March, 1957.
^Killian, James R., Jr., "Education for the Age of Science," Journal
of the National Education Association, V o l e b9, p. 12, February, 1 9 6 0 7 ™ ” ”
2
preparing more modern textbooks5 and (I) for making available better but less
expensive laboratory equipment.
The concern of educators over the lack of opportunities for gifted
students to work at the highest level of ^heir abilities in high schools
because of obsolete high school science courses was brought out in an
editorial by Brinkman when he quoted the Bean of Columbia1s Engineering
School.
He saids
'i
We believe5 too;, that the content of many science courses in high
school is obsolete-=they have stayed still for a generation or two
while the frontiers of science have been rapidly moving forward. We
are going to introduce these able young people, both boys and girls,
to the growing edge of modern science.3
I Waterman,^- director of the National Science Foundation, pointed
out that the emphasis on technology was likely to continue at an accelerated
pace, and thai^ it was characteristic of courses in the school to lag behind
actual work in the field.
But, that lag would present a real problem in
seeing to it that trainees come into their profession fresh and prepared
to progress with it.
A committee report on specific weaknesses and failures between
high school and college was done by members of, the faculties of Andover,
Exeter, Lawrenceville, Harvard, Iale and Princeton.
They found two special
3Brinkman, William W., "College Science Courses for Gifted Secondarv
14.22, November 22,-
Pupils, " an editorial in School and Society, Vole 86, p.
1# 8.
-^Waterman, Alhn T., "The Problems Its Dimensions and What is Being
Done," The Growing. Shortage of Scientists and Engineers, in Proceedings of
the Sixth Thomas"Alva Edison ^ u n d a t r o x T ^ s ^ t u t e , .p. "3I4
.4
.
3
kinds of weaknesses.
The first was the wasting of time in covering the same
material twice 5 once in high school and again in college, with the most
o
striking evidenpe of this in the sciences. The other weakness involved
1lIafren work," where a subject was dropped before it had done the student
much good, or a teacher placed emphasis on the less valuable topics in
a course.
The committee noted the waste of time was the fault of both
the high school and college, and thp solution ip a joint responsibility.
This fault was thought to be typical throughout the country.
The
investigators from the six schools named emphasized that every hour wasted
in school did double flatapgeg
time was lost, and more important was the '
loss of pupil interest and momentum.
Most unfortunate, however, was the
fact that this dotible damage was done most often to the abler student.^
This committee report and others have indicated what this writer
as a high school and college teacher'had experienced, and has served to
strengthen a strong personal conviction that course content and offerings
should be investigated and coordinated .at these two levels.
Statement of the Problem
The chief purpose of this investigation was to determine the
essential and non-essential content of general chemistry as given in the
title to this study, "The Status of Duplication in Course Content
Between High Schools and Colleges That Teach General Chemistry."
The
Committee Report, faculties of Andover, Exeter, Lawrenceville,
Harvard, Princeton, and Tale, "General Education in School and College,"
p. 17.
k
main problem, was then.broken down into determining the answers to six
questions.
They are s
(l) Mhat are the topics in general chemistry that
should be taught in high school?
(2) Mhich of the topics taught in high
school general chemistry should be repeated in a comparable course in college
for further mastery and to obtain greater depth?
(3) Mhich of the topics
taught in high school general chemistry should; or should not be repeated
in a comparable course in college?
unnecessary duplication?
(U) Mhat is being done to avoid
(5) Mhat are the present trends with regard to
teaching high school general chemistry?
(6) How might the findings of this
study assist:those involved in curriculum research?
Procedures
1
!
To answer the questions presented under the statement of the
problem three procedures were useds
(l) the literature was reviewed to
determine the general trends in course offering in general chemistry;
(2) the most frequently used high school and college chemistry textbooks5
and high school syllabi were examined to determine what was offered at
those levels, and to form the basis of items for a questionnaire;
(3)
a questionnaire on concepts from the content of chemistry offerings in
high school and college was constructed and adminstered to experts to
determine what was being taught, and the degree of emphasis to be placed
on concepts at both levels.
5
Definition of Terms
A number of terms have been used in this report which are often
subject to different interpretations.
They are defined in this section
to clarify their meaning.
Articulation.
In this study articulation has been used to
describe sequential coordination of content from' grade to grade as
repealed by the Joint Commission of Teachers of Science and Mathematics
in its report which saids
The science curriculums of.American Schools are too often nondevelopmental and repetitive. Science programs should aim at a soundly
articulated growth in understanding and deepening of knowledge by v.v
students as they move from the lower grades through secondary school
and into college.®
' >
CBAe
In this report OBA refers to the Chemical Bond Approach.7
Checklist.
This term was. used in the way in which it has been
defined by Goods
A checklist is a prepared list of items that may relate to a
person, procedure., building, and so on, used for purposes of observa­
tion and/or evaluation, and on which one may show by a check mark or
other simple method the presence, absence, or frequency of occurence
of each item on the list.®
^The Joint Commission on the Education of Teachers of Science and
Mathematics, Improving Science and Mathematics Brograms in American
Schools, ■p. o/Tl^bO.
fStrong, Laurence E*, and-Wilson, M. Kent, “Chemical Bondss A
Central Theme for High Sqhool Chemistry," Journal of Chemical Education,
Vpl. 35,- p. 56, February, 1958.
8Good,
,
Carter T.,
of Education,'pp.
87- 88.
6
GHEMo When seen- in the abbreviated fGrrn5 GHEM represents a contrac­
tion for Chemical Education
Goncepto
Material Studye^
From Webster's dictionary ^
a concept is a thought5 an
opinion,, or a mental image of a thing formed by generalization from
particulars^ a thought; an opinion,
.Curriculumo
For the purpose of this report, the following definition
of Bossing was used:
Western civilization has come to think of-, the school curriculum
as, a collection of subject matter‘that the pupil is to study in some
order of sequence toward some general'goal, though such goal may be
vague or poorly defined.
■
Syllabus.
m t a m n p.ii— m i rPBi a i
syllabus as
Good's definition was used in which he defined a
a condensed outline or statement of the main points of a
course of study or of books or other documents."
Topic.
This investigation used Thorndike's^3 interpretation of a
topic as being represented by a short phrase or sentence with reference
to a subject used in an outline. .
Questionnaire.
W e b s t e r ^ designated a questionnaire as a set of
questions for submission to a number of persons to get data for evaluating.
^Seaborg, Glenn T., "The Chemical Education Material Study," in
Chemical Education Material Study Newsletter. 7ol. I, p. !4, November, i 960.
-^Webster's New Collegiate Dictionary, p. 171.
^Bossing, Nelson L., Principles of Secondary Education, p.
12G o o d , -og.
cit., p.
5I4I4.
3Thorndike, E. L,, and Barnhart, Clarence I . ,
p. 99l|.
I)
jj4Webster, og. cit. , p. 693,
362.
Limitations of the Study
!here were two limitations to this study:
(I) The content deter­
mination of syllabi and textbooks prepared for both high schools and
colleges were limited as much as possible to the last
10
years for recency
in areas^ topics, practices, and trends, with older studies used only for
comparison, and (2)
35
experts were used in determining the amount of
emphasis given various topics in high school and college general chemistry
The first step in the investigation was to determine from the
literature the different approaches used in the selection of topics for
course content in high school chemistry.
presented in Chapter TI.
The results of this review are
8
CHAPTER H
BASIC TOPICS H
HIGH SCHOOL CHEMISTRY
The determination of the topics basic to high school chemistry is not
a new problem.
This is evidenced by the fact that the Committee on Chemical
Education of the American Chemical Society in
192h
published a report on a
"Standard Minimum Course in High School Chemistry" to meet the criticisms
and suggestions of chemistry teachers at large,
In determining the basic topics included in a general chemistry
syllabus ,for high school, four sources were considered:
(l) syllabi and
new trends in subject matter revealed in the literature, (2) syllabi from
state departments of education, (3) the table of contents of high school
chemistry textbooks, and (it) a random geographical sampling of syllabi
from local communities throughout the United States.
Topics Taken From Various Organizational Types of Syllabi
Revealed in the Literature
An examination of the literature revealed seven very distinct types
of organized approaches to the teaching of chemistry.
They are the (I)
traditional, (2) college preparatory, (3) major topics, (it) functional,
(5) modern, (6) GHEM 5 and (?) GBA approaches.
The literature was examined
not for a study of the method used, but to find the topics stressed in
the content of a course in chemistry for high school,
. !^Rational Society for the Study of Education, A Program for Teaching
Science, in Thirty-First Yearbook of the Society, part"l^pT~2^8, 1932,
9
The traditional approach.
Host high school texts with few exceptions
still use the traditional approach to chemistry 5 that is,, typical content is
descriptive in nature and reads like a classic.
According to Summers, the
topical headings in most instances read as follows$
1.
Chemical and physical changes
2.
Oxygen and its oxides
3 0 Water
Iu
Hydrogen
3.
Simplified gas laws
6,
Solutions
70
Theory and laws of the atom
8«
Equations
90
Stoichiometric relationships^
Eater in this chapter, a list of topics by Summers for a modern .
course in high school chemistry is also given'and may be of interest to
those who have taught chemistry by the old traditional approach.
College preparatory.
Among several college preparatory outlines
to be discussed, the HeW England Association of Chemistry Teachers reported
one, "A Minimum Syllabus for a College Preparatory Course in' Chemistry ,1
8
in
19-56
that was divided into three parts, namely, descriptive, general
^Summers, Donald B., "Are High School Chemistry Texts Up^to=Date?"
Journal of Chemical Education, Vdl. 37, p» 236, May, i960.
10
supplementary«,
The report stipulated further that every teacher must feel
free to decide when and how each topic was to be studied.
It also indicated
that individual laboratory work should include preparation of gases 3
quantitative exercises, and ionic reactions, and that
should be a part of every course.
laboratory exercises
No less than, one double period was to
be set aside for laboratory work and four single periods a week for class­
room discussions arid demonstrations.
The course, as outlined, (Consisted
of three partsg
1.
2.
3«
"Descriptive chemistry
a.
Chemistry of some nonmetals and their common compounds
b.
Composition of air
c.
Water
d.
Chemistry of sodium, aluminum, iron, and their compounds
e.
Industrial'processes of Haber, Ostwald, and the contact process
for sulfuric acid
General chemistry
a.
Physical properties of solids, liquids, and gases
b.
Chemical changes
c.
Solutions
d.
Structure of matter
e.
Nucleonics
Supplementary topics
a.
Organic chemistry
b.
Equilibrium
11
C 0 Molecular weights
do
Equivalent weights and normal solutions
e,
Balancing equations by electron transfer
fe
Metals
g.
Nonmetals
he
Applied chemistry-^
The supplementary topics are designed for gifted students or, as designated,
for teachers who have additional time or may wish to select certain materials
for their courses.
Some teachers of high school chemistry become disturbed
at this point that the gifted are the only students who might go beyond
descriptive and general chemistry under this particular college preparatory
approach.
One could suggest Gifford’s ar t i c l e ^ relative to the importance
of teaching students to "think" and pursue research projects of interest
to the individual, rather than to be concerned about memorization of
meaningless facts as well as the covering of all the material in the book.
Brandwein, Watson, and Blackwood presented three college preparatory
courses in chemistry as they appeared in the western, midwestern and ■
eastern section of the country.
The common content materials' covered in
^ N e w England Association of Chemistry Teachers, "A Minimum Syllabus
for"a"College Preparatory Course in Chemistry," Journal of Chemical
Education, Vol. 3b, p. 307-308, June, 1937.
18
.Gifford, Dorothy W., "Trends in High School Chemistry," Journal
of Chemical Education, Vol. 32, p. Ij-PO5 September, 1933.
the western high schools follows 2
1.
History of chemistry
2.
Oxygen
30
Hydrogen
It.
Formulas and equations
■5.
Sodium
6.
Sodium compounds
7.
Chlorine
8.
Problems (Avogadrots hypothesis)
9« . Sulfur
10.
Ionization
11.
Reactions-reversible and nonreversible
12.
Nitrogen
13.
Halogens
lU.
Carbon
lS.
Calcium and its compounds
l6*
Metals
17.
Important mineral substances
18«i Activity of metals, electrochemical series
19®
Compounds of c a r b o n ^
yBrandwein 9 Paul F., Watson, Fletcher Q., and Blackwood, Paul E.
Lng High School Sciences ' A Book of Methods, p. 262*
13
The authors merely listed the topics without using the three areas
as was done in the preceding topical outline*.- As is true of different ■
listss there were soke variations and much is left for the reader to infer;
for instance, it was found that compounds of carbon may or may not infer
organic chemistry.
The western schools also listed history of chemistry as a
separate topic, rather than having it integrated throughout the context
of the course.
Regardless of the manner in which history of chemistry
is taught, a report by the Joint Commission on the Education of Teachers
of Science and Mathematics^ indicated- little is being done to acquaint
high school students with the philosophy, history, and methods of
science.
High schools of the Midwest indicated additional areas that were
similar which may be ascertained from the following lists
1.
Oxygen
2.
Hydrogen
3.
Water
It.
The structure of Water
5c
Formulas and equations
6.-
Chemical calculations
7»
Acids, bases, and salts
.A Report of the Joint Commission on the Education of Teachers
of Science and Mathematics, Improving
in American Schools- p. 7«
111.
8„
The halogens
9«
Sodinm 5 potassium,, and compounds
10.
Sulfur
11.
Nitrogen (the atmosphere)
12.
Carbon and compounds
13*
Fuels
Ilj..
Calcium and its compounds
• 15.
Metals
16.
Iron and steel
17.
Copper 5 zinc 5 tin, and lead
18.
Aluminum and magnesium
19.
Mercury 5 silver, and other metals
20.
Colloids
21.
Organic chemistry
22.
Textiles, dyes, and plastic's
23.
Foods, drugs, and cosmetics
2k•
Nuclear chemistry^
The high Schools in the western and midwestern section of the
United States differed in their choice of topics.
The midwestern Section
began with oxygen, hydrogen, and Water, sometimes called the historic-
Brandwein, Watson, and Blackwood, og. cit., p. 262.
15
systematic^ type of chemistry course, while the West preferred not to
treat water as a topic b y itself.
Both the west and midwest programs in­
troduced metals but an extended treatment of related topics that followed
w a s .differentj and although both listed halogens as a topic? the West
introduced chlorine earlier, probably as a background for the problems
on AvogadroeS hypothesis that followed.
Again, they w ere,different
inasmuch as ionization and reversible-nonreversible reactions were listed
in the western outlines for high school chemistry, while only the Midwest
listed fuels, colloids, organic chemistry^ textiles, dyes, plastics, foods,
drugs, cosmetics, and nuclear chemistry.
The preceding list of topics in chemistry, though similar to each
other, appear to show still different organization, from the topics in the
high schools of the East.
1.
Introduction
2.
Solutions and water
3*
Chcygen and hydrogen
it.
Atomic structure
5.
Chemical nomenclature, formulas, equations, and problems
6.
Periodic table, metals, nonmetals, and inert elements
7.
The halogens and their compounds
8.
Sodium and calcium compounds
'Ibid, p. 26o«
16
9®
Ionization
10.
Sulfur and its compounds
11.
Nitrogen and its compounds
12.
Carbon and its oxides
13.
Nuclear energy
ill.
Organic chemistry
15>o
Metallurgy
16.
Principles of reaction^
Brandwein 3 Watson 3 and Blackwood selected the preceding topics
from course outlines typical of the eastern section of the country in
high school chemistry.
Several topics were combined into related areasj
for example 3 chemical nomenclature, formulas, equations, and problems
were included under one heading.
The same was true of the periodic table,
metals, nonmetals, and inert elements.
Formulas, equations, and the
elements of the halogen family, oxygen, hydrogen, nitrogen, sulfur,
calcium, potassium, and sodium and their compounds appeared as a common
core of topics throughout the United States.
Major topics approach.
Organization of the content b y major
topics has also undergone some changes with popularity lessening for the
tight or non~flexible units.
The organization seemed logical enough but
created difficult situations with regard to learning and teaching for the
pupil and beginning teacher respectively.
23Ibid,
p. 262.
Difficult concepts now appear
17
Interspersed throughout the content to prevent discouragement for the
Iearner0^
Thurber and Collette presented the following outline of a chemistry
course organized by major topics;
1.
Early chemistry
2.
Pioneers of_chemistry
3«
Physical and chemical changes 5 elements, compounds, and mixtures
li-o
Units of measurement| temperature and heat
5«
Oxygen
6e
Atoms and symbols
7.
Hydrogen
8»
Valencej formulas, equations
9«
"Water
10,
Chemical calculations
lie
Carbon and carbon dioxide
12»
Carbon monoxide and fuels
13e
"Molecular motions and their effects
Hu
Combination by weight and "volume
U?e
Ionization in solution
' 2^Jaffe, Bernard, "Trends in High School Chemistry,» National
Association of
School Principals Bulletin, p„ 72, January, 1953,
18
1.6.. Acids 5 bases, and salts
17®
Snlfur 5 hydrogen sulfide, and sulfides
18';
Oxides and .oxygen acids of sulfur
19.
Chlorine and hydrogen chloride
20.
The halogen family
21.
Nitrogen and the atmosphere
22.
Compounds of nitrogen
23®
Sodium and its compounds
2k»
Typical metals and their compounds
25.
Organic chemistry ^5
The materials in each block of related areas lend themselves very
well to the problem-solving approach that provides for the development of
important knowledge and skills if the teacher will allow ample time for
applications of commonplace things and utilize facilities to the fullest
extent.
A functional approach.
Renner- lamenting about the obesity of the
chemistry curriculum, implied there was a need for related areas to be
studied together in order to show a whole picture with functional parts®
The major areas given in his functional approach are;
I.
88The Tools of Chemistry 8
1 -the characteristics of matter and energy
2«
Atomic structure
3«
Understanding the periodic chart
25
Thurber, Walter A.® and Collette, Alfred T®, Teaching Science in
, p. 39%.
19
Iu
The gaseous state of matter
5»
Oarbon and organic chemistry
6,
The metals
Renner also emphasized the value of presenting the
periodic chart
and its use while the idea of the structure of the atom is still vivid,
also felt that carbon should not be divorced from organic chemistry.
He
The
same assumption would likewise hold true for gases as well as metals.
The modern approach*
Summers advocated the following as a distinct­
ly modern approach to topics that should be in every syllabus $
I
1,
The method of classification of matter according to Hildebrand and
Powell
2,
The mole ,concept -Avogadro 1s ,number of particles, 6,023 'X I O ^
3,
Bbhdihg -correlate reactivity and crystal structure with experimental
observation
Iu
Mater and solubility - water recognized as a "bent" molecule and
dipole
3«
Acid-base theory-— Bronsted-Lowry concept of proton-donor and accept­
or
6,
Equilibrium - greater emphasis given to "equilibrium position,” to
pH and the buffers
7*
Atomic structure - Bohr energy levels used, but not "circular"
orbits
8,
Symbols and nomenclature - texts not up-to-date with revision of
1957s for -example, Ar for A for Argon and Iron (II) in preference
to ferrous
Renner, John W,, "A High School Chemistry Curriculum," School
Science and Mathematics, Vol, h2, pp. 263-265, May, I960,
20
9.
Atomlc 9 molecular and ionic geometry - spatial arrangement of ions in
ionic Compounds 9 spatial structure 9 varying sizes of atoms and Ions 9
and packing to help explain properties
10»
Mathematical problem solving - stressing the "common sense" or
"factor-IabeI" method instead of the "proportion" method
11.
Complex ions - used in explaining certain types of chemical reactions
12»
Valence concepts - electrovalence, covalence, coordination number
and oxidation-number
. .
13»
Electrochemistry - Faraday1s laws are explained, use mole concept,
predict simple oxidation-reduction and electrolytic reactions are
explained^'
The preceding 13 items are not new to high school chemistry, but the
depth of treatment given each item or topic determines whether it is labeled modern or not; for example, the topic of equilibrium goes into a treat­
ment of buffers tljiat had been ignored much of the time in the past in high
school chemistry,
A modern course should also contain recent information and ideas,
such as is given under ther atomic structure where Bohr1S energy levels are
to be used instead of the old circular orbits.
The GBA and CHEM study approaches that follow, while n 6t labeled
modern chemistry, are recent and still in the experimental stage.
The chemical-bond approach.
From a summer conference of college and
high school teachers of chemistry at Reed College^ in 1937, came a.new
2^Summers9 £ g e
28
cit. , pp. 263-261n
/
Committee on College Teaching, "The Council at Work: Chemistry,"
in The Educational Record, Vol. 39, pp. 389-390, October, 1938.
...
21
proposal for teaching chemistry, the Ohemical Bond Approach, that may com­
pletely revolutionise the conventional methods of the paste
As a result of
the interest at Reed, a follow—up conference was held at Wesleyan University
during the summer of 1958» ' This group developed with its pilot studies
and summer conferences what it considered b y
high school chemistry course*
1963
would be the desirable
They proposed to teach the basic first year
chemistry without memorization of hundreds of seemingly unrelated facts by
placing emphasis on' the making and breaking..of the bonds between atoms»
This approach to chemistry would correlate the idea that properties of a
substance are also determined by breaking of the bonds between the atoms.
Presentation' of this GBA material by Strong and Wilson2? began
with what the authors considered a traditional, introduction followed by
a brief presentation of stoichiometry.
A strict analogy to the solar
system of the Bohr atom is to be discarded.
The various bondings were
then presented: ionic or electrovalent in which bonding forces resulted
from electrostatic attraction^ covalent in which bonding forces arisej
from the mutual attraction of two nuclei for a pair of electrons| and
metallic bonds in which there arises bonding from the mutual attraction
of many nuclei for many electrons.
The various properties of matter
are a reflection of these bond types.
The ionic bonds in general are
formed by reaction of covalent compounds with metalsj thus metallic bonds
are discussed along with the ionic bond and followed by a discussion of
the first twenty elements and the periodic table.
Acids and bases are
then touched upon from the standpoint of the Lewis theory with emphasis
-
1
■■ 1
f"
T--I--I--TTI ■ I>~
inniniIinm •~11nr
Ill m i1 iimli1<iiih it -* i»««ittt
1— I--TnniiIIIIII
2?Strong and Wilson, op. cat., p. 56.
--,i..
:i
_____ 1
22
upon the experimental aspects.
A non-mathematical treatment of chemical
equilibrium precedes an illustration of solvent systems other than water.
Oxidation of ammonia to yield nitric acid introduces the concept of poly­
atomic ions and those substances whose atoms may be linked by both covalent
bonds and by ionic bonds.
Other examples 5 such as sulfqric .acid may be
included if time permits.
Because of its length, the proposed outline for a high school
chemistry course based on chemical bonds as the central theme was placed
in Appendix A.
Seaborg-^ OHEM study was an outgrowth of a study committee set up in 1959
by the American Chemical Society at Ohio State University.
It was intend­
ed that the, GHEM study be supplemental to, and in no sense competitive
with, the Chemical Bond Approach.
Pimental, editor of the text for the CHEM study, listed the
following chapter titles 5
I.
Chemistry: an experimental science
.2.
Introduction to atomic theory
3.
Atoms combined in substances
Ij..
Chemical reactions and phase changes
5.
The gas phases
6.
Substances and solutions
IriLnetic theory
-^0Seaborg, op. cit., p.2
.
23
7»
Chemistry and the periodic table
8,
Geochemistry:
9«
A general view of chemical reactions
10.
Energy effects in chemical reactions
11.
The rates of chemical reactions
12»
Equilibrium in chemical reactions
13.
Ionic solutions and reactions .
Hu
Acids and bases
15.
Oxidation-reduction'
16.
Chemical calculations
17.
Believing in atoms
18.
Periodicity of chemical properties and electronic structure
19.
Molecules and their structures
20*
Structure in solids and liquids
21.
The chemistry of carbon
22.
The IialOgens
23.
The transition elements
2lu
The third row of the periodic table
25.
The second column of the periodic t a b l e d
the earth as a source of material
*V
The editor of the GHEM study text went on to say that this course
not only provides a basic understanding of science5 but places emphasis
on the experimental nature of chemistry upon which succeeding courses can
■^Pimental, G® C „5 ttChemistry-An Experimental Science,", in
Chemical Education Material Study newsletter, Vol. I, Humber I, p« 2,
November, i 960.
2k
be 'builtian­
other trends in syllabi content.
districts and
38
Buehring
in a survey of 57
states reported five significant trends 2
(I) blending a
basic understanding .of principles with applications5 (2) creation of
special content of a functional nature for those not intending to go on to
college, (3) securing facilities' for teaching itncrochem techniques if funds
I.
were available, (ij.) preparation of own syllabi by chemistry teachers as
well as (5) combining efforts' on part of high school and college science
instructors toward creating a minimum syllabus.
Colleges and universities have been arranging for (I) a summer
■
program for academically talented students that will supplement, not
duplicate the high school chemistry courses, and (2),the provision by
some large high schools for a multitrack or "honors program" for these
gifted students.
Still other trends are towards
(l) giving! support to a national
curriculum to bring together scholars, scientists, and school, people
to do curriculum investigation, planning, experimentation and evaluation;
32jbid, p. 2 .
^Buehring, Leo E., "Senior High Schools,"
Vole 65, pp.. 77-89, February, i 960.
The Nations Schools.
3k
'National Education Association, Administrations Procedures and
School Practices for the Academically Talented Student
pp. 70-TlT
35,
Tyler, Ralph ¥,, "Do We Need a National Curriculum,"
House, Vol. 3k, pp. Ikk-lk5, November, 1959
The
25
(2) the fulfilling of local needs of students by-including a unit such as
ceramics that is pertinent to a certain locale536 and (3) the including of
radioisotopes in classroom demonstrations»37
i n are trends that have
received recent attention in the literature*
Contents of High School Chemistry Syllabi
from State Departments
In order to determine state
prescriptions of the contents of
chemistry syllabi, a letter requesting this material -was sent to each of
the .state departments of education in the fifty states.
A Copy of this
letter, as well as the follow-up letter, is to be found in Appendix B.
Replies were received from all of the states except Arkansas.
Gf those
responding Alabama, Florida, Iowa, Minnesota, Missouri, Montana, Oregon,
New York, North Dakota, Pennsylvania, and Texas had syllabi in either a
tentative or completed form.
opment of science guides.
Some stated they had plans for state devel­
The states that had such plans were Kentucky,
Mississippi, Utah, New Hampshire, South Carolina, Vermont, Wisconsin, and
Wyoming.
Others indicated they had no course outlines or else they left
the matter of course outlines to counties and/or Cities as matters of
local concern.
36orr, Robert J., "Teaching a Ceramics Unit in High School Chemistry,"
School Science and Mathematics, Vol. 5 U 5 pp« li.6l-li.62, January, 19Slu
37Goldsmith, George J e, "Demonstrations With Radioisotopes for the
High School Chemistry Class," School Science and Mathematics, Vol* 555
p» 179, January, 1955*
26
The list of topics that follow were compiled from the syllabi re­
ceived from the cooperating states:
1» 'A brief history of the development of chemistry
2o
3o
a.
Early chemistry and chemists:
be
Chemists and chemistry of the 18th and 19th centuries
C6
Recent developments in chemistry and the growing importance
of science
The metric system
a.
Its importance as an international and scientific system
of weight and measures
b0
Its importance in life
Basic concepts of matter and energy
ae
States of matter:
b.
Chemical and' physical changes
C0
Atoms and molecules
ko
Chemical elements:
5*
Symbols
60
alchemists
properties
mixtures and compounds
ae
Valences
definition; degrees; in radicals
b0
Formulas
Ce
Equation writings
Atomic and molecular weights
a»
Law of multiple proportions
be
Chemical arithmetic
27
7«
8»
9.
Laws of gases
a.
Correction of volume
b,
Diffusion
Air
a„
Its composition.
b„
Rare gases
Solutions and suspensions
a.
Colloids
be- Osmosis
IOe
Acids5 bases and saltss
ao
b0
Ce
do
relationships
Acids
1)
Oxides of non-metals that will combine with water
2)
Essential characteristics
3)
Tests
!(.)
Names
'
Bases
1)
The hydroxl radical
2)
Some metals in combination with hydroxl .group or groups
3)
Essential characteristics
1±)
Tests "
Salts
1)
Definition and essential characteristics
2)
Names
Acidss bases and salts in living processes
28
lie
Chemical families:
a.
Atomic number
be
Periodic changes in properties as atomic
. C6
de
12o
13e
periodic law
Mathematical function involved
Missing elements
Metals
a*
Methods of extraction
be
Alloys
Organic chemistry
a.
Carbon in the economy of nature
I)
. 2)
The carbon-dioxide cycle in living processes
Complexity of carbon compounds:
carbohydrates
hydrocarbons,
3)
Carriers of energy
1|.)
Significance in complex molecule of living tissue
be
Foods
Ce
Fabrics
II4.0 Radiations
a.
X-ray
be
Radium
C 9 Radioactivity
Sequence and arraugment in the syllabi was about1as varied as the
number of states, and there=was a tendency for most to follow the
T
29
traditional approach.
Some states preferred to teach an additional unit of
special interest to those in the state, such as a unit on agriculture in
Iowa, productivity of soils in Minnesota, and mineral resources in
Pennsylvania.
Chemistry Content of City Syllabi
iIn order to find out the content of high school chemistry stressed
it was necessary to study their syllabi.
A letter was sent to several
cities selected throughout the United States requesting copies of their
syllabi.
A copy of this letter, as well as the .follojtrap letter, has been
placed in Appendix C.
Of the
2$
cities contacted b y Iqtter, 20 responded. They were«
(I) Phoenix, Arizona; (2) Berkeley and Sap Diego;,’California; (3) Denver,
Colorado; (ij.) Miami, Florida; (j?) Chicago, Illinois; (6) Elkhart, Indiana;
(7) Shawnee, Kentucky; (8) Wellesley Hills, Massachusetts;' (9) Kalamazoo,
Michigan; (10) St. Paul, Minnesota; (11) Meridian, Mississippi; (12)
Cleveland, Ohio; (llj.) Portland, Oregon; (15) Houston and Port Arthur,
Texas; (16) Salt lake City, Utah; and (17) Spokane, Washington.
Of the
cities listed, Iij had syllabi and six did not.
Of the six without a syllabi developed on the local level, one used
a state guide, and another a state chemistry outline with plans to enrich
the course with such things as valence and bonding, equilibrium, the acidbase theory, and quantitative analysis for the college bound student.
Still
30
another used a Board of Regents* outline plus several other courses in
advanced chemistry 51for example, a course in "both qualitative and quanti­
tative
analysis using microtechniques in a n ’advanced placement program*
Another city without a syllabus had planned to use the best from the
recent CBA or CHEM studies.
Of the two remaining, one had no guide, and
while still another was without a guide, it did have plans for one*
The following is a composite list of the topics contained in most 'of
the .Syllabi on high school chemistry that were developed locallyj
1,
2.
Introductory chemistry
a*
History of chemistry and alchemists
b,
Chemistry a study of matter and energy
c*
Physical and. chemical changes
d,
&.
Elements, compounds and mixtures
!
Law of conservation of mass and energy
f,
Einstein* s equation
g»
The scientific method
h*
The metric system
i*
Laboratory techniques
j»
Chemical symbols and formulas ■
k.
Formula weight (molecular weight)
I*
Law of definite composition
m»
Percentage composition
Gases and their behavior
a.
The atmosphere
be
Oxygen and oxidation
Ce
Speed and chemical reaction
d.
Allotropism and ozone
e«
Hydrogen
fe
Combining weights and equivalence
g»
Activity series
he
Diffusion and effusion of gases
ic
Boyle1s and Charles* law
j.
Absolute temperature and the Kelvin scale
ke
Standard conditions of temperature and pressure
I,
The kinetic molecular theory
me
Vapor pressure and vapor density
n.
Van der Waal*s forces
0«
Density and specific gravity
pe
Law of Gay-Lussac and Avogadro
q.
Gram-molecular volume
r.
Gram-molecular weight
8,
Avogadro*s number
t.
Chemical equations
Ue
Stoichiometry:
Ve
Mole-fraction problem involving equations
weight and volume problems
Electronic structure of matter
a*
Dalton* s atomic weight
be
Atoms' and atoBiic weight
C0
Structure determines properties and changes
d,
Electrical charges
e„
Isotopeg
f«
Electrovalent 3 covalent and coordinate bonding
g.
Polarization
he
Determination of a formula
io
Simplestiand true'formula
je
Electron shells and subshells (orbitals)
k»
Pauli*.s exclusion principle
l
.
m,
Ionization potential and energy
Periodic table and periodicity
n 0 Hetals 3 nonmetals and amphoterismGo
Electron movements
Po
S 3 p 3 d 3 f energy levels and X-rays
qe
Magnetic fields:
electron spin and revolution
r 0 Radioactivity and transmutation
Iu
S0
Nucleonics:
.to
Fission and fusion
a study of nuclear chemistry
Solutions 3 suspensions and colloids
a 9 Waters
analysis and synthesis
b«
Solutions:
three states and nine types
C6
Crystallization in solutions
do
Saturation 3 unsaturation and super saturation
ee
Equilibrium and dissociation reactions
33
3e
f.
Determination of boiling and freezing points
g®
Vapor pressure
he
Solubility of gases
i»
Hydrogen peroxides
j,
law of multiple proportions
ke
Colloids:
1»
Colloidal mill, peptization, emulsions and electrophoresis
m,
Cottrell precipitator
Brownian movement pnd Tyndall effect
Ionization, acids, salts •and bases
a.
Theory of Arrhenius and ionization
be
Faradayts law of electrolysis
C0
Cells and electroplating
do
Nomenclature of acids, salts and bases
e*
Solutions:
'f o
6«,
medicine and rocket fuel
mole, molar, molal and normal
Titration in volumetric acids and unknowns
go
Electrochemical series
he
Chemical equilibrium and rate of reaction
io
Mass action
j*
Temperature, pressure and concentration effect
ke
Actions that go to an end
I,
Buffer salts and common ions
Chemical families
a.
Halogen family and its compounds
b. ■ Sulfur family and its compounds
s,
3k
7«
8e
Cs
Nitrogen family and its compounds
d«
Boron5 silicon and glass
Oxidation-redaction reactions and oxidation numbers
ae
Direct combination
be
Decomposition (simple)
Ce
Simple displacement
de
Ionic changes of Valences5 such as5 S n * to S n - W r
Metals
a.
Their compounds and alloys
be
Metallurgy
Ce
Activity series
de
Heat of formation
e.
9«
x
Conductivity
f«
Crystals
ge
light metals
he
Heavy metals
Carbon and its compounds
a«
Allotropic forms
be
Goal
Ce
Carbon and its compounds
de
Fuels
e.
Petroleum
fe
Isomers
g«
Substitution products
z
35
IOo
ho
Hydrocarbons
ie
Chain and ring hydrocarbons
jo
Functional groups
ke
Foods and vitamins
Io
Medicines and drugs
irio
Textiles and paper
ne
Rubber and plastics
.
Others of special interest to the instructor
a»
Soil chemistry:
cides
conservation^ fertilizers and insecti­
bo
Geochemistry:
Ce
Chemistry of photography
d»
Qualitative analysis integrated with study of metals
the earth as a source of material
It was learned from the respondents who had developed their own
syllabi for high school chemistry that in addition to an outline for general
chemistrys some had developed guides for other types of chemistry*
these additional, types were:
Some of
(I) a terminal course in applied chemistry,
(2) a special chemistry course to be taught to selected juniors and seniors,
and (3) an advanced chemistry course to be taught in the second semester
to a student enrolled in chemistry who showed promise of success in a more
challenging course.
36.
Course Content from High School
Chemistry Bopks
38
Lindahl? s thesis^
listed the ten high school chemistry textbooks
used -most frequently in Montana.
These were the chemistry textbooks
examined to determine a list of content that was the basis for a major
part of this Study,
A checklist bearing the names of the preceding books, accompanied
the letter of request fpr syllabi to the various stated and is a part of
Appendix B,
The returns on the checklists from state departments appeared'
to confirm that the ten books were popular throughout the nation as a whole,
A survey of the'ten most frequently used high school textbooks
revealed the following 16 major topics in each book.
Although the method
of communicating the ideas of the contents were different, it was found
that the texts covered all of the topics, but in different order and with
varying degrees of emphasis,
I*
2,
A list of the topics followss
Chemistry in a modern world
a,
Chemistry-science of matter and energy
b,
Elements, compounds and mixtures
c,
Nature of matter and changes
d,
The metric system
Oxygen and hydrogen
a.
Oxygen
!
Lindahl, Dean M,, 11A Status Study of Chemistry in Montana Public
High Schools," (unpublished Master's thesis,, Montana State 'University,
Missoula, 1957)? p® 12j5«
37
be
e.
3«
Iu
Bydrogen
Gas laws
Water and solutions
a.
Water
b„
Solution and crystallization
Organization of chemistry
ao
Theory and structure of atoms
be
Molecules and valence
Ce
Chemical equations
de
Calculating chemistry formulas
e«
Molecular composition of gases
fo
Solving chemistry problems
Carbon and its oxides
60
7o
8o
a.
Carbon
b6
Oxides of carbon
Ce
Common fuels
Acids9 bases and salts
a*
The ionization theory
bo
Aeids9 bases and salts
C0
Types of«chemical reactions
The atmosphere
a.
Composition of the air
bo
Compounds of nitrogen
Sulfur and its compounds
38
9«
ao
S-Ulfuz1 and sulfides
be
Oxides and acids of sulfur
Grouping elements into families
a«
IOe
■Halogens
be
Phosphorus5 arsenic,, antimony and lead
c.
The periodic, law
Petroleum and petroleum products
a e .The hydrocarbon series
be
11«
12.
Some common organic compounds ■
a«
Hydrocarbons and substitution products
be
Foods9 vitamins and medicine
Ce
Textiles and paper
d.
Rubber and plastics
e*
Chemistry in agriculture
Colloids
ae
13e
15«
Colloidal suspensions
Boron and silicon
a»
llu
Petroleum and petroleum products
Boron9 silicon and glass
Nuclear fission
a«
Radium and radioactivity
be
Nuclear energy
Common light metals
a.
Extraction of metals
39
b,
C0
l6o
Alkali family
M a g n e s i w 3 zinc and cadmium
Gommon heavy metals
ae
The iron family (Iron3 nickel and cobalt)
b,.
The copper family (cu3 ag and au) and mercury
ce
Tin and lead
From the four sources - (I) syllabi and new trends as gleaned from
literature on high school chemistry5 (2) syllabi from State Departments
of Fducation3 (3) a sampling of syllabi from local communities throughout
the nation, and (Ii) the table of contents from high school textbooks on
chemistry-
the topics were tallied and reproduced as part of a question­
naire which appears in Appendix E.
The two first steps in the study were to determine content in high
school and college chemistry offerings.
This chapter has presented the
nature of the content in high school chemistry.
The content offering in
first year college chemistry will be presented in Chapter III,
ho
CHAPTER H I
BASIC TOPICS UJ COLLEGE GENERAL CHEMISTRY
The main function of the part of the study reported in this chapter
was to determine what topics should appear in the content of a course in
college general chemistry.
To determine the basic content of such a course 5
the writer (I) gleaned the literature for syllabi on college general chem­
istry 5 and (2) examined the content of different college textbooks of
general chemistry®
A discussion concerning both sources follows.
Variations in College Course Content
as Revealed in the Literature
It was found on examining the literature that the course content
was not only Varied 5 but that 'much less had been written on syllabi for
general chemistry in college than for general chemistry in high school.
The course content examined has been treated according to the traditional,,
terminal 5 and special approaches in the following sections with a part
of the chapter devoted to new trends in college general chemistry content.
Traditional college chemistry.
Mysels and Copeland listed several
topics for the beginner*s course in college chemistry that are represent­
ative of the traditional approach.
The order in which topics are present-=*
ed usually vary some with each instructor®» Both Mysels and Copeland
recommended the following sequences
I.
Physical changes
a.
Substance
ill
b,
Molecule
2e
Chemical changes
3»
Electrolytes
Ue
Atomic structure and bonding
5«
Organic chemistry
6,
Colloid chemistry
7.
Applications^? ,
They' summarized their aims as follows$
(I) to demonstrate when­
ever possible that which is observable, (2) to point out the reasoning
leading to conclusions, inductions, and hypotheses; (3) to use the approach
whereby one proceeds from the familiar to the less familiarj and (U) to
group together related phenomena for greater ease in learning®
The terminal course®
For some students in college the course in
general chemistry will be their last in the area of chemistry®
Alyea^
felt there was a great responsibility to this group of students since they
are the future bankers, politicians, and businessmen, and as such, will
make decisions of great importance to the future of chemistry®
MyseIs, Karol J®, and Copeland, Charles 8., liThe Sequence of Topics
in a Beginner®S ’Course, "Journal of Chemical Education, Vol® 28, pp, 165-166,
March, 1951» -•
— — — —
it0Ibidfe, p® 165.
Ui
Alyea, Hubert N®, "The Terminal Course in Chemistry," Journal of
Chemical Education, Vol® 29, p® 219, May, 1952®
Three kinds of subjects were presented by Alyea for the terminal
course, which he called n0. enormal, abnormal, and research topics .1
1 Being
taught in every chemistry class were the normal topics, such as:
orderli­
ness of the periodic table, ionic size as related)to atomic structure and
its influence on chemical and physical properties, and principles of equi­
librium as applied to some important industrial processes.
Abnormal top*
ics are those peculiar to each teacher8s interest, and those topics upon
which the teachers lecture with enthusiasm.
He contended it was this
spark that often times ignited a student*s interest in the field of
chemistry..
The spirit of research could be injected into the course by
refraining from cookbook assignments, by guiding the student into devis­
ing his own experiments, and by having the student keep a record of what
he had read and done.
These 'procedures would contribute much toward
imbuing him with the idea of scientific research*^
Both the traditional and terminal approach used approximately
the same content in their general college chemistry courses, except that
the terminal approach appeared to place very little stress on organic
chemistry, per se.
The authors, in their articles on the two approaches,
seemed deeply concerned because they feared that the students were not
always having real and purposeful experiences.
They placed emphasis on
demonstrating that which was observable, and instilling the idea of
scientific research into the students by having them think through, devise.
h3
and conduct their own laboratory experiments.
Special general chemistry.
Perry showed how the Coast Guard Academy
has developed a special first course in chemistry.
It has been designated
as a special general chemistry course since the course was developed
for
cadets who have had a minimum preparation of three years of mathematics and
a year each of chemistry and physics in high school prior to entering
academy at New London.
the
It has also been considered special due to the fact
that while at the academy they had the equivalent of first-year college
physics and mathematics through calculus before taking the first course in
chemistry.
The following chapter headings indicate the content of this
special courses
I.
The elements and their classifications
2.
Chemical combination and the atomic theory
3.
Gas laws and the kinetic theory
Iu
Solutions
5.
Fundamental chemical theory
6.
Thermochemistry
7.
Reaction velocity and equilibrium
8.
Arrhenius* theory of ionization
9.
Reactions according to the ionic theory
10.
Quantitative applications of the ionization theory
11.
Neutralization indicators
12.
Electrical conductance
13.
Electrode effects
Il;. 'Electromotive force
If).
Applications of electrode potentials
16.
Modern theories of electrolytes:U3
P e r r y ^ also believed thats
(l)
a first course stressing principles
and understanding of chemistry is far better than one primarily occupied,
with teaching descriptive chemistry, ranch of which is repetitious of
material covered in high school;
(2) the course, while essentially physi­
cal chemistry, has been successful;
(3) students with only one high school
course in chemistry have been successful;
(I;) the course presented enough,
material to challenge students with previous college experience; and
(5)
this course was not necessarily unique., but was indicative of one of the
new trends in teaching first-year college chemistry.
Trends in college general chemistry.
If the honors course in high
school, designed for the advanced student, is a significant trend, it must
be recognized as such by the colleges.
Meyer confirmed the thinking of
secondary people when he referred to their desire for greater recognition
of high school^ chemistry in the following statements
"Those latter press
for what they call *more recognition5 of high school chemistry by excusing
students who' have had it from the apparently corresponding courses in
■ ^ P e r r y , Raymond J., 11A Re-evaluation of Methods of Teaching First
Tear College Chemistry,V Journal of Chemical Education. Yol. 22, p. k913
October, 19hS<. ■
^Ibid.-, p. 500.
■
college.
. Mhlle the idea of an honors course or advanced placement in the first
year of college appears to be the trend on a national scale, it is neverthe­
less interesting that Haverford College at Haverford, Pennsylvania, for
nearly twenty years has been admitting students, mostly freshman, direct­
ly to a second course in college chemistry on the basis of their previous
-
learning in chemistry.^
■ Be !drum, in discussing a trend for the inclusion of electrochemistry
as a main theme in college general chemistry, held that at the freshman
level it is of greater value to develop principles than to memorize facts.
This was done in the course labeled, ’’Inorganic Chemistry and Qualitative
Analysis.”
Systematic qualitative analysis using semimicro methods chiefly
comprised the laboratory work with electrochemistry as the thread Winding
throughout 90 per cent of the course.
The major topics given by Meldrum
in his special, course were*
1.
The fundamental chemical theory
2.
Telocity and equilibrium
3.
Solutions of nonelectrolytes and electrolytes
Uo
The ionic theory 5 applications of
^'Meyer, Martin,
”A Case Study of College General Chemistry, ”
Journal of Chemical Education, Tol. 22, pp. 323- 327, July,. 19U3-.
^Meldrum, William B.,
’’Electrochemistry in the Freshman Course,”
Journal pf Chemical Education, Tol. 28, p. 282*
5»
The periodic law
6.
Radiations
7.
The theories of atomic and molecular structure; applications of^
The idea of building an entire course around a single theme, such
as electrochemistry^ is a good indication of a trend to get away from the
old stereotyped traditional approach to teaching college general chemistry.
King briefly described such a course in the college catalogue at
Northwestern University ass
nA two-quarter course equivalent to general
chemistry and qualitative analysis,
[sic] Intended for superior students
who have had a superior high school chemistry course."4^
The class is the -
academic responsibility of a single faculty member who advanced rapidly
over areas that are well understood.
Gas laws with related problems
and purely descriptive materials are examples of some of the content of
such a course, whereas equilibrium, acid-base theory and the more subtle
aspects of structure, periodic classification, and valence are covered
with as mtieh detail as needed.
About one-sixth of. all freshman are
selected for this course.
47:
Xbid9
pp. 282-283
48
King, L» Carrol, 11 A Special Course for Superior Students,"
Journal of Chemical Education, Vol. 35, pp. 649-650, May, 1958.
hi
G o r m a n ^ submitted the topic of isotopes as a thread to be interwoven
throughout general college chemistry in a manner similar to that of Meldrum 5
who used electrochemistry.
Cognizant of living in an atomic age, Gorman
recommended -continued emphasis upon isotopes■in freshman chemistry.
He
proposed accomplishing this goal by giving some consideration to the name,
and to the nuclear structure, and to the stability of an isotope from one
element in each periodic group, starting with the isotopes of hydrogen
somewhere near the beginning of the course and giving an advanced lecture
toward the end.
An article by Leo^O on modification of college chemistry for
industry revealed the recommendations for the following changes in contents
(1) in view of industry8s objective of a better product at a lower cost,
students should be able to make an estimate of the cost of preparations^
(2)
more calculations, particularly stoichiometric, with engineers* units
should be given 5
■;X
stressed
(3)
chemical behavior, with equations, should be
,
'
'
'
'
more than memorization^ and (I4
.) development of the research
attitude should receive direct consideration in classwork.
Brother' Leo8-S
^Gorman, Mel,
“Isotopes in the General Ohemistry Course," School
Science and Mathematics, Vol. £>0, pp. 61|.9“ 65 q , November, 1950.
■
^ Leo, Brother. I.,
"Modifications of the First Two Tears,of College
Chemistry as Suggested by Practicing Chemists,V Junior College Journal,
Vol. Si, p. 88, October, 1950.
survey revealed a trend indicating that colleges pay more attention to the
need for using and developing knowledge and skills useful to industry in
.
chemistry from the freshman year and beyond than they formerly did.
The.trend toward dissemination of instructional material by means of
television is well illustrated by the National Broadcasting Gompany8S
Continental Classroom, a televised course in'modern chemistry.
In this
course the textbook was written by,Baxter and Steiner and the following
topics were selected for the content of the courses
1,
Introduction
2.
Atoms and atomic theory
3o
Atoms and moleculesj some quantitative relations
Uo
Oxygens
3o
Atomic structure
6,
Chemical bondings
an important element
the formation of compounds
7„. Structures of compounds and solids
8,
The behavior of gases
9«
Liquids
10,
Polar substances and water
11,
Sodium chloride and other ionic compounds
12,
Hydrogen chloride and acids
13,
Acid-base reactions
Uu
Concentrations and titrations
3iu
Chemical equilibrium
16,
Equilibrium in solutions
k9
17o
Energies and rates of reaction
18.
Carbon chemistry
19«
Organic reactions
20.
Large molecules and organic polymers
21.
The structure and size of atoms and ions
22.
The alkali and alkaline earth families
23«
Solubility reactions and equilibritim
2ho
.Compounds of the alkaline earth elements
25«
Reactions of some common c o m p o u n d s s u c h as sodium carbonate
26.
Reactions of aquo complex ions
27«
The transition metals and typical complexes of their ions
28.
Reactions of complex ions
29«
Chemical nomenclature
--
30.
Oxidation-reduction
31«
Electric cells and cell reactions
32.
Application of oxidation-reduction and of cells
33«
The halogens
3Iu
The sulfur family
35«
The nitrogen family
36.
Silicon3 boron, germanium, and glasses
37«
Chemistry of the metallic elements
38.
Reactions and alloys of iron
39.
Radioactivity and radiochemistry
>
1
• ■
.
5o
1|.0.
Biochemistry-^^
In this television course the lecturer reserved,the teacher's tradi­
tional prerogative of deviating from the text from day to day in order to
discuss chemistry in the light of new knowledge being constantly revealed
and not merely to consider chemical facts in terms of earlier, more limited
information.
History, too, is interwoven in order to show the develop­
ment 'of fundamental theories and to show how ,views have changed and will
continue to change in a rapidly developing field such as chemistry.
Concepts from Textbooks of College
General Chemistry
The contents of 18 college general chemistry textbooks were
examined to discern what concepts were presented to the freshman through
these media.
Only those textbooks copyrighted or revised within the past
ten-years were selected, so as to include new concepts and the more recent
developments in the field of college general chemistry.
A list of the
chemistry textbooks examined have been placed in Appendix D.
An examin­
ation of the textbooks revealed certain broad topics were either integrat­
ed throughout the confines of the content, discussed as separate entities,
or else omitted entirely in some Instances.
----- ------------------- — __________ _______ ___ _____ i____________ ___
51
■
^ Baxter, John F., and Steiner, Luke E., Modern Chemistry, Vol. I,
p. vii
52
Ibid, Vol. I, p. v.
51
From the 18 college general chemistry textbooks examineds the follow­
ing common,topics were selected:
1«
The scienoes-chemistry
2.
Matter and energy
3»
Physical measurement
ij.a
The particle theory of matter
5c
Gases and the kinetic-molecular theory of matter
6*
The gas laws
7c
Molecular attraction; change of state
8«
Physical properties of liquids and solids
9.
Solutions
IOa
Chemical substances and chemical change
lie
Molecular and atomic weights
12,
Electrons and ions
13e
Chemical formulas; equations and calculations
Ilia
Radiant energy and its applications; crystal' structure '
l5e
Atomic nuclei
16,
The periodic law
,J7e
Atomic structure; chemical bonds
18,
-Electron configurations and the periodic law
19«
Water
20,
Some important types.of chemical change
21;
Oxygen and the oxides
22«
Oxidation and reduction
52
23e
Acids and bases$ neutralization
2lu
Chemical equilibrium
25»
Salts and their reaction with water
26,
Properties of solutions
27»
Ifydrbgeni equivalent weights'
28,
The atmosphereI the inert gases
29«
The halogens
30,
Compounds of the halogens
31,
The sulfur family
32»
Reaction rates; the law of mass action
33»
Nitrogen
3lu
Phosphorus? arsenic, antimony, and bismuth
35«
Carbon, silicon, boron, and titanium
36.
Fuels and combustion
37»
Ionic equilibria
38,
The metals, I
39.
The metals,
1|.0»
Electrochemistry
hi.
Complex ions
h2«
Oxides and hydroxides of the metals
il3c
Carbonates and bioarbonates.of the ineials
hh.
Halides of the metals
il5»
Sulfides, sulfates, and sulfites of the metals
U6»
Silicates and borates of the metals
TL
53
bl°
Higher oxidation states of the metals
ItSe
Mineral chemistry
k9o
The colloidal state
50.
Photochemistry
51.
Radiochemistry
52.
Organic chemistry; the hydrocarbons
53«
Derivatives of the hydrocarbons
51u
Organic compounds of more complex structure
In nine-tenths of the textbooks examined the topics of physical
measurement; the particle theory of matter; oxides, hydroxides, halides,
carbonates,, bicarbonates, sulfides, sulfates, sulfites, silicates, borates,
and higher oxidation states of the metals are integrated or discussed in
various selections within the book instead of confined solely to a single
chapter.
Radiant energy with its applications,,crystal structure, the treat­
ment of water, important types of chemical, change, the atmosphere and the
inert gases, ionic equilibrium, and the colloidal state were integrated in
anywhere from one-third to approximately one-half of the'texts studied, .
Most of the authors ignored mineral chemistry almost entirely; onethird paid little or no attention to higher oxidation states of metals, and
to fuels and combustion; and one-half omitted electron configuration with
regard to the periodic law.
Biochemistry received considerable treatment under such headings as
food) enzymes,, metabolism.) ■vitamins, and hormones.
One text gave singular treatment to qualitative analysis within the
appendix, whereas others integrated the various groups of anions and cations
within the chapter, or chapters, in which this material was first introduc­
ed.
Topics such as logarithms and proportion were covered briefly in the
appendix of one text, while still another text included a series of lecture
demonstrations in its appendix.
:
-
Finally,.some authors had a special chapter for consideration of such
topics as thermochemistry, common dangerous materials, and stoichiometry.
Summary
The information contained in this chapter shows that while there is
still in many courses the old traditional approach to college general chem­
istry, t h e ■trend is toward providing courses for those who will terminate
their training in chemistry with the course in general chemistry.
Special
courses are new being taught for such groupd as the Coast Guard Academy,
advanced groups, and honor students.
Too, the trend is toward expanding
the cqurse content to give more emphasis to such topics as electrochemistry,
isotopes., and so oh, with provision being made for greater dissemination of
current information through the media of television.
While the topics list­
ed in this chapter are representative of old as well as new ideas regarding
what should be included in the content of a course in college general
chemistry, the topics themselves were made a part of a comprehensive quest­
ionnaire.
Information concerning the organization and administration of
that questionnaire is given in the next chapter.;
55
CHAPTER-H
'
CONSTRUCTION AND ADMINISTRATION OE QUESTIONNAIRE
ON BASIC TOPICS EOR A COURSE IN
HIGH SCHOOL CHEMISTRY
The purpose of the questionnaire was to obtain the opinions of high
school and college teacher-experts with regard to whether certain topics
in a general chemistry course should or should not be taught in high school
and c o l l e g e a n d should or should not be repeated in college.
Details of
the construction and administration of the questionnaire are given in the
following sections.
Construction of the Questionnaire
Care was excercised in the construction of the questionnaire so that >
it would serve the purpose for which it was intended, be simple to under­
stand, easily checked, and complete.
The topics in the questionnaire were obtained from the various
syllabi, textbooks examined, and literature reviewed in Chapters H
and III.
This questionnaire, with a composite list of topics, was mailed to selected
teachers of high school and college chemistry
the teaching of the topics listed.
for their opinions regarding
A copy of the questionnaire appears in
Appendix E e
The title of the questionnaire, "Topics f o r 'a Minimum Course in High
School Chemistry" suggested that not all topics listed had to be taught, nor
56
that the instructor had to confine himself only to the topics given*
General directions were given for checking the columns in response to the
four questions in the questionnaire*
For a more valid result, it was sug­
gested to. the respondents that each column be checked in its entirety be­
fore going on to the next.
Space was allowed at the end of the question­
naire to encourage.comments and suggestions.
These comments are dis­
cussed. in Chapter V*
In the questionnaire, the basic topics for a high, school chemistry
course are found under ten major headings,, ,among which are "Introductory
chemistry,"
"Gases and their behavior," and "Electronic -structure of
matter."
The major areas or units of the high school chemistry course were
not organized as topics,' such as "oxygeny" but by conceptual schemes such
as the "Electronic structure of matter," or fields such as "Metals."
Even
though the qontent of chemistry courses is organized by conceptual schemes
or fields, Brandwein, Watson, and Blackwood indicated there seemed to be no
rhyme or reason for organizing topics in chemistry in such a manner.
53
Hence, the order in which the topics appeared in the questionnaire was not
intended to be a suggestive sequence for classroom procedure.
The major areas, headings or units u s ^d in ■organization of the ques­
tionnaire was not intended to.be a suggestive sequence for classroom
, Ko
9^Brandwein, Watson, and Blackwood, op, cit., p, 522.
:
5?
procedure.
The major areas, headings or units used in organization of the ques­
tionnaire are similar to those used by the Board of Education in Chicago
The areas added were "Oxidation-reduction reactions and oxidation numbers, "
and "Otherd 'of special interest to the instructor.I'
Administration of the Questionnaire
The administration of the questionnaire required that careful at­
tention be given to the selection of the respondents and that diligence be
exercised in the several communications made in order to obtain an adequate
response.
Selection of the respondents.
In selecting respondents it seemed
necessary that those of great interest and r e p u t e ^ be enlisted for judging
the nature of course.content in general chemistry, as well as the degree of
repetition found in general chemistry as taught in high school and college.
The respondents were selected from those attending a summer institute for
high school and college teachers of chemistry sponsored by the National
" ^ B o a r d of Education of the City of Chicago, Chemistry A Supplement
to Teaching Guide for Sciences A Tentative Program for the Secondary
Schools, p. vii.
Rice, Robert, Chairman National Science Teachers* Association, and
Science Department Chairman, Berkeley High School, Berkeley 9, California;
Bereit, Arnold; member of Chemical Bond Approach Committee and chemistry
instructor. Central High School, Phoenix, Arizona.
58
Science Foundations-^
The members of this group were restricted even
further b y selecting, insofar as possible, only those who during the session
displayed unusual interest and enthusiasm for the teaching of chemistry.
Because of the method of their selection they were deemed experts, which one
group of authors^7 said could be found by looking in the school or school
system for chairmen of departments, senior teachers, consultants in science
or within state departments of education.
Fifteen teachers of chemistry in high school and 20 college'instruc­
tors were selected as respondents in order to obtain information from both
groups, with regard to (l) what topics are being taught (2) what topics
should or should not be taught, (3) what topics should be repeated, and
(If.) what topics should not be. repeated in high ,school or college general
chemistry.
'
.
Questionnaires were sent to those who responded favorably to the
letter that solicited their cooperation in this study.
A
separate letter
and a postcard were used as a followup for those who did not respond to the
x
’
first inquiry.
The number who replied and their general promptness in co­
operating in the survey tended to remove any doubt that they lacked interest.
Copies of the communications used in securing these responses have been
placed in Appendix
E.
^ C h e m i s t r y Summer Institutes, Montana State College, Bozeman, •
Montanaj and Oregon State College, Corvallis, Oregon, sponsored by the
National Science Foundation, 1959.
^Brandwein, Watson, and Blackwood, op. cit., p. 522.
59
In determining just what an adequate response to a questionnaire
survey is, several authorities were consulted*
Good and S e a t e s in dis­
cussing the percentage of returns on questionnaires, stated that the person
doing the research should strive for 90 to 100 per cent returns.
In a study
of the mean percentages of questionnaire returns from a large number of
investigations it was found that 170 masters* theses at Indiana State
Teachers College ha,d a mean return of 71*75 per cent and 20U doctoral
dissertations at Teachers College, Columbia University, 70.65 per cent.
S h a n n o n ^ in a report of
percentage of
80.71
59
research studies obtained'a mean
on questionnaire returns.
The adequacy of response to the questionnaire, on the basis of an
86.7
per cent return from the high school and a
90.0
per cept return from
the colleges was satisfactory according to these sources consulted.
The fact that follow-up letters reached some of the respondents at
a new address would tend to indicate that some of the people not respond­
ing may have moved to another location.
The interpretation of the results of the questionnaire follows ip
the next chapter.
£ % o o d . Carter Y., and Scates, Douglas E e, Methods of Research,
pp. 626-627.
^Shannon, J. R., "Percentages of Returns of Questionnaires in
Reputable Educational Research," Journal of ^Educational Research, Vol. 52,
p. 150, October, 1958.
"
;
I
60
CHAPTER V
.
OPINIONS OF HIOH SCHOOL AND COLLEGE EXPERTS
CONCERNING THE PLACEMENT OF TOPICS IN
VARIOUS AREAS OF GENERAL CHEMISTRY
The opinions of high school and college e x p e r t s ^ concerning the
placement of topics in various areas of chemistry were obtained from the
responses to the questionnaire described in Chapter IV and placed in
Appendix E.
The purpose of the questionnaire was to elipit the opinions of
the experts in order to determine four things$
(I) topics submitted in
the questionnaire that were taught by the experts in their general
chemistry courses, (2) topics submitted in the questionnaire to the
experts to indicate what shduld be taught in a course in high school
general phemistry, (3) topics in the questionnaire submitted to the experts
for designation of what should he repeated in college for greater
mastery and further expansion, and (Ij.) the topics in the questionnaire
for the experts to indicate which may create disinterest or be boring
if repeated.
The opinions of the experts were summarized and expressed in
percentages.
Their opinions with regard to the four preceding questions
are discussed under each of the ten major areas given in the question­
naire.
These areas are:
(I) introduction to Cheraistryj (2) gases and their
behaviorj (3) electronic structure of matterj (U) solutions, suspensions,
60
See' explanation of an expert on page 38',
61
and colloidsj (5) ionization, acids, salts, and basesj (6) chemical
families 5 (7) oxidation-reduction reactions and oxidation numbers3 (8)
metals; (9) carbon and its compounds; and (10.) others of special interest
to the instructor..
A discussion of the first of these areas follows.
Opinions of Experts Concerning the Area
of Introduction to Chemistry
The opinions of the experts concerning the area of Introduction
to Chemistry^l are contained in Table I.
Topics taught in high school and college. A l l
of the topics
listed in Table I were Indicated by the experts as being .taught in their
general chemistry Coufsesi
alchemists," ^3
Only one topic, "History of chemistry and
was taught by less than one-half of the college experts
who responded to the questionnaire..
Topics that should be taught in high school. O v e r
80 per cent
of the high schools agreed that all of the topics should be taught in high
6l
The title of the area will appear as part of -the center heading;
for example, Introduction to Chemistry.
^ T o p i c s taught in high school and college will be used as a
brief condensation of the first thing determined from this questionnaire
and numbered as (I) on page 58.
6]
Topic in the questionnaire experts were asked to check. In the
discussion of this and remaining sections each topic will be set off in
quotation marks.
.
Zl
^Topics that should be taught in high school will be used as a
brief condensation of the second" timing being ■determined from this
questionnaire and numbered as (2) on page 58.
/
TABLE I. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS ON BASIC TOPICS TM AN INTRODUCTORY UNIT
IN HIGH SCHOOL.CHEMISTRY TO BE, OBL-NOT .TQ BE REPEATED AT. THE COLLEGE. LEVEL
PER CENT OF EXPERTS INDICATING TOPIC
— ... - ... •• ; ■ - ■ ..—
Area As
Introduction To Cheraistry
Is Taught
Ir
Their
Schools
Col.
Should be
Taught
IrI .
High School
H.S.
Basic Topics in High,.School,Qhernistry.
H.S.
" I.
' 92.L "UU.lj. 100.0
0
100.0 77.8
92.U
100.0
100.0
100.0
100.0 72.2
8Lu6
100.0
100.0
BA.6
100.0
100.0 77.8
100.0
100,0
2.
3.
Ii.
5.„
6„.
History of chemistry and alchemists
Chemistry a study of matter and energy
Physical and chemical changes
Elements5 compounds and mixtures
Law of conservation of mass and energy
Einsteinrs equation
The scientific method
The metric system
Laboratory techniques
7.
8.
”9.
10. Percentage of error
11. 'Chemical symbols and formulas
12. Formula weight (molecular weight)
13. L a w "of definite _composition
lL. Percentage composition
Col.
100.
83.3 100.0
77.8 100.0
83.3
92.b
66.7 92.Ii
83.3 92.Ii
72.2 92.1i
69.2 77.8
66.7 100.0
100.0
77.8 100.0
83.3 100.0
61.1
Be Repeated
In College
For Mastery
& Expansion
If Repeated
In College
May Create
Disinterest
H.S.
H..S.
Col.
38.9
ll6.2 33.3
7.7 #.6 69.2 27.8
7.7 $0.0 69.2 16.7
38.li $$.6 23.1 11.1
8I4.6 $$.6 7.7 5.6
15.U '66.7 I16.2 16.7
33.8 kk.k 33.8 38.9
69.2 66.7 l$.li 16.7
61.5 61.1 33.8 16.7
38.1i Ii2i.li 1*6.2 27.8
33.8 6l.l I16.2 16.7
23.1 72.2 I16.2 16.7
I16.2 $$.6 15.Ii 22.2
" 0.0
88.9
9li.il
88.9
77.8
27.8
77.8
33.3
72.2
72.2
9li.li
83.3
9li.li
83.3
Col.
33.8
22.2 '77.0
I1
I1.U
ON
r\3
63
school, but this was not the opinion of the college experts with regard to
"Einstein8s equation" and the "Metric system, ”
It would appear that, since
all of the high school experts did teach the "Metric system" they should,
continue to do so, inasmuch as not all of the college experts indicated they
taught it.
Less than half of them showed a desire to have this topic
repeated in college,
The treatment given "Einstein8s equation" in most
of the college textbooks of general chemistry that were examined was
rather superficial and that of high school textbooks was even more so.
This statement may account for the small percentage of college
respondents who were in favor of "Einstein8s equation" being taught in
the high school.
Topics to be repeated in college for mastery and expansion,^
Over .
one-half of the high school respondents would have very little of the
introduction to chemistry repeated, other than "Einstein8s equation,"
"Laboratory techniques" and "Percentage of error,"
The college
respondents elected to repeat all of the introductory chemistry except
“History of chemistry and alchemists," "Chemistry a study of matter and
energy," "The metric system," and "Chemical symbols and formulas,”
Thus it would appear that the high schools are expected to give their
students a thorough understanding of "Formula weight," "Law of definite
composition," and "Percentage composition” before enrolling in college
chemistry.
Only 22.2.per cept of those experts teaching the "History of
chemistry and alchemy" in college thought this topic should be repeated.
65n
Lcs- ito; be repeated in college for mastery and expansion will
be used as a bridf condensation of the third thing being determined from
the questionnaire and mjmbered as (3) on page 'v*
6b
and. this percentage is in close agreement with the 6l,l per cent of college
respondents that indicated they Tapuld'rather have it taught in high school.
Topics repeated in college that may create disinterest. ^ The
college and high school experts were of. the. opinion that most of the topics
in an introduction to chemistry could be repeated without creating
boredom.
The only exception was "History fef chemistry and alchemists" in
which 77 per cent of the high school specialists objected to this topic
being repeated in college, yet the high schools are doing very little to
acquaint their students with the philosophy, history, and methods of
science.^7
Gases and Their Behavior
The opinions of the specialists in general chemistry who responded
to the questionnaire concerning the area "Gases and Their Behavior" were
tabulated in Table 2.
Topics \aught in high school and college.
The percentages in
Table 2 indicate that a majority of those who responded were teaching the
material under the area "Gases and Their Behavior” in their general
Repeating in college may create disinterest will be used as a
brief condensation of the fourth thing being determined from tii»
questionnaire and numbered as (U) on page -V8
Report of the Joint Commission on the Education of Teachers
of Science and'Mathematics, jog. cit., p. 7«
.
TABEE 2. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS ON BASIC TOPICS IN AN AREA IN HIGH
SCHOOL CHEMISTRY CAIIED GASES AND THEIR BEHAVIOR TO BE OR NOT TO BE REPEATED AT THE COLLEGE
IEVEL
EXPERTS INDICATING TOPIC"
Area Bs
Gases and Their Behavior
Basic Topics.in High School Chemistry
1.
2.
3.
Iu
5u
6.
7.
8»
9«
The atmosphere
Oxygen and oxidation
Speed "of chemical reaction.
Allotropism, and ozone
Hydrogen
,Combining" weights.and equivalence
Activity series
Diffusion and effusion of gases
Boylesr and Charles* law
10.
Absolute temperature and Kelvin scale
11.
12.
13.
liu'
15.
16.
17.
18.
19.
20.
21.
22.
Standard" conditions oftemperature=-pressure
The Kinetic molecular"theory
Vapor pressure and vapor density
Van der Waalts forces
Density and specific gravity"
Law of Gay-Lussac and Avogadro
Gram-molecular volume
Gram-molecular" weight
Avogadrb8S number
Chemical.equations
Stoichiometry: weight and volume problems
Mole-fraction problems involving equations.
If Repeated
In College
May create
Disinterest
66
chemistry, courses. In certain instances experts indicated that although
certain topics were not being taught in the high school presently^ they
should be.
The first topic in Table 2 is an example.
There were 8U«6
per cent of the high school experts who indicated they were teaching
"The atmosphere," but more thought
it should be taught.
"Oxygen
oxidation," "Speed of chemical reaction," "Allotropism and ozone,"
"Hydrogen," and "Absolute temperature and the Kelvin scale,” are similar
examples,
#iy more topics wers not being taught in the high school
chemistry course may have been due to the volume of material that the
instructor had to assimilate.
Topics that should be taught in high school.
It may be of interest
to note that ip some instances a higher percentage of the experts in the
high schools indicated they were teaching certain topics' than were actually
in favor of those topics being taught in the high school chemistry
course.
Such topics "Combining weights and equivalence," "Vapor pressure
and vapor density,” and "Van der Waal1S forces," are examples.
The
purpose of teaching these should be carefully considered before being
added as topics to be taught in high schools.
^ A report of the Joint Commission of the Education of Teachers■of
Science and Mathematics, op. cite, pp. 6-7.
67
The fact that 6l.5 per cent of the high school experts- were teach­
ing "Van der Waal* s forces," but that only £>3.8 per cent thought they
should, left some doubt as to whether it belonged in the high school
general chemistry course.
College specialists in general chemistry, with
a response of only 22.2 per cent in favor of ^he high school* s teaching
"Van der Waal* s forces,"
concurred with the high school minority who
were in doubt about teaching the one topic.
A similar situation .
appeared to exist with respect to” teaching "Diffusion and effusion of
gases."
Only half of the college experts were in favor of the topics
"Speed of chdmical reaction" and "Mole-fraction problems involving
equations" being taught in high school chemistry.
The Organization for European Economic Cooperation,^
in its
seminar on the "Status and Development of the Teaching of Chemistry,"
suggested that some of the topics in high schcol chemistry be moved
down into a general science course in the junior high school in order
to make room for other topics that would give depth to the course *
Topics to be repeated in college for mastery and expansion.
Most
general chemistry experts from both the high schools and the colleges
agreed that in college there was no need for repeating or expanding
upon topics as "The atmosphere" and upon "Density and specific gravity."
There was lack of agreement on some topics.
For example, the high
^Koelsche, Charles. L., "The Course in Chemistry," ip The
Bulletin of the National Association of Secondary School Principals.
68
school experts did not' recommend repeating. "Oxygen and oxidation" nor
"Standard conditions of temperature and pressure" while the experts from
the colleges recommended they be repeated.
These examples could be
interpreted to mean that the high school experts thought these topics
were covered sufficiently well in high school to eliminate need for
further expansion in college.
Then again, it should be assumed the
college experts are in a better position than the high school teachers
to know to what extent those topics may be enlarged or expanded upon
in college„
Topics repeated in college that may create disinterest.
Two
topics that high school experts thought should not be repeated in
college because they would be boring were "The atmosphere" and
"Hydrogen."
The majority of the college experts appeared to feel
that none of the topics repeated in college general chemistry should
be boring.
Only half of the college experts seemed to think "Hydro­
gen," "Absolute temperature and the Kelvin scale," and "Hole fractions
problems involving equations" shotild be repeated in college.
Complete
agreement on the part of all respondents that "Speed of chemical
reaction" and "Van der Waal* s forces" would not be boring if repeated
in college was indicated with zero percentages in the last two
columns to the right in Table 2.
Electronic Structure of Matter
The opinions of the experts on the area of Electronic Structure
of Matter were deduced from Table 3®
69
Topics .taught in high school and college.
All of the topics in
the table on the Electronic Structure of Matter are taught in general
chemistry courses in high school and college, but "Electron spin and
revolution of magnetic fields" and "Precession and shifting of orbital
planes" are taught by a minority of the college experts.
Readers may
be surprised to find that Slj..6 per cent of the high school experts
and only
$0
per cent of the college experts were teaching the "Stock'
system of nomenclature,” when in reality it would seem'more plausible,
if the percentages were in the reverse order since most high schools
70
do look to the colleges for leadership in this respect .1
in high school.
Topics
The high school
experts contended that the majority of the topics should be taught in
their high school course in chemistry except for "Electron spin and
revolution within the magnetic field" and "Precession and shifting of
orbital planes."
College experts for the most part agreed that in
addition to the two topics just mentioned, high schools should not
teach "Polarization," "Pauli1s exclusion principle," "Ionization
potential and energy,"
"Electron movements," "S, p, d, f energy-
levels and X-rays," and "Nucleonics" in their general chemistry
courses
5Jaffe, Bernard, op. cit., p.
67«
TABES 3. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN A N AREA ■
IN HIGH SCHOOL CHEMISTRY CALLED ELECTRONIC STRUCTURE OF MATTER TO BE OR NOT TO BE REPEATED AT
THE COLLEGE LEVEL
PER GENT OF'EXPERTS.INDICATING TOPIC
Area Cs
Electronic Structure of Matter
Basic Topics in .High School- Chemistry.
i;
2.
DaltonrS atomic theory
Atoms and atomic" weight
Structure■determines properties and charges
Electrical charges
Isotopes
6. Electrovalentj covalent and coordinate
bonding '
7. Polarization
8. Determination of a formula
9. Simplest and true formula
. 10. Stock system of nomenclature
11. Electron" shells and 'subshells (orbitals) .
12 Pauli1s"exclusion "principle
13. ■Ionization potential and energy
ilu Periodic table and periodicity
15. Metals, nonmetals and amphoterism
"
16. Electron movements
17. S/'p, d, f "energy levels and ""X-rays
18. Magnetic fields: Electron spin and
revolution
"
Precession and, shifting" of orbital planes
3:
k:
.
Is Taught
In
Their
.Schools
Should be
Taught
In .
High School
Be Repeatedllf Repeated
In College In College
For MasteryjMay Create
k Expansion!Disinterest
" H.S-. ■■ Col.. H.S.
Ho.Se --Col. ■
100.0
100.0
81u6
92.4
ioo.p
100.0
84.6
100.0
100.0
84.6
72.2 92.4 '83.3 7.7
83.3 100.0 94.4 15.4
88.9 100.0 61.1 53;8
77.8 100.0 55.6 46.2
83.3 100.0 72.2 38.4
88.9 100.0 77.8 92.4
77.8 92.4 33.3 77.0
83.3 100.0 72.2 53.8
83.3 100.0 72.2 53.8
5o.o 92.4 55.6 46.2
77.6 92.4 5o.o 84.6
66.7 61.5 n.i 100.0
72.2 69.2 16.7 92.4
88.9 100.0 72.2 77.0
83.3 100.0 72.2 33.8
61.1 77. G 22.2 69.2
100.0
53.8
70.0
100.0
92.4
77.0
92.4 72.2 84.6
33.8 38.9 38.4
23.1 22.2 23.1
...
22.2 100.0
Col.
H.S. ,Col.
53.8 22.2
53.8
44.4
6i.i
11.1
0
83.3 • 7.7
23.1 11.1
72.2 23.1 .11.1
55.6
94.4 ■
:15.4
0
6l.l
6l.l
0
0
66.7 7.7 0
88.9 22.1 5.6
77.8 33.8 n.i
53.3 15.4 16.7
0
83.3
7.7
0
66.7 0
55.6 0
5.6
77.8 15.4 16.7
66.7 23.1 5.6
55.6
92.4 33.3
5.6 92.4
0 •
:-
V
v
7.7
0
0
0
'
-
'
0
0
-x
• (Continued)
TABLE 3.
-PER' CENT OF EXPERTS INDICATING TOPIC
Area C?
Electronic Structure of Matter
Basic Topics in High Sdhool Chemistry
20.
21.
22.
Radioactivity and transmutation
Nucleohicss 'A study of nuclear chemistry
Fission and fusion
Is Taught
In
Their
Schools
H.S.
92.U
77.0
8I1.6
Col.
9
72. 2
77. 8
Should be
Taught
Ir
High School
H.S.
Col.
81;.6 ' # . 6
81;.6 38.9
8L6 ^.6
Be Repeated I
In College I
For Mastery& Expansion I
H.S.
69.2
77.0
69.2
Col.
College
T Create
B
H.S*
72.2 " O
72.2
O
O
66.7
Col.
5.6
O
5.6
-■j
H
72
College experts may have been of the opinion that the topics mentioned are
far too difficult to be taught in the high school general chemistry Course9
since consensus were that these topics be repeated in college freshman
chemistry.
The college experts were divided in their opionion of whether
"Electron shells and subshells (orbitals)" should or should not be taught
in the high school course, but a majority would repeat this topic in
college general chemistry.
Topics to be repeated in college for mastery and expansion.
At
both levels of instruction agreement was indicated that "Dalton's atomic
theory" and "Stock system of nomenclature" should not be repeated in
college general chemistry.
College experts would have "Atoms and atomic
weight," "Electrical charges," "Isotopes," and "Metals, nonmetals, andamphoterism" repeated in college, while high school experts were opposed.
and probably thought there was not room for further expansion of these
concepts within the same course when taught to college freshman.
The very
fact that only a third of the college experts would have "Precession and
shifting of orbital planes" taught in the regular college freshman chem­
istry course, could lead'to the assumption that this topic should be re­
served for an advanced or honors course.
Topics repeated in college that may create disinterest.
If most
of the high school experts had not been of the opinion that "Dalton's
atomic theory" and "Atoms and atomic weight" would be boring or
disinteresting if repeated, there would have prevailed an opinion in t h e ■
main that the topics listed under the area of Electronic Structure would
73
maintain sufficient interest for greated depth and study for collegei
freshmen.
Solutions5 Suspensions, and Colloids
The experts’ opinions concerning solutions, suspension, and
colloids are indicated in Table
Topics taught in' high school and college.
The area of Solutions,
Suspensions, and Colloids as tabulated in the table showed that no less than
one-half of the college experts were teaching all of the topics in this
area, and that only . "Osmotic pressure" had a low of less than 50 per
cent popularity with the high school experts which indicated the
extent to which these topics were taught in both high school and college
general chemistry,
,
.
Topics that should be taught in high school.
.
The high school
experts indicated they should teach all of the topics other than
"Rauolt’s law and vapor pressure" and "Osmotic pressure" but the majority
of the college experts indicated in addition to the two preceding topics
"Henry’s law and solubility of gases," "Colloidal mill, peptization,
emulsions and electrophoresis," and the "Cottrell precipitator" should not
be a part of high school chemistry.
One-half of the college experts gave
the same opinion with regard to "Equilibrium and dissociation reactions,"
The majority of the college experts preferred having the remainder of the
topics introduced in the high school course.
Topics to be repeated in college for mastery and expansion.
Both
high school and college experts responded favorably toward not repeating
(TABES U. OPINIONS OF 13 HIGH SCHOOL'AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AN AREA
IN HIGH SCHOOL CHEMISTRY CALLED SOLUTIONS5 SUSPENSIONSs AND COLLOIDS TO BE OR .NOT TO BE
REPEATED AT THE COLLEGE LEFEL
PER CENT OF EXPERTS INDICATING TOPIC
Area Ds Solutions5 Suspensions5 and
Colloids
Basic Topics in High School Chemistry
' I.
2.
3'.
it.
5.
6.
7.
8„
9:
10.
11.
12.
13.
lL
Waters Analysis and synthesis"'
Solutibnss 'Three states and nine types
Crystallization in solutions .
Saturation, unsaturation and
supersaturation
Equilibrium and dissociation reactions
Determination.of■boiling and freezing
■points
Rauqlt1s law and vapor pressure
Osmotic pressure
Henry's law and solubility of gases
Hydrogen peroxides Medicine and rocket
■ fuel
Law of multiple proportions
Colloidss Brownian movement and
Tyndall effect
Colloidal mill', peptization, emulsions
and electrophoresis
'
Cottrell precipitator
Is Taught
In
Their
Schools
H.S;
8L.6
■100.0
8U.6
100.0
100.0
92.4
61.5
33.8
84.6
69.2
100.0
Col.
Should Be
Taught
■ In
High School
H.S.
jCol.
Be Repeated
In College
For' Mastery
& Expansion
H.S.
If Repeated
In College
May Create
Disinterest
Col. ■H.S.
6l.l "92.4 77.8 "23.1 Ilfl 53.8
66.7 92.4 6l.l 53.8 38.9 33.8
88.9 92.4 55.6 38.4 55.6 23.1
83.3 92.4 83.3 15.4 22.2 53.8
77.8 100.0 5o.o 100.0 66.7 0
77.8 84.6 55.6 69.2 33.3 15.4
66.7 46.2 27.8 92.4 44.4 7.7
55.6 38.4 33.3 69.2 38.9 7.7
66.7 84.6 38.9 46.2 38.9 33.-8
50.0 69.2 55.6 33.8 27.8 33.8
83.3 100.0 66.7 46.2 72.2 33.8
Col.
5o.o
22.2
0
38.9
5.6
22,3
0'
11.1
16.7
27.8
16.7
92.4 66.7 61.5 6l.l 46.2 38.9 7.7 33.3
53.8 5o.o 61.5 5.6 61.5 38.9 7.7 16.7
.69.2 6l.l 6i.5 38.9 15.4 33.3 38.4 44.4
75
"The synthesis and analysis of water," "Saturation, unsaturation, and
supersaturation," "HenrytS law and solubility of gases," "Hydrogen
perdride as a medicine and in rocket fuel," and "The Cottrell precipitator"
in college.
College experts appeared to be reluctant to give up
"Crystallisation in solutions" and the "Law of multiple proportions," even
though most of the high school experts did assume it was not necessary
to expand these topics beyond what had already been covered in the high
schools.
Experts from the high school and colleges were also indifferent '
about further expansion regarding the following topics, "Solutionss three
states and nine types,” "Determination of boiling and freezing points,”
"RauolttS law, and vapor pressure," "Osmotic pressure,” and the. "Col­
loidal mill, peptization, emulsions, and electrophoresis." With the
high school
experts in favor of the colleges going into greater depth,
it appears the high school experts may be inclined to think their students
have not mastered the topics.
Teachers'
of Science71
The Joint Commission on the Education of
suggested high school and college personnel get
together and determine who would teach what.
;e that may create disinterest.
H a l f .of
the college specialists replying in general chemistry and 53.8 per cent
of the high school specialists responded in such a manner as to leave
little doubt that "Water: analysis and synthesis" would be boring or
disinteresting if repeated in college chemistry.
Approximately 55 per
A report of the Joint Commission on the Education of Teachers of
Science and Mathematics, ojc. cit., p. 6.
76
cent of the high school respondents designated "Saturation, nnsaturation,
and supersat'oration" as being a topic that approached boredom when repeated
in college.
But the experts agreed most of the topics in general chemistry
lend themselves to greater depth of study without the danger of boring the
majority of the college students taking the course.
Ionization, Acids, Salts, and Bases
The data in Table
$
show the opinions of the experts on the topics
under the area of Ionization, Acids, Salts, and Bases,.
Topic's taught in high school and college.
The data in the table
showed that only 15.U per cent or a minority of the high school experts
taught "Faraday*s law of electrolysis," but encouraging was the 77 per
cent that thought it should be taught in the high school.
Otherwise,
a majority of both college and high school respondents indicated the re­
maining topics are being taught.
Topics that should be taught in high school.
All of the high
school experts who. cooperated in this investigation were inclined to
think that all of the topics listed should be considered a part of the
high school chemistry curriculum.
The percentages given by the college
specialists indicated that the high schools should teach the "Theory of
Arrhenius and ionizations,"
bases," "Solutions$
the
"Nomenclature of acids, salts, and
mole, molar, molal, and normal," "Titration in
volumetric acids and unknowns," "Chemical equilibrium
and rate of re­
action," "Le Chatelier*s principles temperature, pressure, and
TABES 5. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AN AREA
IN HIGH SCHOOL CHEMISTRY CALLED IONIZATION, A C H E , SALTS, AND BASES TO BE OR NOT TO BE REPEATED
AT THE. COLLEGE LEVEL .
PER CENT OF EXPERTS INDICATING TOPIC
11
*.
''
‘
Should be Be Repeatedjlf Repeated
Is Taught
In"
Taught
In College I n College
Their
Hi
For MasteryJMay Create
.Schools
High School & ExpansionjDi1Sinterest
..
Area Es' 'Ionization, Acids, Salts,
and Bases
Basic.Topics .In High School .,Chemistry
1.
2.
3.
it.
3«
6".
7.
8.
9.
10.
11.
12»
Theory"of Arrhenius and" ionization
FaradayrS law"of electrolysis
Cell's and electrolysis
Nomenclature of acids, salts and bases
Brohsted theory of acids and bases
Lewis-concept of acid and bases
Solutionss Mole, molar, molal and normal
Titration in volumetric acids and unknowns
Electrochemical series
Chemical equilibrium and rate of reaction
Guldberg'"and Waagers mass action
Le Chatelier6S principles temperature,
_" pressure' and- concentration effect
13. Actions that go to an .end
ill. . Buffer salts and common ions
I
H.S<: Col.. H.S. . Col.
"92.lt'88;9 '92.1;
l5.lt 72.2 77.0
8lt.6 77.8 77.0
100.0 77.8 100.0
81;.6 77.8 85.6
61.5 66.7 53.8
100.0 83.3 100.0
100.0 83.3 77.0
77.0 83.3 85.6
; 81
;,6 77.8 92.5
69.2 6l.l 69.2
69.2 72.2 61.5
■ 92.lt 6l.l 100.0
77.0 77.8 92.5
H.S.
Col.
72.2 '77.0 77.8
38.9 85.6 55.6
38.9 .5318 55.6
88.9 15.5 " 6l.l
55.’
5 92.5 83.3
16.7 92.5.55.6
77.8 77.0 77.8
5o.o 92.5 72.2
55.5 77.0 6l.l
5 o.o 85.6 83.3
33.3 92.5 66.7
61.1 92.5 66.7
55.6 38.5 33.3
22.2 92.5 55.6
H.S.
7.7
7.7
7.7
38.5
7.7
0
7.7
15.5
Col.
5.6
Bs6
ll.l
27.8
0
5.6
ll.l
5.6
15.5 5.6
0
0
0
0 11.1
23.1 27.8
0 0
-
j
78
concentration effect5" and "Actions that go to an end."
Summers called the
the "Theory of Arrhenius" out-of-datti.7,2„ • -■
Topics, repeated in college '.for mastery and expansion.
topics listed in Table
S
Of the llj.
ithe high school respondents were of the opinion
that all but "Nomenclature of acids, salts, and bases/' and "Actions
that go to an end" should be repeated for mastery and expansion.
College
respondents agreed that the latter topic, that is, "Actions that go to 'an
end," need not be repeated in college.
Topics repeated in college m a y 1create disinterest.
Neither high
school nor college experts in general chemistry committed themselves
as a majority toward a statement that declared the topics in Table 5
r
as lending themselves toward monotony; instead, they felt in general that
all of the topics should be repeated for mastery.
Chemical Families
The halogens, sulfur, nitrogen, and their compounds with boron,
silicon, and glass were treated as families, and as such were considered
descriptive chemistry and placed in Table
Si-
Topic's taught in high school and college.
All topics were taught
by the majority of the respondents that cooperated in this survey, with
only one exception being noted, and this exception occured in an area
where 50 per cent of the pollege respondents showed they taught "Boron,
silicon, and glass."
^Summers, op. clt., p.
263«
TABEB 6. OPINIONS OF 13 HIQH SCH O O L d N D 18 COLLEGE EXPERTS REPORTING .ON BASIC TOPICS. IN AN AREA'
IN HIGH SCHOOL CHEMISTRY CALLED CHEMICAL FAMILIES TQ BE CR NOT TO: BE REPEATED AT THE COLLEGE
LEVEL .
....
-
PER.CENT OF EXPERTS INDICATING TOPIC
Area Fa
Chemical Familied
Is Taught
In
Their
Schools
Basic .Topics in. High ,School.Chemistry
HcSe
I.*
2.
3.
I.
100.0
100.0
100.0
Halogen family- and its compounds
Sulfur"family and its compounds
Nitrogen family and its compounds
Boron, silicon, and glass :
Col.
Should be
Taught
In
High School
H.S.
77.8 100.0
Be Repeated
In College
For Mastery
& Expansion
C o l / HoS0
9lt.lt' ’ ,7.7
77.2 92.lt 88.9
77.2 100.0 88.9
53.8 50.0 53.8 66.7
7.7
l5.lt
i5.it
Col.
If Repeated
In College
May Create
Disinterest
H.S.
Col.
69.2 33.3
o.o 69.2 33.3
5o.o 69.2 38.9
33.3 38.lt 38.9
50.0
5
-c
NO
80
that should be taught in high school.
A maj ority of all
those responding indicated that the high school teacher of chemistry
should introduce or teach the descriptive part of general chemistry. '
Topics to be repeated in college for mastery and expansion. Experts
from high school and college were of similar opinions with regard to the
■
value of repeating the chemical families in the general college chemistry
Course5 inasmuch as no more than 50 per cent indicated any need for trying
to expand or develop any further what the high school chemistry teacher
had already done.
Topics repeated in college that may create disinterest.
Except
for "Boron5 silicon, and glass" the specialists in high school chemistry
declared all other topics would tend to be disinteresting.
The college
specialists seemed to be as dedicated as ever to the fact that most
chemistry was not boring, even if repeated at the college level.
Oxidation-Reduction Reaction
and Oxidation Numbers
The ppinions of the respondents with regard to the area on
Oxidation-Reduction Reactions and Oxidation Numbers was placed in Table
7.
Double decomposition i s ■sometimes erroneously included among these
reactions, involve no change in oxidation number of any of the elements 73
school and college.
High school and college
75King, G. Brooks and Caldwell, William E., The Fundamentals of
College .ITTftlil
Chemistry,
p. 266.■
'
I imLUWIIMINlirm I *
*
m B E E 7 O OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AN AREA
IN HIGH SCHOOL CHEMISTRY CALLED OXIDATION-REDUCTION REACTIONS AND OXIDATION NUMBERS TO BE OR
NOT. TO. BE REPEATED AT. THE COLLEGE LEVEL
PER CENT OF EXPERTS INDICATING TOPIC
Area Gt Oxidation Reduction Reactions
and Oxidation Numbers
"Is Taught* -Should Be
Taught.
In”
Their
” In
High School
Schools
■E.S.. !Col.
I.,
2.
3.
Iu-
Direct combination
Decomposition (simple)
Simple displacement
'
Ionic changes of valences, S n ^ 'to S n -*4*
H.S.' Col... H.S.,
:•92.U 72.2!92.lt
92.lt 66.7 92.lt
92.lt 66.7 92.lt
:92.lt 88.9 100.0
i
I
Be-Repeated
In College
For Mastery
& "Expansion
88.9
83.3
88.9
83.3
Col.
If Repeated
In College
May Create •
Disinterest
H.S.
33.8 Itlt.U
l9.lt 33.3
23.1 33.3
-77.0 77.8
Col.
93.8 27.8
69.2 33.3
61.5 33.3
23.1 11.1
82
experts indicated they were all teacbihg the four types of oxidation-reduction
reactions' .,and oxidation numbers in general chemistry.
Topics that should be taught in high school.
All of the respondents
were in accord, inasmuch as they thought "Direct combination," "Simple ■
decomposition," "Simple displacement," and "Ionic changes of valences"
reactions should all be taught in the high school general chemistry course.
Copies to be repeated in college for mastery and expansion.
The,
opinions of the experts' were that the first three reactions, namely "Direct
combination," "Simple decomposition," and "Simple displacement,"
not be
duplicated, but that "Ionic change of valence" had a definite place in college
general chemistry.
■Topics repeated in college that may create disinterest. 'High school,
experts thought the first three reactions, when covered i n "'college freshman
chemistry would be needlessly repetitious and boring, but the latter reaction
should be repeated.
College experts again saw no reason for disinterest if
they were taught in a comparable course in the college freshman,,year.
Metals
The results of the experts opinions on the topics under the area of
Metals were placed.in Table 8.
The data in this table covered metals and
many of its more recent aspects, for example, "Hume-Rothery ratios" dis­
cussed in the course on CBA chemistry®^
7k
ChemLpal Bond Approach Committee, Chemistry, Vol. I, pp. 237-238.
TABLE 8. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AN AREA IN
HIGH SCHOOL C H E H S T R I CALLED METALS TO BE CR NOT TO BE REPEATED AT THE COLLEGE LEVEL
PER CENT OF EXPERTS INDICATING TOPIC
Area Hsi2
9 Metals
8
6
5
*
3
. Is- Taught
Ir
. Their
Schools
Col.
Should: "BeTaught.
- Iri
High School
"Be -Repeated
In College
For Mastery
& Expansion
H.S.
H.S.
Col.
Basic' Topics' In High School Chemistry
H.S.
1.
2.
3.
Uv
5.
6.
7„.
8,
9.
'77.8 92.t: 6l.l 23.1
53.8
i$.H 22.2 :33.8 0
77.0 61.1 81)..6. 55.6 .1)6.2
100.0 83.3 100.0 77.8 1)6.2
100,0 55.6 92.k '11.1 77.0
;92.t:72*2!81)..6,5o.o 77;0
77.0 72.2 69.2 1)1).I) 77.0
1).6 77.8 7.7
8k.6 55.6 8
:8t.6 5 o.o 81).6 72.2 7.7
Their compounds and'alloys
'Hume-Rothery ratios
Metallurgy. '
Activity' series
Heat of formatidn
Conductivity
Crystals
Light metals
Heavy metals
100.0
Col.
If" Repeated
In College
May Create .
Disinterest
HaS..
Col..
38.9 38.1) 16.7
22.2
0
0
38,9 15.1),27.8
77.8 23.1 5.6
1)U.U 1
5.1) 5.6
0
55.6
16.7
0
6l.l
0
38.9 38.Ir 38.9
38.9 38.1) 38.9
Topics taught in high school and college,' About half of the college
experts who cooperated in this study indicated that they taught nHeavy metals
but only a small minority of both groups of experts taught "Hume-Eothery
ratios”.
Other topics on metals:
"Activity series, ”
llTheir compounds and alloys, ” "Metallurgy,
"Heat of formation, " "Conductivity,11 "Crystals, "
"light metals," and "Heavy metals," were taught by both high school and
college experts,
Topics that should be taught in high school.
None of the respondents
thought the "Hume-Eothery ratios" should appear in high school chemistry.
It would appear that only time and more research will determine whether it
shpuld be taught in the high schools or in the colleges.
College experts
were not in favor of the high school teaching "Heat of formation" and
"Crystals, ”
Because most high school general chemistry texts that were
examined ’gave only a very brief treatment of both of these topics', the
thinking' of the college experts is evidenced in the content of these text­
books,
Only one-half of the specialists in college .chemistry advocated
that "Conductivity" be taught to high school students in chemistry,' even
though 92,U per' cent of the experts taught "Conductivity" in high school
chemistry.
Topics, to be repeated in college, for mastery and expansion. The
high school specialists in chemistry indicated that "Compounds of metals
and their alloys," "Metallurgy," the "Activity series," and "Light and
heavy mptals” should not be repeated in college,
At the same time most of
the high school experts were in favor of "Hume-Eothery" ratios," "Heat of
V.
85
formation,» "Conductivity," and "Crystals" being taught in college for mastery
and for further expansion of material,.
Topics repeated in college that may create disinterest.
Most of the
experts from both groups concurred that duplicating and giving latitude to
the study of the topics considered under metals would not be offensive to the
average college student in general chemistry.
• Carbon and its Compounds
The opinions of the experts are contained within Table 9 as percent­
age responses to the topics in the questionnaire.
Topics taught in high school and college,
"Foods and vitamins,"
"Medicines and drugs," "Textiles and paper," and "Rubber and plastics"
according to information contained in the table were not being taught by
..
school and college specialists in chemistry under the area on Carbon and
its Compounds.
However, most of the high school texts that were examined
did have some information on these topics.
Some of the college textbooks
examined gave ample space to a discourse on the same topics.
Not much
emphasis was placed on "Goal" and "Fuels" in the college texts as compar­
ed to the chemistry texts for the high school.
The trend is toward
moving such topics down into junior high school science.75
Topics that ,should be taught in high school.
The fact that both the
high school' and college.groups agreed that "Foods and Vitamins," "Medicines
and drugs," "Textiles and paper," and "Rubber and plastics" should not be
75
"Aoelsche,
Charles L., op. oit. p. 118.
TABLE 9. OPINIONS OF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AN AREA
IN HIGH'SCHOOL CHEMISTRY CALLED CARBON AND ITS COMPOUNDS TO BE OR NOT TO BE REPEATED AT THE
COLLEGE LEVEL.
PER CENT OF EXPERTS INDICATING TOPIC
Area Ig
Basic Topics in High ,School
lV
2.
3.
U.
5.
6.
7.
8o
9,
10.
ChemLstT]
"A H o t r o p i c forms
Coal"
Carbon and itss oxides
Fuels
Petroleum
Isomers .
Substitution products
Hydrocarbons
Chain and ring•hydrocarbons■
Functional'groups''
Ile Foods 'arid vitamins
12.
13.
ill.
Is Taught
In'"
Their"
Schools
Carbon and Its Compounds
Medicine's and drugsTextiles and paper
Rubber and plastics
I
h .s
.
Col.
Should Be
Taught
""' In '
High School
Be Repeated
In College
For Mastery
& Expansion
If Repeated
In College
May Create
Disinterest
K.S. -Col.
H.S.
H.S.
92.lt 77.8 23.1
33.3 77.0 66.7 0
92.4 77.8 15.4
38.9 77.0 77.8 7.7
'55.6 69.2 83.3 46.2
84.6 66,7 69.2
69.2 5 o.o 69.2
77.0 77.8 77.0
69.2 55.6'77.0
,55.6 53.8 55.6 77.0
38.4 38.9 33.8 44.4 53.8
33.8 27.8 33.8 38.9 38.4
15.4 27.8 33.8 38.9 38.4
23,1 27.8 33.8 44.4 53.8
I 92.lt 72.2
8U.6
100.0 • 77-8
77.0
92. U
100.0 '66.7
92,It 66.7
- 100.0 66.7
100.0 6l.l
81t.6
Col.
Col.
33.8 22,2
61,5 38.9
38.9 53.8 33.3
0
46.2 38.9
27.8 33.8 27.8
5546 0
5.6
55.6 0
5.6
5 o.o
0
7.7
55.6 7.7 O t55.6 7.7 0
27.8 0
11.1
33.3
5.6
22.2 • 0
0
16.7
0
33.3
11.1
16.7
. 11.1
co
Ox
87
taught b y the high school
was
reason to believe that students should delay
studying them until they take organic chemistry in college, or else give ■
these topics superficial treatment in a terminal course, such as applied
chemistry for either high school or college students who may be taking
this chemistry as their last course.
This is the thinking of Brandwein,
Watson, and Blackwood.
Topics to be repeated in college for mastery and expansion.
Most
experts in high school chemistry responded negatively about the value to
be gained by repeating in college such topics as "Allotropic forms,"
"Goal," "Carbon and its oxides,” "Fuels," "Petroleum," "Medicines and drugs,"
and "Textiles and paper."
College experts were not in favor of an extended
study of "Foods and vitamins" and "Rubber and plastics" in addition to the
preceding topics.
Topics repeated in college that may create disinterest.
"Coal" and
"Carbon and its oxides" were classified as boring by the high school
respondents when repeated in college.
Instructors of college chemistry
reacted positively indicating that these topics were not necessarily
boring.
Others of Special Interest
The. respondents for the most part ignored this area of special
interests, but the results of those who were interested is shown in Table 10.
?^Brandwein, Watson, and Blackwood, op. cit..; p. 26^«
TABLE 10. OPINIONS QF 13 HIGH SCHOOL AND 18 COLLEGE EXPERTS REPORTING ON BASIC TOPICS IN AREAS OF
SPECIAL INTEREST TO THE’INSTRUCTOR -O F .HIGH SCHOOL CHEMISTRY TO BE QR NOT TO BE REPEATED AT THE
COLLEGE LEVEL
PER CENT OF EXPERTS INDICATING TOPIC
Area'Jt "Special Interest to the'
Instructor of High School Chemistry
‘IS"Taught" 'Should B e Taught
In
“ In
Their
High School
Schools
Basic Topics.in High.School Chemistry
H.S.
1.
2.
Soil chemistry: Conservation^
fertilizers and insecticides
Geochemistry: The earth as a source of
material
Col.
H.S.
Col.
B e 'Repeated
In College
For Mastery
& Expansion
H.S.-
Col.
JIf Repeated
In College
May" Create
Disinterest
H.S.
Col.
7.7
27.8
33.8
38.9 33.8
5.6
0
16.7
l$.h
33.3
38. U
UU.!+'
U6.2
16.7
0
22.2
J
oo
89
Topics taught in high school and college.
There is very little
evidence to show that such special topics as "Soil chemistry," and
Geochemistry" ever received very much attention from the experts in the
general chemistry courses they taught.
Topics that should be taught in high school.
According to infor­
mation in Table 10 a greater percentage of the specialists in general
chemistry were in favor of "Soil chemistry," and "Geochemistry" being
taught in the high school even though very few indicated they taught
these topics.
Topics JjO'he repeated in college for mastery and expansion. Neither
group of experts, indicated any enthusiasm for expanding or for furthering
mastery of the two topics; but other areas, for example, ceramics, may be
of special interest to the instructor so that he would want to supple­
ment the course with more than the usual brief exposition fon clay.
Topics r epeated in college that may create disinterest.
The re­
action to "Soil chemistry," and "Geochemistry" according to the informaltion presented in Table 10 was clearly negative, but both groups indicat­
ed the topics would not necessarily be boring hut might well he given
further emphasis.
Comments and Suggestions by Respondents
Some of the respondents made additional comments and suggestions in
the space provided at the end of the questionnaire.
to the investigator and seemed worth sharing.
These were of interest
90
.Among those respondents who' were teachers of high school general
c h e m i s t r y o n e was of the opinion that the good student in college would be
bored by a "rerun" of materials previously covered in high school general
chemistry; and, therefore, should be screened by the college into an
accelerated group.
A second teacher thought a partial solution to avoid
boredom would be to cover those parts on high school fundamentals rapidly
in the first course in college chemistry.
A third firmly believed struc­
ture and bonding should form a basis for any good course in general
chemistry and could well be repeated in college.
A fourth stated some high
school chemistry should be repeated in college for the sake of emphasis,
boring or not, and that descriptive chemistry was a luxury relative to
efficient use of time that high schools could no longer afford.
A fifth
teacher, in view of saving time, suggested moving the following topics
into the junior high:
"History of chemistry and alchemists," "Chemistry
a study of matter and energy," "Physical and chemical changes," "Formula
■
weight," "The atmosphere," "Oxygen and oxidation," "Hydrogen," "Standard
conditions of temperature and pressure," "GranMiidlecular volume and
weight," "Dalton*s atomic theory," "Atoms and atomic weight," "The Stock
system of nomenclature," "Periodic table and periodicity," "Metals, .non-%
metals, and amphoterism," "Waters
analysis and synthesis," "Solutions:
three states and nine types," "Saturation; unsaturation, and supersatura­
tion, " "Henry*s law and solubility of gases," "Hydrogen peroxides
medicine and rocket fuel," "The halogen family and its compounds,"
"Metals:
their compounds and alloys," "Coal," "Carbon and its oxides,"
and "Fuels."
91
A sixth person commented that time was so essential that it prevent­
ed the following topics from being taught in a course in general chemistry
in high schools"Magnetic fields:
"Van der Waal*s forces," "Pauli*s exclusion principle,"
electron spin and revolution," "Precession and shift­
ing of orbital planes," "Colloids:
Brownian movement and Tyndall effect,"
"Colloidal mill, peptization, emulsions and electrophoresis," "Cottrell
precipitator," "Lewis* concept of acids and bases," "Boron, silicon, and
glass," "Hume-Rothery ratios," "Crystals," "Fuels," "Functional groups,"
"Foods and vitamins," "Medicines and drugs," "Textiles and paper,"
"Rubber and plastics," "Soil chemistry:
insecticides," and "Geochemistry:
conservation, fertilizers, and
the earth as a source of material*"
Others indicated they would save time by covering some topics briefly in
chemistry and in more detail in courses such as biology, earth science,
and physics.
Comments from another high school instructor indicated none of the
topics covered briefly ‘in high school should be boring if repeated with
greater depth in college,.
A most interesting comment was received from an instructor whose
students received advanced placement or college credit for courses’taken
in high school*
He indicated, that M s
students go much more deeply into
theories and the mathematical approach instead of learning individual
reaction, that they covered concepts pertaining to species in a physical
chemical approach, and the descriptive work was used only to illustrate
laws or theories.
courses
The following topics were suggested for the M g h school
classification methods, greater use of factor^label method of
92
doing, problems, use of the mole concept, eliminating the Arrhenius theory,
and other methods of classifying Reactions than direct combination, simple
decomposition, simple displacement, and ionic changes of valence.
College respondents had varied but interesting opinions about both
high school and general college chemistry as well as the type of instruc­
tion students received.
On the basis of 18 years of high school teach­
ing with added college teaching, one instructor indicated equations,
formulas, and mathematics as the areas in which the incoming freshmen
■students in college chemistry were weakest.
1
The same respondent said if
college is a rehash of high school it is boring.
Two other comments appeared somewhat contradictory to previous
statements given.
One.said repeating material covered in high school
chemistry in a general chemistry class in college need not be boring due
to the fascinating depth to which a topic may.be pursued in college, as
well as the quantitative treatment the topic may be given.
The other
went on to say there was no. point in a student* s memorizing of facts when
he has no feeling for chemistry and is bound to a solitary method for
solving problems. ■
Two more instructors of college chemistry thought freshmen stu- ,
dents should be sectioned into two groups, general and advanced.
Those
with adequate background in, high school mathematics, physics, and
qhemistry would be sectioned into qualitative analysis or an advanced
course.
Another felt he was able to teach much of the first year of col­
lege chemistry with a great deal of emphasis on physical relationships.
The same instructor recommended that historical aspects, description, and
uses of elements and their compounds be taught at the high school level*
Three of the 18 college experts specifically stated there was a
need for a review of the high school fundamentals in general chemistry
for those taking such a course in college.
O n e •statement of a college instructor on content of high school
chemistry was directed toward deletion of the less desirable topics from
the course.
He stated that the law of multiple proportions "is incongru-
ent and superfluous," that there was. a need to "shift from descriptive to
conceptual treatment" of topics, and "stoichiometric problems should only
be taught as mole-fraction" since "The other approach is meaningless
juggling to most students; yet, once, indoctrinated, it*s worse than
morphine»"
The varied comments and suggestions just given indicate the
necessity for high school and college teachers to get together in order,
to reach some decision on a common core of content for general chemistry
■instruction and the extent of the emphasis the high schools and colleges
are to give each of the topics.
Summary
■ The results from the survey as given by the experts seemed to p o int.
to the following summary statements regarding the course content of general
chemistry.
per cent or more of the experts indicated they taught most of the topics .
■
submitted in the questionnaire in their general chemistry course.
exceptions were noted.
I.
Nine
They ares
Precession and shifting of electrons in orbital planes
(23.1, 22.2)
2«
Magnetic fields:
electron spin and revolution (33.8, 38.9)
3. tHume-Rothery ratios of metals (l^.U, 22*2)
ho
Foods and vitamins 08.li., 38.9)
5.
Medicines and drugs (33.8,27.8)
6.
Textiles and paper (l5.«l|-, 27.8)
7.
Rubber and plastics (23.1, 27.8)
8.
Soil chemistrys
conservation, fertilizers, and insecticides .
( 7. 7, 27. 8)
9.
Geochemistry:
the earth as a source of material
( 25. 1., 33. 3)
Percentages are an indication of the interest in those topics just
listed by the experts in general chemistry in high school and college, and
it appeared that due to the lack of interest in the preceding topics that
considerable thought should be given to a topic before including it in a
general chemistry course.
The first three items in the preceding list
are in modern chemistry and should not be discarded, while the last.six
items did not have the interest of the majority of the experts consulted.
Interest on the part of the high school and college in the follow.
ing topics is shown by the figures in parentheses which, respectively,
indicate the extent to which each topic .'is taught.
This interest would
warrant the inclusion of most of the items in the general chemistry •
course.
1.
History of chemistry and alchemists (92.li 14i.li.)
2.
The Stock .stsyem of nomenclature (81;.6 5.$0.0)
3.
Osmotic pressure (33.8, $$.6)
ll.
Hydrogen peroxides',;,; medicine and rocket fuel (69.2, $0.0)
$.
Colloidal mill, peptization, emulsions, and electrophoresis
($3.8, $0.0)
6.
Faraclayt s law of-electrolysis (1$.U, 72.2)
7.
Boron, silicon, and glass ($3.8, $0.0)
8.
Hea-Vy metals (8I1.6, 33*3)
9.
Goal (8I1.6, 33.3)
10.
Fuels (77.0, 38.9)
■
The percentages given in the preceding list show that a majority
of the high,'school experts have indicated that the high schools are
justified in retaining all of the topics except "Osmotic pressure" and
"Faradayts law. of electrolysis" in their course content.
Likewise,
colleges are justified in eliminating '"History of chemistry and alchem­
ists," "Goal," and "Fuels."
try that should be taught in high school,
According to expert opinion and information taken from the ten tables
just presented, the following topics should be taught in high school
general chemistry.
I.
The topics are:
Introductory chemistry
.-A,
96
2.
a.
History of chemistry and alchemists (IOOeO 5
6l,l)
b,
Chemistry a stacty- of matter and energy (IOOeO9 88*9)
c»
Physical and chemical changes (IOOoO9.9^.^)
do
Elements 9 Compounds 9 and mixtures (IOOeO 9
e»
'Law of conservation of mass and energy (IOOeO 9 77®8).
f»
The scientific method (92elt9 77®8)
ge
Laboratory techniques (92»I|
.9 72.2)
h.
Percentage of error (Slud 9 72.2)
ie
Chemical symbols and formulas (IOOeO 9 9luU)
j®
Formula weight (molecular height) (IOOeO 9 83=3)
ke
Law of definite composition (IOOeO 9 83.3)
Ie
Percentage composition (IOOeO 9 83.3)
88e9)
Gases and their behavior
a.
The atmosphere (92elt9 9luU)
be
Oxygen and oxidation (IOO0O 9 88.9)
Co
Speed of chemical reaction ■(IOO0O 9 30.0 )^
d,
Allotropism and ozone (IOOeO 9
e,
Hydrogen (IOOeO 9 9U«U)
f,
Combining weights and equivalence (81j.,6 9 66,7)
go
Activity series (IOO0O 9 77.8)
he
Boyle*s and Charles* law (IOO0O 9 77.8)
6l.l)
^ O n l y those topics that were selected by 30 per cent or more of the
experts were used in 'this list, and the percentages are given for the high
school and college experts respectively. Percentages, when near by, will
eliminate thumbing through the tables for this information.
97
3.
i.
Absolute temperature and Kelvin scale (100.0, 83.3)
j.
Standard conditions of temperature-pressure (100.0, 83.3)
k.
The kinetic molecular theory (100.0, 83.3)
l.
Vapor pressure and vapor density (69.2,
m.
Density and specific gravity (100.0, 88.9)
n.
Law of Gay-Lussac and Avogadro (100.0, 66.7) .
o.
Gram-molecular volume (100.0, 77.8)
p.
Gram-molecular weight (100.0, 83.3)
q.
Avogadro1s number (100.0, 77.8)
r.
OhemLcal equations (100.0, 88.9)
s.
Stoichiometry:
t.
Mole-fraction problem involving equations (92.Ij.,
6l.l)
weight and volume problems (100.0, 77.8)
30.0)
Electronic structure of matter
a.
Dalton1s atomic theory (92.1]., 83.3)
b.
Atoms and atomic weight (100.0, 91].it)
c.
Structure determines properties and changes (100,0, 61.I)
d.
Electrical charges (100.0, 35.6).
. e.
f.
Isotopes (100.0, 72.2)
Electrovalent, covalent, and coordinate bonding.
(100.0, 77k8)
g.
Determination of a formula (100.0, 72.2)
h.
Simplest and true formula (100.0, 72.2)
i.
Stock system of nomenclature (92.1], 55.6)
j.
Electron shells and subshells (orbitals) (92.Ij., 50.0)
k.
Periodic table and periodicity (100.0, 7'2a2)
98
l
ho
,
Hetals5 nonmetals5 and amphoterism (IOOeO5 72,2)
m,
Radioactivity and transmutation (81u65 5i?e6)
n,
Fisgion and fusion (81j.e65 55.6)
Solutions, suspensions, and colloids
a.
Waters'
analysis and synthesis (92eh<, 77.8)
b 6 ,Solutions?
5.
three states and nine types (92eh> 6l,l)
c.
Crystallization in solutions (92.U 9 55.6)
d.
Saturation5 unsaturation, and super saturation (92,U9 83.3)
e.
Equilibrium and dissociation reactions (100.0, 50.0)
fe
Determination of boiling and freezing (8U.6, 55.6)
g.
Hydrogen peroxides
h.
Law of multiple proportions (100.0, 66.7)
i.
Colloids:
medicine and rocket fuel (69.2, 55.6)
Brownian movement and Tyndall effect (6l.59 6l.l)
Ionization, acids, salts, and bases
a.
Theory of Arrhenius and ionization (92.U 9 72.2)
b.
Nomenclature of acids, salts, and bases (100.0, 88.9)
c.
Solutions:
mole, molar, molal, and normal (100.0, 77.8)
.
6.
d.
Titration in volumetric acids and unknowns (77.0, 50»0)
e.
Chemical ‘equilibrium and rate of reaction (92.U9 50.0)
f.
Le Chatelier1S principles temperature,- pressure and
concentration effect (6l.59 6l.l)
g.
Actions that go to an end (100.0, 55.6)
Chemical families
a.
Halogen family and its compounds (100.0, 9U.U)
b.
Sulfur family and its compounds (92.U 9 88.9)
7.
8.
C0
Nitrogen family and its compounds (100*0, 88e9)
d»
Boron, silicon,- and glass (53.8, 66.7)
Oxidation-reduction reactions and oxidation numbers
a*
Direct combination (92*1)., 88.9)
b;
Decomposition ('simiple) (92.li, 83.3)
c.
Simple displacement (92.li, 88.9)
d.
Ionic changes of valences, Sntt to Sn*+t (100.0, 83.3)
Metals
a . ■ Their compounds and alloys (92.U 5
6l.l)
b. Metallurgy (81t.6, 55.6)
c.
Activity series (100.0, 77.8)
d.
Conductivity (8I1.6, 50.0)
■*
' Light metals (81).6, 77.8)
f.
9.
Heavy metals (81).6, 72.2)
Carbon and its compounds
a.
Allotropic forms (92.1), 77.8)
b.
Carbon and its oxides (92.U 5 77.8)
c.
Petroleum (69.2, 83.3)
.d.
Isomers (81).6, 66.7)
e.
Substitution products (69.2, 50.0)
f.
.Hydrocarbons (77.0, 77*8)
g.
' f-O 'il'slV: Oil I;
Chain and ring hydrocarbons (69.2, 55.6)
h . ■ Functional groups (53.8, 55.6)
Of the 119 topics in the questionnaire the experts were of -the-
opinion that all but 35 of the items should be included in the course
content of high school general chemistry.
.Over one-half of those cooperating in this study agreed that the
following topics should not be taught in a course in high school general
chemistry.
I.
Magnetic fields:
electron spin and revolution (38.1|., 5.6)
■ 2.
Precession and shifting of orbital planes (23.1, 0)
■ 3.
Rauolt*s law and vapor pressure (!4
.6.2, 27.8)
Iu
Osmotic pressure (38.I4
., 33.3)
5.
Foods and vitamins (33.8, IjluH) .
6.
Medicines and drugs (33.8, 38.9)
7.
Textiles and paper (33.8, 38.9)
8.
Rubber and plastics (33.8, Ii.!;.!;)
9.
Soil chemistry:
conservation, fertilizers,. # i d insecticides
(33.8, 38.9)
10.
Geochemistry:
the earth as a source of material (38.1;, I;!;.I;)
There were those topics upon which the experts in general chemistry
disagreed as to whether or not they should be included in a course in high
school general chemistry.
They are:
1.
Einstein's equation (92.1;, 27.8)
2.
Speed of chemical reaction (100.0, 50.0)
3.
Diffusion and effusion of gases (92.1;, I;!;.!;)
I;.
Van der Waal's forces (53.8, 22.2)
5.
Mole-fraction problem involving equations (92.1;, 50.0)
6.
Polarization (92.1;, 33.3)
101
7. ■ Electron shells and subshells or orbitals (92.lt, 50.0)
8.
Pauliis exclusion principle (6l.£, 11.1)
9.
Ionization potential and energy (69.2, 16.7)
10.
Electron movements (77.0, 22.2)
11.
S, p, d, f energy and X-rays (81t.6, 22.2)
12.
Hueleonios *
13.
Equilibrium and dissociation reactions (100.0, 50.0)
lit.
Henryis law and solubility of gases (81t.6, 38.9)
15.
Colloidal mill, peptization, emulsions, and electrophoresis
a study of nuclear chemistry (81t.6, 50.0)
(61.5, 38.9)
16.
Cottrell precipitator (6l.5, 38.9)
17.
Faraday’s law of electrolysis (77.0, 38.9)
18.
Cells and electrolysis (77.0, 38.9)
19.
Bronsted theory . of acids and bases (81t.6, ltlt.lt)
20.
Lewis concept of acid and bases (53.8, 16.7)
21.
Titrations in volumetric acids and unknown^ (77.0, 50.0)
22.
Electrochemical series (85.6, 55.5)
23.
Chemical equilibrium and rate of reaction (92.5, 50.0)
25.
Guldberg and Waagets mass action (69.2, 33.3)
25.
Buffer salts and common ions' (92.5, 22.2)
26.
Heat of formation (92.5, 11.1)
27.
Conductivity of metals (85.6, 50.0)
28.
Crystals of metals (69.2, 55.5)
29.
Substitution products of carbon (69.2, 50.0)
'A. ■
The experts in-the high schools thought all of the topics should be
9
IG2
taught, while those who taught college general chemistry were, in doubt about
"Speed of chemical reaction,” "Mole^fraction problems, involving equations,”
"Electron shells and subshells or orbitals,"
"Equilibrium and dissociation■
reaction," "Conductivity of metals," "and "Substitution products of carbon."
The college experts were divided as to whether they thought this material
should or shduld not be taught in high school.
Topics that should be repeated in college general chemistry for
mastery and greater depth.
It is important that the high schools and
colleges reach an agreement upon what is not to be repeated in college so
that those involved in curriculum construction and teaching will know what
the high school is expected to teach for mastery and further expansion.
Topics that received less than 5>0.0 per cent rating by the experts
were considered not worth being repeated for greater mastery and further
expansion in college.
They ares
I.
History of chemistry and alchemists (0, 22.2)
2»
Chemistry a study of matter and energy (33.8, ItU.il)
3.
The metric system (33.8,
i*.
Chemical symbols and formulas (38,It, Itit.it)
5.
The atmosphere !(7.7, 11.1)
6.
Density and specific gravity (it6.2, '38.9)
7.
Dalton*s atomic theory (7.7, itit.it)
8.
Stock system of nomenclature (it6.2, 38.9)
9.
Water analysis and synthesis (23.1, 11.I)
10.
hkoh)
■ Saturation, unsaturation, and super saturation (l5.it, 22.2)
103
Ho
Henryts law and solubility of gases (1|.6.25 38.9)
12.
Hydrogen peroxides
13.
Colloidss
ill.
Cottrell precipitator (l^.li, 33.3)
15.
Chemical reactions that go to an end (38.1;5 33.3)
16.
Boron5 Silicon5 and glass (l3.1i5 33.3)
17.
Direct combination reaction? (33.S 5 lili.li)
18.
Simple decomposition reactions (l5.li, 33.3)
19.
Simple displacement reactions (23.I 5 33.3)
20.
Compounds and alloys of metals (23.I 5 38.9)
21.
Metallurgy (1i6.25 38.9)
22.
The light metals (7.75 38.9)
23.
The heavy metals (7.75 38.9)
2li.
Allotropic forms of carbon (23.1 5 33.3)
25.
Coal (0, 5.6)
26.
Carbon and its oxides (l5.U5 38.9)
27.
Fuels (7.7, 0).
28.
Petroleum (ii6„25 27.8)
29.
Medicine and drugs (38.Ii5 16.7)
30.
Textiles and paper (38.Ii5 16.7)
31.
Soil chemistrys
32.
Geochemistrys
medicine and rocket fuel (33.8,, 27.8)
Brownian movement and Iiyndall effect
(h6°2s
38.9)
Conservation5 fertilizers5 and
insecticides (33»85 5.6)
the earth as a source of material (ii6.25
16'.?)
Topics upon which the high school and college experts did not agree
!Oil
as to their repetitive value are listed as followsg
Io
Physical and chemical changes (7.7, 55.6)
2.
'Elementsj, compounds, and mixtures (7.7, 50.0)
- 3«
Law of conservation of mass and energy (38.Ii3 55.6) .
It.
The
scientific method (l5.il, 66.7)
5.
Formula or molecular weight (33.8, 6l.l)
6.
Law of definite composition (23.1, 72.2)
7«
Percentage composition (ii602, 55.6)
8. ■ Oxygen and oxidation (33.8, 72.2)
9.
Allotropism and ozone (53.8, 38.9)
10.
Hydrogen (7.7, 50.0)
11.
Standard conditions of temperature and pressure (38.Ii., 6l.l)
12„
Atoms and atomic weight (l5.il, 6l.l)
13.
Isotopes (38.ii, 72.2)
Iiu
Metals, nonmetals, and amphoterism (33.8, 66.7)
15.
Precession and shifting of orbital planes (92.ii, 33.3)
16.
Solutions 2
'17.
three states and nine types (53.3, 38.9)
Crystallization in solutions (38.4, 55’<?6)
18.
Determination of boiling and freezing point (69.2, 33.3)
19.
RauoltfS law and vapor .pressure
20.
Osmotic pressure (69.2, 38.9)
21.
Law of multiple proportions (46.2, 72.2)
22.
Colloidal mill, peptization, emulsions, and electrophoresis
(61.5, 38.9)
23.
Nomenclature of acids, salts, and bases (15.4, 6l.l)
(92.4, 44.4)
105
2k<,
Halogen family and its compounds (7.7, 50„0)
25.
Sulfur family and its compounds (7.7, 50„0)
26.
Nitrogen family and its compounds (15.1*. 50.0)
27.
Hume-Rothery ratios of metals (53.8, 22.2)
28.
Activity series of metals (U6.2, 77.8)
29.
Heat of formation (77.0, LL.L)
30.
Foods and vitamins (53.8, 33.3)
I
Since 50 per cent, and sometimes more, of the experts in one or
the other group Dfere not in agreement with regard to the value of repeating
the preceding topics for mastery and expansion perhaps certain topics
should be given some consideration by the college before incorporating them,
in its general chemistry course. '
Topics which when repeated in college may create disinterest or
boredom.
The respondents agreed that most of the material could be repeat­
ed and not tend to create an adverse effect on student interest within the
classroom, but the experts appeared to feel differently about the remaining
topics.
Their attitudes are reflected by the percentages after each topic.
1.
History of chemistry (77.0, 38.9)
2.
Physical and chemical changes (69.2, 27.8)
3.
Elements,,compounds, and mixtures (69.2, 16.7)
I*.
The atmosphere (69.2, IfU0Ij.)'
5.
Hydrogen (77.0, 27.8)
6,
Dalton's atomic, theory (53.8, 22.2)
7.
Atoms and atomic weight (53.8, 11,1)
106
8.
Waters
analysis and synthesis (53.S 5 50.0) ■
9.
Saturation^ Unsaturation5 and supersaturation (53.S5 38.9)
10.
The halogen family and its compounds (69.2, 33.3)
11.
The sulfur family and its compounds (69.3, 33.3)
12.
The nitrogen family and its compounds (69.2, 38.9)
■13.
• lU.
Chemical reactions involving direct combination (53.8, 2?.8)
Chemical reactions involving simple decomposition (69.5, 33.3)
15.
Chemical reactions involving simple displacement (6l.5, 33.3)
16.
Coal (61.5, 38.9)
17.
Carbon and its oxides (53.8, 33.3)
With one exception, "Waters
analysis and synthesis," over one-half
of the experts in college were of thp opinion that all of the topics sub­
mitted in the questionnaire could be repeated in college without creating
boredom and disinterest.
This is in direct contrast to the opinions of the
high school experts.
In an article on reducing duplication Clapp78 presented some points
of concern similar to that encountered by the writer.
Clapp discussed the
reaction of two groups., A and B, in regard to reducing the amount of dupli­
cation in the first year in college of material already covered in high
school.
Croup B was not seriously concerned about the danger of repetition
for those pupils who go on to college.
This lack of concern was in accord
with the majority of the college respondents .in this search who' also felt
Clspp, Leallyn B., "Reducing Duplication in High School and First
Year College Chemistry," Journal of Chemical Education, Yol. 32, pp. lUl~
Ili3, March, 1955.
------------------------------
•
107
no need to worny about duplication, ' Likewise * Group A;.recognized t hat1the
subject matter of chemistry is so extensive that it should not be difficult
to find material of value to both high school and college,
Group A offered
carbon chemistry with no inorganic chemistry to be introduced unless it
were necessary for an understanding of the chemistry involved.
Group A
recognized several objections to such a course in high school.
Briefly
they were 2 -(I) danger of fire, (2) costly apparatus unless microtech­
niques were used, (3) no quantitative work, (It) no suitable textbooks and
manuals' are available, (3) teachers not qualified to teach such a course,
(6) too much emphasis on carbon for a first course, (7) duplication would
merely be shifted to a higher plane.
Curriculum problems, such as duplication of "effort just discussed,
may be solved as communication between high schools and colleges improves.
I
Hunt concurred when he said, "For too many years high schools and collegesfailed to communicate with each other.
Happily they can now sit down
together to discuss their mutual prqblems. ,?79
79.
Hunt, Herold C , , ."Problems of Articulation Between High School
and College,"'The Education Forumi Vol. 18, p. 283, March, 195k*
108
CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
A review of the literature revealed there was great concern on the
part of Individuals and various .groups over the lags and gaps in content
of chemistry as it is being taught in high school, and over the unnecessary
duplication in college of course material already taught b y the high school.Thus, the necessity for better articulation between the high schools and
colleges with regard to curriculum content seemed quite evident, and it was
this feeling of an apparent need for revision of high school general chem­
istry that created the desire to do this research.
This study was based on the hypothesis that there is a need for
better articulation in course content between high schools' and colleges
that teach general chemistry.
The m a jor'concern in this research was to
determine how duplication of effort by colleges that teach general chem­
istry. could be avoided#
Concern as to what topics should or should not be
included in the content of such a course provoked six questions that were .
pertinent to the study.
They are:
(l) Whai are the topics in general
chemistry that should be taught in high school?
(2) Which of the topics'
taught in high school general chemistry should be repeated in a comparable
course in college to obtain further mastery and greater depth?
(3)
WLeh
of the topics taught in high school general chemistry should or should not
be repeated in a comparable course in college, presumably because it may
create disinterest or be boring to the student?
avoid
unnecessary duplication?
(U) What is being done to
(5) W h a t 1are the present trends with regard
109
to teaching high school general chemistry?
(6) How might the findings of
\
this survey assist those involved in curriculum research?
The main results are presented in the summary, conclusion, recomn
mendations, and suggestions for further investigation in the following
sections.
Summary
To have summarized all of the findings with regard to the topical
content that should or should not be taught in a high school and college
chemistry course would be too extensive and too repetitious for this sun>mary.
This summary has been limited to statements of the major findings
V
j
of the research.
For more detailed findings the reader is referred to
Chapter'
Trends in topical content in chemistry.
From a review of the lit­
erature the following trends were founds
1.
Much of the emphasis in high school general chemistry content
■is still on preparing the student for college.
2.
Functional programs are being stressed for those not intending
to go to college by stressing consumer chemistry, a unit such as ceramics
and radioisotopes to care for Ideal needs and interests.
3.
National and foundation support is being given to curriculum
improvement in content of high school chemistry.
The CBA (Chemical Bond
Approach) and CHEM (Chemistry Education Material) studies sponsored by the
National Science Foundation and American Chemical Society,,respectively.
HO
are examples of this support.
I*.
Emphasis on the use of "open-end" experiments in the laboratory,
as sponsored by the American Chemical Manufacturers* Association and microchem techniques have done much to supplement the basic understanding of
principles through application in laboratory experimentation.
5.
There is emphasis on mulitrack or "honors programs" as well as
the advanced placement program for the academically talented and better
prepared high school students.
'6.
There is a strong movement toward giving support to a more
uniform curriculum that would bring together competent and responsible
people involved in the teaching of chemistry to cope with curriculum
I
research.
Course content in general chemistry at high school, and college
level.
New findings are based on the responses of 31 of 35 experts in
general chemistry at the high school and college level who were mailed
questionnaires concerning topical content of general chemistry courses.
The major findings follow:
1.
Fifty per cent or more of the experts indicated that they taught
most of the topics listed in the questionnaire in their general chemistry
course.
are:
Cf the 119 topics only nine were listed as not being taught.
(a)
They
precession and shifting of electrons in orbital planes, (b)
electron spin and revolution in magnetic fields, (c) Hume-Rothery ratios,
(d) foods and vitamins, (e) medicines and drugs, (f) textiles and paper,
(g) rubber and plastics, (h) soil chemistry, and (i) geochemistry.
2.
Fifty per cent or more of the experts agreed that nearly
I
111
three-fourths of the topics in the questionnaire should be taught in the
high school general chemistry course.
A majority of the experts agreed that
the following ten items should not be t a u g h t ( a )
electron spin and rev­
olution in magnetic fields, (b) precession and shifting of orbital planes,
(c) R a u o l f s law and vapor pressure, (d) osmotic pressure, (e) foods and
vitamins, (f) medicines and drugs, (g) textiles and paper, (h) rubber
and plastics, (i) soil chemistry, and (j) geochemistry.
These ten items
are about one-tenth of the content presently being taught in high school
general chemistry courses, yet which in the opinions of these experts has
no place in such a course.
3«
The majority of the experts felt that approximately one-fourth
of the topical content of the questionnaire should not be repeated in
college general chemistry, and they disagreed as to the value of repeating
approximately an additional one-fourth of the content.
Thus the experts
have questioned the value of repeating one-half of the topical content of
chemistry as listed in the questionnaire.^
Iu
College experts in their comments indicated that all of the :
topics in the questionnaire could be repeated in college general chemistry
without creating disinterest or boredom and that this could be achieved by
^0Pages 9k-9$ gives a list of the topics the experts teach in high
school and college general chemistry, and pages 95-101 gives a list of the
topics the college and high school experts felt should and should not be
taught in high school,
81
See the list of topics the experts thihk should a n d ,should not be
repeated in college general chemistry, pages 102- 105.
112
pursuing the topical content to a greater depth with added emphasis on
mathematics and qualitative analysis,
In contrast high school experts
definitely felt that the 17 topics' listed on pages 107-8 would be boring if
repeated in college general .chemistry.
Thus the question of who will teach
what and the value of duplication remains an arbitrary item for considera­
tion by those interested in.better articulation in course content between
high school and college general chemistry.^^ ■
Conclusions.
■-
■
•'
From the summary findings the following specific conclusions were
drawn.
1.
The topics included in the questionnaire submitted to the experts
were typical of the course content of both high school and college general
chemistry.
2.
Nearly one-third of the present content of high school chemistry
should hot' be included in such a course at the high school level.
3.
One-half of the high school general chemistry content should be
repeated in college general chemistry.
The implications of the findings and the preceding conclusions sug­
gest two additional general conclusions.
I.
Since approximately one-half of the high school general chemistry
content should be duplicated in college there is need for the better
Dp
A list of topics upon which the experts gave their opinions as to
whether repeating would create disinterest or boredom may be found on pages
105-106.
113
prepared high, school student to be directed into different and more advanced
chemistry courses in college„
2,
There is need for better articulation between high school and
college level chemistry instruction.
Such articulation will come about
only when high school and college instructors of general chemistry become
fully informed in the content, extent and desirability of duplication, and
are willing to seek cooperatively, appropriate revisions and articulation
of course content.
Recommendations
On the basis of the findings■the following recommendations are sub­
mitted for those, making curriculum revisionss
• I.
That those involved in curriculum planning or revision give some
consideration toward possible use of those, topics which 50 per cent or more
of the high schools taught, and which the majority of the high school and
college respondents agreed should be taught in- a high school general chem­
istry course.
2.
That college teachers of general chemistry observe those topics
which the majority of the respondents felt should or should riot be repeated
in college for more emphasis and greater mastery,
3.
That, since the college and high school teachers are not in com­
plete agreement as to who will teach which topics, a list of all topics
listed in the questionnaire should be used as an item on the agenda of a
joint discussion of topics to be considered by both groups in revision of
lilt
the high school general chemistry program.
it.
That5 since there is a tendency for the content of courses being
taught to lag behind the developments in the field —
true of science —
this being especially
the topics not indicated as being taught should still be
given some study for possible inclusion as a part of modern chemistry or
perhaps should be moved down into junior high science.
5.
That college teachers of general; chemistry reconsider those
items which high school teachers thought would be disinteresting to the
student if repeated.
6.
That high school and college staff members hold.annual or bi­
ennial science curriculum meetings5 whichever is feasible, and make nec­
essary curriculum revisions in their general chemistry courses in the light
of new trends and curriculum research.
7.
That in-service'training be given to those teachers who are
•unable to participate in chemistry summer institutes,. OBA5 or OHBM train­
ing^ programs in order to acquaint chemistry teachers with new content and
methods in their field of chemistry which will make for more effective
classroom instruction.
8.
That more schools investigate the possibility of partaking in
the CBA or GHEM pilot study programs in their respective states.
9»
That a minor in chemistry he established as a minimum require­
ment for teaching high school general chemistry.
10.
That colleges and high schools cooperate to a greater extent on
the Advanced Placement Program5 and "honors" courses be instituted for enter­
ing college freshmen, whose entrance examinations and high school records
HS
show that they have the necessary potential to participate in the accelerat­
ed college program.
11.
That school districts take advantage of the provisions of the
National Defense Education Act in order to obtain necessary supplies and
apparatus with which to do a commendable job of teaching general chemistry.
12.
That the State Department of Education in each state take the
lead in developing general chemistry syllabi jointly with high school and
colleges and that they serve only as guides, especially for the new teacher.
13 o
That schools consider -microchem techniques in high school gen­
eral chemistry laboratories, inasmuch as they cut down on the cost of re­
placing chemicals, and are less conducive to "sloppy" laboratory tech­
niques.
lU.
That schools eliminate the "fill-in" type of laboratory manuals,
and encourage instead the "open-end" type of laboratory experiments that
encourage the use of the scientific method of reasoning.
Some Problesns for Further Investigation
As a result of this research two studies for further investigation
are suggestsds
1«
That a similar study be done- in each state which would incor­
porate such things as the improvement of laboratory instruction and other
factors related to improving the status of high school chemistry^
2.
Thatrthe National Science Foundation conduct a similar survey
each year of people participating in summer chemistry institutes for their
116
opinions with regard to the topics that.should be included in the content of
high school and college general chemistry courses.
Fihally5 it seems appropriate to call to the attention of those in­
volved in curriculum research four lines from Wayland in his book. What
Shall the High Schools Teach?5
1.
Some "old"
courses may have "old" content.
2.
Some "old"
courses may have "new" content.
3.
Some "new"
courses may have "old" content.
Ij..
Some "new"
courses may have "new" content.^3
The words in these lines carry heavy impact and are indicative of a
few of the complexities that only those who are involved in curriculum plan­
ing may encounter.and can fully appreciate.
^ W a y l a n d 5 Sloan R . 5 "The Social Context and the Adolescent5" in
What Shall the High Schools Teach? 5 p. 75«.
117
APPENDIX A
CBA Approach
118
Proposed Outline for High School Chemistry Course
Based on Chemical Bonds as the Central Theme
A0
Introduction
I.
B0
C0
Metric system
"Elements and atoms
.
I0
Laws of chemical combination
2o
Atomic weights and symbols
3«,
Atomic structure
a„
Electrons
b,
Electronic forcess coulombic, exchange
c0
Atomic numberss
d0
Periodic table
protons and neutrons
Chemical b onds— discontinuity of chemical change
I*
Bond typess
2o
Physical properties of substances
3o
a«r
Gasess
b0
Liquids
Co
SolLdss
Ionic5 Covalent5 metallic
gas Iaws5 kinetic molecular theory
Grystals5 e.g.5 diamond; Sugar5 sodium chloride
Physical transformations and temperature
ao
Gas to liquid
bo ■ Liquid to solid
C0
Relation of mass to properties
do
Relation of transformations to bond types
e*
Classification of matter and physical transformationss
mixtures; solutions, .compounds, elements
119
f„
Ite
D.
Discontinuities between elements and compounds
Chemical change and covalent chemical bonds
1.
2.
3.
lie
Be
Purification procedures
Reactive systems go to unreactive systems
a»
Inert gases
be
Reactivity and structure
Methane5 hydrogen, chlorine, hydrogen chloride
a0
Physical properties
b,
Substitution reactions$
Ge
Ghloromethanes
formulas, equations, calculations
Oxygen, water, and carbon dioxide
a.
Combustion
be
Chemical energy
Chemical geometry
Chemical change involving metallic and ionic bonds
1«
Atomic structure of metals
2.
Oxidation and reduction (metals plus non-metals yield ions)
3.
NaCl, MgOl2, KC1, MgO
Ite
ae
Physical properties
be
Simple chemistry
Electrolysis to produce Na, Clg, Mg
a*
Main chemistry of electrolysis
Fe
Ibriodic table
Ge
Hydrogen, chlorine, hydrogen chloride
120
Ho
I.
Je
I*
Relative attraction for electrons, e«g*, stabilities of NaH, NaGl
and HGl
2o
Polar covalent bonds
3o
Properties of HCl
Properties of HgO
1.
Physical properties'
2.
Reaction Taiith HCl
3o
Reaction Tadth Na
Acids and bases
1.
Stoichiometry
2.
Titration
Nitrogen and NH^ system
I.
Ko
I.
Equilibrium
Polyatomic ions
I*
Oxidation of NH 3 to yield NO
2e
Sulfuric acid
Bonds between like atoms
1.
Carbon chains
2.
Multiple bonds
3.
Functional groups
APPMDn B
Gonrnranication with State Departments of Education
122
Letter Requesting Copy of Syllabus
in High School Chemistry
July I, 1958
State Department of Education
Dear Sirs:
I am interested in obtaining any information your department may M v e
regarding requirements in your state for high school chemistry. A
syllabus of high school chemistry and/or -a' list of suggested textbooks
would be most helpful.
We are conducting a study to determine as precisely as possible the areas
of duplication of effort between high school chemistry and general college
chemistry. It is our hope t M t the results of this study will enable us
to plan a college IeVel course in general chemistry which will avoid
unnecessary repetition. At the same time we anticipate t M t this study
may be "of some value to those charged with the responsibility of plan­
ning high school courses. ■
Any additional information you may have which is pertinent to the
problem!, will be appreciated, as well' as any comments you may wish to make.
Thank you for your cooperation.
Very truly yours.
Lynn S. Stein
123
Enclosure of Ten Most Used High School Chemistry
Textbooks in the State of Montana
Listed below are the chemistry textbooks being used by various high
schools in Montana.
Please check those used in your state.
"Basic Chemistry" by Boyles and Mills*
. New Torks Macmillan Co., 19^7»
"New World of Chemistry" by Jaffe.
New Torks Silver Burdette Go., 19^5.
"Elements of Chemistry" by Brownlee, Fuller and Whit sit.
. New Torks Allyn and Bacon, I n c . 1954 .
"Living Chemistry" by Ahrens, Bush and Easley.
Bostons Ginn and Co., 1952.
"Chemistry in Action" by Rawlins and StrUble.
_ Bostons D. C. Heath and Co., 1952.
"Modern Chemistry" by Dull, Brooks and Metcalfe.
I New Torks Henry Holt and Co., 1954®
"Chemistry for New Age" by Garleton, Carpenter and Wooline.
Chicago: Lyons and Carnahan Go., 1949.
"New Practical Chemistry" by Black and Gonant.
New Torks The Macmillan Co., 1946
"Chemistry for Our Time" by Weaver and Foster..
New Torks McGraw Hill Book Co., Inc.,. 1954.
"Chemistry Today" by Biddle and Bush.
Chicago: R a n d .McNally and Go,, 1954«
Others:
12k
Follow-up Letter
January 19, 1959
Superintendent of Public Instruction
Dear Sir:
■Enclosed please find a copy of a letter and checklist sent to the Depart­
ment of Education in each state in July, 1958* To date 52 states have
replied. Many of the more recent replies had been misplaced during the
summer holidays and then discovered at a later date.
Perhaps you have not received the enclosed letter before and would wish
to reply at this time.
Yours very truly,
Lynn S. Stein
APPENDIX C
Communication With Twenty-live Cities
126
Letter Requesting Copy of Syllabus
in High School Chemistry
August Il5 i960
Superintendent
Dear Fellow Educator;
Before the advent of another busy school year would seem like the logi­
cal time to request a favor.
Do you have'a course outline or guide in high school chemistry that has
been developed on a local level? If so, I would appreciate a copy.
E y study is to determine just what areas of liigh school chemistry are being
duplicated in general chemistry by our colleges. Thus far I have had an
excellent response from forty-nine of the fifty State Departments of
Education with regard to their function in this program.
With the added emphasis on an accelerated program in science in our
schools there is a real need for information that will eliminate this
wasteful duplication of effort in our colleges and make for a more
interesting course in college chemistry to challenge the ability of the
student.
Tour prompt attention to this request will help expedite what may be a
worthwhile study.
Tours veryxtruly.
Lynn S. Stein
127
'Follow-up Letter
November'U?,
i960
Superintendent
Dear Sirs
With the hustle and all of the new school term my inquiry of August <,
i 960 may have been misplaced or lost.
Do you have a course outline or guide in high school chemistry
that has been developed on a local level? If so,, I would appreciate a copy.,
The purpose of my graduate study is to determine just what areas of high
school chemistry are being duplicated in general chemistry by our colleges.
Thus far I have had ah excellent response from forty-nine of the fifty
State Departments of Education with regard to their function in this
program.
Added emphasis on an accelerated program in science in our schools in­
dicates there is a real need for information that will eliminate waste­
ful duplication of effort in colleges: and make a more interesting and
challenging course in chemistry.
Tour expediting of this request will be greatly appreciated.
Tours very truly 3
Lynn S. Stein
APPENDIX D
College General Chemistry Textbooks Examined
129
A List of the 18 College Textbooks Examined
For Topical Content
1.
’’General Chemistry” by Linus Pauling 5 San Franciscos
_ W. H. Freeman and Co,, 1953> second edition,
2.
’’College Chemistry” by Herman T, Briscoe, Bostons
„ Houghton Mifflin.Co,, 1951, fourth edition,
3.
’’Basic Concepts in Chemistry" by George ¥. Watt, New Yorks
.. McGraw-Hill Book Co,, Inc,, 1958, third edition,
4.
’’General College Chemistry” by M. Cannon Sneed, J, Lewis
- Maynard^ and Robert C. Brasted, New Yorks D„ Van Nostrand
Co,, The., 1954, second edition,
5.
"An Introduction t o "Chemistry” by Charles Compton, Princeton,
-_N. J.s 'D. Van Nostrand Co., Inc0, 1958, first edition.
6.
"The Essentials of Chemistry” by R. P. Grahams and L. H.
„.Cragg, New Yorks Reinhart and Co., Inc., 1959, first edition.
7«
’’Essentials of Chemistry” by Alfred Benjamin Garrett, Joseph
~ Frederic Hoskins, and Harry Hall SisIer, Bostons Ginn and
Co., 1959, second edition.
8.
’’The Fundamentals of College Chemistry” by G. Brooks King and
_.William E. Caldwell, New Yorks American Book Company,
1959, third edition.
9.
"Chemistry” by James V. Qmgliano,-. Englewood Cliffs, N. J.s
- Prentice-Hall, Inc., 1958, first edition.
10.
"College Chemistry" by Paul R. Frey, Englewood Cliffs, N. J.s
- Prentice-Hall, Inc., 1958, second edition.
11.
"Chemistry” by Michael J. Sienko and R. A. Plane, New Yorks
. McGraw-Hill Book Co., Inc., 1957, first edition.
12.
"Introductory'Chemistry" by Otto W. Nitz, Princetons
Nostrand Co., Inc., 1956, first edition.
13.
"General Chemistry” by L. E. Steiner and J. A. Campbell,
New Yorks Macmillan Co., 1955, first edition.
D. Van
lUo
'’Introduction to Chemistry"' by Howard L. Ritter 5 New Torks ,
John Wiley and Sons 5 Inc 15 1955? first edition*
15.
"General Chemistry" by"Edwin C* Markham and Sherman E,
Smith 5 Bostons Houghton Mifflin Co 05 ISZh9 first edition*
16„
"Principles of Chemistry" by L e A. Hiller and R 0 H 0 Herber 5
...New Yorks McGraw-Hill-Book Go 05 Inc 05 I960, first edition*
17,
"Chemlstrys The Element and Their Reactions" by E r i c
. Hutchihsoh 5 Philadelphias W 0 B 0 Saunders Co, 5 19595
first edition.
18,
"Introduction' to Modern'Chemistry" by P 0 C, Gaines 5 Laurence
.. 0, Bihder 5 ahd Ray Woodriff 5 St; Louiss C 0 B 0 Mosby
G o ,.5 1951 5 first edition.
131
I
APPENDIX E
Ihformatlon Relative to Questionnaire Survey
.<s=
A LIST OF H U H SCHOOL CHEMISTRY TEACHERS
USED AS EXPERTS IN THIS STUDY
A f n o l d f Mr's'. Thelmii E. '
Tfill Rogefs High School
3909' E. 5 PI.
Tulsa, Oklahoma
Arnold's.
Befexi,
ICehifal High School
Phoenix,. Arizona
Billings, Tfalief H.
Crawford High School
ltl91 55th St.
San Diego, Galifprnia
Finley, Albert
Choieau High School
Choieau, Montana
Giandy, Miss Gail M.
Gamaliel Bradford
Senior High School
Rice Street
Tfellesley Hills, Mass.
Hoimquist, Donald
Livingston High School
Livingston, Montana
Israel, Joseph
Re N, Mandeville High School
102li ¥. Bristol Rd.
Flint, Michigan
Johnson, Bruce
Flathead County High School
Kalispe11, Montana
Lieske, William V.
Solomon Juneau High School
7232 W. Mt. Vernon A v e .
Milwaukee 13, Wis.
Rice, Robert
Science Department Chairman
Berkeley High School
lij-lit. Walnut Street
Berkeley 9, California
Ritchie, Charles M.
Santa Barbara Senior High
700 E. Anapamu St,
Santa Barbara, California
Sorensen, LaVar L.
Supervisor of Secondary Science
IlilO East First South
Salt Lake City 11, Utah
Summers, Donald B.
S. Orange Maplewood School Dist.
Columbia High School
Maplewood, N. J.
A LIST OF COLLEGE CHEMISTRY TEACHERS
USED AS EXPERTS IW THIS STUDY
Dietman 5 Burton D e
Seattle Pacific College
Seattle, Washington
Woss, William J e
Cedar Crest College
Allentown, Pennsylvania
Dietmeier 5 Roland E e
Clark College
Vancouver, Washington
Pennington, Frank G e
Goe College
Cedar Rapids, Iowa
Dietz, Fred C e
Chemistry Department
Oakland City College
5?lU Grove Street
Oakland 9,.California
Schimke, Harold
Pacific University
Forest Grove, Oregon
Eads, Ewin A.
Tulane University
Wew Orleans 18, Louisiana
Hicks, James R e
Coalinga Junior College
Coalinga, California
Hunt, Gilbert J e
The College of Idaho
Caldwell, Idaho
Huntsinger, Ralph C e
Sacramento City College
Sacramento 18, California
Johnson, Elmer
South Dakota State College
Brookings', South Dakota
Luchsinger, Perry O e
Wisconsin State College
Eau Clair, Wisconsin
Shearer, William W e
Lewis and Clark College
Portland 19, Oregon
Snell, John A e
Los Angeles Valley College
5800 Fulton Avee
Van Wuys, California
Swindell, Robert
Indiana Technical College
1600 E e Washington
Fort Wayne,•Indiana
Teates, Thomas G e
Wational College
5123 Truman Road
Kansas City 27, Missouri
True, Robert J e
Columbia Basin College
2600 W e Cbase
Pasco, Washington
Woods, Harry B e
Pasadena College
Pasadena, California
Letter Requesting Experts to
Cooperate in the Study
January 27, 196l
Dear Sirs
There is a real need for instructors of chemistry in high school and
college to give some serious thought to what Mr. Harry F. Lewis meant
when he said at the Institute of Paper Chemistry in Appleton, Wisconsin,
“I would hope that in some way serious consideration be given to what should
be covered, in the high school and what should be covered in the first year
course in college chemistry so that the second is not just ah uninspired
duplication of the first."
My graduate research at Montana State College in Bozeman, is an endeavor
to determine just what.these areas are that are being duplicated.
Information thus far has been obtained fromg. The contents of the ten. most
used high school chemistry textbooks 5 available state syllabi in chemistry
as revealed by a survey of forty-nine states responding; chemistry syllabi
developed on a city or local level by thirteen of twenty respondents
selected at random throughout the United States; and syllabi materials
gleaned from the literature. The latter includes information available
from the recent studies on the CBA or Chemical Bond Approach and CHEM or
Chemical Education Materials Study.
If you. can spare an hour from a busy schedule to check some materials that
may improve the content of chemistry instruction please return the
enclosed postcard.
Tours very truly.
Lynn S. Stein
Card Signifying Intent to Cooperate
I can spare some time in February and will check and return
your research materials on chemistry curriculum content by March I
in order for you to meet a graduation deadline®
The following address is most convenient for me.
Sincerely,
136
Cover Letter Accompanying Checklist
February 7, 196l
Dear Sir 5
Thank you. for your promptness in indicating a willingness to check my
research materials.
You may recall from my previous communication that this information
was gathered from state and city syllabi, high school textbooks, CBA
and GHEM study materials and the literature.
Obviously, the materials mentioned represents a maximum of what is being
offered in our high schools today. It is the purpose of this study to
present these topics as such, so that chemistry instructors in high
school and college would independently evaluate the following.
1.
2.
3.
Iu
The areas of duplication*
The areas that out of necessity, should be duplicated.
That certain areas tend to create disinterest and boredom
when repeated, hence apjpear unnecessary.
The areas that should be taught in a course in high school
chemistry.
Before checking the materials on the following pages it ipight be well to
read through the entire checklist, reflect upon the four preceding state­
ments, and then begin.
Your sincerity in the matter of research is important to the problem
at hand.
Yours very truly,
Lynn S. Stein
Questionnaire-checklist of Basic Topics in
High School General Chemistry
Directions?
,
Please note that the numbers of the columns to the right corres­
pond to the instructions that follow. They ares
A. Under column (l) check those topics you are teaching.
B 0 Under column (2) check those topics you think should be
repeated in college general chemistry for mastery and further
expansion,
C. Under column (3) check those topics which when repeated would
tend to create disinterest and boredom.
Do Under ■column (ij.) check those topics which should be taught in a
course in high school chemistry.
It is felt that more valid results would be obtained if you would
check column I throughout the entire checklist before proceeding to
column
and so on,
At the end of the checklist space has been provided for additional
comments, or suggestions you may wish to contribute 5 for example, what
your institution may be doing to avoid unnecessary duplication.
138
B0
—
Gases and their behavior
The atmosphere
2. uxygen and oxidation
3. Speed of chemical reaction
Allotropism and ozone
Hydrogen
6. Combining weights and equivalence"
T T Activity series
B T Diffusion.and effusion of gases
i
\
I
'
I
y9
I O T Absolute temperature and t'tie Kelvin scale
■ lie Standard conditions of temperature and pressure
12. The kinetic mqlecular theory
13 o Vapor pressure' and vapor density
Van der Waal’s forces —
3 T Density and specific gravity
. 16. Law of Gay-Lussac and Avogadro
17. Gram-molecular volume
Gram-molecular weight:
19. Avogadro1s number
Ghemical equations
21. Stoichiometry* weight an<f volume problems
22. "Mole-fraction problem involving equations G. Electronic structure of matter
I. Dalton*s atomic theory
2. Atoms and atomic weight
3. Structure determines properties and changes
Electrical charges
T
___T T Isotopes
6. Electrovalent, covalent and coordinate bonding
____ I. Polarization
8. 'Determination of a formula
____ 9. Simplest and true formula
Stock system of'nomenclature..
lie
12. Pauli’s exclusion principle
13. Ionization potential and energy
" H I 7 Periodic table and periodicity
T
16.
■
20.
10.
15.
I b T Electron movements
S, p, d, f energy levels and x-rays
Magnetic fields* electron spin ana revolution
17.
18.
I
' {
'
_
-
L
139
T
‘Preces'sidq
a m l ^ i l ~ a n d ~ gsyni
‘"Solutionsa tl^ee'''states" and nine
"^ry^aTliziatlon^in solutions"
S a tu ra tio n s m s a ttD ^ a ^ T o E ^ a n ^ 's ttp e rs a tm a tid n
"IqTH^TFfituii' ancf'Hiss'ocjutTon'r'eactibns
"EpierSnatlon' of boiling"’
'and freezing" 'points"
"^audWsSaiFanl Vapor pressure
\J 0
—
V W . U ± V V.1-V
'Presstl^
1
e
^U.
>-7 K-# «.<J. w
....... "'
,----- soluBiSiy'SrgTEes ,.............................................
"■
'—
IQ, Hydrogen per oxides
TTrSaw'"dF'mH
medicine and rocket 'luef
---- I2T13oIim sT
5o Loidal m
■eIectrophoresis
"3i
Cells and electroplating
“^"'ST^Ndmencl^tufe' of'''acids%™________bases*
''
Sronjted Iheo^SSaHidiSnHTiies
.
57
7„
LeSs' concepi o f S ________
cids ‘an jases
Solutions; mole^ H n B T S l a l and
normal
^ p T ^ S l a c t r S h e S c a l ' series
T p T Obemical equilibrium
Ho Guldberg .. .... 0_ ______action
12 L e S h a t e T H H F T ^ i n H ^ e T ^ S H ^ r a t u r e
.&
concentration
effect
-in o^ i^n T f T T n T T T
r|-rnril W lii-Tir~«»«'inO T H l T irn-Tl'!! ri'IT II " >l 'ITT» I—
Actions' that go to an end
*B^fef saltsand cdimdn Tons
She3%aT%aj^lTeT
5 pressure
6**aoea*w
.
IliO
Metals '
I. "
oom^a^aZriTISys
Hpme-Rotbery ratios
3 o Metallurgy
Tu
XcH^ity series
3T^Heat^offwZSoE
Gondx^t l v a ^ '
7<. Crystals
Caz’Don and rfcs oxides
'Fuels
JZ
"8^1
' Sulstit u S o u ^ o d u c t s
By3roc^Eons'
'“lO.
FunctiOnaT^groupFs m "
*^Tir^TooHs°^iH^7a1E^Snsra~
and inseoticides
U- SrOurce
Space for acI33^ionaT"coEiEEEs' or
IF
A FOLLOW-UP LETTER
February Iitjl 1961
Dear Sirs
Because I have not received a reply to ngr letter of January 27, 1961, I
assume you are busy. There is an old saying to this effect, "If you want
to get the job done, have a busy man do it,". In this same vain and in re­
spect for your judgment, I am going to take the liberty to enclose the
checklist for you to evaluate.
I am sure when you review the enclosed material and recognize the contribution one hour of your time can make towards the solution of this prob­
lem of duplication of effort in our colleges, you will.not hesitate to
respond.
Because this research is in partial fulfillment of the requirements for
a graduate degree at Montana State College in Bozeman, my thesis committee
has established some deadlines for me to meet.
It would be greatly appreciated if you could expedite the return of the
enclosed checklist before March 1st.
Tours very truly.
Lynn S. Stein
A FOLLOW-UP CARD
February 23, 196l
Dear Sirs
This is just a friendly reminder in regard tq your complet­
ing my checklist on high school chemistry on or before March Iste
I hope this card and the checklist pass each other in the
mail.
Tour help is needed and greatly appreciated.
Sincerely,
Lynn S. Stein
BIBLIOGRAPHY
BIBLIGGRAPHI
Alyeaj Hubert N ej “The Terminal Course in Chemistry," Journal of
Chemical Education, 29$ 219-221, May, 195»2e
Baxter, John F e, and Steiner, Luke E e, Modern Chemistry, V d l e 1-2,
Prentice—Hall, Xnc9, Englewood Cliffs, N e J e T959, 293 PPo
Brandwein,. Paul F e, Watson, Fletcher G ej and Blackwood, Paul E e,
Teaching High School Sciences A Book of Methods, Harcourt,
5 ^ ; ^ d ^ , l f ^ T o r k T l 9 ^ 8 , SSETpp:
Board of Education of the City of Chicago, Chemistry a S u ^ l e ^ n t to Reach­
ing Guide for Sciences A Tentative Program for the Secondary
Bossing, Nelson L e, Principles of Secondary Education, Prentice-Hall, Inc0,
Englewood Cliffs, 19^5,
PP«
Brinkman, William W e, "College Science Courses for Gifted Secondary Pupils,"
an editorial in School and Society, 86s 1*22, November 22, 1958.
Buebring, Leo E e, "Senior High Schools,"
February, 1958,«,
The Nations Schools, 65377*89,
Chemical Bond Approach Committee, Chemistry, Vole I, Reed Institute,
Portland, i 960, 277 PP• •
Clapp, Leallyn B e, "Reducing Duplication in High School and First Tear
College Chemistry," Journal of Chemical Education, 32all|.l-ll*3,
March, 1955.
Committee on College Teaching, "The Council at Works Chemistry," V-he
FdnoationaT Record. 39*382-395, October, 1958.
A Committqe Report by Members of the Faculties of Andover, Exeter,
Lawrenceville, Harvard, Princeton, and Yale, General Education in
SobonT and College. Harvard University Press, Oambrid g e / T l 9 % l h 2 pp.
Gifford, Dorothy W e, "Trends iti High School Chemistry,"
Education. 32si*90-I*9l*, September, 1955.
Journal of Chemical
Goldsmith, George J e, "Demonstrations with Radioisotopes for the High School
Chemistry Class," School Science and Mathematics 55$179-189,
January, 1955.
^5
Good5 Carter V . 5 Editor with the assistance of Winiferd R. Merkel5
Dictionary of Education, under the auspices of Phi Delta Kappa 5
McGraw-Hill Book Co „5 Inc 05 New Tork 5 195)95 676 pp.
Good Carter V 05 and Scates5 Douglas E 05 Methods of Research. Appleton5
Century and Crofts5 Inc 05 New Tork5 195)Il5 920 ppe
Gorman5 Mel5 "Isotopes in the General Chemistry Course5" School Science
and Mathematics. 50s61i9-65>15 November, 1950«
Hunt5 Herold C 05 "Problems of Articulation Between High School and
College5" The Educational, gprim, l8s28l-2835 March, 1954.
Jaffe, Bernard5 "Trends in High School Chemistry," in National
Association of Secondary School Principals Bulletin, of the
National Education Association, ppTloY-T^T Washington 6, D« C 05
January5 1953.
The Joint Commission of the Education of Teachers of Science and
M a t h e m t i c s 5 Improving Science and Mathemtics Programs in
•American Schools, American AssociatTon^^ CoTTeges■for Teacher
Education, Washington 6, D« C«, i 960, Itl pp«
Killian, James-R0 Jr 05 "Education for. the Age of Science," Journal of
the National Education Association, 49:10-13, February,’ "i960«
King5 G 0 Brooks5 and Caldwell, William E,, Fundamentals of College
Chemistry, American Book Co,, New Tork5' I959j"^92 pp.
King5 L 0 Carroll, '"A Special Course for Superior Students," Journjal of
Chemical Education, 35:250, May5 1958»
Koelsehe5 Charles, L 05 "The Course in Chemistry,” in "Quality Science for
Secondary Schools," The Bulletin of the National Association of
Secondary School Principals, of the National Education Association,
■ pp» 111-126, Washington 6, D 0 C 05 December, 1960o
Leo5 Brother I 05 "Modifications of the First Two Tears of College Chemistry
as Suggested by Practicing Chemists," Junior College Journal,
21s85-92, October, 1950,
Lindahl, Dean M., £ status Gtady of Ctamistry in M o t a a m Public M g h Schools,
Master® s Thesis5 Montana State University, Missoula, 1957.
Meldrum5 William B 05 "Electrochemistry in the Freshman Course,"
Chemical Education, 28s 282-285i> May 1951.
Journal of
Meyer5 Martin5 "A Case Study of College General Chemistry5n Journal of
'Chemical Education5 22s325>*=327 and 336, July5 19h$»
%-sels5 Karol J«, and Copeland, Charles S«5 "The Sequence of Topics in
.a Beginner's Course," Journal of Chemical Education, 28s165-167,
March, 1951.
National Education Association, Administrations Procedures and School
Practices for the Academically Talented Student in the Secondary
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1#
BIOGRAPHICAL DATA
Stein, Lynn S e
Personal Data. Born at Killdeei', North Dakota, May 29, 1916,
son of John'WillxamTand Emma Nancy Stein. Married Ariadne B. Boelter
of Halliday, North Dakota on August 31, 19^0. Daughters: Sandra F.,
19it2 and Mary L., 191+6.
Education. Attended Oakdale and Mt. View rural schools. Grad­
uated from high school, Killdeer, North Dakota, 1933., B. A. with honors,
at North Dakota State Teachers College at Dickinson in 1937® Majors:
physical science and education. Minors: mathematics and English. M. A.
from Montana State University at Missoula in 1952. Majors: H&PE' and
educational administration. Attended Montana State College 1955-61.
Major: science education.
Experience. Was principal, coached athletics, and taught
mathematics and science at Halliday, and Taylor, North Dakota; came to
Montana in I 9I4.O, coached and taught mathematics and science at Sweet
Grass. Worked at Kaiser Shipyards, Vancouver, Washington, in 191+2 as
materials expeditor, engineer and supervisor. Navy veteran of World
War II. Following honorable discharge from service taught at Ft.
Berthold Indian Reservation in North Dakota. ■Returhed to Montana in
191+6 and over a period of years was an athletic coach, teacher of
mathematics and science, -and principal.at North Toole County High
School at Sunburst. Accepted teaching assistantship in chemistry at
Montana State College at Bozeman in 1957, Assistant Professorship and
Coordinator of Secondary Education at Northern Montana College at
Havre in 1958, and Assistant Professorship at Pacific Lutheran Univer­
sity, Tacoma, Washington, commencing in 196I.
Other Activities.' Member of American Lutheran Church, A.F. &
A.M., American Council of Teachers of Mathematics, National Science
Teachers Association, National Education Association (life member),
Montana Education Association (life member), charter member of Mont­
ana Teachers of Mathematics and Science, Boy Scouts of America (scout
and scouter), and past member of Phi Sigma Pi (National Honorary and
Scholastic fraternity).
MONTANA STATE UNIVERSITY LIBRARIES
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