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1 Chemistry and the Environment: 0 0 w 4.f 21 Pedagogical Models and Practices 1 5- 1 0 2 k- b 1/ 2 0 1 0. 1 oi: d 5 | 1 0 2 0, 3 er b m e v o N b): e W e ( at D n o ati c ubli P In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. 1 0 0 w 4.f 1 2 1 5- 1 0 2 k- b 1/ 2 0 1 0. 1 oi: d 5 | 1 0 2 0, 3 er b m e v o N b): e W e ( at D n o ati c ubli P In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. 1214 ACS SYMPOSIUM SERIES Chemistry and the Environment: Pedagogical Models and Practices Katherine C. Lanigan, Editor 1 0 0 w 4.f Elizabeth S. Roberts-Kirchhoff, Editor 1 2 1 15- Kendra R. Evans, Editor 0 2 k- b 1/ Mark A. Benvenuto, Editor 2 0 1 0. 1 oi: Alexa Rihana-Abdallah, Editor d 5 | University of Detroit Mercy 1 0 2 Detroit, Michigan 0, 3 er b m e v o N b): e W e ( at D on Sponsored by the ati c ACSDivisionofEnvironmentalChemistry,Inc. ubli P AmericanChemicalSociety,Washington,DC DistributedinprintbyOxfordUniversityPress In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. LibraryofCongressCataloging-in-PublicationData Names:Lanigan,KatherineC.,editor.|AmericanChemicalSociety.Division ofEnvironmentalChemistry. Title:Chemistryandtheenvironment:pedagogicalmodelsandpractices/ KatherineC.Lanigan,editor,UniversityofDetroitMercy,Detroit, Michigan[andfourothers];sponsoredbytheACSDivisionof 1 EnvironmentalChemistry. 0 0 Description:Washington,DC:AmericanChemicalSociety,2015.|[Oxford]: w 4.f DistributedinprintbyOxfordUniversityPress|Series:ACSsymposium 21 series;1214|Includesbibliographicalreferencesandindex. 1 5- Identiiers:LCCN2015043880(print)|LCCN2015045821(ebook)|ISBN 1 0 9780841231184(alk.paper)|ISBN9780841231177() 2 k- Subjects:LCSH:Environmentalchemistry.|Greenchemistry.|Environmental b 1/ quality. 2 0 Classiication:LCCTD193.C4682015(print)|LCCTD193(ebook)|DDC 1 0. 577/.14--dc23 1 oi: LCrecordavailableathttp://lccn.loc.gov/2015043880 d 5 | 1 0 2 0, 3 er mb ThepaperusedinthispublicationmeetstheminimumrequirementsofAmericanNational ve Standard for Information Sciences—Permanence of Paper for Printed Library Materials, o N ANSIZ39.48n1984. b): We Copyright©2015AmericanChemicalSociety e ( at DistributedinprintbyOxfordUniversityPress D n o ati AllRightsReserved. ReprographiccopyingbeyondthatpermittedbySections107or108 ublic o$f40th.2e5Up.Slu.sC$o0p.y7r5igphetrApacgtiesiasllpoawidedtofothreinCteorpnyarliguhsetConlelya,rapnrocveiCdeednttehra,tIancp.e,r2-2c2haRpotesrefweoeoodf P Drive,Danvers,MA01923,USA.Republicationorreproductionforsaleofpagesinthis bookispermittedonlyunderlicensefromACS.Directtheseandotherpermissionrequests toACSCopyrightOfice,PublicationsDivision,115516thStreet,N.W.,Washington,DC 20036. Thecitationoftradenamesand/ornamesofmanufacturersinthispublicationisnottobe construedasanendorsementorasapprovalbyACSofthecommercialproductsorservices referenced herein; nor should the mere reference herein to any drawing, speciication, chemicalprocess, orotherdataberegardedasalicenseorasaconveyanceofanyright or permission to the holder, reader, or any other person or corporation, to manufacture, reproduce,use,orsellanypatentedinventionorcopyrightedworkthatmayinanywaybe relatedthereto. Registerednames,trademarks,etc.,usedinthispublication,evenwithout speciicindicationthereof,arenottobeconsideredunprotectedbylaw. PRINTEDINTHEUNITEDSTATESOFAMERICA In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. Foreword The ACS Symposium Series was irst published in 1974 to provide a mechanism for publishing symposia quickly in book form. The purpose of the series is to publish timely, comprehensive books developed from the ACS sponsoredsymposiabasedoncurrentscientiicresearch. Occasionally,booksare 1 00 developed from symposia sponsored by other organizations when the topic is of w 4.f keeninteresttothechemistryaudience. 1 2 1 5- Beforeagreeingtopublishabook,theproposedtableofcontentsisreviewed 1 20 forappropriateandcomprehensivecoverageandforinteresttotheaudience. Some k- b papersmaybeexcludedtobetterfocusthebook;othersmaybeaddedtoprovide 1/ 2 comprehensiveness. When appropriate, overview or introductory chapters are 0 1 0. added. Draftsofchaptersarepeer-reviewedpriortoinalacceptanceorrejection, 1 oi: andmanuscriptsarepreparedincamera-readyformat. d 5 | 1 As a rule, only original research papers and original review papers are 0 2 0, included in the volumes. Verbatim reproductions of previous published papers 3 er arenotaccepted. b m e v o N b): ACSBooksDepartment e W e ( at D n o ati c ubli P In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. Preface Asevidencedbythechapterswithinthisvolume,theieldofchemicalpedagogy is diverse. Models employed by authors of these chapters include guided-inquiry learning, peer-mentoring, service learning opportunities, project-based exercises, lipped classrooms, and studies-abroad. While these approaches differ, the one 1 00 commonthreadistheuseofenvironmentaltopicstocapturetheattentionofstudents pr 4. who then use chemistry concepts to further explain those issues and concepts. 1 12 However,thereisnosingle,optimalmethodologythattriggersmaximumlearning 15- for all students. Additionally, different institutions are equipped with varying 0 k-2 resourcesandhavedistinctstudentrequirements. Tocomplicatethematter,theway b 1/ students learn is changing with the advent of new communication technologies. 2 10 Therefore, differentstrategiesarenecessarynowandintothefuture. Whatmakes 0. 1 this volume unique is the compilation of examples that traverse the pedagogical oi: ieldinchemistry. Eachchapterwithinthisvolumeprovidesabriefbackgroundon d 5 | thespeciicmethodologyused,aswellasreferencetopublishedworksintheield. 1 0 2 Thusthereaderinterestedinenvironmentalissuesandconceptscanextractdetailed 0, 3 informationfromthesepagesonhowtodevelopcontext-basedactivitiesorcourses ber usingarangeofdifferentmodels. m e This volume, Chemistry and the Environment: Pedagogical Models and v o N Practices,isaproductofasymposiumsponsoredbytheEnvironmentalChemistry b): Division of the American Chemical Society held during the 249th National ACS e W e ( Meeting in Denver, Colorado in March of 2015. Several of the models in this at volume were presented as papers at that symposium; other models came from D n invitedauthors. Thecommonthemeforthesemethodsiscontext-basedpedagogy o ati in which chemistry concepts are presented to students through the examination of c ubli environmentalissuesandconcepts. P King et al. (Chapter 1) provide an introduction to context-based learning throughuseofProcessOrientedGuidedInquiryLearning(POGIL).Adescription ofthelearningcycleisincludedaswellashowitisusedbytheauthorstodevelop theclimatechange, context-basedPOGILactivitiespresentedhere. Fivedifferent information models, typically used in POGIL activities, are outlined with speciic examples to introduce the process of model choice for the development of new context-basedPOGILactivities. Eves et al. (Chapter 2) outline the peer-mentoring program presently used in the Southern Utah University Water Laboratory where students manage and run day-to-dayoperationsofawaterqualitytestinglaboratory. Inordertocircumvent problems associated with frequent turn-over, a highly-organized peer mentoring program facilitates the process of management, training and information transfer. This chapter chronicles the evolution of a context-based approach where students ix In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. learnbyon-the-jobtrainingoflaboratorytechniques,management,teamwork,and customerservice. Weaver and Eves (Chapter 3) describe an analytical laboratory course in which environmental chemical analysis is the main focus. In this pedagogical model, principles and techniques are introduced to students and then applied to environmentally-oriented service learning projects. Students work in groups to carry out various water quality tests of a creek near Southern Utah University. Studentsarerequiredtocompilethedataandreporttheirindingsfordissemination tothecommunity. Thereal-worldapplicationoftheprojectsandtheirimpactsare detailedhere. Lanigan and Roberts-Kirchhoff (Chapter 4) offer an example of how context-based projects can be adapted for various levels of chemistry instruction. 1 Thischapterillustratestheuseofdrinkingwaterqualityasthethemeforactivities 0 0 pr andexperimentsthatweredevelopedforAlliedHealthmajors,sciencemajors,and 4. 1 middle school students. A novel investigative activity, two experiments, and four 2 1 5- mini-projectsaredetailed,aswellasseveralassessmentmethodsforevaluatingthe 1 20 effectivenessofpedagogicalpractices. bk- Kahl(Chapter5)reportsaproject-basedexperimentwherestudentscomparea 1/ 2 simplesmartphonespectrophotometertoatraditionalone. Aftercomparingresults 0 1 0. of water quality tests, students use an engineering approach to generate different 1 oi: designstoimprovethesmartphonespectrometer. d 5 | Archey et al. (Chapter 6) outline a pedagogical approach which introduces 01 general chemistry concepts through consideration of environmental issues such 2 0, as carbon dioxide uptake by the Amazon jungle. Application of concepts such as 3 er stoichiometry,molarity,solubility,andgraphinterpretationtothe“carbonfootprint” b m discussionofglobalsustainabilityexempliiestheutilityofcontext-basedpedagogy. e v o Berliner (Chapter 7) describes two approaches for introducing chemical N b): concepts through the use of lipped classrooms. The two courses described e W here require students to engage in discussion of contemporary environmental e ( chemistryandtoxicologyissues. Bothrequirereadingsovercontroversialissuesin at D environmentalchemistry,studentpresentationsandguestlecturersonrelatedtopics. n atio ThesigniicantdifferenceinBerliner’stwoapproachesisthatonecourseisoffered Public aosppaotrwtuon-witieeeskfionrtecrunlatutiroanlaelntrraicvhemlceonutrassetwoeTllhaaislalnadb.orTahtoisrylaettxeprearpiepnroceacmheinacsluurdinegs waterqualityinthecommunitiesvisitedbystudents. Mio et al. (Chapter 8) present a description of an organic laboratory course thatintegratesconceptsofgreenchemistrythroughouttheexperimentalandwriting componentsofthecourse. Emphasisismadeontrainingchemistryandbiochemistry studentsasfutureprofessionalscientistsbyrequiringstudentstosubmitACS-style manuscriptsthatundergoapeer-reviewprocesspriortoinalsubmission. Detailsof thewriterandpeer-reviewerrubricsareincludedinthischapter. These examples of context-based instructional practices are diverse and evaluationforeachrequiresitsownmethodology. Therefore,thereisagreatneed inthechemicaleducationcommunityformorepublishedexamplesofpracticesand assessmenttoolsforchemicaleducators. Thisvolumeofpapersprovidesexamples for those interested in applying chemistry concepts to environmental topics to stimulatestudentlearning. x In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. Editors’ Biographies Katherine C. Lanigan 1 KatherineLaniganisanAssociateProfessorofChemistryandBiochemistry 0 0 ot attheUniversityofDetroitMercy. Lanigan’sresearchincludesanalysisoftrace 4. 1 metalaccumulationbothinplantsandinvertebrateandadsorptionstudiesofmetal- 2 1 5- complexedEDTAonmetaloxidethinilmsbyATR-FTIR.LaniganreceivedaB.S. 1 0 degree in Chemistry from the University of Dayton in 1990 and a Ph.D. degree 2 bk- in chemistry from the University of Iowa in 1996. She joined the University of 1/ 2 DetroitMercyin1999. 0 1 0. 1 oi: d 5 | Elizabeth S. Roberts-Kirchhoff 1 0 2 0, Elizabeth Roberts-Kirchhoff is Professor of Chemistry and Biochemistry at 3 er the University of Detroit Mercy. Her research interests include the mechanism b m ofactionofcytochromeP450enzymes;theanalysisofmetalsinfoodandhealth e v No supplements including kelp, clay, and protein powders; and the analysis of b): pesticides in water. Roberts-Kirchhoff received a B.S. in Chemistry from Texas e W A & M University and a Ph.D. in Biological Chemistry from the University e ( of Michigan. After postdoctoral research at Wayne State University and The at D n UniversityofMichigan,shejoinedthefacultyattheUniversityofDetroitMercy o ati in 1997. c bli u P Kendra R. Evans KendraEvansisanAssociateProfessorofChemistryandBiochemistryatthe UniversityofDetroitMercy. Herresearchfocusesonthedevelopmentanduseof automatedliquidchromatography-massspectrometrymethodstoinvestigatelong- terminsulinsecretiondynamics. Herresearchinterestsalsoincludethedetection ofpesticidesinwaterandanimaltissue, aswellasthedevelopmentofstability- indicatingassaystomonitortheforceddegradationofpharmaceuticalcompounds. EvansreceivedaB.S.inChemistryfromWesternKentuckyUniversityandaPh.D. inAnalyticalChemistryfromtheUniversityofMichigan. Shejoinedthefaculty attheUniversityofDetroitMercyin2009. ©2015AmericanChemicalSociety In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. Mark A. Benvenuto Mark Benvenuto is a Professor of Chemistry at the University of Detroit MercyandaFellowoftheACS.Hisresearchthrustsspanawidearrayofsubjects, but include the use of energy dispersive X-ray luorescence spectroscopy to determine trace elements in land-based and aquatic plant matter, food additives, and ancient and medieval coins. Benvenuto received a B.S. in chemistry from the Virginia Military Institute, and after several years in the Army, a Ph.D. in inorganic chemistry from the University of Virginia. After a post-doctoral fellowship at the Pennsylvania State University, he joined the faculty at the UniversityofDetroitMercyinlate1993. 1 0 0 ot Alexa Rihana-Abdallah 4. 1 2 1 5- Alexa Rihana-Abdallah is an Associate Professor of Environmental 1 0 2 Engineering at the University of Detroit Mercy. Her research interests k- b include water and soil remediation, in particular contaminant fate pathways 1/ 02 and remediation design for surface and groundwater polluted with metals or 1 0. chlorinated compounds, as well as energy sustainability and clean technology. 1 oi: Rihana-AbdallahreceivedaB.S.inElectricalEngineeringfromEcoleSupérieure d 5 | des Ingénieurs de Beyrouth – Université St. Joseph, a M.S. and a Ph.D. in 1 0 Environmental Engineering from the University of Michigan. She joined the 2 0, facultyattheUniversityofDetroitMercyinlate2000. 3 er b m e v o N b): e W e ( at D n o ati c bli u P 106 In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015. Chapter 1 Choosing Appropriate Models – Incorporating Climate Change into General Chemistry DanielB.King,*,1JenniferE.Lewis,2KarenAnderson,3 1 DouglasLatch,4RichardMoog,5SusanSutheimer,6andGailWebster7 0 0 h c 4. 1 1ChemistryDepartment,DrexelUniversity,3141ChestnutSt., 2 1 5- Philadelphia,Pennsylvania19104,UnitedStates 1 0 2ChemistryDepartment,UniversityofSouthFlorida,4202E.FowlerAve., 2 bk- Tampa,Florida33620,UnitedStates 1/ 2 3MadisonCollege,1701WrightSt.,Madison,Wisconsin53704,UnitedStates 0 1 0. 4ChemistryDepartment,SeattleUniversity,90112thAve., 1 oi: Seattle,Washington98122,UnitedStates d 5 | 5ChemistryDepartment,FranklinandMarshallCollege,P.O.Box3003,415 01 HarrisburgAve.,Lancaster,Pennsylvania17604-3003,UnitedStates 2 0, 6ChemistryProgram, GreenMountainCollege, OneBrennanCircle, 3 er Poultney,Vermont05764,UnitedStates b m 7ChemistryDepartment, GuilfordCollege, 5800WestFriendlyAve., e v o Greensboro,NorthCarolina27410,UnitedStates N b): *E-mail: [email protected] e W e ( at D n atio A set of in-class activities were developed that use climate Public cchoanntegnet.cTohneceapcttsivittoieshealrpe bsatsueddenotnsPlOeaGrnILg(ePnreorcaelsschOermieinstterdy Guided Inquiry Learning) pedagogy, in which students work in groups to develop conceptual understanding of the topics presentedintheactivity. Achallengefacedinthedevelopment of these activities was how to effectively incorporate the climate change context. The result was a set of activities that incorporate climate change in a variety of ways. This chapter willpresentdifferentmodeltypesusedintheseactivities,along withdiscussionofthecorrespondingbeneitsofeachparticular model type. It is hoped that the reader will gain some insight into model development, and that the examples presented will makeiteasierforotherstoincorporatecontext-basedexamples intotheirowncurricularmaterials. ©2015AmericanChemicalSociety In Chemistry and the Environment: Pedagogical Models and Practices; Lanigan, et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2015.

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