DivCHED CCCE: Committee on Computers in Chemical Education

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Introduction

Interest, its formation and development, is a traditional problem  in the psychological-pedagogical  literature. In Webster’s explanatory dictionary interest is explained as the sense of curiosity. In Penguin’s psychological dictionary  interest is explained as attention, curiosity, motivation, aim, direction, desire. According to the Essential English Dictionary,  interest means that one desires to know more about something or somebody. One interest forms other. It is perceived as the desire to know more news and is considered in connection with curiosity. “Curiosity” can be considered as business-like aspiration to sciences, the desire to study.

A school student - can’t effectively study a subject, if s/he doesn’t have her/ his - own curiosity. S/he can study facts, prepare himself for examinations, but for s/he it has - no point. Creative work can be carried out only when a student has  interest or motivation on  the subject. Interest is  connected  with attention (J. Seli, 1916), and attention can be  influenced by  factors, such as new impressions. He had elaborated the regularities  which describes the relation between  in born and acquired  interests. According  to this  regularities, each subject can become interesting, if we “bond” it with an other subject- that  is  initially interesting. The two subjects “grow  together” and the uninteresting subject  becomes   interesting.

Experiments shows  that under positive emotions the left cerebral hemisphere, which is connected with verbal and logical mentality, is activated (Fox, Davidson, 1984).

Computer-educational programs give  unlimited opportunity to  connect two different subject during one lesson. On  their basis  such principles of didactics can be realized as: visuality, scienticity and accessibility.

The chemistry course  in Georgia  schools ends  with the questions on organic chemistry and bioorganic chemistry. In this sense this  peculiar significance  promotes   the search of the optimal way to motivate  a  pupil, because unlike from low class, the  interest   to   chemistry is sharply decreasing  (generally  the  most of students are not considering chemistry as their future profession).

Such methods of pedagogical technologies as computer educational programs and integrated teaching, give possibility to teachers for finding the  aforesaid key of the interest in pupils.

The Study

The application  of  new  technologies makes it possible to show the dynamic nature of  reactions.  It is especially effective for  illustrating processes such as organic reaction mechanisms  which are traditionally illustrated with static figures.  A dynamic illustration with the ability to stop and start the dynamics at any time, according to student’s wishes can provide a more effective demonstration. If the mechanism consists of discrete steps, the transfer from one step  to another can  be performed  when student wishes (by clicking through with a mouse).  If the process or mechanism  that is illustrated is general, then  it can be linked to other processes or mechanisms.  The frames of the animated  fragments are connected to each other by definite succession, though each frame is independent. Such animations should  not be overloaded  by text.  Educational information offered in a visual context is fascinating, easily assimilated, and fixed  in memory for a long time.  The lesson acquires active form.

Using a computer to animate processes gives the opportunity  to present vivid, eminent, and convincing illustrations about those events that are connected  to various chemical transformations. The process is reflected in dynamics of the computer  multimedia demonstration.

A narrative by the teacher is also attached to the process which helps create the mood of the multimedia environment, which, in turn, enhances student  readiness for studying and learning the material.

We have created a computer teaching  package in Organic chemistry, which is done in Adobe Flash and includes all  types of animations to connect organic chemistry with other sciences.

I want to point out one circumstance. There are many free educational computer programs in chemistry (we have seen many of these on the internet or on CD), also internet-sources, but  in these sources didactic principles are realized very poorly.  The aim of this program  is  less text and a lot more dynamic illustrations and use of different methods to stimulate a pupil’s motivation.

Findings

I would like to offer a scenario consisting of  several main themes, to illustrate the lessons that were carried out by us. We used a computer program in organic chemistry, where the protagonist is “the book of chemistry”, and serves as the guide for pupils’ journey. http://cvl.iliauni.edu.ge/start.html

F. Weller had written (Solomons. 2006), that organic chemistry reminds him of the dense forest, where only the courageous  dare to enter.  By using such provocative language to invite the student ‘into the forest’, the program tries to  bring pupil in the world of organic chemistry (Fig. 1).

(http://www.youtube.com/watch?v=D2RPOfn2j8g).

If s/he “dares” and pushes the green button, s/he will  find  himself on “magic” stage, where the elements which form organic compounds (C, H, O, N, P, S) are waltzing and showing the  main organic compounds of which they are a part.

Afterwards, the main body of organic chemistry instruction begins. Dance is beautiful, but it is needed for setting a mood and bringing pupils to serious questions not by force, but by choice.  By setting a lighter tone, will not be put off  by serious questions that they might believe to be complicated and dull (the scientific principle of didactics).

Organic chemistry begins with the study of hydrocarbons; their homologous series, isomers, and determination of of their formulae.  These topics will be very dull for pupils if they are not very interested to begin with.  We try to enhance learning by presenting the material with 3-D animations. For example, ethylene (the representative of unsaturated hydrocarbon) in the air, promotes the ripening of fruits and vegetables. Thus, this gas is used in hothouses (greenhouses). If the pupil reads this fact in the book, or teacher tells them, they  may  remember  it only one week, than they will forget it. But, when a Halloween pumpkin  (which has grown up in front of you) smiles at you from the screen, it is difficult to forget ethylene (fig.2)

(http://www.youtube.com/watch?v=_qsF4oWqQBg).

Similar pedagogical approaches have been used for studying greenhouse gases.  The effect of greenhouse gases on the earth is discussed using the example of the automobile. As a consequence of standing in the sun, the car becomes hot (interior becomes hot).  The energy of light is transformed into the energy of heat. Then we compare the car and the earth and explain the mechanism. To make this topic interesting, our programmer/designer used the latest model of BMW (we had learned that teenagers in Georgia dream about this model all the time) and using it as an example, the greenhouse effect is discussed.

We then turn to “ black gold” or oil. Pupils, on studying Georgian literature, cover the hagiographical story of “Abo Tbileli”.  In this story, the Arab youth was tormented for his belief in Christianity and oil was poured onto his corpse which was then burned.  It means that oil- as fuel- was known in Georgia from ancient times (by  stories like this  we try to connect chemistry with Georgian and foreign literature).

Asphalt, side by side with other products, is obtained from oil. Everybody knows asphalt, so it can’t be interesting, but the fact that in Caribbean Sea, on the island of Trinidad, there is a natural lake of “asphalt” is interesting news for pupils.  Nobody waves off a chance to see  clip about this.

(http://www.youtube.com/watch?v=hPxCb1g-DAY).

The next theme is “alcohol”, which begins with traditional Georgian Mravaldjamiery (traditional folk song) and ties alcohol into Georgian folklore.  On the screen wine-juice is fermented and alcohol is distilled.  Although the homologous series of alcohols, establishment of their formulae, isomerism and properties must be studied, we  try to underline one point.  In this section, the toxic actions of alcohol on a person’s organs and especially on the youth are highlighted.  Student’s knowledge from biology will help them in this section. They must recall, what cells and tissues are in order to understand that oxidation of alcohol occurs in the liver (children, be kind to your liver, it has so much work to do) by special enzymes. High doses of alcohol destroy the liver and cause mental degradation.  So, teenagers, before you drink alcohol, thinking  that is courage, think about it (fig.3).

When studying how to obtain alcohol, the pupil must use what they learned about enzymes and catalysts from courses in inorganic chemistry and biology. The teacher, for relaxation of the tension, can offer amusing animation about enzymes.

In 1941 (Rawn, J.D. 2007). the king of Denmark Kristian X^th had  presented to the famous biochemist Lingerster-langu the highest scientific  reward – the Ersted’s Gold Medal and asked  him to explain in popular language the importance of enzymes.  The scientist told a short story about a father and three brothers, who only had seventeen  white camels. Before death father distributed the camels among the sons.  To the eldest – half of the camels, to the middle- one third, to the youngest- one ninth.  After the death of their father, the sons could not divide the camels-not by two, not by three and not by nine.  Then a stranger passed the house and had one black camel with him.  The brothers asked him to help.   He presented them his camel and a miraculously eighteen camels were evenly divided by two.  The oldest brother then took his nine camels.  The middle brother took one third, or 6 camels, and the youngest brother  his one ninth or 3 camels. The number of camels taken by the brothers was 17  and the 18^th camel was superfluous. The stranger said to the brothers: “Give my camel back, he played his role, finished the process, which can’t be finished without him”. Enzymes are like the 18^th black camel: useful in certain circumstances because without them a lot of chemical reactions cannot be accomplished. As soon as the enzyme finishes their work they return to the reaction medium in primary form—They remain unchanged and not spent. 

 When studying alcohols we must consider the representations of saturated polyhydroxy alcohols-ethylene glycol and glycerol. Studying this theme, pupils expressed a desire to prepare soap themselves (they are very proud for it).  Most of the questions in this section are about nitroglycerol, which is widely use by two contrasting professionals- killers and doctors.

The next theme, “the book of chemistry” invites us at “mad’s  tower”. You did not mishear. The“mad’s tower” is the name of the museum of pathology.  Somebody can be confused, but this relates back to the harmful influence of alcohol. Now, potential parents can see, what kind of child a drug addict may have. They must learn from other people’s mistakes.

You may ask- how does “mad’s tower” connect with chemistry.  They are connected by one detail. The specimens are kept in formalin. It is an aqueous solution of formaldehyde. Formaldehyde is the first member of the homologous series of aldehydes. The next themes of organic chemistry are aldehydes and ketones

Probably, everybody has been injected with a syringe when they were a child. Ants and bees also have a painful sting. Why are sorrel and spinach delicious and healthy?  They contain carboxylic acids. The study of this homologous series, how they are obtained and their properties will be “just a bit” interesting, all the more if they are represented by jolly animations. The most interesting is that these acids are used in human metabolism to produce energy through a process called the Krebs’ cycle (after its discoverer).

In the next theme,  “the book of chemistry” invites us to visit “aunt Ester” (Ester is woman’s name in Georgia and we have used it to cheer up the pupils, when they study esters).

Towards the end, there is a discussion on the molecules of life: proteins, fats, and carbohydrates. All pupils are interested in hemoglobin, which is known by all juveniles because they have had, at one time or another, a blood analysis.

The “book of chemistry” informs us that the amino acids can be correlated to musical notes and used to create music.  So, each protein has its own sound, and you can listen to some of them.

In the next figure is a fragment from the inorganic chemistry section of the virtual program, “let us amuse our self.”(fig. 4) 

(http://www.youtube.com/watch?v=JiXSb4Qlaag).

A chemical reaction is animated with Georgian national dancing and Chemical Theater (fig.5).

(http://www.youtube.com/watch?v=NxTqqvFByTI).

Conclusions

With the introduction of new technology, pupils have become more interested in chemistry.  After these lessons we receive a motivated pupil, who likes chemistry and  is surprised, because s/he believed chemistry was a “terrible and dull” subject. Motivation does not fade. For every subsequent lesson, their motivation gets stronger.

The choice of profession is extremely difficult and a many-sided problem. A young person is influenced by many factors—such as family, school, friends, means of information, etc.—that influence their choice of profession. Sometimes accidental factors have a strong influence, forcing the person to choose definite professions. For example, somebody chooses a profession not according to his natural qualities, but rather for the ease of reaching their goal. This is an error, because the person can completely realize her/his potential, only when /she chooses their profession correctly.

Progress is dependent on the training of new personnel. “The lucky chance” doesn’t help the unprepared scientists; it helps only the trained brain.  Apples had fallen on the heads of numerous men, but only Isaac Newton discovered the law of gravitation.  Many scientific achievements were done at young age. Newton was about 25 years old, when he had discovered the law of gravitation. von Mayer, Joule and von Helmholz helped established the law of conservation of energy when they were but 28 years old.

Correctly constructed and thought-out lessons, exact information compel the pupils to be interested in a concrete profession.  One aim of  the program  presented  here is to simplify the choice of profession.  It is possible that some pupils find a chemist in themselves.  In this case, the work creating this program will be justified.   

References

Seli J.(1916). Pedagogical  psychology. Moscow.

Fox, A., Davidson, N. (1984). Emotion and personality. New-York, MA: Columbia University

Rawn,  J.D. (2007). General and organic chemistry. Cambridge.

Solomons. (2006). Organic chemistry. Wiley-Interscience

Acknowledgements

The author would like to express her  appreciation to Rustaveli National Science  Fondation and Ilia State University   for financial  support for  making  educational program in organic chemistry.