Introduction Students in Pharmacy and other biological related degree programmes at UH are taught the fundamentals of chemistry during the first two years. Many of these students find it difficult to see the relevance and importance of chemistry (Holbrook, 2005). One reason for this is due to the image problem associated with chemistry as illustrated in Figure 1. Chemistry is perceived as a difficult subject and the negative image of the discipline has been commented on (Breuer, 2002). Making chemistry relevant through contextualisation is the theme of this research. Chemistry theory is often taught first with examples used afterwards. An approach that has been used here is to use the application to introduce and explain the theory. For example, Mass Spectrometry, which is taught to students both at Level 1 and 2, studies the mass of molecules, composition of isotopes and fragmentation of molecules. The image in Figure 2 from the 1988 Olympics when Ben Johnson, the Canadian sprinter won the gold medal in the 100 metres in a new world record is shown to the students. Most look surprised initially and question how this relates to mass spectrometry. There is a marked increase in their curiosity and motivation. A discussion how mass spectrometry is used in sport doping follows. References Breuer, S.J. (2002) Does Chemistry have a Future? University Chemistry Education. Vol 6. No 1. p Cordova, C.I. and Lepper, M.R. (1996). Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualisation, Personalisation and Choice. Journal of Educational Psychology. Vol 8. No 4.p Holbrook, J. (2005). Making Chemistry Teaching Relevant. Chemical Education International. Vol 6. No 1. Jesson, J.K et al. (2006). Science or practice? UK undergraduate experiences and attitudes to the MPharm degree. Pharm World Sci. Vol. 28. p Watters, J.J. (2004). Engaging with Chemistry through Contexts. Paper presented to the Royal Australian Chemical Institute, Tertiary-Secondary Interface Conference, Brisbane. “Why do we have to learn so much chemistry? We don’t see the point of it!” Suzanne Fergus School of Pharmacy, University of Hertfordshire Results CHEMISTRY Students demonstrate at the closure of Exeter Chemistry Department (2005) Figure 3: Result of Questionnaire to Level 1 Pharmacy and Bioscience students. Figure 1: The Perception of Chemistry Discussion The results (Figure 3) support the evidence that students encounter a more positive learning experience when they find the topic interesting. An enhanced level of interest is developed when the students identify how chemistry relates to them and how it makes sense in their lives. Some of the students understood examples and applications in the question to signify problems and calculations. This emphasises how chemistry concepts and applications of chemistry are misunderstood. Jesson et al (2006) have used focus groups to investigate the experiences and attitudes of MPharm students from nine UK Schools of Pharmacy. Results showed that students realised the science they covered in the initial years of their MPharm degree was highly relevant but this was not apparent to them at the time. Figure 2: Mass Spectrometry Contact Details Dr Suzanne Fergus, School of Pharmacy, University of Hertfordshire. Tel: +44 (0) Method A questionnaire was completed by 50 Level 1 students in the School of Pharmacy and School of Life Sciences. The students were asked for anonymous feedback on their chemistry learning experiences. Two core themes were addressed regarding attitude to chemistry – motivation in learning and contextualisation. As discussed by Watters (2004), motivation is one of the principal features in the learning process. Context is addressing an issue or problem where the knowledge is needed to solve or understand the context. If the context is relevant to the student then the motivational aspect should be increased. This has been confirmed by Cordova and Lepper (1996). Conclusion Contextualisation of chemistry enhances students’ interest in the subject and this directly affects the approach to learning. Using relevant examples and applications to teach chemistry demonstrates its importance and context. Future work will involve the further development of contextualisation with particular focus on the fundamental chemistry concepts covered at levels 1 and 2.