1. One-Semester General Chemistry Course for Engineers By Dr. Ben Hutchinson Dr. Sandra Dudley Lipscomb University

2. Overview Origin of Course Origin of Course Need for Course Need for Course What Chemistry do Engineers Need? What Chemistry do Engineers Need? Engineering Students Learn Chemistry Engineering Students Learn Chemistry Pedantic Techniques Pedantic Techniques Laboratory Experiences Laboratory Experiences What Have We Learned? What Have We Learned? Conclusions and Recommendations Conclusions and Recommendations

3. Origin of Course Changing standards by the Accreditation Board of Engineering & Technology (ABET) Changing standards by the Accreditation Board of Engineering & Technology (ABET) Engineering majors (other than chemical or materials related) often take only one semester of chemistry--at the general chemistry level. Engineering majors (other than chemical or materials related) often take only one semester of chemistry--at the general chemistry level.

4. Need for Course First semester of two-semester general chemistry may be insufficient for engineers understanding of chemistry First semester of two-semester general chemistry may be insufficient for engineers understanding of chemistry Some topics needed by engineers are normally included in the second semester of general chemistry Some topics needed by engineers are normally included in the second semester of general chemistry Some topics included in the first semester of general chemistry may not be essential for engineers Some topics included in the first semester of general chemistry may not be essential for engineers

5. Consider What Engineering Students Need from Chemistry Some concepts included in general chemistry are also covered in physics or an engineering course Some concepts included in general chemistry are also covered in physics or an engineering course Some concepts included in general chemistry, but not elsewhere, may be assumed in later engineering courses Some concepts included in general chemistry, but not elsewhere, may be assumed in later engineering courses Some concepts are critical for successful completion of the Fundamentals of Engineering (FE) Exam Some concepts are critical for successful completion of the Fundamentals of Engineering (FE) Exam

6. Consider What Engineers Need from Chemistry Most importantly, engineers need to understand enough general chemistry to perform successfully in the workplace on multidisciplinary teams, including: Most importantly, engineers need to understand enough general chemistry to perform successfully in the workplace on multidisciplinary teams, including: Working with chemists Working with chemists Preparing reports which accurately represent chemical concepts Preparing reports which accurately represent chemical concepts Reporting to chemists Reporting to chemists Supervising chemists Supervising chemists

7. What Topics Should be Included in a One-Semester Chemistry Course? Chemistry concepts included on the FE exam Chemistry concepts included on the FE exam Chemistry concepts which are not covered elsewhere in the engineering curriculum or which are assumed in engineering courses Chemistry concepts which are not covered elsewhere in the engineering curriculum or which are assumed in engineering courses Chemistry concepts which are generally understood in the scientific and engineering multidisciplinary community Chemistry concepts which are generally understood in the scientific and engineering multidisciplinary community Calculational techniques rather than theoretical concepts Calculational techniques rather than theoretical concepts

8. Fundamentals of Engineering (FE) Exam The first of two exams engineers must pass in order to be licensed. It is normally taken by senior undergraduate engineering students. The first of two exams engineers must pass in order to be licensed. It is normally taken by senior undergraduate engineering students. The exam is divided into two 4-hour portions. The exam is divided into two 4-hour portions. All students take the fundamentals portion which has a chemistry section. All students take the fundamentals portion which has a chemistry section.

9. What Topics Should Not be Emphasized ? In-depth coverage of historical discoveries In-depth coverage of historical discoveries Topics introduced in other engineering courses Topics introduced in other engineering courses Theoretical topics not necessary for the applied fields of engineering Theoretical topics not necessary for the applied fields of engineering Topics not required for successful completion of the FE Exam Topics not required for successful completion of the FE Exam

10. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Perform better on calculations Perform better on calculations Request additional calculations Request additional calculations Think calculations are cool Think calculations are cool Mainstream students Mainstream students Perform better on concept problems Request additional concept problems May find some concepts cool

11. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Think demonstrations are cool Think demonstrations are cool Retain concepts from demonstrations Retain concepts from demonstrations Mainstream students Mainstream students Think demonstrations are cool Retain events of the demonstration

12. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Skeptical of practical uses of chemistry Skeptical of practical uses of chemistry Able to focus on specific examples of chemistry for engineering applications Able to focus on specific examples of chemistry for engineering applications Mainstream students Mainstream students Skeptical of practical uses of chemistry Unable to focus on specific examples of chemistry for every major

13. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Fascination with how things work Fascination with how things work Often play with or disassemble laboratory equipment Often play with or disassemble laboratory equipment Independently experiment with acid- base indicators or whatever is available Independently experiment with acid- base indicators or whatever is available Mainstream students Mainstream students Accept mechanical functions as is Do not exhibit the curiosity for what would happen if... ?

14. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Charmed by field trips Charmed by field trips Provides great opportunity for realistic writing experience Provides great opportunity for realistic writing experience Mainstream students Mainstream students Did not have the opportunity to engage in field trips; students did not show interest

15. How do Engineering Students Learn Chemistry Differently from Others? Engineering students Engineering students Given the opportunity to design and implement an extra credit project, students selected experiments or field based projects Given the opportunity to design and implement an extra credit project, students selected experiments or field based projects Mainstream students Mainstream students Given the opportunity to design and implement an extra credit project, students selected literature projects

16. Pedantic Techniques Descriptions of how chemistry is of benefit to an engineer Descriptions of how chemistry is of benefit to an engineer Application problems taken from actual engineering practice (especially those with insufficient information) Application problems taken from actual engineering practice (especially those with insufficient information) Calibrated Peer Review Calibrated Peer Review Daily, student-led Chemistry in the News Daily, student-led Chemistry in the News Student-proposed projects for extra credit Student-proposed projects for extra credit Combination of essay and calculational problems on exams Combination of essay and calculational problems on exams

17. Pedantic Techniques Student helpfulness survey Student helpfulness survey Extra credit opportunities (most helpful) Extra credit opportunities (most helpful) Practical advice for engineers Practical advice for engineers Laboratory experiences (short) Laboratory experiences (short) Real world tip of the day Real world tip of the day De-emphases of theoretical concepts De-emphases of theoretical concepts Application problems (least helpful) Application problems (least helpful)

18. Laboratory Experiments Field trips to chemical, petrochemical, or other manufacturing facilities Field trips to chemical, petrochemical, or other manufacturing facilities Environmental chemistry of streams, lakes, wastewater treatment plants Environmental chemistry of streams, lakes, wastewater treatment plants Fuel cells Fuel cells Gas law demonstrations Gas law demonstrations Semi/super-conductor experiments Semi/super-conductor experiments Nanotechnology experiments (TiO 2 as photocatalyst) Nanotechnology experiments (TiO 2 as photocatalyst) Student-selected experiments Student-selected experiments

19. Laboratory Teaching Techniques Safety firstpreparation for industrial safety paradigm Safety firstpreparation for industrial safety paradigm Lab application tests Lab application tests Engineering report style write-ups Engineering report style write-ups CPR writing combined with experiments CPR writing combined with experiments Economic or environmental connections with experiments Economic or environmental connections with experiments Polymer emphases Polymer emphases Ethical laboratory issuesreporting results accurately even when counterproductive for you Ethical laboratory issuesreporting results accurately even when counterproductive for you Emphasis on authenticity of data Emphasis on authenticity of data

20. What have we learned? Directly applicable laboratory exercises are best Directly applicable laboratory exercises are best Students need more stepwise direction to learn problem- solving techniques Students need more stepwise direction to learn problem- solving techniques Student discretion in selecting individual projects results in greater interest and initiative Student discretion in selecting individual projects results in greater interest and initiative Students love technology but often request simple methods (e.g., chalkboard) for learning Students love technology but often request simple methods (e.g., chalkboard) for learning Engineering students yearn for real world settings and are willing to work hard to encounter them Engineering students yearn for real world settings and are willing to work hard to encounter them Scoring can foster neatness, significant figures, courtesy, laboratory documentation, writing skill Scoring can foster neatness, significant figures, courtesy, laboratory documentation, writing skill Professional habits may be developed early Professional habits may be developed early

21. Conclusions and Recommendations Communicating appropriate chemistry to an audience with different needs for chemistry can be a challenge and growth experience Communicating appropriate chemistry to an audience with different needs for chemistry can be a challenge and growth experience Focus on the engineering students long term needs when teaching chemistry Focus on the engineering students long term needs when teaching chemistry Role model essential skills Role model essential skills Consult an engineer when designing and teaching a chemistry course for engineering students Consult an engineer when designing and teaching a chemistry course for engineering students Dont be constrained by traditional chemistry courses and teaching methods Dont be constrained by traditional chemistry courses and teaching methods