Education institutions globally are increasingly expected to explore avenues for the implementation of service-learning into their curricula. A second-year undergraduate organic chemistry laboratory experiment, in which the undergraduate students make azo dyes, can provide a vehicle for a service-learning module in which university undergraduate students then teach students from resource-limited secondary schools how to make azo dyes. Evidence is provided to show how the theory is reinforced for both sets of students through a shared practical experience. The practical application of chemistry is conveyed through the use of the synthetic azo dyes to dye t-shirts. The results of this study show that the service-learning experience clearly assists undergraduate students to appreciate the role of chemists in the broader society while at the same time increasing awareness of the inequalities in school education systems.
This paper describes a service-learning course in Chemistry Honours at Rhodes University in South Africa. Students visit two schools in different settings, where they present a lecture-demonstration, entitled ‘A Pollutant's Tale’, and two hands-on experiments to school learners. The students are assessed on their learnings as seen through their own reflections on the activities in reflective journals. The reflections from 27 students over four years of the course were analysed to investigate to what extent the educational goals of the course were being met. Six broad themes emerged from student reflections: (1) social awareness; (2) civic responsibility; (3) challenging beliefs; (4) enhanced understanding of science communication and demonstration skills; (5) personal growth; and, (6) evaluating the service-learning experience. In our discussion of these themes, we suggest that through service-learning, students have learnt to do things differently in Chemistry: they have learnt about society beyond the laboratory and beyond their previous life-experiences. Importantly, the students have undergone personal development and picked up critical skills which they will need when traversing life and its challenges – such as, working with and learning from diverse groups of people, teamwork and learning to cope in stressful situations. The paper will be of particular interest to those who are involved in chemistry teaching in both schools and higher education institutions, as well as those interested in service-learning as a pedagogical tool, community and civic engagement and the development of transferable skills in chemistry students.
Given the emphasis on community engagement in higher education, academic departments need to become more involved in the community. This paper discusses a number of outreach activities undertaken by the chemistry department at Rhodes University, South Africa. The activities range from service learning to community engagement with teachers and school students in partnership with other interested parties. Teachers who attended workshops reported that their subject knowledge and confidence had increased and they were subsequently doing more practical work in lessons. Practical chemistry demonstrations and workshops afforded opportunities for school students to observe or perform chemical experiments and interact with university students. Undergraduate students directly benefitted from involvement in community engagement through the development and implementation of credit-bearing service learning.
A Ni(II)-dimethylglyoxime ion-imprinted polymer {Ni(II)-DMG IIP} was synthesised by the bulk polymerisation method. The morphology of the Ni(II)-DMG IIP and non-imprinted polymer were observed by scanning electron microscopy and the chemical structures were evaluated by infrared spectroscopy. Selectivity of the Ni(II)-DMG IIP was studied by analysing, using an inductively coupled plasma-optical emission spectrometer, for Ni(II) ions that were spiked with varying concentrations of Co(II), Cu(II), Zn(II), Pd(II), Fe(II), Ca(II), Mg(II), Na(I) and K(I) in aqueous samples. The studies revealed Ni(II) recoveries ranging from 93 to 100% in aqueous solutions with minimal interference from competing ions. Enrichment factors ranged from 2 to 18 with a binding capacity of 120 µg•g −1. Co(II) was the only ion found to slightly interfere with the determination of Ni(II). Selectivity studies confirmed that the Ni(II)-DMG IIP had very good selectivity, characterised by %RSD of less than 5%. The limits of detection and quantification were 3x10-4 µg•mℓ −1 and 9x10-4 µg•mℓ −1 , respectively. The accuracy of the method was validated by analysing a custom solution of certified reference material (SEP-3) and the concentration of Ni(II) obtained was in close agreement with the certified one. The Ni(II)-DMG IIP was successfully employed to trap Ni(II) ions from a matrix of sea, river and sewage water. It is believed that the Ni(II)-DMG IIP has potential to be used as sorbent material for pre-concentration of Ni(II) ions from aqueous solutions by solid-phase extraction.
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