Chemistry for the nonscience major: An experiment in relevance

Abstract

Identifies problems in the teaching of chemistry to nonscience majors, describes such a course, and evaluates its results.

A multidimensional experiment. Synthesis of sulfa drug and its use as a chemotherapeutic agent

“…Synthesis of a sulfo drug and its use as a chemotherapeutic agent There has been considerable interest in devising "relevant" experiments for the organic chemistry laboratory. Criticism of traditional curricula for students not majoring in chemistry has been particularly severe (1)(2)(3). The problem stems in part from the inflexible "cookbook" nature of most experiments and the fact that practical applications of the chemistry have only recently been accented.…”

“…Therefore, we planned a project which we hoped would (1) provide a truly meaningful context for a standard laboratory organic synthesis (2) allow students' maximum independence to develop the project in their own areas of interest (3) require that a portion of the experiment be conducted outside the confines of the chemical laboratory (4) deliberately involve faculty in subject matter that was foreign to their training…”

“…[2][3][4][5][6][7][8][9][10][11][12] hr in a Volume 50. Number 1, January 1973 j 77 minimal culture broth or Tryptic Soy Broth.…”

A chemistry course for nonscience majors based upon student concerns

“…by adding "relevent" problems, subject material, and laboratory exercises to their courses (1)(2)(3)(4). Many have abandoned certain underlying assumptions of the standard pedagogical approach in teaching chemistry and have urged the adoption of approaches which emphasize the exposure to the scientific method, to thought patterns of the scientist, and to the relationships between chemistry and the real world as the student views it (5)(6)(7)(8)(9)(10).…”

Chemistry for adults. An evening school course for nonscience majors

“…

There have been many appealing and effective chemistry courses for nonscience majors developed over the last five years (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20). Is there really a need for a different course for evening school students?

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