One-Semester General One-Semester General Chemistry Course for Chemistry Course for

EngineersEngineers

ByBy

Dr. Ben HutchinsonDr. Ben Hutchinson

Dr. Sandra DudleyDr. Sandra Dudley

Lipscomb UniversityLipscomb University

OverviewOverview

Origin of CourseOrigin of Course Need for CourseNeed for Course What Chemistry do Engineers Need?What Chemistry do Engineers Need? Engineering Students Learn ChemistryEngineering Students Learn Chemistry Pedantic TechniquesPedantic Techniques Laboratory ExperiencesLaboratory Experiences What Have We Learned?What Have We Learned? Conclusions and RecommendationsConclusions and Recommendations

Origin of CourseOrigin of Course

Changing standards by the Accreditation Changing standards by the Accreditation Board of Engineering & Technology Board of Engineering & Technology (ABET)(ABET)

Engineering majors (other than chemical or Engineering majors (other than chemical or materials related) often take only one materials related) often take only one semester of chemistry--at the general semester of chemistry--at the general chemistry level.chemistry level.

Need for CourseNeed for Course

First semester of two-semester general First semester of two-semester general chemistry may be insufficient for chemistry may be insufficient for engineers’ understanding of chemistryengineers’ understanding of chemistry

Some topics needed by engineers are normally Some topics needed by engineers are normally included in the second semester of general chemistryincluded in the second semester of general chemistry

Some topics included in the first semester of general Some topics included in the first semester of general chemistry may not be essential for engineerschemistry may not be essential for engineers

Consider What Engineering Students Consider What Engineering Students Need from ChemistryNeed from Chemistry

Some concepts included in general Some concepts included in general chemistry are also covered in physics or chemistry are also covered in physics or an engineering coursean engineering course

Some concepts included in general Some concepts included in general chemistry, but not elsewhere, may be chemistry, but not elsewhere, may be assumed in later engineering coursesassumed in later engineering courses

Some concepts are critical for successful Some concepts are critical for successful completion of the Fundamentals of completion of the Fundamentals of Engineering (FE) Exam Engineering (FE) Exam

Consider What Engineers Consider What Engineers Need from ChemistryNeed from Chemistry

Most importantly, engineers need to Most importantly, engineers need to understand enough general chemistry to understand enough general chemistry to perform successfully in the workplace on perform successfully in the workplace on multidisciplinary teams, including:multidisciplinary teams, including: Working with chemistsWorking with chemists Preparing reports which accurately represent Preparing reports which accurately represent

chemical conceptschemical concepts Reporting to chemistsReporting to chemists Supervising chemistsSupervising chemists

What Topics Should be Included in a What Topics Should be Included in a One-Semester Chemistry Course?One-Semester Chemistry Course?

Chemistry concepts included on the FE examChemistry concepts included on the FE exam Chemistry concepts which are not covered Chemistry concepts which are not covered

elsewhere in the engineering curriculum or elsewhere in the engineering curriculum or which are assumed in engineering courseswhich are assumed in engineering courses

Chemistry concepts which are generally Chemistry concepts which are generally understood in the scientific and engineering understood in the scientific and engineering multidisciplinary communitymultidisciplinary community

Calculational techniques rather than theoretical Calculational techniques rather than theoretical conceptsconcepts

Fundamentals of Fundamentals of Engineering (FE) ExamEngineering (FE) Exam

The first of two exams engineers must pass in The first of two exams engineers must pass in order to be licensed. It is normally taken by order to be licensed. It is normally taken by senior undergraduate engineering students.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 All students take the fundamentals portion which has a chemistry section.has a chemistry section.

What Topics Should Not be What Topics Should Not be EmphasizedEmphasized??

In-depth coverage of historical discoveriesIn-depth coverage of historical discoveries Topics introduced in other engineering Topics introduced in other engineering

coursescourses Theoretical topics not necessary for the Theoretical topics not necessary for the

applied fields of engineeringapplied fields of engineering Topics not required for successful Topics not required for successful

completion of the FE Examcompletion of the FE Exam

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Perform better on Perform better on

calculationscalculations Request additional Request additional

calculationscalculations Think calculations are Think calculations are

coolcool

Mainstream studentsMainstream students Perform better on Perform better on

concept problemsconcept problems Request additional Request additional

concept problemsconcept problems May find some May find some

concepts coolconcepts cool

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Think demonstrations Think demonstrations

are coolare cool Retain concepts from Retain concepts from

demonstrationsdemonstrations

Mainstream studentsMainstream students Think demonstrations Think demonstrations

are coolare cool Retain events of the Retain events of the

demonstrationdemonstration

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Skeptical of practical Skeptical of practical

uses of chemistryuses of chemistry Able to focus on Able to focus on

specific examples of specific examples of chemistry for chemistry for engineering engineering applicationsapplications

Mainstream studentsMainstream students Skeptical of practical Skeptical of practical

uses of chemistryuses of chemistry Unable to focus on Unable to focus on

specific examples of specific examples of chemistry for every chemistry for every majormajor

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Fascination with how Fascination with how

things workthings work Often play with or Often play with or

disassemble disassemble laboratory equipmentlaboratory equipment

Independently Independently experiment with acid-experiment with acid-base indicators or base indicators or whatever is availablewhatever is available

Mainstream studentsMainstream students Accept mechanical Accept mechanical

functions as isfunctions as is Do not exhibit the Do not exhibit the

curiosity for “what curiosity for “what would happen if . . . ?”would happen if . . . ?”

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Charmed by field tripsCharmed by field trips Provides great Provides great

opportunity for realistic opportunity for realistic writing experiencewriting experience

Mainstream studentsMainstream students Did not have the Did not have the

opportunity to engage opportunity to engage in field trips; students in field trips; students did not show interestdid not show interest

How do Engineering Students Learn How do Engineering Students Learn Chemistry Differently from Others?Chemistry Differently from Others?

Engineering studentsEngineering students Given the opportunity Given the opportunity

to design and to design and implement an extra implement an extra credit project, students credit project, students selected experiments selected experiments or field based projectsor field based projects

Mainstream studentsMainstream students Given the opportunity Given the opportunity

to design and to design and implement an extra implement an extra credit project, students credit project, students selected literature selected literature projectsprojects

Pedantic TechniquesPedantic Techniques

Descriptions of how chemistry is of benefit to an Descriptions of how chemistry is of benefit to an engineerengineer

Application problems taken from actual Application problems taken from actual engineering practice (especially those with engineering practice (especially those with insufficient information)insufficient information)

Calibrated Peer ReviewCalibrated Peer Review Daily, student-led Chemistry in the NewsDaily, student-led Chemistry in the News Student-proposed projects for extra creditStudent-proposed projects for extra credit Combination of essay and calculational Combination of essay and calculational

problems on examsproblems on exams

Pedantic TechniquesPedantic Techniques

Student “helpfulness” surveyStudent “helpfulness” survey Extra credit opportunities Extra credit opportunities (most helpful)(most helpful)

Practical advice for engineersPractical advice for engineers Laboratory experiences Laboratory experiences (short)(short)

Real world tip of the dayReal world tip of the day De-emphases of theoretical conceptsDe-emphases of theoretical concepts Application problems Application problems (least helpful)(least helpful)

Laboratory ExperimentsLaboratory Experiments

Field trips to chemical, petrochemical, or other Field trips to chemical, petrochemical, or other manufacturing facilitiesmanufacturing facilities

Environmental chemistry of streams, lakes, Environmental chemistry of streams, lakes, wastewater treatment plantswastewater treatment plants

Fuel cellsFuel cells Gas law demonstrationsGas law demonstrations Semi/super-conductor experimentsSemi/super-conductor experiments Nanotechnology experiments (TiONanotechnology experiments (TiO22 as as

photocatalyst)photocatalyst) Student-selected experimentsStudent-selected experiments

Laboratory Teaching TechniquesLaboratory Teaching Techniques

Safety first—preparation for industrial safety paradigmSafety first—preparation for industrial safety paradigm Lab application testsLab application tests Engineering report style write-upsEngineering report style write-ups CPR writing combined with experimentsCPR writing combined with experiments Economic or environmental connections with Economic or environmental connections with

experimentsexperiments Polymer emphasesPolymer emphases Ethical laboratory issues—reporting results accurately Ethical laboratory issues—reporting results accurately

even when counterproductive for youeven when counterproductive for you Emphasis on authenticity of dataEmphasis on authenticity of data

What have we learned?What have we learned?

Directly applicable laboratory exercises are bestDirectly applicable laboratory exercises are best Students need more stepwise direction to learn problem-Students need more stepwise direction to learn problem-

solving techniquessolving techniques Student discretion in selecting individual projects results Student discretion in selecting individual projects results

in greater interest and initiativein greater interest and initiative Students love technology but often request simple Students love technology but often request simple

methods (e.g., chalkboard) for learningmethods (e.g., chalkboard) for learning Engineering students yearn for real world settings and Engineering students yearn for real world settings and

are willing to work hard to encounter themare willing to work hard to encounter them Scoring can foster neatness, significant figures, Scoring can foster neatness, significant figures,

courtesy, laboratory documentation, writing skillcourtesy, laboratory documentation, writing skill Professional habits may be developed earlyProfessional habits may be developed early

Conclusions and Conclusions and RecommendationsRecommendations

Communicating appropriate chemistry to an Communicating appropriate chemistry to an audience with different needs for chemistry can audience with different needs for chemistry can be a challenge and growth experiencebe a challenge and growth experience

Focus on the engineering students’ long term Focus on the engineering students’ long term needs when teaching chemistryneeds when teaching chemistry

Role model essential skillsRole model essential skills Consult an engineer when designing and Consult an engineer when designing and

teaching a chemistry course for engineering teaching a chemistry course for engineering studentsstudents

Don’t be constrained by traditional chemistry Don’t be constrained by traditional chemistry courses and teaching methodscourses and teaching methods