New Software Application and Case Study That Simplify Teaching Complex Chemical Solubility and EquilibriaClick to copy article linkArticle link copied!
- Arianne A. Bazilio*Arianne A. Bazilio*Email: [email protected]Department of Chemistry, Trinity College, 300 Summit Street, Hartford, Connecticut 06106, United StatesMore by Arianne A. Bazilio
- Michelle L. KovarikMichelle L. KovarikDepartment of Chemistry, Trinity College, 300 Summit Street, Hartford, Connecticut 06106, United StatesMore by Michelle L. Kovarik
- Janet F. MorrisonJanet F. MorrisonDepartment of Chemistry, Trinity College, 300 Summit Street, Hartford, Connecticut 06106, United StatesMore by Janet F. Morrison
Abstract
Chemical solubility and equilibria are paramount for understanding everyday systems. Recent events have led to more interest by the general public in chemical equilibria that occur in drinking water systems. This presents a great opportunity to increase student interest and engagement in the more complicated aspects of chemical equilibria. Shiny Apps allow exploration of complex equilibria without requiring that students (or instructors) get buried in the minutia. The application presented here, https://bazilio.shinyapps.io/LeadSolubilityCaseStudy/, can be used for instruction in chemistry or environmental science and only uses an internet browser such as Safari or Chrome; it is compatible with mobile browsers. Students are assigned a case study on the Flint, Michigan Water Crisis which guides them through lead sulfate, chloride, phosphate, and hydroxide equilibria, using the app to explore their intuitions about this complex chemical system.
This publication is licensed for personal use by The American Chemical Society.
Overview
Lead in Drinking Water
How to Use the App
Application Details
Chloride to Sulfate Ratio









Phosphate and Hydroxide Equilibrium Calculations
Figure 1
Figure 1. Screenshot of the application window.






















Student Feedback
Summary
Supporting Information
The Supporting Information is available at https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00887.
Terms & Conditions
Most electronic Supporting Information files are available without a subscription to ACS Web Editions. Such files may be downloaded by article for research use (if there is a public use license linked to the relevant article, that license may permit other uses). Permission may be obtained from ACS for other uses through requests via the RightsLink permission system: http://pubs.acs.org/page/copyright/permissions.html.
References
This article references 21 other publications.
- 1Chang, W.; Cheng, J.; Allaire, J. J.; Sievert, C.; Schloerke, B.; Xie, Y.; Allen, J.; McPherson, J.; Dipert, A.; Borges, B. Shiny: Web Application Framework for R. R Package ; 2021.Google ScholarThere is no corresponding record for this reference.
- 2R Core Team. R: A Language and Environment for Statistical Computing; R Foundation for Statistical Computing: Vienna, Austria, 2021.Google ScholarThere is no corresponding record for this reference.
- 3Harvey, D. Developing and Using Digital Simulations to Engage Students Learning Analytical Chemistry. In 69th Pittsburgh Conference on Analytical Chemistry and Applied Spectroscopy ; 2018.Google ScholarThere is no corresponding record for this reference.
- 4Harvey, D. Leveraging R for the Teaching of Analytical Chemistry. In 254th National Meeting of the American Chemical Society ; 2017.Google ScholarThere is no corresponding record for this reference.
- 5Harvey, D. Shiny Apps. http://dpuadweb.depauw.edu/harvey_web/shiny.html (accessed 2021-08-12).Google ScholarThere is no corresponding record for this reference.
- 6Brunning, A. Lead in the Water─The Flint Water Crisis. Compound Interest; 2016. https://www.compoundchem.com/2016/01/25/flint-water/.Google ScholarThere is no corresponding record for this reference.
- 7Davey, M. Flint Will Return to Using Detroit’s Water After Findings of Lead in Local Supply. New York Times; October 8, 2015.Google ScholarThere is no corresponding record for this reference.
- 8U.S.EPA. Reference Guide for Public Water Systems Lead and Copper Rule Comparison; U.S. Environmental Protection Agency, 2020.Google ScholarThere is no corresponding record for this reference.
- 9Bae, Y.; Pasteris, J. D.; Giammar, D. E. Impact of Orthophosphate on Lead Release from Pipe Scale in High PH, Low Alkalinity Water. Water Res. 2020, 177, 115764, DOI: 10.1016/j.watres.2020.115764Google Scholar9https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXntlSktro%253D&md5=206f3fd671c3621861ca01ab04fa6150Impact of orthophosphate on lead release from pipe scale in high pH, low alkalinity waterBae, Yeunook; Pasteris, Jill D.; Giammar, Daniel E.Water Research (2020), 177 (), 115764CODEN: WATRAG; ISSN:0043-1354. (Elsevier Ltd.)This study explored the ability of orthophosphate addn. to limit lead release from lead service lines delivering high pH, low alky. water. We built pipe loop reactors with lead pipes harvested from Providence, RI, and we operated them with high pH and low alky. water of a compn. similar to that in Providence. Orthophosphate addn. decreased the release of both dissolved and particulate lead to the water. The most substantial decreases in total lead concns. occurred after 15 wk of orthophosphate addn., which was assocd. with the formation of calcium-lead-phosphorus (Ca-Pb-P) solids as part of the pipe scale. Pre-existing hydrocerussite (Pb3(CO3)2(OH)2(s)) in the scale of the lead pipe appeared to promote the formation of a Ca-Pb-P solid similar to phosphohedyphane (Ca2Pb3(PO4)3(Cl,F,OH)(s)). Continuous orthophosphate addn. was also assocd. with the formation of a calcium phosphate solid with features like those of fluorapatite (Ca5(PO4)3F(s)) on the outermost layer of the scale. Through promoting the formation of these new solids within and on top of the scales, orthophosphate addn. limited release of dissolved and particulate lead.
- 10Feierabend, T.; Eilks, I. Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol Usage. J. Chem. Educ. 2011, 88 (9), 1250– 1256, DOI: 10.1021/ed1009706Google Scholar10https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC3MXos1Wgs70%253D&md5=529a97cf10b6a0cb8709b16a14d01634Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol UsageFeierabend, Timo; Eilks, IngoJournal of Chemical Education (2011), 88 (9), 1250-1256CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)This paper discusses a chem. lesson plan based on the use of ethanol as an alternative and renewable energy source. The lessons were developed by participatory action research and follow a socio-crit. and problem-oriented approach to chem. teaching. This approach specifically focuses on the handling of scientific and technol. issues within society. The course of the lessons, the experiences documented by teacher and student feedback, and the general importance of the societal dimension of chem. education are all reflected upon.
- 11Cornwell, D. A.; Brown, R. A.; Via, S. H. National Survey of Lead Service Line Occurrence. J. - Am. Water Works Assoc 2016, 108, E182– E191, DOI: 10.5942/jawwa.2016.108.0086Google ScholarThere is no corresponding record for this reference.
- 12Neu, H. M.; Lee, M.; Pritts, J. D.; Sherman, A. R.; Michel, S. L. J. Seeing the “Unseeable,” A Student-Led Activity to Identify Metals in Drinking Water. J. Chem. Educ. 2020, 97 (10), 3690– 3696, DOI: 10.1021/acs.jchemed.9b00553Google Scholar12https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXhsFyrsrbF&md5=6b04588e5d63eca72b5bd07afd8d1c3cSeeing the "Unseeable," A Student-Led Activity to Identify Metals in Drinking WaterNeu, Heather M.; Lee, Merton; Pritts, Jordan D.; Sherman, Angela R.; Michel, Sarah L. J.Journal of Chemical Education (2020), 97 (10), 3690-3696CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Municipal drinking water, regulated by the Environmental Protection Agency via the Safe Drinking Water act, has long been assumed to be contaminant-free. However, crises related to drinking water have emerged, most notably the "Flint Water Crisis" in Flint, MI, where high levels of lead (Pb) were detected in the area's water. Much of the water-sampling data collected in Flint was obtained by "Citizen Scientists" working closely with a team of researchers at Virginia Tech, who used the anal. technique of Inductively Coupled Plasma Mass Spectrometry (ICP-MS) to quantify metal ions present in the water. Inspired by these efforts, we developed adaptable public water testing outreach efforts, led by students in Baltimore city (Middle School, High School, and College), to test the city's drinking water. These "student-scientists" read news and scientific articles to understand the public health impact of lead in drinking water and the anal. approaches scientists use to detect metal ions in water. The students then developed a written "water collection protocol" and sought participation from colleagues (other students, faculty, and staff) who collected their home drinking water to be tested. The student scientists prepd. and analyzed samples for lead (Pb) as well as copper (Cu), iron (Fe), and zinc (Zn) metal ions commonly found in drinking water, to be tested via ICP-MS. Data were then plotted onto a map of Baltimore City, with the metal levels indicated for each Zip code. This outreach event connects science to real-life news events while teaching anal. methodol. and can be tailored to students at various stages of their education.
- 13Dameris, L.; Frerker, H.; Iler, H. D. The Southern Illinois Well Water Quality Project: A Service-Learning Project in Environmental Chemistry. J. Chem. Educ. 2020, 97 (3), 668– 674, DOI: 10.1021/acs.jchemed.9b00634Google Scholar13https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC1MXisV2jt7%252FL&md5=993acae42a89966729c460a1cc796197The Southern Illinois Well Water Quality Project: A Service-Learning Project in Environmental ChemistryDameris, Logan; Frerker, Hannah; Iler, H. DarrellJournal of Chemical Education (2020), 97 (3), 668-674CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)An environmental chem. service-learning project was implemented by Greenville University in coordination with the local county health department to test the quality of well water for residents in a five-county region of southern Illinois. Well owners attended a student run well water testing "kickoff meeting", received testing kits, collected their water samples as instructed, and returned the kits to the health department on a predetd. date. Student investigators analyzed the water samples for a range of contaminants, including the concns. of eight different metals (including lead and arsenic), nitrate ion, and the presence of coliform and Escherichia coli bacteria. Values for pH and water hardness were also detd. The results were communicated to well owners through well water testing reports and at an "interpretation meeting", where students met with the well owners to help them understand and interpret their results. To date, over 130 wells have been tested. The project provided student investigators pos. service-learning experiences while delivering many southern Illinois well owners important water quality information.
- 14Buckley, P.; Fahrenkrug, E. The Flint, Michigan Water Crisis as a Case Study to Introduce Concepts of Equity and Power into an Analytical Chemistry Curriculum. J. Chem. Educ. 2020, 97 (5), 1327– 1335, DOI: 10.1021/acs.jchemed.9b00669Google Scholar14https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXmtlCntbk%253D&md5=e50f29efa78f68289aad03b086564de8The Flint, Michigan Water Crisis as a Case Study to Introduce Concepts of Equity and Power into an Analytical Chemistry CurriculumBuckley, Paul; Fahrenkrug, EliJournal of Chemical Education (2020), 97 (5), 1327-1335CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)This work developed the Flint, Michigan water crisis as a modular case study for teaching traditional anal. chem. concepts through the medium of environmental justice, power, and equity. An interdisciplinary framework was used to design, implement, and assess the case study in an effort to understand how the deliberate presence of emotional and human-centered content can impact student perceptions of learning anal. chem. concepts. The six complementary modules of the case study included (1) a guided discussion of water, power, and privilege in Flint, (2) an in-class guided inquiry exercise introducing chem. concepts key to the water crisis, (3) a hypothesis-driven lab. anal. of real Flint waters, (4) a statistical data validation exercise, (5) an introduction to software-based chem. equil. modeling, and (6) multiple modes of scientific translation to nonscientists. Specific anal. chem. concepts covered in the case study included systematic treatment of multiple equil., activity, soly., and Pourbaix diagrams. Students were also exposed to a variety of wet-chem. and instrumental anal. techniques. Student-collected data were vetted and validated through guided statistical and error anal., and later constructed into a software-based chem. equil. model. Finally, students synthesized and translated these multiple knowledge forms into a communication medium accessible by both the Flint community and the Karegnondi Water Authority. By framing the chem. in a real-world setting, the case study exemplified both the challenge and importance of chem. measurement and error anal. in scientific translation and communication to real people. Student survey data indicated that the interdisciplinary nature of the case helped students emotionalize and humanize the abstr. chem. content. Overall, the case elicited strong pos. feedback from student participants in three pilot versions of the case study to date.
- 15Lasker, G. A.; Mellor, K. E.; Mullins, M. L.; Nesmith, S. M.; Simcox, N. J. Social and Environmental Justice in the Chemistry Classroom. J. Chem. Educ. 2017, 94 (8), 983– 987, DOI: 10.1021/acs.jchemed.6b00968Google Scholar15https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC2sXhtF2js73P&md5=6972c2b1eb63060bdf0894d4c074a17eSocial and Environmental Justice in the Chemistry ClassroomLasker, Grace A.; Mellor, Karolina E.; Mullins, Melissa L.; Nesmith, Suzanne M.; Simcox, Nancy J.Journal of Chemical Education (2017), 94 (8), 983-987CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chem. classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technol., engineering, and mathematics) programs. Relevancy also remains elusive in the chem. classroom, where real-world issues of social justice, health, and the environment are largely missing from chem. curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solns. to these justice issues, particularly as they relate to chem. and manufg. industries. Green chem. curriculum developed by groups such as the Mol. Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chem. students.
- 16Gerdon, A. E. Connecting Chemistry to Social Justice in a Seminar Course for Chemistry Majors. J. Chem. Educ. 2020, 97 (12), 4316– 4320, DOI: 10.1021/acs.jchemed.0c01043Google Scholar16https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXitlGqsbbK&md5=3a90bddab6f7b27f827f1d3e8acf3c70Connecting Chemistry to Social Justice in a Seminar Course for Chemistry MajorsGerdon, Aren E.Journal of Chemical Education (2020), 97 (12), 4316-4320CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Undergraduate chem. majors should be encouraged to consider chem.-based solns. to issues that impact their daily lives as well as the lives of poor and marginalized populations worldwide. Some issues that disproportionately influence historically disadvantaged populations are also directly related to or could be impacted by chem. This idea of addressing social justice with chem. is not often addressed in chem. curricula but has recently gained importance with students and instructors. In response to this challenge and need, a seminar course was developed to assist chem. majors in connecting chem. concepts to social justice issues. The seminar course aimed at teaching scientific research and communication skills but thematically added social justice concepts while focusing on chem. advances that relate to, for example, environmental racism, forensic chem., opioid addiction, women's health, and food disparities. Students in this course demonstrated an understanding of recent chem. research while also expressing compelling connections to social justice challenges.
- 17ChemMatters Teacher’s Guide. https://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/teachers-guide.html (accessed 2021-07-07).Google ScholarThere is no corresponding record for this reference.
- 18Edwards, M.; Triantafyllidou, S. Chloride-to-Sulfate Mass Ratio and Lead Leaching to Water. J. - Am. Water Works Assoc. 2007, 99 (7), 96– 109, DOI: 10.1002/j.1551-8833.2007.tb07984.xGoogle Scholar18https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BD2sXns1OqtLs%253D&md5=a13e7680c3dabfec38986efe70efed1cChloride-to-sulfate mass ratio and lead leaching to waterEdwards, Marc; Triantafyllidou, SimoniJournal - American Water Works Association (2007), 99 (7), 96-109CODEN: JAWWA5; ISSN:0003-150X. (American Water Works Association)Exptl. tests and utilities' practical experience highlighted the importance of chloride-to-sulfate mass ratio (CSMR) in the control of Pb leaching to potable water. The effect of higher CSMR was demonstrated in bench-scale expts. using brass coupons and Pb solder-copper pipe joints, with the amt. of Pb leaching to water increasing by factors of 1.2-2.7 and 2.3-40.0, resp. Anion exchange treatment, a switch in coagulant type, and other seemingly innocuous treatment steps can result in significant changes in CSMR. Practical data collected at 3 US utilities confirmed that alterations in CSMR can trigger serious Pb contamination incidents.
- 19Pankow, J. F. Aquatic Chemistry Concepts, 2nd ed.; CRC Press, 2019.Google ScholarThere is no corresponding record for this reference.
- 20Contaminant Candidate List Preliminary Regulatory Determination Support Document for Sulfate; EPA/815/R-01/015; U.S. Environmental Protection Agency (U.S. EPA), 2001.Google ScholarThere is no corresponding record for this reference.
- 21Benjamin, M. M. Water Chemistry, 1st ed.; Waveland Press, 2010.Google ScholarThere is no corresponding record for this reference.
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Abstract
Figure 1
Figure 1. Screenshot of the application window.
References
This article references 21 other publications.
- 1Chang, W.; Cheng, J.; Allaire, J. J.; Sievert, C.; Schloerke, B.; Xie, Y.; Allen, J.; McPherson, J.; Dipert, A.; Borges, B. Shiny: Web Application Framework for R. R Package ; 2021.There is no corresponding record for this reference.
- 2R Core Team. R: A Language and Environment for Statistical Computing; R Foundation for Statistical Computing: Vienna, Austria, 2021.There is no corresponding record for this reference.
- 3Harvey, D. Developing and Using Digital Simulations to Engage Students Learning Analytical Chemistry. In 69th Pittsburgh Conference on Analytical Chemistry and Applied Spectroscopy ; 2018.There is no corresponding record for this reference.
- 4Harvey, D. Leveraging R for the Teaching of Analytical Chemistry. In 254th National Meeting of the American Chemical Society ; 2017.There is no corresponding record for this reference.
- 5Harvey, D. Shiny Apps. http://dpuadweb.depauw.edu/harvey_web/shiny.html (accessed 2021-08-12).There is no corresponding record for this reference.
- 6Brunning, A. Lead in the Water─The Flint Water Crisis. Compound Interest; 2016. https://www.compoundchem.com/2016/01/25/flint-water/.There is no corresponding record for this reference.
- 7Davey, M. Flint Will Return to Using Detroit’s Water After Findings of Lead in Local Supply. New York Times; October 8, 2015.There is no corresponding record for this reference.
- 8U.S.EPA. Reference Guide for Public Water Systems Lead and Copper Rule Comparison; U.S. Environmental Protection Agency, 2020.There is no corresponding record for this reference.
- 9Bae, Y.; Pasteris, J. D.; Giammar, D. E. Impact of Orthophosphate on Lead Release from Pipe Scale in High PH, Low Alkalinity Water. Water Res. 2020, 177, 115764, DOI: 10.1016/j.watres.2020.1157649https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXntlSktro%253D&md5=206f3fd671c3621861ca01ab04fa6150Impact of orthophosphate on lead release from pipe scale in high pH, low alkalinity waterBae, Yeunook; Pasteris, Jill D.; Giammar, Daniel E.Water Research (2020), 177 (), 115764CODEN: WATRAG; ISSN:0043-1354. (Elsevier Ltd.)This study explored the ability of orthophosphate addn. to limit lead release from lead service lines delivering high pH, low alky. water. We built pipe loop reactors with lead pipes harvested from Providence, RI, and we operated them with high pH and low alky. water of a compn. similar to that in Providence. Orthophosphate addn. decreased the release of both dissolved and particulate lead to the water. The most substantial decreases in total lead concns. occurred after 15 wk of orthophosphate addn., which was assocd. with the formation of calcium-lead-phosphorus (Ca-Pb-P) solids as part of the pipe scale. Pre-existing hydrocerussite (Pb3(CO3)2(OH)2(s)) in the scale of the lead pipe appeared to promote the formation of a Ca-Pb-P solid similar to phosphohedyphane (Ca2Pb3(PO4)3(Cl,F,OH)(s)). Continuous orthophosphate addn. was also assocd. with the formation of a calcium phosphate solid with features like those of fluorapatite (Ca5(PO4)3F(s)) on the outermost layer of the scale. Through promoting the formation of these new solids within and on top of the scales, orthophosphate addn. limited release of dissolved and particulate lead.
- 10Feierabend, T.; Eilks, I. Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol Usage. J. Chem. Educ. 2011, 88 (9), 1250– 1256, DOI: 10.1021/ed100970610https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC3MXos1Wgs70%253D&md5=529a97cf10b6a0cb8709b16a14d01634Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol UsageFeierabend, Timo; Eilks, IngoJournal of Chemical Education (2011), 88 (9), 1250-1256CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)This paper discusses a chem. lesson plan based on the use of ethanol as an alternative and renewable energy source. The lessons were developed by participatory action research and follow a socio-crit. and problem-oriented approach to chem. teaching. This approach specifically focuses on the handling of scientific and technol. issues within society. The course of the lessons, the experiences documented by teacher and student feedback, and the general importance of the societal dimension of chem. education are all reflected upon.
- 11Cornwell, D. A.; Brown, R. A.; Via, S. H. National Survey of Lead Service Line Occurrence. J. - Am. Water Works Assoc 2016, 108, E182– E191, DOI: 10.5942/jawwa.2016.108.0086There is no corresponding record for this reference.
- 12Neu, H. M.; Lee, M.; Pritts, J. D.; Sherman, A. R.; Michel, S. L. J. Seeing the “Unseeable,” A Student-Led Activity to Identify Metals in Drinking Water. J. Chem. Educ. 2020, 97 (10), 3690– 3696, DOI: 10.1021/acs.jchemed.9b0055312https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXhsFyrsrbF&md5=6b04588e5d63eca72b5bd07afd8d1c3cSeeing the "Unseeable," A Student-Led Activity to Identify Metals in Drinking WaterNeu, Heather M.; Lee, Merton; Pritts, Jordan D.; Sherman, Angela R.; Michel, Sarah L. J.Journal of Chemical Education (2020), 97 (10), 3690-3696CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Municipal drinking water, regulated by the Environmental Protection Agency via the Safe Drinking Water act, has long been assumed to be contaminant-free. However, crises related to drinking water have emerged, most notably the "Flint Water Crisis" in Flint, MI, where high levels of lead (Pb) were detected in the area's water. Much of the water-sampling data collected in Flint was obtained by "Citizen Scientists" working closely with a team of researchers at Virginia Tech, who used the anal. technique of Inductively Coupled Plasma Mass Spectrometry (ICP-MS) to quantify metal ions present in the water. Inspired by these efforts, we developed adaptable public water testing outreach efforts, led by students in Baltimore city (Middle School, High School, and College), to test the city's drinking water. These "student-scientists" read news and scientific articles to understand the public health impact of lead in drinking water and the anal. approaches scientists use to detect metal ions in water. The students then developed a written "water collection protocol" and sought participation from colleagues (other students, faculty, and staff) who collected their home drinking water to be tested. The student scientists prepd. and analyzed samples for lead (Pb) as well as copper (Cu), iron (Fe), and zinc (Zn) metal ions commonly found in drinking water, to be tested via ICP-MS. Data were then plotted onto a map of Baltimore City, with the metal levels indicated for each Zip code. This outreach event connects science to real-life news events while teaching anal. methodol. and can be tailored to students at various stages of their education.
- 13Dameris, L.; Frerker, H.; Iler, H. D. The Southern Illinois Well Water Quality Project: A Service-Learning Project in Environmental Chemistry. J. Chem. Educ. 2020, 97 (3), 668– 674, DOI: 10.1021/acs.jchemed.9b0063413https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC1MXisV2jt7%252FL&md5=993acae42a89966729c460a1cc796197The Southern Illinois Well Water Quality Project: A Service-Learning Project in Environmental ChemistryDameris, Logan; Frerker, Hannah; Iler, H. DarrellJournal of Chemical Education (2020), 97 (3), 668-674CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)An environmental chem. service-learning project was implemented by Greenville University in coordination with the local county health department to test the quality of well water for residents in a five-county region of southern Illinois. Well owners attended a student run well water testing "kickoff meeting", received testing kits, collected their water samples as instructed, and returned the kits to the health department on a predetd. date. Student investigators analyzed the water samples for a range of contaminants, including the concns. of eight different metals (including lead and arsenic), nitrate ion, and the presence of coliform and Escherichia coli bacteria. Values for pH and water hardness were also detd. The results were communicated to well owners through well water testing reports and at an "interpretation meeting", where students met with the well owners to help them understand and interpret their results. To date, over 130 wells have been tested. The project provided student investigators pos. service-learning experiences while delivering many southern Illinois well owners important water quality information.
- 14Buckley, P.; Fahrenkrug, E. The Flint, Michigan Water Crisis as a Case Study to Introduce Concepts of Equity and Power into an Analytical Chemistry Curriculum. J. Chem. Educ. 2020, 97 (5), 1327– 1335, DOI: 10.1021/acs.jchemed.9b0066914https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXmtlCntbk%253D&md5=e50f29efa78f68289aad03b086564de8The Flint, Michigan Water Crisis as a Case Study to Introduce Concepts of Equity and Power into an Analytical Chemistry CurriculumBuckley, Paul; Fahrenkrug, EliJournal of Chemical Education (2020), 97 (5), 1327-1335CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)This work developed the Flint, Michigan water crisis as a modular case study for teaching traditional anal. chem. concepts through the medium of environmental justice, power, and equity. An interdisciplinary framework was used to design, implement, and assess the case study in an effort to understand how the deliberate presence of emotional and human-centered content can impact student perceptions of learning anal. chem. concepts. The six complementary modules of the case study included (1) a guided discussion of water, power, and privilege in Flint, (2) an in-class guided inquiry exercise introducing chem. concepts key to the water crisis, (3) a hypothesis-driven lab. anal. of real Flint waters, (4) a statistical data validation exercise, (5) an introduction to software-based chem. equil. modeling, and (6) multiple modes of scientific translation to nonscientists. Specific anal. chem. concepts covered in the case study included systematic treatment of multiple equil., activity, soly., and Pourbaix diagrams. Students were also exposed to a variety of wet-chem. and instrumental anal. techniques. Student-collected data were vetted and validated through guided statistical and error anal., and later constructed into a software-based chem. equil. model. Finally, students synthesized and translated these multiple knowledge forms into a communication medium accessible by both the Flint community and the Karegnondi Water Authority. By framing the chem. in a real-world setting, the case study exemplified both the challenge and importance of chem. measurement and error anal. in scientific translation and communication to real people. Student survey data indicated that the interdisciplinary nature of the case helped students emotionalize and humanize the abstr. chem. content. Overall, the case elicited strong pos. feedback from student participants in three pilot versions of the case study to date.
- 15Lasker, G. A.; Mellor, K. E.; Mullins, M. L.; Nesmith, S. M.; Simcox, N. J. Social and Environmental Justice in the Chemistry Classroom. J. Chem. Educ. 2017, 94 (8), 983– 987, DOI: 10.1021/acs.jchemed.6b0096815https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BC2sXhtF2js73P&md5=6972c2b1eb63060bdf0894d4c074a17eSocial and Environmental Justice in the Chemistry ClassroomLasker, Grace A.; Mellor, Karolina E.; Mullins, Melissa L.; Nesmith, Suzanne M.; Simcox, Nancy J.Journal of Chemical Education (2017), 94 (8), 983-987CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chem. classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technol., engineering, and mathematics) programs. Relevancy also remains elusive in the chem. classroom, where real-world issues of social justice, health, and the environment are largely missing from chem. curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solns. to these justice issues, particularly as they relate to chem. and manufg. industries. Green chem. curriculum developed by groups such as the Mol. Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chem. students.
- 16Gerdon, A. E. Connecting Chemistry to Social Justice in a Seminar Course for Chemistry Majors. J. Chem. Educ. 2020, 97 (12), 4316– 4320, DOI: 10.1021/acs.jchemed.0c0104316https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BB3cXitlGqsbbK&md5=3a90bddab6f7b27f827f1d3e8acf3c70Connecting Chemistry to Social Justice in a Seminar Course for Chemistry MajorsGerdon, Aren E.Journal of Chemical Education (2020), 97 (12), 4316-4320CODEN: JCEDA8; ISSN:0021-9584. (American Chemical Society and Division of Chemical Education, Inc.)Undergraduate chem. majors should be encouraged to consider chem.-based solns. to issues that impact their daily lives as well as the lives of poor and marginalized populations worldwide. Some issues that disproportionately influence historically disadvantaged populations are also directly related to or could be impacted by chem. This idea of addressing social justice with chem. is not often addressed in chem. curricula but has recently gained importance with students and instructors. In response to this challenge and need, a seminar course was developed to assist chem. majors in connecting chem. concepts to social justice issues. The seminar course aimed at teaching scientific research and communication skills but thematically added social justice concepts while focusing on chem. advances that relate to, for example, environmental racism, forensic chem., opioid addiction, women's health, and food disparities. Students in this course demonstrated an understanding of recent chem. research while also expressing compelling connections to social justice challenges.
- 17ChemMatters Teacher’s Guide. https://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/teachers-guide.html (accessed 2021-07-07).There is no corresponding record for this reference.
- 18Edwards, M.; Triantafyllidou, S. Chloride-to-Sulfate Mass Ratio and Lead Leaching to Water. J. - Am. Water Works Assoc. 2007, 99 (7), 96– 109, DOI: 10.1002/j.1551-8833.2007.tb07984.x18https://chemport.cas.org/services/resolver?origin=ACS&resolution=options&coi=1%3ACAS%3A528%3ADC%252BD2sXns1OqtLs%253D&md5=a13e7680c3dabfec38986efe70efed1cChloride-to-sulfate mass ratio and lead leaching to waterEdwards, Marc; Triantafyllidou, SimoniJournal - American Water Works Association (2007), 99 (7), 96-109CODEN: JAWWA5; ISSN:0003-150X. (American Water Works Association)Exptl. tests and utilities' practical experience highlighted the importance of chloride-to-sulfate mass ratio (CSMR) in the control of Pb leaching to potable water. The effect of higher CSMR was demonstrated in bench-scale expts. using brass coupons and Pb solder-copper pipe joints, with the amt. of Pb leaching to water increasing by factors of 1.2-2.7 and 2.3-40.0, resp. Anion exchange treatment, a switch in coagulant type, and other seemingly innocuous treatment steps can result in significant changes in CSMR. Practical data collected at 3 US utilities confirmed that alterations in CSMR can trigger serious Pb contamination incidents.
- 19Pankow, J. F. Aquatic Chemistry Concepts, 2nd ed.; CRC Press, 2019.There is no corresponding record for this reference.
- 20Contaminant Candidate List Preliminary Regulatory Determination Support Document for Sulfate; EPA/815/R-01/015; U.S. Environmental Protection Agency (U.S. EPA), 2001.There is no corresponding record for this reference.
- 21Benjamin, M. M. Water Chemistry, 1st ed.; Waveland Press, 2010.There is no corresponding record for this reference.
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