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Erik Joling
Microscale chemistryin the Netherlands
UNIVERSITEIT VAN AMSTERDAM
Faculty of Science
23 May 2000 MicroQuim 2000 2
Four points of view
• Industry and government (I)
• Teachers in secondary education (T)
• University (U)
• Pupils (P)
23 May 2000 MicroQuim 2000 3
Where are the Netherlands?
23 May 2000 MicroQuim 2000 4
What are the Netherlands?
• A small country between England (overseas), Germany and Belgium
• 9220 km (5730 miles) from Mexico City
• 15,750,000 people
• World’s largest port: Rotterdam
• Home of Shell, Akzo-Nobel, Unilever, DSM
23 May 2000 MicroQuim 2000 5
What is produced in the Netherlands?
• Windmills (a few)
• Wooden shoes (some more)
• Flowers (lots)
• Peanut butter (World’s #2)
• Chemicals (tons)
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Chemical industry (I)
• Largest branch of industry
• 60% bulk / 40% fine
• 15% of industrial production
• 20% of industrial export
• 10% of employment
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Chemical industry (I)
• Twice as much academics as in other branches
• Achilles heel: number of chemists educated
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Interest in chemistryFinal exams 1999 (I)
VBO MAVO HAVO VWO
Dutch 31,061100%
51,790100%
52,257100%
34,275100%
Chemistry 10353.3%
17,12833.1%
13,87126.5%
13,60939.7%
23 May 2000 MicroQuim 2000 9
Interest in chemistry Final exams 1999 (I)
VBO MAVO HAVO VWO
Spanish 2<0.1%
3580.7%
6691.3%
4711.4%
Physics 975431.4%
19,34237.3%
14,32927.4%
16,00346.7%
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Interest in chemistryFirst-year students in 1999 (I)
• University 537 (≈2%)
• Higher Laboratory Education 472
• Higher Vocational Education 214
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Consequences for secondary chemistry education (I)
• Chemical industry and government are willing to spend money!
• Schools adopted by companies
• Projects are initiated and supported
• AXIS-project to promote science and technology
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Change of doctrine in upper-secondary education (T)
‘Studiehuis’ ≈ study-home
• independent learning
• streams
• projects
introduced summer 1998 and 1999
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Consequences for secondary chemical education (T)
• Need for a real-life approach
• Need for example projects
• Need for a student oriented lab
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Late eighties (U)
Universiteit van Amsterdam:
Desire for a microscale laboratory in second year
Mayo, Pike & Trumper
Microscale Organic Laboratory
• very interesting
• too expensive
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Method and kit (U)
Williamson
‘Macroscale and microscale organic experiments’
• economical
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Introduction into the curriculum (U)
Williamson visited Europe
• instruction for PhD students
summer 1989
• half of the second year organic lab miniaturised
winter 1990
• conversion complete
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Results (U)
Reduction of
• waste
• chemicals
• cost of breakage to 15%
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Further steps (U)
summer 1997
• second year inorganic lab miniaturised
Szafran, Pike, and Singh
‘Microscale inorganic chemistry’
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Consequences for secondary chemical education (U)
Lecturer was member section chemical education of the Royal Netherlands Chemical Society
• promoted microscale chemistry
• initiated a project
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Project Microscale experiments
Universiteit van Amsterdam &
Chemistry Communication Center Foundation
November 1996 - December 1999
• glassware• low-cost heating device• manuals• training
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Glassware
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Low-cost heating device
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Manuals
Adaptation of existing experiments
Teachers manual and students manual
are loose-leaf:
• flexible
• rearrangeable
• supplements
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TrainingOver 330 schools (> 50%)
600 teachers
One afternoon training• on-site• at the University
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Future plans
• more experiments
• projects including a teacher-training
• coupling with computer (Coach 5)
• PhD-research project:
another road to organic chemistry
• Axis-project:
Industry on microscale
23 May 2000 MicroQuim 2000 26
Industry on microscale
• 3-year project
• teachers and industrial chemists work together to make:
• teaching materials related to real contexts
• blueprint for school-company co-operation
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Other microscale initiatives (U&I)
Vrije Universiteit Amsterdam &
Chemistry Communication Center Foundation
• Chemistry in droplets
23 May 2000 MicroQuim 2000 28
Other microscale initiatives (T)
Frans Killian (teaching assistant) &
Aonne Kerkstra (teacher):
Miniaturisation of their own school laboratory
• 96-well microplates
• micro titrations
• µ-GLC
23 May 2000 MicroQuim 2000 29
(P) Why microscale experiments?
Michael Schallies (Heidelberg, Germany):
“We must focus on the 95% pupils that do not choose to become a chemist”
“Their chemistry in school is the only change in their lives to explore nature by experimenting”
23 May 2000 MicroQuim 2000 30
Contact me
www.chem.uva.nl/chemeduc/microschaal
…/MicroQuim2000