Chemistry Education Through Time: A Personal Reflection

As a seasoned individual who sat my Chemistry A-level five decades ago, it's a fascinating journey to reflect on how the field has evolved, particularly in terms of how it is taught in schools. Would I recognize the methods and safety measures in today's chemistry labs, or have there been significant changes?

The Shift in Practical Chemistry

One of the most striking changes is in practical chemistry. Back in the late 1970s, it was not unusual for students like myself to carry out unauthorized and potentially dangerous experiments, such as pouring molten potassium into a dilute acid or making nitroglycerin in the back garden. This was facilitated by over-the-counter sales of certain chemicals by lab suppliers, apart from Schedule 1 poisons. Today, safety measures have transformed the landscape, with significantly reduced opportunities for in-school laboratory work since 2020. The few remaining practical sessions are highly controlled, minimizing risks of mistakes and deliberate damage.

The Evolution of Academic Content

While the core of the academic subject remains relatively unchanged, there have been notable shifts in the content and approach to teaching. The underlying chemistry principles are still the same, but there is a greater emphasis on modern discoveries such as fullerenes, graphene, and carbon nanotubes. Environmental issues and renewable energy have also become more prominent, with a reduced focus on traditional petrochemical products. Notably, the periodic table has even been rearranged based on new discoveries in nuclear physics, significantly altering our understanding of valency and atomic structure.

Personal Experience and Reflection

Recalling my A-level and S-level Chemistry experience from 1962, I can attest to the profound changes in the syllabus, approach, and content. A few years ago, in a nostalgic endeavor, I purchased a current A-level textbook and attempted to read and understand it. This attempt was a disaster; the transformation in the syllabus, approach, and content rendered me floundering. Even something as fundamental as the units and definitions of units, and the nuclear physics-based valency, which had been re-arranged in the periodic table, were now completely different from what I remembered.

Conclusion

In conclusion, the teaching of chemistry has indeed changed considerably over the past five decades. The focus on safety, the integration of modern discoveries, and the evolving curriculum present a stark contrast to my early experiences. It is both impressive and encouraging to see how chemistry education has adapted to reflect the latest scientific advancements and societal needs. However, the fundamental principles remain a cornerstone of the subject, ensuring a strong foundation for future generations.

Keywords: chemistry education, AP chemistry, safety in chemistry labs