00:00:01 My name is Ron Tempest. I'm a retired secondary school science teacher. I have about 38 years experience, starting back in the 1960s.

00:00:13 I'm currently an education consultant to the Chemical Heritage Foundation in Philadelphia.

00:00:21 I'm Joe Schmuckler, Temple University Professor of Chemistry and Science Education.

00:00:26 I started teaching in 1952. So, I'm here working with my colleagues, giving you information about the evolution of the chemistry curriculum.

00:00:43 S-C-H-M-U-C-K-L-E-R. Joseph S.

00:00:50 That's how I would take this one.

00:00:54 I'm Bill Bleam, B-L-E-A-M. Retired chemistry teacher. Started teaching in 1969.

00:01:02 Taught 35 years and I'm presently working at the Chemical Heritage Foundation.

00:01:08 Okay, let's pause for a second. Okay, we're rolling.

00:01:13 We're talking today about the changes that occurred as a result of the Sputnik satellite that the Russians sent up in the late 50s.

00:01:26 And the effects that it had on education, particularly science and chemistry education in the United States.

00:01:34 We're going to talk about two main programs today, Chem Study and CBA, Chemical Bond Approach Project.

00:01:42 And how they came to be and what their effects were.

00:01:46 I guess we should talk a little bit first about what the pre-Sputnik chemistry was like.

00:01:51 I have a copy here of a modern chemistry textbook from 1962.

00:01:56 And Joe has a book from 1952.

00:02:01 52.

00:02:03 And 58.

00:02:06 Okay, this one has things that are not included in a modern textbook today.

00:02:13 Industrial processes.

00:02:15 But this was the teacher's edition here and it has everything that the teacher needed to know in red.

00:02:21 Which was what we used.

00:02:23 And the teacher's edition to the Thelma Kepp Williams that Bill has.

00:02:29 Do you want to show them that one?

00:02:31 The one thing that was characteristic of the chemistry of those days was that it was a very descriptive course.

00:02:37 There was very little inquiry instruction.

00:02:41 It was very much factual.

00:02:43 Tell everything as it is.

00:02:45 And it was focused a lot on industrial processes.

00:02:48 So there really wasn't much in terms of learning how to be a scientist or what a scientist does.

00:02:54 It was more what is it used for in the real world.

00:02:57 There wasn't a whole lot of teacher help at this time either.

00:03:01 Outside of the things that Joe just showed you with the lab book having the answer key in red in it.

00:03:07 That's about all the help that a teacher got.

00:03:09 There wasn't very much ancillary or supplementary materials for the high school program at the time for teachers.

00:03:16 Can we just pause for a second?

00:03:19 Are we recording?

00:03:21 I'll stop.

00:03:23 One of the major things that happened as a result of the Sputnik going up was a recognition by the populace of the United States that we were far behind.

00:03:35 I can recall going out in the evening and looking at this little speck of light going across the sky.

00:03:41 That was the Sputnik and it was beeping and if you tuned your radio to a certain frequency you could hear it beeping as it went by.

00:03:49 The Sputnik really caused a major change in the direction of science for the United States.

00:03:58 We're discussing just the chemistry portion right here.

00:04:01 I can remember as a student taking the traditional chemistry.

00:04:09 We might have a lab once a week and it was just cookbook chemistry related to industry and that kind of thing.

00:04:19 The only inquiry we ever did was when the teacher wasn't paying attention.

00:04:24 I remember one day we decided to try what the effect would be if we added a strong acid to a strong base.

00:04:29 I sort of stepped away because I didn't want to see the result.

00:04:33 Of course they were spectacular.

00:04:35 In any case, I do remember the Sputnik sound on the radio.

00:04:40 For me it was a little scary actually.

00:04:43 I didn't particularly care for the beeping of the satellite.

00:04:47 You can see why it would get people upset enough that they might want something to be done about it.

00:04:53 We didn't teach much chemistry the next day.

00:04:56 That's for sure.

00:04:58 The discussion was what happened?

00:05:01 How did this happen?

00:05:03 Quite interesting.

00:05:05 Yeah.

00:05:07 Anyway, this was the impetus to finally get into a new curriculum.

00:05:15 For me at least, by the time we were out of the 50s, this curriculum was around and I was almost ready to get into teaching.

00:05:24 I became aware of what they were trying to do and it was easy to compare to what we had in high school.

00:05:34 There was marked contrast there.

00:05:36 Bill, maybe you would want to discuss the changes that occurred.

00:05:41 As a result of the Sputnik, the U.S. government of course got involved and put lots of money into several different programs.

00:05:48 The National Science Foundation sponsored two major programs in chemistry and lots of others in physics and biology as well.

00:05:56 The two in chemistry were the Chem Study Program, which was centered out at Harvey Mudd College on the west coast,

00:06:05 and also the Chemical Bond Approach Project, the CBA project, which was centered at?

00:06:11 Hmm.

00:06:13 I think it was Brown University.

00:06:16 Brown University.

00:06:18 With Leland Clark.

00:06:20 Leland Clark.

00:06:22 The CBA project was centered at Brown University.

00:06:25 We're going to discuss the similarities and differences between the two, but also primarily the effect that those two programs had on teaching high school chemistry.

00:06:36 Both focused much more on physical chemistry as opposed to the descriptive chemistry that had been in existence with the older curriculum.

00:06:45 There was a lot more math in the program. It was mathematically much more rigorous than it had been.

00:06:51 The curricula were kind of given to teachers and many teachers didn't have a whole lot of choice because often it was a school-wide or district-wide decision to adopt these programs.

00:07:04 So they needed lots of teacher support and that's one of the things that the National Science Foundation, or I should say I guess the principal investigators,

00:07:12 of these programs were wise to incorporate into the program.

00:07:17 They didn't just put out a textbook, they put out a textbook and a lab book and lots of other ancillary materials,

00:07:23 and they helped teachers during summer institutes and workshops and such to learn how to use it.

00:07:28 The public was behind it 100% because, as Ron said, there was a lot of fear out there at the time because Russia had been seen to go ahead in the space race,

00:07:38 and I guess a lot of people were worried that we needed to do a lot of catching up in the process.

00:07:44 So public support translated into government support, translated into these huge multi-million dollar National Science Foundation programs.

00:07:53 I think the most amazing thing to me is the fact that they were able to pull off the production of these programs in a reasonably short time.

00:08:03 And again, although the CBE doesn't have as much supporting material for the teacher as the chem study,

00:08:10 the amazing thing is they got this stuff done and there was an operating philosophy, there was an operating pedagogy,

00:08:17 and the stuff kind of matched because I think of how long it takes today to get a lot of this stuff done.

00:08:24 We're probably more concerned about the psychology of the pedagogy or whatever you want to call it.

00:08:29 But this stuff came out, even something like what they call the Biological Sciences Curriculum Study, the BSCS,

00:08:37 which is still in existence as an organization, as a series of programs.

00:08:41 They had so much in the way of supplementing materials.

00:08:45 It included film loops, it included booklets that you could read, I mean complete stories focused on one biological idea.

00:08:52 But the same was true, obviously, in the chem study with the films and, well, again, the teacher support materials were really crucial.

00:09:03 And I think that that still is, you know, affecting modern day stuff.

00:09:10 The format for all these programs is still there in terms of how it affects teacher prep and teacher support.

00:09:17 Well, Bill had mentioned earlier that the teacher's book had the answers already published in it and read.

00:09:26 What was most valuable to those of us who were high school teachers at the time was the teacher's guide itself.

00:09:33 And this was a copy of the teacher's guide.

00:09:36 It is fantastic for the detail that it gave to the teacher, so the teacher not only knew what to do, how to do it, but why to do it.

00:09:45 It was a fantastic thing.

00:09:47 And that was an important point because the teachers were being asked to do something rather different.

00:09:52 It wasn't, you know, a canned process.

00:09:55 It was interaction with students.

00:09:58 You could be out on a limb, maybe you didn't know all the answers, but there was support for the teachers not to know all the answers necessarily

00:10:05 and to deal with the conversations that hopefully would ensue in the classroom.

00:10:10 So a much needed kind of, if you want to call it prop, but it really wasn't the same kind of prop that we had in the old days.

00:10:17 These are the answers and end of conversation kind of thing.

00:10:22 And the experiments that the students did, oftentimes they had to collect data.

00:10:26 And it was the first time I remember going across the board, each student putting his or her own data there and recognizing this is what I did

00:10:35 and how it fit into the total process of looking for regularities with respect to the topic that was being discussed.

00:10:43 Well, even the use of the notebook was a whole different experience.

00:10:46 Particularly when we were using notebooks with a carbon copy, which you turn in and the student keeps the original.

00:10:54 That was a whole different process.

00:10:57 And to open your lab notebook and all you have is a quadril paper.

00:11:02 Yeah. Well, how about the idea that the students could take open book, open note tests.

00:11:08 That was part of the philosophy.

00:11:10 And of course it was misleading to the students because they thought, oh, well, if the book's going to be in front of me, I can find the answers.

00:11:14 When in fact, of course, that wasn't the basis of the test.

00:11:18 It was, we're going to give you a problem.

00:11:20 Use some of the ideas, the concepts, and you're going to solve this problem this time around.

00:11:24 So it took a while to students that used to, you know, this.

00:11:29 And the teachers.

00:11:31 That's right.

00:11:36 We are rolling.

00:11:38 To show you a little bit about how different the pre-Sputnik chemistry was to the new, new as of 1960 anyway, programs of chem study and CBA.

00:11:49 I thought we'd just take a minute and read a few of the chapter titles from each of the books for you.

00:11:53 So you can see a little bit about how it really has changed.

00:11:57 I'm looking now at the modern chemistry book, which is 1962, which actually precedes chem study and CBA.

00:12:07 And this is like, I don't know, a 20th edition maybe or something of this book.

00:12:13 It had been around forever.

00:12:15 So that it changed over the years, but not a whole lot.

00:12:18 Here are some of the chapter titles.

00:12:20 Water and its elements.

00:12:22 Carbon and simple compounds.

00:12:24 The active metals.

00:12:26 The halogens.

00:12:28 Nitrogen family.

00:12:30 The light metals.

00:12:32 The heavy metals.

00:12:34 Boron and silicon.

00:12:35 So they're talking about the elements as they are and how they're grouped.

00:12:39 And that's basically what the structure of this book was like.

00:12:42 The chemical bond approach, as it was called, which is also abbreviated CBA, has a whole series of chapters.

00:12:55 It's really quite a long book in many respects.

00:12:57 But just looking at the part one, the nature of chemical change.

00:13:01 Totally different approach.

00:13:03 Totally different emphasis.

00:13:05 Mixtures and chemical change.

00:13:07 Gases, molecules, and masses.

00:13:09 Then we get into electrical systems.

00:13:11 We get into models to be used to interpret systems and affect the chemical bond approach.

00:13:17 The whole idea was to develop the model of the atom and then try to explain just about anything else that the atom was involved with.

00:13:24 What we would call a chemical reaction.

00:13:26 So we get into kinetic molecular theory, electrons, nuclei, orbitals, and then into the big business of bonds and chemical systems.

00:13:36 Then a really far out topic, I think, for high school kids would be order, disorder, and change.

00:13:43 If we're into free energy electron transfer.

00:13:46 So you don't see a whole lot about distilling coal or making sulfuric acid and so forth.

00:13:52 At the very end come the acids and bases.

00:13:56 Dealing with ionic solids.

00:13:58 And the very last chapter here is actually water, which was very early on in the years.

00:14:04 And then the accompanying lab manual here, which has a whole series of lab activities, which maybe we can talk about later.

00:14:14 The Ken's study book had an interesting approach to the contents.

00:14:20 The first six chapters were supposed to be done and done fairly rapidly, but not going into any detail with the materials.

00:14:29 But those of us who were teachers in those days felt we were compelled to go into as much detail as possible.

00:14:36 And the result was, in the early days of the Ken's study, it was difficult to get to some of the other topics that both of you have mentioned.

00:14:46 Acid bases, different oxidation-reduction reactions, and so forth.

00:14:52 But one of the things that struck me about it was the emphasis on the use of the periodic table.

00:15:00 And I happened to bring some samples along just to show these things.

00:15:05 But I think we'll wait for those for later.

00:15:09 The chapters was chemistry and experimental science.

00:15:13 And I remember it was the focus of the Ken's study program.

00:15:19 A scientific model, and we talked about models, the atomic theory.

00:15:24 Chapter three was chemical reactions, then gases and kinetic theory.

00:15:29 Five was liquids and solids.

00:15:31 And then six, the structure of the atom.

00:15:34 And that was supposed to be done fairly rapidly.

00:15:36 And then circle through it again as we went through the remaining chapters that included what both of you have mentioned.

00:15:43 And oxidation-reduction, calculations, acid-base reactions, and so forth.

00:15:49 Actually, it didn't include most of the things that I talked about.

00:15:53 Because most of mine were the elements and their production, their means of production, or their industrial uses.

00:16:00 And that kind of stuff was not found in either of these two books, really, to any great extent at all.

00:16:04 We saw somewhere that there was a statement that descriptive chemistry had gone from 60% prior to Ken's study in CBA to like 5% within a matter of five years.

00:16:16 So the descriptive chemistry just kind of disappeared and was replaced much more by experimentation and inquiry and learning how people learn about science.

00:16:25 Yeah, that's the important idea, that the kids participate in the science.

00:16:30 They get some feeling for what scientists do, which they never got from descriptive chemistry of the 50s.

00:16:38 And, of course, they were responsible for generating information, if you want to call it that, really data.

00:16:46 Use that data, interpret that data.

00:16:49 And I think behind this was also the idea that we were trying to educate the public, through the students obviously, but educate the public to be more science literate.

00:17:00 Maybe be more willing to get behind the science that they see in newspapers and what have you.

00:17:07 Because a lot of these issues are going to come up as political issues, as we can see even today.

00:17:12 And they need to participate in some of that political discussion to make decisions, let's say in Congress or what have you.

00:17:22 So that was a big point of emphasis, I think, in the programs, whichever one was up there in the front.

00:17:30 Another major point of emphasis besides trying to make everyone science literate citizens is to make scientists.

00:17:37 Because a big goal from the post-Sputnik fear was that we didn't have enough scientists.

00:17:43 So these programs and the physics and biology programs were all really geared to the scientist slash engineer possibilities of kids in high school.

00:17:53 They were hoping that these high interest programs would generate more scientists and engineers so that we could play catch up much more readily.

00:18:02 It's interesting that the purpose, as you were just describing a moment ago, to produce more engineers and scientists.

00:18:10 The problem still exists today, but for different reasons.

00:18:17 We have to have another revolution.

00:18:19 Well, I don't want to get into the reasons today, but I feel that we made a big inroad in changing chemistry curriculum.

00:18:30 Absolutely.

00:18:32 Well, the other thing that comes out of this is, at least in the early days, much more cooperation between the universities and colleges and the high school teachers and some support there for the teachers in their tasks.

00:18:46 Because, in part, our students were being fed into the university college system.

00:18:52 So the science professor, if you want to call it, had some kind of a stake and investment in the kind of education that was going on at the high school level.

00:19:03 So there was this cooperation in the early days of the teacher training workshops and summer sessions and so forth.

00:19:10 These were all held on university campuses for the most part.

00:19:13 And, again, it was this nice integration between, let's say, the practical business of teaching science and the academic part of the science.

00:19:24 Chemistry, physics, because there was a physics program that paralleled the chemistry and, of course, the biological program, which I mentioned earlier.

00:19:35 Bill, you mentioned here the new curriculum were hoisted upon the teachers.

00:19:40 I think that maybe you might want to speak about that.

00:19:43 I think I did in the beginning a little bit.

00:19:46 Hoisted, that was my term.

00:19:48 But, yeah, the programs were seen as being very different and avant-garde, if you will.

00:19:58 And they became very influential.

00:20:00 And a lot of school districts decided to adopt the programs, not necessarily with teacher approval.

00:20:09 And so, in many cases, teachers wound up having to learn how to teach these programs whether they liked it or not.

00:20:16 And, as I mentioned, that's where the NSF really did help out because they gave many summer workshops.

00:20:23 And these aren't just like a day or two or a week long.

00:20:26 Some of these summer workshops were eight weeks in length.

00:20:29 And they were residential programs.

00:20:31 And I attended one of those.

00:20:33 And I had taught for two years before I attended this thing.

00:20:37 And I swear to this day that this institute is where I learned how to teach chemistry.

00:20:41 Let me come right down to it.

00:20:43 I mean, those guys, they were very thorough.

00:20:45 It was college people, but they worked well with us.

00:20:47 And we just, we ate, slept.

00:20:51 You know, we just, chemistry was it.

00:20:53 Everything we did was chemistry.

00:20:55 There's another interesting issue here.

00:20:57 Because of these new programs, there was a new philosophy.

00:21:02 There was new content.

00:21:05 And there's also a new expense.

00:21:08 Because there's a lot more in the way of chemicals, equipment, and so forth.

00:21:12 This is lab based.

00:21:14 And so, you really had to get the administration on board.

00:21:19 So, there was a whole different education process of the administration

00:21:23 to understand what it is that we were trying to do.

00:21:26 And I'm sure there might have been some panic among the parents.

00:21:32 Because we were doing things differently.

00:21:35 And it might have seemed a little foreign to parents,

00:21:39 just like the new math when it finally came in.

00:21:42 So, there really had to be some proselytizing, if you want to call it that,

00:21:46 of the administration.

00:21:48 And to a lesser degree, maybe, of the parents

00:21:50 to go along with this whole new revolution in teaching chemistry.

00:21:56 I guess I was fortunate because at the school where I taught,

00:21:59 I received total support from the administration.

00:22:04 They were really behind us 100%.

00:22:07 Yeah, and while I do remember in one particular school

00:22:11 where I decided that my time was worth a lot more than the price of

00:22:16 preparing or getting prepared solutions and so forth.

00:22:20 That we actually started buying a lot of this stuff prepared,

00:22:23 ready to go for the classroom.

00:22:25 It was just too time consuming.

00:22:27 I had students doing that.

00:22:29 To a certain degree.

00:22:31 That's when I learned how to prepare solutions like I had never done before.

00:22:35 Telling the students exactly what to do.

00:22:39 I remember using these plastic bottles.

00:22:42 And once that solution was prepared, it went on a shelf.

00:22:45 It was labeled for when it would be used again.

00:22:48 And the concentration and everything written on there.

00:22:51 And how to prepare it.

00:22:54 And the students enjoyed it.

00:22:56 It was a learning experience.

00:23:01 Let's look at the topics that were common to both of these projects.

00:23:09 Essentially, these topics were what we were looking at

00:23:12 in chem study and CBA.

00:23:14 Kinetic molecular theory.

00:23:16 The idea of atomic structure.

00:23:19 That everything is made of atoms.

00:23:21 And as Joe already mentioned, periodicity.

00:23:23 The idea that the elements are periodic in nature.

00:23:26 And that we can organize them periodically, that is.

00:23:30 Energy in reactions.

00:23:33 Reaction rates.

00:23:35 Equilibrium.

00:23:37 Acid-base chemistry has already been mentioned in all three programs actually.

00:23:40 So that is not necessarily a difference from the old modern chem.

00:23:44 But certainly acid-base chemistry was integral to all of them.

00:23:49 And then stoichiometry and bonding.

00:23:52 And some of these were in modern chem, some weren't.

00:23:55 Specifically, you will notice that there is hardly anything

00:23:59 descriptive chemistry in this list.

00:24:01 And that is what paid the price, I guess, for everything else

00:24:04 getting into the program, into the new programs.

00:24:09 One of the things I would like to mention is

00:24:11 getting the students interested into the program.

00:24:14 The symbol for the chem study project was a candle.

00:24:19 And I thought we had a picture of it right here.

00:24:23 Here is a picture of it.

00:24:25 And the students had to record

00:24:27 all of the observations they could make about the burning candle.

00:24:32 Even when it wasn't burning.

00:24:34 And to the surprise of the students,

00:24:36 it wasn't just about a half a dozen observations.

00:24:39 I believe there are 52 different observations

00:24:42 you could make about a burning candle.

00:24:44 And the one that caught my attention most was

00:24:47 the candle burns without a sound.

00:24:50 It makes no noise.

00:24:52 It makes no noise.

00:24:54 Yeah, and the first experiment in the lab manual

00:24:56 was this scientific observation in description.

00:25:00 And again, nicely set out for the student

00:25:04 in terms of what the rationale was for doing this

00:25:06 in terms of the importance of observation

00:25:09 by scientists in that particular work.

00:25:12 So that was all part of the integrated approach.

00:25:16 And comparing their responses together

00:25:19 was also kind of a novel idea.

00:25:22 It got them more involved in what a scientist actually does

00:25:25 communicating this knowledge.

00:25:27 Did you ever read to them the Faraday Christmas lectures?

00:25:32 Oh, definitely. Yes, definitely.

00:25:34 It's always interesting for them to realize

00:25:37 that people actually went to hear somebody talk

00:25:40 about a burning candle at Christmas time, right?

00:25:43 In a lecture that people actually attended.

00:25:46 No television.

00:25:48 I remember Dr. Glenn Seaborg giving a Christmas lecture,

00:25:52 the Faraday lectures,

00:25:54 at Wistar Institute in their auditorium.

00:25:57 Well, I think, again, going back to the major topics,

00:26:00 two things that always stood out in my mind

00:26:01 was the fact that we were into this use of the periodic table

00:26:07 as a way to predict things and the trends

00:26:10 and trying to see the rationale behind the organization

00:26:14 of the elements in the periodic table.

00:26:16 And then have the kids continue to use that throughout the year.

00:26:19 And again, I used to call it the biggest cheat sheet

00:26:21 when they were taking a test

00:26:23 because they could always look at what we had up there.

00:26:25 And of course, they're coming from an experience, unfortunately,

00:26:27 from, let's say, the junior high school

00:26:29 where they had to memorize, remember?

00:26:32 I mean, that's a good way to kill interest in chemistry.

00:26:36 And here was this totally different approach

00:26:39 with the periodic table.

00:26:42 And to me, in many ways, it was the highlight of the program.

00:26:47 And the other thing, which was a lot more subtle,

00:26:50 was getting into the concept of equilibrium,

00:26:52 which was never taught in the past

00:26:55 and spending a good amount of time.

00:26:56 And then, of course, having some really excellent video.

00:27:01 Well, in this case, it was film, sorry.

00:27:04 Having some really excellent film programs

00:27:09 that complemented the periodic table

00:27:13 and equilibrium and so on

00:27:15 that were really good illustrations

00:27:17 of what was behind some of these concepts.

00:27:20 And maybe you can speak to the periodic table.

00:27:23 Well, the father of one of my students

00:27:27 got very interested in what his son was bringing home

00:27:30 as far as chemistry was concerned.

00:27:32 And he appeared in my classroom early one morning

00:27:37 and said, I have something for you.

00:27:39 But he said, I want you to keep it in your pocket

00:27:41 where you got it.

00:27:43 It wasn't illegal or anything like that.

00:27:45 But he gave me a piece of titanium.

00:27:48 And you can see the crystal structure to it.

00:27:50 Now, the titanium triad,

00:27:52 if you were to look at a periodic table,

00:27:54 you would see titanium, zirconium and hafnium.

00:27:58 And we would have already taught the students

00:28:00 the similarity of chemical properties

00:28:02 of elements in one vertical column.

00:28:06 So the students can see here

00:28:09 the crystal structure of the titanium.

00:28:11 Then going down one to zirconium,

00:28:15 this is one and the crystal structure

00:28:17 isn't as definite.

00:28:18 And then you come to hafnium.

00:28:21 And I was told that hafnium

00:28:24 was a very rare element in those days.

00:28:27 And it is used widely today.

00:28:31 But its original purpose,

00:28:33 as I never understood.

00:28:35 But anyway, there is a triad of elements.

00:28:38 And the same thing occurred

00:28:40 that if you know the properties

00:28:42 of the top one on a triad, copper,

00:28:45 or...

00:28:47 Oh, that's right.

00:28:49 These are in the book.

00:28:52 I don't know where the periodic table is anymore.

00:28:55 Okay.

00:28:57 Well, maybe we could show the picture

00:28:59 actually where it was used in the film.

00:29:01 You know where it is.

00:29:03 Can you show me the triad?

00:29:05 I guess do the one, two, three

00:29:10 kind of pointing.

00:29:12 Okay.

00:29:14 Zirconium, zirconium, hafnium.

00:29:18 Great.

00:29:20 Alright, so now we'll do you.

00:29:22 And you see on the periodic table,

00:29:24 you'd see it...

00:29:26 Sorry, I'm sorry.

00:29:28 I just need to get focused.

00:29:30 Your shadow is...

00:29:32 Okay, and on the periodic table

00:29:34 the students would be seeing,

00:29:36 you're seeing the elements

00:29:38 that we're talking about here

00:29:40 with their symbols.

00:29:42 Titanium, zirconium, and hafnium.

00:29:44 Okay.

00:29:46 Do you want me to mention the fact

00:29:48 that the father appeared in my room again?

00:29:51 In your dreams.

00:29:53 Or in your room?

00:29:55 No, this is just the close-up

00:29:57 of the little action we did.

00:29:59 Okay.

00:30:01 Titanium, zirconium, and hafnium.

00:30:03 This man showed up in my room.

00:30:05 I was startled.

00:30:07 It was Father Tom.

00:30:09 Can you edit him out now?

00:30:11 He'll be definitely edited out.

00:30:12 No, you know,

00:30:14 it's a nice little comedic pattern.

00:30:17 In discussing the periodic table,

00:30:19 one of the first things I would do

00:30:21 would be to show them

00:30:23 three elements in a vertical column

00:30:25 called a triad

00:30:27 of copper, silver, and gold.

00:30:29 So the students look at those

00:30:31 and they get an idea

00:30:33 of what I'm talking about

00:30:35 and that their properties are similar.

00:30:37 The chemical properties,

00:30:39 even some of their physical properties.

00:30:40 The father was quite interested

00:30:42 in the program

00:30:44 that his son was studying,

00:30:46 the chem study program.

00:30:48 And he appeared in my classroom

00:30:50 early one morning

00:30:52 and handed me the triad

00:30:54 of titanium, zirconium, and hafnium.

00:30:57 And I've used these

00:30:59 for all these years now

00:31:01 for the students

00:31:03 to see and handle.

00:31:05 And they are quite surprised

00:31:07 when I give them

00:31:08 a piece of hafnium

00:31:10 to heft in their hand.

00:31:12 I teach the word heft.

00:31:14 Bill, can I put this in your hand?

00:31:16 That's very heavy.

00:31:18 Very dense.

00:31:20 Now, if we could just do the action.

00:31:22 You don't necessarily have to say anything again.

00:31:24 This is all I'm going to do with this slide.

00:31:26 But if you could just...

00:31:28 You're just going to hold it right there?

00:31:30 That area? Okay.

00:31:36 You can pass it back.

00:31:39 Let me get the other camera rolling.

00:31:42 Where was that page again?

00:31:44 Because you're going to want to do

00:31:46 the copper, gold, and zinc, right?

00:31:48 Where is it? Chapter 6?

00:31:50 No, it's way...

00:31:52 I'm sorry. You shouldn't have lost it.

00:31:54 I didn't think about the second triad.

00:31:56 Maybe you're...

00:31:58 Second triads.

00:32:00 You're good.

00:32:03 210.

00:32:05 Thank you.

00:32:09 Okay.

00:32:15 Just talk about the gold.

00:32:17 Okay.

00:32:19 Take these off, too?

00:32:21 Take these off, too?

00:32:23 No, no. You can talk about those.

00:32:25 The second triad.

00:32:27 Okay.

00:32:29 This one might be more useful

00:32:31 to teachers anyway.

00:32:33 Another triad of the elements

00:32:35 that the students do learn,

00:32:36 and they're more familiar with them,

00:32:38 are the triads of copper,

00:32:40 silver, and gold.

00:32:42 And they can see it

00:32:44 on the periodic table.

00:32:46 As Ron was pointing out there,

00:32:48 the triad on the periodic table

00:32:50 shows itself,

00:32:52 and they are familiar

00:32:54 with those elements.

00:32:56 And I'd like to tell the story

00:32:58 that when the developers

00:33:00 of the Chem Study Project

00:33:02 were visiting me in my classroom,

00:33:04 they saw the triad

00:33:06 of the titanium, zirconium,

00:33:08 and hafnium,

00:33:10 and they asked could they take them

00:33:12 with them for a film

00:33:14 that they were planning to do.

00:33:16 And I said, yes,

00:33:18 you could take them with you

00:33:20 to California under one circumstance,

00:33:22 and that was that I go with them.

00:33:24 And that's exactly what happened.

00:33:26 Do you want to show them?

00:33:28 It's all about the film.

00:33:30 Oh, the film was made,

00:33:32 and while I was out there,

00:33:34 and it was quite nice,

00:33:36 the film didn't happen

00:33:38 strategically placed on a table,

00:33:40 and during the filming,

00:33:42 when they wanted to show

00:33:44 different elements,

00:33:46 my hand would come in

00:33:48 and pick up the element

00:33:50 and move it into where the camera

00:33:52 would focus on it.

00:33:54 And so the closest I came

00:33:56 to movies,

00:33:58 Hollywood film,

00:34:00 is my hand.

00:34:02 Was your hand insured?

00:34:04 Both of them are now insured.

00:34:06 Do you want to do the close-ups

00:34:08 again of the triads?

00:34:10 Yes.

00:34:20 Okay, copper.

00:34:22 Oh, I'm sorry.

00:34:24 Oh, go ahead.

00:34:26 Ready?

00:34:28 Which one?

00:34:30 And here we have the copper,

00:34:32 the silver,

00:34:34 and the gold.

00:34:37 Okay.

00:34:39 Copper,

00:34:41 silver,

00:34:43 and gold.

00:34:46 What kind of periodic table is that?

00:34:48 It's just photographs.

00:34:50 But they're in the positions

00:34:52 that you see the elements

00:34:54 in the periodic table.

00:34:56 The names, I'm sorry,

00:34:58 the symbols for the elements,

00:35:00 those are the actual pictures

00:35:02 of the four.

00:35:04 So I don't know where you were planning

00:35:06 to use this.

00:35:08 Oh, I intend to.

00:35:10 I'm sorry?

00:35:12 We'll use it.

00:35:14 Yeah.

00:35:16 When would this come in?

00:35:18 I don't know.

00:35:20 I don't know how you want to use it.

00:35:22 As a prop when I'm teaching gaps,

00:35:24 oh, maybe we should include it

00:35:26 right now and then they can edit it in.

00:35:28 As well, I guess.

00:35:30 Okay.

00:35:32 We need to explain why it was

00:35:34 sitting on the table when we

00:35:36 had a long program, right?

00:35:38 Some of which can be made

00:35:40 by teachers.

00:35:51 Yeah, okay.

00:35:53 In teaching the gas laws,

00:35:55 one of the

00:35:57 topics

00:36:00 that's difficult to present

00:36:02 is Gay-Lussac's law.

00:36:04 And what we did when we were

00:36:06 teaching at Cornell University

00:36:08 in one of the first,

00:36:10 I think it was the first

00:36:12 summer program here in the east.

00:36:14 And

00:36:16 what some of us did

00:36:18 was to go out to the local stores

00:36:20 and buy up certain equipment

00:36:22 that was used.

00:36:24 Here you have the ball float

00:36:26 from a toilet tank.

00:36:28 You have a fitting here

00:36:30 that has a bicycle pump

00:36:33 valve right here

00:36:34 and an inexpensive

00:36:36 gauge in itself.

00:36:38 And this,

00:36:39 the students can see right away

00:36:41 volume in the three parameters

00:36:43 of studying the gases,

00:36:45 volume, temperature and pressure.

00:36:47 This one, the volume

00:36:49 is held constant.

00:36:51 You can't change the volume.

00:36:53 So the students can see

00:36:55 that studying Gay-Lussac's law

00:36:57 that they have to deal with

00:36:59 pressure and temperature.

00:37:01 And so this is the Gay-Lussac

00:37:02 and we dubbed it

00:37:04 the John's Law apparatus

00:37:06 because of what it was made from.

00:37:08 So...

00:37:09 And again, there was a film

00:37:11 that was made

00:37:12 in the chem study program

00:37:14 that used exactly the same equipment.

00:37:16 So the kids,

00:37:17 maybe in a way,

00:37:18 could say,

00:37:19 we have that actually

00:37:20 in our classroom.

00:37:21 Here it is

00:37:22 in this fantastic film.

00:37:24 Is that George Lucas?

00:37:26 But

00:37:28 that brings up another point

00:37:29 and that is that

00:37:30 in all these programs,

00:37:32 both the chemistry programs,

00:37:33 the physics programs

00:37:34 and the biology programs,

00:37:36 was the fact

00:37:38 that there was

00:37:39 much more need for equipment,

00:37:41 both for demos

00:37:43 as well as for in the laboratory.

00:37:44 But at the same time,

00:37:46 the kind of equipment

00:37:47 that's simple,

00:37:48 easy to construct by a teacher,

00:37:50 reducing costs

00:37:51 because, again,

00:37:52 we have to get back

00:37:53 to the administration

00:37:54 and support this thing financially.

00:37:55 And then a whole

00:37:57 number of companies

00:37:58 got into the act

00:38:00 of marketing

00:38:01 this simple equipment.

00:38:03 Some of it came

00:38:04 broken down,

00:38:05 you put it together,

00:38:06 again, like in the

00:38:07 Wilshire style.

00:38:09 And even in the

00:38:10 biological realm,

00:38:11 there were lots of things,

00:38:12 you know,

00:38:13 mason jars and so on

00:38:15 with plastic straws

00:38:16 and what have you

00:38:18 that would be sold

00:38:19 as equipment.

00:38:20 But, again,

00:38:21 it was reasonably inexpensive

00:38:23 and it still worked

00:38:24 very well.

00:38:25 Well, the calorimetry

00:38:26 of a burning candle

00:38:27 was done,

00:38:28 the students were told

00:38:29 to bring in

00:38:30 two tin cans

00:38:31 and then mount them

00:38:32 on a ring stand

00:38:34 and they could then

00:38:36 burn the candle

00:38:37 and determine

00:38:38 the calorimetry of it.

00:38:41 And that particular experiment

00:38:42 and that particular equipment

00:38:43 was carried over,

00:38:44 modified,

00:38:45 and so on

00:38:46 into the biological realm

00:38:47 when they were doing

00:38:48 calorimetry for foods.

00:38:49 I happen to be looking

00:38:50 at a lab manual

00:38:51 recent, well,

00:38:52 just last week.

00:38:53 And there's that same...

00:38:54 Exactly.

00:38:55 So, I mean,

00:38:56 the extension of

00:38:57 so much of what happened

00:38:58 goes right on

00:38:59 into the 21st century.

00:39:02 Let's talk for a little bit

00:39:03 about the differences

00:39:04 between chemistry

00:39:05 and CBA

00:39:06 without going overboard

00:39:07 on it,

00:39:08 but at least to let people know

00:39:09 that they were

00:39:10 different programs.

00:39:11 Ron, you want to talk

00:39:12 a little bit about CBA?

00:39:13 Well, again,

00:39:14 I would say that

00:39:15 there were many, many

00:39:16 more similarities

00:39:17 than there really

00:39:18 were differences.

00:39:19 But one of the key things

00:39:20 here in the

00:39:21 CBA or chemical bond

00:39:22 approach

00:39:24 was the development

00:39:25 of what they called

00:39:26 the charge cloud model.

00:39:28 Which, again,

00:39:29 was going to be used

00:39:30 to explain a lot of chemistry

00:39:31 once the kids understood it.

00:39:33 However,

00:39:34 this particular concept,

00:39:37 charge cloud model,

00:39:39 I think was extremely difficult

00:39:41 for teachers to present

00:39:43 in a good way

00:39:44 that kids could grasp it.

00:39:45 I think there was

00:39:47 a little bit too much

00:39:48 of the abstract in this.

00:39:49 There actually were

00:39:51 mathematical calculations

00:39:52 that one could do

00:39:53 that would sort of line up

00:39:54 with the data

00:39:55 in some instances.

00:39:56 But overall,

00:39:57 I think it was

00:39:58 a difficult component

00:40:00 of the program.

00:40:03 The CBA did not have

00:40:04 nearly the amount

00:40:06 of supporting materials

00:40:07 as we know

00:40:08 were present

00:40:10 in the chem study.

00:40:11 And I actually

00:40:12 started teaching

00:40:13 the chem study program

00:40:16 for about four years

00:40:17 before I ever got

00:40:18 into the CBA,

00:40:19 which was kind of

00:40:20 put on me.

00:40:22 But I did teach it

00:40:23 for six years.

00:40:26 Still a difficult program

00:40:27 to present.

00:40:28 And I think it's really

00:40:29 more intellectual

00:40:30 in the sense that

00:40:32 it belongs to

00:40:33 the higher level kids.

00:40:35 Whereas the chem study,

00:40:36 I think you can adapt

00:40:37 a little more

00:40:38 to a much broader

00:40:39 range of students.

00:40:41 And depending on

00:40:42 your own background,

00:40:43 you can take the chem study

00:40:45 and beef it up

00:40:46 for the better students.

00:40:48 But the CBA

00:40:49 didn't quite work

00:40:50 in the reverse way

00:40:51 that it was okay

00:40:53 to modify

00:40:54 for middle-of-the-road

00:40:56 students.

00:41:00 The lab program

00:41:02 I think had

00:41:03 some parallels

00:41:05 to the chem study.

00:41:07 But again,

00:41:08 a lot of these

00:41:09 labs,

00:41:11 my sense was

00:41:12 they were a little more

00:41:13 obtuse in terms of

00:41:14 getting to the point

00:41:16 through the lab experience.

00:41:17 A lot of things

00:41:18 that kids had to

00:41:19 chew over,

00:41:20 so to speak,

00:41:21 intellectually.

00:41:22 And I think it was

00:41:23 an impediment

00:41:24 to the success

00:41:25 of the program

00:41:26 as far as

00:41:27 my

00:41:29 position is concerned.

00:41:31 So,

00:41:32 that would be,

00:41:33 those would be perhaps

00:41:34 the two

00:41:35 points that

00:41:37 I would consider

00:41:38 to be different

00:41:39 about the

00:41:40 CBA program

00:41:41 compared to the

00:41:42 chem study.

00:41:43 The lab program

00:41:44 also seemed to

00:41:45 be much more

00:41:46 student

00:41:48 initiated,

00:41:49 not initiated,

00:41:50 but they had to

00:41:51 devise their own lab.

00:41:52 They got to a point

00:41:53 where they actually

00:41:54 had to start from scratch.

00:41:55 I remember the

00:41:56 famous experiment

00:41:57 in CBA

00:41:58 was a flank page

00:41:59 near the back,

00:42:00 and the students,

00:42:01 as you just said,

00:42:02 had to improvise

00:42:03 from the very beginning.

00:42:04 They gave them a goal,

00:42:05 but then they had to

00:42:06 figure out how they

00:42:07 were actually going

00:42:08 to do the experiment.

00:42:09 To their credit,

00:42:10 they did lead them

00:42:11 through that.

00:42:12 I mean,

00:42:13 the beginning labs

00:42:14 were not that way.

00:42:15 They were sort of

00:42:16 cookbook a little bit,

00:42:17 but they weaned them

00:42:18 away from directions

00:42:19 as they went through

00:42:20 the year,

00:42:21 and that's hard

00:42:22 for a lot of kids

00:42:23 to do.

00:42:24 One of the things

00:42:25 that came out

00:42:26 of the chem study project

00:42:27 was the use

00:42:28 of physical models

00:42:29 using poly,

00:42:30 was it styrene?

00:42:31 Yes.

00:42:32 Balls in here,

00:42:33 and this was one

00:42:34 of the lab manuals

00:42:35 that they gave us

00:42:36 from the teachers.

00:42:40 McNabb was a

00:42:41 high school teacher.

00:42:42 McClellan was an

00:42:43 industrial chemist,

00:42:44 and they put together

00:42:46 how to make these

00:42:47 styrofoam

00:42:49 models that I still

00:42:50 use today because

00:42:51 they're so valuable.

00:42:52 That was one of the

00:42:53 things that we did

00:42:54 in the summer

00:42:55 institute.

00:42:56 That's right.

00:42:57 We made models

00:42:58 so we had them

00:42:59 all to go back.

00:43:00 Arcadia College,

00:43:01 was it?

00:43:02 It was Beaver

00:43:03 College.

00:43:04 Beaver College

00:43:05 in those days.

00:43:06 Anything more

00:43:07 you can say

00:43:08 about the summer

00:43:09 teacher training

00:43:10 programs?

00:43:11 I never really

00:43:12 participated in

00:43:13 any of those,

00:43:14 but...

00:43:15 Yes.

00:43:16 Well,

00:43:18 okay.

00:43:19 We're on the

00:43:20 differences.

00:43:21 That's true.

00:43:22 That's true.

00:43:23 We got there

00:43:24 probably the week

00:43:25 after school

00:43:26 let out,

00:43:27 and we were there

00:43:28 for eight solid

00:43:29 weeks.

00:43:30 It was...

00:43:31 I mean,

00:43:32 teachers could go

00:43:33 home on weekends

00:43:34 if they lived

00:43:35 close by,

00:43:36 but the ones

00:43:37 who were pretty

00:43:38 far away wound

00:43:39 up being there

00:43:40 for the entire

00:43:41 summer.

00:43:42 We spent six

00:43:43 weeks on the

00:43:44 chem study program

00:43:45 and only two

00:43:46 weeks on the

00:43:47 chem study.

00:43:48 In retrospect,

00:43:49 I'm very glad we

00:43:50 did because that

00:43:51 was the way

00:43:52 that most

00:43:53 teachers went

00:43:54 anyway.

00:43:55 We were in the

00:43:56 thick of it.

00:43:57 During the day,

00:43:58 we'd be given

00:43:59 lectures or

00:44:00 actually mornings

00:44:01 were lectures,

00:44:02 afternoons were

00:44:03 labs,

00:44:04 and then evenings

00:44:05 were films.

00:44:06 We'd go in

00:44:07 and show

00:44:08 two or three

00:44:09 chem study,

00:44:10 three or four

00:44:11 chem study films

00:44:12 a night and

00:44:13 critique them

00:44:14 and discuss

00:44:15 the problems

00:44:16 that the students

00:44:17 were going to be

00:44:18 doing so that we

00:44:19 knew what the

00:44:20 problems were

00:44:21 going to be.

00:44:22 That was invaluable

00:44:23 because,

00:44:24 I mean,

00:44:25 otherwise,

00:44:26 all of the

00:44:27 best books say

00:44:28 you should never

00:44:29 go into a lab

00:44:30 without having

00:44:31 done the lab

00:44:32 yourself,

00:44:33 and that would

00:44:34 have been a

00:44:35 drawback for

00:44:36 teachers who

00:44:37 didn't have this

00:44:38 institute background

00:44:39 because they

00:44:40 wouldn't have

00:44:41 had the time

00:44:42 during the

00:44:43 school year

00:44:44 to teach.

00:44:45 They brought in

00:44:46 some guest

00:44:47 college lecturers

00:44:48 as well to

00:44:49 teach their own

00:44:50 specific strong

00:44:51 point in the

00:44:52 book,

00:44:53 if it was

00:44:54 kinetics or

00:44:55 equilibrium or

00:44:56 whatever,

00:44:57 and so we

00:44:58 really got taught

00:44:59 from the best

00:45:00 and it was

00:45:01 really good.

00:45:02 We had a

00:45:03 science student

00:45:04 too.

00:45:05 That's the

00:45:06 thing,

00:45:07 you had the

00:45:08 practical,

00:45:09 which teachers

00:45:10 need,

00:45:11 but you also

00:45:12 had the

00:45:13 science student

00:45:14 as a model

00:45:15 for not only

00:45:16 the textbook

00:45:17 kind of thing

00:45:18 but also

00:45:19 teacher training

00:45:20 itself.

00:45:21 A lot of

00:45:22 carryover from

00:45:23 what you did.

00:45:24 You mentioned

00:45:25 the summer

00:45:26 programs at

00:45:27 Beaver College.

00:45:28 They were

00:45:29 preceded by

00:45:30 three years

00:45:31 at the

00:45:32 University of

00:45:33 Pennsylvania

00:45:34 where we

00:45:35 held them

00:45:36 at the

00:45:37 Morris Arboretum

00:45:38 and Dr.

00:45:39 Fred Hazel

00:45:40 and Dr.

00:45:41 John Fogg

00:45:42 at the

00:45:43 Morris Arboretum

00:45:44 but the

00:45:45 model was the

00:45:46 same thing

00:45:47 that you had

00:45:48 at Beaver

00:45:49 College.

00:45:50 And these

00:45:51 were not the

00:45:52 only ones.

00:45:53 Oh no.

00:45:54 These were

00:45:55 held across

00:45:56 the country.

00:45:57 Exactly.

00:45:58 My mentor

00:45:59 when I

00:46:00 started teaching

00:46:01 had attended

00:46:02 one at

00:46:03 Teal College

00:46:04 in Western

00:46:05 Pennsylvania

00:46:06 and they

00:46:07 were all

00:46:08 over the

00:46:09 country.

00:46:10 One other

00:46:11 thing I

00:46:12 noticed

00:46:13 was that

00:46:14 there was

00:46:15 a

00:46:16 lack of

00:46:17 chemistry

00:46:18 in the

00:46:19 atomic

00:46:20 structure

00:46:21 and

00:46:22 periodicity

00:46:23 chapters.

00:46:24 To give

00:46:25 students a

00:46:26 sense of

00:46:27 where science

00:46:28 had come

00:46:29 from and

00:46:30 where chemistry

00:46:31 is today is

00:46:32 partly because

00:46:33 of all the

00:46:34 people who

00:46:35 had learned

00:46:36 about it

00:46:37 before.

00:46:38 All the

00:46:39 scientists

00:46:40 who had

00:46:41 been

00:46:42 involved

00:46:43 in

00:46:44 chemistry

00:46:45 had

00:46:46 a

00:46:47 little

00:46:48 bit

00:46:49 of

00:46:50 history

00:46:51 in

00:46:52 the

00:46:53 books

00:46:54 but I

00:46:55 agree

00:46:56 that there

00:46:57 was more

00:46:58 in the

00:46:59 chemistry

00:47:00 books.

00:47:01 But still

00:47:02 that was

00:47:03 an

00:47:04 innovation.

00:47:05 It was

00:47:06 in keeping

00:47:07 with the

00:47:08 idea that

00:47:09 there

00:47:10 was a

00:47:11 lot

00:47:12 of

00:47:13 history

00:47:14 in the

00:47:15 chemistry

00:47:16 books.

00:47:17 So

00:47:18 that's

00:47:19 in here.

00:47:20 Yeah,

00:47:21 that's a

00:47:22 nice lead

00:47:23 in.

00:47:24 If I

00:47:25 can inject

00:47:26 once we

00:47:27 were

00:47:28 introduced

00:47:29 to the

00:47:30 importance

00:47:31 of knowing

00:47:32 the

00:47:33 history

00:47:34 of our

00:47:35 subject,

00:47:36 this

00:47:37 book

00:47:38 I

00:47:39 recommend

00:47:40 it

00:47:41 highly.

00:47:42 Do you

00:47:43 want to

00:47:44 pause?

00:47:45 Oh,

00:47:46 yeah,

00:47:47 good.

00:47:48 Has it

00:47:49 ever happened

00:47:50 to you?

00:47:51 Once,

00:47:52 yes.

00:47:53 Here's the

00:47:54 old splicing.

00:47:55 Okay.

00:47:56 I actually

00:47:57 bought a

00:47:58 splicer.

00:47:59 Mine got

00:48:00 that bad

00:48:01 that they

00:48:02 had to

00:48:03 supply me

00:48:04 that.

00:48:05 They

00:48:06 got tired

00:48:07 of that

00:48:08 thing.

00:48:09 And

00:48:10 I

00:48:11 didn't

00:48:12 want to

00:48:13 pay for

00:48:14 anything

00:48:15 else.

00:48:16 So

00:48:17 I

00:48:18 got

00:48:19 a bunch

00:48:20 of

00:48:21 splices

00:48:22 and

00:48:23 I

00:48:24 got

00:48:25 a bunch

00:48:26 of

00:48:27 splices

00:48:28 and

00:48:29 I

00:48:30 got

00:48:31 a

00:48:32 bunch

00:48:33 of

00:48:34 splices

00:48:35 and

00:48:36 I

00:48:38 got

00:48:39 a bunch

00:48:41 of

00:48:43 splices

00:48:44 and

00:48:45 I

00:48:46 got a

00:48:47 bunch

00:48:49 of

00:48:50 splices

00:48:51 and

00:48:52 they

00:48:56 first

00:49:05 came

00:49:06 to me

00:49:07 and

00:49:08 I

00:49:09 just

00:49:10 put

00:49:11 it on

00:49:12 the

00:49:13 screen.

00:49:14 All

00:49:15 right.

00:49:16 So

00:49:17 whenever

00:49:18 you're

00:49:19 ready.

00:49:20 We've been

00:49:21 talking about

00:49:22 some of

00:49:23 the

00:49:24 extras

00:49:25 that the

00:49:26 chem

00:49:27 study

00:49:28 program

00:49:29 worked

00:49:30 into

00:49:31 the

00:49:32 entire

00:49:33 curriculum.

00:49:34 One

00:49:35 of the

00:49:36 examples

00:49:37 is

00:49:38 his

00:49:39 copy of

00:49:40 chemical

00:49:41 families.

00:49:42 I

00:49:43 don't know

00:49:44 if the

00:49:45 viewers

00:49:46 will

00:49:47 know

00:49:48 or

00:49:49 remember

00:49:50 anything

00:49:51 about

00:49:52 16

00:49:53 millimeter

00:49:54 films but

00:49:55 we used

00:49:56 to have

00:49:57 to thread

00:49:58 these

00:49:59 ourselves

00:50:00 and it

00:50:01 would

00:50:02 often

00:50:03 take

00:50:04 a

00:50:05 couple

00:50:06 of

00:50:07 days

00:50:08 and

00:50:09 they

00:50:10 were very

00:50:11 well done

00:50:12 and even

00:50:13 to this

00:50:14 day there

00:50:15 are a

00:50:16 series of

00:50:17 video tapes

00:50:18 out there

00:50:19 now or

00:50:20 video disks

00:50:21 I guess

00:50:22 these days

00:50:23 DVDs

00:50:24 that use

00:50:25 much of

00:50:26 the

00:50:27 chem

00:50:28 study

00:50:29 material

00:50:30 that was

00:50:31 original on

00:50:32 this

00:50:33 film.

00:50:34 Bill just

00:50:35 showed you

00:50:36 this.

00:50:37 In this

00:50:38 film we

00:50:39 had shown

00:50:40 you the

00:50:41 triads of

00:50:42 the elements

00:50:43 and I

00:50:44 had gone

00:50:45 with my

00:50:46 elements

00:50:47 when I

00:50:48 requested

00:50:49 that I

00:50:50 go with

00:50:51 them to

00:50:52 California

00:50:53 when they

00:50:54 were using

00:50:55 them and

00:50:56 in here

00:50:57 in the

00:50:58 film they

00:50:59 have all

00:51:00 the elements

00:51:01 and

00:51:02 I

00:51:03 would

00:51:04 pick up

00:51:05 my

00:51:06 samples

00:51:07 and show

00:51:08 them.

00:51:09 So my

00:51:10 hands are

00:51:11 how do

00:51:12 you say

00:51:13 they're

00:51:14 famous.

00:51:15 Captured for

00:51:16 posterity.

00:51:17 There you

00:51:18 go.

00:51:19 Great.

00:51:20 Okay.

00:51:21 One other

00:51:22 thing actually

00:51:23 Joe if you

00:51:24 want to

00:51:25 just take

00:51:26 a look

00:51:27 through here

00:51:28 again.

00:51:29 In addition

00:51:30 to that

00:51:31 this did

00:51:32 not just

00:51:33 give the

00:51:34 answers to

00:51:35 the questions

00:51:36 in the

00:51:37 lab book

00:51:38 because

00:51:39 frankly most

00:51:40 of the

00:51:41 questions

00:51:42 required

00:51:43 whole sentence

00:51:44 answers.

00:51:45 They weren't

00:51:46 just fill in

00:51:47 the blank

00:51:48 answers for

00:51:49 lab reports

00:51:50 but it

00:51:51 also gave

00:51:52 lots of

00:51:53 background

00:51:54 information.

00:51:55 If you

00:51:56 just want to

00:51:57 maybe read

00:51:58 the

00:51:59 films

00:52:00 and

00:52:01 demonstrations

00:52:02 that were

00:52:03 suggested

00:52:04 the

00:52:05 testing

00:52:06 the

00:52:07 assessments

00:52:08 and so

00:52:09 forth and

00:52:10 extra

00:52:11 information.

00:52:12 But if

00:52:13 you were to

00:52:14 open to

00:52:15 the

00:52:16 any one

00:52:17 of the

00:52:18 experiments

00:52:19 like

00:52:20 the

00:52:21 weights of

00:52:22 equal

00:52:23 volumes of

00:52:24 gases as

00:52:25 an example

00:52:26 it lays

00:52:27 out for

00:52:28 you.

00:52:29 Again,

00:52:30 I think

00:52:31 what you

00:52:32 mentioned

00:52:33 earlier

00:52:34 that the

00:52:35 teacher was

00:52:36 urged to

00:52:37 practice the

00:52:38 experiment before

00:52:39 the kids

00:52:40 would do it

00:52:41 and this

00:52:42 would be an

00:52:43 example of

00:52:44 just one

00:52:45 of those

00:52:46 samples.

00:52:47 And the

00:52:48 Boltzmann's

00:52:49 distribution

00:52:50 though I

00:52:51 had learned

00:52:52 it in

00:52:53 P.

00:52:54 Chem

00:52:55 never meant

00:52:56 as much

00:52:57 as the

00:52:58 gases and

00:52:59 their behavior.

00:53:00 There was a

00:53:01 lot of

00:53:02 background

00:53:03 discussion

00:53:04 of a

00:53:05 theoretical

00:53:06 bent in

00:53:07 this that

00:53:08 most teacher

00:53:09 guides did

00:53:10 not have

00:53:11 prior to

00:53:12 that.

00:53:13 And again

00:53:14 because it

00:53:15 was so new

00:53:16 we really

00:53:17 needed it

00:53:18 too.

00:53:19 It was

00:53:20 very useful

00:53:21 material.

00:53:22 I never

00:53:23 really understood

00:53:24 the Boltzmann

00:53:25 distribution

00:53:26 before.

00:53:27 But

00:53:28 it was

00:53:29 very useful

00:53:30 material.

00:53:31 And

00:53:32 the

00:53:33 Boltzmann

00:53:34 distribution

00:53:35 went from

00:53:36 easy to

00:53:37 hard and

00:53:38 you as

00:53:39 the teacher

00:53:40 could select

00:53:41 what level

00:53:42 you wanted

00:53:43 and actually

00:53:44 it was

00:53:45 giving us

00:53:46 a chance

00:53:47 to examine

00:53:48 the students

00:53:49 either all

00:53:50 easy questions

00:53:51 where they

00:53:52 could answer

00:53:53 them or if

00:53:54 you wanted

00:53:55 multiple

00:53:56 choice,

00:53:57 which are

00:53:58 very hard,

00:53:59 good multiple

00:54:00 choice questions

00:54:01 are very hard

00:54:02 to do.

00:54:03 And you

00:54:04 could either

00:54:05 use them the

00:54:06 way they

00:54:07 were or

00:54:08 photocopy

00:54:09 them or

00:54:10 whatever.

00:54:11 Those were

00:54:12 quite useful.

00:54:13 You just

00:54:14 mentioned

00:54:15 something that

00:54:16 I recall

00:54:17 that the

00:54:18 program was

00:54:19 not, the

00:54:20 chem study

00:54:21 program was

00:54:22 not developed

00:54:23 to be an

00:54:24 easy

00:54:25 question.

00:54:26 I

00:54:27 remember

00:54:28 that

00:54:29 the

00:54:30 chemistry

00:54:31 program

00:54:32 was

00:54:33 not

00:54:34 developed

00:54:35 to be

00:54:36 an

00:54:37 easy

00:54:38 question.

00:54:39 And

00:54:40 I

00:54:41 remember

00:54:42 that

00:54:43 the

00:54:44 chemistry

00:54:45 program

00:54:46 was

00:54:47 not

00:54:48 developed

00:54:49 to be

00:54:50 an

00:54:51 easy

00:54:52 question.

00:54:53 And

00:54:54 I

00:54:55 remember

00:54:56 that the

00:54:57 chemistry

00:54:58 program was

00:54:59 not

00:55:00 developed

00:55:01 to be

00:55:02 an

00:55:03 easy

00:55:04 question.

00:55:05 And

00:55:06 I

00:55:07 remember

00:55:08 that the

00:55:09 chemistry

00:55:10 program was

00:55:11 not

00:55:12 developed

00:55:13 to be

00:55:14 an

00:55:15 easy

00:55:16 question.

00:55:17 And

00:55:18 I

00:55:19 remember

00:55:20 that the

00:55:21 chemistry

00:55:22 program

00:55:23 was

00:55:24 not

00:55:25 developed

00:55:26 to be

00:55:27 an

00:55:28 easy

00:55:29 question.

00:55:30 And

00:55:31 I

00:55:32 remember

00:55:33 that the

00:55:34 chemistry

00:55:35 program was

00:55:36 not

00:55:37 developed

00:55:38 to be

00:55:39 an

00:55:40 easy

00:55:41 question.

00:55:42 And

00:55:43 I

00:55:44 remember

00:55:45 that the

00:55:46 chemistry

00:55:47 program was

00:55:48 not

00:55:49 developed

00:55:50 to be

00:55:51 an

00:55:52 easy

00:55:53 question.

00:55:54 And

00:55:55 I

00:55:56 remember

00:55:57 that the

00:55:58 chemistry

00:55:59 program was

00:56:00 not

00:56:01 developed

00:56:02 to be

00:56:03 an

00:56:04 easy

00:56:05 question.

00:56:06 And

00:56:07 I

00:56:08 remember

00:56:09 that the

00:56:10 chemistry

00:56:11 program was

00:56:12 not

00:56:13 developed

00:56:14 to be

00:56:15 an

00:56:16 easy

00:56:17 question.

00:56:18 And

00:56:19 I

00:56:20 remember

00:56:21 that the

00:56:22 chemistry

00:56:23 program was

00:56:24 not

00:56:25 developed

00:56:26 to be

00:56:27 an

00:56:28 easy

00:56:29 question.

00:56:30 And

00:56:31 I

00:56:32 remember

00:56:33 that the

00:56:34 chemistry

00:56:35 program was

00:56:36 not

00:56:37 developed

00:56:38 to be

00:56:39 an

00:56:40 easy

00:56:41 question.

00:56:42 And

00:56:43 I

00:56:44 remember

00:56:45 that the

00:56:46 chemistry

00:56:47 program was

00:56:48 not

00:56:49 developed

00:56:50 to be

00:56:51 an

00:56:52 easy

00:56:53 question.

00:56:54 And

00:56:55 I

00:56:56 remember

00:56:57 that the

00:56:58 chemistry

00:56:59 program was

00:57:00 not

00:57:01 developed

00:57:02 to be

00:57:03 an

00:57:04 easy

00:57:05 question.

00:57:06 And

00:57:07 I

00:57:08 remember

00:57:09 that the

00:57:10 chemistry

00:57:11 program was

00:57:12 not

00:57:13 developed

00:57:14 to be

00:57:15 an

00:57:16 easy

00:57:17 question.

00:57:18 And

00:57:19 I

00:57:20 remember

00:57:21 that the

00:57:22 chemistry

00:57:23 program was

00:57:24 not

00:57:25 developed

00:57:26 to be

00:57:27 an

00:57:28 easy

00:57:29 question.

00:57:30 And

00:57:31 I

00:57:32 remember

00:57:33 that the

00:57:34 chemistry

00:57:35 program was

00:57:36 not

00:57:37 developed

00:57:38 to be

00:57:39 an

00:57:40 easy

00:57:41 question.

00:57:42 And

00:57:43 I

00:57:44 remember

00:57:45 that the

00:57:46 chemistry

00:57:47 program was

00:57:48 not

00:57:49 developed

00:57:50 to be

00:57:51 an

00:57:52 easy

00:57:53 question.

00:57:54 And

00:57:55 I

00:57:56 remember

00:57:57 that the

00:57:58 chemistry

00:57:59 program was

00:58:00 not

00:58:01 developed

00:58:02 to

00:58:03 be

00:58:04 an

00:58:05 easy

00:58:06 question.

00:58:07 And

00:58:08 I

00:58:09 remember

00:58:10 that the

00:58:11 chemistry

00:58:12 program was

00:58:13 not

00:58:14 developed

00:58:15 to be

00:58:16 an

00:58:17 easy

00:58:18 question.

00:58:19 And

00:58:20 I

00:58:21 remember

00:58:22 that the

00:58:23 chemistry

00:58:24 program was

00:58:25 not

00:58:26 developed

00:58:27 to be

00:58:28 an

00:58:29 easy

00:58:30 question.

00:58:31 And

00:58:32 I

00:58:33 remember

00:58:34 that the

00:58:35 chemistry

00:58:36 program was

00:58:37 not

00:58:38 developed

00:58:39 to be

00:58:40 an

00:58:41 easy

00:58:42 question.

00:58:43 And

00:58:44 I

00:58:45 remember

00:58:46 that the

00:58:47 chemistry

00:58:48 program was

00:58:49 not

00:58:50 developed

00:58:51 to be

00:58:52 an

00:58:53 easy

00:58:54 question.

00:58:55 And

00:58:56 I

00:58:57 remember

00:58:58 that the

00:58:59 chemistry

00:59:00 program was

00:59:01 not

00:59:02 developed

00:59:03 to be

00:59:04 an

00:59:05 easy

00:59:06 question.

00:59:07 And

00:59:08 I

00:59:09 remember

00:59:10 that the

00:59:11 chemistry

00:59:12 program was

00:59:13 not

00:59:14 developed

00:59:15 to be

00:59:16 an

00:59:17 easy

00:59:18 question.

00:59:19 And

00:59:20 I

00:59:21 remember

00:59:22 that the

00:59:23 chemistry

00:59:24 program was

00:59:25 not

00:59:26 developed

00:59:27 to be

00:59:28 an

00:59:29 easy

00:59:30 question.

00:59:31 And

00:59:32 I

00:59:33 remember

00:59:34 that the

00:59:35 chemistry

00:59:36 program was

00:59:37 not

00:59:38 developed

00:59:39 to be

00:59:40 an

00:59:41 easy

00:59:42 question.

00:59:43 And

00:59:44 I

00:59:45 remember

00:59:46 that the

00:59:47 chemistry

00:59:48 program was

00:59:49 not

00:59:50 developed

00:59:51 to be

00:59:52 an

00:59:53 easy

00:59:54 question.

00:59:55 And

00:59:56 I

00:59:57 remember

00:59:58 that the

00:59:59 chemistry

01:00:00 program was

01:00:01 not

01:00:02 developed

01:00:03 to be

01:00:04 an

01:00:05 easy

01:00:06 question.

01:00:07 And

01:00:08 I

01:00:09 remember

01:00:10 that the

01:00:11 chemistry

01:00:12 program

01:00:13 was not

01:00:14 developed

01:00:15 to be

01:00:16 an

01:00:17 easy

01:00:18 question.

01:00:19 And

01:00:20 I

01:00:21 remember

01:00:22 that the

01:00:23 chemistry

01:00:24 program was

01:00:25 not

01:00:26 developed

01:00:27 to be

01:00:28 an

01:00:29 easy

01:00:30 question.

01:00:31 And

01:00:32 I

01:00:33 remember

01:00:34 that the

01:00:35 chemistry

01:00:36 program was

01:00:37 not

01:00:38 developed

01:00:39 to be

01:00:40 an

01:00:41 easy

01:00:42 question.

01:00:43 And

01:00:44 I

01:00:45 remember

01:00:46 that the

01:00:47 chemistry

01:00:48 program was

01:00:49 not

01:00:50 developed

01:00:51 to be

01:00:52 an

01:00:53 easy

01:00:54 question.

01:00:55 And

01:00:56 I

01:00:57 remember

01:00:58 that the

01:00:59 chemistry

01:01:00 program was

01:01:01 not

01:01:02 developed

01:01:03 to be

01:01:04 an

01:01:05 easy

01:01:06 question.

01:01:07 And

01:01:08 I

01:01:09 remember

01:01:10 that the

01:01:11 chemistry

01:01:12 program was

01:01:13 not

01:01:14 developed

01:01:15 to be

01:01:16 an

01:01:17 easy

01:01:18 question.

01:01:19 And

01:01:20 I

01:01:21 remember

01:01:22 that the

01:01:23 chemistry

01:01:24 program

01:01:25 was

01:01:26 not

01:01:27 developed

01:01:28 to be

01:01:29 an

01:01:30 easy

01:01:31 question.

01:01:32 And

01:01:33 I

01:01:34 remember

01:01:35 that the

01:01:36 chemistry

01:01:37 program

01:01:38 was not

01:01:39 developed

01:01:40 to be

01:01:41 an

01:01:42 easy

01:01:43 question.

01:01:44 And

01:01:45 I

01:01:46 remember

01:01:47 that the

01:01:48 chemistry

01:01:49 program

01:01:50 was not

01:01:51 developed

01:01:52 to be

01:01:53 an

01:01:54 easy

01:01:55 question.

01:01:56 And

01:01:57 I

01:01:58 remember

01:01:59 that the

01:02:00 chemistry

01:02:01 program

01:02:02 was not

01:02:03 developed

01:02:04 to be

01:02:05 an

01:02:06 easy

01:02:07 question.

01:02:08 And

01:02:09 I

01:02:10 remember

01:02:11 that the

01:02:12 chemistry

01:02:13 program

01:02:14 was not

01:02:15 developed

01:02:16 to be

01:02:17 an

01:02:18 easy

01:02:19 question.

01:02:20 And

01:02:21 I

01:02:22 remember

01:02:23 that the

01:02:24 chemistry

01:02:25 program

01:02:26 was not

01:02:27 developed

01:02:28 to be

01:02:29 an

01:02:30 easy

01:02:31 question.

01:02:32 And

01:02:33 I

01:02:34 remember

01:02:35 that the

01:02:36 chemistry

01:02:38 program

01:02:39 was not

01:02:40 developed

01:02:41 to be

01:02:42 an

01:02:43 easy

01:02:44 question.

01:02:45 And

01:02:46 I

01:02:47 remember

01:02:48 that the

01:02:49 chemistry

01:02:50 program

01:02:51 was not

01:02:52 developed

01:02:53 to be

01:02:54 an

01:02:55 easy

01:02:56 question.

01:02:57 And

01:02:58 I

01:02:59 remember

01:03:00 that the

01:03:01 chemistry

01:03:02 program

01:03:03 was not

01:03:04 developed

01:03:05 to be

01:03:06 an

01:03:07 easy

01:03:08 question.

01:03:09 And

01:03:10 I

01:03:11 remember

01:03:12 that the

01:03:13 chemistry

01:03:14 program

01:03:15 was not

01:03:16 developed

01:03:17 to be

01:03:18 an

01:03:19 easy

01:03:20 question.

01:03:21 And

01:03:22 I

01:03:23 remember

01:03:24 that the

01:03:25 chemistry

01:03:26 program

01:03:27 was not

01:03:28 developed

01:03:29 to be

01:03:30 an

01:03:31 easy

01:03:32 question.

01:03:33 And

01:03:34 I

01:03:35 remember

01:03:36 I

01:03:37 remember

01:03:38 that the

01:03:39 chemistry

01:03:40 program

01:03:41 was not

01:03:42 a

01:03:43 question.

01:03:44 And

01:03:45 I

01:03:46 remember

01:03:47 that the

01:03:48 chemistry

01:03:49 program

01:03:50 was not

01:03:51 developed

01:03:52 to be

01:03:53 an

01:03:54 easy

01:03:55 question.

01:03:56 And

01:03:57 I

01:03:58 remember

01:03:59 that the

01:04:00 chemistry

01:04:01 program

01:04:02 was not

01:04:03 developed

01:04:04 to be

01:04:05 an

01:04:06 easy

01:04:07 question.

01:04:08 And

01:04:09 I

01:04:10 remember

01:04:11 that the

01:04:12 chemistry

01:04:13 program

01:04:14 was not

01:04:15 developed

01:04:16 to be

01:04:17 an

01:04:18 easy

01:04:19 question.

01:04:20 And

01:04:21 I

01:04:22 remember

01:04:23 that the

01:04:24 chemistry

01:04:25 program

01:04:26 was not

01:04:27 developed

01:04:28 to be

01:04:29 an

01:04:30 easy

01:04:31 question.

01:04:32 And

01:04:33 I

01:04:34 remember

01:04:35 that the

01:04:36 chemistry

01:04:37 program

01:04:38 was not

01:04:39 developed

01:04:40 to be

01:04:41 an

01:04:42 easy

01:04:43 question.

01:04:44 And

01:04:45 I

01:04:46 remember

01:04:47 that the

01:04:48 chemistry

01:04:49 program

01:04:50 was not

01:04:51 developed

01:04:52 to be

01:04:53 an

01:04:54 easy

01:04:55 question.

01:04:56 And

01:04:57 I

01:04:58 remember

01:04:59 that the

01:05:00 chemistry

01:05:01 program

01:05:02 was not

01:05:03 developed

01:05:04 to be

01:05:05 an

01:05:06 easy

01:05:07 question.

01:05:08 And

01:05:09 I

01:05:10 remember

01:05:11 that the

01:05:12 chemistry

01:05:13 program

01:05:14 was not

01:05:15 developed

01:05:16 to be

01:05:17 an

01:05:18 easy

01:05:19 question.

01:05:20 And

01:05:21 I

01:05:22 remember

01:05:23 that the

01:05:24 chemistry

01:05:25 program

01:05:26 was not

01:05:27 developed

01:05:28 to be

01:05:29 an

01:05:30 easy

01:05:31 question.

01:05:32 And

01:05:33 I

01:05:34 remember

01:05:35 that the

01:05:36 chemistry

01:05:37 program

01:05:38 was not

01:05:39 developed

01:05:40 to be

01:05:41 an

01:05:42 easy

01:05:43 question.

01:05:44 And

01:05:45 I

01:05:46 remember

01:05:47 that the

01:05:48 chemistry

01:05:49 program

01:05:50 was not

01:05:51 developed

01:05:52 to be

01:05:53 an

01:05:54 easy

01:05:55 question.

01:05:56 And

01:05:57 I

01:05:58 remember

01:05:59 that the

01:06:00 chemistry

01:06:01 program

01:06:02 was not

01:06:03 developed

01:06:04 to be

01:06:05 an

01:06:06 easy

01:06:07 question.

01:06:08 And

01:06:09 I

01:06:10 remember

01:06:11 that the

01:06:12 chemistry

01:06:13 program

01:06:14 was not

01:06:15 developed

01:06:16 to be

01:06:17 an

01:06:18 easy

01:06:19 question.

01:06:20 And

01:06:21 I

01:06:22 remember

01:06:23 that the

01:06:24 chemistry

01:06:25 program

01:06:26 was not

01:06:27 developed

01:06:28 to be

01:06:29 an

01:06:30 easy

01:06:31 question.

01:06:32 And

01:06:33 I

01:06:34 remember

01:06:35 that the

01:06:36 chemistry

01:06:37 program

01:06:38 was not

01:06:39 developed

01:06:40 to be

01:06:41 an

01:06:42 easy

01:06:43 question.

01:06:44 And

01:06:45 I

01:06:46 remember

01:06:47 that the

01:06:48 chemistry

01:06:49 program

01:06:50 was not

01:06:51 developed

01:06:52 to be

01:06:53 an

01:06:54 easy

01:06:55 question.

01:06:56 And

01:06:57 I

01:06:58 remember

01:06:59 that the

01:07:00 chemistry

01:07:01 program

01:07:02 was not

01:07:03 developed

01:07:04 to be

01:07:05 an

01:07:06 easy

01:07:07 question.

01:07:08 And

01:07:09 I

01:07:10 remember

01:07:11 that the

01:07:12 chemistry

01:07:13 program

01:07:14 was not

01:07:15 developed

01:07:16 to be

01:07:17 an

01:07:18 easy

01:07:19 question.

01:07:20 And

01:07:21 I

01:07:22 remember

01:07:23 that the

01:07:24 chemistry

01:07:25 program

01:07:26 was not

01:07:27 developed

01:07:28 to be

01:07:29 an

01:07:30 easy

01:07:31 question.

01:07:32 And

01:07:33 I

01:07:34 remember

01:07:35 that the

01:07:36 chemistry

01:07:37 program

01:07:38 was not

01:07:39 developed

01:07:40 to be

01:07:41 an

01:07:42 easy

01:07:43 question.

01:07:44 And

01:07:45 I

01:07:46 remember

01:07:47 that the

01:07:48 chemistry

01:07:49 program

01:07:50 was not

01:07:51 developed

01:07:52 to be

01:07:53 an

01:07:54 easy

01:07:55 question.

01:07:56 And

01:07:57 I

01:07:58 remember

01:07:59 that the

01:08:00 chemistry

01:08:01 program

01:08:02 was not

01:08:03 developed

01:08:04 to be

01:08:05 an

01:08:06 easy

01:08:07 question.

01:08:08 And

01:08:09 I

01:08:10 remember

01:08:11 that the

01:08:12 chemistry

01:08:13 program

01:08:14 was not

01:08:15 developed

01:08:16 to be

01:08:17 an

01:08:18 easy

01:08:19 question.

01:08:20 And

01:08:21 I

01:08:22 remember

01:08:23 that the

01:08:24 chemistry

01:08:26 program

01:08:27 was not

01:08:28 developed

01:08:29 to be

01:08:30 an

01:08:31 easy

01:08:32 question.

01:08:33 And

01:08:34 I

01:08:35 remember

01:08:36 that the

01:08:37 chemistry

01:08:38 program

01:08:39 was not

01:08:40 developed

01:08:41 to be

01:08:42 an

01:08:43 easy

01:08:44 question.

01:08:45 And

01:08:46 I

01:08:47 remember

01:08:48 that the

01:08:49 chemistry

01:08:50 program

01:08:51 was not

01:08:52 developed

01:08:53 to be

01:08:54 an

01:08:55 easy

01:08:56 question.

01:08:57 And

01:08:58 I

01:08:59 remember

01:09:00 that the

01:09:01 chemistry

01:09:02 program

01:09:03 was not

01:09:04 developed

01:09:05 to be

01:09:06 an

01:09:07 easy

01:09:08 question.

01:09:09 And

01:09:10 I

01:09:11 remember

01:09:12 that the

01:09:13 chemistry

01:09:14 program

01:09:15 was not

01:09:16 developed

01:09:17 to be

01:09:18 an

01:09:19 easy

01:09:20 question.

01:09:21 And

01:09:22 I

01:09:23 remember

01:09:24 that the

01:09:25 chemistry

01:09:37 program

01:09:38 was not

01:09:39 developed

01:09:41 to be

01:09:43 an

01:09:44 easy

01:09:45 question.

01:09:46 And

01:09:47 I

01:09:49 remember

01:09:50 that the

01:09:51 chemistry

01:09:52 program

01:09:53 was

01:09:54 not

01:09:55 developed

01:09:56 to be

01:09:57 an

01:09:58 easy

01:09:59 question.

01:10:00 And

01:10:01 I

01:10:02 remember

01:10:03 that the

01:10:04 chemistry

01:10:05 program

01:10:06 was not

01:10:07 developed

01:10:08 to be

01:10:09 an

01:10:10 easy

01:10:11 question.

01:10:12 And

01:10:13 I

01:10:14 remember

01:10:15 that the

01:10:16 chemistry

01:10:17 program

01:10:18 was not

01:10:19 developed

01:10:20 to be

01:10:21 an

01:10:22 easy

01:10:23 question.

01:10:24 And

01:10:25 I

01:10:26 remember

01:10:27 that the

01:10:28 chemistry

01:10:29 program

01:10:30 was not

01:10:31 developed

01:10:32 to be

01:10:33 an

01:10:34 easy

01:10:35 question.

01:10:36 And

01:10:37 I

01:10:38 remember

01:10:39 that the

01:10:40 chemistry

01:10:41 program

01:10:42 was not

01:10:43 developed

01:10:44 to be

01:10:45 an

01:10:46 easy

01:10:47 question.

01:10:48 And

01:10:49 I

01:10:51 remember

01:10:52 that the

01:10:53 chemistry

01:10:54 program

01:10:55 was not

01:10:56 developed

01:10:57 to be

01:10:58 an

01:10:59 easy

01:11:00 question.

01:11:01 And

01:11:02 I

01:11:03 remember

01:11:04 that the

01:11:05 chemical

01:11:06 program

01:11:07 was not

01:11:08 a

01:11:09 solution

01:11:10 to be

01:11:11 an

01:11:12 easy

01:11:13 question.

01:11:14 And

01:11:15 I

01:11:16 remember

01:11:17 that the

01:11:18 chemical

01:11:19 program

01:11:20 was not

01:11:21 a

01:11:22 solution

01:11:23 to be

01:11:24 an

01:11:25 easy

01:11:26 question.

01:11:27 And

01:11:28 I

01:11:29 remember

01:11:30 that the

01:11:31 chemical

01:11:32 program

01:11:33 was not

01:11:34 a

01:11:35 solution

01:11:36 to be

01:11:37 an

01:11:38 easy

01:11:39 question.

01:11:40 And

01:11:41 I

01:11:42 remember

01:11:43 that the

01:11:44 chemical

01:11:45 program

01:11:46 was not

01:11:47 a

01:11:48 solution

01:11:49 to be

01:11:50 an

01:11:51 easy

01:11:52 question.

01:11:53 And

01:11:54 I

01:11:55 remember

01:11:56 that the

01:11:57 chemical

01:11:58 program

01:11:59 was not

01:12:00 a

01:12:01 solution

01:12:02 to be

01:12:03 an

01:12:04 easy

01:12:05 question.

01:12:06 And

01:12:07 I

01:12:08 remember

01:12:09 that the

01:12:10 chemical

01:12:11 program

01:12:12 was not

01:12:13 a

01:12:14 solution

01:12:15 to be

01:12:16 an

01:12:17 easy

01:12:18 question.

01:12:19 And

01:12:20 I

01:12:21 remember

01:12:22 that the

01:12:23 chemical

01:12:24 program

01:12:25 was not

01:12:26 a

01:12:27 solution

01:12:28 to be

01:12:29 an

01:12:30 easy

01:12:31 question.

01:12:32 And

01:12:33 I

01:12:34 remember

01:12:35 that the

01:12:36 chemical

01:12:37 program

01:12:38 was not

01:12:39 a

01:12:40 solution

01:12:41 to be