Chemical Education International, Vol. 3, No.

1, AN-6, Received in October 10 , 2002

Applications OF Multiple Intelligences Theory to Chemistry Teaching and Learning

Dr Boo Hong Kwen Science and Technology Education National Institute of Education Nanyang Technological University 1 Nanyang Walk Singapore 637616 email hkboo@nie.edu.sg

Abstract: There are two general views of intelligence - a view of intelligence as a trait, a more or less stable or "fixed" entity or a view of intelligence as a quality that grows. Gardner's theory of multiple intelligences is an example of the latter view of intelligence. This multiple intelligences theory (MIT) was developed "as a contribution of psychology and, most especially, as a counterweight to the predominant notion of a single intelligence, that is putatively measured adequately by a single short answer instrument". MIT assumes that intelligence is not a single fixed entity but is dynamic and multi-faceted. It assumes each intelligence can be cultivated. It also assumes that all students have available, for stimulation, the entire array of human intelligences. This paper discusses the issues, implications and applications of the MIT in the context of chemistry teaching and learning. Introduction - Two contrasting views of human intelligence There are two general views of intelligence - a view of intelligence as a trait, a more or less stable or "fixed" entity or a view of intelligence as a quality that grows [1]. The former view is the more traditional view, also known as the standard view of intelligence. In this view, intelligence is generally regarded as the single general ability to solve problems, utilize logic or think critically, and this intelligence is a trait that each individual is born with, and that the amount of intelligence an individual has is more or less fixed at birth. Moreover the amount of intelligence an individual possesses can be measured by standardized verbal tests. These tests are mainly short-answer, paper-pencil ones which emphasize logical-mathematical and linguistic skills. This traditional view is being challenged by a relatively newer theory of intelligence put forth by Gardner [2-6] generally known as the Multiple Intelligences Theory or MIT for short. This multiple intelligences theory (MIT) was developed "as a contribution of psychology and, most especially, as a counterweight to the predominant notion of a single intelligence, that is putatively measured adequately by a single short answer instrument" [4]. MIT assumes that intelligence is not a single fixed entity but is dynamic and multi-faceted. According to the Gardner [4, p. x] "an intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings". There are at least eight forms of intelligences or distinct areas of mental activities or skills (in contrast to the single form in the traditional view), which are anatomically separate and can operate

independently or in concert. Every individual is born possessing all the intelligences in varying amounts. These intelligences are dynamic in every individual (in contrast to the traditional view which sees intelligence is more or less fixed at birth) and can be nurtured and strengthened or ignored and weakened. Brief description of the various forms of intelligences in MIT The following is a list of the various forms of intelligences together with a short description of each. verbal-linguistic: the ability to manipulate language effectively to express oneself. Also allows one to use language as a means to remember information. Includes sensitivity to the sounds, meanings and rhythms of words. Well-developed in writers, poets, storytellers, lawyers, editors and journalists logical-mathematical: the ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns. Well-developed in mathematicians, accountants, statisticians, scientists and computer programmers. visual- spatial: the ability to think in images and pictures, to visualize accurately and abstractly and create images to solve problems. Welldeveloped in architects, artists, sculptors, cartographers, anatomists, guides and scouts. musical-rhythmic: the ability to recognize and compose musical pitches, tones and rhythms. Well-developed in music performers, composers and people who enjoy listening to music. bodily-kinesthetic: the ability to use one's mental abilities to coordinate bodily movements. Well-developed in athletes, dancers, actors and mimes. inter-personal: the ability to detect and respond appropriately to the moods, motivations and desires of others. Well-developed in teachers, clergy, caring professionals and salespeople. intra-personal: the ability to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. Well-developed in entrepreneurs, therapists, philosophers, and people who exhibit self-discipline and personal authenticity. naturalistic: the ability to recognize and categorize plants, animals and other objects in nature. Well-developed in botanists, zoologists, ecologists, explorers, farmers and hunters.

According to Gardner [5, p.83-84] intelligence is a construct that draws on biological and psychological potentials and should not be confused with a domain or discipline which are "socially constructed human endeavors". It should also not be confused with the concept of learning style, or cognitive preference or working style which designate an approach that an individual can apply equally to an indefinite range of content. "In contract, an intelligence is a capacity, with its component computational processes, that is geared to a specific content in the world. These contents (with their yoked intelligences) range from the sounds of language to the sounds of music to the objects of the natural or the man-made world." Applications of the MIT to chemistry teaching and learning

According to Gardner, just as there are varieties of looks and personalities in the classroom, there is a variety of minds or intelligences in the classroom. Teachers should think of all intelligences as equally important. " plurality of minds begets a plurality of ways to make sense of various worlds" [6, p. 212]. Teachers should teach to a broader range of talents or abilities or minds than the traditional logical-mathematical and verbal-linguistic abilities which are normally catered to in the typical classroom. All students benefit by being exposed to a variety of experiences which engage or stimulate the different "minds" or intelligences in them. This means that teachers should structure the presentation of material in a way that engages most or all of the intelligences. The engagement of intelligences can take place at any of the stages of a lesson i.e. at the opening stage or during main explanation or during closure as part of review of the main concepts covered in the lesson or topic. Gardner [7] suggests that the possibility that some students might have failed certain school subjects such as chemistry or find the subject difficult in school because of a mismatch between their intelligences profile or preferences and the methods or media used to present or teach the content of that particular subject to them. For example, a student high on musical-rhythmic and bodily-kinesthetic intelligences and low on verbal-linguistic and logical-mathematical intelligences could find it difficult to grasp the topic of particle kinetic theory if the teacher presents the topic by using the didactic method alone. In contrast, if the teacher had used role play or pantomime with pupils performing movements or dances, accompanied by music, the concept could have been better grasped and remembered. The ideas put forth by Gardner generally go down well with teachers, including chemistry teachers, who have been encouraged or trained to organize, manage and facilitate a variety of learning experiences and media/resources in order to cater to the variety of learning styles or cognitive preferences in the classroom. The multiple intelligences theory provides an additional foundation or basis for the use of a variety of methods and media in chemistry teaching/learning. The theory also ties in well with constructivist teaching/learning strategies which emphasize active learning, using of trigger activities to "grab" the attention of learners, motivating learners to want to learn by providing reasons for learning and by using posing problems of interest or relevance to them. The following table lists some teaching/learning strategies or activities that can be used to enhance learning in students with strengths in each of the intelligences (Table 1). The table can also be read as illustrating how the various intelligences can be stimulated or enhanced in students through the various different learning activities or strategies. Table 1. Multiple Intelligences vis--vis Chemistry Learning Activities/ Strategies
Form of intelligence Verbal-linguistic Logical-mathematical Learning activities or strategies Read, write, send email, search the internet, write poetry such as chemical limericks [8], news reports, fiction stories concerning topics such as environmental pollution, bonding, Periodic Table (specific example 3). Investigate/solve problems/puzzles on environment-related topics (such as haze problems, water shortage). Use computer software (database, spreadsheet, programming, simulations,

multimedia authoring) to investigate atmospheric pollution Draw pictures or diagrams of events, phenomena "experienced" or "observed". Make models (atomic, molecular and kinetic particle). Extract or present information as concept maps, mind maps, charts or diagrams, photos and spreadsheets. Use or design videos, filmstrips, multimedia presentations. Interviews, projects, hands-on investigations, field trips. Use dance or pantomime or role play to illustrate effect of pollution on organisms, particle arrangement and movement during phase changes. Create/sing songs e.g. "Sing a song of atoms", learn tunes, write tunes and rap songs, create mnemonics, play classical music in background Lead/participate in small group discussions, ask clarifying questions; cooperative groups, group games, collaborate with peers from other schools/regions/countries and exchange data on topics such as environmental pollution and air quality. Self-reflection or journal writing, independent study, self-paced instruction and individualized projects and games in which opponent is computer. Classify objects, events and phenomena according to natural surroundings, find origins. Classify a given group of substances according to whether they are elements, mixtures or compounds.

Visual-spatial

Bodily-kinesthetic

Musical-rhythmic

Inter-personal

Intra-personal

Naturalistic

The following are some specific examples of how the various forms of intelligences can be catered to in the teaching of some specific chemistry concepts in the secondary school chemistry curriculum. The specific form(s) of intelligence(s) enhanced or stimulated in a particular activity is/are enclosed in parentheses. Example 1: Kinetic particle theory During the closure or consolidation phase of this topic, students working in cooperative groups (inter-personal intelligence) or as a whole class can be asked to plan and execute a role play (visual-spatial and bodily-kinesthetic intelligences) simulating the arrangement and movement of particles in a substance which exists as a solid at normal room conditions. They could then be asked to role play how the arrangement and movement of particles would vary with increasing absorption of heat energy. In this way, they should have a better understanding of the expansion of solids, liquids and gases upon absorption of heat and the phase changes involved (solid to liquid and from liquid to gas). For further consolidation of the theory, students could also be encouraged to role play the changes in reverse, i.e. when a gas is cooled so that it condenses to form a liquid which is further cooled until it freezes to form a solid. The role play could be accompanied by the use of suitable music (fast tempo for gaseous state, slower tempo for liquid state and even slower tempo for solid state) and appropriate dance movements matched to the tempo of music (musicalrhythmic intelligence). Example 2: Atomic structure This topic can be taught by several approaches, which could include the story-telling approach relating the story (verbal-linguistic intelligence) of how the scientist view of the atom develops from the time of the ancient Greeks to the current view that the students are expected to understand and remember. The narration of the story can

be assisted by the use of models, pictures, drawing and diagrams, computer-related graphics (visual-spatial intelligence). The review and consolidation could be done by encouraging students to write a song/rap about atoms (musical-rhythmic intelligence). The following is an example of a composition of a song by students to be sung to the tune of "Sing a song of sixpence". "Sing a song a composite Proton, neutron, Are in atoms big and small." of atoms, particles. electron,

of

Example 3: Periodic Table The development of the periodic table could be presented by a cooperative group of students (inter-personal intelligence) after having completed a literature investigation (verbal-linguistic intelligence) on the topic. Students could, among other things, be encouraged to design and present a multimedia presentation (visual-spatial and logical-mathematical intelligences) on their investigation results. For consolidation or review, students could be given the task of inventing games (logical-mathematical intelligence) based on the families or groups in the periodic table. They could also be tasked to imagine that they are one of the elements in the periodic table and to write autobiographies or stories (verbal-linguistic intelligence) concerning their selected element such as "A day in the life of Francium" (or whichever element they opt for). They could also write and sing/recite songs/raps (musical-rhythmic intelligence) about the different elements in the period table such as the following song which can be sung to the tune of "I hear thunder, I hear thunder" or "Are you sleeping, Are you sleeping". "I am sodium, In Group I am I react Be my friend (repeat)" I I very with am (repeat) active water metal

Students could also be encouraged to create their own mnemonics (verbal-linguistic and musical-rhythmic intelligences) to help them remember the first 18 elements in sequence, which is a requirement in the secondary school chemistry examinations syllabuses. This mnemonic creating activity had been tried out with students and it was found that many students did enjoy this activity which stimulate the flow of their "creative" juices. Period 1 of the periodic table comprising hydrogen, the smallest atom, and helium, the second smallest atom and the first noble gas element can be easily remembered, and should not require any mnemonic as a memory aid. The noble gas element that comes immediately after helium in group VIII or group 0, neon, is also easily remembered.

The challenging task for most students is to learn is to remember the rest of the periods 2 and 3 elements in sequence. Hence it could prove interesting and useful to encourage students to create their own mnemonics to help them remember these elements. The following is a mnemonic invented in the process of trying to remember the period 2 elements in sequence. "Little Boy Blue Cannot Open Fire" (which is similar to the first line of the Nursery Rhyme "Little Boy Blue" which has the following as the first verse: "Little Boy Blue Come Blow Your Horn". ) Little=Li, Boy=Be, Blue=B, Cannot=C, Open=O, and Fire=F The period 3 elements can be remembered in sequence with the creation of the word "Namgalsipsclar" in parallel with the word "Rumpelstilskin". (The fairy tale of a miller's daughter who is asked to spin straw into gold for the king or else she dies. Rumpelstilskin helps her out of her dilemma, in exchange for her first-born child.) The symbols for the period 3 elements are found in sequence in the word "Namgalsipsclar" i.e. Na, Mg, Al, Si, P, S, Cl, Ar. Example 4 Electrolysis The concept of "electrolysis" in the secondary school chemistry syllabuses could be taught by using the Predict-Observe-Explain (POE) strategy, which has been proposed and widely used as one of the constructivist teaching/learning strategies. Here learners working in cooperative groups of 2 to 4 (inter-personal intelligence) are asked to discuss and predict what they would observe if electricity is passed into saturated sodium chloride solution using carbon electrodes. Through the process of prediction, the teacher would be eliciting the prior knowledge of the learners. After allowing learners to articulate their prior ideas, the experiment could then be conducted, either as a whole-class demonstration or as a cooperative group investigation (visual-spatial and bodily-kinesthetic intelligences). In their cooperative groups students would then try to reconcile their observations with their predictions and come out with an explanation (verbal-linguistic and logical-mathematical intelligences) for their observations. Science journal writing to enhance or stimulate intra-personal intelligence as well as verbal-linguistic intelligence In all the four specific examples discussed, intra-personal intelligence can be catered to by asking students to maintain science journals which involve them in keeping records and reflections on the activities/investigations experienced by them. There could be four phases of journal activity - pre-investigation, during investigation, post-investigation, and communication phase [9]. This journal activity is unlike the traditional lab or science practical report which tends to focus on factual and procedural knowledge. Instead, this particular type of 4-phased journal activity could take students beyond the factual and procedural

knowledge to focusing on conceptual understanding, science processes and attitudes besides catering to the enhancement and stimulation of intra-personal intelligences in the learners. Conclusion Teachers have often sought to help students learn meaningfully and effectively, and in the process to develop a sense of accomplishment and self-confidence. In the process of helping students learn meaningfully and effectively, they have been trained and challenged to use a variety of learning activities and media to cater to different learning styles or preferences. Gardner's Theory of Multiple Intelligences at the classroom level, provides an additional theoretical foundation for using a variety of learning activities and media to cater to different forms of intelligences or minds in the classroom. References [1] Boo, H.K.: Children's Conception of Intelligence - Effects on Achievement Goals and Behaviour. Scientas, 20, 29-32, 1986. [2] Gardner, H.: Frames of Mind. New York: Basic Books (1983). [3] Gardner, H.: To Open Minds: Chinese Clues to the Dilemma of Contemporary Education. New York: Basic Books (1989). [4] Gardner, H.: Frames of Mind. New York: Basic Books (1993). [5] Gardner, H.: Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books (1999). [6] Gardner, H.: The Disciplined Mind: What All Students Should Understand. New York: Simon and Schuster (1999). [7] Gardner, H.: The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books (1991). [8] Williams, F.: The Use of Chemical Limericks in the Classroom. J.Chem. Ed., 72(12), 1123-1124, 1995. [9] Shepardson, D. P. & Britsch, S.J.: Chidlren's Science Journals: Tools for Teaching, Learning, and Assessing. Science and Children, February 1997, 13-17, 1997. Posted November 27, 2002.

Chemical Education International, Vol. 4, No. 1, AN-2, Received March 23, 2003 CHEMISTRY IS (ALMOST) EVERYWHERE AND IN EVERYTHING

Arnon Shani
Department of Chemistry, Ben-Gurion University of the Negev, Beer Sheva 84105, Israel

Abstract Students in high schools seem to lack some of the basic information that enable them to decide what to study in their last two to three years, in particular when dealing with chemistry. Moreover, when they consider further studies at university, they do not understand the differences between related subjects. They also lack information regarding future employment possibilities and the market place. During many years I met with students and told them about chemistry as a profession and subject of studies. In this article I summarize these talks in a questions-and-answers structure. Among the major topics and questions are the following: o o o o What are the subjects studied at university that are related to chemistry? What are the main topics in chemistry taught at university? What are the major research fields in chemistry? What are the differences between chemistry and closely related subjects, such as chemical engineering, material engineering, pharmacological studies, medicine and biomedical engineering? What is the role of chemistry in other subjects? What types of occupations are there for chemists after university, and what level of study is recommended for better employment?

o o

Answers to these questions are given in some detail. Keywords: chemistry as a study topic; chemistry as a research topic; chemistry as a profession.

Students in high schools, when confronted with the dilemma what to study in their last two to three years, seem to lack some of the basic information, in particular when dealing with chemistry. Moreover, when they consider further studies at university, they do not understand the differences between related subjects, nor do they know what advantages they might gain when starting one subject and then switching to another, even to a remote one. They also lack information regarding future employment possibilities and the market. For many years I have met with students in high schools in Israel, and explained why it is important to study chemistry, both at high school, and, more importantly, at university. In the following article I summarize information from three sources: a) my answers to commonly asked student questions (1); b) updates from chemistry teachers in Israel (2). c) An excellent book (3) on the future challenges of chemistry,

which I highly recommend for both teachers and students. As I see the advantages and fruits of this article in high schools I have come to realize that chemistry teachers in other countries can utilize this article (or parts of it) for a discussion in the classroom and as an introduction to presenting chemistry as a profession. Question: What are the subjects studied at university that are related to chemistry? Answer: As we all know, our lives are a combination of chemical and physical processes, which the language of mathematics formulates into precise and accurate expressions. An educated person in any society should know three languages: his/her mother tongue, English as the international language (both for everyday life and as the scientific language) and mathematics. As a "rule", chemistry is the science of materials, their formation, behavior, properties and application. Therefore, any subject that deals with materials, is based on or related to chemistry. Thus, in the natural sciences, the major topics of biology, ecology, agriculture, geology and earth sciences, and related subtopics are chemistry-based subjects. For example the life processes in our bodies, starting with the process of respiration, through eating and digesting, enzymatic processes, smelling and tasting, nerve transmission, hormone control of all body functions, all involve chemical messengers, even mood and feelings. In the health sciences medicine and pharmacological studies are based on chemical processes and interactions between the internal organs and "foreign invaders" or internal disorders (genetic diseases are also chemistry related). In the engineering fields, first and foremost in chemical engineering. Other subjects are material sciences, nanotechnology, food and biotechnology, textiles, environmental engineering, nuclear engineering and electronics, including computers. Even a remote subject such as archeology includes some chemistry: archeometry studies (among other things) the dating of organic remains by the 14C isotope decomposition, as well as the composition of dyes, metals, cleaning of coins, the preservation of paper and leather items, etc. Forensic studies include the most modern, sophisticated and sensitive instrumentation and techniques used in chemical laboratories in universities and in the chemical industry. Q. What are the main topics in chemistry taught at university? A. The classical division of chemistry into 4-5 basic branches still exists in the curriculum. Chemistry majors, as well as students in the above-related subjects, study general and analytical chemistry, then physical chemistry, inorganic chemistry, organic chemistry and biochemistry. These subjects are taught at different levels and combinations according to the needs of the "customer" students. Thus, medical students are given more background in the bioorganic aspects of chemistry, while environmental engineering students are taught more analytical and physical chemistry. Q. What are the major research fields in chemistry?

A. Chemistry, as mentioned above, is the science of materials. The chemists are the only ones trained to break and form chemical bonds. The chemists are the only people who can create new chemicals, new materials from different starting materials, and thus create new materials with new properties this is the most important aspect of chemistry. Therefore, the research fields do not necessarily fall within the classically defined chemical topics, as they are taught in university classes. Chemistry, beside the basic studies in the area, has become a bridge between life sciences and technology. One can find many chemists collaborating with biologists, physicians, or pharmacologists, and at the same time it is common to see chemists join research groups dealing with composite materials, electrical devices and computer components. Many new fields of research are combinations and overlapping of closely or distantly related fields, such as bioinorganic studies, surface chemistry, or photoelectrochemistry. Organometallic chemistry and coordinate chemistry are a combination of organic and inorganic chemistry. Catalysis is a hot field, both heterogenous and homogenous, mainly for industrial processes and production, as well as the specialty of biocatalysis, which is based on enzymes. Polymers are a very active field, and makes up about 50% of the chemical industrial production and marketing. Polymers are divided into the groups: plastics, adhesives, sieves, elastics and coatings. They constitute almost every aspect of our lives. Composite materials and organic metals are also studied, mainly for technological applications. In analytical chemistry methods and instruments for detecting quantities smaller than10-12 g and times of less than 10-15 seconds are accessible (Femtochemistry). Computational chemistry has proved itself, time and again, as a tool for predicting properties on one hand, and theoretical "approval" of experimental results on the other. Genetic engineering is based on chemical entities, and biochemical studies of cancer require chemical knowledge. An emerging field is nanochemistry, where atom or molecule sized devices (nanomaterials) are being sought for computers and other sophisticated applications. Another fast developing field is combinatorial chemistry, in which parallel screening of hundreds or thousands of samples are checked for different properties, either in pharmaceutical studies, for sensors or in genomic studies. Chemoinformatics (the parallel of bioinformatics) is at the beginning of its establishment.

The chemistry of computers, namely, chips, is not emphasized enough. In fact, there would be no computing capabilities without the chemicals and the chemical processes involved. The list is much longer, and the above-mentioned examples merely illustrate the wide range of research activities. The "classical" fields of organic synthesis, spectroscopy or electrochemistry, and many others, are still areas of active research. Q. What are the differences between chemistry and closely related subjects, such as chemical engineering, material engineering, pharmacological studies, medicine and biomedical engineering? A. I do not think that I have to explain here what is a chemist and what chemistry is about, rather I will concentrate on the other subjects. The most related subject to chemistry, and which causes a great deal of confusion among teachers and students is chemical engineering. To be accurate in my response I approached colleagues from our chemical engineering department and asked them to define, as they see it, the difference between a chemist and a chemical engineer. The responses were unanimous in the basic idea, that, a chemical engineer is, first of all, an engineer. In that, he/she is more of a mechanical engineer who works with chemicals. chemical engineering is the engineering part of the production processes in which chemical and physical changes take place. The chemical engineer deals with all aspects of the chemical industry from planning, designing, construction, operation, and control, as well as research and development, marketing and technical services for customers. Of course the chemical engineer should also be aware of the economic aspects of production. Material engineering is a combination of engineering and physics, with the chemical aspects of properties and the behavior of materials under different conditions. It is important for the material engineer to understand the relationships between chemical composition and the mechanical-physical properties of a substance. Pharmaceutics is the study of drugs, their preparation, understanding their mode of action, their stability in the laboratory and in the body, how they reach their target, and correct combination - in the case of using multiple drugs at one time. Since all drugs are chemicals, either natural or synthetic, pharmacists should have at least a basic knowledge of chemistry. Medicine deals with the health of our bodies and souls. Health is based on proper and adequate chemical and physical processes in the body. Any change might cause a disease or chronic illness. Some of these diseases are the results of genetic "mistakes", namely, mutations in the genetic code, which are the result of changes in the heterocyclic units (nitrogen bases) in DNA and therefore "mistaken amino acids are introduced in the proteins produced. It is enough to mention the activity of enzymes, vitamins, hormones, and other chemical messengers, which are all active chemicals. This is the chemistry of the living organism. The problem with chemical studies in medical school is that medicine calls for memorizing huge amounts of information (even though the use of computers makes it is easier for physicians), so chemistry tends to be forgotten or neglected. The physician does not see the immediate and direct connection between chemistry in the body and health. In everyday life, the diagnosis of a disease is the most important act of the physician. Therefore, chemistry is thought of as an unimportant subject by many physicians.

Biomedical engineering has two aspects: i) the medical-biological the study of mode of action of different organs in the body and developing physical-mathematical models to explain their action; ii) the engineering the construction of artificial organs or devices to assist the handicapped. The chemistry needed is that of an engineer or a medical student, depending on the direction of expertise asked for. Q. What is the role of chemistry in other subjects? A. As illustrated above, the level and the time allocated to chemical studies differ according to the needs and expectations of the "customer". In fact this is the "struggle" between the available and the essential. In principle, the more chemistry given and absorbed the better the understanding and utilization. In general, the basic chapters and courses in general chemistry (atomic structure, the periodic table, chemical bonds, acids and bases and other fundamental concepts in chemistry), physical chemistry and organic chemistry are given, and the time allocated is 5-10% of the total hours of the discipline. These courses are usually offered during the first and second years of study. Q. What types of occupations are there for chemists after university, and what level of study is recommended for better employment? A. This is a composite question and it is better to divide it into two parts: The level (B.Sc., M.Sc. or Ph.D), and the area. In general, the higher the degree, the more interesting and challenging the occupation. However, sometimes there may be a problem of being "over-qualified", namely, the task at work does not demand the high qualification acquired. As a thumb of rule, a B.Sc. is suitable for a technician, who runs simple operations or routine measurements on instruments, mainly at the analytical laboratory, or quality control. A M.Sc. with some research experience has a better preparation for research and development laboratories and other functions. This is also a better degree for high school teachers, as the curriculum nowadays requires more of a "research" approach in high schools, even at the elementary level. A Ph.D. is the highest degree and it opens the way to research and development laboratories, heading research groups, developing new processes, products and applications, and other high level leading jobs. But one should not forget: personal abilities and potential, creativity and fresh ideas are the most important and crucial feature for advancing up the ladder of rank and responsibility. To summarize, the qualities that are expected from a chemistry graduate, at all levels, are creativity (if possible originality), ability to work in a team and in collaboration, flexibility and adaptability, to be open minded, to exchange ideas, and to be able to express him/herself both in oral and written presentations in clear and accurate language. Now, as for the type of occupation: it spreads over a wide range of activities. It is well known that at least half of the chemists do not work in the laboratory, or do not handle chemicals. I shall deal with this group later. The "natural" places for chemists are both in academia as faculty members, and in the chemical industry. In the latter case they work in research-and-development laboratories at all levels of expertise. They populate the analytical and quality control facilities, in pilot plants and even on the production line, in particular in trouble shooting units. Safety and environmental units are obvious sites for chemists. All

these are typical chemical occupations. A short list of chemical and related industries will illustrate the wide range of optional occupation: Basic chemicals (both organic and inorganic), polymers, fine chemicals, pharmaceuticals, paints, modern textiles, fertilizers, pesticides, biotechnology, ceramics, composite materials, and others. Other fields are environmental and ecological issues, now of great concern, and chemists are the obvious people to enter this arena. Personal care products as well as detergents find a very important role in our every day lives, and chemists are the best scientists to be involved in such fields. The food industry (flavors and fragrances, food dyes, antioxidants) gets more attention because of health problems associated with diet, and chemists are the experts, who understand and can bring new ideas to the field. Forensic chemistry is very active and has a great effect in the fight against crime at all levels. It is important and interesting to note the shifts in the occupational trends of chemists in the developed chemical industry. Recently the trend has been for more and more chemists to move to the "Bio" related industries. The percentage of chemists (among the American Chemical Society members) at the basic chemistry lines, such as petrochemicals, polymers and minerals has dropped from 72% in 1980 to less than 50% in 1995; while in medical, biochemical and biotechnological oriented industries the percentage has risen from 16% in 1980 to 30% in 1995. As mentioned above, many of the chemists, not in the academia, are away from the laboratories. They are found in all sectors where chemical education and knowledge is important. The first and most important sector is high school teaching. There is no need to discuss this issue in this journal. Chemists find interesting jobs in patent offices, protecting industrial knowledge, intellectual property and the rights of inventors; as well as in data collection and chemical information services. One can find chemists in management, in marketing, sales and purchasing. They are better prepared for their jobs by acquiring an additional or advanced degree in economics or related subjects. It is interesting to note that scientists in general, and chemists, in particular, are active in scientific writing, in daily newspapers and popular magazines. These are the experts who can "translate" the scientific news and information into the everyday language, so that people with high school level science can understand and follow. Others are found in scientific editing, translations, and public relationships. In many of these types of occupation a further education is crucial. Therefore, the first or second degree in chemistry, followed by the second or third degree in another subject (law, economics, engineering, business administration, library and archive management, journalism, and many others) is the best way to get an interesting and challenging job, which may give the most satisfaction. It is most important to find an occupation that suits you best, as a person is miserable if he/she begins his/her day looking forward to the end of it Literature Cited 1. Shani, A. Hakesher Hachimi (The Chemical Bond), 1984, Issue 25, 21-24 (In Hebrew). 2. Landa, Z.; Plavner, Y.; Bard, R.; Greenstein, F. Kesher LaTaasia Hachimit (Bond to the Chemical Industry), 1998, Issue 4, 13-17 (In Hebrew). 3. Breslow, R. Chemistry Today and Tomorrow, ACS, Washington, DC, 1997. Some leading references: Employment outlook 2001, C&EN, Nov. 13, 2000, pp 37-70. Employment outlook 2000, C&EN, Nov. 15, 1999, pp 37-74.

Employment outlook 1999, C&EN, Nov. 2, 1998, pp 29-59. Nanotechnology, A Special Report, C&EN, Oct. 16, 2000, pp 27-43. Proteomics, C&EN, July 31, 2000, pp 31-37. Chemistry in the service of humanity, Millennium Special Report, C&EN, Dec. 6, 1999, pp43-134. Combinatorial Chemistry, A Special Report, C&EN, May 15, 2000, pp 53-68. Michael McCoy, Completing the Circuit, C&EN, Nov. 29, 2000, pp 17-24. David Bradley, What memories are made of, Chem. in Brit., March 2001, pp 28-33. Karen J. Watkins, Cheminformatics, C&EN, Feb. 19, 2001, p 34.