1. Gatorade:  Used while teaching solution properties.  (Or introduce briefly at thermochemistry and do exercises at solution properties).  Should take about 35 minutes to cover specific concepts.  Teaches practical colligative property uses, teaches intellectual property rights. 

Results:   

• Composition of Gatorade from label funtioned as basis for testing on solution properties, thermochemistry.
• When asked "Who Owns Gatorade" the class divided evenly among inventors, university administration and government.
• Students in roles of coaches, inventors and players decided that full disclosure, knowledge of side effects and the establishment of control experiments were  necessary when asked "Did the Docs Have a Right to Test?".
• 2. NutraSweet:  In two hours, the unit teaches entire organic requirement in General Chemistry by focusing solely on the aspartame molecule.  Teaches funtional groups, structure,  isomers.  Reinforces kinetics. 

Results:

• By asking the student to evaluate the claims that NutraSweet is really quite toxic, the unit forced the student to evaluate the role of regulation and the proliferation of false science. 
• Group exercise offers the opportunity for student-student, student-faculty and student-public interaction via chat groups.
• Students evaluated claims of toxicity and found no science that substantiated claims.  Found instead that a single source claiming toxicity was in fact promoting a competing artificial sweetener.
• 3. Fluorocarbon Alternatives:   The equations for catalyzed decompositon of stratospheric ozone were used to illustrate the major concepts of chemical kinetics -- activation energy, catalysis, reaction mechanisms, chain reactions and intermediates.  Coupling this chemistry with the smog-producing chemistry and the bulk of the kinetics chapter is covered.

Results:

• We were fortunate to have Dr. Bill Gumprecht, author of the unit available to discuss fluorocarbon alternatives.  We needed to establish a case for discussion -- probably the question of how we would test Sherwood and Molina's hypothesis in the absence of existing data.
• 4. Silicones:   One hour devoted to the development of silicones after sections on Group 1-4 elements introduces observation, practical experimentation. 

Result:

• By offering a current review of implant situations - both scientific and the legal issues of the bankruptcy of Dow-Corning, this unit tackles the heart of science and decision making.
• Case became culminating capstone written assignment for students.  Assignment  required collaborative effort at developing individual concepts of the role of government, commercial organizations and individuals in scientific decision making.
• Results dealt in mature way with gender issues in the approach to science and with rights of individuals to make life decisions.
• 5. Nuclear Chemistry:  Brief discussion of nuclear chemistry centered on the basic nuclear equations.  Then followed a class reading of Chadwick's 1932 paper on the discovery of the neutron.

Result:

• Chadwick's paper showed the students that Nobel-stature science was within realm of their understanding.  It showed that Chadwick relied on the principles the students had learned in his discovery.   And it revealed how science is rich with personality and contention.   (Chadwick took an unconcealed swipe at the Joliet-Curies in his brief text.   He suggested that their recent paper would be correct only if the law of conservation of matter had not been operating.)