OBJECT LESSONS FROM CHEMISTRY: ANALOGOUS STRATEGIES

            Analogous strategies use symbols, like allegories and metaphors to convey a message or truth in a more illustrative or pictorial representation.  The Theory and Research-based Principles of Learning that is the basis and the hallmark of the Eberly Center’s approach to teaching presents much evidence that one of the components necessary for deeper learning is through “meaningful engagement.”[1] And this engagement is achieved by creating analogies, illustrations, connections to related ideas, and representations of gained knowledge which are meaningful to students.  This is the strategy that, when employed properly, will truly help the students appreciate more the science concepts that they are studying.  Ellen White counselled that students “should be encouraged to search out in nature the objects that illustrate Bible teachings, and to trace in the Bible the similitudes drawn from nature...those that He employed in illustrating truth."[2]  Chemistry is undoubtedly both a science and a study of nature, and thus, appropriate to be approached in manner as pointed out in the quotes above.  The Table below contains examples of the analogous strategies I used in my General Chemistry classes.

Analogous Strategies in Teaching Chemistry Concepts

TOPICS AND KEY CONCEPTS	FAITH CONCEPTS
Strong Electrolytes, Weak Electrolytes and Non-electrolytes Electrolytes are molten or dissolved substances in which an electric current is made to flow by the movement and discharge of ions. Non-electrolytes do not conduct electricity even in molten state or in aqueous solution. Strong electrolytes are ionized completely while weak electrolytes are ionized only partially. Nonelectrolytes are not ionized at all.  The degree of ionization is related to the strength in which they “hold” what “belongs” to them. The stronger they hold the less they ionize.	Holding things Loosely Electrolytes are conductors of energy that powers useful machines and runs equipment that give light to those around.  They are channels of blessings that refresh others.  Nonelectrolytes act as resistors; electricity cannot pass through them.  The same soluble substances, yet two different properties.  The difference lies on their affinity to “things.”  One solution lets go, the other refuses.
Force and Pressure The average kinetic energy (KE) of gas particles is proportional to the temperature in Kelvin. Energy is related to force, so as long as the temperature is above 0 K gases have force (only in theory, since most gases have condensed already at relatively higher temperature) that would cause pressure if made to collide (contact)with some surface. Pressure is force per unit area.	The “how” and “why” of Influence Forces, no matter how great or big in magnitude, could not result in pressure without contact. A body could only feel the pressure if there is contact. Lesson? Avoid contact if you don’t want the pressure it would produce. Peer pressures can be avoided if contacts with “undesirable” peers are avoided. However, the avoidance can only be realized if one would choose in advance. Just like what Daniel did.  “But Daniel purposed in his heart that he would not defile himself” (Daniel 1:8 KJV emphasis supplied). The NIV rendition of purposed is resolved, both implying a settled issue in Daniel’s heart.
Gas Pressure The normal atmospheric pressure is equivalent to 14.7 pounds per square inch. This means that every square inch of our body is subject to the pressing of 14.7 pounds of force. That’s a lot of pressure. The atmospheric pressure pushes the air into our lungs, prevents the dissolved gases in our blood from bubbling, keeps our body intact, and keeps our lakes and oceans from vaporizing.	Pressures can be good or bad. While some pressures are bad, many others are beneficial and important. The atmospheric pressure that makes our existence here on earth possible can crush an empty (vacuumed) container and can cause strong winds that can devastate our land. Trials, burdens, and persecutions may make or break an individual. While many become bitter, others become better. Paul said, “We are hard pressed on every side, but not crushed; perplexed, but not in despair; persecuted, but not abandoned; struck down, but not destroyed” (2 Corinthians 4:8, 9 NIV). Obviously, Paul was not like that vacuumed container. He withstood extreme pressures because he was not empty. For he had Jesus within.
Gas Laws (Charles’s law) Charles’s law states that at constant pressure, the volume of gas varies linearly with temperature. Raising the temperature of the gas means making the gas lighter for its density decreases.	Heavenward Why do balloons fly? Because they’re light—lighter than other objects that surround them.  Christians are light too—lighter in burdens and sorrows, in cares and worries of this world than those of this world. That’s why they’re going heavenward. (“For my yoke is easy and my burden is light” Matthew 11:30.) Christians are like hot air balloons. The hot air is like the Holy Spirit.  When the Holy Spirit enters a Christian, He lifts him heavenward.
Strong and Weak Acids (and Bases) Acids are acidic because of their abilities to release protons (H+) in solution. The more protons they can release relative to their number the more acidic they are. Some acids release their protons completely; they are considered strong acids. Those that give up their protons only partially are weak acids. The extent to which the acids are giving up their protons is related to how weak or strong their affinity on them.	“For when I am weak, then I am strong.” Strong acids are strong because their hold on the protons is so weak.  Weak acids are weak because they’re holding the protons too tightly. In God’s sight, those who think they are strong (the self-sufficient) are actually weak; but those who recognize and acknowledge their weakness are made strong. “But God chose the foolish things of the world to shame the wise; God chose the weak things of the world to shame the strong” 1 Cor. 1:27.
Limiting Reagent Chemical reactions in laboratories or in manufacturing plants are carried out by supplying one or more reactants (or reagents) involved in the reaction in excess to that which is needed to complete the reaction. In any chemical reaction, if one of the reagents is consumed the reaction stops. The reagent that is consumed first is called the limiting reagent.	Be a Peacemaker When the limiting reagent is consumed, all types of reactions, including violent ones, also stops. In an argument or a fight, if one stops the fighting also stops. “A gentle answer turns away wrath” Proverbs 15:1.
Oxidation and Reduction Oxidation is the opposite of reduction. When one reagent is oxidized, the other is reduced. One process could not happen without the other. The giving up of electrons of a particular species results in the increase of its oxidation state. Likewise, the gaining of electrons would decrease its oxidation state.	"He must increase, but I must decrease." –John the Baptist It is like a see-saw, they must go together.  When a person chooses to walk with Jesus, there is this see-saw aspect in their relationship.  In this component of their union, when self is humbled, Jesus is glorified and when self is exalted, Jesus’ power through him is weakened. “It is better to give than to receive.”
Covalent and Ionic Bonding Covalent bonds are formed when atoms share their electrons with each other. Ionic bonds are formed when there is a transfer (giving and receiving) of electrons between atoms which is usually the case if the two atoms have exactly opposite properties (i.e., metals and non-metals). The metal after giving becomes positive while the non-metal that receives becomes negative. Attraction then develops because of their differences in charges. Covalent bonds are relatively (in comparison with secondary bonds) strong bonds but ionic bonds are generally stronger than covalent bonds.[3] However, covalent bonds are usually stable in the presence of water while most of the common ionic compounds dissociates (or break apart) in the presence of water.[4]	What results to better bonding? We “bond” with others because we may “share” some interests with them.  Whether for friendship or for a lifetime marriage relationship this type of “bonding” is good for the ties formed are strong. That’s why we are counselled not to be yoked together with unbelievers” (2 Cor. 6:14) for we don’t share the same “properties” with them. Others “give” to form “bonds.” Interestingly, the bonding between two parties with different “properties” is also strong, probably because of the added “strings attached.” But its strength is quite unstable for in “rainy days” the bond with “strings” breaks apart. [When I am sharing this concept with my students I usually tell them that the one who receives feels indebted (+) to the one who gives (–). Forced attraction then ensued. “So, be cautious in receiving ‘gifts.’”]
Dalton’s Law of Partial Pressures “The total pressure, PT, of a mixture of gases is the sum of the partial pressures of each individual gas.”	We must interact. If there are no interactions, the pressure of different gases inside a container adds up. Inside a home, a church, an institution, a community, if there are no interactions among its members, the pressure may build up. And this kind of pressure is bad.
Kinetic Molecular Theory Some assumptions of the KMT are:          1. Gas particles have no volume.            2. Gas particles have no attraction between them.            3. Molecular collisions are elastic.	We all have influence—for good or for evil. Ideal gases are assumed to be moving at high velocities that they don’t have time to stop and interact or influence one another. But ideal gases do not exist. Real gases do influence each other. Likewise, real Christians have the power to influence. They are the light and salt of the earth.
Secondary Forces and Miscibility Secondary forces are weak attractive interactions that hold molecules together. They are dipole-dipole force, London dispersion force, and hydrogen bonding. Polar substances are held by dipole-dipole force and/or hydrogen bond; Nonpolar substances are held by London dispersion force. Hydrophobic molecules does not hate water; they love water—only less.  Polar substances, like water and ethyl alcohol, are not miscible with nonpolar substances, like oil and gasoline. Polar substances are hydrophilic for they seem to love water very much; nonpolar substances are called hydrophobic for they seem to hate water. But if polar and nonpolar substances are brought into contact they actually have a very slight attraction upon each other—the dipole-induced dipole force—and which is only confined at their interface.	“To Hate” Means “to Love Less” Hydrophobic molecules are water-hating molecules, as so often described. But this truth is not the whole truth. Actually, hydrophobic molecules still love water, only less, and so they appear to hate water; they cannot be mixed together. We are commanded to “love the Lord your God with all your heart and with all your soul and with all your mind.” (Matthew 22:37) Loving God less than what He requires is not acceptable. If we do we appear as though we are hating Him. “In the Bible, ‘to hate,’ often should be understood simply as . . . ‘to love less.’ ”[5] Like loves like. “No servant can serve two masters.... You cannot serve both God and Money” (Luke 16:13). “Do not love the world or anything in the world. If anyone loves the world, the love of the Father is not in him” (1 John 2:15).
Radioactive Decay and Nuclear Half-life Radioactive materials have unstable nuclei that result in the emission of alpha, beta, or gamma radiation.	Instability All unstable things decay.  Unstable individuals are disintegrate.
Nuclear Reactions Nuclear reactions or transmutations are represented by nuclear equations which can be balanced. Here are some examples:             22688Ra     →    22286Rn  +   42α         4422Ti  +  0–1e     →    4421Sc         5327Co     →     5226Fe  +  11p	There’s hope! Even things that are disintegrating can be balanced.

            I observed that employing strategies like these reinforces the learning experience of my students.  In some cases, the approaches I used provided an opportunity for a “quick-feedback”[6] on the way the students have perceived the concept.  In a way, it helped them view the learned concept in another perspective.  And this observation is backed by research on the, as Schachl puts it, “Chemistry of Memory.”  He pointed that if the learning process is repeated, revised, and repeated, the exercise stabilizes the synapses so that it is easily retrieved if it’s needed.  He gave this caution about the repetition process though: that it should be done in a creative and motivating way so as not to produce stress which in turn hinders learning.[7]

            Limitations.  This technique however has some limitations.  Just as no illustration is perfect in all regards, the analogous method of presenting spiritual truths has some restrictions.  In many cases only one specific aspect of a particular science concept is useful to convey one faith concept; all other aspects may have different or opposing implications or may have no relevance at all.  Take for instance the Oxidation and Reduction concept in the table above.  The faith concept “It is better to give than to receive” is related to the “giving up of electron” aspect of the oxidation concept.  But oxidation may also mean the “gaining of oxygen atoms” that, when related to the faith concept considered, may seem contradictory.  The imperfection of this method, however, should not be considered its weakness but rather should be seen as a warning sign to keep teachers that are using this technique from dogmatising principles solely based upon science concepts.  Our main objective for using this IFL strategy is to have classroom discourses that would allow us teachers to present spiritual truths while teaching a non-religion course and not prove to our students that we have truthful doctrines or beliefs.  This does not mean, however, that we will not present truths that are doctrinal for if we are presenting truths we will inevitably present truthful doctrines; this simply means that we will not use science to push our doctrines because science “facts” may be interpreted in different ways and the mistaken use of science in pushing our doctrines may put our doctrines into disrepute.

            There are also other examples that I have given in the table above that, when considered together, may not be consistent with each other.  Well, this is part of the limitation of this IFL strategy.  For example, there’s nothing wrong with ionic bonds and it’s definitely normal to give and accept electrons.  But the IFL concept given under “Covalent and Ionic Bonding” implies that relationships that are “ionic” in flavour are rather not very good.  Sometimes, IFL concepts are also drawn in ways that may appear “out of context” as in the “Nuclear Reactions” section.  Again this is acceptable for our objective is to find concepts from our lecture that will serve as launch pads for faith discussions.

            The rule therefore is simple: any piece or portion of our course lessons that has a corresponding object lesson may be used in integrational strategies—analogous, textual, thematic, and narrative.

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[1]       Mellon, C.  Principles of teaching and learning.  www.cmu.edu/teaching/principles/learning.html

[2]       White, Ellen G. 1952. Education. Mountain View, CA: Pacific Press Publishing Association. p. 120.

[3]      Bettelheim, Frederick A. 2007. Introduction to General, Organic, and Biochemistry, 8^th Ed.  Belmont CA: Thomson Brooks/Cole. p. 171.

[4]      Perry, Robert H. 1984. Perry’s Chemical Engineers’ Handbook, 6th Edition. USA: McGraw-Hill, Inc. pp. 3-6–3-44.

[5]       Nichol, Francis D. 1980. The SDA Bible Commentary, vol. 5. Washington, D.C.:  Review and Herald Publishing Association. p. 811.

[6]      Capistrano, N. S.2008. Teaching how to “eat,” “digest,” and “cook” science concepts. pp. 13, 14.  Unpublished paper.

[7]     Schachl, H. 2008. What’s on your head? Principles of brain-based teaching and learning.  A seminar presented at Anthony Buchick Hall, University of San Carlos, Cebu City.