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Justice and injustice in chemistry: aspirin and other drugs

Justice and injustice in chemistry: aspirin and other drugs
Learning Objets
Summary
A two-part high school-aged resource to accompany a practical synthesis of aspirin. The first part includes an individual writing reflection on drugs and the pharmaceutical industry, and a group work activity to watch a video and discuss and share ideas from the writing reflection. Students will also discuss epistemic harm and the origins of medicinal chemistry knowledge. The second part includes group work to research and discuss the history of aspirin, a plant-derived drug, an "illegal" drug, and the opioid crisis in the US.
Keywords
Environment
Sustainability
Emotion and Attitude
Working Independently
Teamwork
Evaluating

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Moderation state
Published
Object Type
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Case studies
Videos (e.g., tutorials, presentations)
Audience
High School (Secondary School)
Published on
Green Chemistry Principles
Not applicable
U.N. Sustainable Development Goals (SDGs)
No Poverty
Good Health and Well-Being
Reduced Inequalities
Responsible Consumption and Production
Learning Goals/Student Objectives
See published resource.

Submitted by

Nimrat Obhi
Safety Precautions, Hazards, and Risk Assessment
See linked RSC Resource.
Link to external
Link to resource

Comments

Bob Worley
Thu, 02/29/2024 - 00:46 Permalink

This is exactly how we discussed things in a UK general studies course I taught in the 1970 and 80s called Science in Society. It was developed by the Association for Science Education in the UK for an exam at mid AO level. Now, none of these types of questions are in the England A-level syllabuses and so a student will ask "Do I have to know this for the exam". Questions are tightly structured to ensure rapid marking. There is no real "free writing" in exams now. An open question we had to face when young and when started teaching could be  "Compare and contrast the chemistry of alkanes and alkenes (15 marks)". You were given paper (foolscap, not A4) for a written double-linds (legible) answer . The exam paper was only 2 sides long (if that) and there was a choice of questions. How we deal with asking Green Chemistry questions in National Exams to 18-year-olds is a big question. How do you deal with a student who might have different ethical,  political and economic views to the marker?