This work developed the Flint, Michigan
water crisis as a modular
case study for teaching traditional analytical chemistry concepts
through the medium of environmental justice, power, and equity. An
interdisciplinary framework was used to design, implement, and assess
the case study in an effort to understand how the deliberate presence
of emotional and human-centered content can impact student perceptions
of learning analytical chemistry concepts. The six complementary modules
of the case study included (1) a guided discussion of water, power,
and privilege in Flint, (2) an in-class guided inquiry exercise introducing
chemical concepts key to the water crisis, (3) a hypothesis-driven
laboratory analysis of real Flint waters, (4) a statistical data validation
exercise, (5) an introduction to software-based chemical equilibrium
modeling, and (6) multiple modes of scientific translation to nonscientists.
Specific analytical chemistry concepts covered in the case study included
systematic treatment of multiple equilibria, activity, solubility,
and Pourbaix diagrams. Students were also exposed to a variety of
wet-chemical and instrumental analysis techniques. Student-collected
data were vetted and validated through guided statistical and error
analysis, and later constructed into a software-based chemical equilibrium
model. Finally, students synthesized and translated these multiple
knowledge forms into a communication medium accessible by both the
Flint community and the Karegnondi Water Authority. By framing the
chemistry in a real-world setting, the case study exemplified both
the challenge and importance of chemical measurement and error analysis
in scientific translation and communication to real people. Student
survey data indicated that the interdisciplinary nature of the case
helped students emotionalize and humanize the abstract chemical content.
Overall, the case elicited strong positive feedback from student participants
in three pilot versions of the case study to date.