A love letter to my freshmen.Read More
Thoughts on chemistry, general science, and whatever else is banging around in my mind.
I didn't appreciate syllabi when I was a college student. Professors handed out papers of dates and requirements, which they read to us. We stuffed those papers into folders, tucked them in the end pages of our notebooks, or just dropped them in the circular file. Before college I'd never seen a syllabus – we didn't use that term in high school – so it seemed like just another handout, just another piece of paper.
Somewhere along the way I realized that the list of important dates might actually be a useful thing to hang onto and refer back to throughout the semester. The syllabus-readers usually had a leg up on the non-syllabus readers when it came time for projects: we knew they were coming! It was old news for us.
But I still didn't really appreciate those oft-ignored papers until I made one.Read More
Whenever I'm going to teach in a new classroom, I like to scout it out ahead of time. I want to know if it has a chalkboard or a whiteboard so I can bring the right writing implements. I want to make sure it has enough seats for my class because the classroom capacity according to the registrar and the number of chairs actually present in the room may be quite different. I want to get a sense of the room: find out if it has chair desks or tables, whether late arrivals will disrupt class from the front or sneak in the back, and what the projector situation is. I also like to know that I can just plain find the room! If I can, I go inside and just stand in the front, getting used to the size of the space and the arrangement of the chairs. I like to do this for public speaking, too – I can get over whatever anxiety the foreignness of the room might give me and be more at ease in the now-familiar space when the time comes to talk.
Last week I wandered around campus getting to know the buildings and tracking down the classrooms I'm scheduled to teach in. But I didn't just count the chairs, or decide whether I'll need chalk or dry erase markers. I noted which rooms had furniture that could be piled against the door, which way the doors opened, which rooms had windows into the hallway, and which exits to use if I had to protect my students from a gunman.Read More
Back in February when I posted some thoughts from the fall about clothes and professionalism, someone left an anonymous comment that I chewed on for several weeks. I think it's worth replying to in full, but I didn't take the opportunity before. Now that the semester's over, I can give it the consideration it deserves.Read More
I really like to take electronics apart and put them back together again. I don’t usually tinker with working electronics, but when something is broken, I enjoy the attempts to fix it. This little project took a some internet searching, a new set of tools, and some on-the-fly problem solving. I didn’t find a complete answer anywhere else online, so I’m posting my solution for the benefit of whoever else may be searching for a fix.
On her previous visit, my mother-in-law brought us her Garmin nüvi 1450 GPS box, asking if we could remove a microSD card that was stuck in the card reader slot. She had put the card in the wrong way around, but then she couldn’t get it back out. She had apparently tried to use tweezers or pliers—and eventually a table knife—to pull or pry the card out of the slot. The result was a card that wasn’t just stuck, but fully jammed into the slot, with a broken-off end. Only a short nub stuck out, hardly enough to grab onto. The opening to the card reader slot is slightly recessed in the body, so even tweezers had a hard time reaching enough of the nub to get a good pull. I decided to take the case off to get a better reach.Read More
My shiny new tenure-stream job terrifies me. Just thinking about it gives me a creeping case of Impostor Syndrome. This fall I will teach a course I've never taught before, and I'll be a PI for the first time. The fraidy-cat part of me insists that I can't do it because I've never done it. When I can separate myself from my anxiety, it looks like a classic case of cognitive dissonance: I insist my students can learn to do new and difficult things, but somehow I feel incapable of doing the same.
Last night a tornado siren pulled me from sleep. When the warning cleared, I stared at the ceiling arguing with myself, unafraid of the passing storm, but frightened of the future.
There's so much I need to do! I don't know how to do any of it!
You can ask. You can learn. You don't have to do everything at once and you don't have to do it on your own.
I'm not really an analytical chemist. I'm in way over my head. I don't know what to teach.
You told them you could teach analytical because you have experience with analytical methods, and that will be enough. You can use your experiences to show students how analytical and the other chemistry disciplines are interrelated. There are plenty of resources for teaching ideas; you don't have to make it all from scratch. Follow the textbook to start. Check out the syllabus they've already used. Go through your old class notes and see what's worth keeping, skipping or rearranging. Ask for suggestions. It's just like the first time you taught any other course.
But I don't know how to run the instrumentation lab.
You know how to run instruments, you know how to scrounge up manuals, and nearly every instrument has some expert out there who can answer your questions. You've done that part before in every previous lab; it's no different when you're the one in charge. Besides, even if you were an expert at using every type of instrument, your colleagues would still know more about the specific models in the lab than you.
But what if I break something? What if I don't know how to use an instrument? What if I make a mistake? They'll find out I'm a fraud.
If you break something, you'll get it fixed. If you don't know how, you can learn. You're always telling your students that it's okay to make mistakes because you can learn from them; set a good example. You're not a fraud, you're a newbie. Nobody knows everything, nobody is perfect, and it's silly to pretend otherwise.
What if I can't get published or funded?
Rejection is more likely than acceptance. It's normal. You'll just have to keep trying. And revising. And asking for feedback.
What if I don't get tenure?
Then you'll have had an awesome post-doc and you'll go find another job. It's not the end of the world.
But I'm really not good enough at any of this to do a decent job.
Your new colleagues think you're qualified. Your reference-letter writers think you're qualified. The administration at your previous position thinks you're qualified. Your chemistry friends think you're qualified. In short, people whose professional opinions you respect think you're qualified. There is no sensible reason to reject the evidence that you might, in fact, be qualified to do this job.
Okay, self. Thanks for the pep-talk.
Reset your "days since a sexism-in-science incident" counters to zero. A Nobel laureate dug himself a pretty deep and boggy hole when, among other things, he explained why he thought men and women shouldn't be in labs together. Apparently, the womenz are just too irresistible and men "fall in love with them," but women also cry too much.
Much digital ink has already been spilled on the many things wrong with the speech, the speaker's behavior, the non-pology circus, and the pathetic and tone-deaf kinds of support he has received. I just want to focus on the part about crying.
I cry easily. When I'm excited, I tend to tear up. I cry during movies. I have cried in the lab, in my advisor's office, while presenting a group meeting, and, yes, at the end of my thesis defense. I don't recall anyone ever calling it unprofessional, but I do know that that message has been implied at times. Several people, at several points in my life, have told me to "get a thicker skin" so I wouldn't cry as often.
I have a few problems with that.
For one thing, not crying, for me, is like not sneezing. I can control it a little bit, but it's hard and sometimes painful, and I often end up with my eyes watering anyway.
For another, you get a thicker skin by developing callouses, and you get callouses from repeated, sustained exposure to something abrasive or otherwise painful. No thank you, I don't want to become calloused. I don't want to expose myself to painful and abrasive things any more than necessary.
I want to be a person who feels.
Playing Alto's Adventure last night, it struck me that I'm learning. It doesn't always feel like learning, though.
I think there are some lessons in teaching we might take from the game design of Alto's Adventure.Read More
This time last year, I was a newly-minted PhD, still revising my dissertation. I had just accepted my job at Briggs, and I was preparing for a conference, a vacation, and a new routine.
I don't remember much of my defense. My parents came to see it, even though it was a Wednesday afternoon and a 10-hour drive from their home. I was sleep-deprived and panicky. I couldn't remember the order of my slides, even though I'd given many variations of that same talk all the way through grad school. When I finished my talk, I cried.
My defense wasn't advertised beyond a poster on the seminar board alongside a dozen other defenses scheduled for the same week. Besides my committee and labmates, almost no one came. I'd been a bit disappointed about this when I started, but that turned to relief and gratitude when I was dabbing my eyes and pulling myself together most of an hour later.
I don't remember what questions the audience asked, and only one of the questions from my committee afterward. One committee member asked for a set of values in a tone of voice that, to me, implied I hadn't done my due diligence. Seeing as that value was highlighted in a table, sleep-deprived me lost patience and told said committee member to read the dissertation. I think I said something like "you'll find that on page 47 in table 2.3," but my internal dialogue was closer to "you obviously didn't bother to read my dissertation," so it's entirely possible that I said something else.
We celebrated in a conference room around the corner from my lab office. My labmates made me a goofy paper hat decorated with pictures of things they associated with me. It was very sweet of them, and moreso because it was a surprise. The hat is now a lab tradition, and I hope it continues. I am Graduate #1. I got to see the start of a lot of lab traditions.
I turned in my dissertation a month later, and continued to work in the lab, wrapping up projects and working on a collaboration up until I left for the conference (and subsequent vacation) in Europe. When I got back, everything was different.
I started at Lyman Briggs College in August.1 It was a new job at a new place, with new colleagues and new students, and I had to learn everything. Where is the copier? What are the college policies? Who do I ask for X or Y? Where to I park my car? What order will we cover the course material in? How deep do we dive into each chapter? How does the course website work? What resources are available? And on and on and on. An overwhelming amount of newness in my environment and also in what was expected of me.
It took me most of the fall semester to get used to being a professor. Some aspects, like delivering lectures, holding office hours, and making copies were familiar. But others -- being the authority the learning assistants turned to, handling grade disputes, offering feedback to colleagues with much more experience than myself -- took a big shift in mindset.
I have learned a lot in the past year. No longer a student, but an instructor, still I continue to grow and learn. Last year, I'd made and given a small handful of lectures. One year on, I've not just delivered 120 lectures to hundreds of students, I've also kept up the routine. When you're a grad student interviewing for a job, you can refine a teaching demo over the course of a week or more. When you're teaching, one awesome talk on Monday is not enough. You've got to be ready for class on Wednesday and Friday as well.
Academia is a flexible place to work. I can grade in my office or at home. I can decide to eat lunch with a friend near home, rather than spending a day on campus. Inspirations for lecture and practice problems can come form anywhere. But academia is also a rigid place to work. When I have a lecture, I must be there. I can't reschedule it. One hundred twenty-five students will be there, whether I am or not. One year on, I'm still getting the hang of this combination of rigidly structured and fully unstructured time.
When I started at Briggs, few people had seriously called me "Dr. Haas." It took a while to get used to; not just the title change (thought it was a much faster transition than when I changed my name after marriage), but the notion that I was a doctor of some sort. I couldn't tell my students to go ask their professor -- that professor was me!
I'd look at Facebook and see friends from high school, college and my time as an exchange student, and I'd see the great things they'd done, places they'd gone, children they'd had, careers they'd built, and I'd think "What have I done with my life?" And then my husband would point out that none of the people in question had doctorates in chemistry, that I'd spent five years in pursuit of that degree, and that I should very much give myself a break.
You see, despite five years of graduate school and all it entailed, it was (and sometimes still is) easy to forget I'd actually gotten a PhD. It's my own flavor of Impostor Syndrome, I guess. That nagging feeling that there'd been some mistake. That I wasn't really good enough for a PhD from a highly ranked university. That they gave me a PhD to get rid of me because they pitied me, but I'd gotten too far for them to kick me out.
One year on, I answer to "Dr. Haas," "Doc," "Professor," and occassionally "Prof Haas" without blinking. I've stopped feeling like the mail room is off-limits, or like I'm a child in an adults-only space. I am less surprised when a colleague asks for my input or feedback.
When I started I feared for the way I'd measure up to stereotypes. I dressed up a little; I wore khakis and slacks. I addressed emails to students more formally than my usual style. I checked and double-checked my work for errors so my students wouldn't see me fail.
One year on, I'm in skirts every Friday. It started as "Formal Fridays" in my mind, but soon became "Fearless Fridays" when I discovered that dressing like myself gave me a confidence boost. I can tackle so much more in my dress boots and a skirt than in my fall semester "uniform."
One year on, I still make mistakes. Having yet to achieve apotheosis, I expect the mistakes will continue. ;-) But I'm learning. I make new and different mistakes, and my ability to make corrections -- and let the students and learning assistants correct me -- can be evidence to my students that you don't have to be right all the time. When it comes to dealing with students, I've relaxed.
Last year my colleagues were strangers. My freshmen hadn't yet graduated high school. I had a plan for only one year. One year on, my colleagues are mentors and friends, my students have settled into college life, and my one-year job is at an end.
It has been a real delight to work at Briggs with such wonderful, supportive, creative faculty (and staff!) and highly motivated students. The students may not all love chemistry, but they do see the value in it. They challenge me and surprise me. They are funny and insightful and earnest. They bring me so much joy. I am sad to go.
But I won't be sad forever. This spring I accepted a tenure-stream position at Misericorida University. I have new colleagues, new students and a new plan. I'm thrilled, even as I start to take farewell of Briggs and MSU. I have more to learn, more ways to grow, and another good place to do it.
So here's to another year. Wish me luck.
1: Lyman Briggs College (aka Briggs) is a residential science college at Michigan State University: all of the students are science majors of one sort or another. In addition to taking intensive, group-focused introductory science and math courses together, the students also take courses on the history, philosophy and sociology (aka HPS) of science. It's a pretty cool place to work, and I'd have loved it as a student there.
I wrote this in October and somehow didn't manage to post it then.
I know a professor – a youngish white guy who looks older than he is – who wears a suit an tie to every class because, he says, he wants to command authority in the classroom. He doesn’t need to dress up for his students to think he’s the one in charge. All he has to do is feed their assumptions.
I work with another professor who told me during my interview that, as a middle-aged white guy, he knew he could be intimidating, and he’d rather that the subject be the scary part, not him as the instructor. He wears Hawaiian print shirts and makes goofy memes. He makes himself approachable.
And I? I am small and young and female. I want to wear skirts, but I’ve opted for khakis. They’re somehow safer. A friend of mine, who also teaches chemistry, recently told me she had finally “dared” to wear teal tights while teaching. We worry—and I think rightfully so—that if we present as too young and too feminine, that we won’t keep enough of our authority.
I like to be informal with my students. I want them to be comfortable asking questions without fear of looking stupid. But I insist on Dr. Haas. I need to be their professor more than their pal.
Since August, three women in gaming have left their homes and changed their speaking plans in response to rape and death threats. Ostensibly this is in a fight over ethics in video game journalism. It’s been reported as a “controversy,” as if there are two equally reasonable sides. But there aren’t two sides here. People are making threats of violence against women. That is wrong. Full. Stop.
Science can be a pretty male space, too. Women in science – thankfully – aren't getting the kind of abuse women in gaming are, but that does not mean science is always a welcoming, egalitarian place.
The Nobel prizes in physics and chemistry were announced earlier this month and yet again a bunch of men won the prize, the recognition, the press, the attention, the praise, the legitimacy. There have been two female laureates in physics, and four in chemistry. And that’s not even a total of six women because Marie Curie won both a physics and a chemistry Nobel.
Five women. One hundred years of awards, up to three people each year, and only five women.
Don’t get me wrong. I think the blue LED is wonderful. I’m delighted that my own field, single-molecule microscopy, has been recognized. I think all the men involved are smart and talented and deserving of recognition. I just think we are way past due recognizing women for their works and listening to their voices.
We need to make women more visible. We need to change the norms so that is no longer remarkable to have female scientists or female gamers or female developers or female anything else. When few women stand out, they are seen as anomalies, rareities, and exceptions. Instead of individuals, they become symbols, whether the penultimate female scientist to gather the sisterhood behind or the feminist nail MRAs believe they must hammer down.
My heart is full. I am applying for jobs and I doubt myself so strongly sometimes. I worry that my voice will not be heard. That my science will not be recognized. That if I shout into the void, no one will hear, or worse, the darkness will come roaring back at me.
A week or so ago I spent multiple hours trying to write a short reply to a simple email. Sometimes I have opinions that I am afraid to express. I want things I am afraid to ask for. I am so fully aware that men who ask for more are seen more favorably than women who request less. I watch my words like I choose my clothes. Carefully. Weighing consequences. Debating if it’s even worth expressing my preferences, using my voice, making myself more visible.
I know the price of silence. I just worry at times that the price of speaking is greater.
My mother is an elementary school teacher. She chose that career path at approximately the age of 12 when writing an essay about what she wanted to be when she grew up. And she stuck to it. She's a Master Teacher, an expert in elementary education with extensive experience in remedial reading and math. She's taught nearly every level of elementary school, and since there aren't as many specialized courses in elementary school, she's taught nearly every subject, too.
My brother and I spent many, many Saturday and summer afternoons in my mom's classrooms, or playing in the empty hallways. She teaches in a different district than we went to school in, otherwise I'm sure we'd have spent even more afternoons and evenings at school. I have many memories of stocking bookshelves, cutting out cardstock shapes, keeping an eye on the laminating machine, sorting counters and tools and toys.
From the age of 12, if not before, I was asked "Are you going to be a teacher like your mom?" I got tired of that question very quickly. No, I was not going to be a teacher. Teaching is a lot of work! I didn't want to grade papers and prepare a classroom and write lesson plans. "You'd make a great teacher, just like your mom." Nope. Not doing it.
I went to college with the intent of becoming a science writer. I was a chemistry major on the B.A. track looking to take a lot of writing courses, and possibly double-major with journalism. My academic and research advisors convinced me that if I really wanted to talk about the science, I should learn more of it. So I switched to the B.S. track. And got into research. And fell in love with chemistry all over again.
Graduate school was not originally part of my plan. But after the B.S., it seemed like the logical next step. At that point I wanted a job in industry working on semiconducting materials. A PhD would help that, and I was told it would be much easier to take the "graduate school vow of poverty" before an industry job, rather than after. So I went to graduate school.
The questions about whether I was going to be a teacher then changed a bit. People still asked if I was going to teach, just like mom. But then I'd also get a few "Are you going to be a professor like your grandfather?" Nope. Not teaching. I'm going to be a scientist, not a teacher.
That lasted until about 10 seconds into my first teaching experience as a graduate TA. It turns out that I love teaching. That even when things are hard and crappy and it seems like I don't understand anything at all, I can walk into a classroom and feel alive.
There's a funny thing about being a scientist, though. Even though there's a lot of cultural pressure to be an academic, there's a heaping helping of disdain for anyone who actually wants to teach. You're "supposed" to put research first. Many, many times I would talk to other scientists about future plans and lie right through my teeth. Of course I wanted to go the research path! Of course I wanted a future full of grant-writing and a massive lab of grad students and post-doc!
All I really wanted was a classroom full of curious undergrads and the chance to give them research experience.
This summer, at the Gordon Conference, I was surrounded by R1-types. And I, newly hired for a teaching position, was actually honest about my career goals. I said I wanted to teach undergrads and have the opportunity—but not the requirement—to do research. Some people gave me the "that's nice" dismissal. I had admitted that research was not my #1 Thing. It was like admitting some kind of weakness. Like I am "not a serious scientist" because I care about instruction.
I once had lunch with a seminar speaker who refuses to admit more than one undergrad in her lab at a time, yet seeks out graduate students who, like herself, had undergraduate research experience. She wants to take all of the benefit and share none of the burden. I find that incredibly unfair. But then, I would like to run the sort of lab that feeds graduate programs with experienced undergraduates. I suppose what I want is that burden without the same benefit.
So I plan to teach. And do research. But in that order and not the other way around. That doesn't make me a second-rate scientist. It makes me an educator.
At an institution of higher education, don't you think you need a few educators?
One thing that surprised me about the change from grad student to professor is how shy I felt about doing "faculty" things. Checking my department mailbox. Using the copier. Going to meetings.
When I was in high school, I once knocked on the door of the faculty break room during lunch hour, in search of a teacher. Nobody shooed me away, but there was still the feeling that students were verboten from the break room. (And why not? Some of those teachers seriously needed a break from students, if only for a few minutes.)
The first time I went into the Briggs break room I had the same feeling. Like I'd trespassed in Grown-up Land. Except I'm a grown-up too. And I'm a professor too. And I'm totally allowed—even expected—to be there.
I consider how I would feel if there were no other women, or if I were some other minority in the department, or if my college and colleagues were not so supportive. This is how many people do feel, and it's not just in their heads—many workplaces are not welcoming and inviting, people are made to feel uncomfortable and othered. I am lucky that most of what I face is internal. Nobody's actively pushing me out. In fact, they keep welcoming me and encouraging me. They want me to succeed.
I realized I was asking everyone around me for permission to be there, and that was undermining my confidence. I don't need anyone's permission to do my job. I'm the real deal, not an impostor.
Like the spy movie cliché, people tend to assume you belong and you know where you're going. You just have to act like it. Do it long enough, and you might just fool yourself.
So when I feel uncertain now, I just act. I pretend confidence, and the confidence becomes real.
It's Nobel Prize season, and everyone has their picks for which chemists might get a phone call from Sweden. All the names I've seen are of accomplished people who've done excellent, influential work. There's a problem with all these lists, though: I haven't seen a single woman on any of them. Not a damn one.1 Also notable: a general lack of brown/black people of either gender. What gives? Chemistry is not solely the domain of white and Asian men.
Folks on Twittter have been passing around the Slate article about the 50-year drought of female laureates in physics, but I think it's worth noting that the story is hardly any better in chemistry. I counted four women among the chemistry Nobel laureates: Marie Curie (1911), Irene Joliot-Curie (1935), Dorothy Hodgkin (1964), and Ada Yonath (2009). Did I miss any? I really hope so. Four is a pitiful number.
Are women really not doing Nobel-worthy work? Or do we not recognize their work with the same prestige?
Do we only recognize the super-women? Those who aren't just better, but leagues better, like Curie and Goeppert-Mayer?
So, with a few more hours to go, can we think of a few women who should be on the Nobel shortlist?
Update: I missed C&EN's list, but it also doesn't have any women. Still bummed.
1: Admittedly, I didn't check the much longer list of previous predictions from Everyday Science. I may have overlooked somebody.
I love working at Lyman Briggs, but the job I have is a temporary one. I’m only here for a year. The academic job market has a particular annual cycle, and right now it’s application time for tenure-track positions. This means that though I will be happily teaching chemistry at Briggs from now until May (and possibly into the summer), I have to look for next fall’s job now.
I don’t like applying for stuff. I don’t like selling myself. I worry that nobody will want me, that nobody likes what I do, that I’m not good enough, experienced enough, polished enough to get the job I want. I worry that I’ll be passed over because of my gender, my opinions, my beliefs, my appearance or my personality. I worry that the search for the next job will be a hindrance to the job I am currently doing.
When I can drive the poison of Impostor Syndrome from my addled brain, I remember that I’m actually a competent, qualified instructor with a passion for teaching. I’m an expert in my field, with the publications and fancy diploma to prove it. I am capable and talented and enthusiastic. I have a deep desire to ask and answer scientific questions. I have the potential not just to succeed, but to thrive.
So if you’re at a liberal arts college or regional university and you have an open position in chemistry to fill for next fall, I hope you’ll consider me when my application crosses your desk.
My job has overwhelmed me more times than I can count. I have found it very hard. But I love it. So much. I must be nuts to love this much hard.
So far I’ve had students crying at me in the hallway and at office hours,1 one call to the paramedics, one student at office hours who proceeded to break one of my pens despite several requests to leave it alone, some angry demands for exam points back, some shy requests for office hour help, and many very funny emails.2 I’ve been called Professor a lot, Dr. Haas most of the time, and occasionally mistaken for a student. I’ve been consulted on a medical issue3 and I’ve been thanked for the tiniest things as if I’d bestowed some royal favor.
I’m primarily responsible for a lecture section, but I have to admit that my favorite time is spent in office hours and lab. I love lab. I get to wander through the room, nudging students into understanding. Why did that happen? Did you expect that? What does that mean? Last week’s lab was on light absorption and emission. I stationed myself at the absorption experiment (look at salt solutions with a spectroscope) and peppered the students with questions. Is this absorption, emission, or something else? How do you know?
Last Wednesday, I was going through this with one group, and a young woman got just to the edge of an epiphany—and she started to move. She was practically dancing, moving in place and gesturing as she talked. I could see her eyes light up, and her voice rose as she worked through the questions I hoped would lead to her understanding.
In emission, the electrons are in an excited state and fall to a lower energy state, releasing a photon.
This young woman, shaking with energy, was a student in the excited state. On the verge of enlightenment. It was beautiful.
My Wednesdays are long days. I left home that day around 7 am and got home after 9 pm. And I was finishing an exam, and planning out the next week, and calming test anxieties. Long, long days. It’s hard.
But that dancing student, eyes alight, she made the day sparkle. This is why I love this job.
1: I swear they weren’t crying because of me! I don’t want to be the scary professor.
2: Sorry students, but you guys totally crack me up when you’re so very serious.
3: “What should I do about this weird growth?” “Um, take it to a medical doctor? I’m a chemist.”
I said blogging would resume, but I haven't posted in weeks. It's not because I haven't been writing. It's just that so many of the words I've written have been sad and angry. And overall I have not been sad and angry. I am delighted with my new job, my wonderful students and my friendly, supportive colleagues. I still have yet to find my balance-point—the last few weeks have not been easy—but I am doing well.
No, the things that have filled the news I read are what creep into my writing: Ferguson, Ebola, war and conflict all over the globe, misogyny nearer to home. So I have written out thoughts and decided not to share them, not to add to the anger and sadness and frustration. I don't want to be yet another angry blogger. I want to contribute in a positive way.
One hard thing about my new job is the time my workday starts. I am not a morning person. At all. I don't get up early easily or happily. I am very good at staying up too late for a good night's sleep, and not so good about dragging myself out of bed the next morning.
My lecture is at 9 am. That would not be much of a struggle, were campus closer, but I drive 65 miles to work. To arrive on time and ready to teach, I get up by 6, which is even earlier than I got up back in high school. It's an incredibly simple thing, getting up early, but so hard for me. To cheer myself—and my students, who may be as grumpy early-risers as I—I start every lecture with a chipper "Good morning" and picture of a sleepy animal. It's silly, but it makes us smile.
We don't start with the serious stuff, the exam worries, the homework frustrations, the mistakes we have made. We start with a smile. A smile's a pretty good way to start the day, I think.
Last month I went to the Single Molecule Approaches to Biology GRC in Italy and had a wonderful time meeting delightful people and learning about cool developments in the field. It was a pretty great week. GRCs don't allow recording of the scientific sessions, but I was allowed to snap a few photos of the gorgeous view from the hotel.
After the conference, my husband and I spent a couple weeks vacationing in Italy and Germany, seeing sights, eating delicious food (we had the best gnocchi in Florence), and visiting old friends of mine. We came home happily tired from all the travel.
After that, I took a sort of technology vacation. It was unintentional to begin with: I had almost gotten used to being Internet-less. But after a few more days, it was really nice not to feel the pressure of email and Facebook and the endless stream of Twitter. That was as relaxing as anything else after we came home.
But I have a new job, and even if it doesn't start until next week, there is preparation to do already. So this week I reconnected myself to the buzzing web. Blogging will resume shortly.
Culinary Reactions: The Everyday Chemistry of Cooking by Simon Quellen Field
This books purports to explain the hows and whys of cooking in terms of the chemistry going on. It's geared toward non-scientists as an "easy-to-follow primer."
The Naming of Things
It was clear to me by page 9 that I am absolutely not the audience for this book. The target audience is not expected to have a scientific vocabulary, so many terms are defined and explained in plain English. Generally I applaud such efforts, but the author's expectations for his readers' vocabulary are inconsistent. For example, he defines homogeneous versus heterogeneous mixtures and but doesn't explain what he means by "conjugated" molecules. Anyone who has every purchased homogenized milk could probably take a stab at a working definition of homogeneous, but conjugated? No way.1 Here's another example (p. 51):
It is viscoelastic like toothpaste, meaning it can liquefy under shear stress and be pumped or extruded easily.
I doubt my non-scientist relatives would be familiar with shear stress and extrusion, even when compared to toothpaste.
The Power of an Editor
I'm not sure if the author had an editor. If he did, that person needed to be more heavy-handed with the red pen. The entire book is a disorganized jumble. There is no flow from chapter to chapter. There doesn't even seem to be much logic to the order of the chapters. Chapter 1 is on measuring and weighing; take a guess what Chapter 2 is.
Heat? No. Acids and bases? No. Nutrition? No. Proteins, fats and sugars? No, no, no.
Chapter is on foams. Heating, meanwhile, is Chapter 11.
I suspect that this book is a reformatted collection of blog posts, but that doesn't excuse the unfocused and meandering writing. (For one thing, The Joy of x was also a collection of blog posts and it was far more coherent than this book.) The disorganization is even reflected in the structure of the chapters themselves, and even individual paragraphs. For example, this is the first paragraph in the Oxidation of Oils and Fats section of Chapter 13 (Oxidation and Reduction, p. 211):
Oils and fats react with oxygen in ways. That are sometimes beneficial and sometimes undesirable. When cooking oils react with oxygen, they can form compounds that taste bad; they're rancid. But when oils react with oxygen and polymerize into rough insoluble films, they're used in paints and coatings for wood products.
Yum! Paint and wood coating! Gosh, I'm glad he included that in a book on food chemistry. It was totally necessary to include that random fact in the main text of the chapter.
Other paragraphs amount to laundry lists of facts. Lists are fine, but when he claims to explain why and how the chemistry works, saying "it works in A, it works in B, it works in C, it works in D“ doesn't answer why or how. When I consider that not a single fact is backed up – no references, no lists of further reading, not even the names of the people who did the research or the institutions where the work was done – I get cranky. Good science writing tells you where you can go to find more of the details. This book doesn't do that.
And now we get to the real kicker: a bunch of the chemistry in this book is just plan wrong. I could overlook a lot of faults if the science were solid, but it's not, and the parts that I know are wrong make me doubt the whole rest of the book. There were several points when I went "That's pretty cool…if it's true." Without references, I can't know if his sources were bad or his understanding is weak. (I suspect both.) And I'll need to do my own search to find out if those cool-if-true statements have any grounding in scientific fact.
Here's one example of bad chemistry (p. 99):
Since carbon dioxide is a gas, there are no bonds holding it together that have to be broken before it can dissolve [into water].
I read that sentence to two chemist friends and thoroughly enjoyed watching their eyes pop out of their faces and their jaws hit the floor.
The Bottom Line
Don't read this book. It's not worth it. If you're looking for a book on the science of food, stick with the classic On Food and Cooking: The Science and Lore of the Kitchen by Harold McGee1 or read Alton Brown's cookbooks, which are mostly good at explaining the science. This book just does not measure up and threatens instead to undermine facts with misconceptions.
The Silver Lining
You might ask – as my husband did every time I exclaimed "What?!" while reading – why did I bother finishing the book if I found it so awful? Simple: it could be an excellent teaching tool. There are several examples in this book of chemistry misconceptions that my students may have. Not only can I use these as prompts for my own explanations, I am itching to give one or two of these to my students to have them explain what's wrong.
Okay, the 'carbon dioxide is a gas and has no bonds' statement is crap, but why is it crap? How do we know that it's wrong – and what experiments could we do to test it? What misunderstanding of chemistry underlies the statement? How can we change the sentence to get the chemistry right?
By the end of freshman chemistry, my students need to have a thorough enough understanding that hearing such statements makes their eyes bug-out too.
1: Early in grad school, I heard a physicist give a presentation (to a group of chemists) in which she began explaining conjugation. We (the chemists) told her the explanation wasn't necessary; we were pretty familiar with the term. She said something like "how come you all know this?" But conjugation is a major concept in organic chemistry, which we had all taken and she had not. It was a good reminder to me not to take discipline-specific knowledge for granted.
All of that is to say that if a physics PhD candidate doesn't think of "conjugation" as an everyday term, you can bet that a random science Muggle off the street will have no idea what it means.
2: I admit, I haven't finished On Food and Cooking yet, but as far along as I am, I can assure you the science is more sound than in Culinary Reactions.