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Computers in chemical education and research in Kenya
78
trends in analytical
chemistry,
vol. 7, no. 3,1988
in the
news Computers in chemical education and research in Kenya* Alex R. Tindimubona Nairobi,Kenya
Efforts to introduce computer methods in chemical education and research in a Kenyan university are described, with examples of projects undertaken in the Laboratory for Computer Applications in Chemistry at the University of Nairobi. The nature and extent of staff and student involvement, intra- and interdisciplinary collaboration and other problems are discussed from an African perspective.
Introduction The economic base of Kenya is mainly agricultural. Industry, and in particular the chemical industry, is still small and largely foreign-owned, though vigorous efforts are being made for its indigenisation. There are at present 4 public universities and several private ones. The system of degrees taken in public universities is that generally three subjects are taken in the first year, e.g. chemistry, physics, mathematics, two in the second year, e.g. chemistry and mathematics, and one in the third year, e.g. chemistry. This is the 3-2-l option; 3-2-2 and 3-l-l degrees are also possible. Higher degrees are also offered, e.g. M.Sc., Ph.D., etc. The introduction of computers in chemical education and research in
* Based on a paper presented China, June 15-20,1987.
Kenya is a recent phenomenon. In the mid-70s several university chemistry lecturers, mainly Professor S. 0. Wandiga, Dr. J. Molepo and Dr. A. Mengech, envisioned the introduction of computer assisted learning (CAL), based mainly on the famous PLATO system of the University of Illinois (U.S.A.). Unfortunately, this could not be realised for two reasons: (1) the system was complex and expensive; (2) there was not enough local computer expertise to evaluate and exploit it fully. The 1980s brought new possibilities of implementing these ideals, albeit in a different form. The major factors were: (1) the explosion of microcomputers and microprocessors upon the world market; (2) the emergence of younger university teachers with experience in computational chemistry; (3) the acquisition of the first few microcomputers, which were mainly attached to chemical instruments as black boxes. The need for establishing a laboratory for computer applications in chemistry was presented at the 2nd International Chemistry Conference in Africa in 1983l. One of the recommendations of the conference . stated’: “The microcomputer is the single, largest new factor which has entered the chemical profession. Ways of increasing computer literacy amongst both students and educators must be sought.” The laboratory was opened in 1985 at the Department of Chemistry, University of Nairobi3.
at the 8th International
Conference
on Computers
The Labgratory for Computer Applications in Chemistry at Nairobi The aim of this laboratory is to develop the use of computer methods in all aspects of chemical education and research. Essentially, it seeks to develop expertise by accepting challenges from researchers and educators seeking computer solutions to chemical problems. Over the last three years, these challenges have covered many areas and techniques of computational chemistry: Modelling and simulation Experimental data analysis Instrumentation and interfacing Computer assisted learning Chemical informatics (databases) Artificial intelligence (pattern recognition, structure-activity relationships, etc . . .) Administrative and support systems. The laboratory is the nucleus for the spread of computer appreciation and use among chemists, through the evaluation, acquisition, and development of technology (hardware and software) which can be incorporated into teaching and research. The level of success in meeting these challenges has been commendable, given the constraints of facilities and equipment. At present, three microcomputers (BBC B, Apple IIe, IBM PC/XT) have been acquired through the British Council and UNESCO. More are expected. Departmental collaboration
Collaborative research projects involving about half of the academic
in Chemical Research and Education,
Beijing,
trends in aklyricalchetnisrry,
vol.
staff and their graduate students have been initiated. The areas being covered
include:
Monte Carlo simulation of chemical kinetics Electrochemistry of cement Pesticide degradation in soils Soil chemistry of aluminium hydroxides Interpretation of mass spectra Electronic spectra of metal complexes Physical chemistry of barbiturates Analysis of polymers from indigenous trees Specialised databases for research and education Educational software
Integration of com&ters chemistry curriculum
79
7, no. 3, 1988
in the
The following methods are used to integrate and institutionalise the use of computers in chemistry. (1) Formal computer science courses. Two courses are offered by the Institute of Computer Science, University of Nairobi, as options for all science undergraduates. Their choice by chemistry students has risen dramatically in the last few years, from 48% of eligible students in 1980/81 to 82% in 1984/85. Our laboratory claims at least part of the responsibility for this rise, due to our popularisation activities. A formal course on computational chemistry has been proposed and awaits University ratification and equipment. (2) Undergraduate research projects. Nine projects have been supervised, mostly on software development, which the students seem to prefer. (3) Incorporation into laboratory and lecture courses: as CAL units, computerised instruments, etc. (4) Computer exercises in tutorials. (5) Informal course on computer appreciation for chemists (staff and post-graduates). This has been particularly illuminating. After 4-5 h, most of the participants are able to write simple programs in BASIC. They are no longer intimidated by the computer, and can now envisage
how to incorporate it in their own work. Also, they no longer make unrealistic demands upon computers and programmers, since they realise that writing a useful program is a non-trivial task. In this course also, amazing talent for computers has been discovered in two technicians, who have now been taken on and trained into highly capable laboratory assistants.
Interdisciplinary collaboration
The laboratory has gained from interdisciplinary collaboration and support in materials and training. This has helped us not only to consolidate and expand our scope, but to initiate ideas of much wider potential, both national and international. The following partners and projects are worth noting: (1) Other university departments, especially physics, electrical engineering, botany, etc. There are over 40 microcomputers in these departments, from which we have acquired skills and expertise, especially in microelectronics, instrumentation, and evaluation and acquisition of technology in general. (2) Schools. About twenty schools in Kenya have computers. We have been distributing software to nine of these. (3) UNESCO International Centre for Chemical Studies, Ljubljana, Yugoslavia, and UNESCO Paris. There is a joint UNESCO-university-industry project on interdisciplinary training and research, which includes computer methods in research and education. For this project, we operate a database on Matricaria chamomilla, a plant which is being researched for possible introduction as a new cash crop in Kenya. An African Regional Centre for Chemical Informatics, and an African Network for Chemical Informatics are being formed. These are initial efforts to spread the benefits of computers in chemistry to the African region, especially in computer assisted learning chemical information and processing4. (4) Natural Products Research Network for Eastern and Central Africa (NAPRECA). The network ca-
ters to five countries in this region (Ethiopia, Sudan, Kenya, Tanzania, and Zimbabwe), and more are in the process of joining. A specialised research database on African natural products chemistry, called NAPRIS (Natural Products Research Information System), on the phytochemistry and pharmacology of African plants, is in the pilot production stage. (5) Project SERAPHIM, NSF, Ypsilanti, U.S.A. The Laboratory operates as an African Regional Distribution Centre for this project’s educational software. Conclusions The sooner the developing countries take up the opportunities offered by computer technology, the less likely it will be that the gap between them and the developed nations will widen even further. Kenya has taken modest strides in exploring how computers could affect chemical education and research. These efforts may serve as a model for other developing countries to follow. But a lot remains to be done, and conscious interdisciplinary and even international approaches may be the best way to solve our problems.
References 1 A. R. Tindimubona, The Computer in Chemistry, presented at 2nd International Conference on Chemistry in Af-
rica, Nairobi, June 27-July 2, 1983. 2 S. 0. Wandiga, “2nd International Chemistry Conference in Africa,” UNESCOIROSTA Bulletin, 18(2) (1983) 16. 3 IUPAC, “A Kenyan Laboratory for Combuter Applications in Chemistry, ” Int. Newsletter Chem. Educ., 2.5 (1986)
19. 4 A. R. Tindimubona,
“A Case for the Establishment of an African Network for Chemical Informatics, ” Contribu-
tion to the Kenya National Commission for UNESCO, Nairobi, Kenya, January 1987.
Dr. Alex R. Tindimubona is at the Department of Chemistry, University of Nairobi, Box 30197, Nairobi, Kenya.
trends in analytical
chemistry,
vol. 7, no. 3,1988
in the
news Computers in chemical education and research in Kenya* Alex R. Tindimubona Nairobi,Kenya
Efforts to introduce computer methods in chemical education and research in a Kenyan university are described, with examples of projects undertaken in the Laboratory for Computer Applications in Chemistry at the University of Nairobi. The nature and extent of staff and student involvement, intra- and interdisciplinary collaboration and other problems are discussed from an African perspective.
Introduction The economic base of Kenya is mainly agricultural. Industry, and in particular the chemical industry, is still small and largely foreign-owned, though vigorous efforts are being made for its indigenisation. There are at present 4 public universities and several private ones. The system of degrees taken in public universities is that generally three subjects are taken in the first year, e.g. chemistry, physics, mathematics, two in the second year, e.g. chemistry and mathematics, and one in the third year, e.g. chemistry. This is the 3-2-l option; 3-2-2 and 3-l-l degrees are also possible. Higher degrees are also offered, e.g. M.Sc., Ph.D., etc. The introduction of computers in chemical education and research in
* Based on a paper presented China, June 15-20,1987.
Kenya is a recent phenomenon. In the mid-70s several university chemistry lecturers, mainly Professor S. 0. Wandiga, Dr. J. Molepo and Dr. A. Mengech, envisioned the introduction of computer assisted learning (CAL), based mainly on the famous PLATO system of the University of Illinois (U.S.A.). Unfortunately, this could not be realised for two reasons: (1) the system was complex and expensive; (2) there was not enough local computer expertise to evaluate and exploit it fully. The 1980s brought new possibilities of implementing these ideals, albeit in a different form. The major factors were: (1) the explosion of microcomputers and microprocessors upon the world market; (2) the emergence of younger university teachers with experience in computational chemistry; (3) the acquisition of the first few microcomputers, which were mainly attached to chemical instruments as black boxes. The need for establishing a laboratory for computer applications in chemistry was presented at the 2nd International Chemistry Conference in Africa in 1983l. One of the recommendations of the conference . stated’: “The microcomputer is the single, largest new factor which has entered the chemical profession. Ways of increasing computer literacy amongst both students and educators must be sought.” The laboratory was opened in 1985 at the Department of Chemistry, University of Nairobi3.
at the 8th International
Conference
on Computers
The Labgratory for Computer Applications in Chemistry at Nairobi The aim of this laboratory is to develop the use of computer methods in all aspects of chemical education and research. Essentially, it seeks to develop expertise by accepting challenges from researchers and educators seeking computer solutions to chemical problems. Over the last three years, these challenges have covered many areas and techniques of computational chemistry: Modelling and simulation Experimental data analysis Instrumentation and interfacing Computer assisted learning Chemical informatics (databases) Artificial intelligence (pattern recognition, structure-activity relationships, etc . . .) Administrative and support systems. The laboratory is the nucleus for the spread of computer appreciation and use among chemists, through the evaluation, acquisition, and development of technology (hardware and software) which can be incorporated into teaching and research. The level of success in meeting these challenges has been commendable, given the constraints of facilities and equipment. At present, three microcomputers (BBC B, Apple IIe, IBM PC/XT) have been acquired through the British Council and UNESCO. More are expected. Departmental collaboration
Collaborative research projects involving about half of the academic
in Chemical Research and Education,
Beijing,
trends in aklyricalchetnisrry,
vol.
staff and their graduate students have been initiated. The areas being covered
include:
Monte Carlo simulation of chemical kinetics Electrochemistry of cement Pesticide degradation in soils Soil chemistry of aluminium hydroxides Interpretation of mass spectra Electronic spectra of metal complexes Physical chemistry of barbiturates Analysis of polymers from indigenous trees Specialised databases for research and education Educational software
Integration of com&ters chemistry curriculum
79
7, no. 3, 1988
in the
The following methods are used to integrate and institutionalise the use of computers in chemistry. (1) Formal computer science courses. Two courses are offered by the Institute of Computer Science, University of Nairobi, as options for all science undergraduates. Their choice by chemistry students has risen dramatically in the last few years, from 48% of eligible students in 1980/81 to 82% in 1984/85. Our laboratory claims at least part of the responsibility for this rise, due to our popularisation activities. A formal course on computational chemistry has been proposed and awaits University ratification and equipment. (2) Undergraduate research projects. Nine projects have been supervised, mostly on software development, which the students seem to prefer. (3) Incorporation into laboratory and lecture courses: as CAL units, computerised instruments, etc. (4) Computer exercises in tutorials. (5) Informal course on computer appreciation for chemists (staff and post-graduates). This has been particularly illuminating. After 4-5 h, most of the participants are able to write simple programs in BASIC. They are no longer intimidated by the computer, and can now envisage
how to incorporate it in their own work. Also, they no longer make unrealistic demands upon computers and programmers, since they realise that writing a useful program is a non-trivial task. In this course also, amazing talent for computers has been discovered in two technicians, who have now been taken on and trained into highly capable laboratory assistants.
Interdisciplinary collaboration
The laboratory has gained from interdisciplinary collaboration and support in materials and training. This has helped us not only to consolidate and expand our scope, but to initiate ideas of much wider potential, both national and international. The following partners and projects are worth noting: (1) Other university departments, especially physics, electrical engineering, botany, etc. There are over 40 microcomputers in these departments, from which we have acquired skills and expertise, especially in microelectronics, instrumentation, and evaluation and acquisition of technology in general. (2) Schools. About twenty schools in Kenya have computers. We have been distributing software to nine of these. (3) UNESCO International Centre for Chemical Studies, Ljubljana, Yugoslavia, and UNESCO Paris. There is a joint UNESCO-university-industry project on interdisciplinary training and research, which includes computer methods in research and education. For this project, we operate a database on Matricaria chamomilla, a plant which is being researched for possible introduction as a new cash crop in Kenya. An African Regional Centre for Chemical Informatics, and an African Network for Chemical Informatics are being formed. These are initial efforts to spread the benefits of computers in chemistry to the African region, especially in computer assisted learning chemical information and processing4. (4) Natural Products Research Network for Eastern and Central Africa (NAPRECA). The network ca-
ters to five countries in this region (Ethiopia, Sudan, Kenya, Tanzania, and Zimbabwe), and more are in the process of joining. A specialised research database on African natural products chemistry, called NAPRIS (Natural Products Research Information System), on the phytochemistry and pharmacology of African plants, is in the pilot production stage. (5) Project SERAPHIM, NSF, Ypsilanti, U.S.A. The Laboratory operates as an African Regional Distribution Centre for this project’s educational software. Conclusions The sooner the developing countries take up the opportunities offered by computer technology, the less likely it will be that the gap between them and the developed nations will widen even further. Kenya has taken modest strides in exploring how computers could affect chemical education and research. These efforts may serve as a model for other developing countries to follow. But a lot remains to be done, and conscious interdisciplinary and even international approaches may be the best way to solve our problems.
References 1 A. R. Tindimubona, The Computer in Chemistry, presented at 2nd International Conference on Chemistry in Af-
rica, Nairobi, June 27-July 2, 1983. 2 S. 0. Wandiga, “2nd International Chemistry Conference in Africa,” UNESCOIROSTA Bulletin, 18(2) (1983) 16. 3 IUPAC, “A Kenyan Laboratory for Combuter Applications in Chemistry, ” Int. Newsletter Chem. Educ., 2.5 (1986)
19. 4 A. R. Tindimubona,
“A Case for the Establishment of an African Network for Chemical Informatics, ” Contribu-
tion to the Kenya National Commission for UNESCO, Nairobi, Kenya, January 1987.
Dr. Alex R. Tindimubona is at the Department of Chemistry, University of Nairobi, Box 30197, Nairobi, Kenya.