EINE SPINNWEBE VON WISSEN? (II)
{N. H. Pearson wrote in the introduction of his edition of The Complete Novels & Selected Tales of Nathaniel Hawthorne, Random House, New York, 1937: "And in establishing the relationship between the idea and the fact, each reader becomes his own author. ..."}
Presented here, for the conscientious student who would like to develop further his or her abilities and perspectives in an unorthodox manner, are four fragmentary points of discussion which could be mulled over.
Also included here, to leaven these fragments, are scenes from the Lent term of Narkover College's inaugural year as a bilingual establishment. [... Narkover's original motto, Homo doctus in se semper divitas habet (A learned man always has wealth in himself), was replaced by Scientia est clavis humanitus (Knowledge is the key to enlightenment), when the school admitted le beau sexe. The new motto was composed by a Year 11 student, Ralph S. Pattullo, and approved by the Governors: presumably, Narkover's retention of a motto in Latin is a reflection of the hubris of the young, ... and the not so young ...]
PLAYLET 5: Les Fêtes sauvages
9.00 p.m. First night of term; all but two of the boarders have returned. Dr. Stuart is in his study, reading and listening to music by Corrette; the telephone rings, with Dr. Krautmann on t'other end ...
Dr. STUART.
Narkover, double two, four; Dr. Stuart speaking.
Dr. KRAUTMANN.
Ah! Good evening, Alec; this is Gustav.
Dr. STUART.
Oh? What ho, Gustav.
Dr. KRAUTMANN.
Alec, I have two pieces of good news: first, the consultant surgeon has scheduled your prostatectomy over half-term; and second, the results of the biopsy indicated the absence of malignant cells in your prostate.
Dr. STUART.
That is splendid news, indeed; not least because I will be safely, and justifiably, ensconced elsewhere when our Year 11 «entertain» their peers from La Rochelle.
Dr. KRAUTMANN.
Mmm, ... I, for one, do hope they are on their best behavior when they come to the hospital; against my better judgment, Bob has persuaded me to arrange for the determination of each student's blood group.
Dr. STUART.
So: more good news! (He chuckles.) Gustav, I see no good reason why you should be completely removed from the mixed blessings experienced by those of us at the chalk-face.
Dr. KRAUTMANN.
Hmph! I can assure you that I see more than enough of your little horrors on my regular visits to your less than august establishment! (They both chuckle.) Incidentally, Alec, is that Rameau I hear tootling away in the background?
Dr. STUART.
Suprisingly no, Gustav; it's a Concerto comique by Corrette: though Rameau did use the same theme, Air des Sauvages. And speaking of tootling, how is your lady wife; well, I trust?
Dr. KRAUTMANN.
Yes, thank you; Marianne is in rude health, splashing around in the jacuzzi as we speak. And, ... yes, I can hear her clearly now, extending an invitation! So: Alec, ciao!
Dr. STUART.
Ciao, Gustav. (He places the receiver down.) ...
9.30 p.m. In Chalice Poison's (adopted) parents' house in La Rochelle, Pattullo is writing at a desk in the study; Chalice enters the room ...
CHALICE.
Hi, Spats.
PATTULLO.
Oh! Hello, Chalice.
CHALICE.
Who are you writing to, ... if you don't mind me asking?
PATTULLO.
Le Chevalier.
CHALICE.
Who?
PATTULLO.
Joseph Boulogne, at Montgomery College. Surely you remember him from your time there in the summer term?
CHALICE.
Oh, yes; les Québécois were considerably more civilized than the sans-culottes in our Year 11. (P. smiles.) Aren't you writing a play with him, ... something about the destruction of the Soo Canals in 1812?
PATTULLO.
Yes, ... and no. We've put that project on hold.
CHALICE.
Why so?
PATTULLO.
Well, after we left Drummond Island, on that ill-fated trip last summer half-term, Chevalier came across a book — by some chap called Cook — which told the story of Britain's illegal occupation of the island, ... from 1815 to 1824.
CHALICE.
And, ... you are writing a play on that subject, instead?
PATTULLO.
Trying to! ... At least, in part; female persons are thin on the ground in our current source material: so there will be a structural imbalance, unless we are able to modify our themes. (He shrugs in a resigned manner.) ... ...
CHALICE.
Spats? ... I wouldn't mind having a crack at writing a play; would you consider writing one with me?
PATTULLO.
With pleasure! Although, I suspect it will be a case of the blind leading the blind. ... Do you have any initial ideas?
CHALICE.
No, nothing specific. However, you remember last term's set play, Miller's The Crucible? (P. nods.) Well, the unusual behaviour of the girls is, initially at least, attributed to an unspecified physical illness. But,... (P. interjects.)
PATTULLO.
Which then becomes a sign of moral illness?
CHALICE.
Just so. But, what if — in a fairly isolated community — one attributed some unusual behaviour, and its possible consequences, ... to a genetically inherited condition?
PATTULLO.
Like ... porphyria hepatica, for example? (C. looks blank.) Er, ... Though I'm afraid I know next to nothing about the genetics, I've a vague feeling that the condition did pop up in the British royal family. Um? ... (He looks pensive.)
CHALICE.
What, ... as in «Mad King George»?
PATTULLO.
Yes, I think so; him and some of his descendants.
CHALICE.
Good. (She looks pensive.) We will need to... [From the living room, Chalice's mother says loudly: "Chalice, Ralph, c'est l'heure d'aller se coucher ! Vous commencez l'école demain !"] ... Oui, maman ! Nous sommes sur le point d'aller ! (Then back to talking with P.) ... Oh dear! Spats, perhaps we can make progress tomorrow?
PATTULLO.
Certainly. Goodnight, Chalice. ...
9.00 a.m. On this first teaching day of term, Mlle Agnès Gossâge takes a roll-call for her French lesson with the 5th-Remove (Year 11) ...
Mlle GOSSÂGE.
Bonjour, mesdemoiselles et messieurs. Tout d'abord, avant de faire l'appel, je dois vous informer que notre proviseur a décidé de promouvoir trois jeunes femmes à la première classe ; elles sont... (There is a knock on the door.) ... ici, maintenant ! (She smiles, then inserts her monocle.) Entrez ! (Lolli, Popsy, and Shandy enter, then sit down.) ... Mlle Salice Albero.
SALICE.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Brown.
BROWN.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Mlle Shandy Drynck.
SHANDY.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Shandy, comme vous êtes une nouvelle — du moins, en cette classe — pourriez-vous nous donner un autoportrait bref, s'il vous plâit ?
SHANDY.
Oui, Mademoiselle... Je suis née à Dublin en la République d'Irlande ; j'ai quinze ans ; et mes passe-temps incluent la lecture, la musique et l'équitation.
Mlle GOSSÂGE.
Ah ! Comme Salice ? (Shandy nods.) Merci, Shandy... East.
EAST.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Flashman.
FLASHMAN.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Mlle Malice A. Forthort.
MALICE.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Et, Malice, comment était la période de Noël ?
MALICE.
C'était agréable, Mademoiselle ; Alice et moi avons passé les vacances chez notre tante favorite, la duchesse de Nuneham. Nous... (Miss G. holds up her hand.)
Mlle GOSSÂGE.
Ça suffit ! Ce n'est pas le moment d'écouter l'histoire de votre vie ! (She smiles.) ... Mlle Alice Lidell-Lonsdale.
ALICE.
Présent, Mademoiselle.
Mlle GOSSÂGE.
McKechnie.
McKECHNIE.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Merridew.
MERRIDEW.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Mumford !!
MUMFORD.
Présent, Mademoiselle ; mais, sauf votre respect, c'est pas la peine de crier, parce que je porte ma prothèse auditive !
Mlle GOSSÂGE.
Oh, je suis désolée, Mumford. (She smiles apologetically at Mu.) ... Pattullo. (No reply.) Piggy : mort... Mlle Chalice Poison. (No reply.) ... Alice, où sont Chalice et Pattullo, s'il vous plaît ?
ALICE.
Oh !? (She looks surprised.) Euh,... Monsieur le proviseur a donné la permission à Chalice et Pattullo d'étudier chez notre école jumelle à La Rochelle ; c'est-à-dire, le Lycée Villiers, Mademoiselle.
Mlle GOSSÂGE.
Ça, c'est du nouveau ! Merci, Alice... Mlle Popsy Rice.
POPSY.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Et, Popsy, qu'est-ce que vous faites comme loisirs ?
POPSY.
Je fais de l'équitation et je joue du virginal et du violon, Mademoiselle.
Mlle GOSSÂGE.
C'est bon... Mlle Lolli Stich.
LOLLI.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Et vos passe-temps, Lolli ?
LOLLI.
Je préfère les travaux d'aguille, comme la broderie, mais j'aime bien l'équitation aussi, Mademoiselle... (Miss G. observes F. smiling.)
Mlle GOSSÂGE.
Flashman, voudriez-vous vous partager la plaisanterie avec nous, s'il vous plâit !?
FLASHMAN.
Pas une plaisanterie, comme telle : et certainement pas une seule au sujet d'un virginal, Mademoiselle... Non, je réfléchissais juste au fait que nous sommes «du milieu de l'équitation». (His face is one of studied innocence.)
Mlle GOSSÂGE.
Hmph ! En dépit de votre air innocent, tous les deux savons que vous vous aventurez sur un terrain glissant !... Unman.
UNMAN.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Wittering.
WITTERING.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Zigo.
ZIGO.
Présent, Mademoiselle.
Mlle GOSSÂGE.
Bien, à part Chalice et Pattullo, tous présents à l'appel ; en particulier je suis contente de voir que les vestiges des «sans-culottes» ont remis de leurs mésaventures à la fin du trimestre d'hiver. (She casts a quizzical eye, through her monocle, at F., Mc., Me., W., and then Z.; Salice exchanges fleeting glances with Alice and then with Malice.) ... Et maintenant, un peu de révision pour l'examen blanc...
11.00 a.m. Drs. Alec Stuart and Bob O. Brummel (on crutches) take their first Science lesson of the term with the 5th-Remove ...
Dr. BRUMMEL.
Good morning, Class. ... I hope each of you had an enjoyable vacation. ... Yes, East?
EAST.
Sir, would I be correct in assuming that a black eye-patch was the fashion in Boston this winter?
Dr. BRUMMEL.
No, you would not be correct. (With a clear hint of vanity, he slightly adjusts same covering his left eye.) Though, my lady wife has remarked that this adornment has given me a much more dashing appearance; and, ... who am I to disagree?
UNMAN.
Sir, I'm not sure that "dashing" is le mot juste; be that as it may, what did happen to your eye?
Dr. BRUMMEL.
I had a slight accident on our family's annual skiing trip to Aspen. (He shrugs, with a hint of embarrassment.)
UNMAN.
What exactly... (Dr. S. holds up his hand.)
Dr. STUART.
I'm sorry, Unman, but should you wish to obtain more details of Dr. Brummel's taming of the frozen Wild West, then you will do so in your own time. (His tone has been slightly pompous; and this continues.) Traditionally, Narkoverians have used the Christmas holidays as their last opportunity to revise for their mock exam in each subject; and, one presumes each of you has done likewise. (He peers over the top of his glasses and directs a brief glance at each student in turn.) ... However, whilst Dr. Brummel was convalescing, (He betrays a mischievous glint in his eyes.) he exercised his mind, if not his body, on Narkover's tradition of mock exams. (He then smiles warmly at Dr. B.) ... Bob?
Dr. BRUMMEL.
Thank you, Alec. ... Class, as I perceive it, there are two inherent problems with a single mock exam. First, whether it be a past examination paper or one specially constructed, it must contain, self-evidently, only a small proportion of the syllabus: so, regardless of the grade obtained, neither the teacher nor the student has a comprehensive idea of the gaps in the student's knowledge or understanding. Second,
equally self-evident, one exam does not provide practice in exam technique. ... Obviously, from what I have just stated, it follows logically that both problems can be removed by the student executing a rolling series of topic-based mock exams which cover the complete syllabus. ... Yes, Mumford?
MUMFORD.
Sir, I was with you up to the point of "a rolling series of topic-based exams".
Dr. BRUMMEL.
Mmm, ... I am sorry, Mumford; now I come to think about it, the phrase does sound as if it's the product of a buzz-word generator. However, the following schedule should make our thinking clearer. (He holds aloft a sheaf.) Unman, the honors, please.
UNMAN.
Yes, Sir. (He hands a schedule to each student.) ...
Dr. BRUMMEL.
As you can see, each mock exam contains three «new» topics: but, to minimize the possibility — or even probability, (He smiles.) — of forgetting previously examined material, from 'Mock 2' onwards, each exam will also include questions
from «old» topics. ... Alec?
Dr. STUART.
Thank you, Bob. There are two more pieces of good news, so to speak. First, each marked script will be accompanied by a set of «model answers». And second, we have time-tabled
each mock to be executed in your free-time; that's to say, late afternoon or evening. (Chorus of groans from the class.) ...
BROWN.
But, Sir, that's not fair!
Dr. STUART.
Hmph! ... As I have had cause to remind you, Brown, on more than one occasion, life is not fair. (He smiles.)
BROWN.
And that, Sir, is both platitudinous and patronizing! (Dr. S. looks temporarily shocked, before holding up his hands.)
Dr. STUART.
I plead guilty on both counts, to the mouse that dared roar at this lion. (He smiles.) ... However, on a more serious note, there is method in our ostensible madness. ... Thus, whilst the public examinations are indeed scheduled at times when the average student is at his or her freshest, you, as individuals, are not this so-called average student: but the only student. Now, over the extended examination season, it stands to reason that there may be days when you are feeling under the weather; for example, you may have a touch of the flu, or you may have period pains, (He glances briefly at each of the girls.) ... or whatever. But, regardless of your mental or physical well-being, you need both the resolve and the reserves from which to dig when you are not feeling 100 percent: and, hence the need to practise under unfavourable
conditions. ...
Dr. BRUMMEL.
And, there endeth the lesson! (As he exchanges a smile with Dr. S., East stands up.) East, quo vadis?!
EAST.
Er, ... Nowhere, Sir. ... Sorry; I thought we'd finished.
Dr. BRUMMEL.
Hmph! You wish! Class, up to the bell, I suggest you start your revision of the topics to be included in Mock 1. (The class get busy.) ...
11.15 p.m. Listening to a sonata by Zelenka, Dr. S. is about to draw close his study's curtains; through a window, he espies Signore Salieri surreptitiously placing an envelope in the hollow of a tree ...
________________________________________________________________________________________
1. The subject of Chemistry may be defined as 'the study of the speeds and the energy changes of chemical reactions; where a chemical reaction
involves an energy change and formation of one or more new substances'. Whilst this reductionist definition neither suggests the scope of this science nor attains the beautiful simplicity of the one universally accepted for Biology ('the study of life'), it certainly contains clear reference points.
One reference point commonly included in introductory texts and courses centers on the ostensible difference between a physical and a chemical change. And, traditionally, a phase change has been regarded solely as a physical change; the equations in Table 1 summarize seven examples of phase changes.
Table 1 |
Zn(s) ————————® Zn(l) +DH |
However, each one of the above processes should be equally regarded as a chemical change because, in each of these physico-chemical processes, the attendant energy change results in the formation of one or more new substances. ... "New substances!?" Huffed and puffed the little piggy, until the house blew down. ... Indeed so! The ensemble of nuclei and electrons in each reactant is distinctly different from that in each product; for example, the hydrogen bonds which are present between the molecules of liquid water are absent in gaseous water because they have been broken during the physico-chemical process of evaporation.
Whilst any authoritative advanced text should provide the unambiguous evidence to support the assertions above, the student may find it more illuminating to identify the precise changes which occur in each of the four physico-chemical processes summarized by the equations in Table 2.
Table 2 |
CuSO4(s) + nH2O(l) ————————® CuSO4(aq) -DH
(off-white) (blue) |
Both the dissolution of anhydrous copper sulfate and the sublimation of iodine have been traditionally regarded as physical changes, whereas both redox reactions have been invariably regarded as chemical changes. Nevertheless, because each one of these four physico-chemical processes involves the breakage and formation of bonds, an energy change, and the formation of one or more new substances, logically, one must infer that
any distinction between a physical and a chemical change may be either arbitrary or specious, or both. Furthermore, the rejection of any such distinction allows one to adopt the perspective of a mature scientist, who, whether they be a biologist, chemist, physicist, or mathematician, usually seeks to identify and then to measure the changes in any given physico-chemical process.
[Scene: At the seminary, with Father Ambrose and Brother Bernard.]
Br. BERNARD.
Father Ambrose, you have so much knowledge, and I but none: yet you continue to peddle specious distinctions. Do you think, at my age, this is right?
Fr. AMBROSE.
Brother Bernard, in my misspent youth I had but hoped that Popper's philosophy would become de rigueur: but now that I know this was a mere flight of fancy, my gray cells have increasingly lost their vigor.
2. Most (if not all) introductory textbooks and syllabuses include the following description of a metal (or minor variants thereof): "A metal
consists of a lattice of positive ions embedded in a sea of electrons." Notwithstanding its omnipresence, each part of the above description is irredeemably flawed. ... First, the term 'lattice' refers strictly to the solid state (as, for example, a lattice of sodium and chloride ions in crystalline sodium chloride). But, as evinced by conductivity data (see the examples shown in Table 3), metallic bonding clearly persists
in the liquid state; a particularly noteworthy example is liquid sodium because its conductivity is higher than several solid metallic elements (including platinum, gallium, and manganese).
Table 3 | ||||||
Hg |
Cs |
Ga |
Rb |
K |
Na | |
Conductivity at 293 K / MW cm-1 |
1.0 |
5.0 |
7.5 |
8.0 |
16.5 |
24.0 |
Melting point / K |
234 |
301 |
303 |
312 |
336 |
371 |
Conductivity at 373 K / MW cm-1 |
1.0 |
2.0 |
3.5 |
3.5 |
5.5 |
10.5 |
Second, researchers do not invoke 'ionization' in their descriptions of metals. Whilst a summary of their research is beyond the scope of this text, partial insight may be gleaned from inspecting the data in Table 4; these infer that there is no correlation between conductivity and S (the sum of the heat of sublimation and the 1st ionization energy).
Table 4 | ||||
Mn |
Pt |
Na |
Ag | |
Heat of sublimation (DHS) / kJ mol-1 † |
279 |
565 |
109 |
289 |
1st Ionization energy (DHI) / kJ mol-1 ‡ |
717 |
868 |
496 |
731 |
S HS + HI / kJ mol-1 |
996 |
1433 |
605 |
1020 |
Conductivity at 293 K / MW cm-1 |
0.7 |
10.2 |
23.8 |
68.0 |
| ||||
And third, «a sea of electrons» is a peculiarly mixed metaphor; thus, conduction in aqueous solutions occurs via free-moving ions, whereas conduction in metals occurs via free-moving delocalized electrons. A mixed metaphor, which may occur by accident or by design, is one that evokes a conflation of images normally unrelated in the listener's or reader's mind: and whilst this maybe appropriate in diverse contexts,
such must be avoided when knowledge is purportedly being advanced.
In view of the above brutal deconstruction, one should not be surprised that most authors of specialist texts studiously avoid promulgating the flaws inherent in the above description. Indeed, because the available empirical and theoretical evidence is consistent with a purely covalent model of bonding in gaseous, liquid or solid metals, such authors often introduce the correct description of metallic bonding by extending the student's previous knowledge of covalent bonding in dihydrogen to that in dilithium: a felicitous touch! ... Finally, although no universally acceptable description of a metal has become standardized, in advanced texts, the one proposed here may have merit: "A (liquid or solid) metal consists of a covalent structure, in which each atom contributes one or more of its valence electrons to the formation of omnidirectional,
delocalized covalent bonds that extend throughout the giant structure."
[Scene: At the seminary, with Father Ambrose and Brother Bernard.]
Br. BERNARD.
Father Ambrose, you are an author and an examiner of some repute, and I but none: yet you continue to peddle specious definitions. Do you think, at any age, this is right?
Fr. AMBROSE.
Brother Bernard, my novices, ... whether they be those who have struggled in the sack-race or flown over the hurdles, ... have surely had similar opportunities to question the status quo: but now that I know their penchant for flight is limited, I simply presume they empathize with the dodo.
________________________________________________________________________________________
11.00 a.m. One of the 5th-Remove's Science lessons in the 2nd week of the term; Dr. B. in attendance ...
Dr. BRUMMEL.
Good morning, Class. As forewarned, this morning's topic is the genetics of sickle-cell anemia; a genetically inherited disease in humans, which results in premature death: usually before the age of 20. ... Now, because the seemingly diverse phenotypic characteristics of this disease are all directly related to the gene for hemoglobin, you need to have a clear idea of the importance of this protein. ... Mumford, perhaps you would care to enlighten us? ...
MUMFORD.
Er, ... Haemoglobin carries dioxygen to the tissues, Sir.
Dr. BRUMMEL.
Good, ... as far it goes. Class, Mumford's answer would be satisfactory for a 1-mark question in an exam: but, I would hope you agree that it not expansive enough to even hint at this protein's importance. ... Yes, Salice?
SALICE.
Sir, would you give us your type of answer, please?
Dr. BRUMMEL.
Certainly: providing you have pens poised! ... Perhaps along these lines. ... Hemoglobin reacts reversibly with dioxygen; this reactant is required for cellular aerobic respiration, to release sufficient ATP for metabolic processes such a active transport and biosynthesis. ... ... Furthermore, one might consider supporting such an answer with one or more equations. ... Unman, come and write on the board two such equations, please. (He smiles encouragingly at U.)
UNMAN.
Yes, Sir; I'll have a go. (He does so, as shown below.)
Hb + O2(g) ¬———————————® HbO2
Enzymes
C6H12O6(aq) + 6O2(g) ————————————® 6CO2(g) + 6H2O(l) -DE (38ATP)
Dr. BRUMMEL.
Well done, Unman. ... Yes, Merridew?
MERRIDEW.
So, Sir, the general idea is to hit the examiners for six or, ... as you might say, hit them for a home run. (Dr. B. laughs gently.)
Dr. BRUMMEL.
I can't imagine myself saying anything of the sort! ... In the 6th grade, I was usually last pick in every mixed team! However, the "general idea", as you phrase it, is to ensure that you — as the candidate — provide an answer which allows the examiner every opportunity to award the maximum marks. ... Yes, McKechnie?
McKECHNIE.
And, Sir, how is that determined?
Dr. BRUMMEL.
Mmm, ... I would assume that examiners' marking schemes are directly related to the number of marks allocated to each question; but I'm afraid I don't know this relationship over here — though Dr. Stuart would know. ... While varying from subject to subject and, indeed, from assessment styles, in the States, the rule of thumb is one relevant point is equivalent to one mark. ... Mmm? ... Where were we?
FLASHMAN.
I believe, Sir, we've only got as far as having a clear idea of haemoglobin's importance. (His expression is dead-pan.)
Dr. BRUMMEL.
Oh dear! (He looks briefly down at his notes.) The gene for hemoglobin has two alleles: the normal one, HbN, which codes for the normal protein; and a mutated one, HbS, which codes for abnormal hemoglobin, which differs from the normal one by a single amino acid. This substitution — which is the replacement of glutamic acid for valine, incidentally — might be expected to change the protein's ...? Zigo!?
ZIGO.
Topography, Sir; its three-dimensional structure.
Dr. BRUMMEL.
Excellent! Such abnormally shaped hemoglobin molecules tend to join together to form long fibers of hemoglobin; and such fibers then distort the shape of the red blood cell, causing it to sickle. (He shows photographs of normal and sickled red blood cells to the class.) The biosynthesis of sickled cells is just one observable phenotypic condition: but, in last week's assignment, you were asked you to find out about at least three others. (Class start rapidly rooting through their notes.) ... One of these, please, Lolli!
LOLLI.
Oh, gosh, Sir. Wait a mo, please. ... Oh, good! (She sighs with relief.) I've found my prep; for a moment, I thought I'd left it up in the dorm. (Dr. B. smiles tolerantly, but with a mischievous glint in his eyes.)
Dr. BRUMMEL.
Lolli, I don't wish to strike an impatient note: but in the last minute alone, about 120 million of my red blood cells have popped their clogs!
LOLLI.
Golly gosh! I'm very sorry, Sir. (She looks contrite.)
Dr. BRUMMEL.
I'm only teasing; about 120 million have also breathed their first. ... Just get on with it woman! (He smiles warmly.)
LOLLI.
Yes, Sir. ... An enlarged spleen, caused by removal of the sickle cells.
Dr. BRUMMEL.
Good. ... Popsy, another, please.
POPSY.
Um, ... Severe anaemia, because of a reduced number of blood cells to carry dioxygen to aerobically respiring cells, as the spleen constantly removes the damaged sickle cells, Sir.
Dr. BRUMMEL.
Excellent, Popsy; some nice touches of detail. ... Shandy?
SHANDY.
Pain in the abdomen and joints, because the shape of sickled cells causes them to inhibit the blood flow in capillaries, so reducing the amount of dioxygen reaching the aerobically respiring cells in these tissues, ... Sir.
Dr. BRUMMEL.
Well done, Shandy! That was another nice expansive answer. (Sh. looks chuffed.) Now, to focus on the genetics. ... The alleles HbN and HbS have the same strength; that is, they are codominant. So, Salice, what will be the three possible
genotypes, please? ...
SALICE.
Er, ... HbNHbN, HbSHbS, and HbNHbS, Sir.
Dr. BRUMMEL.
Absolutely correct. ... But, Salice, a better answer would have been: ... homozygous, HbNHbN; homozygous, HbSHbS; and heterozygous, HbNHbS. Agree? (Sa. nods her head.) ... Now, ensuring that you include the fifth phenotypic condition, I would like each of you to construct a genetic diagram of a cross between two parents, both of whom are heterozygous for sickle-cell anemia; that is, both are carriers. Rough paper will do! (The class get busy; he limps round, looking over each student's shoulder. About 5 minutes later ...) Good!
Alice, would you be so kind as to copy your diagram on the board, please?
ALICE.
Yes, Sir. (She does so, as shown below — verbatim.)
Dr. BRUMMEL.
Thank you, Alice. Does everybody agree? (Students show the varying, standard methods of agreement.) You do!!? (Looks of apprehension on the students' faces, followed by checking of their diagrams: but still confused looks.) ... Yes, East?
EAST.
Sir, may we have clue, please?
Dr. BRUMMEL.
There is one important spelling mistake. ... Yes, Wittering?
WITTERING.
Sir, you probably think Alice has spelt anaemia incorrectly, being an American. (His tone is noticeably dismissive.)
Dr. BRUMMEL.
Wittering, your impertinent attempt to make me eat crow is dismal in the extreme: simply because, in the grand scheme of life, differences between American and British spelling
are absolutely trivial, as you would appreciate if you gave the matter some thought. (W. looks embarrassed.) Class, to repeat myself, Alice's diagram has one important spelling mistake. ... ... Yes, Malice?
MALICE.
Sir, I have meiosis, ... rather than "meitosis"?
Dr. BRUMMEL.
Yes, indeed, as each one of you had! This would suggest the importance of getting into the habit of checking your work: not superficially, but critically with an open mind. ... Now Alice's error, perhaps unwitting, would be received by an examiner in very poor light, because he or she would assume, correctly or otherwise, that the candidate does not know the differences between these two fundamental processes. ... Let me see, from a recent mock exam, who of you does? ... Brown, you have been ferreting thru your papers, (He smiles) so let us have, first, an expansive description of mitosis, please.
BROWN.
Er, ... Yes, Sir. Um, ... Mitosis, which occurs in either growth or asexual reproduction, is the mechanism by which a diploid parent or somatic cell divides to form two daughter cells, each of which retains the original diploid number of chromosomes.
Dr. BRUMMEL.
Excellent. And now, Wittering, a golden opportunity for you to redeem yourself, with meiosis. (He smiles, waspishly.)
WITTERING.
Yes, Sir. ... Meiosis, which occurs in sexual reproduction, is the formation of haploid gametes from diploid sex cells; the subsequent fertilization of two haploid gametes, to form a zygote, restores the original diploid number of chromosomes.
Dr. BRUMMEL.
Correct. Thank you, Wittering; perhaps partial redemption. (His tone has a slight warning edge.) ... Where were we? ... Ah, yes! ... Finally, we must consider why the sickle-cell allele has remained in some human populations, despite its deleterious effects. ... Listen very carefully, please. ... In malaria-infested regions, individuals who are homozygous for the normal allele may die from malaria, and individuals who are homozygous for the mutant sickle-cell allele may die from sickle-cell disease: whereas those who are heterozygous usually survive both conditions, because this mutant allele
offers such noticeable protection against malaria. ... And, speaking of which, I have here, for your undoubted pleasure, a worksheet awash with questions on this topic. (He holds aloft a sheaf of same; then smiles, as most students wear disgruntled frowns.) Don't blame me; I can assure you that Dr. S. is the culprit! But, even so, please do remember to collect a copy when you leave. ...
4.35 p.m. Lolli, Popsy, and Shandy are chattering in a room allocated to the hobby of needlework; Mlle Gôssage and Mrs. Brummel enter ...
Mlle GOSSÂGE.
Good afternoon. I have persuaded Mrs. Brummel to join our little gatherings; in part, so that she can introduce us to that most splendid American tradition of quilt making. (She smiles warmly at Mrs. B.)
SHANDY.
Oh super, Miss!
LOLLI.
Gosh, yes! My mother bought me a super book on quilts for Christmas; jolly good it is. ...
Mrs. BRUMMEL.
Er, ... Popsy, perhaps you're not so enthusiastic?
POPSY.
Oh! Sorry, Miss. I am; but ..., er, Chalice has written to me from France; she has asked if Lolli, Shandy, and me would start making some costumes for some play she's writing with Pattullo.
Mrs. BRUMMEL.
Don't worry, Popsy; that's fine with me. May I have a look at the patterns, please?
SHANDY.
But, Miss, Chalice didn't include any in her letter.
Mlle GOSSÂGE.
Oh dear! ... Well, do we have a setting for the play?
LOLLI.
Yes, Miss; ... well, sort of. A fairly isolated community, in colonial America, ... late 16th, early 17th century.
Mlle GOSSÂGE.
Oh? About 1580 to 1620, then?
LOLLI.
Oh gosh, Miss. I'm always getting my centuries muddled up; I meant late 17th, early 18th century.
SHANDY.
Yes, Miss; sort of between 1680 and 1720.
Mrs. BRUMMEL.
Popsy? ... I think that you should write back to Chalice and ask her for a few more details; in particular, whether this community is Catholic, or Protestant, or both; and, perhaps, even whether quilts have a supporting role? (She smiles.)
POPSY.
Yes, Miss; that's a super idea. ...
11.00 a.m. One of the 5th-Remove's Science lessons in the 4th week of the term; Dr. S. in attendance ...
Dr. STUART.
Good morning, ladies and gentlemen. ... Malaria! Although I feel sure that each of you will have made a conscientious effort to complete the worksheet on this topic, I would like to be sure we are all on common ground: so, a few questions to start with! ... Salice, which organisms cause malaria?
SALICE.
Malaria is caused by pathogenic protoctistans of the genus Plasmodium, Sir.
Dr. STUART.
Good. ... Alice, which organisms are the principal vectors of these protoctistans?
ALICE.
Female mosquitoes of the genus Anopheles, Sir.
Dr. STUART.
Good. ... What has been the principal method of controlling these vectors during the past few decades, Lolli?
LOLLI.
Um, ... The use of insecticides like DDT and malathion, Sir.
Dr. STUART.
Correct. ... Whilst many biocides are non-selective, what is a particular disadvantage associated with non-biodegradeable biocides, Mumford? ... ... (He finally catches Mu.'s eye.)
MUMFORD.
I'm sorry, Sir; I didn't quite catch the question. ... Would you repeat it, please, Sir?
Dr. STUART.
Certainly, ... once you are wearing your hearing aid!! (He smiles; M. looks contrite as he inserts same.) Mumford, I'm sure you can't afford the luxury of vanity; your hearing aid is essential, unlike an eye-patch. (Chorus of muted gasps.) The question was: .... What is one particular disadvantage associated with the use of non-biodegradeable biocides?
MUMFORD.
Oh! They are accumulated up the trophic levels, Sir.
Dr. STUART.
Correct! (He scrolls down the blackboard to reveal this diagram.)
... The board shows line formulae of DDT and DDE. (He points to each one in turn.) DDT is metabolized to DDE by an enzyme-catalyzed elimination reaction. McKechnie, what two atoms are eliminated? ...
McKECHNIE.
Hydrogen and chlorine, Sir.
Dr. STUART.
Good! ... And, Shandy, what functional group is formed?
SHANDY.
Um, ... A carbon-carbon double bond, Sir?
Dr. STUART.
Correct. ... Unman, what name is given to the opposite of an elimination reaction?
UNMAN.
Addition, Sir.
Dr. STUART.
Correct. ... Brown, name one common laboratory reagent which is sometimes used to add across or test for a carbon-carbon double bond?
BROWN.
Bromine water, Sir.
Dr. STUART.
Correct. ... And, East, another?
EAST.
Er, ... Alkaline potassium manganate(VII), Sir?
Dr. STUART.
Good! ... What colour changes are observed in each of these reactions, Wittering?
WITTERING.
With bromine water, the orange-brown solution decolourizes; and ... um, ... with alkaline manganate, the purple solution also decolourizes, Sir.
Dr. STUART.
And!?
WITTERING.
Oh! Sorry, Sir. A pale brown precipitate forms.
Dr. STUART.
That's better! ... A little impromptu revision never comes amiss! (He smiles.) But, now to return to the focus of our study. ... Shandy, the effectiveness of each insecticide has inexorably and inevitably decreased, because populations of mosquitoes have evolved resistance to each insecticide by which mechanism?
SHANDY.
Natural selection, Sir.
Dr. STUART.
Good. ... Now, Malice, please provide us with the details of this mechanism, as it applies to mosquitoes and insecticide.
MALICE.
Yes, Sir. (She reads through her notes; changes 'DDT' for 'insecticide'; then starts to read.) Structural variation has occurred in populations of Anopheles mosquitoes due to natural mutations, followed by the exchange of genes via meiosis and random fertilization. Some of these mutations have resulted in some mosquitoes containing dominant alleles which code for the catabolism of insecticide. ... These individuals have been the fittest in environments where the agent of selection is insecticide, and so more of these have survived to reproductive maturity. Their offspring have inherited these favourable alleles; and so, within the gene pool of Anopheles mosquitoes, the frequency of insecticide-resistant alleles has increased.
Dr. STUART.
Splendid! ... The majority of the world's population are are homozygous, HbNHbN, for normal haemoglobin; and, as such, are susceptible to life-threatening malaria. Treatment for this disease has hitherto centred on a group of structurally similar compounds, often referred to as the quinine drugs. Unfortunately, the effectiveness of these quinine drugs has inexorably and inevitably decreased, because ...? Salice?
SALICE.
Oh! Er, ... Because populations of Plasmodium protoctistans have evolved resistance to ... each quinine drug ... by the mechanism of natural selection? Sir.
Dr. STUART.
Excellent! ... Now, I would like each of you to construct the details of this mechanism, as it applies to Plasmodium protoctistans, ... or, more simply, protozoans, ... and the quinine drugs. (The class get busy. After about 5 minutes ...) Everybody finished? (No dissent.) Good! ... Popsy, your construction, please.
POPSY.
Yes, Sir. (She reads from her notes.) Structural variation has occurred in populations of Plasmodium protozoans due to natural mutations, followed by the exchange of genes via meiosis and random fertilization. Some of these mutations have resulted in some protozoans containing dominant alleles which code for the catabolism of quinine drugs. ... These individuals have been the fittest in environments where the
agents of selection are quinine drugs, and so more of these have survived to reproductive maturity. ... Their offspring have inherited these favourable alleles; and so, within the gene pool of Plasmodium protozoans, the frequency of quinine
drug-resistant alleles has increased.
Dr. STUART.
Splendid! ... Now, Lolli, Popsy, and Shandy, you three will be rather at sea for next part, because you were not in this class when I presented this puzzle to the others. I am sorry. (He looks apologetically at L., P., and Sh.) ... As for the rest of you, a welcome back to this old friend! (He scrolls down the blackboard to reveal this diagram.) ...
BROWN.
But, Sir, that was a purely optional puzzle.
Dr. STUART.
True. Who did attempt to find a solution? (Zigo starts to raise his hand: but lowers same when he realizes he would be on his own.) Nobody!? ... Not one? Hmph! How dismal! ... Not to put too fine a point on it, I'm bitterly disappointed with you all. (He looks rather dejected.)
FLASHMAN.
But, with all due respect, Sir, I don't see why we should be made to feel guilty because we don't share your passion for science. (His tone has an distinct edge.)
Dr. STUART.
And, with all due respect, Flashman, occasionally you come out with the most priceless piffle! During the last four or so years, I have neither asked nor expected you to share my passion for the content of science; which is negligible, by the way. But I do admit to expecting, or at least hoping, that you will have developed a passion for appreciating the importance of science. (Pregnant pause.) ... Yes, Flashman?
FLASHMAN.
Um, ... Sir, would you like me to do some work on it before the next lesson? (His tone is polite and conciliatory.)
Dr. STUART.
No, I don't think that will be necessary, Flashman; but I do appreciate your magnanimous offer. ... Earlier, Zigo, didn't you start to raise your hand?
ZIGO.
Yes, Sir. That was because Spats and I did a little work on the puzzle last term; but I've done none this term.
Dr. STUART.
No matter. Would you share with us your findings, please?
ZIGO.
Er, ... Yes, Sir. Let me think for a mo, please, Sir. ... Yes, ... the only similarity between the two compounds, that we could find, was that they were both naturally occurring compounds which have been used in the treatment of malaria.
Dr. STUART.
Very good! And the differences?
ZIGO.
Their topologies, Sir; ... er, ... with completely different skeletons and functional groups. (Dr. S. nods.) And, their topographies; we built a molecular model of each one, and their three-dimensional structures were totally different. (Dr. S. nods again.) ... But Spats and I got stumped by your clue for the puzzle; you know, Sir, that equation for the enzyme-catalyzed decomposition of hydrogen peroxide. (Dr.
S. turns to the blackboard, and writes this equation.)
Catalase
2H—O—O—H(aq) —————————® 2H—O—H(l) + O=O(g) DE = -205 kJ mol-1
Dr. STUART.
This one, Zigo? (Z. nods.)
MERRIDEW.
Oh!? Hold on a minute, Sir! ... Please? ... I'm pretty sure that is not the equation you wrote.
Dr. STUART.
No? (His face is one of studied innocence.)
MERRIDEW.
No, it isn't; as well you know, Sir! (Dr. S. smiles.) Last term you wrote down the symbol equation; but the equation on the board shows bonds!
Dr. STUART.
And, ... so?
MERRIDEW.
Well, both hydrogen peroxide and the compound extracted from Artemisia annua contain a peroxide O—O bond. ... Though I don't see where that leads us. (He frowns; Dr. S. smiles.)
Dr. STUART.
Class, Wittering and Zigo have, albeit unwittingly, provided most of the framework for the puzzle's solution. The key to the next step lies in finding the link between catalase and Dr. Brummel's introduction to sickle-cell disease. (Each student starts rooting through their notes. About 2 minutes later, Alice and McKechnie raise their hands at the same moment.) Mmm!? ... Ladies, first. (He smiles.) Alice?
ALICE.
Er, ... Catalase is an iron-containing enzyme; and Dr. B. introduced the topic by referring to haemoglobin, which is an iron-containing protein?
Dr. STUART.
McKechnie, do you agree?
McKECHNIE.
Yes, Sir; catalase and haemoglobin are both iron-containing proteins.
Dr. STUART.
Splendid! Well done. (He smiles warmly at A. and Mc.; then starts waving his hands back and forward.) ... Yes, Lolli?
LOLLI.
Gosh, Sir, what are you doing?
Dr. STUART.
Merely waving the moths away. (Chorus of groans; except L., P., and Sh., who look bemused.) ... To complete the solution of the puzzle, «all» we need to do is place the information in the correct order. So, listen carefully, please. ... The structural similarity of the quinine drugs would lead one to infer that their catabolism, to metabolites that do not kill Plasmodium protozoans, will be similar. Because there has been evolution of Plasmodium populations which are resistant to these quinine drugs, such catabolism has been effected by enzymes, coded for by the mutated DNA of Plasmodium, which are probably structurally similar. ... By contrast, the drug artemisinin is — in terms of both topology and topography — structurally very different from the quinine drugs: so, the enzymes evolved by Plasmodium to catabolize the quinine drugs should be ineffective in catabolizing artemisinin. The mechanism by which artemisinin acts against Plasmodium remains to be established — at least, I think that is the current position — but it may involve the red cells, which are rich in iron-containing proteins. ... Yes, East?
EAST.
I think I understood most of that, Sir. But would you write it down, please?
Dr. STUART.
Yes; no problem. But, to minimize transcription errors, I will prepare a sheet in the next day or two. ... Yes, Unman?
UNMAN.
Like Scud, I think I understood most of it too. However, I really don't see how you expected us to solve that puzzle.
Dr. STUART.
Mmm? ... I'm not sure how best to respond to your implied question. ... My expectations of you are less important than your expectations of yourself. Directly or indirectly, you, the class, provided all the clues: not me. Should you have assembled these clues beforehand, then you might have begun to make demands on yourself to search for a solution? (U. nods.) ... Curiously, perhaps, part of the reason I set the puzzle was so as to provide a platform for a discussion on your project: ... "The Relationship between the Tropical Rainforests and Dresden". (The bell goes.) ... But that, as the saying goes, will have to wait another day. ... Class dismissed. ...
11.15 p.m. Listening to a sonata by Heinichen, Dr. S. is about to draw close his study's curtains; through a window, he espies Mlle Gossâge surreptitiously collecting an envelope from the hollow of a tree ...
11.00 a.m. The 5th-Remove's Science lesson on the last morning before half-term; Dr. B. in attendance ...
Dr. BRUMMEL.
Good morning, Class. Mmm, ... As I rather expected, most of you appear to be in a state of expectation at the impending arrival of your peers from La Rochelle. Accordingly, I see no point in me wasting breath on a new topic! (He smiles.) Our Headmaster has informed me that your attendance at their time-tabled lessons is optional: nevertheless, I will take it as a personal affront should you decide not to attend my guest lesson on the genetics of ABO blood groups. ... Up to the bell, you may talk quietly amongst yourselves. ...
4.30 p.m. First afternoon of half-term. Dr. S. is reading in bed, in a side-ward of Borchester Hospital, and listening to an overture-suite by Graupner; F., Mc., Me., W., and Z. breeze in ...
BOYS.
Salut, prof ! (In unison, as they enter.)
Dr. STUART.
Misère! ... Je croyais que les voeux «d'un condamneé à mort» commandent le respect ! (He smiles.)
ZIGO.
Hein ! Alors, Monsieur, vous n'avez pas eu «le petit coup» ?
Dr. STUART.
Non, Zigo, mon opération est programmée pour demain après-midi. Cependant, je me ferai opérer de la prostate : pas une vasectomie.
WITTERING.
Qu'est-ce que ça change, Monsieur !? Après tout — comment dirais-je avec délicatesse — pas hongré, certainement,... mais vous serez «hors de combat» ?
Dr. STUART.
Hmph !... Un peu de réticence serait le bienvenu !... Quoi qu'il en soit, laissons de côté votre ignorance déplorable des détails du système urogénital,... qui est inquiétante en soi, parce que l'examens publiques auront lieu dans quelques mois seulement,... vous devez savoir que ni une vasectomie ni une prostatectomie réduit la virilité d'un homme... (F. has been browsing through some of the cards positioned on top of Dr. S.'s bedside locker.)
FLASHMAN.
Euh,... Monsieur, sur cette carte est écrite "Eufues, je me souviens bien le canard... plastique, bien sûr. Rétablis-toi, vite ! Affecteusement, Agnès." Je présume que «Agnès» est Mlle Gossâge : mais, quel est le sens de «canard» et de «Euphues» ?
Dr. STUART.
C'est peu importe. En outre, dans telles choses, un vrai gentleman — comme moi-même, naturellement (He smiles.) — garde ses intentions de soi.
MERRIDEW.
Monsieur, je crois que vous soyez rougissant !?
Dr. STUART.
Pas du tout ! Euh,... Juste, il fait un peu chaud ici ?...
McKECHNIE.
Nous nous sommes tous cotisés pour vous acheter un cadeau ; et voici ! (He passes wrapped present to Dr. S., who unwraps same to reveal a book entitled Histoire des Castrats.)
Dr. STUART.
Bôf !... Merci, messieurs ; très drôle !... Pas exactement ce qu'il me faut dans mon état délicat : mais, c'est la pensée qui compte !?... (His mock severe face slowly changes to a smile; and, correspondingly, the boys' apprehensive looks disappear.) ... Tôt ou tard, je suis sûr que vous me tuerez ! Et parce que je préfère vraiment aussi tard que possible, je vous suggère que vous laissez cet homme d'un «incertain» âge à souffrir en silence. (He waves away the five boys in a good-natured manner.)
BOYS.
A tantôt, prof ! (In unison, as they leave.) ...
6.30 p.m. First evening of half-term. In a room, are adults from the Lycée Villiers, including M. le père Benoît Richelieu (Principal), Mlle Charlotte Backson (Deputy Headmistress), and M. Moisi Rochefort (Senior Teacher), a class of their Year 11 students, including Constance, Aramis, Athos, and Porthos, as well as the 5th Remove; Mr. Mervyn B. Pond, Narkover's Headmaster, addresses the assembled ...
Mr. POND.
Good evening, everyone. On behalf of my staff and students, I extend the warmest of welcomes to all the guests from our twin school in La Rochelle. (His tone and manner are warm.) ... Although most of you know one another from our previous exchanges — which have not always been, I regret to have say, trouble-free — there is an excellent opportunity for social intercourse at our soirée this evening. ... Needless to say, as a counter-balance to your own lessons, you French students should take advantage of Narkover's facilities: but I must remind you — and, indeed, my own students — that the dormitory curfew, at 10.00 p.m., is absolute! ... Monsieur le proviseur, would you care to add anything?
Fr. RICHELIEU.
No, Headmaster, I don't think so; ... my students, at least, have been reminded of their obligations. (Both his tone and manner are noticeably formal.)
Mr. POND.
Splendid! ... So, might I suggest that one and all use this opportunity to explore the grounds? (The students and staff disperse; then he turns to talk to his brother-in-law.) Ah, Benoît, ... Euphémie tells me that you are off to London
tomorrow, to browse through some of George Villiers' papers?
Fr. RICHELIEU.
Yes, Bassett, in part; though I am also hoping to see a rare performance of the 2nd Duke's play.
Mr. POND.
The Rehearsal?
Fr. RICHELIEU.
Just so. ... However, in view of the corrupting influence of your 5th-Remove on my students, I am decidedly reluctant to leave them. (His tone and manner are politely cool.)
Mr. POND.
I can assure you that Euphémie and I will be watching them very closely.
M. RICHELIEU.
The reliability of my dear sister is beyond question: yours, on the other hand, is still a moot point. (His cool tone is accompanied by a theatrical sniff.) Now, please excuse me; I'm a shade impatient to see how my nephew is faring. ...
10.00 a.m. First full day of half-term. In a laboratory, are the Year 11 students from the Lycée, Dr. B., M. Rochefort, and Mlle Backson ...
Mlle BACKSON.
Bonjour, mesdemoiselles et messieurs. D'abord, je fais un accueil chaleureux au docteur Brummel, notre professeur de l'invité aujourd'hui... Certains étudiants peut-être se
souviennent le bon docteur se promenait dans le ville en La Rochelle ; c'est parce qu'il était le directeur de reserche chez Hydragyrum Chapelier Vinaigrette, la petite entreprise qui fabrique de l'acide éthanoïque et des chapeaux. (A few students show signs of recognition.) ... Oui, Porthos ?
PORTHOS.
Comme le béret chic,... à la mode chez «les corridors du pouvoir» aux États-Unis, Mademoiselle ? (Dr. B. smiles.)
Mlle BACKSON.
Pas exactement, comme vous le savez bien ! (She gives P. a frosty look.) De plus, Porthos, inutile de vous rappeler que notre proviseur ne tolére pas les mauvaises manières ?
PORTHOS.
Non, Mademoiselle. Je vous en prie de m'excuser.
Mlle BACKSON.
D'accord, Porthos. (She then addresses, and smiles warmly at, Dr. B.) Bob, la parole est à toi !
Dr. BRUMMEL.
Merci, Charlotte. ... Bonjour, mesdemoiselles et messieurs. (He scrolls down the blackboard to reveal this diagram.)
... Chez les organismes vivants, il y a plusieurs douzaines de composés qui contiennent le squelette de porphyrine. (He points to the relevant diagram.) Ces composés differènt par le nombre et les positions des doubles liaisons, le nombre et les positions des substituants du squelette, et le type d'ion metallique qu'on se trouve lié aux quatre atomes de l'azote au centre... Quelques exemples des porphyrines se trouvent à l'état naturel sont comme suit : la catalase, une enzyme qui catalyse la décomposition du peroxyde d'hydrogène, un métabolite toxique qui est formé chez la plupart des organismes aérobiques ; ... l'hémoglobine, (He points to same.) qui est responsable du transport de dioxygène et de monoxyde de carbone chez les animaux supérieurs et certains invertébrés ; ... le cytochrome-c, l'un de plusieurs cytochromes qui participent aux réactions d'oxydoréduction de la chaîne respiratoire chez tous les êtres vivants, et la photosynthèse chez les autotrophs ; ... la chlorophylle-a, l'un de quelques pigments photosynthétiques qui transforment
l'énergie lumineuse en énergie chimique chez les végétaux et les autres autotrophs ; ... et enfin, la vitamine-B12, un cofacteur qui est exigé pour la biosynthèse des globules rouges chez les mammifères. (He draws a deep breath.) Euh,... Avant de finir ce préambule, est-ce que quelqu'un sait les ions qui sont présents dans ces composés? (Several of the class raise their hands.) ... Oui, Constance ?
CONSTANCE.
Euh,... Chaque catalase ou cytochrome contient un ion de fer au degré d'oxydation II ou III ; chaque chlorophylle contient un ion de magnésium au degré d'oxydation II ; et chaque coenzyme dérive de la vitamine-B12 contient un ion de cobalt au degré d'oxydation I ou III.
Dr. BRUMMEL.
C'est formidable ! (He gives C. a smile.) ... Oui, Athos ?
ATHOS.
Monsieur, auriez-vous l'aimabilité de refraîcher brièvement ma mémoire au suject des réactions d'oxydoréduction ?
Dr. BRUMMEL.
Oui, certainement. J'y penserai... Nous pouvons définir une réaction d'oxydoréduction comme une réaction d'échange d'électrons entre deux couples rédox ; où, dans chaque couple rédox, le réducteur est le donneur d'electrons et l'oxydant est l'accepteur d'électrons.
ATHOS.
Monsieur, est-ce que nous pourrions avoir un exemple, s'il vous plaît ?
Dr. BRUMMEL.
Bien sûr... Un instant,... j'ai besoin d'écrire quelques équations au tableau noir. (He does so, as below.)
Zn(s) + CuSO4(aq) ———————————® ZnSO4(aq) + Cu(s) DH = -212 kJ mol-1 |
... Considérons la réaction exothermique entre le métal de zinc et une solution aqueuse de sulfate de cuivre, qui est résumée par cette équation. (He points to the 1st one.) Dans cette réaction : ... comme la première demi-équation rédox résume,
le reducteur, soit le zinc à l'état 0, est oxydé parce qu'il pert deux électrons au cuivre à l'état +II ; ... et, comme la deuxième demi-équation résume, l'oxydant, soit le cuivre à l'état +II, est réduit parce qu'il gagne simultanément deux électrons du zinc à l'état 0... D'accord, Athos ?
ATHOS.
Oui, Monsieur, merci beaucoup.
Dr. BRUMMEL.
Je vous en prie. Où en étais-je ?... Mmm ? Ah ! Hélas, les porphyrines se trouvent à l'état naturel ont des structures complexes. Ainsi, afin d'étudier quelques de leurs propriétés biologiques, chimiques et physiques, les chercheurs en science ont synthétisé des exemples «plus simples» de tels composés ; par exemple, ces porphyrines symétriques A et B. (He points to same.) ... Et aujourd'hui, vous préparerez ces deux porphryines, avec l'aide de cette feuille de méthodes. (He holds aloft a sheaf of worksheets.) Moisi ?... Moisi !?
M. ROCHEFORT.
Miel! (He suddenly opens his eyes.) Désolé, Bob,... je me reposais juste mes yeux ; naturellement, j'étais pendu aux lèvres! (He smiles, then notices the sheaf.) Ah, oui !... Aramis, fais les honneurs, s'il vous plaît.
ARAMIS.
Avec plaisir, Monsieur. (He hands to each student a copy of the worksheet shown below.)
|
M. ROCHEFORT.
Nous vous donnons environ dix minutes à lire votre feuille de méthodes, et ensuite vous pouvez nous demander toutes questions. (About 10 minutes later ...) Oui, Aramis ?
ARAMIS.
Euh, Monsieur, la synthèse de porphyrine B exige l'éthanoate comme les cristeaux : mais ceux-ci n'auront pas formé depuis plusieurs jours, sûrement ?
M. ROCHEFORT.
Bien fait, Aramis ; c'est une remarque judicieuse ! Laisse-moi vous expliquer le plan de campagne... Ce matin, vous complétez la première partie jusqu'à la cinquième étape
et la deuxième partie jusqu'à la septième étape... Cet après-midi, vous complétez le synthèse de porphyrine A et de porphyrine B ; afin de commencer cette troisième partie, nous vous fournirons avec des cristeaux d'ethanoate. Plus tard cette semaine, vous rassemblez vos cristaux de l'ethanoate. Enfin, lorsque nous revenons en France, nous considérons les travaux facultatifs... Oui, Constance ?
CONSTANCE.
Monsieur, qu'est-ce qu'un filtre de verre, s'il vous plaît ?
M. ROCHEFORT.
Ah,... voici ! (He holds carefully aloft a fritted glass crucible.) Cet appareil est à manipuler soin, parce qu'il est fragile et cher !... En général, sur cette paillasse de démonstration, chaque morceau d'appareil et chaque réactif ou solvant porte une étiquette en anglais et en français.
Mlle BACKSON.
Oui, Porthos?
PORTHOS.
Mademoiselle, est-ce que ces composés sont toxiques, s'il vous plaît ?
Mlle BACKSON.
Porthos, vous n'avez pas honte ? Je suggère que vous relisez attentivement la feuille de méthodes ; en particulier, les notes de sécurité !... (She then addresses the class.) Avez-vous d'autres questions ?... Non ? Bon !... Au travail ; mais, n'oubliez pas que c'est pas pressant !... Et n'oubliez pas de porter vos lunettes protectrices ! (The students get busy: that morning completing stages 1-5 of Part 1 and stages 1-7 of Part 2; that afternoon completing stages 6 and 7 of Part 1 and stages 1-7 of Part 3, as well as examining their crystals under the microscope.) ...
6.30 p.m. In the (recently refurbished) pavilion, are Aramis, Athos, Flashman, McKechnie, Merridew, Porthos, Wittering, and Zigo; and in one of the Year 11 girls' dorms, eavesdropping via a hidden microphone, are Alice, Constance, Malice, and Salice ...
McKECHNIE.
To order, gentlemen, or ... should that be «La Jeunesse dorée»? (Everybody smiles, in a self-conscious manner.) ... Well, Pierre, did you have a good day at «the office»?
ARAMIS.
Not bad, Duncan. ... We prepared glistening purple crystals, which appeared red under the microscope and in solution, as well as a deep green... (He notes F. suppressing a yawn.) Flashy, am I boring you?
FLASHMAN.
I don't wish to be rude: but, to be perfectly honest, yes! (He smiles.) We five are on holiday from Science!
McKECHNIE.
Mmm, ... Moving on swiftly! Er, Jean, did you come up with any ideas for our joint entertainment?
PORTHOS.
Yes, one or two. ... Although, in view of our Headmasters' warnings, I presume Bassy will be watching us closely. ... We thought... (Me. interjects.)
MERRIDEW.
What, no Corbeau?
PORTHOS.
No; apparently, he is going to London to do some research on George Villiers, the First Duke of Buckingham. (He shrugs.) Er, ... We thought of adding a sensitive acid-base indicator to the fountain! (P., Ar., and At. look pleased; the others
look baffled, apart from Z.) ...
MERRIDEW.
I don't see, ... no! (He shakes his head.)
PORTHOS.
Er, ... The pH of the water in the fountain will depend on the amount of acid present. ... Michel?
ATHOS.
Yes, Jack, and this should change as a result of dissolved carbon dioxide; that is, from the air or produced by algae in the fountain. ... Furthermore, there is also acidic rain.
MERRIDEW.
Yes, ... yes, Michel. I'm beginning to see now. Er, Ziggy, you're the boffin: what do you think?
ZIGO.
It's a natty idea. We'll need to have a mixture of several indicators to cover the probable pH range.
ARAMIS.
That's to say, .... about 4.5 to 7.0?
ZIGO.
Yes, I agree. ... So, we'll need to experiment with a number of different species of flowers.
FLASHMAN.
No problem!
ARAMIS.
But, Flashy, I thought you were on holiday from Science!? (Everybody laughs good-naturedly.)
FLASHMAN.
True, true: but we all have to make sacrifices! ... We five can be experimenting whilst you three are scribbling away on your slates in your daily lessons. (Ar., At., and P. look puzzled.) C'est-à-dire,... "griffoner sur vos ardoises".
PORTHOS.
As in the 19th century? (F. nods; Ar., At., and P. smile in recognition.) ...
McKECHNIE.
Mmm, ... That's sorted, so let's move on. Witters, at the back end of last term, you came up with a variation on our theme of the execution scene in The Three Muskateers?
WITTERING.
Yes, Duncan. We repeat exactly the scenario of a year ago in La Rochelle: except, we use blow-up dolls — adult-size. (At this point, in the girls' dorm ...)
CONSTANCE.
Salice, what is a blow-up doll?
SALICE.
Euh,... Une grosse poupée gonflable.
CONSTANCE.
Ah ! J'y suis. What a... (S. interrupts.)
SALICE.
Ssh! We'll miss the details. (Back to the pavilion ...)
ATHOS.
But, Vitters, what about the 10 o/clock curfew?
WITTERING.
Good point. ... Perhaps, ... we can use remote control?
MERRIDEW.
Mmm, ... It's a pity that old Mumsy opted out; he may be a bit bollock-brained, but he is a dab hand at the electrics.
ATHOS.
Flashy, would you translate those phrases, please?
FLASHMAN.
J'y penserai... Ah ! Le terme "bollock-brained" est un équivalent vulgaire de «écervelé» ; soit, «feather-brained» en anglais. Cependant, ce n'est pas forcément péjoratif ;
par exemple, Mumford a simplement l'air distrait de temps en temps,... peut-être parce qu'il est un peu malentendant ?... Par contre l'expression "to be a dab hand" est une argotisme heureuse pour «avoir la main verte» ; soit, «to have green fingers» en anglais britannique. Tu compris, Michel ?
ATHOS.
J'y suis !... I mean, I get it. Thanks, Flashy. Er, ... I should be able to adapt a remote control unit.
WITTERING.
That's spendid, Michel!
ZIGO.
Indeed so! Is it just me, or is it hot in here? (He takes off his jacket, and throws it behind him. At this point, in the girls' dorm ...)
MALICE.
Drat! Zigo must have inadvertently covered the microphone.
ALICE.
Never mind; we've enough details on their execution scene to to make our own changes.
SALICE.
But, Alice, none of us can adapt a remote control unit?
ALICE.
Constance, can you?
CONSTANCE.
No, I'm sorry. (She shrugs.)
MALICE.
But, we certainly do know somebody who can! (A., C., and S. look puzzled.) Mumford, of course!
SALICE.
But he's no longer a member of the «sans-culottes»!
CONSTANCE.
Yes, so would he agree?
MALICE.
No, Constance, probably not: at the outset. ... However, the male of the species at Narkover is putty in our hands; and, Mumford is no exception. ...
10.30 p.m. Midway through half-term. In the Headmaster's bedroom, Mr. Pond is browsing through his stamp album; his lady wife is reading a book; and Newton, their six-month old son and heir, is in his cot ...
Mrs. POND.
Bassett ?
Mr. POND.
Oui, ma chouette?
Mrs. POND.
J'aimerais quelques-uns soldats en chocolat ; ça te va ?
Mr. POND.
Hélas, pas ce soir ; je suis fatigué.
Mrs. POND.
Aïe !? Fais comme tu veux ! (She closes her book, then turns over in a deliberate manner.) Alors, éteins la lumière !
Mr. POND.
Oui, Euphémie chérie. (He switches off the light.) ...
NEWTON POND.
Hmph ?!...
10.30 p.m. Last night of half-term. In one of the Year 11 boys' dorms, are Aramis, Athos, Flashman, McKechnie, Merridew, Porthos, Wittering, and Zigo; and in one of the Year 11 girls' dorms, are Alice, Constance, Malice, and Salice (all drinking cocoa) ...
CONSTANCE.
Malice, what are you doing? (M. is dipping a cookie in her mug of cocoa.)
MALICE.
Dunking! ... We call dipping our biscuit in a hot drink: dunking; it makes the bikkie soft. (C. looks bemused.)
SALICE.
Constance, how are Chalice and Pattullo getting on at your school this term; are they an item?
CONSTANCE.
An item?
SALICE.
Euh,... C'est-à-dire, un couple d'amoreux ?
CONSTANCE.
Oh, no; not at all.
MALICE.
Chalice n'est pas la petite amie de Pattullo !?
CONSTANCE.
No, definitely not. ... They spend most of their free-time writing together; a play about... (Alice interjects.)
ALICE.
Ssh! ... ... Yes, ... I think the sans-culottes have started their sound tape. (She looks through the window.) Yes! ... Come: have a look! There are lights near the boathouse; and their boat is tethered about 30 metres from the shore! (C.,
M., and S. all look through the window; then whisper their agreement.) We should only have to wait a couple of minutes or so before Milady's light comes on. (At this point, in a one of the guest bedrooms with an open window, M. Rochefort and
Mlle B. are in bed together ...)
Mlle BACKSON.
Moisi?
M. ROCHEFORT.
Encore ?! (His tone is slightly self-satisified.)
Mlle BACKSON.
Bôf ! Tu te flattes ! Non ! Écoute ce bruit ! (She goes to the window.) Et, il y a des lumières près du lac : et un bateau sur le lac !
M. ROCHEFORT.
Mille sabords ! C'est un cas de déjà-vu ?
Mlle BACKSON.
C'est juste : comme d'habitude ! Euh,... Tu parlais du lac ?
M. ROCHEFORT.
Cela ne fait point de doute : comme tu le sais bien !
Mlle BACKSON.
Bien sûr ! (She smiles coquettishly.) S'habillons, et puis découvrons les méfaits des étudiants sans doute. (She turns on a lamp; both dress quickly; then proceed to the Brummel's flat; here, Rochefort knocks on their bedroom door.) ...
Dr. BRUMMEL.
Ssh! Honeybun, hold it!
Mrs. BRUMMEL.
Oh!? ... Ah! There's somebody at the door. (Both put on their dressing gowns.) ... (Another knock.)
Dr. BRUMMEL.
Come in, please!
M. ROCHEFORT.
Sorry to disturb you, ... but there appears to be something going on down by the lake.
Dr. BRUMMEL.
Oh?
Mlle BACKSON.
The last time similar nonense occurred, both Constance and Malice were placed in grave danger.
Mrs. BRUMMEL.
Oh dear! We had better get down there immediately. (These four rapidly make their way to the lake; their appearance in the grounds is greeted with visible, but tacit, expressions of excitement in the dorms. ... From his vantage point in the boys' dorm, Athos waits until the four adults are near the boathouse, then presses the switch on his remote control unit: both the sound tape and lights are switched off ...) Look! The boat; there's two girls in it!
Mlle BACKSON.
Constance ? Malice ? Oh, non !
M. ROCHEFORT.
Come on, Bob; let's pull the boat in. (He and Dr. B. pull on the rope; slowly, but surely, the boat is pulled towards the landing stage. ... From her vantage point in the girls' dorm, Alice waits until the boat is about 10 meters from the stage, then presses the switch on her remote control unit: there is a modest explosion, and two inflatable dolls shoot up into the air accompanied by two red cloaks and a plume of dark red dye ...)
Mrs. BRUMMEL.
Oh, Bob! Bob! (She starts crying. And simultaneously ...)
Mlle BACKSON.
Moisi ! Oh, non ! Moisi! (She starts crying.)
M. ROCHEFORT.
Chut ! (His voice is very gentle.) Chut, t'affole pas, ma petite chatte. (And simultaneously ...)
Dr. BRUMMEL.
Hush! (His voice is very gentle.) Hush, Honeybun; there's no need to be upset. They were just dolls; ... just a joke in the very poorest taste. ...
9.30 a.m. Last morning of half-term. In a room, are the 5th-Remove, the Year 11 students from the Lycée, Dr. B., M. Rochefort, and Mlle B. ...
Mlle BACKSON.
Bonjour, mesdemoiselles et messieurs. ... Certains d'entre vous avez l'air fatigué ; ... peut-être vous ne devriez pas brûler la chandelle par les deux bouts !? (Her tone has an edge; looks of studied innocence from many of the students.) Quoi qu'il en soit, sans plus de céremonie, notre deuxième lecture du docteur Brummel... Bob ?
Dr. BRUMMEL.
Merci, Charlotte... Bonjour, tout le monde !... Ce matin je voudrais vous introduire à la génétique du système ABO des groupes sanguins. Cette introduction fournira le contexte nécessaire pour notre visite à l'hôpital de Borchester cet après-midi... Afin de faciliter votre compréhension au sujet, j'ai traduit un tableau des termes importants en la génétique mendélien que j'ai déjà donné à la première classe de Narkover... Aramis, fais les honneurs, s'il vous plaît.
ARAMIS.
Avec plaisir, Monsieur. (He hands to each student a copy of this first table shown below.)
Tableau des termes importants en la génétique mendélien | |
Terme |
Définition ou description |
Gène * |
L'unité fondamentale du héritage; soit, un caractère qui peut être hérité. |
Allèle † |
L'un de plusieurs formes différentes d'un gène; telles alternatives surgissent l'un de l'autre par mutations. |
Génotype ‡ |
Les deux allèles qui sont présents pour un caractère spécifique. |
Phénotype |
L'expression chimique et physique du génotype; soit, la résultante de l'interaction entre le génotype d'un organisme et l'environnement de son développement. |
Allèle dominant |
Un allèle d'une paire qui a un effet sur le phénotype quand il est homozygous ou hétérozygous: montré dans un schéma génétique par une majuscule; par ex., A |
Allèle récessif |
Un allèle d'une paire qui a un effet sur le phénotype seulement quand il est homozygous: montré dans un schéma génétique par une minuscule; par ex., a |
Allèles codominants |
Les deux allèles d'une paire ont un effet sur le phénotype quand ils sont hétérozygous; chacun montré dans un schéma génétique par une majuscule; par ex., B C |
Allèle lié au chromosome sexuel § |
Une forme alternative d'un gène qui est porté sur un chromosome sexuel (X ou Y): montré dans un schéma génétique par un indice supérieur sur le chromosome; par ex., XD |
Homozygote |
Où deux allèles pour une caractéristique sont les mêmes; par ex., EE ou ee |
Hétérozygote |
Où deux allèles pour une caractéristique sont différents; par ex., Ee |
F1 génération |
La progéniture des parents homozygotes |
F2 génération |
La progéniture d'un croisement entre la F1 génération |
| |
Dr. BRUMMEL.
Je vous donne environ cinq minutes à lire ce premier tableau avant de continuer. (About 5 minutes later ...) C'est sur le chromosome 9 qu'on se trouve le locus des trois allèles dont l'action sera la synthèse des antigènes du système ABO des groupes sanguins ; ces trois allèles, A, B et O, forment une série allélique. La correspondance entre les génotypes et les phénotypes est illustrée par ce prochain tableau. ... Aramis, fais les honneurs, s'il vous plaît.
ARAMIS.
Moi, Monsieur,... encore ?
Dr. BRUMMEL.
Certainement; l'exercice forme le caractère ! (He smiles.)
ARAMIS.
Oui, Monsieur ; du moins c'est ce qu'on dit ! (Both he and Dr. B. smile, then Ar. hands to each student a copy of this second table shown below.)
Tableau du système ABO des groupes sanguins | ||||
Génotypes |
IAIA ou IAIo |
IBIB ou IBIo |
IAIB |
IoIo |
Antigène(s) des globules rouges |
A |
B |
A
et
B |
ni A ni B |
Anticorps ont produit |
anti-A |
anti-B |
ni anti-A ni anti-B |
anti-A et anti-B |
Phénotypes (groupes sanguins) |
A |
B |
AB |
O |
Fréquence (population blanche) |
45% |
9% |
3% |
43% |
| ||||
Dr. BRUMMEL.
Écoutez bien, s'il vous plaît... Les allèles A et B sont de puissance équivalente ; on dit qu'ils sont codominants. Tandis que l'allèle O est dit récessif ; on dit amorphe, à proprement parler, parce qu'il est un allèle sans expression
apparente... Quoi qu'il en soit, comme vous pouvez voir, ce sont donc les allèles A et B qui contrôlent l'expression des antigènes A et B... Oui, Athos ?
ATHOS.
Monsieur, qu'est-ce que c'est un antigène, s'il vous plaît ?
Dr. BRUMMEL.
Un antigène est une substance étrangère à l'organisme qui induit une réponse immunitaire... Et maintenant, étayons nos études avec un peu d'entraînement ! (He scrolls down the blackboard to reveal this diagram.)
Dr. BRUMMEL.
Cet arbre génealogique montre les groupes sanguins d'huit individus. Je voudrais vous construire un schéma génétique de montrer les génotypes et les phénotypes de la progéniture des individus 7 et 8,... dont nous appelons «Monique» et «Guillaume» : et pourquoi pas ? (He casts a brief glance at Porthos.) ... Au boulet, s'il vous plaît ! (The students get busy. About 10 minutes later ...) Nous sommes prêts ?... Oui ?... Bon ! Voici mon schéma génétique ! (He scrolls down the blackboard to reveal this diagram.)
... Nous sommes d'accord ? (Uniform looks of consternation on the faces of the French students.) Non ?... Oui, Constance ?
CONSTANCE.
Euh,... Monsieur, mon schéma génétique est un échiquier.
Dr. BRUMMEL.
Un carré de Punnett ; c'était une idée heureuse !... Auriez-vous l'amabilité de dessiner votre schéma au tableau noir ?
CONSTANCE.
Oui, Monsieur; pas de problème. (She draws the following diagram on the blackboard.)
Dr. BRUMMEL.
Merci beaucoup, Constance... Oui, Porthos ?
PORTHOS.
Plus tôt, vous avez mentionné une réponse immunitaire... Quelle est sa importance, Monsieur, s'il vous plaît ?
Dr. BRUMMEL.
En un mot, l'homéostasie ; c'est-à-dire, le maintien de la constance du milieu intérieur malgré les changes du milieu extérieur.
PORTHOS.
J'ai présumé ça ; mais, Monsieur, est-ce que nous pourrions avoir les détails qui sont pertinent aux groupes sanguins, s'il vous plaît ?
Dr. BRUMMEL.
Bien sûr... J'y penserai... Ah !... Considérons une mère enceinte et l'enfant qu'elle porte... Si la mère enceinte et le fœtus ont des groupes sanguins différents, puis le
mélange de leur sang induirait une réponse immunitaire... À savoir, le fœtus produit des anticorps de neutraliser les antigènes du sang maternal ; le resultat sera le coagulant du sang et, par consequent, la contenance du sang fœtale de porter le dioxygène serait réduit ; ceci à son tour mènerait probablement aux lésions cérébrales du fœtus, parce que le dioxygène est exigé pour la respiration aérobie des toutes
cellules : et compris celle-ci vaut surtout pour le cerveau.
PORTHOS.
D'où le besoin du placenta, Monsieur ?
Dr. BRUMMEL.
Bravo ! Vous avez tout à fait raison !... (He addresses the class.) Avez-vous d'autres questions ?... Non ? Très bien, d'accord ! (He turns to Rochefort.) ... Moisi ?
M. ROCHEFORT.
Merci beaucoup, Bob... Ce serait peut-être une bonne idée de rompre pour un brunch tôt ? (Mlle B. nods.) ...
12.30 p.m. Last afternoon of half-term. The 5th-Remove and the Year 11 students from the Lycée, together with M. Rochefort, Mlle. B., Dr. B., and Matron Nightingale, travel to Borchester Hospital by coach; this party are greeted in the hospital grounds by Dr. Gustav Krautmann ...
Dr. KRAUTMANN.
Welcome, everybody. ... This hospital's staff is pleased to be able to provide the facilities for determining your blood groups. I know Dr. Brummel has already introduced you all to the genetics of the ABO system, so my fairly short talk, a little later on this afternoon, will focus on the medical aspects. ... Matron, would you care to add anything?
MATRON.
Yes, indeed, Doctor. ... I would like to remind all students that this is a working hospital with seriously ill patients: so high spirits will not be tolerated. (She then focuses on the rump of the sans-culottes.) In particular, should any
incidents of misbehaviour reach my ears, the 5th-Remove can expect little sympathetic treatment from me when they visit my surgery. (She observes Flashman raising an eyebrow.) ... Or, to read Flashman's thoughts, even less than usual. (She
betrays the merest hint of a smile.)
Dr. KRAUTMANN.
Thank you, Matron. ... We will rendez-vous in the Immunology Department at 2 p.m., sharp! In the meantime, might I suggest you obtain some refreshments or explore the public areas of the hospital? (The students and staff disperse; then he turns to talk to Matron.) ... Ah, Florence, do I espy a gift for Dr. Stuart tucked beneath your arm? I know you have a soft spot for him; what is it that Burns wrote: ... "Thou art sweet as the smile when fond lovers meet."? (He smiles in a teasing manner; Matron colors ever so slightly.)
MATRON.
Hmph! I dinna have anything of the sort! ... Your literary allusion is hardly apt. ... Burns wrote it, during his last illness, in honour of the lady who ministered to him: which probably does not apply to Dr. Stuart, and certainly not to myself! (In a marked manner, she straightens non-existant creases in her crisply starched blue uniform.)
Dr. KRAUTMANN.
Surely, Florence, thou protesteth too much? ...
4.30 p.m. Last afternoon of half-term. Dr. S. is reading in bed, in a side-ward of Borchester Hospital, and listening to an overture-suite by Veracini; Alice, Malice, and Salice enter gracefully ...
GIRLS.
Salut, prof ! (In unison, as they enter.)
Dr. STUART.
Ah! Pas les trois mousquetaires, mais trois anges qui sont tombés en disgrâce ! (He looks mock severe.)
ALICE.
Euh, Monsieur, qu'est ce que vous voulez dire par là, s'il vous plaît? (Each girl has a look of studied innocence.)
Dr. STUART.
Bôf !... Est-ce qu'il faut que vous fasse un dessin ? (He smiles.) Je parle de la frasque hier soir : comme vous ne le savez trop bien !
MALICE.
Mais, sûrement, Monsieur, est-ce que vous ne pensez pas que les vestiges des «sans-culottes» étaient responsables?
SALICE.
Oui, Monsieur, après tout,... cette frasque a porté leurs marques ; soit, l'eau, un bateau, des capes rouges, etc...
Dr. STUART.
C'est juste ! (Each girl looks relieved.) ... Mais, M. Rochefort a trouvé aussi votre carte de visite près du lac !
SALICE.
Notre carte de visite !? Monsieur, qu'est-ce que c'est que ça, s'il vous plaît ?
Dr. STUART.
Ah ! Deux traditions consacrés de la jeunesse : l'impetuosité et la manque de sincérité. (He sighs; then smiles.) Chaque trimestre votre carte de visite a été, sans faute, une gerbe de belladones! (Each girl looks stunned.)
MALICE.
Mais, Monsieur, comment est-ce que vous saviez ça ?
Dr. STUART.
C'est peu importe. Cependant, je vous rappellerai que je ne suis pas né d'hier !
ALICE.
C'est juste, Monsieur ; les apparences ne sont pas toujours trompeuses !? (She smiles.)
Dr. STUART.
Quel sacré culot ! (He smiles.) ... Toutefois, en passant à un registre plus sérieux, j'ai vraiment besoin de me reposer en paix maintenant... (He waves away the three girls in a good-natured manner.)
GIRLS.
À tantôt, prof ! (In unison, as they leave.) ...
11.00 a.m. The 5th-Remove's Science lesson on the first morning after half-term; Dr. B. in attendance ...
Dr. BRUMMEL.
Good morning, Class. Mmm, ... Most of you appear to be more than a touch jaded after your half-term excursions: though, to be brutally frank, I am not brimming over with sympathy. Nevertheless, we Brummels are well known for our tolerance; accordingly, this morning's lesson will be low-key. ... So, will you now please root out your marked script of, and the model answers for, Mock 10? (The students do so.) ...
11.00 a.m. One of the 5th-Remove's Science lessons in the 8th week of the term; Dr. B. in attendance ...
Dr. BRUMMEL.
Good morning, Class. ... As previously trumpeted, the lesson this morning will be our last one on Mendelian genetics this academic year. And, as you know from your last assignment, the topic is hemophilia; an hereditary disease which results in the body having almost no ability to clot blood. ... And, not surprisingly, perhaps, in order to place our studies in their correct context, we need to have a clear idea of the
importance of blood. ... So, Mumford, please enlighten us!
MUMFORD.
Yes, Sir. Homeostasis; that is, to maintain the constancy of the internal environment despite changes in the external environment. Blood is involved in the homeostatic control of internal temperature, and in the transport of homeostatic concentrations of nutrients, ions, dioxygen, hormones, waste metabolites,... (Dr. B. holds up his hand, and smiles.)
Dr. BRUMMEL.
That's enough for the moment! I'm sure that — had I allowed Mumford to continue with his splendid monolog — he would have informed us that blood contains the two types of white cells responsible for minimizing infection; these are ...? East!?
EAST.
Phagocytes and lymphocytes, Sir.
Dr. BRUMMEL.
Correct. ... Brown, the role of the phagocytes is?
BROWN.
Phagocytes ingest pathogens either at the site of the wound or as they are filtered out of tissue fluid when it passes through the lymph nodes, Sir.
Dr. BRUMMEL.
Correct. ... Unman, that of the lymphocytes?
UNMAN.
Lymphocytes produce antibodies that neutralize the antigens of the invading pathogens, Sir.
Dr. BRUMMEL.
Correct. ... Now, to complete our background to hemophilia, a summary of clotting. ... Alice, would you oblige, please?
ALICE.
Sir. (She glances at her notes, then takes a deep breath.) The contact between platelets and tissue components results in a series of enzyme-catalyzed reactions; the final one of these involves the thrombin-catalyzed conversion of soluble fibrinogen to insoluble fibrin so that a physical barrier to the further entry of pathogens is provided by a network of protein fibres across a wound.
Dr. BRUMMEL.
Splendid, Alice. Thank you. ... Now, the various substances involved in this series of enzyme-catalyzed reactions have been assigned so-called Factor numbers; for example, Factor I is soluble fibrinogen, and Factor IV are calcium ions. ... And the syndrome known as hemophilia results from the body's inability to synthesize one protein, known as Factor VIII: which brings us neatly onto the genetics. (He pauses to glance at each student's workspace.) ... I note that some of you haven't gotten the Table of Mendelian genetics to hand! (Several students root out same.) ... I doubt whether Mark Twain would have approved, but the genetics of this trait is usually introduced in the context of «royal blood»: and, we will similarly be a slave to convention. (He smiles as he scrolls down the blackboard to reveal this diagram.)
... Wittering?
WITTERING.
Yes, Sir?
Dr. BRUMMEL.
I hope you are appreciative of my effort to spell hemophilia «correctly»?
WITTERING.
Yes, Sir; your progress has been noted! (His breezy tone is leavened by a smile; reciprocated by Dr. B.) ... Yes, Zigo?
ZIGO.
Sir, I don't see the relevance of Mark Twain. (He frowns.)
Dr. BRUMMEL.
Strictly speaking, there is none; ... except that Twain was rather waspish about the aristocracy in A Connecticut Yankee in King Arthur's Court. ... Now, from an inspection of this family tree, what can be inferred about the inheritance of this trait? ... Shandy!?
SHANDY.
Oh! ... Er, ... Haemophilia is sex-linked, Sir?
Dr. BRUMMEL.
Good. Because?
SHANDY.
There is an unequal distribution of phenotypes between males and females, Sir?
Dr. BRUMMEL.
Excellent! ... Yes, Flashman?
FLASHMAN.
So, like colour-blindness, Sir?
Dr. BRUMMEL.
Exactly! ... Accordingly, I would like you to draw diagrams of the chromosomes, alleles, genotypes, and phenotypes that are relevant to this sex-linked trait. (The class get busy; after about 5 minutes ...) Everybody finished? Yes? Good! Salice, perhaps would you come up and redraw your diagrams on the blackboard, please?
SALICE.
Yes, Sir. (She does so, as shown below.)
Dr. BRUMMEL.
Thank you, Salice. ... Now, as night follows day, I am sure you should be able to predict your next task? (Chorus, in a groaning tone, of "Yes, Sir, genetic diagrams!") Just so! (He smiles.) However,... (Popsy interrupts.)
POPSY.
Sorry to interrupt, Sir, but which type? Punnett squares?
Dr. BRUMMEL.
Yes, Popsy, why not? However, I think a slight divison of labor might be appropriate. Each of the ladies can draw one for a cross between a carrier female and a normal male; whereas each of the «gentlemen» can draw one for a cross between a carrier female and a male hemophiliac. ... ... Class, there is no time like the present! (The class get busy; after about 5 minutes ...) Let me see, ... Malice and McKechnie, the honors, please.
MALICE & McKECHNIE.
Yes, Sir. (In unison. They do so, as shown below.)
Dr. BRUMMEL.
Thank you, both. ... I would like... (Lolli interjects.)
LOLLI.
Gosh, Sir, I've only just realized that there are no female haemophiliacs in that family tree on the board. (Merridew starts laughing; then says ...)
MERRIDEW.
But that's obvious, Sir. (His tone is dismissive.)
Dr. BRUMMEL.
So, Merridew, is your rudeness and utter arrogance. (Me. looks crushed.) Lolli may, indeed, have stated the obvious: but that can hardly be considered a capital offense. ... Can you explain their absence from this family tree, aside from their relative infrequency indicated statistically from the Punnett squares ... Merridew!?
MERRIDEW.
No, Sir. ... I'm sorry, Sir. (He looks contrite.)
Dr. BRUMMEL.
Although there could be several reasonable explanations, two should provide the necessary perspective. First, we assume — and I don't just mean the «royal we» (He smiles.) — that this family tree is complete; that's to say, it contains the
offspring of all fertilized zygotes. However, in practice, this will certainly be a false assumption. Thus, such trees usually contain no information about spontaneous abortions; sadly, these occur in 40% or more of all pregnancies. Nor do they usually include details of, what might be delicately described as, conceptions on the wrong side of the blanket. ... And second, few (if any) female hemophiliacs will reach
reproductive maturity, because of the onset of menstruation at puberty. ... Now, to conclude your studies of hemophilia, I would like you to summarize the progress of recombinant DNA technology in developing blood products; some research in the library would not go amiss! (He smiles.) ...
4.35 p.m. Brown, East, Mumford, and Unman are mooching around the room allocated to the hobby of handicraft; Sig. Sal. and his lady wife enter ...
Sig. SALIERI.
Ciao, tutti! ... This afternoon I have brought along my lady wife, because she has repeatedly expressed an interest in seeing what we do in our little club. (His tone is one of warm pride.)
MUMFORD.
Signora, may I welcome you on behalf of the four of us?
VESPINA.
Thank you, Mumford.
UNMAN.
Signora, this is our board game based on Gulliver's Travels. (He points to a largish table covered with objects.) It's not finished yet: but it's well on the way! (She gives the table a perfunctory look.)
VESPINA.
And this, Brown? (She points to another table covered with objects.)
BROWN.
Oh! A model village — made mostly out of matchsticks, as you can see — of the setting for a play that Chalice and Spats are currently writing in La Rochelle. ...
EAST.
Yes, Signora; but we don't know whether we've interpreted correctly their rather threadbare plans. (V. listens with studied politeness.)
VESPINA.
Mmm, ... Good. What might be these? (She points to a third table covered with objects.)
MUMFORD.
They are electronically activated mobiles; the letters 'A', 'C', 'G', and 'T' represent... (V. interrupts.)
VESPINA.
Sounds splendid, Mumford. ... Thank you, boys. (She leaves the room; said boys look both upset and dejected.) ...
UNMAN.
Um, ... Sir, why did your wife leave so soon?
Sig. SALIERI.
I don't really know, Unman; she may have needed to get back to her jam-making. (He smiles winsomely.)
BROWN.
Sir, I honestly don't want to appear rude, ... but your wife didn't seem the remotest bit interested in our efforts.
Sig. SALIERI.
I'm really sorry, lads. Perhaps she just wanted to check up on me; to make sure I'm not having an affair! (He smiles.)
EAST.
Sir, you wish!
Sig. SALIERI.
Many a true word is spoken in jest. (Sotto voce.) ...
11.00 a.m. One of the 5th-Remove's Science lessons in the 10th week of the term; Dr. S. in attendance ...
Dr. STUART.
Good morning, ladies and gentlemen. ... Dr. Brummel informs me that he has introduced you to recombinant DNA technology. And, coincidentally, one particular aspect of this technique has indirect relevance to some unfinished business. (The class look mystified.) ... Come on! ... ... Yes, Brown?
BROWN.
Sir, would you be referring to our long-standing project, by any chance? ... "The Relationship between the Tropical Rainforests and Dresden".
Dr. STUART.
I would indeed! (Chorus of muted groans.) ... Yes, Unman?
UNMAN.
But, Sir, I don't have my project notes with me. (Chorus of affirmatory noises.)
Dr. STUART.
No matter; we can make some progress on the hoof. ... With whom shall we start? (He smiles.) ... Wittering, please?
WITTERING.
Yes, Sir. ... One link is destruction: the Rainforests are being destroyed; and Dresden was almost completely destroyed in the Second World War.
Dr. STUART.
Excellent! ... Malice, please?
MALICE.
Sir. ... The Rainforests contain an unparalleled wealth of living species; and, according to Sig. Salieri, prior to the Second World War, Dresden contained an unparalleled wealth of cultural treasures.
Dr. STUART.
Excellent! ... McKechnie, perhaps you might care to conflate the two links outlined by Wittering and Malice?
McKECHNIE.
Yes, Sir, I'll try. ... Er, ... The destruction of both the Tropical Rainforests and Dresden has resulted in the loss of an unparalleled amount of natural and cultural treasures?
Dr. STUART.
Splendid! Well done indeed. ... Nevertheless, Class, albeit unwittingly, McKechnie omitted one very important word from his conflation. ... ... Yes, Flashman?
FLASHMAN.
I don't know what word you're looking for, Sir. But, last term, Spats mentioned something to the effect that Dresden's treasures had only been partially catalogued prior to the War. And, presumably, one would be safe in assuming that many of the Rainforest's treasures had not been catalogued prior to their extinction.
Dr. STUART.
A correct assumption; well done! So, Class, let me rephrase McKechnie's statement in the light of Flashman's implied link. ... The destruction of both the Tropical Rainforests
and Dresden has resulted in the loss of an unparalleled, but unknown, amount of natural and cultural evolution. ... Mmm? Whilst, gratifyingly, most of you appear to be intrigued, I doubt whether any of you have appreciated the full import of that statement? (Class continue to wear puzzled frowns.) ... Yes, Mumford?
MUMFORD.
May we have a clue, please, Sir?
Dr. STUART.
Mmm, ... Let me think. ... Yes, ... perhaps this detour may prove fruitful. Consider, if you will, Leonardo da Vinci's Mona Lisa. First, the existence of this painting is known; that is, it has been catalogued. And second, the painting has been, for want of a better term, thoroughly analyzed. Accordingly, should this treasure be accidently or wantonly destroyed — by fire, for example — craftsmen would be able to reproduce it exactly. ... Yes, Salice?
SALICE.
But, Sir, surely this copy would be worth next to nothing?
Dr. STUART.
True; ... its relative worth as measured by its contemporary commercial value. ... However, its absolute worth would be undiminished because each and every future generation would have the opportunity of appreciating Leonardo's inspiration,
vision, brushwork, technique, and so forth. ... Perhaps the clearest example of this truism concerns Shakespeare. Thus, not a single autograph has survived — possibly because he himself destroyed the manuscripts — yet, because of the foresight of Condell and Heminges in preparing the so-called First Folio in 1623, four years after the Bard's death, each successive generation has had, and will continue to have,
the opportunity of appreciating Shakespeare's inspiration, etc., etc. ... ... Class, because the puzzled looks have, by and large, disappeared, I feel that the light may have begun to dawn. Accordingly, I would like each of you to construct a summary of the links so far and their importance. ... Now, please! (The class get busy; he walks round, looking over each student's shoulder. About 5 minutes later ...) Good! Alice, would you share your summary with us, please? (He smiles encouragingly.)
ALICE.
Yes, Sir. ... The destruction of both the Tropical Rainforests and Dresden has resulted in the loss of an unparalleled, but unknown, amount of natural and cultural evolution; these irretrievable losses will prevent every future generation having the opportunity either to use or to appreciate these treasures.
Dr. STUART.
Thank you, Alice, beautifully composed. (A. looks chuffed.) Auspiciously, each of you constructed a summary similar to Alice's one; but, her use of the words "irretrievable" and "evolution" was particularly felicitous. (The rest of the class rapidly emend their notes.) ... You may be pleased, or otherwise, to know that there is yet more! (He smiles, in response to their looks of exasperation.) However, because none of the ladies were present during the second-half of last summer's term, the next link will have to be developed by the «gentlemen»: so, cast your minds back. (Each boy looks pensive.) ... ... Yes, Merridew?
MERRIDEW.
I don't really remember very clearly, Sir. I know that some of us were in the «dog-house» that second-half; and I've got a vague feeling you referred to some set books in order to persecute poor old Flashy. (Dr. S. laughs indecorously.)
Dr. STUART.
Nonsense! I may not have been my usual genial self — and with good reason, as I recall, (He casts a stern eye, over the top of his glasses, at F., Mc., Me., W., and then Z.) — but to recollect my cajolery of Flashman — hereafter, known as the defenceless waif (He smiles.) — as persecution is fanciful indeed! ... Nevertheless, Merridew has provided the correct context; hint, set books? ... Yes, East?
EAST.
Like Jack, Sir, my recollections are bit vague. But, I do remember that «responsibility» was a common theme in those set books: er, ... An Inspector Calls, Lord of the Flies, and ... yes, Macbeth, that was the third one.
Dr. STUART.
Well remembered, East. (E. looks chuffed.) ... Yes, Lolli?
LOLLI.
Sir, Shandy, Popsy, and me haven't done An Inspector Calls. (She looks a bit miffed.)
Dr. STUART.
No matter. (His tone is empathatic.) Though, as an aside, Lolli, I think your choice of the word "done" is singularly ill-advised; I doubt whether Mr. Gowers would approve of you equating your studies of those works with an unpleasant form of household chore! (He smiles.) ... Yes, Popsy?
POPSY.
Be that as it may, ... as you might say, Sir, (Gasps from several of the class.) where does «responsibility» fit in?
Dr. STUART.
Ah, yes! ... Let us consider Dresden, first. Since the War, there have been endless discussions, between all and sundry, about who was responsible and whether they had justification for its destruction. But, such discussions have never been placed in the context of the more important aspect: that is, regardless of the justification, or otherwise, for Dresden's destruction at the time, those responsible were indisputably
taking a decision on behalf of all future generations. ... Yes, Mumford?
MUMFORD.
Would you go through that again, Sir. A bit slower, please?
Dr. STUART.
Certainly. (He repeats the above, more slowly.) ... Now, I would like each of you to write down a parallel construction for the Tropical Rainforests. (The class get busy; he walks round. About 5 minutes later ...) Splendid! Shandy, would you share your construction with us, please?
SHANDY.
Er,... Yes, Sir. ... There are endless discussions, between all and sundry, about who is responsible, and whether they have justification for the continuing destruction of the Tropical Rainforests. However, such discussions are never placed in the context of the more important aspect: thus, regardless of the justification, or otherwise, for their destruction at the present time or previously, those responsible are taking an irreversible decision on behalf of all future generations with respect to the treasures produced by natural evolution.
Dr. STUART.
Well done, Shandy; absolutely magnificent! As before, each of you composed a similar construction. But, Shandy's one had that felicitous touch; to wit, "the treasures produced by natural evolution". (The rest of the class emend their notes.) ... Yes, Lolli?
LOLLI.
So, Sir, surely, in your construction for Dresden, shouldn't you have included "with respect to the treasures produced by cultural evolution"!?
Dr. STUART.
So I should! But, Lolli, to forgive is divine? (He smiles; class emend their notes.) ... Yes, McKechnie?
McKECHNIE.
Sir, at the start of the lesson, you hinted that one aspect of recombinant DNA technology would have indirect relevance to the project? (Dr. S. nods.) Might this be, that those exploiting this technique are responsible, ... er, (He shakes his head; Dr. S. nods encouragingly.) ... for taking an irreversible decision on behalf of all future generations?
Dr. STUART.
Absolutely, McKechnie! Certain decisions, however justified at the time, are taken on behalf of all future generations: so the word «responsibility» demands a deeper perspective. Unfortunately, with the approach of the exams, we will have to defer those discussions until Year 12. ... ... Doubtless, each one of you will be relieved to know that we will not be considering the project any further in Year 11; though I do expect you to have prepared a report by the end of term. ... However, in the faint hope that one or two of you might care to know our direction in Year 12, consider this. During the
next thousand years, the universe outside our solar system will be effectively unchanged; note the age of the universe. Will future generations, say one or two hundred years hence, judge that the species Man, Homo sapiens, was responsible in using its resources, by definition limited, to acquire any knowledge of the universe outside our solar system, when it had the opportunity of conserving those treasures evolved,
naturally and culturally, on the planet Earth over a period of 4 billion years? (The bell rings.) Perfect timing! ... Class dismissed. ...
11.15 p.m. Listening to a sonata by Pisendel, Dr. S. is about to draw close his study's curtains; through a window, he espies Mlle Gossâge surreptitiously placing an envelope in the hollow of a tree ...
________________________________________________________________________________________
3. Authors of specialist texts have adopted the convention whereby the inclusion of previous research is accompanied by an explicit reference to the original material. [Three diverse examples are ... Graupner, J. C.: Overture-Suite in F, Hessische Landes und Hochschulbibliothek, Darmstadt, Ms. 464/41. Schoolcraft, H. R.: Personal Memoirs ... A.D. 1842, Lippincott, Grambo & Co., Philadelphia, 1851. Barkigia, K. M. et al.: Crystal and Molecular Structure of Methyl Bacteriopheophorbide a. A Model for a Primary Electron Acceptor in Bacterial Photosynthesis, J. Amer. Chem. Soc., 1981, 5890.] This convention is a felicitous one, because it is intrinsically courteous, it minimizes plagiarism, and it facilitates the efforts of those wishing to re-examine the material.
Authors of introductory texts, by contrast, have not adopted this noble convention; not because they are discourteous, but because of a genuine desire not to overburden the beleaguered student. One might reasonably suppose that such altruisim is not accompanied by limitations: and, in principle, this is true. However, in practice, this is not necessarily so, as implied by Dr. John Barrett, a distinguished academic, who wrote
in Understanding Inorganic Chemistry, Ellis Horwood, Chichester, 1991: "At the school level, some earlier theories are put forward as present-day explanations."
A bird's-eye-view of possible limitations can be gained by examining an example in practice. And that chosen here is the Reactivity of Metals; a topic which has become inextricably entwined with Table 5 below (or ostensibly similar variants thereof).
Table 5 | |
Observations of reactions of metals with water and/or steam * | |
K |
Violent reaction with cold water; metal floated on water as a small molten ball; evolved gas burnt spontaneously with a lilac flame; resulting solution turned universal indicator paper blue-purple. |
Ca |
Very vigorous reaction with cold water; evolved gas produced an explosive pop with a lighted splint; resulting milky-white suspension, which was very hot, turned universal indicator paper dark-blue. |
Na |
Very vigorous reaction with cold water; metal floated on water as a small molten ball; evolved gas did not burn spontaneously, but produced an explosive pop with a lighted splint; resulting solution turned universal indicator paper blue-purple. |
Mg |
Little or no reaction with cold water. Very slow reaction with hot water (containing traces of universal indicator solution); the solution changed slowly from green to blue over a period of two hours (but no precipitate formed). Rapid reaction with steam; white solid formed; evolved gas burnt. |
Al |
No reaction with boiling water: although reaction with boiling water containing a catalytic quantity of sodium chloride; evolved gas burnt with an explosive pop. Fairly rapid reaction with steam; white solid formed; evolved gas burnt. |
Zn |
No reaction with boiling water. Fairly slow reaction with steam; initially formed yellow solid cooled to a white solid; evolved gas burnt intermittently. |
Fe |
Very slow reaction with steam; black solid formed; gas, if evolved, not in sufficient quantity to be burnt. |
Sn |
Little or no reaction with steam; trace of white solid formed. |
Pb |
Little or no reaction with steam; trace of white solid formed. |
Cu |
No (evidence for) reaction with steam. |
Ag |
No (evidence for) reaction with steam. |
| |
No self-respecting student, however charitable, would describe Table 5 as a paragon of virtue: indeed, it contains a multitude of sins. For example, the author asserts that copper doesn't react with steam: this may well be true, but was the copper in granular or powder form, might copper have reacted if the experiment had been allowed to continue for longer than the unspecified time or had been conducted in the presence of a catalyst (cf. aluminum)? Nevertheless, Table 5 is self-evidently a massive improvement over those tables, which are ostensibly similar, often included in introductory texts; thus, aside from the much greater detail, the inclusion of the two caveats will preclude the possibility of a student committing the cardinal sin of conflating two completely
unrelated aspects of chemical behavior: which, most unfortunately, is so easily done. ...
The addition of a small quantity of solid potassium to water results in the molten metal whizzing over the water's surface and the evolved gas catching fire with a lilac flame. By contrast, a similar experiment with solid lithium merely results in steady evolution of the same gas (dihydrogen). ... Clearly, unless one has precisely defined the meaning
of the term reactivity beforehand, there is an irresistible tendency to
interpret the results of these experiments as: potassium metal is more reactive than lithium metal. But! ...
The correct interpretation of these experiments is summarized above (in the pair of energy level diagrams) and as follows. Potassium has a low melting point, 63°C, and so the heat of reaction is sufficient to make it melt; the molten metal spreads out to expose a larger surface area, and so it reacts even faster: as a result, heating in situ causes the dihydrogen gas to catch fire. By contrast, lithium reacts much more slowly, because it has a higher melting point, 181°C, and so there are fewer collisions between the particles; its reaction with water is more exothermic (Table 6), but this heat energy is released more slowly.
Table 6 | |||
Ergonic process / kJ mol-1 |
Li |
K |
Na |
M(s) ————————————————® M(g) DHS |
161 |
90 |
109 |
M(g) ————————————————® M1+(g) + e- DHI |
520 |
419 |
496 |
M1+(g) ———————————————® M1+(aq) DHH |
-523 |
-331 |
-419 |
H1+(aq) + e- —————————® ½H2(g) DHR |
-432 |
-432 |
-432 |
M(s) + H1+(aq) ———————® M1+(aq) + ½H2(g) DH |
-274 |
-254 |
-246 |
| |||
Otherwise stated, for the reactant water: if speed of reaction is one's criterion for reactivity, then potassium is more reactive than lithium; however, if magnitude of the heat energy change is one's criterion for reactivity, then lithium is more reactive than potassium. [There is, incidentally, no justification for applying, willy-nilly, either order of reactivity to other reactants.]
For decades, experiments similar to those outlined above have blurred, in students' minds, the clear distinction between two variables, energy change and reaction speed. Whilst both the authors of research papers and specialist texts usually discuss reactivity exclusively in terms of energy changes, the authors of textbooks invariably feel compelled to remind readers of this distinction, perhaps because they assume that a
conflation of these two variables may have established strong roots in
their readers' minds.
Few (if any) mature scientists would demur from the view that there is nothing inherently wrong in using the term reactivity in two different contexts, providing each is specified and both are never conflated. In practice, these provisions can be realized by the adoption of the suite of controlled experiments outlined in Table 7, as a standard.
Table 7 | ||
Temperature rise |
Rate of gas evolved | |
Mg |
||
Al |
||
Zn |
||
Fe |
||
Cu |
||
| ||
[Scene: At the seminary, with Father Ambrose and Brother Bernard.]
Br. BERNARD.
Father Ambrose, you are endowed with gray hair, and I but none: yet you continue to peddle specious conflations. Do you think, at your age, this is right?
Fr. AMBROSE.
Brother Bernard, our web of knowledge is axiomatically post Copernicus: but now that I know the locus of the sun, such doth not prevent me flying in the spirit of Icarus.
4. Language is a curious, perhaps downright confusing, beastie: is it not? Consider Flossy, a Year 8 student, who turns to her close friend,
Candy, and says "What a boring Chemistry lesson.": whereupon, Candy says either "Tell me about it." or "You can say that again." Each of Candy's responses is known as an antiphrase, because each statement conveys the opposite meaning to the one intended literally. [Thus, Candy probably has no wish to chew the cud with Flossy over the non-existant merits of said lesson. Indeed, if the truth be known, both young ladies may well be impatient to discuss the finer points of silage making.]
Whilst the use of antiphrasal constructions is very common in everyday life, probably to the point of mind-numbing monotony to the sensitive soul, their use by students in lessons has, since time immemorial, been treated unsympathetically. [For example, at one time or another, one can assume that both Candy and Flossy will have said, in a plaintive tone of voice, "But, Miss, I should have obtained the marks, because you know what I meant." Although the said paragon (or dragon?) of the blackboard will almost certainly have known what her arable conscious young ladies did mean, their pleas will have cut no ice whatsoever.]
Obviously, the virtue of this apocryphal ice maiden will remain intact, so to speak, providing the said lady is self-consistent in her use of the meanings of words and phrases; or, subverting the words of the Yale academic N. H. Pearson, in establishing relationships between ideas and facts, her students do not become their own authors. However, this may be a regrettable eventuality — as the (initial) tenor of the following discussion would suggest? ...
An element is often defined as 'a pure substance which cannot be broken down into simpler substances by chemical means'; and, an atom is often defined as 'the smallest independent particle of an element'. Clearly, if one accepts these definitions, it follows that 'The Periodic Table of the Elements' should be retitled 'The Periodic Table of Each Free, Neutral, Gaseous Atom of the Elements', because this is precisely what
such a Table does summarize. Moreover, the difference between these titles is decidedly non-trivial; thus, under ambient conditions, only six elements exist as free atoms (namely, He, Ne, Ar, Kr, Xe, and Rn), whereas all the hundred or so other elements exist as bonded atoms.
Whilst the mature scientist and the (maturing?) student probably share similar mental images of any given atom or element, the former has the incalculable advantage of having his or her perceptions being buffered automatically by caveats that have been acquired over a long period of study. ... Happily, however, a student may readily acquire the two most important caveats, firstly, by correcting the title on their personal copy of a Periodic Table, and secondly, by reflecting upon the contents of Table 8.
Table 8 | ||
The ground state electronic structure of each (neutral) gaseous atom of the element |
A brief, qualitative description of the Group 16 element, as it exists under ambient conditions | |
8O |
[He], 2s2 2p4 |
Colorless gas, containing covalently bonded molecules of dioxygen and/or trioxygen. |
16S |
[Ne], 3s2 3p4 |
Yellow crystalline solid, containing covalently bonded molecules of octasulfur. |
34Se |
[Ar], 3d10, 4s2 4p4 |
Gray solid, containing atoms bonded together via localized, directional covalent bonds. |
52Te |
[Kr], 4d10, 5s2 5p4 |
Gray solid, containing atoms bonded together via localized, directional covalent bonds. |
84Po |
[Xe], 4f14, 5d10, 6s2 6p4 |
Gray solid, containing atoms bonded together via delocalized, omnidirectional covalent bonds which extend throughout a giant structure. |
Finally, a waspish question with which to conclude [cf. Vespina (It.),
female wasp]: Why should Candy and Flossy have to study The Structure and Reactivity of Group 1 Elements without Tables 1-8 of this text?
[Scene: At the seminary, with Father Ambrose and Brother Bernard.]
Br. BERNARD.
Father Ambrose, you have so much money, and I but none: yet you continue to peddle the habits of a Visigoth. Further, you should not have married and bore a son: so, pray, why
are you still a man of the cloth?
Fr. AMBROSE.
Brother Bernard, I have answered three questions: and that is three too many! This may be a bitter pill to swallow, but your impertinence tempts me to leave you not a penny:
so, be off with you, otherwise my will may be fallow! ...
________________________________________________________________________________________
11.00 a.m. Last day of term. Drs. S. and B. take their final Science lesson of the term with the 5th-Remove ...
Dr. STUART.
Good morning, ladies and gentlemen. ... Yes, Brown?
BROWN.
Sir, do we have any set holiday work?
Dr. STUART.
Bob?
Dr. BRUMMEL.
No, ... and yes! ... No, in the sense that we will not be sending you away with any practice exam papers. ... And yes, in the sense that you should use this vacation to study both your scripts and the model answers of the twenty or so Mocks taken to date. ... Yes, East?
EAST.
Sir, what do you mean exactly by "to study", please?
Dr. BRUMMEL.
Mmm, ... Let me see? ... Firstly, because you executed each Mock under strict examination conditions, one can infer that those answers you got correct then, you will probably also get correct in the public examination. ... You agree? (East nods.) ... Yes, Unman?
UNMAN.
But, Sir, the questions will be different.
Dr. BRUMMEL.
Yes, inevitably so. However, I was merely leading up to the point that, in the division of your time, it would be wise to focus on those answers which were either incorrect or
incomplete, or both! ... Yes, East?
EAST.
And then, Sir?
Dr. BRUMMEL.
Mmm, ... You need to examine each answer with an open mind: that is, with brutality and honesty. ... Thus, was any given error attributable to a lack of knowledge, perhaps because the revision had not been thorough, or to a misunderstanding of the concepts, or to a misinterpretation of the question? Clearly, once you have identified the reason for the error, you will be in a better position to target your own revison
and to have targeted questions ready for Dr. S. and myself next term. ... Alec?
Dr. STUART.
Thank you, Bob. ... Mumford, have you mislaid your hearing aid, ... again? (He smiles.)
MUMFORD.
No, Sir! (He looks offended.) Um, ... Why do you ask?
Dr. STUART.
No particular reason; merely that your frequent glances out of the window suggested that perhaps Dr. Brummel was not keeping you spell-bound. (He exchanges a smile with Dr. B.)
MUMFORD.
Oh, Sir, perish the thought. No, it's just that there was a cat wandering about outside; he looked the splitting image of Fleabit. (Admixture of gasps and apprehensive looks from the other boys.) You remember, Sir; the school's old moggy who had to be found a new home about eighteen months ago?
Dr. STUART.
Mmm! ... One of life's little mysteries, Mumford? ... And on that enigmatic note, ladies and gentlemen, you may disappear to your dormitories to complete your packing. ...
2.45 p.m. Sig. Sal. takes a roll-call for his final General Studies lesson of the term with the 5th-Remove ...
Sig. SALIERI.
Ciao, tutti!
CLASS.
Ciao, Professore. (In slightly patronizing tones.)
Sig. SALIERI.
Ms. Salice Albero.
SALICE.
Present, Sir.
Sig. SALIERI.
Brown.
BROWN.
Present, Sir.
Sig. SALIERI.
Ms. Shandy Drynck.
SHANDY.
Present, Sir.
Sig. SALIERI.
East.
EAST.
Present, Sir.
Sig. SALIERI.
Flashman.
FLASHMAN.
Present, Sir.
Sig. SALIERI.
Ms. Malice A. Forthort.
MALICE.
Present, Sir.
Sig. SALIERI.
Ms. Alice Lidell-Lonsdale.
ALICE.
Present, Sir.
Sig. SALIERI.
McKechnie.
McKECHNIE.
Present, Sir.
Sig. SALIERI.
Merridew.
MERRIDEW.
Present, Sir.
Sig. SALIERI.
Mumford.
MUMFORD.
Present, Sir.
Sig. SALIERI.
Pattullo. (No reply) Piggy: morto. ... Ms. Chalice Poison. (No reply) ... Salice, where are Chalice and Pattullo?
SALICE.
Oh?! ... Where have you been all term, Sir!? (She smiles; the rest of the class barely suppress outright laughter.) Chalice and Pattullo have been studying in La Rochelle! ...
Sig. SALIERI.
Ma sì; ricordo! ... Questo trimestre, Salice, quando cerco di rilassare, sua zia Vespina mi dice: Arsenio, non startene lì muto! (He sighs; Sa. and F. both smile; the others look bemused.) ... Ms. Popsy Rice.
POPSY.
Present, Sir.
Sig. SALIERI.
Ms. Lolli Stich.
LOLLI.
Present, Sir.
Sig. SALIERI.
Unman.
UNMAN.
Present, Sir.
Sig. SALIERI.
Wittering.
WITTERING.
Present, Sir.
Sig. SALIERI.
Zigo.
ZIGO.
Present, Sir.
Sig. SALIERI.
Ecco, ... Sadly — for me, at least — this is not only our last General Studies' lesson of the term, but also our last one of the academic year. (Students look surprised.) Yes, although I'll still be supervising you next term, the powers that be have commandeered our lessons, so as to allow you extra time for revision. (Students look pleased.) Mmm! Not a crocodile tear in sight! (He sighs; then smiles.) ... Class dismissed! ...
11.15 p.m. Listening to a sonata by Fasch, Dr. S. is about to draw close his study's curtains; through a window, he espies Sig. Sal. surreptitiously collecting an envelope from the hollow of a tree ...
9.00 a.m. First day of the vacation. In Chalice's (adopted) parents' house in La Rochelle, Pattullo is attaching name-tags to his luggage; Chalice knocks on his bedroom door ...
PATTULLO.
Entrez. (C. enters, with a worried frown.)
CHALICE.
It's only me, Spats; I just can't find our script anywhere!
PATTULLO.
No problem; I packed it last night! (He smiles.)
CHALICE.
What about the books; Boyer's, Huxley's, ...?
PATTULLO.
Yes, all packed.
CHALICE.
Oh, good; that's a relief. ... Let me see, ... there was one other thing? ... Ah! Yes, my mother asked me to remind you to take your insulin injection.
PATTULLO.
That was thoughtful of her; although I did remember. ...
CHALICE.
Spats, what's that? (She points to a gift-wrapped article on the pillow of the bed.)
PATTULLO.
Oh, just a little something for your lady mother; a token of my appreciation for her making me feel so welcome this term.
CHALICE.
Thank you so much, Spats; she will be chuffed. ... I wonder whether England will... [From downstairs, Chalice's mother says loudly: "Chalice, Ralph, voilà le taxi ! Dépêchez-vous, sinon vous raterez votre vol !"] ... Oui, maman ! Nous sommes
sur le point d'aller !... (Then back to talking with P.) Ready? (P. nods.) Let's make a move then. ...
9.30 a.m. Dr. S. is in his study, reading and listening to music by Rameau; the telephone rings, with Dr. K. on t'other end ...
Dr. STUART.
Narkover, double two, four; Dr. Stuart speaking.
Dr. KRAUTMANN.
Good morning, Alec; this is Gustav.
Dr. STUART.
Oh? What ho, Gustav.
Dr. KRAUTMANN.
Er, ... Alec, would you come into my surgery, please? Any time today will be convenient.
Dr. STUART.
Gustav, we're being a bit formal!?
Dr. KRAUTMANN.
Sorry, old chum, but I would prefer us to discuss the news, face-to-face.
Dr. STUART.
That may be so: but I'm all agog. So, spill the beans; the gist will do!
Dr. KRAUTMANN.
Well, from what we had assumed would be nothing more than a routine biopsy, we have detected small but atypical amounts of a-feto protein and b-human chorionic gonadotrophin.
Dr. STUART.
Gustav, shame on you! You know perfectly well that you are blinding me with science. (He chuckles.)
Dr. KRAUTMANN.
Alec, I'm so sorry, but these two substances are markers for testicular cancer. However,... (There is a click at the other end.) Alec? Alec! ... Blast! (He turns to his wife, and says ...) Oh dear! I knew that would happen; he's put the phone down. (They both look upset.) I'd better go round there and reassure him right now. ...
Playlet 6 (Summer Term 2) and Epilogue (Speech Day 2):
Doktor und Apotheker and Consolatrix afflictorum
References
Atkins, P. W.: Physical Chemistry, Oxford University Press, Oxford, 1989.
Barbier, P.: Histoire des Castrats, Grasset et Fasquelle, Paris, 1989.
Boyer, P. & Nissenbaum, S.: Salem Possessed, Harvard University Press,
Cambridge, Mass., 1974.
Clemens, S. L.: A Connecticut Yankee in King Arthur's Court, Hartford,
Conn., 1889.
Cook, S. F.: Drummond Island; The Story of the British Occupation 1815-1824, R. Smith, Lansing, Michigan, 1896.
Corrette, M. (1709-1795): Concerto Comique (no. 25) for Fl., 2Vn., Va., and B.c. (Les Sauvages et La Fürstemberg; c. 1756); Adès 205432.
Fasch, J. F. (1688-1758): Sonata for 2Ob., Bn., and B.c. in g minor (c. 1730); Deutsche Harmonia Mundi GD77015.
Graupner, J. C. (1683-1760): Overt.-Ste. for 3Chal., Str., and B.c. in d minor (c. 1741); Pierre Verany PV794114.
Heinichen, J. D. (1683-1719) : Sonata for 2Fl., 3Ob., Str., and B.c. in A major (S208; c. 1720); Deutsche Grammophon 437549.
Hoffmann, R.: Solids and Surfaces, VCH Publishers, New York, 1988.
Huxley, A. L.: The Devils of Loudon (play), London, 1952.
Lee, J. D.: Concise Inorganic Chemistry, Harper Row, London, 1991.
Kozeluh, L. (1747-1818): Here's a health to ane I lo'e dear (P XXII: 1/75. From George Thomson's A Select Collection of Original Scottish Airs ... Kozeluch ... Verses ... written for this work by Burns, 1798).
Lockyer, R.: The Life and Political Career of George Villiers, First Duke of Buckingham, 1592-1628, Longman, London, 1981.
Miller, A.: The Crucible (play), New York, 1953.
Peters, R.: Aufbau1 (a teaching resource for Year 10-11 chemistry students, which contains no falsehoods, no half-truths, and no non sequiturs: Student's Version & Teacher's Notes), unpublished Mss., 1996.
Peters, R.: Hat Wissensdrang die Katze getötet? (a suite of multidisciplinary resources for Year 10 and 11 students; including Playlets 1, 2, & 3), unpublished Mss., 1996.
Peters, R.: Eine Spinnwebe von Wissen? (a suite of multidisciplinary resources for Year 10 and 11 students; including Playlet 4, unpublished Ms., 1998/99.
Phillips, G. & Keatman, M.: The Shakespeare Conspiracy, Century, London, 1994.
Pisendel, J. G. (1687-1755): Sonata for 2Ob., Str., and B.c. in c minor (c. 1725); Deutsche Harmonia Mundi 05472-77339.
Rameau, J. P. (1683-1784): Pièce de Clavecin (Les Sauvages; 1728); Naxos 8.55043.
Sykes, P. J.: A Guidebook to Mechanism in Organic Chemistry, Longman, London, 1986.
Veracini, F. M. (1690-1768): Overt.-Ste. (no. 6) for 2Ob., Bn., Str., and B.c. in B-flat major (1716); Deutsche Grammophon 439937.
Villiers, G., Second Duke of Buckingham: The Rehearsal (play), London, 1671.
Whiteaker, S.: English Garden Embroidery, Hutchinson, London, 1986.
Zelenka, J. D. (1679-1745): Sonata for 2Ob., Bn., and B.c. in g minor (ZWV181.4; c. 1716); Accent ACC8848.
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