CHEMISTRY ASSEMBLY PROGRAMS* ORBUN V. POWELL Galena High School, Galena, Kansas
Superintendents, princi@als, and teachers realize the accrue from well-planned chemistry assembly programs. importance of presenting interesting and worth-while One is the motivation and supplementation of classsubject mutter in their high-school assemblies. The jield room work. While classroom work is not the only of chemistry holds an important place i n this phase of the phase of the educational program, it is still the most edwtional program. important one and the one around which all other actiThe purpose of this article is to assist in setting up vities should center. guiding pinci@lesand to offer many practical suggestions Another important outcome is the widening and deepthat will aid the chemistry teacher in presenting chemistry ening of pupil interests. The average student has few assembly programs. interests, and program participation, either as a student or as a member of the audience, will tend to increase and deepen his interests. For example, a portion of one N MANY schools the chemistry teacher is not period may he devoted to a brief exhibition and exexpected to be responsible for any chemistry planation of the process of extracting lead from its ore. assembly programs. However, it seems that as This may be the principal factor in motivating some important a subject as chemistry should have at least student to make a collection of minerals or to undertake one assembly period devoted to it each school year. some personal investigation relative to the processes of The wide-awake chemistry teacher will see to it that he extraction of other metals. A third is the development of self-expression. I t is is given opportunities to present several chemistry prooften necessary for the members of the class to write grams to his school. In tracing the history of the high-school assembly their own playlet or conversation in order to bring out we find three rather distmct stages in its development.' the points they desire to emphasize. Not only in the The first of these might well be termed the sermoniz- preparation and presentation of original playlets or coning or moralizing stage, in which the major portion of versations are opportunities for self-expression prothe assembly period was devoted to sermons given by vided, but also in the production and presentation of either the principal or a teacher who had previously published playlets. A fourth important outcome is that of a realization of been a minister, and the remainder was occupied by a series of announcements. the importance of chemistry in daily life. Too often The second stage is that of faculty and some student we as chemistry teachers become so absorbed in subject participation. This is the one in which most of us find matter that we forget to emphasize the importance of our subject. Thus assembly programs provide us with ourselves at the present time. The third stage, and the ideal one, is a combination the opportunity of showing how significant chemistry is of faculty, student, and audience participation. The in life. andience may participate in several ways. Auditors No doubt the reader will be able to add other worthmay judge which is the better of two methods of while outcomes to these few that have been suggested. presenting a particular scientific law or explanation. They may judge the merit of a series of assembly proEDUCATIONAL PRINCIPLES grams or they may look for the answers to a group of In an educational project of this type there is a need questions presented to them. for some guidmg principles by which to build a well-orOUTCOMES ganized program. A few will be mentioned. It seems unnecessary to point out the fact that the In planning an educational program it has been customary to determine the desired educational objectives. program should be educational as well as entertaining. At present, there is a decided trend toward emphasizing Yet only too often our assembly programs tend toward the outcomes to be derived from the particular program entiiely ignoring the educational function. With the abundance of material that is available from which to rather than the immediate educational objectives. In accordance with this idea, there seem to be several develop a program it is unnecessary for the chemistry definite outcomes or results that might be expected to teacher to devote the majority of his program wholly to * This paper was presented at the "Science Round Table" in entertainment. In addition to being educational the program should Parsons, Nov. 5, 1933. and at the meeting of "The Association of Physical Science Teachers of Kansas" in Wichita. Feb. 3.1024. -. .. ~. have interesting variety. A series of talks will bore IThe writer received several helpful sug&&ons from the the audience. If more than one chemistry program tcat by HARRYC. McKows, "Aswnbly and auditorium activities." The .\lacmillan Co., New Y a k City, 1932,462 pp. is to be presented during the year it might be advisable
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to emphasize demonstrations a t one program and plays at the other. In the preparation and presentation of the program as many students as possible should be used. Some pupils may not fit a particular play, but these pupils may have a part in assembling the apparatus or in seeing that the stage is properly arranged; others may prepare and distribute the printed programs. Another important educational principle is to adapt the program to the audience. As it is unlikely that all pupils have previously taken science courses, the explanations and demonstrations must be so planned as to be intelligible to the entire group. The teacher should have some objective standards by which to judge his program. No doubt each teacher has personal standards which he hopes to attain. To be scientific these should be listed. Such a set could well include the previously mentioned "Outcomes" and "Educational Principles." TYPESOFPROGRAMS
There are three types of programs that can be used. The first of these may be termed the " 'pure' chemistry" type. In this type of program the history of chemistry, its fundamental laws, principles, and methods are presented. In the second or the "applied chemistry" type many important applications of chemistry can be shown. Drinking water may be tested for sediment, organic matter, color, odor, total solids, and degree of hardnes2 The removal of grass, mildew, sugar, grease, and fruit stains on fabrics can be demon~trated.~A group of students can show how silverware can be easily cleaned.' (Boil in a solution of NaCl and NaHC03 in an aluminum pan.) How chemistry is applied in the field of communication~~ can be shown by means of postersBand discussions. The third type of program may be designated as "chemical magic."' Such demonstrations as the making of fire by merely pouring a liquid on a substance (glycerin on potassium permanganate) or the changing of water to (dilute HC1 poured into beaker bottom of which is covered with AgNOa solution) will add interest to the program and can be used to bring out some important chemical principles as well. The ideal chemistry assembly program will make use
of all three above-mentioned types of presentation. METHODS OR PRESENTATION
A few methods of presenting various chemical facts and principles have already been suggested. These with others will be discussed further. Probably the most common and the most overworked method is by means of talks. This method has its place, and some important topics, such as "How Chemistry Grew from Alchemy" can best be treated in this manner. Anothw method of presentation is the interview in which one student might take the part of a n employer and another, or several others, prospective employees. By the use of this idea the vocational aspects of chemistry can be con~idered.~Such vocations as those of the industrial chemist, the research chemist, and the chemical engineer could be discussed and the essential requirements of each empha~ized.~ Many interesting demonstrations and discussions pertaining to them can be given. One of the most interesting and well prepared that the writer has seen was worked out by a student last year. The title of this demonstration was "Acids, Bases, and Salts." The student showed by demonstration and discussion how to distinguish each and the importance of each. A convention of "leading scientists" may be held. Here the contributions of such men as Bessemer, Lavoisier, Priestley, and Bunsen can be shown.1° Several original papers of famous scientists have been translated into English." The convention will provide an opportunity for presenting some of these articles, or at least excerpts from them. In programs of this type the cooperative spirit of research should receive emphasis. The ultimate gain to civilization in knowledge and physical advantages as a result of the efforts of men of science should be stressed. If the auditorium is equipped for motion pictures this medium can be utilized ~ccasionally.'~If silent
, A SILVBRMAN, ~ chemistry ~ profession: ~ ~ ration, opportunities," J. CHEM.EDUC., 4,479-88 (API., 1927). * "Chemical engineering, research No. 16," The Institute for Research in the Professions and Vocations, Chicago, Ill., 1930. lo Several articles relative to the lives and contributions of different chemists may be found in issues of the J O ~ N A L oa CAE~W EDUCATION.Several books are available; one pertaining to chemists is: B. Hmow, "Eminent chemists of our time: D. Van Nostrand Co., N ~ W~ o r kCity, 1920, 248 pp. A,hwk ,that deals with outstandtng men in the whole field of sc~enceis: PRILIW LENARD,"Great men of science," The J. M. BLANCEARD,"Household chemistry. A laboratory Mamillan Co., New York City, 1933, 389 pp. guide." AUyn 8r Bacon, Chicago, 1912, PP. 28-9; L. B. ALLYN, 'I See the Sci. News-Lelkr, Mar. 10, 1934, pp. 157-8, for a "Elementary applied chemistry." Ginn & Ca., Chicago, 1912, catalog of "Classics of Science." The "Classics of Science" are pp. 28-34. accurate copies of translations into English of the original writings of scores of famous scientists. N. H. BLACKAND J. B. CONANT,"Practical chemistry," 1%Free loan and rental films can be obtained from several of The M a d a n Co.. New York City. 1927, p. 429. R. C. BURRELL,'Themistry for students of agriculture and the state universities. Several companies loan films free, asking home economics," McGraw-Hill Bwk Co., New York City, that the school pay transportation charges only; some rent 1931, p. 344. films; others sell directly. Lists of these companies can be found in "Directory of Film Sources," Victor himatograph "Chemistry of communication,'^ Chem. Lenj'let, 6, 1-25 (Apr. 27, 1933). Corporation, Davenport, Iowa; "1000 and One. the blue book E. E. RADEannCEEn, "Making posters for chemistry," J. of non-theatrical films," The Educational Screen. Chicago or b ~ EDuc., . 8. 6 S 9 8 (Apr., 1931). See No. 6 under the NewYork City; "Free films,"Acme Motion Picture Projector heading "Magazine Articles." Co., Chicago. Films may be purchased directly from "Society for The following magazine references a t the end of this artide Visual Education, Inc.," Chicago. For a small registration fee include suggestions for the "Chemical Magic" program: num- films may he borrowed from the Y. M. C. A. Motion Picture bers 3, 4. 10, 11, 12, 13. 14, 16, 19, 21, and 24. Eachof the Bureau, Chicago or New York City. The United States Bureau books listed includes several suggestions. of Mines, Pittsburgh, Pa., has several free loan films available.
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pictures are used, members of the chemistry classes list also includes some good books that can be used in should be prepared t o discuss in detail some of the more the preparation of the "chemical magic" type of proimportant points brought out by the picture. gram. The writer feels that there is a dire need for a handRadio receiving and broadcasting can be used. The easiest to prepare, and probably the most interesting, book of definitely planned chemistry programs.: is the broadcasting type of program. The group of Until we have such a book each science instructor will entertainers, with the aid of a dummy microphone, have to devote a lot of time and energy to organizing the material he plans to present. "broadcasts" a program from the stage "studio." It is sincerely believed that this article will 6U an Illustrations of aU three typesof programs" 'pure' chemistry," "applied chemistry," and "chemical magic" important place in this phase of the busy science will be found in a good chemistry play. For this rea- teacher's work. The outcomes, guiding principles, son and also because the writer has in the past had types of programs, methods of presenting chemical considerable difficulty in locating plays, he decided to facts and principles, and list of available plays, premake a list of those available. The annotated bibliog- sent practical suggestions that will be of timely raphy appended includes all of those that he was able assistance. to locate. In addition to play references there are some TT writer h will e be glad to receive copies science that include suggestions for demonstrations. The from any of his readers. BIBLIOGRAPHY
** Plays marked
in this manner are considered by the writer the best of the group far use in higb-school chemistry assemblies. (12) HEINTZ,W. W., "A janitor's life," J. CREM.EDUC.,6, Magadne Articles 1793-6 (Oct., 1929). (1) "BATEMAN,ANNE,"Chemistry saves the day," J. CREM. Several demonstrations are included in this rather EDUC..7, 164-6 (Jan., 1930). difficult olav. It is best adapted far an evenina . oer. This & a one-& playlet for seven characters. The formance. length is approximately eight minutes. The importance (13) J o n o ~ ,L. C., "All wet-a scientific (?) treatise on water." C h .~Leoflet.. 6.2-9 &Dt. 22. 1932). of chemistrv is ,~ ~- emohasized. Two characters, either adva&dst;dents or instructors. (2) BELLIS,BERTON,"I am a chemist." Gen. Sci. Qmrt., 9, are needed for this play. Several demonstrations are 89-90 (Tan.. 1925). -..-. ~ h i < m o i o l o gis suitable for a special number in a JORDY, L. C., "Explosives: a burlesque lecture," J. CREM. program pertaining to alchemy or chemistry. EDUC.,7, 653-9 (Mar., 1930). (3) BERGEN.R. C., "Chemistry on the high-school stage," J. Since thxs play mvolves some difficult demonstrations CEEM.Eouc., 6, 963-5 (May, 1929). it is probably best adapted for the teacher's personal Instructions are given for several experiments. Those presentation. suggested are well adapted to the bigh-school stage. **Jono~,L. C., "How times have changed1 A playlet in (4) BELINGER,R. D., "A night in alchemy," ibid., 5, 715-24 two acts," ibid., 8, 256-69 (Feb.. 1931). (June, 1928). Also C h m . Leaflet, 4.22-9 (Mar. 19,1931). According to the author, "The aim of this play is to The cast consists of three characters on the stage and contrast the attitude of the general public toward the two or three helpers off-stage. The play consists largely scientist today as compared with three centuries ago.'' of chemical stunts. W. L., "The Arabian barber shop," ibid., 6, 2011-8 LAMAR, (5) BILLINGER, R. D., "Illustrating the black art," J. '&EM. (Nov., 1929). Eouc., 3,897-902 (Aug.. 1926). Some excellent chemical tricks are included in this oneCons~stslargely of suggestions for brief presentation of act comedy. The cast requires two characters and should alchemy. Several symbols and demonstrations that lend be presented under expert supervision. mystery to the performance are included. LA-, W. L.. "The fraternity initiation-a one-act burJ. J., "Chemistry exhibits in the small laboratory." (6) CON~ON. lesque," ibid., 6, 2254-9 (Dec., 1929). r b d , 7, 1649-55 (July. 1930). The cast of thls one-act burlesque requires eight This article includes a list of illustrated posters which characters. could well be used in an assembly program. CLIPFORD, "Differences between Lorn, V. C. AND HOLLEY, (7) DUNBAR, R. E., "Chemistry for fun," Sci. Educ., 14, 547-8 solids, liquids, and gases," Sch. Sci. Math., 31, 3 9 4 0 (Mar.. 1930). (Jan., 1931). Twelve titles of books and twenty-seven other referIn this one-act play for three girls a brief explanation ences are included. These references will be valuable in of adhesion, . cohesion, surface tension, elasticity, and gathering material for assembly programs. !luded. M. E., "The Cinderella of the metals," J. C ~ M . (8) FARSON, HALEY, D. C.. "Fire kindling," Sci. Educ., E ~ u c . 2, , 57-61 (Jan., 1925). This play is based on "Group One" of the periodic table. It is a two-act play, the cast consisting of nine members, six boys and three girls. (9), HALL.A. L.. et al.. "The new assistant." ibid.,~. 2, 6 0 M Ody, 1925). As many students may be given parts in this play as A one-act play requiring a minimum of nine actors, one is desirable. The play is largely of the educational type. of whom should he a girl. The advantages of the metric The general topics discussed are: "Chemistry and system are shown. National Safety," "The Relation of Chemistry to Agriculture." "The Relation of Chemistrv to Medicine." and (10) "HANSKE. C. F.. "A science auditorium oroaram." Sch. .-~, Sci. ~ d k . , 3 0 & , 4+3 (Nov., 1930). " ~ h e m k t r yand Nutrition." The play "The triumph of ,sciencew is included. By (21) Magic mixers of Notre Dame Academy. Cleveland, Ohio. changing porttons of this play it can be arranged so as to "Why do they call it a drug-store?' Chem. Leaflet, 6, local and at the same time as manv 1 4. 4 (Mav 4. 193.3). fit anv -.- ~ situation -~- ~ hi: &or( play is largely of the entertaining type. pupils may be given partias is desirable. Some chemical stunts are included. The cast is comI. W.. "The Diamond Dick lunch room!' Chrm. (11) ~, HAZARD. posed of four boys and eight girls. ~ e a f l e i4,25.'29 , (Jan. 29, Feb. 5, 1931). This play is largely of the entertaining type. The time (22) **National Board of Fire Underwriters, "Trial of fire." New York City: National Board of Fire Underwriters. required is about forty minutes. ~~
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By the addition of some interesting experiments this playlet is made suitable for a 6re-prevention program. R. W., "The chemistry of water." Francis W. OSBOURNB, Parker Schwl Year Book. 2, Chicago: Francis W. Parker School, 1913, pp. 84-9. Three boys, t e e girls, the yonsor, and the audience take part m thm -program grven by the . physics and . chemistry classes. OTTO, CARL AND FREEnmN. H. B., "A chemical vaudeville show," Sch. Sci. Math., 28, 755-63 (Oct., 1928). Many sug~estionsare i[iven for stunts that must be presentid under expert su&mision. RUDDICK,DOROTHY.et al., "Interferenchemical olav." . .. 1. CHEM.Ennc.. 4. 90.F7 1Tulv. -1927). - , This one-act play deais with relatianshins . of atoms. molecules, valence, and certain elements. "SHELON. J. A,, "Ion visits the realm of air," Sck. Sci. Math.. 26. 96W5 (Dec.. 1926). ~- - - ~ By 'the insertion of somechemical stunts involving HaO, COI, N*, and O2 this one-act play would be made both educational and entertaining. SHORT,D. L., "A playlet-with a grain of salt," C h . Learn, 5, 1-2 (Oct. 15, 1931). The cast for this playlet includes seven bow and six ~
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D. L., "The halogen family argues," ibid., 5, 129-32 (Oct. 8, 1931). This one-act play involves the halogen family of elements.
W m m N . W. G., "An assembly program: a pageantEdison. our forrmojr inventor," Sci. U u r . . 14, 45647 (Tan.. 1031)). '-An' excellent portrayal of Edison's life and his contributions to science. A very educational and also entertaining pageant. "WOOLLEY,MARY."Life of William Henry Perkin," Sci. LeafEet. 7 , 2 5 3 2 (Apr. 26, 1934). This educational play presents some of the vocational aspects of chemistry. The importance of Perkin's discovery of coal-tar dyes is emphasized. The play is presented in four scenes with a cast of six.
Books Themcraft," Porter Chemical Company, Hagerstown, Md. D ~ m o w F. . L.. "Bov's own hook of science." The Macmillan Co., New ~ & City. k FRANK,J. 0. AND BARLOW,G. J. "Mystery experiments and problems," State Teachers College, Oshkosh, Wis., 1934. An excellent book. GIBSON,CHARLESR., "Chemical amusements and experiments," J. B. Lippinco;: Co., Philadelphia, Pa., 1928. GILBERT,A. C., Chemical magic," New Haven, Conn. JOHNSON.VALENTIN E., "Chemistry and chemical magic," George H. Doran Co., New York City. 1912. YATES,R. F., "Boys' playbook of chemistry." The Century Ca.. New York City.
