An Organic Laboratory Course for Gifted Elementary School Students Marjorie Kandel State University of New York at Stony Brook, Stony Brook, NY 11794 At Stonv Brook in the sminr . .. semester 1981. we offered a 5hwt ,,rganir laboratorv cotlram. to thncntary ichoul ~ t m l < m s identit'wd a,. r~fttdin Aetirc. l'ltr cuurse \ v ; ~ sinwrr>ornted into the regurar curriculum for the seventeen sixthgraders chosen to participate. Students were bussed from four schools to the university for six 2-hr sessions. We were able to choose a time when no university organic labs were meeting and to set aside and pre-equip a number of drawers devoted to the elementary course. Because of the excellent facilities, we were able to do modified versions of college organic lab experiments. Our objective was for students to interpret their own ohservations in the light of their previous knowledge. Therefore, the results of experiments were not known to them in advance. Conceptually, all experiments were simple so that student interpretations could be achieved with minimal guidance. Twelve-year olds, just as those six years senior, had to he deconditioned from looking for the "right" answer and then taught to observe and think. Although there were some demonstrations, most work was done bv the students themselves, working in pairs. In our opinion, the obvious enjoyment the students showed resulted from genuine curiosity as to what results would be combined with the satisfaction of mastering the techniques. Typically the two hours of a weekly session consisted of two or three 10-min lecture/demonstration/discussion periods, a little more than an hour of lab work, and a 15-min cleanup period. Background concepts could be introduced by the instructor, students could do their individual experiments, and results could he discussed by the class together all within one class meeting. Several demonstrations were done in the form of mini-experiments. That is, all materials and equipment were assembled at the front of the room; one of the students performed according to verbal instructions; and results were summarized on the board and discussed. Students were taught to keep laboratory notebooks according to the same principles we teach our regular students. All the notebooks were respectable. Our message that it is i m ~ o r t a nto t k e e a~ continuous record of data. observations. an& conclusions bas taken seriously. In the akhor's experi: ence, older students are less able to write s~ontaneouslvhut are more motivated to produce a highly polished, edited lab hook. 'The esperimtnra we did and a~umpanvingtlrmunstra~ions are listed i n rhc table beluw. Cart was taktm to*f.lect ch(.tnicitls and procedures of minimal hazard. Also important was the choice of experiments that were intellectually challenging and aesthetically appealing. I t was not judged important to teach any particular chemical concepts or techniques. All experiments were pre-tested by the author and her son, a fifth grader. A short lab manual was written especially for this course. The course was preceded by an introductory evening session for parents and students. This consisted of a discussion on safety and a demonstration of some chemical tests. The last week of the course was devoted to a lahoratorv exam. about half of it practical, and a tour of some points ofinterest in the hnildine. ~ l t h o u g hit measured neither the students' enthusiasm nor certain aspects of their lab technique, the exam was an indi672
Journal of Chemical Education
Course Syllabus Week
number 1
2 3
4
5
6
the
Experiment Introduction to lab glassware: measuring weight, volume. and temperature Distillation of a sodium chloride-water solution Analysis of distillation staning material and product by silver nitrate test: recrystallization of benzoic acid Synthesis of aspirine Analysis of benzoic acid and aspirin by melting point: analysis of aspirin by fenic chloride test None. Examination and tour of the chemistry building
Demonstration Use of tripie-beam balance. graduated cylinder, and cenfigrade thermometer Silver nitrate test far chloride ion None. Discussion of percent
recovery
Ferric chloride test for salicylic acid Thin-layer chromatographic techniques and applications
ln the initial stager. until diluted, m e corrosive reaction mixture war handled only by instructor.
cation of what they had learned. Students had to answer some questions recalling experiments they had done (they could consult lab manual and notebook for these) and others by making measurements and doing chemical tests. The exam was thought rigorous by both students and instructor. The class results were very satisfactory: The average score was 69% hieh " 94.. low 51. Informal evaluation and the results of the exam indicate the course was successful. I t will he offered to a new nrour, this spring under a grant from the Stony Brook ~oundation.i n the opinion of the author, a main factor in the success was the high quality of the students. This was evidenced by their ability to pay attention to a series of directions, verbal and written; their mature behavior working in the lab; and their characteristic scientific curiosity. An interesting approach to teaching a lab course to children of the same age is that of Haynes, Powell, and co- author^.',^ Our course differed from theirs not only in content hut also in that ours was part of the regular school program for these students. In their articles it is implied hut not stated that their students were self-selected, whereas ours were selected by US.
Acknowledgment The author would like to thank Susan Sadoff, Facilitator of the Gifted and Talented Program of the Comsewogue School District; assisting parents Carol Fortner and Molly and Dominic Seraphin; laboratory technician Craig Mnnn; experiment tester Henry Kandel; the children participating from the Comsewogue School District; and Fisher Scientific Company, which contributed some materials. Haynes, L.
W.,
and Powell, D. L., J. CHEM. EDuc., 53, 724
(1976).
Powell. D. L., Bromund. R. H., Haynes. L. W., McElvany. K. D.. and Pedersen, J. D., J. CHEM.EDUC., 52, 737 (1975).
