Developing and Sustaining Outreach Events - ACS Publications

Chapter 8

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Developing and Sustaining Outreach Events Bringing Hands-On Science to Rural Communities Jeremy P. Bard, Philip R. Deenik, Katie R. Hamann, Darcy A. Morales, and Anna G. Cavinato* Department of Chemistry and Biochemistry, Eastern Oregon University, La Grande, Oregon 97850, United States *E-mail: [email protected]

The Eastern Oregon University Student Member Chapter of the American Chemical Society (EOU Chemistry Club) has a long and successful history of organizing and delivering outreach events in the service region of the University and beyond. Most of these areas are economically and technologically disadvantaged with small, isolated communities where schools have limited resources and often cannot provide adequate exposure to the experimental sciences. In this chapter we first describe a typical year of activities spanning from large outreach events such as Girls in Science and Saturday Science to smaller events at local schools and activities within the University campus. A description of Girls in Science and Saturday Science events is provided with details about themes, activities, and logistics. The success of the club stems from partnering with other local organizations, including the Richland Local Section, that share similar goals and provide organizational and monetary support. The chapter concludes with remarks about the benefits that participation in outreach activities brings to EOU student members.

Introduction The Eastern Oregon University Student Member Chapter of the American Chemical Society (EOU Chemistry Club) is one of the most active clubs on the university campus. The club has typically 20 to 30 members, most of whom © 2016 American Chemical Society Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


are either chemistry, biochemistry or biology majors, although membership is completely open to students of any major. The club has a long history of providing outreach activities to the local community, though in more recent years the club has been able to expand its reach to a larger geographical area through the establishment of partnerships with other organizations and other schools. The club is in a unique position to provide such outreach activities as the university is the only higher education institution in an area of about 42,000 square miles. The university’s service region has a low college attendance rate with only 20.5% of the population age 25 and older holding a bachelor’s degree which is well below the Oregon average of 29% (1). Most areas are economically and technologically disadvantaged with small, isolated communities where schools have limited resources and often cannot provide adequate exposure to experimental sciences. The audience served varies from pre-kindergarten to high school with the majority of events focused on 5th to 8th grade children as this age group is recognized as critical in deciding whether to attend college. Some events target other community groups or are designed to increase the club’s visibility on campus or collaborate with other campus units such as the Office of Admissions. Union County where Eastern Oregon University is located is not wealthy. For example, in 2014-15 over 52% of K-12 students enrolled in the school district were considered economically disadvantaged and only 55% of all 5th graders met the science standards (2). The county is also surrounded by areas with high incidence of Hispanic and Native American populations. About 50 miles to the west, children from the Confederated Tribes of the Umatilla Indian Reservation are often a target of our activities. The tribe is located within the Pendleton school district and there continues to be a strong need to reach out to this population. The Oregon Department of Education recently reported that for the 2014-15 academic year only 53.5% of Native American students graduated from high school in four years (3). In the Pendleton School District this figure goes down to 44.7% with a dropout rate of 10.1 % compared to 6.8% across the state. These rates are the highest among all subgroups in Oregon. In addition, the Pendleton School District report card showed that in 2014-15 40% of Native American students in grades 3-8 and 11 did not meet math and science standards (4). Other areas of outreach span from Boardman along the Columbia Gorge to Ontario which have very large Hispanic populations. We believe that organizing fun and educational science events in these communities may provide one small but significant step in promoting science and encourage this audience to pursue a college education.

Description of Outreach Activities A Typical Year of Events Eastern Oregon University (EOU) operates on the quarter system, with classes starting in late September and ending in the middle of June. Therefore the schedule of activities follows the same calendar. Table 1 presents a summary of outreach activities that were conducted during the 2014-15 academic year. This schedule 74 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

reflects typical involvement throughout the year although the number of events varies depending on the availability of club members and number of requests.

Table 1. Summary of yearly outreach activities


Activity

Description

Held

Frequency

Number of participants

Girls in Science

Outreach to 6-8th grade girls

Saturday of NCW on EOU campus

Once a year

100

Saturday Science

Outreach to 5-8th grade boys and girls

Early November in different locations

Once a year

50-100

Festival of Trees

Community outreach

Early December

Once a year

500-1,000

Science Family Nights

Hands-on activities at local schools

Winter months

Two to three

100

BSA Chemistry Merit Badge

Chemistry activities for Boy Scouts

March or April on EOU campus

Once every two years

15-20

Science Fair Judging

Judging science projects at local schools

March or April

Once a year

60-80

CCED Activities

Outreach to schools across the northeast region

April

Once a year

200-300

Science Day

Outreach to Native American Children

April – on reservation

Once a year

50

Magic shows

Magic shows events on campus and in the community

Throughtout the year

Once a month

500+

The very first and most popular event of the school year is “Girls in Science”, an all-day science event designed for girls in grades 6-8th. This represents our major National Chemistry Week (NCW) celebration event and it always takes place on the Saturday of NCW. The outreach brings over one hundred girls from counties in eastern Oregon and southwest Washington to the EOU campus and is designed to engage the girls in solving a mystery of either forensic, environmental, or health nature with the aid of chemistry, biology, math and computer science investigations. In its fourteenth year, the event is ever so popular and draws girls from hundred of miles away. The details of this event will be discussed later in the chapter. The next event, also connected to NCW, is Saturday Science which is typically held in early November and takes place at different locations that are chosen either for their remoteness or large underrepresented populations. Saturday Science is open to both boys and girls in 5th through 8th grade with activities that are centered 75

Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


around the NCW theme of the year. This event will also be discussed in further details later in this chapter. Another very large event we participate in is held in early December and is the Festival of Trees. This fundraiser is organized by the La Grande Soroptimists who are among the Girls in Science sponsors. As part of the fundraising activities, the Soroptimists hold a large event where the community is invited to admire the beautifully decorated Christmas trees that will be auctioned and also participate in fun activities for the whole family. For the past ten years the EOU Chemistry Club staffs a table with hands-on activities typically revolving around the NCW theme. For example, this past year we had activities related to color such as paper chromatography and exploiting the disruption of the surface tension of milk to mix food dyes and create fun patterns. In the year prior, the chemistry of candies was highlighted with experiments ranging from measuring the density of different candy bars to understanding how M&Ms and Skittles are assembled. This event gives the Club the opportunity to interact not only with children but also with their parents or friends or teachers. Club members typically distribute hundreds of NCW publications both in English and Spanish with experiments that are either the same or resemble the ones presented at the booth. Also distributed are mini periodic tables of the elements and the very popular nanomoles which the children adore! January and February are usually busy with Science Family nights. Last year, for example, our group joined the EOU Master of Arts in Teaching students at the local middle school and worked with about sixty students, providing hands-on activities related to the chemistry of candies, and also entertained a large audience with our famous and interactive magic show that marvels the young and the old alike. Later in February, at the invitation of a local elementary school our group hosted a table of activities for the Science Family night where children made bouncy balls and slime. The evening concluded with a magic show. In spring EOU often hosts a 2-day Chemistry Merit Badge event that attracts troops from several counties. Among the many interactive, hands-on activities, Scouts explore how to separate different compounds from water; how to set up a distillation to separate gasoline from motor oil; learn about red-ox reactions and their role in assembling batteries; extract DNA from onions, and measure the amount of fat in different brands of potato chips. Scouts also tour the chemistry building and the chemistry stockroom, learn about safe storage of chemicals and Safety Data Sheets, and have an opportunity to discuss careers in chemistry. The Merit Badge event is typically scheduled around Earth Day and gives club members the opportunity to include some of the activities highlighted in the Chemists Celebrate Earth Day (CCED) publication such as using UV sensitive beads to determine the efficacy of different brands of sun screens. Judging science fairs is a yearly commitment. Club members provide positive feedback to each project and encourage each participant to be inquisitive about the natural world. Grants from the ACS Undergraduate Program also make some of our outreach events possible. For example, the EOU Chemistry Club was awarded an Innovative Activities Grant (IAG) to host a day of hands-on activities specifically targeting Native American children in the Pendleton School District. Key to the 76



success of the event was contacting the Indian Education specialist at the local middle school who recruited Native American students and coordinated logistics. With this help we were able to organize a day of activities with stations that included CCED themes with some of the activities from the CCED publication. Specifically, children learned about CO2 and its properties; used UV sensitive beads to assess the efficacy of sun blockers and then made bracelets; using bouncy balls and flowers children explored how liquid nitrogen changes the characteristic properties of matter and then enjoyed making liquid nitrogen ice cream. They also competed on making the tallest splash using diet Pepsi and Mentos. At the end of the event the Chemistry Club conducted a magic show which was received with much enthusiasm by the children. Children also received copies of Celebrating Chemistry with NCW and CCED activities and other giveaways. Other outreach activities take place within the university. Often the club is invited to conduct magic shows or presentation to prospective students and their families during preview days or are invited to collaborate with other groups. For example, recently the club joined the EOU Chamber Choir in a fun and high energy concert entitled Then and Now: Replay featuring songs from the last four decades. Bubbling flasks, glowing foams, human chains of fire and more were among the special effects that were developed to choreograph the song “99 luftballons” originally released by the German band Neva in 1983. This was a major effort for the chapter as the special effects had to be designed and rehearsed multiple times over the course of an entire week to make sure that the chemistry effects were synchronized with the music. More than 20 students participated, some performing on stage, others ushering and running the concession stand. A poster highlighting the club activities was placed by the concession stand and this also helped explain to the public the role the club plays within the university and the community. The event also turned into a great fundraiser for the upcoming trip to the ACS National Meeting with over $1,000 in donations over the course of three shows. Another example of campus outreach was a recent opportunity to participate in the President’s Circle Donor Gala dinner. This is an annual event at Eastern Oregon University for those members of the community who provide financial support in the form of donations to the University. Each year a student club or organization is selected to provide entertainment at the dinner and describe how donated scholarships have benefited education. The club planned and organized an extended magic show which required many hours of work to iron out all details and rehearse the show in the hall where the Gala was being hosted. The event gave members an opportunity to highlight the club activities and display the posters recently presented at the ACS National Meeting. Needless to say, community members in attendance were very impressed by the club’s accomplishments and generously donated funding for future outreach events. Finally, the club tries to extend its outreach through community service. This is an important aspect that helps building a stronger connection with other community organizations. Examples are the club participation in Walk for Warmth, an event that raises dollars for low income families in the community to help pay for electricity and heating during the winter months, or joining other community groups in the cleanup of a local marsh. 77



Girls in Science Program The Girls in Science program was held for the first time in 2001 and was originally organized by a small group of EOU women faculty who wanted to encourage participation of women in science and technology fields. Met with great enthusiasm by young women and their families, the program soon expanded and in 2002 the EOU Chemistry Club was enlisted, for the first time, to provide help with hands-on activities and coordination of the participant schedule. This program has been recognized by different committees of the American Chemical Society with eight ChemLuminary awards for outstanding examples of outreach. Figure 1 shows a picture from the 2002 event which featured the first forensic theme.

Figure 1. Girls in Science event held on November 2, 2002. Girls collect evidence from a mock crime scene. Photo courtesy of Anna Cavinato. The day-long event, which takes place on the campus of Eastern Oregon University and is held on the Saturday of NCW, is usually centered on a mystery that girls solve with the aid of tests and information from a variety of fields including chemistry. Divided in small groups, girls conduct tests of all sorts to unveil the mystery for the day. From crime scene investigations to alien or zombie attacks or environmental catastrophes that kill fish in a local stream, all is possible during Girls in Science. In its current rendition, the program is a collaboration between faculty and students across multiple departments, including biology, mathematics, computer science and chemistry. Depending on the theme, faculty and students from the 78



archeology and anthropology programs have also participated as well as theatre students that play the role of different suspects if a crime scene is involved in the story. The success of the event stems from the multiple partners and large number of volunteers that provide financial support and help with activity setup and cleanup as well as supervision during the event. One of the major players is the Northeast Oregon Area Health Education Center (NEOAHEC), a non-profit organization dedicated to build a pipeline for success for students interested in a career in healthcare (5). NEOAHEC takes care of all logistics related to the event, including advertising to all schools in eleven counties in northeast Oregon and southeast Washington as well as home schooled groups, managing registration and payment (a $ 5 charge covers the cost of a T-shirt and food but scholarships are available to defray the cost), designing the logo for the T-shirt, arranging for rooms, labs and food, and assembling all the materials for the event. The Richland Section of the American Chemical Society is also a key partner as the Section provides monetary support for the event and purchases NCW giveaways for the girls. Quite often section members travel to La Grande to provide help on the day of the event. Planning for Girls in Science usually starts in the previous spring. The Chemistry Club faculty adviser and other interested faculty meet to determine the theme of the event and brainstorm about the logo that will appear on the Girls in Science website, registration materials, T-shirts and handouts, and set up a planning calendar to stay on track. Over the summer months staff from NEOAHEC updates the website and prepares all the registration materials. In late August the event is advertised to all middle schools in eleven counties in eastern Oregon and southwest Washington which encompass the university’s service region. Registration materials are made available on the website and registration opens about two months prior to the date of the event. Capacity is kept at 100 girls with some flexibility so a waiting list is generated. Considering a typical 10% drop out rate, most girls wanting to attend the event are accommodated. The team meets again to finalize the schedule and coordinate the specific activities. Group leaders are also identified at this time. Typically group leaders are faculty members designated to lead and assist a group of girls throughout the duration of the event. Group leaders also encourage girls to fully engage in the activities and help them prepare for the final presentation during which each team presents a potential solution to the mystery to a large audience. On the Thursday before the event, a general meeting of all volunteers is held. The purpose of the meeting is to familiarize volunteers with the mystery story and the type of activities that the girls will conduct in the different disciplines. Volunteers receive a shirt with the Girls in Science logo which they will wear during the day of the event. Volunteers are briefed on safety issues and code of conduct and, in designated groups, receive training on how to conduct the specific activities. Set up of labs or other activities (crime scene in one case) happens the Friday before the event and student volunteers are responsible for acquiring all the materials, preparing reagents and solutions, and setting up the scene. Figure 2 shows an example of the schedule of activities during a Girls in Science event. On the day of the event girls are greeted by volunteers at the 79



registration desk and are given a booklet containing the schedule, the story outlining the context of the investigation, and all experimental procedures and data sheets. They also receive a name tag which has a colored sticker that assigns them to a specific group. Four groups of approximately twenty-five girls are formed and led by a group leader that is identified by a sign with the group name. The girls are assembled in the university large auditorium and greeted by a university dignitary (usually the President or the Provost). A team of faculty representing the different fields of investigation present the girls with the story that will form the context of their inquiry. Girls are invited to engage deeply in solving the mystery and draw connections between the findings in each activity.

Figure 2. Example of schedule of activities for Girls in Science event.

The girls are then sent off to conduct their activities in three or four differert rotations that last fifty to sixty minutes. Within each rotation multiple activities may be available as it will be explained more in details later in the chapter. Travel time is built into the schedule and snacks and lunch are provided. At the end of all experimental activities, the girls are given time to analyze their data, compare notes and come up with a possible solution to the mystery. They are given a series of questions which encourage them to follow the scientific method and, with help from the group leader, they formulate a short presentation that is shared with other participants, parents and teachers. The solution is completely open ended. While the results of the experimental investigations may lead to some 80 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

evidence, all hypotheses, as long as they are rooted in evidence, are accepted. A faculty member moderates the final presentations. Prior to departing, the girls are asked to evaluate the activites and other aspects of the program. They also receive a T-shirt and a bag stuffed with NCW giveaways, university pencils, and other small tokens.


Popular Girls in Science Themes The three most popular Girls in Science themes are: crime scene investigation, environmental mystery, and health-related mystery. These themes are rotated regularly so that girls attending through 6th, 7th and 8th grade experience a different story each year. Although the overarching theme remains the same, activities vary from year to year and those related to chemistry are intertwined with the NCW theme.

Crime Scene Investigation The most popular theme is the crime scene investigation. Adapted from the Great Explorations in Math and Science (GEMS) curriculum (6), the story is staged at a Halloween party. A typical title for the event is “Mrs. Pringle’s Deadly Party, or Who Killed the Mystery Guest?”. Following is an example of story that is presented to the girls at the beginning of the event. “The victim in this case is Dracula, or at least a guest dressed up in the Dracula costume, who was in attendance at Mrs. Pringle’s Halloween party. Mrs. Pringle is a business owner who just retired. She was not very well-liked at her business because she continually criticized everyone and everything around her. Employees were afraid of making a mistake and did not like working with her. She was not a very happy person. To make matters even worse, less than a year ago, Mrs. Pringle’s brother was killed in a freak bungee-jumping accident. Her brother was a multi-millionaire who had made his money by making all sorts of clothes and decorations for Halloween. As a result of this tragedy, however, she inherited a considerable amount of money. Mrs. Pringle recently bought a new place and wanted to show it off to her friends on a local co-ed softball team. It was a two-bedroom house located in a very expensive neighborhood. She was still in the process of remodeling her house when she decided to throw a costume Halloween party for her four best friends, which were all on the softball team. Although Mrs. Pringle considered these people to be her best friends, none of them liked her very much, and they probably only accepted the invitation because she had recently announced that they were all named equally in her will. Her four best friends showed up for the Halloween party along with the rest of the softball team. Things were going well until one of her guests found Dracula lying in front of the refrigerator. The strange thing is that Dracula wasn’t one of her teammates that were invited to the party. Everyone who attended the party is a suspect in the case, although her four best friends are considered to be the 81



most suspicious. Alfredo, one of the suspects, says he found the body at 9:00 in the evening, and then called for the others to come. When the police arrived, they found no external injuries and no blood on the victim’s body. The body disappeared on the way to the morgue, before an autopsy could be performed. But, a pile of bones was left behind! We not only don’t know who killed the mystery guest, we don’t even know how he died! There is even some speculation that the guest is not dead, but staged the crime for his own reasons. Remember, everyone who attended the party is a suspect in the case, although the four “best friends” are considered to be the most suspicious. The task of solving this crime now rests in your hands – the detectives and forensic scientists assigned to collect and examine the physical evidence left at the house. Who, out of all of the partygoers, are her best friends? What happened this evening? It is up to you to try to piece together the story of how the mystery guest came to this bitter end, if indeed he (or she) did”. The girls are also provided with suspects’ biographies. These characters are impersonated by theatre students who can be seen at the crime scene and can be interrogated by the young detectives.

SUSPECT BIOS Gene: • Office Manager: Ms. Pringle was his supervisor. • Ms. Pringle would never promote him. • Best friends with Alfredo. • He has a pierced ear. • He loves to cook. • His blood type is A+ Kendra: • Always wears bright red lipstick. • Went to college with Ms. Pringle. • Jealous of Ms. Pringle’s business success. • She is a nurse in a medical office. • Her blood type is AB+. Vera: • Ms. Pringle’s best friend. • Willing to do anything for Ms Pringle. • Only drinks diet drinks. • She is allergic to peanuts, so avoids any foods that contain them. • She is a chemist. • Her blood type is AB-.

82 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


Alfredo: • Pretends to like Ms. Pringle, but has really hated her since she turned him down for a date years ago. • Favorite color is black. • Always wears tennis shoes. • His blood type is B+ Ms. Pringle: • Retired early due to business success and the money left to her by her brother. • Loves chocolate candies. • Just discovered that she has Type II diabetes and has joined a support group. • Has a negative personality and never seems to be happy. • Her blood type is A+. In the most recent crime scene program run in 2014, the NCW theme “The sweet side of chemistry: CANDY” was extensively utilized for the chemistry activities. ” Knowing from the story that one of the suspects liked sour candies, girls tested for presence of acid in candies found at the crime scene. They also tested candies for proteins and sugars. Having found a piece of melted candy at the crime scene, they tried to determine what type of chocolate the alleged victim could have eaten or carried around based on melting points. Other activities in biology aimed at determining the blood type found at the crime scene, and determining the height of a person based on bone length. Since Mrs. Pringle is diabetic, math activities focused on diet, understanding food labels and calculating caloric intake. Finally, girls were also brought into a computer lab and taught how to detect alterations in digital images. Other examples of activities developed for the crime scene investigation included: identifying the type of soil left by a shoe print, identifying a mysterious white powder, recognizing the material of a fabric strand, and testing for adulterated cola. In an activity entitled “Whose pen made this mark??” participants use paper chromatography to compare the ink from the pens of suspects with a known sample from a note left at a crime scene. In another activity, “Cola test”, participants test the pH of standard cola and the pH of a cola sample from the crime scene to find out whether the cola has been adulterated. Next, they compare soil samples taken from the crime scene with soil samples taken from the shoes of suspects. Using, at first, visual inspection followed by the use of microscopes, they are asked to record observations on soil color, odor, texture, as well as presence of plant and other organic and inorganic materials. They are also asked to measure soil water-holding capacity which involves quantitative estimation of the amount of water absorbed by a set quantity of dirt. In “White powders” participants are challenged to identify an unknown substance found at the crime scene by comparing physical and chemical characteristics of several powders. Using a magnifying glass they are asked to observe the crystalline structure; they also test the solubility in water, for presence of acids and bases, and the reaction with potassium iodide to determine whether the sample was a 83 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.

sugar. Finally, in “Picking up the pieces” students are presented with strands of black fiber of different types (cotton, silk, wool, rayon, and polyester) and asked to identify the specific type left at the crime scene using a variety of approaches including observing the fibers under a microscope and conducting a burning test using forceps and a candle.


Environmental Mystery Another theme used on a regular basis is that of an environmental mystery where girls are challenged to figure out the causes of a major fish die-off. A typical title for the event is “Save our Fish: An Environmental Mystery”. Figure 3 is an example of story that is presented to the girls at the beginning of the event. Participants are given a fully developed handout which includes a map of the fictitious lake and surrounding areas as well as directions for each activity and data sheets to record observations. Divided into groups of approximately 25, the girls are rotated throughout the day among activities in chemistry, biology, and math/technology. Thanks to faculty in the archeology/anthropology department, the girls are also able to dig artifacts and discuss past and present human activities that could have affected the environment and be responsible for the fish die-off. Within each group the participants are further divided into smaller groups for hands-on activities and interaction with scientists and college students. As part of the chemistry activities, the young investigators analyze water from four different sampling sites, each connected to specific human practices. In one example of activities, analyses include the use of Hach kits to measure pH, nitrates and phosphate, gas chromatography/mass spectrometry to investigate potential presence of diesel oil (from the railroad), and atomic absorption spectroscopy to look for lead contamination. Within the biology activities girls use microinvertebrates to assess water quality and are introduced to embryonic stem cells as a means of testing for toxic substances. Faculty and students from the math department introduce the girls to the use of spreadsheets and graphs. Using dissolved oxygen probes, the girls analyze the relationship between water temperature and amount of dissolved oxygen and are able by interpolation to determine the Dissolved Oxygen at the different sampling sites. This gives an opportunity to show the importance of math and technology in the solution of scientific investigations. To increase diversity among the volunteers, we often invite women scientists from the Confederated Tribes of the Umatilla Indian Reservation (CTUIR) in Pendleton, OR and involve international students as activity leaders. For example, a toxicologist from the CTUIR Environmental Heath Program joined the chemistry team and provided background information on the toxicity and uptake of lead by plants. During lunch a fish biologist also from CTUIR spoke to the young women about the role that fish play in the sustainability of the Native American economy and culture in the Pacific Northwest and why it is so important to preserve the environment. 84 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


Figure 3. Example of story used to set the environmental Mystery scenario. Provided by Anna Cavinato.

In a more recent event, the NCW theme “Chemistry Colors our World” was introduced by testing for heavy metals and other pollutants using reactions that produce color. Girls also synthesized silver nanoparticles and observed the different colors based on particle size (Figure 4).

Zombie Apocalypse and Alien Attack! The last general theme used on a regular rotation explores issues related to health. Two very popular recent events included an alleged zombie attack (organized in 2013) and a possible alien infiltration (conducted in 2010). In “Zombie Apocalypse”, the event engaged and challenged girls in an investigation aimed at discovering what had turned a famous anthropologist into a “zombie” upon returning from a trip in the Caribbean islands and whether this was an isolated case or a zombie attack! Figure 5 shows the story as it appears in the activity booklet distributed at the beginning of the event. 85



Figure 4. Girls synthesize silver nanoparticles and observe size-dependent color. Photo courtesy of Anna Cavinato.

Girls investigated whether the “zombie” symptoms could be due to high alcohol content in blood, the nature of a mysterious powder the anthropologist was seen carrying around and whether he actually was human and had DNA. Girls also learned about the effect of neurotoxins on the nervous system and recorded EEGs and learned how to decode secret messages. Girls were first introduced to the story and then divided into groups to rotate among different activities centered on chemistry, biology, neuroscience and computer science/math. Specific chemistry activities revolved around analyzing specimens found on the suspected zombie. Using simulated blood samples and standards of different alcohol concentrations, girls tested the zombie blood to determine whether the zombie-like behavior was actually due to intoxication. This gave the opportunity to talk about negative alcohol effects and how chemistry can assist in measuring blood alcohol content through breath. They also conducted tests to identify a mysterious powder that the anthropologist was carrying around. It turned out to be tetrodotoxin, a deadly neurotoxin that would justify the zombie-like symptoms. Girls also extracted DNA from the “green” zombie flesh (in reality honeydew melon!) and made DNA sequence bracelets using beads. Biology and math activities complemented the chemistry with tests on the effect of neurotoxins on respiratory rate, electrocardiograms and EGGs. Participants were also engaged in a cryptography exercise to decode secret messages delivered by increasing numbers of zombies (impersonated by theatre students) throughout the day.



Figure 5. The Zombie Apocalypse story. Provided by Anna Cavinato.



Along the same lines, in 2010 we held “Is this an alien attack?” which was inspired by the NCW theme “Behind the Scenes with Chemistry!” and the popular techno-thriller novel by Michael Crichton “Andromeda Strain” (7). The interdisciplinary curriculum developed by a team composed of anthropology, mathematics, computer technology, biology and chemistry experts engaged the girls in finding out whether the sudden death of a number of inhabitants of a ficticious, small eastern Oregon town was possibly due to an alien attack. Girls had access to Geiger counters to measure any radioactivity that aliens could emit or spread around. Later in the labs they conducted several experiments to find out possible presence of bacteria or molds or presence of toxic chemicals such as nitrite that could have contaminated some bottled water sold at the local food store or lead in paint chips found around food items in households. Math activities and graphing along with computer simulations were also part of the day. Specific chemistry activities revolved around analyzing household items for presence of toxic compounds. For example, some town people appeared to have eaten food contaminated with chips scraped from an adjacent wall near where most deaths had occurred. The girls collected the paint chips and, using potassium iodide, they tested for presence of lead in simulated solutions from the digestion of the chips. Other residents appeared to have drunk different types of bottled water, so the girls were asked to test the different water samples for presence of nitrites. Additionally, girls detected presence of radioactivity in old plates coated with an orange glaze. This gave us an opportunity to educate them about radioactive sources and radioactive decay and to conduct a graphing activity about the exponential decay of the source as a function of distance. Biology activities complemented the chemistry with tests on respiratory volume, microscope investigations of bugs and mold collected by swabs from the fictitious town, and sheep heart dissection. The participants were also engaged in a math and computer simulation where they could visualize exponential bacterial growth on a plate. The day concluded with each team reporting their findings to a direct representative of the President of the United States so that the country could be placed on “red alert” in case of a real alien attack! (although everybody concluded that it was not an alien attack, after all!) In all of the events described above, activities are designed to fully engage the girls and, invariably participants demonstrate a great ability to reach conclusions from experimental evidence and synthesize information. The day of investigation is a testimony that real learning only occurs when young people are engaged and their interest and creativity are stimulated. There is never a canned solution. The solution is left open ended to empower each group and honor the good work that each single girl has contributed.

Saturday Science Program Saturday Science grew out of requests from educators in the region to host an outreach event similar to Girls in Science at their location. It targets remote communities or areas with high incidence of underrepresented minorities where children are less likely to be encouraged to travel and attend events on the EOU 88 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


campus. In spite of its popularity and heavy advertisement to schools with high minority populations, statistics gathered over the first ten years of the Girls in Science program indicated that less than 10% of attendees were from the nearby Native American reservation (Confederated Tribes of the Umatilla Indian Reservation). Saturday Science is completely executed by the EOU Chemistry Club with help from NEOAHEC staff for registrations and logistics. The goal of the program is to provide an opportunity for both boys and girls in grades 5th through 8th to experience fun, safe, and engaging activities that will promote interest in science and potentially inspire them to pursue a career in a science related field. The program also recognizes common barriers for underrepresented students to enroll and complete a college degree such as lack of academic preparation, limited understanding of finances needed for college, low expectations from teachers, counselors and parents, and lack of exposure to positive role models. To this extent, in addition to providing activities for the children, the EOU Chemistry Club often collaborates with the Office of Admissions and the Rural and Native American Programs which hold concurrent sessions for parents to explain what they can do to encourage and assist their children to attend college. The event also helps raise cultural awareness among the Club members and provides them with the opportunity to be role models for participants. Figure 6 shows group pictures taken at these events.

Figure 6. Group pictures from Saturday Science events. Photos courtesy of Anna Cavinato. Saturday Science does not have the scenario format as in the case of Girls in Science (mostly for logistical reasons) and it is rather centered on activities connected to the NCW theme of that year. The inquiry-based activities are completely developed and conducted by the Club members with help from the chemistry faculty. The program has grown from hosting 35 children in November 2010 on the CTUIR reservation (Pendleton, OR) to over 100 in 2015 when the EOU Chemistry Club joined forces with students and faculty at Treasure Valley Community College (TVCC) in Ontario, OR located in a region with a large Hispanic population. The first event was made possible by a Community Interaction Grant (CIG) from the ACS Undergraduate Program and funds from the Richland Local Section. As the program continues to grow, other local organizations have donated money or food to cover the costs of a t-shirt featuring the NCW logo of the year and lunch for the children and volunteers. 89



Planning for the event typically starts in late spring when the location is identified with help from the NEOHAC staff. Advertisement and registration are also handled by NEOAHEC. Recruiting Club members and development of activities usually happens a month prior to the event. Typically, fifteen to twenty students are needed to conduct the event. Three to four members are assigned to each rotation. Each team is led by a senior student who has the responsibility to train other members on how to conduct the activity with the children in an engaging and safe manner. Each team decides on the nature of the activities, provides a list of chemicals and equipment to the stockroom personnel, and gathers all supplies to be transported to the site. All activities are reviewed by the Club faculty mentor or other chemistry faculty as needed. A booklet is also assembled with a rotation schedule for the activities and background information on the experiments. Data sheets and questions about the outcomes of each experiment are also included. Several Club members are specifically assigned to the Magic Show which is held at the end of the day and generates much enthusiasm among participants! The logistics of Saturday Science are similar to those of Girls in Science although the program is considerably shorter. The event starts later in the morning which gives Club members time to travel to destinations that may be hundreds of miles away. During registration children are assigned name tags and divided in even groups that will rotate together through the activities. Each rotation typically lasts thirty to forty minutes with a midday lunch break. The event ends with a closing assembly where children are encouraged to share what they learned throughout the day, followed by the ever popular magic show. Examples of Saturday Science Themes Over the years many different themes have been used to provide a common ground to the hands-on activities. For example, children from the Umatilla Indian Reservation may find it interesting to test the water quality from the streams or ponds that provide fish for their sustenance. In one program, students analyzed water samples for pH, nitrates, nitrites, phosphates, and other parameters using Hach kits. In another activity, participants were asked to investigate the effect of temperature on gas solubility. They were provided with bottled sodas, balloons and water of different temperatures and asked to design an experiment that would allow them to investigate the relationship between temperature and gas solubility. This experiment provided the opportunity to talk about the effect of deforestation on stream temperature and the consequent effect on dissolved oxygen and fish habitat. Connections to issues such as global warming were also made. In addition to chemistry experiments, participants were also invited to attend college preparatory events consisting of informative sessions about college admissions, scholarships and financial aid opportunities. A panel of EOU Club members along with tribal/community members that successfully attended college also provided insights and tips for success. Another recent program revolved around the NCW theme “Energy: Now and Forever!”. One station was dedicated to electrical circuits and batteries. Children learned how to make a “Secret Circuit” (available through the ACS website 90



“Science for Kids” (8)) and understand the circular nature of a circuit. They also tested different metals and were challenged to build the best battery using lemons, potatoes and other food items. To understand the importance of renewable energy, activities set up at a different station explained how energy is generated. Students were given copper wire, a magnet, a galvanometer and a hollow tube such as an empty paper roll and were asked to generate electricity from a magnet. This led to discussing how energy is generated in a large power plant and the types of fuels that can be used to power turbines. At another station students learned that, in addition to turning the shaft of a turbine, electricity can be produced from a solar cell. Specifically, they explored which type of electrical arrangement produces more power: series or parallel circuits. They were challenged to wire two photocells in series and parallel configuration and use them to power a small motor which, in turn, powered a colorful propeller. At yet another station, students were asked to compare vegetable oil and petroleum oil and determine which has more heat energy. They constructed a simple calorimeter using a tin can and a thermometer and burned a small, measured amount of each type of oil to calculate the amount of energy. They were asked to think whether vegetable oil would make a good substitute for petroleum oil as fuel and why. Upon leaving, participants were given a kit to take home designed to investigate which grass produces the most biomass in the same amount of time. The kit contained the same amounts of seeds of wheat or rye, corn, and oats along with small pots and potting soil. Directions were given to grow the plants for two weeks, then remove them from dirt, wash, dry and weigh, then further dry until plants become crisp to remove all moisture and weigh again. Students were encouraged to graph and share their results with their family, teacher and classmates. Excellent resources for energy oriented activities can be found on the American Chemical Society Educational Resources webpage (8) and the National Renewable Energy Laboratory Education Program (9). “The sweet side of chemistry: CANDY” was the topic for the Saturday Science event held in 2014. Divided into small groups, children rotated through four different stations where they tested candies for proteins, determined the density and melting point of different types of chocolate, measured the amount of sugar is in a sports drink, and investigated the makeup of candies including testing for acids and learning how the letters on M&Ms and Skittles are actually made of a water-insoluble film. In 2015 the program revolved around “Chemistry Colors our World” and also celebrated the International Year of Light. Four stations were set up with hands-on activities about color generated by chemical reactions, chromatography, fireworks and light emission by elements, and mixing lights and pigments. Students also learned about liquid crystals and their chromogenic properties.

Partnerships Partnerships play a large role in the sustainability and success of the outreach activities held by the EOU Chemistry Club. Being at a small school with very 91 Mio and Benvenuto; Building and Maintaining Award-Winning ACS Student Member Chapters Volume 2: Specific Program Areas ACS Symposium Series; American Chemical Society: Washington, DC, 2016.


limited resources, outside funding is a must to maintain or grow the number of outreach events. The Richland Local Section is a major player as it provides funding and other resources along with NEOAHEC which coordinates the logistics of our events. This is key to the sustainability of our efforts because it relieve our group from large tasks such as registration to the events and let us focus on the science aspects. Another major partner is the EOU Rural and Native American Programs Office which helps secure tribal involvement in advertising and executing some of the events.

Safety Considerations All the activities conducted by the EOU Chemistry Club are conducted with non-toxic substances. Participants are provided with goggles and asked to wear them at all times during the duration of the experiments. If any waste is generated, participants are supervised and asked to dispose of the waste accordingly. Any waste, even if non-hazardous, is collected and transported back to Eastern Oregon University.

Description of Program Evaluation For large events such as Girls in Science and Saturday Science we solicit evaluations from participants. Typical evaluation questions include: • • • • • • •

Do you think the activities were challenging? Do you think the activities were interesting? Did you learn from the activities? Did you find the team leaders and volunteers to be helpful? Did you think the event was well organized? What type of chamges would you suggest? Would you participate in the event again?

The responses are collated and used to improve the quality of future events.

Benefits to EOU Students Along with the children and the communities that our club works with, members of the EOU student chapter of the ACS benefit from the aforementioned outreach events as well. These outreach events, unlike classes, labs, and research, provide a unique opportunity for students to gain leadership experience, practice interpersonal skills, and fortify relationships with their peers. Additionally, students are provided with opportunities for professional development through these outreach events as well as other opportunities through the club; such as professional speakers, conferences, and job/internship resources. These experiences are crucial because they help our students stand out amongst the crowd of students applying for jobs, internships, and graduate schools. 92



The EOU Chemistry Club has four critical leadership positions: President, Vice President, Secretary, and Treasurer. The students who attain these officer positions (which requires a majority of votes by the members) work directly with the faculty and provide overall direction for club activities. Common officers’duties include: planning and organizing community events, spreading information about outreach and professional opportunities to members, and promoting friendships between members. They have the opportunity to lead underclassmen and their peers, which benefits them in many ways. Aside from strengthening the resumè, holding an officer position allows members to develop leadership skills that are helpful for most situations in life. However, the success of the Club relies not only on these four officers, but on the rest of the members as well. With so many events and obligations, there has to be a committed group of members ready to help, and, historically, there has been. A prime example of this commitment can be seen in how the Club finds some of its outreach opportunities. Being in rural Northeast Oregon, we have many members from the Pacific Northwest (Washington, Oregon, and Idaho). Members from these areas often contact their hometown schools about the Club’s events, resulting in us travelling there and performing outreach events. Many members don’t see events as “a chore” or something they “have to do” and instead see them as fun and beneficial activities in which to participate. Members think this way due to the small, friendly, and tight-knit community within EOU’s science departments, as members often volunteer with their friends, and enjoy working with them and with their professors outside of the classroom. When members volunteer at events, they are able to develop interpersonal and leadership skills as well. Many of the events involve working with children, which, as anyone who has done it knows, comes with its own set of challenges. Being the person leading the children and directing their actions gives members a profound sense of leadership, as well as hones their decision making, public speaking, and overall people skills. When put in this position, members are looked at as equals by professors and other assisting faculty, as they all work together towards the same goal. Though EOU is very supportive of students working WITH professors and not FOR professors, having opportunities like these is great for building rapport between students and faculty. This benefits everyone, since a good relationship between students and faculty leads to more cooperation and better outcomes for events, which ultimately benefits the audience. Furthermore, since the Club travels to many different schools, towns, and settings, both the Club as a whole and each individual volunteer gains some recognition, which helps immensely in a rural area. With this local networking, members are able to branch out and attain resources that may not have been available to them prior. Along with local networking, members are offered many unique opportunities for networking on a broader scale. As mentioned earlier, our Club sponsors several professional speakers, giving members exposure to career options, internships and graduate schools, and allowing them to talk directly with professionals in the field and ask them any questions they may have. However, the majority of this networking comes from our Club’s annual trip to the ACS National Convention in the Spring. 93



There is no better place than the national ACS meeting for an undergraduate to learn how to network and broaden their horizons. Being able to present research in a national setting, attend career fairs, and listen to professional speakers at these events is critical in the success of our members. Overall, participation in outreach activities is a real win-win effort for the club members. Bringing the gift of science discovery to hundreds of children each year while personally growing as scientisst and citizens reaps huge benefits to all involved.

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Little Growth in Oregon Grad Rates; State Leaders Call for Systems Change – Oregon Department of Education. http://www.ode.state.or.us/ news/announcements/announcement.aspx?ID=8845&TypeID=5 (accessed on April 10, 2016). Oregon Department of Education – 2014-2015 Union School District Report Card. http://www.ode.state.or.us/data/reportcard/reports.aspx (accessed on March 30, 2016). Oregon Department of Education – Cohort Graduation Rate. http:// www.ode.state.or.us/search/page/?id=2644 (accessed on March 30, 2016). Oregon Department of Education – 2014-2015 Pendleton School District Report Card. http://www.ode.state.or.us/data/reportcard/reports.aspx (accessed on March 30, 2016). Northeast Oregon Area Education Center. https://www.eou.edu/neoahec/ (accessed on March 31, 20162016). Crime Lab Chemistry – Solving Mysteries with Chromatography. 1999 Great Explorations in Math and Science (GEMS). Lawrence Hall of Science, University of California, Berkeley. Crichton, M. The Andromeda Strain; Knopf: New York, NY, 1969. American Chemical Society - Elementary & Middle School Science Education Resources. http://www.acs.org/content/acs/en/education/ resources/k-8.html (accessed on April 1, 2016). Renewable Energy Activities – Choices for Tomorrow Teacher’s Activity Guide for Middle Level Grades 6-8, National Renewable Energy Laboratory Education Programs. http://www.nrel.gov (accessed on April 1, 2016).


Developing and Sustaining Outreach Events - ACS Publications

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