chemi~tryfor kid/
edited by LINDA WOOOWARO
The Unlverslty of Southwestern Loulslana Lafayelm, LA 70504
Kitchen Chemistry A PACTS Workshop for Economically Disadvantaged Parents and Children Paul B. Kelter and J a m e s R. Paulson University of Wisconsin-Oshkosh, Oshkosh, WI 54901 Ann Benbow Pre High School Program, Amerlcan Chemical Society, 1155 16th St. N.W., Washington, OC 20046 PACTS (Parents And Children for Terrific Science) is a nationwide program, conceived in 1986, which seeks to promote "familv science"-the narticiuation of parents and children togeiher in hands-on ncienciactivities. The PACTS oroeram. which is snonnored bv the American Chemical Soke&, gi"es grants throughout t h e United States to support family-oriented science projects. I t also assists in the distribution of WONDERSCIENCE, an adultlchild workbook that helps teach the fundamental ideas of science. The PACTS program is hased on the premises that involving parents is an effective way t o improve science and math education -~~~~~~~~ and that familv involvement helns children to develop more positive attitudes toward scienre. The validity of theseassumotions has heen demonstrated (1-3).Furthermore, the ~ a & i Science l~ Project (1,2), funded by the National Science Foundation and centered at the University of Idaho, has shown that family learning activities at homecan he successfully encouraged if materials are provided to the families, if the information is disseminated through local schools, and if nartiripatina adults are made rognizant of the concept offa&ily scidnce. The goals of the PACTS program (4) are (1) to encourage the involvement of adultlchild teams with hands-on science activities in nontraditional settings; (2) to encourage the participation of minorities in science activities; (3) t o stimulate parental support for science as a major subject in the schools; (4) to expose more potential scientists and technicians t o hands-on science; and (5)to increase science awareness in the nation as a whole. Many states now mandate classroom time devoted to science a t the kindercarten throuah sixth-nrade level. In Wisconsin, for example, the ~ e p a i t m e n ot f ~ u b l i cInstruction issued new nuidelines in 1986 (5) recommending 200 min per week of science instruction for grades 3-6. Thisdevelopmint led us t o devise new courses providing hands-on sciencerelated activities for elementary school teachers (6). However, i t is clear that introduction of science in elementary schools is only part of the answer to improving science education and scienceliteracy. Parents need tolearn too (see for examnle ref 7).and thev need to become more involved in their chiidren's 1;arning. 'rhe PACTS program serves this end. Althoueh the need is not new, it is finally beinn- recoanized as cri&al. ~
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Overview of Some Successful PACTS Projects A total of 41 PACTS projects have been funded by the ACS during the 1987-1989 fiscal years. The maximum award for any single project has been $1000, although that limit 892
Journal of Chemlcal Education
might be substantially increased for fiscal 1991. Most projects have additional sources of funding, typically from a local foundation, corporation, public utility, school district, or college. Several of the more successful programs are listed and briefly described in Table 1.The projects cover a wide range of science activities, hut the unifying factor in successful PACTS programs is that adults and children do science together. Many of the projects also meet the goal of sewing minority students. The only proposals that have gotten a cold shoulder have been those that involve funding for science fairs. The intent of the Pre-High School Program a t ACS is to provide "seed money" for innovative projects that will encourage adults and children to work together on a continuing basis. Ideally, the learning should continue a t home long after the project ends. Rationale of the UW Oshkosh Program
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In 1987 the University of Wisconsin-Oshkoah Chemistry Department proposed a series of PACTS workshops for economically disadvantaged fourth-, fifth-, and sixth-grade children and their parents or adult friends, under the title "Workshops for Moms, Dads and Kids: How T o he a Kitchen Chemist". These hands-on, interactive workshops were held a t elementary schools in the poorer, traditionally underserved neighborhoods near the center of Oshkosh. The design of these workshops was based on several fundamental assumptions: (1)Children are naturally inquisitive about science and the world around them; (2) children can learn science best through hands-on activities with aspects of science that are close-to their day-to-day experience; (3) parents (or guardians) and children working together in ha&-on science activities can enhance interest for the whole family and can lead t o a better home-learning environment; and (4) economically underprivileged and minority children are capable learners, and i t is important to create a learning environment for them. This last point is especially important. UW-Oskhosh runs a very popular "Gifted Opportunities for Accelerated Learners" (GOAL) program. While the identification of such learners can he debated, the economic needs are very clear: a one-week morning session costs $109. Although a few scholarships are available, most children from poor families are not able t o participate. I t is mainly college-educated, professional parents who are motivated and financially able to enroll their children in GOAL. Our PACTS program was specifically targeted a t children
Table 2. ActlvHles in the Begfnner's Workshop Activity l h l a t i w two gases horn yeast and hydrogen peroxide Acid-base Chemistry with red cabbage juice Paper making Testing for starch Testing for vitamin C Making soap The science of dyeing Easter eggs
(pa Egg in a bottle
Use ot PACTS Funds
Chemical Concept Chemical reactivity, phase changes Acidlbase. nature of faads Recycling potential Selective indicators Reductionloxidation Saponification Scientific methad
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Pressure, volume, temperature relationships
body chemistry were chosen as foci for both the introductory and advanced workshops. The activities and chemical concepts presented in the introductory workshop are listed in Table 2. We wanted to introduce participants to important chemical principles while using commonly available household materials. Althoueh we used SI units in our measurements. we s~ecifically aviided specialized chemical glassware uniess ~bsolutely necessarv. One workshoo took d a c e in a -. r?rmnasium, the other in; carpeted schobl library. The settings were somewhat limiting, and adequate safety and cleanliness were difficult, because water was not readily available. On the whole, however, the activities went smoothly. When students and adults work together in the experiments, small problems stay small. Content of Advanced Workshops: "Chernlstry and The Real World"
For our advanced workshop participants, we had loftier goals. We wanted them in the laboratory using appropriate glassware to guarantee accuracy and precision. We insisted that thev become familiar with safetv devices in the lab, and goggles here essential. As much as possible, we wanted the teams to understand what a chemist does and how careful one must he when doing an experiment. Each of the two 90min sessions ended with the demonstration of a sophisticated instrument. The first advanced session centered on whether i t is true (as the old commercial claimed) that "TUMS consumes 47 times its weight in excess stomach acid". The teams performed a standard hvdrochloric acidtTUMS titration with hromthymol blue (see, e.g., ref 23). Participants were required to use an electronic balance, buret, and various flasks and heakers-all very new to nonscientists! The endpoint is a bit difficult to see because TUMS makes the solution opaque, hut we chose not to filter the starch matrix due to time restrictions. Nonetheless, teams consistentlv found that TUMS consumed about 45 times its weight in stomach acid tdefinedas0.14 M HCIJ.Thefirstclasacnded witha 13min demonstration of an FTIR spectrophotometer. The second class dealt with spectrophotometric determination of the hemoglobin level in blood (24, 25). From a finger prick, 20 pL of blood is drawn into a micropipet and ouicklv diluted in 5 mL of cvanomethemoelohin reaeent. ( N o participant was forced to have his or her finger pricked, hut almost all did so voluntarilv.) Ahsorbance at 540 nm was then measured by each team & a Bausch and Lomh Spectronic 21 suectrouhotometer and related to hemoglobin concentration by means of a standard curve. In tKe "special instrument" segment, teams viewed blood cells and lily chromosomes using a Nikon Lahophot light microscope equipped with a videocamera. Two 90-min sessions give precious little time to do chemistry. But doing science is only one of several goals. Adults and children working together is critical. Motivating the students to want to learn more science is equally important.
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894
Journal of Chemical Education
For the program described above, a total of $4000 over two years was made available by the ACS, the Oshkosh Area SchoolDistrict, and the UW-Oshkosh Office of Science Outreach. Ap~roximately$1000 was spent on books and handRoughly $500 was spent on chemiouts for ;he cals and grocery supplies, S500 to hire undergraduate assistants, &d $500 on-videotaping and photography. About $750 was spent on secretarial and clerical services and a similar amount on elassware. refreshments. and transuortai n the tion to and from t i e university for the advanced workshops. Instructors volunteered their time. The funding was satisfactory for the limited number of oartici~ants.However, broadening the service area of the program would require, a t the very least, more funding for supplies.
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Evaluations and Concluslona
Postworkshop comments from students and parents in Oshkosh were typical of those we have heard from PACTS narticioants nationwide. Of the elementarv exoeriments. said, "We have already tried the papermaking bne again (at home), with different designs." One student wrote, "It gives kids and parents things to do together when parents are too busy during the week." A parent added, "It gave (my daughter and me) a chance to learn something together." Manv similar comments showed that the ~articioantsvalued what they had learned, hut more i m p o h n t l i t h e y were motivated to continue learnina together a t home. Science literacy is clearly a Grobiem among American children. Lightman and Sadler (26)report that "as late as the fourth almost half the children helieve the Earth is - ~~~ - erade flat." Pundits grapple with solutions involving competency testine for teachers. fundine formulas for school districts. and standardized &$ting forstudents. However, we believe that art of the solution to the crisis in science education lies with joint student-parent involvement in science education. The Oshkosh workshoos. and other PACTS Dromams. have shown that such invoivkment is not ohly possible but is actively sought by community memhers.of, all economic backgrounds.
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Future of the Natlonal PACTS Program
The ACS-PACTS program is growing quickly. Aproposal is pending to the Campaign for Chemistry requesting $300,000 to fund PACTS projects in 100 communities nationwide. Several organizations have formed a consortium to contribute $20,000 to fund a five-year PACTS program in Cleveland. Detroit will he the home of a series of familv science workshops centering on "Black Achievers in Scfence". PACTS uroiects reach a vast and varied audience. New proposals &ewelcomed and creative ideas are highly valued. Please write to Ann Benhow a t the ACS for a complete application packet. Llterature Clted
D. J. Papa presented atthe National Association for Researchin kienc. Teaching, French Lick,IN, April 19,1985. Family Seiena Project Family 0~ienf.d Science for Elamentory School Childrerx FinolReporf, Universityof Idaho, Maeow, ID, April 30,1981. Cohen, S. H. J. Chem. Edue. 1973.56.736737. ~ ~ ~ ~ i ~ ~ ~ ~ h ~ ~ i ~ i ~ ~ ~ wih o ~ f ~ ~tto k~ e , a Get ~ ~o d ~ ~ ~ t afomi!~ seianer Projeer u p and ~ u n n i n gin your Community;Ameriean Chemical Society: Washington. DC,1989. Dawling. K. W.: Benson, J.: Chsndier.A.:Bethke, E. A Guide to CvmicvlvmPlonning in Science; Wisconsin Department ofPublie Instruction: Madison, WI,1986. Keiter. P. B.: Paulson, J. R. J. Cham. Educ. 1988.65,1085. Hermens, R. A,; McCoy, K. E. J. Cham. Educ. 1986,63,696. Mullin, V. L. ChemistryEzpsrimentafor Children;Dover, Now York, 1968. Reuben, G. EleefricifyExpa?im~nlaforChildren;Dover: New York,1968. Mandeit, M. PhysiesExporimenfsfor Children: Dover New York, 1968. Grsf, R. F. So/< and Simple ElertricolExperiments: Dover, New York,1973. McKay, D. W.;Smith, B. G.SpoeoSeiemePr~rjectsforYoungSeianfisfa:Wsttr: New York, 1986. Chapmen, P. The Young Scientist Book of Elertrieity: Uaborne: London, 1976. Bearant. P.: Findlay, I. Introduction Lo Eleefroniea:Usborne: London, 1985. Kent, A,; Ward, A. lnfmduelion to Physics: Usborne: London. 1983. Chisholm, J.;Beesan, D.Introduefion to Biology: Usborne: London, 1984.
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17. Chisholm. J.: Johnson. M. Infrodurfion t o C h e r n i * ~Usbornc: London. 1983. 18. Johnson, M.; King. C. ChemistryErporimenu; Usborne: London. 1981. 19. MePhcraon, J. G.;King. C. Fun loith Elcefronies: Unborne: London. 1981.
ZL Smith, E.: Blackmer, M.; Sehliehting, S. Idea Facfory'z Super Science Sourcebook: 1deaFactory: Riverview, FL, 1987. OICIIIII~ AcfiiiiiiiIo~K-6thGoodd Tcathhhh; 21. Ke1ter.P. B.;Jsmes.B. L.RRRRW~ Office of Science Outreach, Univerjity of Wismnsinashkmh, Oshkash. WI, 1988.
22. Mebane. R. C.; Ryholt, T. R. J. Chsm. Educ. 1981.64.291. 23. Day, R. A. Jr.: Underwd. A. L. Quonfitatiw Anolwis. 5th ed.: Simonand Schuster: Englelumd Cliffs. NJ, 1986. 24. Mwre. R. E.: Willims. B. L ~ b ~ ~ ~ t ~ ' ~ M ~ ~ ~ ~ I / o r GGGGGI, I n t r o dOrgmiimd ddttt~ ~i~chornlatry; Universityof Wiseomin-Oshkash. Oshkosh, WI. 1983. 25. Giuliano. V.; Rieek. J. P. J. Chem. Educ. 1987,64,3%. 26. Lightman.A.; Sadler, P. Sei. Children 1988,25 (51.24.
Volume 67
Number 10 October 1990
895
