undo the damaee. Surelv i t would have been smarter ~ ~and ~ more responsihc for chemists, a t least, t o have provided the information in the ouhlic interest. That's no euarantee that the information wifi he communicated and acEkpted without confusion. Finally, I'd like t o tell you about the plethora of opportunities which exist for you t o communicate your science. Schools at all levels are asking for help; civic groups and governmental agencies are eagerly seeking knowledgeable and articulate speakers; radio and television "talk shows" are searching out interesting topics and talented talkers. Both print and electronic media develop feature stories and interviews on news items. These are a few of the opportunities that chemists routinely ignore. And the communication works both ways. Did you ever wonder what an editor, radio news director, or television anchor thinks about science and science stories or why they don't present more science more often and more accurately? Wouldn't that make an interesting local section meeting program, not to say opening the door to future communication and understanding? I'd like to leave you with three rules: ~~~
~
1) Do somethine 2) Tell people &out it. 3) Keep it up.
Chemistry for Mommies and Daddies R. A. Hermens and K. E. McCoy
Eastern Oregon State College La Orande. OR 97850
The auestion arises "How do vou inform the ouhlic about science?" Many scientists ask chis question and try to answer it by collecting.a grouo . . of people to talk about science. When an announcement is made that information on chemistry will he presented, very few people attend except for young children, 4th, 5th, and 6th graders. They are very interested in chemical "magic" shows and most other sciences. How many of you have attended Little League baseball? How manv-of vou . attended Little Leaeue baseball if vou had no children or grandchildren Probably this last auestion has little positive resoonse. Since most oarents and grandparents feel kmpelled to attend hallgat&, then, this wot~ldbe an excellent model to follow fur science education. This iden was pursued and it worked.!' The plan was toadvertise chemical maricshows (dcsianed for young people) in several towns in eastern oregonand southeastern Washington. Certain restrictions were placed on the admission to the shows. First, the student (usually in the grade range of 6 6 ) had to pick up a free ticket for admission. This allowed the project director to note the size of the audience. On the ticket an explanation indicated that the student must he accompanied by aparent or guardian. In practice, however, this was more flexible. It was pleasing to see the students eagerly tugging a t their parents' hands while looking for the proper room number and then anxiously awaiting the start of the show. The "magic" show was specifically directed to the adults in the group. The children absorbed and enjoyed the topics in spite of the intended direction. A hands-on laboratory session followed which included measuring the pH of some household chemicals, ammonia, vinegar, cleanser, etc. As the children started on this phase of the project, some of the parents took the initiative and started performing the ex2Supporl of this project was made possible by the Education Division. ACS Washington, DC, and Eastern Oregon State College. -a Grande, OR. 696
Journal of Chemical Education
~
periments while the somewhat children watched. ~ ~ ~ ~ dejected ~ The project leaders were elated to see the oarental involvement. At the final stages of the session, each parent-child team was issued a 5-g sample of potassium alum with instructions to grow a crystal. A simple calculator was to he the prize for the largest crystal and the "best" crystal. This assignment was to he taken home and crystals were to he mailed to the oroiect leader within two weeks. - This project was successful in that i t did involve adults (mommies and daddies) in scientific explanations and chemistry experiments. Providing the opportunity for adults to participate does not solve the ~rohlem.Gettine adults to partickate is a major task. once they attend tcey will involve themselves.
The Role of the Scientist in Citizens' Organization Steve Mebalf Rockwell Hanford Operations Richland. WA 99352
Members of the scientific community and citizens' groups ("environmentalists") often find themselves in conflict, failing to realize that they are natural allies with much in common. This conflict is lamentable and unnecessary and is based on mutual misunderstandines rather than true incompatibility. These groups are often-distrustful of each other and interact defensivelv. rather than coooerativelv. nursuine . a mutually heneficial path. Scientists should olav a leadine role in huildine trust. not conflict, between themselves a i d citizens' groips. ~ h e s e roles are of three general types: scientist, educator, and citizen-activist leader. The role of the scientist centers on conducting and promoting sociallv heneficial research. The goal of theeduc&or is not to produce more scientists hui to produce citizens capable of comprehending technical aspects and argumenG on issues, f&-ming ratconal decisions, and taking sensible actions. The role of the citizen-activist leader is es~eciallvimoortant because citizen's oreanizations never have adequke resources to tackle all theissues thevface. Thev must set priorities carefullv eet maximum " to ., good from their limited rkources. Some specific actions that a scientist might take are to: (1) join a citizen's group (all groups believe their members more than they do outsiders), (2) promote corporate "good citizenship" and open communication with the public in the work place, (3) orovide eeneral.. simnle . scientific education to thipublic (most people can't read a graph), (4) provide detailed advice in fields of expertise. (5) reoresent the Dublic on issues, stressing content o h en~&iun,(6) cmperarr n,ith technical s t a h utcitirens'arouvs. and (7) act a* n translnror and mediator among the piblic; industry, and government.
Science, Schools, and You! M. Jay Haney Hanford Science Center Richland. WA 99352
A program started in the Richland schools over 10 years ago called "Inquiry into Science" takes high school seniors \vho are completing their sc~ence/mnthpnlgrams and places them in lahoraturit.~with srwral Hanford contractors u,hich includr Westinghouse Hanford Company and Hattelle Pa.
