THE SCIENCE FAIR IN SOUTHERN MINNESOTA LEONARD
A. FORD State Teachers College, Mankato, Minnesota
ALTHOUGH science fairs have been fairly common in the metropolitan centers in the east little has been done in the midwest to increase interest in science by this method. Science teaehers in Minnesota high schools teach more than one science and most of them also have extracurricular duties. This gives them little opportunity to work on projects, and as a result they have little interest in activities that are not directly related to their teaching. To give teachers in the area an added interest in science, and mith a view t o improving their teaching and thus stimulating their students, the author mas instrumental in organizing a group of high-school teachers shortly after the war. This group, known as "Southern Minnesota Srienre Tearhers League," had regular meetings at Mankato State Teachers College mith elected officers. Because participants in these meetings were sometimes separated by as much as 150 miles it was not an easy matter to keep the group active in view of the rngged Minnesota winters. In the spring of 1950 the author proposed a science fair to the science teachers, to be held the following year. Since it was a completely new idea it did not meet with a ready response but the teachers agreed to participate. Fourteen schools were represented a t the first fair in 1952 and about 500 students were registered. A featured speaker, Dr. C. A. Owens of the Mayo Clinic a t Rochester, Minnesota; a chemical magic show by college students; college and high-school science exhibits; and a few local industrial exhibits and science niovies comprised the day's activities. The enthusiasm and interest created by the first fair helped to attract 700 students to the 1953 fair with entries from 30 schools. Publicity by daily and weekly newspapers, the radio, and information bulletins by the author helped to create iuterest in the fair. The mailing list of science teachers in the smaller towns was obtained from the office of the Minnesota Education Association. Information directed to the teachers gave the names of industrial exhibitors, types of student projects, and name of the featured speaker, and expressed the hope that the teacher would have student projects to exhibit a t the fair. Teachers and their students were urged to come, even if they had no exhibits to display. Information about the fair was presented over a period of three or four months. Since the number of exhibitors a t the first fair was relatively small the author planned a "chemical magic" show which proved to be an entertaining feature. The event was conducted by five college students who had rehearsed each of the demonstrations many times previously. The chief magician, dressed in a tuxedo and
top hat, directed the work of t h e others. To increase the effect the experiments were accompanied with humorous stories. Since the purpose of the show was t o entertain as well as to instruct, the performers made up fantastic explanations which accompanied each experiment. It was noted that these stories became more exaggerated with each performance, as the demonstrator gained confidence and skill. Delayed reactions, explosions, colored fires, candles which light mysteriously, cold fire, ammonia fountains, solid alcohol, and Pharaoh's serpents indicate the nature of the demonstrations. Rehearsal of each experiment until it was "foolproof" was essential. This meant that the student had to repeat the experiment many times and carefully work out his story so that the audience would enjoy this feature of the fair. During the second fair the magic show again proved to be popular and it was necessary to turn away many students at eachperformance. Exhibits and demonstrations by 19 industrial and governmental concerns played an important part in the second fair. Included were concerns from different parts of the state. Some of these were U. S. Steel, Minneapolis-Honeywell Regulator, The Hormel Institute, Continental Can, and the State Department of Agrirulture. These exhibits showed the part that science plays in industry today. The fair was a new venture to these exhibitors, who were highly pleased with the interest that high-school students showed in their exhibits and demonstrations. Student exhibits were placed in science laboratories and those students that cared to do so gave oral explanations or demonstrations of their exhibits at a demonstration desk. Interest in the exhibit was increased when the student was given an opportunity to tell about his work, how it wasprepared, and what it was intended to show. Exhibits and demonstrations by junior and senior high-school students were divided into areas of physics, mathematics, chemistry, biology, general science, and photography. The featured speaker, Dr. A. F. Voight of the Institute of Atomic Research, Ames, Iowa, addressed the group at a general assembly on "Peace-time Uses of Atomic Energy." Cost of operation of the fair was held to a minimum, since funds were not available from the college for events of this type. However, award ribbons and the expenses of a speaker were met by industry and a fee of $3.00 from each participating school. Red ribbons were awarded to a11 exhibitors and blue ribbons for outstanding exhibits. Slide rules, handbooks, and other prizes donated by industry were given for the best exhibits. Twenty memberships in the Minnesota Junior Academy of Science were also awarded.
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