Encouraging Tomorrow's Chemists University Outreach Program Bringing Hands-on Experiments to Local Students Katrina F. Heinze, J a n a L. Allen, and Eric N. ~ a c o b s e n ' University of Illinois at Urbana-Champaign, Urbana, IL61801 Encouraging Tomorrow's Chemists (ETC) is a program run by volunteer graduate students from the University of Illinois a t Urbana-Champaign (UIUC) School of Chemical Sciences. The goal of this program is to increase science literacy in the general public by bringing hands-on experiments, with real world applications, to local public school students. History Chemistry and the chemical industry often are misnnderstood by the general public. I t i s not uncommon for products to be advertised a s "chemical free" or for a product to he labeled dangerous because it contains chemicals. As chemists, we know that these claims are incorrect. Unfortunately, many people in today's society do not have the chemical training necessary to determine whether or not such claims are valid. During the summer of 1990, a group of UIUC chemistry graduate students started discussing what they could do to improve the public's perceptions of chemistry Several months later ETC was created. The initial group of ETC volunteers investigated many programs with goals similar to those of, ETC. Two programs seemed to fit the UIUC area the best: the W s a Science Enrichment Program (TSEP) ( 1 )and the MIT Chemi s t r y O u t r e a c h Program ( 2 ) . T S E P i s a n extremely successful program where scientists from Amoco train volunteers (parents, high school students, retirees) to lead small groups of elementary students through hands-on experiments. The goal of this program is to show stndents that learning science can be both fun and rewarding. The MIT program has graduate students visiting high school chemistry classes to discuss the chemical research process. During the visit several demonstrations are performed. The goal of the MIT program is to demonstrate what chemists do and to convey the excitement of doing chemistry to the high school students. 'Corresponding author. Current address: Harvard University, Department of Chemistry, Cambridge. MA 02138.
These two programs offered the UIUC graduate students two very different templates for helping to improve science education. The eraduate students liked the handson approach ofTSEP. b; they also hked the idea of providm e the students w ~ t hscientific role models Rs romhinine ideas from both programs the concepts that would maki ETC were formed. The goal of the ETC program is to influence students' perceptions of science, a n d chemistry, i n particular, through hands-on experiments performed a t local junior and senior high schools. We would like to provide students with positive scientific experiences. Through our program we would like students to develop the ability to examine critically scientific questions, reevaluate stereotypical views of scientists and science, become aware of the possible career paths available to those with interest in science, and have the opportunity to discuss current events that involve science. Although we certainly would be pleased to influence some of our students to pursue careers a s scientists, this is not our primary purpose. Instead we would like our students to develop into well-rounded citizens capable of critically evaluating scientific issues. The use of short group discussions combined with interactive chemistry experiments that actively involve the students in nnderstanding and exploring chemistry will go far in meeting these goals. Outline of Program Our community involvement for the 1992-1993 academic year involved two schools, one junior high and one senior high. Our contact with these schools was initiated by contacting the school principal. After we determined that our program fit within the school's educational philosophy, meetings were held with the science teachers to coordinate our experiments with the science curriculum. The first contact with students is made during the first month of school. This first experiment is a general discussion session about science in everyday life. This discussion covers such topics as ethics, science in the news, careers in
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Table 1. Outline of a Year Program at the Junior High School Level
Experiment
Subject Maner
Length of Experiment (number of class periods)
Discussion & Survey
Ethics, science issues in the news, careers in science and scientificliteracy are discussed. The survey provides information on students perceptions of science and scientists.
Polymers
Students make slime and superballs
Luminescence
F Lorescent. phosphorescent and chem Lmmescent systems are slJafeo oy !he stdoents
Characteristics of Matter
Students examine boiling of liquid nitrogen, sublimation of carbon dioxide and melting of gallium. They also investigate the effect of pressure on solids, liquids and gases.
Environmental Chemistry
Students recycle different types of paper. Fruits are used as natural dyes.
Discussion & Survey
Topics from experiments are related to the original discussion. The survev evaluates the effect the ETC program has had on siudent's perceptions of science and scientists.
1
Table 2. Outline of a Year Program at the Senior High School Level
Experiment
Subject Maner
Length of Experiment (number of class periods)
Discussion & Survey
Ethics. science issues in the news, careers in science and scientific literacv are discussed. The survev provides informationon studenvs perceptions of science and scientists.
1
Polymers
Students make slime, superballs and nylon.
1
Luminescence
Fluorescent, phosphorescent and chemiluminescent systems are studied by the students.
1
Forensics
Students identifythe perpetrator of a mock crime using density measurements, extraction procedures and thin layer chromatography.
2
Environmental Chemistry
Students recycle differenttypes of paper. Fruits are used as natural dyes. The chemistry of acid rain is also examined.
1
Chemistry of Life
The acidlbase properties of common household items are studied using a natural indicator. Also, several foods are analyzed for protein, carbohydrate and fat content.
1
Imaging Chemistry
Each student creates a blueprint and photograph of an identical image. The chemical processes of these two techniaues are discussed and comoared.
1
Discussion &Survey' Topics from experiments are related to the original discussion. The survey evaluates the effectthe ETC program has had on student's perceptions of science and scientists. science, and scientific literacy. Our goal with this discussion i s to help students realize the importance of a strong background in science, regardless of career choice. This discussion, a s well as all experiments, occurs during regularlv scheduled class times. After this discussion session, approximately once a month, a group of graduate students spend a full day a t the school with a laboratory experiment in which the young ~h~ experiments can be aceomstudents can 168
Journal of Chemical Education
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modated w i t h i n a 50-minute class period, so up to seven different sessions are held on each visit with different classes. Each experiment is taught by a small team of graduate students taken from the chemistry, biochemistry, and chemical engineering departments. This offers students the chance to meet chemists in a nonthreatening context where the ethics and practice of chemistry can be discussed in relation to t h e experiment being performed. Both the junior and senior high schools have experiments rel a t e d to polymers, environmental chemistry, and luminescence (see Tables 1 and 212 The junior high h a s a n additional laboratory on the properties of matter, where such topics a s phase transitions and the effects of pressure on materials are investigated. Three additional experiments are performed a t the high school: forensics (chemical analysis of glass densities and ink compositions), the chemistry of life (acid-base properties of food and the analysis of proteins, carbohydrates and fats), and imaging chemistry (photography and blueprinting). Throughout the year, concepts that are covered in one experiment often are reinforced i n another experiment. For example, the discussion of cellulose during the environmental experiment draws on the knowledge gained during the polymer experiment. Also, the choice of experiment topics helps to illustrate the principles discussed in the opening discussion. Thus, the study of imaging chemistry helps students see that an understanding of chemistry can be useful in many careers other than that of a research scientist. Several of the experiments (luminescence, chemistry of life, imaging chemistry, and polymers) demonstrate the chemistry in everyday obiects and activities as will as illktrate basic chemical principles.
Financial Considerations The ETC program provides all glassware, chemicals, and equipment for each of the experiments, hi^ enables the program to be used at any regardless of the schooys financial situation, The cost Der exoeriment ranees from about $200 for the environm&,tal to1$600 for
'Safety is a foremostconsideration at all times. The discussion at the beginning of every experiment stresses safety.Also, gloves and goggles are worn at all times when any potential hazard is present.
the luminescence experiment per 150 students. These costs are covered by continuing support from local corporations and organizations. Initial start-up funds for one-time purchases were provided by both industrial and private sources. For the academic year beginning in 1992 the ETC program had contact with 125 students a t the high school level and 225 students a t the junior high level. Total expenditures during t h a t year were $9100. This includes $4900 for one-time costs (e.g., hot plates, ultraviolet lamps, Dewar flasks, etc.). Conclusions We are very excited about the results of these discussions and experiments. Throughout the semester students remind us of the topics discussed or correlate what they are learning i n an experiment to some comment that was made durinp the discussion. We feel tbat the use of general discussionsat the beginning and end of the schoolyear is leading to a considerable improvement in students' attitudes toward their science courses and the practice of science. The use of hands-on experiments helps students develop a personal interest i n understanding and explaining what is happening. During the polymer experiment cross-linking of polymers is discussed. Students, motivated by their newfound ability to use the concept of cross-linking, explain the physical differences that they observe between the slime, Nylon, and superball. Also, students'excitement
about what they have seen in class can lead to unexpected, but rewarding, experiences. One junior high school student, after observing the difference in light emission lifetime between phosphorescence and fluorescence, returned the next day to announce tbat she had thought about her experiences in class and discussed them with her parents, and that she had a hypothesis as to what caused these phenomena. We are definitely achieving something positive if students are interested enough i n what they have learned that they discuss i t with their parents over dinner. Acknowledgment We a e a t l v a ~ ~ r e c i athe t e financial contributions made by t h e ~ a m i l l e ' k dHenry Dreyfus Foundation, the Monsanto Com~anv.and the American Chemical Societv University of lilinois Chapter. Eric N. Jacobsen has been faculty advisor to this program. Initial ETC members-Monica Baloga, Ed Fenlon, Glenn Jirka. Brenda Kessler. and Donald Seielstad-are thanked for all their hard work and for their dedication to improving science literacy. Katy Conser, Jeff Dorsten, Chris McFadden, and those named above developed all of the experiments used i n the ETC program. A continuously changing roster of graduate students are thanked for the time they have volunteered a t the schools. Literature Cited 1. Partners in Education 1989.4. 2. Nowick.J. S.: Briabois. 8. G.1 Chem Educ. 1989, 66, 668.
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