Sheldon H. Cohen Washburn University of Kansas Topeka, KS 66621
Exploring Chemistry for Parents and Children
There has been a growing interest in recent years in programs to enrich the physical science training of pre-secondary age children. Two attempts in this area have been reported currently in this Journal (1, 2). This paper will describe a different approach used at Washhurn University for the last three years. "Exploring Chemistry For Parents and Children," which was designed for those children in grades five through eight wnmpanied hy a parent, was a course in which a few I~m~lamtmtol nmceptsof chemistry were studied. It consisted of 6 weekly, 2-hr evening sessions. There was a maximum limit of 34 persons per section, hut since a number of parents had more than one child enrolled, the average was about 14family groups per class. Although modifications had been made each time the program was offered, three basic principles guided the organizat,ion of all sessions. The orohihition of formal lectures was the first principle. ~lthough'itis very difficult for a university professor to abide by this rule, any long period of passive education for this age group leads to extreme and irreversible boredom. Next, whenever possible, the learning of information was through laboratory experiments, demonstrations, or classroom dialogues. And lastly, the unexpected was worked into each session. This last point was an effective method of keeping interest and enthusiasm a t a high level. ~
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Third Session Gas laws-Boyle's and Charles' laws were investigated using a J-tube with varying amounts of water and a capillary tube with an oil seal. A discussion followed the laboratory period in which the laws governing the effect of pressure and temperature on the volume of gas were formulated by the students. A model of the gas state was also worked out. Each member of the claas was given a small rubber balloon at the end of this session and told to experiment further a t home with gas behavior. Fourth Session Atomic Structure-Electrolysis of water, spectra, Crooke's tubes, fluorescence, and radibactivity were demonstrated. From these observations a few of the new concepts of subatomic particles and modern atomic structure were presented. In the laboratory each student identified five unknowns by flame tests. The ions used were Li+, Na+, K+, Cu++, Sr++, Ba++, and Ca++. Awards were given to each student who correctly identified all of his or her samples.
~~t~~d~~.i~~ to the scientific approach and to laboratory safetyand practice-^ short discussion was presented on scientific obsewations. The class was then divided into groups of about five each, with parents versus children, and the "black box" exneriment was ~ e r f o r m e d(3). The group obtaining results closest to the actual contents of the box was awarded prize ribbons. The remainder of the session was spent in the laboratory. Safety procedures were explained. Every person was required to wear furnished safety glasses whenever they were in the laboratory. Each person independently recorded ohsewations on colors and d o n of chemicals, and then determined the density of water (4). A brief discussion of subjective and objective observations followed. The period ended with a tasting party of candies containing chemicals which were used in the earlier experiment (for example, root beer halls, cinnamon red hots, and wintergreen mints).
Fifth Session Energy and Chemical Reactions-Exothermic and endothermic-ieartions were demonstrated. In the lahoratvry styrofa,arn CUII calorimeters with O.Io thermometers were used to study strong acid-strong base neutralization, weak acidstrong hase neutralization, sodium nitrate-potassium chloride mixing and lead nitrate-potassium iodide reaction. A discussion of the relationship of energy change and chemical reactions followed the experimental work. sixth Session Electrochemical cells--Chemical reactions demonstrating oxidation-reduction were presented (for example, the burning of various chemicals, the blue bottle experiment (5), and mercury(I1) oxide reduction). The concepts of half-reactions and electron gain and loss were introduced. In the lahoratory each studentmade a zinc, zinc ion copper, copper ion battery and determined its voltage. Variations of concentrations were studied to see their effects on EMF of the cell. After the completion of the experiment a tour of the chemistry department was given, and this was followed by a party for all the program participants and staff.
Second Session Acids and Bases-This period was opened with a demonstration of the properties of acids and bases. Ashort discussion of neutralization, indicators, and titration was presented. This was followed by alahoratory experiment to determine which anti-acid tablet was more effective in neutralizing excess stomach acid. Commercial anti-acid tablets were ground in mortars with pestles and placed into water.'l'hey were neuhydrochloricacid. tralized with m~~n.;uredguantitiesofexre~s The unneutralized acid-(in terms of the number of drops of hase used) was measured for each tablet. The students determined not only the best tablet in terms of strength, hut also the most effective in terms of cost per drops of acid neutralized. Each student was given a vial of red and blue litmus to take home and test common substances for acid or hase properties.
Program Evaluation After the completion of the six week program an evaluation form was independently completed by both the parents and children. In over one hundred responses, during the three years that the course had been offered, not one negative evaluation of the total program was received. But the actions of the children enrolled are more important in judging the success of this program than a formal uppraisal form. Although there was no mandatory attendance policy, the class sessions always averaged over ninety percent of the children. In fact, many times the pre-secondary members of the class would get a grandparent or an older sibling to bring them if their parents were unable to attend. The most important outcome of "Chemistry For Parents and Children" was its ability to impart an enthusiasm toward science in those enrolled. This was shown by the pressure brought by the former
Flrst Session
736 1 Journal of Chemical Education
students in this course to have an additional program, "Exploring Chemistry For Junior High Students," offered by Washhurn University. The first time we offered the new course the response was so great that we had to limit enrollment. We had to promise those who could not get into the program that we would offer a second section later in the year. There is~ a uereat ~ ~ need in most communities for additional programs in physical science for pre-secondary school age children. From our experience in "Chemistry For Parents and ~
Children," this type of course when offered by universities is well received and well attended. Literature Cited 'Powell. D. L., Bramund, R. H., Hwnea. L. W., MeElvany. K. D.. and Pedorsen. J. D., J.
C H E M E D U C 52.737 (19751.
ZHayner,L.W.,andPuwell,D. L., J. CHEM, EDUC., 53.724 (1976). 3Thi.~onsisfaoftryingt o identify tho number and typpiofobjoztsinasedodopaquecontainsr. 'Cohen. S. H., Shores, R., and Zsbcl, D. E., J CHEM EDUC, 4'7.66 (19701. 5Dutfon, F. B., J. CHEM EDUC.. 37. A799 (19601.
Volume 56. Number 11, November 1979 1 737
