edited by PATRICIA J. SMITH United Slates Air Academy High Schwl United Slates Air Academy. CO 80840
chemi~tryfor kid/ Pre-Chemistry Acid Rain Activities for Kids Lloyd H. Barrow College of Education University of Maine at Orono Orono, ME 04469
Acidic nreci~itationis one of the most recentlv identified and least;nde~stood environmental hazards. ~ c i d i precipc itation is an international orohlem which is catastronhic in , vulorrabie areas certain areas of the world. ~ e n e r a l l ythese have slizhtlv acidic soils and rock strata. Anv nreci~itation that ha; a pH of lower than 5.6 is classified-as acidic. The acidic precipitation problem will escalate unless technolwical i advanies decrease SO, and NO, emissions. ~ a c k g r o u ninformation about acidic precipitation can be found in American Chemical Society Information Packet on Acid Rain ( I ) and Barrow (2).Acidic precipitation is a topic that allows students to study science from a sociological dimension as recommended by American Chemical Society (3) and National Science Teachers Association (4). The Pre-High School Setting The renewed interest in science education could result in chemistry teachers being requested to facilitate their elementary school science program. Chemistry teachers need to he aware that elementan teachers annroach science esneciallv physical science with a different orientation from high schodi science teachers. For manv elementarv teachers. high school chemistry was their last chemistry co"rse. Many elementary teachers have an anxiety toward science (5).One of the ways to reduce their science anxiety is to provide elementary teachers with hands-on activities that are transferable to their classroom. Their anxiety can be further reduced by utilizing everyday materials where appropriate (e.g. baby food jars rather than beakers). Most elementary teachers are responsible for teaching all subjects (often six or more preparations per day). Consequently, they tend to have an integrative orientation toward teaching. In interactions with elementary teachers, examples of integrating chemistry with other subjects (e.g., writing, measuring and calculating, art, nroblem-solvina, reading, etc.) should he nrovided. I t is imperative that elementary ieachers know h o b to apply the chemistrv topic(s) that thev are teachina. These nractical a p p l i c a t i k &ill allow teachers to incorporke personal needs and societal issues into their teaching as recommended by Harms and Yager (6).Knapp (7)provided ten tips that elementary teachers should utilize in teaching science. Activities on Acids The study of acidic precipitation is appropriate for children beginning about the fifth grade. Even though a child of this
This manuscript was financed in part by the US. Department of the Interior, as authorized by the Water Research and Development Act of 1978. Contents of this manuscript do not necessarily reflect the views and policies of the U.S. Department of the Interior nor does mention of trade names or commercial products constitute their endorsement of recommendation for use by the U.S. Government.
age might have heard of acids or acidic precipitation that does not meon they understand the concept. Students at this age utilize Piaget's concrete operational stage thought patterns (8). Complete understanding of the concept "acid" requires formal operational thought patterns according to Karplus et al. (9).Due to the abstractness of the pH scale, i t is imperative that students have hands-on exveriences to learn about acidic a hands-on activity for precipitation. Barrow (10) students utilizing concrete operational thought patterns to discover the logarithmic nature of the pH scale. The following three activities were developed for middle school (grades 6-9) children or older. The activities are organized in the followina wav: materials. nrocedures, interpretations, and enrichment.- he interpretation questions requires the students to summarize and synthesize the results of the activity. The enrichment section is optional and includes extensions for gifted and talented students. Activity 1, "What's My pH?," is modeled after Elementary Science Study's "Mystery Powders" (11) activity. Students collect samples of common household materials (e.g., orange juice, milk, vinegar, soap water, ammonia, and soft drinks) in small precleaned jars and measure the pH using pH paper. They then collect rain and/or snow samples and compare the pH of these materials with those previously tested. In Activity 2, "pH and Lemonade," students successively dilute a series of solutions and measure the DHof this series. Students are then asked to apply and comp&e what they have learned ahout the effect on the pH by carrying out a similar activity with an unknown liquid (0.05 M HzS04). They are asked to explain the pH increase that is observed as the solution is diluted. They are asked to compare these results of these dilutions to the pH of the rain and snow thev collected. These activities allow pre-high school students t o he exposed to chemistry while studying about a current environmental concern-acidic precipitation. By studying about acid rain directly, we are preparing scientifically literate individuals that will be able to make decisions in the technocratic life of the 21st century.
Literature Cited (1) American Chemieal SoCiety, "Acid Rain Information Packet," 1983. (21 Banow, L. H.,"Tsseher's Remure. Guide on Acidic Precipitation with Laboratory Actiuitiq" Land and Water R e s o w s Center, University of MainD atomno, Omno, ME, 1983(ERIC Daeument Reproduction Service No. 234990). (3) American Chemical So~iety,'"Chemistry in the Kindergarten thrmgh Ninth Grade Curricula: Repoh with Rmmmsndations,' 1983. (4) National Science Teachers Amxiation. ,'Science-TechnologyS~iety: Science
Education for the1980's." 1982. (5) Orlich. D. C.."ScienceAnrietvand theclagvwm Teacher."National Education Asmaatrm, Washington, 0~;1980.
This featureis designed to encourage ow readers to become involved in some wav wilh inboducino chemisbv to children. Mamods. tachnioues. ana odeas lnat have proven successtul w d oe featdred We w ! ~ hto ChallengeIhoseof yo& who have nteractea w m chem slry and klds to Share your program wlth Ihe rest of the readers We fmherchallenge Ihxe who have rot made the 6rst step to usethesepmgramsta develop a system that will work far you and the kids in your community. R e SPonSes Of the children to the activities would be ot particular interest. h this way. this featurecan provide mechanisms for intraducing more chemistry to children and, lhus, society.
Volume 62 Number 4
April 1985
339
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, , . tb! lIcrmn..l. U . . " l ' l q a lor Ch~rnlala."JCHIM F S I ' C 62.1$6119751. (4, Ka$plui..R.rt a1 :'Scomecl'each#r.and Drvrmprncnl olRrasnning." l'n#vrrr#tyd Celdnmna. Berk&y,(',\, 1916. (101 Bsrrnv. I. Il ' p H hlcdrl lor dtudylng Acidic Prw#piu!m."Sornrs .+OP. l1?1.
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Chemical Magic Shows for Elementary Students Rex D. Ackerson Normern Oklanorna College Tonrawa. OK 74653
A highly successful series of "chemical magic" shows were utilized in Altus, Oklahoma. These programs were performed each year hy Chemistry 11 students frum Altus High School for the sixth grade siudents in the seven elementary schools in Altus. These students developed their demonstrations, practiced them thoroughly, and organized a routine to use during the demonstrations. The primary purposes for the programs were (1)to create
340
Journal of Chemical Education
or spark interest in science for sixth graders in the school nys&m, (2) to improve understanding oisome scientific ideas by the sixthgraders. (3) toaive Chemistrv I I s t u d e n t s e x w rience a t wo&ing in front of audiences add in planning Grograms for audiences, and (4) to do some chemistry demonstrations a t a grade where lack of chemicals and facilities often precludes use of such demonstrations. Whenever possible the audience was not just allowed but invited to participate in the demonstrations. Questions from the audience were solicited followine each demonstration and the Chemistry I1 students gave thz answers. This required them to have a solid understanding of their demonstrations. The sources for most of the demonstrations were Alyea and Dutton'. Chen.2 and the lab manual for the hieh school ~ h e m i s & yI c o ~ s e Some . ~ of the favorite demo&trations which were used include: preparation of nylon, iodine clock, nonhurning handkerchief, preparation and properties of hydrogen, and properties of liquid nitrogen.
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Alyea, H. N., and Dutton, F. D., "Tested Demonstrations in Chemistry," 6th ed., Division of Chemical Education, Easton, PA, 1965. Chen, P. S.. "Entertaining and Educational Chemical Demonstrations." Chemical Elements Publishing Go., Camarilla, CA. 1976. Davis, J. E., MacNab, W. K., Haenisch, E. L., McClellan. A. L.. and O'Connor, P. R.. "Laboratory Manual for Chemical Experiments and Principles:' D. C. Heath and Co., Lexington, MA 1973.
