Robert 1. Silber Central High School Evansville, Indiana
Research Experiences Attract Talented High School Students
A r e you looking for a method of stimulating interest and challenging the academicallytalented students in chemistry on the high school level? Would you be interested in having these students make some contribution to the field of science? Would you like to give your students research experiences to help determine their potentialities and to help them find out whether a career in chemistry or science is really for them? Many schools have nothing to offerthe academicallytalented student in science beyond the regular class work. Some schools offer additional work to attempt to challenge these students. Others are offering advanced courses t o further their knowledge, but often the classes may be too small to convince the administration of their value. Science fairs could be the answer in some situations. The answer to the above questions and statements could be found in a basic research program involving students a t the high school level. Superior students will jump at the chance to have experiences in basic research. How can such a program be accomplished? What are the resuks? I n December of 1956, such a program was inaugurated in Evansville, Indiana, at Central High School. In the third floor chemistry laboratory, a group of five students were selected, based on high school scholastic records, IQ's, and professed interest. Each of these had taken courses in biology and chemistry and was enrolled in physics. The research involved the ascertaining of the number and kinds of free amino acids in a series of fruits with particular direction toward the possibility of detecting the suspected presence of two new amino acids. A grant from the National Institutes of Health was obtained to support the work. The employment of the students involved several conditions. First, they could only work after school, two evenings per week. Second, they must consider this work their most important after-school activity, with a very limited nnmher of reasons accepted as excuses. Third, they would be paid 35b per hour, enough to buy lunch and pay their bus fares. While waiting for ordered equipment and supplies, the students began a search of the literature a t a local college to determine what had been done in the field. Orientation sessions were held the two evenings per week to give them background in the work and acquaint them with the various processes involved. Upon arrival of equipment, work was begun. Several varieties of fruit were purchased and the processing started. It was necessary fint to grind the fruit with ethyl alcohol in a blender, then filter the material to remove the fiber. Ion-exchange columns were employed to remove the amino acids. The ammonia was 314
/
Journal o f Chemical Education
removed from the extract, and theextract lyophylized, to remove the water. A spot of the lyopbylized extract was placed on paper to be separated by paper chromatography.' Upon development of the chromatograms, the spots were identilied. These in many cases were verified by paper electrophoresis. Each student learned all procedures. After the training period each student was able t o take a fruit and carry it through the whole process with the exception of the final identification of the amino acids. The first year was not without many difficulties. Working only three and one half hours after school, two days per week, presented difficulty in the timing of chromatograms. Many phases of the project seemed only to be started when time ran out. Few visible results were obtained in the first year. However, a four-year renewal of the grant was received, for a much larger amount, and the project was continued with new students and additional equipment. The second research team consisted of seven students. The work was carried on in the same fashion as before, after a period of orientation. After the school year ended, this team was able to work full time during the summer for a six-week period. This, of course, kept the students interested, busy, and partially solved the problem of searching for summer employment. (They had been given a raise to 506 per hour.) The 1958-59 research team consisted of nine students. Additional equipment such as a pH meter, fraction collector for ion-exchange chromatography, analytical balance, chromatography drying oven, etc., were now available. Some of this equipment wasmade locally by the industrial arts department. This team was able to work eight weeks during the summer. I n addition to the laboratory work, each team had an extensive field trip takenon time released from school. Approximately 700 miles and five days were necessary to visit an agriculture experimental farm, the research laboratories of a large pharmaceutical company, a heavy industry, a steel mill, Argonne National Laboratory, and several museums in Chicago. The trip was planned to acquaint the students with research facilities in various types of industries and to see science applied in many situations. The students were surprised to see that many of the techniques they had used themselves were employed in the larger research laboratories. They felt a sense of pride whenever they were able to converse with scientists in those laboratories. Benefits from the Program
What has been the result of such a project? A total
' IREEVERRE,F., AND MARTIN,W., Anal. (1954).
Chem., 26, 257-60
of seventeen students has graduated with this experience (some were selected as juniors and remained on the team two years). Of these seventeen, fourteen are undertaking science or science-related fields of study in college. A follow-up study by means of personal correspondence indicates that the experience better prepared the students for college. A third result has been the submission and acceptance for publication of a paper describing the research done on the free amino acids derived from 32 fruits. The fourth consequence, although somewhat unmeasureable, was the closeness of the instructor with the students. Greater friendships were built, and much more guidance done, in this close association, than in ordinary classroom situations. The students, even after several years in college, return to see how the new
team is progressing and reminisce about their experience while on the team. Still a fifth result is obtained by such an experience. Many science teachen feel that they would like to do some research but have no means of support for such a project. This project provides the fundsforequipment, travel, compensation, and supplies. This helps the teacher with a source of extra income and in some instances, may keep a teacher in the classroom instead of seeking other highersalaried opportunities. A sixth beneficial aspect of such a program lies iu the anticipation and striving of younger students who are desiring a place in such a project. Many more applications are always on file than there are positions available. Two more years remain in the grant, and two new teams will be started. Anticipation is great for these two years.
Volume 37, Number 6;June 1960
/
315
