SERVICE LEARNING IN CHEMISTRY FOR ELEMENTARY EDUCATION MAJORS

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SERVICE LEARNING IN CHEMISTRY FOR ELEMENTARY
EDUCATION MAJORS
Louise M. Liable-Sands and Mark Bradley
Widener University, Chester, PA
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Background

• Inquiry-based laboratory course to accompany
  one-semester general chemistry course for
  elementary education majors
• Materials used in laboratory are readily
  available, safe and inexpensive for ease of
  incorporation into middle school science
  curriculum
• Widener students gain a deeper knowledge of an
  activity by multiple methods of understanding the
  activity
• Widener students generate a portfolio of hands-on
  inquiry-based chemistry activities that meet both
  state and national science teaching standards

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Goals of Course Widener Students

• Gain experience by
• performing the activity
• writing a lesson plan
• teaching the activity to a middle school class
• Field test the activity by teaching to middle
  school class
• Overcome apprehension of teaching chemistry with
  multiple exposure to an activity
• Generate a portfolio of inquiry-based chemistry
  activities incorporating Pennsylvania State
  Teaching Standards
• Take active role in local community through civic
  engagement which is in alignment with Widener
  Universitys Mission Statement

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Goals of Course Middle School

• Middle school teacher obtains portfolio of
  inquiry-based chemistry activities incorporating
  Pennsylvania State Teaching Standards
• Increase likelihood of continued use of
  activities in classroom by utilizing inexpensive
  everyday substances
• Students experience hands-on inquiry-based
  chemistry activities that reinforce theories and
  concepts covered in lecture
• Students are required to become active learners
• Students develop problem solving skills and
  critical thinking

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Logistical Requirements

• Partnership with local middle school science
  teacher (for continuity)
• Coordination of laboratories to coincide with
  science curriculum at middle school
• General supplies (balances, beakers, chemicals
  etc.) including everything needed for activity
  (i.e. DI water, paper towels, etc.)
• Vehicle for transporting supplies every week
  (Hand truck, crates)

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Experiments

• 1. Scientific Method
• Separation of a Mixture
• Measurements and Conversions
• Density of Materials
• Burning a Candle (Chemical Reaction)
• States of Matter and Solubility
• Scavenger Hunt for Pure Elements
• Acid-Base Properties of Household Chemicals
• Neutralization of Antacids
• Colors and Chromatography
• Crystal Growth
• Recycling and Identification of Commercial
  Plastics
• ( Activities that are discussed.)

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Scientific Method
OB-SCERTAINER, Lab-Aids, Inc.
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Separation of a Mixture
Given a mixture of sand, sodium chloride and iron
filings. List of materials available water,
beakers, magnets, hot plates, balance, and
samples of each of the pure substances. Charged
with developing a method for separating the
mixture based on physical properties. Groups are
encouraged to test different methods of
separation.
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Separation of a Mixture Results

• Discussion of most efficient method of separation
• Problems associated with different methods of
  separation
• Conservation of Mass

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Density of Materials
Given pure substances of aluminum and copper in
both block and shot form. List of materials
available graduated cylinders, water, ruler,
balance, and samples of each of the pure
substances. Charged with developing a method for
determining the density of the regularly and
irregularly shaped solids. Given water and
mineral oil and charged with obtaining density of
the two liquids.
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Density Results

• The densities that entire class obtains for each
  substance are discussed regardless of shape
  (validity of calculated values and sources of
  error)
• Graphs of mass vs. volume data obtained by each
  student are generated to obtain a third density
  of each substance
• True values for densities of substances are
  obtained and compared to experimental results
• Analysis of sources of experimental error are
  performed

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Scavenger Hunt for Elements
Students are given a periodic table. Charged with
locating pure elements (not a mixture, alloy or
compound). Required to be able to see the element
(some exceptions) in its pure form to claim
it. Generate table of element name, symbol, and
specific location of element. Students should be
able to locate around 10 elements fairly easily.
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Scavenger Hunt Results

• Students are allowed to perform over spring
  break.
• Most readily found seven or eight elements.
• Some incorrectly identified various compounds or
  mixtures as elements.
• Discussion of food ingredient labels was
  informative.

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Acid-Base Properties of Household Materials
Given task of testing common household materials
to determine whether they were acidic or basic
using different red/blue litmus paper, pH paper
and pH meter. List of materials available
household chemicals, water, beakers, litmus
paper, pH paper, universal indicator, spot plate,
red cabbage, blueberries, and red beets. Charged
with developing a method to determine the pH
level of the household materials previously
tested using safe acid-base indicators that they
prepared.
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Acid-Base Properties Results

• Students evaluated which natural indicator gave
  the best measure of pH
• Students discovered that pH determination of
  substances sometimes produced surprising results
• Discussion of different methods of measuring pH
  to determine relative accuracy

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Recycling of Plastics
Technology-based laboratory used to illustrate
different chemical and physical properties of the
six (6) most common types of plastics List of
materials available samples of six common
plastics, water (d 1.00 g/mL), 11 95 ethanol
solution (d 0.94 g/mL), 10 salt water solution
(d 1.08 g/mL), and beakers. Students were
charged with identifying and determining the
relative densities of the six plastics. Charged
with developing the most efficient method for
separating the six plastics.
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Recycling of Plastics Results

• Determination of the optimum order of separation
  of plastics generates the most inter-group
  discussions
• Students discovery of the many different uses
  for common plastics by identifying as many
  plastics as possible in their homes using the
  recycling symbol is enlightening

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Outcomes of Laboratory

• Both Widener students and middle school students
  learn science by doing science
• Widener students practice activity numerous times
  which reinforces understanding and retention
• Overwhelming positive response to activities in
  laboratory by both Widener students and middle
  school students
• Students enjoy doing chemistry much more than
  talking about chemistry
• Civic engagement in alignment with Widener
  Universitys Mission Statement

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Students Performing Scientific Method Activity at
Smedley Middle School
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Students Performing Chromatography Activity at
Smedley Middle School
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Acknowledgements

• Widener University Science Division
• Widener University Student Government Association
  
• Widener University Faculty Development Grant
  2005-06 (release time)
• Widener University Service Learning Faculty
  Development Grant 2006 (release time)

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