Community Service as a Component of a General Chemistry Course for Science Majors

Lynn E. Maelia, Ph.D.

Mount Saint Mary College

Newburgh, New York 12550

maelia@msmc.edu

Service Learning

“Service learning involves students in activities that serve the community (service) but also connects those activities to learning goals for a course (learning)”

Wiegand, D.; Strait, M. J. Chem. Educ., 2000, 77, 1538-1539.

Service Learning in Chemistry

Environmental testing• Stream testing

• Water quality testing

• Lead testing

Societal issues

K-12 support• Tutoring

• Classroom visits

• Mentoring

• Other

Science literacy

Chemical Principles I

Chemical Demonstration Project

Chemical Demonstration Project

Choose a demo Write a pre-lab report Prepare demonstration Create poster Present demo to 6th grade students

Chemical Principles - CHM 151

Demonstration Project

You are responsible for a project, which will provide 10% of your final grade in this class. This project is an individual project and consists of the following:

1. Research a classroom demonstration suitable for explaining chemical

principles to a non-scientific audience. You should have your demonstration approved by me by September 22, 2005.

2. Submit a “pre-lab” for your demonstration. This “pre-lab” is due October

6, 2005.

3. Prepare a poster presentation to accompany your demonstration. This is due when you perform your experiment during the week of the project laboratory. The poster should thoroughly and graphically explain the concept being demonstrated.

4. Perform the demonstration for the college community. This will be done

during the laboratory period in the week of October 24th (National Chemistry Week).

Chemical Demonstration

The classroom demonstration must: be non-explosive be non-toxic be able to be performed in 5-10 minutes demonstrate an identifiable chemical

concept

Sources Shakhashiri, B. Chemical Demonstrations: A Handbook for

Teachers of Chemistry; University of Wisconsin Press: Madison, 1992, Vols. 1-4.

Summerlin, L.R.; Ealy, J.B. Chemical Demonstrations: A Sourcebook for Teachers; American Chemical Society: Washington, D.C., 1985, Vol. 1.

Summerlin, L.R.; Borgford, C.L.; Ealy, J.B. Chemical Demonstrations: A Sourcebook for Teachers; American Chemical Society: Washington, D.C., 1987, Vol. 2.

Demonstration Pre-Lab

An explanation of the concept being demonstrated, the chemistry involved and all chemical equations associated with the demonstration

A description of all safety hazards associated with the demonstration

A description of equipment, chemical, and space requirements

Demonstration Pre-Lab

A presentation script A table of physical constants such as

boiling point, melting point, density, etc. Toxicity information for all chemicals

involved References

Chemistry 151 Demonstration Project Pre-Lab

Explanation of Concepts and Background, 25 points

including chemical equations Materials needed 10 points Table of Physical Constants 10 points Safety 20 points Script (includes procedure and 25 points

how you will present it) References (present and correct) 10 points TOTAL 100 points

Mount Saint Mary College Newburgh, New York

Grading Scheme for Demonstration Poster

Title 10 points Name/MSMC/etc. on front 10 points References - appropriate and on front 20 points Explanation of concept (could stand alone) 20 points Visual presentation Demo 15 points

Concepts 15 points Layout 10 points

TOTAL 100 points

Mount Saint Mary College Newburgh, New York

Student response

Rated on a 5-point scale 1=poor, 2=fair, 3=good, 4=very good, 5 = excellent N=24

42% excellent75% very good/excellent96% good/very good/excellent

“What were the best aspects of the demonstration project?” “Being able to expand your horizon” “I enjoyed this project. I learned a lot and I had

fun explaining it to the students.” “I enjoyed doing the research and presenting

for the kids.” “Learn something not in class, investigate it in

depth.” “Helped in becoming more creative” “Something different than the labs assigned

in class.”

“What were the worst aspects of the demonstration project?”

“Not able to have explosions.” “Doing the demonstrations. I hate talking in

front of people.” “Not enough room in the lab for everyone’s

demonstration.” “The fact that mine didn’t work.” “Trying to find an appropriate experiment that

captured the kids’ attention.” The time that went into preparing it.”

Chemical Principles II Community Service

Community Service

Three (3) hours 5% of grade Required, not optional Must include reflection on the role of

science Service must be documented

Service Learning Work Log

 Student Name:__________________________________ Chemical Principles II - Spring 06

Date Time Started

Time Finished

Total Hours

Activities and Accomplishments

Authorized Signature

       

           

Community Service Projects

Helped students prepare their science expo projects

Judged Science Fairs Tutored students Assisted teachers with a variety of

classroom activities (K-16) Ran hands-on science activities for

young children

Community Service Projects

Tested soil and planted gardens

Helped with stream testing and the annual creek clean-up at the Quassaick Creek

Student response

Rated on a 5-point scale 1=poor, 2=fair, 3=good, 4=very good, 5 = excellent N=24

29% excellent63% very good/excellent96% good/very good/excellent

What were the best aspects of the community service project? “Easy grade” “Going out into the real world and using science to

show others” “Discovering something you actually may enjoy” “Helping the community” “Helping others have a better understanding of how

science is involved in many things we do each day.” “Got us to experience people that we wouldn’t meet.” “I liked sharing my knowledge of science with

younger students.”

What were the worst aspects of the community service project?

“Finding time to do it” “Creating a lesson for each class” “Not a lot of free time to do it” “Picking out when and where to do it” Scheduling it “NONE!”

Pros and Cons

Student interestGrade boostHelping the community

Finding opportunities

Bishop Dunn Memorial School

Part of curriculum Student enthusiasm Teacher support

Service Learning Websites

Experiential Programs in Chemistry (EPIC) Directory of Experience Opportunities: www.chemistry.org/education/epic

Contact EPIC: Epic@acs.org National Service-Learning Clearinghouse:

www.servicelearning.org The National Society for Experiential Education:

www.nsee.org Campus Compact: www.compact.org

Acknowledgements

Bishop Dunn Memorial School Bernadette Kleister, BDMS Emily Monahan, Horizons on Hudson

Elementary School Saint Joseph’s Elementary School Division of Natural Science, MSMC