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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
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: [email protected] 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