When you first open the Chem-O-Meter kit, the materials inside look unassuming – a few crayons held together with a rubber band, paper marked with an “A” and “B,” colored pencils, a mug warmer, and a few vials of liquid. However, the scientific research project held within this kit is anything but unassuming. In fact, it is quite powerful.
The Chem-O-Meter kit, designed for students in the 6th through 12th grades, mimics the research done in Chuck Henry’s chemistry laboratory at Colorado State University, which focuses on developing low-cost sensors for clinical and environmental diagnostics. These sensors allow people around the world to detect the presence of chemicals in water, in the environment, and in the air.
Henry knows the importance of making science accessible to anyone, and, therefore, he decided to collaborate with the College of Natural Sciences Education and Outreach Center (NSEOC) to create a STEM kit that was funded as part of a National Science Foundation grant.
“It is critical to get students excited about science and the impact it can have on their lives as early as possible and across as many different cultures as possible to stimulate their interest,” said Henry. “Hands-on science is a great way to do that.”
To develop the STEM kit, Henry sought the help of Chloe Beardsley, who has worked in his lab and is pursuing her bachelor’s and master’s degrees in chemistry as well as a secondary teaching license. Beardsley collaborated with Mike Viney and Vicky Jordan, teachers-in-residence at the NSEOC, and Director Andrew Warnock to develop the Chem-O-Meter kit.
Teaching 6th to 12th grade students how to do university-level science research
With the kit, over the course of 90 minutes, students create paper-based analytical chemistry testing devices that can accurately test the concentration of iron in a sample of water. This project parallels the work done to test the toxicity of water in the Animas River after the Gold King Mine wastewater spill in 2015.
Having the students follow a relevant research project shows them the amazing impact of the science they are doing, said Warnock. Along the way, students learn proper lab techniques, how to record and interpret data, and how to keep an accurate science notebook. But more than that, students learn that they can do science.
“I feel like when I tell people that I do chemistry, a majority of them will just tune out and think ‘oh its chemistry, I don’t get it, I can’t do it’,” said Beardsley, who created this kit as part of her undergraduate Honor’s thesis project. “When the students actually sit here and do hands-on work, you can see their faces light up, you can see how excited they are! It is really cool for students to be able to see that they can do this.”
Culturally relevant pedagogy
Creating this research kit allowed Beardsley to bring together her many passions – chemistry, teaching, and culturally responsive pedagogy.
“I knew that I wanted to do something with paper-based devices, and I knew that I wanted it to be specifically developed for Spanish-speaking students,” said Beardsley. “I recognize that I have this power with my ability to speak Spanish to create a kit like this.”
The Chem-O-Meter kit directions are translated into both English and Spanish. They are presented in a booklet next to each other allowing students who want to learn the other language to compare words and sentences across the pages.
The translated directions are not the only way in which the kit was developed with Spanish-speaking students in mind. Culturally relevant pedagogy, a student-centered way of teaching that nurtures students’ individual cultures, goes beyond translation, said Beardsley. “It’s a state of being in a teacher, it’s an environment you create in the classroom. It doesn’t only happen through a kit that you use one time.”
To ensure that the kit is being used in a culturally relevant way, Beardsley reviewed papers that focus on chemistry education for heritage Spanish-speaking students. Through that work, she created a set of best practices for teachers to implement in their classrooms and in their teaching style.
“Making science accessible to everyone is critical to solving the problems facing the world today,” said Warnock of the NSEOC. “Problems these days are so complicated that you have to come at them from every angle. The traditional idea that scientists work independently and have ‘Eureka!’ moments is no longer realistic. We need more collaboration and a more diverse pool of scientists to help solve these really big problems.”
Accessible science
The NSEOC works to make science accessible to people who may not regularly have access to science. Through programs such as STEM Fridays, where the NSEOC brings 4th-12th grade students to CSU’s Fort Collins campus to perform research kits such as Chem-O-Meters, they encourage students to see themselves in science.
“When you have materials like this accessible and available for students, you get a hundred percent engagement,” said Warnock. “Everyone is on task for that entire 90 minute time period.”
Beardsley hopes to become a high school science teacher when she has completed her degrees and is excited to see the Chem-O-Meter kit in use, perhaps in her own classroom one day. She is thankful to those who have helped her along the way, including the donors who supported her through scholarships.
“To be honest, when you tell people that you want to be a teacher, they often ask ‘are you sure?’ but having my scholarship donors tell me ‘you can and will make a difference and we believe in you’ by supporting my education financially is a great feeling,” she said.
About the Natural Sciences Education and Outreach Center
The NSEOC, part of the College of Natural Sciences, focuses on increasing scientific literacy by making science more accessible and inclusive and ensuring that future and current teachers have access to the best science teaching information available. Learn more about the NSEOC.
