You’re on the trail of something and you don’t quite know what it is.”Īs my students examined this quote, I asked them to consider the parallels between Shepard’s perspective on writing and the process of scientific discovery. I began by introducing students to the concept of freewriting by sharing a quote from playwright and actor Sam Shepard about writing in general: “… It’s a thing of discovering. However, I wondered, how could we carve out the time needed to do so? I decided to leverage demonstrations of chemical phenomena we explored in class to provide the springboard. I knew students needed to practice freewriting before they participated in our Writing Marathon planned for April. A student photo, description, and question created during the Chemistry in Action activity. Each group created an informative slide for a class slideshow, which helped me gauge where the students were starting from, in terms of their ability to recognize and explain scientific concepts.įigure 2. Armed with small blank journals, their phones, and rulers, they documented their phenomenon with words, sketches, and photos. We all agreed that the discipline of chemistry, in contrast, is more abstract and harder for them to “see,” because it focuses on the behavior of invisible atoms.Īs an initial activity, I sent pairs of students off to find an example of an interesting chemical phenomenon around campus. Meanwhile, in physics, they shot projectiles at various angles to analyze horizontal and vertical motion. I began preparing students for it the first week of school with a short activity called, “Chemistry in Action.” As a class, we discussed the fact that when the students took biology, they dissected various organisms in order to study body systems. After a few years, this popular project took a new turn, with anįollowing the workshop, I made a plan to use the writing marathon activity in my own classroom. ![]() In “Flamin’ Hot” Cheetos, and seeing the bright orange of beta carotene inĬarrot sticks. To explore with their senses: smelling the allicin in garlic, tasting the capsaicin Students bring samples of the products to school for everyone The question references molecular structures for cinnamaldehyde (C 9H 8O), found in cinnamon (left), and gingerol (C 17H 26O 4), found in fresh ginger (right). Sample follow-up question for students who had just watched a brief video on chirality. For example, after my students watched this short TedEd video on chirality, I asked them follow-up questions (see Figure 1).įigure 1. ![]() ![]() To encourage collaboration, I also task students with identifying a podcast, video, or scientific article about their molecule and write probing questions (and answers) for classmates. Examples include theobromine (found in chocolate), malic acid (sour candy), and methyl salicylate (topical analgesics).Īs this project has evolved over time, I’ve experimented with various ways for students to present their final products, including slideshow presentations, infographics, and annotated photo collages. I’ve assigned this project over many years, and my students have studied many different molecules. As such, I have designed a project in which students research a molecule, of their choice, that is found in a substance or product that they encounter in everyday life. I’m fortunate to teach a second-year chemistry honors course for juniors and seniors, where we have a chance to explore AP topics at a slightly more relaxed pace. Each September, I explain to students that one of the course goals is to experience chemistry through their own senses, both in the laboratory and outside the classroom. Over the years, the cornerstone of my teaching has been to enhance the chemistry curriculum with activities that demonstrate connections to students’ lives. “Science and everyday life cannot and should not be separated.”
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