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Unit 2.7
Using Imagination
This unit deals with creative ways to use students’
imagination and scientific evidence to make a connection
between micro-level processes and observable events.
Video program cues: 45:35 — 57:40
Signals from within
“There
are very distinct parts of the IR spectrum which tell you
[about molecular structure]. It’s like a symphony or
a rock band: if there’s no guitar, the band will sound
very different than when there are three guitars and a bass….
These are all different frequencies…. In the IR it’s
the exact same thing; we cannot see it but the instruments
tell us: This is the frequency of the O-H, of the C-H, of
the C-O. If you see them all together, you don’t know
it’s a methanol molecule, but you know that they all
are there.”
Dr. Lou Allamandola
NASA Ames Research Laboratory, California
Reading
Georgios. T. (1997)' Atomic and Molecular Structure in Chemical
Education: A Critical Analysis from Various Perspectives
of Science Education, 'Journal of Chemical Education,
Vol. 74, pp: 922-925.
Featuring molecules class
Veatta Berry asks students to act out a molecule in solution.
Activity
Links
- Another class activity
about water that will involve all students in a creative
way
- An interesting article by Dudley
Herschbach who received the Nobel Prize in Chemistry
in 1986. In the article he suggests, among other things,
this metaphor: " chemistry is like an impressionistic
painting."
Readings
Ponnadurai, R (2000)' Students as Solids, Liquids, and Gases,
'Journal of Chemical Education, Vol. 77, pp: 485.
Nicoll , G., Francisco,J.S., Nakhleh, M. (2001)' An Investigation
of the Value of Using Concept Maps in General Chemistry,
'Journal of Chemical Education, Vol. 78, No. 8, pp:
1111-1117.
Russell, J. W. Kozma, R.B., Jones, T. Wykoff, J., Marx,
N., Davis, J..(1997)' Use of Simultaneous-Synchronized Macroscopic,
Microscopic, and Symbolic Representations To Enhance the
Teaching and Learning of Chemical Concepts, 'Journal
of Chemical Education, Vol. 74, No. 3, pp: 330.
Relating macroscopic and microscopic
Teachers' Forum
“In
introducing chemistry and the idea of chemistry, I start
by saying that chemistry is the study of matter, and then
I do a series of three demonstrations, showing a precipitation
reaction, formation of gas and a color change. Then I say
that in all these instances, a chemical change has occurred.
And later on we talk about evidences for chemical change,
so this is right in there.”
Irene Walsh
St. Andrew's Episcopal School, Maryland
“Our
biggest problem is that 90% of what they see isn’t
really on the level of what they’re expected to know.
You see the color change, you see this happen, but they
have to understand it on the level of atoms and molecules,
whether it’s symbolic, whether it’s demonstration
or calculations; it is something that they are never going
to see. So we have got to, about almost everything we do,
cut out models or do something where they can physically
manipulate on the table.”
Caryn Galatis
“I
am kind of lucky. I’m in Washington, D.C., and last
year was the day of the family march, and on the news of
cameras from up above. So I explained to them, that when
you see a crowd from up above, how it looks and how it behaves
was totally different from when you’re down on the
ground seeing individual people. So that kind of separated
the micro, which is looking at an individual person, vs.
looking at the macro, which is looking from a helicopter.”
Dr. Michael Clarke
Duke Ellington School of the Arts, Washington, D.C.
Readings
Kebbekus, B.B. (2000)' A Chemical-Medical Mystery: Gold
Jewelry and Black Marks on Skin, 'Journal of Chemical
Education, Vol. 77, No.10, pp: 1298-1299.
Nicoll , G., Francisco,J.S., Nakhleh, M. (2001)' An Investigation
of the Value of Using Concept Maps in General Chemistry,
'Journal of Chemical Education, Vol. 78, No. 8, pp:
1111-1117.
Russell, J. W. Kozma, R.B., Jones, T. Wykoff, J., Marx,
N., Davis, J..(1997') Use of Simultaneous-Synchronized Macroscopic,
Microscopic, and Symbolic Representations To Enhance the
Teaching and Learning of Chemical Concepts, 'Journal
of Chemical Education, Vol. 74, No. 3, pp: 330.
Chemistry and mystery
“Predating
the chemistry of our time and Abe Lincoln, early alchemists
were in search of all life’s mysteries: the philosophers’
stone, the elixir of life, changing base metals into gold.
Much of this work was cloaked in mystery. Hence, my being
here. Does any one here have a base metal that I can borrow?
No takers, huh? I suppose we will just have to use this
penny. Back in those days, the alchemists had far fewer
elements to work with. However, from our airs to our winds,
through the waters of our oceans, through the salts of our
Earth, and through the fires of our suns, the Alchemists
sought transformation, and from that chemistry was born.”
Alain Nu
Mystery Expert
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