The Journal is a jumping-off point. When I read even a finely crafted activity, I know there are going to be tweaks I will need to make to use it. Maybe it’s because of what I do (or don’t) have in my science supply stash. Maybe it’s because my curriculum plan focuses only on a certain concept, so I plan to pull just a piece of the activity. Maybe it’s designed for a different grade level, and I’m adjusting the questions. This customization is one of the reasons I appreciate the “Supporting Info” documents from JCE authors.
Case in point in the January 2019 issue: Introducing Engineering Design and Materials Science at an Earlier Age through Ceramic Cold Casting (available to JCE subscribers). I like how the lab experiment gives students a better picture of how scientists and engineers work—there is often no “right” answer. The authors describe the activity as “an inquiry-based learning approach where students are presented with a series of possible solutions to a given problem, each with conflicting advantages and disadvantages, requiring students to choose factors they think are most important for a specified application.” Students prepare three mixtures, each with the same amount of Plaster of Paris, but differing amounts of water (cue a discussion of density and viscosity). They place each mixture in identical star-shaped cookies cutter as molds. After adequate drying time, they evaluate various properties, such as strength, aesthetics, and ease of molding.
To bring this into a classroom, I’m set with most of the materials, but the cookie cutters pose a problem. Each small group needs 3 identical star-shaped cutters as molds. Students could test different shapes, depending what I could find at a thrift store or borrow. Or, my cupboards hold options like silicone cupcake molds, jar lids, or silicone candy molds (bacon-shaped, anyone?). The authors also offer suggestions in their article based on teacher testing feedback, such as premeasuring Plaster of Paris for students, so I'll incorporate that. I’d also prefer the middle school groups to estimate the cost of water and plaster using local numbers, rather than those offered by the authors. How to integrate these changes? Look for Supporting Info (see graphic below). After clicking on the link, the article offers four separate files in both PDF and Word formats, making it easy to adjust the details, while retaining the overall lab.
Chemistry & Coffee Connections
The January 2019 editorial by Marcy H. Towns, Coffee, Colleagues, Conversation: Empower Women and Expand Your Network through the Global Women’s Breakfast (freely available), shares an opportunity to celebrate the 100th anniversary of the International Union of Pure and Applied Chemistry (IUPAC). The group encourages breakfast get-togethers among women involved in chemistry, at any location around the world. IUPAC’s chosen date—Tuesday, February 12, 2019—is coming fast. You can check for get-togethers in your region, or register your own event at https://iupac.org/100/global-breakfast/. Get connected!
More from the January 2019 Issue
Mary Saecker reminds readers that JCE is “Ninety-Six Years New” in her post JCE 96.01 January 2019 Issue Highlights. Jump into what’s new and innovative among chemical educators, or visit past valuable pieces. Mary gives you the scoop!
Is there another article from the Journal that you’ve used as a jumping-off point to fit to your situation? Share! Start by submitting a contribution form, explaining you’d like to contribute to the Especially JCE column. Then, put your thoughts together in a blog post. Questions? Contact us using the ChemEd X contact form.