Famous Chemist Interviews Purpose • Students will connect chemistry concepts to the chemist that discovered them. • Students will appreciate the historical significance of chemical discoveries. • Students will develop a connection to the life of an important historical chemist. • Students will understand science as a human endeavor that is undertaken by humans with interests and challenges similar to their own. SOL’s • CH.2 o A – Rutherford, o B – Curie’s o C – Pauli o D – Mendeleyev o E – Mendeleyev o F – Mendeleyev o G – Mulliken o H – Pasteur o I – Mulliken • CH.3 o F – Arrhenius • CH.4 o A – Avogadro o B – Avogadro • CH.5 o A – Boyle o B – Dalton Materials and Resources http://www.biography.com/people/groups/scientists/chemists/all http://www.juliantrubin.com/schooldirectory/chemists.html 1. Svante Arrhenius • http://www.nndb.com/people/875/000092599/ 2. Amedeo Avogadro • http://www.nndb.com/people/650/000097359/ 3. Robert Boyle • http://www.nndb.com/people/878/000031785/ 4. Robert Wilhelm Bunsen • http://www.nndb.com/people/900/000095615/ 5. Wallace Hume Carothers • http://www.nndb.com/people/670/000117319/ 6. Marie Curie • http://www.nndb.com/people/718/000029631/ 7. Pierre Curie • http://www.nndb.com/people/323/000072107/ 8. John Dalton • http://www.nndb.com/people/278/000049131/ 9. Jacobus H. van’t Hoff • http://www.nndb.com/people/224/000099924/ 10. Dmitri Mendeleyev (Mendeleev) • http://www.nndb.com/people/593/000091320/ 11. Robert S. Mulliken • http://www.nndb.com/people/211/000099911/ 12. Alfred Nobel • http://www.nndb.com/people/753/000024681/ 13. Louis Pasteur • http://www.nndb.com/people/580/000072364/ 14. Wolfgang Pauli • http://www.nndb.com/people/497/000071284/ 15. Linus Pauling • http://www.nndb.com/people/824/000031731/ 16. Ernest Rutherford • http://www.nndb.com/people/218/000068014/ 17. Glenn T. Seaborg • http://www.nndb.com/people/745/000055580/ Class Management and Safety o This lesson is split over the course of two Fridays. During the first the students should have the majority of their historical research completed and a good start on their script. During the second they can be performing the actual recording, video editing, or polishing the script. All additional work must be done outside of class. o Students will be cautioned on the appropriate use of internet sources and the practice of fact checking to ensure their information is reliable. o Students will be cautioned to be aware of surroundings if filming on location. o Individual lab safety procedures may apply depending on student explanations of famous chemist contributions. Procedures o Engage (10 min) 1. Show students video (heavily edited) of Madonna Interview a. http://youtu.be/UJuYjtp70jc 2. Ask the following questions of the whole group a. What are the components of a successful interview? i. Direct Questions from interviewer ii. Interspersed backstory or details b. What kinds of topics did the interview cover? i. Personal ii. Professional iii. Current Events o Explore (20 min) 1. Students partner up in randomly generated groups 2. Think-­‐Write-­‐Share a. Students individually write down what they know about their chosen chemist and categorize their knowledge. o Explain (10 min) o Teacher will circulate to each small group and discuss the explore questions probing why students think they know more about famous chemists professional contributions than their personal lives. The teacher will also ask about the most interesting things students have discovered about their scientist and enter into a brief discussion of science as a human endeavor. o Elaborate (50 min + 90 min) o Students will script and record an interview with their famous chemist. o They will be required to have at least one interjection in the interview explaining a major scientific contribution of their scientist. o Evaluate The students will be graded on the following checklist: 1. Interviewer introduction of guest (5 pts) 2. Year they were born & died (5 pts) 3. Where they lived (5 pts) 4. List of their degrees and institutions (10 pts) 5. Scientific discoveries are discussed and linked to class material a. Concept is explained (20 pts) b. Concept is related to other class material (10 pts) c. Application example provided (10 pts) 6. 5 other interesting aspects of their life discussed (25 pts) a. Examples: Family, Friends, Religion, Hobbies and Passions (besides science, if any), Travels 7. Professionalism of interview and video editing quality (10 pts) 8. 10 bonus points are available if your group dresses up like the chemist, or finds some other way to creatively signify your chemist in the interview (i.e. props, filming location, etc.) Famous Chemist Interview (Student Sheet) Purpose • Students will connect chemistry concepts to the chemist that discovered them. • Students will appreciate the historical significance of chemical discoveries. • Students will develop a connection to the life of an important historical chemist. • Students will understand science as a human endeavor that is undertaken by humans with interests and challenges similar to their own. Engage: Madonna Interview Clip 1. What are the components of a good interview? 2. What kinds of topics did the interview cover? Explore: Historical Research 1. Choose a chemist with your partner and sign up on the Famous Chemist Interview Google Doc. 2. Take 2 minutes to think about your chemist and write down what you know about them and their work. 3. Share what you wrote down with your partner. Write down one thing that you learned from your partners prior knowledge. 4. Does your group know more about your chemists personal or professional life? Why do you think that is? 5. Perform internet, book or library research about your chemist. Keep track of especially interesting facts in addition to the required information listed on the interview checklist. There are two links on the Google Doc that have information on everyone’s chemist as well as specific links for each to get you started. Elaborate: Interview Time 1. Using your newfound knowledge about your chemist script an interview that addresses the points listed on the interview checklist. Your interview must include one interjection that explains one of your chemists major contributions. This interjection can consist of a powerpoint slide(s) and accompanying voice, a video demonstration and explanation, etc. It must flow naturally in the interview. Be creative and think about how to structure the interview topics to cover all aspects while making it enjoyable to watch! Interview Checklist o Interviewer introduction of guest (5 pts) o Year they were born & died (5 pts) o Where they lived (5 pts) o List of their degrees and institutions (10 pts) o Scientific discoveries are discussed and linked to class material d. Concept is explained (20 pts) e. Concept is related to other class material (10 pts) f. Application example provided (10 pts) o 5 other interesting aspects of their life discussed (25 pts) o Professionalism of interview and video editing quality (10 pts) o 10 bonus points are available if your group dresses up like the chemist, or finds some other way to creatively signify your chemist in the interview (i.e. props, filming location, etc.) Reflection INTASC Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. NSTA Standards: 2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-­‐specific technology are included in the lessons when appropriate. This lesson meets INTASC Standard 5 and NSTA Standard 2b because students are performing historical research and collecting relevant historical data about their chosen chemist. They are also learning about the human element of science, which is more engaging for many people. Being able to attach personal characteristics to a scientist and identify with them on a personal level makes their work come alive. It also makes students feel confident that they also will be able to pursue their dreams and attain success in science or other fields. Studying the people behind the content makes them realize that all discoveries, inventions, or creations are made by people that overcame struggles, had interests outside their profession, and lead fulfilling lives in relationship with other human beings. Scripting the interview and including a creative explanation of the content related topic that their chemist played a role in also gives them practice communicating concepts, helps to reinforce their understanding of the content, and the scientific process undertaken by their chemist. Their classmates will also understand the content more deeply through watching the videos and vicariously connecting to all the chemists through these interviews.