Nobel Chemists
TITLE:
Nobel Chemists
SUBJECT/TOPIC:
Science
GRADES:
9–12
STANDARDS
ALIGNMENT:
Science as Inquiry 9–12
TIME ALLOWANCE:
Four or five 45-minute class periods
OVERVIEW AND PURPOSE/OBJECTIVE(S)
(information, concepts to be learned):
1. Students will investigate the process of selecting and awarding the Nobel Prize in
Chemistry.
2. Students will conduct research on a Nobel prize-winner of their choosing in the
field of Chemistry.
3. Students will analyze the impact that the chemist’s discovery had on the field of
science.
MATERIALS:



Internet access for each student
Slide/brochure software for each student/group
Teacher rubric for each student
 ACTIVITY/ENGAGEMENT
(reinforcing lesson, making real-world connections)
For this lesson students should start with basic knowledge of the history of the Nobel
Prize and the Nobel Prize in Chemistry:
Every year since 1901 the Nobel Prize has been awarded for achievements in physics,
chemistry, physiology or medicine, literature and for peace. The Nobel Prize is an
international award administered by the Nobel Foundation in Stockholm, Sweden. In
1968, Sveriges Riksbank established The Sveriges Riksbank Prize in Economic
Sciences in Memory of Alfred Nobel, founder of the Nobel Prize. Each prize consists of a
medal, personal diploma, and a cash award.
Nobel Chemists (High School Level)
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Chemistry was the most important science for Alfred Nobel’s own work. The
development of his inventions as well as the industrial processes he employed were
based upon chemical knowledge. Chemistry was the second prize area that Nobel
mentioned in his will.
In 1901 the very first Nobel Prize in Chemistry was awarded to Jacobus H. van 't Hoff for
his work on rates of reaction, chemical equilibrium, and osmotic pressure. In more recent
years, the Chemistry Laureates have increased our understanding of chemical
processes and their molecular basis, and have also contributed to many of the
technological advancements we enjoy today.
The Nobel Prize in Chemistry is awarded by the Royal Swedish Academy of Sciences,
Stockholm, Sweden. Source: www.nobelprize.org
Class Starter:
Have students begin by brainstorming about the following questions:
 How and why was the Nobel Prize developed?
 How many categories does the Nobel Prize honor?
 How were the categories decided upon, and do you think there should be new
categories added?
 If so, what categories?
Research Presentation Requirements:
Ask students to create a presentation outlining the life and achievements of a Nobel
Prize-winning chemist. Students can work individually or in groups of two or three.
Individual students or groups of students can be assigned, or can select, a Nobel Laureate
in chemistry.
This project is best done as a slide presentation, or as a brochure flier.
Information to include in the presentation:
 Background of your chemist: childhood, education, family, retirement. Maybe ask the
students what THEY think could be important to include here. What would people need
to know about the chemist to better understand his or her life and contributions?
 What led to your chemist’s discovery? Was the research done independently or did the
chemist collaborate with others?
 Why was this discovery important? How did it impact the scientific world? Did it
impact society in general?
 How might science be different had this discovery not been made?
Nobel Chemists (High School Level)
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 Do you believe that this discovery was worthy of a Nobel Prize? Why?
 Did your chemist go on to do more research and make additional discoveries?
 What did the chemist do with the prize award?
Here is a list of some of the most famous Chemistry Nobel Prize winners:
Marie Curie
Frederick Sanger
Sir William Ramsay
Eduard Buchner
Lord Ernest Rutherford
Alfred Werner
Theodore William Richards
Richard Martin Willstatter
A complete list of Nobel Laureates in Chemistry can be found at:
http://www.nobelprize.org/nobel_prizes/chemistry/laureates/ or
http://nobelprizes.com/nobel/chemistry/
Resources to get started:
http://www.nobelprize.org/
http://www.nobelprize.org/alfred_nobel/biographical/articles/life-work/gradeschool.html
http://almaz.com/nobel/chemistry/chemistry.html
http://www.factmonster.com/spot/nobel-prize-history.html
Concluding Discussion/Activities:
With today’s technology and speed of advancements, does the Nobel Prize still hold the
same value as it might have in the early 1900's?
How do you think this year’s Nobel Prize winners will impact the science community?
Nobel Chemists (High School Level)
3
Teacher Grading Rubric:
Categories
Spelling &
Grammar
4
3
2
1
There are no
There are 2–3
There are 4–5
There are 6 or
spelling or
spelling or
spelling or
more spelling or
grammar errors. grammar errors. grammar errors. grammar errors.
The project is
well organized
and easy to
follow.
The project is
somewhat
organized, flow
is slightly
difficult to
follow.
The project is
poorly
organized, and
difficult to
follow.
The project is
not organized,
and very
difficult to
follow.
Background
Research
The background
history on the
chemist is
detailed,
interesting, and
accurate.
The background
history on the
chemist is
somewhat
detailed,
interesting, and
accurate.
The background
history is vague,
and not very
accurate.
There is very
little
background
information and
not accurate.
Discovery
Research
The discovery
information for
the chemist is
detailed,
interesting, and
accurate.
The discovery
information for
the chemist is
somewhat
detailed,
interesting, and
accurate.
The discovery
information is
vague, and it is
not very
accurate.
There is very
little discovery
information and
it is not
accurate.
The opinion
about and
effects of the
discovery are
well thought out
and supported.
The opinion
about and
effects of the
discovery are
somewhat
thought out and
supported.
The opinion
about and
effects of the
discovery are
poorly thought
out and
supported.
The opinion
about and
effects of the
discovery are
not presented.
Layout
Effect &
Opinion of
Discovery
Total Points/Grade:
Feedback:
Nobel Chemists (High School Level)
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