Patricia A. Morrison
Opening Day Class will begin with a discussion of "What is science?" Writing main ideas on the board, we will develop a working definition of "science." This will be followed by a discussion of student and teacher expectations and an explanation of my approach to learning chemistry. This will be my opportunity to stress the importance of presence (the need to be in class) and the role of science as an integral part of everyday life that affects both the way we live and the various art disciplines each students has chosen by deciding to come to COOP.
Assignment: Write two well developed paragraphs describing or explaining the characteristics you think a person needs to be successful in your chosen art field (visual arts, theater, dance, writing, or music) and the characteristics you think are necessary to be a successful scientist. Remember that English usage counts. (All assignments are due the next day.)
Lesson One List characteristics students have selected in six categories on board. Bring out the importance of observation, with leading questions if necessary, for success in all six fields. ("Listening" in music equals "ear observations.")
Do a series of demonstrations using two sets of six prepared colorless solutions: hot water, dilute hydrochloric acid, dilute ammonium hydroxide, silver nitrate solution, sodium chloride solution, and phenolphthalein. To the seated students these solutions will all appear the same. Students will have a diagram showing the test tubes and their contents on which to take notes. Emphasize that students are to write down only what they actually see no deductions for each demonstration.
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a. Add three drops of phenolphthalein to all test tubes except ammonium hydroxide. add indicator to only one tube of ammonium hydroxide nothing happens except ammonium hydroxide turns pink.
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b. Add magnesium ribbon to one water and HCl and mossy zinc to second water and HCl bubbles and change of color seen in some test tubes.
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c. Add silver nitrate to sodium chloride solution turns cloudy
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d. Add NH4OH to HCl till color turns pink. Reverse color by adding HCl
Write equations on board. Explain shorthand of equation and progression from observation (bubbles) to deduction (hydrogen gas). Note that phenolphthalein turns pink in the presence of hydroxide ions. (Students should have some familiarity with equations, but I am not "teaching" how to write equations at this point and do not expect my students to reproduce formula equations.) Prove the accuracy of the deduction that bubbles indicate the formation of hydrogen gas by testing for hydrogen gas. (A burning splint inserted in the mouth of the test tube "pops.")
Assignment: Read text,
Chemistry, Visualizing Matter
, pp. 2-6. Define acid, base, indicator, and chemical change, and give one example of each. (These, together with "science," will be the first entries in a running vocabulary list that students must keep in their chemistry notebooks. This list should include vocabulary stressed in class as well as bold-faced vocabulary defined in the margins of their textbook.
Lesson Two Restate fundamental importance of being a keen observer. Note that the cloudy test tube from yesterday's experiment has now cleared; a clear solution covers a solid precipitate which has settled to the bottom.
Introduce Dr. Prown's method of analytical analysis using a slide of Thomas Eakins' painting
John Biglin in a Single Scull
. (See introduction for a brief explanation of this method.)
Assignment: Read text pp. 16-20, "How do Scientists Approach Problems?"
Lesson Three Go to Yale Center for British Art to examine Joseph Wright's painting,
The Blacksmith's Shop
. The class will analyze the painting beginning with a general description and proceeding to more minute details, lines, shapes, color and texture. One student will volunteer (or be chosen) to record all class observations. Each student will be given a copy of the painting to keep in his/her notebook.
Assignment Divide class into six groups. The first group gives a general description of the painting, including setting details; the next three groups write a detailed description of the central group of blacksmiths, the group of three figures on right, or the group on left; the fifth group describes lines and shapes; the final group discusses color and textures. Each student in the group must write up his/her own detailed description (minimum one page). Be careful to include only observations, no deductions. Use present, active colorful verbs. (See concluding narrative for description of painting and details that student papers should include.)
Lesson Four Show slide of Wright's painting. One student from each group will read his/her paper, and the class will supplement the observations. If student's observation that the forge is located in a church raises the question of science and religion then we will discuss this topic. In my opinion, the relationship between science and religion always needs to be addressed. They are not in opposition; they ask and answer different questions. Science cannot tell one how to live life in relationship to others, and religion cannot tell you the structure of the atom. It is important for students to know their instructor's perspective; I believe that the more we learn from science, the more amazing we find creation. If the science-religion question does not arise out of the painting, the topic will not be discussed until it does arise or until we discuss the Big Bang Theory and the creation of the elements.
After explaining and emphasizing the differences between observation and deduction, referring back to chemical experiments, guide the class in drawing deductions from this scene. (See concluding narrative for deductions drawn from painting to see what should arise from this exercise.) Questions raised and answered should include queries like the following:
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What work is being done? By whom? For whom?
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What tools and materials are being used?
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Where is work being done? Why?
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What is the source of light?
Assignment List five other questions or ideas, suggested by the painting, that might require further research. Remember careful observations lead to deductions that lead to speculations that require investigation. Questions for further research might include:
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What causes light? What is light?
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How does the artist get different colors? What is paint?
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What causes color?
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How do you preserve old paintings?
Lesson Five Begin class without verbal comment with demonstration of twenty-four hour clock (symbols of the first twenty-four elements replace numbers) that runs on orange juice. Students will ask questions such as "How long will the clock run?" "Will it run on apple juice?" Point out that careful observation of something new always leads to questions, just as it did when observing the painting. Have class quickly generate more questions relating to the orange juice clock. (Class will not proceed until they have generated at least twenty questions.) The answer to each question is a variation of "Try it!" In other words, experiment!
Summarize the scientific method emphasizing that it is a process and not a lock-step order for proceeding in science: observe, question, research, hypothesize, experiment, analyze data, draw conclusion(s). Then repeat cycle; develop a new hypothesis either because the first hypothesis was incorrect or to strengthen and expand the original idea. Theories and laws may result from experiments; therefore, distinguish between theory, a broad explanation, and law, a statement, usually mathematical, of facts.
Assignment: Write a paper (minimum one page) comparing and contrasting the scientist's approach to solving a problem versus the art historian's approach to examining a painting. What theories might an art historian develop?