This fact that nature and the world around us are able to speak to us in various ways is often overlooked. Lunsford and Slattery describe an environmental science course for future teachers that underlines that fact. The class includes fieldwork, where students (tomorrow’s teachers!) “...discovered that processes operating today form the knowledge base that scientists use to infer past environments and physical processes and that past events continue to determine present conditions.” Some of the coursework could be adapted for use in the high school classroom. This month’s JCE Classroom Activity gives soil the chance to tell us its story as well. Students collect and characterize two different soil samples using four easily-performed tests. They make detailed observations of each soil’s physical appearance, test its water-holding capacity, and measure its pH. They also use a sedimentation test to determine the relative quantities of sand, silt, and clay present in the soil sample (see photo). It’s as easy as shaking up a jar with water, soil, and a surfactant such as Calgon water softener—and a bit of waiting, too.

Who else do we need to make a special effort to listen to? Students, of course. During my undergraduate days, I joined a chemistry group that did demonstration shows at elementary schools, along with occasional hands-on work in individual classrooms. I remember one class packed with second and third graders. We did the usual—made gluep, shot off Alka-Seltzer-powered film canister rockets. We also demonstrated what happens when metal is placed in a flame, first in the form of steel wool, then puffing more finely divided iron and copper powders into the flame. A small voice was nearly hidden by the rest of the class. “What if you put in a penny?” What a great and complex connection! I’m glad we were listening and ready to hear.

Discussing interesting and relevant examples in the classroom can encourage students to speak up. For example, King provides several possibilities, including a discussion of the use of antibiotics to promote growth of livestock in U.S. farms, and also that one can have too much of a good thing, including cavity-preventing fluoride compounds.

Criswell offers an engaging long-term, inquiry-based experiment using artificially nitered soil. His introductory comments brought to mind another source for excellent “listening”—colleagues, either directly or through professional publications such as JCE. Criswell wanted to develop a way for students to synthesize multiple concepts, and says “…I was intrigued by an article appearing in this Journal several years ago (1). The article, ‘Curriculum Alignment Projects: Toward Developing a Need to Know’, presents an approach to curriculum design…”. He combined his own ideas with that curriculum design framework and as a result now shares an experiment that ties in well with this year’s 2006 Chemists Celebrate Earth Day theme, “Dig It!”

We can hear the most amazing things in the world around us, from nature, from students, from colleagues. Are you ready? To twist a catch phrase from current cellular telephone commercials “Can you hear them now?”

JCE in Oregon State

By the time you receive this issue in the mail, my family and I will have completed a 2,000 mile move from Madison, Wisconsin, to The Dalles, Oregon, in connection with my husband’s job. I have worked for JCE mainly from home during most of my seven years in Madison, and will continue this arrangement in Oregon. I will be able to maintain my current position at the Journal, but will definitely miss my customary weekly visit with my colleagues at the editorial offices at UW–Madison.

Literature Cited

1. Pinkerton, D. J. Chem. Educ. 2001, 78, 198.