Once upon a time in a chemistry classroom

We all tell stories, and for many different reasons. In the science classroom they are a valuable learning tool. The right story, delivered well, can engage, extend and inspire. Effective storytelling relies on three parts:

• bigging it up – share with your learners your enthusiasm for a great tale
• owning it – tell it in your own words
• translating it – put it into context for them.

I’m sharing three of my favourite stories and explaining how I use them in class.

Engage with graphene

The idea of attaching sellotape to graphite to produce graphene began with a group of research chemists trying out ideas just for fun.

Year 10 and 11 students must know about the structure of graphite and the weak bonds between layers to get value from this story. The use of graphite in pencil lead establishes the plausibility of breaking these bonds. I start by emphasising the uses and value of graphene. Then I bring out the sellotape and the story follows. With their knowledge of graphite, students can see how this would work. It’s such a marvelously mundane method that’s a real attention-grabber.

Extend with elements

Scientists are portrayed as calm and collected, but the world of science is just as cutthroat as any other business.

My favourite fight story concerns Russian and American chemists battling to name element 105. Element 105 is not natural, it must be made. It is produced one atom at a time. In the late 1960s, the two groups believed they were the first to make this element and claimed the right to name it. It wasn’t until 1997, almost 30 years later and after many failed negotiations, that element 105 was officially named dubnium after the Russian town Dubna.

I have used this story successfully with both 11–14 and 14–16 year-old students. I introduce the periodic table as a list of all the known atoms in the universe. We look at the names and the symbols and discuss the origins of some names. We search for scientists, planets and countries. Telling the story then extends their appreciation of the table and illustrates the enormity of discovering and naming a new element.

Inspire with atoms

The concept of an atom is now familiar, but the idea had to come from somewhere. The story of the ancient Greek scientist Democritus forms a lovely lead into atoms for 11–14 year-olds.

While walking on a beach Democritus saw rocks being broken into pebbles and pebbles broken into sand. He imagined that eventually you must get to a bit of rock that cannot be further broken down.

What I love about this story is that students can relate to the thought process. The light bulb moment is perceptible. I tell it after I have introduced the idea of the atom, making the concept more tangible and less abstract.

Everyone likes anecdotes. They are about human connection. Chemistry is not abstract, it is a human pursuit. Try my stories, or one of those listed below. Better still find ones that resonate with you and share them.