Tag Archives: writing

Fighting Chemophobia

Bananas contain unpronounceable ingredients, too. Ingredients of an All-Natural Banana by James Kennedy

It’s been exactly three years since I uploaded the original banana poster.

In 2014, I soon followed up with podcasts, radio appearances, press interviews, a T-shirt Store and twelve more fruit ingredient labels. I’ve done six more customised fruit ingredients labels for private clients. The images have since appeared in textbooks, corporate promotional material, YouTube videos, T-shirts, mugs and aprons.

Momentum built in 2015. Parodies emerged online, and a copycat image appeared in one Chemistry textbook. I started writing about chemophobia and consulting with experts on how to address the issue. In short, it’s very, very complicated, and has deep evolutionary origins. I set a goal to understand chemophobia and provide a roadmap to tackle it effectively.

In 2016, my voluminous OneNote scribblings turned into a book. I have a first draft saved on OneDrive (thank you for keeping it safe, Microsoft) and I’ll be proofreading it on an long-haul intercontinental flight for you later today.

My next book, tentatively titled “Fighting Chemophobia”, will be published in late 2017.

I promise that my book “Fighting Chemophobia” will contain the following:

  • Stories you can share on a first date;
  • Maths – but just a little;
  • Chemistry – but not too much;
  • A deep exploration of chemophobia’s roots;
  • Tangible solutions to chemophobia;
  • More stories. Lots of true stories.

This “Fighting Chemophobia” book is for:

  • Educated people who are interested in a fascinating, growing social phenomenon;
  • People who want to settle the ‘natural’ vs ‘artificial’ debate;
  • Chemistry people;
  • People who love reading.

To get your hands on a copy, subscribe to this blog for email updates. Just click ‘Follow’ somewhere on this page (its location depends on which device you’re using).

I promise that throughout 2017, you’ll receive teasers, snippets and discarded book fragments via this blog to get you excited.

How to Read a Book

Source: Livinganawesomelife.com

Reading is the key to developing a comprehensive understanding of any subject by yourself. By the end of Year 12, you’ll need to have mastered the skills of independent readingnote-taking, and asking for help. Today, we’ll focus on the first of those key skills: independent reading.

There are three main types of reading: inspectional, analytical and synoptical reading. How you read depends on your purpose for reading.

1) News articles require Inspectional Reading

In a magazine or academic journal, skim over the headlines and pictures to find articles that might interest you. I recommend reading New Scientist as an excellent source of up-to-date science news. I used to read this magazine each morning before reading the day’s textbook chapter(s) while I was a student in Cambridge. Inspectional reading involves skim-reading then re-reading if the article is particularly relevant to you. You might even want to cut it out and keep it for future reference.

2) Your Chemistry textbook requires Analytical Reading

The key to analytical reading is to make annotations and excellent notes. If you’ve purchased a printed copy of the book, then you’ve purchased the right to annotate that book with ink, Post-it Notes® and highlighters. In difficult/technical sections of the book (such as the introduction page to NMR spectroscopy in Heinemann Chemistry 2), summarise each paragraph in 7 words or fewer in the margin. Transfer your notes to A4, lined paper and file your notes in an organised way. Note-making is the best way to learn while you read a technically difficult text such as your Chemistry textbook.

3) When you have an assignment due, you’ll need to do a Synoptical Reading of your source materials

When you need to build a bibliography, you’ll need to glean pieces of information from many sources and summarise them into your own words. You’ll also need to keep a properly-formatted references list to append to your assignment. You can read the entire text or just relevant parts – but make sure your reading is varied. Read books or articles from the references sections of books that are particularly relevant to your assignment. When writing your essay, much of the structure of the essay will ‘magically’ emerge when you link together in a logical way the dozens of sentence-long summaries that you created during your synoptical reading.

How do you read?

Is there a special reading/note-taking technique that works well for you? Do you make flashcards or mind maps? Let us know in the comments section below.

Five most important things in any classroom

Students in a classroom
Students studying in a classroom. Source: theguardian.com

At the beginning of each academic year, I ask my VCE Chemistry students what the most important things are in the classroom in order to learn Chemistry. Typical answers include ‘pens’, ‘notebooks’, ‘tables’, ‘chairs’ and ‘a teacher’. I have a different view.

1. Students

Students are the most important ‘things’ in the classroom if any learning is going to happen. No learning happens without students present!

2. Textbooks

The primary source of information is not the teacher. It’s the textbook. The textbook explains every topic on the course concisely and accurately, and teaches students all the theory required for the end-of-year examination. Textbooks contain so many practice questions that some students don’t even complete all of them. Before hunting for extra resources or question sets, do all of the questions in the textbook first.

Learn how to use a textbook here.

3. Stationery

Pens are more important than notebooks because the textbook is designed to be annotated. The giant margins in a textbook (which aren’t there in novels) are placed purposefully to accommodate students’ personalised notes. Students should use at least two different colours of ink to annotate their textbooks, and they should highlight important definitions and phrases as well. (They should translate words, too, if they are fluent in another language.) Teachers will need to guide and encourage students through this process initially. Some students enter your classroom with an aversion to writing in textbooks.

4. Notebooks

Making your own notes is a very efficient way to learn. Any teacher who gives pre-made notes to their students is depriving their students of the opportunity to learn for themselves. It’s fine to give some notes to students as an example, but the vast majority of student notes should be written by the students themselves (even if they’re copying most of it from the whiteboard).

An interesting study found that students who reviewed their own notes outperformed students who reviewed notes given to them by their teacher.

Several interesting studies have found that students who hand-wrote their notes learned more than those who typed them.

Learn how to make great notes here.

5. Teacher

A teacher’s role, in addition to providing academic and moral support, is to bring the textbook (or the subject) to life. A teacher is the difference between reading a play and watching a play. A teacher makes the subject more engaging, more interesting and more relevant by bringing their own experience, funny stories and exciting experiments into the curriculum. Great teachers make even the dullest academic subjects exciting to learn. They serve to inspire and guide students to an extent that technology will never be able to match.

Not in my top 5…

  • PowerPoint slides
  • Internet access
  • iPads, laptops and other gizmos
  • interactive whiteboards
  • laboratory equipment & chemicals
  • printed notes for students
  • past examination papers

What do you think of my low-tech “top 5” list? Should technology be in the top 5? Will technology reduce the need for teachers? Is something other than the textbook the primary learning resource in your classroom?

Let me know in the comments section below.

Science Questions with Surprising Answers

Science Questions with Surprising Answers
Science Questions with Surprising Answers website

I came across an amazing website today called Science Questions with Surprising Answers. The website is run by Dr Christopher S. Baird, who teaches at the Department of Physics at University of Massachusetts Lowell. The website answers fascinating (and sometimes bizarre) questions with a rare balance of accuracy and clarity.

I particularly like the Chemistry section, which answers the question, “Are two atoms of the same element identical?” His answer is as follows:

“No. Two atoms of the same chemical element are typically not identical. First of all, there is a range of possible states that the electrons of an atom can occupy. Two atoms of the same element can be different if their electrons are in different states. If one copper atom has an electron in an excited state and another copper atom has all of its electrons in the ground state, then the two atoms are different…”

The blog actually reminds me of the book, What If?, which is a more comical (and less relevant) companion to this blog.

Browse his website and introduce it your students this semester!