Considering Chemistry

Well, I had more preliminary things that felt like they needed saying, but Instagram overwhelming voted to Get On to the Books, Already! So here we are. I will just say that following multiple streams of science in the high school years requires a little forethought, not just about which books to use, but how to schedule them, i.e., don't leave all the hard ones for the same year, or overload one year with too many pages worth of reading and not enough time for observation, experimentation, and notebooking. Even if you decide to utilize textbooks, there is no rule that says they must be completed in year or, indeed, that they have to be completed at all. But we'll get those in a bit. Also, definitely do not take it that your student should read *all* the books in this post for a Full Credit of Chemistry or some such silliness. I'm just trying to help people choose by giving options and discussing a few pros and cons. 

If you'd like to follow a more living book approach, there are lots of options, so I'll touch on the few I'm most familiar with here: 

First up is Crucibles: The Story of Chemistry, I have the updated fourth edition, by Bernard Jaffee. This book is subtitled From Ancient Alchemy to Nuclear Fission, and as suggested, it tells the history of chemical discovery through biographical chapters of scientists and discoverers. It is the most systematic coverage of chemistry of the books listed in this post, and yet it is still very readable. This is a fantastic way to learn - through the stories of real people who had real triumphs as well as real failures. It is somewhat similar to The Mystery of the Periodic Table, written for adults. The chronological organization helps the reader slowly build up chemical knowledge and vocabulary. This is a very "CM" title; it is interesting and engaging, and it would be a good fit for a child willing to put in the work of extracting the important concepts, and lends itself well to narration. The main downside is the lack of illustrations or diagrams in the book, so supplementation is needed, as well as lab work, if one wanted to make a lab course using this book as the spine. 

Napoleon's Buttons: 17 Molecules that Changed History by Penny Le Couteur. If you're familiar with Ambleside Online you'll recognize this book as part of their Year 8 science curriculum, but it too is definitely high school level. My eldest three children and myself all enjoyed this book, it is a great living title, covering an interesting mix of science and history, explaining the chemistry of the commonplace. However, when it came to my fourth child, she read a couple chapters over a term before declaring to me that she "didn't understand it, and hadn't learned one thing." A little more probing and we discovered that she did not have the foundation necessary to understand it - she had little concept of atoms and almost no idea of bonds and molecules. It is true that she had read The Mystery of the Periodic Table just two years before in AO year 6, but it seemed she hadn't given that book the attention it was due either. We paused Napoleon and chose a short text to fill those foundational gaps, but all that to say - you might want to make sure your student is prepared for this book if you choose to include it in your school. This title definitely deserves a pre-read, or at least a perusal of the possible problem areas, which Ambleside Online has so helpfully noted here.

That's the Way the Cookie Crumbles: 62 All-New Commentaries on the Fascinating Chemistry of Everyday Life by Dr. Joe Schwarcz. This is an even more "popular science" title than the last and may be a good fit for students whose interests lie elsewhere than in the sciences, but who still need either a wide feast spread before them, or a requirement met.  Conversely, perusal of this book might inspire a student's interest in something they hadn't previously considered and spark new love for chemistry. The biggest downside to this book, in my opinion, is that it is only loosely organized; however the chapters are short and the reading easy, devoid of technical jargon. I have only skimmed this title, and that not recently, so I cannot speak to any inappropriate/objectionable material, and therefore I recommend pre-reading it first, as there may be things to note for discussion or skipping.

Uncle Tungsten: Memories of a Chemical Boyhood by Oliver Sacks. An enjoyable memoir that highlighted the ways Sacks' curiosity and interest in science led him to experiment with and understand the nature of many common elements and chemicals. I felt much respect for his parents while reading this, for the ways in which they both encouraged his interest, and (mostly) tolerated his blowing stuff up. Interspersed with his own life, he highlights the discoveries of scientists like Davy, Dalton, and Curie. This is a great title for picking up important scientific concepts effortlessly. 

There are two things to note in this title: Sacks occasionally gets off track writing. In chapter 19 he describes his first org*sm (at a young age, randomly by himself in a pool). In chapter 22 he casually mentions how his mother (in a midwifery capacity) occasionally drowned disabled/malformed newborns. For sensitive readers, these chapters could both be skipped without detriment to the overall story, but for mature readers, I highly recommend this title. </>

      

Finally, I want to suggest Theodore Gray's fantastic trio of books: The Elements, Molecules, and Reactions. Again, if you're familiar with AO's Year 6, you might recognize The Elements, but don't let its placement, or the plentitude of photographs fool you - this book (and the other two) was written for adults. In The Elements, Gray looks at each of the 118 elements in turn and discusses their properties, their common (and uncommon) forms, and how they are most often used (or not). There's also a short section at the beginning of the book about the format of the periodic table and how it got that way, that acts as a helpful primer. The second book, Molecules, explores (according to the jacket flap): "the most interesting, essential, useful, and beautiful of the missions of chemical structures that make up every material in the world." But you'll learn some scientific concepts here too, if you wish: he begins with a discussion of how atoms bond to form molecules and compounds, and organic vs. inorganic chemistry. Gray then goes on to explore soaps and solvents, goops and oils, rocks and ores, smells and colors. Parents should be aware that Gray purposely addresses drugs (legal and illegal), sweeteners (natural and artificial), and controversial compounds. Again, this is an adult book, and some of his comments may be unsuitable for younger students, and you may not agree with his conclusions on opioids, Splenda, thimerosal, or CFCs. I recommend pre-reading, at least those sections of most concern. Reactions, the final book, is a recent acquisition of mine, and as such I've not had the time to peruse is very thoroughly, but it purports to demonstrate how molecules interact and change in essential ways, while explaining such chemical concepts as energy and entropy, and how time affects all. In all three books, Gray's enthusiasm for his subject shines through, and I feel like a student could learn a lot more from these books than from your average chemistry text.  Though the same could probably be said about all the books mentioned here today. 

Sidenote: my son will (most likely) be reading Molecules and Reactions, along with Drawing Physics and some labs/experiments/demonstrations for a high school credit of Physical Science. Just thought I'd mention it in case that option appeals to someone else as well. Remember that if your students are looking to apply to college, they will probably need to show some type of lab credit. This doesn't have to be as hard as it sounds! But that's a topic for another post. 

ETA: None of these links are affiliate links - I make absolutely no money off this masterpiece of a blog, lol. They are simply there for your ease - to quickly get a bit more info about a book. I ALWAYS recommend shopping around, buying second hand, and supporting small businesses. <3 

An Introduction (but not of me)

So, I'm hoping no one glances at the sidebar and notices that my last post was over six years ago. On second thought, maybe that's not such a bad thing if you believe that in that time I've been here learning, growing, and teaching, and generally so immersed in those things that I've simply not had the wherewithal to share about it. In that time, I've graduated two daughters from our homeschool, and my first-born son is a rising senior. In addition to him, this fall I will also have two other high schoolers and two middle schoolers. And I guess I feel compelled to preface with all this to say: here are my qualifications: only that I am doing it and have been doing it and will continue doing the hard work of homeschooling my children, through high school or as long as the Lord leads me to. I don't have degrees in teaching, or curriculum writing/design, but - yay?- I'm also not trying to sell you anything, so you can rest easy on that front. I don't even have any affiliate links to turn this into a side hustle. I just came here to talk about high school science in a longer format than Instagram allows, which is where I usually throw out my ideas.  

As aforementioned, I don't have any expertise. What I do have is 20 years of reading Charlotte Mason, some experience raising humans, the help of the Holy Spirit, and a lot of books. For all of our homeschooling years we have used (the free!) Ambleside Online curriculum. I am not going to gush about how much I love it (though I could) because that's not the purpose of this post (or, Lord willing, series of posts). It is simply to say that we have been completely happy with how full and rich and deep an education it is, and I am constantly thankful for all the work and love and prayers that have been poured into it. If it has one fault it is this: their high school science is still a work in progress. 

This frustrated me at first; then I thought, guess I'll have to do something myself. Well, I have been working on it for the last five years too, and I'm still not sure I have anything worthwhile. But I have suggestions based on some principles and considerations, and THAT, my friends, is what I came here to share. 

I must begin with the fact that the principles that apply to choosing a science curriculum for Form IV, V, and VI students (high school) are the same ones that apply to choosing curriculum in any subject, for any aged student. Charlotte Mason set forth 20 Principles of her Educational Philosophy and they can be found in each one of the six volumes she wrote, as well as with just a few keystrokes in your favorite internet browser. Children are born persons (even hormonal teens), whose minds feed on ideas, and which minds are capable of dealing with all proper knowledge. Children (and teens) should therefore be encouraged to cultivate relationships with a vast number of things and thoughts, through physical exercises, nature lore, handicrafts, science and art, and living books; a wide and generous curriculum should include a variety of these living books which communicate knowledge in well chose language. And finally (for this discussion), students should be able to reproduce what they have learned in some way, either orally, as a written narration, or in what is especially useful as pertaining to science: keeping notebooks. 

And that's the basics. In chapter 10 of book two of Philosophy of Education Charlotte Mason gives details and examples of what a full and various science course might look like for older students. What stood out the most when I first read it was the way students continued to study what we might call 'streams' of science. PNEU students had multiple readings each term in such subjects as physiology (human anatomy), geology, physical science (including chemistry and the laws of physics and electricity), biology, botany, ecology, and astronomy. They also did "a good deal of field work," believing that "the only sound method of teaching science is to afford due combination of field or laboratory work, with such literary comments and amplifications as the subject affords;"  the principle being "that children shall observe and chronicle, but shall not depend upon their own unassisted observation," much in the same way that older students enhanced their Bible curriculum with readings from commentaries. 

You can see, then, that high school is also not the time to give up on or let students off of the nature study and journalling they did as younger students. Nature journals have "recommended themselves pretty widely as travelling companions and life records wherein the 'finds' of every season, bird or flower, fungus or moss, is sketched, and described...The nature notebook is very catholic and finds room for the stars in their courses and for, say, the fossil anemone found on the beach." 

"Certainly these note books do a good deal to bring science within the range of common thought and experience; we are anxious not to make science a utilitarian subject," which brings us to the final principle (of this post): "We offer children knowledge for its own sake," so that their characters might be built up from within. While training toward a specific vocation or goal is certainly an option of many home educators, it should not necessarily be a deciding factor in our curriculum; rather we are to "equip pupils for LIFE" (emphasis mine). I know the beauty of this idea is one of the things that first drew me toward Charlotte Mason's philosophy, and I don't believe that needs to be set aside simply because our children have college or careers looming ahead. I'll leave you with one last quote:

"Now we must deal with a child of man...as a child of God, whose supreme desire and            glory it is to know about and to know his almighty Father; as a person of many parts and        passions who must know how to use, care for, and discipline himself, body, mind, and           soul: as a person of many relationships, - to family, city, church, state, neighboring states,    the world at large: as the inhabitant of a world full of beauty and interest, the features of        which he must recognize and know how to name, and a world too, and a universe, whose        every function of every part is ordered by laws which he must begin to know."

PS: I know I'm using quotes without citations in text or otherwise, but I haven't bothered with those in over 20 years, and I don't intend to begin again now. If you're interested, everything from this post was taken from volume six: A Philosophy of Education, mostly chapter 10, but not all. 

PPS: I also know I just wrote an entire long post as a big block of text, with no sweet graphics or photos, but bear with me, those are coming. Well, the book pics are coming, fancy graphic design probably never will.