CHEMISTRY,
ART & DRAGONFLIES
Summary:
Approximately 130 chemistry students and 70 art students will work with a
local potter, a college art professor, a metalsmith, and an expert in
electroplating as they apply the artistic and chemistry principles of
electrochemistry, chemical formulas, stoichiometric and mole calculations, and
ratio mathematics to create dragonflies whose bodies will be made of clay and
glazes and wings of electroplated and anodized metals. The dragonflies will be
combined into mobiles that will be displayed around the school and community.
Need
Statement:
According to the National Science Education Standards, science should
actively engage students in inquiries that are interesting and important to
them and be connected to other school subjects.
This project will meet these challenges as the principles and concepts
of chemistry and the artistic aspects of metal-working and ceramics are
related to students’ everyday life experiences and interests through the
creative design and production of ceramic dragonflies made from clay, glazes
and metals. The School
Improvement Plan states “Education is a total community responsibility”
and to help students discover their best learning style in order to prepare
them for a lifetime of learning. This project will actively address these goals by involving a
local potter, college art professor, metal smith and an expert in
electroplating in the development and implementation of hands-on activities.
These activities will enhance students’ and teachers’ understanding
of the artistic and chemistry aspects of ceramics and metalworking.
Strength
Statement:
·
The
potter will develop the recipes for the clay that students will use to form
the bodies of their dragonflies. He
will help develop and implement the activities that will require students to
vary the proportions of ingredients in order to determine the combination that
results in the best clay. He will
also provide expertise in the firing temperature of the clays and the glazes
that will produce the best colors for the clay bodies.
·
The
college art professor will work directly with the teachers and students in the
classroom in order to maximize the chemistry-art connections that in the study
of ceramics and metalworking. She
will also organize the use of the college’s kiln to facilitate in the firing
of the clay and glazed dragonfly bodies.
·
The
expert in electroplating will help develop and implement the lab activities
that to allow students to create electroplated and anodized wings for the
dragonflies. He will also
contribute the required cleaning and metal plating solutions needed for the
electroplating and anodizing.
·
The
metal smith will develop the procedures for creating and attaching the wings
to the clay bodies of the dragonflies. She
will work directly with the students to demonstrate the correct techniques for
working with metals and for embellishing the wings with beads and/or other
artistic materials.
·
The
chemistry teacher will provide the expertise in developing and implementing
hands-on and lab activities appropriate and safe for high school students,
making sure all activities meet the objectives and goals of the NC Standard
Course of Study for Chemistry and the School Improvement Plan.
·
The art
teacher will provide the expertise in creating and implementing hands-on
activities appropriate and safe for high school art students, making sure all
activities meet the objectives and goals of the NC Standard Course of Study
for Art Education and the School Improvement Plan.
Outcomes: By working with the potter, college professor, metal smith,
and electroplater, teachers will gain the confidence and knowledge needed to
incorporate new activities that integrate the art and chemistry curriculums
and provide students with opportunities to learn and apply science and art
concepts and principles. These
activities will engage students in inquiries that are interesting and relevant
to their everyday lives.
As students witness teachers and the community professionals working
cooperatively with one another they will see that each individual has a
responsibility in sharing his or her expert knowledge in order to support and
create unique and exciting learning environments.
The challenging hands-on and lab activities will be based on concepts
and principles that are relevant to students’ lives and require them to make
connections among what is being studied and other school subjects.
This project will also provide students with the skills and knowledge
to continue their interest in art and/or science outside of the classroom.
Involving the community professionals in the development and
implementation of the integrated chemistry and art activities will allow
students to gain experiences that complement their learning by going beyond
the textbook and classroom. They will see first-hand that knowledge of
chemistry and art are essential to careers and hobbies such as metalsmithing,
electroplating, and ceramic engineering, and artistic design.
Sustainability:
The hands-on and lab activities developed for this project will be tried,
tested and revised and then made available for use by other local, state and
national science and art teachers by posting them on the chemistry teacher’s
website and the supporting college’s website.
The project will be shared with other teachers at the 2003 NC Science
Teachers Conference. The
non-consumable equipment purchased for this project will be used for the
replication of these activities and for future projects.
The partnerships established among the teachers and professionals will
support future replication of the project or new and different activities.
·
September – November 2002: chemistry teacher will work with potter to develop
the clay/glaze recipes that will be used by students to create the dragon fly
bodies; chemistry teacher will write the student lab instructions for this
series of activities; art teacher will work with college professor to organize
classroom visits and use of kiln and develop the chemistry art connections
that exist in the study of ceramics and metalworking.
·
December 2002: Materials and equipment will be ordered; metal smith will develop the
techniques that students will use to attach the dragonfly wings to the bodies.
·
January 2003: Further collaboration among teachers and professionals to finalize
activities and schedule classroom visits.
·
February 2003: Students will complete the series of lab and hands-on activities to
create their dragonfly bodies.
·
May 2004: Students will complete the series of lab activities in which the
anodize and electroplate the dragonfly wings; the metal smith will demonstrate
to students how to work with the metals and attach them to the bodies of the
dragonflies; students will make mobiles out of the dragonflies and hang them
in various locations around the school and community.
Students
will
complete anecdotal evaluations describing what has been learned through their
contact with community professionals in addition to their increased
understanding of chemistry and art. Students
will be asked for suggestions on how to improve the project in the future.
Teachers
and community professionals will complete evaluations describing the success of the project and
make recommendations for improvement. Evaluations
will address the levels of commitment and cooperation of the teachers and the
extent to which classroom practices have been enriched.
Chemistry
Evaluation:
Chemistry students will be tested on the understanding of chemical formula
writing and nomenclature, stoichiometric and mole calculations, the periodic
table, ratio mathematics and electrochemistry. Students will write formal
reports for each of the labs/hands-on activities, including analysis of data
and critical thinking and conclusion questions.
Art Evaluation: Art students will be evaluated through testing and final art works produced. They will judge their own work in a self-critique, using the Principles of Design and the Elements of Art. The critiques will include analysis of line, texture, shape and form in ceramics and metal-working.
Wake
Education Partnership Food
For Thought 2002-2003
Teacher Grants Budget
Form |
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Purchased
Items: |
Quantity |
x |
Cost/Item |
= |
Total
Cost |
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Description:
(be as detailed as possible) |
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Titanium
wire (2ft/dragonfly, 2 dragonflies/student) X 200 students |
800
ft |
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$0.60/ft |
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$480.00 |
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Copper
mesh (3 pkg/class X 8 classes) |
24
pkgs |
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$7.00/pkg |
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$168.00 |
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Clay
Raw materials: AP Green |
10-1bs |
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$0.50/lb |
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$5.00 |
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Red
art |
65-lbs |
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$0.10/lb |
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$6.50 |
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Gold
Art |
15-lbs |
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$0.30/lb |
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$4.50 |
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Glaze
Raw materials: Frit 3124, 3131 & 3195 |
25-lbs |
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$1.50/lb |
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$37.50 |
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EPK |
6-lbs |
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$1.60/lb |
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$9.60 |
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Flint |
4-lbs |
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$2.50/lb |
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$10.00 |
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Superpax |
3.5-lbs |
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$2.90/lb |
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$10.15 |
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Veegum
Cer |
0.5-lbs |
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$6.00/lb |
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$3.00 |
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Glaze
Colors: cobalt compounds |
1000g |
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$40.00/500g |
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$80.00 |
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Copper
carbonate |
500g |
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$20.00/500g |
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$20.00 |
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Yellow
ochre |
1-lb |
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$5.00/lb |
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$5.00 |
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Iron
oxides |
2-lbs |
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$3.00/lb |
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$6.00 |
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Beakers
(250 ml) |
2
doz |
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$27.00/doz |
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$54.00 |
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Electronic
Balances |
3 |
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275.00 |
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$825 |
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Plastic
containers to store glazes |
25 |
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$1.00
each |
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$25.00 |
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Paint
brushes |
$5.00/set |
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10
sets |
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$50.00 |
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Plastic
spatulas |
3
doz |
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$8.50/doz |
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$25.50 |
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Stipend:
for metalsmith |
10hrs |
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$15.00/hr |
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$150.00 |
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For
potter |
10hrs |
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$15.00/hr |
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$150.00 |
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Detailed
explanation should be in body of proposal |
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Total: |
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$2124.75 |
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Donated
Items: (be as detailed as possible) |
Quantity |
x |
Value/Item |
= |
Total
Cost |
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Description:
Nickel plating solution |
3-L |
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$50.00/L |
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$150.00 |
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NaOH
cleaning solution |
3-L |
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$25.00/L |
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$75.00 |
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Anodizers
(from another school) |
5 |
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$350.00
each |
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$1750.00 |
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Wire
forming plyers |
6
sets |
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$25.00/set |
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$150.00 |
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Total |
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$2125.00 |
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Donated
Services: (You
may not be able to quantify) |
Quantity |
x |
Value/Item |
= |
Total
Cost |
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Description:
electroplating engineer’s time |
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College
professor’s time |
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Use
of college’s kiln if school’s is not functioning |
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Total: |
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GRAND
TOTAL of purchased |
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&
donated items/services |
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$4249.75 |
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