Wait What Just Happen?

A 5E Lesson on Alchemy and Transmutation

Teacher: Donetha Groover and Amanda Maher

Date: April 20th, 2016
Subject / grade level: 9th/10th grade Biology or Chemistry
Time Requirement: One 50 Minute Class Period
Materials:
For Engagement: 1 normal quarter, 1 gold quarter (painted with any gold hued paint (ie. nail
polish works well), Philosophers stone (any kind of rock or painted red rock) Optional: Wizard Hat
& any other costume materials
For Exploration: 2 oz. mixing cup with lid, Mixing stick, Large 25 ml pipette containing 4%
polyvinyl solution, Small 5 ml pipette containing 4% sodium borate solution, scissors, food
coloring, safety goggles for each student, gloves if students want them, paper towels
For Explanation: Presentation
For Elaboration: Sheet with Blank circle for students to construct their transmutation circle (1 per
group), ruler (1 per group), marker/pencil/pen (1 of their liking per group); Access to an Internet
connected device (1-2 per group)
For Evaluation: N/A
(Students will work in groups of 2-3 depending on class size)
Science Standards
Strand: Heredity and Evolution
Standard 4: Students shall demonstrate an understanding of heredity.
HE.4.B.4 Examine different modes of inheritance:
HE.4.B.5 Analyze the historically significant work of prominent geneticists
HE.5.B.6 Identify effects of changes brought about by mutations
HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across
successive generations
Strand: Classification and the Diversity of Life
Standard 7: Students shall demonstrate an understanding that organisms are diverse.
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic
nomenclature using dichotomous keys
Strand: Ecology and Behavioral Relationships
Standard 9: Students shall demonstrate an understanding of the ecological impact of global issues.
EBR.9.B.1 Analyze the effects of human population growth and technology on the
environment/biosphere
EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate,
epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology,
and public policy)
Strand: Nature of Science
Standard 10: Students shall demonstrate an understanding that science is a way of knowing.
NS.10.B.1 Explain why science is limited to natural explanations of how the world works
NS.10.B.2 Compare and contrast hypotheses, theories, and laws
Strand: Nature of Science

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A 5E Lesson on Alchemy and Transmutation
Standard 11: Students shall design and safely conduct scientific inquiry.
NS.11.B.3 Identify sources of bias that could affect experimental outcome
NS.11.B.5 Formulate valid conclusions without bias
Standard 12: Students shall demonstrate an understanding of current life science theories.
NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification,
and
peer review
NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional
empirical
data, verification, and peer review
NS.12.B.7 Research current events and topics in biology
Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and
solve
life science problems.
NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes,
centrifuges, flexible arm cameras, computer software and hardware)
NS.13.B.3 Utilize technology to communicate research findings

Chemistry Standards
Strand: Periodicity
Standard 6: Students shall explain the changes of matter using physical properties and chemical properties.
P.6.C.1 Compare and contrast matter based on uniformity of particles
P.6.C.4 Design experiments tracing the energy involved in physical changes and chemical changes
Strand: Stoichiometry
Standard 15: Students shall understand the composition of solutions, their formation, and their strengths expressed
in
various units
S.15.C.1 Distinguish between the terms solute, solvent, solution and concentration
S.15.C.6 Identify the physical state for each substance in a reaction equation
Strand: Organic Chemistry
Standard 29: Students shall demonstrate an understanding of the role of organic compounds in living and non-living
systems
OC.29.C.2 Describe the manufacture of polymers derived from organic compounds
Strand: Nuclear Chemistry
Standard 30: Students shall understand the process transformations of nuclear radiation.
NC.30.C.4 Apply the concept of half life to nuclear decay
Strand: Nuclear Chemistry
Standard 31: Students shall understand the current and historical ramifications of nuclear energy
NC.31.C.2 Research the role of nuclear reactions in society
Strand: Nature of Science
Standard 32: Students shall demonstrate an understanding that science is a way of knowing
NS.32.C.1 Explain why science is limited to natural explanations of how the world works
Standard 33: Students shall design and safely conduct scientific inquiry.
NS.33.C.3 Identify sources of bias that could affect experimental outcome
NS.33.C.5 Formulate valid conclusions without bias

Social Studies Standards

Strand: Era 6: Emergence of First Global Age 1450-1770

Wait What Just Happen?

A 5E Lesson on Alchemy and Transmutation
Content Standard 1: Students will analyze the transformations and innovations of the first global age.
Era6.1.WH.4 Evaluate the roles of science and technology on the transformation of the first
global age by examining multiple sources and perspectives
Era6.1.WH.5 Evaluate ways in which globalization and the scarcity of resources contributed to
conflict and cooperation within and among groups and empires
Era6.1.WH.6 Analyze complex and interacting factors that influenced the perspectives of people
Era6.1.WH.9 Construct historical arguments or explanations about significant transformations
and
innovations of the first global age utilizing evidence from a variety of primary and
secondary sources

Math Standards:
Advanced Topics and Modeling in Mathematics
Strand: Functions
Content Standard 1: Students will analyze and interpret functions using different representations in terms of an
authentic contextual application.
F.1.ATMM.1 *Interpret key features of graphs and tables in terms of two quantities for functions
beyond the level of quadratic that model a relationship between the quantities
Algebra 1
Domain: Quantities*
Cluster(s): 2. Reason quantitatively and use units to solve problems
N.Q.1 2 Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the
origin in graphs and data displays.
N.Q.2 2 Define appropriate quantities for the purpose of descriptive modeling.
N.Q.3 2 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Domain: Interpreting categorical and quantitative data
Cluster(s):20. Summarize, represent, and interpret data on two categorical and quantitative variables
S.ID.5 20 Summarize categorical data for two categories in two-way frequency tables. Interpret
relative
frequencies in the context of the data (including joint, marginal, and conditional relative
frequencies). Recognize possible associations and trends in the data.

English Language Standards

Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.

ISTE Standards: Students

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A 5E Lesson on Alchemy and Transmutation
1. Creativity and Innovation
a. Apply existing knowledge to generate new ideas
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers employing a variety of digital media

ISTE Standards:Teachers
1. Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking
b. engage students in exploring real world issues using digital tools
c. Promote student reflection using collaborative tools
2. Design and develop digital age learning and assessments
a. Design learning experiences that incorporate digital tools
b. Develop technology enriched learning that enable all students to become active participants
c. Customize and personalize learning activities

Lesson objective(s): Using the provided materials, students will be able to construct a transmutation circle that
describes a chemical reaction from the viewpoint of a 16th century alchemist. Students will understand that science is
constantly evolving and changing over time as our technology and awareness grows.
ENGAGEMENT ~ 5 Minutes
We begin this lesson with a simple magic trick. Begin by showing your students that you are holding one normal
quarter in between your thumb and pointer finger of either hand. Secretly, behind this quarter is concealed a quarters
that has been painted gold. Ask your students, Can I make this quarter into a gold quarter? then show your students
your Philosophers stone. This stone can be any kind of rock though Id suggest painting it red just for showmanship.
Ask students, What if I rub this quarter with my philosophers stone? What will happen?. Allow some time for students
to propose the outcome. Then, rub the normal quarter, still held between your thumb and pointer finger, with the
philosophers stone. Place the stone back on the desk and then, with a little pizazz and some sneaky hand work, in a
matter of seconds you can present to your students a gold quarter instead of the normal quarter. Hint: Be sure to
palm the normal quarter before passing the gold quarters to your students for inspection and sneakily stash the
normal in a concealed nearby location (ie. your pocket or somewhere on your desk) as to not give the trick away!
Now that you have made the quarter go through a transmutation ask you students what has happen. Guide students to
describe that there has been some kind of change and then introduce them to the topic at hand: transmutation. After
completing this demonstration, tell the students that they are now going to complete there own transmutation with a kit
of mysterious ancient chemicals.
Questions to ask:
What is alchemy?
What is transmutation?
What is the role of the Philosophers Stone in this reaction? What did it do?
Resources: For additional practise, and help, with this slight of hand trick this video (http://www.goodtricks.net/no4

Wait What Just Happen?

A 5E Lesson on Alchemy and Transmutation
money-no-honey-trick.html) there are also other coin tricks that could be appropriate for this engagement. If this one
will not work for your class, simply use google (or your preferred search engine) and use terms such as coin switch
magic trick or changing coin magic trick to find a demonstration that will work for your abilities and classroom.
Remember - practise makes perfect!
EXPLORATION ~ 10 Minutes
Students will be given two pipettes, a stirring rod, and a container with a lid. Safety concerns will be addressed: wear
goggles, wash hands, gloves are available, only touch supplies when directed to do so, follow directions, do not work
ahead, no waving around scissors, do not run with scissors. Students will be told to imagine they are back in 1530 and
are alchemists. So they need to forget everything they think they know about modern chemistry. They need to
remember that people of science back then did not have microscopes and did not know anything but what was
observable. Once the students have shifted their mindset to an earlier time it is time to begin. Ask them to look at the
fluids in the two pipettes they are given. Based on your knowledge, what should you get if you mix two liquids
together? The answer should be a liquid. If anyone answers otherwise make them justify their answer, using only
knowledge they would have in the 1500s. Instruct students to pick up the larger pipette and carefully snip the end off,
making sure not to squeeze the pipette as they do so. Once the tip is open they can then squeeze the contents into
the cup provided. Have them smell the liquid and make observations of it. Then instruct them to open the smaller
pipette in the same manner. Once it is open they can then squeeze its contents into the cup. Have them make
observations as they do so. At this point if they want to add a drop of food coloring they can. All this time they should
be making observations and predictions of what will happen. Once all the liquid is in the cup student should use the
stirring stick and stir the mixture for 1 minute. What happens? The liquids go through a change, a transmutation.
Questions to ask:
What type of change is occurring?
Describe the transformation process.
What do alchemist call this change?
What is changing?
Based solely on your observations were you able to predict the end result?
How has our understanding of transmutation changed over time?
EXPLANATION ~ 10 Minutes
After completing the process as explained in the Exploration, students will be engaged in a discussion concerning
transmutation from the perspective of alchemy. First, we will establish the four elements of alchemy: earth, air, fire, and
water. Historically, alchemists believed that everything was created by a mixture of some sort of these four elements.
Together, these elements created Prima materia, or prime chaotic matter, that could be changed depending on the
proportions created through mixing these four elements together. But how are these elements discerned from one
another? Aristotle proposed that these elements could be identified based on the qualities of fluidity, dryness, heat, and
cold. Together, these qualities could be transformed to create, and switch, between elements:
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A 5E Lesson on Alchemy and Transmutation
hot + dry fire
hot + fluid (or moist) air
cold + fluid (or moist) water
cold + dry earth
But what about when all these elements are in equal balance? Using the presentation, show students the alchemical
symbols for each of the four elements (an upside down triangle represents water, a right side up triangle represents
fire, an upside down triangle with a line through it close to the point represents earth, and a right side up triangle with a
line through it close to the tip represents air.) There are many different depictions of these elements but I suggest using
two representations: the basic triangular forms and an alchemaic key with these depictions in them. These images can
be found on google, or your preferred search engine, by searching alchemy element symbols or something to that
effect. Pick the depiction that you think is best suited for your presentation / students. After establishing the symbols
and elements themselves, probe the students to make suggestions as to how these four elements could be depicted if
in balance. If the elemental symbols for water and fire are laid atop one another, they will create the symbols for earth
and air. Also, they will form a star shape that can be bound by a circle. These is the alchemical representation of unity.
After establishing these elements, ask students to brainstorm what elements were/are present in their experiment. How
can we describe the transformation, or transmutation, that took place? Some students may suggest that describing
what happen throughout the experimentation may be an accurate way to describe this but remind them that we are
16th century alchemist and a simple description is not enough. As alchemist, most of our work is done through
symbolism. How might we use our alchemy symbols to describe this transmutation?
Questions to ask:
What is the basis of the material world?
What are the elements of alchemy?
How do we, as alchemist, show how these interactions / changes happen?
What do we call these changes? What does that really mean?
ELABORATION ~ 15 Minutes
After the explanation discussion show the students a selection of alchemy keys and symbols that use circles. (Find
these keys and images by googling alchemy element circle or alchemy circle key or anything to that effect will bring
results.) Gather a selection of images that feature predominately circular representations and instruct the students that
they will now be their duty to produce a key, or image, that describes the results of the experiment they completed for
the exploration activity part of the lesson from earlier. Students are encouraged to use any internet connected device
(ie. iPad, iPhone, or computer) to look up any relevant alchemy symbols. In addition, if students propose a different
way of representing the transmutation process, and can back it up with justification/evidence, encourage them to see
what they can come up with!
Questions to ask:
Where will you start? Why?
What alchemy symbols will/have you chose/chosen? Why?
How will you depict the interactions between these elements?
What other ways could you describe this transmutation?
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A 5E Lesson on Alchemy and Transmutation
What do the parts of your key represent in the reaction from earlier?
Why did you choose these symbols?
EVALUATION ~ 10 Minutes
After completing their depiction of the transmutation of the exploration experiment students will share what they have
created with the other group at their table and if time allows will also share with other groups in the classroom. During
this time students are expected to explain their transmutation depictions to other groups and discuss the differences
and similarities in their keys. Additionally, students should provide an explanation as to why they chose the symbols
and arrangement of their key (with justification) to the other groups. If during discussions students wish to make
additions, or changes, to their own keys they may do so. At the end of the class, all keys will be collected from each
group to be displayed in the room.
Questions to ask:
How are your groups keys different?
How are your groups keys the same?
Are there any similarities that you see between most of the groups keys?
How could we rectify these discrepancies so that we all have a uniform key?
Does having so many different keys make it easier or harder to figure out alchemy?
Can you think of any modern science practises or theories that have so many different ways of looking
at it like alchemy does?
SOURCES
Cobb, C., Fetterolf, M. L., & Goldwhite, H. (2014). The chemistry of alchemy: From dragon's blood to donkey dung, how
chemistry was forged. Amherst, NY: Prometheus Books.
Hamilton, N. (1985). The Alchemical Process of Transformation. Retrieved April 7, 2016, from
http://www.sufismus.ch/assets/files/omega_dream/alchemy_e.pdf
Hauck, D. W. (n.d.). The Four Elements. Retrieved April 08, 2016, from http://www.azothalchemy.org/elements.htm
Slime-Making Kits & Glowing Slime Kits." Educational Innovations. N.p., n.d. Web. 11 Apr. 2016.

Alchemy Observations
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A 5E Lesson on Alchemy and Transmutation

Substance #1

Substance #2

Color

Smell

Viscosity

Other

When the two substances are mixed together I predict that they will make

Wait What Just Happen?

A 5E Lesson on Alchemy and Transmutation
Observations on Mixture
Color

Smell

Viscosity

Other

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A 5E Lesson on Alchemy and Transmutation

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