Invention as a Complement to High School Chemistry

Does invention belong in the chemistry classroom?This article attempts to answer this question by describing howinvention educationfirst took root in a chemistry class atRidgewood High School in Ridgewood, NJ, and then expandedto other students with diverse interests tofind a solution to twoworldwide problems: satisfying the need for safe drinking waterand reducing plastic waste. Specifically, it describes the students'journey step-by-step during the COVID-19 pandemic to invent aself-sanitizing and sustainable Solar Aqua Tech water bottle. Theconcept underlying this invention was to quickly producehydrogen peroxide (H2O2), a well-known sanitizing agent, on-demand within the confines of a bottle using only water, dissolvedoxygen (O2), and solar power to eliminate pathogens in untreated water. Students had to convert this chemistry classroom conceptinto reality without a prescription and without knowing if their goal was even attainable. Since the journey did not take a linear pathbut veered in different directions as unexpected problems arose, the students sought guidance from academics, mentors, and localexperts. Along the way, they acquired new knowledge with deepened understanding and overarching perspectives. Success wasachieved only after many setbacks. In the end, the sense of accomplishment forfinding a solution to two global problems instilledconfidence in the students that, with empathy, perseverance, and resilience, they are equipped with essential skills to tackle 21st-century challenges. Invention, therefore, can be a valuable complement to the standard chemistry curriculum and is unparalleled in sparking a lifelong passion for learning.