F. U. N with Science F.U.N With Science_1_FINAL_UPDATE v3 | Page 12

10
A s students, in the be-
ginning of our science
education, we are
introduced to an in-
tegrated
approach,
naturally called Inte-
grated Science. As we
progress in academia,
Integrated Science is
replaced with the three
fundamental scienc-
es: Chemistry, Biology,
and Physics, separate
and distinct courses.
In time, students who
continue their science
education
gravitate
towards a single field
of study, leading to
specialization.
While
specialization is neces-
sary, a scientist should
not lose sight of the
overlapping nature of
all scientific disciplines.
In this post, we highlight
instances of the various
intersections of scientif-
ic fields. We will look at
three (3) things which
are taught very early
in science education
– Photosynthesis, Cat-
alysts and Radioac-
tivity – and how these
incorporate
multiple
disciplines of science.
One of the first topics
covered in Biology is
Photosynthesis. Photo-
synthesis is the process
that is most important
to the continuation of
life. Ask any student
what
Photosynthesis
is and their response
will be along the lines
of, “It is the process
by which green plants
make their own food
using simple materials:
carbon dioxide (CO2),
water (H2O) and sun-
light
energy
(hν).”
While this process is
taught in the Biology
classroom,
it
also
involves Chemistry and
Physics. How? Photo-
synthesis is a chemical
reaction and hence
must follow the rules
of Chemistry. Also, the
conversion of sunlight
energy into chemical
energy is an example
of the law of conserva-
tion of energy which is
taught in Physics.
Photosynthesis