SCH4U - Chemistry 12 (2024-25) - A

Pros & Cons - Haber Process Debate Group Activity

In this classroom activity you will have a classroom debate about the benefits and consequences of the discovery of the Haber process. 

The debate format is flexible, but the suggested format is as follows:

1. Each team will perform research to prepare a 3-5 minute opening statement outlining their side of the argument in general terms.  Ample time should be given for this (a whole period is appropriate).
2. Each team delivers their opening statement.  (This can be delivered by one member of the group or several)
3. Following each opening statement, Team A will have 2 minutes to further their argument using persuasive arguments and facts. 
4. Team B will then have a few minutes to confer and prepare a response and then 2 minutes to respond/refute the previous statement.
5. Team A side will have 2-3 minutes to respond.
6. Team B will then have 2-3 minute to further their side using persuasive argument and facts.
7. Team A will then have a few minutes to confer and prepare a response and will then have 2 minutes to respond/refute the previous statement.
8. Team B side will have 2-3 minutes to respond.
9. This pattern can repeat until arguments have been exhausted or after a set amount of time.
10. The debate should conclude with 2 minute closing statements from each team summarizing their argument and addressing any relevant points introduced by the other side.

Following the debate you can hold a class vote to see if anyone has changed their mind based on the arguments presented or a general class discussion can be held to cover any interesting points that were raised.

There are different ways to structure the teams for this activity.

1. Survey the class and split them in to groups based on their response to the question: "Should Haber have received the Nobel prize for developing the Haber process?" Based on their responses to the questions split them up into teams (those who think he should have vs. those who think he shouldn't have)

2. Assign students to a group. If you use this method an interesting way to further the activity is to then have teams switch sides and now argue the opposite sides of the question.

Use the following podcast and video as an introduction:

Podcast source: http://www.radiolab.org/story/180132-how-do-you-solve-problem-fritz-haber/

Video source: http://ed.ted.com/lessons/the-chemical-reaction-that-feeds-the-world-daniel-d-dulek#watch