When curiosity is sparked...

Dear Readers and Subscribers,

I wanted to share some exciting news with you! Over the years, I’ve been working on creating lessons that are a bit outside the box—blending technology, science, and creativity in ways that aren’t always part of the typical curriculum. Now, I’m happy to offer these lessons as digital downloads at my store page here.

You’ll find all sorts of unique resources—lesson plans, templates, handbooks, and research articles. For instance, I’ve created a lesson using MakeyMakey to teach the biochemistry of the opioid crisis and another that uses Arduino to dive into Parkinson’s disease. These are just a couple of the experimental and unconventional ideas I’ve been working on.

This is just the beginning, and I’m excited to keep building on this resource! I’ll be updating the store weekly with more creative content that reflects the work I’ve been developing as an educator.

While these lessons don’t follow specific standards, they’re all about taking risks and trying new things to make learning more connected to the real world. Everything you’ll find comes from years of trial and error, and I really hope these resources spark some inspiration for you.

Thanks for your support, and I look forward to sharing more soon!
Ramsey Musallam
Cycles of Learning

Today in neuroscience class, I introduced the students to an EV3 robotic input-output system, aiming to draw parallels between robotics and the human nervous system.

I set up the robot with three sensors—touch, ultrasonic, and light—and programmed it with four input-output triggers. If students pushed the button, the motor would move. If they placed an object within three inches of the ultrasonic sensor, the robot would "growl." The light sensor triggered a heart display when a white surface was placed over it, and "angry eyes" when a black surface was detected.

While the button and ultrasonic sensor triggers were relatively easy for students to find, the light sensor triggers posed more of a challenge, encouraging deeper exploration.

Afterward, I prompted a discussion about how this robot system is similar to the human nervous system. We compared each robot part to neuron types—sensory, interneurons, and motor neurons—and talked about the implications of mimicking life through neural networks versus the simplicity of robotic code.

This exploration set the stage for future lessons on sensory-stimulus pathways, reflexes, and reactions, helping students understand the complexity of human input-output systems compared to robotic ones.
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Check out some photos of the robot in action below!

In my biochemistry class, I recently introduced a very simple yet effective game: “Memory.” This classic game, where players match pairs of cards, turned out to be a fantastic way for students to learn functional groups. I don’t know why I hadn’t thought of this earlier! The concept is straightforward and easily adaptable to any subject matter that requires memorization of pairs—whether it’s names and their corresponding symbols, shapes, equations, or even algorithms. In this case, I used it to help students memorize the names of functional groups, such as “alcohol,” and match them with their corresponding structures. I simply bought a bunch of index cards from the dollar store, wrote the names on half of them and the structures on the other half, and the students were off to the races after a quick explanation.

What surprised me the most was how effective this simple game turned out to be. Functional groups are foundational in biochemistry—they pop up repeatedly as we move from studying small molecules to exploring larger biological macromolecules. They are crucial for understanding secondary structure forces in amino acids, the folding patterns in proteins driven by hydrophobic and hydrophilic interactions, and much more. By playing “Memory,” students weren’t just memorizing the names and structures; they were also engaging in active learning, which helped reinforce their understanding in a fun and interactive way.

​Initially, I worried that the game might be too basic or that students wouldn’t take it seriously, but it turned out to be a hit! Not only was it an easy lesson plan to implement, but it also became a valuable tool for revising and reinforcing knowledge as we progressed through more complex topics. The game offered a dynamic way to break the monotony of traditional lectures and keep students engaged. It proved to be a versatile strategy that I could see applying to many other topics in biochemistry and beyond. Click here for more classroom related examples of Memory. 

This year, I’ve been experimenting with a different approach to homework in my classes. I’m currently teaching both a biochemistry class and a neuroscience class, and homework has always been a tricky subject. From my experience, if students don’t have any homework, they can become naturally demotivated. On the other hand, if there’s too much homework, the workload can also lead to a lack of motivation. In the past, I’ve struggled to make homework meaningful and engaging.

I even tried the flipped classroom model, but that turned my classes into direct instruction machines, just delivered online. It felt like we were just doing something boring in a slightly more engaging way. This year, I’ve decided to treat homework as a completely separate “strand” in the class. This means it’s not directly tied to our in-class content but still related enough to supplement what we’re learning. The goal is to introduce more information and enrich the class without creating the expectation that we need to spend a lot of time reviewing it in class.

Here’s how I’ve implemented this in my classes:

In my biochemistry class, students are reading from “The Song of the Cell” by Siddhartha Mukherjee. Each week, they have a set number of pages to read, along with a summary and a favorite quote analysis. This is due on Friday, and I collect their quotes to use as prompts in class occasionally. The book is fantastic and covers recent advancements in medical biology and clinical work regarding the cell. It’s also an easy read. Even though it’s not fully aligned with our class content, it adds valuable context and enriches the learning experience. If students don’t engage fully with the reading, they’re not at a disadvantage in class. I grade these reflections once a week and sometimes use them as substitute assignments.

In my neuroscience class, students follow the same process with “The Brain” by David Eagleman. Again, the book is related to but not directly tied to the course content. It provides additional color and a different strand of learning that doesn’t detract from the in-class pedagogy that I believe is so important.
By making homework a separate, enriching strand, I’m finding that students are more engaged without the added pressure of traditional homework. This approach keeps the content fresh and allows for deeper exploration without sacrificing our core classroom activities. So far, this experiment has been a great way to balance workload and maintain motivation!
Feel free to reach out if you’re interested in discussing this approach or trying something similar in your own classes.