Assignment 1: The “Clean Water” Trap (Filtration for EVS)
The Challenge:
Students are asked to create a “filter” for simulated Electric Vehicle (EV) battery coolant (water mixed with heavy glitter/sand). The goal is to obtain perfectly clear water using only one layer of thin cloth.
The Productive Failure:
The water remains cloudy, or glitter passes through. Students realise that a single “barrier” isn’t enough for high-tech needs.
The Turning Point:
A discussion is held on “stages” of filtration.
The Success:
On the second attempt, students layer gravel, sand, and cloth. They learn that complex systems (like those in EVs) require multi-stage protection to stay clean.
Assignment 2: The “Dry” Jar (Condensation Mystery)
The Challenge:
Students are told to make “clouds” (condensation) appear on the outside of a glass jar using only lukewarm water.
The Productive Failure:
They wait and wait, but the jar stays bone dry. They try stirring it or adding more warm water, but nothing happens.
The Turning Point:
I ask, “What is the difference between the jar and the air around it?” We then introduce a bowl of ice.
The Success:
By placing ice inside the jar, the outside fogs up instantly. They learn that condensation requires a temperature difference, not just water.
Assignment 3: Biological Resistance
The Stubborn Stem (Colour Defiance)
The Challenge:
Students are given white carnations with thick, woody stems. They are asked to turn them blue by placing them in coloured water for 30 minutes.
The Productive Failure:
Even after an hour, the petals remain perfectly white. Students are frustrated because they “know” plants drink water.
The Turning Point:
We discuss xylem and travel time. We cut the stem vertically to see the “highways” inside.
The Success:
They realise that biological change isn’t instant; it requires patience and a specific stem type (like celery) to see immediate results.
Assignment 4: The Sleeping Potato (Dormancy Failure)
The Challenge:
Each student is given a store-bought potato and told to make it grow stems (sprouts) in three days by keeping it in a dark, dry cupboard.
The Productive Failure:
After three days, 0% of the potatoes have grown stems. They look exactly the same.
The Turning Point:
We talk about dormancy. Some potatoes are treated to prevent growth, and all need moisture and light to “wake up.”
The Success:
We move them to a sunny window with a damp paper towel. They learn that life doesn’t just “happen”—it needs the right environment to trigger growth.
Assignment 5: The “Silent Lesson” (My Personal Productive Failure)
The Challenge:
I am Shalini Singh, a science teacher. Recently, I wanted to conduct an experiment in my own teaching style. I tried a “Silent Inquiry” lesson where I provided no verbal instructions at all, hoping the students’ curiosity would lead them to the answer.
The Productive Failure:
The classroom became chaotic. Students were confused, some started playing with the equipment incorrectly, and the learning objective was completely lost. I felt like I had failed as an educator that day.
The Turning Point:
Instead of giving up, I sat with the data. I realised that “total silence” was too much of a leap. Students need “scaffolding”—a bridge between total freedom and total instruction.
The Takeaway:
This failure changed my life. I realised that my teaching is also an experiment. Now, I use “guided failure”—I give students enough information to start, but enough room to stumble. My “failed” lesson was the best teacher I ever had because it taught me that the most productive classrooms are built on a balance of struggle and support.
Shalini Singh
Sunbeam Annapurna
