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Related Experiment Video

Updated: Jun 30, 2026

Experimental Column Setup for Studying Anaerobic Biogeochemical Interactions Between Iron (Oxy)Hydroxides, Trace Elements, and Bacteria

Experimental Column Setup for Studying Anaerobic Biogeochemical Interactions Between Iron (Oxy)Hydroxides, Trace Elements, and Bacteria

Published on: December 19, 2017

Arsenic-based Life: An active learning assignment for teaching scientific discourse.

R Jeremy Johnson¹

¹Butler University, 4600 Sunset Ave. Indianapolis, Indiana, 46208.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|June 30, 2016

Summary

This study introduces an active learning exercise for undergraduates to debate the scientific validity of arsenic-based life claims. Students critically evaluate evidence and develop scientific argumentation skills.

Keywords:

Arsenic-based life active learning argumentation nucleic acid structure scientific discourse

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Last Updated: Jun 30, 2026

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Area of Science:

Biochemistry
Astrobiology
Science Education

Background:

High-profile debate on the possibility of arsenic-based life forms challenging fundamental biochemistry.
Initial claims of arsenic replacing phosphorus in biomolecules sparked widespread scientific scrutiny.
Need for pedagogical tools to teach scientific discourse and critical evaluation.

Purpose of the Study:

To develop and implement an active learning classroom exercise focused on scientific argumentation.
To engage undergraduate biochemistry students in evaluating extraordinary scientific claims.
To foster critical reasoning and skepticism regarding scientific evidence.

Main Methods:

Utilized a recent, controversial scientific publication on arsenic-based life as a case study.
Designed a two-day exercise involving analysis of original research and counterarguments.
Facilitated a classroom debate where students presented and discussed rebuttals.

Main Results:

Students analyzed scientific support and presented counterarguments to the arsenic-based life hypothesis.
The exercise promoted the development of skepticism and articulation of reasoned critiques.
Participants engaged in lively, civil discourse, enhancing understanding of scientific debate.

Conclusions:

The arsenic-based life debate provides a robust framework for teaching scientific discourse.
Active learning strategies, like classroom debates, enhance critical thinking in molecular sciences.
This assignment effectively integrates scientific argumentation into the undergraduate biochemistry curriculum.