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Does invention belong in the chemistry classroom? This article attempts to answer this question by describing how invention education first took root in a chemistry class at Ridgewood High School in Ridgewood, NJ, and then expanded to other students with diverse interests to find a solution to two worldwide problems: satisfying the need for safe drinking water and reducing plastic waste. Specifically, it describes the students' journey step-by-step during the COVID-19 pandemic to invent a self-sanitizing and sustainable Solar Aqua Tech water bottle. The concept underlying this invention was to quickly produce hydrogen peroxide (H 2 O 2 ), a well-known sanitizing agent, on-demand within the confines of a bottle using only water, dissolved oxygen (O 2 ), and solar power to eliminate pathogens in untreated water. Students had to convert this chemistry classroom concept into reality without a prescription and without knowing if their goal was even attainable. Since the journey did not take a linear path but veered in different directions as unexpected problems arose, the students sought guidance from academics, mentors, and local experts. Along the way, they acquired new knowledge with deepened understanding and overarching perspectives. Success was achieved only after many setbacks. In the end, the sense of accomplishment for finding a solution to two global problems instilled confidence in the students that, with empathy, perseverance, and resilience, they are equipped with essential skills to tackle 21stcentury challenges. Invention, therefore, can be a valuable complement to the standard chemistry curriculum and is unparalleled in sparking a lifelong passion for learning.

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This report examines the ways that invention education, a trans-disciplinary approach to STEM education, promotes the the development the computer science concepts and practices as outlined in the CSTA standards. We show that team of high school inventors engaged in these concepts and practices while pursuing an invention project and that teachers with little or no CS training or teaching experience successfully facilitate this learning experience by connecting students to the right resources as the right time. We consider what this means for new ways to think about teaming and learning CS and CT.

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