Chemical Mystery #14: Loves Me…Loves Me Not

Disappearing color

Here’s a fun demonstration I did for my students on Valentine’s Day:

 

I’m thinking it might be a bit too easy for most ChemEdX readers to determine how to do this Valentine’s Day experiment. So I’ve prepared an experiment specifically for the readers at ChemEdX that’s a bit more complicated:

 

If you know your chemistry, you can figure out how I did these experiments. Leave a comment if you think you know how either of these experiments are done. Happy Valentine’s Day, and happy experimenting!

 

Check out the Solution to Chemistry Mystery #14!

 

Collection: 

Safety

General Safety

For Laboratory Work: Please refer to the ACS Guidelines for Chemical Laboratory Safety in Secondary Schools (2016).  

For Demonstrations: Please refer to the ACS Division of Chemical Education Safety Guidelines for Chemical Demonstrations.

Other Safety resources

RAMP: Recognize hazards; Assess the risks of hazards; Minimize the risks of hazards; Prepare for emergencies

 

NGSS

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Summary:

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Assessment Boundary:
Clarification: