The February 2017 online issue of the Journal of Chemical Education is now available to subscribers. Topics featured include: surface chemistry; chemical identity thinking; conceptual understanding; communicating science to the general public; activities and labs linking chemistry and art; history and chemistry; early access to research; technology as instructional support; synthesis laboratories; from the archives: bottle chemistry.
Beyond Benign, a national nonprofit, established in 2007 to equip educators, scientists, and citizens with the tools to teach and practice green chemistry to achieve a sustainable society, just announced a strategic partnership with Flinn Scientific.
The chemistry of the Sky Blue dye found in McCormick's Color From Nature food colors is explored. This is part one of a three-part series in which the chemistry of McCormick's Color From Nature food colors is presented.
It is becoming increasingly important for citizens to understand various concepts related to climate change and global warming. This post describes several chemical concepts that are pertinent to these issues, in the hopes that teachers of science and chemistry can introduce the topic of climate change into their classrooms and everyday discussions.
The solution to Chemical Mystery #9: Liquid Nitrogen vs. Dry Ice is presented. Why does liquid nitrogen launch the bucket so much higher than dry ice and water?
A 2L soda pop bottle is filled about one-third full with either liquid nitrogen or solid carbon dioxide (dry ice) and water. The bottle is sealed and a plastic bucket is placed on top. Do you think the liquid nitrogen or dry ice and water will make the bucket go higher? Can you explain the results using chemistry?
You probably know what happens when you place dry ice in water. Do you know what happens when dry ice is placed in acetone or glycerin? Read this and find out!
Have you ever wondered where the cloud comes from when dry ice is placed in water? If you think the answer is “atmospheric water vapor”, be sure to read this post because experimental evidence suggests that this explanation is wrong.
Science is cool. It allows us to step back and reason why things are the way they are. Most importantly it fuels us to keep questioning why. Asking why is an important aspect of learning, and is a huge part of the way classrooms run, on average a teacher will ask 300-400 questions just in a day (Vogler 2008)! However, what happens when a student does not have the correct answer to a question? Are they deemed wrong? Is it a misconception that we must fix?
Solution to Chemical Mystery #8, and...a challenge!