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.
This exercise is intended as an ice-breaker for a first or second class meeting. It also serves as an introduction to physical & chemical properties and application of the macro/micro/symbolic representations of chemical phenomena. Finally, it also provides a framework to mention many of the topics to be covered in a general chem first semester course.
Q: Does an unopened can of soda pop float or sink in water?
A: It depends!
See if you can figure out what is happening in this twist on the classic floating-and-sinking soda can experiment.
Throughout the last ten years teaching both chemistry and Advanced Placement Chemistry I have realized that the concept of equilibrium does not receive enough attention in my first-year chemistry course. Sure, the concept of equilibrium is a topic mentioned and identified throughout the course however the dialogue in regards to conditions that would shift the chemical system is minimal at best.
Learn a simple and very inexpensive way to build and use an "absorption spectrometer" using a smartphone. This is a great way to implement Beer's Law experiments in your classroom!
Many of you familiar with me will know I have a great affinity for academic competition and was more than a little bit upset when the International Chemistry Olympiad was scheduled for Karachi Pakistan in 2016.
Have you ever wondered what is the theoretically largest possible value for the atomic number of an element? Using some introductory physics and algebra, you can get your students thinking about this idea.
A description of a quick and easy lesson that is sure to add some spark into your next lesson on stoichiometry.