We used liquid nitrogen to visualize the aerosol particles emitted while speaking, coughing, breathing, and sneezing. We also tested the ability of various masks to block these droplets.
Science Practice: Engaging in Argument from Evidence
The solution to Chemical Mystery #17 is presented. Were you able to use your chemical knowledge to explain the results?
As physical distancing continues and we persist in teaching our chemistry classes online, it behooves us as teachers to spend some time considering how we can purposefully observe and decipher the written work that our students submit.
If you know your chemistry, you can figure out how the bubbles get busted!
As teachers, we can leverage fruitful discussions about chemical control with students to elicit more about students' initial ideas and ways of reasoning. From asking students to clarify their own thinking, we can identify students’ own productive ideas that we can capitalize on to advance their thinking.
Solutions of copper (II) dissolved in acetone are easy to prepare, and can display orange, yellow, green, and blue color depending upon conditions. Such solutions allow for a variety of demonstrations and experiments that illustrate principles of chemical equilibrium.
I observe a red to blue color change when I rinse my bowl after eating frozen blueberries. Sounds like an acid-base reaction, doesn’t it? Well, read on to learn about the blueberry surprise!
I had the opportunity to develop an advanced chemical lab design course for a small group of ambitious students. I have outlined the resources I used and how I pulled the course together,
In order for students to be fluent enough with the CCCs and core ideas to use them to support their arguments, we teachers need a way to help students become familiar with them.
If you are looking for ideas to create an authentic opportunity for students to apply their knowledge of gas laws while integrating some of the most important science practices, then this activity may fit your needs.