Beautiful, metallic mirrors of copper or silver can easily be formed in test tubes. Simply add the appropriate metal salt to a test tube, and heat! These reactions should be performed in a fume hood.
Erica Jacobsen shares highlights from the August 2019 issue of the Journal of Chemical Education of special interest to our ChemEd X community.
Erica Jacobsen shares highlights from the February 2019 issue of the Journal of Chemical Education.
The solution to Chemical Mystery #13: Bye Bye Blue! is presented. This experiment is useful to demonstrate to students when discussing acid-base indicators, neutralization reactions, or the acidity of carbon dioxide when it dissolves in water.
This blog post may be a bit non-traditional, but in this submission I recall a memory from early in my teaching career when my dad (who was an environmental chemist) visited my classroom. The day remains embedded in my memory bank, and had a profound impact on how I view labs - as an opportunity to extend the learning.
Inspired by Tom Kuntzleman*, I started using mysteries in my chemistry curriculum this past year. The first mystery I shared with my students was burning water. While my magician skills aren't perfect, I was able to get the students asking questions and proposing hypotheses. For my IB students, it really allowed me to delve into a number of topics (e.g. combustion, intermolecular forces, polarity, density). And thus an idea was born: Using one mystery per topic. In this blog post I'll discuss my beginning effort to find or develop a mystery for each topic within the IB Chemistry curriculum.
In a dramatic movie trailer voice: “The Boiling Point. Gone without a trace. Or were they? The scene… a mystery. Had they disappeared? Been broken up into unrecognizable pieces? Can our hero find the answer? Or will it be too late?”
How can I engage my students (and myself) for the last half of the semester? I read recently that the human attention span in 2015 is 8.25 seconds(link is external), which is down from 2000’s 12-second span. Currently, we are just beneath goldfish, who can attend to one thought for 9 seconds. I’m not sure of the methods of the research study, and I maintain a level of healthy skepticism. However, I admit my thoughts often spring from topic to topic like a bubble gum machine bouncy ball.
One of my favorite things to talk about with my colleagues is the use of lecture demonstrations in teaching. There seems to be a push in my district to stop using chemicals whenever possible and get to computer simulations and video in place of wet chemistry. I don’t think they are thrilled with me since I can’t envision ever taking the chemistry out of chemistry.
Most chemical educators will agree that exciting demonstrations are excellent motivators to create interest in science. They are also a way to create interest in the community, motivate the student-demonstrators, and perhaps to make a little money to support special activities of an ACS Chem Club. Chemical demonstration shows, organized around holidays or other special occasions have a long and honored history. Pacifica High School (Garden Grove, CA) took its inspiration from the lecture-demonstrations of Michael Faraday, given during the Christmas holidays of 1860-61. (The Chemical History of A Candle).