In Chemical Mystery #7, a can of Coca-Cola was observed to sink in one container of water and yet float in another! This trick made use of the fact that the density of water changes with temperature. See the video below.
JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
Back to school time means back to lab time too. Students new to chemistry have a lot on their plates the first few labs—learning unfamiliar safety procedures, becoming accustomed to writing lab reports, even figuring out which glassware they’re looking for in their lab space. How can teachers help them to navigate this newness? Two articles in the July 2016 issue of the Journal of Chemical Education are useful resources for “back to lab” time.
It all started with a class my son and I took together at Marc Adams School of Woodworking (link is external). To make a long story short, we started on a Saturday morning with nothing and left Sunday afternoon with a custom built longboard. (Think skateboard but...well...longer).
How the famous sell us elixirs of health, beauty, and happiness.
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.
In my last post, I discussed my first year chemistry scope and sequence. Here, I continue with AP chemistry scope and sequence, and a little bit with how I developed it the year before, the summer before, and during the year. Keep in mind, I consider the work I do with students to always be a project in progress. I learn so much from working with them as they engage with the content through a different perspective than I have.
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.
What do you do when you don’t have any local or affordable opportunities for professional development?
In the June 6th, 2016 Chemical and Engineering News magazine put out by the American Chemical Society, C&EN talks with Deborah Blum, journalist and author: From the article’s description, ‘The Poisoner’s Handbook’ writer talks about the beauty of chemistry and why she wants people to know more about it.
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.