which they can memorize lists of facts when they must do so. It
is a very powerful memory aid because it engages each of the
three learning modalities identified by the students. In this activity,
I ask students to look at various areas of the room and to visualize
an object or a scene that represents each of the first ten elements.
This engages visual learners. I speak as fast as I possibly can
(over 500 words per minute) to engage auditory learners.
Kinesthetic-tactile learners are at least moving their heads, and
they are invited to look around the room as each area is used.
My descriptions start in the right front corner of the room where I
describe a cowhide using the most striking descriptions
possible. I describe a black-and-white Holstein hide (see page
20) to make it as memorable as possible. The hide represents
hydrogen (―HIDE-rogen‖). As I move to the right wall, I describe
a high-heel shoe, embellishing the visualization as a red stiletto.
The heel represents helium (―HEEL-ium‖). In the right-rear
corner, I describe a fire being lit to represent lithium (―LITh-ium‖).
I ask students to picture Boy Scouts rubbing sticks together to
get a smoky beginning to a fire. Moving to the rear wall, I
describe a barrel of monkeys with monkeys jumping in and out of
the barrel. This is a bit of a stretch, but it is a representation of
beryllium (―BARREL-ium‖). In the left rear corner of the room, I
describe a boring speaker at a podium going on and on to
represent boron (―BORE-ON‖). At the left wall, I describe a car,
an Orion yellow Lamborghini Murciélago — for dramatic effect,
that has crashed through the wall — to stand for carbon (―CARbon‖). Arriving at the left front corner, I describe a knight in
shining armor sitting on the Trojan horse, representing nitrogen
(―KNIGHT-TROJAN‖). At the front wall, I describe an ox — Babe,
the big blue ox from Paul Bunyan fame, to represent oxygen
(―OX-ygen‖). I ask students what is under their feet to use the floor
to stand for fluorine (―FLOOR-ine‖). Finally, I point to the ceiling
and ask everyone to see a bright red neon light flashing on and off.
References and notes
(Referenced Chem 13 News articles will be posted on our website):
1. Chem 13 News, December, 1998, page 4; Beaker and Round Bottom
Flask Lawn Ornaments, Chem 13 News, April 2004, pages 6 – 7.
2. In-class assignment students submit as they leave class.
3. Available at http://www.stevespanglerscience.com/product/1239
or http://www.teachersource.com/.
4. Burning book demonstration, was published in Chem 13 News, May
1996. This was an idea by Rubin Battino and John F. Fortman. John
Fortman is the Reg Friesen Speaker at ChemEd 11. See page 12 for
a picture of John with his burning book.
5. First encountered Mannequin head demo at a Pennsylvania Science
Teachers Association Conference many years ago — by Michele
Anderson and Eleanor Siegrist, Hollidaysburg Area Senior High School.
6. Barbe, Walter B. and Michael N. Milone. ―Modality,‖ Instructor,
January 1984.
7. The Collins Writing Program presents a model for writing-across-thecurriculum and writing to learn.
www.thewritingsite.org/resources/approaches/collins/default.asp
8. Activity that groups students based on some commonality, in this
case, learning styles. ∎
A day well spent
N.C. Mishra, Senior Scientist (retired)
Bhabha Atomic Research Centre, Mumbai 400085, India
When I was working as a senior scientist at the Bhabha Atomic
Research Centre in Mumbai (then Bombay), the Indian
government came up with a project to develop scientific
knowledge and popularise science among school children. This
programme required scientists to visit schools in their vicinity
and come up with innovative ways to achieve this goal.
The next step is to review the visualizations with the students,
telling them the element names that are represented. I distribute
a handout (backcover, this issue) with pictures and accompanying
element names to facilitate this. The third step is to review each
area of the room again using just the element names.
My first school visit, I didn‘t know what sort of students I would
meet and what their questions would be. At the same time, I was
quite eager to draw them into the subject of chemistry. When I
came face-to-face with these 10-year-olds, I was pleasantly
surprised to see their enthusiasm and eagerness.
The closing step is to do the process in reverse. I usually set up
a scenario in which I have students imagine that they are
competing on a future ―millionaire‖ show, and they can double
their prize money if they can list the first ten elements on the
periodic table backwards. Then, we work the elements from the
ceiling back to the right front corner. To get this mnemonic to
really ―cement‖ the elements into the students‘ brains, instruct
them to practice the visualizations twice before going to bed.
This memory aid works amazingly well for nearly everyone who
participates in the visualization process and who repeats the
visualizations twice before retiring for the night.
Well, in my introductory talk, I told them that we would be
discussing a subject called chemistry. If they had any questions
or queries, they were free to ask. Immediately a few hands shot
up in the air. One bespectacled boy asked simply, ―What is
chemistry?‖ I couldn‘t have hoped for a better starting point. If
the topic was chemistry, the beginning should obviously be with
answering this question. I told him, Chemistry is the story of so
far known 110 special things — elements. In a way, these
elements are like human beings — they have their friends and
enemies too! Like the way we love to spend time with our friends
and work with them as a unit, these elements also willingly combine
with friends and don‘t hesitate to displace their enemies. When
elements combine among themselves, they produce compounds
and alloys. The elements, compounds and alloys are known by
a common name — chemicals. Chemistry, as a subject, deals
with the birth, growth, utility and disposal of chemicals.‖ A timidlooking girl asked next, ―Is it essential to study chemistry? If yes,
If everything goes according to schedule, the final instructions to
practice the visual-spatial mnemonic are completed just as the
closing bell sounds. Students have completed a busy, engaging
chemistry lesson that includes work with the periodic table, and
a minds-on activity that they can modify to meet future
memorization needs.
16 Chem 13 News/May 2011
why?‖ Another good question. I answered, ―Well, a majority of
things we use in our daily life, such as food materials, clothing and
medicines are related to chemicals, in one way or the other. So,
the knowledge of chemistry helps us in their proper and safe
handling.‖ Then someone wanted to know the different fields in
which a chemistry student could hope to find a job. This was a
practical question, and important one to guide these youngsters
and introduce them to the wide reach of chemistry in different
professions. I said, ―Right from research institutes and
universities, agriculture, medical and industrial labs to film-making
and entertainment magic shows, chemistry has endless scope.‖
Next, an ―ambitious‖ boy asked, ―Is it possible to become rich by
studying chemistry?‖ The other children giggled, but he seemed
quite focused on his goal! I said, ―It is definitely possible. Some
chemicals are cheap while others are quite expensive. If you
know chemistry, you can use cheaper chemicals and develop
them into an improved and costlier chemical. Similarly, we can
extract valuable chemicals from agricultural and industrial
wastes and make money.‖ Seeing the broad smile on his face, I
knew that here was a convert!
Time flew fast as the question-and-answer round continued. The
fact that these young students were thinking deeply about
chemistry and coming up with relevant and intelligent questions
made me feel that my objective had been fulfilled, at least
partially. The seeds of curiosity had been sown in their minds,
and science does have its origin in curiosity, right? ∎
Scientific observations
J. Flint Baumwirt
Granada Hills Charter High School, Granada Hills CA 91344
First published at http://www.hschem.org/ (see page 2)
Frequently, students have difficulty describing a scientific
observation without influencing the reader with their own
opinion. Usually, the difficulty is a lack of understanding of the
difference between observation and hypothesis. Phrases such
as ―think it is...‖ and ―it looks like...‖ can be construed as hypotheses
rather than observations. This simple demonstration (a.k.a.
―sewer lice‖), seen many times in many sources, can be altered
and enhanced to illustrate the importance of making clear and
concise scientific observations without slanting the reader‘s
perspective.
Materials: Tall glass demonstration cylinder or beaker, 7-Up
(other sodas are not as effective), raisins (golden raisins do not
work), lab tongs, large bucket, water, dirt and a few leaves (an
optional piece of parafilm to cover the mouth of the cylinder).
Preparation: Just before the demonstration, put soda in
glassware and add 5-6 raisins. Have a bucket ready with water,
a handful of dirt and leaves and 10 or so raisins thrown in for
effect. Place the bucket directly next to the demonstration
cylinder. (My students practically have to straddle the bucket to
observe the demonstration.) It is also important to dress
appropriately for a serious scientific experiment with impressive
lab equipment and tools easily viewed within the observation
area. (In other words, set the scene for credibility.)
Demonstration: Discuss the difference between observation
and hypothesis. Ask the students to make a scientific
observation, and write a short paragraph describing what they
observed in the demonstration. Allow the students up to the
demonstration area in small groups of three. Stress the
importance of not discussing their observations with anyone.
They must form their own opinion and wording as to what they
are seeing. No conversation may take place. Upon completion
of the students‘ written observations, give a moment to have a
few students read aloud their observations and consolidate each
unique observation for the class to see on an overhead
projector. Do not acknowledge the correctness or error in their
observations. Take the bucket with water, raisins and leaves
and circulate through the classroom asking each student to take
a good look into the bucket. It is very important that you make
sure each and every student looks into the bucket. Explain that
(your own story here…this is mine) this morning on the way to
school you stopped off at the Sepulveda Dam Basin on Burbank
Boulevard, down by the bridge, and walked down to the creek.
There you noticed these funny brown things along the water‘s
edge. Interestingly, when you went back and crossed over to the
other side, you observed that wherever there were lots of these
brown things there was no algae; however where they were
absent there was a tremendous amount of yellow-green algae.
Express the possibility that these things may be alive, that
perhaps they actually consume algae. What if these things could
actually be used to control algae growth without the use of
harmful chemicals that eventually enter and pollute our water
supply? Who knows, maybe these little guys could be used in
our swimming pools to combat the growth of algae. Obviously,
studies need to be made. The really interesting thing is that if
you look at these things up close... (at this time take a pair of
(new) lab tongs and very dramatically attempt to capture one of
the raisins from the soda... walk over to the nearest student and
begin to show it to the student close up). Yes, the really
interesting thing is that if you look very closely that…(just as he
or she begins to look very closely and you observe the other
students begin to crane their necks, pop the raisin into your
mouth and chew it up) Hey, these things are edible! (I‘ve never
failed to gross them out.) Then survey your audience. With a
surprised look on your face, ask them what seems to be the
problem (all the while still chewing). Conclude with ―What is the
matter? It‘s only a raisin in 7-up!‖ Follow the groans and
responses with a complete explanation and discussion of what
has just occurred and what they need to remember when
making a scientific observation as well as a full description of the
scientific concept observable in the demonstration cylinder.
Through my story-telling, the students generally are caught off
guard, and I am able to completely change their perspective and
mind set as to what they had originally viewed. In fact, I have
been able to alter their perception so that even though they not
only smelled the 7-Up, felt the sticky table top and declared it
was soda and raisins in their writing, they still believed me when
I suggested they were alive and told them ―the story.‖ This
May 2011/Chem 13 News 17
illustrates the ease in which one‘s perspective can be altered
through suggestion, the obligation of a scientist to keep an open
mind when reporting an observation and the important
difference between observation and hypothesis. One must not
slant the reader‘s perspective as I did by ―telling the story.‖
Explanation: As the carbon dioxide bubbles out of the soda pop
solution, bubbles form and grow on the surface of the raisins
and are trapped in its folds and grooves. This buoys up the
raisin to the soda‘s surface, the bubbles pop and the raisin
drops to the bottom of the solution. In terms of density, the
attached bubbles increase the effective volume of the raisin by
displacing the solution without increasing its mass, thus
decreasing its effective density. It becomes less dense than the
solution and therefore rises to the top. Once the bubbles pop, the
raisin returns to its actual density and drops to the bottom as its
density becoming greater than that of the solution. ∎
Engage your students
Kathleen J. Dombrink <[email protected]>
McCluer North High School, Florissant MO
―Engage your students‖ — this philosophy drives my first day of
chemistry class. As students enter the room, music from a Harry
Potter film soundtrack plays in the background. The students are
directed by a DO NOW posted on the board to pick up an
information sheet with their names (to expedite taking roll) and
to fill them out. I then read a passage from Harry Potter and The
Sorcerer’s Stone — Professor Snape‘s introduction to HIS class.
(I reassure them that I hope to be a more agreeable instructor . . . )
A brief discussion ensues about the Harry Potter film, Harry
Potter and the Half-Blood Prince, and I show the DVD excerpt
where Professor Slughorn challenges the students to synthesize
the Draft of Living Death, the prize being Felix Felicis (―liquid
luck‖). This serves to stress some critical safety issues (wearing
safety glasses and following directions — despite Harry Potter‘s
use of an annotated lab manual). I then pose the question,
―What will be YOUR liquid luck this school year?‖
Switching gears, I ask students to consider what preludes many
entertainment and sporting events. After elucidating the response
that the ―Star-Spangled Banner‖ is played, I tell them that we are
going to do something comparable. I perform a demonstration
developed by Jeff Bracken (Flinn e-Learning ―Opening Day
Demonstrations‖ which is easy to find online at the Flinn
website). While playing the last 20 seconds of Stars and Stripes
Forever, I pour aqueous ammonia into each of three beakers —
the first containing phenolphthalein, the second containing 1M
magnesium sulfate and the third containing thymolphthalein —
thereby producing the patriotic colors red, white and blue. For
the finale, I bring a flame source (a BBQ igniter) to a 5-gallon
water jug filled with evaporated ethanol to generate a blue flame
and a ―whoosh‖ sound. In keeping with Jeff Bracken‘s style, I
exclaim, ―Welcome to Chemistry‖ (This has even prompted
spontaneous applause on occasion)! I promise an explanation of
the chemistry involved in the demonstration later in the course.
18 Chem 13 News/May 2011
Since I want students to be exposed to some experimentation in
our initial meeting, they perform a very short procedure comparing
exhaled breath and dry ice. Students exhale into a basic solution
to which Universal Indicator has been added, and then they
place dry ice in a second sample of this same solution. While
encouraging the students to use as many senses as possible
(except taste), lead them to conclude that dry ice is solid carbon
dioxide. Finally, I assign a 150-word essay entitled, ―Using My
Senses in Getting Ready for School‖. This home-work is useful
in having students focus on how we use our senses on a daily
basis, and it also fosters writing across the curriculum. ∎
The first day of chemistry
Thomas T. Earles (retired)
Culpeper County High School, Culpeper VA 22701
The first day of chemistry class offers a golden opportunity to
share our enthusiasm for chemistry and create a positive
impression about chemistry with our students.
A certain amount of paperwork is unavoidable the first day, but
hopefully there will be time to observe some chemical reactions.
For a spectacular color change, the ―wine to water‖ reaction 1 is
hard to beat. This reaction involves the reduction of permanganate
ion by bisulfite ion. It is simple to set up. Dissolve 2 g of KMnO4
in 900 mL of H2O and 15 g of NaHSO3 in 100 mL of water. To
present the reaction, place the bisulfite solution in a 1000-mL
graduated cylinder and slowly pour the permanganate solution
into it. Call attention to the brown transition state as the
permanganate goes from purple to colorless. I tell the students
we will explain the color change later in terms of change in
charge (oxidation state) on the manganese atom. It is very
satisfying later when they can write a balanced equation for the
reaction and explain it in terms of redox theory.
I then use the ―barking dog‖ reaction to point out that we are
also interested in energy changes in chemical reactions. This is
done by popping a little hydrogen in a large test tube. This
reaction startles the students a bit and provides a little levity. I
also do the ―iodine clock‖ 2 reaction and tell the students we will
use that reaction later in a lab to study the effect of
concentration and temperature on the rate of the reaction.
The students should leave our class the first day anticipating
that chemistry is going to be a neat subject to study.
[Editorial notes:
1. Different versions of this demonstration are available. The Royal
Society of Chemistry has a video and pdf of ―water to milk to raspberry milk shake to fizzy‖: www.rsc.org/Education/Teachers/
Resources/Practical-Chemistry/Videos/turning-wine-int-water.asp
A ―water to wine to beer to milk‖ demo is also available as a word
document from University of British Columbia – Let‘s Talk Science
www.ubclts.com/docs/WaterWineMilkBeerDemo.doc
2. Good ―iodine clock‖ video with instructions by Steve Spangler,
www.stevespanglerscience.com/experiment/iodine-clock-reaction ∎]