Doing Chemistry: A Resource for High School Chemistry Teachers The Doing Chemistry Project Staff1: David W. Brooks, Kenneth M. Chapman, Dianne N. Epp, Richard A. Erdrnan, Paul S. Farrington, Maria A. Freeman, Michael L. Glahn, Barbara L. Gonzalez, Connie A. Grwse, E. Russell Hardwkk, J. J. Lagowski, Edward J. Lyons, James E. McGahan, John W. Moore, M. Patricia Noel. Moses Passer, Arlene A. Russell, Leonard B. Soloff, Constance M. Sparks, and J. Mark Turner Doing Chemistry is a practical resource for high school chemistry teachers that ties the specifics of classroom chemistry content to the specifics of teaching practice. That is, Doing Chemistry is about chemistry as a laboratory science. I t consists of 135 "lessons" on three videodiscs along with 700 pages of supporting written materials. Topics cover the full gamut of a traditional high school curriculum. Experiments and demonstrations include: suggestions for teaching the discovery process during early class meetings, measurement, stoichiometry, atomic structure, chemical bonding, reactions, solutions, gases, phases, thermochemistry, acids and bases, equilibrium, kinetics, electrochemistry, and computer applications. This last topic provides teachers with step-hy-step tutorials for interfacing computers to lahoratory experiments through the readily available Project SERAPHIM materials. The table lists all of the experiment titles. Doing Chemistry has been designed for use by individual teachers outside of the classroom in preparation for class. Experienced teachers who now use experiments and demoustrations t o illustrate course content will find much of the Doing Chemistry material useful hut familiar; new teachers, however, and those teaching chemistry without a chemistry endorsement will find Doing Chemistry a uniquely valuable resource. T o use Doing Chemistry to see any or all of these 135 lessons work, a teacher needs only an ordinary television and a laser videodisc player. Appropriate videodisc players, which are available for under $500, have other school uses both inside and outside of the science classroom. Three categories of experiments are provided: teacherperformed experiments (demonstrations), student-performed experiments, and experiments suitable for either mode. Several of the experiments make use of recently developed "microscale" techniques. Both written and videodisc components are required for Doing Chemistry to he used effectively. The written portion of each lesson begins with a statement of purpose and a hrief description followed hy a list ofall needed materials. Hints for teachers onsetting up experiments, time estimates, warnings about hazards, precautions, and disposal requirements are then provided. Background or preliminary discussion is provided as needed. The specific equipment, chemicals, and the procedure are provided in writing and also demonstrated on the videodisc. The videodisc shows either what the teacher would do t o conduct the experiment as a classroom demonstration or what the students would perform as manipulations during a hands-on experiment. Written sample data reinforce both the discussion and the visuals provided on the disc. Written analysis of the data is provided, along with a closing discussion and closing questions. Suitable questions for students (together with answers for teachers) and copies of class handouts are provided where appropriate. Practical applications of the phenomena studied are cited often. A special feature of Doing Chemistry is the "presentation question", which may he answered hy performing simple related experiments. These questions are intended to stimu-
late students t o begin to design and carry out experiments that will provide the answers that are sought. In an attempt t o convey the notion that chemistry is not cut and dried, the conceptual explanations underlying these phenomena pur~osefullv - ranee from trivial to comolex. Several computer software materials are provided including: copies of' SFHAPHIM and \Vwdrow Wilson/l)revfus d i k s uied in computer experiments; Hypercard stacks, programs that provide an extremelv ~owerful.user-modifiable data hase f i r Doing ~ h e m i s t r y ; a n dcopie;of the Microsoft Word Macintosh files from which the 700 pages of text were produced. While it is impossible to have truly "off-the-shelf' experiments for teacher use, Doing Chemistry comes close. Since the 1983 summer program a t UCLA in which 12 high school chemistw teachers from the ereater Los Aneeles area created the core of Doing ~ h e m k t r the ~ , rnateiials have been extensivelv revised. Doing Chemistrv has been desiened and used by these teachers "Tn the tre&hes". ~oneth;?less,for pedagogical and safety reasons we urge teachers to try the activities themselves prior to use in the classroom. Development of Doing Chemistry has been supported by a grant from the National Science Foundation to the American Chemical Society; construction of the materials has occurred a t UCLA, the University of Nebraska, and the University of Texas a t Austin. The preliminary edition of Doing Chemistry was published in early 1987. The ACS plans to review frequently and update Doing Chemistry to reflect changes in practice and curriculum, as well as the evolution of new teaching strategies. A network of trained lead teachers familiar with the Doing Chemistry materials is being established. Once trained, the lead teachers will he able t o conduct outreach activities that will acquaint practicing chemistry teachers with these materials. For further information about Doing Chemistry materials, or about participation in the inservice workshops for teachers, write: Doing Chemistry, Education Division, American Chemical Society, 1155 Sixteenth Street, N. W., Washington, DC 20036. Acknowledgment We thank the administrators and staff at Hamilton High School in the 1.0s Anaeles Unified School District for eenerously allowing us to film Doing Chemistry in their science laboratories. We thank the NSF for its support of this project through grants MDR-8470735 and TPE-8470375.
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Address inquiries to Kenneth M. Chapman, Doing Chemistry Program Manager, American Chemical Society, 1155 Sixteenth St. N. W.. Washinaton. ~.Doino Chemistrv - . DC 20036. or David W. Brooks. . Project Director. Center for Science. Mathematics, and Computer Education. 118-Henzlk.University of Neoraska. Lincoln. NE 68588. ~
Volume 66 Number 5 May 1989
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425
Tltles of Doing Chemlslry Lewnsa lmroductory ~ e s m DMEX A01 DEMO A02 EXPT A03 DMEX A04 EXPT A05 DEMO A06 DMEX A07 DEMO A08
Mystery Boxes Density: Memano1versus Water Floating Solid Densities of Warm and C w l Water Observing Reactions (M) me Blue Bmle (M) Bunsen Burner The Non-Candle
Measuremem EXPT A21 EXPT A22 EXPT A23 DEMO A24 DMEX A25 DEMO A26 DEMO A27
lnboduction to Measurement bcision Measuremem of Density The Density of Liquids and Solids The Use of a Dial-o-@am Balance Mass and Welght intensive versus Extansbe Properties
Stoi&immby EXPT A41 DEMO A42 EXPT A43 EXPT A44 DEMO A45 EXPT A47 EXPT A48 EXPT A49 DEMO A50 DEMO A51
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Electrical Nature of Matter Beanium Atomic Spectra ResonatingAir Column; Metal Rod Energy Level Simulator wim Magnets Pallems in Nature Probability Periodicity of Properties Significance and Use of l h w Periodic Table Atomic Model Projection SpWr0scope
ChemicalBonding EXPT 821 DMEX 822 DEMO 823 EXPT 824 DEMO 825 DEMO 826 EXPT 827 DEMO 828
Chemical Bonding in Solids Physical Properties and Chemical Bonding irI Solids Displaying Shuctures in Two Dimensions Shapes of Covalent Molecules Threw-Dimensionel Structures of Molecules Hydrogen Bonds and Dipole Forces Arrangements of Particles in Crystals Bonding Model f a Projection
ChemicalReactims DEMO CO1 DEMO CO2 DEMO C03 DMEX C04 DEMO CO5 DEMO C06 DEMO C07 DEMO C08 DMEXC10 DEMO C11 EXPT C14 DEMOC15 EXPT C16
Electrolysisd Water Reparation and Sublimation of Iodine Sodium in Water Electrolysis (M) Combustible Powders Methane Combustion in aCan Combustion 01 Ethanol Hot Penny Catalysis Catalyzed Burning of Sucrose Red. White. and Blue Colors Reactions 01 Coppa (M) OX&ton States of Manganese Preparatm of Oxygen (M)
soiutlons DMEX C2t DMEX C22 DEMO C23 EXPT C24 DEMO C25 DMEX C26 EXPT C27 EXPT C28 EXPT C30 EXPT C31 EXPT C32
Surface Tension Producing a F w m
DMEX C35 EXPT C36
Mixing Alcohol and Water (M) Combining Stoiehiometry (M)
Gases DEMO DO1 DEMO DO2 EXPT DO3 EXPT DO4 EXPT DO5 DMEX DO6 EXPT DO7 EXPT DO8 DEMO DO9 DEMO D l 0 DEMO D l 1 DEMO D l 2 OEMO D l 3 OEMO D l 5 DEMO D l 6
Dgtwmination of Absolute Zero Pressure versus Volume in a Gas Boyle's Law Using a Capillary Tube Volume versus Pressure in a Gas (M) Relationship of Gas Temperature and Volume Determining the Molar M a s of Butane Determining the Molar Mass of a Vapor Molar Volume of a Gas (M) Craham's Law of Diffusion (M) Air Bubble in Carbon Dioxide Weighing Carbon Dioxide Gas A S~eed Distribution Methane Bubole, R sing Cinder Molac Volume Mmel Dlnydrogen Ditfdslon
Phsses lntmductionm Atomic Mass One Mole Formula of a Hyhate A SilverlCopper Replacement Reaction Reduction of Copper(l1) Oxide Stoichiomebic Double Check isotope/Element Model? Mole Map Modei Limitina Reaoent General Techniques f w Teachers
Elecfrmic SbuCfw of A t o m DEMO B01 EXPT B02 EXPT 803 DEMO 804 DEMO 805 EXPT 806 EXPT 807 DMEX 808 EXPT B09 DEMO 010 DEMO B11
DEMO C33 DEMO C34
Equilibrium Crystallization Supersaturation Solubility of Ammonia In Water (M) Molar Concentration Aqueous and Nanaqueous Solvents Electrical Conductivity (M) Solubility and Ionic Reactions (M) Solution Formation The Effect of Temperature on Solubility Coiligative Properties Cooling Behavior of a Solution
DMEX 021 DEMO 022 DEMO 023 DEMO 024 EXPT 025 DEMO 026
Dry Ice in a Ballwn The Collapsing Can Vapw Pressureand Manometry Boiling Water Under R e d u d Pressure Cooling Curves Ballmn-Filled Flask
Themnchemishy EXPT 041 EXPT 042 DMEX 043 DEMO 044 EXPT 045
Endolhermic and Exothermic Reactions Enerw -. Needed To Melt Ice Heat of Solution of Magnesium An Enoolhwrm c Reamon Reaction in a Bag
Acids and Baser DEMO E01 EXPT E02 EXPT E03 DEMO E04 EXPT E05 DMEX EO6 DMEX E07 DEMO E08 EXPT E09 DMEX E t 0 DEMO E l l
C o l a Reactions of Red Cabbage Juice Cabbage Juice Indicator A Qualitative Study of lndlcatws (M) lndicator Change Points Standardization of Acids and Bases (MI Tibation Using a pH Meter Conductivity of Acids and Bases (M) Buffers BronstedlLowry Acids and Bases (M) Carbon Dioxide as an Acid (M) Effects of a Buffer
E~uilibrium,Kinetics, Elecmchemisfry DEMO E21 DEMO E22 DEMO E23 EXPT E26 DEMO E27 EXPT -E28 DEMO E29 DEMO E30 DEMO E31 DEMO E32 DEMO E33
Onw-Pot Silver Reactions ChromateDiehromateEquilibrium (M) Changing Position of a Gaseous Equilibrium ~irst-OrderReaction Analogy Temperature and Reaction Rate MicroScaie Iodine Clock Reaction (MI . . Le Chatelier's Prlnclple (M) Daniel Cell Galvanic Call Based on Aluminum Oxidation , and Gm Laser-Aided Determination of K Water Tank Equilibrium Analogy
Computer Experiments Building and Testing a Blockbonic I Calorimeter Assembling and Testing Thermista Probes ThBrmistor Calibration Apple Game Port Adapter Cable Simple Heat of AcidIBase Reaction Change of Phase in Glauber's Salt Cwling and Heating Curve Job's Method Thermal Titration of Acids and Bases Gas Chmmatography Beer's Law Kinetic Study of Thiosulfate In Acid (MI A Kinetic Stwjy of me Fenic lonllodide Ion Reaction Kinetics of Crystal Violet/Hydroxide ion Reaction Eauilibrium Constant
DMEX FO2 DMEX F03 EXPT FOB DMEX F09 EXPT F21 EXPT F22 EXPT F23 EXPT F24 DMEX F31 EXPT F41 EXPT F42 EXPT F43 EXPT F44 DMEX F45
T h e wadsDEMO. EXPT, andDMEX indicatedemonstratianexperimemr.Dtvdent experiment, or materials suitable for presentation either way. Tlw labels mat follow indicated the vldeodirc ride and mamr number. The lesson emitled Mystery Boxes appears as Chapter 1a1Vidwdioc id. A of the DoingChemistry Lessons,Tlw symbai (MIindicates mat the lesson urntains information about "microscale" exrrerimemsfion.
