Not Just Another Magic Show ~ o b e rwove t CEGEP de la Gaspesie et des jles, Case Postal 590. Gaspe, PO, Canada GOC 1RO
Chemistry magic shows are widely used by chemistry departments for promoting chemistry. I would like to report on my use of a magic show for pedagogical purposes as well. I consider these shows to he a unique learning experience for my students. Rather than the normal faculty-produced oerformance. I e k e the ~ r o b l e mof preparing and performare in their first-year class. These ing the showto second semester of colleee - chemistry and number from 10 to 18 students. We take the last three laboratory periods to prepare the show. The first step is t o decide upon the demonstrations we would like to perform. I provide them with two articles describing magic shows (I, 2 ) and give them access to my library. Included are copies of Journal of Chemical Education since 1971. Tested Demonstrations in Chemistry (3). and The Purdue Iiniuersrty D~rnonstrotion~ a n u a - 1( 4 ) . Buildine w o n these articles and ~reviousshows,~. they decide what dekcktrations they will try. The second step is to prepare the demonstrations. I usually have students work in pairs. I t is this stage that I especially like, as they, not the technician, must weigh out and prepare all the solutions. Needless to say, one needs a very cooperative technician, as so many different chemicals are required. She and I are also very busy answering questions and helping students as they work from the articles. As safety is very important in this type of exercise, professional judgment is essential in ruling out demonstrations that are inherentlv daneerous or that produce large amounts of ~ O ~ (I). smoke ortoxic vapors, such as the ( N H ~ Z Cvolcano The third steo is to have the "volunteer" magicians perform the demon.stration after it has been explained to them hv the -moup - that prepared it. The class thendecides whethe; to incorporate it in the show. If the decision is made to perform the demonstration, the group prepares the necessary chemicals and glassware. Usually they have 15 or 20 demonstrations for a show that lasts about 45 min. The last step is the show itself. The morning of the show, the balloons are filled with hydrogen and helium. Just before the show. the chemicals that will not keep are Dre~ared.At g l t i m e s everyone wears safety glasses and lab coats. Exoeriments that have been ~articularlvsuccessful in student Lands and well received b; theaudie&eare: hydrogen(!) and helium-filled balloons, burning money (2). endother.
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mic reaction (5),dust explosion (6),copper as a catalyst and dissolving Styrofoam cup (8). The obvious visitors to invite are the local senior high school class, since this gives them a chance to see the show before thev " eet to do i t themselves. What I have found verv important, however, is to invite the local elementary schools, esoeciallv made one. Youne children have not vet learned to he' reserve& and their entiusiasm makes all the difference for the performers, who arenaturally very nervous. Our show is so popular with localschools that we always fill our largest lecture theatre. While a pedagogically sound lab program is necessary before students can successfully produce such a show, i t makes a great finish to the year. I see a number of very useful aspects of this show. Firstly, young people see chemistry being done, not only by faculty, but by members of their family and community. I t makes chemistry seemmuchmore possihle to them and not just one of those "hard sciences". Secondly, the first-year class gets a very intense exposure to practical chemistry. While the class considers the preparatory period as three weeks without lab reports, it is in reality a tremendous laboratory exercise. A great deal of lecture material now becomes very important, as virtually everv demonstration reauires calculation of concentrations. chemical preparation, and quantity scaling. Everyone gets LO start with the bottledirect from thestoreroom. Withaclassmate using his or her preparation in front of an audience, it had better be done correctly. ~
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Acknowledgment I would like to thank our technician, H B h e Sergerie, for her generous assistance in each year's magic show. Lnerature Cited 1. Bailey, P. S.: Bailey, C. A.:Andemen. J.:Koski, P. 0.: Rechateiner. C. J. Chem. Edue. 1975.51.524-525. 2. Sutcliffe, 8.;Cmteau, S.; Dahn, J. R.; Cmney, J. D.Con. Cham. News 1985.37.21-12. 3. Alyea. H. N.. Ed.: Dutton, F. B., Ed. Tested Domonatrotio~in Chemiatly; Journal of Chemical Education: Easton. PA. 1965. 4. Bodner, G. M.: Keyes. K. L.; Greenbowe. T. J. The Purdue Lecture Demonsfration Manual: Wilav: New York. 1989.
MonuoS Wiley: New York, 1989; p 129. 8. Kelfer, P. B.: Cmusp, D. J. J. Chem. Educ. 1985,62,1108
