P1020: Interfacing undergraduate research projects with summer science camp and other community outreach endeavors

Author: Thomas S. Kuntzleman, Spring Arbor University, USA

Co-Author:

Date: 8/7/14

Time: 9:35 AM9:55 AM

Room: MAK A1161

Related Symposium: S75

I place a high priority on providing science enrichment activities for K – 8th grade students. Towards this end, I present at least a dozen science demonstration shows at local schools and community organizations every year. In addition, I organize an annual Halloween in the Science Lab celebration (attended by 300 people in 2013) and direct a summer science camp (attended by 115 campers in 2013). These efforts would be impossible without the help of many of my colleagues, several parent volunteers and an army of our university students. Part of the work involved in planning these outreach events includes preparing which chemistry demonstrations and lab activities will be conducted. For some experiments presented at these events, we use tried and true classics (like the red cabbage indicator experiment). However, other planned activities include original experiments developed through small research projects conducted with our undergraduate students. This talk will focus on some of the original experiments we have developed, how our created experiments have enhanced our outreach efforts, and how our outreach efforts have stimulated new avenues for us to research.

P601: Dry ice into water: Where does the cloudy fog actually come from? Using a familiar experiment to teach a variety of chemistry concepts

Author: Mark E. Ott and Thomas S. Kuntzleman, Spring Arbor University, USA

Co-Author:

Date: 8/5/14

Time: 2:45 PM3:05 PM

Room: MAK BLL 126

Related Symposium: S47

Placing dry ice in water is simple to do and interesting to watch, so many chemical educators demonstrate this phenomenon in their classrooms. But have you ever thought about the processes involved in the formation of the fog that results when dry ice is placed in water? Many people erroneously assume that this fog forms when atmospheric water vapor condenses on cold, gaseous carbon dioxide. The actual process of fog formation in this experiment can be explained using descriptions of phase changes, energy transfer, vapor pressure, and LeChatelier’s Principle. As a result, describing how the fog forms in this popular experiment can be used to increase conceptual understanding of various topics in General Chemistry II.