Imploding Soda Cans: From Demonstration to Guided-Inquiry Laboratory Activity
A guided-inquiry exercise conducted in both the lecture and laboratory components of a college introductory chemistry course for non-science majors is described. The exercise gave students the opportunity to independently determine the relationship between the temperature of water in an aluminum sod...
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| Veröffentlicht in: | Journal of chemical education 2009-04, Vol.86 (4), p.472 |
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| creator | Eichler, Jack F |
| description | A guided-inquiry exercise conducted in both the lecture and laboratory components of a college introductory chemistry course for non-science majors is described. The exercise gave students the opportunity to independently determine the relationship between the temperature of water in an aluminum soda can and the intensity of implosion upon placing the can in ice water. Collaborative group work was used to create hypotheses, design the corresponding experiments, and complete the laboratory data collection; representative results from all three areas are summarized. This exercise effectively integrated activities in the lecture and laboratory, fostered student interest in chemistry, and immersed the students in the process of scientific inquiry. |
| doi_str_mv | 10.1021/ed086p472 |
| format | Article |
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| ispartof | Journal of chemical education, 2009-04, Vol.86 (4), p.472 |
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| language | eng |
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| source | American Chemical Society Web Editions |
| subjects | Chemistry College Science Experiential Learning Experiments Hands on Science Inquiry Integrated Activities Introductory Courses Kinetics Laboratory Experiments Laboratory Procedures Laboratory Safety Lecture Method Organic chemistry Physics Science education Science Instruction Scientific Concepts Student Interests Students Teaching methods Undergraduate Students Undergraduate Study |
| title | Imploding Soda Cans: From Demonstration to Guided-Inquiry Laboratory Activity |
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