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Posts Tagged ‘chemistry’

Blue gak

Blue gak, part of a student demonstration

Last December right before winter break, my chemistry students prepared demonstrations to present to each other and to the elementary classes here at Walden School. This was their first attempt at it, and they received evaluations from me and from their peers with suggestions on how to improve. Now we have just finished the second round of presentations, and each team has added new features and made improvements.

Green slime

Green Slime

I had each team improve their presentations in four areas: first, their presentation skills, such as speaking with good diction, showing enthusiasm, and having a smoothly scripted and rehearsed narrative. The second area was improving the visual appeal of their presentation by adding some sort of poster or handout that could be used as an activity for the audience while the team sets up. Some of the groups made posters, some made paper games such as word searches or worksheets. The third area to improve was to add a multimedia component, such as a powerpoint slide show, a video, or a game. The final area for improvement was to make their presentation more hands-on for the audience, such as having more audience participation, or some sort of kinesthetic activity, or turn the presentation into an inquiry-based lab.

Girl with pH samples

Girl with pH samples

The results were very good; all the presentations have improved. Their science content was already good, but is deeper and more engaging now. By adding slide shows, posters, games, activities, and participation, they have gotten their audiences much more involved and excited.

Here are some examples: One group presented on the properties and uses of silver, and their demonstration was how to untarnish silver. They not only had a good slide show, but created a kinesthetic activity where the elementary students linked arms to form first silver sulfide (tarnish) and aluminum, then reformed to create aluminum sulfide and pure silver. This demonstrated the idea of conservation of matter in chemical reactions.

Sofia activity

Sofia leads a kinesthetic activity

The cabbage pH group turned their presentation from a demonstration into an inquiry lab by pouring samples of many types of household chemicals and food (such as grapefruit juice) into small clear plastic cups, then having the elementary students predict whether the chemicals were acids or bases, then use the cabbage juice to prove their guesses.

Marni and kids

Testing the pH of household chemicals with cabbage juice

My favorite improvement was in the saltwater density group; they had some difficulty during their last presentation with not having practiced enough and having things not work out as planned. This time it went smoothly, and they even created a computer video game called Salt the Slug. Jess created the graphics and Josh did the programming. The purpose of the game is to use the trackpad of the computer to shake a salt shaker up and down, shaking out salt onto a slug that is crawling across the screen trying to steal food. If the player can kill the slug before it gets back to its home with the food, he or she wins. Yes, the concept sounds a a bit cruel but it taught the idea of osmosis and concentration of solutions and besides, the graphics were hilarious. The elementary students were jumping up and down for a chance to play, so the team had to ask them some review questions to decide who would get a chance to try the game out.

Slug game

"Salt the Slug" game by Jess and Josh

Josh has become an excellent game programmer and created another game, which he has been working on for a year, where the player places towers that then shoot into a maze to repel invaders. He presented this game at the Charter School Science Fair for all of central Utah, and now has qualified to go on to the regional science fair at BYU in late March. I was a judge at the fair last week, and it was amazing to see the caliber of some of the projects.

Josh at science fair

Josh at the Charter School District Science Fair, Feb. 24.

One of my favorite things about doing these presentations is that many of my high school students have younger siblings in the elementary classes; what better way for my students to show off what they’ve learned, and how they can do science, than in front of their younger brothers and sisters? Dallas, one of the students in the group that demonstrated gunpowder had his little sister in the class. They kidded each other a lot, and Dallas had to tell her, “Don’t get sarcastic with me, I taught you sarcasm!” This group also included a nice demonstration of the “toast the runt” reaction, where potassium chlorate is heated to start it decomposing and giving off oxygen, then a runt candy is rolled down the test tube as the fuel source, resulting in a stationary solid rocket motor.

Toast the runt

Toast the Runt: A Solid Rocket Engine

We had to reform some of the groups, since a few students had switched sections at the semester, but the same presentations continued. Those teams that presented to their peers last time presented to the elementary classes this time, and vice versa. Each team has now presented twice and received feedback. Now they will present one more time at the end of the year at our Mad Science Night, where their parents and siblings are invited and we will take over four classrooms and run simultaneous sessions. It will be a lot of fun, and their presentations will be amazing.

Carbon dioxide and magnesium

Burning magnesium in carbon dioxide gas

Meanwhile, it has been quite a bit of time since my last post. I haven’t been ignoring it; rather, I’ve been so busy teaching, grading, entering competitions (such as the Explore Mars competition I mentioned previously), creating some video projects on the side for clients, presenting at the Utah Science Teachers Association conference (the Mars lessons again), and preparing for my trip to the NSTA conference next week that I simply haven’t had a chance to do many blogs. However, I have quite a backlog of student written blog posts that I will be adding over the next week, then posting each day from San Francisco, so you’ll see quite a few posts this month.

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Gay eyeballs

Making gak eyeballs at Walden School

This last week was our final week of Fall Semester at Walden School, and for their final test my chemistry students planned, practiced, and presented chemistry demonstrations to their peers and to Walden’s elementary classes. Altogether five groups of students presented to the elementary school on Wednesday, Dec. 15 and the rest of the student teams presented on Friday, Dec. 17.

I’ve discussed my rationale for doing this in previous posts: that this is an excellent method for generating excitement about STEM in elementary students as they see their older siblings and high school students working with and presenting science. Certainly the younger students were very excited and attentive; they were eager to participate and asked good questions.

Raising hands

Students at Walden School participating in chemistry demonstrations

For me, though, the real reason for doing anything in my classes is always how it will benefit my students. Taking 3-4 days out of our curriculum to practice and present these demonstrations is hard to justify unless it has strong pedagogical advantages. The justification is this: as my students write up their demonstration scripts and outlines, as they practice talking about the science they are presenting, and as they prepare to answer questions from the audience they are thoroughly learning the chemistry behind their demonstrations. They are going beyond hands-on labs to share what they have learned, and that learning will be indelible.

Karlie and Sofia

Karlie and Sofia demonstrate hand warmers

The topics of the demonstrations had to related to the individual element/materials research project of one of the group members, which they are continuing to work on. Here’s what was presented:

Sofia, Karlie, and Jerry demonstrated the principles behind hand warmers by showing the rapid crystallization of sodium thiosulfate crystals that had been heated and then cooled down. They also talked about crystals in general.

Making gak

Mari and Casey help students make gak

Ryan and Casey, with help from Chelise, Lindsey, and Mari, demonstrated how to make gak (a polymer made out of white glue and borax powder). This is an old standby demonstration, and the kids really enjoyed it.

Copper demonstration group

Genny, Rachel, Jared, and Morgan demonstrate copper's properties

Genny, Rachel, Morgan, and Jared demonstrated aspects of copper chemistry. They handed around samples of copper ore (Rachel’s uncle is an engineer at Rio Tinto’s Bingham Canyon Mine in Utah) and showed a methanol version of a flame test (including copper salts). Jared demonstrated the alchemist’s dream reaction: turning copper into gold (actually brass).

Kinesthetic activity

Sid and Sam use a kinesthetic activity to demonstrate magnetic induction

Sam and Sid, with help from Josh, presented the idea of magnetic induction and discussed how modern electrical generators work. Sam actually built her own alternator and induction coil, and Sid presented on his research about the use of wind power to generate electricity. They also created a fun kinesthetic activity to show induction.

Burning magnesium

Karl and Nicona demonstrate burning magnesium

Karl, Nicona, and Tanner presented on the properties of the elements; they did a flame test as well, and demonstrated what magnesium ribbon looks like when burned and how fireworks get their colors. They also had sparklers for each of the students to try out.

Cabbage pH

Sonora, Dallas, and Morgan demonstrate cabbage pH

In class on Friday, the other groups presented their demonstrations. Sonora, Morgan, and Dallas presented the red cabbage pH demonstration that is one of my favorites.

Untarnishing silver

Mari and Holly demonstrate how to un-tarnish silverware

Courtney, Holly, and Mari showed how to untarnish silver using baking soda and aluminum foil. They even included a correctly balanced chemical equation, although we won’t be learning about those until we return in January.

Dry ice group

Libby, Lindsey, and Chelise demonstrate the properties of carbon dioxide

Chelise, Lindsey, and Libby presented the properties of carbon dioxide gas and dry ice. They showed how regular matches go out in carbon dioxide, but that magnesium burns even brighter when placed in carbon dioxide.

Olivia and Jace

Jace and Olivia explain the ingredients of gunpowder

Jace and Olivia talked about gunpowder, how it is made, and why it is dangerous. Jace has experience working with black powder (he has his own muzzle loader – this is Utah, after all) and he created some raw gunpowder, which he burn outside. They also demonstrated the “fire writing” demonstration of drawing on a piece of paper with a saturated solution of potassium nitrate, then touching a wooden splint to the edges of the writing to see it burn letters through the paper.

Josh and Jess

Josh and Jess demonstrate the principle of density with salt solutions

Josh and Jess presented on salt solutions and how they can be used to determine the density of objects. They showed how an egg will sink in pure water but will float in salt water.

We also videotaped as much of the presentations as we could and took quite a few photos; those students that weren’t helping present helped with the photography.

Burning gunpowder

Burning gunpowder

When their demonstrations were done on Wednesday and Friday, my students were excited about what they had done and the feedback they’d gotten from the younger students. They still have to learn some showmanship and presentation skills (which we’ll continue to work on), but based on what I saw and what the elementary teachers reported, the science content was excellent. They and their peers filled out evaluation forms (and I will as well) so that they can improve on their presentations for the next round in January.

Golden pennies

Golden pennies

It was a lot of work to prepare for this. Now my lab room is a mess and I’ll need to take a day during Christmas break to clean up and re-organize (and I think I forgot to throw out the leftover red cabbage pulp that’s in my trash can, so I’d better go clean up tomorrow). But despite the work and the lost time, I’d say these demonstrations were well worth it. As we go through the second semester, the students will present at least twice more, including a final time at a back-to-school night for their parents. We’ll polish the delivery, add more science explanations, create slide shows and videos to supplement their demonstrations, and by the end of the year these will be incredibly well done.

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Norton's Ordinall of Alchemy

Norton's Ordinall of Alchemy

    One of the points I hope to make as I build podcast episodes for The Elements Unearthed project is to show the threads that lead to modern chemistry as an empirical science. I have seen from my research here at Chemical Heritage Foundation that there are at least three major threads that all came together in the 17th and 18th Centuries to define what we call Chemistry today.

    The first thread was that of Theory or Logical Speculation – beginning with the Greek philosophers (such as Democritus and Aristotle) and continuing with attempts through the Middle Ages and Early Modern periods to reconcile atomic theory with church dogma (such as the attempts of Pierre Gassendi) or to refine and build on elemental (Aristotelian) theory, such as the Summa Theologica of St. Thomas Aquinas. This thread wasn’t concerned with experimental proof – that would only come later – but instead valued logical consistency and careful reasoning. The culmination of this thread was the revised (modern) atomic and corpuscular theories of Daniel Sennert, Robert Boyle, and John Dalton.

Emblem VI in Atalanta Fugiens by Michael Maier

Emblem VI in Atalanta Fugiens by Michael Maier

    The second thread was that of Alchemy, which I have been pursuing these past three weeks by locating related books in the CHF archives and photographing interesting pages. The alchemists had several goals in mind – the transmutation of base metals into gold, the creation of immortality (or at lest the cure of diseases) through the Elixir of Life or Philosopher’s Stone, and the purification of the inner self (spriritual alchemy). Despite their tendency to become secretive and overly allegorical, their constant experiments toward these goals laid a basic foundation for modern chemistry through all the compounds and materials they created which were failures. Sometimes the symbolism can be a lot of fun, such as this page from Michael Maier’s Atalanta Fugiens (Atlanta Fleeing). In a series of emblems representing different alchemical processes, Maier created a publishing masterpiece that includes symbolic drawings (the first eleven are even hand colored), epigrams (riddles), songs, and other brain teasers. Perhaps even his title is a pun; maybe Fugiens is a play on the word fugue (again my lack of Latin training could be steering me wrong). If so, it would place his work in the company of Bach and Escher. I photographed all the emblems and all the music, and I hope to try out the songs and see if they have any fugue-ish qualities. If so, it would be fun to record them and use them for background music for the podcast episodes. 

A page from Pyrotechnia by Birringuccio

A page from Pyrotechnia by Biringucci

    The final thread, which is perhaps under appreciated, is that of the craftsman. These were the metalworkers, glass makers, stonecutters, painters, masons, engravers, sculptures, dyers, miners, printers, book binders, potters, jewelers, and other people who made practical materials and works of art. They developed high levels of technical skill during the Middle Ages (one of the reasons we don’t call them the Dark Ages anymore). Their skills were rarely written down, and even then usually as a set of lab notes of basic recipes without much explanation. Some of these lab notes have come down to us, recopied and much garbled, such as the Leydon Papyrus X, the writings of Pseudo-Democritus (Bolos of Mendes), the Natural History of Pliny, the Mappae Clavicula, and a very few others. I have been looking over a modern translation of the Treatise of Theophilus, who has been identified as one Roger of Helmarshausen, a talented metalworker who lived around 1100. Some of his works, such a portable alters and elaborate book covers, still exist in museums. His book is much more than the standard lab recipes; he gives detailed instructions and his chapter on metalwork is especially vivid and shows the first-person perspective of someone who did metalwork every day. His work was very influential in later technical books, such as the Pyrotechnia of Biringucci (1540) shown here or Antonio Neri’s Art of Glass or Agricola’s De Re Metallica. In this page, Biringucci shows how to hang bells that have been cast. Theophilus discussed how to cast and hang bells as well, showing this to be an ancient and highly technical skill.

The Sceptical Chymist by Robert Boyle

The Sceptical Chymist by Robert Boyle

    This past week I have begun to tie these threads together into the beginnings of modern chemistry. Although Antoine Lavoisier is credited with finally turning chemistry into a quantitative science, it was Robert Boyle who first proposed that chemistry should be based on experimentation and observation rather than logic and speculation. If there was one moment when Aristotle was finally cast into the fire, it was 1661 when Boyle first published The Sceptical Chymist. You see here a photo of the title page of a first edition of that book, which is extremely rare (less than 35 copies remain). We held an open house at CHF this Wednesday for invited guests (mostly chemistry experts and historians) and the archivists brought this book out and I managed to get a few photos of it. In addition, they had the first full printed version of Mendeleyev’s periodic table, and the notebook of Richard Smalley from 1985 where he first drew the structure of buckminsterfullerine (the famous bucky ball) that won him a Noble Prize. All very cool stuff for us chemistry geeks.

First fold-out periodic table

First fold-out periodic table

Richard Smalley's drawing of a Bucky Ball

Richard Smalley's drawing of a Bucky Ball

    Finally, more on the order of a teaser than for any other reason, here is another Earth animation. The texture this time is a NASA photographic montage of the Earth taken in May, 2007 (notice the recent snow in Europe) with ocean bathymetric data added. This is the most detailed Earth texture I have tried yet. I haven’t created any new animations this week because I’ve been having so much fun with the rare books, but the progress toward final editing of the student episodes is continuing; my plan remains to have serveral episodes ready to upload by August 31, with more shortly thereafter. I’ll have more teasers in the weeks to come. August will be a productive month for this project as I am planning to duplicate some of the CHF photo collection; interview several experts on matter theories, the history of chemistry, and the periodic table; and to visit several mine sites including a zinc mine in New Jersey, a coal mine in Scranton, and the mineral exhibit at the Natural History Museum in Washington, D.C. All of this will be shown in future posts. Until then . . . . TTFN.

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   There are four reasons why The Elements Unearthed project is needed. The first is for our own self-protection. The second is to protect our heritage and history. The third is to protect our future. The fourth is to protect our country’s standing as the leader in science and engineering innovation.

 

1.)    Our own self-protection:

   Our lives are impacted by chemicals, materials, and the elements every day, yet too many people are ignorant of the extent to which we interact with the elements. Let me give three examples.

 

    A – In the summer of 1978, residents of the small town of Deseret in west central Utah were alarmed to find out that high levels of arsenic had been discovered in their drinking water, at over three times the EPA allowable limit. Each house in the town had  an individual well dug down to an aquifer 186 feet below ground and it was this level that had become contaminated.

Arsenic article in Millard County Chronicle

Arsenic article in Millard County Chronicle

No one knew where the arsenic had come from or how long it had been there. Extensive tests were given to the townspeople. I went through those tests myself, and they were quite uncomfortable – especially the nerve conductivity tests! The original medical study was published in 1982, with inconclusive results. A longitudinal study of mortality rates of people in the area was published in 1998 and showed a correlation between arsenic exposure and increased incidence of hypertensive heart disease, nephritis and other kidney problems, and prostate cancer. My own grandfather, who had lived in Deseret all of his life, died of prostate cancer, possibly as a result of arsenic exposure.

 

  

    B – In one week in December, 1996, three separate incidents occurred in Utah that involved toxic chemical spills. The first was a railroad car carrying diesel fuel that spilled its load and caught on fire. The second was an 18 wheeler traveling north on Interstate 15 that blew over in a gust of wind just north of the town of Nephi. It was carrying sodium azide for use in car airbags, and when rainwater mixed with the spilled azide, it burst into flames that were so hot that it burnt a hole down through the roadbed and sent a plume of gray smoke toward the town of Mona. Residents were evacuated and traffic on I-15 was diverted 30 miles out of its way onto an alternate road. The next morning another 18 wheeler spun out on slick surfaces on that alternate route and overturned, spilling its load of sulfur dioxide pellets. Traffic was again diverted onto yet another alternate route over 50 miles out of its way. I was living in Nephi at that time and had to travel these alternate routes to get to work. In Utah they called this HazMat Hell Week.

 

   C – Growing up in western Utah in the early 1960s, I was exposed to fallout blown downwind from the nuclear testing in Nevada. Since my family milked its own cow that was kept in a pasture behind our house, the cow ate alfalfa that was contaminated by radioactive iodine-133 from these tests, which was concentrated in the cow’s milk. I have been told that I should have my thyroid gland checked regularly in case I develop thyroid cancer as a result of this fallout.

 

   These are just three of many examples of how chemicals and materials have influenced my own life. Millions of tons of chemicals move across our highways and over our rail system each year. People store potentially dangerous chemicals in their own homes without much understanding of what they are used for or how to handle them safely. Water and food can become contaminated. We need to understand how chemicals work and where they come from if we are to keep ourselves safe. The Elements Unearthed proposes to provide the information that people need on the hazards and uses of chemicals and materials.

 

 2.)    To save history:

    Human history is tied directly into how well we have understood and used the material world we live in. Epochs of our history are named after advances in materials science, including the Stone Age, the Copper Age, the Bronze Age, and the Iron Age. The Elements Unearthed project intends to dig up the story of how our history and the discovery of the elements have been dependent on each other. Much of the history of the United States has been influenced directly or indirectly by materials and chemicals, by mines and miners, with such events as the Spanish conquest of the western United States, the California Gold Rush, the Comstock Lode in Nevada, the coal mines of West Virginia, the steel mills of Pennsylvania and Ohio, the Pikes Peak rush in Colorado, and the Klondike Rush in Alaska all adding to our national character.

 

   Yet much of this history is being lost, as mines close and the miners that worked in them die away. Virtually gone are the days of panning for gold or hard rock mining with pick and shovel. Old mine sites are being closed and covered for safety and environmental reasons, and this part of our history is in danger of being lost forever. Our project is needed to preserve this history and tell these stories.

Headframe at the San Francisco Mine, Utah

Headframe at the San Francisco Mine, Utah

 

3.)    To protect the future:

    As we face tough choices now and in the near future regarding how we use our resources, generate our energy, transport, feed, and clothe our population, and improve our environment, we must have an informed public that can support and vote for the policies that will protect our increasingly fragile world. Resource depletion, environmental degradation, energy consumption, and global warming are daily headline news, and national leadership and public awareness must begin to focus on these issues. Decisions must be made now; we cannot continue to “kick the can” down to future generations. Education and public awareness must focus on accurate, unbiased information, and our project intends to provide that information in various formats and locations that are free and easy to access by the public at large and particularly by high school and college students and their teachers. The solution to this problem of an informed populace lies in education, both formal and informal, and that is the main purpose of our project.

 

4.)    To protect the U. S. economy:

   The U. S. economy has been the envy of the world for decades. Although it is still very strong, many experts are beginning to see signs that we may not be as competitive in the near future as we have been in the past. The major driver of our current strong economy has been innovations made in the computer industry over the last 30 years, coupled with new technologies that computer control and automation have brought us. Yet to maintain our economy in the future, we must continue to innovate and there are doubts that we will be able to do so, especially as the world economy becomes more globalized and competitive. One of the largest danger signs has been a decline in students prepared to pursue careers in science, technology, engineering, or mathematics (STEM).

 

PISA Science Data, 2006

PISA Science Data, 2006

  

   In 2006, 15 year old students in 57 countries around the world were tested on their science literacy by the Program for International Student Assessment (PISA). The average score was set to be 500 out of a total possible score of 1000. The results have been summarized in this chart by region. In science literacy, students in East Asia, Canada, the South Pacific, Scandinavia, and Western Europe all scored significantly higher than students in the United States, who scored 489 or below average. Overall ranking of United States students was 29th out of 57. Students in Russia and Southwest Europe scored slightly below students in the United States with average scores of 479 each. Students in Southeast Europe, South and Central America, and the Middle East on average scored worse than students in the United States.

http://nces.ed.gov/Surveys/PISA/ 

  The 2006 exam also tested for math literacy and found U. S. students to be 35th out of 57 with an average score of 474 compared to 538 for East Asian countries, 527 for Canada, 512 for Scandinavia, and 510 for Western Europe. Only Southwest Europe, Southeast Europe, South/Central America, and the Middle East regions scored worse that the United States.

PISA Math Test 2006

PISA Math Test 2006

 

 

   These scores show that we are not doing well at preparing the next generation of scientists, engineers, and mathematicians. A full 30% of incoming freshmen must take remedial science and math classes just to meet college general education requirements, let alone have the background skills needed for technical majors. In addition to poor preparation and knowledge, fewer students choose to enter STEM professions, with enrollments in science and engineering programs at colleges declining and graduate programs having to look to foreign students to fill their ranks.

 

   Many U. S. businesses that rely on a steady stream of STEM graduates are already finding it difficult to recruit enough adequately prepared people. For example, NASA hired many aerospace, civil engineering, and materials science graduates during the 1960s and ‘70s. Now almost 40% of NASA’s technical workforce is set to retire in the next 15-20 years, and there are not enough U. S. students in the education pipeline to fulfill the coming shortage, nor is NASA allowed to hire many foreign graduates for national security reasons. In the past, shortages in technical fields could be made up by hiring non-American graduates, but now with security restrictions and new jobs being created in their homelands as a result of globalization, many of these foreign recruits are no longer available. 

 

   Some businesses are taking matters into their own hands by supporting programs that would help to train their future recruits, such as direct grants to schools, challenge competitions, or teacher professional development programs. NASA has created the NASA Explorer Schools (NES) program to train teams of teachers and administrators from schools and to provide direct grant support to improve their science and technological infrastructure.

 

NASA Educator Workshop at JPL, 2002

NASA Educator Workshop at JPL, 2002

  

   As mentioned in my previous post, I have had the privilege of participating in this program, first as a teacher, then as an Educator Facilitator to help lead and plan the workshops at the Jet Propulsion Laboratory. Each year, five teams of five teachers and administrators visit JPL for a week-long workshop. They tour the facilities, meet the scientists and engineers that are designing, building, and running the space probes, learn of NASA’s educational programs through the Education and Public Outreach coordinators for each mission, then work as a team to plan how they will incorporate these experiences into their curriculum. NASA personnel then work with the schools over a three-year period to promote systemic change in the hopes of inspiring the next generation of explorers, scientists, and engineers.

 

   Our project will encourage students to pursue careers in chemistry, chemical engineering, and materials science by showing firsthand what scientists do, how problems are solved by engineering, and how creative, challenging, and rewarding these careers can be.

 

   Below is an Enhanced Audio podcast episode describing our project in more detail. Next week we will have additional information and statistics about why this project is so important, as well as a video podcast describing the entire rationale of The Elements Unearthed.

  

ep-a01 Overview of Project [Enhanced Audio]

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Introduction Audio [m4a]

Fractal cover image
Fractal cover image

   The Elements Unearthed: Our Discovery and Usage of the Chemical Elements is a project developed by David V. Black and his students at Mountainland Applied Technology College (MATC) in Orem, Utah. Our objective is to document the history, sources, uses, mining, refining, and hazards of the chemical elements and important industrial materials. Teams of students are visiting mine sites, refineries, chemical manufacturing plants, museums, and artisan workshops to interview scientists, engineers, historians, and other experts and to tour and videotape the sites. The video interviews, photos, and background research are being compiled into audio and video podcasts and written PDF files that will be posted at this Blog and made available on YouTube, the Apple iTunes Store, and other podcast aggregate sites.

   These podcast episodes will be a step in the right direction to preserve the history of mining and chemical refining; to provide accurate information about how chemicals are made and used (including safety precautions to observe); to encourage students to pursue careers in science, technology, engineering, and mathematics (STEM); and to ensure that the general public is well informed on vital issues such as resource depletion and environmental degradation in order to make sound decisions in the future. We intend that students, teachers, and the public will make free use of these podcast episodes.

   We hope to add you, our audience, as collaborators on this project. We need your help to test and critique the podcast episodes and provide us with feedback on what we’ve done right and what we still need to improve. We will provide a downloadable PDF evaluation form that you can fill out and return to us, as well as post comments on this Blog. We also hope that you will consider forming a team in your own community to document how the elements are used there. We are working on grant applications in the hope of securing funding to turn this into a national project, with teams from all states documenting the history and uses of the elements.

   In future posts, we will talk about who we are, what our goals are in detail, our rationale for creating this project, and our intended timeline for completion as well as how you can help out and get involved. We will also display podcast episodes that our student teams have already created and report our ongoing progress for new episodes. As they are complete, these episodes will be posted here for your feedback before they are uploaded to the broader aggregate sites.

   Please feel free to post comments related to this project including any questions you may have. If you wish to contact me directly, please e-mail me at:  dblack@mlatc.edu. You can also snail-mail me at: David V. Black, Mountainland Applied Technology College, 987 South Geneva Rd., Orem, UT  84058. I have attached a PDF version of our Feedback Questionnaire at the bottom of this post, which you can download, fill out, and return to us at the address above. We look forward to collaborating with you!

   Thank you for your interest in this project!

David V. Black

Feedback Questionnaire [pdf]

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