A Glowing Recommendation: A Project-Based Cooperative Laboratory Activity To Promote Use of the Scientific and Engineering Practices

Abstract

One of the most mystifying products on the market for people at any age is the glow stick: a plastic tube that, when snapped, creates a flood of bright, brilliantly colored light without the use of electricity or significant production of heat. In this case, the chemiluminescence reaction also provides an exciting phenomenon through which we can engage students in the Scientific and Engineering Practices. This laboratory project has been developed both to pique students’ interest about the task at hand and to have them practice science in a more authentic way than a traditional “cookbook” experiment. In completing this project, students will not only gain an understanding of the factors affecting the rate of the chemiluminescence reaction but also be able to create their own procedures, analyze and interpret their data, and construct an evidence-based argument from their results.

Cyclic Alkyne Approach to Heteroatom‐Containing Polycyclic Aromatic Hydrocarbon Scaffolds

“…An important subset of PAHs are 9,10‐diphenylanthracene derivatives. The parent compound, 9,10‐diphenylanthracene ( 1 , Figure ), has been widely studied since 1904 and has been used in blue glow sticks and OLEDs . Novel derivatives of 1 have been highly sought .…”

Kimya Öğretmen Adaylarının FeTeMM Uygulamaları Hakkındaki Görüşlerinin İncelenmesi

“…Böylelikle mühendislik alanı ile diğer alanların koordineli bir şekilde öğrenmede rol alması sağlanmaktadır (Burrows, Breiner, Keiner ve Behm, 2014;Carmel, Ward ve Cooper, 2017).…”

Fen Bilimleri Öğretmenlerinin FeTeMM ile İlgili Görüşlerinin İncelenmesi

“…Uygulanmakta olan fen bilimleri öğretim programında öğretmenler bu özellikleri göstererek; mühendislik tasarım sürecini kullanabilmeli ve mühendislik alanını diğer alanlarla birleştirerek öğrenmelerin gerçekleşmesini sağlayabilmelidir (Burrows, Breiner, Keiner & Behm, 2014;Carmel, Ward, & Cooper, 2017). Fakat öğretmenlerin gerek teorik gerekse pratik olarak FeTeMM eğitimi konusunda yeterli olmadıkları ulusal ve uluslararası FeTeMM raporlarında belirtilmektedir (Akgündüz & diğ., 2015;PISA, 2016;Sanders, 2009).…”