Applying Chemistry Knowledge to Code, Construct, and Demonstrate an Arduino–Carbon Dioxide Fountain

Abstract

The “maker” movement is receiving a lot of attention, especially in the field of education. In this context, we have created an Arduino–carbon dioxide fountain, devised to use digital tools, such as the Arduino microcontroller, a pressure sensor, and code, in combination with a solenoid valve and laboratory equipment to open the valve automatically and demonstrate the carbon dioxide fountain. In a previous work describing a carbon dioxide fountain experiment, students opened the valve if the pressure inside the round-bottom flask was deemed sufficiently low; they then observed the carbon dioxide fountain phenomenon. However, in the Arduino–carbon dioxide fountain experiment, the pressure sensor measures the pressure inside the round-bottom flask and sends the measured pressure value to the microcontroller. The microcontroller signals the solenoid valve to open when the measured pressure value is less than a setting value on the code. This fountain experiment provides students with the opportunity to apply and reinforce their understanding of chemistry concepts using digital tools to code a computer-operated carbon dioxide fountain.

Use of open source monitoring hardware to improve the production of MOFs: using STA-16(Ni) as a case study

“…Bespoke apparatus offers many advantages over commercial offerings—with flexibility, cost and ownership being key. A growing number of reports have demonstrated the use of these types of apparatus in education 1 , 2 , notably the ability to produce systems for students with disabilities 3 , 4 . Several reports have also demonstrated how such equipment can be used outside the teaching laboratories with the development of potentiometric detection 5 , scanning electrochemical microscopes 6 and electrochemical pre-treatment apparatus 7 all using inexpensive and open source hardware solutions.…”

Arduino Advances in Web of Science. A Scientific Mapping of Literary Production

“…As it has been verified, Arduino is an excellent example of IoT [16]. Its success is above all due to the fact that, at a low cost, it offers students the possibility of applying and reinforcing the acquisition of learning, of concepts, promoting a creative spirit, the development of learning autonomy and collaborative learning [1,[17][18][19][20][21][22][23] Teachers also make a very positive assessment of Arduino as a facilitating element of the teaching-learning processes [25,26].…”

“…Within this IoT evolutionary and developmental process is Arduino. Arduino is an open source electronic board based on low cost and easy to use hardware and software [16]. These boards are capable of reading inputs (light on a sensor, a finger on a button, or a Twitter message) and turning it into an output (lighting an LED, activating a motor, or posting something online).…”

“…The review of the literature on Arduino in the field of education allows to contrast the existing movement and the diversity of applications that teachers, both in primary and secondary education [1,6,[17][18][19][20], and in higher studies [16,[21][22][23], make it. It is also used in the field of Vocational Training, where students are trained in the field of home automation [24].…”

A Meta-Analysis of the Effects of Arduino-Based Education in Korean Primary and Secondary Schools in Engineering Education

“…For example, Arduino was used in the engineering design process of team-based learning in mechanical engineering projects (Istanbullu & Tasci, 2019), in tasks related to the Internet of Things (IoT), automation, and monitoring the control of civil engineering processes (Chacon et al, 2018), and in structural dynamics in the classroom, related experiments, and physical simulations Chacon & Oller, 2017). Arduino was also used in the teaching of programming (Litts et al, 2019;Montironi et al, 2017;Perez & Lopez, 2019), in STEAM education (Lu & Ma, 2019), and as a teaching aid (Carvalho & Hahn, 2016;Kang et al, 2019;Perenc et al, 2019;Rivera-Ortega et al, 2018). Furthermore, Arduino has been used to replace existing expensive laboratory equipment (Arrizabalaga et al, 2017;D'Ausilio, 2012;Goncalves et al, 2019;Hahn et al, 2019;Jin et al, 2018;Mercer & Leech, 2017;Omar, 2018;Pino et al, 2019;Ragazzini et al, 2019;Sarao et al, 2016;Soong et al, 2018;Uyanik & Catalbas, 2018), in automatic data collection and measurement equipment (Galeriu, 2018;Galeriu et al, 2015;Kubinova & Slegr, 2015;Nichols, 2017;Wong et al, 2015), and in prototype implementation (Escobar et al, 2017).…”