Tag Archives | Thomas Kuntzleman

Kuntzleman, Thomas S., Dakota J. Mork, Levi D. Norris, and Christopher D. Maniére-Spencer. “Creating and Experimenting with Fire Gel, an Inexpensive and Readily Prepared Insulating Material.” Journal of Chemical Education 90, no. 7 (July 2013): 947–949. doi:10.1021/ed3006506.

Abstract: A method is described to make Fire Gel, an insulating material that consists of water and a superabsorbent polymer. Fire Gel can be used to demonstrate how stunt persons protect themselves from the flame of a fire. A comparison of this Fire Gel demonstration with previously reported flame protection demonstrations allows for instructive discussion. Fire Gel is a useful, easily produced, and inexpensive alternative to the gel described in JCE Classroom Activity #107.

Williamson, J. Charles, Thomas S. Kuntzleman, and Rachael A. Kafader. “A Molecular Iodine Spectral Data Set for Rovibronic Analysis.” Journal of Chemical Education 90, no. 3 (March 2013): 383–385. doi:10.1021/ed300455n.

Abstract: This article discusses a dry lab molecular iodine experiment conducted by undergraduate chemistry students at the Spring Arbor University in Michigan. The experiment involved a search by students of an online iodine spectral absorption atlas to find multiple transitions belonging to one of a number of vibronic brands. The authors add the class data were pooled for spectroscopic analysis of both the X and B states. The method used for generating the spectral data set is also described.

Kuntzleman, Thomas Scott, Kristen Rohrer, and Emeric Schultz. “The Chemistry of Lightsticks: Demonstrations To Illustrate Chemical Processes.” Journal of Chemical Education 89, no. 7 (2012): 910–916.

Abstract: Lightsticks, or glowsticks as they are sometimes called, are perhaps the chemist’s quintessential toy. Because they are easy to activate and appealing to observe, experimenting with lightsticks provides a great way to get young people interested in science. Thus, we have used lightsticks to teach chemical concepts in a variety of outreach settings and demonstration shows. Although these devices are simple to operate, a working lightstick depends upon a rich array of physicochemical processes. For example, the chemical processes involved in lightsticks include acid–base chemistry, redox reactions, quantum chemistry, and thermodynamics. Consequently, we have used lightstick experiments and demonstrations in general, inorganic, and physical chemistry classes. In this paper, we share some experiments and demonstrations with lightsticks that we have used in these various educational settings.

Amend, John R., Greg Stewart, Thomas S. Kuntzleman, and Michael J. Collins. “Affordable Cyclic Voltammetry.” Journal of Chemical Education 86, no. 9 (2009): 1080.

Abstract: Cyclic voltammetry is a topic that may be incorporated in the analytical (1), inorganic (2), or physical chemistry (3) curriculum. A number of articles in this Journal have described both the process of cyclic voltammetry and experiments involving cyclic voltammetry (4, 5). However, experiments in cyclic voltammetry are often excluded from the undergraduate laboratory, probably owing to the prohibitive cost of equipment required. Pine Research Instrumentation (6) has recently released a low-cost voltammetry cell along with inexpensive disposable carbon electrodes designed for student use in the undergraduate laboratory curriculum.

Stewart, Greg, Thomas S. Kuntzleman, John R. Amend, and Michael J. Collins. “Affordable Cyclic Voltammetry.” Journal of Chemical Education 86, no. 9 (September 2009): 1080–1081.

Abstract: The article offers information on affordable cyclic voltammetry course in chemistry in the U.S. The author states that cyclic voltammetry is a special topic incorporated in analytical or physical chemistry which aims to provide an affordable option for experimental application. The author notes that cyclic voltammetry emerge as one of the essential component of research which is necessary to be exposed to undergraduates to impose a high quality of chemical teaching and understanding in a cost-effective manner.

Kuntzleman, Thomas S., David Sellers, and Rachel Hoffmeyer. “‘ Having a Ball with Chemistry’: More Things to Try.” Journal of Chemical Education 85, no. 11 (2008): 1478.

Abstract: A short outreach activity is described in which students test the rebound properties of superballs, racquetballs, “happy” balls and “sad balls” at many temperatures. After conducting the experiment, students use the test results to estimate the glass transition temperature of the elastic polymer that comprises each ball. The activity is used to segue into the classic demonstration of dipping a racquetball in liquid nitrogen and watching it shatter when thrown against a hard surface. In addition, students are encouraged to relate the results of the experiment to the importance of warming up muscles before exercise.

Swanson, Matthew S., Deborah K. Sayers, and Thomas S. Kuntzleman. “Visualizing the Transition State: A Hands-on Approach to the Arrhenius Equation.” Journal of Chemical Education 84, no. 11 (2007): 1776.

Abstract: An exercise is presented in which the kinetics of the irreversible “reaction” of pennies in the heads-up state to pennies in the tails-up state is simulated by a hands-on, Monte Carlo approach. In addition, the exercise incorporates a second simulation in which the irreversible “reaction” of dice with a red face uppermost to a blue face uppermost is conducted. The transition states of the reactions are assumed to be a penny that is in the process of being flipped or a die in the process of being rolled, respectively. Data collected by students who perform these simulations show that both “reactions” follow first-order decay kinetics. Arrhenius plots from these data yield activation energies comparable to assigned values and pre-exponential factors close to what would be expected based on the probability of a “reactant” achieving the correct orientation for conversion into “product”. A comparison of the values obtained for the pre-exponential factors for the different simulations allows students to semi-quantitatively discuss the orientational requirement that is contained within this factor.