Misconceptions in the Exploding Flask Demonstration Resolved through Students’ Critical Thinking

• Rick Spierenburg ^[1] ; Leon Jacobse ^[1] ; Iris de Bruin ^[1] ; Daan J. van den Bos ^[1] ; Dominique M. Vis ^[1] ; Ludo B. F. Juurlink ^[1]
  1. [1] Leiden University

     Leiden University

     Países Bajos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 9, 2017, págs. 1209-1216
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • As it connects to a large set of important fundamental ideas in chemistry and analytical techniques discussed in high school chemistry curricula, we review the exploding flask demonstration. In this demonstration, methanol vapor is catalytically oxidized by a Pt wire catalyst in an open container. The exothermicity of reactions occurring at the catalytic surface heats the metal to the extent that it glows. When restricting reactant and product gas flow, conditions may favor repetitive occurrence of a small explosion. We show how mass spectrometry and infrared spectroscopy allow for unravelling the chemical background of this demonstration and discuss various ideas on how to use it in a classroom setting to engage students’ critical thinking about chemical research. Along the way, we show that two commonly published ideas about the chemical background of this demonstration are incorrect, and we suggest simple tests that may be performed in a high school setting either as an addition to the demonstration or as a student research project.