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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > March  >
In the Laboratory
Popping Popcorn Kernels: Expanding Relevance with Linear Thinking
Jordan L. Fantini, Michael M. Fuson, and Thomas A. Evans
Department of Chemistry and Biochemistry, Denison University, Granville, OH 43023
Cover
March 2006
Vol. 83 No. 3
p. 414
Abstract
Graphing skills and an understanding of linear relationships are developed in the context of popping of individual popcorn kernels. Introductory-level chemistry students determine mass changes as the result of popping along with the volume and density of the popcorn flakes produced. Graphs of mass and volume data and a digital picture of the popcorn flakes are used to test two hypotheses and their corollary: (i) flake and kernel masses are directly proportional, (ii) flake volume and kernel mass are directly proportional, and the corollary, flake density is a constant. The first hypothesis is confirmed. However, variability in flake density is a common result, apparently disconfirming the second hypothesis and the corollary. Thoughtful attention to the current understanding of the popping mechanism is required to account for the results.

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Instructions for students, notes for instructors, and an animation of popcorn popping are available.
*  Contents JCE2006p0414W.doc (Microsoft Word)
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*  Citation
 Bennett, Jordan L.; Fuson, Michael M.; Evans, Thomas A. J. Chem. Educ. 2006 83 414.
*  Keywords
 Carbohydrates; First-Year Undergraduate / General; Food Science; Hands-On Learning / Manipulatives; High School / Introductory Chemistry; Laboratory Instruction; Phases / Phase Transitions / Diagrams; Physical Chemistry; Physical Properties
*  History
 Created:
Last Updated:		 1/31/2006
2/9/2006
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