I am the Laboratory Manager for the Physical Science Department at the College of Southern Idaho. In 2015 I graduated with a B.S. degree in Natural Science from Western Oregon University. Prior to attending Western Oregon I attended Umpqua Community College where I graduated with an A.A.S. degree in Viticulture and Enology (I know how to grow grapes and make wine).
How can you become a scientist?
This question really depends on what type of scientist you want to become. Are you interested in nature? Then perhaps you should look at becoming an environmental chemist or a biologist. Are you interested in the stars? Then you might want to become an astrophysicist. Do you like designing things? Perhaps becoming an engineer is the answer for you!
Regardless of the type of scientist, we all ask similar questions, “Why does it work this way?”, “If I change this, how will it affect my experiment?”, “What I tried didn’t work; did I make a mistake or do I need to try something different?”. Before, during, and after most experiments scientists think about all of these things.
Do you make good money?
I don’t make bad money; money isn’t everything. I work at a community college and I love where I work. The faculty (what teachers are called) and other staff here are amazing. I look forward to going to work. Somedays, I even get to try my own new experiments. A few weeks ago I was attempting to recover gold from old electronics with a new process. There are other labs where you can make a lot more money, but I don’t think they have as much fun as I do!
Can you help me be a scientist?
Certainly! Being a scientist is a mindset more than anything else. If you like solving problems, puzzles, and figuring out how things work you have the potential of being a scientist! Keep talking and asking questions to other scientists. Read! Learn to love reading – you’ll do a lot of it.
Do you know how to make potions?
I have bad news… there’s no such thing as potions. What you see in movies as potions we like to call solutions and I have some really cool solutions! Some change colors by warming them up! One will grow silver crystals when you place copper wire in it. And special few will even change back and forth in color!
Are you brave?
I don’t see myself any braver than another person. Sometimes in the lab we work with dangerous things, but we always take safety precautions! Whenever I’m working with chemicals I always wear my goggles and often I am wearing a lab coat and gloves. I think I look really cool!
Are you smart?
Honestly, I think I’m average. You don’t have to be super smart to become a scientist. It’ll certainly help when you’re learning new things, but if you have the passion and desire you can do it. My biggest recommendation, learn to like math! Take any and every math class you can; especially if you decide you want to go into chemistry, engineering, or physics. Don’t forget one of the best ways to become smarter is to read!
Do you have to be good?
Being good in the lab may mean paying attention to detail, being organized, conducting safe experiments, following directions, and being creative when problems happen. Being excellent is doing all of that on a daily basis.
Do you have to write or do math a lot?
Yes! But not every day. How much writing or math you do each day when you have a job will depend on what kind of scientist you become and where you work. My job doesn’t have much math or writing on a daily basis, but I do need to know how to do a lot of math and writing. When you’re college you’ll get lots of practice! Senior year chemistry classes look more like ancient Greek than math. Don’t let that scare you though! It’s something you work up to.
What cool stuff do you do?
I get to repair and use chemistry equipment that costs more than a new sports car! I work with some really cool chemicals, develop new lab experiments, and I always am learning new things! And as I’ve mentioned, some days I even get to “play” in the lab. Once in a while I go out to local schools and help them, answer questions like I’m doing today with you, and even do demonstrations! I will be providing your teacher, Ms. Pozek, with some that could be done at your school!
Do you go from place to place?
Not often. Most of my time is spent in the chemistry lab. Occasionally I’ll travel to another college or a university to see what they’re doing. I also go to trainings so I can do my job better. Someday, if I ever get bored of this job, I hope to find a position that does let me travel.
Do you have to do a lot of reading?
Some days, yes! While in college there was a lot of reading. These days I don’t have to do as much reading because my job doesn’t require it. When I am reading it’s because I’m researching a problem. Reading can help you find solutions to problems faster than trial and error because many times someone else has had the same issue. It’s also very important to know what you’re working with and any dangers.
Please note that there are no chemistry demos or activities that are completely without risk. Safety measures should always be observed by the demonstrator; wear goggles, clothing that covers the legs and the top opening of shoes, and closed-toe shoes. Gloves should be available as some demos use caustic materials. In addition, students should either wear goggles or be at least 10 feet from demonstrations. Ideally, all chemistry demos are also conducted behind an impact resistant barrier. I have chosen ones that are relatively low risk, minimal waste being generated, and are easy for the non-chemist to put together. If you have any questions please ask.
Note: Cobalt(II) chloride is carcinogenic, mutagenic, and is toxic to both humans and aquatic life. It must be disposed of with a hazard waste company. Please consult the SDS for additional information. This demo is completely reusable and is safe under normal circumstances.
You will need:
1.2 g CoCl2•6H2O
225 mL distilled water
Non-iodized table salt (sodium chloride)
13 x 100 mL test tube (use a wider test tube if available)
Two 150 mL beakers
125 mL bottle w/lid
Heat source
Any time before the demo, add 1.2 g CoCl2•6H2O (cobalt(II) chloride hexahydrate) to 100 mL of distilled water and mix well. Continue to mix and add table salt until there is teaspoon quantity that will not dissolve. Mix well and transfer to the bottle. Before the demo, preheat about 100 mL of distilled water in a 150 mL beaker to just below simmering; keep hot.
For the demo, fill test tube 3/4 full with the cobalt chloride solution, avoiding any solids. Place the test tube in the beaker. The solution should slowly turn from pink to purple and then blue. Remove test tube and place in second 150 mL beaker to cool. It will turn back to pink.
The chemistry: The cobalt(II) complex ions, [Co(H2O)6]2+ and [CoCl4]2-, exist together in equilibrium.
[Co(H2O)6]2+(aq)(pink) + 4Cl-(aq) ⇌ [CoCl4]2-(aq)(blue) + 6H2O(l)
The equilibrium can be changed by adjusting the chloride ion concentration or by adjusting the temperature. Increasing the temperature adds energy to the system forcing the equilibrium to the [CoCl4]2- complex.
Note: Potassium hydroxide is very caustic and can cause chemical burns. Once this demo is completed it can be safely flushed down the drain with excess water.
You will need:
1 L Florence or Erlenmeyer flask with stopper
300 mL 0.5 M KOH (8.42 g potassium hydroxide pellets)
10 mL of 1% methylene blue solution
10 g dextrose or glucose
distilled water
10 mL graduated cylinder
500 mL graduated cylinder
600 mL beaker
Stir rod
Anytime before the demo, add 8.42 g potassium hydroxide (KOH) to 250 mL of distilled water in a 600 mL beaker. Once dissolved transfer to the 500 mL graduated cylinder and dilute to the 300 mL mark with distilled water. For temporary storage place in the flask with stopper, otherwise store in a HDPE bottle with tight fitting lid. Methylene blue can be purchased premade or you can make it yourself. To make it yourself combine 0.05 grams methylene blue powder with 500 mL distilled water. For convenience, premeasure the 10 grams of dextrose/glucose.
For the demo, combine 300 mL KOH, 10 mL methylene blue, and then 10 g dextrose/glucose in the flask. Stopper the flask. In a few minutes it should turn clear. Shake it and it’ll go blue again. This process can be repeated up to 4-6 hours after the solution has been prepped.
The chemistry: The sugar contains an aldehyde and in the alkaline solution it is slowly oxidized to form an carboxylic acid. Methylene blue increases the rate of the reaction due to it being reduced (the opposite of oxidation). As the methylene blue is reduced the it goes colorless. Color can be reintroduced by shaking the bottle which adds excess oxygen back into to the solution allowing the methylene blue to become oxidized again, abet for a short time.
Note: This demo uses a flammable liquid. Ensure there no flammable materials nearby and any long hair is tied up. Students should remain a minimum of 10 feet away.
You will need:
1 dollar bill (use a $20, $50, or $100 for dramatic effect)
250 mL beaker
250 mL 50/50 isopropanol/water solution
Distilled water
Metal tongs (to grip the bill)
Matches or lighter
Before the demo, purchase 99% isopropanol at your local drug store and dilute in half with distilled water. You may also purchase 70% isopropanol and dilute 7 parts isopropanol with 3 parts distilled water.
For the demo, with the tongs dip the bill into the beaker containing 200+ mL of the flammable solution. Take a couple steps away from the beaker and then light the bill. You should have a relatively large flame that burns out in less than a minute. The bill should be wet, but undamaged.
The chemistry: The isopropanol easily evaporates taking some of the heat of the flame with it. Any excess heat from the flame is absorbed by the water due to liquid water possessing a high heat capacity (amount of energy needed to warm the water) and having a high heat of vaporization (amount of energy needed to evaporate the water). As long as there is still liquid water on the bill the bill will not get hot enough to catch fire.
Note: This demo uses a strong oxidizer. It can cause chemical burns and permanently stain clothing. Waste from this demo is toxic to aquatic life. Waste should be disposed of with a hazardous waste company, or if that option is not available let all the liquid evaporate, transfer solid waste to a sealable container, and dispose of in municipal waste.
You will need:
0.1 M AgNO3 (can be purchased premade)
Copper wire
Glass dish or test tube (depending on size of wire)
Before the demo, if needed, prepare the 0.1 M silver nitrate solution. The silver nitrate solution can be prepared by adding 17 g AgNO3 to 900 mL distilled water in a beaker. Once fully dissolved transfer to a 1 L graduated cylinder and dilute to 1.00 L. Store in a cool dark place. Smaller batches can be made; scale down appropriately.
Note: higher concentrations of silver nitrate can be used which will create larger silver crystals faster, but will be more photosensitive, more likely to cause chemical burns if spilled, and will substantially increase the cost of the demo.
For the demo, fill a test tube 3/4 full with the silver nitrate solution, then add the bare copper wire. In a few seconds silver crystals should start growing. Alternatively, you can pour enough silver nitrate to cover the bottle of a glass dish about 2 cm deep. Insert a copper wire design created by a student or yourself and watch the silver crystals grow on it.
The chemistry: What is being observed is a single displacement reaction. Specifically a redox reaction in which the silver ion in solution is being reduced to metallic silver and the copper metal is being oxidized to create a copper(I) nitrate solution. Thus, the solution is slowly turning blue as the copper is replacing the silver in the solution.
Cu(s) + AgNO3(aq) → Ag(s) + CuNO3(aq)
Please note that there are no chemistry experiments or activities that are completely without risk. Safety measures should always be observed; wear goggles, clothing that covers the legs and the top opening of shoes, and closed-toe shoes. Gloves should be available if possible for these activates to encourage a safe learning environment. I have chosen student experiments that are low risk, minimal waste being generated, and are easy for the non-chemist to put together. If you have any questions please ask.
You will need:
Red cabbage juice
Small clear cups
Various liquids (clearer works best)
-lemon juice (50/50 with distilled water), Sprite, water melon juice, salt water, tap water, borax
dissolved in water, etc. Avoid ammonia, muriatic acid, etc.
Plastic eye droppers
Prep: Gently boil the cabbage for an hour or longer in distilled water. Cool, strain, bottle, and refrigerate until the day of use. It will keep for about a week.
Lab: The instructor or students can pour the various liquids into the small clear cups. Students can then add a few drops of the cabbage juice to each. Using the graphic or the link below the students can determine if the solutions are acidic or basic (alkaline).
http://www.compoundchem.com/2017/05/18/red-cabbage/
You will need (per student):
2 five-ounce cups
1 Ziploc quart baggie
1 tongue depressor
1 Solo-style cup
3 oz saturated borax solution
3 oz 50/50 water/colored Elmer’s glue solution
Four 0.3 oz bottles of food coloring
Prep: At least one day before in a large bottle add a large quantity of borax to distilled water. Ensure there is plenty of borax at the bottom of the container – this is your saturated borax solution. Fill a 1 L beaker half full of distilled water add food coloring (about half a 0.3 oz bottle), add Elmer’s glue until you have 1 L of liquid. Slowly stir until uniform consistency and color. Transfer to a sealable bottle. It will store for up to a month. Empty out if not fully used in a months’ time or the glue will settle and be difficult to remove from the bottom of the container. Note: I make five 1 L bottles at a time – 4 with color and one colorless. If a color is popular you have a white blank you can quickly add color too!
Lab: You will need a second set of hands! This is a messy lab! Each student will one five-ounce cup just over half full of the borax solution and one just over half full of the glue solution. Have them dump each student dump their cups of solutions into the Solo-style cup. Using the tongue depressor they will stir until there is a huge chunk of slime in the cup. At a sink they can dump out the liquid and play with slime until it is no longer dripping wet. Slime can be taken home in the Ziploc baggie.
The science: Elmer’s glue has chains of polymers. These polymers are what gives it its thick fluid characteristic and when it dries its binding power. We can make these polymers into slime by cross-linking them with the boron atom found in borax. This is similar to taking wires and weaving them into a chain-link fence.