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Popping Popcorn Kernels: Expanding Relevance with Linear Thinking

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Jordan L. Fantini , Michael M. Fuson and Thomas A. Evans

Department of Chemistry and Biochemistry, Denison University, Granville, OH 43023

J. Chem. Educ., 2006, 83 (3), p 414

DOI: 10.1021/ed083p414

Publication Date (Web): March 1, 2006

CAS

Section:

History, Education, and Documentation

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.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Laboratory Instruction

Keywords (Pedagogy):

Hands-On Learning / Manipulatives

Keywords (Subject):

Carbohydrates

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Received: August 03, 2009

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