Beyond social media: Chemical kinetics with a mobile phone and household elements

DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3401

Info

Recreational Science
3401
Published: 16-10-2025
PlumX

Authors

Abstract

This paper reports the use of mobile phones and freely available apps as tools for determining the kinetic order of reaction between a blue food coloring using a diluted solution of commercial sodium hypochlorite. The activity, implemented in the second semester of the 2024 academic year, was validated with the experimental data collected by a group of 30 second-year students of the Chemical Engineering degree. This effective, low-cost and environmentally friendly procedure allows to collect a large amount of data in a simple way by favoring discussion and subsequent statistical analysis. Moreover, it enables the introduction of chemical kinetics in a simple and accessible way, as a valid alternative choice to classical tests.

Keywords


Downloads

Download data is not yet available.

How to Cite

Domínguez, M., Seraín, M., Bayona Solano, J., De Genaro, P., Chalapud, M., & Ciolino, A. (2025). Beyond social media: Chemical kinetics with a mobile phone and household elements. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 22(3), 3401. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3401

References

Burguess, A. E. y Davidson, J. C. (2014). Kinetics of the rapid reaction between iodine and ascorbic acid in aqueous solution using UV-Visible absorbance and titration by an iodine clock. Journal of Chemical Education 91(2), 300-304.

https://doi.org/10.1021/ed400579m

Calderón-Garrido, D., Ramos-Pardo, F. J. y Suárez-Guerrero, C. (2022). The use of mobile phones in classrooms: a systematic review. International Journal of Emerging Technologies in Learning 17(6), 194-210.

https://doi.org/10.3991/ijet.v17i06.29181

Chávez-Martínez, A. L y Salazar-Jiménez, J. G. (2024). Relación entre inteligencia emocional y rendimiento académico entre adolescentes: aportes para la práctica educativa. Revista Caribeña de Investigación Educativa, 8(1), 145-165.

https://doi.org/10.32541/recie.2024.v8i1.pp145-165

Fan, Y., Li, J., Guo, Y., Xie, L. y Zhang, G. (2021). Digital image colorimetry on smartphone for chemical analysis: a review. Measurement 171, 108829.

https://doi.org/10.1016/j.measurement.2020.108829

Fojtik, R. (2017). The use of mobile devices in education. New Trends and Issues Proceedings on Humanities and Social Sciences 3(3), 41-47.

https://doi.org/10.18844/prosoc.v3i3.1521

Gil, S., Calderón, S., Núñez, P., Di Laccio, J. L. e Ianelli, L. M. (2015). Aulas-laboratorio de bajo costo, usando TIC. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 12(1), 212-226.

https://revistas.uca.es/index.php/eureka/article/view/2912

Henary, M. M. y Russell, A. A. (2007). An inexpensive kinetic study: the reaction of FD&C red #3 (erythrosin B) with hypochlorite. Journal of Chemical Education 84(3), 480-482.

https://doi.org/10.1021/ed084p480

James H. y Honeychurch K. (2024). Digital Image Colorimetry Smartphone Determination of Acetaminophen. Journal of Chemical Education 101(1), 187-196. https://doi.org/10.1021/acs.jchemed.3c00659

Keengwe, J., Schnellert, G y Jonas, D. (2014). Mobile phones in education: challenges and opportunities for learning. Education and Information Technologies 19(2), 441-450.

https://doi.org/10.1007/s10639-012-9235-7

Kuntzleman, T. (2019). Chemical kinetics with a smartphone. https://www.chemedx.org/blog/chemical-kinetics-smartphone

Larkin E., Ahn D., Ahn N., Alzarooni F., Busaibe Y., Yeong Cho S., Lee S., Madani B Mun J., Quirós-Canales K., Rabeh N., Raef Z., Shen Y., Shupac M., Villanueva A. y Pergantis S. (2024). Modernizing Titrations in the Undergraduate Laboratory: No More Burets and End Point Confusion, Just a Top-Loading Balance and a Smartphone. Journal of Chemical Education 101(2), 438-447.

https://doi.org/10.1021/acs.jchemed.3c00799

Martínez, R., Corzana, F. y Millán, J. (2013). Experimentando con las redes sociales en la enseñanza universitaria en ciencias. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10(3), 394-405.

https://revistas.uca.es/index.php/eureka/article/view/2848

Nalliah, R. E. (2019). Reaction of FD&C blue 1 with sodium percarbonate: multiple kinetics methods using an inexpensive light meter. Journal of Chemical Education 96(7), 1453-1457.

https://doi.org/10.1021/acs.jchemed.8b00589

Rathold, B. B., Murthy, S. y Bandyopadhyay, S. (2019). Is this solution pink enough? A smartphone tutor to resolve the eternal question in phenolphthalein-based titration. Journal of Chemical Education 96(3), 486-494.

https://doi.org/10.1021/acs.jchemed.8b00708

Romero-Ariza, M. (2017) El aprendizaje por indagación: ¿existen suficientes evidencias sobre sus beneficios en la enseñanza de las ciencias? Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(2), 286-299.

https://revistas.uca.es/index.php/eureka/article/view/3335

Snehalatha, T., Rajanna, K. C. y Saiprakash P. K. (1997). Methylene blue-ascorbic acid: an undergraduate experiment in kinetics. Journal of Chemical Education 74(2), 228.

https://doi.org/10.1021/ed074p228

Steffel, M. J. (1990). Reduction of permanganate: a kinetics demonstration for general chemistry. Journal of Chemical Education 67(7), 598.

https://doi.org/10.1021/ed067p598.3

Zuin, V. G., Eilks, I., Elschami, M. y Kümmerer, K. (2021). Education in green chemistry and in sustainable chemistry: perspectives towards sustainability. Green Chemistry 23(4), 1594-1608.

https://doi.org/10.1039/D0GC03313H