Introduction
Chemistry is ubiquitous. The world around us is both composed of and can be understood by the interactions of the elements. Ironically, despite this inescapable truism, a significant portion of the general population either ignores chemistry on a daily basis or is even a little phobic about it. I must confess that I have been members of both camps in my lifetime. However, it seems as if every year, I gain both a deeper understanding of and appreciation for chemistry. I did not expect this to be the case, yet as I delved more deeply into life science or was "forced" to teach a few sections of chemistry, the power and promise of chemistry captivated me.
Thus, when I heard about "The Chemistry of Everyday Things," I was enlivened with possibility. The application of such subject matter seemed endless. Should I design a unit for a chemistry class, a course I have trouble escaping? What about the chemistry that goes on in living organisms? In the end, I settled on the intersection of the living and non-living worlds by selecting to do a unit for the course that I teach most frequently, Environmental Science. It was inescapable, in fact. For years, my students have been frustrated by the limitations of renewable resources during our energy unit. Why can't we just save the energy from solar panels? Why can't we store the energy from a windy day? Indeed, why can't we? One answer lies in the chemistry of batteries. Before my students can understand that, though, they need an understanding of the battery in general. Hence, my unit was born.
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