Hello! Today I’m sharing with you the first version of my video on distillation. This was the third technique after titration and standard solutions, and was a challenge from the very beginning. Firstly, I wrote a protocol. The difficult part before I even started filming, was clamping the setup. I did not want to over clamp it, but wanted to give it enough stability. After discussing it with several people, I decided to clamp the condenser only, as the flask was stabilised by the heating mantle.
So, the protocol was ready and I started filming. Unlike for the standard solutions and titration, videoing distillation had a very serious obstacle – I could not pause it to change the camcorder position, once I switched the heating on, distillation had to proceed until the end. So I had to do it quite a few times. When I decided that I had enough material (trust me – that took way more time than titration and standard solution), I put it all together and added audio. I’m quite happy with the effect and hope you will like the video as well!
Again, please share your comments on the video. Any feedback would be appreciated. This is the first edit, so I hope the technique is correct and the video and audio are easy to follow. I understand that everyone has their own way of carrying out distillation and each way might differ slightly from other ones. Different books also show some differences. Therefore, I’ll be happy to justify and discuss any parts that someone might find strange or inappropriate, or admit that I was wrong 🙂
Anyway, please enjoy watching!
PS. Just like in the previous videos, I realised how many details you only see when the video is already finished. After making the video, I almost published it, but then realised that half of it was filmed with the mantle plugged to one socket, and half – plugged to a different one. So, I had to re-shoot it 🙂 Can’t even describe, how much more attention I pay to detail now…
The great feedback we received for our first take at pipetting made our lives a lot easier for our second attempt, so first off thanks to everyone who shared their opinions! Really, the only question we still had to answer before we could start filming our second set of videos was should gloves be worn?
- The pro-gloves side believe that wearing gloves protects you from not only the chemical you’re working with, but also against the possible contaminated glassware and communal areas of the lab (such as the sink and bench).
- The anti-gloves side believe that wearing gloves not only makes students complaisant and somewhat careless when it comes to handling the solutions , but also practically gloves impede the controlled release of solution.
“The Hands”(Amy) decided that since the chemical we were using was rather safe, she would go bare-handed, allowing her better control of the release of solution. We thought it noteworthy to mention at the start of the video that if gloves are needed the students will be told in their lab manual.
After “The Voice”(Euan) recorded the script and ensured many rolling Scottish “r”s throughout, it came time for editing. We wanted the videos to be as condense as possible so that the students would pay attention from start to finish, and so I (“The Director/Editor”) abandoned Windows movie maker for Camtasia version 8 which allowed for split screens and callouts.
Hopefully you enjoy our two newest blockbusters!
Hi everyone, here are our two new videos on pipetting (graduated and volumetric). Unfortunately due to technical issues the two videos have the watermark associated with the free trial of Camtasia but this is an issue that should be resolved soon. We’ve updated the script for the two new videos which you can find here, and our Behind the Scenes post should be up soon!
Any feedback would be very much appreciated – especially on the introduction which we will standardise once all the videos have been made!
The first graduated pipetting attempt:
The second volumetric pipetting attempt:
Hey everyone! This is my second post on making a solution from solid. After getting quite a lot of feedback on the previous video, I went back to the lab and re-shot it. This took a longer while and made me realise how many little mistakes you can’t see and how helpful the reviewers are in spotting them.
As I said, I re-shot the whole video using sodium carbonate instead of sodium hydroxide, as the latter one may confuse students (carbonate is a primary standard, while hydroxide is not!). I followed a similar protocol to make a 0.1000-molar solution of it, but I changed the way of transferring the solid to the flask. In the previous video, I transferred it directly from the boat. In this video, I transferred it to a beaker first, and then to the flask. I also added a bit about cleaning the balance and leaving it clean after using it and mentioned the purity of the solute. Again, as in the previous video, it is emphasised that one of the most important parts is to transfer the solid quantitatively – which basically means rinsing almost everything with deionised water. Summarising, this is a whole new video – quite different from the previous one. I hope I managed to include all the important details, there are definitely more of them in this than in the sodium hydroxide video.
After the feedback, I will hopefully move to post-production, in which I will add text (checklist for students and important parts to notice) and I’ll try to cut the video a bit, as the long parts tend to get boring. I will also add the opening of me saying: “Hey everyone, this video is about making a standard solution!” (this will go straight after the Edinburgh Uni intro).
I want to thank you all for your comments so far – they were invaluably helpful. Please share your thoughts on this video in terms of mistakes or what I can improve. Feedback on quality, procedure or anything else will be much appreciated and I’d definitely like to get any feedback on the quality of audio (and if my accent is understandable), as I find it the most difficult bit. Enjoy watching!
Hi again! While the titration video is waiting for the post-production, a new technique video is ready. This is preparing a solution from solid. Again, the first thing was to find good resources – these were Vogel’s Textbook of Quantitative Inorganic Analysis and the IUPAC Gold Book (standard solutions). I thought that despite that sodium hydroxide is not a primary standard, the main point is to teach the students how to prepare a solution from solid, and that sodium hydroxide would match the video on titration quite nicely. It is emphasised in the video that this is not a standard solution, and that it has to be standardised (titration with a secondary standard as titrant).
So the video is on making a 0.100 M NaOH aqueous solution. As for titration, the protocol was the first thing to do – I wrote down the procedure and the main points to remember. Generally, the main thing was to transfer the solid to the flask quantitatively, which basically means to rinse with deionised water everything that had contact with the solid. Work in the lab was quite smooth and didn’t cause trouble – especially that all the quality issues were solved in the titration video.
The video I’m sharing with you now is the first, rough version. It has the audio and I hope it’s easy to follow. Please note, that the video will be re-shot with sodium carbonate instead of hydroxide, as I want to avoid any confusion with regard to using NaOH for standard solutions. Sodium carbonate is a primary standard and hence will leave no doubts. However, I wanted to share this video anyway, as the procedure for Na2CO3 will be pretty much the same. So please tell me if you find any mistakes and I’ll avoid them in the second version – the one with carbonate. One doubt that I’ve had is whether gloves should be used. For 0.1-molar NaOH there is no need, but solid NaOH is a different story – is it dangerous enough to use gloves though? Of course, this question is easy for carbonate and for that video I won’t be using gloves.
So yeah, please let me know what you think. As I said, the solid will be replaced with sodium carbonate but this won’t change the procedure much. Enjoy watching!
It is a very important part of developing any project to receive feedback on what others – especially those involved – think about it. So, apart from all the feedback we get for our videos, we also want to make sure the overall project is top notch – that’s what we aim for. And of course, we value the opinions from everyone – teachers, academic staff and the people of YouTube and WordPress, who found out about the project (or those who just procrastinate before exams 😉 ). But if you think about it – the most important group of people – those who will have to learn something valuable from the videos and get the most of the project – are STUDENTS. So we invited some to our Uni…
On Thursday, May 26, a group of five high school students came to have a look at what being a Chemistry student feels like. So we prepared an activity similar to the one that first year students will do. They were going to carry out a titration of HCl with NaOH – the one I did in my titration video.
Firstly, the students prepared a 0.100-molar solution of NaOH, which then they used as titrant. We showed them the video and asked them to write down the major points to remember when preparing and carrying out the titration. Then, while doing the actual titration, they were asked to have an eye on each other. After finishing and doing the calculations, they watched the video again, to check if they did everything correctly. They shared their observations and filled a little survey about the project that we had given them.
The survey included a question about the video, whether they enjoyed the activity, what was easy and hard about it. It turned out the students really did like it and thought it was a good idea to develop such a project. They pointed out poor quality of the video, which then was improved (version 2 is the improved one). Unanimously, did they wrote that making and following the checklist made it easier to carry out the titration.
To conclude, the students gave us some really good feedback on the project. Will it work in practice for the first year students at University? Hell yeah!
Hello everyone! This is my second post on titration, in which you can see the latest version of the video. First, let me remind you briefly what I did last week. I found reliable sources on this technique. Those were the Vogel’s Textbook of Quantitative Inorganic Analysis and Polish National Chemistry Olympiad, which covered both theoretical and practical aspects, respectively. Then I wrote a protocol with the main points that I wanted to include in my video. This was really helpful in organising work in the lab. I made the first video, which I shared with you a week ago. All that is included in my first post.
The key word for this week of my internship was quality. I was working on improving the video. I basically re-shot all of it a few times, with different camcorders and settings to obtain the best quality. It took a while, but as it is the first video, finding the best device was a crucial task. I think I’ve overcome the technical difficulties quite well and I’m sharing with you the latest version of the video. It has the audio now, and it’s more or less the version I aim for in the end.
So, how does this version differ from the previous one? Very much. Apart from the previously mentioned audio and text, I added the opening, changed the way of showing the apparatus from photos to the camera slowly panning across it. I also improved the overall quality (I hope!).
I want to thank you all for your comments on the previous video – they were invaluably helpful. Again, I need your help with this one – please share your thoughts on this video in terms of mistakes or what I can improve. Feedback on quality, procedure or anything else will be much appreciated. Enjoy watching!