Chemistry For Your Life

#044 Rebroadcast

You know what we're talking about. That spectacular fizzy geyser. This week, Melissa and Jam explore what makes diet coke and mentos go crazy together. Is it love? Is it hate? Is it chemistry? Why diet coke specifically? Or more importantly, why mentos? Let's get into it.

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References from this episode

1. Diet Coke and Mentos: What is really behind this physical reaction? - American Journal of Physics 76, 551 (2008)


2. Diet Coke and Mentos: What is really behind this physical reaction? - Tonya Coffey


3. Spurting Science: Erupting Diet Coke with Mentos - Scientific American - Science Buddies

Thanks to our monthly supporters

Sara Hull

Dog Day Dan

Bri .

Summer Alden

Amanda Raymond

Kyle McCray

Justine

Ash

Vince W

Julie S.

Heather Ragusa

Autoclave

Dorien VD

Scott Beyer

Jessie Reder

J0HNTR0Y

Cullyn R

Erica Bee

Elizabeth P

Rachel Reina

Letila

Katrina Barnum-Huckins

Suzanne Phillips

Venus Rebholz

Jacob Taber

Brian Kimball

Kristina Gotfredsen

Timothy Parker

Steven Boyles

Chris Skupien

Chelsea B

Avishai Barnoy

Hunter Reardon

Check out our website at chemforyourlife.com

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#135 Rebroadcast

Well guess what, Melissa is a PhD Doctor now! And you know what that means? She gets to tell us more details about the research she did to get her PhD. Listen to hear what Melissa found as she dove deep into the question "Why do people hate organic chemistry?" for the past few years.

References from this episode

1. National Research Council, (2012), Discipline-based education research: Understanding and improving learning in undergraduate science and engineering, The National Academies Press.


2. Graulich N., (2015), The tip of the iceberg in organic chemistry classes: How do students deal with the invisible? Chem. Educ. Res. Pract., 16(1), 9–21.


3. Xu X. and Lewis J. E., (2011), Refinement of a chemistry attitude measure for college students. J. Chem. Educ., 88(5), 561–568.


4. Gibbons R. E. and Raker J. R., (2019), Self-beliefs in organic chemistry: Evaluation of a reciprocal causation, cross-lagged model. J. Res. Sci. Teach., 56(5), 598–618.

Support this podcast on Patreon

Buy Podcast Merch and Apparel

Check out our website at chemforyourlife.com

Watch our episodes on YouTube

Find us on Instagram, Twitter, and Facebook @ChemForYourLife

Thanks to our monthly supporters

Sara Hull

Dog Day Dan

Bri .

Summer Alden

Amanda Raymond

Kyle McCray

Justine

Ash

Vince W

Julie S.

Heather Ragusa

Autoclave

Dorien VD

Scott Beyer

Jessie Reder

J0HNTR0Y

Cullyn R

Erica Bee

Elizabeth P

Rachel Reina

Letila

Katrina Barnum-Huckins

Suzanne Phillips

Venus Rebholz

Jacob Taber

Brian Kimball

Kristina Gotfredsen

Timothy Parker

Steven Boyles

Chris Skupien

Chelsea B

Avishai Barnoy

Hunter Reardon

Support this podcast on Patreon

Buy Podcast Merch and Apparel

Check out our website at chemforyourlife.com

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Find us on Instagram, Twitter, and Facebook @ChemForYourLife

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What if the biggest challenge in chemistry education isn’t helping students survive—but helping them thrive? In this final bonus episode of our BCCE Community Conversation series, Melissa talks with Dr. Leyte Winfield about creating learning environments where students feel like they belong. They discuss moving beyond “weed-out” culture, designing courses that maintain high standards while expanding opportunity, and why the future of chemistry depends on empowering talented students rather than simply filtering them out. It’s a fitting conclusion to a series all about rethinking how we teach and learn chemistry.

Important Links

• Submit a Question for Community Conversations


• bcce.divched.org/2026


• YouTube.com/@chemforyourlife


• chemforyourlife.com

Timestamps

• 0:00 – Introducing the final BCCE Community Conversation


• 2:40 – Meet Leyte Winfield and the vision behind “Shifting the Equilibrium”


• 4:25 – From “weed out” culture to empowering student success


• 9:30 – Success-oriented vs. deficit-oriented teaching


• 13:30 – Practical ways to help students thrive without lowering standards


• 16:00 – Open deadlines, accountability, and lessons from COVID


• 18:40 – Connecting chemistry to students’ everyday lives


• 20:00 – Why organic chemistry shouldn’t be about memorization


• 22:20 – Rethinking mentoring and preparing the next generation of chemists


• 27:40 – Wrapping up the BCCE series and looking ahead

Support this podcast on Patreon 

Buy Podcast Merch and Apparel

Check out our website at chemforyourlife.com

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#028

This week, Melissa and Jam travel even further down the rabbit hole of hair chemistry. How does our hair get damaged? How do we curl, straighten, and perm our hair? What's going on there at the molecular level? Let's find out!

References from this episode

1. Biochemistry, Edition 4 - Garret and Grisham


2. Making waves: The chemistry of hair perms - Christine Herman, Chemistry & Engineering News


3. How Did the 80s Get Hair So Big? - American Chemical Society


4. The Chemistry of Hair - C. S. Whewell, Ph.D., F.R.I.C., F.T.I.


5. The Science of Curls - Leidamarie Tirado-Lee

Check out our website at chemforyourlife.com

Watch our episodes on YouTube

Find us on Instagram, Twitter, and Facebook @ChemForYourLife

Thanks to our monthly supporters

Sara Hull

Dog Day Dan

Bri .

Summer Alden

Amanda Raymond

Kyle McCray

Justine

Ash

Vince W

Julie S.

Heather Ragusa

Autoclave

Dorien VD

Scott Beyer

Jessie Reder

J0HNTR0Y

Cullyn R

Erica Bee

Elizabeth P

Rachel Reina

Letila

Katrina Barnum-Huckins

Suzanne Phillips

Venus Rebholz

Jacob Taber

Brian Kimball

Kristina Gotfredsen

Timothy Parker

Steven Boyles

Chris Skupien

Chelsea B

Avishai Barnoy

Hunter Reardon

Check out our website at chemforyourlife.com

Watch our episodes on YouTube

Find us on Instagram, Twitter, and Facebook @ChemForYourLife

Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

How do we build chemistry classrooms where more students can thrive? In this bonus BCCE Community Conversation preview, Melissa talks with Matt Mio about neurodiversity in chemistry education. They discuss why every student experiences learning differently, how understanding those differences can make us better teachers and colleagues, and why creating more accessible learning environments benefits far more people than we might expect. It’s a thoughtful conversation about curiosity, empathy, and what it means to teach the whole student.

Important Links

• Submit a Question for Community Conversations


• bcce.divched.org/2026


• YouTube.com/@chemforyourlife


• chemforyourlife.com

Timestamps

• 0:00 – Introducing the Community Conversation on neurodiversity


• 2:40 – Meet Matt Mio and why this topic matters to him


• 6:10 – What the BCCE session will explore: students and faculty


• 11:00 – Why more educators are thinking differently about neurodiversity


• 14:00 – Melissa’s ADHD journey and designing courses that help everyone


• 18:30 – Questions to bring back to your own teaching community


• 19:10 – Universal Design for Learning and meeting students where they are


• 24:00 – Why awareness is the best place to start


• 25:30 – ADHD “superpowers” and different ways of thinking


• 28:00 – Looking ahead to the Community Conversation at BCCE

Support this podcast on Patreon 

Buy Podcast Merch and Apparel

Check out our website at chemforyourlife.com

Watch our episodes on YouTube

Find us on Instagram, Twitter, and Facebook @ChemForYourLife

Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.