There are a lot more ways to reveal a fingerprint than the black powder you see on TV.In this second part of our forensic chemistry series with Nicki Stewart, we explore the surprising chemistry behind fingerprints. From powders and iodine vapor to super glue fumes and chemical reactions, we break down how forensic scientists reveal invisible fingerprints—and why choosing the right method depends entirely on the surface, the chemistry, and the evidence they’re trying to preserve.

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• 0:00 – What are fingerprints, really?
• 5:30 – What’s actually left behind when you touch something?
• 9:20 – The two main categories of fingerprint detection
• 14:00 – How fingerprint powder actually works
• 18:40 – Iodine fuming and why fingerprints disappear again
• 25:25 – Revealing fingerprints on sticky tape
• 29:40 – Ninhydrin and the chemistry behind purple fingerprints
• 35:05 – The surprising science of super glue fuming
• 42:20 – Why collecting fingerprints is much harder than TV makes it look
• 46:10 – Jam’s biggest takeaways from fingerprint chemistry

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What does it mean to teach chemistry like a scientist? In this BCCE Community Conversation preview, Melissa talks with chemistry education researcher Ellen Yezierski about scholarly teaching: making evidence-guided decisions about how we teach and how students learn. They discuss why content knowledge alone isn’t enough, how educators can improve their teaching without becoming full-time researchers, and why some of the best chemistry teaching ideas come from asking better questions about learning.

Important Links

• bcce.divched.org/2026
• YouTube.com/@chemforyourlife
• chemforyourlife.com

Time Stamps

0:00 – Why Melissa loves BCCE and chemistry education 2:50 – Meet Ellen Yezierski and the idea of scholarly teaching 4:00 – Moving beyond intuition and using evidence to improve teaching 6:35 – What chemistry educators can learn from cognitive science and education research 8:30 – The biggest challenge: finding time to improve your teaching 11:00 – Why conferences and community matter for innovation 13:45 – Barriers to evidence-based teaching and the risk of changing what’s familiar 16:20 – Applying the same scientific scrutiny to old teaching methods 19:40 – A practical first step toward scholarly teaching 21:00 – Finding useful teaching research without getting overwhelmed 25:20 – Meet the panelists and the ideas they’ll bring to BCCE 29:10 – How the Community Conversation will work 32:35 – Why good teachers are made, not born 34:00 – Filling your teaching cup back up at BCCE

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#061

Be honest. Have you ever glued yourself with super glue? Everyone should accidentally make that mistake at least once, so you can literally feel the impressive stickiness of super glue. Well today, you can learn about the chemistry within super glue, without putting any fingers or other body parts at risk! Let's do this.

References from this episode

1. Introduction to Polymers R.J. Young and P. A. Lovell
2. http://www.chm.bris.ac.uk/motm/superglue/superglueh.htm
3. https://www.chemistryworld.com/podcasts/cyanoacrylate/6261.article
4. https://pubsapp.acs.org/cen/whatstuff/86/8624sci5.html
5. https://www.acs.org/content/dam/acsorg/education/students/highschool/chemistryclubs/March_ChemClubCal.pdf
6. https://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/articlesbytopic/bonding/chemmatters-dec2006-glue.pdf

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AI is everywhere in education right now, but is that the only technology chemistry educators should be thinking about?

In this bonus BCCE preview episode, Melissa talks with Resa Kelly about technology in chemistry education, from visualizations and videos to flipped classrooms and AI. What do we actually want students to be able to do in a technology-rich world? How should that shape our teaching? And how can educators stay curious without feeling pressured to adopt every new tool that comes along?

Important Links

• bcce.divched.org/2026
• YouTube.com/@chemforyourlife
• chemforyourlife.com

Time Stamps

• 0:00 – Introducing the Community Conversation on technology
• 1:11 – Resa Kelly’s journey into chemistry education research
• 2:20 – How visualizations and animations help students learn chemistry
• 3:31 – Why this conversation is about more than just AI
• 5:50 – Technology already shaping chemistry classrooms
• 7:20 – Staying curious even if you’re skeptical of new technology
• 9:10 – Time constraints and practical barriers for teachers
• 10:00 – Creative ways educators are using AI
• 14:15 – Teaching students to evaluate trustworthy information
• 17:13 – The central question: What should students be able to do in a technology-rich environment?
• 18:20 – Is technology helping students learn or just complete tasks?
• 19:00 – If AI gives answers, what are we really teaching?
• 24:00 – Why these conversations matter beyond BCCE
• 28:15 – Assumptions, AI, and trusting students
• 30:05 – Final thoughts and invitation to the conference conversation

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CSI makes forensic science look fast, easy, and almost magical. But how much of that is actually true?This week we’re joined by forensic chemist and graduate student Nicki Stewart to answer your questions about forensic science. We talk about crime shows, fingerprints, toxicology, illicit drugs, and what really happens inside a forensic laboratory. Plus, Nicki shares what surprised her most when she worked in a real crime lab and why forensic science is often much slower (and more complicated) than TV would have you believe.

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Time Stamps

• 0:00 – Do crime shows get forensics right?
• 1:20 – Nicki’s background in forensic chemistry and toxicology
• 6:15 – From forensic chemistry to chemistry education
• 9:10 – The “CSI Effect” and common TV misconceptions
• 12:30 – Breaking Bad, Project Hail Mary, and science accuracy in entertainment
• 14:10 – Transitioning from clinical chemistry to forensic chemistry
• 17:40 – The biggest misconceptions about forensic work
• 20:20 – Forensic chemistry vs. forensic biology
• 22:05 – How fingerprints actually form
• 26:35 – Can fingerprints be removed?
• 26:55 – How forensic labs identify illicit drugs
• 31:10 – Which shows portray science most accurately?
• 33:00 – What’s coming in our next forensic chemistry episode

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References from the Episode:

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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What happens when the world’s largest gathering of chemistry educators decides to try something new? This summer we’re partnering with the Biennial Conference on Chemical Education (BCCE) for a special series of Monday episodes. In this kickoff conversation, Melissa sits down with conference organizers to talk about the vision behind this year’s event, why community conversations are replacing traditional keynotes, and how chemistry educators are thinking about the future of teaching and learning. Whether you’re attending BCCE or just curious about how people learn chemistry, this episode offers a behind-the-scenes look at one of the biggest conversations happening in chemistry education today.

Important Links

• bcce.divched.org/2026
• YouTube.com/@chemforyourlife
• chemforyourlife.com

Time Stamps

0:00 – Introducing our BCCE summer series 2:00 – Why Melissa loves BCCE 4:50 – Meet Ariel Vaughn and Ginger Schultz 7:00 – What are Community Conversations? 8:20 – Replacing keynote speakers with interactive discussions 9:00 – How the conversation topics were selected 13:40 – Empowering the community to shape the conference 14:40 – Previewing this year’s Community Conversation topics 16:00 – Neurodiversity, equity, and communities of practice 19:50 – Why community matters in chemistry education 25:20 – Meet BCCE General Chair Sam Pazicni 28:30 – The vision behind this year’s conference 29:00 – “Reflecting Back and Marching Forward” explained 32:30 – The six conference contexts and Community Conversations 37:20 – Who should attend BCCE? 39:00 – Tips for first-time conference attendees 41:00 – Remote attendance and recorded sessions 45:20 – Planning your schedule with the conference app 50:40 – What to wear and what to pack 57:30 – Madison food recommendations and cheese curds 1:03:50 – Special events, parking tips, and final advice 1:08:20 – Final BCCE details and registration information

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How can the same element make both pencil lead and diamonds? This week we wrap up our pencil chemistry mini-series by answering a surprisingly tricky question: how do erasers actually erase? Then we dive into one of chemistry’s coolest ideas. Graphite and diamond are both made entirely of carbon, but one is soft enough to write with and the other is the hardest natural material we know. What changed? The answer reveals something remarkable about chemistry, structure, and the hidden world of atoms.

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0:00 – Intro: diamonds, carbon, and the hardest natural material 2:25 – How erasers actually erase pencil marks 6:50 – Why erasers get old, crumbly, and less effective 9:50 – Graphite vs. diamond: same element, completely different materials 13:50 – Why diamonds are so hard (and why they sparkle) 15:30 – Allotropes: how carbon can become radically different substances 17:00 – Melissa’s carbon epiphany: appreciating chemistry in a new way 20:20 – Things we didn’t appreciate until later in life (birds, coffee, and more) 25:20 – Father’s Day advice for dads and families 31:50 – Wrap-up + your carbon questions

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References from the Episode:

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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#158 Rebroadcast

Gemstones come in all sorts of colors, but how do they get them? Are different stones super different at the molecular level? How do these different colors happen naturally? And how can those colors be replicated in lab-made gemstones? Let's get into it.

References from this episode

1. https://www.acs.org/education/students/highschool/chemistryclubs/activities/jewelry-science.html

• Ciara Linville
• J0HNTR0Y
• Jeannette Napoleon
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• Letila
• Katrina Barnum-Huckins
• Suzanne Phillips
• Nelly Silva
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• Lyn Stubblefield
• Jacob Taber
• Brian Kimball
• Emerson Woodhall
• Kristina Gotfredsen
• Timothy Parker
• Steven Boyles
• Chris Skupien
• Chelsea B
• Bri McAllister
• Avishai Barnoy
• Hunter Reardon

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