Since I’m woefully behind in posting on my own blog, I’m grateful to Sarah over at a Schooner of Science who wrote up an interesting article on the Chemistry of Kissing.  I was meaning to write something on this topic for a while, actually, since there was an interesting symposium at the AAAS Meeting in February on the Science of Kissing.  They covered several aspects, including the “genetic sampling” theory described by Sarah, below.  Another researcher at that conference did fMRI scans on people who were in love.  You can hear the Science podcast on that interview here. And a detailed report of the AAAS symposium with all sorts of juicy theories about why we like to smack lips here.

Read more of Sarah’s (aka Captain Skellett’s) posts on her main blog at A Schooner of Science.

Here’s her post:

In the words of Henry Finck, “is not a kiss the very autograph of love?” Well, some kisses are better than others Frinck, and it can be hard to tell who’s gonna be good and who’s not. The one who seems perfect on paper can be absolutely shocking in the lips department, while the bad-for-you going-nowhere person can make you weak at the knees after a mere second of lip action. Why the difference?

If you think about it in terms of biological selection, a kiss is a pretty important thing. I consider it a selection factor, cos sure as hell wouldn’t stay with someone who was a crap kisser, and I bet you wouldn’t either. Now, within my friendship group there’s been quite a bit of cross-dating (or whatever the term is) over the years, and I can tell you that the people I think kiss great do not always get the same ruling from my friends. Some couples have chemistry, and some just don’t.

WHY? What are we tasting on their lips? What in a kiss is so important that it is given a make-or-break status in choosing a mate?

The best theory around is that a kiss gives you information (though taste and smell) about the other persons immune system on a genetic level, in particular the MHC complex. Let me tell you the story.

In the dark and murky depths of chromosome six lies a section of some four million nucleotides, genetic material that encode for MHC’s – major histocompatibility complexes. Histocompatibility being a historical term, as it was first identified as determining which blood type you have – A, B, AB or O. The section of DNA on chromosome six encodes for a whole bunch of different MHC molecules, and the alleles are codominantly expressed – meaning you make both the maternal and paternal products.

mhc-1-1

Behold MHC molecules, there be the peptide binding cleft and there the transmembrane region that acts like an anchor, yarr!

MHC Class 1 molecules are expressed constitutively in all nucleated cells, while Class 2 molecules are expressed only in special antigen-presenting cells of the immune system, like dendritic cell, macrophages and B cells. There’s also Class 3 products that are secreted instead of membrane-bound, but enough blah-blah, on with the story!

mhc-1-2

mhc-1-3

Your body can be a bad neighborhood, so police natural killer cells and other members of the immune system drive by frequently to check the ID of your cells, to see if they are terrorists infected or cancerous. If an MHC protein is visible and is only expressing self-proteins, the cell can live another day.

mch-2-1

Now let’s say a cell gets infected by a virus, which pokes in some genes of its own so it can hijack our replicative machinery, much like a pirate commandeers a ship to make booty.

mch-2-2

Virus oh noes ensue.

mhc-2-3

mhc-3-1

Caught red-handed holding non-self proteins, the cell is told to kill itself quietly (apoptosis), or is ruthlessly killed by the immune system in a dramatic action sequence worthy of Schwarzenegger.

Of course, it’s a little more complicated than this. Instead of just two MHC’s on your surface, you have heaps (it took too long to draw!) The MHC region of the genome is extremely polymorphic, and the goal is to have as many different versions of MHC possible, both in your own DNA and across the species. The more variety there is, the more likely someone out there will have what they need to survive HIV or H1N1 or any of the other freaky viruses that get us worried now and then.

So what would happen if your parents ignored the signs given to them by the almighty kiss, and you don’t have much variety in your MHC’s.

mhc-3-2

mhc-3-3

The virus slips past the immune system like a ninja, will replicate and spread, and you’ll get sicklier.

So when we kiss someone, we’re really just saying “Hey, how’s your MHC compared to mine? Ooh… you taste different… MAN our kids will have kick-ass immune systems!” Opposites certainly attract in this case.

How did they discover this? They got men to work out, and then asked women to smell their sweaty shirts and pick which one smelled better, and then they ran genetic tests. Women were more likely to dig the stink of a guy whose MHC was very different to her own.

It’s interesting to note that women on the pill are more likely to choose the WRONG PERSON in these tests, possibly because their body thinks it’s pregnant and it’s a bit late to go choosing a mate based on genetics. This could be a contributing factor to divorce – people hook up when the woman is on the pill, they get married, she stops taking it to become pregnant, and suddenly they lose their chemistry. Something to keep in mind.

So go out there and kiss! Sample the MHC molecules around you, and run your own genetic screening! Albert Einstein himself said “any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.”

I am a science education and communications consultant -- view my website for my full range of services.



This is so charming I can’t stand it.  You get the periodic table, and on each element, you can click to get a video with a little experiment on that element, performed by a guy with a cute British accent.  Check it out — The Periodic Table of Videos.

Here is their YouTube channel.

Here’s Gallium (the Gallium “Beating Heart” experiment).

And Rubidium (certainly he doesn’t really wear his hair that way all the time!).  They sure know how to keep you watching to wait for the hammer to fall, so to speak!

I am a science education and communications consultant -- view my website for my full range of services.



Here is a very nice review (from a teacher’s listserv I’m on) about what sounds like a great book for the chemistry teacher:

A good book about Chemistry for the middle school and high school:  “A Demo a Day, A Year of Chemical Demonstrations”, by Gross, Bilash and Koob.  It has “Separating Metallic Iron from Cereal”, the simplest form of which is to put iron-fortified cereal in a plastic bag with a magnet and shake.  “Many cereal companies add fine powdered iron to their cereals as the U.S.RDA for iron.  Most people assume that cereals are fortified with a soluble ionic form of iron and not iron in its elemental form.  Once ingested, the iron will react with the acid in one’s digestive tract to form iron ions which in turn may be absorbed into the body.”

“Potato Candle” describes how to make a candle using a cylinder of potato as the candle wax and a Brazil nut for the wick.  It is designed to show the importance of observation, while grabbing the students’ attention.  The teacher who wrote this demo was big on showmanship;  after simply telling the students that they are observing a candle, he turns out the lights and asks them to write their observations.  He blows out the candle before it burns out and asks them to read their work aloud.  “Someone will see the wax melting, the braided wick, the carbon dioxide and water vapor coming off.  Remind them about observation and interpretation and how they might have to change their conclusions on the basis of new evidence.”

“If you have timed this correctly, there will only be about one minute left in the period.  Now eat the candle and walk out of the room – never tell them what it was!!!  This will convince your classes that you are an eccentric.  There is a lot to be said for this.”

There’s good variety in this book, so you might like to look at it.

I notice that there are similar books of demonstrations for the physical sciences, biological sciences, etc.  But they appear to be out of print! If anyone knows a good source for these, please post it!  Flinn Scientific appears to carry it (and here’s the Physical Science book).

I am a science education and communications consultant -- view my website for my full range of services.



A free workshop for educators on December 9th from the National Science Digital Library:

This Web Seminar will focus on dynamic online resources you can use to teach your students about the chemistry of water through the NSDL Chemical Education Digital Library. Join presenters Dr. John Moore, W. T. Lippincott Professor and director of the Institute for Chemical Education, and Dr. Lynn Diener, Assistant Professor, Mount Mary College in Milawaukee, Wisconsin and guests Jon Holmes, Editor of Journal of Chemical Education Online and Dr. James Skinner, Chemistry Professor at the University of Wisconsin-Madison for this seminar for educators of grades 9-12.

Register for this free seminar


Learn more about NSDL NSTA Web Seminars

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Hey hey, I’ve got a twofer in the current issue of the Physics Teacher!  One is my article on the chemistry behind the saltwater battery. The other is an article on blogs that physics teachers can use.  I’ll post the full blog article (the published one was cut quite heavily) a little later!circuit_th

Here’s the crux of the saltwater activity:  When you connect cups filled with salty water together, you can make a current strong enough to ring a buzzer or light an LED.  Neat!  This article explains the electrochemistry behind this popular activity so that physics teachers can know enough chemistry to understand a lot of the weird behavior that they see.  I’m a physicist, so I don’t know much chemistry.  So this paper is kind of neat in that it’s a joint venture between myself and my dad, retired physical chemist Dennis Chasteen.  My mentor Paul Doherty is also a co-author.

The construction of the cell is largely borrowed from the Exploratorium’s Square Wheels book (thanks to master tinkerer Don Rathjen!)

You can download a PDF of the article here.

Here are some supporting materials on my mentor and coauthor (Paul Doherty’s) website.

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One of the NSDL blogs — Exemplary Resources for Middle School Math and Science — just posted a very nice list of several places you can find information on science & sports for use in your classroom:

These resources take an in-depth look at how chemistry and technology have had a huge impact on all kinds of sports – from golf to paintball and in addition, follow the theme of this year’s National Chemistry Week (October 19-25, 2008) – Having a Ball with Chemistry!

Chemistry: Making It Real
The resources selected for this publication from the NSDL Middle School Portal will help your students understand chemistry at work, using examples that will spark their interest. A basic understanding of chemistry concepts and terminology will prepare them for more abstract studies in chemistry in their high school years and beyond.

Sport Science
The Exploratorium explains the science behind cycling, skateboarding, surfing, hockey, and baseball. Articles, interviews, interactive simulations, video clips, and activities for students provide an in-depth look at all these sports.

Golf Balls
Since the late 1800s, chemists have been called on to find ways to produce lighter, faster, and durable golf balls. This site traces the chemistry that has transformed the ball and promises to create a ball that will “soar like a cruise missile, hit the ground at a very shallow angle, and roll for up to 40 yards on hard ground.”

Artificial Snow
Towns that depend on skiing for their income watch the skies for signs of snow. If it doesn’t come in sufficient amounts, they can call on companies that make snow. Sometimes snow is needed on movie sets or other indoor sites. Various methods of making snow for different purposes are described here.

Paintball: Chemistry Hits Its Mark
The first paintballs were fired by foresters and ranchers to mark trees and cattle. In the 1980s, someone got the idea that it would be more fun to fire paintballs at people than at trees and cows. Thus the sport of paintball was born. In this article from ChemMatters, learn how the one billion paintballs manufactured each year are a product of chemistry and engineering.

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There’s always a lot to learn when you start teaching.  But this new teacher’s story was particularly striking to me.  When she just started teaching, she was fresh out of the Peace Corps in West Africa, and this left her little prepared to teach chemistry in a portable classroom with, among other things, no proper way to store lab chemicals.  Listen to this new teacher’s story (“Huh?”) in the latest episode of my Science Teaching Tips podcast.

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A teacher asked for a good experiment to show 8th graders that gas has mass.  “We have used balloons in the past,” she says, “but some of the kids still don’t make the connection.”

Paul Doherty replied:

I like to get a big weather balloon from a surplus store , inflate it until it is 1 meter in diameter or a little more and then a second balloon that is deflated.

Have a kid stand and throw the empty balloon at the back of their head…they feel almost no force.

Then throw the full one. It packs a noticeable punch due to the mass of moving air. the mass approaches a kilogram.

Of course you cannot weigh it using a scale due to buoyancy. You can only feel the mass by accelerating it or decelerating it.

And Eric Muller added:

Get some dry ice. It is solid Carbon Dioxide and it has noticeable mass. Lots of stores around the bay area sell dry ice. Many Safeways, Albertsons, bait shops, liquor stores, ice distributors and welding supply companies carry dry ice.

Weigh (or Mass) a chunk of dry ice. Put the chunk in a plastic bag and tie it off. It will sublimate and turn into a gas. The bag will expand noticeable. A solid, 44gram chunk of dry ice (that’s the size of a couple of fingers) will expand to around 22.4 liters of gas.

Gas has mass!

Pressure Pumper

Pressure Pumper

Here’s a cheap little toy from Arbor Scientific that also shows that air has mass — pump air into a small bottle using the pressure pumper. Why does it increase in mass?

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soda_bubbles_macro.jpgHi everyone, I posted an episode to my podcast, Science Teaching Tips.

Click this link to check it out:
31. Carbon dioxide – Its a gas!

TI staff educator Eric Muller shows me how to carbonate my tongue. Blech!
More of Eric Muller’s activities: www.exo.net/~emuller

- Stephanie

I am a science education and communications consultant -- view my website for my full range of services.



Another episode of my podcast, Science Teaching Tips!

Ice Scream

TI staff educator Eric Muller demonstrates a “cool” thing to do with dry ice, and it even relates to the standards!
More of Eric Muller’s activities: www.exo.net/~emuller

I am a science education and communications consultant -- view my website for my full range of services.