Chemistry for Kids 2008 Handout-011008 - MDSC Pow Wowmdsc-powwow.org/2008/Chemistry/Chemistry for...

Mt. Diablo Silverado Council – Pow Wow 2008 (Jan. 19, 2008) – Chemistry for Kids Taught by Rand Mahoney & Greg Bowers

Chemistry for Kids

Mt. Diablo Silverado Council

Pow Wow 2008 (Jan. 19, 2008)

http://www.mrseiler.org/cartoons.html

Taught by Rand Mahoney, Assistant Scoutmaster and Chemist ([email protected])

And Greg Bowers (GBowers_99.comcast.net)

MDSC Pow Wow Website: http://www.mdsc-powwow.org/


EXPERIMENT #1: ELEPHANT TOOTHPASTE Materials 50 mL to 100 mL 30% hydrogen peroxide 10 mL saturated potassium iodide solution 10 mL liquid soap or dishwashing liquid food coloring 2 plastic garbage bags (large size) a graduated cylinder (500 mL or larger, glass is preferable to plastic) a pair of scissors a pair of safety goggles a pair of rubber gloves Use the recommended safety equipment and observe safe handling practices when working with 30% hydrogen peroxide. It is a strong oxidizer. Note: To prepare the saturated solution of potassium iodide, dissolve 100 g of potassium iodide in 70 mL of water. You can prepare this solution ahead of time and store it for future use. Procedure

Put on the safety goggles and gloves. Use the scissors to cut one of the garbage bags down one side and across the bottom. Open the bag and spread it over the demonstration area. Save the remaining bag for cleanup. Place the graduated cylinder on the open bag. Fill the cylinder to about ¼ full with 30% hydrogen peroxide. Add from 5 mL to 10 mL liquid soap or dishwashing liquid. Sprinkle some food coloring on the inside wall of the cylinder. Add 10 mL saturated potassium iodide solution. STAND BACK! In a few seconds a column of foam will rise out of the cylinder and overflow onto the open bag.

Cleanup Rinse the cylinder with water and set it aside to dry. Place the foam and open bag inside the remaining bag and discard. Explanation This activity demonstrates the decomposition of hydrogen peroxide catalyzed by potassium iodide. The rapid production of oxygen causes the mixture to foam, rise, and overflow the cylinder. The 2-step decomposition reaction is written as follows: a. H2O2(aq) + I -(aq) H2Ol + OI -(aq) (rate determining step) b. H2O2(aq) + OI -(aq) H2Ol + O2(g) + I -(aq) You can reveal the presence of oxygen in the foam by performing a glowing splint test. Place a glowing splint in the foam and it will relight, indicating that oxygen is present. Do not drop the splint into the cylinder. The brown color of the foam indicates that iodine is present. Iodine can stain clothing and skin, so avoid contact with the foam. This demonstration is a fun, attention-


getting way to introduce topics such as kinetics, rate laws, decomposition, oxidation/reduction, and gas production or limiting reagents. Materials for this activity are available in the Carolina Online Catalog, (http://www.carolina.com/) or phone 1-800-334-5551 to place an order. Product Catalog number 30% Hydrogen Peroxide, 100 mL 868146 Potassium Iodide, Crystalline, 125 g 883808 Comments This is the “commercial” version of this experiment. The idea is to produce a reaction that generates lots of gas. The generated gas, along with the liquid soap and water, will produce lots of foam (“toothpaste”). Hydrogen peroxide available in the drug store is only 3% (1/10th the strength), so it will only produce about 1/10th the amount of gas and foam. It is also possible to use baking soda and vinegar in place of hydrogen peroxide and potassium iodide but it will not produce as much gas and foam.

Kid-Friendly Version The children can safely do it on their own; the results are wonderful. Materials 16.9 oz empty plastic soda bottle (preferably with a narrow neck such as those made by Coca-Cola) 1/2 cup 20-volume hydrogen peroxide (20-volume is 6% solution, purchased from a beauty supply store) squirt of Dawn dish detergent 3-4 drops of food coloring 1 teaspoon yeast dissolved in ~2 tablespoons very warm water funnel foil cake pan with 2-inch sides lab goggles lab smock Experiment 1. At each student's place: cake pan, plastic bottle, Dawn in small cup, food coloring, funnel, goggles and smock, 1/2 cup peroxide, dissolved yeast mixture. 2. Stand up bottle in the center of the cake pan. Put funnel in opening. Add 3-4 drops of food coloring to the peroxide and pour the peroxide through the funnel into the bottle. Show a water molecule diagram and a peroxide molecule diagram, pointing to the extra oxygen that will be set free. 3. Add the Dawn detergent to the peroxide in the bottle. 4. Pour the yeast mixture into the bottle and quickly remove the funnel. 5. The students can touch the bottle to feel any changes that take place.


EXPERIMENT #2: BUILDING MOLECULES Hello Gumdrop Scientist!! You will learn about atoms, molecules, and chemical reactions. An atom is the smallest particle of an element that can exist either alone or in combination. Examples: oxygen, hydrogen, etc. It has protons (+) and neutrons in the center of the atom (nucleus), and electrons (-) in the outer part of the atom. A molecule is the smallest particle of a substance that retains the chemical and physical properties of the substance and is composed of two or more atoms. Examples: water (H2O). Atoms in a molecule are held together by chemical bonds. Chemical bonds can occur when 2 atoms share electrons. Chemical reactions occur when chemical bonds are broken and/or created. Let’s take a look at experiment #1 (elephant toothpaste). Hydrogen peroxide is broken apart with the help of the catalyst (a chemical that speeds up a chemical reaction, but is not consumed (used up)), in this case potassium iodide. After the chemical reaction, we end up with water (a liquid) and oxygen (a gas). Let’s make a molecule of hydrogen peroxide out of gum drops and toothpicks. The different colored gum drops represent the different atoms (hydrogen and oxygen) in the hydrogen peroxide molecule. The toothpicks represent the chemical bond between the atoms when 2 electrons are shared.


Hydrogen peroxide (H2O2 or HOOH) The oxygen is RED and the hydrogen is black

Water (H2O or HOH)

Oxygen (O2)

Note: 2 molecules of hydrogen peroxide will break down in to 2 molecules of water and 1 molecule of oxygen.


EXPERIMENT #3: ALKA-SELTZER / FILM CANISTER ROCKETS Description A small amount of water and a piece of an Alka-Seltzer® tablet are placed in a plastic film canister. The lid is quickly snapped on and the canister turned upside down. Within a few seconds the canister explodes with a loud pop, sending the bottom of the canister flying through the air. Items Needed

1. Empty plastic film canister (Fuji film canisters are best)

2. Alka-Seltzer tablet 3. Water 4. 2 or 4 oz plastic souffle dish

(launch base) Procedure An adult must be present.

1. Put a small amount of water (about ¼ full) into a film canister (clear Fuji film canisters work much better than Kodak canisters)

2. Put a small piece (about ¼ of a tablet) of an Alka-Seltzer tablet in the film canister. 3. Put the lid on, turn the canister upside down and STEP BACK!!!

Explanation Alka-Seltzer and other effervescent tablets contain sodium bicarbonate (NaHCO3) (baking soda), a base, and citric acid (C6H8O7), an acid. (They also contain acetylsalicylic acid (aspirin) as a pain reliever, but it is not involved in making the fizz.) In the solid tablet the acid and base do not react, but when placed in water the sodium bicarbonate reacts with the citric acid in an acid-base neutralization reaction. One of the products of the chemical reaction is carbon dioxide gas, which causes the fizz.

NaHCO3(aq) + C6H8O7(aq) NaC6H7O7(aq) + H2O(l) + CO2(g)

What would happen if... - you try adding more or less water? - you try adding more or less Alka-Seltzer®? - you try adding hot water or cold water? - you try adding vinegar in place of water? For more information http://www.coolscience.org/CoolScience/KidScientists/alkaseltzer.htm http://www.madphysics.com/ask/seltzer/ Want to try some cool experiments with Alka-Seltzer? http://www.alka-seltzer.com/as/experiment/student_experiment1.htm


EXPERIMENT #4: CHEMICAL MAGIC Some of the earliest recorded "magic" was actually nothing more than a few simple science experiments using chemistry. Just imagine how amazed your friends would be if you could change crystal clear water into grape juice... and then into lemonade. Shhhh! Don't tell anyone that it's not really grape juice or lemonade. It's chemical magic and the ingredients are in your kitchen. Method Easy Method: Use Red Cabbage Jiffy Juice from www.stevespanglerscience.com Just follow the directions on the Red Cabbage Jiffy Juice bottle to make a big pitcher of "indicator" solution. Stinky Method: Make Your Own Cabbage Juice 1. Put about 2 cups of cabbage in a blender, cover with boiling water, and blend. 2. Filter out the plant material to get the red-purple-bluish colored liquid. This liquid is at about pH 7. Materials This experiment will teach you how to make your own indicator using cabbage juice.The materials are different depending on the method you select. If you want to make your own indicator, you'll need a few leaves of red cabbage, a blender, a strainer, plastic cups, water and some household chemicals described in each section. Or... You can use a new product called Red Cabbage Jiffy Juice which is best described as a red cabbage concentrate that eliminates all of the mess and awful smell associated with making red cabbage indicator. Experiment Regardless of which method you used to make your "indicator" solution, try this... Set out three glasses, side by side against a white piece of paper. Fill each glass half full with cabbage juice. Since you know that vinegar is an example of an acid, add a little vinegar to the first glass of cabbage juice. Stir with a spoon and notice the color change to red, which indicates that vinegar is classified as an acid. In the second glass add a teaspoon of washing soda or laundry detergent. Notice how the liquid turns green which indicates this chemical is a base. Keep these two glasses of red and green liquid for future reference. Try adding your own "test" substances to a small amount of cabbage juice and note the color change to determine if something is an acid or a base. Examples: vinegar, baking soda (1 teaspoon to ¼ cup water), colorless soda (7-Up®), baking powder (1 teaspoon to ¼ cup water), Milk of Magnesia® liquid or antacid tablets (1 tablet per ¼ cup water), lemon or other fruit juice, aspirin (1 tablet per ¼ cup water), tap water, salt (1 teaspoon to ¼ cup water), all purpose cleaner, liquid soap, household ammonia or window cleaner with ammonia. How it works Some substances are classified as either an acid or a base. Think of acids and bases as opposites - acids and bases are on opposite sides of a teeter-totter. Scientists can tell if a substance is an acid or a base by means of an indicator. An indicator is typically a chemical that changes color if it comes in contact with an acid or a base. This experiment will teach you how to make your own indicator using cabbage juice. As you can see, the purple cabbage juice turns red when it is mixed with something acidic (an acid), or green when it mixes with something basic (a base). In the previous experiment, the vinegar was the


acid and the laundry detergent was the base. Remember that an acid is the opposite of a base. Red cabbage juice is considered to be an indicator because it shows us something about the chemical composition of other substances. This is just one of many indicators that are available to scientists. Some indicators start out colorless and turn blue or pink, for example, when they mix with a base. There are hundreds of different types of indicators available to scientists depending on the type of substance that they are testing. If there is no color change at all, the substance that you are testing is probably neutral, just like water. Use your cabbage juice indicator to test the acid or base properties of other common substances: Orange juice, lemonade, milk, salt, ammonia, or soap are some suggestions. You've heard about how acid rain is destroying the environment. Collect a sample of rain water and test its acidity using your cabbage indicator. Background Red cabbage contains a pigment called flavin (an anthocyanin). This water-soluble pigment is also found in red poppies, blue cornflowers, grapes, and apple skin. Depending on the pH of the fruit or plant the pigment will give a different color. This red cabbage pigment can be used to indicate pH. Acidic Neutral Basic

pH 2 4 6 8 10 12

Color Red Purple Violet Blue Blue-Green

Greenish Yellow

pH is a measure of the acidity or alkalinity of a solution. Acids will donate hydrogen ions in an aqueous solution and have a low pH (pH < 7). Bases accept hydrogen ions and have a high pH (pH > 7). A hydrogen ion is a hydrogen atom that has given up its only electron and consequently has a plus charge.

Notes *Another household item from which a pH indicator can be extracted is Ex-Lax. Phenolphthalein is a commonly used indicator available from most chemical supply companies in its concentrated form. A small concentration of phenolphthalein is used as a laxative in Ex-Lax. Dissolve Ex-Lax tablet in ethanol (alcohol) to extract and make the indicator.


EXPERIMENT #5: DISAPPEARING WATER Have you seen those TV commercials bragging about how a certain brand of diaper is better at keeping baby's bum dry? Find out the secret to the super-powered absorbancy with this activity. Description The internal contents of a disposable diaper are placed inside an opaque pitcher ahead of time. Water is then poured into the pitcher containing the absorbent pitcher. After about 30 seconds, the pitcher can be turned upside down and no water will spill out. Items needed

1. One disposable diaper (unused of course!) 2. Scissors 3. Pitcher (opaque so you can’t see in it) 4. Cup of water 5. Food coloring and 2 cups (optional)

Procedure

1. Cut the diaper in half and pull or shake internal contents (polymer) into the pitcher ahead of time (so the audience does not see it).

2. Slowly pour the cup of water into the pitcher containing the polymer. 3. Alternatively, “Cub Scout” water can be added.

a. Pour ½ cup of water into an “empty” glass of water already containing 1 drop of yellow food coloring. Yellow “Cub Scout” water is formed.

b. Next, pour ½ cup of water into a second “empty” glass of water already containing 1 drop of blue food coloring. Blue “Cub Scout” water is formed.

c. Each glass of “Cub Scout” water is poured into the pitcher containing the polymer.

4. Wait about 30 seconds, then turn pitcher upside down to show that no water pours out. Explanation The fibers or fluff from the diaper are from plants. The water molecules are attracted to and fill the pores (empty spaces) of the fiber, very much like a kitchen sponge. The tiny crystals or powder are forms of a chemical called polysodium acrylate. These absorbent particles form a bond with the molecules to create a solid gel. Sodium polyacrylate powder is a super absorbent polymer. A polymer, meaning that it consists of chains of identical units, known as monomers.

- CH2-CH(COONa) - (monomer)

- CH2-CH(COONa) - CH2-CH(COONa) - CH2-CH(COONa) – (polymer) (made up of typically thousands of monomers)

When water is added to the white crystalline polymer, they absorb many times their size and a polymeric gel forms. In the absorbing process, the gel that forms will swell a lot. Something else to try:


Once you have formed a solid gel inside the bag with the chemical powder and water, add a few pinches of salt into the bag, seal it and mix the salt into the gel. What happens? Why do you think that is? For more information http://www.sciencealive.ca/diaperdissection.html From: http://www.sciencealive.ca/diaperdissection.html


EXPERIMENT #6: SLIME Two clear liquids are combined and stirred. Within seconds, a gelatinous blob forms, and coalesces on the stirring stick. After a few minutes, the entire liquid has turned to ... SLIME! This is what happens when a solution of Polyvinyl Alcohol (PVA) and a solution of Sodium Metaborate (Borax) are mixed together. Polyvinyl Alcohol is a repeating chain or polymer of the Vinyl Alcohol unit:

When the PVA is dissolved in water, the vinyl alcohol units link up to form chains of about 2,000 units! This results in a thick, syrupy appearance to the solution. When borax is added to the PVA solution, the chains of PVA cross - link to form a viscoelastic gel. The cross linking is weak, so the links continually form and break under the weight of the gel, or with handling. Leave a ball of the slime on a flat surface, and it slowly flattens out as the molecular chains slide over each other, rearrange themselves and reconnect. But if you pull suddenly on the material, it snaps. Making slime is a great project for science clubs or groups. PREPARATION Both the PVA and the borax are sold as dry powders. Both need to be dissolved in water to make separate solutions. Use 40g of PVA for each liter of water, and 5g of borax per 100ml of water. This is enough for 20 people. The PVA is the more difficult of the two to dissolve. If you have a magnetic stirrer/hot plate, you can simply heat the water to about 90°C (190°F), start the stir bar, and sprinkle in the powder. If you don't have this luxury, don't attempt to mix the powder manually - it will take forever! Instead, do what I do. I use a crock pot! This is a great tool for the purpose, because at the "low" setting it keeps liquids just below boiling temperature. Simply sprinkle in the PVA powder, stir, and cover. Stir again in a half hour, and every half hour or so thereafter until the powder is dissolved. I've left the PVA cooking overnight without stirring, and no harm has been done. When the PVA is completely dissolved, there will be no evidence of particles in the water. The particles are clear, so check for them under bright light. Ladle the solution into a labeled storage bottle for later use. To mix the borax solution, dissolve the borax in warm distilled water. Allow to cool, and transfer to a labeled storage bottle. DOING THE EXPERIMENT If you are doing a classroom demonstration, things go smoothly if the solutions are distributed in the following manner. Beforehand, pour 50ml of PVA solution into the required number of Solo(tm) plastic soufflé cups and cover with the plastic lid. Get a cup of the borax solution and a dropper. Determine how many dropperfulls are required to dispense 5ml. Distribute the PVA in the sealed cups, and instruct the students to open carefully. Distribute wooden stir sticks at the same time. Allow students to decide whether they would like to color their slime with food


coloring. Distribute two drops of the food coloring into each student's PVA. Have them stir the color slowly (to avoid splashing) with the stick. As they are stirring in the color, dispense the borax into the student's PVA, and have them continue to stir. When gelation has taken place, they can close the lid and shake the cup to gel the PVA on the lid of the cup. The students can take their slime home in the sealed cup. They should be told that the slime will keep for weeks in the refrigerator, but may become moldy after a week or so if left out. The slime will wash out of most clothing with detergent and warm water, but care should be taken to avoid the need to do so. The stirring sticks can be discarded in a waste receptacle.


EXPERIMENT #7: MYSTERY PUTTY Materials Needed * Elmer's White School Glue. (Notes: (1) A student and Lab Assistant of mine, Jessica Dice, discovered that different "glue's" produced different "putty's". In her opinion the best results were obtained with Elmer's White School Glue. (2) I have been told that in Austrailia this product is called "Aquadhere".) * Sta-FloTM concentrated liquid starch. Demonstration Start with about 30 mL (2 tablespoons) of Elmer's glue in a beaker. If "pretty" putty is desired add a few drops of food coloring at this time. Add Sta-Flo liquid starch a few drops at a time with constant stirring. Continue adding the starch until putty no longer sticks to the sides of the beaker. Now, before touching the putty, coat your hands with some liquid Sta-Flo™ starch because the putty is very sticky. Add little bits of starch to the putty while working it with you hands. Continue until the putty is no longer sticky. When finished, place in a sealed container so that the putty does not dry out. Variation I (contributed by Ed M. Brogie): Mix one film canister of glue( add food color if desired) to one film canister of water, mix in a zip lock bag. Then add one film canister of Sta-Flo starch or one film canister of saturated solution of Twenty Mule Team Borax, they both have the same crosslinker. You can pre-mix the glue to fifty fifty with water and then add two canisters of the diluted and colored glue before adding the crosslinker. Variation II (contributed by Brad O'Neil): The same can be done using borax solution, as the crosslinking substance for the polymer. The result is a bouncing rubber ball. Try it, the students love it! How Does It Work: The mixture of Elmer's Glue with Borax and water produces a putty-like material called a polymer. In simplest terms, a polymer is a long chain of molecules. You can use the example of cooking spaghetti to better understand why this polymer behaves in the way it does. When a pile of freshly cooked spaghetti comes out of the hot water and into the bowl, the strands flow like a liquid from the pan to the bowl. This is because the spaghetti strands are slippery and slide over one another. After awhile, the water drains off of the pasta, the strands start to stick together. The spaghetti takes on a rubbery texture. Wait a little while longer for all of the water to evaporate, and the pile of spaghetti turns into a solid mass -- drop it on the floor and watch it bounce. Many natural and synthetic polymers behave in a similar manner. Polymers are made out of long strands of molecules like spaghetti. If the long molecules slide past each other easily, then the substance acts like a liquid because the molecules flow. If the molecules stick together at a few places along the strand, then the substance behaves like a rubbery solid called an elastomer. Borax is the compound that is responsible for hooking the glue's molecules together to form the putty-like material.


There are several different methods for making this putty-like material. Some recipes call for liquid starch instead of Borax soap. Either way, when you make this homemade Silly Putt you are learning about some of the properties of polymers. Additional Information: Jeff Harken contributed this "history" of Silly Putty. The history of silly putty is quite amusing. In 1943 James Wright, an engineer, was attempting to create a synthetic rubber. He was unable to achieve the properties he was looking for and put his creation (later to be called silly putty) on the shelf as a failure. A few years later, a salesman for the Dow Corning Corporation was using the putty to entertain some customers. One of his customers became intrigued with the putty and saw that it had potential as a new toy. In 1957, after being endorsed on the "Howdy Doody Show", silly putty became a toy fad. Recently new uses such as a grip strengthener and as an art medium have been developed. Silly putt even went into space on the Apollo 8 mission. The polymers in silly putty have covalent bonds within the molecules, but hydrogen bonds between the molecules. The hydrogen bonds are easily broken. When small amounts of stress are slowly applied to the putty, only a few bonds are broken and the putty "flows". When larger amounts of stress are applied quickly, there are many hydrogen bonds that break, causing the putty to break or tear.


EXPERIMENT #8: OOBLECK Oobleck and Glurch --Learning about Solids and Liquids

A great way to teach early grade schoolers about solids and liquids is with Oobleck and Glurch. Oobleck is a non-Newtonian fluid. This means that when a small amount of force is used, it acts like a liquid, but when more force is applied, it acts like a solid. For instance, one can slowly put a spoon in Oobleck, but it is impossible to stir it quickly. Another fun activity (though potentially messy!) is to pour a little Oobleck in the palm of your hand and watch it puddle like a liquid. Now make a fist and quickly open your hand. The Oobleck will have formed a hard ball from the pressure of your fist; but when the pressure is release, it will seem to "melt" into a liquid again.

Glurch is a polymer that the children can actually watch polymerize. By mixing two liquids together and stirring, a sticky, gooey ball will form; this is Glurch. Because the newly formed Glurch has water trapped in its polymer matrix, it also exhibits a lot of the characteristics of solids and liquids. Though it seems solid, it will actually "pour" very slowly and it will take the shape of its container. Yet it sticks together and can all be picked up at once.

The following is a lesson plan that lets students make there own assumptions about solids and liquids and then test those assumptions -- just like real scientists! The recipes for Oobleck and Glurch are also included.

I. Describe solids and liquids.

Though most students can name a dozen solids or liquids, they usually don't know about the molecular differences. I find that it is easy to explain with a model. Cheerios work great for liquids -- they roll around, take the shape of the container and aren't bound to one another. Several Legos stuck together are the perfect solid -- they always keep their shape, are hard to the touch, and stick together. I try to use the models only after a student has named a bunch of solids and liquids. Problems you might encounter include sand and pillows. It is difficult to explain why these are solids and not liquids, so be creative!

What can we do to tell them apart? Ask the students what is something that is different in every solid and every liquid and how they could test that. They should come up with the following for tests. 1. push test -- can you push into it? 2. pick up test -- if you pick some up, does it all come up? 3. pour test -- does it pour out smoothly, or does it just fall out in a clump? 4. shape test -- does it keep the same shape? Either on the board, or on their own, have the students make a chart of these rules so that they can test any new materials by seeing if they match.


II. Distribute oobleck. You will definitely need to leave time for the students to play with it.

Make observations. This is when the students can run the four tests on it and see how it reacts. Older students could write a more detailed description.

Is it a solid or a liquid? Actually, it is both in a way. Oobleck is a non-Newtonian liquid. All that means is that it is a liquid that doesn't follow Newton's equations for liquids under pressure. I haven't found a good model for this, but some students might have seen glass in very old buildings that is thin at the top and thick at the bottom. That is because glass is also a non-Newtonian fluid and is slowly flowing out of the pane.

III. Distribute two pre-Glurch solutions and mixing stick.

Make observations. Just like above, students should review the chart they made and decide whether they have a solid or a liquid.

What will happen if we mix two liquids? I like to use the example of milk and apple juice. It is also good to go back to the cheerios model and add another pseudo-liquid, maybe M and M's.

IV. Mix solutions. You will definitely need to leave a lot of time for the kids to fool around with this stuff -- they love it!

Make observations.

Is it a solid or a liquid? Again, it has properties of both. This is because there is still water stuck in the polymer matrix; dried Glurch acts very differently. The best model for Gluch I have found is one of those magnet-art toys that have a magnetic base and numerous small metal pieces that can be shaped any which way.

V. What did we learn?

I like to make sure that the students understand that in science, things aren't always what you expect (mix two liquids and get a polymer) and that not everything falls into neat categories (non-Newtonian fluid). Often there is a child that wants to know what will happen if they mix Oobleck and Glurch, though this results in a compound that is not as interesting as either alone, that type of inquisitiveness is wonderful!


Recipes

Oobleck: I would recommend making about a quart for 25-30 students, but the amount really doesn't matter.

1/2 quart water about 2 boxes cornstarch food coloring

Put the water and food coloring in a large bowl and begin adding the corn starch and mixing. Eventually the mixture will get thicker; keep adding and stirring. You will know when you have Oobleck!

Glurch: water white glue sodium borate (Borax) food coloring

There are actually two solutions for Glurch. The first is 50% water, 50% white glue and food coloring. The second is a nearly saturated solution of sodium borate (I would experiment to see how much you actually need. I usually just dump a couple tablespoons in a half quart and shake.) Give the students equal volumes of the two solutions to mix. Lesson Plan developed by Science Connector Becky Mosher http://sciconn.mcb.arizona.edu/oobleck/oobleck.html


EXPERIMENT #9: ICE CREAM – A REALLY COOL EXPERIMENT Yes, it sounds dangerous and the potential for messes seems highly likely, but you'll be surprised at the good, "clean" fun you'll enjoy with your students when you make ice cream. The key to success is to plan smart and follow our simple instructions. The lesson possibilities for this one are nearly endless. Your class can explore the history of ice cream and dairy products, the chemistry of ice, salt and exothermic reactions, or use it an exercise in the scientific method: what if you make the following recipe without salt? This recipe is enough for one student, so that each student can make their own. 1/2 cup milk 1/2 teaspoon vanilla 1 tablespoon sugar 4 cups crushed ice 4 tablespoons salt 2 quart size Zip-loc bags 1 gallon size Zip-loc freezer bag a hand towel or gloves to keep fingers from freezing as well! Mix the milk, vanilla and sugar together in one of the quart size bags. Seal tightly, allowing as little air to remain in the bag as possible. Too much air left inside may force the bag open during shaking. Place this bag inside the other quart size bag, again leaving as little air inside as possible and sealing well. By double-bagging, the risk of salt and ice leaking into the ice cream is minimized. Put the two bags inside the gallon size bag and fill the bag with ice, then sprinkle salt on top. Again let all the air escape and seal the bag. Wrap the bag in the towel or put your gloves on, and shake and massage the bag, making sure the ice surrounds the cream mixture. Five to eight minutes is adequate time for the mixture to freeze into ice cream. Tips Freezer bags work best because they are thicker and less likely to develop small holes, allowing the bags to leak. You can get away with using regular Zip-loc bags for the smaller quart sizes, because you are double-bagging. Especially if you plan to do this indoors, we strongly recommend using gallon size freezer bags. Coffee Can Ice Cream An alternative to the baggie method is to use coffee cans. The recipe is the same, and may be doubled or tripled because the coffee can hold more liquid than the baggies. Put the mixture in a standard size coffee can and seal with the plastic lid, then place that can inside a larger "economy size" can (usually available from the teachers' lounge or office). Pack the large can with ice and salt, and seal with the lid. Students can roll the can back and forth on the ground (outside - the condensation will drip) until the ice cream is set. The time required to set the mixture will vary depending on the number of servings in the can. What does the salt do? Just like we use salt on icy roads in the winter, salt mixed with ice in this case also causes the ice to melt. When salt comes into contact with ice, the freezing point of the ice is lowered.


Water will normally freeze at 32 degrees F. A 10% salt solution freezes at 20 degrees F, and a 20% solution freezes at 2 degrees F. By lowering the temperature at which ice is frozen, we are able to create an environment in which the milk mixture can freeze at a temperature below 32 degrees F into ice cream. Further explanation Ice has to absorb energy in order to melt, changing the phase of water from a solid to a liquid. When you use ice to cool the ingredients for ice cream, the energy is absorbed from the ingredients and from the outside environment (like your hands, if you are holding the baggie of ice!). When you add salt to the ice, it lowers the freezing point of the ice, so even more energy has to be absorbed from the environment in order for the ice to melt. This makes the ice colder than it was before, which is how your ice cream freezes Who invented ice cream? Legend has it that the Roman emperor, Nero, discovered ice cream. Runners brought snow from the mountains to make the first ice cream. In 1846, Nancy Johnson invented the hand-cranked ice cream churn and ice cream surged in popularity. Then, in 1904, ice cream cones were invented at the St. Louis World Exposition. An ice cream vendor ran out of dishes and improvised by rolling up some waffles to make cones. From: http://www.teachnet.com/lesson/science/icecream051999.html


EXPERIMENT #10: LEMON BATTERY Creating a battery from a lemon is a common project in many science text books. Successfully creating one of these devices is not easy. Batteries consist of two different metals suspended in an acidic solution. Copper and Zinc work well as the metals and the citric acid content of a lemon will provide the acidic solution. Batteries like this will not be able to run a motor or energize most light bulbs. It is possible to produce a dim glow from an LED. The picture at the top of this page shows a basic lemon battery, a lemon, copper penny and zinc coated nail. The lemon: A large, fresh, "juicy" lemon works best. The nail: Galvanized nails are coated in zinc. I used a 2" galvanized common nail. The penny: Use a 1962-1982 penny (the alloy is 95 percent copper and 5 percent zinc). U.S. pennies made during 1982 and later are 97.5 percent zinc and 2.5 percent copper (copper-plated zinc) Creating the battery: Insert a penny into a cut on one side of the lemon. Push a galvanized nail into the other side of the lemon.

The nail and penny must not touch. This is a single cell of a battery. The zinc nail and the copper penny are called electrodes. The lemon juice is called electrolyte. All batteries have a "+" and "-" terminal. Electric current is a flow of atomic particles called electrons. Certain materials, called conductors, allow electrons to flow through them. Most metals (copper, iron) are good conductors of electricity. Electrons will flow from the "-" electrode of a battery, through a conductor, towards the "+" electrode of a battery. A volt (voltage) is a measure of the force moving the electrons. (High voltage is dangerous!) I have connected a volt meter to our single cell lemon battery. The meter tells us this lemon battery is creating a voltage of 0.906 volts. (Note: Theoretical standard cell potential for the zinc-copper cell is 1.10 volts) Unfortunately this battery will not produce enough current (flowing electrons) to light a bulb.


To solve this problem we can combine battery cells to create higher voltages. Building more lemon batteries and connecting them with a metal wire from "+" to "-" adds the voltage from each cell. The two lemon batteries above, combine to produce a voltage of 1.788 volts. This combination still does not create enough current to light a small bulb. Note the red wire connecting the batteries is joined from "+" (penny) to "-" (galvanized nail). Four lemon batteries create a voltage of 3.50 volts. We should be able to light up a small device like an LED (Light Emitting Diode). Note the connecting wires go from "+" to "-" on each battery. LED To turn on an LED you must determine the "+" and "-" connections. If you look closely at the red plastic base of an LED you will notice a "flat" spot (indicated by arrow above). The wire that comes out beside the flat spot must connect to the "-" side of a battery, the other wire to the "+" side. Important information about LEDs: LEDs are designed to work at very low voltages (~ 2V) and low currents. They will be damaged if connected to batteries rated at over 2 volts. LEDs require resistors to control current when used with batteries rated at over 2 volts. Lemon batteries produce low current. It is OK to connect an LED to a lemon battery.


In the above image, electrons flow from the "-" (nail) end of our lemon battery through the LED (making it glow) then back to the "+" (penny) end of the battery. This is an electronic circuit. The LED glows dimly with this configuration. Improving your battery. The quality of the copper and zinc can be a problem for a battery like this. Pennies in particular are rarely pure copper. Try substituting a length of 14 gauge copper wire (common house wire) for the penny. Experiment with different lengths and configurations of electrodes. Other sources of zinc and copper may be found in the plumbing supply department of a hardware store. Here is a design for a battery constructed from a film container. Use our film canister battery to power a calculator. The first battery was created in 1799 by Alessandro Volta . Today batteries provide the power for an amazing variety of devices, everything from flashlights to robots, computers, satellites and cars. Inventors and researchers continue to improve the battery, designing batteries that last longer and that are more friendly to our environment. Understanding how batteries actually work requires a knowledge of chemistry. The most important factor in battery design is the electrical relationship between the two metals used in the battery. Some metals give electrons away while other metals accept extra electrons. Chemists have investigated metals and created an "electric potential" table comparing different metals. From: http://www.hilaroad.com/camp/projects/lemon/lemon_battery.html


EXPERIMENT #11: BURNING MONEY

Burning $20 Bill

Description

A $20 bill (or any denomination you can get hold of) is immersed in a solution and ignited. A flame is produced, but the bill doesn't burn!

Explanation

The solution is a 50/50 by volume mixture of isopropyl alcohol (C3H7OH), also known as rubbing alcohol, and water. If pure isopropyl alcohol were used, the flame would get hot enough to burn the bill. (And probably the demonstrator's hands!) However, with the water present, the flame is cooler. That is because some of the heat from the flame goes into heating up the water and vaporizing it, so that less heat is transferred to the bill. The combustion of the isopropyl alcohol produces 1,300 kJ of heat, but warming the liquid water from room temperature to its boiling point and then vaporizing it into the gaseous state consumes about 130 kJ of heat. Thus, the heat from the combustion is reduced by about 10%, just enough not to burn the bill.

C3H7OH(l) + 9/2O2(g) 3CO2(g) + 4H2O(g) ΔH = -1987 kJ/mol

50 mL C3H7OH combustion 1300 kJ50 mL H2O warm 20º→100ºC 17 kJ vaporize 113 kJ 130 kJ

Note: Do NOT attempt this at home without the express permission and presence of a parent. If you attempt to do this at home with "rubbing alcohol" purchased in the store, be aware that this is a mixture of 70% isopropyl alcohol and 30% water. To get a 50/50 mixture, you should mix five parts rubbing alcohol to two parts water (for example, five tablespoons of rubbing alcohol and two tablespoons of water).

Also note: When this solution burns, it still gets very hot! Use caution!

From: http://www.coolscience.org/CoolScience/KidScientists/BurningMoney.htm


EXPERIMENT #12: DIET COKE GEYSER (aka MENTOS ERUPTION)

First popularized by Steve Spangler, a Mentos expedites a rapid release of carbon dioxide when dropped into a carbonated liquid because of its high surface area. Also, the small dents in the surface of the candy provide a great site for nucleation, which is how the carbon dioxide molecules can escape so fast. The escaping bubbles quickly turn into a raging foam, and the pressure can build dramatically in a restricted container such as a two-liter bottle. As explained on an episode of MythBusters, diet sodas (particularly colas due to their visible brown color) are most commonly used for the experiment. People are often under the illusion that aspartame causes the reaction, but this is not so. The reason that people use diet sodas is because it does not contain large sugar molecules like regular cola. Sugar molecules are very large, and helps hold onto the carbon dioxide a lot better, thus it does not allow nucleation to occur as quickly, resulting in a weaker reaction. "Sugar molecules are very large," Hyneman says, "and that doesn't allow this to happen as quickly. That's the key. Sugar is gooey and sticky -- even though it doesn't seem that way when it's in a soda, but there's a lot in there -- and it helps hold onto the CO2 a lot better." The resulting geyser (popularly known as a mentos eruption) can shoot as high as 6 meters (20 feet). The record reached in the hit show MythBusters was over 34 feet with the use of a nozzle. In November, 2006, the Urban Legends Reference Pages examined the rumors of people dying from eating Mentos and drinking cola. Their research found that while eating Mentos and drinking cola can result in people regurgitating the foamy result (as evidenced by numerous online videos), no actual news accounts exist of anyone dying from it. Materials 1 two-liter bottle of Diet Coke (any carbonated diet beverage should work) 1 roll of Mentos (Mint flavor; a roll contains about 14 candies) a pair of safety goggles Procedure 1. This activity is probably best done outside in the middle of an abandoned field, or better yet, on a huge lawn. 2. Carefully open the bottle of soda. Position the bottle on the ground so that it will not tip over. 3. Unwrap the whole roll of Mentos. The goal is to drop all of the Mentos into the bottle of soda at the same time (which is trickier than it looks). One method for doing this is to roll a piece of paper into a tube just big enough to hold the loose Mentos. You'll want to be able to position the tube directly over the mouth of the bottle so that all of the candies drop into the bottle at the same time. 4. Don't drop them into the bottle just yet! Warn the spectators to stand back. Okay, you're going to drop all of the Mentos into the bottle at the same time and then get truckin' (move out of the way... so long... bye- bye... hasta la vista!)


5. It's just like fireworks on the 4th of July. The spectators erupt, of course, in a chorus of ooohs and ahhhs. Someone yells out, "Do it again" and you do. 1. This activity is probably best done outside in the middle of an abandoned field, or better yet, on a huge lawn. 2. Carefully open the bottle of soda. Position the bottle on the ground so that it will not tip over. 3. Unwrap the whole roll of Mentos. The goal is to drop all of the Mentos into the bottle of soda at the same time (which is trickier than it looks). One method for doing this is to roll a piece of paper into a tube just big enough to hold the loose Mentos. You'll want to be able to position the tube directly over the mouth of the bottle so that all of the candies drop into the bottle at the same time. 4. Don't drop them into the bottle just yet! Warn the spectators to stand back. Okay, you're going to drop all of the Mentos into the bottle at the same time and then get truckin' (move out of the way... so long... bye- bye... hasta la vista!) 5. It's just like fireworks on the 4th of July. The spectators erupt, of course, in a chorus of ooohs and ahhhs. Someone yells out, "Do it again" and you do. How Does It Work As you probably know, soda pop is basically sugar (or diet sweetener), flavoring, water and preservatives. The thing that makes soda bubbly is invisible carbon dioxide gas, which is pumped into bottles at the bottling factory using tons of pressure. Until you open the bottle and pour a glass of soda, the gas mostly stays suspended in the liquid and cannot expand to form more bubbles, which gases naturally do. But there's more... f you shake the bottle and then open it, the gas is released from the protective hold of the water molecules and escapes with a whoosh, taking some of the soda along with it. What other ways can you cause the gas to escape? Just drop something into a glass of soda and notice how bubbles immediately form on the surface of the object. For example, adding salt to soda causes it to foam up because thousands of little bubbles form on the surface of each grain of salt. Many scientists, including Lee Marek, claim that the Mentos phenomenon is a physical reaction, not a chemical one. Water molecules strongly attract each other, linking together to form a tight mesh around each bubble of carbon dioxide gas in the soda. In order to form a new bubble, or even to expand a bubble that has already formed, water molecules must push away from each other. It takes extra energy to break this "surface tension." In other words, water "resists" the expansion of bubbles in the soda. When you drop the Mentos into the soda, the gelatin and gum arabic from the dissolving candy break the surface tension. This disrupts the water mesh, so that it takes less work to expand and form new bubbles. Each Mentos candy has thousands of tiny pits all over the surface. These tiny pits are called nucleation sites - perfect places for carbon dioxide bubbles to form. As soon as the Mentos hit the soda, bubbles form all over the surface of the candy. Couple this


with the fact that the Mentos candies are heavy and sink to the bottom of the bottle and you've got a double-whammy. When all this gas is released, it literally pushes all of the liquid up and out of the bottle in an incredible soda blast. You can see a similar effect when cooking potatoes or pasta are lowered into a pot of boiling water. The water will sometimes boil over because organic materials that leach out of the cooking potatoes or pasta disrupt the tight mesh of water molecules at the surface of the water, making it easier for bubbles and foam to form. Hyperlinks http://www.stevespanglerscience.com/experiment/00000109 http://eepybird.com/ http://www.education-world.com/a_lesson/showbiz_science/showbiz_science057.shtml


EXPERIMENT #13: CARBON DIOXIDE ROOT BEER Ask the students what would happen if you would drink carbon dioxide. Then make root beer. You can also test the pH before and after carbonation. Ingredients (materials) (scaled down version) 1/5 bottle root beer concentrate (bottle is about 3.5 oz) found in the spices section of larger supermarkets. 1 pounds sugar 1 gallons water 1-2 pounds of dry ice – often available from Safeway or Albertson or ice cream vendors. (check the yellow pages in the phone book). A 2 gallon bucket or other container – check your school food service or custodians – clean it thoroughly. (Emphasize cleanliness to the students so they don’t reject the root beer.) A mixing device such as a BIG spoon. Makes 1 gallons of root beer (a half batch is enough for one or two classes) Procedure 1. Break up the dry ice. A good method is to place it between layers of clean towels and hit it with a hammer. 2. Mix the root beer concentrate, sugar and water. Stir well, so that all the sugar dissolves. 3. Add the dry ice. You can add this in batches to prolong the cloud and the fun. Have students shine laser pointers into the cloud of carbon dioxide. Notice how the dense carbon dioxide cloud travels downward. (Actually the cloud is water droplets surrounding the cold carbon dioxide) 4. The root beer becomes well carbonated in 20 – 30 minutes. You may want to mix the root beer near the beginning of class and leave it sit during other demonstrations. A big mug works well for dispensing the root beer into student cups. Avoid getting chunks of dry ice into the cups. Have students notice the frozen root beer that forms around the pieces of dry ice. WARNING: Do NOT allow the dry ice to contact skin. It is possible to get severe frostbite! Always use “oven” gloves or tongs. Hyperlinks http://www.stevespangler.com/archives/2006/08/06/science-in-the-rockies-potatoes-flying-everywhere/ http://www.apsu.edu/ROBERTSONR/TSTA%20Presentation/NSTA%202005.pdf http://www.dryiceinfo.com/other.htm#ROOT%20BEER


BIBLIOGRAPHY Elephant toothpaste http://www.carolina.com/chemistry/experiments/elephant.htm http://www.sciencealive.ca/elephanttoothpaste.html http://www.stevespanglerscience.com/experiment/00000290 Flying teabags http://www.carolina.com/chemistry/experiments/teabag.asp Growing crystals http://www.carolina.com/chemistry/experiments/pet_rock.asp Penny skins http://www.carolina.com/chemistry/experiments/pennyskins.asp Making chalk http://www.carolina.com/chemistry/experiments/chalk.asp Disappearing water – Polymers in diapers http://www.sciencealive.ca/diaperdissection.html www.geocities.com/wcsscience/diaper/fun.html Light sticks http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/12kineticpage/lightsticks.htm http://scifun.chem.wisc.edu/HOMEEXPTS/Chemilum.html Sterno http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/11solutionspage/canned_heat__alcohol_gels.htm Dry ice root beer http://www.usoe.k12.ut.us/CURR/Science/sciber00/8th/matter/sciber/rootbeer.htm http://www.dryiceinfo.com/other.htm#PRESSURIZING%20AGENT Root beer fountain http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/11solutionspage/root_beer_fountain.htm Volume Increase upon Neutralization http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/11solutionspage/volume_increase_upon_neutr.htm Cabbage Juice - pH indicator http://www.madsci.org/experiments/archive/859332497.Ch.html


Acid-Base Indicators Extracted from Plants http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/14acidpage/red_cabbage.htm http://www.stevespanglerscience.com/product/1552 http://www.chemistry.org/portal/resources/ACS/ACSContent/education/wande/resourcechem/acids_bases/ab07.pdf http://chemlearn.chem.indiana.edu/demos/RedCabba.htm Disappearing Ink http://educ.queensu.ca/~science/main/concept/chem/c10/C10DEMJ1.htm http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/14acidpage/disappearing_ink.htm Invisible Painting http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/14acidpage/invisible_painting.htm Balloon races - Ionization of Hydrochloric Acid and Acetic Acid http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/14acidpage/ballon_races_-_ionization_.htm Sugar in a Soft Drink Can (density) http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/01mattermixpage/sugar_in_a_soft_drink_can.htm Separation of Salt and Sand http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/01mattermixpage/separation_of_salt_and_san.htm Separating Sawdust and Iron http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/01mattermixpage/separating_sawdust_and_iro.htm Iron for Breakfast Food http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/01mattermixpage/iron_for_breakfast.htm http://www.madsci.org/libs/areas/demos.html http://www.madsci.org/experiments/ Mystery Putty http://chem.lapeer.org/chem1docs/MysteryPutty.html Homemade Slime http://www.madsci.org/experiments/archive/878680114.Ch.html http://chem.lapeer.org/chem1docs/SlimeDemo.html http://www.west.net/~science/slime.htm


http://www.west.net/~science/feedback_slime.htm http://www.chymist.com/Slimebag.pdf http://icn2.umeche.maine.edu/newnav/Homepage/Highschool/Slime/polymers2.htm +good explanation http://www.ericjorgensen.com/html/slime.htm http://science.csustan.edu/stkrm/Recipes/Recipes-Polyviny.htm http://www.chemistrystore.com/Slime.htm http://www.madsci.org/posts/archives/jun2000/962134414.Ch.r.html elasticity explained http://www.sciencealive.ca/makeslime.html SuperBall http://techsupt.winbatch.com/webcgi/webbatch.exe?techsupt/tfleft.web+Chemistry~Experiments+Making~a~Superball.txt http://icn2.umeche.maine.edu/genchemlabs/Slime/polymers2.htm Oobleck (from Dr. Seuss’s book Bartholomew and the Oobleck, p17) or a.k.a. “Gak” http://www.seed.slb.com/en/scictr/lab/cornstarch/corn_res.htm http://sciconn.mcb.arizona.edu/oobleck/oobleck.html http://unr.edu/homepage/crowther/opchem/oobleck.html http://media.nasaexplores.com/lessons/03-010/5-8_1.pdf Freezing Point Depression – A really cool experiment (Ice Cream) http://sciconn.mcb.arizona.edu/Freezing_point/Ice_cream.html Lemon Battery http://www.hilaroad.com/camp/projects/lemon/lemon_battery.html http://www.funsci.com/fun3_en/electro/electro.htm#2 http://www.hilaroad.com/camp/projects/lemon/electric_potential.html Food Batteries http://www.madsci.org/experiments/archive/889917606.Ch.html Hand Battery http://www.exploratorium.edu/snacks/hand_battery.html Alka seltzer rockets http://www.coolscience.org/CoolScience/KidScientists/alkaseltzer.htm http://www.extension.iastate.edu/e-set/science_is_here/alkaseltzer.html http://www.spacegrant.hawaii.edu/class_acts/AlkaRocket.html Alka-Seltzer experirments http://www.alka-seltzer.com/as/experiment/student_experiment1.htm Matchstick rockets http://www.matchrockets.com/fire/mr.html http://www.matchstickrockets.com/howto.html#build Baking Soda Volcano http://www.madsci.org/experiments/archive/854444893.Ch.html


http://www.spartechsoftware.com/reeko/Experiments/volcano.htm Fog chamber http://www.exploratorium.edu/snacks/fog_chamber.html Your Sense of Taste http://www.exploratorium.edu/snacks/your_sense_of_taste/index.html The Magic Can - a demonstration of pressure http://www.spartechsoftware.com/reeko/Experiments/magiccan.htm Hovercraft http://www.spartechsoftware.com/reeko/Experiments/ExpHoverCraft.htm The fireproof balloon http://scifun.chem.wisc.edu/HOMEEXPTS/FIREBALLOON.html Floating soap bubbles http://scifun.chem.wisc.edu/HOMEEXPTS/SOAPBUBL.html The collapsing can http://scifun.chem.wisc.edu/HOMEEXPTS/COLLAPSE.html Plastic Bag Ice Cream http://www.teachnet.com/lesson/science/icecream051999.html Burning money http://www.coolscience.org/CoolScience/KidScientists/BurningMoney.htm Skewer a Balloon http://www.coolscience.org/CoolScience/KidScientists/balloonskewer.htm Floating, Diving Paper Clip http://www.coolscience.org/CoolScience/KidScientists/FloatDivePaperClip.htm GROSS.... Spit Experiment! http://www.coolscience.org/CoolScience/KidScientists/IodineStarch.htm Bubbling Dry Ice/Acid-Base Indicators http://www.coolscience.org/CoolScience/KidScientists/DryIce.htm Iodine clock (cycling) reaction http://chemlearn.chem.indiana.edu/demos/Hydrogen.htm http://jchemed.chem.wisc.edu/JCESoft/CCA/CCA3/MAIN/CLOCKRX/PAGE1.HTM http://en.wikipedia.org/wiki/Iodine_clock_reaction Sources of chemistry demonstrations http://www.coolscience.org/CoolScience/KidScientists/


http://www.faqs.org/faqs/sci/chem-faq/part4/ http://www.coolscience.org/CoolScience/CoolLinks.htm http://www.chem4kids.com http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=kids\index.html http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=kids%5ccc_kidspage_index.html http://chemistry.about.com/ http://yahooligans.yahoo.com/Science_and_Nature/Physical_Sciences/Chemistry/Experiments_and_Activities/ http://scifun.chem.wisc.edu/HOMEEXPTS/HOMEEXPTS.html Chemistry information http://pubs.acs.org/cen/whatstuff/stuff.html National Chemistry Week http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=ncw\ncw_index.html DHMO http://www.dhmo.org/ http://chem.lapeer.org/chem1docs/DHMO.html Chemistry Store http://www.chemistrystore.com/ http://www.sciencestuff.com/prod/Chem-Rgnts/C1884 Supplies and Science Kits http://www.stevespanglerscience.com/ http://www.universeofscience.com/ http://www.sargentwelch.com/category.asp?c=26866 http://www.hometrainingtools.com Chemistry Jokes http://www.coolscience.org/CoolScience/CoolJokes/ChemJokes.htm http://www.juliantrubin.com/chemistryjokes.html


GENERAL LAB SAFETY GUIDELINES Do not eat food, drink beverages, or chew gum in the laboratory 1. Conduct yourself in a responsible manner at all times in the laboratory. 2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY. 3. Never work alone in the laboratory. No student may work in the science classroom without the presence of the teacher. 4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so. 5. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed. 6. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. Horseplay, practical jokes and pranks are dangerous and prohibited Work areas should be kept clean and tidy at all times 7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited. 8. Always work in a well-ventilated area. 9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. 10. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe. 11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water. Check with your teacher for disposal of chemicals and solutions. 12. Labels and equipment instructions must be read carefully before use. Set up and use the equipment as directed by your teacher. 13. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments. 14. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others. 15. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire extinguisher. Know where the fire alarm and the exits are located. 16. Know what to do if there is a fire drill during a laboratory period; containers must be closed, and any electrical equipment turned off. CLOTHING Protective gear has to be comfortable 17. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE!


18. Contact lenses may be not be worn in the laboratory. 19. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on lab days. 20. A lab coat or smock should be worn during laboratory experiments. Correct protective gear must be worn in the laboratory ACCIDENTS AND INJURIES Report all incidents and injuiries immediately 21. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic. 22. If you or your lab partner is hurt, immediately (and loudly) yell out the teacher's name to get the teacher's attention. Do not panic. 23. If a chemical should splash in your eye(s) or on your skin, immediately flush with running water for at least 20 minutes. Immediately (and loudly) yell out the teacher's name to get the teacher's attention. HANDLING CHEMICALS Never remove chemicals from the laboratory area 24. All chemicals in the laboratory are to be considered dangerous. Avoid handling chemicals with fingers. Always use a tweezer. When making an observation, keep at least 1 foot away from the specimen. Do not taste, or smell any chemicals. 25. Check the label on all chemical bottles twice before removing any of the contents. Take only as much chemical as you need. 26. Never return unused chemicals to their original container. 27. Never remove chemicals or other materials from the laboratory area. HANDLING GLASSWARE AND EQUIPMENT Care in handling glassware and electricity 28. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken glass in the designated glass disposal container. 29. Examine glassware before each use. Never use chipped, cracked, or dirty glassware. 30. If you do not understand how to use a piece of equipment, ASK THE TEACHER FOR HELP! 31. Do not immerse hot glassware in cold water. The glassware may shatter.


JOKES: Why are chemists great for solving problems? They have all the solutions. What's the difference between Chemistry and cooking? In Chemistry, you should never lick the spoon. Teacher: What is the formula for water? Student: H, I, J, K, L, M, N, O Teacher: That's not what I taught you. Student: But you said the formula for water was...H to O. Q. What do you do when you find a dead chemist? A. Barium. Q. What is the purpose of a doctor? A. Helium. Old chemists never die, they just fail to react. Two atoms are walking down the street. Says one atom to the other, "Hey! I think I lost an electron!" The other says, "Are you sure??" "Yes, I'm positive!" A neutron walks into a restaurant and orders a couple of cokes. As she is about to leave, she asks the waiter how much she owes. The waiter replies, "For you, No Charge!!!" What is a cation afraid of? A dogion. Why did Carbon marry Hydrogen? They bonded well from the minute they met. If H20 is water what is H204? Drinking, bathing, washing, swimming. . .


PERIODIC TABLE

WebElementsTM Periodic table (professional edition) Select an element from the periodic table. Group 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Period

1 1 H 2

He

2 3 Li

4 Be 5

B 6 C

7 N

8 O

9 F

10 Ne

3 11 Na

12 Mg 13

Al 14 Si

15 P

16 S

17 Cl

18 Ar

4 19 K

20 Ca 21

Sc 22 Ti

23 V

24 Cr

25 Mn

26 Fe

27 Co

28 Ni

29 Cu

30 Zn

31 Ga

32 Ge

33 As

34 Se

35 Br

36 Kr

5 37 Rb

38 Sr 39

Y 40 Zr

41 Nb

42 Mo

43 Tc

44 Ru

45 Rh

46 Pd

47 Ag

48 Cd

49 In

50 Sn

51 Sb

52 Te

53 I

54 Xe

6 55 Cs

56 Ba * 71

Lu 72 Hf

73 Ta

74 W

75 Re

76 Os

77 Ir

78 Pt

79 Au

80 Hg

81 Tl

82 Pb

83 Bi

84 Po

85 At

86 Rn

7 87 Fr

88 Ra ** 103

Lr 104 Rf

105 Db

106 Sg

107Bh

108Hs

109Mt

110Ds

111Rg

112 Uub

113Uut

114 Uuq

115 Uup

116 Uuh

117 Uus

118 Uuo

*Lanthanoids * 57 La

58 Ce

59 Pr

60 Nd

61 Pm

62 Sm

63 Eu

64 Gd

65 Tb

66 Dy

67 Ho

68 Er

69 Tm

70 Yb

**Actinoids ** 89 Ac

90 Th

91 Pa

92 U

93 Np

94 Pu

95 Am

96 Cm

97 Bk

98 Cf

99 Es

100 Fm

101 Md

102 No

From: http://www.webelements.com/


NOTES

Chemistry for Kids 2008 Handout-011008 - MDSC Pow Wowmdsc-powwow.org/2008/Chemistry/Chemistry for...

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Transcript of Chemistry for Kids 2008 Handout-011008 - MDSC Pow Wowmdsc-powwow.org/2008/Chemistry/Chemistry for...