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Lesson Title: Chemistry Magic Show


Discipline Focus: Chemistry
Grade level: 11th 12th Grade
Length of lesson: Multiple class periods
Stage 1 Desired Results
Academic and Content Standard(s):
National Science Education Standards:
Physical Science B.2 Structure and properties of matter
Physical Science - B.3 Chemical reactions
Minnesota Academic Standards for Science 2009:
Physical Science-Matter-Properties and structure of matter
Physical Science-Matter-Changes in matter
Understanding (s)/goals:
Students will understand:

Forms of matter such as gases,


solutions, acids, bases,
indicators, salts, alcohols, etc.
and their properties.
Reactions such as oxidation
and reduction, ionic, acid-base,
etc.
Electrolysis
Osmosis
Chemiluminescence

Essential Question(s):

What kinds of chemical reactions can


we observe in our everyday lives?
What common household items can
be used in chemical experiments?

Student objectives (outcomes):


Students will be able to:

Use proper safety procedures to perform chemistry experiments.


Explain the chemical reactions behind the magic.

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Stage 2 Assessment Evidence
Other Evidence:

Students will observe


demonstrations and perform
chemical experiments.

Performance Task(s):

Stage 3 Learning Plan


Learning Activities:
Materials and Resources:
The Magical Hand
Starch solution
Iodine solution

500 mL beaker
Vitamin C solution or crushed tablet

Battery Blue
3 beakers
water
stirring rod
1-9V battery
cloth with Congo red indicator

2 g ascorbic acid
2 g potassium iodide
10 ml 3 M sulfuric acidd
5 ml starch solution
30 ml 6 M NaOH

Pick a Drink
Ferric Chloride solution
Ammonium Thiocyanate solution
Tannic Acid solution
Oxalic Acid solution

3- 50 mL Beakers
1- 250 mL Beaker
Graduated Cylinder
6 drinking glasses

Lemon Shell Game


Water

knife

0.1 M sodium hydroxide (NaOH)

50 mL beaker

Phenolphthalein

syringe with no tip or plastic tip

3 lemons

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Solid Water
2- 400 mL beakers

Table salt

Sodium polyacrylate

Water

Food coloring

Stirring rod

Vitamin C Clock Reaction


Tincture of iodine - (2%) (I2)
Hydrogen peroxide - (3%) (H2O2)
500 mg Vitamin C tablet (C6H8O6)
25 mL graduated cylinder
Light Box

Liquid laundry starch


Distilled water
2 - 250 mL beakers
100 mL graduated cylinder

Luminol
Distilled water
2 1-L beakers of flasks.
Ring stand, ring, and 6-8 clamps
(NaHCO3)
2 m transparent tygon tubing
monohydrate
1 L Erlenmeyer flask
carbonate (Na2CO3)
2- 100 ml beakers
0.4 g copper (II) sulfate pentahydrate
Alka Seltzer and Gas Solubility
Alka-seltzer tablets
1 M sodium hydroxide (5 ml)
(0.04%, 10 ml)
3-250ml beakers
2 thin stem beral pipets
Hot plate
Thionin: The Two-Faced Solution
Iron(II)sulfate (2.0g)
1M sulfuric acid (100ml)
.001 M thionin solution (10ml)
Distilled water (500ml)

Glass funnel
0.2g luminal (3-aminophthalhydrazide)
24.0 g sodium bicarbonate
0.5 g ammonium carbonate
4.0 g anhydrous sodium
50 ml 3% hydrogen peroxide (H2O2)
(CuSO 4*5H2O)

Ice bath
Bromothymol blue indicator,
Stirring rod
3 large test tubes & rack
Thermometer

Large beaker or fish bowl


Overhead projector
Aluminum foil/black construction paper

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Milk of Magnesia
Milk of magnesia (20ml)
3M HCl (20ml)
Universal indicator (4-5ml)

1 L beaker
Magnetic stir plate and stir bar
Crushed ice and water (780ml)

Glycerin Soap Bubbles/Kid in a Bubble


Dish soap (Dawn or Joy)
1 L beaker
Glycerin
Large plastic swimming pool
Distilled water
Bubble wand (hula hoop with
PVC pipe)

Hydrogen Bubbles
Glycerin soap bubble mixture
cut of

1L Plastic pop bottle with nose

1M H2SO4

Ring stand and clamp

1 teaspoon Mg(s)

Bucket of water

500 ml Erlenmeyer flask with spindle tube

Rainbow Reaction
0.1 M HCL
Saturated Na2CO3 solution
Universal indicator
Nitrocellulose
Cotton balls
Concentrated nitric acid (HNO3)
Concentrated sulfuric acid (H2SO4)
Burning Water/Burning Money
Water
Lighter fluid
50% ethanol solution
1 L Erlenmeyer flask
Flaming Salts

Two-holed stopper

Large graduated cylinder (1 L)


Beral pipets

Ice bath
250 ml beaker and watch glass
Stirring rod and Bunsen burner

500 ml beaker
Dollar bill
Matches and tongs

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7 evaporating dishes
Methanol
FeCl2

Tongs and matches


NaCl, BaCl2, CuCl2, LiCl2, SrCl2, KCl,

Introductory Activities:
Introduce the chemistry magic show activities.
Developmental Activities:
Perform the chemistry magic show activities.
Closing Activities:
Discuss the results of the chemistry magic show activities.

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The Magical Hand


Concept: By adding starch to an iodine solution, the liquid will turn from a light
yellow/brown color to a dark blue.
Materials:
Starch solution
Iodine solution
500 mL beaker

Vitamin C solution or crushed tablet

Procedure:
*This demonstration works by using iodine to turn the color of the solution dark blue when
starch is added. This demonstration suggests using your hand, but this is only advised if
you wear a glove. It is YOUR job to think of a creative magical object to use, or a
captivating story to use about a magical cloth. You will need two of the objects so one is
normal and one is magical.
1. Put one dropper full of Iodine solution into the beaker. Add approximately 300 ml water
(just enough to turn the water a light yellow color).
Just before the show, dip one of your objects in the starch solution.
2. With the object without starch on it show the audience that the object isn't magical by
placing it into the Iodine water and stir.
3. Then place the object with the starch solution on it into the beaker and stir it around. This
should make the solution turn from the light brown to a dark blue.
4. Add one dropper full of Vitamin C solution directly into the beaker, or put it on your
magical object and use the object to stir it around - this may take about 30 seconds, but
the solution should turn back to light yellow again. Alternatively, you can use a mortar and
pestal to crush a vitamin C tablet and add the powder to the solution.
Explanation:
The iodine in the water solution is the yellow color. I had dipped my object into a starch
solution before putting it in the iodine solution. The starch is an indicator for the iodine.
When both are present, the solution turns a deep blue color. The starch is used to enhance
the color of the iodine and also helps to detect if iodine is present. Starch is a long polymer
molecule in one shape of a coil - like the spring on a spiral notebook. The iodine molecules
go inside of the coil and this is what makes it turn blue. Iodine is a diatomic molecule with
the formula, I2.
The vitamin C chemical gives an electron to each of the iodine atoms to form the iodide ion
with a negative charge. This then shows that the iodide ion is colorless in water solution
even in the presence of the starch. This reaction changes the form of the iodine element to
the iodide ions.
Waste Disposal: This solution is completely safe for the water and disposal down the sink.

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Battery Blue
Concept: Oxidation and Reduction, Electrolysis, Acids and Base Indicators
Electrical energy can be used to produce a chemical change.
Materials:
3 beakers
2 g ascorbic acid
water
2 g potassium iodide
stirring rod
10 ml 3 M sulfuric acidd
1-9V battery
5 ml starch solution
cloth with Congo red indicator
30 ml 6 M NaOH
Directions:
Set-up:
1. Beaker 1: Fill the first beaker with 600 mL of water. Add the solid potassium iodide
(2 grams) to the beaker and stir until dissolved. Add 10 mL 3 M sulfuric acid.
2. Measure 1.5 ml Starch solution in a graduated cylinder.
3. Beaker 2: Place 2 g solid ascorbic acid or several ml Ascorbic acid solution to the
second beaker (you will need to test this to find an appropriate volume).
4. Beaker 3: Fill the third beaker with 500 mL of water and 30 mL of 6 M NaOH.
Experiment:
5. Add starch to Beaker 1. Nothing should happen.act disappointed.
6. Add the battery, solution should turn black/blue in color.
7. When Beaker 1 has turned black/blue in color, pour into Beaker 2, solution should
turn colorless.
8. Soak the red cloth in Beaker 2 and it should turn blue.
9. Soak the cloth in Beaker 3 and it should all be red again.
Explanation:
The first part of the demonstration is in reality an electrolysis reaction with the
battery supplying the electrons for the chemical reactions.
These are the electrode reactions:
Cathode: 2 H2O + 2 e- ====> H2 + OHAt the cathode the battery supplies electrons to water to make hydrogen gas seen as
tiny bubbles in the reaction.
Anode: 2 I- ====> I2 + 2 eAt the anode, the iodide ion is converted to iodine element and gives away two
electrons.
The iodine element reacts with the starch that is present to produce the blue color.
Iodine, I2 + starch ===> blue-black color
As the blue starch/iodine solution is dumped into the second beaker which contains
ascorbic acid, Vitamin C, another redox reaction occurs to change the iodine element back
into colorless iodide ions. Therefore the blue color with the starch disappears. The second
series of reactions are not redox but acid/base. The red cloth is dyed with Congo red
acid/base indicator. The original solution contains sulfuric acid which changes the Congo red
to a blue color. Finally the third beaker contains sodium hydroxide, a base, which changes
the Congo red indicator back to red color.
Safety Precautions: Take care in avoiding the spilling of either the sulfuric acid or the
NaOH base on your hands, eyes, face as they can cause burns.
Waste Disposal: Dispose all liquids down the drain. The battery can be saved for several
more uses.

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Pick a Drink
Scientific Concept: Iron ions are present in all of the solutions throughout the experiment.
Depending on what chemical the iron ions react with will depend on the color change of the
water.
Materials:
Ferric Chloride solution
3- 50 mL Beakers
Ammonium Thiocyanate solution
1- 250 mL Beaker
Tannic Acid solution
Graduated Cylinder
Oxalic Acid solution
6 drinking glasses
Demonstration Preparation:
1. Line up six drinking glasses in a row. Label them 1-5.
2. Place 15 drops of the ferric chloride solution into beaker #1.
3. Place 1 drop of the ammonium thiocyanate solution into beaker #2 and 6 drops into
beaker #3.
4. Place 6 drops of the tannic acid solution into beaker #4.
5. Measure 10 mL of the oxalic acid solution with a graduated cylinder and place it in beaker
#5.
6. Fill your last glass with 300 mL of water, label it beaker #6.
Demonstration:
7. Pour the solution in beaker #6 into beaker #1. Swirl the solutions and it should be a
yellow- like color, call it lemonade.
8. Pour the solution from beaker #1 into beaker #2. The solution formed should be an
orange-red color, call it iced-tea.
9. Pour the solution from beaker #2 into beaker #3. The solution formed should be dark red,
call it red wine.
10. Pour the solution from beaker #3 into beaker #4. The solution formed should be blueblack like grape juice.
11. Pour the solution from beaker #4 into beaker #5. The solution formed should be yellow,
we're now back to lemonade.
**Leave a small amount of solution behind each glass to display the color changes.
Explanation: The element iron is the dominant element throughout the experiment and is
present as the 3+ ion. Each beaker is filled with a diferent chemical solution which will react
with the iron ions to form a new compound with a diferent color. The idea of switching
partners is present when each reaction takes place. The first reaction between iron and
water simply dilutes the ferric chloride and makes the normally orange solution into a dilute
yellow.
The second reaction shows what happens when a low concentration of ammonium
thiocyanate and ferric chloride will create iron thiocyanate complex. The third beaker
illustrates the reaction between a higher concentration of ammonium thiocyanate and the
iron ions present from the second beaker. The fourth beaker demonstrates the reaction
between tannic acid and iron ions. The result is the compound iron (III) tannate. At the end,
the yellow solution is created when the compound iron (III) oxalate is formed. In each of the
above two reactions, the first iron compound is destroyed and changed into a new more
stable compound. In each case the compounds switch partners.
One reaction is used to show the switch partners concept:
Beaker #3: FeCl3 + 3 KSCN ---> Fe(SCN)3 + 3 KCl.
Safety: Use normal precautions when handling the chemicals.
Disposal: The final products may be poured down the drain.

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Lemon Shell Game


Science Concept:
How a lemon reacts with acids and bases.
Materials:

water

0.1 M sodium hydroxide (NaOH)

phenolphthalein

3 lemons

knife

syringe with no tip or plastic tip

50 mL beaker

Directions:
1. Pour 5 mL of the 0.1 M sodium hydroxide/water solution into 50 mL
beaker.
2. Add four drops of phenolphthalein into beaker.
3. Use the syringe to suck up 2-3 ml the pink basic solution from the
beaker.
4. In just one of the lemons make a tiny hole for the syringe to go
through.
5. Inject the pink basic solution into the lemon.
6. Mix lemons around, and have kids try to guess which is the pink
lemon.

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7. Then cut open the lemons to find the pink one.


8. After, squirt some pink NaOH on open lemon to show how pink
disappears.
Explanation:
When the sodium hydroxide, which is a base, is mixed with
phenolphthalein, it turns pink. When the base is neutralized by the acid, citric
acid, which is present in lemons, the pink solution turns colorless. This
happens because the base is neutralized in an acid solution, which causes
the indicator to become colorless. All of the base is neutralized by the citric
acid. The inside of the lemon stays acid so the phenolphthalein indicator is
colorless.
NaOH + phenolphthalein ----> pink colored solution
neutralization: 3 NaOH + H3-citric acid -----> 3 HOH + Na3(citrate)
Disposal:
The lemons can be disposed of in the garbage, and the remaining solution
can be disposed of in the sink

Solid Water
Science Concept:
A polymer absorbs a large amount of water by the process called osmosis.
Materials:
2- 400 mL beakers

Table salt

Sodium polyacrylate

Water

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Food coloring

Stirring rod

Directions:
1. Measure 300 mL of water in one of the 400 mL beakers.
2. Add a few drops of food coloring to the water.
3. Measure out 5 -7 grams of the sodium polyacrylate and pour into the other 400 mL
beaker.
4. Pour the water quickly into the beaker containing the sodium polyacrylate from a height of
about 12 inches with a lot of vigorous splashing. This is to ensure good mixing as stirring
after the addition of the water does not work properly. Pour back and forth quickly and it will
quickly thicken into a solid.
5. Turn the beaker upside down to demonstrate how it has become solid.
6. Measure out about 10 grams of table salt.
7. Pour the salt onto the solid water gel and stir until the mixture becomes a liquid again.
8. Pour the liquid back into the first beaker again to demonstrate that it is a liquid again.
Explanation:
The white powder is a polymer of sodium polyacrylate. The particles have a
membrane of the polyacrylate which surrounds the sodium ions. By the process of osmosis,
the water is attracted to the sodium polyacrylate because it contains sodium ions (an ion
that you would find in table salt). It expands the crystals of the powder and makes it into
solid like gel. This is an example of an osmosis process reaction involving a polymer. Sodium
polyacrylate contains a high number of sodium ions within each particle. Water is highly
attracted to sodium ions. So when the water is poured into the beaker containing the sodium
polyacrylate, it moves into the individual powder particles and expands the polymer
particles to become a solid like gel.
When the table salt was added to the gel, it caused it to turn back to a liquid because
salt has a higher concentration of sodium ions on the outside of the polyacrylate particles.
The water was attracted to the salt and this caused the water to leave the polymer particles
which then collapsed and become a liquid again. This process is called osmosis.
Sodium polyacrylate is the material found in baby diapers.
Safety: These chemicals are not harmful.
Disposal: May be disposed of in sink or garbage.

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Ghost Crystals
Sodium polyacrylate can also make larger crystals that cannot be seen in water. Tie a string
around a crystal and float in a beaker. Pull it out so students can see the ghost crystal.
The crystals are almost all water so the light rays do not change as they travel through
water and the the crystal. However, when you pull the crystal out of water, it has a diferent
index of refraction than air and can be seen. Sometimes, these water absorbing crystals are
put in dirt to help new plants survive while they grow. The crystals absorb water when it
rains and slowly release it as the dirt dries out.

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Vitamin C Clock Reaction


Concept:
A delayed chemical reaction occurs with the mixture of Iodine and starch by adding Vitamin
C.
Materials:

2 - 250 mL beakers Liquid laundry starch

Distilled water 100 mL graduated cylinder

500 mg Vitamin C tablet (C6H8O6)

25 mL graduated cylinder

Tincture of iodine - (2%) (I2)

Hydrogen peroxide - (3%) (H2O2)

Light Box
Pre-Demo Preparation:
Vitamin C stock: Crush Vitamin C tablet in 30 mL distilled water. Break up so no pieces of
solid can be seen. (Solution will be slightly hazy.)
Solution A: 1. Place 60 mL distilled water in beaker A.
2. Add 3.5 mL Vitamin C stock.
Solution B: 1. Place 60 mL distilled water in beaker B.
2. Add 15 mL hydrogen peroxide.
3. Add 2 mL laundry starch.
Directions: Place beakers on light box.
1. Add 5 mL tincture of iodine to solution A and stir. This solution is now colorless
2. Add solution B to solution A.
3. Stir a few times and wait. It should take approximately 1 - 2 minutes for the
solution to suddenly turn blue-black.
Introduction: Clocks have been around to measure time thousands of years. They have
been made from diferent materials, like stone on a sundial, and liquid crystals in watches. A
clock can be formed from molecules that react at a rate from the time the chemicals are
mixed to the time the reaction occurs.
Explanation: There are two forms of iodine:
Element form (Iodine): I2 + starch -------> blue
Ion form (Iodide): I- + starch --------> colorless
There are two reactions taking place simultaneously in the solution:
#1. 2I- + H2O2 ---(slow)-------> I2 + H2O
#2. I2 + Vitamin C ----(fast)----> I (colorless)
In Reaction # 1 iodide ions react with hydrogen peroxide to produce iodine element which is
blue in the presence of starch. BUT, BUT......
In Reaction # 2 The Vitamin C is immediately reacting with any iodine formed in reaction #
1. The net result, at least for part of the time is that the solution remains colorless with
excess of iodide ions being present.
Now after a short time as the reactions keep proceeding in this fashion, the Vitamin C gets
gradually used up. The Vitamin C creates a clock reaction (1 - 2 minutes) and once it is used
up, the solution turns blue, because now the iodine element and starch are present.
Safety Precautions: Be careful when working with the iodine - it stains.
Waste Disposal: Dispose all liquids down the drain with plenty of water.

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Luminol
Concept: Two mixed liquids emit a blue chemiluminescent glow.
Materials:
4.0 g anhydrous sodium carbonate (Na2CO3)
0.2g luminal (3-aminophthalhydrazide)\
24.0 g sodium bicarbonate (NaHCO3)
0.5 g ammonium carbonate monohydrate
0.4 g copper (II) sulfate pentahydrate (CuSO4*5H2O)
50 ml 3% hydrogen peroxide (H2O2)
Distilled water
Glass funnel, ring stand, ring and 6-8 clamps, 2 m transparent tygon
tubing, 1 L Erlenmeyer flask, 2- 100 ml beakers, 2 1-L beakers of
flasks.
Pre-demo preparation:
1. Prepare solution A. In a 1 L flask dissolve 4.0 g sodium carbonate in
500 ml distilled water. Add 0.2 g luminal and stir to dissolve (this step
may take awhile). Add 24.0 g sodium bicarbonate, 0.5 g ammonium
carbonate monohydrate, 0.4 g copper (II) sulfate pentahydrate and stir
until all the sold is dissolve. Dilute to a final volume of 1 L with distilled
water.
2. Prepare solution B. In the other 1 L flask dilute 50 ml of 3% hydrogen
peroxide to 1 L with distilled water.
3. Prepare a coil to send the glowing luminal through. Set up the ring
stand with the funnel and ring as close as possible to the top. Place 68 clamps along the remainder of the ring stand. Connect the tygon
tubing to the glass funnel and coil it around the ring stand and through
the clamps to form a spiral. Place the 1 L Erlenmeyer flask in the
receiving end of the tubing.
*** If the presentation room cannot be made completely dark, try using a
black cardboard background. Other creative ways of the arranging the
tubing for presentation can be explored.
Directions:
1. Measure out 100 ml solution A and B in separate beakers.
2. Turn out the lights. Check that the receiving Erlenmeyer flask is at the
end of the tubing. Simultaneously pour solutions A and B into the
funnel. The solution with travel through the spiral of tubing and glow
for approximately 2 minutes.
Safety Precautions:

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Waste Disposal: Rinse the tubing with distilled water when finished. The
materials can be placed down the drain.

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Alka-Seltzer and Gas Solubility


Concept: Solubility of gases decreases as temperature increases.
Materials:
Alka-seltzer tablets
Bromothymol blue indicator, (0.04%, 10 ml)
1 M sodium hydroxide (5 ml)
Ice bath
3-250ml beakers
2 thin stem beral pipets
Hot plate
Stirring rod
3 large test tubes & rack
Thermometer

Directions:
1. Add 200ml tap water to each beaker. Place A in an ice bath, B at room
temp, and C on a hot plate. Heat C to 75-80C, then place all three on
benchtop.
2. Add 3 ml bromothymol blue to each beaker (should be blue-green).
3. Drop a alka-seltzer tablet in the beaker A and C. (hot water reaction is
quick, cold water takes several minutes). Note the changes taking
place final color change.
4. Measure the temperature of each beaker. Label the test tubes with the
temperature and add 25 ml of each sample.
5. Add 1 M NaOH dropwise into the cold water until it matches B. Count
the number of drops with students.
6. Repeat step 5 with C.
Explanation: Alka-seltzer contains aspirin, sodium bicarbonate, and citric
acid. Sodium bicarbonate is a weak base and citric acid is a weak acid, so
these bufer the solution.
The solubiliby of carbon dioxide decreases as temperature increases.
Safety Precautions: wear goggles when working with sodium hydroxide.
Waste Disposal: Can be disposed down drain.

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Thionin: The Two-Faced Solution


Concept: Light and chemical energy can make a solution that is two colors
Materials:
Iron(II)sulfate (2.0g)
1M sulfuric acid (100ml)
.001 M thionin solution (10ml)
Distilled water (500ml)
Large beaker or fish bowl
Overhead projector
Aluminum foil/black construction paper
Solution Preparation:
1. Prepare .001 M thionin solution by dissolving 0.023 g thionin in 100 ml
distilled water. Solution must be used within one week.
Demonstration Preparation:
2. Mix 10 ml 0.001M thionin solution, 100ml 1M sulfuric acid and distilled
water to make a solution with a final volume of 600ml.
3. In a dark room, add 2.0g iron(II)sulfate. Stir to dissolve. Pour into
fishbowl.
4. Cover half of an overhead projector with tinfoil and construction paper.
Directions:
1. Place the fishbowl on the overhead projector so half is over the
darkened area. Turn on the projector. (Half the solution will quickly
turn to colorless with a distinct vertical line).
2. Lights can be turned of and this can be repeated several times.
Explanation: The oxidized form of thionin is purple, while the reduced form
is colorless.
Safety Precautions: Be cautious of sulfuric acid. Wear gloves and apron.
Waste Disposal: The solution can be disposed of down the drain when
complete.

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Milk of Magnesia
Concept: Milk of Magnesia is an antacid to work with stomach acid.
Universal indicator is used to show it working.
Materials:
Milk of magnesia (20ml)
3M HCl (20ml)
Universal indicator (4-5ml)
1 L beaker
Magnetic stir plate and stir bar
Crushed ice and water (780ml)
Demonstration Preparation:
1. Measure 20 ml milk of magnesia and 780 ml water in a 1 L beaker.
Place on stir plate with stir bar and to create a vortex.
2. Add 4-5 ml universal indicator solution.
Demonstration Directions:
3. Add 2-3 ml 3M HCl.
4. Repeat until the solution turns to blue-purple.
Explanation: Milk of Magnesia contains Mg(OH)2 which is in suspension in
the solution. In cold water, magnesium hydroxide has a low solubility
resulting in a basic solution with a pH of about 10. Hydrochloric acid is
added to simulate stomach acid which neutralizes the magnesium
hydroxide and has excess acid making an acidic solution. The excess acid
sin solution causes more suspended magnesium hydroxide to dissolve,
slowly neutralizing the acid and creating a basic solution. As this occurs, the
universal indicator displays all the color changes.
Safety Precautions: Wear goggles and lab apron.
Waste Disposal: Neutralize solutions and dispose down drain.

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Glycerin Soap Bubbles/Kid in a


Bubble
Concept: Prepare high-quality bubbles to make large bubbles around a
student.
Materials:
Dish soap (Dawn or Joy)
Glycerin
Distilled water
1 L beaker
Large plastic swimming pool.
Bubble wand from hula hoop and PVC pipe handle.
Directions:
1. Mix 100ml dish soap with 50 ml glycerin.
2. Add to 850 ml distilled water. Stir solution.
3. Pour solution in a ~4 ft plastic swimming pool.
4. Have a student stand on a stool in the swimming pool.
5. Use a hula hoop to make a large bubble around the student.

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Hydrogen Bubbles
Concept: Create soap bubbles filled with H2 gas which can be ignited in
your hand.
Materials:

Glycerin soap bubble mixture

1M H2SO4

1 teaspoon Mg(s)

500 ml erlenmeyer flask with spindle tube and two-holed stopper

1L Plastic pop bottle with nose cut of

Ring stand and clamp

Bucket of water.

Directions:
1. Set up the Erlenmeyer flask with stopper. Put spindle tube in one hole
of the stopper and tubing connecting to the pop bottle in the other.
Add 1 teaspoon solid Mg to the flask.
2. Cut the top 4-inches of a 1 L plastic pop bottle. Place a stopper in the
neck of the pop bottle and connect the tubing. Use a clamp to hold the
pop bottle upside-down on the ring stand. Put soap bubble mixture in
the pop bottle.
3. Add H2SO4 to the Erlenmeyer flask through the spindle tube. (Volume
depends on the amount of soap bubbles you wish to create).
4. Dip your hand in a bucket of water and then in the pop bottle to scoop
out H2 bubbles.
5. Have another person to hold a flaming splint with tongs to ignite the
bubbles.

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Explanation: Soap bubbles are a film consisting of two layers of soap


molecules around a thin layer of water molecules. This film forms a spherical
shape (the shape with a minimum surface area) around air. The film forms
because one end of the soap molecule is hydrophilic (water-loving) and the
other end is hydrophobic, and avoids water and positions itself away from
the water. Bubbles pop when the water evaporates. Glycerin forms weak
hydrogen bonds with the water molecules, which slows evaporation and
helps to extend the life of bubbles.
Safety Precautions: Remove jewelry from hands before igniting H2
bubbles.
Waste Disposal: Soap bubble solution is safe to dispose.

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Rainbow Reaction
Concept: A rainbow of colors appears in a large graduated cylinder as
density separates solutions with diferent pH.
Materials:
0.1 M HCL
Saturated Na2CO3 solution
Universal indicator
Large graduated cylinder (1 L)
Beral-type pipets
Directions:
1. Add 90 ml universal indicator to large cyulinder. Add 500 ml HCL
solution. Swirl to mix.
2. Fill pipet with sodium carbonate solution. Tilt the cylinder and slowly
add sodium carbonate down the sides of the cylinder. This solution will
sink to the bottom of the graduated cylinder. Continue adding sodium
carbonate in this manner and a rainbow spectrum of colors will appear.
Explanation: HCl is an acidic solution. As sodium carbonate is added it
sinks to the bottom due to density. Carbonate ions then drift upwards and
neutralize the hydrochloric acid. The changes in pH are displayed as
diferent colors by the presence of universal indicator.
Safety Precautions: Use caution with acid and base solutions. Wear
goggles and apron.
Waste Disposal: Neutralized solution may be dispose of in the sink.

Graduate Fellows in K-12 Education

Nitrocellulose
Concept: Nitrocellulose forms nitrogen gas with the heat generated by
touching with a glass rod.
Materials:
Cotton balls
Concentrated nitric acid (HNO3)
Concentrated sulfuric acid (H2SO4)
Ice bath
250 ml beaker and watch glass
Stirring rod and Bunsen burner
Nitrocellulose Preparation:
1. Place 12 cotton balls in beaker.
2. Combine 50 ml concentrated nitric acid with 100 ml concentrated
sulfuric acid and pour onto cotton balls.
3. Cover the beaker with a watch glass and place in ice bath in a fume
hood and let sit overnight.
4. Rinse the material several times with water and allow to dry.
5. Store in plastic bags.
Demonstration Directions:
1. Place a small ball of nitrocellulose on the lab bench or on iron base of
a ring stand.
2. Heat a glass stirring rod with a Bunsen burner.
3. From a distance, touch the hot end of the stirring rod to the
nitrocellulose, which will immediately ignite and burn with a flash.
Explanation: The heat from the stirring rod is sufficient energy for the
trinitrocellulose to react and form nitrogen gas.
Safety Precautions: Use extreme caution when handling concentrated
acids. Wear acid gloves, goggle, and apron and work under a hood. Only an
instructor should handle concentrated acids.
Waste Disposal: There should not be any waste.

Graduate Fellows in K-12 Education

Burning Water/Burning Money


Concept: Ethanol looks like water, but has a diferent flammability.
Materials:
Water
Lighter fluid
50% ethanol solution
1 L Erlenmeyer flask
500 ml beaker
Dollar bill
Matches and tongs
Burning Water Directions:
1. Add 2-3 ml lighter fluid to the Erlenmeyer flask without audience
seeing.
2. Add water to the new, clean flask to fill to the neck.
3. After about 30 sec, ignite the surface water, holding a lighted match
with tongs.
Explanation: Lighter fluid is less dense than water and will float to the top
of the surface. It will then ignite with a match and burn.
Burning Money Directions:
1. Fill the beaker with 50% ethanol by volume solution.
2. Using tongs to hold a dollar bill, dip the money in the solution. Use
tongs to hold a lighted match and hold near the bottom of the dollar
bill.
Explanation: The ethanol will burn of the dollar bill and the water will
evaporate before the paper will ignite.
Safety Precautions: Use caution when handling matches.
Waste Disposal: Ethanol solution can be stored and reused.

Graduate Fellows in K-12 Education

Flaming Salts
Concept: Salts produce diferent colored flames.
Materials:
7 evaporating dishes
Methanol
Tongs and matches
NaCl, BaCl2, CuCl2, LiCl2, SrCl2, KCl, FeCl2
Demonstration Preparation:
1. Place teaspoon of a salt into each evaporating dish.
2. Add 3-5 ml methanol to each dish.
Demonstration Directions:
3. Using tongs to hold a lighted match, light each dish.
4. Turn out the lights. Burning will stop when the methanol is consumed.
Explanation: Salts emit visible light when they absorb energy from a flame.
The light is emitted when electrons that have been elevated to higher energy
levels by burning methanol return to lower energy levels. The energy
associated with the drop in energy of electrons is diferent for each salt,
resulting in diferent colors of light emitted.
Waste Disposal: Dishes can be reused for multiple demos. Dissolved salts
left unburned can be washed down the drain.
Safety: Have a teacher pour the methanol and supervise burning and check
that evaporating dishes are a safe distance from anything flammable. Use
caution lighting the methanol.

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