Hands-On Chemistry:
Safe enough for elementary school but
robust enough for high school/college
• Jodye Selco*, Cal. Poly. Pomona
jiselco@csupomona.edu
• Mary Bruno, Kordyak Elem. School, Rialto USD
mbruno@rialto.k12.ca.us
• Sue Chan, Kolb Middle School, Rialto USD
schan@rialto.k12.ca.us
Standards
• 2-PS1.B Different kinds of matter exist and many of
them can be either solid or liquid, depending on
temperature. Matter can be described and classified
by its observable properties.
• 5th: PS1-B (Chemical Reactions)
• MS-PS1-A (Structure and Properties of Matter) and
MS-PS1–B (Chemical Reactions)
• HS-PS1-B (Chemical Reactions)
• Cause and Effect, Planning and Carrying Out
Investigations, Analyzing and Interpreting Data,
Communicating Results
Design Challenge
• Having both teachers and students actually
“doing” real chemistry.
• Safe enough to use in portable classrooms in
elementary schools (even in trailers!)
• Use of plastic (glass not allowed at
elementary schools)
• Chemicals are safe and readily available
• Inexpensive
• Hands-on Inquiry
What we did:
• Devise a “mix and match”
experiment where any ingredient
could be mixed with another
• All powders are labeled A-F and
liquids are labeled 1-6
• Used only “household” chemicals
• Include endothermic and exothermic
reactions, color changes, gas
evolution, …
Directions to Students
• To ensure students understand
directions, they are provided via
“Silent Demonstration” –
pantomimed directions
• 1 tsp each two different powders
added to sandwich Ziploc bag
along with ½ oz liquid in
condiment cup
• Squeeze out air, zip, mix, record
•Your Turn
Next Step
• Asked to do 10 reactions as a group
• Share all data gathered in class to
generate a testable question (e.g.
when A+C are used, does it always turn
purple?)
• Then student groups are asked to
design an experiment that enables them
to answer their own question
• Student groups then determine the
answers to their own questions.
What happens?
• Students get very excited
• Even weeks later, students remember
their testable question, how they tested
it, and what they found
• Students want to know what was used
so they can do more at home (and
whether they can do this at home)
• Students that do the hands-on labs can
easily answer the benchmark questions.
th
5
Grade Science CST Scores
2004
2005
2006
2007
2008
2009
2010
2011
100%
80%
Basic
60%
Below Basic
40%
20%
0%
Far Below Basic
0%
20%
Proficient
40%
60%
Advanced
Factor of 4.4 increase in number of students that are
proficient and advanced from 2004 to 2011. Chemistry
professional development provided to teachers in 2005.
8th Grade Physical Science CST Scores
2006
2007
2008
2009
2010
2011
80
60
Basic
40
Below Basic
20
0
Far Below Basic
0
20
Proficient
40
Advanced
Factor of ~3 increase in number of students that
are proficient and advanced from 2006 to 2011.
First 5th grade cohort in 8th grade 2007-2008.
60
High School Chemistry CST Scores
2006
2007
2008
2009
2010
2011
80
60
Basic
40
Below Basic
20
0
Far Below Basic
0
20
Proficient
40
Advanced
Factor of ~2.7 increase in number of students that
are proficient and advanced from 2006 to 2011.
First 5th grade cohort in HS grade 2010 and 2011.
60
Ingredients used in this experiment.
Powders
Epsom Salts
Liquids
Vinegar and red cabbage
juice
Baking Soda
Water and red cabbage
juice
Calcium Chloride
Anhydride
Lemon juice and red
cabbage juice
Powdered Lemonade
Baking soda solution and
red cabbage juice
Washing Soda (sodium
carbonate)
Washing soda solution
and red cabbage juice
Corn Starch
Diluted tincture of iodine
Acknowledgements:
• Mary Bruno and Sue Chan
• Rialto Unified School District 5th
grade teachers and students
• Dr. Ed D’Souza for having the wisdom
to make us a teaching team
• CaMSP (California Mathematics and
Science Partnership) grant
Thank You!
• Jodye Selco Ph.D. - Cal Poly Pomona
• jiselco@csupomona.edu
• Lessons are posted at:
http://www.csupomona.edu/~cemast/Lesson
Plan&Links.shtml
District Benchmark Exam
• A chemical reaction forms new products with
different properties. Which of the following is
a chemical reaction?
• A. Iron turning into rust. (62%, 52%)*
• B. Salt dissolving in water. (20%, 23%)
• C. Water freezing into ice cubes. (13%, 15%)
• D. A glass bowl breaking into many pieces.
(5%, 10%)
• Use the table below to answer the question.
• Reactions of Kitchen Substances with Water, Vinegar, and Iodine
Substance
Water
Vinegar
Iodine
Sugar
Dissolves, forming
clear solution
Dissolves forming clear
solution
No reaction
Salt
Dissolves, forming
clear solution
Dissolves forming clear
solution
No reaction
Baking Soda Dissolves forming clear Forms bubbles
solution
No reaction
• You have an unlabeled jar of baking soda and an unlabeled
jar of salt. You could figure out what is in each jar by mixing
each substance with ___________.
• iodine (6%, 13%)
• sugar (13%, 14%)
• vinegar (62%, 50%)*
• water (20%, 29%)
• You have the following chemicals: 6 liquids labeled 1-6 and 6 powders
labeled A-F. You combine two powders and one liquid in a Ziploc bag,
mix and record your observations. During your experiment, you use the
combinations listed below and record your observations.
Liquid
1
2
1
2
Data From My Chemistry Experiments
Powders
Observations
A+B
Got hot, turned green
A+B
Got hot, turned green, bag exploded
A+C
Got hot, turned pink
B+C
Got cold, turned purple
• You want to answer the question, “Will any liquid, when mixed with A+B
turn green?” In order to obtain the data to answer this question, you need
to do which additional experiments?
• Add liquid 3 to A+B, liquid 4 to A+B, liquid 5 to A+B, and liquid 6 to A+B
(52%, 43%)*
• Add liquid 3 to C+D, liquid 4 to D+E, liquid 5 to E+F, and liquid 6 to A+F
(13%, 16%)
• Add liquid 4 to B+C, liquid 5 to C+D, liquid 6 to D+E, and liquid 1 to E+F
(13%, 21%)
• Add liquid 1 to A+C, liquid 1 to A+D, liquid 1 to A+E, and liquid 1 to A+F
(21%, 20%)
• You have the following chemicals: 6 liquids labeled 1-6 and 6 powders
labeled A-F. You combine two powders and one liquid in a Ziploc bag, mix
and record your observations. During your experiment, you use the
combinations listed below and record your observations.
Liquid
1
2
3
4
5
6
•
•
•
•
•
Data From My Chemistry Experiments
Powders
Observations
D+B
Gets cold, turns blue, bag explodes
D+B
Gets cold, turns blue, fizzes
D+B
Gets cold, turns blue
D+B
Gets cold, fizzes
D+B
Gets cold, turns purple, texture changes
D+B
Gets cold, thickens, turns green
What is the best conclusion that you can draw based upon this data?
All chemicals when mixed together turn cold. (32%, 27%)
Liquid 1 makes bags explode. (8%, 16%)
Whenever you add powders D and B to any liquid, it gets cold. (52%, 45%)*
Whenever you add powders D and B to any liquid, it fizzes. (8%, 12%)