Getting More Activity Out Of the
Activity Series
Additional Information
Presented at ChemEd 2013
Chris Miedema
Ashbury College
Ottawa, Ontario
CANADA
cmiedema@ashbury.ca
Thanks to Debbie Goodwin (Master Teacher), Dr. Winston Revie (National
Resources Canada-Retired) plus the ASM Foundation and NACE Foundation for
all their assistance in my professional development.
Cost of a Penny
I include this as I assume we have participants from both sides of the border.
Unfortunately, for Canadians this is a difficult lab to do for two reasons. (1) Canada
has eliminated the penny from its currency, and (2) the Canadian penny had a
different core from American ones . Check the Canadian Mint site for the
composition history. (http://www.mint.ca/store/mint/learn/1-cent5300004#.UfQMghb3WaA)
Day #1
1. Make a table to record your data. Record the date of a pre-1982 penny and a
post-1982 penny.
2. Measure and record the thickness (using the digital calipers) and the mass
(centigram balance) for each penny. Be sure to use labels.
3. Use sandpaper to remove a thin layer of copper around the rim of the penny make sure that you see silver-colored zinc exposed on the post-82 pennies. Or
use a triangular file to make four 1mm deep scores in the penny’s edge at 90
degrees apart.
4. Place the pennies in a beaker or plastic (PS) cup and add 20 - 25 mL of 6M HCl.
5. Place in the fume hood or by an open window.
6. Write observations.
Day #2
1. Decant the HCl into the sink, flushing with plenty of water. Add about 50 mL of
tap water to the beaker to rinse off the pennies. Pour the water off and tip the
pennies onto a paper towel to dry.
2. Measure and record the thickness and mass of each penny. Write observations
about changes in appearance of each penny.
3. Answer the “Questions and Calculations” on the handout.
4. Write a final summary paragraph and a reflection paragraph.
Safety
Safety glasses/goggles must be worn during this experiment.
The beaker containing the 6M HCL should be placed in a fume hood or by an open
window overnight.
From Everything is Material ASM International Foundation p 14-M
Aluminum Can Demo



Remove the paint from an unopened pop can
o Use a scotchbrite pad (found in the paint department at Wal-Mart or
Lowe’s)
o Using an unopened pop can makes it much easier to remove the paint
Empty the pop out of the can and rinse
Poke 2 holes on opposite sides of the can near the top




o Run a copper wire through the holes to suspend the can in a beaker
o OR use a stirring rod to suspend the can by the tab
Fill the can with cold water (the reaction to remove the aluminum is
exothermic)
Suspend the can in a 600 mL beaker
Gradually add 3M HCl or 1M NaOH to the beaker
o Add between a half inch and an inch at a time
o Once the reaction stops, add another ½” to 1” of solution
o Concentrated copper II chloride solution or copper II sulfate (with
NaCl added) solution may be used
o HCl is “cleaner” than NaOH
Gently rinse the can in a beaker of water
Notes:
 Use safety precautions when using chemicals. Using HCl will produce
hydrogen gas as a by-product and is an exothermic reaction. Wear
appropriate lab safety gear such as safety glasses and lab aprons and consult
specific MSDS.
 Adding too much HCl or NaOH at a time may cause the polymer liner to melt
from the heat generated or rip due to vigorous bubbling
 Masking tape can be used to make a design on the can, such as stripes or
letters, before sanding.
 The polymer liner is spray-coated onto the inside of the can during
production. It is to protect the aluminum from the phosphoric acid that pop
contains.
 The chemical reaction that removes the aluminum by using HCl is a simple
single-replacement reaction:
6HCl + 2Al ----- 3H2 + 2AlCl3
This demonstration comes from the materials provided to participants of the ASM
Materials Camp for teachers. See
http://www.asminternational.org/portal/site/www/foundation/educators/teache
r-material-camp/
for more details.
Corrosion Materials
City of Ottawa Sacrificial Anode Program:
See: http://ottawa.ca/en/residents/water-and-environment/drinking-water-andwells/extending-life-watermains-your-community
The following reports giving background information from other areas are also
available on the internet:
AWWA, “Dawn of the Replacement Era: Reinvesting in Drinking Water
Infrastructure,” AWWA, Denver, CO, 2001.
www.win-water.org/reports/infrastructure.pdf
S. Folkman, “Water Main Break Rates in the USA and Canada: A Comprehensive
Study,” Utah State University Buried Structures Laboratory, April, 2012
http://www.watermainbreakclock.com/docs/UtahStateWaterBreakRates_FINAL_T
H_Ver5lowrez.pdf
C. Holloway, “Cathodic Protection Program (1983 – 2007) 2007 Annual Report”
Region of Durham Works Department, 2007
http://www.corrosionservices.us.com/Durham_Ontario_2007_Annual_Report.pdf
Thanks also to Mr. Wayne Shields and Ms. Sandy Yenson for their helpful
discussions.
Pitting Corrosion.
See the book Ink Sandwiches, Electric Worms and 37 Other Experiments for
Saturday Science by Neil A. Downie. P 308 entitled “Unusually Cool Sunglasses” for
details. (I love Downie’s books by the way)
Stray Current Corrosion
We got started with the following:
http://www.corrosionservices.us.com/Durham_Ontario_2007_Annual_Report.pdf
http://www.ce.sc.edu/deptinfo/members/faculty/ray/web1/ugrad/eciv%20303/
Corrosion/Set7%20CorrosionCells.pdf
We also looked at “The Other Stray Current Corrosion” by Dick Troberg found in
Professional Boatbuilder No 105, February/March 2007. This article suggests a
number of experiments as well. Your library data base might have this journal on it.
Raku Pottery
This project has been one of the best I have encountered for student interest and
excitement. Plus they learn something from it. If the students take the project home,
they usually talk about it favorably with their parents, and you know the benefits of
that!
I have attached the method to this document. The source of this material is from
documents provided during the ASM Teacher Camp for Teachers. See
http://www.asminternational.org/portal/site/www/foundation/educators/teache
r-material-camp/
for more details.
Students taking Chemistry that also take Art occasionally ask to do more
comprehensive work in this area. Our Art teacher has taken to purchasing the clay.
You do need a front -loading kiln. For schools that cannot afford one, I always
wondered whether you could strike a deal with a local pottery club. Use of their kiln
for the possibility of attracting new, young, members.
Cleaning Silver
This method can be found all over the internet. Here are the basics:
1. Heat 400 ml of water
2. Place sheet of Al foil so it covers the bottom of a second beaker. Alternatively,
you could just use an Al pan or dish. (The latter is what I do)
3. Place the tarnished silver in the container so it is touching the foil.
4. Mix (1:1) salt/baking soda and stir into the boiled water until dissolved.
5. Pour the hot solution over the tarnished silver
6. After a few minutes, remove the silver and record any observations.
7. This could be an open ended activity by studying different conditions and
salt.
I usually break my class up into small groups and have them do several activities
and then explain what they have done rather than getting this formally written up.
Participants of the ASM Materials camps get a copy of this lab and several others in a
booklet form as part of a free cKit they receive.