AHH – CHOOO!
Overview:
In this activity, campers will use Sharpie markers to create tie-dye hankies! This activity
reinforces the concept of the 3 R’s – reduce, reuse, recycle.
Topic (s)
Grade Level
Cost (per class)
Time (preparation and activity)
Complexity
Chemistry
4, 5, 7 (Adapted for Grade 3, 4)
18.84
45 minutes
Medium
Ontario Curriculum Links
UNDERSTANDING LIFE SYSTEMS: Grade 4 - HABITATS AND COMMUNITIES
Big Ideas:
• Analyse the effects of human activities on habitats and communities;
• Investigate the interdependence of plants and animals within specific habitats and
communities;
• Demonstrate an understanding of habitats and communities and the relationships
among the plants and animals that live in them.
Specific Expectations:
• Analyse the positive and negative impacts of human interactions with natural
habitats and communities (e.g., human dependence on natural materials), taking
different perspectives into account (e.g., the perspectives of a housing developer,
a family in need of housing, an ecologist), and evaluate ways of minimizing the
negative impact
UNDERSTANDING MATTER AND ENERGY: Grade 5 - PROPERTIES OF AND
CHANGES IN MATTER
Big Ideas:
 Evaluate the social and environmental impacts of processes used to make
everyday products;
 Conduct investigations that explore the properties of matter and changes in
matter;
 Demonstrate an understanding of the properties of matter, changes of state, and
physical and chemical change.
Specific Expectations:
 Evaluate the environmental impacts of processes that change one product into
another product through physical or chemical changes
 Use appropriate science and technology vocabulary, including mass, volume,
properties, matter, physical/reversible changes, and chemical/irreversible
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changes, in oral and written communicationBig ideas will be found in the table
underneath the “Overview” section of the unit
UNDERSTANDING LIFE SYSTEMS: Grade 7 - INTERACTIONS IN THE
ENVIRONMENT
Big Ideas:
• Assess the impacts of human activities and technologies on the environment, and
evaluate ways of controlling these impacts;
• Investigate interactions within the environment, and identify factors that affect the
balance between different components of an ecosystem;
• Demonstrate an understanding of interactions between and among biotic and
abiotic elements in the environment.
Specific Expectations:
• Assess the impact of selected technologies on the environment
• Analyse the costs and benefits of selected strategies for protecting the
environment
Theory & Background Information
CHEMISTRY
Chemistry is a discipline of science that has to do with the molecular and chemical
makeup of different substances. Chemists work with different materials in order to
determine how they react in a particular environment and how they can get a desired
result. Chemists are useful when trying to find the best combination of chemicals for a
desired result.
POLARITY
Polarity of a molecule is determined by molecular arrangement. If a molecule has polar
bonds, formed from charge difference between atoms, it is likely polar. However, the
arrangement of the molecule may cancel out this charge difference if charges are
opposite each other like in atoms like diatomic elements (Cl2). These molecules are
linear and so the polar bonds have no effect on the molecule and they are still nonpolar.
LIKE DISSOLVES LIKE. Polar substances mix and dissolve other polar substances,
while non-polar substance mix and dissolve other non-polar substances. However, polar
and non-polar substances will not mix and instead separate into different layers like
water and oil. Water is polar, while oil is non-polar.
SOLUBILITY
A solution is a mixture of two or more substances in a single state. At least two
substances must be mixed in order for it to be deemed a solution. The substance in the
smallest amount and the one that dissolves or disperses is called the SOLUTE. The
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substance in the larger amount is called the SOLVENT. In most common instances
water is the solvent. The gases, liquids, or solids dissolved in water are the solutes.
The dissolving process involves a consideration of the relative strength of three
intermolecular attractive forces. The type of forces between solute-solute molecules and
solvent-solvent molecules must be considered. These intermolecular attractions must
be broken before new solute-solvent attractive forces can become effective. Perhaps
the bond breaking and bond forming processes take place simultaneously.
A solute will dissolve in a solvent if the solute-solvent forces of attraction are great
enough to overcome the solute-solute and solvent-solvent forces of attraction. A solute
will not dissolve if the solute-solvent forces of attraction are weaker than individual
solute and solvent intermolecular attractions. Generally, if all three of the intermolecular
forces of attraction are roughly equal, the substances will be soluble in each other.
The solubility of a chemical in solution is dependent on its polarity, but how soluble
something is, is relative to how much of it can dissolve in the solution without falling out.
When something precipitates out of the solution or no more will dissolve it is saturated
and how much of a chemical can be dissolved before this point is reached is called its
solubility level.
DECOMPOSERS
Decomposers are bacteria that work to breakdown dead and biodegradable material,
and they make up a very important portion of nature’s ecosystem. Without these small
creatures, matter would never decompose and the ground would not be as rich in
nutrients. Mushrooms are the most common decomposer.
BIODEGRADATION
The process of biodegradation is long, and not all things biodegrade. Some things will
take so long to break down that it is not feasible to say that they are biodegradable. Like
plastic for example; though it does break down, hundreds of thousands of years is not a
time span that fits under the definition of biodegradation. Biodegradable items such as
fruit and other food break down in a matter of days or weeks. Biodegradable items
return the nutrients that they borrowed for growth back to the ground as they
decompose for reuse by other organisms.
The breakdown of biological material occurs naturally and a byproduct of this break
down is heat.
Materials
Per Group:
(Groups of 5)
1. 1 syringe
Per Camper:
 Small square of white cotton cloth
 1 cup/yogurt container
 1 Elastic band
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

20 Drops of Isopropyl Alcohol
Sharpie markers of all colours
Per Camp:
 A few yards of White cotton cloth
 25 wide lid cups/plastic yogurt containers
 25 elastic bands
 4L of isopropyl alcohol 99%
 5 syringes
 Sharpies of all colours
Safety Concerns
Safety Concern(s):
Description:
Flammable/Combustible Material Isopropyl Alcohol
presence of flame.
Poisonous/Infectious Materials
(Immediate)
Applicable MSDS
99%:
combustible
in
the
Isopropyl Alcohol 99%: slightly toxic if ingested in
significant doses.
Isopropyl Alcohol 99%:
MSDS Attached
Risk Factors
The greatest risk in the activity is if a child were to use the isopropyl alcohol for
something other than dissolving the ink in the marker or if they were to rub their eyes
with chemical on their hands.
Location
 Physics: Second Floor Labs
 It may also occur on Grad Hill
Emergency Contingency
Preventative
1. Ensure a phone is nearby in the event of an emergency.
2. Have a water source or eye wash station accessible.
3. Ensure all participants understand that consumption of the chemicals is
hazardous to their health.
4. Wash hands after use of chemicals.
Reactive
1. Rinse mouth with cold water in the event of ingestion and call poison control.
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2. Use an eye wash station for the duration of 15 minutes in the event of a chemical
spill in the eyes.
Procedure
Preparations
1. Cut out enough 6 inch by 6 inch pieces of square cloth for every camper without
a piece of clothing
2. Get out multiple colours of sharpie markers
3. Get out enough cups for all campers as well as elastic bands
4. Prepare a few containers with isopropyl alcohol and syringes
Introduction
1. Start off by letting campers know that today they will be chemists by
experimenting with ink to make cool tie dye!
a. Tell them that they will be tie dying a piece of cloth for use as a
handkerchief so they can avoid the use of disposable tissues that fill up
our landfills. Paper waste (including tissues) make up about 35% of the
total material filling up landfills.
b. Ask campers if they have ever heard of the 3 R’s. Review each one.
Reduce (the amount of waste you produce); Reuse (instead of throwing
things away, try to find ways to use them again); Recycle (things like pop
cans and milk cartons).
c. Tell them that though some things are biodegradable, meaning that they
can breakdown over time, many things do not and that is why we need to
do what we can to keep waste out of the landfills and make room for
things that cannot be recycled and do not break down.
d. Ask campers how many of them use reusable water bottles. Say that
those are a great way of lessening unnecessary waste in our landfills.
e. Let the campers know that it doesn’t have to stop at water bottles and that
the homemade handkerchiefs we are going to make are a great solution to
the waste problem.
2. Let the campers know that biodegradation does not happen on its own.
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a. Let the campers know it takes a lot of help from organisms called
decomposers to get the job done.
b. Tell them that decomposers like mushrooms and different fungi work to
consume the item that is being broken down to return the nutrients that it
possesses back to the ground.
c. Let the camper know that decomposition provides vital nutrients for the
earth and its ecosystems.
d. Tell campers that even with these great helpers, it still takes a very long
time to break down certain items.
e. Also, let the campers know that things like plastics and manmade objects
often take the longest to biodegrade because they most likely do not
receive help from fungi as things like plastic cannot support life.
Biodegrading without fungi takes thousands of years and so things like
plastics which are recyclable must stay out of landfills.
3. Let the campers know about the science behind the making of tie dye
handkerchiefs.
a. Tell the campers that they will be using a combination of permanent
sharpie markers and isopropyl alcohol (very pure 99%) to spread the
colours throughout the fabric.
b. Let them know the reason that permanent markers are permanent is that
they are made of a solution that is not soluble in water. This means that it
won’t wash off with just water.
c. Then let them know this is because permanent marker ink is NON-POLAR
while water is POLAR.
d. Polar and non polar solvents are defined by their molecular shape or how
the molecules line up.
e. This happens because usually one side of a molecule is more negative
than the other side and this results in a charge difference. If the shape of
the molecule is not linear or these charges do not cancel out based on the
molecules shape you will get a polar molecule like water. However, if they
do cancel it is non polar.
f. The other reason this works is because LIKE DISSOLVES LIKE and only
polar solutes can be dissolved in polar solvents and the same is true for
non polar solvents and solutes.
g. If there is misunderstanding of solvent and solute let them know that
solutes are solids while solvents are liquids.
h. Finally let the campers know that how soluble something is depends on
how big the charge difference is for polar substance and how insignificant
it is for non polar ones. The more soluble the more can be dissolved into
the same amount of solution.
i. Let the campers know that the reason this activity is effective is because
the isopropyl alcohol is non polar like the marker ink and so it dissolves
into solution and is absorbed throughout the cloth.
Activity
1. Take the cloth that is being died and stretch it over the top of the cup.
2. Then use the elastic band to hold it down and keep it from moving.
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3. Have campers colour the fabric with 4 or five different colours of permanent
Sharpie markers in the middle of the fabric.
4. Then using up to 20 drops of isopropyl alcohol you slowly drop the solvent on to
the location that you coloured.
5. Wait for the solution to dry by putting them in the sun. Then take them home and
put them in the dryer to make sure they do not bleed. Alternatively, the cloths can
be dyed in a vinegar-water solution to let the colours set.
Activity Accommodations and Extensions
Accommodations
One way to simplify this activity is to do the drops of isopropyl alcohol for the campers
instead of letting them doing it themselves.
Extensions
One way to make the activity more challenging is to decorate around the design made
in the fabric to add extra effect!
Safety Considerations
Ensure no children rub their eyes while doing this activity and that everyone washes
their hands afterwards. This is to avoid contact with the skin or unwanted areas with the
alcohol.
Resources
http://www.cartoonstock.com/lowres/shr0645l.jpg
http://www.pollutionissues.com/A-Bo/Biodegradation.html
http://users.stlcc.edu/gkrishnan/polar.html
http://www.dharmatrading.com/html/eng/2072619-AA.shtml
http://www.zerowasteamerica.org/landfills.htm
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