Sparklers… Sparklers…oooh…ahh
Overview
By the end of this project, campers will have learned about chemical reactions,
properties of different chemicals and how to be safe in a lab while making their own
fun and exciting sparklers.
Topic (s)
Grade Level
Cost (per class)
Time (preparation and activity)
Complexity
Chemistry, Chemical Engineering
5-8
?
40 minutes to make, overnight to dry.
Medium – Advanced
Ontario Curriculum Links
Grade 2 -Matter and Materials
 Demonstrate an understanding of the properties of familiar liquids (e.g.,
vinegar, detergent, water, oil) and solids (e.g., sugar, salt, sand), and of
interactions between liquids and between liquids and solids;
 Investigate the properties of and interactions between liquids and between
liquids and solids, and identify the types of objects or materials that can be
used to contain liquids and solids (e.g., a plastic bowl will hold a liquid or a
solid but a paper towel will only hold a dry solid);
Grade 5 -Matter and Materials
 Demonstrate an understanding of the three states of matter and of changes in
state;
 Investigate common changes of state (e.g., melting, freezing, condensing,
evaporating) and make informed choices about materials when finding
solutions to problems in designing and constructing objects;
Energy and Control
 Design and construct devices that use a form of energy to meet a specific
need or want, and investigate how the energy is transferred to a specific
output;
Grade 7 -Matter and Materials
 Demonstrate an understanding of mechanical mixtures (heterogeneous) and
solutions (homogeneous) and describe these characteristics using a scientific
model (the particle theory);
 Investigate properties of different kinds of mechanical mixtures and solutions
that make them useful in manufacturing products for particular purposes;
 Identify human uses of mixtures and solutions in everyday life, and evaluate
the environmental impact of some of these uses.
ESQ Activity Write-Up 2008
Sparklers… Sparklers…oooh…ahh
Theory and Background Information
Chemistry
Chemistry is a discipline of science that studies “the science of matter; the branch of
the natural sciences dealing with the composition of substances and their properties
and reactions” (Google, 2008)
Chemical Reactions
All matter has Physical properties (colour, hardness, viscosity, transparency) and
Chemical properties (reactive, oxidizer, melting point, boiling point). When matter
undergoes a chemical reaction, these properties change as new material is formed.
Chemical reactions always result in a change in chemical properties but not always
physical. An example is wood burning and acid-base neutralization. The wood’s
physical properties clearly change as is changes colour and disappears when it
changes state to a gas. In neutralization, a chemical change is occurring but the liquid
still looks clear, the colour doesn’t change, and the viscosity doesn’t change).
There are different ways you can tell when a chemical change is happening. If the
colour is changing, if a new state of matter is formed, if energy is released or taken, if
light is produced, or if sound is produced. Most reactions will have a combination of
these characteristics. When wood burns, light and heat are given off, there is
sometimes crackling sounds produced, and the solid wood turns into carbon dioxide
gas.
Oxidation Reactions
Oxidizers are usually highly reactive materials but require high activation energy. In
other words they will react quickly once ignited but a lot of heat or other energy is
needed to start the reaction. Most oxidation reactions, like in sparklers, can burn
underwater and don’t need oxygen from the air to burn. This is because the oxygen
that is used in the reaction is already in the compounds. Such as Potassium Chlorate
(KClO3) has three oxygen atoms in each molecule that the reaction uses. This is why it
is very important that these reactions are carried out safely and the proper chemical fire
extinguisher is nearby.
Materials
Per class






1 cup of Potassium Chlorate
4 tbsp of aluminium fines
Tiny pinch of charcoal
4 tbsp of barium nitrate
Water to mix with 10% powdered dextrin
2 Large Mixing bowls
Per camper
 metal coat hanger
ESQ Activity Write-Up 2008
Sparklers… Sparklers…oooh…ahh
Introduction
1. Ask the campers if they know what chemistry is
a) Chemistry is a discipline of science that studies the science of matter; the
branch of the natural sciences dealing with the composition of substances and
their properties and reactions Introduce some background information by
summarizing the theory section appropriate to the age group.
2. Chemical Reactions
a) What are physical properties of matter? Colour, texture, hardness
b) What are chemical properties of matter? Boiling point, melting point, changes of
state
c) The chemical reaction is the one that starts with one or more reactants and has
one or more products after the reaction where the chemical name or formula has
changed from the products.
d) In the water case the products and reactants are the same substance with the
same chemical formula (H2O) only they are in different states.
e) With the wood burning, changes in state also occurs but the chemical formula of
the wood is C (carbon), which changes to CO2 (carbon dioxide) after is burns.
3. Oxidation Reactions
a) Talk about safety and begin explaining how oxidizers work. Oxidizers are usually
highly reactive materials but require high activation energy. They react quickly
once ignited but a lot of heat or other energy is needed to start the reaction.
b) In this case they are spontaneous reactions. This means that once it starts it will
keep going on its own.
c) Begin to talk about the chemicals that they will be using.
a. Potassium Chlorate – is an oxidizing agent that is highly reactive and in
some cases explosive. It can be worked on at room temperatures safely
as long as proper precautions are taken (don’t light is on fire).
b. Aluminium – is the material that gets oxidized, it is the same as the
aluminium in pop cans.
c. Charcoal – is left over burnt wood. It is flammable.
d. Barium Nitrate – is an oxidizer and is also toxic. Make sure you handle it
carefully.
e. Dextrin – is similar to corn starch but has different properties and is used
as a glue to hold everything together.
Activity
1.
Drymix

Take one of the large mixing bowls and add;
 1 Cup of Potassium Chlorate
 4 tbsp Aluminum Fines
 A pinch of charcoal
 4 tbsp Barium Nitrate
 Do not add dextrin solution!
2. Wetmix
ESQ Activity Write-Up 2008
Sparklers… Sparklers…oooh…ahh

4.
5.
6.
7.
Mix a 10% Dextrin solution in the other large mixing bowl. (10 parts Dextrin, 90
parts water)
Sticks

Take your coat hanger and bend it into any shape you want that isn’t too tight
and make sure one end has a long enough hande (between 1 and 2 feet)
Dip

Pour drymix into a tall paint can or bucket.

Slowly pour ___?___mL of Dextrin solution into dry mix ingredients.

Dip metal sticks into the solution for a few seconds and then place handle end
into the clay pot with sand to dry. (if solution doesn’t stick well then dip for longer)
Drying

Wait overnight for the sticks to dry and return to burn them the next day.
SPARKLERS

In an open and well ventilated area, light the sparklers using a lighter or match
and watch them go.
Safety Considerations
 Make sure that they understand that they are not allowed to put anything in their
mouths and their hands must be cleaned after the experiment is over.
 In this Activity, campers will be making sparklers. The chemicals are unsafe for
younger children to handle too much so the UL’s will be talking about the
chemicals being used while they make the large mixture for the camp at the front.
The HL is with the campers, who are listening and watching, and helps them
make their wire sparkler sticks into the shape that they want. Once they are
done and the mix is complete, the campers will dip their sticks into the mixture
and then place them into a pot to dry.
 It will be made very clear that they can’t ingest he sparkler mix in any way and to
wash their hands after “planting” them.
 The next day when they are lit, it will be made sure that they do not try to light
anything on fire, they hold it away from their bodies or anything that could burn,
and they are aware of the other people around them.
 When lighting the sparkler make sure that there is sand near by to put out the
sparkler
References
Theory
http://www.google.ca/search?hl=en&client=firefox-a&rls=com.frontmotion:enUS:official&hs=xG0&defl=en&q=define:chemistry&sa=X&oi=glossary_definition&ct=title
Procedure & Materials
http://chemistry.about.com/od/demonstrationsexperiments/ht/sparkler.htm
Curriculum Links
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18curr.pdf
ESQ Activity Write-Up 2008