www.attheworks.org STEM on Stage: Chemistry Grade Levels:
Grades 2nd – 6th Concepts:
States of Matter and Phase Change Periodic Table of Elements, Elements and Atoms Chemical and Physical Changes Objectives:
Students will discover the states of matter, explore state changes, be able to identify both physical and chemical changes and describe solutions and mixtures. Academic Content Standards:
Science: Physical Science: 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 6.2, 6.3 & 6.4 Science: Scientific Inquiry: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.1, 3.2, 3.4, 3.5, 3.6, 4.1, 4.3, 5.1, 5.3, 5.4, 5.5 & 6.2 Science: Scientific Ways of Knowing: 2.4, 5.2, 6.3 Technology: Nature of Technology: Benchmark B: 2.3, 3.2, 4.1, 5.2 Technology: Designed World: Benchmark A: 4.1 Classroom Connections:
Either before or after your visit The Works recommends that you investigate these words, phrases, cultures and locations in your classroom. Matter Molecules Atoms Elements Periodic Table Mass 1 Volume www.attheworks.org Gas Solution Chemical Properties Mixture Electrons Phase Change Supersaturated Solution Solid Chemical Change Emulsion
Physical Properties Physical Change Liquid Catalyst States of Matter Literacy Links:
Beech, Linda, Joanna Cole, and Ted Enik. Scholastic's The magic school bus gets baked in a cake: a book about kitchen chemistry.. New York: Scholastic, 1995. Print. Dingle, Adrian, and Simon Basher. The periodic table: elements with style!. New York: Kingfisher :, 20102007. Print. Newmark, Ann. Chemistry. Rev. ed. London: DK, 2005. Print. Parker, Steve. Chemicals & change. Langhorne, PA: Chelsea House Publishers, 2005. Print. Townsend, John. Crazy chemistry. Chicago, Ill.: Raintree, 2007. Print. Wiker, Benjamin, Jeanne Bendick, and Ted Schluenderfritz. The mystery of the periodic table. Bathgate, N.D.: Bethlehem Books ;, 2003. Print. Extensions at The Works:
Glassblowing Studio •
Discover the science of glass and see how our artists use this fantastic material’s properties to create beautiful works of art. 2 www.attheworks.org Additional Resources:
http://www.thecatalyst.org/ http://wiki.chemprime.chemeddl.org/index.php/Main_Page http://www.chemheritage.org/discover/magazine/articles/28‐1‐chemistry‐at‐play.aspx http://www.nclark.net/Chemistry http://www.creative‐chemistry.org.uk/index.htm 3 www.attheworks.org STEM on Stage: Chemistry Pre Visit Activities Movement of Molecules
Objective: Students will observe the kinetic (moving) energy present in molecules and discover how that movement relates to the states of matter. Materials:
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Stopwatch Thermometer Clear Glass, Cup or Beaker Water Food Coloring (Multiple Colors can be used.) Paper or Science Journals Pencils Procedure:
1. Split students into groups of 3 – 4 students each. 2. Distribute a stopwatch, thermometer and approximately 250mL of room temperature water to each group. 3. Have students take a record the temperature of the water. 4. Place one drop of food coloring in the middle of the cup of water and start the stopwatch simultaneously. a. Younger students may need assistance with this step. b. Be sure that the cup is not disturbed in any way. 5. Students should observe and time the spread of the food coloring throughout the water until evenly distributed. a. Even distribution means that there are no longer any currents or swirls of food coloring visible in the water. 6. Once the color is evenly distributed students should stop their stopwatch and record the ending time. a. In our experience this takes approximately 4 minutes. 7. Replace the room temperature water with hot (not boiling) water and repeat steps 3 – 6. a. In our experience this takes less than 1 minute. 8. Discuss the results. Possible Extensions: 4 •
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www.attheworks.org This can be repeated with cold water as well, but in our experience this is a long process. o In our experience 10 more minutes. Determine if the timing was at all related to the color used? o Do some colors disperse more rapidly than others? What Happened?
Students will understand that the amount of kinetic (moving) energy present in molecules of a substance is dependent on the state of matter in which the substance exists. Each different temperature of water (room temperature, hot, and cold) can be compared to a different state of matter and time it takes for food coloring to distribution throughout the water is directly related to temperature. The longer the food coloring takes to distribute the less kinetic energy is present. Solids are represented by the cold water, liquids by the room temperature water and gases by the hot water. Molecules in a solid show the least kinetic energy and molecules in a gas show the most. 5 www.attheworks.org Conservation of Mass – Salt Painting
Objective: Students will learn and understand the Law of Conservation of Mass. Materials:
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Epsom Salt Water Stirrer Paintbrush Dark Construction Paper Cups Procedure:
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Split students into groups of 3 – 4 students each. Distribute ½ cup Epsom Salt, ½ cup Hot (not boiling) water and a stirrer to each group. Distribute one paintbrush and one piece of dark construction paper to each student. Have students stir Epsom Salt into hot water until mostly dissolved. a. This is a supersaturated solution, so the salt will not dissolve completely. b. Because we are dealing with evaporation and not boiling the water this is okay. 5. Students dip their paintbrushes into the shared solution and on their construction paper “paint” their names or a design of their choice. a. The more the construction paper is filled the better the results will be. 6. Students will place completed paintings next to a window or warm, dry spot. a. Paintings should dry for a few hours or if possible overnight. 7. After drying have students check their work and make observations. 8. Discuss what students think happened. a. Salt dissolved into the solution did not evaporate with the water. Possible extensions: • Vary the amount of Epsom Salt dissolved and observe differences in the final product. • Vary the amount of drying time and observe differences in the final product. What Happened?
Students will understand if a substance is dissolved into solution, that substance, say salt, does not evaporate along with the water. Instead, it is left behind and thanks to the law of conservation of mass, the amount of solute left behind is the exact amount added at the beginning. 6 www.attheworks.org 7 www.attheworks.org STEM on Stage: Chemistry Post Visit Activities Conservation of Mass – Chemical Change
Objective: Students learn and understand the conservation of mass by using a triple beam balance to measure the various components of a system both before and after the reaction. Materials:
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Triple Beam Balance (or similar device) Effervescing Antacid (Alka‐Seltzer or similar) Balloon 8oz Plastic Bottle Water Paper or Science Journals Pencil Procedure:
1. Split students into groups of 3 – 4 students each. 2. Distribute a triple beam balance, ½ tablet of effervescing antacid, one balloon and an empty 8oz plastic bottle. 3. Add 10ml of water to the 8oz plastic bottle. 4. Students should mass all the items together at the same time. 5. Record the mass. 6. Place the ½ antacid tablet in the balloon. • Be sure it is securely inside and away from the opening. 7. Secure the balloon over the opening on the plastic bottle. • Be sure the balloon will not slip off the bottle. • Make sure the tablet does not slip into the bottle yet. 8. Once the balloon is secured in place, hold the balloon up vertically so the tablet will fall into the plastic bottle. 9. Record observations. 10. Keeping the balloon in place, students mass the entire system again on the triple beam balance. 11. Record the mass. • Be sure to keep the balloon attached so that no gas can escape from the system • The current mass should equal the previous mass. 12. Discuss why the mass should be the same despite the fact that something new (a gas) is now present. 8 www.attheworks.org Possible extensions: • Vary the type and size of bottle used. • Record mass both with and without saving the gas. • Discuss the evidence of chemical change present in this experiment. What Happened? Students will discover that even when a chemical reaction occurs that the Law of Conservation of Mass still applies. The mass of the end products is equal to the mass of the starting products. 9 www.attheworks.org Milk Kaleidoscope
Objective: Students will discover that chemical reactions help us to clean our dishes, clothes and even hands every time we wash them. Materials:
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Petri Dish Milk Food Coloring o Red, Yellow, Blue and Green Toothpick Cup Liquid Dish Detergent o We recommend original Dawn Dish Detergent. Procedure:
1. Split students into groups of 3 – 4 students each. 2. Distribute a petri dish filled with just enough milk to cover the bottom, bottles of red, yellow, blue and green food coloring, one toothpick, and a small cup of liquid dish detergent. 3. Place one drop of food coloring at the four opposite ends of the Petri dish. • Imagine the petri dish as a compass and place a drop on each compass point, N, S, E & W. • For younger students it is probably best to add the food coloring for them. 4. Dip the toothpick in the dish soap. • Be sure to get a good size drop of dish soap. 5. Dip the toothpick in the middle of the Petri dish and hold it there. • Be sure the soap is allowed to distribute throughout the dish. 6. Students should observe the changes taking place of the course of the next 5 – 10 minutes. 7. Have students describe their observations using words, pictures or both. • If the student is using pictures it is recommended that they be allowed to use colored pencils or crayons to illustrate. 8. Discuss the reaction. • Why the kaleidoscope effect occurs. • What is in the soap that makes the milk react? • Does the color have anything to do with the reaction? • Is this a physical or chemical change? Possible extensions: 10 •
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www.attheworks.org Vary the types of dish detergent used. Repeat the experiment without food coloring. What Happened?
Students will understand that water and oil don’t mix and that we use that fact to clean our dishes. However, after we eat our dishes the caked on food left behind is primarily made of fats. Water alone could not get our dishes clean. When soap is added to water an emulsion is created that works to break down fats and proteins. 11