Slime Time
Printable Resources
Slime Time
Appendix A: Physical and Chemical Changes Pre / Post-Test
Appendix B: Physical and Chemical Changes Pre / Post-Test KEY
Appendix C: Student Guide
Appendix D: Rubric
Appendix E: Engineering Design Process
Appendix F: Slime Recipe
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Appendix A: Physical and Chemical Changes Pre / Post-Test
Name _____________________________
Directions: Read each question carefully and think about what is being asked
before answering.
1. If 5mL of peroxide are added to 30 mL of water in a graduated cylinder, what
will be the total volume of the liquid?
A.
B.
C.
D.
26 mL
42 mL
35 mL
19 mL
2. According to the Design Process, in what order should an experiment be
carried out?
A.
B.
C.
D.
Design a solution, Identify a problem, Identify possible solutions
Identify possible solutions, Identify a problem, Design a solution
Identify a problem, Identify possible solutions, Design a solution
None of the above
3. What is the BEST piece of safety equipment to use when you mix chemicals?
A.
B.
C.
D.
fire extinguisher
goggles and gloves
smoke detector
graduated cylinder
4. Which of the following is an important part of setting up an experiment?
A.
B.
C.
D.
control variables
use a computer to record your data
video tape each step
use a balance scale
5. Mike left a cube of ice in a glass on a windowsill. In about an hour, the ice
changed into a clear liquid. Finally, after three days, there appeared to be
nothing in the glass at all. What states of matter did the ice cube pass
through?
A.
B.
C.
D.
liquid then gas then solid
solid then liquid then gas
gas then liquid then solid
None of the above
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6. Which of the following show a change in an object’s state of matter?
A.
B.
C.
D.
placing an ice cube into a glass of warm water
putting a graham cracker into the freezer
tearing up a piece of paper
None of the above
7. Which of the following is false?
A.
B.
C.
D.
Gases take the shape of their containers.
Liquids take the shape of their containers.
Solids take the shape of their containers.
None of the above
8. Which of the following describes a physical change that takes place in an
apple?
A.
B.
C.
D.
An apple shrinks as it loses water.
A sour, vinegary smell comes from the apple.
Mold begins growing on the apple skin.
The apple will remain the same
Identify the following reactions by writing a C if the change is chemical and
a P if it is physical.
9. ____Mixing baking soda and vinegar
10. ____Lighting a match
11. ____Shredding paper
12. ____roasting a marshmallow
13. ____crushing aluminum cans
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Directions: The prices for the Yummy bar, a delicious candy bar, are given in
the table for 6 years.
Yummy Candy Bar Cost
Year
2009
2010
2011
2012
2013
2014
2015
Cost of
Yummy
49
55
59
65
69
bar (in
cents)
14. Make two different types of graphs to represent the Yummy bar data. Choose
a bar graph, picture graph, line graph or line plot. Include appropriate labels
for the graphs.
First graph type _______________
Second graph type_____________
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15. Predict the cost of the Yummy Candy bar in 2014 and 2015. Write your
predictions in the table.
16. Explain how you made your predictions for 2014 and 2015.
17. What trends do you notice in the data. Use one of your graphs to support you
answer.
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Appendix B: Physical and Chemical Changes Pre / Post-Test
ANSWER KEY
1. C
2. C
3. B
4. A
5. B
6. A
7. C
8. A
9. C
10. C
11. P
12. C
13. P
14. Yummy Candy Bar Graph Rubric
4 point: Each graph is properly labeled with an appropriate scale and interval. X
and Y axis are both correctly labeled. Graph includes a title and all information is
complete and accurate.
3 points: The graphs are correctly completed but have one minor error.
2 points: The graphs have two missing or incorrect elements.
1 point: The graphs show minimal understanding and several errors or
omissions.
15. 1 point: Prediction will show an increase in the cost of Yummy Candy Bars.
16. 1 point: Prediction of an increase is based on the pattern of the previous
years. From 2007 the cost of the candy bar increased at least $.04.
17. 1 point: The trend of the data shows a continued increase.
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Appendix C: Student Guide
Name _____________________________
Sorting Solid Materials
Today’s experiment will challenge you to answer the following:
 How are materials sorted?
 What are the properties of these materials?
Supplies:

Glass, Paper, Plastic, Wood, Metal, Foam, Cloth, Leather, etc…

Ruler or measuring tape

Scales

Magnifying Glass
Procedure:
1. With your team of scientists describe similar characteristics of the items in the
box placed in your table. Record the lists of describing words your team came
up with.
____________________, ____________________, ____________________,
____________________, ____________________, ____________________
2. Examine each item carefully and based on how each item looks (hard, soft,
round, square, etc.), create 3 groups. Place the 10 items in the
corresponding group in the table below.
Group A:
__________________
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Group B:
__________________
Group C:
__________________
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3. Now use a different set of criteria to establish 5 groups for the 10 items from
your box
Group A:
Group B:
_____________ ____________
Group C:
____________
Group D:
____________
Group E:
____________
1
1.
1.
1.
1.
2.
2.
2.
2.
2.
4. Using that same criteria find 3 things in the classroom that would fit into the
same group.
____________________, ____________________, ____________________,
5. How would you group the drinks in your refrigerator?
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Sorting Liquid Materials
Today’s experiment will challenge you to answer the following:
 How are materials sorted?
 What are the properties of these materials?
Supplies:
 Vinegar, water, juice, soda, oil (vegetable), corn syrup, milk, liquid soap,
liquid laundry detergent, Dishwasher soap, pancake syrup, broth
 10 Plastic cups
 Scales
 Magnifying Glass
 Thermometers
Procedure
1. With your team of scientists describe similar characteristics of the items in the
box placed in your table. Record the lists of describing words your team came
up with.
____________________, ____________________, ____________________,
____________________, ____________________, ____________________
2. Examine each item carefully and based on how each item looks (hard, soft,
round, square, etc.), create 3 groups. Place the 10 items in the
corresponding group in the table below.
Group A: ____________
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Group B: ____________
Group C: ____________
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3. Now use a different set of criteria to establish 5 groups for the 10 items from
your box
Group A:
Group B:
_____________ ____________
Group C:
____________
Group D:
____________
Group E:
____________
1
1.
1.
1.
1.
2.
2.
2.
2.
2.
4. Using that same criteria find 3 things in the classroom that would fit into the
same group.
____________________, ____________________, ____________________
5. How would you group the solid items in your refrigerator?
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Physical Changes
Today’s experiment will challenge you to answer the following:
What is a physical change?
What are the signs that a physical change has occurred?
Procedure:
With your team of scientists describe what you see at each station and why it is a
physical change.
Station # Describe What You See
Explain How it is a Physical Change
1
2
3
4
5
What is a physical change? __________________________________________
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Chemical Changes
Today’s experiment will challenge you to answer the following:
What is a Chemical change?
What are the signs that a chemical change has occurred?
Procedure:
With your team of scientists describe what you see at each station and why it is a
chemical change.
Station # Describe What You See
Explain How it is a Chemical Change
1
2
3
4
5
What is a chemical change? _________________________________________
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Sales Pitch
Sometimes in science and research, a product does not meet the researchers
expectations. As part of the business world scientists discover an alternate use
for the materials and “sell” the product for marketing in a global economy. For
example, post-it notes were a failed attempt at glue making. However, they have
been marketed for use in everyday life. Therefore, engineers and scientists must
possess excellent communications skills, both written and oral. This is important
not only for possible sales pitches, but also for clear record keeping of results
and findings, as well as for reporting information to others.
Choose one of your recipes that did not meet the requirements for the highest
bounce. Based on your observations of its potential capabilities, create an
alternative use for a new product and create a sales pitch. You will present to the
sales pitch to the class.
Be sure to:
 include a visual (poster or power point presentation with no more than 3
slides).
 be creative.
 remember to speak loudly and clearly and have eye contact with your
audience.
Your presentation should be at least one minute long (like a commercial), but no
longer than 3 minutes.
You need not have an actual working prototype for this product. A picture or
diagram along with an explanation will suffice. Be sure to include why this
particular recipe is best suited to that specific use.
Think:
 What can this product do that could be useful to the general public?
 How can this product be advertised?
 What commercials you have seen in the past.
What make you interested in the product?
Was it a catchy phrase or slogan?
Did it include humor?
 Team work is important. Brainstorm ways to make use of everyone’s talents.
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Project Report
Team Members:
STEP 1: Identify the Problem
STEP 2: Identify Criteria and Constraints
STEP 3: Explore Possibilities
Controls for the Bounce Test (What will stay the same for each test?
Variables for the Bounce Test (What will change for each bounce test?)
STEP 4: Construct the Original Design
Data Table:
Borax
Glue and Water Mixture
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Total Volume
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STEP 5: Test and Evaluate
Description of Slime
(include physical properties)
Bounce Height (cm)
(include several measurements
STEP 6: Communicate Results
Summary of Design Challenge
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Refine the Design
STEP 7: Select an Approach
Summary of Modifications (What will you change and how will it be changed?)
STEP 8: Construct Modified Design
Data Table After Modifications:
Borax
Glue and Water Mixture
STEP 9: Test and Evaluate
Description of Slime
(include physical properties)
Total Volume
Bounce Height (cm)
(include several measurements
STEP 10: Communicate Results
Write a complete summary about the results of your New Slime Time design. Be
sure to include what worked well, what you changed, and how the Slime worked
after modifications
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Refine the Design #2
STEP 11: Select an Approach
Summary of Modifications (What will you change and how will it be changed?)
STEP 12: Construct Modified Design
Data Table After Modifications:
Borax
Glue and Water Mixture
STEP 13: Test and Evaluate
Description of Slime
(include physical properties)
Total Volume
Bounce Height (cm)
(include several measurements
STEP 14: Communicate Results
Write a complete summary about the results of your New Slime Time design. Be
sure to include what worked well, what you changed, and how the Slime worked
after modifications
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Questions
1. Was the Engineering Design Process a good tool for figuring out your Slime
design? Justify your answer with 2 reasons for or against.
2. Explain how this activity relates to your real life.
3. What would be a good use for the slime you created?
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Slime Time Reflections
Name _____________________________
Directions: Answer each with complete sentences. Each team member must
complete the reflection.
1. What was the most difficult thing about this activity? Explain your answer.
2. What was the easiest thing about this activity? Explain your answer.
3. Did you or didn’t like this activity? Justify your answer with at least 2 reasons.
4. If you were the teacher what would you do differently with this activity if you
did it again?
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Appendix D: Rubric
Name _____________________________
Problem
Statement
and
Materials
Data Tables
Method
Summary
4
3
2
1
Restatement of the
problem reflects
complete and indepth understanding
of the challenge
above and beyond
project expectations.
Material’s list is
complete.
Restatement of the
problem reflects
complete
understanding of the
challenge. Material’s
list is complete.
Problem is restated.
Materials are listed,
but some may be
missing
Problem is
incorrectly stated or
missing important
information. Several
materials are
missing from the list.
Data tables are all
of the following:
 complete
 accurate
measurements
 accurate
calculations
 neat
Data tables are 3 of
the following:
 1 complete
 accurate
measurements
 accurate
calculations
 neat
Data tables are 2 of
the following:
 complete
 accurate
measurements
 accurate
calculations
 neat
Data tables are 1 of
the following:
 complete
 accurate
measurements
 accurate
calculations
 neat
Independent and
Dependent variables
are both accurately
and completely
stated, showing
evidence of in-depth
understanding and
inferences beyond
project expectations.
Summary includes
all of the following:
 skills learned
 applications to
real life
situations
 reflection on the
engineering
design process
 reflection on the
strengths and
weaknesses of
the design
Independent and
Dependent variables
are both accurately
and completely
stated, showing.
Independent or
Dependent variables
stated. However,
minor errors are
evident.
Independent and
Dependent variables
stated with major
errors evident.
Summary includes 3
of the following:
 1 skills learned
 applications to
real life
situations
 reflection on the
engineering
design process
 reflection on the
strengths and
weaknesses of
the design
Summary includes 2
of the following:
 skills learned
 applications to
real life
situations
 reflection on the
engineering
design process
 reflection on the
strengths and
weaknesses of
the design
Summary includes 1
of the following:
 skills learned
 applications to
real life
situations
 reflection on the
engineering
design process
 reflection on the
strengths and
weaknesses of
the design
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Appendix E: Engineering Design Process
Name _____________________________
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Appendix F: Slime Recipe
Name _____________________________
Ingredients:
borax
water
white glue
food coloring (if desired)
Other Materials needed:
Ziploc plastic sandwich bags (1 per group)
½ teaspoon measuring spoons (1 per group)
measuring cups – 1 cup and ¼ cup (1 per group)
(extra container – 16 oz. clear drinking cup, another measuring cup, a bowl?)
plastic spoons – (1 per group)
surgical gloves – rubber, latex, or nitrate (1 set per student)
safety glasses (1 pair per student)
1. Squeeze 30 mL of water to the glue in the measurement cup. Add 30 mL of water to
the glue, and stir the glue and water together. If desired, add food coloring,
otherwise, the slime will be an opaque white.
2. In a separate container, mix 120 mL of water with 2.5 mL (1/2 tsp) of borax powder.
3. Slowly stir the glue mixture into the container of borax solution with the plastic spoon.
Note: The teacher may want to give the borax to the students and add it directly into
the water for them. The students can stir the borax.
4. Place the slime that forms into your hands and knead it until it feels dry. The more
the slime is played with, the firmer and less sticky it will become.
5. Slime should be stored in a sealed Ziploc sandwich bag.
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Appendix G: Technical Brief
Polymers are large chains of molecules that are used for everything from airplanes to
medicine. The individual molecule units are called “monomers” which typically are made
up of 10 or less atoms such as carbon and hydrogen (Harris et al., 1996). Common,
natural polymers would include starch (polymers of the glucose molecule – see picture),
pectin (found in plant cell walls), agarose (starch gel used for studying DNA), and agar
(derived from algae and used as a thickening agent), cellulose (made of glucose
monomers), chitin (the exoskeletons of insects, shrimp and lobsters-the part that goes
“crunch”), wool, silk, and natural rubber. Other molecules may be involved as well in a
polymer such as oxygen, nitrogen, fluorine silicon, sulfur and chlorine. Man-made
polymer examples include polystyrene, nylon, poly vinyl chloride and polyethylene.
Practical uses of these polymers include glue, Plexiglas and contact lenses (Harris et al.,
1996).
(http://www.cbu.edu/~seisen/OrganicChemistry.htm)
Airplanes are made of high performance, lightweight, non- metal polymers developed by
scientists. One of the newest advancements is the use of polymer matrix carbon fiber
reinforced composites used in aerospace and space structures such as satellites,
rockets and launch vehicles (Lee et al). Air Force and industry scientists are studying
these reinforced polymers to build higher performance and lower cost polymer-matrix
composite systems.
Other types of polymer systems include resins, plastics, and laminates. Scientists are
using computational modeling and building physical models to test and predict the
mechanical and thermal properties of polymer composites when exposed to extreme
environments such as speed, heat or cold (AFOSR). Scientists also are developing new
polymers for holographic patterning, data storage, polymers that can conduct electricity
for photovoltaic and sensing applications (Lee et al).
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Airplane runways are repaired with polymers to continue operations of aircraft. Polymer
concretes and mortars have been developed that bond to different surfaces and cure in
minutes. These polymers are tested for strength and flexibility (Strickland et al).
In medicine, carbohydrate polymers are used to encapsulate and deliver drugs, make
artificial limbs and body parts, and to prevent deaths of soldiers in the battlefield.
Because bleeding is the major cause of death for a soldier, new polymers are being
tested to quickly stop bleeding in emergency situations. For example, chitosan is a
polymer that comes from chitin found in the exoskeleton of shrimp (Edwards et al 2008).
This material binds to cotton and helps blood coagulate, preventing it from bleeding
through a bandage.
Polyvinyl alcohol is a water soluble synthetic polymer that is a solid at room temperature
and is the adhesive part of white glue (Wang et al., 1999). The chemical name for Borax
is sodium tetraborate. In water, sodium tetraborate dissociates into borate, boric acid
and sodium ions. The borate chemically links to the polyvinyl alcohol in the white glue to
form a gel polymer (Lin et al. 2002).
Instructional tips
Materials:
Borax, white glue, water, Ziploc plastic sandwich bags, ½ teaspoon measuring spoons,
plastic spoons, food coloring (if desired), measuring cups, surgical gloves (rubber, latex
or nitrite), safety glasses, white paper, rulers with centimeters, clear plastic tape.
Each group should receive a set of gloves for each student, safety glasses for each
student, one Ziploc plastic sandwich bag, one cup measuring cup, one ¼ cup measuring
cup,1/2 teaspoon measuring spoon, one plastic spoon, one piece of paper, one ruler,
one role clear plastic tape.
Borax may be found in the laundry section at a grocery store. White glue contains
polyvinyl alcohol, a polymer that forms a chemical reaction to form slime with borax and
water. Have a variety of colors of food coloring so students can get creative coloring
their slime if desired.
Methods:
The basic method to making slime listed below will make a slightly gooey slime. All
student groups should try this method first before trying to make the best slime for a ball.
Directions provide enough slime for one group. Squeeze 30 mL of glue into the
measurement cup. Add 30 mL of water to the glue, and stir the glue and water together.
If desired, add food coloring. Otherwise, the slime will be an opaque white. In a
separate container, mix 120 mL of water with 2.5 ml (1/2 tsp.) of borax powder.Slowly
stir the glue mixture into the bowl of borax solution. Place the slime that forms into your
hands and knead until it feels dry. (The more the slime is played with, the firmer and less
sticky it will become.)Note: The teacher may want to give the borax to the students and
add it directly into the water for them. The students can stir the borax.
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Once students understand the ratio of borax to water and glue, allow them to vary the
ingredients to form the “ultimate” slime to make a bouncing ball. However for the
scientific method, stress that only one variable should be changed. This variable can be
the amount of glue OR borax added. The volume of each component should always
remain the same so that the total volume of glue-water must remain 60 mL and the total
volume of borax-water must remain 120 mL. Also stress that the amounts of borax or
glue added should be measured and added in intervals. For example,if they choose to
add more glue, they could add more by 2, 3 or 5 mL intervals. If they choose 2 mL
intervals, they would add 37 mL glue for the first trial, 39 mL glue for the second trial, 41
mL glue for the third trial, etc. The rest of the volume would be water up to 60 mL total.
If they choose to add more borax, they might add 0.5, 1, 1.5 or 2.0 mL intervals. For
example, if they choose to add extra borax by 1 mL intervals, they would add 3.5 mL
borax for the first trial, 4.5 mL borax for the second trial, 5.5 mL borax for the third trial,
etc. in a total volue of 120 mL They may find that not all the borax may dissolve, but will
still form slime. Each group will have to make a number of different slimes, but they
should evaluate each trial for bounce before moving onto the next experiment. The
amount of glue OR borax should be recorded in a table for each slime trial. Each group
should try no more than 5 different formulations for the “ultimate” slime. If time is
limiting, set the maximum number of trails for each group.
Example of a Measurement Table:
Amount of Borax or Glue
Added
Description of Slime
Ball Bounce Height
(cm)
Evaluating Slime: The goal is to find a slime that will form a ball and bounce. Students
should try to form a ball with the slime. The description of the slime should describe the
slime texture and how easy it is to form a ball. If a ball can be formed, the height of the
bounce can be measured. The rounder the ball, the better it will bounce. Each group
should take a ruler and secure it to a desk leg with tape so that the zero centimeter mark
is facing down. The paper should be placed touching the base of the ruler and secured
with a small amount of tape. The student designated as tester should sit on the floor as
the observer while another student designated as the manager drops the ball from no
higher than the height of the desk. The student designated as technical writer will record
the measurement to the nearest centimeter from the tester. These roles could be
rotated so that each student gets a chance to serve in each role. Each group can record
their highest bounce on the board along with their amount of glue or borax added.
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