web.colby.eduweb.colby.edu/ch151/files/2015/12/final-version... · web viewacids have ph values of...

Jordyn Smith – January 2016

Chemistry Carnival

In this activity, students will help repair broken carnival activities using Chemistry. This activity should be done in a library or after-school setting, in which students may come and go as they please. There should be a maximum of five students per instructor at this

activity.

Learning Goals: Students will test various materials they could use to build a waterslide. This will allow them to understand the concepts of friction and viscosity. Students will repair the fishing rods of a duck pond by testing rods made of different magnets. They will observe the varying strength of magnets and understand the basics of magnetism. Students will observe acid base chemistry by recreating the colors of a “Three Ball Bounce” game using red cabbage juice indicator. They will understand the difference between an acid and a base in terms of the pH scale. Finally, students will study simple machines by building a popsicle stick catapult to replace the carnival’s broken High Striker Game.

Recommended Grades: 2nd to 6th grade. Recommended age variations can be found below.

Estimated Time Requireda) Prep time: 1 hourb) Class time: Variable. It should be done in a setting in which students are not tied

to the activity.

Key Concepts: Friction: the force that resists the movement of solids and liquids. In the presence of friction, some of the energy that would normally propel the marble or liquid used in this experiment is converted to heat or sound, thereby slowing the pace.Viscosity: The more viscous a fluid, the more internal friction it experiences and the slower it will flow.Magnets: Magnets attract and repel each other based on their orientation. The North and South poles attract each other, while two North or two South poles repel each other. Magnetism is in part created by the attraction between positive and negative charges. pH scale: The pH scale is a way of identifying and organizing acids and bases. Acids have pH values of 0 – 6 and bases of 8 – 14. pH 7 is neutral and is the pH of water. Cabbage juice has a chemical called flavin that changes color in different ways when introduced to acids and bases. Catapults: A catapult is a simple machine used to increase the magnitude and change the direction of a force. It is a way to launch an object that one might not be able to throw effectively.Projectile: The item launched by a catapult.

Materials- 5 plastic bins - 1 tub of white multipurpose glue (1 gallon)

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- 1 tub of vegetable oil (1 gallon)- deionized water (4 250 mL bottles) - 40 100 mL plastic cups- 4 pieces of blue construction paper- 8 small rubber ducks- 6 paper clips- 6 metallic nuts- 1 roll of white string- 4 circular neoydium magnets- 2 popsicle sticks- 1 roll of ducked tape- 1 roll of paper towel - 12 cotton balls- 1 10 cm by 10 cm (at least) piece of t-shirt/towel fabric- 6 marbles- 2 buttons- 2 circular stones- 2 beads- 18 250 mL plastic cups- 3 ping pong balls- 0.5 L red cabbage juice- 100 mL lemon juice- 100 mL household ammonia- 100 mL household vinegar- 1 pair of metal clamps- 1 cup of baking soda- 2 bags of 1.5 cm wide popsicle sticks (approximately 100 sticks)- 2 bags of 100 elastic bands- 3 boxes of markers or crayons- 1 bead per student- 8 cardboard rolls from the inside of paper towel - 1 stapler- 2 plastic grids as pictured in Figure 2 below

Estimated Cost: $15

Safety Information: Everything used in this experiment can be cleaned and disposed of in the sink or trash. Household ammonia will not burn skin but will hurt eyes so the instructor should pour the stock solution into plastic cups for the students to use. Students should wash their hands after the experiment.

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Procedure:

Opening Discussion:- “Hello everyone! I’m feeling very sad today. I work at a carnival, and yesterday

some people came and broke some of my games and rides. No one will help me fix them. Would you guys help me? Thank you!!”

- “There are several broken activities that I need you guys to work on.

Only present the activities the students will do. As you explain each activity, hold up the corresponding image found at the back of this document.1) Waterslide park: Who here has been to a waterslide park? Do you like the slides

to go fast? You guys have to make the fastest waterslide by doing races to see which materials make the fastest slides.

2) Duck pond: Someone broke my fishing rods. You need to make me the best fishing rod by testing out all of the options.

3) Three ball bounce: This is the game where you have to throw all three balls into cups of the same color. Someone turned all my colors purple! You need to make my colors reappear.

4) High striker: Someone broke the machine, so you guys will have to build one.

Discuss: - I need you guys to act like real scientists while trying to fix my carnival!- Who here knows anything about the scientific method?- What do we do before we start an experiment? (Hypothesis)- Explain hypothesis: You make a prediction. It allows you to compare your results

to what you thought would happen and see why you were right or wrong.- How many times do things usually get tested? For example: a new medicine. Do

we test it once and then decide it works and offer it to patients? Why? We have to make a precise decision. The more times you get the same answer, the more sure you are that your answer is correct. That is why you always perform multiple trials.

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INSTRUCTIONS FOR TEACHER AT WATER SLIDES

Set Up: There are three parts to this activity. To save time, teachers can choose to do only the first two parts.

1.) In Part 1, students will let marbles slide down cardboard, cotton and cloth “slides” and see which marble gets to the bottom the fastest.

2.) Slides are made by cutting cardboard paper towel rolls in half and stapling them together. The slides should be placed inside a plastic container so the marbles do not roll away. For a visual aid, consult Figure 1.

3.) In Part 2, students pour glue, vegetable oil and water from small cups down a plastic grid that looks like a slide. The plastic grid is taped to a plastic container to limit the mess. For a visual aid, consult Figure 2.

4.) In Part 3, students slide a button, bead, marble and rock down a cardboard slide. The slide is set up in the plastic bin just as in Figure 1.

PART 1:

Teacher: “Welcome guys! Today you have to make the fastest waterslide you can!” “We’ll start with what the slide should be made of.”

Place the cardboard, cotton and cloth slides in front of them.

Teacher: “We have to make a prediction. What do you guys think will be the fastest? Why?” Let students answer and tell them to write the prediction on the worksheet.

Teacher: “We’re going to take turns doing races with marbles. Can someone volunteer to be team cotton? team cloth? team cardboard?”

Have students count “on your marks, get set, go” and drop the marbles. Remind them to just drop them – not throw them – and to watch for who won the race. When students see the winner, have them check the box on their worksheet under trial 1. Remind students about precision: they have to do it more times. (Repeat 2x)

Teacher: “Good job guys! So looking at all the trials, what should we make our slide from to make it fast?” Have students write it on their worksheet. “Why do you think it was cardboard? After they answer: This happens because of friction. For cloth and cotton, the ball rubs against the slide. Some of the energy that regularly propels the marble is converted to sound and heat, slowing the marble down.

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PART 2:

Move the slides aside and bring forth the two plastic slides with the cups of water, oil and glue.

Teacher: “Now, do we want to make an oil, water or glue slide? Just like last time, write your prediction on your sheet!”

Give each student a glass, asking who will be Team Water, Glue and Oil.

Teacher: “Just like last time, it’s a race! Make sure you go on the count of three and watch which one wins! One, two, three, GO!” Students should write the winner on their sheet. Remind students about precision. (Repeat 1 x)

Teacher: “Good job guys! Looking at all the tests, what should we put in our slide?” Have students write it on their worksheet. “Why do you think it was water? After they answer: The water is the least viscous. When fluids have more viscosity, like oil and glue, they have friction with themselves, so they move slower”.

PART 3:

Move the slides and glue aside and bring forward the long cardboard slide.

Teacher: “Alright last one guys. What type of tube are you going to use? Write your prediction for the fastest one.” Students write. “I need a team marble, button, bead and rock. Let’s race, 1, 2, 3, GO!” Who won? Record it on your worksheets!” Have students repeat the process twice more.

Teacher: “Great job guys! Thanks for helping me fix the waterslides!

Figure 1: Photograph of set up for Part 1

Figure 2: Photograph of set up for Part 2

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Resources:

"Friction Basics." Physics4Kids. Andrew Rader Studios, n.d. Web. 14 Jan. 2016.

<http://www.physics4kids.com/files/motion_friction.html>.

INSTRUCTIONS FOR TEACHER AT DUCK POND

Set up:1.) Prepare four ponds by taping blue construction paper to the bottom of a plastic

container.2.) Tape or glue gun fridge magnets to six rubber ducks and place 2 in one pond and

2 in another.3.) With the two remaining ducks, tape a strong neoydium magnet to the bottoms and

place each one in a separate pond. 4.) Make fishing rods by tying paper clips and magnetic nuts to long pieces of string

and taping neoydium magnets to pieces of string.5.) Prepare the popsicle sticks that will make the ducks swim invisibly by taping a

neoydium magnet to a popsicle stick.

Teacher: Welcome guys! We have our duck ponds here, but the fishing rods were broken. I have some rods for you guys to test out to see which are the best. Which one do you think will work the best? Write it as your prediction on your worksheet!

Teacher: Now you can go fishing! Make sure to try the rods enough times to make a precise decision of which is the best.

There are 6 rods so each student can try one at a time. Have 3 students fish in one pond and the other 3 in the other pond. Let kids have fun fishing for a while, then tell them:

Teacher: When you guys know which is the best for the fishing rod, circle the picture on your worksheet. Give them a moment to circle

Teacher: Does anyone know how these fishing rods work? (Magnets). Who knows anything about magnets? Let them answer. Magnets work using an idea that’s really important in science: Opposites attract! In science, opposites always come together. Positive things attract negative things.

If one magnet has a north pole, who can guess what part of another magnet the North Pole attracts. (If they are stuck: What’s the opposite of North Pole?) (South Pole).

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What do you think happens if you try to push two north or two south poles together? Try it! Have students try to stick the repulsive parts of the circular magnet fishing rods together. They will jump apart.

Good job, so on your worksheets, connect the dots between the things that attract each other to make magnets work.

Teacher: Now if you have a strong enough magnet, it can actually go through materials like plastic. Show the students how the duck swims by moving it using the popsicle stick from beneath the plastic, and let them have a try.

Teacher: Amazing job guys, thank you for helping me fix the fishing rods!

Resources:

Woodford, Chris. "Magnetism." Explain That Stuff. N.p., 8 Dec. 2015. Web. 06 Jan.

2016. <http://www.explainthatstuff.com/magnetism.html>.

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INSTRUCTIONS FOR TEACHER AT THREE-BALL BOUNCE

Set up: 1.) Set up two sets of 9 cups in three rows by three columns (tic tac toe

formation). Pour approximately 10 mL of red cabbage juice into each cup.2.) In the first set, make 3 cups blue, 3 pink and 3 green by adding several

drops of baking soda, lemon juice and household ammonia respectively. Leave the second set all purple.

3.) In front of each student, set up three cups labeled lemon juice, baking soda and ammonia, but do not pour anything in the cups yet. Set up three more cups in front of the labeled ones and add approximately 10 mL of red cabbage juice.

Students arrive and each take a turn to play three ball bounce. They bounce the ping pong balls in the cups. Ping Pong Balls can be removed using the metal clamps.

Teacher: But here’s the problem guys! The other games at the carnival were destroyed. All of the cups are purple and I have no idea how to make the colors again. Could you help me?

Each student should go stand in front of the three small cups of cabbage juice.

Teacher: All I have here is some stuff from my kitchen. I have some lemon juice, baking soda and ammonia. Let’s try adding it to this purple stuff to see if we can make new colors.

Pour the kids a little lemon juice and tell them to add it to the first purple cup. Tell them to wait for a color change and when it changes, mark it on the worksheet.

Teacher: Cool huh? How do you guys think that happened? In science, we have things called Acids and Bases. Does anyone know any examples? Acids and bases are two types of chemicals that look, act and feel different from each other. We organize them on something called the pH scale. Look at your worksheets. It goes from 0 to 14. Acids are smaller numbers (0 to 6) and bases are bigger numbers (8-14). So what about 7? Let them guess. Tell them: it’s not an acid or a base. It’s just plain water, which is not acidic or basic!

What is the purple stuff? The purple stuff is red cabbage juice. Cabbage juice has a chemical in it that changes colors when it touches acids and bases. By looking at the scale, can you tell if lemon juice is an acid or base? Record it on your worksheet.

Okay, let’s try to make some more colors. Repeat this process with baking soda and ammonia.

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Teacher: Awesome job guys! Thanks so much for teaching me how to make the colors again! Now I know how to make my game work.

Reference: Helmenstine, Anne Marie. "Make Your Own PH Indicator with Red Cabbage." About Education. About Education, 12 Jan. 2015. Web. 09 Jan. 2016. <http://chemistry.about.com/od/acidsbase1/a/red-cabbage-ph-indicator.htm>.

INSTRUCTIONS FOR TEACHER AT HIGH STRIKER!

Set up: 1.) Included in this document are instructions for each step of making the

catapult. Print them out and put them in order on a table. 2.) Before students arrive, build an example of the catapult at each step, and

place the example on the corresponding paper. 3.) Lay the popsicle sticks, elastics, beads and markers on the table. 4.) The rest is fairly self explanatory for the students, but teachers should be

there to support them and help them twist elastics if needed.

Teacher: Someone broke the high striker games. Do you think you can follow these instructions and help build some? You can keep the ones you build at the end!

Help students follow the instructions on the table. Encourage students to decorate and practice launching for a few minutes, then discuss.

Teacher: Tell me a little bit about how these work. (You push down on one side and then let go and the bead goes flying).

This has to do with forces. When you push down, you make tension in the catapult. It doesn’t naturally want to be down like that. Demonstrate this by pushing down and show how it flings right back up. Then when you let go, the energy in that tension explodes and launches the bead.

This is really useful because a lot of the time, we want to launch something heavier than a bead, but we aren’t strong enough to hold it and throw it, so we use a catapult like this one.

Does anyone know what the bead being thrown is called? Answer: The Projectile. The thing that is launched by a catapult is always called the Projectile.

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References: "Popsicle Stick Catapults." Connect a Million Minds. New York Hall of Science; Time

Warner Cable, n.d. Web. 9 Jan. 2016. <http://www.connectamillionminds.com/assets/media/downloads/TWC-Studios_History-Catapults.pdf>

Age Variations: It will take much longer than 45 minutes to complete all four stations. For younger students (2nd and 3rd grade), the duck pond, water slide park and catapult are appropriate activities. For 4th and 5th grade, the duck pond can be replaced with the three ball bounce activity. These activities should be done in a setting in which students are not forced to stay and test all games. They should be able to come, do what interests them most, and then leave.

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WATERSLIDE PARK!Name:

Part 1: WHAT WILL YOUR SLIDE BE MADE OF? Cardboard, cloth or cotton?Prediction: _____________

Put an X or ✔ or for who won the race!

Material Winner Trial 1

Winner Trial 2

Winner Trial 3

Cardboard

Cotton

Cloth

Average the 3 trials to find the fastest slide: __________ Was your prediction correct? Yes / No

TURN PAGE OVER

Part 2: Water slide? Glue slide? Oil slide?

http://theslideexperts.com/content/minnesota-water-park-repair-serviceshttp://www.dreamstime.com/illustration/slide.html

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http://www.cliparthut.com/inner-tube-clipart.html


Prediction: ____________

Material

Winner Trial 1

Winner Trial 2

Water

Oil

Glue

Average your 2 trials to find the fastest liquid:__________Was your prediction correct? Yes / No

Part 2: WHAT TYPE OF TUBE?Prediction:___________

Material

Winner Trial 1

Winner Trial 2

Winner Trial 3

Rock

Button

Marble

Bead

Average your 3 trials to find the fastest tube: _________Was your prediction correct? Yes / No

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DUCKY POND!Name:

1) Circle the magnet that worked the best!

Prediction: ___________

2) Connect the things that attract each other and make magnets work!

NORTH POLE _

+ SOUTH POLE

THREE BALL BOUNCENAME:

MATERIAL COLOR Acid or Base?

(From left to right)http://www.phaidon.com/agenda/art/articles/2012/march/13/everyday-icon-6-the-paperclip/ http://cliparts.co/nut-clip-arthttp://www.stickylife.com/Car_Magnets/Standard-Shapes/Circles

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http://www.stickylife.com/Car_Magnets/Standard-Shapes/Circles

http://cliparts.co/nut-clip-art

http://www.phaidon.com/agenda/art/articles/2012/march/13/everyday-icon-6-the-paperclip/


Lemon Juice

Baking Soda

Ammonia

pH Scale:

ACIDS BASES

HIGH STRIKER BUILD!!

STEP 1: STACK 3 STICKS TOGETHER AND PUT ELASTICS ON BOTH ENDS.

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STEP 2: STACK 2 STICKS TOGETHER AND PUT AN ELASTIC ON 1 END.

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STEP 3: OPEN THE TWO STICKS AND PUT THE 3 STICKS THROUGH SIDEWAYS.

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STEP 4: CRISS CROSS ELASTICS WHERE ALL THE STICKS COME TOGETHER.

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STEP 5: LAUNCH AND DECORATE!

PUT THE BEAD ON THE RED CIRCLE & AND PUSH DOWN. LAUNCH!!!!!

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http://thetimes-tribune.com/polopoly_fs/1.1211650!/image/96036726.jpg_gen/derivatives/landscape_490/96036726.jpg

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http://buckscountyfolkart.blogspot.com/2011_05_01_archive.html

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http://jpzent.com/portfolio-view/high-striker-kiddie-striker/

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http://www.theslideexperts.com

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