TableofContents:

1) Introduction
2) WhyisScience,SpecificallyChemistry,ImportantforYourStudenttoLearn?
3) LetsBuildanAtom!
4) Ionicvs.CovalentBonds
5) HowManyDrops?
6) WhataretheStatesofMatter?
7) ChemicalReactions:Hotvs.Cold
8) ReactionsthatareHot?
9) ReactionsthatareCold?
10) LetsTestforStarch!
11) LetsBlowupaBalloon!
12) HowDoesSurfaceAreaAffectaReaction?
13) ComprehensiveMaterialsList(foreaseofshopping)
14) SurveyLink

Introduction
First,letmetakeamomenttointroducemyselfandexplainalittlebitaboutwhyIwrote
thisbookletofchemistryexperimentsforupperelementarystudents.MynameisSarahDepew,
IwillbeacollegefreshmanthiscomingFall2015,andIamalifelongGirlScout.Afteryearsof
thinkingaboutthetypeofimpactIwantedtohaveinmycommunity,Isettledontheideaof
helpingupperelementarystudentsfindtheirloveforscience,technology,engineering,and
mathematics(STEM).Asaresult,formyGirlScoutGoldAwardproject,Idecidedtowritethis
bookletofchemistryexperimentsdesignedtointroduceupperelementarystudentstochemistry
inacosteffectiveandenjoyablemanner.
ThereasonwhyIchoseupperelementarystudentsformytargetagegroupwassimple:
thiswastheageduringwhichIfirstfellinlovewiththesciences.Afterwatchingachemistry
demonstrationatmylocalsciencemuseum,apassionforlearningandexploringtheworld
awokewithinme.Itismyhopethat,asyourstudent,orstudents,usesthisbooklet,thisproject
plantsahungerforgreaterknowledgeandtheseedsoflearningintheirhearts.
Whenusingthisbookletwithyourstudent,Irecommendyouhavethemstartbyreading
thearticletitled,"TheScientificProcess:IsThereaCorrectWayinwhichtoResearch?,"which
isfoundonpagethreeofthestudenthandbook.Thisarticlepresentsstudentswiththe
fundamentalsofresearchandexperimentation,whileteachingthemwhyscientificpatternsof
investigationareimportant.Next,Iwouldhavethemcompleteexperimentoneandmove
forward.Inthisparentportionofthebooklet,Ihavegivenyouinformationabouteach
experiment,soyou,astheirinstructor,canproceedinawellinformedandconfidentmanner.
AsIsayinthebooklet,ifyoueverhaveanyquestions,feelfreetousetheInternet,
library,orreadthebackgroundinformationIhavecontainedbeforeeachexperiment'sprocedure.
Bymakingthisbookletaffordable,fun,andeasytouse,itismyhopebothyouandyourstudent
willlearnmoreabouthowchemistryisbothenjoyableandinteresting.Beforeyouandyour
student,orstudents,startyourjourneyofscientificinquiry,pleaseallowmetothankyoufor
usingthisbookletandcongratulateyouonbeinginvestedintheirfuture.Onthenextpage,in
caseyouhaveanyquestionsaboutwhyitisimportantforyourstudenttolearnscience,Ihave
includedabriefsummaryofthepotentialbenefitsincurred.Afteryouandyourstudenthave
finishedusingthisbooklet,pleaserecordyourimpressionsusingthelinkincludedbelow.Itis
myhopeyouenjoydiscoveringthewondersofsciencetogether!
SurveyLink:https://www.surveymonkey.com/r/S8TB6XZ

WhyisScience,SpecificallyChemistry,ImportantforYourStudenttoLearn?
Everyonehasquestions.Scienceallowsstudentstofindanswerstotheirburning
questionspertainingtowho,what,why,where,andhowabouttheworldsurroundingthem.
Everychild,atsomepointinhisorherchildhood,lookstonatureandposesquestionsthatare
readilyanswerable,ifheorsheknowsthefundamentalsofchemistry.
Chemistryuniquelypermitsthestudenttoexplorethemostfundamentalparticlesand
componentsofmatter.Mostimportantly,however,chemistryencouragesexplorationinaway
thatallowseachstudenttomorereadilyexplainthephenomenonthatresultsfromthebasic
buildingblocksofmatter.Forexample,biologyismorereadilyunderstandablewhenviewedin
thecontextofchemicalelementsandcomponents.Too,physics,especiallywhenitcomesto
subjectssuchasfriction,mass,andthermodynamics,canbeviewedinthecontextofhowatoms
interactwithinphysicalsystems.
Inthestudentbooklet,studentsareintroducedtothefundamentalsofchemistry,chemical
reactions,indicatorsofchemicalreactions,andscientificprocedure,therebysettingthemupfor
furtherinvestigationintomanyscientificdisciplines.Mostimportantly,thisintroductioncomes
intheformofchemistryexperiments.Thebooklet'sexperimentspermitstudentstovisualize
concepts,makeconnectionsbetweenideas,andseethefunlearningholdsforallstudentsinall
subjects.Visualizationisakeypartofexperimentationandlearning,becauseitframesmore
abstractconceptsinanunderstandablemanner.Inthestudentbooklet,visualizationisusedto
enjoyablyandinterestinglyexplainboththemostbasictothemostcomplexconceptsof
chemistry.

LetsBuildanAtom!
(FoundonPages48oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Thisactivityisdesignedtohelpstudentsvisualizeacarbon12atomand,onalarger
scale,atomsasawhole.Inthisexperiment,studentsusebasic,householditemstocreateamodel
ofanatomofcarbon12.Itisimportanttonotethatthetypeofmodelyourstudentbuildsis
calledaBohrmodel.Anatomofcarbon12hassixneutrons,sixprotons,andsixelectrons,
whichstudentsvisualizebyusingthreecolorsofjellybeans.Aftercompletingthisactivity,
studentsshouldgraspelementaryatomicterminologyandcomprehendthebasicstructureof
atoms.
ExperimentNotes:
Pleasenotethatthisexperimentusescandytoillustrateconceptstoyourstudent.Inlaboratory
settings,studentsarenotpermittedtoeatordrink.Asaresult,youmaywanttohaveadditional
jellybeansonhandforconsumptionafteryourstudentcompletestheexperiment.
AllergyNotes:
Thisexperimentusescandythatmightcontainingredientstowhichyourstudentmayormaynot
beallergic.Thisexperimentcanbeconductedinasimilarmannerusingcrayonsandpaper,
wherethestudentcolorsintheatomsratherthangluesthejellybeanstothepaper.

AnswerKeyforComprehensionQuestions:
1) Howmanyprotonsdidyouglueinyournucleus?Howmanyneutrons?Whatcolorofjelly
beandidyouusetorepresenteachatomicparticle?
Answer:Yourstudentshouldhavegluedsixprotonsandsixneutronsinthenucleusof
theatom.Jellybeancolorwillvary.
2) Howmanyelectronorbitalsdidyouhaveinyourdrawing?Howmanyelectronswereineach
orbital?Howmanytotalelectronsdoesaneutralcarbonatomhave?
Answer:Yourstudent'satomshouldhavetwoorbitals.Thefirstorbital,becauseitcan
onlyholdtwoelectrons,shouldhavetwogluedwithinit.Thesecondorbitalshouldhave
fourelectrons.Itisimportanttonoteeveryorbital,exceptthefirst,canholduptoeight
electrons.
3) First,countthenumberoftotalneutronsandprotonsyouhaveinthenucleusofyouratom.
4

Howmanytotalprotonsandneutronsdoyouhave?
Answer:Yourstudentshouldhavesixneutronsandsixprotonsinthenucleusofthe
atom.Intotal,theatomshouldhaveasummationoftwelveprotonsandneutronswhen
theindividualquantitiesofeachareaddedtogether.
4) Whatdoyouthinkwouldhappenifyouaddedtwomoreprotons?Rememberthateach
protonhasa+1positivecharge.Hypothetically,howwouldapositivelychargedatomic
particleaffectthechargeoftheatominquestion?
Answer:Yourstudentsshouldrealizethat,iftheyweretoaddtwomoreprotons,the
atomwouldendupwitha+2positivecharge.Iftheyneedhelpfiguringthisout,you
canexplainthattheatomcurrentlyhasachargeof0.Iftheyadd+2to0,theygeta+2
charge.Thisatom,itisimportanttonote,isnolongercarbon,sinceprotonshavebeen
added.

Ionicvs.CovalentBonds
(FoundonPages912oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentisforthestudenttounderstandtheattributesand
propertiesofcovalentbondsandionicbonds.Inordertohelpstudentsunderstandtheattributes
andpropertiesofcovalentandionicbonds,theywillconductanexperimentusinggumdropsand
toothpicks.TheseitemswillbeusedtomodelacovalentH2O(water)moleculeandanionic
NaCl(sodiumchloridesalt)molecule.Too,studentswillusesodiumchloridemoleculesto
visualizeatypeofstructureionicmoleculesareabletoform.Ideally,aftercompletingthis
experiment,studentswillbeabletodifferentiatebetweenionicandcovalentbondsandstate
someofeachbond'sinherentpropertiesandattributes.
ExperimentNotes:
Pleasenotethatthisexperimentusescandytoillustrateconceptstoyourstudent.Inlaboratory
settings,studentsarenotpermittedtoeatordrink.Asaresult,youmaywanttohaveadditional
candyonhandforconsumptionafteryourstudentcompletestheexperiment.
AllergyNotes:
Thisexperimentusescandythatmightcontainingredientstowhichyourstudentmayormaynot
beallergic.ThisexperimentcanbeconductedinasimilarmannerusingmarkersandStyrofoam
packingpeanutpieceswherethestudentcolorsthepackingpeanutsdifferentcolorsandthen
assemblesthemlikethecandyintheexperimentprocedure.
AnswerKeyforComprehensionQuestions:
1) Whatcharacterizesanionicbond?Areionsgoodatsharingelectrons?
Answer:Thetransferofanelectron,ormultipleelectrons,characterizesanionicbond.
Aftercompletingtheexperiment,yourstudentshouldgrasptheideathationsare"not
goodatsharingelectrons."
2) Whatcharacterizesacovalentbond?Arecovalentlybondedatomsgoodatsharingelectrons?
Answer:Ontheotherhand,thesharingofoneormoreelectronscharacterizesa
covalentbond.Aftercompletingtheexperiment,yourstudentshouldgrasptheidea
thatcovalentatomsare"verygoodatsharingelectrons."
3) Whatisanotherexampleofanionicmolecule?Whatisanotherexampleofacovalently
bondedmolecule?

(Ifyoucannotanswerthisquestion,youmaydoanInternetsearchwithyourinstructors
permission.)
Answer:Answerswillvary,butpotassiumchlorideisanotherionicmoleculeand
oxygengasisanothercovalentmolecule.

HowManyDrops?
(FoundonPages1317oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentisforthestudenttounderstandintermolecularforces.
Specifically,studentswilllearnabouthydrogenbonding.Inordertohelpstudentsunderstand
hydrogenbondingandthemanifestationofintermolecularforcesasphysicalproperties,students
willcounthowmanywaterdropletscanfitonapennybeforethedropletbreaks.After
completingtheexperiment,althoughthisisaveryadvancedtopic,studentsshouldatleast
understandtheeffectofintermolecularforces,suchashydrogenbonds,onsurfacetension;the
correlationbeingthatstrongerintermolecularbondsyieldgreatersurfacetension.Too,students
shouldideallybecuriousabouthowmoleculesinteractwithoneanotheronamolecularlevel.
AnswerKeyforComprehensionQuestions:
1) Whenthewaterdropletbrokewasthechangesuddenordidthewaterleakoffslowly?Why
doyouthinkthewaterdropletbroke?Werethehydrogenbondsstrongenoughtokeepthe
waterdroplettogether?
Answer:Thestudentshouldrecognizethatthedropletbrokeveryquicklyandthe
waterleakedofveryquickly.Thewaterdropletbroke,becausethehydrogenbonds
couldnolongermaintainthesurfacetensionnecessarytokeepthedropletinplace.
2) Whatotherliquidscouldyouusetotesttheirsurfacetension?Goaheadandtestoneother
liquid.Whatdidyoufind?Diditbehavelikewaterdidintheexperiment?
Answer:Answerswillvary,butthestudentshouldideallyrealizethatotherliquids
havesurfacetension.Asaresult,thestudentcould,andshould,testanotherliquidand
recordhowitsbehaviorcomparestothatofwater.Onethingthestudentmaynoticeis
thatsomeliquidsaremoreviscousthatothers.Ifneedbe,withyourpermissionof
course,haveyourstudentdoanInternetsearchtolearnmoreabouttheviscosityof
liquids.
3) Doyouthinkthisexperimentwouldworkbetterifyouusedamaterialwithevenstronger
intermolecularforces?Wouldstrongerintermolecularforcespermitmoredropsofliquidsto
accumulateonthesurfaceofthepenny?
Answer:Thestudentshouldrealizethattheintermolecularforcesarewhatcausedthe
surfacetensionforthebeadofwater.Asaresult,strongerintermolecularforceswould
yieldgreatersurfacetensionandpermitmoredropsofliquidstoaccumulateonthe
surfaceofthepenny.

WhataretheStatesofMatter?
(FoundonPages1822oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentistoteachstudentsaboutthreefundamentalstatesof
matter:gasses,liquids,andsolids.Usingwater,Iwillexplainandillustratecertainattributesof
eachofthepreviouslymentionedstatesofmatter.Followingthecompletionofthisexperiment,
thestudentsshouldbeawarethateachstateofmatterhasdifferentproperties.Whilecompleting
theexperiment,thestudentsinvestigatedthedifferentattributesofeachstateandmonitored
waterasitchangedstates.
AnswerKeyforComprehensionQuestions:
1) Whenyouplacedtheicecubesinthecontainer,didtheystaythesameshape?Ordidthey
conformtothesizeandshapeofthecontainer?
(Hint:Dosolidshavedefiniteshapesandvolumes,ordotheirshapesandvolumeschange
dependinguponthecontainer?)
Answer:Afterconductingtheexperimentandreadingthebackgroundinformation,the
studentshouldrealizethatsolidshaveadefiniteshapeandadefinitevolume.Asa
result,theicecubeshouldnothavechangedtotheshapeofthecontainerwhenthey
wereplacedintosaidcontainer.
2) Oncetheicecubeshadmelted,didthewaterstayinthesameshapeastheshapetheice
cubes?Or,didtheliquidconformtotheshapeofthecontainer?
(Hint:Doliquidshavedefiniteshapesandvolumes,ordotheirshapesandvolumeschange
dependinguponthecontainer?)
Answer:Afterconductingtheexperimentandreadingthebackgroundinformation,the
studentshouldrealizethatliquidsdonothaveadefiniteshape,butdohaveadefinite
volume.Asaresult,theliquidshouldhaveconformedtotheshapeofthecontainer,but
notfilleditcompletely,asliquidsretaintheirvolume.
3) Ifyoucouldseethewatervapormolecules,doyouthinktheywouldstayinthesameshape
astheicecubes?Or,doyouthinktheywouldtaketheshapeofthecontainer?
(Hint:Dogasseshavedefiniteshapesandvolumes,ordotheirshapesandvolumeschange
dependinguponthecontainer?)
Answer:Afterconductingtheexperimentandreadingthebackgroundinformation,the
studentshouldrealizethatgassesneitherhaveadefiniteshape,norhaveadefinite
volume.Asaresult,thestudentshouldenvisionthegasfillingthecontainercompletely
intheshapeofthecontainer,sincegascanchangevolumeandshape.

10

4) Whatotherexamplesofsolids,liquids,andgassescanyoulist?
(Ifyoucannotthinkofanotherexampleofeach,feelfreetodoanInternetsearch.)
Answer:Answerswillvary,butstudentscouldlistcarbondioxideasthegas,ammonia
astheliquid,andsteelasthesolid.

11

ChemicalReactions:Hotvs.Cold
(FoundonPages2327oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentisforthestudenttounderstandtheconceptsofreactants,
products,kineticenergy,andtheeffectofthermalenergy(heat)onareaction.Too,students
shouldbecomeawarethattherearecertainindicatorsthatindicatethepresenceofachemical
reaction,which,inthisinstance,islight.Usingglowsticksanddifferenttemperaturesofwater,
studentsareabletovisuallymonitorachemicalreactionandstudyeachoftheseconcepts.
ExperimentNotes:
Itisimportanttonotethatyoumightneedtohelpyourstudentwithstepthreeofthis
experiment,asitinvolvespouringboilinghotwater.
AnswerKeyforComprehensionQuestions:
1) Wasthereacolordifferencebetweentheglowstickswhenyoulookedathowtheyglowedin
thecups?Ifso,whichglowstickwasmostvibrant?Whichwastheleast?
Answer:Answersmayvary,butstudentsshouldrealizethattheglowstickthatwasin
thehotwaterwasbrightestandtheglowstickthatwasintheicewaterwasleastbright.
Thisisbecausethehotwaterspedupthereactionandcausedthelightproducing
chemicalreactiontoproceedmorequickly.Ontheotherhand,theicewaterslowed
downthereactionandcausedittoproceedmoreslowly.
2) Whateffectwouldyousaythethermalenergy(heatenergy)hadontheglowsticks?
Answer:Answersmayvary,butstudentsshouldideallyrecognizethatheatspedupthe
chemicalreactioninsidetheglowstickthatwasinhotwater.Theheatessentially
causedthereactantstospeedupandreactmorequicklytoformtheproducts.
3) Onamolecularlevel,whichreactantmolecules,thecolderonesorthehotterones,were
movingthefastest?Whichweremovingtheslowest?
Answer:Thecolderreactantmoleculesweremovingmoreslowlythanthehotter
reactantmolecules,duetothekineticenergy,intheformofheat,thatwaspresentfor
thehotterreactantmolecules.
4) Whatdoyouthinkwouldhappenifyouloweredthetemperatureofanotherchemical
reactionsuchasabakingsodaandvinegarreaction?Whatifyouraisedthetemperatureof
thebakingsodaandvinegarreaction?
12

Answer:Thetemperaturechange,inthisinstance,wouldalsohaveaneffectonthe
reactionrateforthechemicalreaction.Inotherwords,thistemperaturechangewould
alsocausethereactiontoproceedeithermorequicklyormoreslowly:hottermeans
morequicklyandcoldermeansmoreslowly.

13

ReactionsthatareHot?
(FoundonPages2831oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentisforthestudenttounderstandthattherearecertain
chemicalreactionsthatgiveoffheat.Thesereactionsarecalledexothermicreactions.Usinga
handwarmer,studentswillliterallybeabletofeelanexothermicreactionoccur.Attheendof
thisexperiment,studentsshouldunderstandthatoneoftheindicatorsofachemicalreactionisa
changeintemperature.Inthisinstance,thattemperaturechangecameintheformofareleaseof
energyasheat.
AnswerKeyforComprehensionQuestions:
1) Whatdoyouthinkcausedthisreactiontobegin?Towhatextentdoyouthinkairmighthave
hadsomethingtodowithit?
Answer:Thestudentshouldrealizethatopeningthewrapperforthehandwarmerand
shakingitvigorouslycausedthereactiontobegin.Theair,essentially,activatedthe
heatproducingcontentsofthehandwarmer.
2) Whatotherexamplesofexothermicchemicalreactionscanyouthinkofthatoccuraround
you?(Ifyoucannotthinkofanyexamples,youmaydoaquickInternetsearchwithyour
instructorspermission.)
Answer:StudentsshoulddoInternetresearchtofindotherexamplesofexothermic,or
heatproducing,chemicalreactions.Asaresult,answerstothisquestionwillvary.
3) Doyouthinkthattherearereactionsthatabsorbheat,too?Whatdoyouthinkthosetypesof
reactionswouldbecalled?(Hint:endoisaprefixthatmeanswithin,whereasexoisaprefix
thatmeansexternal)
Answer:Afterreadingthebackgroundforandconducingtheexperiment,students
ideallyrealizethatexothermicreactionsproduceheatandendothermicreactions
absorbheat.

14

ReactionsthatareCold?
(FoundonPages3235oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentisforthestudenttounderstandthattherearecertain
chemicalreactionsthatabsorbenergy.Ergo,thesereactionsfeelcoldtothetouch.These
reactionsarecalledendothermicchemicalreactions.Usinganinstanticepack,studentswill
literallybeabletofeelanendothermicreactionoccur.Attheendofthisexperiment,students
shouldeitherfurtherunderstandthatoneoftheindicatorsofachemicalreactionisachangein
temperatureorjustbegintounderstandthatoneoftheindicatorsofachemicalreactionisa
changeintemperature.Inthisinstance,thetemperaturedropthatoccurredresultedfromthe
chemicalreactionsabsorptionofenergy.
AnswerKeyforComprehensionQuestions:
1) Whatdoyouthinkwerethereactantsinthisreaction?Howdoyouthinkthereactionwas
activated?
Answer:Thereactantsinthisreactionweretheliquidandthesolidfoundinsidetheice
pack.Whenthestudentbroketheliquidcontainingcenteroftheicepack,thereactants
madecontactwithoneanotherandthereactionwasabletobegin.
2) Whatotherexamplesofendothermicchemicalreactionscanyouthinkofthatoccuraround
youorareusefultoyou?
(Ifyoucannotthinkofanyexamples,youmaydoaquickInternetsearchwithyour
instructorspermission.)
Answer:StudentsshoulddoeitherInternetorbookresearchtofindotherexamplesof
endothermic,orheatabsorbing,chemicalreactions.Asaresult,answerstothis
questionwillvary.
3) Whatdoyouthinkareotherindicatorsofchemicalreactions?Youhavealreadyseen
chemicalreactionsthatareindicatedbytemperaturechangeandthereleaseofheat.
(Ifyoucannotthinkofanyexamples,youmaydoaquickInternetsearchwithyour
instructorspermission.)
Answer:AfterconductinganInternetsearch,studentsshouldfindthatotherindicators
ofchemicalreactionsincludelight,bubbles,andcolorchange.Thesedifferent
indicatorsareallshownthroughexperimentscontainedinthebooklet.Let'sTestfor
Starchillustratesthepropertyofcolorchange.ChemicalReactions:Hotvs.Coldshows
lightproduction.Finally,Let'sBlowupaBalloondemonstrateshowbubblescan
indicateachemicalreaction.
15

16

LetsTestforStarch!
(FoundonPages3641oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Theobjectiveofthisexperimentistohelpstudentstounderstandthatchemicalreactions
cancauseacolorchange.Asaresult,colorchange,inmanyinstances,candenotethepresence
ofachemicalreaction.Usingiodine,studentswilltesthouseholdobjectsforstarchandobserve
chemicalreactioninducedcolorchanges.Followingthecompletionofthisexperiment,through
experimentingwithiodineandstarch,yourstudentwasabletoobserveachemicalreaction
involvingcolorchangerightasithappened.Ideally,thisexperimentsparkedthestudents
interestinlearningmoreabouttheworldandabouthowchemicalreactions,andchemistry,can
teachhimorherabouthisorhersurroundings.
ExperimentNotes:
Itisimportanttonotethatyoumightneedtohelpyourstudentwithsteptwoofthisexperiment,
asitinvolvescuttingvegetables.
AnswerKeyforComprehensionQuestions:
1) Intheitemswherestarchwaspresent,whatcolorchangeoccurredintheiodine?Wasthe
colorchangeimmediate,ordidittakealongtimetooccur?
Answer:Aftercompletingtheexperiment,studentsshouldseethattheiodinechanged
toadarkerbrownordarkpurplecolor.Too,studentsshouldrecognizethatthecolor
changeoccurredimmediatelyaftertheiodinedroptouchedthestarchcontainingtest
item.
2) Ofthetestitems,whichcontainedstarch?Whichdidnotcontainstarch?Howcouldyoutell
whetherornottheitemscontainedstarch?
Answer:Thestudentshouldrealizeacolorchangeindicatesthepresenceofastarch.As
aresult,thetestitemsthatchangedcolor,thecarrotslice,paper,andpotatoslice,all
containedstarchandthepennyandplasticsodacapdidnot.
3) Howcouldyoutellachemicalreactionoccurredbetweeniodineandstarch?Doyouthink
oneoftheindicatorsofachemicalreactionisacolorchange?Why?
Answer:Thestudentsshouldrealizeacolorchangeindicatedthechemicalreaction
betweenstarchandiodine.Asaresult,thestudentshouldextrapolatethatcolorchange
isalikelyindicatorofachemicalreaction.

17

4) Iftherewerenocolorchange,didachemicalreactionstilloccur?
(Hint:Ifyoucannotanswerthisquestion,thinkbacktohowyouknowachemicalreaction
occurredbetweentheiodineandthestarch.)
Answer:Theindicatorofthechemicalreactionbetweeniodineandstarchisacolor
change.Ifsaidcolorchangedidnotoccur,thennochemicalreactionhappened.

18

LetsBlowupaBalloon!
(FoundonPages4246oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Inthisexperiment,studentswilllearnabouthowmatterundergoeschangesduringa
chemicalreaction.Throughobservingabakingsodaandvinegarchemicalreactionblowupa
balloon,studentswillbeabletowatchasaliquidreactantandasolidreactantcombinetoforma
liquidproductandagaseousproduct.Duetothereadilyobservablechangebetweenthestatesof
matterofthereactantsandthestatesofmatteroftheproducts,studentswillbeabletowatchas
matterundergoeschangesduringachemicalreaction.Inthisexperiment,studentsgetto
combinelearningwithfun!
ExperimentNotes:
Itisimportanttonotethatyoumightneedtohelpyourstudentwithstepfiveofthisexperiment,
asitinvolvesplacingtheballoonaroundthemouthofthebottle.
AnswerKeyforComprehensionQuestions:
1) Whatchangeofstatedidyouwitness?Whatoriginalreactantsdidyouhave?Whatwere
theirstatesofmatter?Whatwerethefinalstatesofmatteroftheproducts?
(Hint:Howdoyouthinktheballoonfilledup?)
Answer:Thestudentshouldrealizethatthebakingsodawasasolidandthevinegar
wasaliquid.Whenthereactionfinished,theproductswereagasandaliquid.Asa
result,theanswershouldideallylistsolidandliquidasthestartingstatesandliquid
andgasasthefinalstatesofmatter.
2) Usingwhatyouhavelearnedaboutchemicalreactions,howdoyouthinkweknowa
chemicalreactionoccurredwhenyouemptiedtheballoonintothebottle?Whatkindof
observablechangesdidyounotice?
(Hint:Didbubblesappear?Didtheballoonfillupwithagas?Wasagasoneoftheoriginal
reactants?)
Answer:Thereasonwhyweknowachemicalreactionoccurredisbecausegasbubbles
appearedwhenthestudentmixedthebakingsodawiththevinegar.Theevidenceof
thisreactioncameintheformoftheballoonfillingwithgasandblowingup.
3) Whatisthebalancedchemicalequationfortheexperimentyoujustsaw?Inthebalanced
chemicalequation,whatstatesofmatterdotheydenotefortheproducts?

19

(Tohelpanswerthisquestion,youmaydoanInternetsearchwithyourinstructors
permission.Iwouldrecommendsearchingsomethingalongthelinesofbakingsodaand
vinegarchemicalreactionequationwithstatesofmatter.)
Answer:Sincethestudentwillbedoinganinternetsearch,thewayinwhichheorshe
writeshisorheranswermayvary,butheorsheshouldfindthechemicalequation
HC2H3O2(aq)+NaHCO3(aq)NaC2H3O2(aq)+H2O( )+CO2(g)("HowShouldthe
ReactionbetweenVinegarandBakingSodaBeClassified?").

20

HowDoesSurfaceAreaAffectAReaction?
(FoundonPages4752oftheStudentBooklet)
ObjectiveofExperiment/Summary:
Thisexperimentwasdesignedtohelpstudentsrealizethatthesurfacearea,ortheamount
ofareactantexposedduringareaction,greatlyaffectsthespeedofthechemicalreaction.Inthis
experiment,studentswilluseAlkaSeltzertabletstoinvestigatehowthesurfaceareaaffectsthe
rateofthechemicalreactionthatoccurswhenyoudissolveAlkaSeltzerinwater.Theobjective
ofthisexperimentistohelpstudentsunderstandtheaffectsurfaceareahasonachemical
reactionbetweenasolidandanyothersubstanceorsubstances.Attheendofthisexperiment,
studentsshouldunderstandthatwhensurfaceareaincreases,thereismoreofthesurfaceofthe
solidreactantexposed,sothereactionproceedsmorequicklythanthereactionthatoccurswith
decreasedsurfacearea.
AnswerKeyforComprehensionQuestions:
1) Whichtabletreactedmostquickly?Howwouldyoudescribethesurfaceareaofthistablet?
Answer:Thestudentshouldrealizethatthecrushedtabletreactedmostquickly.This
tablethadthelargestsurfacearea.
2) Whichtabletreactedleastquickly?Howwouldyoudescribethesurfaceareaofthistablet?
Answer:Thestudentshouldrealizethatthewholetabletreactedmostslowly.This
tablethadthesmallestsurfacearea.
3) Howwouldyouspeedupanotherreactionbetweenasolidandaliquid?Whichdoyouthink
wouldmakethereactiongomorequickly?Increasingordecreasingthesurfacearea?
Answer:Followingthereasoningtaughtinthebackgroundinformationportionofthis
experiment,thestudentshouldrealizethatincreasingthesurfaceareaofanysolid
reactantinanyotherexperimentshouldcauseotherreactionstoprogressmore
quickly,too.

21

ComprehensiveMaterialsList
Let'sBuildanAtom
o
o
o
o

CraftGlue
Multicoloredjellybeans(anybrand,buttheremustbeatleastthreecolors)
Twopiecesofblank,whitepaper
Coloredpens,markers,orcrayons

Ionicvs.CovalentBonds
o Gumdrops(youhavetoatleasthavefourdifferentcolors)
o Toothpicks(atleastfifteen)
o Pen(torecorddata)
HowManyDrops?
o
o
o
o
o
o
o

Penny
Dropper(pipetteswouldbepreferable)
Cupofwater
Paperorplasticplate
Papertowels
Notepad
Coloredpensand/orpencils(todrawandtorecorddata)

WhataretheStatesofMatter?
o
o
o
o
o

Oneseethrough,clearplasticorglasscontainerwithlid
Icecubes(four)
Sunnywindowsillorcountertop
Towel
Stopwatchtokeeptrackofhours(orwatchthatcanfunctionasastopwatch)

ChemicalReactions:Hotvs.Cold
o
o
o
o
o
o
o
o
o
o

Glowsticks(threeofthesamecolor)
Roomtemperaturewater(approximatelysixcups)
Kettleinwhichtoboilwater
Onecupmeasure
Thermometer
Icecubes(six)
Coffeemugs(three)
Stopwatchorclock(tokeeptrackoftime)
Pen(torecorddata)
Anadulttohelpwithstepthree
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ReactionsthatareHot?
o Airactivatedhandwarmer
o Stopwatch(orwatchthatcanfunctionasastopwatch)
o Pen(torecorddata)
ReactionsthatareCold?
o Instanticepack(onethatrequiresyoutoreleaseaninnerliquidstogetcold)
o Stopwatch(orwatchthatcanfunctionasastopwatch)
o Pen(torecorddata)
Let'sTestforStarch!
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Liquidiodinesolution(thiscanbefoundatalocaldrugstore)
Permanentmarker
Styrofoamorplasticdisposableplates
Apron
Plastictableclothorcovering(papertowelscanwork)
Pen(torecorddata)
Rulerortapemeasure(thatmeasuresmm)
Dropperorpipette
Paper
Potatoslice(thinslice)
Carrot(thinslice)
Papertowelornapkin(towipeuppotentialspills)
Penny
Sodacap(orotherplasticobject)
Knife
Anadulttohelpwithstepthree

Let'sBlowupaBalloon!
o
o
o
o
o
o
o

Teaspoonmeasure
Measuringcupthatmeasurescup
Bottleofwhitevinegar(enoughforcup)
Emptyplasticcontainer(besuretowashtheinsideout,sothecontainerisclean)
Rubberballoon(havetwoonhand,justincaseoneofthembreaks)
Bakingsoda(enoughfortwoteaspoons)
Pieceofpaper(touseasafunneltotransferthebakingsodaintotheballoon)

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o
o
o
o

Pen(torecorddata)
Tape
Stopwatch(orwatchthatcanfunctionasastopwatch)
Anotherperson(ifyouneedhelpwithstepfiveoftheexperiment)

HowdoesSurfaceAreaAffectaReaction?
o
o
o
o
o
o
o
o
o
o

FourAlkaSeltzertablets
Metalspoon
Hardsurface
Fourclearplasticcups
Pitcherofroomtemperaturewater
Measuringcup(onecupmeasure)
Stopwatch(orwatchthatcanfunctionasastopwatch)
Thermometer
Permanentmarker
Pen(torecorddata)

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SurveyLink
Onceyouandyourstudent(s)havefinishedusingtheparentandstudentportionsofthis
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fivequestionsurveyprovidingfeedbackonmyGoldAwardproject.Itismyhopethatyouboth
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Award.
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25