EXPERIMENT

A collection of Ideas for the Chemistry Classroom

I am dedicating this presentation to my good friend George Hague. We had many great times
together on the National Mole Day Foundation Board and other meetings such as ChemEd and the
Biennials.

NOTE—IT is best to not read these demonstrations ahead of the presentation since that would
detract from some of the wonder in these demonstrations. I have tried to provide various methods
to present some of the topics in a Chemistry class. Many instructors have many other phenomenal
means of demonstrating these topics.

I have tried to give credit where credit is due. If I have missed someone—please forgive me.

Jeff Hepburn
Central Academy
1800 Grand Avenue
Des Moines, IA 50309
jhepburn@netins.net

1. INTRODUCTION AND PURPOSE

2. POLYMERIZATION
a. Mirror Glass

MIRROR GLASS

Chemical Concepts: Observational Skills and Hydrogen bonding

Materials Needed:
Mirror Glass sealed with silicone sealer (Glass can be obtained from a magic shop)
Colored water to resemble a soft drink (can use vanilla flavoring) in a soda can or strong cold coffee
Colored silk to resemble the color of the assumed soft drink
Sodium polyacrylate (Trade name: Waterlock  )

Procedure:
Part A—Prior Preparations
1. Start with a mirror glass. Make sure the mirror insert is sealed to the glass using the silicone sealer.
2. Place the colored silk on one side of the glass.
3. Place a teaspoon of sodium polyacrylate at the bottom of the other side of the glass.
4. Use the cold coffee or prepare the colored water by using vanilla flavorings. Place in a soda can.

Part B—Actual Presentation

1. Keep the side of glass with sodium polyacrylate toward the audience so the portion with the silk is
kept away from audience. Hold the glass at the bottom.
2. Pour the colored water into the half of the glass, which has the sodium polyacrylate. Do not pour
the liquid into the silk side of the glass.
Hepburn page 2

3. Use your fingers as a pivot point (in line with the mirror insert) to invert the entire glass (make sure
the sodium polyacrylate has solidified). This will cause the glass to be upside down with
the sodium polyacrylate/colored water away from audience and the silk toward audience.
4. Give a brief pause to allow audience members to give thought. Reach into glass and pull out silk.
5. Insure that glass is put out of sight so the other half cannot be seen.

Discussion:
A practical use of sodium polyacrylate is found in disposable diapers. You could perform an extra
demonstration to show how much water one of these diapers can hold. See the Flinn ChemFax for a
description of the chemistry and an alternate method of presentation.
NOTE--Do not use soda pop since the carbonation interferes with the solidification process.

Safety Precautions:
It is important that the sodium polyacrylate solidifies before the glass is inverted. Do not allow the
sodium polyacrylate to contact any parts of the body such as throat, nose, or eyes.
Wear chemical splash goggles.

Disposal:
Use Flinn Disposal Method 26a for solid waste disposal.

b. Snow Powder

A great demo along the lines of the sodium polyacrylate. This is a demonstration that I originally
suggested to Flinn Scientific and is sold through Steve Spangler and other places.

c. Break Away Flask

They used to use sugar glass in the movies. They now use a Pico Resin. I have a video of one of these
being broken over my head since these can be a bit expensive for everyday use. I do show other examples
that I have purchased.

d. Touch a Bubble

Phenomenal effect of a solution having an additive that allows you to touch bubbles. This could very
easily lead to many different types of demonstrations and discussions on bubbles. Regular bubbles could
be compared with this type of bubble.

This is obtained at Spencer’s Gifts.

3. NATURE OF SCIENCE—HOW DO THEY WORK??

a. Think Tube

THINK TUBE

Chemical Concepts: Observations

Hepburn page 3

PROCEDURE:
1. This can be purchased at a magic shop
2. A modified version can be made similar to the overhead.

References:
Mattson, Bruce; Kubovy, Mary Alice; Hepburn, Jeff and Lannan, Joe. Chemistry Demonstration Aids
That You Can Build. Flinn Scientific. 1997.

b. Floating Time

This was originally discussed in OMNI magazine. I bought it from a Puzzle Store. Why does it work this
way??

4. CONCENTRATION
a. IV Bags

b. Pre Packaged Solution Packets

c. Kool Aid Packets

5. COMBUSTION
a. Flash Flowers

This is the flower pattern discussed later. It is made from flash paper. You must be very cautious with
this since the ignition of the flash paper will cause a VERY BRIGHT LIGHT.
CAUTION—Use Metal Wire to clamp the flower. It gets very hot.

b. Flaming Book

Excellent attention grabber. I have seen models built by John Fortman and Larry Peck. I purchased mine
through magic shops.

c. Flash Paper, Flash Cotton, Flash Bills

Various methods of showing nitrocellulose and its combustive properties.

d. Items Obtained from a MAGIC SHOP

These are some of the items you might find in a magic shop to use in the Chemistry class.

1. Flash Paper(Various sizes) , Flash Cotton, Flash String, Flash Cord, and possibly Flash Bills
These would be perfect for that special presentation. You could also make your own paper.

2. Flash Wands or other Flash Devices

This would be a great attention grabber and a perfect use for Flash Paper. They have them in
various sizes and various numbers of firings.
Hepburn page 4

3. Hot Book, Hot Wallet, Hot CD Jewel Box, etc

Great means of getting quick attention.

4. Theatrical Effects (the company)

Outstanding resource for any type of Fog Machine, Fire or pyrotechnic effect, Confetti Launchers,
or other items that might be used on the stage in any type of production. They would be an
excellent source of Flash paper also.

5. Smoke Generators
Generate smoke by various methods

6. Electrical Effects
Light a fluorescent bulb without any external connection

7. Devices using Dry Ice to generate Fog

8. Spark Rings
Great thing to use when you are talking about conductivity

9. Rupert’s Tears or Pearls

Glass fragments showing internal and external stress

10. Other Fire Items

11. Books and Videos

Excellent for Books/Videos such as Chemical Magic and Preparation of Flash Paper, etc.

12. Many various possible magic effects with a Chemical Basis

This would include Thermochromic Cars, Nitinol Wire, Magic Spoons, and great magnets.

These effects are not always cheap. A great source of financial support would be a grant or offer of
support from businesses in your community.

6. HENRY’S LAW—Solubility of Gas in solution is proportional to THAT gas above solution.

a. Baby Bottle Demo

I originally saw Bette Bridges perform this. You take a BLIND NIPPLE on a regular baby bottle and add
a full can of cola to it. Immediately seal the lid and start shaking. See the large amount of carbon dioxide
gas given off by the cola.

b. Diving Use of Helium Oxygen Mixture

c. Fizz Keeper (Does It work??) CO2 Mole Fraction in Dry Air is 0.000355
(No Onion Bar) as another product to discuss if they really work.

d. Cracking of Knuckles (Journal Of Chemical Education article by Doris Kimbrough)

Adjustment of Synovial Fluid and release of gas pressure
Hepburn page 5

7. POLARIZATION
The wave properties of light can easily be demonstrated by use of Polarized Filters.

1. Place one of two filters on an overhead. Tape other filter to overhead lens. Darken the room.
2. Place a tall form beaker on top of the filter that was placed on overhead.
3. SLOWLY fill the beaker with corn syrup. The light will change colors as depth of syrup changes.
4. Bottom Filter can be rotated to show the spectral changes of the light.

POLARIZED LIGHT CAN BE DEMONSTRATED WITH MANY OTHER OBJECTS

1. Mica will show different colors depending on thickness.

2. Plexiglass can be stressed and stress points will be shown.
3. Certain cellophane tape will also show variations. Various depths on an acetate sheet cause
differences.
4. Plastic petri dishes show interesting patterns (first demonstrated by Jeff Bracken).
5. Polyethylene can be stretched between the two filters.
6. Mylar archival sheets also show patterns. First observed by Jeff Hepburn.

References:
Education Innovations Sheet on Polarizing Filter and demos by Bob Becker

8. OSMOSIS
a. Dialysis (good interdisciplinary topic)
These filters can be composed of various substances such as cellulose acetate
Non Reuse (one time only) (about $15) vs. Reuse (up to 50 times) (about $25)
Blood in through the fibers and bathed in dialysate around the fibers

These fibers can equlibrate the concentration of substances in either direction

Water BUN Ca Creatinine
Blood Sugar Mg Na K
This won’t work on P though since that is tied up as the phosphate

Concentrations of Dialysate versus Human Blood. These are given in milliequivalents / Liter.
Sodium 137 vs.135-145 Potassium 2.0 vs. 3.5-5 Calcium 3.0 vs. 4.5-5.5 Mg 1.5 vs 1.5-2.5
Chloride 105.5 vs 98- Acetate 38 vs. 0 Dextrose 2 grams / L
108

Dialysate can be either acidic or basic (bicarbonate)

The Dialysis Center must get a water reading EVERY month for certain substances. The concentrations
cannot exceed these values. These are given in milliequivalents / Liter.
Calcium 0.1 Al 0.01 Magnesium 0.3 Chlorine 0.2 Sodium 3.0 Potassium 0.2
Fluoride 0.02 Ar/ Pb/ Ag Nitrate 2.0 Sulfate 100 Cu/Ba/Zn 0.1 Cr 0.014
0.005 Hg 0.0002

b. Reverse Osmosis—Talk about Treatment Centers

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9. GAS LAWS
a. Lota

LOTA BOWL
Chemical Concepts: Problem Solving and Air Pressure

Materials Needed:
LOTA Bowl (May be obtained from FLINN SCIENTIFIC, a magic shop or constructed on your own)
Water Large container to hold the poured water

Procedure:
Part A—Prior Preparation:
1. Fill a sink with enough water to submerge the entire lota bowl.
2. Place the lota bowl in the water and wait to become completely filled.

Part B—Actual Presentation:

1. Casually show a few students that there is water in the lota bowl. Pour this water into a large
container. Keep your finger over the OUTSIDE hole (toward the top of lota).
2. Place the lota bowl on a counter top. Take your finger off the outside hole and keep this hole away
from any observers. This will partially refill the lota bowl.
3. Pour more water out of the lota bowl after a short duration. Keep your finger over the outside hole.
4. Place the lota bowl on a counter top. Take your finger off the outside hole and keep this hole away
from any observers. This will partially refill the lota bowl AGAIN.
5. Continue steps 3 and 4 for as long as you want to “milk” the presentation.
6. Assign the task to students of drawing or constructing an explanation of how the lota bowl works.

Discussion:
The lota bowl is a classic piece of magic. A version of it has been around since the time of the
Greeks. It also has the essential properties of chemistry to be a great piece of problem solving. It is a
container that has an inside shell. The outer level of the lota bowl is able to contain large amounts of
water which are not seen by the audience. Some of this water will enter the inner level once the outer
hole is opened to the atmosphere. This process continues through tens of pourings with each amount of
water being poured becoming less. The water in the outer shell is able to enter the inner shell by another
hole in the bottom of the two shells.
The assignment of explaining this device becomes interesting. The student that typically draws a
sample model will usually leave out the outside hole. This outside hole is essential to equalize pressure
and prevent air lock. The outside hole (when sealed) causes most of the water to stay in the outer shell
and not enter the inner shell. This is why there are multiple pourings.
You can add more swirling and shaking of the bowl toward the end to give the impression that there are
still large amounts of water being poured out of the container. The student that builds a model realizes the
importance of the outside hole. This leads to interesting class discussions when this is discussed.
The lota bowl provides an avenue to discuss atmospheric pressure. It could also act as a lead in to
discussion of hydraulic or pneumatic properties. Students will attempt to construct models using two liter
bottles and smaller liter bottles. They will also try to build a model with different size plastic glasses

References:
Flinn Chem Fax by Jeff Hepburn
Sharpe, S.H., Conjurers’ Hydraulic and Pneumatic Secrets, Hades Publications, 1991.
Hepburn page 7

b. Flask

MAGIC FLASK

Introduction: A flask contains water, which stays in the flask when inverted. Water escapes from the
flask at the request of the flask holder.

Chemical Concepts: Surface tension and Air Pressure

Materials Needed:
Two Liter Erlenmeyer Flask (or smaller) Flexible Wire Screening
Diamond drill bit (Obtained from glassworking shop)
Plastic lid that fits flask (5 gallon water container lids work on some flasks)
Container to hold the water released from flask.

Procedure:
Part A—Prior Preparation:
1. Find a plastic lid that fits on a 2 L flask. Remove the large portion of the center.
2. Cut a piece of wire screen slightly larger than the hole in the plastic lid.
3. Place the screen on the inside of the lid and attach with adhesive (Super Glue or Silicone Sealer).
4. Use the diamond drill bit ( 1/8 in) to drill a small hole into the flask toward the bottom of the flask.
CAUTION—Follow directions on drill bit like using water and a circular motion in the drilling.

Part B—Presentation:
1. Fill the flask about half full of water. Keep finger or tape over the hole toward the bottom of the flask.
2. Invert the flask (you might want to keep your hand over the top screen as you invert) over the
container to hold the released water. Remove your hand after the flask is inverted. Some
water will come out initially. Most of the water will stay in the flask. Make sure you keep the
outside hole closed.
3. You can release water from the flask by tipping the flask at an angle or slightly moving your finger
over the hole. This can be done in a series of steps.
4. Empty the flask.

Discussion:
The water will stay in the inverted flask because of its surface tension. The tiny holes of the screen are
filled with water. The surface tension of the water with the screen is enough to support the water above it.
No atmospheric pressure can enter the flask with the hole covered. The atmospheric pressure releases
some of the water once the hole is opened. The angling of flask will also change surface tension and
release water.

Safety Precautions:
Be very cautious drilling hole. Wear goggles when drilling and performing. Make sure screen is
attached.

References:
Adapted from a 1960’s Magic Effect by Ben Stone. Similar to effect by Pat Funk (Pat’s doesn’t have
hole).
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10. HUMAN SIDE OF SCIENCE

(National Standards ask for showing Science as a Human Endeavor and the Historical side). This
can be accomplished by:
a. Chemistry Autographs of Nobel Winning Scientists and Anecdotal Stories
Pauling, Cech, Haber, Ramsey, Otto Fischer (Anecdotal Stories to go along with
Pictures)

b. Older Chemistry Books (1771, Faraday)

c. Stamps (also shows the artistic beauty in Chemistry)

Pauling, Cech, Haber, Ramsey, Otto Fischer (Anecdotal Stories to go along with
Pictures)
Famous Chemistry Stamp issued 4/6/76 (Scott Number 1685)-I give to all AP
students
Priestly (Historical Situation)

Millikan (lived in Iowa for a while)

11. POLARITY
a. Swimming Substances (Check with members of the school swimming teams)

b. Emulsions (Food/Cooking such as vinaigrette and mayonnaise)

c. Soap

d. Water and Fat Soluble Vitamins

(Show pictures—GOOD SOURCE is Chemistry for Changing Times by Hill

e. Chromatography
Separate Grape Kool Aid by use of a Sep Pak Chromatography Cartridge
Spin Art with water soluble markers (David Katz)

f. Hot Substances (Do you use Milk or Water to get rid of the hotness??)
Capsaicin (from www.ushotstuff.com)
SCOVILLE ORGANOLEPTIC TEST
Sweet Bell Pepper 0 Habanero 300,000 Pure Capsaicin 15,000,000-16,000,000

Penzey’s Spice Catalog gives some sample Heat Units

Chili Piquin 140 000 Heat Units Cayenne Red Pepper Powder 40 000 Heat Units
(Summer 2003 Catalog page 8)

12. EQUILIBRIUM
a. Indicators
I. Flowers
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COLOR CHANGING FLOWERS

Chemical Concepts: Interactions of indicators with acids and bases

Materials Needed:
2-Ply White Facial tissues Flower Vase or other container
Pipe Cleaners (Green if possible) Scissors
Phenolphthalein Solution Universal Indicator Solution
Thymolphthalein Solution 5% by volume NH3 (aq) solution (Household ammonia)
Spray bottles to contain and dispense the various solutions

Procedure:
1. Open up both of the facial tissues and place one on top of other.
2. Fold one half over the other half along the seam of the tissue.
3. Cut in half along the seam. This gives you four rectangular pieces one on top of another.
4. Accordion pleat in ¼ inch pleats. Fold the small ¼ inch portion over and take this portion and fold
under until you have used the entire facial tissue.
5. Fasten this together in the middle with the pipe cleaner.
6. Separate each of the four pieces on each side of the pipe cleaner by gently pulling each ply away
from the others. This will give a ruffled look.
7. Spray a flower with an indicator by using spray bottle. Alternate between indicators (allow to dry).
Leave some flowers unsprayed to keep them white.
8. Place the dried flowers in a vase or other container.
9. Spray flowers with aqueous ammonia solution. Blowing on flowers will cause color to slowly
disappear.

Discussion:
Indicators are usually weak organic acids or bases. These will change colors at various pH values.
These color changes can be found in many chemistry books. The phenolphthalein solution will give a
pink flower. The thymolphthalein will turn a very light blue. A stronger aqueous ammonia solution might
need to be used. The Universal indicator solution will give multicolored flowers. The blowing on the
flowers shows the weak acid existing when carbon dioxide combines with water.
Silk flowers (from Ron Crampton) can be used when doing a series of presentations. It is
recommended that they be washed between each use. The tissue flowers are easy to make and useful
when making and performing for many participants. This is an exciting activity for young students at an
elementary school or science center visitation. They can prepare the flower, have the indicator sprayed on
them and then take them home. The flower can be sprayed with household ammonia or a window
cleaning solution with ammonia to change the color.
A fuller flower can be obtained by using two separate facial tissues instead of one.

Safety Precautions:
Household ammonia can be irritating to eyes and skin.
Do not spray the chemicals on anyone or near any furniture.
Wear chemical splash goggles, chemical resistant gloves, and chemical resistant apron.

Disposal: Indicators can be disposed by using Flinn method 18b.

Dilute aqueous ammonia can be poured down the sink.
Hepburn page 10

References:
Lippy jr., John. Modern Chemical Magic.
Mattson, Bruce; Kubovy, Mary Alice; Hepburn, Jeff and Lannan, Joe. Chemistry Demonstration Aids
That You Can Build. Flinn Scientific. 1997.

II. Arrow

EQUILIBRIUM ARROW

This works great when talking about equilibrium. The arrow is a great device to pose a problem-solving
situation for the students. Have them attempt to figure out which direction the arrow is on the back.
This works great to develop spatial thinking with the students.

PRACTICE on casually switching your hand location. The hands must be on one set of diagonals to keep
the arrows turning in the same direction. The hands must be on the other set of diagonals to get the
arrows to reverse. Use your hands in the center along the verticals to get arrows to go up or down. Then
use one of the diagonals.

YOUR OWN DRAWINGS

III Hexaflexagon

This is discussed in Martin Gardner’s Book Hexaflexagons and Other Mathematical Diversions. It is a
great device to demonstrate colors of the spectrum or indicator colors.

b. Buffers
I. Country Time Lemonade

Note the Weak acid and its conjugate base. This is an excellent way to show buffers in everyday
situations.

II. Body Bicarbonate Buffer

Always important to show where Chemistry connects with the human body.

III Hydroxyapatite
Tooth Enamel is made up of Ca5(PO4)3OH . This substance can dissolve and recrystallize fairly easily.
The equilibrium can be shifted by adding H+. Not brushing teeth can build up the H+.
Fluoride treatment will cause a fluoride to replace the OH- to form Ca5(PO4)3F
Hepburn page 11

13. ORGANIC CHEMISTRY

a. Ethylene in Apples

Great way to connect Hydrocarbons with real life.

b. Organic Naming Card

The Organic Fold a Matic is also an excellent opportunity to work on naming for Organic substances. I
give one of these out to each of my AP Chemistry students. This is available through Education
Innovations. Another Bob Becker (along with Roeder) special.

14. VSEPR
a. Attractions

ATTRACTIVE NICKEL
Chemical Concepts: Different types of magnetism (diamagnetism, ferromagnetism, and paramagnetism)

Materials Needed:
Nickel Strip,Spheres or Foil Bunsen Burner with gas Cow Magnet
Thin Nichrome wire Rod or wood dowel Canadian Nickel (Prior to
1982)
Support system to hold rod or dowel which would place entire system above ground

Procedure:
1. Attach the cow magnet to the nichrome wire in a “V” shaped support. Use another portion of nichrome
wire to attach the support to the rod.
2. Attach the nickel strip to a separate nichrome wire in a “V” shape. Use another portion of nichrome
wire to attach the support to the rod.
3. Make sure the two support wire attachments to rod are placed at a distance where they easily separate.
4. Swing nickel strip and cow magnet toward each other so they attach to each other in smallest
connection.
5. Use the Bunsen burner to heat the connection between the cow magnet and the nickel strip. The cow
magnet and nickel strip should separate once the system gets hot enough.
CAUTION—HOT METALS
6. The reestablished magnetic ability can be shown once cow magnet and nickel strip are allowed to cool.

Discussion:
Magnetism is an important property. This can be shown by a simple interaction with a magnet and
a piece of nickel. It could also be shown by the magnetic properties of liquid oxygen. The magnetic
properties are also shown in many different recording media such as VCR tapes and computer disks.
Diamagnetism exists when the electrons are paired up while paramagnetism exists when there are
unpaired electrons. These unpaired electrons causes the substance to be attracted into a magnetic field.
These unpaired electrons are oriented in a random pattern when there is no magnetic field. A ferromagnet
has unpaired electrons but these electrons are highly ordered even in the absence of a magnetic field.
Hepburn page 12

Heating a ferromagnet above a certain temperature causes the electrons to lose this order and therefore
lose its magnetism. This temperature is known at the Curie temperature and varies between substances.
Nickel loses its magnetism at 354 degrees Celsius while iron loses its magnetism at 770 degrees Celsius.
This could be used with the Canadian nickel instead of the strip.

Safety Precautions:
The cow magnet and nickel strip will be very hot upon heating. It will take some time to cool the pieces.
Wear chemical splash goggles.
References:
Cotton, F. Albert and Wilkinson, Geoffrey. Basic Inorganic Chemistry, John Wiley and Sons, 1976.
Ellis, Geselbracht, Johnson, Lisensky, , and Robinson,. Teaching General Chemistry: A Materials
Science Companion, American Chemical Society, 1993
Huss, Frank. “Ferromagnetism and the Curie Point”, CHEM 13 News, December, 1989

b. Molecular Origami

This is a great resource for the students to understand molecular geometry. It is fun for them to build
overnight. I give different models to different students and then we compare the next day. They then will
do a take home lab for AP Chemistry building different structures. The book is written by Robert Hanson
through University Science Books.

c. Hypercolor Paper

15. REDOX
a. Can Ripper

CAN RIPPER
A pop can is EASILY ripped into two pieces. This shows the process of Oxidation-Reduction.

Procedure:
1. Score a line on the inside of a pop can by using a triangular file. The breaks the inner plastic seal of
can.
2. Dissolve a few grams of cupric chloride in 200 mL of warm water. Place inside pop can. Make sure
this amount covers the score inside of can.
3. Watch can carefully. The reaction is complete once the paint begins to darken. This has reached the
aluminum along that seal breach. The only thing holding the can together is the paint.
4. Gently wash out the can with water. Tear apart the can whenever appropriate.

CAUTION: Be CAREFUL of cupric chloride (toxic by inhalation and ingestion). Don’t leave chemical
in can. The RIPPED can edges can be very sharp. Be careful of these edges.

b. Can Shell

CAN SHELL

The aluminum can must be protected from the acidic pop. The plastic shell demonstrates how they are
separated. CAUTION: Wear chemical resistant gloves and goggles with a laboratory apron.
Hepburn page 13

1. Use an electric sander to sand off the paint from a FULL pop can. Use fine or very fine sand paper.
2. Empty the can and wash out with water. Completely fill the can with water
3. Insert a pencil into the opener and insert the can and water into a 600 mL beaker.
4. Add about 250 mL of 1.5 M NaOH solution AROUND the pop can. Do this is a FUME HOOD.
CAUTION: NaOH is a very corrosive liquid. USE extreme caution.
5. The NaOH will react with the aluminum in the can. You should have only the top and bottom
portion of the can left with portions connected with the plastic inner lining.
NOTE—Shell is VERY Delicate.
6. Empty the water from the can into the beaker and wash the inside and outside of the shell with water.
7. Dispose of the solid and liquid in the beaker in a solid waste disposal container.
8. Support the shell by the pencil in a 1 L beaker for display.

I first saw this demonstrated by Joe Lannan from Blair, Nebraska

16. FUN IN THE CLASS

a. Songs

Various songs are a great way to get some students’ attention.

b. Ostrich

Have fun in the classroom. I have students come in from previous years to play the Ostrich.

c. Puzzles

Great way to work on the Lateral Thinking.

d. Labs

Gets the students doing the Chemistry.

e. Demos

What needs to be said here?

17. PROFESSIONAL DEVELOPMENT

a. This conference

b. Chem Ed Auburn University Auburn, Alabama July 27-31, 2003

c. Biennial IOWA STATE UNIVERSITY, Ames, Iowa July 18-22, 2004

d. National Mole Day Foundation

18. MODERN MATERIALS

a. Prince Rupert Drops See http://www.thecure.com/robertpages/princerupertsdrops.html

I have tried making these myself with some success. I usually buy them from magic shops.
Hepburn page 14

b. Nitinol Wire

WIREGRAMS

Chemical Concepts: Metal alloys, Crystal structure, and Material Science

Materials Needed:
Deck of cards 9 Volt Battery 2 Alligator Clips
Wiregram (Obtained from many magic shops) or Individual shape formed by using acquired Nitinol
wire

Procedure:
PART A—Prior Preparation:
1. Gently pull the wiregram into a semi-straight line
2. Place the matching card (of the wiregram) on top of a deck of cards

PART B—Actual Presentation:

1. Touch the top card with the straightened wire. The student could also look at the top card and then you
could have the wire and audience look at the card.
2. Connect the ends of the wire with the two alligator clips and connect the clips to the battery.
3. The card will be revealed in the wire shape that is formed.

Discussion:
The wiregram is made of an alloy of nickel and titanium. This alloy is known as Nitinol which is
a shape memory alloy (SMA). This alloy composition identifies it as a smart material capable of
responding to external stimuli. Wires of this Ni-Ti can be bent at room temperature and when gently
warmed by a hair dryer, use of a nine volt battery (ohmic heating), or warm water above 50 degrees
Celsius will return to its original shape that has been annealed into the wire. A new shape can be
remembered by placing a sample of wire in the shape to be remembered into a Bunsen burner flame until
it turns slightly red.
The shape memory alloy exists in two different solid phases. These phases are the austenite phase
which is the high temperature phase and the martensite phase which is the low temperature phase. These
SMA’s have many practical applications such as eyeglass frames, certain shower heads and coffee makers
(non scalding), and orthodontic braces.

Safety Precautions:
The wire will get hot quickly. Be careful. Do not heat the wire for more than 7 seconds.

References:
Flinn Chem FAX Publication Number 1938
Ellis, Geselbracht, Johnson, Lisensky, and Robinson, Teaching General Chemistry: A Materials Science
Companion. American Chemical Society. 1993

19. CLOSING COMMENTS

20. OTHER RESOURCES

The song Experiment is on the Experiment CD by Mandy Patinkin