Bringing Life to Science in the classroom ppt

Bringing Science to Life
Demonstrations & Experiments
Please note that these demo’s are designed to be preformed by the teacher. If you
would like to incorporate these into student activities please perform the
experiment yourself first and then add additional safety precautions! Check MSDS
sheets online for additional chemical safety information.

2
Oil Slick
• Purpose: Simulate the effects
of an oil spill
• Materials: 1-2 long feathers,
motor oil, 1 wide beaker or cup,
water, soap
• Questions: Teachers can ask
about the other affects that an
oil spill has on an ecosystem.
Are there any ways to prevent
human caused disasters? Can
students take any action in their
communities.
• Methods: The feather is shown
to the class. Be sure to show
the way the barbs hold the
feather together. Dip the feather
into a beaker 2/3 full of water.
Show that the feather still holds
its integrity. Then pour ~1cm of
oil on top of the water. Dip the
oil into the oil/water mixture.
Show that the barbs do not hold
the feather together. Wash the
feather with soap and water.
Then show how the barbs still
do not hold the feather together.
Biology, Environmental Science,

3
Discovering Atomic Structure
• Purpose: Simulate the
effects of an oil spill
• Materials: small toys, and
a bag for each group of
students
• Methods: Take small toys that have some detail on
them and place them, each in a bag. Get students
into groups of three, and assign each student a role.
One student will be the feeler, another student the
recorder, and the third student will be the artist. The
first student places his/her hand in the bag and feels
around, while they are doing this they verbally
describe what they are feeling. The reporter writes
down the descriptions. Last, the artist draws their
rendition of what the object in the bag looks like.
This exercise demonstrates how scientists had to
work together in order to discover atomic structure
or anything that is smaller than the human eye can
detect or things too large for one person to study.
Students can use this demonstration to help
understand the scientific process and understand
why it is so important to work cooperatively.
Biology, Cell Theory

4
Enzyme Activity
• Purpose: Allows students
to see an enzyme in
action
• Materials: potato or liver,
hydrogen peroxide, test
tube
• Methods: Fill a test tube about 3cm with
hydrogen peroxide, Add 1cc of
macerated potato or liver, The students
should see bubbling.
• Science behind the experiment:
Because an enzyme in the potato
catalyzes the breakdown of the
hydrogen peroxide, producing bubbles.
The hydrogen peroxide breaks down to
water and oxygen
Biology,

5
The Nature of Bones
• Purpose: Understand
that it is the combination
of soft connective tissue
and mineral matrix that
allow bones to function so
well in support and
movement
• Materials: vinegar, jar,
chicken or turkey bones
(cleaned), Grill or
HotPlate
• Methods: Place some of the bone in the jar and
cover with vinegar. Let the mixture sit for about one
week. This will remove the minerals from the bones
and leave only the soft connective tissues. The
remaining bones place on the grill and bake until
they are blackened. The high temperature cooking
will denature the soft connective tissue and leave
only the mineral matrix. Or if you are daring burn the
bone in front of the students, in well ventilated area.
• What Happens: The demonstration on bones starts
with a general questioning of what bones are made
of, and their function in the body. An intact bone can
be used with the question/group discussion on the
nature of bones. Then remove one of the
demineralized bones and ask why the bone bends
so much, and ask the possible causes of this flexible
bone. The next step is the crumble one of the burnt
bones. You can pass around the bits and ask the
texture of the bits. Then ask the possible cause of
this change in the bone.
Biology

6
Dominance and Recessiveness
• Objective: To show by analogy the difference between dominant/recessive and
codominant.
• Materials: 6 small and 4 larger drinking glasses or beakers, Water, Red and Yellow food
coloring, Bleach
• Procedure: Fill two small glasses with water colored a deep red with food coloring. Fill
two more small glasses with plain water. Point out three apparently empty larger glasses.
(In the third of these, there should be 1 ml of bleach, put there before class). Tell the
students that the red and clear waters represent genes. Now pour some of the red
solution from each of the two glasses (parent genes) into the first large glass (F1
generation). The solution is still red, showing that the phenotype for two homozygous
genes is the same as that of the parents. Repeat for the two glasses of clear water,
showing that the phenotypes are still the same as that of the parents. Now pour
simultaneously from both the red and clear glasses into the third glass (with the bleach).
The resulting solution (heterozygous) will be clear showing the trait of only one parent.
Ask the class which gene was dominant. Answer: The clear water. The second
experiment involves two small glasses, one with red water and the other with yellow
water. When the two are poured together into an empty larger glass, the result is an
orange-colored solution. This represents codominance or blending inheritance in the F1
generation. Neither of the two genes (colors) was dominant over the other.

7
Spread of Disease
• Purpose: Understand and
conceptualize how disease
can rapidly spread through a
population in epidemic form.
• Materials: Clear cups (# in
class), Distilled Water, I%
NAOH, phenolphthalein,
pipette for indicator
• Follow Up Questions:
– How does this demonstration
show the impact of disease
carriers and the dormancy of
certain diseases?
– How can epidemics effect society
– How can a society’s values and
culture effect epidemics?
• Methods:
• A population is started by each student acquiring a
1/4cup of distilled water (already filled). One person
is infected; their cup contains the 1% NAOH.
• Sexual contact is determined by combining the
solutions into one cup. After the cups are mixed,
each partner takes 1/2 the solution back. Each
person will leave the contact with the same amount
of fluid.
• Only a few contacts are needed (3) for the point to
be made. The teacher is encouraged to do the
experiment several times with differing contact
numbers.
• When done, everyone will add 3 drops of indicator.
• If your cup turns pink, you have been infected.
Biology

8
Balloon Lung
• Purpose: Show how
volume and air
pressure play a role in
the inflation and
deflation of the the
lungs (breathing)
• Materials: plastic cup,
1 small balloon, 1
large balloon, straw,
silly putty, rubber band
• Methods: Cut a hole the size of a straw in the bottom of the
plastic cup. Cut the straw in half and insert into the hole in the
cup about half way. Slip the small balloon over the end of the
straw within the plastic cup. Put a rubber band around the end
of the balloon to hold it snug to the straw. Cut the large balloon
in half and stretch the tied end around the open end of the cup.
Mold an ample amount of silly putty around the straw to seal all
holes around the plastic cup. To make work, pull down on the
balloon attached to the bottom of the cup and watch the inner
balloon fill with air. Return the bottom balloon to original
position and watch the inner balloon deflate
• Science behind the demo: The large balloon in this
demonstration is used as the diaphragm. When the diaphragm
is pushed downward, it creates a pressure gradient. The
volume increases in the lung cavity (cup) causing less pressure
in the cavity compared to the atmospheric pressure. This
gradient causes air to rush in through the straw (trachea) and
inflate the lung (small balloon). When the diaphragm returns to
its original position the opposite happens. Volume decreases in
the lung cavity causing more pressure in the lung than there is
outside (atmospheric pressure). Finally, air rushes out of the
lung (exhalation) and deflates the lung.
Biology

9
Cellular Respiration
• Purpose:
Demonstrate the
process of cellular
respiration
• Materials:
bromthymol blue,
straw, beaker
• Methods: Blow through a straw into a
bromthymol blue solution. Bromthymol
blue is an acid/base indicator that is
slightly basic and has a blue color. As
you blow into the solution, CO2 (from
your breath) makes the solution slightly
acidic. This turns the solution a light
yellow. This is proof that our bodies do,
indeed, produce CO2 via cellular
respiration.
Biology

10
Living or Nonliving
• Purpose:
Demonstrate
properties of living
and nonliving
organisms
• Materials: distilled
water, petri dish and
super glue
• Methods: In this demo, a "critter" is
created with super glue and distilled
water in a petri dish. The dish is placed
on the overhead so the students can
see this "critter" move around the dish.
A good conversation is then generated
to discuss what is characteristic of
living and nonliving things. I would use
this demo towards the beginning of the
year to help the students to understand
the study of biology.
Biology

11
Ecosystem Boundaries
• Purpose: Define
ecosystem boundaries
• Materials: two colors
of paint, white poster
board
• Methods: Two colors of paint and white
poster board work well to demonstrate the
overlap of ecosystems. Primary pigments
(red, yellow, blue) work best, because
when blended together they make easily
recognizable colors. Paint the two colors
near each other without letting them touch.
These two colors represent two
ecosystems. Then, while the paint is still
wet, show how when the two ecosystems
(colors) begin to overlap, they blend
together in the real world and on the page.
Biology

12
Capillary Action
• Purpose: to show how capillary action allows plants to “drink”
• Materials: celery stalks (fresh with leaves), food color, 2 clear
jars or beakers, water
• Procedure: Fill both containers half full of water. Place one
celery stalk in one container and another celery stalk in the
other container. Place about 10 drops of one food color in one
of the containers and 10 drops of another color in the other
container. Allow the stalks to sit overnight. Make observations.
• Science behind the demo: Plants obtain water from their roots.
In order for the water to reach the top of the plant, a force known
as capillary action takes place to allow the water to travel
upwards. After sitting overnight, each stalk should be changed
to a different color as the water travels up the stalks.
Biology

13
The Cell Membrane & Surface Area
• Purpose: To
demonstrate how cell
size is dictated by
maimum surface area
for reactions to occur.
• Materials: 2 film
cannisters, 1 tablet of
Alka Seltzer, stop
watch, water
• Methods: Place enough water into the 2 film
canisters so that they are about half full, Take 1
Alka Seltzer tablet and cut it in half. Leave one half
of the tablet solid (not crushed) and crush the other
half into small pieces. Ask the students to make a
prediction as to what they believe will happen when
the two examples are placed into the cannisters.
Why? Have one student be in charge of timing this
experiment with the stop watch. Place both halves
of the tablet into separate cannisters and replace
the lids. Time how long it takes for each half to blow
the top off of the film cannisters. Were the students
correct? Discuss why or why not.
• Science behind the demo…This demonstration
highlights how cell size is dictated by a maximum
suface area for reactions to occur. When done
correctly, the cannister with the crushed Alka
Seltzer should blow first because of a greater
surface area.
Biology

14
Transmission of Infections
• Purpose: This activity
simulates the
transmission of infectious
agents and is great to
use with the entire class.
• Materials: clear plastic
cups or beakers,
saltwater, fresh water
and a small amount of
silver nitrate solution
• Methods: In advance, speak to two students. Ask one
not to interact (mix) with anyone and ask the other to
interact with as many people as possible. The one
student whom you have asked to interact will begin
with a half a glass of clear saltwater while the rest of
the of the students will receive the same amount of
fresh water in their cups. Ask the students to interact
with other students by pouring their water into the
other persons glass and then having the other person
pour half the liquid back into their glass. After a few
minutes stop the interactions. Drop one drop of the
silver nitrate solution into each cup and explain that if
it turns cloudy then they had become infected. Many
interesting avenues can be taken with this activity. If
students keep track of whom they interacted with and
in which order, the class can actually determine who
was the original infected person. This is similar to how
health officials try and trace the progress of an
infectious disease.
Biology

15
Enzyme-substrate activity
• Purpose: to demonstrate the effects of only one substrate for
every enzyme
• Materials: water, hydrogen peroxide, 2 clear jars or beakers,
raw liver, knife to cut liver
• Procedure: Fill one jar/beaker with an inch of water and the
other container with about 3 inches of hydrogen peroxide. Cut a
1 inch cube of liver and place it in the water. Make
observations. Cut a 1 inch cube of liver again and place it in the
hydrogen peroxide. Make observations.
• Science behind the demo: The liver in the water should not
have any reactions. The liver in the hydrogen peroxide should
have caused an off white foam to appear. This reaction
demonstrates the break down of hydrogen peroxide. The
enzyme catalase in liver will break down the substrate hydrogen
peroxide.

16
Cerebrospinal Fluid
• Purpose: Understand the
importance of Cerebrospinal
fluid to the human brain.
• Materials: unbroken raw
eggs, a clear plastic or glass
container that will hold
approximately 2-3 cups of
liquid with a lid that will not
leak when the container is
shaken with liquid in it (a jar
or Tupperware), a pitcher
with tap water in it
• Methods:
1. Have available a number of unbroken raw eggs, the
container with lid, and a pitcher with water in it.
2. Explain to the students that the egg is representative
of the human brain, the container with the lid is
representative of the skull, and the water is
representative of the cerebrospinal fluid which
surrounds the human brain.
3. Place one unbroken raw egg carefully into the
container.
4. Pour the water from the pitcher into the container. Be
careful not to break the egg. Fill the container to the
brim with water (This is important! You do not want air
bubbles after you put the lid on)
5. Ask the students to note how the egg rises as you
pour in water. And how it seems to be lighter when
supported by the water.
6. Place the lid on the container and seal it. Make sure
the lid is secure.
7. Shake the container with the egg and water in it. Ask
your students to note how the egg fared from the
shaking.
Biology

17
Cerebrospinal Fluid Continued…
• Science behind the experiment: In an adult human skull there is at any one time 125-150
ml of cerebrospinal fluid and 150-180 mm water pressure. Four hundred to 500 ml of
cerebrospinal fluid are produced daily since the fluid constantly leaves the brain with waste
products. The cerebrospinal fluid of the human brain has four purposes; To distribute
hormones to the appropriate part of the brain, to wash the brain and excrete the waste
products, to buoy the brain up, and lastly to protect the brain. This demonstration deals
mainly with the last two purposes, buoying the brain and protection.
• Step 5 illustrates the buoying effect. The human brain weighs 1300 g, however with the
support of the cerebrospinal fluid its weight is reduced to 50 g.
• The next purpose demonstrated is the protection that cerebrospinal gives the brain as
represented by the water and egg. This is especially effective if option A. is also
demonstrated. However, the cerebrospinal fluid cushions our brains through our daily
movements, even such rough times as riding a roller coaster or jumping up and down. If a
violent hit or thrash occurs the cerebrospinal fluid will offer no protection and the brain will hit
the skull and result in a concussion. A concussion bruises the brain and a large enough
bruise or bruises can cause death or serious brain damage. Thus it makes sense to protect
our head in risky situations by wearing a helmet which adds another layer of cushioning.
• Other topics to discuss: shaken baby syndrome, hydrocephalus
Biology

18
Teabag Thermal
• Materials: teabag(s), matches, saucer/plate, water/wet
towel (for safety)
• Procedure: 1) Empty contents of teabag. 2)Open bag up
so that it can stand upright on the plate. 3)Light the bag
and allow it to burn down.
• What happens: When the tea bag is being burned, the
heat is being released which creates a narrow column of
warm rising air. This is a miniature thermal current. When
the bag burns down enough, it becomes light enough to be
lifted up by the thermal current.
Biology

19
Sodapop and Salt
• Materials: Can of Soda, Glass container, Salt, Teaspoon,
basin to catch fizz
• Procedure: 1) Pour soda into glass without producing
much fizz. 2) Pour about a teaspoon of salt into the pop. 3)
Observe
• What happens: There is already a lot of gas dissolved
in the sugar water of pop. Salt is more soluble in water
than the gas is so when the salt is added the water can't
hold so much stuff dissolved in it so the gas escapes
causing fizzing. ~Temperature and pressure also determine
the solubility of gas in water. ex. pressure change of divers
and fish
Biology

20
Nerve Demo
• Introduction:This demonstration shows just how sharp different
sensations are and how our nerves react to those sensations. The
brain uses a process called habituation to keep itself from overloading.
Sharp sensations get the brains attention but everyday sensations do
not get the brains attention.
• Materials: Deck of Cards, Pair of Socks
• Procedure: Wear shorts or roll up your pants, Take off shoes and
socks, Spend a few minutes building a card house, Put back on the
socks with your eyes closed, and try to locate the tips of your socks by
pointing at them Keep your socks on and build the house again for
awhile Now try to point to the tips of your socks
• Discussion: The first time that you put on the socks on it is a new
sensation for your brain so it noticed the difference. The second time
that you pointed to the socks your nerves were used to the sensation of
the socks on. Thus, it was harder to locate the tips of the socks.
Biology

21
Food Webs & Chains
• Introduction: Food chains and webs are a part of every
ecosystem. In this demonstration it shows how food webs and
chains get tangled together and how they depend on each other.
This will also show how the organisms depend on each other.
• Materials: Scissors, 50 1m lengths of string, 50 arrow cut outs,
Animal and plant cut outs with holes punched
• Procedure: Give the students a ziplock bag of the plants and
animals, a string and arrows take an organism out of the bag and
create a food chain by linking the organisms together. Once the
food chain is made let them put the arrows to follow the flow of the
chain. Join the different chains together to make a web by putting
the same organisms together and make new links. Hold the web
tight by each student. Cut off a top predator to show the students
what happen to the links. The rest of the food web will stay intact.
Then cut a primary producers are removed. Cut the links as the
primary consumers die off all the others will die off.
Biology

22
Photosynthesis and Respiration
• Materials small to medium cardboard box, small bag of
sugar, small water bottle, red and blue balloons, lamp,
pictures of a chloroplast and a mitochondria.
• Method Stand the box on end with the bottom facing the
students. Put all of the materials inside of it. Ask the
students what the chloroplasts need to start photosynthesis.
As they are named, pull out each on and place it next to the
box. Then show how the water, carbon dioxide-red
balloon, and light energy from the sun go into the
chloroplasts/chlorophyll. Then, ask what the end products
are. As they are named, pull out the sugar and the oxygen-
blue balloon. For respiration, follow the reverse process.
Biology

23
The Collapsing Can
• Purpose: To demonstrate the
effects of air pressure
differences on an aluminum can
• Materials: A clean pop can (not
a large mouthed can like
Mountain Dew) ** the best can
for this is a Squirt pop can or a
can made of thin aluminum.,
One Tablespoon of water, Hot
plate, Clear pan filled with cold
tap water, Hot pad, gloves, or
tongs
• Methods: Place one tablespoon of water
in the empty pop can. Put the pop can
directly on the hot plate. Allow the water
to come to a boil (steam should be rising
from the mouth of the can). Don’t boil for
too long or the paint on the can will begin
to melt. Once the water has boiled for
about 15 to 30 seconds (listen for a
popping sound), quickly turn the can
upside down into the pan of cold water
using a hot pad or tongs. The can should
collapse with a "pop" sound due to the
difference in pressures. The pressure
difference is due to the steam from the
boiling water pushing the air out of the
can. When the can is put upside down
into the cool water, the steam condenses
which quickly decreases the pressure
within the can. The air pressure on the
exterior of the can will now be greater
than that within the can and the can will
collapse.
Earth Science, Biology

24
Floating Paper Clip
• Objective: To show surface tension.
• Materials: 1 paper clip, container of water, and bottle of dish soap.
• Procedure: Take a clear container and fill it with water. Carefully
take the paper clip and place it in the water so that it floats. It may
take a few tries to get the paper clip level enough that it will float.
Discuss why the paper clip is floating with the class. Then add a
drop of dish soap and watch the paper clip fall to the bottom of the
container.
• Explanation: This experiment is an example of the surface tension
of water. The attraction of the water molecules creates almost a
skin like surface. Adding the soap then disrupts the attraction of
the water molecules and makes the paper clip fall.
Earth Science, Biology

25
Impact Craters
• Purpose: To demonstrate the process by
which impact craters are formed, and the
morphology of the structures.
• Materials: large tray, white flour, objects
to drop into the flour
• Questions:
– How is this experiment similar to
how a real crater forms?
– How is the flour like statagraphic
layers on Earth?
– What happened to the stratrigraphy
when it was impacted? What does
this tell us about finding ancient
craters?
• Methods: · Fill a large tray with
about 1/2" of white flour. Cover that
layer with a thin layer of brown flour,
just enough to cover the white layer.
Cover the brown layer with just
enough flour to hide it. Provide
students with several different
objects to drop into the flour. They
don't need to be round. Students
can measure the mass of the
objects and calculate the Kinetic
Energy of the impacts. Have
students drop the objects from
various heights to create craters.
Earth Science

26
Chocolate Chip Mining
• Purpose: This activity
represents the limitations of the
earth's natural resources
• Materials: chocolate chip
cookie, toothpicks
• Methods: A chocolate chip cookie
will represent an area of Earth that
is rich in minerals (chocolate chips).
Have the students take a cookie
and "mine" the chips with
toothpicks. Have the students note
that different cookies have different
amounts of minerals and resources.
The amount of minerals may vary.
When students have removed all
the resources from their cookies,
ask them to try and put the cookie
back together so that it can be an
area full of abundance again for
future generations.
Earth Science

27
The Fireproof Balloon
• Purpose: This experiment shows
how water is a good absorber of
heat. When heated, the rubber of
the first balloon becomes hot and
very soon it can not resist the
pressure of the air inside the
balloon. The second balloon does
not blow up because water absorbs
most of the heat away from the
plastic of the balloon. Therefore,
the balloon does not break.
• Materials: Two Balloons, Matches,
Water
• Methods: Inflate one of the
balloons and tie it shut. Take
the other balloon and fill it with
about a 1/4 cup of water, then
inflate the balloon. Take the first
balloon and light a match
underneath it. The balloon will
blow up. Take the second
balloon with water in it and light
a match under that balloon.
This balloon should not explode.
Earth Science

28
Looking for Life on Mars
• Purpose: To demonstrate similar
procedures used by the Viking spacecraft
when it looked for life on Mars in 1976.
• Materials: cups, sand, soil, sugar,
alkaseltzer tablet, dry yeast, hot tap water
• Questions:
– How is this experiment like the one
the Viking performed?
– Which of the cups contained life?
– How long did it take for one of the
samples to show that life existed?
• Methods:
• Fill three cups about 1/4 full of
sand, or sandy soil.
• · Add 1/2 tsp. of sugar to each of the
cups.
• · In one cup, place a crushed alka-
seltzer tablet.
• · In one other cup, pour 5-ml of dry
yeast.
• · Add hot tap water to each of the
cups. 9 Monitor results
Earth Science

29
Glacial Movement
• Purpose: Common
materials are used to
simulate glacial
movement
• Materials: 1 oz.
shampoo concentrate, 2
index cards (one 4x6,
one 3x5), 5 numbered
circles of paper from
paper punch, tape
• Methods:
• Prepare a V-shaped valley by folding a 4x6 index
card lengthwise and taping it to a 3x5 card. Add
additional tape where the two cards meet so that
any material placed in the V will not flow through
the crack. Holding the trough so that the open end
is up and the closed end forms a pocket, squeeze
about 1 oz. of shampoo concentrate into the
trough. Number the five small circles of paper 1
through 5. Hold the trough so that no movement of
the concentrate occurs while you line up the five
paper circles in order across the concentrate near
the 3x5 card. If you dampen a finger, it will pick up
the circles. As the shampoo concentrate is allowed
to slowly flow down the valley, you can record the
position of the circles every 30 seconds.
• This demo shows how a glacier moves through a
valley. The dots can be considered the markers
and then the end moraine product. By tracking the
movement we can then observe the fluid motion of
the glaciers in a valley.
Earth Science

30
Making Water Rise
• Purpose: To show displacement of
pressure because of heat.
• Materials: Clear container, water,
food coloring or other dye, candle,
match, jar big enough to cover
candle
• Science behind the demo: The
heat from the candle causes the
particles to move quicker in the jar
than on the outside. This results in a
decrease in the pressure inside the
jar. With the decrease in pressure,
the pressure exerted on the water
from outside the jar pushes the
water up into the jar.
• Methods:
• Either melt the candle into the
container or place on a candle
holder. Add dye to the water to
make it colorful and easy to see.
(This can be done before class to
save time.) Add the water to the
container with the candle. Light the
candle and allow it to burn. Cover
the candle with the jar. The jar must
reach the bottom of the container
without coming in contact with the
candle. Condensation will form on
the jar as the candle slowly
extinguishes. After the flame goes
out, the water in the container will
slowly move up the inside of the jar.
Earth Science

31
Cloud in a Jar
• Purpose: To show how clouds are
formed
• Materials: Pop bottle with cap,
Water, Matches
• Science behind the demo:
Squeezing the bottle forces the air
particles together increasing air
pressure and temperature (slightly).
As the air expands back to its
original volume lowering the
pressure and temperature, the air
can condense. The smoke particles
from the match are necessary as
they provide the material for the
water to condense on. The cloud
formed inside the bottle is the
condensation.
• Methods:
• Fill a pop bottle about half full with
water. Ask questions regarding the
pressure and temperature of the
room and inside the bottle with the
cap off. Light three or four matches
and blow them out. Quickly place
them in the bottle and tightly seal
the cap on top. Ask the same
question as earlier. Squeeze the
bottle. It may take a couple of times
before anything occurs, but a cloud
will appear with the squeezing of the
bottle. The cloud will disappear and
reappear with subsequent
squeezes.
Earth Science

32
Tornado in a Jar
• Purpose: This is a good
demonstration to do when
starting a lesson on tornadoes.
Another ideas is to have the
students create one of their
own.
• Materials: 1 mayonnaise jar, 1
spoonful vinegar, 1 spoonful
Ivory soap, Water, light food
coloring
• Methods:
• Mix the vinegar and Ivory
soap in the jar. Then add
water to fill the jar. Add in
a drop of food coloring
and your tornado in a jar
is complete. Shake the jar
horizontally and a funnel
cloud will appear.
Earth Science

33
Moving Faults
• Purpose: Demonstrate
the concept of different
types of faults and how
they movie
• Materials: 4 different
colors of modeling clay
• Methods:
• With your hands flatten four different colored
pieces of modeling clay into flat pancakes about.5
to 1 cm thick. Put them on top of each other to
make a stack of different colored layers. These
layers represent the layers of the earth's crust.
Make a line across the top of the clay to represent
a road on the surface of the earth. Cut the stack in
half. Pick up the two halves of clay. Move one half
up. Keep the other half down. That is one way
faults move. It is called a dip slip fault. This is what
people normally think of as a fault. Now align the
two halves of clay on a table top. Move the two
halves past each other horizontally. This is
another way faults move and it is called a strike
slip fault. This is the way the famous San Andreas
fault in California moves.
Earth Science

34
Glacier Melt
• Purpose: Show the effects of
Glacier Melt
• Materials: A small cup or yogurt
container piece of board, to make an
incline, Sand hammer and nail, Small
rocks or pebbles thick rubber band,
Water watch, Freezer
• What Happens: As the glacier melts
rock and sand deposits will fall off in
clumps, some will slide down the
board, while other separate bits and
pieces will form along the board
surface in strange patterns, much like
moraine or glacial matter.
• Advanced Prep: Place a one-inch layer of sand and gravel
in the cup, followed by a few inches of water. Place it in the
freezer. When frozen solid, repeat the process, adding sand
and gravel, and some water. Then freeze. The cup should be
filled to the top. Next, carefully hammer a nail partway into
the middle of one end of the board. Place that end against
something immovable to form an incline or slant.
• Methods: With the board flat- Spray the area below the
glacier location and put some fine sand (I suggest bird gravel
and grit). The sand will provide a surface for the water runoff
to form an alluvial fan. If darker dirt was used in making the
glacier you will observe the glacial runoff pattern against the
lighter sand. It is best to do this outside or over a sink/dip-
pan. Remove your model glacier from the freezer. Warm the
sides of the container under warm tap water just enough to
get your model glacier to slide out when tapped. With the
rock/and-side down, place the glacier at the top of the incline
and fasten the rubber band around its middle and around the
nail. Now place your board at a slight incline, and brace to
prevent board slippage. How long will it take your glacier to
melt, move and leave rock and sand deposits? Time it
Earth Science,

35
Viscosity
• Purpose: Model the
concept of viscosity
• Materials: plastic baggies,
and a variety of materials
such as rubbing alcohol, corn
syrup, water, vegetable oil
etc.
• Methods: Liquids of different viscosities
are sealed inside clear of plastic bottles
along with a couple of dark marbles.
When turned upside down the students
can clearly see the difference in
viscosities by the rate of decent of the
marbles. Some possible liquids might
be: water, vegetable oil, rubbing alcohol,
and corn syrup.
Earth Science

36
Falling Paper
• Objective: To show air resistance and how that effects how
things fall.
• Materials: Notebook (or computer paper) and a book that is
about the same size as the paper.
• Procedure: Take one sheet of paper and crumple into a ball.
Take the paper and crumpled paper, hold them side by side and
drop them. Discuss why the paper didn’t fall the same. Then put
the paper on top of the book and drop them again. Discuss why
they then both fall the same.
• Explanation: Air resistance is the reason the paper floated to
the ground. When you add the book underneath the paper, the
book blocks the air resistance.
Earth Science

37
Underwater Volcano
• Topic: Density This demonstration illustrates the concept of density. Because the hot water at the
bottom of the jar is less dense that the surrounding cold water, it rises to the surface of the cold water
and appears to be an underwater volcano.
• Materials: One liter beaker, One small Erlenmeyer Flask (that fits completely inside the beaker),
Cold water (cooled with ice and let melt), Hot water with dark food coloring, Foil, Pencil, Piece of
string
• Procedure: Fill the liter beaker with melted ice water (cold). Fill the Erlenmeyer flask with hot
water and add food coloring to the water.
While the flask is hot put foil over the top.
Tie the string around the top of the flask leaving enough of a tail to be able to lower the flask into the
beaker. Place the flask, using the string, at the bottom of the beaker. When the flask is sitting on the
bottom, use the pencil to poke a hole in the top of the foil. Make this hole as big as the pencil so the
liquid can get through. The hot water will then rise to the surface as if it were smoke from a
smokestack.
• Explanation: An liquid with less density will layer on top of a more dense liquid. It gives the
appearance of floating above the more dense liquid. Hot water is less dense than cold water so when
submerged in cold water it will rise to the top of the more dense material. Other applications:
weather, air conditioners, hot air balloons.
Earth Science

38
Field Capacity
• Purpose: This demonstration is to
show how different textures of soil
can hold different amounts of water.
Soil texture directly affects what can
grow on top of it.
• Materials: 2-3 different soil textures
(dry), Pots for each soil texture (with
holes in bottom, Water, 1 liter flask
• Questions: Teachers can ask about
the relation of surface area to
texture. What do students think can
grow on each of the soils? What
type of soil is in their areas?
Discussion can also lead to the
affects of "Fat Clays" such as
betonite on the foundations of
houses
• Methods: Each soil is put into a
separate pot and lightly packed
down. Water is slowly poured
over each of the soils. When the
water runs through the bottom,
stop immediately. Measure the
amount of water that was added
to each sample.
Earth & Environmental Science,

39
The Egg Trick
• Purpose: To demonstrate the
differences of air pressure on
the system (this could be
used in a lesson explaining
how lungs work).
• Materials: Large egg (hard
boiled),Large mouthed jar (an
Oceanspray juice jar is great
for this), Paper (2 or 3 tissues
or lens papers work best),
Matches
• Methods: Place a small pile of paper into the
bottom of the clean jar. Twist another piece into a
wick. Light the wick and as soon as it starts to burn
tip the jar sideways and ignite the paper in the
bottle (the hotter the fire, the better the results).
Once the fire gets going (be sure not to wait too
long so that it doesn’t use up all of the oxygen in
the bottle), quickly place the hard boiled egg over
the opening of the jar with the pointy end of the egg
facing into the jar. The egg will be pushed down
into the jar due to a difference in pressures. When
the paper is lit within the jar, the air expands
because it is heated and is pushed out of the jar.
After the egg is placed on the jar, the fire goes out
and the air inside the jar cools. Cooler air will
condense in the bottle and the air pressure will
decrease. Because the pressure inside the bottle is
less than that outside of the bottle, the egg is
forced in.
• ** For a more dramatic effect, place the bottle into a tub of ice water
after the egg is placed on top. The quick cooling of the air will cause the
egg to be pushed down into the bottle with more force and at a quicker
speed.

40
Blowing Up a Balloon In a Flask
• Purpose: To
demonstrate air
pressure by observing
the properties of gases
in the air when heated
• Materials: 8-inch
balloons, 1-500 ml
Florence Flask, Tongs
(or gloves) for holding
the flask Hot Plate,
Water, Graduated
Cylinder
• Methods: 1 . Place 10 mL of water into the 500
mL flask and heat the water until almost all of it is
boiled off. 2. Remove the flask from the heat and
place a balloon over the top of the flask as soon as
the water stops boiling. 3 Place the flask into a
container of cool water. 4. Observe the results.
The flask should be cool enough to handle so that
students can observe the balloon is filled, but the
opening at the top of the balloon is still not tied. 5.
Ask the students how to get the balloon out of the
flask (reheat the flask). 6. Materials may be
reused.
• Science Behind the Demo: Heating the water in
the flask causes the molecules to spread out so
that eventually the water becomes water vapor.
When the water is no longer heated, these water
vapor molecules condense and return to their liquid
condition, leaving an area void of any molecules.
This lack of molecules creates a vacuum which is
immediately filled by air from the outside of the
flask., thus filling the balloon inside the flask.

41
Exothermic Reaction
• Purpose: It show that the
matter involved has
characteristic properties and
that the reaction taking place
are a result or the
composition and structure.
They will also see how the
energy of the system can be
changed into heat.
• Materials: Thermometer, A
jar and lid, A Steel wool Pad,
Vinegar
• Methods: Put the thermometer inside the
jar and put the lid on it. Wait five minutes.
Remove the thermometer from the jar.
Record the temperature. Pour the vinegar
over the steel wool and let set for one
minute. Squeeze out the excess vinegar.
Then place the steel wool over the bulb of
the thermometer and place back into the jar,
put on the lid. Wait 5 minutes. Now take the
temperature.
• Science behind the reaction: This is a
classic example of oxidation. The steel wool
is being oxidized by the vinegar. This
reaction gives off energy in the form of heat.
Chemistry

42
Disappearing Ink
• In a beaker combine 50 mL of 95% ethyl alcohol, a few
drops of thymolphthalein indicator, and just enough
sodium hydroxide solution (a few drops of 1M NaOH)
to produce a deep blue color. Put the solution in a
squirt bottle and enjoy! When squirted on a piece of
cloth the blue ink will gradually disappear. The reason
the ink disappears is because the sodium hydroxide in
the solution is a base. As carbon dioxide from the air
dissolves into the solution it forms an acid which
reacts with the base to form a more neutral solution.
The indicator is blue when in a basic solution with a
high pH but it loses its color when the pH drops below
about 9.5 as the CO2 makes the solution more and
more acidic.
Chemistry

43
Potato Battery
• Materials: 3 Potatoes, Low voltage LED, A piece of copper (this can be
found in the plumbing section of a hardware store), A piece of zinc (many
bolts are made out of zinc), Banana clips
• Procedure: Put the piece of copper and the piece of zinc in a potato about
one inch from each other. Do this to two other potatoes. Take the zinc
electrode from the first potato and connect it to the copper electrode on the
second potato. Take the zinc electrode from the second potato and connect it
to the copper electrode on the third potato. Then take the zinc electrode from
the third potato and connect it to one side of the led light. Then take the
copper electrode from the first potato and attach it to the other side of the
LED. This should cause the light to light up, if it doesn’t, try switching the
sides of the light each side of the battery is attached to.
• Explanation: The copper serves as the cathode and the zinc serves as an
anode. At the anode, zinc is oxidized and at the cathode, hydrogen ions are
reduced to make hydrogen gas. The electrons required to cause this
oxidation and reduction travel through the wires, and through the light to do
this, causing the light to light up. Three potatoes are needed for this
demonstration in series in order to light up a light, because a potato on its
own does not cause the light to light up.
Chemistry

44
Conservation of Mass
• Purpose: Students need for it to be proven to them the concept of
conservation of mass. The Law of Conservation of Mass states that
matter cannot be created nor destroyed. And if you start with a specific
amount of mass, the mass might change forms, but it will not be lost.
• Supplies: Analytical balance, or a balance that will not be affected by
buoyancy; Carbonates soda; Balloon; Sodium bicarbonate
• Method: 1. Obtain the mass of unopened soda pop can 2. Obtain the
mass of the sodium bicarbonate, including the mass of the balloon
holding the sodium bicarbonate 3. Place the unopened can in the
analytical balance, and open.
• The challenge is to be able to maintain the mass contained in the soda
including the gas put the sodium bicarbonate in the in the pop can using
the balloon for delivery obtain the mass following the experiment
• this is easier said then done because there is a tendency to lose with
because of the inability to get a weight without being affected by the
buoyancy.
Chemistry

45
Properties of Charges
• Purpose: Students will be able to grasp the concept of like charges repel
and opposite charges attract in this sun experiment that can be done by
the instructor, individual students, or small groups. Properties of
Electron and Protons are essential in the mastery of the concepts
concerned with matter, and the elements that make up the matter.
• Supplies: Balloon(s) minimum two, Light weight string
• Method: Blow up both balloons and tie them. Tie the light weight string
onto one of the balloons. Take the untied balloon and rub it on anything,
cloths, walls, floor. Take and approach the untied balloon with the tied
balloon, and if the charged are alike the balloon on the string will go
away, and if the charges are opposite, the balloon on the string will be
attracted to the untied balloon. (Generally a rubber balloon rubbed with
a paper towel becomes + charged while an overhead acetate rubbed with
a paper towel becomes – charged)
Chemistry

46
Gases Produced in Chemical Reactions
• Purpose: show the students
that interactions can produce
changes in a system.
• Materials: Small dish, 1 or 2
candles (of different heights),
Large metal bowl, Baking
soda approx. 1/4 cup, Vinegar
approx. 2 cups
• Preparation: Put the baking soda on the
small dish. Place the candles on the small
dish, in the baking soda. Place the small
dish with the candles on it into the large
metal bowl.
• Methods: Light the candles. Then pour the
vinegar onto the baking soda, DO NOT get
the candles wet.
• Science behind the reaction: The reaction
between the baking soda and vinegar gives
off Carbon dioxide. As the CO2 rises, it
consumes the Oxygen and put out the fire in
the shorter candle. As the heavier CO2 rises
even more it will extinguish the taller candle.
Chemistry

47
The Flour Bomb
• Purpose: shows the explosive
power of flammable powders
under the right circumstances,
which is dictated by surface
area.
• Materials: 500g coffee tin with
lid (not too stiff a fit). Funnel
with bottom edge flat to put
flour in - can be made from
plastic and paper. Single hole
bung to put funnel through.
Small candle. Bulb-type pipette
filler. One spatula of dry flour
(does not work as well if
damp). Splint and matches.
• Methods: First, demonstrate to the students how a pile of
flour (on a table) is not flammable by placing a lit match to
it. Next, make a hole in the coffee tin the same size as
your bung at approximately the same height as the center
of the flame of the candle. Push the funnel into narrow
end of the bung as far as it will go, then insert this into the
hole in your coffee tin (funnel on the inside). Attach the
pipette bulb to the narrow end of the funnel. This needs to
make a tight seal. Put a spatula of flour (cornflour, custard
powder, etc. will do very well) into the funnel, blocking the
tube from the pipette bulb. Put the candle inside the
coffee tin (approximately in the center). Light the candle
carefully using the splint (making sure not to light the
funnel). Fit the lid securely, without too much force, and
then quickly give the pipette bulb a rapid squeeze.
• Science behind the reaction: The large surface area of
the carbohydrate (flour) means that it is rapidly oxidised.
There is a loud WHOOMP and the lid flies off (normally
vertically) about 4 feet up. Given a large enough
suspension of combustible flour or grain dust in the air, a
significant explosion can occur. For example, the 1998
explosion of the DeBruce grain elevator in Wichita,
Kansas which killed 7 people.
Chemistry

48
Sunken Ice Cubes
• Purpose: demonstrate the
differences in density
• Materials: 2 beakers, rubbing
alcohol, water
• Methods: Kids tend to jump to conclusions
when things appear to be identical. Fill one
beaker with plain water. In another beaker,
place alcohol (rubbing alcohol from the drug
store is fine but any other alcohol will work).
The beakers will look essentially identical.
Place an ice cube in each beaker. The ice
will float in the water because its density
(about .9 g/cm3) is less than the density of
water (about 1 g/cm3). The ice will sink in
the alcohol because the density of the ice is
more than the density of alcohol (about .8
g/cm3). This is a great demo to introduce
density because it really surprises the
students and gets them to think.
Chemistry

49
Non-Burning Dollar Bill
• Purpose: demonstrate the
properties of mixed solutions
• Materials: water, dollar bill,
70% denatured rubbing
alcohol
• Methods: This is an old chestnut that is
often used in magic shows as well as
chemistry demonstrations. It can be easily
demonstrated that alcohol burns in air by
putting a few mL in an evaporating dish and
lighting it. All students know that water puts
out fires. A solution of half water and half
alcohol however has some interesting
properties. If a dollar bill is soaked in a 50/50
solution and then ignited by a match, the
dollar bill will catch fire but not burn. This is
because a 50/50 mixture still has enough
alcohol to burn but there is enough water in
the solution to wet the bill and keep it from
burning. If you only have 70% denatured
rubbing alcohol available, try mixing 100 mL
of the alcohol with 50 mL of water. This
should be close to the correct proportions.
Chemistry

50
Super Saturated Solutions
• Purpose: This will
demonstrate the behavior of a
super saturated solution, and
show that things are not
always what they seem.
• Materials: hydrated sodium
acetate, large flask,
• Methods: Gradually warm hydrated
Sodium Acetate in a large flask until it
dissolves into its own water of hydration
before presenting the demo. To begin the
demo, explain to students that the solution is
super saturated Sodium Acetate. This
means that the solution is at the very edge
of staying a liquid (for younger students,
explain that there is not any more room left
in the solution for anymore molecules of
Sodium Acetate, and that the solution
doesn't want more molecules in with it).
Then add one or two crystals of solid
Sodium Acetate into the flask. The solution
will rapidly solidify. Proceed to turn the flask
upside-down, showing that the solution is
now solid.
Chemistry

51
Chromatography
• Purpose: Determine
pigments in plants, proteins
and molecular structure,
primary, secondary, tertiary
and quaternary structure,
PCR & genetics etc.
• Materials: Chromatography
paper, Water, Test tube, Test
tube cap with paper holder,
Water soluble markers
• Methods: 1. Fill test tube with 1" water
• 2. In one space, put the dots of as many
colors as desired. This space should be 1 ½
inches above the bottom of the
chromatography or filter paper.
• 3. Clip paper to lid of test tube and close
the system.
• 4. Wait 10 minutes and see how colors
have moved up the paper (by capillary
action). Yellow will move the farthest. Ask
students why
Chemistry, Biochemistry, Genetics

52
Acid Breath
• Materials: Test tube, Bromthymol Blue, Balloon
• Procedure:
• You exhale into a balloon (or have a volunteer do it) making sure to get air from the
lungs and not just taking in air and blowing it straight into the balloon. Then, you put enough
Bromthymol Blue (diluted to a light blue color) to fill 1/3 to ｽ of the test tube. Next, you place
the inflated balloon over the end of the test tube and show the audience the color of the
Bromthymol Blue (which should be a light blue.) Then, you turn the test tube upside down
and dump the Bromthymol Blue into the balloon and shake it around. When you turn the test
tube back right side up, the Bromthymol Blue will return to the test tube and be a pale yellow
color, indicating the presence of an acid.
• Explanation:
• The two main components of exhaled air are carbon dioxide (CO2) and water vapor
(H2O). The CO2 will dissolve in the H2O and form Carbonic Acid (H2CO3).
• The Reaction is:
• CO2 + H2O  H2CO3
• When to use:
• This would work great for a unit on respiration, pH, finding the pH of a gas, or in a
chemistry of life unit.
Chemistry, Biochemistry

53
Where the Dominos Roam
• Materials: Dominos, Overhead projector or ELMO
• Procedure and Explanation:
• To demonstrate a density-dependent factor that effects a population such as a disease,
you set up 20 dominos in close proximity to each other. Then, you “infect” one domino
and when it falls into another domino it “infect” that one and so on. Then, you set it up
again with only 10 dominos and spread them out more. The second time only 1 or 2
dominos should get “infect” showing how the higher density of a population increases
the effects of disease in the population.
• To demonstrate a density-independent factor that effects s population such as an
earthquake, you set up the 20 dominos in close proximity to each other. Then, you
simulate an earthquake by bumping or moving the overhead projector (hopefully all the
dominos will fall.) Then, you set it up again with only 10 dominos and spread them out
more. Once again, you simulate an earthquake by bumping or moving the overhead
projector (hopefully once again knocking all the dominos down.) This shows that no
matter how many organisms are in the population of a given area all will be affected by
the earthquake and density does not increase the effect of the earthquake on the
population.
• When to use: This is a great way to show the difference between density-dependent and
density independent factors that effect populations in an ecology unit.

54
Color of Osmosis
• Materials Needed One saucer, one clear cup, a rubber band,
water, food coloring, and parchment paper.
• Procedure: Dissolve a teaspoon of salt into the cup of water
that is completely full and cover it securely with the parchment
paper and rubber band. Take the saucer and fill it up with water.
Then place of few drops of food coloring in the saucer. Next
place the cup with parchment paper in the saucer so that the cup
is upside down. Wait to see the water in the cup change color.
• Science Behind it: The parchment paper is considered to be a
permeable membrane. The colored water will flow through the
membrane coloring the clear water in the glass.

55
Dry Ice with Universal Indicator
• Topic: Acid/Base Chemistry and Neutralizations
• Materials: Eye Protection, Large Graduated Cylinder (2L), Tongs (for
transferring dry ice), Heavy Gloves (for transferring dry ice), Dry Ice,
Household Ammonia, Water, Universal Indicator, Long stirring rod
• Procedure: Fill the 2L graduated cylinder with water and add enough
universal indicator to have an easily visible color. Then add a few mL of
ammonia to make the solution alkaline. Stir with stirring rod to mix solution
thoroughly. Add several chunks of dry ice to the solution. It will sink and will
start to give of CO2 gas. As the CO2 is given off the solution will begin to
change in color as the pH changes. The CO2 reacts with the water in the
solution to produce carbonic acid. The gradual change from a weak base to an
acid will take the universal indicator through a range of colors. This can be
used to talk about neutralization when acids and bases are mixed. It could also
be used to talk about what happens in titrations of weak acids and strong bases
(buffers).

56
Magic Match
• Purpose: This is another quick engagement activity to introduce the
difference between physical and chemical changes. It can also be
implemented in an earth science course explaining the difference
between mechanical and chemical weathering. When the match is
broken, its physical properties changes, but its chemical properties
remain the same. After the sulfur on the match is ignited with help of
potassium chlorate (oxygen), the wood is burned and undergoes a
chemical change. The match is now a different substance
• Materials: -Matches, Matchbox
• Procedure: First, explain that there is a difference between physical
and chemical changes. The magic match can show both of these
changes. Break the match in half. Explain why this is a physical
change. Following the break, light the match. Explain why this is a
chemical change.

57
Emulsification
• Purpose: demonstration to
show how bile emulsifies fats
and makes them easier to
digest
• Materials: jar with a tight lid,
vegetable oil, water, and
detergent
• Methods: Pour water half way into the jar,
add any color of food coloring to it. Then fill
the other half of the jar with oil. Cover and
shake. Note that they do not mix. Remove
cover and add some detergent. Cover and
shake again. Note that this time the oil
breaks up into tiny droplets and mixes with
the water. This is called emulsification.
Explain that this occurs in the small intestine
and that it increases the surface area of the
fat droplets so they can be easily broken
down by digestive enzymes. It is also why
detergents are able to remove grease from
your clothes.
Chemistry

58
Enzyme Action
• Purpose: The function and
purpose of enzymes
• Materials: chocolate covered
cherries
• Methods: To start the discussion of
enzymes, hand out to each student a
chocolate covered cherry. Explain how the
cherry is coated with a thick crystal sugar
and then dipped in chocolate. The enzyme
invertase is mixed in with the sugar. During
the time that the candy is packaged,
shipped, stored, and sold, the invertase
causes a breakdown of the solid sugar
creating a thick sugar syrup. While the sugar
might have eventually broken down on its
own it would have taken a very long time
without the enzyme. Enzymes are organic
catalysts which increase the rates of
chemical reactions.

59
Visualization of pH
• Purpose: show the effects of
pH differences using common
indicators.
• Materials: Galaxy Gold paper
from Kinkos, Windex,
vinegar/lemon juice
• Methods: Office supply stores and Kinko’s copy
centers sell a type of paper called Astrobrights &
trade; Galaxy Gold. It’s "goldenrod" in color, sort of
a yellow/orange. Big deal! However, if ALKALINE
SUBSTANCES HIT IT, IT TURNS MAGENTA!
Spray it with Windex, and it instantly turns bright
red! Cool!!
• Astrobrights Galaxy Gold paper is the worlds’
largest acid/base indicator strip. Dip it in a base
solution (like ammonia cleaner, baking soda in
water, etc.) and it turns bright red. Dip it in acid
(vinegar, lemon juice, etc.) and it turns yellow
again.
• The fact that an 8.5 x 11 sheet of goldenrod is
enormously larger than your typical acid/base test
strip makes numerous classroom demonstrations
possible that never could be done before.
• This demonstration would be useful when talking
about pH and cells. I would also talk about buffers
and living organisms.
• (William J.Beaty, 1996)
Chemistry

60
Balloon Races
• Purpose: How temperature
affects molecular
movement, thus causing
reactions
• Materials: 3 medium-sized
balloons; 3-250 mL
Erlenmeyer Flasks; 15 g
Sodium Bicarbonate
(NaHCO31 (or 4 Alka
Seltzer tablets crushed with
a mortar and pestle); 90 mL
Distilled Water; Ice Bath; 3
Thermometers; Hot Plate;
Scoopula; Stopwatches;
Balance; 50 mL Graduated
Cylinder; I Long-stem
Funnel
• Methods: 1 . Stretch out 3 medium-sized balloons by inflating
them and then releasing the air about 5 times. This promotes
inflation during the reaction. NOTE: Make sure the balloons will fit
over the flasks.
• 2. Measure 3 separate 5 g samples of sodium bicarbonate and
pour into each of the 3 balloons. Be careful not to drop any of the
NaHCO3 into the flasks at this time.
• 3. Pour 30 mL of distilled water into the three flasks, then do the
following:
• A. Cool the first flask to 0 to 5 degrees Celsius.
• B. Leave the second flask at room temperature.
• C. Heat the third flask to 85 to 90 degrees Celsius with a hot
plate.
• 4. Ask for 3 volunteers, who will place a balloon over one of the
flasks. Do not allow the sodium bicarbonate to drop into the flask
at this time. While the balloons are being attached to the flasks,
have the class record the temperatures.
• 5. Each volunteer will simultaneously shake the sodium
bicarbonate from each balloon into the flask. Observe.
• 6. Have timers in the room record the rates at which the balloons
inflate. Stop the watches when the gas stops bubbling in the
flasks. Graph Temperature vs. Time.
• 7. Pour the solution waste down the drain, flushing with copious
amounts of water.
Chemistry

61
Balloon Races Continued…
• Science Behind the Demo…In order for reactions to occur,
two things need to happen. First, the molecules have to hit each
other with a certain amount of energy. Second, the molecules
have to hit each other at the correct angle. If both of these
criteria are not met, the reaction may not occur. When heating
any reaction, the amount of energy increases in the molecules,
causing the molecules to speed up. This will cause the
molecules to collide with each other at a more frequent rate,
thus increasing the chances that the molecules will collide with
each other with the correct amount of energy and at the correct
angle.
Chemistry

62
Elephant Toothpaste
• Materials
– 50 mL to 100 mL 30% hydrogen peroxide
– 10 mL saturated potassium iodide solution
– 10 mL liquid soap or dishwashing liquid
– food coloring
– 2 plastic garbage bags (large size)
– a graduated cylinder (500 mL or larger, glass is preferable to plastic)
– a pair of scissors
– a pair of safety goggles
– a pair of rubber gloves
• Procedure
– 1) Put on the safety goggles and gloves. 2)Use the scissors to cut one of the garbage bags down
one side and across the bottom. Open the bag and spread it over the demonstration area. Save
the remaining bag for cleanup. 3) Place the graduated cylinder on the open bag. 4) Fill the
cylinder to about 1/4 full with 30% hydrogen peroxide. 5) Add from 5 mL to 10 mL liquid soap or
dishwashing liquid. 6) Sprinkle some food coloring on the inside wall of the cylinder. 7) Add 10 mL
saturated potassium iodide solution. 8) STAND BACK! In a few seconds a column of foam will
rise out of the cylinder and overflow onto the open bag. 9) Use the recommended safety
equipment and observe safe handling practices when working with 30% hydrogen peroxide. It is a
strong oxidizer. 10) Note: To prepare the saturated solution of potassium iodide, dissolve 100 g of
potassium iodide in 70 mL of water. You can prepare this solution ahead of time and store it for
future use.
Chemistry

63
Elephant Toothpaste Continued…
• Explanation
• This activity demonstrates the decomposition of hydrogen
peroxide catalyzed by potassium iodide. The rapid production of
oxygen causes the mixture to foam, rise, and overflow the cylinder.
The 2-step decomposition reaction is written as follows:
• a. H2O2(aq) + I -
(aq) H2Ol + OI -
(aq) (rate determining step)
• b. H2O2(aq) + OI -
(aq) H2Ol + O2(g) + I -
(aq)
• You can reveal the presence of oxygen in the foam by performing
a glowing splint test. Place a glowing splint in the foam and it will
relight, indicating that oxygen is present. Do not drop the splint into
the cylinder. The brown color of the foam indicates that iodine is
present. Iodine can stain clothing and skin, so avoid contact with
the foam. This demonstration is a fun, attention-getting way to
introduce topics such as kinetics, rate laws, decomposition,
oxidation/reduction, and gas production or limiting reagents.
Chemistry

64
Boiling Butane
• Take any kind of butane (I just used a refill bottle for lighters
purchased at the hardware store) and place it in a zip-lock
baggie. Then just touch the baggie and you will see the
butane boil. The sack will begin to fill with butane so you
don't want to put too much butane in the baggie otherwise the
sack will pop.
• This demo can be explain by the fact that butane has
such a low boiling point (0.5C) This is also an endothermic
reaction because the baggie gets cold because the butane is
absorbing the heat. Likewise,
• when you touch the baggie the butane absorbs the heat from
your hand which is higher then the boiling point. Therefore
the butane will boil.
Chemistry

65
Convection Among Friends
• Purpose: Demonstrates
how heat energy moves
from one mass to
another through
convection.
• Demonstration: Have the audience form groups
of two. Next, have one member of each group
hold their hands out with their palms facing up.
The other group member then places their hands
with palm down over their partner’s hands. Have
the partners slowly move their hands closer
together and farther apart. The partners should
be able to notice a temperature difference. If the
students do not notice a difference, have one of
the partners rub their hands together briskly to
generate extra heat. The magnitude of felt
difference should also increase, as the hands
become closer together.
Chemistry

66
Convection Among Friends
• Purpose: demonstrate
the principles of
refraction and total
internal reflection
• Materials: penny, clear
plastic tumbler, piece of
cardboard, water
• Demonstration: Put a penny underneath a
clear plastic tumbler. Show that the penny
can be seen from the side even when a
piece of cardboard covers the top of the
tumbler. Then fill the tumbler with water to
the very top and again cover the top with a
piece of cardboard. The penny will have
seemed to have disappeared. Explain that
the light from the penny is being refracted
as it enters the bottom of the tumbler. When
it hits the side of the tumbler it strikes at
such an angle that it undergoes total internal
reflection and can only exit the water at the
top surface. This is really the principle of
fiber optics. Light enters one end of the fiber
and can only exit at the other end.
Chemistry, Physics, Optics

67
Newtonian Headgear
• Purpose: This demonstration
can be used to demonstrate
Newton's first law: Objects at
rest tend to stay at rest, objects
in motion tend to stay in motion.
• Preparation: Headgear is
formed from a coat hanger that
has been bent into two C's that
are joined in the middle. A mass
is placed on either end. The
mass could be two colors of
clay. It is important that the two
masses are below the point at
which the headgear contacts
the head. This is important
because it improves the
balance of the system.
• Demonstration: To demonstrate, place the apparatus
on top of the demonstrator's head. Have the
demonstrator quickly turn ninety degrees in either
direction. The balls of clay will remain motionless. A
discussion can then follow on why the balls do not move
with the demonstrator.
Physics

68
Bernoulli’s Principle
• Procedure: Using a hair dryer and a ping-
pong ball I will demonstrate Bernoulli’s
Principle. The ping-pong ball will float a
distance above the hair dryer’s air current.
The ball will not fall to the ground. It will stay
suspended as long as the angle from the hair
blower and the ball is not too drastic.
• Explanation: The air that is pushed from the
hair blower will create a low pressure and the
ball will stay in the middle of the air stream.
Physics

69
Invisible Test Tube
• It’s a test tube leaning in a beaker of corn oil. The tube is
actually “invisible” in the oil! Put any amount of corn oil
in a beaker. Place three clean Pyrex test tubes into the
beaker. Fill one will corn oil, one with water, one with
whatever substance (I used yellow die in water so it would
look the same as the corn oil). You should see the
following: The two without the corn oil will look bent,
and the one with the corn oil will be invisible. How come?
The index of refraction of the Pyrex tube is virtually the
same as that of corn oil and they make the light bend by
the same amount so there is no boundary between the tube
and oil!
Physics

70
Liquid Nitrogen Experiments
• Materials: Liquid Nitrogen, a bowl or cooler for liquid nitrogen,
tongs, red and blue balloons, aluminum can, a lighter and a
splint of wood.
• Procedure: Fill the aluminum can half way with liquid nitrogen,
set aside. Light splint of wood. When the can starts
“sweating” place splint against liquid on outside of aluminum
can. Careful splint will start on fire.
• Science behind the demo… can be useful explaining
changes in states of matter, and can help show that liquid
nitrogen is extremely cold. The liquid that collects on the
outside of the can is not water, but actually liquid oxygen. The
audience will suspect that the splint will not catch on fire,
because they think it is water on the side of the can. However,
it catches on fire because liquid oxygen is flammable.
Physics, Chemistry

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