Chemistry Enrichment Activities - mrdeakin / FrontPagemrdeakin.pbworks.com/w/file/fetch/63143573/Enrichment...Chemistry Enrichment Activities Kathy Kitzmann Mercy High School kakitzmann@tnh$mi.orq

Chemistry Enrichment

Activities

Kathy Kitzmann Mercy High School

kakitzmann@tnh$mi.orq http:/ /wvvw .mhsmi

Michigan S c i e n c e Teachers 50 t h Annual C o n f e r e n c e

March 1 4, 2003 A m w a y Grand Plaza Hotel

Grand Rapids, Ml

What are Enr ichment Activit ies?

• "Out of class" activities chosen b y the students from a teacher-provided list of options

• Required points for the marking period (NOT extra credit)

• Activities which allow for creativity, use of multiple learning styles

• Activities which may bring some "fun" (hopefully) to chemistry!

• Activities which provide some variety to the usual chemistry curriculum of notes, homework, labs, quizzes, tests

• Activities related to "real world" chemistry

• Activities which may be c o n n e c t e d to class topics, if desired

• Activities which students may do alone or with a partner

Name

Chemistry Period

Chemistry Enrichment Activity

Take Home Lab 1A Points possible: 5 pts Neutral Buoyancy Maximum of two per marking period

This lab may be done during Marking Period 1 only.

Purpose: to achieve neutral buoyancy of a solid in a liquid.

Materials: f i lm canister Assorted small bolts, nuts, paper clips, etc. Eye dropper Water Clear glass

Procedure: 1. Fill the f i lm canister with assorted objects until it just floats. 2. Add water one drop at a time until the film canister remains suspended in the water,

below the surface. It must neither sink nor float, and no part of the canister may stick out above the water. I f possible, take a picture of your result. Have a parent sign below as your "witness."

Observations: 1. Record the items which were added to the canister to get it to achieve neutral

buoyancy.

2. What is meant by "neutral buoyancy?'

3. Parent's signature/date:

4. Is a photo attached? (optional)

Name Date . Chemistry Period


Take Home Lab I B Points possible: 5 pts Physical and Chemical Changes Maximum of two per marking period


Purpose: to determine i f a physical or chemical change has occurred.

Materials: vinegar, baking soda, rubbing alcohol, water, vegetable oil, food coloring, one ExLax® tablet, Windex® (or similar window-washing liquid), milk, Epsom salts® (magnesium sulfate), Alka Seltzer®, egg, plastic baggy, cups or glasses.

Procedure: Carry out at least five of the procedures given below, record your observations, and state i f the change that occurs is a chemical change or a physical change. Have a parent sign the form as a "witness." Photos may be taken as desired.

Procedure Number

Procedure Observations Chemical change or physical change?

1 Put 1 T of baking soda (sodium bicarbonate) in a glass or cup; add 1/3 c. of vinegar (acetic acid).

2 Put '/2 c. of water in a glass or cup; add lA c. of rubbing alcohol (2-propanol) to the water and stir.

3 Crush an Ex Lax tablet (phenol-phthalein) in a baggie using a hammer. Put 1/3 c. of rubbing alcohol in a glass and dissolve the crushed Ex Lax tablet in the alcohol by stirring vigorously. Add a small amount of Windex (ammonia).

4 Crush one Alka Seltzer (sodium bicarbonate) tablet in a baggie using a hammer. Add the crushed tablet to a glass of water.

5 Put an egg in enough vinegar (acetic acid) to cover the egg. Observe. Let it sit for 24 hours. After 24 hours, pour off the vinegar into the sink, and rinse the egg.

•

6 Put lA c. of milk in a bowl. Add lA C. of vinegar. Stir and let sit for 3-4 minutes.

7 Dissolve 2 T of Epsom salts (magnesium sulfate) into 1 c. of water in a glass. Add a small amount of household ammonia.

8 Put 1 c. of water in a clear plastic pop bottle. Add 1 c. of vegetable oil to the water. Tightly cap the pop bottle, shake, and then let sit. Add a few drops of food coloring to the bottle, shake, and then let sit again.

Parent's signature/date:

Are any photos attached? (optional) I f yes, how many?

Name Date Chemistry Period


Take Home Lab 1C Bobbing Mothballs

Points possible: 5 pts Maximum of two per marking period


Purpose: to get mothballs (or similar item) to "bob" in a solution and to explain what is happening.

Materials: a drinking glass (or clear plastic cup), water, white vinegar, baking soda, jar with lid, one of the following "bobbing" items: uncooked vermicelli or thin spaghetti, raisins, naphthalene mothballs. [Mothballs must be naphthalene, not paradichlorobenzene. ]

Safety: No special precautions are needed. Flush the used bakmg soda/vinegar solution down the drain, making sure that the mothballs, spaghetti, or raisins do not go down the drain.

1. Make a saturated solution of baking soda by stirring baking soda into a jar of water until no more baking soda wi l l dissolve even after stirring. Some undissolved baking soda wil l remain on the bottom of the jar. You can store this saturated solution of baking soda in ajar with a lid for future use.

2. I f you are using spaghetti or raisins, break or cut them into smaller pieces. I f the raisins have dried out, allow them to soak in water for 5-10 minutes prior to use.

3. Fill a tall glass about % ful l of the saturated baking soda solution. 4. Add several pieces of the "bobbing" item. 5. Slowly add vinegar to the container until it is almost ful l . You may wish to set the

container in a small dish to catch any liquid that may bubble out. 6. Observe the process for 10-15 minutes; record your observations. Take a photo of

your experiment, i f possible.

1. The vinegar is a solution of acetic acid (HC2H3O2) and baking soda is sodium bicarbonate (NaHCOi). They react to form a solution of sodium acetate (NaC2H302), water, and a gas:

NaHC03(aq) + HC 2H 30 2(aq) -> NaC 2H 30 2(aq) + H20(1) + ???? (g) What gas forms?

Procedure:

Observations:

Questions:

2. As the bubbles of gas attach to the surface of the mothballs (or other bobbing items), what happens to the density of the mothballs? Why?

3. What happens as the mothballs (or other bobbing items) reach the surface? Why?

4. A freshly opened can of soda pop could be used instead of the baking soda and vinegar reaction. Why is this possible?





Take Home Lab 2A Points possible: 5 pts Iron in Cereal Maximum of two per marking period


Purpose: to determine which breakfast cereals contain "elemental iron."

Materials: several different breakfast cereals (look for "iron fortified" i f possible), several bowls, pencil, magnet, Ziploc sandwich bags, cellophane tape, water, lots of white paper towels.

Procedure: For each cereal, you wish to test:

1. Measure one cup of cereal into a Ziploc bag. 2. Crush the cereal, then pour it into a bowl. 3. Add one cup of water and stir to make a slurry. Add more water i f necessary. 4. Tape a magnet to the eraser end of a pencil; then seal it inside a plastic bag. 5. Stir the cereal mixture with the magnet. 6. After ten minutes, examine the metal filings attracted to the magnet. (This is

best done by wiping the magnet on a white paper towel.) 7. Stir for another five minutes and examine again. 8. Repeat for each cereal you wish to test and compare the amounts of iron in

each. You need to test at least three different cereals. Take a picture of your results, i f possible.

Observations: Cereal brand Observations

1. Which cereal has the most iron?

2. Why is iron added to cereal as a nutritional supplement?



Name Date Chemistry _ _ _ _ _ _ _ _ _ Period


Take Home Lab 2B Points possible: 5 pts Green Eggs, No Ham Maximum of two per marking period


Introduction: The yolk of an egg contains iron. The white of an egg contains sulfur in the bonds of the protein. When you cook an egg the sulfur is released from the protein in the form of hydrogen sulfide gas. The smell of a cooking egg is due to the hydrogen gas. Gases are all less soluble in hot solutions and are more soluble in colder solutions. As you boil an egg, the egg begins to heat up faster on the outside causing the hydrogen sulfide gas to move towards the center of the egg where it is cooler and more soluble. When the hydrogen sulfide gas reaches the yolk it immediately begins to react with the iron in the yolk to form iron(II) sulfide which is a greenish color.

To prevent the yolk from turning green you need to get the hydrogen sulfide gas to move away from the center so it can't react with the iron in the yolk. To do this you need to make the outside of the egg cooler than the inside so that the hydrogen sulfide gas wil l migrate outwards.

The green compound is not harmful in any way but because it looks so disgusting most people would prefer a yellow yolk to a green one.

Purpose: to prepare two boiled eggs, one with a yellow yolk and one with a green yolk, and to explain the difference to your parents.

Procedure: 1. Put two eggs in a pan of water, bring the water to boiling, and boil the eggs slowly for

10 minutes. 2. At the end of 10 minutes remove one egg and put it in a pan of cold water. Leave the

other egg in the hot water that you boiled it in. 3. Let the eggs sit in the cold and warm water for about 30 minutes. You may need to

change the cold water a few times or add some ice cubes to make sure the water stays cool.

4. Peel both eggs and remove the yolks. Try to remove the yolks whole. Take a photograph, i f possible. Show the results to your parents and explain to them why the yolk in one is nasty green and the other is yellow. When you are through, have your parents sign the section below.

Questions: 1. What is the formula for the gas that reacts with the iron in the egg yolk to produce the

green color?

2. Why does putting the egg in cold water prevent the formation of the green color around the yolk?

3. What is the formula for the green compound that is formed on the yholk?

Parent's signature/date: ^ Was your daughter able to explain why the one yolk is yellow and the other is green?

Are there any photos attached? (optional) I f yes, how many?

Name Date _ Chemistry Period


Take Home Lab 2C Points possible: 5 pts Chemical Reactions Maximum of two per marking period


Purpose: to form a new substance by reacting a couple of household materials with each other.

Directions: Carry out ONE of the following procedures. Make sure you only react the particular materials in the method indicated and in the amounts indicated. DO NOT mix other chemicals without prior approval of your chemistry teacher! Household substances may react to form toxic materials. In all cases, make sure the materials are kept in a secure place, away from younger children.

Record your observations on a separate sheet of paper. Have your parents sign and date that paper. I f you wish, you may take one or more photograph(s).

Procedure 1: Reaction of copper and ammonia 1. Place a penny in a small plastic cup. 2. Add enough household ammonia to completely cover the penny. 3. Observe twice daily for one week. Record your observations on a separate sheet of

paper. 4. Using the internet or a chemistry textbook, find out what is being formed. Include

this information on the sheet with your observations.

Procedure 2: Reaction of Epsom salts and ammonia 1. Add 3 tsp of Epsom salts (magnesium sulfate) to a half glass of water and stir until all

of it has dissolved. The solution should be completely clear with nothing on the bottom. More can be added, as long as it dissolves.

2. Add to this solution a half glass of clear, household ammonia, (ammonium hydroxide)

3. Observe twice daily for one week. Record your observations on a separate sheet of paper. Allow the reaction to remain undisturbed.

4. Give the overall equation for the reaction tha t is occurring and include it on the sheet with your observations.

Procedure 3: Reaction of iron aner chlorine 1. Add an iron nail to a plastic cup. 2. Add enough bleach to cover theLnail. 3. Allow the reaction to remain undisturbed for one week. Observe twice daily and

record your observations on a separate sheet of paper.

4. The iron in the nail reacts with chlorine in the bleach to form iron(III) chloride. Give the balanced equation for this reaction and include it on the sheet with your observations.

Procedure 4: Forming a green precipitate 1. Place a piece of steel wool in a glass jar. 2. Add enough vinegar (acetic acid) to cover the steel wool. 3. Allow the jar to remain standing for one week. Observe once daily and record your

observations on a separate sheet of paper. 4. Remove any solid steel wool from the liquid and dispose of in the trash. 5. Slowly add household ammonia to the liquid until you note the formation of a thick

green precipitate. 6. The combination of iron and vinegar produces iron(III) acetate. The green precipitate

is ammonium acetate. Give the formulas of these two compounds and include these on the sheet with your observations.



Take Home Lab 4A Points possible: 5 pts Chemical Apple Pie Maximum of two per marking period


Purpose: to make a homemade "pie" that tastes like apple pie... but has no apples!

Materials needed: 1.5 quart saucepan 3 cups water 1.5 cups sugar 1.5 teaspoons cream of tartar 25 Ritz crackers

pastry for two pie crusts cinnamon butter pie plate

Procedure 1. Bring 3 cups of water to a boil in the saucepan. 2. Mix the sugar with the cream of tartar and add this to the boiling water. 3. Add 25 whole Ritz crackers, one at a time, to the water. Do not stir. 4. Boil for 3 minutes but do not stir. 5. Pour this mixture into a pastry lined pie pan. 6. Sprinkle the top with cinnamon and dot lightly with butter. 7. Cover with the pastry top and pierce it several times to allow the steam to escape. 8. Bake at 450 °F for 30 minutes or until done. 9. Allow it to cool and taste for quality. I f possible, take a photograph.

Questions: 1. How does this pie compare to "Mom's" apple pie?

2. Since there were no apples in the pie, how can you explain the apple taste and texture?

Parent's signature/date: Are there any photographs attached? (optional) I f yes, how many? /



Take Home Lab 5A Solubility of a Gas in a Liquid



Purpose: to determine how temperature and pressure affect the solubility of a gas in a liquid.

Materials: chilled bottle (or can) of carbonated soda, 3 drinking glasses, pan or bowl, table salt, teaspoon.

Procedure: 1. Open the bottle of soda. Record what you see and hear. 2. Pour soda into each of three drinking glasses until each glass is about V* ful l . 3. Prepare a very hot water bath using a pan or bowl and some water heated just to

boiling. 4. (a) Place the first glass of soda in the hot water.

(b) To the second glass add a teaspoonful of salt and stir. (c) Allow the third glass to remain at room temperature.

5. Record your observations of each glass over the next five minutes. Take a photograph, i f possible.

Data: System Observations Soda when first opened

Soda in hot water bath

Soda + table salt

Soda at room temperature

Questions: Circle the correct choice in each part of these statements.

1. When you open a container of soda, the pressure of the gas in the soda is {increased/decreased) and the dissolved gas {stays in/leaves) the soda.

2. When you placed the soda in a hot water bath, the temperature (increased/decreased) and the dissolved gas (stays in/leaves) the soda.

3. Therefore, to increase the solubility of a gas in a liquid (that is, to make more gas dissolve in a liquid) you should {increase/decrease) pressure and (increase/decrease) temperature.

4. Adding salt (increases/decreases) the solubility of a gas in a liquid. This is due to the nucleation sites on the salt - (rough/smooth) spots on the salt where the gas forms.





Take Home Lab 5B Molarity of Kool-Aid and Pop



Purpose: to examine the moles (and molarity) of sugar in Kool-Aid and soda pop.

Materials: one packet of Kool-Aid® (the flavor is up to you) water sugar container unit conversion chart one can or bottle of pop (the flavor is up to you, but it cannot be diet pop)

Procedure: Part 1: Kool-Aid analysis

Carefully make a pitcher of Kool-Aid according to the directions on the packet. While you are drinking your beverage, perform the following calculations to determine the concentration of sugar in your solution.

1. Calculate the moles of sugar in your Kool-Aid. (1 c. of sugar = 102 g of sugar; use C12H22O11 for the formula of table sugar.)

2. Calculate the liters of Kool-Aid. (Look up the conversion for quarts to Liters.)

3. Calculate the Molarity of sugar in your Kool-Aid. (Look up molarity in your textbook of you have not covered it in class yet.)

Part 2: Soda pop analysis, What type of pop are you analyzing? (remember: no diet pop)

4. Look at the nutrition information on your container of pop. Find the number of grams of sugar per serving and then calculate the moles of sugar in your pop.

5. Calculate the liters of pop per serving.

6. Calculate the Molarity of sugar in your pop.

Part 3: Comparing the two solutions

7. Which solution had the highest concentration of sugar?

8. Did this surprise you? Explain.



Current Events Article Points possible: 5 pts • Maximum of two per marking period

Any marking period

Directions:

1. Read a current article from a magazine, journal, newspaper, or the Internet that is related to chemistry. "Current" means within the last three months.

2. I f possible, include a copy of the article with your report.

3. The "article" must be at least several paragraphs in length; i f in doubt, check with your teacher.

4. Answer the following questions regarding the article:

a. Title; author; source; date

b. What chemicals (by name or formula) are referred to in this article?

c. Does this article state facts or opinions with regards to the topic?

d. In your opinion, does this article give a positive, negative, or neutral view of chemistry?

e. Give your reaction (feelings, attitude, knowledge gained, etc.) to this article.

Grading Rubric:

5 pts A l l criteria as stated are met. 4 pts Student misses one item (article dated a year ago, for example). 3 pts Student misses two items. 2 pts Student misses three or more items.


Home Chemical Inventory Points possible: 10 pts Maximum of one during the year

Any marking period

Below are lists of chemicals that may be found in your home and, for reasons listed, require care in handling, use, storage, and/or disposal. Place a check mark beside each one that you find in your home, including the garage, basement, storage shed, etc. Also included is a checklist of items that are recyclable. Before beginning, find the "Guide for Handling Household Chemicals" at http;.//environ

You may need to enlist a parent's help in filling this out. After you've completed the inventory, please have your mother or father sign the sheet.

Petroleum, alcohol, or oil-based products Cleaning fluids

_____ Furniture polish/wax "Goo Gone" or its equivalent Permanent markers

_ Oil-based paints: household Oil-based paints: art supplies Linseed oil or lemon oil Wood staining products Paint strippers Nail polish and remover Lighter fluid

Paint thinners Turpentine Lamp oil Kerosene Camp fuel Motor oil Gasoline Brake fluid Astringents Perfumes/aftershave Other (list):

Chlorine containing products (check labels)

Disinfectants _ Dishwasher detergent

Scouring powder Chlorine bleach Bathroom cleaners Pool chemicals Cleaners containing bleach

Ammonia containing products (check labels)

Household ammonia Bathroom cleaners Floor wax strippers General cleaners Glass cleaners

Products that may contain mercury, lead, or other heavy metals Mercury thermometers Fluorescent lights

_ Mercury barometer Fluorescent ballasts Mercury thermostat switches Anti-mildew agenets Irons that turn themselves off Ceramic glazes Old pairs of flashing athletic shoes Old paint Batteries: NiCad Batteries: Button Batteries: Rechargeable Batteries: Car

Caustics: dangerous if ingested Drain cleaner Oven cleaner Metal cleaner

_ Carpet/upholstery shampoo Laundry detergent

_____ Hand dishwashing liquids Correction fluid

Poisons Rodent killers Ant traps Insecticides Weed killer

i )entiire cleaner Liniment Bubble bath/oil Hair removal chemicals 1 lair coloring products I lair permanent products Hair straightener

Lice shampoo Flea collars/shampoo Poisonous plants (list): _

Other materials that need special disposal Houseplant fertilizers Other hobby chemicals Garden fertilizers Ionization-type smoke detectors

_ Latex based paints . Floor polish Urea-foam insulation Aerosols Asbestos tile Glue: Superglue Asbestos insulation on pipes _ Glue: Resin-based

Other items to be careful of Halogen lamps Propane tanks

Recycling (Check the ones that vou regularly recycle) All batteries Newspapers Plastics 1 and 2 White office paper Plastic bags Other paper Other plastics Cardboard

_ Aluminum cans Other metals Beverage containers _ Other (list): _

Does your city have curbside recycling? Yes No

Stuff vou should have Fire extinguisher: kitchen Smoke detector: furnace/kitchen area Fire extinguisher: furnace area Smoke detector: bedroom area Fire extinguisher: other floors Carbon monoxide detector: furnace area

__ Carbon monoxide detector: bedroom area

Inventory completed on: Parent's signature:

(date)

Documents

Chemistry Enrichment Activities - mrdeakin / FrontPagemrdeakin.pbworks.com/w/file/fetch/63143573/Enrichment...Chemistry Enrichment Activities Kathy Kitzmann Mercy High School kakitzmann@tnh$mi.orq