Table of Contents:

1) Introduction

2) Why is Science, Specifically Chemistry, Important for Your Student to Learn?

3) Let’s Build an Atom!

4) Ionic vs. Covalent Bonds

5) How Many Drops?

6) What are the States of Matter?

7) Chemical Reactions: Hot vs. Cold

8) Reactions that are Hot?

9) Reactions that are Cold?

10) Let’s Test for Starch!

11) Let’s Blow up a Balloon!

12) How Does Surface Area Affect a Reaction?

13) Comprehensive Materials List (for ease of shopping)

14) Survey Link

Introduction

First, let me take a moment to introduce myself and explain a little bit about why I wrote this booklet of chemistry experiments for upper-elementary students. My name is Sarah Depew, I will be a college freshman this coming Fall 2015, and I am a life-long Girl Scout. After years of thinking about the type of impact I wanted to have in my community, I settled on the idea of helping upper-elementary students find their love for science, technology, engineering, and mathematics (STEM). As a result, for my Girl Scout Gold Award project, I decided to write this booklet of chemistry experiments designed to introduce upper-elementary students to chemistry in a cost-effective and enjoyable manner.

The reason why I chose upper-elementary students for my target age group was simple: this was the age during which I first fell in love with the sciences. After watching a chemistry demonstration at my local science museum, a passion for learning and exploring the world awoke within me. It is my hope that, as your student, or students, uses this booklet, this project plants a hunger for greater knowledge and the seeds of learning in their hearts.

When using this booklet with your student, I recommend you have them start by reading the article titled, "The Scientific Process: Is There a Correct Way in which to Research?," which is found on page three of the student handbook. This article presents students with the fundamentals of research and experimentation, while teaching them why scientific patterns of investigation are important. Next, I would have them complete experiment one and move forward. In this parent portion of the booklet, I have given you information about each experiment, so you, as their instructor, can proceed in a well-informed and confident manner.

As I say in the booklet, if you ever have any questions, feel free to use the Internet, library, or read the background information I have contained before each experiment's procedure. By making this booklet affordable, fun, and easy to use, it is my hope both you and your student will learn more about how chemistry is both enjoyable and interesting. Before you and your student, or students, start your journey of scientific inquiry, please allow me to thank you for using this booklet and congratulate you on being invested in their future. On the next page, in case you have any questions about why it is important for your student to learn science, I have included a brief summary of the potential benefits incurred. After you and your student have finished using this booklet, please record your impressions using the link included below. It is my hope you enjoy discovering the wonders of science together!

Survey Link: https://www.surveymonkey.com/r/S8TB6XZ

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Why is Science, Specifically Chemistry, Important for Your Student to Learn?

Everyone has questions. Science allows students to find answers to their burning questions pertaining to who, what, why, where, and how about the world surrounding them. Every child, at some point in his or her childhood, looks to nature and poses questions that are readily answerable, if he or she knows the fundamentals of chemistry.

Chemistry uniquely permits the student to explore the most fundamental particles and components of matter. Most importantly, however, chemistry encourages exploration in a way that allows each student to more readily explain the phenomenon that results from the basic building blocks of matter. For example, biology is more readily understandable when viewed in the context of chemical elements and components. Too, physics, especially when it comes to subjects such as friction, mass, and thermodynamics, can be viewed in the context of how atoms interact within physical systems.

In the student booklet, students are introduced to the fundamentals of chemistry, chemical reactions, indicators of chemical reactions, and scientific procedure, thereby setting them up for further investigation into many scientific disciplines. Most importantly, this introduction comes in the form of chemistry experiments. The booklet's experiments permit students to visualize concepts, make connections between ideas, and see the fun learning holds for all students in all subjects. Visualization is a key part of experimentation and learning, because it frames more abstract concepts in an understandable manner. In the student booklet, visualization is used to enjoyably and interestingly explain both the most basic to the most complex concepts of chemistry.

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Let’s Build an Atom! (Found on Pages 4-8 of the Student Booklet)

Objective of Experiment/Summary:

This activity is designed to help students visualize a carbon-12 atom and, on a larger scale, atoms as a whole. In this experiment, students use basic, household items to create a model of an atom of carbon-12. It is important to note that the type of model your student builds is called a Bohr model. An atom of carbon-12 has six neutrons, six protons, and six electrons, which students visualize by using three colors of jelly beans. After completing this activity, students should grasp elementary atomic terminology and comprehend the basic structure of atoms.

Experiment Notes:

Please note that this experiment uses candy to illustrate concepts to your student. In laboratory settings, students are not permitted to eat or drink. As a result, you may want to have additional jelly beans on hand for consumption after your student completes the experiment.

Allergy Notes:

This experiment uses candy that might contain ingredients to which your student may or may not be allergic. This experiment can be conducted in a similar manner using crayons and paper, where the student colors in the atoms rather than glues the jelly beans to the paper.

Answer Key for Comprehension Questions:

1) How many protons did you glue in your nucleus? How many neutrons? What color of jelly bean did you use to represent each atomic particle?

Answer: Your student should have glued six protons and six neutrons in the nucleus of the atom. Jelly bean color will vary.

2) How many electron orbitals did you have in your drawing? How many electrons were in each orbital? How many total electrons does a neutral carbon atom have?

Answer: Your student's atom should have two orbitals. The first orbital, because it can only hold two electrons, should have two glued within it. The second orbital should have four electrons. It is important to note every orbital, except the first, can hold up to eight electrons.

3) First, count the number of total neutrons and protons you have in the nucleus of your atom. How many total protons and neutrons do you have?

Answer: Your student should have six neutrons and six protons in the nucleus of the

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atom. In total, the atom should have a summation of twelve protons and neutrons when the individual quantities of each are added together.

4) What do you think would happen if you added two more protons? Remember that each proton has a +1 positive charge. Hypothetically, how would a positively charged atomic particle affect the charge of the atom in question?

Answer: Your students should realize that, if they were to add two more protons, the atom would end up with a +2 positive charge. If they need help figuring this out, you can explain that the atom currently has a charge of 0. If they add +2 to 0, they get a +2 charge. This atom, it is important to note, is no longer carbon, since protons have been added.

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Ionic vs. Covalent Bonds(Found on Pages 9-12 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is for the student to understand the attributes and properties of covalent bonds and ionic bonds. In order to help students understand the attributes and properties of covalent and ionic bonds, they will conduct an experiment using gumdrops and toothpicks. These items will be used to model a covalent H2O (water) molecule and an ionic NaCl (sodium chloride salt) molecule. Too, students will use sodium chloride molecules to visualize a type of structure ionic molecules are able to form. Ideally, after completing this experiment, students will be able to differentiate between ionic and covalent bonds and state some of each bond's inherent properties and attributes.

Experiment Notes:

Please note that this experiment uses candy to illustrate concepts to your student. In laboratory settings, students are not permitted to eat or drink. As a result, you may want to have additional candy on hand for consumption after your student completes the experiment.

Allergy Notes:

This experiment uses candy that might contain ingredients to which your student may or may not be allergic. This experiment can be conducted in a similar manner using markers and Styrofoam packing peanut pieces where the student colors the packing peanuts different colors and then assembles them like the candy in the experiment procedure.

Answer Key for Comprehension Questions:

1) What characterizes an ionic bond? Are ions good at sharing electrons?

Answer: The transfer of an electron, or multiple electrons, characterizes an ionic bond. After completing the experiment, your student should grasp the idea that ions are "not good at sharing electrons."

2) What characterizes a covalent bond? Are covalently bonded atoms good at sharing electrons?

Answer: On the other hand, the sharing of one or more electrons characterizes a covalent bond. After completing the experiment, your student should grasp the idea that covalent atoms are "very good at sharing electrons."

3) What is another example of an ionic molecule? What is another example of a covalently bonded molecule? (If you cannot answer this question, you may do an Internet search with your instructor’s permission.)

Answer: Answers will vary, but potassium chloride is another ionic molecule and

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oxygen gas is another covalent molecule.

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How Many Drops? (Found on Pages 13-17 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is for the student to understand intermolecular forces. Specifically, students will learn about hydrogen bonding. In order to help students understand hydrogen bonding and the manifestation of intermolecular forces as physical properties, students will count how many water droplets can fit on a penny before the droplet breaks. After completing the experiment, although this is a very advanced topic, students should at least understand the effect of intermolecular forces, such as hydrogen bonds, on surface tension; the correlation being that stronger intermolecular bonds yield greater surface tension. Too, students should ideally be curious about how molecules interact with one another on a molecular level.

Answer Key for Comprehension Questions:

1) When the water droplet broke was the change sudden or did the water leak off slowly? Why do you think the water droplet broke? Were the hydrogen bonds strong enough to keep the water droplet together?

Answer: The student should recognize that the droplet broke very quickly and the water leaked of very quickly. The water droplet broke, because the hydrogen bonds could no longer maintain the surface tension necessary to keep the droplet in place.

2) What other liquids could you use to test their surface tension? Go ahead and test one other liquid. What did you find? Did it behave like water did in the experiment?

Answer: Answers will vary, but the student should ideally realize that other liquids have surface tension. As a result, the student could, and should, test another liquid and record how its behavior compares to that of water. One thing the student may notice is that some liquids are more viscous that others. If need be, with your permission of course, have your student do an Internet search to learn more about the viscosity of liquids.

3) Do you think this experiment would work better if you used a material with even stronger intermolecular forces? Would stronger intermolecular forces permit more drops of liquids to accumulate on the surface of the penny?

Answer: The student should realize that the intermolecular forces are what caused the surface tension for the bead of water. As a result, stronger intermolecular forces would yield greater surface tension and permit more drops of liquids to accumulate on the surface of the penny.

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What are the States of Matter?(Found on Pages 18-22 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is to teach students about three fundamental states of matter: gasses, liquids, and solids. Using water, I will explain and illustrate certain attributes of each of the previously mentioned states of matter. Following the completion of this experiment, the students should be aware that each state of matter has different properties. While completing the experiment, the students investigated the different attributes of each state and monitored water as it changed states.

Answer Key for Comprehension Questions:

1) When you placed the ice cubes in the container, did they stay the same shape? Or did they conform to the size and shape of the container? (Hint: Do solids have definite shapes and volumes, or do their shapes and volumes change depending upon the container?)

Answer: After conducting the experiment and reading the background information, the student should realize that solids have a definite shape and a definite volume. As a result, the ice cube should not have changed to the shape of the container when they were placed into said container.

2) Once the ice cubes had melted, did the water stay in the same shape as the shape the ice cubes? Or, did the liquid conform to the shape of the container? (Hint: Do liquids have definite shapes and volumes, or do their shapes and volumes change depending upon the container?)

Answer: After conducting the experiment and reading the background information, the student should realize that liquids do not have a definite shape, but do have a definite volume. As a result, the liquid should have conformed to the shape of the container, but not filled it completely, as liquids retain their volume.

3) If you could see the water vapor molecules, do you think they would stay in the same shape as the ice cubes? Or, do you think they would take the shape of the container?(Hint: Do gasses have definite shapes and volumes, or do their shapes and volumes change depending upon the container?)

Answer: After conducting the experiment and reading the background information, the student should realize that gasses neither have a definite shape, nor have a definite volume. As a result, the student should envision the gas filling the container completely in the shape of the container, since gas can change volume and shape.

4) What other examples of solids, liquids, and gasses can you list? (If you cannot think of another example of each, feel free to do an Internet search.)

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Answer: Answers will vary, but students could list carbon dioxide as the gas, ammonia as the liquid, and steel as the solid.

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Chemical Reactions: Hot vs. Cold(Found on Pages 23-27 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is for the student to understand the concepts of reactants, products, kinetic energy, and the effect of thermal energy (heat) on a reaction. Too, students should become aware that there are certain indicators that indicate the presence of a chemical reaction, which, in this instance, is light. Using glow sticks and different temperatures of water, students are able to visually monitor a chemical reaction and study each of these concepts.

Experiment Notes:

It is important to note that you might need to help your student with step three of this experiment, as it involves pouring boiling hot water.

Answer Key for Comprehension Questions:

1) Was there a color difference between the glow sticks when you looked at how they glowed in the cups? If so, which glow stick was most vibrant? Which was the least?

Answer: Answers may vary, but students should realize that the glow stick that was in the hot water was brightest and the glow stick that was in the ice water was least bright. This is because the hot water sped up the reaction and caused the light-producing chemical reaction to proceed more quickly. On the other hand, the ice water slowed down the reaction and caused it to proceed more slowly.

2) What effect would you say the thermal energy (heat energy) had on the glow sticks?

Answer: Answers may vary, but students should ideally recognize that heat sped up the chemical reaction inside the glow stick that was in hot water. The heat essentially caused the reactants to speed up and react more quickly to form the products.

3) On a molecular level, which reactant molecules, the colder ones or the hotter ones, were moving the fastest? Which were moving the slowest?

Answer: The colder reactant molecules were moving more slowly than the hotter reactant molecules, due to the kinetic energy, in the form of heat, that was present for the hotter reactant molecules.

4) What do you think would happen if you lowered the temperature of another chemical reaction such as a baking soda and vinegar reaction? What if you raised the temperature of the baking soda and vinegar reaction?

Answer: The temperature change, in this instance, would also have an effect on the reaction rate for the chemical reaction. In other words, this temperature change would

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also cause the reaction to proceed either more quickly or more slowly: hotter means more quickly and colder means more slowly.

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Reactions that are Hot?(Found on Pages 28-31 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is for the student to understand that there are certain chemical reactions that give off heat. These reactions are called exothermic reactions. Using a hand warmer, students will literally be able to feel an exothermic reaction occur. At the end of this experiment, students should understand that one of the indicators of a chemical reaction is a change in temperature. In this instance, that temperature change came in the form of a release of energy as heat.

Answer Key for Comprehension Questions:

1) What do you think caused this reaction to begin? To what extent do you think air might have had something to do with it?

Answer: The student should realize that opening the wrapper for the hand warmer and shaking it vigorously caused the reaction to begin. The air, essentially, activated the heat-producing contents of the hand warmer.

2) What other examples of exothermic chemical reactions can you think of that occur around you? (If you cannot think of any examples, you may do a quick Internet search with your instructor’s permission.)

Answer: Students should do Internet research to find other examples of exothermic, or heat producing, chemical reactions. As a result, answers to this question will vary.

3) Do you think that there are reactions that absorb heat, too? What do you think those types of reactions would be called? (Hint: endo- is a prefix that means within, whereas exo- is a prefix that means external)

Answer: After reading the background for and conducing the experiment, students ideally realize that exothermic reactions produce heat and endothermic reactions absorb heat.

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Reactions that are Cold?(Found on Pages 32-35 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is for the student to understand that there are certain chemical reactions that absorb energy. Ergo, these reactions feel cold to the touch. These reactions are called endothermic chemical reactions. Using an instant ice pack, students will literally be able to feel an endothermic reaction occur. At the end of this experiment, students should either further understand that one of the indicators of a chemical reaction is a change in temperature or just begin to understand that one of the indicators of a chemical reaction is a change in temperature. In this instance, the temperature drop that occurred resulted from the chemical reaction’s absorption of energy.

Answer Key for Comprehension Questions:

1) What do you think were the reactants in this reaction? How do you think the reaction was activated?

Answer: The reactants in this reaction were the liquid and the solid found inside the ice pack. When the student broke the liquid-containing center of the ice pack, the reactants made contact with one another and the reaction was able to begin.

2) What other examples of endothermic chemical reactions can you think of that occur around you or are useful to you? (If you cannot think of any examples, you may do a quick Internet search with your instructor’s permission.)

Answer: Students should do either Internet or book research to find other examples of endothermic, or heat absorbing, chemical reactions. As a result, answers to this question will vary.

3) What do you think are other indicators of chemical reactions? You have already seen chemical reactions that are indicated by temperature change and the release of heat. (If you cannot think of any examples, you may do a quick Internet search with your instructor’s permission.)

Answer: After conducting an Internet search, students should find that other indicators of chemical reactions include light, bubbles, and color change. These different indicators are all shown through experiments contained in the booklet. Let's Test for Starch illustrates the property of color change. Chemical Reactions: Hot vs. Cold shows light production. Finally, Let's Blow up a Balloon demonstrates how bubbles can indicate a chemical reaction.

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Let’s Test for Starch!(Found on Pages 36-41 of the Student Booklet)

Objective of Experiment/Summary:

The objective of this experiment is to help students to understand that chemical reactions can cause a color change. As a result, color change, in many instances, can denote the presence of a chemical reaction. Using iodine, students will test household objects for starch and observe chemical reaction induced color changes. Following the completion of this experiment, through experimenting with iodine and starch, your student was able to observe a chemical reaction involving color change right as it happened. Ideally, this experiment sparked the student’s interest in learning more about the world and about how chemical reactions, and chemistry, can teach him or her about his or her surroundings.

Experiment Notes:

It is important to note that you might need to help your student with step two of this experiment, as it involves cutting vegetables.

Answer Key for Comprehension Questions:

1) In the items where starch was present, what color change occurred in the iodine? Was the color change immediate, or did it take a long time to occur?

Answer: After completing the experiment, students should see that the iodine changed to a darker brown or dark purple color. Too, students should recognize that the color change occurred immediately after the iodine drop touched the starch-containing test item.

2) Of the test items, which contained starch? Which did not contain starch? How could you tell whether or not the items contained starch?

Answer: The student should realize a color change indicates the presence of a starch. As a result, the test items that changed color, the carrot slice, paper, and potato slice, all contained starch and the penny and plastic soda cap did not.

3) How could you tell a chemical reaction occurred between iodine and starch? Do you think one of the indicators of a chemical reaction is a color change? Why?

Answer: The students should realize a color change indicated the chemical reaction between starch and iodine. As a result, the student should extrapolate that color change is a likely indicator of a chemical reaction.

4) If there were no color change, did a chemical reaction still occur? (Hint: If you cannot answer this question, think back to how you know a chemical reaction occurred between the iodine and the starch.)

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Answer: The indicator of the chemical reaction between iodine and starch is a color change. If said color change did not occur, then no chemical reaction happened.

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Let’s Blow up a Balloon! (Found on Pages 42-46 of the Student Booklet)

Objective of Experiment/Summary:

In this experiment, students will learn about how matter undergoes changes during a chemical reaction. Through observing a baking soda and vinegar chemical reaction blow up a balloon, students will be able to watch as a liquid reactant and a solid reactant combine to form a liquid product and a gaseous product. Due to the readily observable change between the states of matter of the reactants and the states of matter of the products, students will be able to watch as matter undergoes changes during a chemical reaction. In this experiment, students get to combine learning with fun!

Experiment Notes:

It is important to note that you might need to help your student with step five of this experiment, as it involves placing the balloon around the mouth of the bottle.

Answer Key for Comprehension Questions:

1) What change of state did you witness? What original reactants did you have? What were their states of matter? What were the final states of matter of the products?(Hint: How do you think the balloon filled up?)

Answer: The student should realize that the baking soda was a solid and the vinegar was a liquid. When the reaction finished, the products were a gas and a liquid. As a result, the answer should ideally list solid and liquid as the starting states and liquid and gas as the final states of matter.

2) Using what you have learned about chemical reactions, how do you think we know a chemical reaction occurred when you emptied the balloon into the bottle? What kind of observable changes did you notice? (Hint: Did bubbles appear? Did the balloon fill up with a gas? Was a gas one of the original reactants?)

Answer: The reason why we know a chemical reaction occurred is because gas bubbles appeared when the student mixed the baking soda with the vinegar. The evidence of this reaction came in the form of the balloon filling with gas and blowing up.

3) What is the balanced chemical equation for the experiment you just saw? In the balanced chemical equation, what states of matter do they denote for the products?(To help answer this question, you may do an Internet search with your instructor’s permission. I would recommend searching something along the lines of “baking soda and vinegar chemical reaction equation with states of matter.”)

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Answer: Since the student will be doing an internet search, the way in which he or she writes his or her answer may vary, but he or she should find the chemical equation HC2H3O2(aq) + NaHCO3(aq) NaC2H3O2(aq) + H2O( )+ CO2(g) ("How Should the Reaction between Vinegar and Baking Soda Be Classified?").

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How Does Surface Area Affect A Reaction?(Found on Pages 47-52 of the Student Booklet)

Objective of Experiment/Summary:

This experiment was designed to help students realize that the surface area, or the amount of a reactant exposed during a reaction, greatly affects the speed of the chemical reaction. In this experiment, students will use Alka-Seltzer tablets to investigate how the surface area affects the rate of the chemical reaction that occurs when you dissolve Alka-Seltzer in water. The objective of this experiment is to help students understand the affect surface area has on a chemical reaction between a solid and any other substance or substances. At the end of this experiment, students should understand that when surface area increases, there is more of the surface of the solid reactant exposed, so the reaction proceeds more quickly than the reaction that occurs with decreased surface area.

Answer Key for Comprehension Questions:

1) Which tablet reacted most quickly? How would you describe the surface area of this tablet?

Answer: The student should realize that the crushed tablet reacted most quickly. This tablet had the largest surface area.

2) Which tablet reacted least quickly? How would you describe the surface area of this tablet?

Answer: The student should realize that the whole tablet reacted most slowly. This tablet had the smallest surface area.

3) How would you speed up another reaction between a solid and a liquid? Which do you think would make the reaction go more quickly? Increasing or decreasing the surface area?

Answer: Following the reasoning taught in the background information portion of this experiment, the student should realize that increasing the surface area of any solid reactant in any other experiment should cause other reactions to progress more quickly, too.

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Comprehensive Materials List

Let's Build an Atom -

o Craft Glue o Multicolored jelly beans (any brand, but there must be at least three colors)o Two pieces of blank, white papero Colored pens, markers, or crayons

Ionic vs. Covalent Bonds -

o Gumdrops (you have to at least have four different colors) o Toothpicks (at least fifteen)o Pen (to record data)

How Many Drops? -

o Pennyo Dropper (pipettes would be preferable) o Cup of watero Paper or plastic plate o Paper towelso Notepado Colored pens and/or pencils (to draw and to record data)

What are the States of Matter? -

o One see-through, clear plastic or glass container with lid o Ice cubes (four)o Sunny windowsill or countertop o Towelo Stopwatch to keep track of hours (or watch that can function as a stopwatch)

Chemical Reactions: Hot vs. Cold -

o Glow sticks (three of the same color)o Room temperature water (approximately six cups)o Kettle in which to boil watero One-cup measureo Thermometer o Ice cubes (six)o Coffee mugs (three)o Stopwatch or clock (to keep track of time)o Pen (to record data)o An adult to help with step three

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Reactions that are Hot? -

o Air-activated hand warmero Stopwatch (or watch that can function as a stopwatch)o Pen (to record data)

Reactions that are Cold? -

o Instant ice pack (one that requires you to release an inner liquids to get cold) o Stopwatch (or watch that can function as a stopwatch)o Pen (to record data)

Let's Test for Starch! -

o Liquid iodine solution (this can be found at a local drug store)o Permanent marker o Styrofoam or plastic disposable plates o Apron o Plastic tablecloth or covering (paper towels can work)o Pen (to record data)o Ruler or tape measure (that measures mm)o Dropper or pipette o Papero Potato slice (thin slice)o Carrot (thin slice)o Paper towel or napkin (to wipe up potential spills) o Penny o Soda cap (or other plastic object)o Knifeo An adult to help with step three

Let's Blow up a Balloon! -

o Teaspoon measureo Measuring cup that measures ½ cupo Bottle of white vinegar (enough for ½ cup)o Empty plastic container (be sure to wash the inside out, so the container is clean)o Rubber balloon (have two on hand, just in case one of them breaks)o Baking soda (enough for two teaspoons) o Piece of paper (to use as a funnel to transfer the baking soda into the balloon) o Pen (to record data)

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o Tape o Stopwatch (or watch that can function as a stopwatch)o Another person (if you need help with step five of the experiment)

How does Surface Area Affect a Reaction? -

o Four Alka-Seltzer tabletso Metal spoono Hard surface o Four clear plastic cupso Pitcher of room temperature watero Measuring cup (one-cup measure)o Stopwatch (or watch that can function as a stopwatch)o Thermometer o Permanent marker o Pen (to record data)

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Survey Link

Once you and your student(s) have finished using the parent and student portions of this booklet, I would greatly appreciate if you spend a few moments of your time to answer a brief, five-question survey providing feedback on my Gold Award project. It is my hope that you both enjoyed wonderful learning experiences while using this product! I look forward to receiving your responses and feedback. Thank you so much, again, for being a part of my Girl Scout Gold Award.

Survey Link: https://www.surveymonkey.com/r/S8TB6XZ

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