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Kids' experiments about things at home
(Last of 2-part Series)
(Editors
note: On Saturday, Oct. 21, the 2006 Chemistry Exposition
will be held at the St. Louis Science Center. The theme is:
"Your Home: It's all built on chemistry." This article gives
specifications for four home-product experiments kids can
do at home.
(Also, to meet some of the SIUE chemistry
students who will be on hand at the exposition to help kids,
see sidebar below.)
When kids think about building a home during
the frontier days, they probably think about log cabins or
deer-skin teepees. Just chop down trees or skin some deer.
But, what about the materials used to build
homes in the 21st century?
Scientists at the 2006 Chemistry Exposition
at the Science Center will show you that today's building
materials rely a lot on chemical reactions. In this article,
Young Saint Louis.com will outline experiments you
can do to test or make products for the home.
The experiments will let you check the insulation
values of various materials and make homemade bricks from
salt and flour. Also, you'll make house paint with common
household products.
Another experiment will show how several thin
strips can be stronger than one thick one.
One warning: The American Chemical Society
urges kids to do all of these experiments with a parent or
another adult in attendance.
Milli's Insulation Investigation
People like to have their homes cooler inside
when the summer heat comes. They also like their homes warmer
when winter's storms come.
But, most people understand that to make these
conditions happen takes more than a fire or an air-conditioner.
It takes insulation. But, what type of insulation works best?
These experiments test insulating values of
several substances. You can think of others.
For this experience, we'll use aluminum foil,
newspaper, plastic wrap and waxed paper.
Materials:
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Cut the aluminum foil, newspaper, plastic
wrap and waxed paper to the same size for wrapping each
ice cube.
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Wrap one ice cube in each type of wrapper,
being careful to wrap the cubes the same way each time.
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Use a rubber band to hold each wrapper
in place and put a rubber band around the unwrapped cube
as well.
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Cover the baking tray with a paper towel.
Place the cubes on the baking tray. A wine rack may be placed
on the tray to observe the cubes more easily.
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Check the cubes every 15 minutes and record
your observations in the "What Did You Observe?" section.
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After the unwrapped cube has completely
melted, or 1½ hours has passed, unwrap the cubes and observe
how much ice is left inside each wrapper. Record your results
in the "What Did You Observe?" section.
-
Throw away the wet wrappers and paper towels.
Thoroughly clean the work area and wash your hands.
What Did You Observe?
Describe how the cube looks (if you can see
it) or how big the damp circle on the paper towel has become.
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Time in Minutes
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Unwrapped Cube
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Aluminum Foil
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Newspaper
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Plastic Wrap
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Waxed Paper
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15
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30
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45
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60
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75
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90
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Which cube melted the fastest?
Which cube took the longest time to melt?
List the wrappers in order from the worst to
best insulation?
Why do you think some are better insulators
than others?
Where's the Chemistry?
The wrapper that allowed more heat through to
the ice and melted it fastest is the worst insulator. The
wrapper that kept the heat away from the ice and melted it
the slowest is the best insulator. Metal tends not to be a
good insulator because it transfers, or conducts, heat. In
this case, it conducted the heat from the warmer air in the
room to the cold ice.
Avi's Sensational Salt Dough
Bricks are made by shaping clay and then drying
or baking it at high temperatures. In this activity, you and
your adult partner can mimic how bricks are made. You will
shape and bake creations from a dough made from only flour,
salt and water.
Materials:
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Conventional or toaster oven
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½ cup measure for dry goods
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Cookie sheet or metal tray
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Food coloring (optional-add to the water
before pouring)
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Rolling pin and cookie cutters (optional)
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Smock or apron (optional)
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Have your adult partner preheat the oven
at 200 degrees F
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Measure and pour ½ cup flour and ½ cup salt
in the bowl and mix together with a spoon.
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Slowly add ¼ cup warm water while stirring
the flour and salt and continue to mix until the ingredients
blend into a dough.
-
Knead the dough with your hands until it
is smooth and elastic. If dough is sticky, add more flour.
If too dry, add more water.
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Shape the dough. Use tools that your adult
partner has approved to help make your creations.
-
Cover the cookie sheet or metal tray with
aluminum foil and carefully place your designs on the foil.
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Ask your adult partner to place the tray
in the oven. If you have a glass oven door, you can keep
an eye on the dough.
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Have your adult partner take the tray out
of the oven with oven mitts and check to see if they have
finished baking after about 15 minutes. When dry and ready,
your designs will be less shiny. The thicker your creations,
the more time they need to bake, just as with sturdier brick.
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When the creations have dried, have your
adult partner remove the tray from the oven with oven mitts
and place the tray on a heat-resistant surface. Be careful.
Everything from the oven will be hot.
-
Wait for your adult partner to tell you
when your newly created art is cool enough to touch.
-
When it has cooled completely, remove your
sensational salt dough creation from the cookie sheet.
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In the What Did You Observe? Section, describe
what the dough felt like before and after you baked it.
-
Thoroughly clean the work area and wash
your hands.
What Did You Observe?
How did the dough feel as you started to shape
it? After you baked it?
Where's the Chemistry?
In this activity, a chemical change occurred
when you baked the dough. It was soft and elastic at first
and then became hard and rigid during the baking. When a chemical
change happens, things cannot be made to go back to what they
were like originally and something new is formed. You can
notice these changes by observing how it looks and how it
feels. The color may be different, or it may feel solid instead
of soft. In order for chemical changes to occur, heat made
be required like in this activity.
Making Playtime Paint
Why do we paint our homes? We paint the outside
of our homes mainly to protect them from the rain, wind and
sun. Other reasons we paint are to make our homes and the
rooms inside look nice and brighten our lives.
Modern paints are highly specialized and complex.
But, they all have two basic parts: pigments and binders.
Pigment gives paint its color. The binder adds
important chemicals that "hold" the pigment, help the paint
stick to surfaces and allow it to form a smooth film when
it dries.
In this experiment, you will make your own
paint using chalk as a pigment and glue and water as binders.
Materials:
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2 freezer-style zip-closing bags
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Colored chalk (regular or sidewalk)
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-
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Place one freezer bag inside of the other.
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Place 2-3 pieces of the same colored chalk
or 1 piece of colored sidewalk chalk into the inner bag.
Close both bags, squeezing as much air out as possible.
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Carefully use the mallet or hammer to break
the chalk into a fine powder. Make the powder as smooth
as possible. It will be harder to break up the small chunks
once you have taken the powdered chalk out of the bag. Your
paint will end up lumpy if the powder isn't fine.
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Carefully open the bags and slowly pour
the powder into a small cup. (Note: If you want to make
more than one paint color, repeat Step 3 with another color
of chalk. Use separate cups for each color.)
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Add 3 teaspoons of water to the powder in
the cup.
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Using a craft stick, mix the chalk powder
and the water until you have a fine paste. The smoother
the paste, the smoother your paint will be.
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Add 1 tablespoon of white glue to the cup
and stir everything together.
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If your paint appears thick, you may need
to add up to 3 more tablespoons of water to get the consistency
you want. Add 1 tablespoon at a time and mix after each
addition.
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Paint a picture on the paper.
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Thoroughly clean the work area and wash
your hands.
Where's the Chemistry?
Paint is made of tiny particles of color that
are suspended in a liquid instead of dissolved in it. Think
about what happens when you add salt or sugar to water. It
dissolves into what is called a solution. Unlike a solution,
paint particles "float" within a thick liquid such as oil
or glue. The thick liquid helps the paint stick to and spread
evenly across a surface. Then it allows it to form a film
on the surface as it dries. In this activity, the glue and
water mixture suspended the chalk's colored pigments. That
is, the glue acted as a binder to help spread the paint evenly
across a surface to dry.
Testing Spaghetti's Strength
Can you think of an example of a polymer that
is a strong building material? Yes you can! Wood is a naturally
occurring polymer found in the lumber used to build the frame
of a home or in the plywood placed on the outside part of
the frame.
One of the reasons it is strong is because
of the strength of its chemical bonds. Chemical bonds can
be broken by force. Scientists test how much force is required
to break a material sample. That's to make sure the material
is strong enough for building purpose.
As in plywood, greater strength can be achieved
by bonding thin strips together.
In this activity, you will see how scientists
examine building materials. But, in your case, you'll test
the strength of spaghetti and how the number of strands effects
its strength.
Materials:
-
-
-
-
-
Other uncooked pasta (one thinner and one
thicker than spaghetti, such as angel hair and fettuccini.)
-
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Make a "penny bucket" from the paper cup
and string. First use the pencil to carefully poke a hole
in the side of the cup, just below the rim. Poke a second
hole directly across from the first one.
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Tie one end of the string to each hole
to make a handle for your "penny bucket" as shown and set
it aside.
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Place one piece of spaghetti on the table
and use the ruler to measure so that 12 centimeters of spaghetti
hang off the edge of the table.
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Tape the spaghetti in place.
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Place a small piece of masking tape on
the end of the spaghetti that hangs off the table by folding
the tape in half over the end.
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Hang the empty "penny bucket" on the spaghetti
up against the end tape.
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GENTLY place pennies one at a time into
the "penny bucket."
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Continue to add pennies until the spaghetti
breaks.
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Record the number of pennies in the "What
Do You Observe?" section.
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Repeat the steps 3 through 9 for 2, 3 and
4 strands of spaghetti. When you tape the ends, make sure
the spaghetti strands are touching each other.
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Repeat steps 3 through 9 for thinner and
thicker pasta.
-
Throw away the empty "penny bucket" and
broken spaghetti pieces. Return the pennies to the owner.
Thoroughly clean the work area and wash your hands.
What Did You Observe?
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Number of strands of pasta
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Number of pennies held before breaking
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Regular spaghetti
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Thin pasta
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Thick pasta
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1
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2
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3
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4
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Which number of strands was the first to break?
___________ the last?___________
Which type of pasta held the most pennies overall?
Why do you think this is so?
Where's the Chemistry?
Spaghetti is a type of polymer called a carbohydrate.
Its bonds are strong. However, it could only support a certain
number of pennies. When there was too much strain on the spaghetti
strands, it caused the chemical bonds to break. There is strength
in having several strands of spaghetti stuck together. This
allows more pennies to be supported.
SIUE chemistry students to help at
Exposition
Students from Southern Illinois University-Edwardsville's
chemistry club will be on hand again this year to help
kids at the 2006 Chemistry Exposition. The event is
on Saturday, Oct. 21, at the St. Louis Science Center.
Club vice-president Dave Herrmann of Belleville will
be back again this year. A year ago, he helps kids to
make toys such as snow polymers and a lizard puzzle
with tiles.
This year, he'll be showing kids how to make foam insulation
and homemade paint.
Dave is a 24-year-old pre-med student at SIUE. The
chemistry club does lots of outreach projects with younger
kids.
He said, "There's a lot of satisfaction in giving
kids their first exposure to science experiments. I
like to see their surprise and amazement when the experiment
works"
In addition to helping at the Chemistry Exposition,
science club members give demonstrations at after-school
meetings and lead tours of area chemical plants.
Lance Endsley is a 20-year-old pre-pharmacy student
from a small southern Illinois town of Ciesie, Ill.
He hopes to be accepted to SIUC's School of Pharmacy
next fall.
Last year, Lance was in the set-up crew at the Exposition.
This year, he'll be one of the club members who'll give
hands-on help with experiments.
For Lance, the Exposition will be his first chance
to work with young kids. "Up to now, I've only worked
with college kids," he said.
Among other chemistry club activities, he's participated
in a "science pentathlon." Unlike a regular athletic
pentathlon, the science one matches contestants in science
skills.
Eric Voss and Susan Wiediger teach in the SIUE chemistry
department and are advisors for the chemistry club.
They have supplied student helpers for the Exposition
for years.
The Exposition is sponsored by the St. Louis chapter
of the American Chemical Society. The ACS has a neat
website at www.chemistry.org
with sections for kids.
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