CHEMICAL SCIENCE
1
2
3
Calc Mineral Water
Tap Water
Lime juice
Algin
GENERAL SAFETY INSTRUCTIONS All experiments listed here are meant for children above 8 years. It is mandatory to have Adult Supervision while performing experiments. Perform only authorized and approved experiments. Do not deviate from instructions. Read all the Instructions before performing experiments, follow them and keep them open for reference. Use Safety Gear as instructed, contains corrosive and toxic materials.Read all the material safety information on labels for chemicals before using them. Keep hands away from face, eyes, and mouth while using STEM materials or when working with chemicals. Do not touch the Battery Terminals when in use. When not in use, turn the battery pack off and remove the batteries. Keep emergency equipment handy: a. Water. b. First Aid Kit. c. Telephone. If chemical spills occur on people or clothing, rinse thoroughly with lots of running water, and seek medical attention if necessary. Do not eat or drink while performing the experiments. Please wash your hands with soap in running water after performing experiments. Handle all glassware with care.
CHEMICAL SCIENCE 1. Cellular respiration Seeds breathe at a cellular level. What does that mean? Seeds use stored sugars, water, and oxygen to germinate or sprout. Seeds continue to breathe until the plat can make its own food via photosynthesis. Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
MATERIALS REQUIRED
Seed
Test tube
Cotton balls
Lime juice
Dropper
Next Generation Science Standards (NGSS) topics covered: A) Science & Engineering Practices Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Support an argument that plants get the materials they need for growth chiefly from air and water. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
b) Disciplinary Core Ideas
c) Crosscutting Concepts
LS1.A: Structure and Function
Structure and function
LS1.C Organization for Matter and Energy
Systems and system models
Flow in Organisms
Patterns
PS3.D: Energy in Chemical Processes and Everyday Life
Hypothesis: Let us assume seeds intake oxygen and release CO2 as a byproduct when they respire, just like we do!
Procedure: A.
Insert 3 test tubes into the 'X' mark on the box insert. Label the test
Add 5 mls of tap water to the lime
B.
juice in the bottle. Invert 5 times
tubes 1, 2 and 3 using a marker.
1
C.
2
to mix the solution.
3
2
Fill each
mls
D.
Place a cotton ball inside test tubes 1 and 2. Use a dropper to gently push the cotton ball till the mark that
tube with
reads 7ml on the test tube.
2mls of lime juice.
1
2
3 1
2
3 7ml
E.
Add 6 seeds on top of the cotton ball in test tube 2.
2ml
F. 1
2
3
7ml
2ml
WA RNIN G: Ple a s e re a d th e m a ter i a l safety d a t a s h e e t i n bookl et befor e using L im e wa t e r.
Take a cotton plug, wet it 5 drops of water (use the dropper to wet the cotton plug, you may use tap water).
G.
Place the wetted cotton ball inside tube 3. Use a dropper to gently push the cotton ball
Add 6 seeds on top of the
H.
wetted cotton ball in tube 3.
till the mark that reads 7ml on the test tube.
1 1
2
2
3
3
7ml
7ml
I.
Let it stand overnight at room
2ml
temperature. Record your findings!
1
2
2ml
3
Observation: The lime juice in tube 3 turns milky! The lime juice in tube 2 dint. Curious?
3
LEARN: The seeds use oxygen from the air and the water to grow. In this process, carbon dioxide is exhaled. Lime juice is an indicator solution for carbon dioxide. In the presence of CO2, lime juice becomes milky white, indicative of the fact that the seeds are respiring. Carbon dioxide dissolves in water and slowly reacts with water to produce carbonic acid. CO2 (g) + H2O (l) <=> H2CO3 The cloudy white solution observed results from a reaction between lime and the CO2 or H2CO3 to form an insoluble calcium carbonate precipitate.
2. Immobilized Yeast! Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
MATERIALS REQUIRED
Test Tube
Yeast
Filter paper
Calc2
Algin
Calcium chloride salt
Sodium alginate
Syringe
Popsicle stick
Petri plate
Spoon
Next Generation Science Standards (NGSS) topics covered: Cell immobilization is a technique use to confine intact cells in addition to conserving their biological activity. Cell immobilization help improve processes like fermentation by attaching the yeast cells to matrices. How and why we will learn soon! But can we actually conserve a cells biological activity? I think it’s time we should test it out!
a) Science & Engineering Practices Developing and using models Constructing explanations and designing solutions
b) Disciplinary Core Ideas LS1.C: Organization for Matter and Energy Flow in Organisms PS3.D: Energy in Chemical Processes and Everyday Life c) Crosscutting Concepts Cause and effect Patterns Structure and function Energy and matter Systems and system models
Hypothesis: Let’s assume we can coat the cells with something like a gel while conserving its activity.
Procedure: A.
Add 20mls of water to the bottle containing
Calc2
calcium chloride (use a test tube to measure the water). Cap the bottle tight and invert the bottle to mix until the calcium chloride dissolves completely. Pour it into a petri plate.
B.
Add 10mls of water to algin (use a test tube to measure the water). Cap the bottle tight and invert the bottle to mix
Algin
C.
Empty the packet of yeast
D.
into a cup. Add 10 ml of warm water. Stir the
Alg
in
until algin dissolves completely.
Add algin to the yeast and Stir to mix.
solution using a popsicle stick to mix until the yeast dissolves completely.
E.
Keep the calcium chloride, in the petri dish, ready.
F.
Using a syringe and fill the barrel with 5mls of algin -yeast mixture.
5ml WARN I N G: Ple a s e r ea d th e m a ter i a l sa fety data s h e e t i n b o o kl et befor e u si n g C al c i u m chlor i de, a lgi n, ye as t , an d s y r i n g e s . A d u l t super v i s i on re qu i r e d !
G.
Now push the plunger very gently on top of the petri dish containing calcium chloride to make droplets of the algin and yeast mixture. Make sure you don’t dip the syringe into the calcium chloride solution.
H.
You could refill the syringe with the algin -yeast mixture and
5ml
make more immobilized yeast.
I.
Transfer the immobilized yeast from the calcium chloride solution
J.
to a cup filled with water.
Then transfer them onto a filter paper to dry. Once dry you may store them in an air- tight container.
Learn: Algin, a naturally occurring polymer, forms hydrogels by cross- linking when exposed to divalent cations like calcium. This method is generally used to fix the enzymes used in an enzyme- catalyzed reaction, or yeast cell in fermentation process, so that it can be easily separated from the reaction mixture and makes the enzymes/ yeast more stable and resistant to pH and temperature fluctuations. Now that you know the how and why, let’s check if they are still active!
3. YeasT respiration! Now that we have immobilized yeast, it’s time to test whether they are biologically active! What would be a good way to check if they are biologically active? What is the one basic thing that a living cell does? Respiration!
Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
MATERIALS REQUIRED
Test tube
Spatula
Bromothymol blue
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Developing and using models Constructing explanations and designing solutions Analyzing and interpreting data Obtaining, evaluation, and communicating information
b) Disciplinary Core Ideas LS1.A: Organization for Matter and Energy Flow in Organisms PS3.D: Energy in Chemical Processes and Everyday Life
c) Crosscutting Concepts Cause and effect Patterns Structure and function Energy and matter Systems and system models
Hypothesis:
Let us assume the yeast is still alive and it respires!
Procedure: A.
B.
Add 5mls of water to two
Add Sucrose into each test tube 2, using the spatula
test tubes.
1
2
WARN I N G: Ple a s e r ea d th e m a ter i a l saf ety d a t a s h e e t i n bookl et befor e using B ro m o t h ym ol B l u e. A d u l t super v i s i on re qu i r e d .
provided.
1
2
C.
D.
dd 10 drops of bromothymol blue
Use a spatula to add 10-15 immobilized
to each test tube.
1
yeast we made
2
1
in the last
2
experiment into test tube 2.
E.
Watch the color change in the test tube with immobilized yeast.
1
2
Observation: The bromothymol blue solution in test tube 2 with the immobilized yeast turns yellow.
Learn: Bromothymol blue is a pH indicator, that appears blue in an alkaline (basic) solution and yellow in an acidic solution. At neutral pH the stain id green in color. Yeast utilizes the surcrose to release carbon dioxide that combine with water to form carbonic acid (H2CO3), turning the Bromothymol Blue to a yellow-green color. The test confirms that immobilization of the yeast cells conserved its biological activity.
4. Nature’s pigments Have you ever wondered why leaves change color from green to yellow, purple or red in accordance with the seasonal changes?
Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
Materials required:
Isopropyl alcohol
Dowel
Filter paper strips
Test tube
Cup
Tape Materials required (not provided):
Pencil
Medium sized stone to grind.
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Developing and using models Planning and Carrying Out Investigations Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter PS3.D: Energy in Chemical Processes and Everyday Life
c) Crosscutting Concepts Cause and effect Scale, Proportion, and Quantity Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Hypothesis: Let’s assume leaves have some special pigments that help them change color. Chromatography is a way to identify the pigments that the leaves carry when they change color.
Procedure: A.
Find a leaf sample you are curious to learn more about (any color).
B.
Tear the leaf into tiny bits and place them inside a bowl.
C.
Find a medium size
D.
Wash the stone of any dust
F.
Add 10 drops of the
stone (look around
or debris and dry it.
you)
E.
Grind the leaf pieces into tinier bits using the stone you found.
G.
Continue grinding the leaf for a 3 seconds.
H.
alcohol to the leaf bits.
Transfer the colored liquid (green if it’s a green leaf you picked) in the bowl into a cup using a dropper.
I.
To a test tube add 2.5 ml of alcohol.
J.
WA RNI NG: A d u lt s u p er v i si on r equ i r ed!
Take a chromatography paper strip, keep it on top of a tissue paper.
WARNING : P l e as e r e ad t he mat e r ial safe t y dat a s he e t in bo o kl e t be fo r e u sing A l co ho l . C A UTION: A l co ho l is t o x ic if inge s t e d.
Use a pencil to draw a line 2
K.
L.
inches from one end of the strip. This is the sample end.
Using a dropper place a drop of the ground leaf sample onto the center of the line drawn on the chromatography paper strip
M.
Insert the chromatography paper strip into the test tube with alcohol in such a way that the bottom end (where you placed the sample) touches the surface of the alcohol.
N.
Use a dowel to set the paper to the right length
O.
Let it sit overnight!
and use a sticky tape to tape the paper on the dowel.
P.
After 24-hrs, gently lift the dowel and observe the bands!
Q.
You could stick the filter strip and write down your observation in the observation pages provided at the end of the instruction booklet.
Observation: You will see that the solvent carries the leaf pigment up the paper and separated each pigment that will appear as a band.
Learn: you will learn that each leaf has multiple bands to multiple pigments that give it its color. photosynthesis is the process in which plants convert energy from the sun to food energy. Pigments help plants to absorb the light. There are two main types of chlorophyll: chlorophyll A which is bluish-green, and chlorophyll B, which is yellowish-green. In the fall, chlorophyll begins to break down, and leaves change their color. Yellow leaves have pigments called xanthophyll, orange leaves have a pigment called carotenoids and Anthocyanins, are responsible for the intense red and purple color you see in leaves.
Variation: Try performing the experiment with a red or yellow colored leaf! Note down the difference in the band pattern as the color of the leaf varies.
5. Density tower Let’s gear up! Wear your gloves
Before you start, carefully
Dispose any solid waste along
and goggles and don’t forget to
read the general safety
with the other house hold
bring your excitement to learn
advice given in the instruction
garbage. Any liquids need to
and explore!
book.
be poured down the sink and wash with an excess of water.
Googles
GENERAL SAFETY INSTRUCTIONS
Gloves
Materials required:
Honey
Corn syrup
Maple syrup
Dish soap
Water
Vegetable oil
Alcohol
Spoons
Conical bottle
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Planning and Carrying Out Investigations Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter PS3.D: Energy in Chemical Processes and Everyday Life
c) Crosscutting Concepts Cause and effect
Hypothesis:
c an l i q u i d s f loat on li qui ds ? Le t u s assu m e the y can, b u t ho w o n ea rt h c a n li qui d flo at o n l iq u id s? Le t u s m ak e a den s it y t ow er t o te st o u r hy po the sis.
A. 1- Honey
You have been provided with 7 bottles labelled as follows.
2- Corn syrup
3- Maple syrup
4- Dish soap
5- Water
(Not provided in the kit. Use a test tube to measure out 10 mls of tap water and keep it ready.)
WA R N I N G: Ple a s e Adu l t su per v i si on r equ i r e d! WA R N I N G: Ple a s e r ea d th e m a ter i a l sa fety dat a s he e t in boo k le t b e f o re u si n g Al coh ol . 7- Alcohol
CAUT I O N : A lco h ol i s tox i c i f i n g ested. WA R N I N G: A ll s o l u ti on s prov i ded for th e e x pe r ime nt is to b e u s e d f o r ex per i m en ta l pu r poses on l y.
6- Vegetable oil
B.
1. Honey
To the conical bottle add each of the above-mentioned solution to in the same order from 1- 7. For the first three layers, simply pour them into the test tube from the bottles; don't let the liquids touch the sides of the test tube. Pour very slowly.
C.
2- Corn syrup
For solutions 4,5,6 and 7 use a
3- Maple syrup
separate dropper to add each solution again don't let the liquids touch the sides of the test tube.
D.
4- Dish soap
5- Water
6- Vegetable oil
7- Alcohol
You have successfully completed your tower.
E.
Try carefully dropping small rock or beads, or even a cherry tomato into the density layer. Make a note of the things that sink and can float on the tower also see what layers they float on?
Learn: Density is a comparison between an object’s mass and its volume. Density of a liquid can be calculated by dividing its mass by volume. This means that if weight (mass) of something increases but the amount of liquid (volume) stays the same, then density goes up. Similarly, if the mass decreases but the volume stays the same, then density goes down. Lighter liquids like water, vegetable oil, alcohol is less dense than heavier liquids like honey, corn syrup, maple syrup, enabling the lighter liquids to float on top of the heavier liquids. The liquids that weigh more (higher the mass, higher the density) will sink below the liquids that weigh less (lower the mass, lower the density).
6. pH test Ever wondered whether the water/ soda/ juice you drink is acidic or alkaline? Well we could measure the pH of water using pH strips that can tell you whether the liquid solution is acidic or basic. pH ranges from 0 - 14, with 7 being neutral. pH less than 7 indicate acidity, and pH of greater than 7 indicates that the solution is alkaline.
Materials required:
Ph strips
Cups
Baking soda
Vinegar
Lime juice
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Planning and Carrying Out Investigations Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter PS1.B: Chemical reactions
c) Crosscutting Concepts Cause and effect Scale, proportion and quantity
H y p o t h e s is :
L e t u s assume the p H of t he wat e r /so d a we d rink is neutra l , say ar o u nd
Procedure: A.
Collect samples of materials you are curious to know the pH of, outside the three samples provided with the kit, (for example tap water, drinking water, soda etc.) in each cup provided.
B.
Label each solution.
C.
Add 5mls of water to bottle labelled baking soda, cap it
Tap Water
Mineral Water
Soda
and mix well by
Baking Soda
inverting the bottle. Pour the mixture into a cup.
D.
Pour the Lime juice and vinegar into 2 cups. Label them appropriately.
Vinegar
F.
E.
Tear a paper strip from the pH strip- book provided.
Lime juice
Dip the pH strip halfway into the first solution you want to test and gently pull it out. Wait for 1 minute.
Soda
1 min
Match the color of the strip dipped in the
G.
solution to the pH color comparison card provided along with the strip book. In the card you will see each color has a number associated with it and that number the pH of your solution.
H.
1 3
5 7 9 11 13
2 4 6 8 10 12 14
Record the pH. Move onto the next solution and repeat steps c to e Mineral Water
Tap Water
Lime juice
Learn: pH is a measure of the relative amount of free hydrogen and hydroxyl ions in the water. In simple terms pH is a measure of how acidic/basic a solution is. To measure pH the solution must be aqueous. pH strips are pieces of paper that change color depending on the pH – the acidity or alkalinity of a liquid. To make a pH strip, a strip of filter paper is soaked with different chemicals (called pH indicators) and allowed to dry. These chemicals change the color of the filter paper based on acidic, alkaline, or neutral solution you dip it into. Write down your findings. Was your hypothesis correct?
7. Anthocyanins as pH indicators Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
Materials required:
Baking soda
Vinegar
Sucrose
Purple cabbage
Sodium chloride
Lime juice
Dropper
Cups
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Planning and Carrying Out Investigations Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter PS1.B: Chemical reactions
c) Crosscutting Concepts Cause and effect Scale, proportion and quantity
Hypothesis:
We just learned about pH strips and how that’s made using chemicals. Are there any natural pigments that can be used as a pH indicator? Let’s assume we can make use of the natural pigments found in vegetables to check the pH of a solution.
Procedure: A.
Add 20mls of water to the bottle labelled as purple cabbage. Mix well. Note the color of purple cabbage solution provided is purple.
Purple Cabbage
Purple Cabbage
B.
Take 5 cups, keep them on a flat surface and label as Vinegar
follows: vinegar, baking soda,
Baking Soda
Sodium Chloride
Lime Juice
Sucrose
sodium chloride, Lime juice and Sucrose.
C.
Add 5mls of water to bottles labelled baking soda and lime juice, cap it and mix well by inverting the bottle. Pour each of them into a
Baking Soda
separate cup labelled as baking
Lime Juice
soda or lime juice.
Limee Juic
Ba Sodking a
Baking Soda
Lime Juice
Baking Soda
D.
Lime Juice
Use a dropper to measure 10mls of vinegar and add it into a new cup. Label the cup. Vin ega r
Vinegar Vinegar
Vinegar
E.
Using a dropper add 4mls of purple stain solution to each cup.
F.
Notice the color of the purple stain change as you pour it into each cup? Isn’t that amazing! What do you think caused the change in color?
Vinegar
Baking Soda
Sodium Chloride
Sucrose
Lime Juice
Vinegar
Baking Soda
Sodium Chloride
Lime Juice
Sucrose
Learn:
D.
Purple cabbage contains a water-soluble pigment called anthocyanin that changes color when it is mixed with an acid or a base. The color of the purple cabbage solution changes depending on the on the pH of the solution Red: pH is 2; Purple: pH 4; Violet: pH 6; Blue: pH 8; Bluish-green: pH 10; Greenish-yellow: pH 12. Remember, pH less than 7 is acidic and pH greater than 7 is alkaline.
Variation:
You could use the purple cabbage solution to check the pH of the water you drink, test the pH of the juice you drink, the handwash liquid, dish soap anything liquid around you! Explore!
This is a simple but very cool life science art project! Let’s check it out! DNA is the material that carries all the information about how each cell in your body will look and function. DNA has a complex structure. It is made of chemical substances that are linked together like a chain. Each piece of DNA has two long chains. The two strands are joined together. The sides of the ladder are made of chemicals (bases), phosphate and sugar. Each base on one strand is joined to a base on the other strand. The linked bases form the stairs of the ladder. There are four different bases in DNA: adenine (A), thymine (T), guanine (G), and cytosine (C). The bases are always represented in capital letters. A always pairs with T and G always pairs with C. Let’s use the stairs of the DNA and see if we can make a DNA wave. Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book. GENERAL SAFETY INSTRUCTIONS
Gloves
Googles
Materials required:
Tape
Straws
Play dough
Procedure: A.
You are going to lay down the tape sticky side up and place the straws one by one, 1 inch apart and keep going till you place all the straws provided to you on the tape. Place the first straw 3 inch away from the start of the tape. 3 inch
B.
1 inch
Now its time to cut the tape. Make sure you leave enough tape to hold at both ends before you cut.
C.
Stick another piece of tape with the sticky part facing down this time on top of the first piece of tape to the entire length of the first piece of tape. Use your fingers to press down the tape on the sides of the straws as you go (this way your straws stay in place and don’t fall off).
Make a 1 inch balls with the play dough and stick them
D.
onto the ends of the straws.
E. F. G.
Your DNA is ready to wave! You will need a partner for the next step.
Here we go! Your partner will be holding one end of the DNA for you and you the other end, go ahead and tap the straws at your end, you will see a tiny wave that goes all the way to the other end. Twist the DNA and watch it form a helix.
9. Geometric bubble wand Let’s make a bubble wand. We are not going to make an ordinary bubble wand but geometric shaped ones. How exciting right! Below Is the procedure to make a bubble cube wand, try it out. Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book. GENERAL SAFETY INSTRUCTIONS
Gloves
Googles
Materials required:
Pipe cleaner
Straws
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Developing and using models Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas
c) Crosscutting Concepts
PS1.A: Structure and Properties of Matter
Cause and effect Scale, proportion and quantity
PS1.B: Chemical reactions
Procedure: A.
Start by cutting each straw in half, then cutting the pieces again in half. You will get 4
B.
Thread a pipe cleaner through one straw and bend the end of the pipe cleaner.
straw pieces from each straw. Caution: Pipe cleaner has pointy ends. Watch your fingers!
C.
Thread three more straws onto the pipe cleaner and keep bending as you add these 3 straws back to meet the starting point.
D.
Twist the two ends of the pipe cleaner around each other. You will now have a square shape.
F.
G.
Thread the pipe cleaner through one of the adjacent straw pieces.
Add two more straw pieces and bend the shape to form two sides of a cube.
E.
Add three more straw pieces onto the end of the long pipe cleaner.
H.
Thread the end of the pipe cleaner through one of the straw pieces on the edge of the cube.
I.
Repeat Step h.
J.
Add one last straw piece and thread the pipe cleaner through an adjacent straw section, similar to step h to obtain the 3D cube shape.
Learn: Ever wondered why bubbles have that round shape? Bubbles use the smallest amount of surface area needed to enclose the air trapped inside. As you dip your geometric wand into the bubble solution, the solution stretches between the edges leaving a thin film that clings to the sides of the wand. The soap film connects all the side through the shortest possible distance giving it the geometric shape of the bubble wand you made.
10. Glow in the dark bubbles Let’s gear up! Wear your gloves and goggles and don’t forget to bring your excitement to learn and explore!
Before you start, carefully read the general safety advice given in the instruction book.
GENERAL SAFETY INSTRUCTIONS
Gloves
Dispose any solid waste along with the other house hold garbage. Any liquids need to be poured down the sink and wash with an excess of water.
Googles
Materials required: Bowl
Spatula
Dish soap
Corn syrup
Glow in the dark powder
Next Generation Science Standards (NGSS) topics covered: a) Science & Engineering Practices Developing and Using Models Using Mathematics and Computational Thinking
b) Disciplinary Core Ideas LS1.A: Structure and Properties of Matter PS1.B: Chemical reactions
c) Crosscutting Concepts Cause and effect Scale, proportion and quantity
Hypothesis:
Can you make bubbles glow in the dark? Let’s assume we can make bubbles glow in the dark.
Procedure: A.
Add glow in the dark powder into the bottle containing corn syrup using a spatula. Mix
B.
Add 1 cup of water into a bowl.
gently by inverting the bottle 10 times.
Corn Syrup
WAR N I N G: Ple a s e r ea d th e m a ter i a l sa fety dat a s he e t in b o o k le t b e f o re u si n g Gl ow i n th e da r k pow de r . CA UT I O N : G low i n th e da r k pow der i s tox i c if inge s t e d.
into the bowl. Mix gently
Empty the bottle containing the mixture of corn syrup and glow powder into the bowl. Empty another bottle of corn syrup into the
Dish p Soa
without forming bubbles.
E.
D.
bowl. Stir until the solution is mixed. Corn p Syru
C.
Empty 4 bottles of dish soap
Now it’s time to test your bubble shaper and the blow some glow in the dark bubbles. Its about to get messy and sticky, something to consider before you blow the bubbles!
Learn: Whats a bubble? A bubble is air wrapped in a soap film. The film that makes the bubble has three layers: Soap-water- soap. A thin layer of water is sandwiched between two layers of soap molecules.
eSTEM Club was founded by engineers and scientists, keeping the NGSS standards in mind, aimed at equipping kids to apply scientific ideas to provide an explanation and solve design problems, considering failures. Each kit is designed to train curious minds to plan and carry out Investigations by making hypotheses that specify what happens to a variable when an independent variable is manipulated.
LIFE Science Kit
Geological Science Kit
PHYSICAL SCIENCE KIT
• Plant cells
• Geology Rocks
Geological
• Animal cells
• Foamy magma
Science KitStatic electricity
• Human Tissue
• Soil Ph
• Poles that attract and repel
• Monocot or Dicot?
• Rainbow crystals
• Ferrofliud
• Selectively permeable membrane
• Everlasting glow- torch
• Circuit rangoli
• Spirometer
• Ocean in a bottle
• Magnetic slime
• Human lungs
• Soil protozoa
• Magnetic car
• Make your own agar plate
• Buoyant raft
• Lest build a battery!
• Microbes around you
• You- R- ock
• Solar oven
• Microscopic stomata
• Salt extraction
• Electric dough • Zeotrope
Explore other sciences with our signature collection of E-STEM kits. 1
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Calc Mineral Water
Tap Water
Lime juice
Algin