Energy is the capacity to do work or to transfer heat. You do work when you walk up a flight of stairs. You can feel the heat from the sun when you step in the sunlight. Both are energy.


Heat is associated with changing the temperature of an object. The temperature changes because energy is being transferred to it. Another word for heat is thermal energy.


Thermochemistry is the science of heat or thermal energy transfer and how to use it with chemical reactions.
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Click here to go to next lesson on Thermometer Here.

What do you do if you don’t know the concentration of a solution? We use a method called titration to determine how many moles are present in the solution of an acid or a base by neutralizing it. A titration curve is when you graph out the pH as you drop it in the solution.


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Now let’s take a look at the forces between the molecules themselves. There are four main interactions which really come down to different ways of having opposite charges attract each other.


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The periodic table is more like a filing cabinet that tells you everything about the structure of the atom, its properties and how it behave in chemical reactions. With just a quick glance, you will soon be able to tell how the electrons are organized around the nucleus and also predict how the atom will interact with others.


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Ionization energy is the energy needed to remove electrons from an atom.


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The Bohr model is useful when we want to tell how reactive an element is, but it doesn’t really work to explain how the electrons are organized around the nucleus. The quantum model is the one used today by scientists.


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Light is energy that can travel through space. How much energy light has determines what kind of wave it is – visible, x-ray, radio, microwave… . The electromagnetic spectrum shows the different energies of light and how the energy relates to different frequencies.

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Click here to go to next lesson on Photoelectric Effect.


The number of electrons in the outermost shell tells you how reactive the atom is because it tells you how many it needs to feel full, or how many it can lose. Valence electrons are the highest energy and furthest out electrons. In general, elements are less reactive when their outermost shell is full.


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An average can of soda at room temperature measures 55 psi before you ever crack it open. (In comparison, most car tires run on 35 psi, so that gives you an idea how much pressure there is inside the can!)


If you heat a can of soda, you’ll run the pressure over 80 psi before the can ruptures, soaking the interior of your house with its sugary contents. Still, you will have learned something worthwhile: adding energy (heat) to a system (can of soda) causes a pressure increase. It also causes a volume increase (kaboom!).
How about trying a safer variation of this experiment using water, an open can, and implosion instead of explosion?


Materials – An empty soda can, water, a pan, a bowl, tongs, and a grown-up assistant.


NOTE: If you can get a hold of one, use a beer can – they tend to work better for this experiment. But you can also do this with a regular old soda can. And no, I am not suggesting that kids should be drinking alcohol! Go ask a parent to find you one – and check the recycling bin.


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Click here for Homework Problem Set #4


This experiment is for advanced students.


This time we’re going to use a lot of equipment… really break out all the chemistry stuff. We’ll need all this stuff to generate oxygen with potassium permanganate (KMNO4). We will work with this toxic chemical and we will be careful…won’t we?


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Click here to go to next lesson on condensing steam.


Rockets shoot skyward with massive amounts of thrust, produced by chemical reaction or air pressure. Scientists create the thrust force by shoving a lot of gas (either air itself, or the gas left over from the combustion of a propellant) out small exit nozzles.


According to the universal laws of motion, for every action, there is equal and opposite reaction. If flames shoot out of the rocket downwards, the rocket itself will soar upwards. It’s the same thing if you blow up a balloon and let it go—the air inside the balloon goes to the left, and the balloon zips off to the right (at least, initially, until the balloon neck turns into a thrust-vectored nozzle, but don’t be concerned about that just now).


A rocket has a few parts different from an airplane. One of the main differences is the absence of wings. Rockets utilize fins, which help steer the rocket, while airplanes use wings to generate lift. Rocket fins are more like the rudder of an airplane than the wings.


Another difference is the how rockets get their speed. Airplanes generate thrust from a rotating blade, whereas rockets get their movement by squeezing down a high-energy gaseous flow and squeezing it out a tiny exit hole.


If you’ve ever used a garden hose, you already know how to make the water stream out faster by placing your thumb over the end of the hose. You’re decreasing the amount of area the water has to exit the hose, but there’s still the same amount of water flowing out, so the water compensates by increasing its velocity. This is the secret to converging rocket nozzles—squeeze the flow down and out a small exit hole to increase velocity.


There comes a point, however, when you can’t get any more speed out of the gas, no matter how much you squeeze it down. This is called “choking” the flow. When you get to this point, the gas is traveling at the speed of sound (around 700 mph, or Mach 1). Scientists found that if they gradually un-squeeze the flow in this choked state, the flow speed actually continues to increase. This is how we get rockets to move at supersonic speeds or above Mach 1.


f18The image shown here is a real picture of an aircraft as it breaks the sound barrier. This aircraft is passing the speed at which sounds travel. The white cloud you see in the photo is related to the shock waves that are forming around the craft as it moves into supersonic speeds. Because the aircraft is moving through air, which is a gas, the gas can compress and results in a shock wave.


You can think of a shock wave as big pressure front. In this photo, the pressure is condensing water vapor in the air, hence the cloud. There are lots of things on earth that break the sound barrier – bullets and bullwhips, for example. The loud crack from a whip is the tip zipping faster than the speed of sound.


The rockets we’re about to build get their thrust by generating enough pressure and releasing that pressure very quickly. You will generate pressure both by pumping and by chemical reaction, which generates gaseous products. Let’s get started!


For this experiment, you will need:


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Click here to go to next lesson on generating oxygen.

If you soak chicken bones in acetic acid (distilled vinegar), you’ll get rubbery bones that are soft and pliable as the vinegar reacts with the calcium in the bones. This happens with older folks when they lose more calcium than they can replace in their bones, and the bones become brittle and easier to break. Scientists have discovered calcium is replaced more quickly in bodies that exercise and eating calcium rich foods, like green vegetables.


This is actually two experiments in one – here’s what you need to do:


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Click here to go to next lesson on Pop Rockets.


Gas forming reactions are also exchange reactions. The best example I can think of for this type of reaction is what happens when you put a piece of chalk in a cup of vinegar. The chalk, which is mostly CaCO3 (calcium carbonate) and vinegar (acetic acid) forms calcium chloride and carbonic acid, which isn’t stable and quickly turns into water and carbon dioxide. A faster version of this experiment is what happens when you take an effervescent tablet, like alka seltzer, and stick it in water, because the tablet is actually a solid form of baking soda and vinegar put together. What happens when you mix baking soda and vinegar together?


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Click here to go to next lesson on Rubber Eggs.

The kinetic theory of gases assumes that all gases behave ideally, but we know that’s not really what happens in the real world. For example, real gas particles do occupy space and also attract each other, although these properties are more apparent at lower temperature because usually the particles have enough kinetic energy to zip by each other without worrying about the attractive or repulsive charges from other molecules. If the molecules move slow enough though, they do get affected by the push or pull of other molecules.


Also at high pressures, the molecules are so tightly packed together that they do start to have volume considerations that need to be addressed. So for a real gas, we can make calculations like this:


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Click here to go to next lesson on Gas Forming Reactions.

If you’ve ever owned a fish tank, you know that you need a filter with a pump. Other than cleaning out the fish poop, why else do you need a filter? (Hint: think about a glass of water next to your bed. Does it taste different the next day?)


There are tiny air bubbles trapped inside the water, and you can see this when you boil a pot of water on the stove. The experimental setup shown in the video illustrates how a completely sealed tube of water can be heated… and then bubbles come out one end BEFORE the water reaches a boiling point. The tiny bubbles smoosh together to form a larger bubble, showing you that air is dissolved in the water.


Materials:


  • test tube clamp
  • test tube
  • lighter (with adult help)
  • alcohol burner or votive candle
  • right-angle glass tube inserted into a single-hole stopper
  • regular tap water
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Click here to go to next lesson on Real Gases And Deviation From Ideal Gas Law.


We’re going to do an experiment where it will look like we can boil soda on command… but the truth is, it’s not really boiling in the first place! If you drink soda, save one for doing this experiment. Otherwise, get one that’s “diet” (without the sugar, it’s a lot easier to clean up).


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Click here to go to next lesson on Can Fish Drown?.

The kinetic theory of gases relates what’s going on with the motion of the tiny invisible molecules with the properties you can measure, like temperature and pressure. Kinetic means the study of motion, and for us, it’s the motion of the gas molecules.


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Click here to go to next lesson on Temperature Effects On Gas Solubility.

The “mean free path” is the average distance a gas molecule travels between collisions. If a molecule has a diameter “d”, then the effective cross section for a collision is “π d2“. This is used mostly with the Kinetic Theory of Gases, and is a good estimation of how particles move in a gas.
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Click here to go to next lesson on Kinetic Molecular Theory.


Graham’s law tells is how gases move through porous materials, like air in a balloon. Ever noticed how balloons don’t stay inflated forever? That’s because the gas diffuses through the balloon skin itself. And if you take a good look, helium balloons deflate the next day, whereas normal air balloons will keep for a few days. Small helium molecules effuse through the tiny holes in the balloon skin much faster than normal air does.
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Click here to go to next lesson on Mean Free Path.

Avogadro’s Law states that 1 mole of every gas occupies the same volume at the same temperature and pressure. The mass of the gas might be different… one mole of helium is going to weigh less than one mole of nitrogen, for example, but the number of helium gas molecules is exactly the same as the number of nitrogen molecules, and both of them will occupy the same amount of space (22.4L) at standard temperature and pressure. At room temperature and pressure, it’s slightly higher (24 L).
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Click here to go to next lesson on Graham’s Law.

Okay, so now I want you to imagine a room full of ping pong balls that can bounce all by themselves. They go zipping all over the place all on their own. Now take those ping pong balls and add energy to them so now they bounce twice as fast. Got it?


Now what happens if we take away energy from them? Do they bounce slower? Yup!


Okay, now get them back to their original bouncing speed. Now take the room and make it smaller, like half it’s size, but keep the ping pong ball speed the same. Do they hit the walls more or less frequently? More! Are they speeding up or slowing down? Speeding up!


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Click here to go to next lesson on Overview of the Ideal Gas Law.

Pure substances all behave about the same when they are gases. The Ideal Gas Law relates temperature, pressure, and volume of these gases in one simple statement: PV = nRT where P = pressure, V = volume, T = temperature, n = number of moles, and R is a constant.


When temperature increases, pressure and volume increase. Temperature is basically a speedometer for molecules. The faster they are wiggling and jiggling, the higher the temperature and the higher the thermal energy that object has. Pressure is how many pushes a surface feels from the motion of the molecules.


Materials: balloon, freezer, tape measure (optional)


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Click here to go to next lesson on Molar volume of gases and Avogadro’s Law.


This project is for advanced students.This Stirling Engine project is a very advanced project that requires skill, patience, and troubleshooting persistence in order to work right. Find yourself a seasoned Do-It-Yourself type of adult (someone who loves to fix things or tinker in the garage) before you start working on this project, or you’ll go crazy with nit-picky things that will keep the engine from operating correctly. This makes an excellent project for a weekend.


Developed in 1810s, this engine was widely used because it was quiet and could use almost anything as a heat source. This kind of heat engine squishes and expands air to do mechanical work. There’s a heat source (the candle) that adds energy to your system, and the result is your shaft spins (CD).


This engine converts the expansion and compression of gases into something that moves (the piston) and rotates (the crankshaft). Your car engine uses internal combustion to generate the expansion and compression cycles, whereas this heat engine has an external heat source.


This experiment is great for chemistry students learning about Charles’s Law, which is also known as the Law of Volumes, which describes how gases tend to expand when they are heated and can be mathematically written like this:



where V = volume, and T = temperature. So as temperature increases, volume also increases. In the experiment you’re about to do, you will see how heating the air causes the diaphragm to expand which turns the crank.


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Click here to go to next lesson on Ideal Gas Law.

The triple point is where a molecule can be in all three states of matter at the exact same time, all in equilibrium. Imagine having a glass of liquid water happily together with both ice cubes and steam bubbles inside, forever! The ice would never melt, the liquid water would remain the same temperature, and the steam would bubble up. In order to do this, you have to get the pressure and temperature just right, and it’s different for every molecule.


The triple point of mercury happens at -38oF and 0.000000029 psi. For carbon dioxide, it’s 75psi and -70oF. So this isn’t something you can do with a modified bike pump and a refrigerator.


However, the triple point of water is 32oF and 0.089psi. The only place we’ve found this happening naturally (without any lab equipment) is on the surface of Mars.


Because of these numbers, we can get water to boil here on Earth while it stays at room temperature by changing the pressure using everyday materials. (If you have a vacuum pump, you can have the water boil at the freezing point of 32oF.)


Here’s what you need to do:


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Click here to go to next lesson on Charles Law.

Here are the most important things about gases to remember:


  • Gases assume the shape and volume of their container.
  • Gases have lower densities than their solid or liquid phases.
  • Gases are more easily compressed than their solid or liquid phases.
  • Gases will mix completely and evenly when confined to the same volume.
  • All elements in Group VIII are gases. These gases are known as the noble gases.
  • Elements that are gases at room temperature and normal pressure are all nonmetals.
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Click here to go to next lesson on Boyle’s Law.

A reagent is chemical compound that creates a reaction in another substance; the product of that chemical reaction is an indicator of the presence, absence, or concentration of another substance.
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Click here for Homework Problem Set #1

This experiment is for advanced students.


Sparks flying off in all directions…that’s fun. In this lab, we will show how easy it is to produce those shooting sparks. In a sparkler you buy at the store, the filings used are either iron or aluminum.


The filings are placed in a mixture that, when dry, adheres to the metal rod or stick that is used in making the sparkler. The different colors are created by adding different powdered chemicals to the mixture before it dries. When they burn, we get red, blue, white, and green.


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Click here to go to next lesson on Limiting Reactants.


A lot of chemical reactions happen in a solution (it allows the chemicals to interact much more easily with each other when it is), so chemists define how much of the solute is in the solution by the term MOLARITY.


Molarity is a really convenient unit of concentration and it works like this. If I have 10 moles of solute in 10 liters of water, what’s the molarity? 10/10 = 1! So it’s a 1M solution. What if I have 20 moles in 10 liters? Then it’s a 2M solution. See how easy that is?


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Click here to go to next lesson on Iron Sparklers.

A lot of chemical reactions happen in a solution (it allows the chemicals to interact much more easily with each other when it is), so chemists define how much of the solute is in the solution by the term MOLARITY.


Molarity is a really convenient unit of concentration and it works like this. If I have 10 moles of solute in 10 liters of water, what’s the molarity? 10/10 = 1! So it’s a 1M solution. What if I have 20 moles in 10 liters? Then it’s a 2M solution. See how easy that is?


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Click here to go to next lesson on Balancing Chemical Equations.

No kidding! You’ll be able to show your friends this super-cool magic show chemistry trick with very little fuss (once you get the hang of it). This experiment is for advanced students. Before we start, here are a few notes about the setup to keep you safe and your nasal passages intact:

The chemicals required for this experiment are toxic! This is not an experiment to do with little kids or pets around, and you want to do the entire experiment outside or next to an open window for good ventilation, as the fumes from the sodium hydroxide/zinc solution should not be inhaled.


This experiment is not dangerous when you follow the steps I’ve outlined carefully. I’ll take you step by step and show you how to handle the chemicals, mix them properly, and dispose of the waste when you’re done.


Goggles and gloves are a MUST for this experiment, as the sodium hydroxide (in both liquid and solid form) is caustic and corrosive and will burn your skin on contact.


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Click here to go to next lesson on Balancing Equations.

This experiment is for advanced students.


Who gets to burn something today? YOU get to burn something today!


You will be working with Zinc (Zn). Other labs in this kit allow us to burn metal, but there is a bit of a twist this time. We will be burning a powder.


Why a powder instead of a solid ribbon or foil as in the other labs? Have you heard of surface area being a factor in a chemical reaction? The more surface area there is to burn, the more dramatic the chemical change. So, with this fact in mind, a powder should burn faster or be more likely to burn than a large solid.


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Click here to go to next lesson on Turning Copper Into Gold Here.


Elements are arranged so that the ones with similar chemical and physical properties are stacked in vertical groups, and there are 8 groups (see the numbers at the top?) with either an A or B after the number? I know they’re written in Roman… just remember that IV means four, and VI means six. Sometimes you’ll see them numbered 1-18 starting with hydrogen on the left.


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The rows are called periods. Now point to the metals… what colors are those? There are lots of them!


Click here to go to next lesson on Zinc Dust.

Let’s do a real example problem of how you’d do a calculation for figuring out how much oxygen you would need for the complete combustion of 454 grams of propane.
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Click here to go to next lesson on Periodic Table.

Mole means “heap” or “pile” and is a unit for measuring the amount of a pure substance. It’s a chemist’s dozen. It’s a lot bigger than 12 though. It’s 6.022 x 10^23. So if you had a mole of eggs, you’d have… that huge number at the bottom of the slide. The most confusing part is this…


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Click here to go to next lesson on Chemical Analysis on Weight.

Molecules are the building blocks of matter.


You’ve probably heard that before, right? But that does it mean? What does a molecule look like? How big are they?


While you technically can measure the size of a molecule, despite the fact it’s usually too small to do even with a regular microscope, what you can’t do is see an image of the molecule itself. The reason has to do with the limits of nature and wavelengths of light, not because our technology isn’t there yet, or we’re not smart enough to figure it out. Scientists have to get creative about the ways they do about measuring something that isn’t possible to see with the eyes.


Here’s a cool experiment you can do that will approximate the size of a molecule. Here’s what you need:


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Click here to go to next lesson on Mole Concept.

Atoms are made of protons, neutrons, and electrons. The protons and the neutrons make up the nucleus (the center) of the atom. The electron lives outside the nucleus in an electron cloud and are way too small to see. Protons and neutrons are made up of smaller little particles, which are made of smaller little particles and so on. Atoms can have anywhere from only one proton and one electron (a hydrogen atom) to over 300 protons, neutrons and electrons in one atom. It is the number of protons that determines the kind of atom an atom is, or in other words, the kind of element that atom is. How many protons does Zinc have?
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Click here to go to next lesson on Measuring a Molecule.

If you have one element, like sulfur, which is S, and it’s a negative ion, just add “ide” to the end, like sulfide. Or if you have a carbon ion, it’s carbide. Nitrogen would be nitride, chlorine would be chloride.


If there’s more than one atom, especially if one of them is oxygen, then they have special names. The one with more oxygen atoms is the “ate” and the one with less is the “ite”. Sulfate has 4 oxygen atoms, and sulfite only has 3. Nitrate has three oxygen, and nitrite has only 2.


If there’s more than two ions, the one with the largest number of atoms gets the “per” and “ate”, like perchlorate. And the smallest one gets the “hypo” and “ite”, like hypochlorite.


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Click here to go to next lesson on Determination of atomic masses.

Matter that is made of only one kind of atom is an element, like helium. Helium likes to hang out in groups of two helium atoms.


An atom is the smallest particle of an element that still has its chemical properties. If you have a gold atom and you split it into smaller parts (which you can do), it won’t still act like it did chemically as it did when it was a whole atom.
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Click here to go to next lesson on Nomenclature and formulas of binary compounds.

When doing your experiments, you’ll often repeat an experiment again and again for various reasons. One reason is to make sure the experiment you’re doing is repeatable – it’s not just a one-time thing. You might also be checking to be sure you’ve done it right, or written down the amounts of chemicals correctly, or need to observe something you didn’t previously.


Precision measures how well your answers agree with each other from experiment to the next.


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Click here to go to next lesson on Significant Figures.

If you’ve ever burped, you know that it’s a lot easier to do after chugging an entire soda. Now why is that?


Soda is loaded with gas bubbles — carbon dioxide (CO2), to be specific. And at standard temperature (68oF) and pressure (14.7 psi), carbon dioxide is a gas. However, if you burped in Antarctica in the wintertime, it would begin to freeze as soon as it left your lips. The freezing temperature of CO2 is -109oF, and Antarctic winters can get down to -140oF. You’ve actually seen this before, as dry ice (frozen burps!).


Carbon dioxide has no liquid state at low pressures (75 psi or lower), so it goes directly from a block of dry ice to a smoky gas (called sublimation). It’s also acidic and will turn cabbage juice indicator from blue to pink. CO2 is colorless and odorless, just like water, but it can make your mouth taste sour and cause your nose to feel as if it’s swarming with wasps if you breathe in too much of it (though we won’t get anywhere near that concentration with our experiments).


The triple point of CO2 (the point at which CO2 would be a solid, a liquid, and a gas all at the same time) is around five times the pressure of the atmosphere (75 psi) and around -70oF. (What would happen if you burped then?)


What sound does a fresh bottle of soda make when you first crack it open? PSSST! What is that sound? It’s the CO2 (carbon dioxide) bubbles escaping. What is the gas you exhale with every breath? Carbon dioxide. Hmmm … it seems as if your soda is already pre-burped. Interesting.


We’ll actually be doing a few different experiments, but they all center around producing burps (carbon dioxide gas). The first experiment is more detective work in finding out where the CO2 is hiding. With the materials we’ve listed (chalk, tile, limestone, marble, washing soda, baking soda, vinegar, lemon juice, etc. …) and a muffin tin, you can mix these together and find the bubbles that form, which are CO2. (Not all will produce a reaction.) You can also try flour, baking powder, powdered sugar, and cornstarch in place of the baking soda. Try these substitutes for the vinegar: water, lemon juice, orange juice, and oil.


Materials:


  • baking soda
  • chalk
  • distilled white vinegar
  • washing soda
  • disposable cups and popsicle sticks
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Click here to go to next lesson on Precision and Accuracy.


A fundamental concept in science is that mass is always conserved. Mass is a measure of how much matter (how many atoms) make up an object. Mass cannot be created or destroyed, it can only change form.


Materials: paper, lighter or matches with adult help


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Click here to go to next lesson on Air Having Mass.

Ever wonder how the water draining down your sink gets clean again? Think about it: The water you use to clean your dishes is the same water that runs through the toilet. There is only one water pipe to the house, and that source provides water for the dishwasher, tub, sink, washing machine, toilet, fish tank, and water filter on the front of your fridge. And there’s only one drain from your house, too! How can you be sure what’s in the water you’re using?


This experiment will help you turn not only your coffee back into clear water, but the swamp muck from the back yard as well. Let’s get started.
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Click here to go to next lesson on Conservation of Mass.


Did you know that most people can’t crack an egg with only one hand without whacking it on something? The shell of an egg is quite strong! Try this over a sink and see if you can figure out the secret to cracking an egg in the palm of your hand…(Hint: the answer is below the video – check it out after you’ve tried it first!)


How can you tell if an egg is cooked or raw? Simply spin it on the counter and you’ll get a quick physics lesson in inertia…although you might not know it. A raw egg is all sloshy inside, and will spin slow and wobbly. A cooked egg is all one solid chunk, so it spins quickly. Remember the Chicken and the Clam experiment?


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Click here to go to next lesson on water purification.


Density is basically how tightly packed atoms are. (Mathematically, density is mass divided by volume.) For example, take a golf ball and a ping pong ball. Both are about the same size or, in other words, take up the same volume.


However, one is much heavier, has more mass, than the other. The golf ball has its atoms much more closely packed together than the ping pong ball and as such the golf ball is denser.


These are quick and easy demonstrations for density that use simple household materials:
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Click here to go to next lesson on Salty Eggs.


How many seconds in an hour?
How tall are you in centimeters?
How big is your house?


If it sounds confusing to convert miles to inches or years to seconds, then this video will show you how to convert them easily:
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Click here to go to next lesson on Density.

If you’re going to do a chemistry experiment, you’re going to use chemicals. How much of each one you use is going to change the results you get, so it’s important to find a way to accurately measure out the same amount of chemical each time.


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Click here to go to next lesson on Converting Units.

One of the problems kids have is how to experiment with their great ideas without getting lost in the jumble of results. So often students will not have any clear ideas about what change caused which effect in their results!


They also have trouble communicating their ideas in a way that not only makes sense, but also is acceptable by science fairs or other technical competitions designed to get kids thinking like a real scientist. Kids constantly struggle to apply the scientific method to their science project in school, for scout badges, or any other type of report where it’s important that other folks know and understand their work.


In this video, I am going to walk you through all the steps of the scientific method by just doing it so you can really see it in action. I’ve taken an everyday topic in alternative energy and applied the scientific method to get a real answer to my question about solar cells.



The scientific method is widely used by formal science academia as well as scientific researchers. For most people, it’s a real jump to figure out not only how to do a decent project, but also how to go about formulating a scientific question and investigate answers methodically like a real scientist. Presenting the results in a meaningful way via “exhibit board”… well, that’s just more of a stretch that most kids just aren’t ready for. There isn’t a whole lot of useful information available on how to do it by the people who really know how.


This section is designed to show you how to do several cool projects (and one really nifty one at the end), walk you through the steps of theorizing, hypothesizing, experimentation, and iterating toward a conclusion the way a real engineer or scientist does. And we’ll also cover communicating your ideas to your audience using a display board and the oral presentation using top tips and tricks from real scientists.


Click here to read up on the method or start the experiments!

Click here to go to next lesson on Measuring Chemicals and Converting Units.

Gravimetric analysis is a technique through which the amount of the ion being analyzed can be determined through the measurement of mass. Gravimetric analysis depend on comparing the masses of two compounds containing the ion to be analyzed. Here’s an example:


A 3.46 g sample of limestone(CaCO3 ) was dissolved in 0.1M (HCl) solution like this:


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Click here for Homework Problem Set #2

If you had a choice between a glass of lemon juice or apple juice, most folks would pick the sweeter one – apple. Did you know that apples are loaded with malic acid, and are actually considered to be acidic? It’s just that there is so much more sugar in an apple than a lemon that your taste buds can be fooled. Here’s a scientific way (which is much more reliable) to tell how acidic something is.


Acids are sour tasting (like a lemon), bases are bitter (like unsweetened cocoa powder). Substances in the middle are more neutral, like water. Scientists use the pH (power of hydrogen, or potential hydrogen) scale to measure how acidic or basic something is. Hydrochloric acid registers at a 1, sodium hydroxide (drain cleaner) is a 14. Water is about a 7. pH levels tell you how acidic or alkaline (basic) something is, like dirt. If your soil is too acidic, your plants won’t attract enough hydrogen, and too alkaline attracts too many hydrogen ions. The right balance is usually somewhere in the middle (called ‘pH neutral’). Some plants change color depending on the level of acidity in the soil – hydrangeas turn pink in acidic soil and blue in alkaline soil.


There are many different kinds of acids: citric acid (in a lemon), tartaric acid (in white wine), malic acid (in apples), acetic acid (in vinegar), and phosphoric acid (in cola drinks). The battery acid in your car is a particularly nasty acid called sulfuric acid that will eat through your skin and bones. Hydrochloric acid is found in your stomach to help digest food, and nitric acid is used to make dyes in fabrics as well as fertilizer compounds.


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Click here to go to next lesson on Gravimetric Calculations.

Precipitate reactions are like watching a snow globe, but the snow appears out of nowhere.


For example, you can combine two liquid solutions that are totally clear and when you put them together, they each break apart into ions and then recombine in a way that looks like white snow in your test tube. Basically precipitate reactions make it possible to see the ions in a solution because they form a salt that’s not soluble – it doesn‘t dissolve in the solution. You can also get different colors of the precipitate snow, depending on which reactants you start out with. If you were to use potassium bromide (KBr) with silver nitrate, you’d find a yellowish snowstorm of silver bromide (AgBr).


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When an atom (like hydrogen) or molecule (like water) loses an electron (negative charge), it becomes an ion and takes on a positive charge. When an atom (or molecule) gains an electron, it becomes a negative ion. An electrolyte is any substance (like salt) that becomes a conductor of electricity when dissolved in a solvent (like water).


This type of conductor is called an ‘ionic conductor’ because once the salt is in the water, it helps along the flow of electrons from one clip lead terminal to the other so that there is a continuous flow of electricity.


This experiment is an extension of the Conductivity Tester experiment, only in this case we’re using water as a holder for different substances, like sugar and salt. You can use orange juice, lemon juice, vinegar, baking powder, baking soda, spices, cornstarch, flour, oil, soap, shampoo, and anything else you have around. Don’t forget to test out plain water for your ‘control’ in the experiment!


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Click here to go to next lesson on Acid-Base reactions.


Precipitate reactions are like watching a snow globe, but the snow appears out of nowhere.


For example, you can combine two liquid solutions that are totally clear and when you put them together, they each break apart into ions and then recombine in a way that looks like white snow in your test tube. Basically precipitate reactions make it possible to see the ions in a solution because they form a salt that’s not soluble – it doesn‘t dissolve in the solution. You can also get different colors of the precipitate snow, depending on which reactants you start out with. If you were to use potassium bromide (KBr) with silver nitrate, you’d find a yellowish snowstorm of silver bromide (AgBr).


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Click here to go to next lesson on Electrolytes

If you love the idea of mixing up chemicals and dream of having your own mad science lab one day, this one is for you. You are going to mix up each solid with each liquid in a chemical matrix.


In a university class, one of the first things you learn in chemistry is the difference between physical and chemical changes. An example of a physical change happens when you change the shape of an object, like wadding up a piece of paper. If you light the paper wad on fire, you now have a chemical change. You are rearranging the atoms that used to be the molecules that made up the paper into other molecules, such as carbon monoxide, carbon dioxide, ash, and so forth.


How can you tell if you have a chemical change? If something changes color, gives off light (such as the light sticks used around Halloween), or absorbs heat (gets cold) or produces heat (gets warm), it’s a chemical change.


What about physical changes? Some examples of physical changes include tearing cloth, rolling dough, stretching rubber bands, eating a banana, or blowing bubbles.


About this experiment: Your solutions will turn red, orange, yellow, green, blue, purple, hot, cold, bubbling, foaming, rock hard, oozy, and slimy, and they’ll crystallize and gel — depending on what you put in and how much!


This is the one set of chemicals that you can mix together without worrying about any lethal gases. I do recommend doing this OUTSIDE, as the alcohol and peroxide vapors can irritate you. Always have goggles on and gloves on your hands, and a hose handy in case of spills. Although these chemicals are not harmful to your skin, they can cause your skin to dry out and itch. Wear gloves (latex or similar) and eye protection (safety goggles), and if you’re not sure about an experiment or chemical, just don’t do it. (Skip the peroxide and cold pack if you have small kids.)


Materials:
• sodium tetraborate (borax, laundry aisle)
• sodium bicarbonate (baking soda, baking aisle)
• sodium carbonate (washing soda, laundry aisle)
• calcium chloride (AKA “DriEz” or “Ice Melt”)
• citric acid (spice section, used for preserving and pickling)
• ammonium nitrate (single-use disposable cold pack)
• isopropyl rubbing alcohol
• hydrogen peroxide
• acetic acid (distilled white vinegar)
• water
• liquid dish soap (add to water)
• muffin tin or disposable cups
• popsicle sticks for stirring and mixing
• tablecloths (one for the table, another for the floor)
• head of red cabbage (indicator)


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Click here to go to next lesson on Precipitation Reactions.


In order to mix up chemicals in the right amounts (so we get the right amount out of the reaction), we have to figure out how much of a chemical to put in in the first place. Sometimes chemists have this problem: they need for example 2.0 L of 1.5 M solution of Na2CO3 (sodium carbonate). They find a bottle of Na2CO3 on the shelf, some distilled water, and a 2.00L flask. How much Na2CO3 do they put in the flask with the water?


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Click here to go to next lesson on Chemical Matrix.

When an atom (like hydrogen) or molecule (like water) loses an electron (negative charge), it becomes an ion and takes on a positive charge. When an atom (or molecule) gains an electron, it becomes a negative ion. An electrolyte is any substance (like salt) that becomes a conductor of electricity when dissolved in a solvent (like water).


This type of conductor is called an ‘ionic conductor’ because once the salt is in the water, it helps along the flow of electrons from one clip lead terminal to the other so that there is a continuous flow of electricity.


This experiment is an extension of the Conductivity Tester experiment, only in this case we’re using water as a holder for different substances, like sugar and salt. You can use orange juice, lemon juice, vinegar, baking powder, baking soda, spices, cornstarch, flour, oil, soap, shampoo, and anything else you have around. Don’t forget to test out plain water for your ‘control’ in the experiment!


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Click here to go to next lesson on Molarity and preparation of solutions.

The kinetic theory of gases assumes that all gases behave ideally, but we know that’s not really what happens in the real world. For example, real gas particles do occupy space and also attract each other, although these properties are more apparent at lower temperature because usually the particles have enough kinetic energy to zip by each other without worrying about the attractive or repulsive charges from other molecules. If the molecules move slow enough though, they do get affected by the push or pull of other molecules.


Also at high pressures, the molecules are so tightly packed together that they do start to have volume considerations that need to be addressed. So for a real gas, we can make calculations like this:


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The kinetic theory of gases relates what’s going on with the motion of the tiny invisible molecules with the properties you can measure, like temperature and pressure. Kinetic means the study of motion, and for us, it’s the motion of the gas molecules.


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Atoms are held together by bonds, and bonds take energy, so an atom that is bonded has less energy than if it was free floating around on its own. Energy is required to break a bond (bond energy). Energy is released when a bond is created. (We’ll use this idea again later when we talk about Lewis Dot structures.) Each molecule has its own bond energy which you can look up in a table in your chemistry book. For example, C-H bonds take about 100kcal of energy to break 1 mol of C-H bonds, so you’ll find bond energies listed in kcal per mol. If you look up C-C bonds, you’ll find 80 kcal/mol. And a double C-C bond is 145 kcal per mol.


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This is a cool video from a Teacher’s Educational Channel in Europe I thought you might enjoy about the science of fireworks:



You can view the full video here: https://www.youtube.com/watch?v=3hNf8DRg5vQ


The “mean free path” is the average distance a gas molecule travels between collisions. If a molecule has a diameter “d”, then the effective cross section for a collision is “π d2“. This is used mostly with the Kinetic Theory of Gases, and is a good estimation of how particles move in a gas.
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Graham’s law tells is how gases move through porous materials, like air in a balloon. Ever noticed how balloons don’t stay inflated forever? That’s because the gas diffuses through the balloon skin itself. And if you take a good look, helium balloons deflate the next day, whereas normal air balloons will keep for a few days. Small helium molecules effuse through the tiny holes in the balloon skin much faster than normal air does.
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Avogadro’s Law states that 1 mole of every gas occupies the same volume at the same temperature and pressure. The mass of the gas might be different… one mole of helium is going to weigh less than one mole of nitrogen, for example, but the number of helium gas molecules is exactly the same as the number of nitrogen molecules, and both of them will occupy the same amount of space (22.4L) at standard temperature and pressure. At room temperature and pressure, it’s slightly higher (24 L).
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Gravimetric analysis is a technique through which the amount of the ion being analyzed can be determined through the measurement of mass. Gravimetric analysis depend on comparing the masses of two compounds containing the ion to be analyzed. Here’s an example:


A 3.46 g sample of limestone(CaCO3 ) was dissolved in 0.1M (HCl) solution like this:


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h2o2This experiment below is for advanced students. If you’ve ever wondered why hydrogen peroxide comes in dark bottles, it’s because the liquid reacts with sunlight to decompose from H2O2 (hydrogen peroxide) into H2O (water) and O2 (oxygen). If you uncap the bottle and wait long enough, you’ll eventually get a container of water (although this takes a LOOONG time to get all of the H2O2 transformed.)


Here’s a way to speed up the process and decompose it right before your eyes. For younger kids, you can modify this advanced-level experiment so it doesn’t involve flames. Here’s what you do:


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Click here for Homework Problem Set #3


A decomposition reaction breaks a complicated molecule into simpler ones usually by heating, but not always. In fact, if you leave a bottle of hydrogen peroxide on the counter, it decomposes into water (H2O) and oxygen (O2) without any heating at all. 2H2O  2O2 + 2H2


A very common type of decomposition is shown by the chemistry of metal carbonates. Calcium, one of the most abundant elements on earth, usually is locked up in limestone, called calcium carbonate. CaCO3. When heated to about 1000 degrees C, it decomposes to make lime (a solid metal oxide) and CO2 gas. Chemical engineers make more then 348 million tonnes of lime to make steel, cement and other chemicals.


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Click here to go to next lesson on Hydrogen Peroxide.

This experiment is for advanced students.


Sparks flying off in all directions…that’s fun. In this lab, we will show how easy it is to produce those shooting sparks. In a sparkler you buy at the store, the filings used are either iron or aluminum.


The filings are placed in a mixture that, when dry, adheres to the metal rod or stick that is used in making the sparkler. The different colors are created by adding different powdered chemicals to the mixture before it dries. When they burn, we get red, blue, white, and green.


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Click here to go to next lesson on Decomposition Reactions.

This experiment is for advanced students.


Ever use soap? Sodium hydroxide (NaOH) is the main component in lye soap. NaOH is mixed with some type of fat (vegetable, pig, cow, etc).  Scent can be added for the ‘pretty’ factor and pumice or sand can be added for the manly “You’re coming off my hands and I’ll take no guff” factor. Lots of people still make their own soap and they enjoy doing it.


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Click here to go to next lesson on Combustion Reactions.


Ammonia has been used by doctors, farmers, chemists, alchemists, weightlifters, and our families since Roman times. Doctors revive unconscious patients, farmers use it in fertilizer, alchemists tried to use it to make gold, weightlifters sniff it into their lungs to invigorate their respiratory system and clear their heads prior to lifting tremendous loads. At home, ammonia is used to clean up the ketchup you spilled on the floor and never cleaned up.


The ammonia molecule (NH3) is a colorless gas with a strong odor – it’s the smell of freshly cleaned floors and windows. Mom is not cleaning with straight ammonia (it’s gas at room temperature because it boils at -28oF, so the stuff she cleans with is actually ammonium hydroxide, a solution of ammonia and water).  Ammonia is found when plans and animals decompose, and it’s also in rainwater, volcanoes, your kidneys (to neutralize excess acid), in the ocean, some fertilizers, in  Jupiter’s lower cloud decks, and trace amounts are found in our own atmosphere (it’s lighter than air).


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Click here to go to next lesson on Sodium Hydroxide.


Displacement: There are several different types of displacement reactions, including single, double, and acid-base.
An example of a single substitution reaction (A + BC  AC + B) occurs when zinc combines with hydrochloric acid. The zinc replaces the hydrogen: Zn + 2 HCl  ZnCl2 + H2


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This experiment is for advanced students.


Brimstone is another name for sulfur, and if you’ve ever smelled it burn…..whoa….I’m telling you ….you will see for yourself in this lab. It is quite a smell, for sure. Sulfur is element #6 on the periodic table. Sulfur is used in fertilizer, black powder, matches, and insecticides. In pioneer times sulfur was put into patent medicines and used as a laxative.


To further the evil reputation of sulfur, or brimstone, when sulfur is burned in a coal fired power plant, sulfur dioxide is produced. The sulfur is spewed into the air, where it is reacts with moisture in the air to form sulfuric acid. The clouds get full and need to let go of this sulfuric acid. Down comes the acid rain to wreak havoc on the masonry and plant life below.


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Click here to go to next lesson on Displacement Reactions.


This reaction happens when simple compounds come together to form a more complicated compound.


The iron (Fe) in a nail combines with oxygen (O2) to form rust, also called iron oxide (Fe2O3).
2Fe + O2  Fe2O3


We’re about to do a synthesis reaction with sulfur. Sulfur is element #6 on the periodic table. Sulfur is used in fertilizer, black powder, matches, and insecticides. In pioneer times sulfur was put into patent medicines and used as a laxative.
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Click here to go to next lesson on Burning Sulfur.

Using ocean water (or make your own with salt and water), you can generate enough power to light up your LEDs, sound your buzzers, and turn a motor shaft. We’ll be testing out a number of different materials such as copper, aluminum, brass, iron, silver, zinc, and graphite to find out which works best for your solution.


This project builds on the fruit battery we made in Unit 8. This experiment is for advanced students.


The basic idea of electrochemistry is that charged atoms (ions) can be electrically directed from one place to the other. If we have a glass of water and dump in a handful of salt, the NaCl (salt) molecule dissociates into the ions Na+ and Cl-.


When we plunk in one positive electrode and one negative electrode and crank up the power, we find that opposites attract: Na+ zooms over to the negative electrode and Cl- zips over to the positive. The ions are attracted (directed) to the opposite electrode and there is current in the solution.


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Click here to go to next lesson on Synthesis Reaction .


Sterling silver is an alloy (a solid solution) of silver and copper. In order to find the percent of silver, you have to break it apart from the copper, which will make it an ion floating around in a liquid. Then you will need to bond it to something that will make it turn back into a solid so you can measure it.


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Click here to go to next lesson on Salty Battery.


Your silver turns black because of the presence of sulfur in food. Here’s how the cleaning works: The tarnished spoon has silver sulfide on it, and when you put it in the solution, the silver sulfide combines with the baking soda and salt in the water solution to break apart into sulfur (which gets deposited on the foil) and silver (which goes back onto the spoon). Using the heat from your stove, you’ve just relocated the tarnish from the spoon to the foil. Just rinse clean and wipe dry!


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Click here to go to next lesson on Redox Reaction Experiment.


The oxidation number of an element is the charge the atom has


I. For an atom in its elemental form the oxidation number is zero.
II. For any monatomic ion the oxidation number equals the charge of the ion.
III. For nonmetals the oxidation number is usually negative.
a) Oxygen is usually -2 in all compounds.
b) Fluorine is -1 in all compounds.
c) Hydrogen is +1 when bonded to nonmetals and -1 when bonded to metals (metal hydrides).
IV. The sum of the oxidation numbers for all atoms is zero for neutral
compounds or equals the charge for polyatomic ions.


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Click here to go to next lesson on Grandma’s Silver.

We already talked about how matter is anything that takes up space, like air, kittens, your left armpit… Mass can exist in different states. What are they?


Solid, liquid and gas. You also know about two more additional states: what are they? Plasma and BEC! Can matter exist in more than one state at a time? Sure – ever had a glass of water? That has liquid water and solid water molecules (ice) at the same time!


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Click here to go to next lesson on Scientific method.

These are the scientific concepts students learn, separated by grade level according to both the national standards for science and Aurora’s personal experience in working with kids for nearly two decades. The scientific concepts are organized into categories within each grade level. You’ll find some areas span more than one grade level, so you will see some experiments listed for multiple grade levels.

PRE-K & K

Material properties, introduction to forces and motion, plants and animals, and basic principles of earth science.

First Grade

States of matter, weather, sound energy, light waves, and experimenting with the scientific method.

Second Grade

Chemical reactions, polymers, rocks and minerals, genetic traits, plant and animal life cycles, and Earth's resources.

Third Grade

Newton's law of motion, celestial objects, telescopes, measure the climate of the Earth and discover the microscopic world of life.

Fourth Grade

Electricity and magnetism, circuits and robotics, rocks and minerals, and the many different forms of energy.

Fifth Grade

Chemical elements and molecules, animal and plant biological functions, heat transfer, weather, planetary and solar astronomy.

Sixth Grade

Heat transfer, convetion currents, ecosystems, meteorology, simple machines, and alternative energy.

Seventh Grade

Cells, genetics, DNA, kinetic and potential, thermal energy, light and lasers, and biological structures.

Eighth Grade

Acceleration, forces projectile motion chemical reactions, deep space astronomy, and the periodic table.

High School (Advanced)

Alternative energy, astrophysics, robotics, chemistry, electronics, physics and more. For high school & advanced 5-8th students.

Teaching Resources

Tips and tricks to getting the science education results you want most for your students.

Science Fair Projects

Hovercraft, Light Speed, Fruit Batteries, Crystal Radios, R.O.V Underwater Robots and more!


Chemical Data & Safe Handling Information Sheet

What do I really need to know first? First of all, the chemicals in this set should be stored out of reach of pets and children. Grab the chemicals right now and stuff them in a safe place where accidents can’t happen. Do this NOW! If you haven't already done so, make sure to watch the introductory video for the Intermediate Chemistry and Advanced Chemistry lessons. They contain important information about the chemicals and lab equipment you'll be using. When you’re done storing your chemicals out of reach, watch this video: Please login or register to read the rest of this content.

Click here to go to next lesson on Chemistry fundamentals.

 

This unit on Chemistry is chocked full of demonstrations and experiments for two big reasons. First, they’re fun. But more importantly, the reason we do experiments in chemistry is to hone your observational skills. Chemistry experiments really speak for themselves, much better than I can ever put into words or show you on a video. And I’m going to hit you with a lot of these chemistry demonstrations to help you develop your observing techniques.



In most standard chemistry lessons, a teacher walks in and says, “Now I will demonstrate the insolubility of barium sulfate by mixing equal volumes of zero point one molar barium chloride and zero point one molar sodium sulfate and observe what happens.” Anyone still awake?


In this unit, you’ll be mixing up things that bubble, ooze, slither, spit, change color, crystallize, and fizz. (I think there’s even one that belches.) And rather than announcing things in a dull and boring fashion, I’m just going to outline the steps and ask YOU to notice any and all changes, no matter how strange or weird. Or small. Even a tiny temperature difference can indicate something big is about to happen.


Click here to go to next lesson on Safety Information.

Shine a light through polarized sunglasses and the brightness decreases. If you hold two pairs of sunglasses one way, the light then is completely blocked! Not only that, but when you insert a third pair in between the two allows light to pass through again! Spooky!


Materials


  • Three pairs of polarized sunglasses (or three lenses from two old pairs)
  • Sunny window
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This is a recording of a recent live teleclass I did with thousands of kids from all over the world. I’ve included it here so you can participate and learn, too!


This class is all about Light Waves, Lasers and Holograms! This is a newly updated version of the older Light Waves and Lasers teleclass here.


We’re going to learn about the wild world of light that has baffled scientists for over a century. You’ll be twisting and bending light as we learn about refraction, reflection, absorption, and transmission using lenses, lasers, mirrors, and optical filters with everyday stuff like gummy bears, paperclips, pencils and water!


We’re going to learn how to build a projection hologram out of piece of old plastic, make a laser microscope so you can see tiny little microscopic creatures, bend laser light to follow any path you want without using mirrors, and finally understand how glow in the dark toys really work on the subatomic level. Are you ready?


Materials:


  • Pencil
  • Paper
  • Clothespin
  • Paperclip
  • Rubber band
  • Gummy bears
  • Red laser
  • Flashlight
  • Old CD
  • Scissors
  • Pliers
  • Glass of water
  • Clear Plastic Film
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This is a recording of a recent live class I did with an entire high school astronomy class. I’ve included it here so you can participate and learn, too!


Light is energy that can travel through space. How much energy light has determines what kind of wave it is. It can be visible light, x-ray, radio, microwave, gamma or ultraviolet. The electromagnetic spectrum shows the different energies of light and how the energy relates to different frequencies, and that’s exactly what we’re going to cover in class. We’re going to talk about light, what it is, how it moves, and it’s generated, and learn how astronomers study the differences in light to tell a star’s atmosphere from  millions of miles away.


I usually give this presentation at sunset during my live workshops, so I inserted slides along with my talk so you could see the pictures better. This video below is long, so I highly recommend doing this with friends and a big bowl of popcorn. Ready?


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This is a recording of a recent live teleclass I did with thousands of kids from all over the world. I've included it here so you can participate and learn, too!

We’re going to be mixing up dinosaur toothpaste, doing experiments with catalysts, discovering the 5 states of matter, and building your own chemistry lab station as we cover chemical kinetics, phase shifts, the states of matter, atoms, molecules, elements, chemical reactions, and much more. We’re also going to turn liquid polymers into glowing putty so you can amaze your friends when it totally glows in the dark. AND make liquids freeze by heating them up (no kidding) using a scientific principle called supercooling,

Materials:
  • Chemistry Worksheet
  • Aluminum pie plate
  • Bowl
  • Clear glue or white glue
  • Disposable cups
  • Goggles & gloves
  • Hydrogen peroxide
  • OPTIONAL: Instant reusable hand warmer (containing sodium acetate )
  • Liquid soap
  • Popsicle sticks
  • Scissors or pliers
  • Sodium tetraborate (also called “Borax”)
  • Water bottle
  • Yeast
  • Yellow highlighter
  • Optional: If you want to see your experiments glow in the dark, you'll need a fluorescent UV black light (about $10 from the pet store - look in cleaning supplies under "Urine-Off" for a fluorescent UV light). UV flashlights and UV LEDs will not work.
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Imagine a plate of spaghetti. The noodles slide around and don’t clump together, just like the long chains of molecules (called polymers) that make up slime. They slide around without getting tangled up. The pasta by itself (fresh from the boiling water) doesn’t hold together until you put the sauce on. Slime works the same way. Long, spaghetti-like chains of molecules (called polymers) don’t clump together until you add the sauce – something that cross-links the molecule strands (polymer) together.
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Potassium perchlorate is usually safer than chlorate salt, but it sometimes is hard to get it. In the past, the only supplier in the US makes ammonium perchlorate, the oxidizer that was used with the space shuttle booster rockets, and each shuttle launch required 1.5 million pounds of it, which was twice the annual consumption rate, so when there were a lot of shuttle launches, the fireworks market took a hit and it was near impossible to get any potassium perchlorate.
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Chemists want to control not only what comes out of a chemical reaction, but how fast the reaction occurs. For example, scientists are working to slow down the depletion rate of the ozone in the upper level of our atmosphere, so we stay protected from harmful UV rays.


The rate of the chemical reaction of a nail rusting is slow compared to how fast baking soda reacts with vinegar. Different factors affect the speed of the reaction, but the main idea is that the more collisions between particles, the faster the reaction will take place.
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Hydrolysis is a chemical reaction that happens when a molecule splits into two parts when water is added. One part gains a hydrogen (H+) and the other gets the hydroxyl (OH–) group. The reaction in the experiment forms starch from glucose, and when we add water, it breaks down the amino acid components just like the enzymes do in your stomach when they digest food.


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