Real World Chemistry
Students were able to authentically connect concepts which
bridged scientific and artistic content areas.
Curriculum/State Standards
K-12 Science Benchmarks
By the end of the 11-12 program:
Physical Sciences - A. Explain how
variations in the arrangement and motion of atoms and molecules form the
basis of a variety of biological, chemical and physical phenomena.
Scientific Inquiry - A. Make appropriate choices when designing and participating in scientific investigations by
using cognitive and manipulative skills
when collecting data and formulating
conclusions from the data.
Scientific Ways of Knowing - A.
Explain how scientific evidence is used
to develop and revise scientific predictions, ideas or theories.
Academic Content Standards
Grade Eleven
Science and Technology 1-3
Scientific Inquiry 1-5
Scientific Ways of Knowing 1-3, 5, 11
Grade Twelve
Physical Sciences 5
Science and Technology 3
Scientific Inquiry 1-5
Scientific Ways of Knowing 1-5, 9
Overview
Students were given five tasks which
are described in the Objectives section
below. The tasks were open ended and
required students to apply previously
learned knowledge and problem solving skills to a real world application.
A hands-on inquiry approach was used
to connect the following concepts:
• Stoichiometry and propulsion
(2 projects)
•P
olarity, Fabric chemistry and art
(2 projects)
• Electrochemistry, Adhesion and art
Project Objectives
11-12
GRADE LEVEL
• The students will develop critical
thinking skills to project 20 years into
the future and create their own
Materials
Soda Bottle Boats:
baking soda and vinegar
Fuel Cell Football:
PVC pipe, PVC adapters, bbq grill
igniter, butt connectors, speaker
wire, Plexiglass
Radial Chromatography T-Shirts: Sharpie markers and 99% rubbing
alcohol
Anodized Aluminum:
aluminum flashing and Rit dye
Reactive Fabric Dyes:
dye fixer, Urea, Ludigol, gloves,
reactive dyes
Readiness Activity
This project was implemented in a second year chemistry course.
“Soda Bottle Boats” was a hands on,
inquiry based review of first year
stoichiometry.
“Fuel Cell Football” was a discovery
activity preceding a unit on gas laws
to break things down in the simplest
terms: 2 parts hydrogen gas + 1 part
oxygen gas + 1 water molecule (and a
whole lot of fun!)
“Radial Chromatography” was a crossover topic from properties of solutions
into on organic chemistry.
“Anodized Aluminum” was a culmination of a unit on electrochemistry.
“Reactive Fabric Dyes” was a culmination of a unit on organic chemistry.
5
WEEKS
Continued...
$500
TOTAL BUDGET
THIS WINNING PROJECT IDEA WAS SUBMITTED BY:
Jeff Ungerer
Fairbanks High School
11158 State Route 38, Milford Center, OH 43045
“Real World Chemistry”
project continued...
Strategies/Activities
Soda Bottle Boats:
• A reaction between baking soda and
vinegar was demonstrated.
• The following question and directive
was posed to students:
“Can you and your lab partner build
a “boat” from a 20 oz. bottle powered
only by baking soda and vinegar that
will travel the length of 10 feet in under 60 seconds? GO!” The answer to,
“How long do we have?” was, “How
long do you need? GO! Have fun!
Make something fabulous! GO!”
This is a very open ended activity
and will be descibed as such. In pairs,
students will construct a boat powered only by the reaction produced by
baking soda and vinegar. Each group
will have access to glue guns, scissors,
electronic balances, utility knives,
baking soda, vinegar, and flexible
straws. Other materials may be used
in the construction process. Creativity
is expected. It is expected that no two
groups will merge to prepare identical construction plans. This will force
partners to work as partners, and no
informal groups of four will have an
advantage. In addition, students will
have to optimize the “fuel” ratio. Boats
will be launched outside in a 10 foot
gutter filled with water. Each group
will have 3 launch attempts. Between
launches, modifications to the “fuel”
ratio or the “fuel” delivery method will
be allowed. Students will record time,
distance, and amounts of baking soda
and vinegar for each trials.
Radial Chromatography T-Shirts:
Radial Chromatography Students will
provide a prewashed, white, cotton
clothing item. Each student will have
access to Sharpie markers, rubbing alcohol, disposable pipets, rubber bands,
and empty cans of assorted diameters.
By stretching a section of fabric over
the can and securing with a rubber
band, a circular pattern of dots can be
made with the markers. Rubbing
alcohol is dropped in the center of the
dots. The effulent separates the marker
dyes into a unique, beautiful radial
pattern. Students will explore color
combinations, patterns, and marker
dye composition. Students will be
able to take home their creation, iron
it to set the dyes, and wear it forever.
Although one objective may be to
teach chromatography as a method to
separate mixtures, there is an extension
to a culminating event after teaching
the topics of polarity and chemical
bonding.
Reference: http://chemmovies.unl.
edu/chemistry/beckerdemos/BD038c.
html
Anodized Aluminum:
Aluminum can be a anodized by
immersion into a boiling water bath
containing Rit dye. The dye permanently bonds with the surface layer
of aluminum oxide. Students will use
the internet to research procedures of
surface preparation to maximize the
formation of aluminum oxide. Students
will submit a written proposal to prepare the surface. Upon approval from
the instructor, the student will receive
a one square foot piece of aluminum
flashing and scissors. Various colors
of Rit dye will be available. Students
will test various color combinations
and immersion times. The expectation is that students will create unique
shapes, colors, and patterns during the
project. The outcome of this project
could, certainly, be a fabulous mobile
or chandelier.
In a 1-L beaker, heat 1 package of
powdered Rit-Dye® until it nearly
boils. Immerse aluminum flashing into
the mixture until the flashing is coated
with the dye. The coating is a permanent bond between the dye and the
aluminum oxide layer on the surface.
Fuel Cell Football:
A scaled version of an NFL goal post
can be constructed with PVC pipe
and connectors. A BBQ grill igniter
can be modified with Butt Connectors
and Speaker Wire to create an ignition
source for an exothermic reaction.
The exothermic reaction is generated
inside of a jumbo pipet bulb between
hydrogen gas and oxygen gas. These
gases are generated as such:
Hydrogen: Mossy Zinc and 2 M
hydrochloric acid
Oxygen: Bakers yeast and 3%
hydrogen peroxide
Students use water displacement in
the jumbo pipet bulb to create a 2:1 ratio. Students experiment to determine
the proper amount of water to leave
in the jumbo pipet bulb for maximum
propulsion.
Reactive Fabric Dyes:
Students soak a 100% white cotton
T-shirt in dye fixer for 5 – 10 minutes.
During this time, students will prepare
work surfaces with plastic coverings
and newspaper. They will, also, gather
previously prepared (by the instructor)
dye solutions according to their color
scheme. (Details on preparing dyes can
be found at www.bestdye.com). Students fold and tie their shirts according
to the pattern that they desire. Dye is
applied with pipets.
Continued...
“Real World Chemistry”
project continued...
Culminating Activity
Soda Bottle Boats:
Introduction to second year
stoichiometry
Fuel Cell Football:
PV = nRT
Radial Chromatography T-Shirts: Evaluation by the art department
Anodized Aluminum:
Evaluation by the art department
Reactive Fabric Dyes:
“Shock and awe” as juniors and seniors parade the halls of Fairbanks
High School clothed in tie-dyed
beauty.
Evaluation Method
Soda Bottle Boats:
Times, daily progress, and project
summary
Radial Chromatography T-Shirt:
Exam question: You are given an orange M&M. Describe how you would
determine the composition of the dye.
Anodized Aluminum:
Students will present their final anodized aluminum project to the class for
peer review. In doing so, they will be
expected to describe their methodology.
Fuel Cell Football:
This is very performance based …
did it go through the goal or not? I
used this activity for bonus points to
create excitement at the beginning of
a unit and the end of a grading period.
I followed up with post lab questions
describing in the original grant
application.
Reactive Fabric Dyes:
Exam question: Consider the following structures of a cotton and Procion
Brilliant Blue RS dye.
Cotton: Explain how the dye fixer
(sodium carbonate) allows the Procion
Brilliant Blue RS dye to react with the
cotton.”“Consider the structure of the
ester monomer used to make polyester.
Would Procion Brilliant Blue RS
dye react with polyester? Explain your
reasoning.