3rd Grade Students Learn About the Chemistry of Polymers

ACES team: Cameron, Kyle, Seth, Christian, Kyle, Mike, Brandon, Madison and Ashley
ACES team: Cameron, Kyle, Seth, Christian, Kyle, Mike, Brandon, Madison and Ashley

In Fall 2014, Tanque Verde High School ChemClub members had an opportunity to work with 3rd grade students in our school district presenting activities about polymers provided by the American Chemical Society. We were assigned to a specific 3rd grade teacher at two elementary schools in Tucson, Ariz. (Aqua Caliente Elementary School and Tanque Verde Elementary School). For some of our veteran ChemClub members it was a second chance to work with elementary school kids.

It took us two weeks to build kits for the students to use during the outreach, as well as to practice our presentation. Most of the ideas were from the “Jiggle Gels” guide, but we included an activity to illustrate cross-linking and expanded the demo to show the making of artificial snow.

TVHS_9Everyone was expecting us at the elementary schools. Kids were very excited seeing us with the boxes full of materials and could not wait for us to start. In all of the excitement, lots of water got spilled on the tables. Luckily we were prepared and brought additional supplies with us!

Sodium Polyacrylate Polymer

Kids were completely stunned by the first demonstration where the water poured into a series of cups seemed to disappear when the cups were inverted. The students were even more interested in this demo when we showed them how properties of sodium polyacrylate polymer made this possible. It was a very good opening to the outreach presentation because this demo caught the students’ attention and made them want to experiment with that substance.

They really liked working with pipets and studying the properties of the sodium polyacrylate polymer.

Artificial Snow

TVHS_12For our next demo, we made artificial snow. That was a big hit! Everyone was fascinated with it, many saying things like “Wow! It even feels cold and wet like snow” and one student even tried to make off with a handful of the snow before we caught him.

Gro-Dinosaurs

Distributing the Gro-Dinosaurs for a graphing activity was a good break for the kids because they could remove their goggles for a while. But no one complained when we told them to put the goggles back on. They were so excited to make slime!

Super Slime

For the Super Slime activity most of students handled the pipet and borax solutions very well and had no trouble deciding quickly who would stir and who would add the solution. They loved the slime they had created and we could barely get some of them to divide it and store it in plastic bags so they could take it home later.

Cross-Linking Activity

To help 3rd graders to understand how slime is made, we had a cross-linking activity. We had volunteers to wear green tags with “X-link” written on them. All other students made chains by holding hands, and the kids with the cross-link tags were grabbing to the chains.

TVHS_3

Water, Pencils and a Plastic Bag

During the final demo we compared two plastic bags made of different polymers. Kids couldn’t believe that the PVA plastic was dissolving in water. Then we put water into a regular plastic bag to show them that it had different properties. We did this by poking sharp pencils into the bag, but this plastic is so elastic the holes made by the pencils didn’t leak. I had to refrain from laughing when almost every single kid flinched as the presenter stabbed the first pencil through the water filled bag. To be completely honest, I was actually silently praying that the bag wouldn’t rip and spill all over the floor. By the looks of him, the student presenting this was thinking the same thing.

Reactions

Our students reacted enthusiastically to every part of our presentation, and their comments were the best part of the day. We kept the students engaged with jokes and hands-on demonstrations, both of which they loved. One student cheered “You guys are the most awesome people! You do all the cool stuff!” and another proclaimed “I love chemistry!” I am particularly fond of the second comment, because the girl and many of her peers were taking a genuine interest in chemistry. When we asked “Do you guys want to know how slime works?” the class shouted their approval. The participation was amazing. Whenever we asked a question, nearly everyone raised his or her hand with a grin and enthusiastic expressions. Even as their eagerness peaked, they remained respectful and followed our directions. We kept things interesting, and they did not dare turn away from us because they truly wanted to do more, and know more about what they were doing. Even beyond that, they wanted us to come back because they wanted to know even more about chemistry and what we could do with it.

TVHS_6My favorite part of this activity was working with the students and being able to see their reactions. One student even asked me an in-depth question about the workings of chemistry, which was very exciting to see in someone so young. I loved being able to see how enthusiastic these young students were about learning about chemistry.

During the cleanup, one of the boys walked up to me and asked “Are you going to be here every day?” I was caught off guard and had to ask “Do you mean for the rest of the year?” He nodded eagerly and I, myself, was disappointed to tell him we weren’t. After he sat at his desk a girl came up to me and said “I hope you come back next year! This is really fun.” I couldn’t help but grin and assured her that we’d be back.

I have discovered that third-graders can be surprising in what they do and do not know, so presenters should be prepared for both insights and unexpected questions. I’ve had a great time and could see the enjoyment in the kids. I hope that one day, they follow with the foundations we laid for them and join the ChemClub themselves!

TVES team: Madisyn, Casey, Christa, Steven, Alexa, Eddie, Sean, Tim and Alec
TVES team: Madisyn, Casey, Christa, Steven, Alexa, Eddie, Sean, Tim and Alec

AACT: A Great Resource for Teachers of Chemistry

AACT logo The American Association of Chemistry Teachers (AACT) officially launched in September. As a ChemClub advisor, you can further supplement your students’ chemistry experiences by joining for the annual fee of only $50, and preservice teachers can join at the discounted price of $25.

Some member benefits include being part of a community of K–12 teachers of chemistry, access to high-quality resources, and subscriptions to the ACS publication ChemMatters and the new AACT online periodical Chemistry Solutions, which is written by and for teachers of chemistry.

AACT’s website has collections of original multimedia that may be of interest to ChemClubs. AACT partnered with New York Times bestseller Sam Kean to bring his book “The Disappearing Spoon” to life—each short video in the series features Sam narrating a story inspired by his book about various elements.

There is also a series of videos about the founders of chemistry: Learn about Mendeleev’s journey to assemble the periodic table, the ancient chemists who paved the road for what chemistry is today, the first female Nobel Laureate Marie Curie’s life story, and others.

One mission of ChemClubs is to provide students with fun, authentic, and hands-on opportunities. The library of classroom resources on AACT’s site includes lessons from teachers across the country and around the world. Peruse the collection and try some of the demonstrations with your club members. Safety precautions in each lesson are outlined in detail, so if you have an outreach program, you can gauge right away whether the activity is appropriate for your students to run, or whether it should be facilitated by an instructor. AACT has a number of lessons that are designed for student-to-student interactions, including this cabbage activity. And if you have a great activity you’ve done with a club, you can submit it to the AACT library, and AACT will credit your ChemClub with its contribution.

Ferrous WheelIn each issue of Chemistry Solutions there is a column called Chemistry Fun! In the September issue, the column featured pictograms of phrases that were puns of chemistry concepts. For example, what is this? Your club members may get a kick out of activities included in this column.

You can subscribe to AACT email updates by completing the “Stay in Touch” field in the footer of teachchemistry.org. Or follow us on Facebook, Twitter, or Pinterest for other news and information from AACT. We are excited to be part of the K–12 chemistry community, so share with us ideas you have by emailing AACT@acs.org.

SciFest

SciFest was held at Illinois Valley oths_scifest_13Community College  (IVCC) on Friday, April 11.

SciFest is an annual celebration of science put together by IVCC professor Matthew Johll.  Instead of people gathering in a gym to watch a sports contest, at SciFest they came together for hands-on science experiments and demonstrations designed to help them understand how science work in everyday life. This year some 500 people attended.

The Ottawa Township High School ChemClub was there also, to lend a hand in presenting some of the activies.  We had about a dozen members of our club attend and present the following hands on demos:

johll1johll1Dr. Johll laid on the bed of nails and had the cinder block broken on his chest. Some IVCC students demonstrated a  flame tube (also known as a Rubens’ Tube) that showed the acoustic waves in the flames as a guitar was played, and the crushing of the 55 gallon drum by air pressure.

In addition any Cub Scout could earn their Science belt loop or Boy Scouts could work on a Chemistry merit badge at the event.

In the end, the event generated a lot of excitement and thinking about science, and again, unlike a sporting event, there were no losers and everyone won.

Murder Mysteries at Thomas Armstrong Toro HS

During the month of March, members of the ChemClub in our school, Thomas Armstrong Toro High School, in Ponce, Puerto Rico, arranged a school-wide activity that involved solving four completely different and intriguing make-believe murders. However, these crime scenes were no ordinary ones. No, our ChemClub members took it into their own hands to involve as much chemistry in the activity as possible.

Members of the club creating the activity left clues at each crime scene involving different aspects of chemistry, from decoding messages with the periodic table to having to analyze evidence. The Club focused primarily on using different methods of crime scene investigation and employed mainly fingerprint and ink chromatography methods to solve the mysteries. Before the whole activity took place, the president of our ChemClub, along with a few other members, led a series of classes discussing these same topics and the science behind them.

During the day of the activity, many students, both members and non-members, participated.  They investigated the four crime scenes arranged by the ChemClub. Each crime scene took place in a different corner of our basketball court. In the middle of the gym we placed two sets of tables, one for handing in all evidence after analysis, and another for doing experiments involving the evidence. At the experiment table members of the ChemClub guided students  through ink chromatography and finger printing techniques using graphite. Students of all grades were involved, working in groups of two to four.

The activity was a huge success. The so-called murderers were caught, even though they had managed to haze students by the dozen. From periodic tables to observing ink color chromatographs, the ChemClub in our school conducted a grand activity this month, which was both entertaining and educational. And in the end, justice prevailed!