Content Provider
National Science Center
National Science Center
Contact Information
Rebecca Ussery
Rebecca Ussery
One 7th Street
Augusta, GA 30901
United StatesPhone: (706) 821-0222 Fax: (706) 821-0250
Program Type
Individual Program
Individual Program
Program Rating
This program has not yet been evaluated.
This program has not yet been evaluated.
Target Audience
Education: Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Education: Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Primary Disciplines
Sciences
Sciences
Secondary Disciplines
Mathematics
Mathematics
Program Description
1. Indicators, Acid, & Base Color Changes: Discuss pH, explain using film canisters; demonstrate color changes from acids and bases on various indicators including pH and litmus paper.2. Show color changes of indicators using carbon dioxide: dry ice added to cylinders with indicator and dilute base in them; "Breath Race" demonstrates how carbon dioxide in our breath can change color of an indicator in a dilute basic solution.3. Demonstrate titration of base with an acid using phenolphthalein as an indicator. Demonstrate use of magnetic stirrer as part of titration procedure.4. Buffer systems: demonstrate the effect of a buffer, milk of magnesia, on a system where acid is added, using an indicator to show changes.5. Oxidation/Reduction indicators: "Blue bottle" experiment demonstrates an indicator that reflections the presence or absence of free oxygen in water.6. Silver salt color changes: mixing a succession of clear liquids shows the appearance and disappearance of colors as successive additions are made. Touches on the formation of complex metal ions, the similarity in color of various silver halide salts and the introduction to the concept of solubility product constants.
1. Indicators, Acid, & Base Color Changes: Discuss pH, explain using film canisters; demonstrate color changes from acids and bases on various indicators including pH and litmus paper.2. Show color changes of indicators using carbon dioxide: dry ice added to cylinders with indicator and dilute base in them; "Breath Race" demonstrates how carbon dioxide in our breath can change color of an indicator in a dilute basic solution.3. Demonstrate titration of base with an acid using phenolphthalein as an indicator. Demonstrate use of magnetic stirrer as part of titration procedure.4. Buffer systems: demonstrate the effect of a buffer, milk of magnesia, on a system where acid is added, using an indicator to show changes.5. Oxidation/Reduction indicators: "Blue bottle" experiment demonstrates an indicator that reflections the presence or absence of free oxygen in water.6. Silver salt color changes: mixing a succession of clear liquids shows the appearance and disappearance of colors as successive additions are made. Touches on the formation of complex metal ions, the similarity in color of various silver halide salts and the introduction to the concept of solubility product constants.
Program Format
1. Demonstrate the concept of pH using film2. Demonstrate color changes in indicators due to changes in pH3. Demonstrate acid/base color changes on pH and litmus paper4. Demonstrate color changes in acid/base indicators using carbon dioxide as the source of the acid5. Demonstrate the function of a magnetic stirrer as part of a titration procedure6. Demonstrate the titration of a basic solution with an acid7. Demonstrate the concept of buffers in moderating the pH of a system8. Demonstrate the "Blue Bottle" experiment9. Demonstrate the changes that occur when a succession of clear solutions is mixed
1. Demonstrate the concept of pH using film2. Demonstrate color changes in indicators due to changes in pH3. Demonstrate acid/base color changes on pH and litmus paper4. Demonstrate color changes in acid/base indicators using carbon dioxide as the source of the acid5. Demonstrate the function of a magnetic stirrer as part of a titration procedure6. Demonstrate the titration of a basic solution with an acid7. Demonstrate the concept of buffers in moderating the pH of a system8. Demonstrate the "Blue Bottle" experiment9. Demonstrate the changes that occur when a succession of clear solutions is mixed
Objectives
Demonstrate the concept of pH using film: Show the presence of Hydrogen and Hydroxyl ions in water and how an excess of either can influence the nature of a system.Demonstrate color changes in indicators due to changes in pH: Show color changes that occur when bases are added to flask that contains a small amount of phenolphthalein.Demonstrate acid/base color changes on pH and litmus paper: Show how litmus paper makes a simple indication of whether or not a system is acidic or basic. Contrast this to how pH paper not only shows whether or not a system is acidic or basic but also the relative strength of the acid or base present.Demonstrate color changes in acid/base indicators using carbon dioxide as the source of the acid: Show that carbon dioxide in water forms a dilute acid. Show that this acid is sufficiently strong to neutralize a weak base and that the choice of the appropriate indicator will reveal this pH change. Use human breath as well as dry ice as a source of carbon dioxide.Demonstrate the function of a magnetic stirrer as part of a titration procedure: Show how a simple principle of physics can be used to create a labor-saving device that is used to improve chemical analysis.Demonstrate the titration of a basic solution with an acid: Demonstrates how a diluted acid can be incrementally added to a basic solution until the "end point" is reached. The "end point" can then but swung back and forth by the addition of a single drop of either substance.Demonstrate the concept of buffers in moderating the pH of a system: Discuss what buffers are. Show a simple buffer system using milk of magnesia. Show the neutralizing effect of milk of magnesia on acids as demonstrated by the changes in the color of the indicator. Discuss how this is beneficial to our human system as a method of controlling the adverse effects of too much stomach acid.Demonstrate the "Blue Bottle" experiment: Show that not all indicators are acid/base type. Show the function of an oxidation/reduction indicator. Show how the indicator, methylene blue, can be used to indicate the presence of free oxygen in water. Discuss the concept of chemical equilibrium in reactions. Demonstrate why it takes so much longer for the color to change in a dilute solution due to the inability of the ions to readily interact with each other because of the reduction in the number of ions available.Demonstrate the changes that occur when a succession of clear solutions is mixed: Show that a fixed amount of silver ions are present in the solution at the start and that now additional amount is added later. Show how additions of other clear liquids cause the formation of complex silver ions that either appear as suspended slurry or disappear, leaving a clear liquid. This is a function of the solubility product constant of the various materials. This concept will not be discussed in depth. The color changes will also indicate the similarity of silver halide salts. This will show the students that chemistry is interesting and fun and encourage them to pursue it further in their education.
Demonstrate the concept of pH using film: Show the presence of Hydrogen and Hydroxyl ions in water and how an excess of either can influence the nature of a system.Demonstrate color changes in indicators due to changes in pH: Show color changes that occur when bases are added to flask that contains a small amount of phenolphthalein.Demonstrate acid/base color changes on pH and litmus paper: Show how litmus paper makes a simple indication of whether or not a system is acidic or basic. Contrast this to how pH paper not only shows whether or not a system is acidic or basic but also the relative strength of the acid or base present.Demonstrate color changes in acid/base indicators using carbon dioxide as the source of the acid: Show that carbon dioxide in water forms a dilute acid. Show that this acid is sufficiently strong to neutralize a weak base and that the choice of the appropriate indicator will reveal this pH change. Use human breath as well as dry ice as a source of carbon dioxide.Demonstrate the function of a magnetic stirrer as part of a titration procedure: Show how a simple principle of physics can be used to create a labor-saving device that is used to improve chemical analysis.Demonstrate the titration of a basic solution with an acid: Demonstrates how a diluted acid can be incrementally added to a basic solution until the "end point" is reached. The "end point" can then but swung back and forth by the addition of a single drop of either substance.Demonstrate the concept of buffers in moderating the pH of a system: Discuss what buffers are. Show a simple buffer system using milk of magnesia. Show the neutralizing effect of milk of magnesia on acids as demonstrated by the changes in the color of the indicator. Discuss how this is beneficial to our human system as a method of controlling the adverse effects of too much stomach acid.Demonstrate the "Blue Bottle" experiment: Show that not all indicators are acid/base type. Show the function of an oxidation/reduction indicator. Show how the indicator, methylene blue, can be used to indicate the presence of free oxygen in water. Discuss the concept of chemical equilibrium in reactions. Demonstrate why it takes so much longer for the color to change in a dilute solution due to the inability of the ions to readily interact with each other because of the reduction in the number of ions available.Demonstrate the changes that occur when a succession of clear solutions is mixed: Show that a fixed amount of silver ions are present in the solution at the start and that now additional amount is added later. Show how additions of other clear liquids cause the formation of complex silver ions that either appear as suspended slurry or disappear, leaving a clear liquid. This is a function of the solubility product constant of the various materials. This concept will not be discussed in depth. The color changes will also indicate the similarity of silver halide salts. This will show the students that chemistry is interesting and fun and encourage them to pursue it further in their education.
National Standards to which this program aligns
Middle School Content Standard - B.1
Middle School Content Standard - B.1
Program Length
50 minutes
50 minutes
This program is available by request/on demand ONLY
Connection Type(s) Available and Program Fees
Interactive Cost: $140.00
Interactive Cost: $140.00
Premium Service provices additional benefits. Learn more!Receiving Site is responsible for own line charge
Cancellation Policy
Please cancel at least 5 days prior to the program date to allow another class to participate. If you must cancel your participation in a previously scheduled program, your Site Coordinator should contact the Distance Learning Coordinator at the NSC.
Please cancel at least 5 days prior to the program date to allow another class to participate. If you must cancel your participation in a previously scheduled program, your Site Coordinator should contact the Distance Learning Coordinator at the NSC.
Is video taping allowed?
No
No
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