dayton regional stem centerdaytonregionalstemcenter.org/.../10/slime-time-printable-… · web...

Slime Time

Printable ResourcesSlime TimeAppendix A: Physical and Chemical Changes Pre / Post-Test

Appendix B: Physical and Chemical Changes Pre / Post-Test KEY

Appendix C: Student Guide

Appendix D: Rubric

Appendix E: Engineering Design Process

Appendix F: Slime Recipe

Draft: 5/24/2023

Slime TimeAppendix A: Physical and Chemical Changes Pre / Post-Test

Name _____________________________

Directions: Read each question carefully and think about what is being asked before answering.

1. If 5mL of peroxide are added to 30 mL of water in a graduated cylinder, what will be the total volume of the liquid?

A. 26 mLB. 42 mLC. 35 mLD. 19 mL

2. According to the Design Process, in what order should an experiment be carried out?

A. Design a solution, Identify a problem, Identify possible solutionsB. Identify possible solutions, Identify a problem, Design a solutionC. Identify a problem, Identify possible solutions, Design a solution D. None of the above

3. What is the BEST piece of safety equipment to use when you mix chemicals?

A. fire extinguisherB. goggles and glovesC. smoke detectorD. graduated cylinder

4. Which of the following is an important part of setting up an experiment?

A. control variablesB. use a computer to record your dataC. video tape each stepD. use a balance scale

5. Mike left a cube of ice in a glass on a windowsill. In about an hour, the ice changed into a clear liquid. Finally, after three days, there appeared to be nothing in the glass at all. What states of matter did the ice cube pass through?

A. liquid then gas then solidB. solid then liquid then gasC. gas then liquid then solidD. None of the above

Draft: 5/24/2023

Slime Time

6. Which of the following show a change in an object’s state of matter?

A. placing an ice cube into a glass of warm waterB. putting a graham cracker into the freezerC. tearing up a piece of paperD. None of the above

7. Which of the following is false?

A. Gases take the shape of their containers.B. Liquids take the shape of their containers.C. Solids take the shape of their containers.D. None of the above

8. Which of the following describes a physical change that takes place in an apple?

A. An apple shrinks as it loses water.B. A sour, vinegary smell comes from the apple.C. Mold begins growing on the apple skin.D. The apple will remain the same

Identify the following reactions by writing a C if the change is chemical and a P if it is physical.9. ____Mixing baking soda and vinegar

10.____Lighting a match

11.____Shredding paper

12.____roasting a marshmallow

13.____crushing aluminum cans

Draft: 5/24/2023

Slime Time

Directions: The prices for the Yummy bar, a delicious candy bar, are given in the table for 6 years.

Yummy Candy Bar CostYear 2009 2010 2011 2012 2013 2014 2015

Cost ofYummy bar (in cents)

49 55 59 65 69

14.Make two different types of graphs to represent the Yummy bar data. Choose a bar graph, picture graph, line graph or line plot. Include appropriate labels for the graphs.

First graph type _______________ Second graph type_____________

Draft: 5/24/2023

Slime Time

15.Predict the cost of the Yummy Candy bar in 2014 and 2015. Write your predictions in the table.

16.Explain how you made your predictions for 2014 and 2015.

17.What trends do you notice in the data. Use one of your graphs to support you answer.

Draft: 5/24/2023

Slime TimeAppendix B: Physical and Chemical Changes Pre / Post-Test ANSWER KEY

1. C2. C3. B4. A5. B6. A7. C8. A9. C10.C11.P12.C13.P

14.Yummy Candy Bar Graph Rubric

4 point: Each graph is properly labeled with an appropriate scale and interval. X and Y axis are both correctly labeled. Graph includes a title and all information is complete and accurate.3 points: The graphs are correctly completed but have one minor error.2 points: The graphs have two missing or incorrect elements.1 point: The graphs show minimal understanding and several errors or omissions.

15.1 point: Prediction will show an increase in the cost of Yummy Candy Bars.

16.1 point: Prediction of an increase is based on the pattern of the previous years. From 2007 the cost of the candy bar increased at least $.04.

17.1 point: The trend of the data shows a continued increase.

Draft: 5/24/2023

Slime TimeAppendix C: Student Guide

Name _____________________________

Sorting Solid Materials

Today’s experiment will challenge you to answer the following: How are materials sorted? What are the properties of these materials?

Supplies: Glass, Paper, Plastic, Wood, Metal, Foam, Cloth, Leather, etc… Ruler or measuring tape Scales Magnifying Glass

Procedure:1. With your team of scientists describe similar characteristics of the items in the

box placed in your table. Record the lists of describing words your team came up with.

____________________, ____________________, ____________________,

____________________, ____________________, ____________________

2. Examine each item carefully and based on how each item looks (hard, soft, round, square, etc.), create 3 groups. Place the 10 items in the corresponding group in the table below.

Group A:__________________

Group B:__________________

Group C:__________________

Draft: 5/24/2023

Slime Time

3. Now use a different set of criteria to establish 5 groups for the 10 items from your box

Group A: _____________

Group B: ____________

Group C: ____________

Group D: ____________

Group E: ____________

1 1. 1. 1. 1.

2. 2. 2. 2. 2.

4. Using that same criteria find 3 things in the classroom that would fit into the same group.

____________________, ____________________, ____________________,

5. How would you group the drinks in your refrigerator?

Draft: 5/24/2023

Slime TimeSorting Liquid Materials

Today’s experiment will challenge you to answer the following: How are materials sorted? What are the properties of these materials?

Supplies: Vinegar, water, juice, soda, oil (vegetable), corn syrup, milk, liquid soap,

liquid laundry detergent, Dishwasher soap, pancake syrup, broth 10 Plastic cups Scales Magnifying Glass Thermometers

Procedure1. With your team of scientists describe similar characteristics of the items in the

box placed in your table. Record the lists of describing words your team came up with.

____________________, ____________________, ____________________,

____________________, ____________________, ____________________

2. Examine each item carefully and based on how each item looks (hard, soft, round, square, etc.), create 3 groups. Place the 10 items in the corresponding group in the table below.

Group A: ____________ Group B: ____________ Group C: ____________

Draft: 5/24/2023

Slime Time

3. Now use a different set of criteria to establish 5 groups for the 10 items from your box

Group A: _____________

Group B: ____________

Group C: ____________

Group D: ____________

Group E: ____________

1 1. 1. 1. 1.

2. 2. 2. 2. 2.

4. Using that same criteria find 3 things in the classroom that would fit into the same group.

____________________, ____________________, ____________________

5. How would you group the solid items in your refrigerator?

Draft: 5/24/2023

Slime Time

Physical Changes

Today’s experiment will challenge you to answer the following:What is a physical change?What are the signs that a physical change has occurred?

Procedure:With your team of scientists describe what you see at each station and why it is a physical change.

Station # Describe What You See Explain How it is a Physical Change

1

2

3

4

5

What is a physical change? __________________________________________

Draft: 5/24/2023

Slime TimeChemical Changes

Today’s experiment will challenge you to answer the following:What is a Chemical change?What are the signs that a chemical change has occurred?

Procedure:With your team of scientists describe what you see at each station and why it is a chemical change.

Station # Describe What You See Explain How it is a Chemical Change

1

2

3

4

5

What is a chemical change? _________________________________________

Draft: 5/24/2023

Slime TimeSales Pitch

Sometimes in science and research, a product does not meet the researchers expectations. As part of the business world scientists discover an alternate use for the materials and “sell” the product for marketing in a global economy. For example, post-it notes were a failed attempt at glue making. However, they have been marketed for use in everyday life. Therefore, engineers and scientists must possess excellent communications skills, both written and oral. This is important not only for possible sales pitches, but also for clear record keeping of results and findings, as well as for reporting information to others.

Choose one of your recipes that did not meet the requirements for the highest bounce. Based on your observations of its potential capabilities, create an alternative use for a new product and create a sales pitch. You will present to the sales pitch to the class.

Be sure to: include a visual (poster or power point presentation with no more than 3

slides). be creative. remember to speak loudly and clearly and have eye contact with your

audience.

Your presentation should be at least one minute long (like a commercial), but no longer than 3 minutes.

You need not have an actual working prototype for this product. A picture or diagram along with an explanation will suffice. Be sure to include why this particular recipe is best suited to that specific use.

Think: What can this product do that could be useful to the general public? How can this product be advertised? What commercials you have seen in the past.

What make you interested in the product? Was it a catchy phrase or slogan? Did it include humor?

Team work is important. Brainstorm ways to make use of everyone’s talents.

Draft: 5/24/2023

Slime TimeProject Report

Team Members:

STEP 1: Identify the Problem

STEP 2: Identify Criteria and Constraints

STEP 3: Explore Possibilities

Controls for the Bounce Test (What will stay the same for each test?

Variables for the Bounce Test (What will change for each bounce test?)

STEP 4: Construct the Original DesignData Table:

Borax Glue and Water Mixture Total Volume

Draft: 5/24/2023

Slime TimeSTEP 5: Test and Evaluate

Description of Slime(include physical properties)

Bounce Height (cm)(include several measurements

STEP 6: Communicate ResultsSummary of Design Challenge

Draft: 5/24/2023

Slime TimeRefine the Design

STEP 7: Select an ApproachSummary of Modifications (What will you change and how will it be changed?)

STEP 8: Construct Modified DesignData Table After Modifications:


STEP 9: Test and EvaluateDescription of Slime

(include physical properties)Bounce Height (cm)

(include several measurements

STEP 10: Communicate ResultsWrite a complete summary about the results of your New Slime Time design. Be sure to include what worked well, what you changed, and how the Slime worked after modifications

Draft: 5/24/2023

Slime TimeRefine the Design #2

STEP 11: Select an ApproachSummary of Modifications (What will you change and how will it be changed?)

STEP 12: Construct Modified DesignData Table After Modifications:


STEP 13: Test and EvaluateDescription of Slime

(include physical properties)Bounce Height (cm)

(include several measurements

STEP 14: Communicate ResultsWrite a complete summary about the results of your New Slime Time design. Be sure to include what worked well, what you changed, and how the Slime worked after modifications

Draft: 5/24/2023

Slime Time

Questions

1. Was the Engineering Design Process a good tool for figuring out your Slime design? Justify your answer with 2 reasons for or against.

2. Explain how this activity relates to your real life.

3. What would be a good use for the slime you created?

Draft: 5/24/2023

Slime TimeSlime Time Reflections

Name _____________________________

Directions: Answer each with complete sentences. Each team member must complete the reflection.

1. What was the most difficult thing about this activity? Explain your answer.

2. What was the easiest thing about this activity? Explain your answer.

3. Did you or didn’t like this activity? Justify your answer with at least 2 reasons.

4. If you were the teacher what would you do differently with this activity if you did it again?

Draft: 5/24/2023

Slime TimeAppendix D: Rubric

Name _____________________________

4 3 2 1

Problem Statement

and Materials

Restatement of the problem reflects complete and in-depth understanding of the challenge above and beyond project expectations. Material’s list is complete.

Restatement of the problem reflects complete understanding of the challenge. Material’s list is complete.

Problem is restated. Materials are listed, but some may be missing

Problem is incorrectly stated or missing important information. Several materials are missing from the list.

Data Tables

Data tables are all of the following: complete accurate

measurements accurate

calculations neat

Data tables are 3 of the following: 1 complete accurate


calculations neat

Data tables are 2 of the following: complete accurate


calculations neat

Data tables are 1 of the following: complete accurate


calculations neat

Method

Independent and Dependent variables are both accurately and completely stated, showing evidence of in-depth understanding and inferences beyond project expectations.

Independent and Dependent variables are both accurately and completely stated, showing.

Independent or Dependent variables stated. However, minor errors are evident.

Independent and Dependent variables stated with major errors evident.

Summary

Summary includes all of the following: skills learned applications to

real life situations

reflection on the engineering design process

reflection on the strengths and weaknesses of the design

Summary includes 3 of the following: 1 skills learned applications to




Summary includes 2 of the following: skills learned applications to




Summary includes 1 of the following: skills learned applications to




Draft: 5/24/2023

Slime TimeAppendix E: Engineering Design Process

Name _____________________________

Draft: 5/24/2023

Slime TimeAppendix F: Slime Recipe

Name _____________________________

Ingredients:boraxwaterwhite gluefood coloring (if desired)

Other Materials needed:Ziploc plastic sandwich bags (1 per group)½ teaspoon measuring spoons (1 per group)measuring cups – 1 cup and ¼ cup (1 per group)(extra container – 16 oz. clear drinking cup, another measuring cup, a bowl?)plastic spoons – (1 per group)surgical gloves – rubber, latex, or nitrate (1 set per student)safety glasses (1 pair per student)

1. Squeeze 30 mL of water to the glue in the measurement cup. Add 30 mL of water to the glue, and stir the glue and water together. If desired, add food coloring, otherwise, the slime will be an opaque white.

2. In a separate container, mix 120 mL of water with 2.5 mL (1/2 tsp) of borax powder.

3. Slowly stir the glue mixture into the container of borax solution with the plastic spoon. Note: The teacher may want to give the borax to the students and add it directly into the water for them. The students can stir the borax.

4. Place the slime that forms into your hands and knead it until it feels dry. The more the slime is played with, the firmer and less sticky it will become.

5. Slime should be stored in a sealed Ziploc sandwich bag.

Draft: 5/24/2023

Slime TimeAppendix G: Technical Brief Polymers are large chains of molecules that are used for everything from airplanes to medicine. The individual molecule units are called “monomers” which typically are made up of 10 or less atoms such as carbon and hydrogen (Harris et al., 1996). Common, natural polymers would include starch (polymers of the glucose molecule – see picture), pectin (found in plant cell walls), agarose (starch gel used for studying DNA), and agar (derived from algae and used as a thickening agent), cellulose (made of glucose monomers), chitin (the exoskeletons of insects, shrimp and lobsters-the part that goes “crunch”), wool, silk, and natural rubber. Other molecules may be involved as well in a polymer such as oxygen, nitrogen, fluorine silicon, sulfur and chlorine. Man-made polymer examples include polystyrene, nylon, poly vinyl chloride and polyethylene. Practical uses of these polymers include glue, Plexiglas and contact lenses (Harris et al., 1996).

(http://www.cbu.edu/~seisen/OrganicChemistry.htm)

Airplanes are made of high performance, lightweight, non- metal polymers developed by scientists. One of the newest advancements is the use of polymer matrix carbon fiber reinforced composites used in aerospace and space structures such as satellites, rockets and launch vehicles (Lee et al). Air Force and industry scientists are studying these reinforced polymers to build higher performance and lower cost polymer-matrix composite systems.

Other types of polymer systems include resins, plastics, and laminates. Scientists are using computational modeling and building physical models to test and predict the mechanical and thermal properties of polymer composites when exposed to extreme environments such as speed, heat or cold (AFOSR). Scientists also are developing new polymers for holographic patterning, data storage, polymers that can conduct electricity for photovoltaic and sensing applications (Lee et al).

Draft: 5/24/2023

Slime Time

Airplane runways are repaired with polymers to continue operations of aircraft. Polymer concretes and mortars have been developed that bond to different surfaces and cure in minutes. These polymers are tested for strength and flexibility (Strickland et al).

In medicine, carbohydrate polymers are used to encapsulate and deliver drugs, make artificial limbs and body parts, and to prevent deaths of soldiers in the battlefield. Because bleeding is the major cause of death for a soldier, new polymers are being tested to quickly stop bleeding in emergency situations. For example, chitosan is a polymer that comes from chitin found in the exoskeleton of shrimp (Edwards et al 2008). This material binds to cotton and helps blood coagulate, preventing it from bleeding through a bandage.

Polyvinyl alcohol is a water soluble synthetic polymer that is a solid at room temperature and is the adhesive part of white glue (Wang et al., 1999). The chemical name for Borax is sodium tetraborate. In water, sodium tetraborate dissociates into borate, boric acid and sodium ions. The borate chemically links to the polyvinyl alcohol in the white glue to form a gel polymer (Lin et al. 2002).

Instructional tipsMaterials:

Borax, white glue, water, Ziploc plastic sandwich bags, ½ teaspoon measuring spoons, plastic spoons, food coloring (if desired), measuring cups, surgical gloves (rubber, latex or nitrite), safety glasses, white paper, rulers with centimeters, clear plastic tape.

Each group should receive a set of gloves for each student, safety glasses for each student, one Ziploc plastic sandwich bag, one cup measuring cup, one ¼ cup measuring cup,1/2 teaspoon measuring spoon, one plastic spoon, one piece of paper, one ruler, one role clear plastic tape.

Borax may be found in the laundry section at a grocery store. White glue contains polyvinyl alcohol, a polymer that forms a chemical reaction to form slime with borax and water. Have a variety of colors of food coloring so students can get creative coloring their slime if desired.

Methods:

The basic method to making slime listed below will make a slightly gooey slime. All student groups should try this method first before trying to make the best slime for a ball. Directions provide enough slime for one group. Squeeze 30 mL of glue into the measurement cup. Add 30 mL of water to the glue, and stir the glue and water together. If desired, add food coloring. Otherwise, the slime will be an opaque white. In a separate container, mix 120 mL of water with 2.5 ml (1/2 tsp.) of borax powder.Slowly stir the glue mixture into the bowl of borax solution. Place the slime that forms into your hands and knead until it feels dry. (The more the slime is played with, the firmer and less sticky it will become.)Note: The teacher may want to give the borax to the students and add it directly into the water for them. The students can stir the borax.

Draft: 5/24/2023

Slime TimeOnce students understand the ratio of borax to water and glue, allow them to vary the ingredients to form the “ultimate” slime to make a bouncing ball. However for the scientific method, stress that only one variable should be changed. This variable can be the amount of glue OR borax added. The volume of each component should always remain the same so that the total volume of glue-water must remain 60 mL and the total volume of borax-water must remain 120 mL. Also stress that the amounts of borax or glue added should be measured and added in intervals. For example,if they choose to add more glue, they could add more by 2, 3 or 5 mL intervals. If they choose 2 mL intervals, they would add 37 mL glue for the first trial, 39 mL glue for the second trial, 41 mL glue for the third trial, etc. The rest of the volume would be water up to 60 mL total. If they choose to add more borax, they might add 0.5, 1, 1.5 or 2.0 mL intervals. For example, if they choose to add extra borax by 1 mL intervals, they would add 3.5 mL borax for the first trial, 4.5 mL borax for the second trial, 5.5 mL borax for the third trial, etc. in a total volue of 120 mL They may find that not all the borax may dissolve, but will still form slime. Each group will have to make a number of different slimes, but they should evaluate each trial for bounce before moving onto the next experiment. The amount of glue OR borax should be recorded in a table for each slime trial. Each group should try no more than 5 different formulations for the “ultimate” slime. If time is limiting, set the maximum number of trails for each group.

Example of a Measurement Table:

Amount of Borax or Glue Added

Description of Slime Ball Bounce Height (cm)

Evaluating Slime: The goal is to find a slime that will form a ball and bounce. Students should try to form a ball with the slime. The description of the slime should describe the slime texture and how easy it is to form a ball. If a ball can be formed, the height of the bounce can be measured. The rounder the ball, the better it will bounce. Each group should take a ruler and secure it to a desk leg with tape so that the zero centimeter mark is facing down. The paper should be placed touching the base of the ruler and secured with a small amount of tape. The student designated as tester should sit on the floor as the observer while another student designated as the manager drops the ball from no higher than the height of the desk. The student designated as technical writer will record the measurement to the nearest centimeter from the tester. These roles could be rotated so that each student gets a chance to serve in each role. Each group can record their highest bounce on the board along with their amount of glue or borax added.

Draft: 5/24/2023

dayton regional stem centerdaytonregionalstemcenter.org/.../10/slime-time-printable-… · web...

Documents