Products – Shoily Science

Hot Ice Experiment

admin — Sat, 26 Nov 2022 04:04:35 +0000

Objective

To generate sodium acetate, sometimes known as hot ice, combine baking soda and vinegar. When you pour it, it immediately crystallises, enabling you to build a tower of crystals. Since crystallisation is an exothermic process, the resulting “ice” will be warm to the touch. Science is amazing!

Materials

White vinegar, 4 cups (acetic acid)
Baking soda, 4 teaspoons (sodium bicarbonate)
A pot
A mason jar or glass measuring cup (be sure the glass is heat-safe)
A dish
a fork

Procedures.

1st step: In a pot, mix 4 cups of vinegar and 4 tablespoons of baking soda. I perused several websites for hot ice directions before we conducted this experiment. I made the decision to use the amounts specified in Plato’s Playdough. Adding the baking soda gradually will prevent it from bubbling all the way to the borders of your pot when it fizzles.

Step 2: The sodium acetate you made has been made! (Along with carbon dioxide, which was released throughout the reaction and caused all of the fizzing.) However, to lower the water content to a level where crystals can form, you must boil the solution.
For about an hour, simmer your solution over low to medium heat. You want to reduce it to no more than 1 cup.

Now, according to what I read online, crystals would begin to form around the pan’s edge. This is significant because the crystallisation process requires a small number of crystals to act as “seeds.” Well, during the cooking process, our solution never crystallised. I eventually came to an end when I was down to 3/4 cup.

Step 3: Transfer your sodium acetate to a glass jar and chill it for 30 to 45 minutes.
We did this, and I scraped some of the dried solution off the sides of the pot in the hopes that it would act as the crystals necessary to initiate the reaction while it was in the refrigerator.

It didn’t succeed. Boo. The pan scrapings were covered with the solution, but nothing happened.

We made an attempt to refrigerate it for a while longer. Nothing as of yet.

However, this experiment is very tolerant! I put the answer on the counter and went back to it the following day. Perhaps it wasn’t enough concentrated, so I chose to boil it a little longer. Furthermore, we had never seen any crystals.

This test, however, is quite lenient! The next day, I went back to the problem after leaving the solution on the counter. Maybe it wasn’t concentrated enough, so I chose to boil it a little longer. Furthermore, we had never witnessed any crystals forming in the pan. The solution had been reduced so much that we had to stop after about 10 more minutes of boiling even though there were no crystals forming on the pan’s rims.

The residual liquid in the bottom of the pan immediately crystallised as soon as I emptied the solution out of the pan and into a glass jar! so I was aware that we were making progress.

This time, I froze the solution for roughly 20 minutes. Much quicker.
Step 4 is to pour the cooled solution over some of the crystals you removed from the pan.

I removed a few crystals off the pan’s bottom and placed them in a plastic tray.

It took a moment for the first tiny bit to crystallise. but it DIDN’T!
He continued to pour, a bit at a time…
The crystals will spread out horizontally if you pour too quickly. So we moved very slowly.

Watching it was so much fun! By the time he was finished, Aidan was only adding a drop at a time, and we could see each one accumulate on top of the tower of hot ice.

What’s Going On?

Water is present in the sodium acetate solution. Although we boiled the solution to remove some of the water, water is still present. The sodium acetate doesn’t crystallise because of the water molecules. Crystals might begin to form, but as soon as a few molecules combine, the water molecules tear them apart once more.

We were able to lower the sodium acetate’s temperature during the cooling process, below the threshold at which it would ordinarily solidify. This is referred to as being supercooled.

By the way, although we typically associate melting and freezing points with water, all substances have one. For instance, until it reaches 1,984 degrees Fahrenheit, copper is still a solid.

Now, regarding the sodium acetate The nucleation site, which the crystals in the tray served as, allowed crystals to form in the solution. The sodium acetate now had the push it required to crystallise!

According to the instructions on Instructables, filter the solution to remove any contaminants that can prevent crystallisation. We skipped that step, and everything worked out just fine.

The heated ice is warm to the touch because of the heat produced by the crystallisation process. But it’s not hot enough to burn. Each of us enjoyed touching it.

Even though our structure was somewhat fragile and cracked easily, we enjoyed carrying out this science experiment. You can remelt the crystals into a liquid, chill it again, and build another tower if you want to repeat the procedure.

I was a little concerned about our pot as well, but it was very simple to clean. The sodium acetate is simple to dissolve and immediately rinses off.

Take pleasure in science!

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Lemon Battery Experiment

admin — Sat, 26 Nov 2022 03:51:22 +0000

Objective

Describe how an electron and current electricity are related.

Materials

Lemons each for each student pair (and other fruit, optional)
1 strip of copper
1 strip of zinc (you can use a galvanised nail, which is coated with zinc)
knife
2 leads of copper wire (each about 20 cm long) both ends of which have alligator clips
A LED bulb having a maximum voltage of 2 volts (the smaller the voltage, the better)
cutting wire
wire cutters

Multimeter or voltmeter, per Class (optional)

Procedures.

To release some of the fluids, forcefully roll the lemon on a counter.
One end of each copper and zinc strip should protrude out as you insert them vertically into the lemon.
Each metal strip should have a wire lead connected (electrode).
Connect one of the wire leads’ free ends to a wire that is connected to the LED.
The remaining free wire on the bulb should be connected to the remaining free end of the wire lead. In case the bulb doesn’t light, don’t be shocked!

Hint: LEDs only work properly when they are connected in the correct orientation. Try changing your course.
Tip: Avoid trying to test your LED by connecting it to a car battery. The LED will be destroyed by a commercial battery since it is too strong.
Check the voltage between the two electrodes using a voltmeter or multimeter. Most likely, it won’t even reach 1 volt! The LED requires roughly 2 volts to be illuminated, thus that is insufficient. Lemons should be grouped together in sets of three or four. The lemons should be wired in series (copper to zinc together) and the ends should be connected to a single bulb.

Verify the voltage between the free wires at the ends of the series using a voltmeter.
Tip for teachers: The voltage will be really low. For any voltometer movement to be evident, you might need at least three lemons per battery.

Extensions
Try out different fruits (e.g. oranges, grapefruits, apples, peaches, pears). Which one generates the most voltage? Why?
Try lighting the bulb while substituting the electrodes with two copper or two zinc strips. Explain the findings of the voltage measurement.
Try using alternative metals as electrode replacements (e.g. iron and magnesium). Which electrode combinations produce the maximum voltage?

What’s Going On?

The copper and zinc strips in the lemon’s citric acid serve as the demonstration’s source of electrical energy.

When the zinc and lemon react, the lemon’s citric acid releases electrons. When the electrodes are connected by wires, since copper attracts electrons more strongly than zinc, free electrons will gravitate toward it. Electric current is what causes the moving electrons that light up the bulb to occur.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Making plasma experiment

admin — Sat, 26 Nov 2022 03:33:57 +0000

Objective

In your microwave, we’ll use food to create the fourth state of matter. Please take note that this is NOT the plasma that doctors refer to when talking about blood.
When you give a gas enough energy—often in the form of raising the temperature—so that the electrons become liberated and begin zipping around on their own—you create plasma.
Having a lot of free-riding electrons makes the gas electrically charged since electrons have a negative charge.
The gas gains several cool qualities as a result, including the capacity to conduct electricity and glow (give off light).
Scientists refer to charged particles as particles if they go out on their own and are charged (such as naked electrons).

Materials

Microwave
a grape knife, with parental guidance
A Dish

Procedures.

Take care when doing this!
Due to the usage of both a knife and a microwave in this experiment, you will be experimenting with both cutting and heating devices. You run the risk of burning or cutting yourself if you are not careful. Please be cautious!
1. Nearly cut the grape in half with care. Leave a thin layer of skin connecting the two halves if possible.
2. Open the grape as you would a book. To put it another way, so that the skin between the two halves is still intact.
3. Put the grape into the microwave with the outside part of the grape facing down and the inside part facing up.
4. Close the door and set the microwave for ten seconds. You may want to dim the lights in the room.

What’s Going On?

A bluish or yellowish light coming from the grape’s centre should be seen. This is plasma!
Don’t overcook the grape, please. Let it overcook and it will smoke and stench. Ensure the grape has had enough time to cool before removing it from the microwave.
Plasma can also be found in neon signs, fluorescent lighting, plasma globes, and minute amounts in flames.
What is happening?
Your dinner is cooked in the microwave by directing light beams at the food. The energy of the water molecules in your food is increased by the properly tailored light beams.

Most of the juice used to make grapes conducts electricity (similar to how salt water does). The section that you didn’t cut through completely forms a tiny bridge connecting the grape halves, which are like tiny cups filled with this conductive juice.
When you press, the microwave’s ON button, energy is thrown at the grape, rapidly moving the electrolytes across the bridge and heating the bridge until it catches fire.
A flash of brilliant plasma rises as the flame’s moving electrons rush past each other and combine with the air. You will notice two flames, not just one, if you pay close attention.
There is matter everywhere. There have historically been three states of matter. The atoms’ propensity to cluster together is referred to as the state of matter.
Not to be confused with the states of confusion. Gases, liquids, and solids make up the three states. But don’t be surprised if a science teacher tells you that’s not the complete story.
Two further states of matter exist. They are plasma and the Bose-Einstein condensate (are you ready for this one?).
Both of these physical forms of matter are rather uncommon on Earth.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Hot and cold water diffusion experiment

admin — Thu, 23 Dec 2021 03:12:12 +0000

Objective

Have you ever colored a picture with marker and noticed that two touching colors begin to bleed together? In class, do you typically sit evenly spaced or all scrunched together? Although one of these refers to chemical properties and the latter social interaction, both are examples or diffusion.

Diffusion is the mixing of substances due to the movement of their particles. This can occur with all sorts of matter, but is most commonly observed in liquids and gases. Typically, diffusion refers to the movement of molecules from high concentrations to lower concentrations. The rate of this movement depends on the energy of the molecules. Think of how delicious smells from your kitchen take longer to get into your bedroom than to your living room which is located right beside the kitchen. That is because the molecules from the food odor haven’t diffused into that space yet. In this experiment, you will experience how temperature affects the mixing of food coloring drops with water.

Materials

An adult helper
Two clear glasses
Water
Food coloring

Procedures.

Make a prediction. What might be different about the way the food coloring moves through the cold water and the hot water?

At the exact same time, add 2-3 drops off food coloring into each glass. Do not mix or stir.

Watch what happens to the food coloring. Does it move differently in the hot water than the cold water?

What’s Going On?

The food coloring mixes through the hot water faster than it mixes with the cold water. This is because in hot water, the water molecules have more energy and are moving faster than the molecules of cold water. This makes it easier for the dye to get mixed throughout the hot water. Because diffusion happens from high concentration to low concentration, the more molecules are moving, the more opportunities they have to mix together. The high energy hot water model diffusion is important because it’s how we get oxygen to all the cells in our bodies. When deoxygenated blood is in your capillaries in your lungs, the oxygen in your lungs diffuses from a higher concentration in your lungs to the lower concentration in your blood. This allows red blood cells to carry oxygen all over your body.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Miniature Museum – Victoria, BC

admin — Sat, 27 Nov 2021 21:37:07 +0000

Objective

To demonstrate, museum.

What’s Going On?

Museum

Fraser River Discovery Museum | Vancouver, BC

admin — Mon, 27 Sep 2021 21:35:30 +0000

Objective

To demonstrate, museum.

What’s Going On?

Museum

Styrofoam Cup Disappearing Experiment

admin — Thu, 23 Sep 2021 03:02:05 +0000

Objective

Vanishing Styrofoam Cups – In our Vanishing Styrofoam Cup experiment, pieces of Styrofoam will vanish. Is it magic? Or is it science? Read on to find out!

Materials

Acetone
Styrofoam
Dish
Gloves

Procedures.

In a well-ventilated area, cover the bottom of a pie plate with a thin layer of acetone.
Carefully place the Styrofoam cup into the center of the pie plate.
Stand back and observe. Watch in amazement as the cup disappears!

What’s Going On?

Styrofoam is actually the common, registered trademark name for a material called “polystyrene.” Products manufactured with polystyrene began in the 1930s. In the 1960s, it was first used in coffee cups because its insulating properties. (This means it keeps your hot drinks hot by slowing heat transmission. It also keeps your cold drinks cold.)

Polystyrene is the long-chain molecule of the monomer (smaller molecule) styrene. Polystyrene is a polymer that is actually a type of plastic. The acetone is a solvent that easily breaks down the polystyrene, releasing the little air pockets trapped inside and leaving very little residue at the end. In other words, when you combine Styrofoam and acetone, the polystyrene will completely dissolve!

As a science teacher, science enthusiast or an environmentalist, you are aware of the bad effects that Styrofoam has on our environment and the space that it takes up in landfills. So why not just use acetone to dissolve waste polystyrene? Problem solved, right? Not quite! Unfortunately, acetone presents its own environmental and energy consumption issues so melting Styrofoam in giant vats of acetone is not a good solution to the polystyrene abundance in landfills.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Fun with electrostatic charges

admin — Thu, 23 Sep 2021 02:49:23 +0000

Objective

Did you see bending of Water? Static electricity can be a problem whenever the humidity is low. It causes shocks and makes dust stick to surfaces, and it can literally make your hair stand on end. In this experiment, you will see that it also can move things around.

Materials

A Comb
Water Faucet
Wool cloth
Gloves

Procedures.

Run the comb through your hair several times, or alternatively rub the comb or toothbrush’s hand grip with the towel for 30 seconds. At the same time, adjust the faucet to produce a small stream of water. Ideally the stream should be 1.5 millimeters in diameter.
Slowly bring the teeth of the comb near the stream of water, about 8 to 10 centimeters (3 or 4 inches) below the faucet.
Repeat the experiment, but now change the size of the stream by adjusting the faucet.
Check whether you can get the same effect using another comb other equipment.

What’s Going On?

When one object is rubbed against another, static electricity can be created. This is because the rubbing creates a negative charge that is carried by electrons. The electrons can build up to produce static electricity. For example, when you shuffle your feet across a carpet, you are creating many surface contacts between your feet and the carpet, allowing electrons to transfer to you, thereby building up a static charge on your skin. When you touch another person or an object, you can suddenly discharge the static as an electrical shock.

You can observe static electricity if you run a plastic comb through your hair, then place the comb near small pieces of paper. The paper is attracted to the comb. This happens because the charged comb induces an opposite charge in the paper and as opposite charges attract, the paper sticks to the comb.

Similarly, when you rub a balloon on your head it causes opposite static charges to build up both on your hair and the balloon. Consequently, when you pull the balloon slowly away from your head, you can see these two opposite static charges attracting one another and making your hair stand up.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Simple Microscope Experiment

admin — Thu, 19 Aug 2021 02:10:20 +0000

Objective

Did you know you can create a compound microscope and a refractor telescope using the same materials? It’s all in how you use them to bend the light. These two experiments cover the fundamental basics of how two double-convex lenses can be used to make objects appear larger when right up close or farther away.

Materials

A window
Dollar bill
Penny
Two hand-held magnifying lenses
Ruler.

Procedures.

Place a penny on the table.
Hold one magnifier above the penny and look through it.
Bring the second magnifying lens above the first so now you’re looking through both. Move the second lens closer and/or further from the penny until the penny comes into sharp focus. You’ve just made a compound microscope.
Who’s inside the building on an older penny?
Try finding the spider/owl on the dollar bill. (Hint: It’s in a corner next to the “1”.)
Keeping the distance between the magnifiers about the same, slowly lift up the magnifiers until you’re now looking through both to a window.
Adjust the distance until your image comes into sharp (and upside-down) focus. You’ve just made a refractor telescope, just like Galileo used 400 years ago.
Find eight different items to look at through your magnifiers. Make four of them up-close so you use the magnifiers as a microscope, and four of them far-away objects so you use the magnifiers like a telescope. Complete the data table.

What’s Going On?

What I like best about this activity is how easily we can break down the basic ideas of something that seems much more complex and intimidating, like a telescope or microscope, in a way that kids really understand.

When a beam of light hits a different substance (like a window pane or a lens), the speed at which the light travels changes. (Sound waves do this, too!) In some cases, this change turns into a change in the direction of the beam.

For example, if you stick a pencil is a glass of water and look through the side of the glass, you’ll notice that the pencil appears shifted. The speed of light is slower in the water (140,000 miles per second) than in the air (186,282 miles per second). This is called optical density, and the result is bent light beams and broken pencils.

You’ll notice that the pencil doesn’t always appear broken. Depending on where your eyeballs are, you can see an intact or broken pencil. When light enters a new substance (like going from air to water) perpendicular to the surface (looking straight on), refractions do not occur.

However, if you look at the glass at an angle, then depending on your sight angle, you’ll see a different amount of shift in the pencil. Where do you need to look to see the greatest shift in the two halves of the pencil?

Why does the pencil appear bent? Is it always bent? Does the temperature of the water affect how bent the pencil looks? What if you put two pencils in there?

Depending on if the light is going from a lighter to an optically denser material (or vice versa), it will bend different amounts. Glass is optically denser than water, which is denser than air.

Not only can you change the shape of objects by bending light (broken pencil or whole?), but you can also change the size. Magnifying lenses, telescopes, and microscopes use this idea to make objects appear different sizes.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Liquid Pressure Experiment

admin — Thu, 19 Aug 2021 02:08:35 +0000

What you need to set up this Pencil in Water Experiment in minutes.

You probably have all you need to set up this fascinating pencil experiment. All you need are pencils (make sure the tips are nicely sharpened), water, and a plastic zipper sandwich bag.

It’s also helpful to have a large bowl handy, just in case you don’t get this right the first time and there are leaks. Or simply do this outside or in the backyard.

YOU WILL NEED:

Sharpened Pencils
Zipper sandwich bag
Water

INSTRUCTIONS:

Step 1. Fill up your sandwich bag with water and seal (over the sink is recommended) Make sure it’s to the top but not so overfilled that you can’t close the seal up tightly.

Step 3. Take a sharp pencil and punch it through one side of the bag and to the other, but make sure it’s not all the way through or water will spill from one end.

Step 4. Repeat with more pencils on various areas of the bag. Take our advice and just watch the video on the post to see how, it’s seriously cool!

What’s the science behind the Pencil in a Bag Experiment?

The zipper-lock plastic bag you used was most likely made out of a polymer called low-density polyethylene (LDPE). It’s one of the most widely used packaging materials in the world. LDPE is low in cost, lightweight, durable, a barrier to moisture, and very flexible.

Think of the polyethylene molecules as long strands of freshly cooked spaghetti. The tip of the sharpened pencil can easily slip between and push apart the flexible strands of spaghetti, but the strands’ flexible property helps to form a temporary seal against the edge of the pencil. When the pencil is removed, the hole in the plastic bag remains because the polyethylene molecules were pushed aside permanently and the water leaks out.

As you might have discovered, it’s much easier for the stretched plastic to seal around the smooth sides of a round pencil than the straight edges found on other pencils. Hopefully you discovered this tip during practice and not while the bag was precariously positioned over someone’s head.

Disclaimer and Safety Precautions

Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.

Safety

Put on protective eyewear. Conduct the experiment on the plastic tray and in a well-ventilated area.
Keep a bowl of water nearby during the experiment.
Keep flammable materials and hair away from flame.
Avoid looking directly at burning magnesium to prevent eye discomfort.
Do not attempt to extinguish the solid fuel and magnesium — let them burn down completely. Do not touch the stove after the experiment — wait until it cools down.

General safety rules

Do not allow chemicals to come into contact with the eyes or mouth.
Keep young children, animals and those not wearing eye protection away from the experimental area.
Store this experimental set out of reach of children under 12 years of age.
Clean all equipment after use.
Make sure that all containers are fully closed and properly stored after use.
Ensure that all empty containers are disposed of properly.
Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
Do not replace foodstuffs in original container. Dispose of immediately.

General first aid information

In case of eye contact: Wash out eye with plenty of water, holding eye open if necessary. Seek immediate medical advice.
If swallowed: Wash out mouth with water, drink some fresh water. Do not induce vomiting. Seek immediate medical advice.
In case of inhalation: Remove person to fresh air.
In case of skin contact and burns: Wash affected area with plenty of water for at least 10 minutes.
In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
In case of injury always seek medical advice.

Advice for supervising adults

The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
This experimental set is for use only by children over 12 years.
Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention should be paid to the safe handling of acids, alkalis and flammable liquids.
The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply. A solid table with a heat resistant top should be provided
Substances in non-reclosable packaging should be used up (completely) during the course of one experiment, i.e. after opening the package.

Disposal

Dispose of the reagents and solid waste together with household garbage.

Products – Shoily Science

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What’s Going On?

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What’s Going On?

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What’s Going On?

Styrofoam Cup Disappearing Experiment

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Fun with electrostatic charges

Objective

Materials

What’s Going On?

Safety

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Simple Microscope Experiment

Objective

Materials

What’s Going On?

Safety

Disposal

Liquid Pressure Experiment

What you need to set up this Pencil in Water Experiment in minutes.

YOU WILL NEED:

Sharpened Pencils

Zipper sandwich bag

Water

INSTRUCTIONS:

Step 1. Fill up your sandwich bag with water and seal (over the sink is recommended) Make sure it’s to the top but not so overfilled that you can’t close the seal up tightly.

Step 3. Take a sharp pencil and punch it through one side of the bag and to the other, but make sure it’s not all the way through or water will spill from one end.

Step 4. Repeat with more pencils on various areas of the bag. Take our advice and just watch the video on the post to see how, it’s seriously cool!

What’s the science behind the Pencil in a Bag Experiment?

Safety

Disposal