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Chemical Wizardry—Multi-Demonstration Kit

By: The Flinn Staff

Chemical Wizardry Chemical Demonstration Kit
wizardry, magic, mood
chemiluminescence, polymer gels, fluorescence
multidemonstration, demonstrations, atomic emission
Chemical Wizardry Chemical Demonstration Kit
wizardry, magic, mood
chemiluminescence, polymer gels, fluorescence
multidemonstration, demonstrations, atomic emission
Item #: AP7503 

Price: $63.00

In Stock.

The Chemical Wizardry Chemical Demonstration Kit is sure to mesmerize your students with spell-binding demonstrations. As students observe the results of your wizardry, they learn important chemical concepts at the same time.

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This item can only be shipped to schools, museums and science centers

Product Details

Mesmerize your students with these spell-binding demonstrations! First, set the mood as you generate the eerie glow of a green flame by sprinkling boric acid over a gel created with calcium acetate and ethyl alcohol. Next, add to the atmosphere of enchantment by transforming a solution into slimy, ghoulish, glowing polymer worms. Complete the spooky scene with a secret message written in blood-red ink made from an iron compound. As students observe the results of your wizardry, they learn important chemical concepts at the same time. Includes detailed Teacher Demonstration Notes and a reproducible student worksheet.

Concepts: Gels, atomic emission, polymers, cross-linking, fluorescence, complex ions, chemical reactions.
Time Required: 30 minutes
Chemicals Provided: Boric acid, calcium acetate, ethyl alcohol, calcium chloride solution, copper(II) chloride solution, fluorescein, sodium alginate solution, iron(III) chloride solution, potassium thiocyanate solution.

Specifications

Materials Included in Kit: 
Boric acid, 70 g
Calcium acetate, 25 g
Calcium chloride solution, 0.1 M, 500 mL
Copper(II) chloride solution, 0.05 M, 500 mL
Ethyl alcohol, 95%, 500 mL
Fluorescein solution, 1%, 30 mL
Iron(III) chloride solution, 0.1 M, 250 mL
Potassium thiocyanate solution, 0.1 M, 100 mL
Sodium alginate, 4 g
Blotting paper, 12" x 9", 10
Bottle & trigger sprayer, 8 oz
Cotton swab, 10
Pipet, Beral-type, extra large bulb, 7


Correlation to Next Generation Science Standards (NGSS)†

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Constructing explanations and designing solutions
Engaging in argument from evidence

Disciplinary Core Ideas

MS-PS1.A: Structure and Properties of Matter
MS-PS1.B: Chemical Reactions
MS-PS3.D: Energy in Chemical Processes and Everyday Life
MS-PS4.B: Electromagnetic Radiation
HS-PS1.A: Structure and Properties of Matter
HS-PS1.B: Chemical Reactions
HS-PS3.D: Energy in Chemical Processes
HS-PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function

Performance Expectations

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.