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Name of Activity

Paper Chromatography

Author

STOMP

Keywords

chemistry, testing, chromatography, polarity, solvent

Subject

Miscellaneous

Grade Level

4, 5

Time

1 Hour

Brief Description

Students will use chromatography techniques to identify the writer of a secret note. One suspect is a computer scientist notorious for writing on whiteboards with Expo markers and the other is a ecologist notorious for labeling sample bottles with Sharpie markers.

Be sure to check with your teacher before bringing acetone into the classroom!!

Learning Goals:

introduce students to chromatography and chemical engineering

Materials:

paper cups – 2 per group (NOT POLYSTYRENE!) + extra for mess ups

strips of coffee filter paper (4 strips per group)+ extra for mess ups

One sharpie marker

One expo marker

water

acetone

Preparation:

Cut coffee filter paper into strips

Knowledge Background

Knowledge of the properties of water and acetone, knowledge of polar vs non polar and its influence on the results

Procedure

1. Introduce the problem (identifying the writer of the note) and brainstorm possible solutions. The solution we will be using today is testing the ink to see what type it is.

2. Split the students into groups (pairs ideally). Distribute the cups and filter paper.

3. Demonstrate how to label the filter paper and make sure every student does it right. Each paper should be labeled either SW, SA, EW, or EA, for sharpie-water, sharpie-acetone, expo-water, expo-acetone.

4. Have one person in the group take the sharpie filter papers and get them dotted with a sharpie marker from a teacher, and another person get the expo filter papers dotted with acetone.

5. Before distributing the water, instruct the students to dip only the water filter papers in the cup and to make sure the dot of ink doesn’t go below water level. Once you fill one of their two cups with about 1 centimeter of water, have them hold the paper until the ink stops traveling up the page or after about a minute. Have the students record the results.

6. Discuss the results and if any changes  occurred, and have the students suggest improvements to the test that would allow for better results. Go over the properties of acetone and water and their polarity and why changing the solvent might lead to better results.

7. Repeat step 5 with acetone, but before distributing the acetone, make it clear that acetone they should not put acetone in their mouths or inhale it directly, and that if anyone feels nauseous that they should tell you right away.

8. Compare the results with acetone from the results with water. Discuss why they might be different.

9. Cut off a strip of the note so that a bit of ink is near the bottom. Conduct step 5 with the note in front of the class. Observe the results and have the class make a conclusion about who wrote the note, based on their previous results. Talk about why testing is an important part of the redesign process, and what they could do to improve the test.

Extensions:

Adding extra solvents to test or extra markers as a challenge.

Modifications:

Using vinegar instead of acetone, or different markers (but make sure to test the markers with the solvents beforehand)

Brief Description Students create greeting cards that have an LED.
Subject Engineering & Art
Grade Level 4, 5, 6, 7, 8, 9+
Time 3 Hours Total
Lesson Objectives:
  1. Students will practice building circuits and broaden their understanding of what a circuit looks like.
  2. Students will practice gratitude by writing cards to people they love.
  3. Students will make connections between engineering and art.
Materials Needed:
      The materials for this activity can be somewhat expensive if you let the students keep their cards. Be sure to have your expense approved in advance.

    • 3V coin cell battery (1 per person)
    • 3mm colored LEDs (1-3 per person)
    • resistors (to protect the LED)
    • copper tape
    • masking tape
    • Scrap paper for planning cards
    • Construction paper for the final cards
    • Additional craft supplies (markers, scissors)
    • sample card(s) (optional)
Preparation and Set Up:
  • Order necessary materials well in advance.
  • It is recommended for younger students that you tape the resistor to the battery for them.
  • Make the sample card(s).
Necessary Background Students must know how to build complete circuits.
Procedure
  1. Explain the activity. Be sure to explain the coin cell battery and the copper tape. Pass around the sample(s).(10 mins)
  2. Give students the scrap paper, a battery and an LED. Ask them to plan their card. Be sure to remind them that it is only a sketch. You may want to review how the coin cell battery works once they all have their own.(20 mins)
  3. When each student is done with their sketch, give them the construction paper or cardstock. Have them do another sketch of their circuit.(10 mins)
  4. This time, when the student finishes the sketch of the circuit, they can ask you for copper tape. Be sure to approve their circuit first so that you can be sure they are using the copper tape properly. While students are waiting for approval and copper tape, have them decorate the front of their cards. If, during this work period, you need to break to finish next class, be sure to store the cards in such a way that none of the lights are on. Leaving the lights on will drain the batteries.(60 mins)
  5. Wrap up the activity however you choose. (10 mins)
Authors Ali Boreiko & Daniel deCórdoba

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