Hands-on Science

for Grade K-8 Students

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 Background
chemical reactions:
reaction rates & catalysts
Activity Guides:
SEtzEr rEaction ratES ElEpHant tootHpaStE aGElESS applES

All matter in the universe is made up of atoms. There are 118 different types of atoms
chemical reactions: reaction rates & catalysts

called elements, which are shown on the periodic table. These 118 different types of atoms
can be combined in millions of different ways to form unique substances. Sucrose, the
molecule in table
Table sugar is made of a molecule called sucrose. Sucrose is composed of 12 carbon sugar, contains
atoms, 22 hydrogen atoms, and 11 oxygen atoms bonded together in a specific way. carbon, hydrogen,
Smartphone screens respond to your finger because of a layer of indium tin oxide, which and oxygen:
C12H22O11
conducts electricity and is transparent. Some smartphones have more than 60 different
elements in them!
Indium tin oxide,
A chemical change or chemical reaction is a change that takes place when the atoms of a used in smartphone
substance are rearranged. During a reaction the bonds between atoms are broken or screens, is made up
formed. All the substances that are present at the beginning of a reaction are the reactants. of indium, tin, and
All the new substances that are produced during the reaction are the products. The oxygen
products are different from the reactants, and have different physical and chemical ITO
properties than those of the reactants.

Chemical reaction
Reactants → Products

On a molecular level, a chemical reaction takes place when particles of the reactants run
into each other. For particles to react when they collide, the particles also need to have
enough energy and must collide with the right orientation. The rate of a reaction depends
on how often particles run into each other and react. This is called collision theory.

Scientists often manipulate reactions rates. Some ways to change the rate of a reaction
are:

Higher concentration of reactants → faster reaction rate

A higher concentration of the reactants means that particles are more likely to run
into each other. Since there are more collisions, the reaction happens faster.

Higher temperature → faster reaction rate

Temperature measures how fast the particles in a substance are moving around
(this is called kinetic energy). At a higher temperature, particles have more energy,
they are moving faster, and are more likely to collide and react.

Add a catalyst → either faster OR slower reaction rate

A catalyst is a substance that changes the rate of a reaction, but isn’t used up during
the reaction. Scientists usually use catalysts to increase a reaction rate.

YOU BE THE CHEMIST® ACTIVITY GUIDES 1 [Link]

Background cHEmical rEactionS: rEaction ratES & catalYStS

The rate of a reaction also depends on what the reactants are and how they have to
change. Every reaction needs some energy to get started. Think of pulling a sled up a hill.
For every reaction, there is an “energy hill” of some size that it needs to climb before it
can go forward. The harder it is to climb this hill, the slower the reaction is. The amount
of energy needed to start a reaction, the size of the “energy hill” it needs to climb, is
called the activation energy.

A reaction needs activation energy because the reactants have to pass through a very
high-energy, unstable state called the transition state. In the transition state, the bonds
in the reactants are in the process of breaking while the bonds in the products are in the
process of forming. Since the transition state is so unstable, all chemical reactions need
a bit of a push (activation energy) to get through it. The top of the sledding hill is like the
transition state, and the energy needed to get there is like the activation energy.

For some reactions this energy hill is so big, and the reaction takes place so slowly, that
it basically doesn’t happen at all. For example, diamonds and graphite (in pencils) are
made of the same thing: both are different forms of pure carbon. A diamond could just
spontaneously change into graphite. However, the activation energy for this reaction is
so high that it is practically impossible to start the reaction.

Let’s experiment with some of the ways you can change the rate of a chemical reaction!

EnGaGE YoUr StUDEntS

Before beginning any of these activities, use the
following ideas to engage your students in learning
about chemical reactions:

 Start with an overview of physical versus chemical changes, including their

definitions and how we distinguish them. Show students a variety of pictures,
video clips, or demos and ask them whether a physical or chemical change
has occurred, and the evidence they have for their answer. Some examples of
physical changes could be melting an ice cube, mixing sand and salt, shredding
paper, crushing a can, or chopping wood. Examples of chemical changes could
be roasting a marshmallow, baking a cake, cooking an egg, food rotting, iron
rusting, a match burning, or digesting food.

 Chemical reactions are all around us! Encourage students to discuss and come
up with examples of chemical reactions, where the substances that you start
with undergo an irreversible change.

YOU BE THE CHEMIST® ACTIVITY GUIDES 2 [Link]

 Seltzer reaction rates
Section cHEmical rEactionS Topic rEaction ratES & catalYStS
Estimated Time  Setup: 5 minutes; Procedure: 5-10 minutes

oVErViEW matErialS
Students explore how temperature affects reaction rates in this simple, bubbly experiment. For one setup:
 3 seltzer tablets
In this activity, students place seltzer tablets into samples of water at different temperatures.
Higher temperatures often mean reactions proceed faster, and students will see that the seltzer  3 clear glass or thick plastic cups
tablets in the hot water bubble and fizz at a high higher rate than tablets in the cold water. This  Hot, cold, and room temperature
chemical reaction is also endothermic – meaning it absorbs heat – and students can feel the water
water cooling as the reaction comes to completion.
Optional materials:
 Stopwatch
 Thermometer
inQUirY QUEStionS
Getting Started:
 Is the change that occurs in this reaction a chemical or physical change? What
evidence do we have for either case?
This activity is good for:
actiVitY notES
Learning More:
 Individuals
 What effect does temperature have on the rate of a reaction?
 Pairs
Diving Deeper:  Small groups
 What happens at the molecular level when the temperature of a reaction is increased
or decreased, and how does this change the rate of reaction?
Safety Tips & Reminders:
 Seltzer tablets are used as a medicine;
be sure to pour the product down the
This activity covers the following content topics: properties of matter, chemical reactions, drain after the reaction is complete.
contEnt topicS
 Review the Safety First section in the
chemical change, temperature, reaction rate, energy (temperature, kinetic), endothermic and
exothermic reactions, acid-base reactions Resource Guide for additional
information
This activity can be extended to discuss: equilibrium, reversible and irreversible reactions,
conservation of matter and mass, density

Fun Fact #1
Alka-Seltzer, the original seltzer
This activity can be used to achieve the following Performance Expectations of the
nGSS connEctionS
tablet brand, was invented in 1931
Next Generation Science Standards: by A. R. “Hub” Beardsley, the
 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more
president of a laboratory in Indiana.
substances results in new substances. He found that during a flu epidemic
 MS-PS1-2: Analyze and interpret data on the properties of substances before and after
in Elkhart, Indiana, none of the
the substances interact to determine if a chemical reaction has occurred. employees of a local paper got
sick. He found that the editor of the
paper made his staff drink a
mixture of aspirin and bicarbonate
of soda each day. Beardsley worked
with his staff to develop this
concoction into a pill, which later
became Alka-Seltzer!

YOU BE THE CHEMIST® ACTIVITY GUIDES 3 [Link]

 Seltzer reaction rates Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EnGaGE  EXplorE 
Use the following ideas to engage your
students in learning about chemical
procedure:
reactions: 1. Fill three cups with the same amount of water: one with hot water, one with room
temperature water, and one with ice-cold water.
 Start with an overview of physical Optional: Take the temperature of each sample and record.
versus chemical changes, including
their definitions and how we 2. Label each cup as “hot,” “room temperature,” or “cold”
distinguish them. Show students a
variety of pictures, video clips, or 3. At the same time, drop a seltzer tablet into each cup. Observe and record your
demos and ask them whether a findings.
physical or chemical change has
Alternate method:
occurred, and the evidence they have
for their answer. Some examples of 1. Fill three cups with the same amount of water: one with hot water, one with room
physical changes could be melting an temperature water, and one with ice-cold water. Label each cup accordingly.
ice cube, mixing sand and salt, Optional: Take the temperature of each sample and record.
shredding paper, crushing a can, or
chopping wood. Examples of 2. Drop the seltzer tablet in the cold water and start the stopwatch immediately.
chemical changes could be roasting
a marshmallow, baking a cake, 3. Stop the stopwatch when bubbles stop forming and record the time.
cooking an egg, food rotting, iron
4. Take the temperature of the water solution at the end of the reaction and record.
rusting, a match burning, or digesting
food. 5. Repeat for the other two samples of water: room temperature and hot.

See more ideas for engagement in the

Reaction Rates & Catalysts Background
section! You can also look at the
Data collEction & analYSiS 
Analyze and discuss the results of this activity using the following questions:
Elaborate section of this activity for
other ideas to engage your students. • What are the physical properties of the seltzer tablet? How do you think it works?
• Write your observations: what was happening in each cup? What was different
between each sample? Why do you think that is?
• If you timed the experiment, how long did it take the bubbles to stop forming in
the hot water? The room temperature water? The cold water? What does this tell
you? Graph your data to look for a pattern.
• In which cup was the reaction the slowest? The fastest? Why?
• Where do you think the bubbles were coming from? What are the bubbles
composed of?
• Was this a chemical or physical change? How do you know? What evidence do
you have?
Fun Fact #2 • Feel each cup at the end of the experiment. Do they feel warmer or cooler than at
Baking soda, or sodium the start? Or, if you measured the temperature, did it change from the start to the
bicarbonate,can be used to put out end of the experiment? What does this mean?
small electrical or grease fires
because it helps smother the
flames.

YOU BE THE CHEMIST® ACTIVITY GUIDES 4 [Link]

 Seltzer reaction rates Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EXplain  notes 
______________________________________________________
First review the Reaction Rates & Catalysts Background section to gain a deeper understanding
What’s happening in this activity?

of the scientific principles behind this activity.

______________________________________________________

Seltzer tablets are used to treat a variety of symptoms—including fever, heartburn, acid
______________________________________________________
reflux, indigestion, and stomachaches. These tablets do all of this by reacting with excess
acid in the stomach and neutralizing it.
______________________________________________________

People take these tables by first dissolving it in water and then drinking the solution. When
______________________________________________________
a tablet is put in water, it doesn’t just a dissolve—a chemical reaction takes place! We can
see this because bubbles are forming, which is often a sign of a chemical reaction. Alka-
______________________________________________________
Seltzer tablets contain three different compounds: sodium bicarbonate, citric acid, and
aspirin.
______________________________________________________

When the tablet is put in water, the sodium bicarbonate and the citric acid react. The
______________________________________________________
reaction produces carbon dioxide gas, CO2, which forms bubbles and floats to the top. The
other products of the reaction are sodium citrate and water. Sodium citrate, C6H5Na3O7, is
______________________________________________________
the compound that neutralizes stomach acid when someone takes an Alka-Seltzer tablet.
These kinds of compounds are called antacids.
→
______________________________________________________
Reactants Products
Sodium Citric
→ Carbon Sodium Water ______________________________________________________
bicarbonate + acid dioxide gas + citrate +
3NaHCO3 + C6H8O7 → 3CO2 + C6H5Na3O7 + 3H2O ______________________________________________________

______________________________________________________
How fast the bubbles are produced depends on how fast the reaction takes place. One
factor that can change the rate of a chemical reaction is temperature. Generally, increasing
______________________________________________________
the temperature increases the rate of a chemical reaction. The warmer the water, the faster
the Alka-Seltzer tablet reacts.
______________________________________________________

A chemical reaction occurs when particles of the reactants run into each other. The Alka-
______________________________________________________
Seltzer produces a gas because of millions of tiny collisions between sodium bicarbonate
molecules and citric acid molecules, each of which produces carbon dioxide gas molecules.
______________________________________________________
The particles collide because all particles have something called kinetic energy. Kinetic
energy is the energy of motion. Anything that is moving has kinetic energy—whether it is a
______________________________________________________
baseball, a car, or a cheetah.
______________________________________________________
Because particles have kinetic energy, they are always in random motion. The air particles
in a room are constantly zooming around and colliding with each other, the walls, and
______________________________________________________
objects in the room (unlike in Alta-Seltzer, these collisions don’t cause a reaction).
______________________________________________________
Temperature is a measure of the average kinetic energy of particles in a substance. Think
of temperature as how fast particles are moving around. The higher the temperature, the
______________________________________________________
more kinetic energy particles have, and the faster they move. Most people think of
temperature as a measure of hot and cold. If something feels “hot,” that means its particles
______________________________________________________
have high kinetic energy and move more quickly. If something feels “cold” its particles have
low kinetic energy and move more slowly.
______________________________________________________

______________________________________________________
Lower Higher
temperature temperature ______________________________________________________
(colder) (warmer)
______________________________________________________

Each arrow shows the motion of a particle. The length of the arrow shows how fast the particle is ______________________________________________________
moving—the longer the arrow, the faster it is moving. When the particles are moving faster they
collide with things around them more often.
YOU BE THE CHEMIST® ACTIVITY GUIDES 5 [Link]
 Seltzer reaction rates Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EXplain  ElaBoratE 
Elaborate on your students’ new ideas and
continued
How does this fit in with chemical reactions? Increasing the temperature increases the encourage them to apply them to different
rate of a reaction in two ways. situations. The section below provides some
alternative methods, modifications, and extensions
More collisions! When particles are moving faster, they are more likely to collide. for this activity.
Since collisions happen more often, particles react more often and the reaction
goes faster. • What are other ways we could speed up a
reaction? What about ways we could slow it
Higher energy collisions! Not every collision results in a reaction. For two particles down? Have students brainstorm some ideas
to react when they collide, they need to have a certain amount of energy—if they and test them out. What worked and what
don’t have enough energy, they will just collide and not react. Increasing the didn’t work? Why? (Hint: try the experiment
temperature means that particles have higher kinetic energy, and more particles again, but this time use water all at the same
have enough energy to react when they collide. This is the main way that increasing temperature but keep one seltzer tablet
temperature increases the reaction rate. whole, break one into a few pieces, and crush
the final one into a fine powder. What
Increasing the temperature makes the particles collide more often and makes it more happens? What does this tell us about
likely that particles react when they collide. We can see this by putting Alka-Seltzer surface area and reaction rates?)
tablets in water at different temperatures and watching how fast the carbon dioxide
bubbles are produced. The tablet in hot water produces bubbles the fastest. The tablet • What are some ways we could slow down the
in cold water produces bubbles the slowest. rate of reaction? Ask students to brainstorm
some ideas, then test them out. Which
During this reaction, the glasses of water feel cold to the touch. This is because the worked? Why do they think that is? (Hint: less
reaction in Alka-Seltzer is endothermic, meaning that it takes in or absorbs energy from water, coating the tablet in something like an
its surroundings. The feeling of “cold” is energy being transferred from your hand to oil to prevent it from reacting, decreasing
the reaction mixture. Other types of reactions release energy and feel warm to the surface area, or cooling the water even more
touch. These are exothermic reactions. will all slow down the process!)

• Make a homemade lava lamp! Fill a jar 3/4

with oil and 1/4 with water. Mix in a few
drops of food coloring, then drop in small
Differentiation for Younger or more advanced

You can differentiate this activity for students of different grade levels by focusing on the pieces of seltzer tablets. Watch as the CO2
Students

concepts outlined below. bubbles pull the colored water up and down
through the oil. Seal the jar and use again and
again!

• To better understand how changes in

GEttinG StartED DiVinG DEEpEr

For younger students, emphasize the For more advanced students, temperature affect reaction rates, set up
following concepts: emphasize the following concepts: multiple trials at different temperatures.
• Compounds can react with the body in • Kinetic energy is the energy of Students can decide how they want to display
certain ways based on their chemical motion, and temperature measures their data and add each trial they complete to
properties average kinetic energy a class data set, then graph the results. How
• During a chemical reaction the original • All particles have kinetic energy and does the reaction rate change as temperature
substances are used up, and a new are in constant random motion changes in either direction?
substance is formed • A chemical reaction takes place
• Changing temperature changes the rate when particles collide with sufficient • For more advanced students: look up the
chemical formulas for the reactants. Can you
of a chemical reaction energy
predict any of the products? Can you balance
the equation? (Sodium bicarbonate is
NaHCO3 and citric acid is C6H8O7, which are
the two reactants. The bubbles rising in the
reaction are CO2, which is one of the
products. The other two products are sodium
citrate, C6H5Na3O7, and water, H2O. The
unbalanced chemical equation is NaHCO3 +
C6H8O7 → C6H5Na3O7 + CO2 + H2O. The
balanced chemical equation is 3NaHCO3 +
C6H8O7 → C6H5Na3O7 + 3CO2 + 3H2O)

YOU BE THE CHEMIST® ACTIVITY GUIDES 6 [Link]

 Seltzer reaction rates Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

cHEmiStrY in action  EValUatE 

Share the following real-world connections with your students to demonstrate how chemistry
is all around us. • Ask students to try one of the
simulations for temperature and
real-World applications• reaction rate (see the examples
in the Elaborate section). Ask
Glowsticks glow because of a them to explain what happens to
chemical reaction called the particles when the
chemiluminescence that produces temperature increases or
light. Temperature affects how decreases? What effect does this
quickly this reaction happens, so have once the reaction starts?
putting a glowstick in a cool What do they notice when
environment can slow down the particles collide? How does
reaction, making the glow last temperature change the rate of
longer, whereas a glowstick in a
collisions? What can they do to
hot environment will wear out
make the reaction go faster?
faster.
Slower? Can they relate this to
what they saw with the
experiment they tried?
A different type of endothermic reaction
is also used for pain to help people find • If students graphed out their
relief. Instant cold packs consist of two results, provide them with a
bags, one of which has water in it, while a different scenario and ask what
second bag around the first contains results they would get. For
ammonium nitrate, calcium ammonium example, what might be the
nitrate or urea. To activate the reaction, reaction time if the water were at
the inner bag of water is broken (from the 2 °C? What about 97 °C? Or,
user squeezing the package). The water provide them with a reaction time
then dissolves the solid around it through
and ask what the temperature of
an endothermic reaction, creating the
desired cold temperature.
the water likely was.

• Can students think of any

reactions at home, school, or in
their community where the rate
• Seltzer tablets, like many medicines today, were created by chemists! By learning what changes based on temperature?
careers in chemistry

home remedies people were using to fight illness, then replicating and testing them in the Ask them to brainstorm some
laboratory, chemists have been able to develop thousands of substances that we can ideas or record their ideas
easily access at the pharmacy to cure our aches and pains! throughout the week in a journal
or in voice memos. Have them
• Chemistry is important for pharmacists to know. When they advise patients on share their findings the next
medications to take – both prescribed and over-the-counter – they need to know the week with the class and explain
molecules in each drug in detail, and how they might react with other chemicals in the the reaction, how temperature
body. This helps them to share information about potential uses, side effects, and any was involved, and what they
drug combinations that could be dangerous. noticed about the rate of
reaction.

YOU BE THE CHEMIST® ACTIVITY GUIDES 7 [Link]

 Elephant toothpaste
Section cHEmical rEactionS Topic rEaction ratES & catalYStS
Estimated Time  Setup: 5-10 minutes; Procedure: 10 minutes

oVErViEW matErialS
Students will mix household products to make an ‘elephant-size’ chemical reaction! For one setup:
 Empty, 16-oz. plastic soda pop
In this activity, students mix hydrogen peroxide, liquid dish soap, and active yeast to create
bottle
new products through a chemical reaction. Students explore how catalysts work in a
decomposition reaction, how reactants change to products in a chemical reaction, and thermal  Foil cake pan with 2-inch sides (or a
energy changes in this fun, colorful experiment. bin, sink)
 3% or 6% Hydrogen peroxide
 Dawn® Ultra dishwashing liquid
 Active yeast
 Funnel
inQUirY QUEStionS
Getting Started:
 Warm water
 How do we know a chemical reaction or change has occurred?
 Cup or bowl
Learning More:  ½ cup liquid measurer

 What is the purpose of a catalyst and how does it work?  Spoon

 Food coloring
Diving Deeper:
 What happens in a decomposition reaction? What role does each reactant play in
forming the products?

This activity is good for:

actiVitY notES

 Large groups
This activity covers the following content topics: chemical reactions, chemical changes,  Demonstrations
contEnt topicS

catalysts, energy, exothermic reactions, decomposition reactions

Safety Tips & Reminders:
This activity can be extended to discuss: chemical formulas, balancing equations  Do this experiment in a bin, pan, sink,
or outside since it can get messy!
 Safety goggles are recommended.
 If the water you use is too hot it will kill
This activity can be used to achieve the following Performance Expectations of the the yeast and the experiment will not
nGSS connEctionS

Next Generation Science Standards:: work as well. Be sure to follow the

 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more instructions on the yeast container or
substances results in new substances. packet.
 MS-PS1-2: Analyze and interpret data on the properties of substances before and after  The reaction works much better with
the substances interact to determine if a chemical reaction has occurred. 6% hydrogen peroxide solution, though
stores usually sell 3%. You can get 6%
solution online or from a hair salon for
a bigger reaction.
 Review the Safety First section in the
Resource Guide for additional
information

YOU BE THE CHEMIST® ACTIVITY GUIDES 8 [Link]

 Elephant toothpaste Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EnGaGE  EXplorE 
Use the following ideas to engage your
students in learning about chemical
procedure:
reactions: 1. Place empty soda pop bottle in the center of the cake pan with the funnel in the
opening of the bottle.
 There are tons of fun, exciting videos
of this reaction – many using more 2. Pour ½ cup of hydrogen peroxide through the funnel and into the bottle.
powerful ingredients than in this
experiment. Check out some online 3. Add about one tablespoon of Dawn® Ultra dishwashing liquid to the bottle along
and show them to students before with a few drops of food coloring.
they try the experiment themselves.
4. In the cup or bowl, mix one packet of yeast with warm water (be sure to follow
 For ‘explosive’ experiments like this, the activation instructions on the yeast label).
sometimes the best engagement is
the demo itself! 5. Pour the yeast mixture into the bottle, quickly remove the funnel, and step back!

See more ideas for engagement in the

Reaction Rates & Catalysts Background
section! You can also look at the
Elaborate section of this activity for
other ideas to engage your students.

Fun Fact #1
Hydrogen peroxide naturally
decomposes over time, especially if
it is exposed to light or high
temperatures. For this reason,
hydrogen peroxide is stored in
opaque bottles and is often
refrigerated.
notes 
__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

YOU BE THE CHEMIST® ACTIVITY GUIDES 9 [Link]

 Elephant toothpaste Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

Data EXplain 
collEction
First review the Reaction Rates & Catalysts Background section to gain a deeper
What’s happening in this activity?
& analYSiS 
Analyze and discuss the results understanding of the scientific principles behind this activity.
of this activity using the following
questions: During a chemical reaction the reactants change into new substances known as the products,
and bonds between atoms are broken or formed. This is true of all chemical reactions, but
• Describe each reactant and their not all reactions occur the same way. Some types of chemical reactions are synthesis
physical properties. What do you reactions, decomposition reactions, and displacement reactions.
think is the purpose of each
reactant in this experiment? During a decomposition reaction, a larger molecule breaks down into two or more smaller
• Describe the products. Did a molecules. There is only one reactant, and bonds in the reactant compound are broken to
chemical reaction or change form two or more product compounds.
occur? Use evidence to explain
why or why not. AB → A + B

• Feel the bottle at the end of the In this experiment, we see the decomposition of hydrogen peroxide, H2O2. This reaction
experiment. Does it feel warm or produces water, H2O, and oxygen gas, O2.
cool? What does that mean?
2H2O2 (l) → 2H2O (l) + O2 (g)
• Draw a diagram of the reaction in
process and label the
Because breaking chemical bonds requires energy, the decomposition of hydrogen peroxide
components.
happens very slowly under normal conditions. If you go to a grocery store, you can find bottles
of hydrogen peroxide solution sitting on shelves—the hydrogen peroxide stays as hydrogen
peroxide and doesn’t react to turn into water and oxygen gas.

One way to make hydrogen peroxide decompose faster is to add a catalyst. A catalyst is a
substance that changes the rate of a reaction but doesn’t get used up during the reaction. In
notes  this case, we use yeast as a catalyst to make the hydrogen peroxide break down faster. This
produces a lot of oxygen gas very quickly, which we can see in a big explosion of foam!
________________________________________________________
We can see the oxygen gas because we added soap to the hydrogen peroxide. The bubbles
________________________________________________________ of oxygen that are produced are trapped in the soap, creating a foam. A foam is made of tiny
bubbles of gas spread throughout a liquid or a solid. In this case, the foam is oxygen gas
________________________________________________________ spread throughout soapy water. Some other examples of foams are seafoam, whipped cream
marshmallows, and sponges.
________________________________________________________
With yeast, hydrogen peroxide decomposes so quickly and releases so much gas that
________________________________________________________ pressure builds up inside the bottle, and foam explodes out of the top—just like toothpaste
being squeezed out of a tube. The yeast makes the reaction happen more quickly by helping
________________________________________________________ to position the reactants so that when they collide, they have the right orientation to react.
This means the reaction doesn’t need as much energy to get started—it has a lower activation
________________________________________________________ energy.

________________________________________________________ During this experiment, the bottle feels warm to the touch because the decomposition of
hydrogen peroxide releases energy. Any reaction that releases energy is an exothermic
________________________________________________________ reaction. The products (in this case, water and oxygen gas) are lower in energy than the
reactants (hydrogen peroxide). On the other hand, an endothermic reaction requires or takes
________________________________________________________ in energy. In an endothermic reaction, the products are higher in energy than the reactants.
Energy is put into the reaction, and stored in the chemical bonds that are formed.
________________________________________________________
The overall change in energy during a chemical reaction is different than the amount of energy
________________________________________________________ the reaction needs to get started. We need to put in energy to get hydrogen peroxide to start
decomposing, but once the reaction starts it produces energy. Another example is the
________________________________________________________ combustion reaction that causes burning. You need a spark to start a fire. This spark provides
the activation energy. Once the fire starts, it gives off energy in the form of heat because it
________________________________________________________ is an exothermic reaction.

YOU BE THE CHEMIST® ACTIVITY GUIDES 10 [Link]

 Elephant toothpaste Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EXplain  continued ElaBoratE 

Elaborate on your students’ new ideas and encourage them to apply them to different
Differentiation for situations. The section below provides some alternative methods, modifications, and
Younger or more extensions for this activity.
You can differentiate this activity for • The foam produced is not toxic or dangerous, so students can touch and feel it
advanced Students

students of different grade levels by (though if you added food dye this might get messy!). This is one way to feel the
focusing on the concepts outlined below. temperature difference.

• Want rainbow or glittery toothpaste? Add a few drops of different colors or glitter
in step 3!

• Ask students whether the amount of each reactant matters in this experiment. Try
GEttinG StartED

For younger students, emphasize the experiment a few more times, each time changing the amount of each reactant.
the following concepts: Do they see a pattern? Which reactant limits the amount of product that can be
• There are different types of made?
chemical reactions
• A decomposition reaction breaks • Explore whether Elephant Toothpaste is a physical or chemical change. What is the
down a larger molecule into definition of a physical change? Chemical change? What are some examples? What
smaller ones is the evidence that shows what type of change occurred?
• Catalysts change the rate of a
chemical reaction without being
• What happens if the experiment is done in a smaller bottle? What about a graduated
cylinder? We find the experiment works best with a bottle that has a narrow neck.
used up
Why might that be the case? Make predictions and try the experiment using different
containers.
DiVinG DEEpEr • Lead a discussion about what each reactant does in this reaction. Which one could
For more advanced students, we increase (in amount of concentration) to make the reaction bigger? Record their
emphasize the following concepts: predictions and then test a few of their ideas.
• Exothermic reactions release • What happens if some of the reactants are removed? For example, would the
energy, and endothermic reaction happen without the yeast catalyst? Or without the soap to see the gas
reactions absorb energy released? Lead a discussion of what students’ predictions are and then try some
• A reaction’s overall change in out!
energy is different than the
amount of energy it needs to get • Yeast is used as a catalyst in this reaction, but there are lots of other catalysts in
started the world around us! Design a research project for students to investigate catalysts
in their body, home, school, environment, and more. Students can share their
findings with the class.

• There are tons of videos of this reaction online! Ask students to find the most
“elephant”-sized ones to share with the class. What did the experimenters do
differently in their procedure? What might that have changed about the reaction?

• The catalyst in this reaction, yeast, is a living organism that is used in a number of
Fun Fact #2
Yeast is a living organism – a single- different ways at home and in the laboratory. Ask students to find some fun facts
celled fungus – which is why it is about yeast, including how we use it in our everyday lives and in science research.
important to not use water that is too
hot, which could kill the sample. • For more advanced students: write out the chemical formulas for the reactants and
products. Ask students to balance the equation.

• For more advanced students: a way to test for the presence of oxygen – which is a
product in this reaction – is by bringing a glowing split near the foam. If oxygen is
present, it will reignite.

YOU BE THE CHEMIST® ACTIVITY GUIDES 11 [Link]

 Elephant toothpaste Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

cHEmiStrY in action  EValUatE 

Share the following real-world connections with your students to demonstrate how chemistry
is all around us. • Add some art and creativity to
the experiment: ask students to
real-World applications• make a video, comic, or
advertisement selling Elephant
Hydrogen peroxide Yeast is used to leaven bread, ferment Toothpaste. In their work they
has many uses, food and drink, as a nutritional should explain how the product is
including acting as supplement, and as a way to study made. You can also add in other
a bleaching agent, genetics in the laboratory since it is sections like safety warnings,
disinfectant, and in easy to grow, maintain, and manipulate.
recommended usage, and more!
high Yeast is even being studied as a
concentrations it potential biofuel! • Can students prove whether a
has even been chemical reaction took place?
used as a Provide vocabulary words
propellant for
rockets! learned throughout this unit and
ask students to write what they
observed and whether a chemical
or physical change took place
using new vocabulary and
Humans need catalysts! Your body burns fuel (in the form of food), evidence from their experiences.
just like a car’s engine burns fuel. The reactions in our bodies that They can present their writing to
digest food and turn it into fuel require energy. There are special a peer to review and provide
catalysts in the body called enzymes that help these reactions to start. feedback, or share their thoughts
The slowest known biological reaction would take 1 trillion years orally with the class.
without an enzyme. With enzymes, the reaction can occur in just 10
milliseconds • Ask students to plan a
presentation to younger students
in the school. They should be
prepared to introduce the
experiment, perform it, explain
• Thinking of a career in the automotive industry? The invention of airbags relies on rapid what is happening, and answer
careers in chemistry

decomposition reactions to save lives! Sodium azide (Na(N3)2) decomposes rapidly into questions from the audience.
nitrogen gas (N2) and sodium (Na) upon impact, which causes airbags to instantly fill with
gas.

notes 
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YOU BE THE CHEMIST® ACTIVITY GUIDES 12 [Link]

 ageless apples
Section cHEmical rEactionS Topic rEaction ratES & catalYStS
Estimated Time  Setup: 5-10 minutes; Procedure: 1 day

oVErViEW matErialS
Students explore the chemistry of browning apples and a simple acid-base reaction that affects For one setup:
this process.
 ¼ cup lemon juice

In this activity, students place apple slices into solutions that are acids, bases, or neutral. A  1 tbsp. baking soda
day later, they examine the apples and can see dramatic differences in how much each of the  ½ cup water (distilled, if possible)
slices browned or decayed. Students can explore how acidity changes reaction rates and the  1 apple
chemistry of food preservation.  3 sealable sandwich bags (or small
bowls with lids)
 Permanent marker
 ¼ and ½ cup measurer, tablespoon
 Knife or apple slicer
inQUirY QUEStionS
Getting Started:
 How do we know if a chemical or physical change has occurred?

Learning More:
 What is an acid and a base, and how do they affect the rate at which an apple browns?

Diving Deeper: This activity is good for:

actiVitY notES
 What chemical reaction causes apples to brown and how can we slow this process  Individual
using our knowledge of acids and bases?  Pairs
 Small group
 Large group
 Demonstration
This activity covers the following content topics: acids, bases, pH scale, enzymes, chemical
contEnt topicS

change, chemical reaction, catalysts

Safety Tips & Reminders:
This activity can be extended to discuss: enzyme, protein, amino acids, food preservation  An adult should cut the apple for
students.
 Although household acids and bases
are diluted, they can still pose risks.
This activity can be used to achieve the following Performance Expectations of the Follow proper safety procedures like
nGSS connEctionS

Next Generation Science Standards: wearing a lab coat, safety goggles, and
 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more gloves for protection.
substances results in new substances.  There is no eating or drinking in the
 MS-PS1-2: Analyze and interpret data on the properties of substances before and after lab, even when we are working with
the substances interact to determine if a chemical reaction has occurred. normally edible materials.
 Review the Safety First section in the
Resource Guide for additional
information

Fun Fact #1
Will an apple float or sink in water?
(Hint: think of bobbing for apples!)
An apple is actually 25% air by
volume and easily floats in water.

YOU BE THE CHEMIST® ACTIVITY GUIDES 13 [Link]

 ageless apples Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EnGaGE  EXplorE 
Use the following ideas to engage your
students in learning about chemical
procedure:
reactions:
1. Using the marker, add one of the following labels to each plastic bag: “lemon juice,”
 Start by having students observe fruits “baking soda,” and “water.”
– cut and whole – over time (or show
videos and pictures if you cannot have 2. Pour ¼ cup lemon juice into the bag labeled “lemon juice.”
samples in the room). What do 3. Mix ¼ cup water with 1 tbsp. baking soda in the bag labeled “baking soda.”
students observe happens over time?
Why do they think this might be? Do 4. Pour ¼ cup water into the plastic bag labeled “water.”
they have any ideas about what might
be causing this and how to slow or 5. Have an adult cut an apple into 6-12 evenly-sliced pieces.
stop the process? 6. Place 2-4 apple slices into each bag, seal, and gently shake to ensure the apple slice
 Ask students to brainstorm ways in is completely coated in the liquid.
which humans preserve their food. 7. Carefully remove the apple slices from each bag and place them on top of the sealed
What do we add to food to keep it
bag they came out of, or on a labeled plate or bowl.
fresh? How do we store food to keep it
from going bad? Do they know why 8. Observe immediately and check in over the next few hours or day and note any
food goes bad over time? changes between the apple samples.
 If you test out the experiment in
advance, start by showing them the
three samples but do not label which
solution they were put in. Can
students guess what happened and
why some samples browned while
Data collEction & analYSiS 
Analyze and discuss the results of this activity using the following questions:
others did not? Turn this into a “20
Questions” game where students can • At the start of the experiment, describe each liquid being used: water, lemon juice,
only ask questions that can be baking soda solution. What are the physical properties? How are they similar or
answered with “yes” or “no,” and see if different?
they can figure out what you did!
• Draw and label of diagram of an apple slice at the start.
See more ideas for engagement in the
Reaction Rates & Catalysts Background • Make a hypothesis: what effect do you think each of the liquids will have on the
section! You can also look at the apple? Draw what you think each sample will look like tomorrow.
Elaborate section of this activity for
other ideas to engage your students. • Describe and draw any changes you notice between the three samples over time.
This can be every hour, every few hours, or over the course of a few days. What
differences can you observe?
• Do you think this is an example of a chemical or physical change? What is your
Fun Fact #2 evidence?
• Which of the liquids used could help keep apples fresh for longer? Why?
There are over 2,500 varieties of
apples, ranging in size, taste, color,
and appearance. But the only apple
native to the US is the crabapple.

YOU BE THE CHEMIST® ACTIVITY GUIDES 14 [Link]

 ageless apples Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EXplain  notes 
______________________________________________________
First review the Reaction Rates & Catalysts Background section to gain a deeper understanding
What’s happening in this activity?

of the scientific principles behind this activity.

______________________________________________________

During a chemical reaction the reactants change into the completely new substances called
______________________________________________________
the products, and bonds between atoms are broken or formed. Chemical reactions occur all
around us—even in our food! Apples that we eat ripen because of chemical reactions. When
______________________________________________________
an apple is cut open and turns brown, that is also because of a chemical reaction.
______________________________________________________
When an apple is cut open, it releases a molecule called polyphenol oxidase (PPO). Once PPO
is released, the apple reacts with oxygen in the air and turns brown. The brown color of the
______________________________________________________
apple is a defense mechanism, meant to make the plant less appealing so it is less likely to
be eaten by other animals.
______________________________________________________

This change in color is due to an oxidation reaction. Oxidation reactions are chemical reaction
______________________________________________________
that involve the transfer of electrons. The brown rust that forms on metal is also the result of
an oxidation reaction (see the Cleaning Pennies activities for more!).
______________________________________________________

PPO is actually a catalyst. A catalyst is a substance that changes the rate of a reaction, but
______________________________________________________
is not used up during the reaction. In this case, PPO makes other compounds in the apple
react with oxygen in the air faster, so the apple turns brown faster. PPO itself does not react
______________________________________________________
with anything. PPO is also the enzyme that makes guacamole turn brown over time, and is
found in apples and other plants like mushrooms and lettuce. Catalysts make a reaction
______________________________________________________
happen more quickly by decreasing the activation energy. Activation energy is the amount
of energy needed to start a reaction, or the size of the “energy hill” the reaction has to climb.
______________________________________________________
Since catalysts make it easier for the reaction to occur, it happens more quickly.
______________________________________________________
Enzymes are catalyst in living things that help to speed up biological reactions. In humans,
enzymes help us with things like digesting food, generating energy, and staying healthy. The
______________________________________________________
slowest known biological reaction, which is part of creating our DNA, would like 1 trillion years
without a catalyst. With an enzyme, this reaction happens in just 10 milliseconds!
______________________________________________________

One way to change the rate of a reaction is to add or remove a catalyst. Another way is to
______________________________________________________
change how a catalyst behaves. Whether or not a catalyst is active depends on a number of
conditions, like temperature, acidity, and concentration. One of the reasons enzymes work in
______________________________________________________
our bodies is our temperature. Most enzymes in the human body work best at normal body
temperature (about 98 °F).
______________________________________________________

Another thing that can affect a catalyst is pH. The pH scale measures how acidic or basic
______________________________________________________
something is. What this depends on is the concentration of hydrogen ions, H+. pH can range
from 0 to 14. Acids are substances with a pH less than 7. Bases are substances with a pH
______________________________________________________
greater than 7.
______________________________________________________
Every enzyme has an ideal pH, or balance between acidic and basic, where it works best. PPO
works best when the pH is around 6.5. When the pH drops below 2.5, PPO stops working at
______________________________________________________
all. If the PPO in an apple becomes inactive, the oxidation reaction that turns apples brown
happens much slower (barely at all!).
______________________________________________________
Adding lemon juice to apples deactivates the PPO enzyme in a few ways.
______________________________________________________

______________________________________________________

______________________________________________________

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YOU BE THE CHEMIST® ACTIVITY GUIDES 15 [Link]

 ageless apples Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EXplain  continued ElaBoratE 

Elaborate on your students’ new ideas and encourage them to apply them to different
situations. The section below provides some alternative methods, modifications, and
Vitamin C: Lemons are a great source of extensions for this activity.
vitamin C, also known as ascorbic acid. When
ascorbic acid is on an apple, oxygen in the air • Add another control: keep a few apple slices out and compare with the other
reacts with ascorbic acid before it reacts with samples. Students might see that even dipping the apple in water slowed the
the apple. Instead of the apple being oxidized, browning slightly. Why do they think that is? (Hint: with water covering the sample,
the ascorbic acid is oxidized. But this doesn’t can oxygen reach the fruit as easily?
work forever—once the ascorbic acid has all
reacted, the apple with start to oxidize and • Try this experiment again, but use a variety of acids, bases, and neutral substances,
turn brown. such as vinegar, milk, soda, saltwater, seltzer, orange or cranberry juice, milk of
magnesia, tonic water, and more. Which works the best? Why?
Low pH: Lemons are very acidic because they
contain compounds like citric acid. The pH of
• For students who are learning more about acids and bases, get some pH paper and
measure the pH of each liquid used in the experiment. Graph the pH versus the level
lemon juice is 2.0, which is low enough to
or browning. What is the relation? Now ask students to test the pH of other
make the PPO enzyme inactive. Unlike
unknown liquids and make an informed guess of where it will fall on the graph. Test
ascorbic acid, the acidity doesn’t “run out,” so
it out and see if they are correct!
it prevents browning for longer.
• Students can graph their results and run multiple trials to determine which
Because lemon juice makes the PPO less household preservative works the best. On the y-axis they can create a scale for
active, the apple slices that were in lemon brownness, and on the x-axis they can write what type of treatment they used. With
juice solution will turn brown slower than the a keen eye, close observation, and a stopwatch, they can also graph the time at
apple slices that were in either baking soda which the apple started to brown on the y-axis instead.
solution or water.
• How does storage method affect browning? In this experiment, students learned
that oxygen is what causes the enzymes to react. Can they design a way to store
apples that limits the amount of oxygen? Or try the experiment again but keep each
Differentiation for Younger

You can differentiate this activity for students trial in a different storage container: out in the open, in a Tupperware, in a clean
or more advanced Students

of different grade levels by focusing on the plastic bag. Which worked best?
concepts outlined below.
• Does this work for other fruits or vegetables? Students can run the experiment
again with bananas, pears, avocados, potatoes, peaches – whichever other produce
items they can think of that brown like apples.

• If you are doing the experiment in the summer or fall in an area where there are
apple orchards, pair this activity with a field trip. Learn about how apples are grown,
GEttinG StartED

For younger students, emphasize the the life cycle, farming, distribution, and the properties of each type of apple. Have
following concepts: students interview the farmers and orchard workers. How do they keep their
• There are different types of chemical produce fresh? What processes and products do they use to grow fresh, delicious
reactions apples? After students return to the classroom, do this experiment as part of a
• Catalysts change the rate of a discussion about how food is produced and ends up in local grocery stores,
chemical reaction without being used restaurants, and in their homes. Why might experiments like these be important for
up the farming industry?
• Enzymes are catalysts in living things
• Do different types of apples brown at different rates? Depending on the type of
apple and the maturity, different levels of polyphenol oxidase (PPO) will be present,
resulting in different levels of browning. Test it out!

• There are many theories to the evolutionary advantage of browning: perhaps the
DiVinG DEEpEr
For more advanced students,
emphasize the following concepts: unappealing appearance keeps animals away from damaged fruit on a tree, or
• Catalysts behave differently maybe it is a signal to them that the fruit is rotten and should be avoided. What do
depending on conditions like students think might be the evolutionary advantage to a fruit that can brown when
temperature and pH open or damaged?
• pH measures the concentration of
hydrogen ions, H+, which determines
• Does temperature affect the rate of browning? Try putting one apple in the freezer,
one in the refrigerator, one at room temperature, and one in a warm or sunny spot
whether something is an acid or a
for a few hours. Cut a slice from each and observe. Did they brown at the same
base
rate?

YOU BE THE CHEMIST® ACTIVITY GUIDES 16 [Link]

 ageless apples Section CHEMICAL REACTIONS Topic REACTION RATES & CATALYSTS

EValUatE  cHEmiStrY in
• Provide groups of students with a mystery sample that is an acid, base, or neutral. action 
Ask them to write a list of the physical properties. If pH paper is available, have
Share the following real-world connections
them test the pH of their sample, or provide the estimated pH to each group.
with your students to demonstrate how
Using what they learned in this experiment, do they think this will be effective in
chemistry is all around us.
preventing browning in an apple? Have them test it out, then make a guess as to
what their mystery liquid could have been. Provide them with a bank of options real-World applications
(either samples they can look at and test the pH, or a chart) and guess which
Some grocery stores and fast food
substance they had. They can then explain the evidence for their answer to their locations regularly sell bags of
peers and see if everyone correctly guessed their samples. sliced apples – but how do they
keep them looking and tasting
• Ask students to visit a local grocery store or look at their food at home. What fresh? This is made possible
preservation techniques are applied on produce? You can provide scaffolding with thanks to chemist Attila Pavlath,
various prompts: how are they displayed? Are they in packaging? Do you notice who developed a formula of salts
anything that could have been done to the produce to keep it fresh (i.e. think of and vitamin C (the same acid
found in lemon juice!) that can
the wax on apples!)? When reading labels on prepared or packaged produce, can keep a sliced apple as good as
they find the names of any preservatives? The next day, students can share out new for 21 days!
their findings and make a list of the ways we ensure our food stays fresh and
edible.

• Genetically modified foods – like the non-browning Artic Apple – have caused lots There are a number of methods
of debate in recent years. For older learners, set up a debate using the Artic Apple used to preserve fruit and prevent
as the case study. Students should be assigned one side of the debate (pro- it from rotting. One method
genetically modified foods or against – or add in other stakeholders like perhaps explored in this experiment is
a group that wants to treat conventional fruit with acidic solutions instead), dipping or spraying fruit with an
conduct research and compile evidence for their argument, then hold a debate in acidic solution. Fruit is sometimes
dried to remove moisture, which
class. Encourage students to think about the pros and cons from the point of view preserves its shelf life, or dipped in
of scientists, farmers, grocers, consumers, the government, and more. What did sulfur or honey solutions, which
they learn? Which side was more convincing? What is the role of a scientist in can act as a preservative. Cooking
these types of debates? or blanching – dipping in boiling
water – also destroys the enzyme
that causes fruit to brown, but this
changes the taste and texture it
might not be a desirable option.

notes 
__________________________________________________________________________________________________________________
careers in chemistry
• Americans waste around 50% of their
__________________________________________________________________________________________________________________ produce, which equates to around 60
million tons or $160,000,000,000 annually
__________________________________________________________________________________________________________________ (which is around $1,600 per four-person
household)! A big reason for this is that
__________________________________________________________________________________________________________________ produce that is bruised, browned, or
deemed ‘damaged’ in some way is thrown
__________________________________________________________________________________________________________________ away – even if it is perfectly edible! This
waste has spurred on a number of
__________________________________________________________________________________________________________________ careers: commercial composting,
marketing campaigns for ‘ugly fruit,’
__________________________________________________________________________________________________________________ repurposing slightly damaged produce to
solve food insecurity issues, developing
__________________________________________________________________________________________________________________ more scientific protocol for determining
accurate expiration dates, and big
__________________________________________________________________________________________________________________ business in finding safe, efficient, and
effective ways to grow, harvest, package,
__________________________________________________________________________________________________________________ and transport produce around the world.

__________________________________________________________________________________________________________________

YOU BE THE CHEMIST® ACTIVITY GUIDES 17 [Link]