Greetings from the DuPage Regional Office of Education STEM Squad! We are glad you are participating in IIT’s STEM Expo. In this kit, you’ll construct two balance birds.
If you want more of a challenge, follow the directions directly below to build and experiment with the first one, and then put The Balancing Bird in the cellophane bag together. For more novice experimenters, construct the bird in the bag first. Have fun!

Check out our website for more activities and information, you can also contact us there: stemdupage.com

Balance Bird Challenge

Print template

You’ll Need: 

Balance Bird on card stock (in your bag),

• scissors
• straw
• pennies
• crayons
• tape

To Do:

Carefully cut out the Balance Bird, making sure there are no folds or creases. Color if you wish.
Does the bird balance on your finger?

Fold the straw in half. Tape it to the underside of the bird so the center of the straw is just behind the head and the bent sides extend under the wings. Tape one penny near the tip of one wing on the underside of the bird, and another penny near the tip of the other wing. Try to put them the same distances from the edges on both sides.

Flip the bird over. Place the tip of the bird’s beak on your finger to make it balance.

Think About It:

• What makes an object balance?
• What do the pennies do to make the bird balance?
• What would happen if you moved the pennies to different spots on the bird? Try this!

Check Out:

For more information, check out the Museum of Science and Industry website: https://www.msichicago.org/science-at-home/summer-brain-games/activities/more- activities/toys/balance-bird/

If you’d like to see videos of how to make the bird: https://abakcus.com/diy/how-to-make-a-balance-bird/

Greetings from the DuPage Regional Office of Education STEM Squad! We are glad
you are participating in IIT’s STEM Expo. In this kit, you’ll construct two balance birds.
If you want more of a challenge, follow the directions directly below to build and
experiment with the first one, and then put The Balancing Bird in the cellophane bag
together. For more novice experimenters, construct the bird in the bag first. Have fun!
Check out our website for more activities and information, you can also contact us there: stemdupage.com

Slimey Fun

Greetings from the DuPage Regional Office of Education STEM Squad! We are glad
you are participating in IIT’s STEM Expo. Make the slime in this kit according to the
enclosed directions. If you crave more fun, and some experimentation, try these slimes, but
always talk about your plans with an adult. If you are using household supplies, ask for
permission; that bottle of white glue that you want to use may be needed by someone else in your family.

Always clean up after yourself, and put your supplies away!

Here are some specific slime ideas from a website we love: https://sciencebob.com.
Note that there is much more STEM fun to look at if you browse their site!

1. Starch Slime

You’ll need:
mixing bowl and mixing spoon, ¼ cup water, ¼ cup white craft glue, ¼ cup liquid starch (on
grocery store shelves in the detergent aisle), food coloring (optional, but who doesn’t love
food coloring?)
To do:
In your kitchen, pour the glue into the bowl. Add the water. Mix well with a spoon. Add a few
drops of food coloring. Mix well. Add the starch. Mix well. Now put the developing slime
into your hands and keep mixing…and start playing. Clean up, and when you’re done, you
can store the slime in a zip lock bag or a recycled container.
Does the order in which you add the ingredients matter in the end result? You can
experiment and see—for example, what if you add the starch first? If you use different brands
of white glue, does that make a difference? If you choose to experiment, write down your
procedure so that you can repeat it if you like the results—or avoid it if the results weren’t to
your liking. Another thought, if you are experimenting, you can reduce the amount of
ingredients to use less material. For example, use a tablespoon each of glue, water and
starch to make your experimental sample. You can always scale-up if you like your sample.
And, don’t forget to check with family members before you use up all of those ingredients.

2. Milk Slime

You’ll need:
small sauce pan, stove, hot pad, mixing bowl, 1 cup of milk, 4 teaspoons of white vinegar,
strainer
To do:
Review these directions with an adult in your house, and accept their help as needed.
1. Heat the milk in the saucepan on your stove until hot, but not boiling.

2. Using the hot pad, carefully pour the milk into the bowl.

3. Add the vinegar to the milk and stir with a spoon for about a minute.

4. With a helper, carefully pour the milk mixture through the strainer into the sink.
Caution: hot! When cool, rinse what’s in the strainer.

5. Press this material into a ball.

Let it harden for a couple of days.
If you check out this page: https://sciencebob.com/make-plastic-milk/, you can learn about
the slime you just made and how that happened. Also at that site are some great ideas for
experimentation with milk slime—which they call plastic milk. When you follow a specific
procedure, like when you follow a recipe, you’re not actually experimenting, but just
demonstrating that the procedure gives an expected result. 

3. Corn Starch Slime

Is this slime? You decide. Whatever you decide, we know you will like it!
You’ll need:
a container such as a plastic bucket (a beach bucket would be good), or a plastic tray about
the size of a lunchroom tray, or a baking sheet, 1 cup water, a handful of cornstarch
To do:
Put your container on a flat surface that you can easily clean up. Add a handful of corn
starch and a spoonful of water. Stir, and add more water until you have a liquidy goop. Add
more water if the substance is crumbly.
Poke your finger into your goop.
Stir it quickly, stir it slowly.
Call mom, dad, bro or sis to video record you as you play with the goop.
Can you make it liquid? Solid? Show this on your video recording. Do you think this is slime,
or would you call it something else?
When you clean up, dispose of your goopy slime in the garbage, not the sink, as it can clog
the sink. You can also save it in a zip lock bag or a recycled container.

For more STEM activities and info, check us out at stemdupage.com

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

Prelab Questions
Define the term chemical reaction.
Objective
You will be constructing a rocket that will be propelled into the air by a chemical reaction.
Safety
 Always wear safety goggles when handling chemicals in the lab.
 Wash your hands thoroughly before leaving the lab.
 Clean-up your materials according to your teacher’s instructions
 When the Alka-Seltzer tablet has been added to the film canister, move away from
the rocket.
Procedure
1. Cut paper into a 6” by 6” square.
2. Roll paper around the film canister. Make sure the canister is upside down at the
bottom of the roll and that the lid can fit on and off easily.

3. Cut out a circle of paper for the top of the rocket. Cut 1/4 of the circle out (a
triangle shape) so that it can fold into a cone, and tape to the top of your rocket.

4. Cut three triangles out of paper and tape to the bottom of the rocket. Decorate any
of these pieces as you wish with crayons, markers, etc.

5. Turn the rocket upside down, fill it about halfway with some warm water.
6. Now, drop 1⁄4, 1⁄2 or a full Alka-Seltzer tablet into the canister.
7. QUICKLY place the lid on the canister, and the rocket down (right side up), with the
lid on the table.
8. Move away from the rocket.
Observations
Write a sentence about what you saw happen.
Analysis
1. The reaction inside the canister created carbon dioxide gas. How is it possible to
make a gas from a solid tablet and water?

2. Why did the lid of the canister pop off?

3. Did your rocket travel very far? What are some ideas for making your rocket travel
further if you did this experiment again?

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

Lesson Plan: Chemistry of Pop Rocks

Summary

In this lesson, students will determine the pH of several liquids with litmus paper or a pH probe. Next, students will explore how pH affects the production of gas with Pop Rocks. Students will also investigate how Charles’ Law affects Pop Rocks. Finally, students will design their own experiment with Pop Rocks.

Objectives

By the end of this lesson, students should be able to

• Explain what affects the rate of gas production when Pop Rocks are dropped in different liquids.
• Identify variables in the given experiment.
• Give an example of Charles’ law.
• Design an experiment using Pop Rocks with detailed procedure and variable identified.

Chemistry Topics

This lesson supports students’ understanding of the following topics in chemistry:

• Acids and bases
• Chemical change
• Solutions
• Gases

Time

Teacher Preparation: 35 minutes, depending on the experience of the class, more prep time might be required if students are not used to getting lab supplies

Lesson: 2 45-minute class periods, if students already have some background on pH

Materials

For each group:

• One package of Pop Rocks
• Red and blue litmus paper or universal indicator paper or pH probes (or use several of these) or create your own indicator with red cabbage (shred, put in a blender, cover with distilled water and blend. Stain out the cabbage leaves. No boiling needed)
• Safety goggles
• 3 different liquids (one acidic, one alkaline, and one neutral) already in beakers labeled with the name of the liquid if time is an issue (acidic solutions = soda pop, vinegar, lemon juice; alkaline solutions = liquid soap, baking soda solution, ammonia; neutral solutions = table salt solution, distilled water, rubbing alcohol). Soda pop will produce the most gas production, but not because it is acidic. Could use carbonated water or other types of drinks.
• Balance and weighing pan or filter paper (or a few stationed around the room)

Safety

• Students should wear safety goggles at all time.
• Students should not mix any of the liquids together without supervision.
• Read and follow all safety warnings on labels.
• At the end of the lesson, students should pour their used solutions in a waste container. Dispose of this waste down the drain or according to local regulations.
• If using bleach in the design section….temperature rises over 100 oF ….Bleach contains sodium hypochlorite (NaOCl) which is quite reactive with organic compounds (it oxidizes them), including sugar. That's why it's a good antiseptic and cleanser.
• Students should wash their hands thoroughly before leaving the lab.

Vocabulary Terms

• pH
• Charles’ law
• Acids
• Bases
• Neutral
• Chemical reaction

Keywords

candy, Pop Rocks, pH, liquids, Charles’ Law, experimental design, chemical reaction

Teacher Notes

Acid/base background

• Acid is a substance that tastes sour, reacts with metals and carbonates, and turns blue litmus paper red. Acids react with certain metals to produce hydrogen gas.
• Litmus is an example of an indicator, a compound that changes color when in contact with an acid or a base. Sometimes chemists use other indicators to test for acids and bases, but litmus is one of the easiest to use.
• Bases are another group of compounds that can be identified by their common properties. A base is a substance that tastes bitter, feels slippery, and turns red litmus paper blue. Bases are often described as the “opposites” of acids. Unlike acids, bases don’t react with metals or carbonates. Bases do react with acids.
• Acids and bases are found almost anywhere. Acids are found in many fruits and other foods. Many acids have formulas that begin with hydrogen.
• A hydrogen ion (H+) is an atom of hydrogen that has lost its electron. An acid is any substance that produces hydrogen ions (H+) in water. H+ cause the properties of acids.
• Many bases are made of positive ions combined with hydroxide ions. The hydroxide ion (OH-) is made of oxygen and hydrogen with a negative charge. When bases dissolve in water, the positive ions and hydroxide ions separate. A base is any substance that produces OH- in water. Hydroxide ions are responsible for the bitter taste and slippery feel of bases. Hydroxide ions also turn red litmus paper blue.
• Chemists use a numeric scale called pH to describe the concentration of H+ in a solution. The pH scale is a range of values from 0 to 14. A low pH tells you that the concentration of H+ is high. In contrast, a high pH tells you that the concentration of H+ is low. When the pH is low, the concentration of OH‑ is high.
• A solution with a pH lower than 7 is acidic. A solution with a pH higher than 7 is basic. If the pH is exactly 7, the solution is neutral.
• A reaction between an acid and a base is called neutralization. After neutralization, an acid-base mixture is not as acidic or basic as the individual starting solutions were.
• A salt is any ionic compound made from the neutralization of an acid with a base. A salt is made of the positive ion of a base and the negative ion of an acid. In a neutralization reaction an acid reacts with a base to produce a salt and water.

Notes for the lesson

• Charles’ law: Temperature and volume of a gas are directly related when at constant pressure
• If students have not been introduced to pH yet use (add another class period ): http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson8
• great simulation to review pH: http://phet.colorado.edu/en/simulation/ph-scale
• investigate the strength of acids and bases with this simulation: http://phet.colorado.edu/en/simulation/acid-base-solutions
• simple interactive pH panel identifies if acids and bases by clicking on the name of the substance: https://www.edumedia-sciences.com/en/media/754-ph-analysis
• use cafeteria trays for students to conduct work and this also an easy way for them to gather their supplies from the front of the room
• have students work in pairs and take turns recording information. As students come up to collect three different liquids, supervise that a base, a neutral, and an acid solution are chosen (without identifying them). You could have everyone in the class use the same three liquids or you could have more options available.
• allow students to sit at their desks and face forward to be seen by the teacher at all times
• differentiation: some students might benefit from more detailed directions when designing their own experiment and creating a data table for observation in the lab.
• simulation on Charles’ Law: http://mw2.concord.org/public/part2/gaslaws/page4.cmlhttp://concord.org/stem-resources/temperature-volume-relationship

Lesson: Student Activity Sheet: Chemistry of Pop Rocks

Engage

Ask students if they have ever eaten Pop Rocks. What is their favorite flavor? Give each pair of students a bag of candy and instruct them to pour a small amount into their hand. Ask them to observe the candy and describe what they see. What would happen if you put it in your mouth? (But don’t allow them to eat them.)

Explore

Have students do the following:

1. Hand out Student Activity Sheet: Chemistry of Pop Rocks
2. Discuss independent and dependent variables. Have students identify what the variables were in the engage activity with their partner.
3. Gather materials.
4. Predict which liquids are acids, bases or neutral and then take turns writing or recording on a computer, each pair designs a table to collect information on the different liquids.
5. Test the three liquids to determine the pH and record the information (color change, actual pH, acids, base, or neutral). Test the liquids by dipping a piece of litmus or universal paper into the liquid and remove once the paper is wet. Blue litmus paper turns pink in acids while red litmus turns blue in bases. Students can test all three same liquids or each pair can choose from a number of liquids mentioned in the material list). Liquids with a pH less than 7 are acidic, while above 7 are considered basic or alkaline, if using universal indicator paper.
6. Take turns writing or recording on a computer, pairs collect information on the different liquids.
7. Using the digital balance, students mass 3 grams of Pop Rocks. This sample is placed in first liquid. Students observe the gas production.
8. Repeat the previous step with the other two liquids.
9. Record your observations (could identify the most gas production as #1, least as #3)

Which liquids are acids? bases? Have students signal with their fingers from a list on the board (water =1, milk =2, pop = 3, soap =4 ) [acids = pop, vinegar, lemon juice; bases = soap, milk, tap water, ammonia; neutral = distilled water, salt solution, rubbing alcohol]

Which liquid caused the most gas production? [pop]

Explain

Students share their drawing of a pH scale labeled with the liquids they tested and gas production findings with the class. Could they predict what might happen if another acid or base was used? The class discusses why these patterns developed and how Charles’ law is demonstrated in the Engage thought activity. Can you think of other examples of this law? [a hot air balloon rises when the temperature of the gases inside the balloon are heated. Or a inflated balloon is dropped into liquid nitrogen and the balloon shrinks] What is the key word and hint that you can use to remember this law [temperature and the unit used to measure this in 0C, which is the first letter in Charles]. Students could use technology to create short video with an iPad, Flip camera, i-Movie, or a voice-thread project.

Elaborate

Students look at the animations at: http://www.middleschoolchemistry.com/multimedia/chapter6/lesson8 to understand on a molecular level was is occurring. Students design their own experiment (and if they need some guidance) to investigate how Pop Rocks candy will dissolve

• in different temperatures of the water
• using different amount of Pop Rocks in the same liquid

They also may test the solubility of different candies or different flavors of Pop Rocks.

Evaluate 

Students will be able to answer questions related to variables, why understanding pH is important, and why this knowledge is important. Students could use the simulation https://phet.colorado.edu/en/simulation/ph-scale

Discussion Questions

• What were your variables in your experiment? Why is it important to do numerous trials? to keep some variables constant?
• How did you know if a liquid was an acid? base? Could one indicator give you that answer [litmus paper may not identify correctly an acid or base ]
• Why is it important to know about acids and bases? [answers will vary, but farmers need to know the soil pH to grow crops; in swimming pools or aquariums the pH is important]
• Are foods acidic or basic? [some foods are acidic while others are basic]
• What are Pop Rocks? [From howstuffworks.com: Hard candy (like a lollypop or a Jolly Rancher) is made from sugar, corn syrup, water, and flavoring. You heat the ingredients together and boil the mixture to drive off all of the water. Then you let the temperature rise. What you are left with is a pure sugar syrup at about 300 oF (150 oC). When it cools, you have hard candy. To make Pop Rocks, the hot sugar mixture is allowed to mix with carbon dioxide gas at about 600 pounds per square inch (psi). The carbon dioxide gas forms tiny, 600-psi bubbles in the candy. Once it cools, you release the pressure and the candy shatters, but the pieces still contain the high-pressure bubbles (look at a piece with a magnifying glass to see the bubbles). When you put the candy in your mouth, it melts (just like hard candy) and releases the bubbles with a loud POP! What you are hearing and feeling is the 600-psi carbon dioxide gas being released from each bubble]

Multiple Choice Items

1. Which one of the listed liquids is an acid?
   1. Water
   2. Pop
   3. Soap
   4. Ammonia
2. If the pH of a liquid is 10, what type of substance is it? 
   1. Acid
   2. Base
   3. Neutral
   4. Salt
3. When the pH of a solution becomes more acidic, the number on the pH scale…
   1. Decreases
   2. Increases
   3. Stays the same
   4. Doubles

Open-Ended Questions

1. Give an example of Charles’ Law. [a hot air balloon expand when filled with heated air. a regular balloon placed in liquid nitrogen shrinks. ]

2. Why did the Pop Rocks produce more gas in certain liquids? [Liquids that are carbonated already contain carbon dioxide. The level increases when Pop Rocks are dropped into the liquid. The pH doesn’t affect the reaction but the presence of carbon dioxide will.]

3. Eva wrote a summary report on eight different compounds that she tested in the science lab. Use the results below to fill in the chart for each compound. For example, would compound F be definitely an acid or a base? [ A=acid or base, B = acid, C =base, D =acid or base, E = base, F= acid, G = acid, H = base]

Compound A is a solution conducts electricity. Compound B reacts strongly with copper – seeming to “eat it” away. Compound C in solutions feels slippery. Compound D reacts with an indicator to produce a change in its color. Compound E has a bitter taste. Compound F has a sour taste.

Compound G has the chemical formula H2SO4.Compound H has the chemical formula NaOH.

Other [Project-based; Performance task]

• students could collect the gas using a balloon over a flask and calculate the % produced when Pop Rocks are dropped in different liquids.
• students could look at the pH of other foods like baked cakes or crushed candies (sour vs sweet)
• watch the video on making hard candy and then design an experiment on candy https://www.youtube.com/watch?v=VY8q0hN6KwAandlist=PLyRe8Fs_GoZjdGLUZUVKqWMtt622Z5HyF

Cross-Disciplinary Extensions

ARTS - listen to the Chemistry Candy song http://synergysci0708.wordpress.com/2008/01/08/the-chemistry-of-candy/

Connect to Math

Students use a number line to identify pH, could get into powers of ten, logarithms, what pH really means mathematically; Students could practice calculations with Charles’ Law. Give each student a substance and they create the pH scale as a human pH scale.

Connect to Reading

Students could read about how Pop Rocks are made to bring in the idea of different careers such as food scientist or food engineering. Develop a SQ3R or QAR worksheet .

Connect to Writing

Students can write a 5 sentence paragraph about their lab results or a letter to the pop rock company explaining their findings.

Connect to Social Studies

Students can learn about the history of Pop Rocks or Charles’ Law

Next Generation Science Standards

This lesson supports the following:

Practices of Science and Engineering

• Asking questions and defining problems
• Developing and Using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Using mathematical and computational thinking
• Obtaining, evaluating, and communicating information

Cross-Cutting Concepts

• Patterns 
• Scale, Proportion, and Quantity
• Systems and System Models
• Structure and Function
• Stability and Change

Disciplinary Core Ideas, Grades 6-8

Physical science

• Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1)
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2),(MS-PS1-3)
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
• The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4)
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5)
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reactions release energy, others store energy. (MS-PS1-2)

Engineering Design

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)
• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4)
• Models of all kinds are important for testing solutions. (MS-ETS1-4)
• Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

UV Beads

Chicago ACS

community@chicagoacs.org

Background: These beads contain a special chemical that changes color when exposed to ultraviolet (UV) light. UV is an invisible type of light from the Sun. It can burn our skin and cause cancer, damage our eyes, and destroy our cells. Most UV is blocked by our Earth’s ozone layer and atmosphere, but some still gets through and can be detected. The beads will stay white when inside or not exposed to UV. Incandescent and fluorescent lights will not affect them. They will only turn bright colors when exposed to UV, usually from the Sun or a UV (“black”) light. The darker the color of the beads, the more UV rays they are detecting. Once you bring the beads back indoors, they will (slowly) change to white again. This process can be repeated many times. (Further information on UV is provided with the EM spectrum image.)

Directions:

1. Have students string their beads onto the pipe cleaner, ribbon, or rope.
2. Tie or twist the ends together to make a bracelet or key chain holder, etc.

What wavelengths of light cause a color change in the UV beads?

The Electromagnetic Spectrum and Ultraviolet Light

Ultraviolet (UV) light is electromagnetic radiation with a wavelength shorter than that of visible light, but longer than X-rays (in the range between 400 nm and 10 nm). It is so-named because the spectrum consists of electromagnetic waves with frequencies higher than those that humans identify as the color violet. UV frequencies are invisible to humans, but near UV is visible to a number of insects and birds.

Although ultraviolet radiation is invisible to the human eye, most people are aware of the effects of UV on the skin, like suntan and sunburn. Short-wavelength and mid-wavelength UV can cause much damage to living organisms, such that life on Earth outside of the deep oceans is possible only because the atmosphere, primarily the ozone layer, filters out nearly all short-wavelength and most mid-range UV. A small amount of UV reaches the surface and is capable of causing long-term skin damage and cancer. A smaller amount of UV reaches the surface and is responsible for sunburn and also the formation of vitamin D in humans.

Thus UV light has many effects, both beneficial and damaging, to human health.

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

Why does my drink taste sour?

Chicago ACS

Most of the drinks that people have could be classified as an acid or a base. Using pH paper or even a homemade acid base indicator, one can tell if the drink is acidic or basic.

Part 1 - using pH paper

What is pH? pH is a measure of hydrogen ion (H+) concentration to determine the alkalinity or

acidity of a solution.

• If the pH value of a solution is less than 7 it is an acidic solution
• If the pH value of a solution is greater than 7 it is a basic solution
• If the pH value of a solution is equal to 7 it is a neutral solution

What is pH scale? The scale consists of values that range from 0 (very acidic) to 14 (very alkaline). The numbers on the scale help to determine the hydrogen ion concentration.

What is pH paper? pH paper can help us know if a solution is basic, acidic or neutral. When the pH paper is dipped into a solution whose pH has to be determined, a color will be developed. This color is compared with the standard pH color chart. Instead of pH paper, we can also use universal indicator paper or universal indicator solution.

What is universal indicator? A universal indicator is a mix of different pH indicator solutions that are designed to determine the pH of solutions over a wide range of values. Put a drop of solution on the universal pH indicator paper. The color developed on the paper is matched with the standard pH color chart.

Materials:

• pH paper
• Small cups
• Paper towel
• Dropper, glass rod, or straws
• Pencil
• Household liquids to test (vinegar, baking soda, juices, soaps, and anything else you want!)

Procedure:

1. Collect various drinks or fruits / vegetables you would like to test - a small sample size of what you want to test would be best. One does not want to waste the amount you give to science.
2. Cut or rip the pH paper into three pieces. One does not need a big piece to test with. This way, you will be able to test multiple solutions. Only one piece could be used with each sample.
3. Set the paper on a piece of paper towel and label the paper towel with the names of the test solutions.
4. Using a dropper, glass rod, or straw, place it into the sample solutions (make sure you clean the dropper, glass rod or straw before changing the solution one is testing). Once the dropper, glass rod or straw with some solution, dip it onto the labeled pH paper.
5. Observe the color change.
6. Use the image of the pH paper test results to figure whether or not the solution is an acid or a base.

pH Value Chart for pH Paper:

Solution pH color paper pH Nature

• Household Vinegar (CH3COOH) Orange 3 Weak acid
• Table Salt in water (NaCl) Red 1 Strong acid
• Baking Soda in Water (NaHCO3) Light blue 9 Weak base
• Water Green 7 Neutral
• Lemon juice Pink 2 Weak acid

Part 2 - Make your own pH paper or indicator solutions

Materials:

• The small packet of Butterfly Pea Flower Tea
• Pot to boil water in
• Strainer or colander
• Bowl
• Paper towels or coffee filters
• Household liquids to test (vinegar, baking soda, juices, soaps, bleach, ammonia, and anything else you want!)
• Something to stir with
• Dropper, glass rod, or straws

Make you indicator!

1. Heat up to 1 cup of water. Try to get it to a boil. Have an adult help you with this.
2. Take the butterfly pea flower tea and pour it into the   cup of hot water. IF YOU DID NOT GET OR HAVE BUTTERFLY PEA FLOWER TEA TRY USE - APPLE SKINS, DARK BLACK TEA, DARK GRAPES, TURMERIC, BLUEBERRIES, RED ONION, RED CABBAGE (1 LEAF), ETC. MANY FRUITS, VEGETABLES, AND SPICES WILL WORK.
3. Turn heat off and let sit for at least 10 minutes. Again, there’s no magic number, you just want the water to be a bluish color.
4. Strain the water out into a glass bowl and let cool. You can let the Butterfly pea flower tea dry and reuse it to make more indicator.
5. While the tea is cooling, cut thin strips of paper towel or coffee filter roughly 1 inch by 3 inches long. The length and width of the strips does not really matter.
6. Once it has cooled, dip the strips into the tea solution and place on a clean paper towel to dry.
7. Once dried, you now have your own pH paper. Test any solution you want. You can either dip the homemade pH paper in the solutions or use a glass rod or straw to transfer some of the solution to the paper. (Be careful about mixing household cleaners together, as some combinations may produce harmful fumes. Only test one substance at a time.)

What is the Science? What you have made is called a pH indicator. It can tell you whether something is an acid or a base, as well as how acidic or basic it is, based on how much the color changes. Think of acids and bases as opposites—acids have a low pH and bases have a high pH. For reference, water (which is neutral), has a pH of 7 on a scale of 0–14. An indicator is typically a chemical that changes color if it comes in contact with an acid or a base.

Butterfly Pea Flower Colors:

Butterfly Pea Flower paper strip colors

Red Cabbage Colors:

As you can see, the purple cabbage juice turns red when it mixes with something acidic and turns green when it mixes with something basic. Red cabbage juice is considered to be an indicator because it shows us something about the chemical composition of other substances.

What is it about cabbage that causes this to happen? Red cabbage contains a water-soluble pigment called anthocyanin that changes color when it is mixed with an acid or a base. Many other fruits, vegetables and spices also contain anthocyanins. However, the color changes are different depending on the fruit, vegetable, and spice. For red cabbage, the pigment turns red in acidic environments with a pH less than 7 and the pigment turns bluish-green in alkaline (basic)environments with a pH greater than 7.

Precautions:

• Always do experiments with your parents.
• When making solutions of natural indicators, have a parent boil the water with the water
• Use freshly prepared test samples to get the proper pH values.
• Clean the dropper, glass rod or straw between samples.

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

The following STEM activity was provided by Chicago ACS (American Chemical Society). Check out their website for opportunities for K-12 Educators and Students!

Cartesian Diver

Cause a ketchup packet to float or sink on command!

For this experiment you will need:

• 1 ketchup or soy sauce packet from a restaurant, or a Milky Way mini candy individually sealed
• water
• a 1 or 2 liter clear plastic bottle

Place the ketchup or sauce packet, or the candy, in a bowl or cup of water to see if it will float. For this experiment you will need a packet that just barely floats. Take a packet that barely floats and put it in the clear plastic bottle (you may need to fold it in half lengthwise to get in through the opening). Fill the bottle to the brim with water and screw the cap on tight. Squeeze the sides of the bottle. What happens?

The packet or candy has a small bubble of air trapped in it. When you squeeze the outside of the bottle, you increase the pressure inside the bottle. This will compress the air inside the packet, which changes the overall density of the packet. When the air is compressed enough, the density of the packet will be greater than the density of the water in the bottle, and the packet will sink. When you release the pressure on the outside of the bottle, the air in the packet will expand, increasing the buoyancy of the packet, and the packet will rise to the top. If you are using a clear soy sauce packet, you may even be able to see the size of the air bubble change as you squeeze on the bottle.

Alternate procedure: Other Divers

If you can't find a sauce packet that works well for you, you can also use a pen cap and some modeling clay or silly putty. Stick the end of the pen cap through a peasized ball of the clay or putty. You will have to experiment with how much material to put at the end of the pen cap to get it to just barely float. Carefully place the pen cap in the plastic bottle so that there is an air bubble trapped inside the pen cap. Fill the bottle to the top, screw the cap tightly onto the bottle, and squeeze the outside. If your pen cap doesn't sink, take it out and put a little more material on the end of the cap. When you have it right, you will be able to send your "diver" to the bottom with just a small squeeze of the bottle. Experiment with your diver. Can you squeeze the bottle just enough to keep the diver suspended in the middle of the bottle?

Available anytime

Illinois Tech - Pre-College Summer Programs

High school students learn more about our hands-on Online or In Person Summer Pre-College Programs. Take your summer to the next level!

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Society of Women Engineers Chicago Regional Section - SWE-CRS

COPPER SPINNERS: Build a Unipolar Motor with a Twist

Calling all future mechanical engineers--this activity is for you! Build your very own unipolar motor, a direct current motor that produces constant circular motion with magnetism. The only materials needed are copper wires, magnets, a battery, and an imagination. See how to make your copper wires spin!

Illinois Mathematics and Science Academy (IMSA)

• A Toy for Daisy (What makes a boomerang come back around?)
• Bodie’s Water Bowl Struggles (Can we make a water fountain that doesn’t need electricity?)
• What Makes Bread Fluffier Than Crepes (Science with Mr. Bread, Miss Crepe & Señorita Yeast!)
• Dig It Up - Archaeology
• Dinosaur Dig Pits - Archaeology
• The Life of Chewing Gum - Chemistry/Physiology

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Mr. Freeze

The Fermilab’s Mr. Freeze Demonstration shows the interesting and fun properties of cryogenics using Liquid Nitrogen (LN2). It is an exciting science based demonstration with lots of surprises and a few explosions. Lots of different properties and effects of the extreme cold are demonstrated and explained. Make learning science fun for everyone and encouraging kids to become more interested in science in school.

Watch Mr. Freeze’s 2019 STEM expo live show. Join us in 2022 to see Mr. Freeze in person!

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TechGirlz

Make a Website with HTML/CSS - Did you ever wonder how websites are made? Have you ever wanted to make your own website? Making a website is easier than you may think. In this workshop, students will learn the elements of HTML and CSS and use them to create a website. Using a text editor and web browser, students will edit web page templates and use them to make their own website.

Designing Mobile Apps - Students will work to design a mobile app. They will select an app idea and develop a prototype. This session will provide you with specific tools, techniques and workflows to help you kick-off your mobile app idea the right way. Learn techniques to help you communicate a concept, create low-fidelity wireframes, user flows, and prototypes. So bring your pencils, crayons, markers, paper, post-it notes and let the fun begin!

Computer Programming with C++ - Have you ever wanted to know how people create games, utilities, and apps? Well, it all begins with programming. In this workshop, you will learn the basics of how to write your very own program using a language called C++! C++ is a great first language to learn because so many other languages are based on it. After learning C++, you will have a basis of knowledge to let you quickly learn languages like Java (used to make Minecraft), Swift (used to make iPhone Apps), or JavaScript (used in web development), to name a few. With this workshop as a starting point, you can be on your way to creating your very own application!

Take our survey after an activity and get a personalized certificate - http://techgirlz.org/survey

Learn more about Tech Girlz

Chicago ACS - American Chemical Society

Polywhat?? Thermowhat????

Ever wonder what a polymer is? Ever wonder why we don’t recycle all things plastic? Learn all about the exciting world of polymers. In the video, you can find out what a polymer is, examples of polymers, difference between thermoset and thermoplastics and how we can separate the different types of plastics. During this session, see why we recycle thermoplastics and how we figure out the difference between different types of plastic. Many demos and an at home activity will be a part of the presentation.

This worksheet accompanies the video.

learn more about ACS-Chicago
learn more about ACS

American Society of Non-destructive Testing

What is NDT? What does it stand for? What’s its purpose? We’ll answer these questions along with some of the more popular NDT ‘methods’. Best suited for ages 5th grade and up.

This worksheet accompanies the video.

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Civil Air Patrol - CAP IL Wing

Model Rocketry

For many, the earliest introduction to flight is through building and launching models rockets from rubber-band launched to small engine powered. These rockets are easy to build and launch and are a logical entry point to learning the governing principles of aviation.

Pop Bottle Rocketry

Not every aviation activity takes a lot of money or equipment. Learn how to build and launch simple rockets with things you have around the house.

A Drone by any Other Name - Suas program

Small Unmanned Aircraft Systems seem to be everywhere. Learn about some of the practical uses of drones and how Civil Air Patrol employs Suas systems.

Ballooning – an LTA Program

What is lighter than air? A Hot Air Balloon, or course. Learn about the earliest of air vehicles and what it takes to get involved.

Astronomy

Before we took to the skies, we looked to the stars. Astronomy has always had strong ties to aviation. Before there was GPS, there were stars. Learn how astronomy facilitated early aviation and remains a major force even in today’s electronic world.

Basic Aerodynamics

What keeps a plane in the sky? Basic aerodynamics will help you understand the principles of flight.

Women in Aviation

Everyone knows aviation pioneers like Amelia Earhart, but did you know there were other important women in aviation as well? Learn about seven women who took to the skies at times and in places where aviation was not as hospitable to women.

Cyberpatriot

Not a week goes by that there is not news of a data breach of varying degrees of complexity- and which may or may not affect you personally. Cyber Security is an up and coming field which will provide jobs for decades to come. The Cyber Patriot Competition is there to encourage the next generation of students to become professionals in Cyber Security.

Searching for Skylab

Before there was an International Space Station there was Skylab. Using equipment quite primitive by today's standards and in cramped quarters, the crews of Skylab produced such an immense quantity of information that it is still being reviewed today. Everyone knows about the Space Shuttle and the International Space Station, but few people know about the triumphs of the small by comparison program called Skylab.

Guinness World Record Attempt for Near Space Balloon Launch

The Civil Air Patrol Cadets in Illinois Wing made it to the Guinness Book for launching a paper airplane from a balloon at the highest altitude recorded to date. Learn how these enterprising teens planned their balloon launch considering weather conditions, balloon materials and availability, and methods of getting the balloon high enough to take the record. Follow then as they close in on the Guinness World record.

Learn about Block Coding from a member of the Civil Air Patrol!

Check out our website to learn how to become a cadet, ages 12 - 18. If you’re dreaming about a career in aviation, space, or the military, CAP’s Cadet Program is for you.

learn more about CAP-IL Wing

Argonne National Laboratory

Come learn about modern day research into friction and materials science engineering by trying your hand at your own friction experiment at home with general household items.

Be a Tribologist and challenge DaVinci’s findings!

Follow in DaVinci’s footsteps and try your hand at Tribology! Never heard of Tribology?! Check out the video and follow along with the hands-on activity you can do yourself to find out more.

Ages: 9-15 (by themselves) any age (with parent assistance)

Materials list:

• A flat, heavy object (book, wooden block, toy, bar of soap, frozen water bottle, etc.)
• Minimum 12-inch-long string (shoestring, ribbon, yarn, string, etc.)
• Ruler or measuring tape
• Surface with ledge (table, counter, etc.)
• 1-2 various materials to put on a surface (wood, aluminum foil, plastic wrap, paper, cloth/fabric, wax paper, etc.)
• Bag (zip-lock bag, plastic bag, etc.) to hold weights
• 1-2 types of various items to use as weights (pennies, quarters, batteries, paper clips, erasers, etc.)
• Tape (optional)
• Pen/Marker
• Paper

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ChiBots - Chicago Area Robotics Group

See a robot learn from its mistakes!

Watch a robotic marble maze in action!

View a variety of demonstrations of both autonomous and interactive robotic devices. Includes: autonomous vehicle line following and maze tracking, interactive marble maze, and simulated robotic search and rescue.

Get a peek of the In-Person STEM Expo with ChiBots - Chicago Area Robotics Club at the 2019 DuPage Area STEM Expo.

learn more about ChiBots

The Structural Engineers Association of Illinois - SEAOI

Explore how Structural engineers make everyday things work and keep you safe!

FOLDED PLATE Demo
Watch Bob Johnson (@EngineerGuySE) use a simple piece of paper to demonstrate how floor and bridge structures can be modified into different shapes to increase their strength and ability to hold more weight.

CANTILEVERS Demo
Watch Bob Johnson (@EngineerGuySE) demonstrate how simple math is used by engineers to figure out seemingly complex engineering concepts like cantilevers.

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SCARCE - School & Community Assistance for Recycling and Composting Education

Pedal power! The energy bike is a hands-on and feet-on tool used to teach about the importance of energy conservation and efficiency. Using efficient lighting can help conserve a lot of energy! See the differences in the Pedal Power it takes to run an Incandescent, CFL, and LED light bulbs in this recorded presentation.

learn more about SCARCE

American Society of Mechanical Engineers - ASME Fox Valley Section

How exactly do levers and other simple machines make our lives easier? Watch and find out how.;
Can you bend a nail without any help?
Can you cut a nail without any help?

Videos are for demonstration only. Any attempt to duplicate at home MUST have your parents permission and supervision before trying anything seen in these videos.

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Most STEM Expo video presentations can be found in one spot on our YouTube Playlist

Visit Playlist

Past Live Events

DuPage ROE

STEM Scavenger Hunt
For ages 5-99
Join for a LIVE scavenger hunt. Get your family together and Zoom with us as we have some fun searching for STEM around the house. Think fast and move quickly, so you can meet the challenges as you compete with other families.

learn more about DuPage ROE

SCARCE - School & Community Assistance for Recycling and Composting Education

Join LIVE Watershed Model program:

The Enviroscape Watershed Model is an excellent way to bring water education to life. The model offers a birds-eye view of a watershed and demonstrates where water pollution can stem from in a community. It is an engaging, hands-on activity that takes the complexity out of understanding a global environmental issue.

IEEE Chicago Section - Institute of Electrical and Electronics Engineers

What Can You Do With an Engineering Degree? (All ages Welcome)

Join IEEE LIVE to learn more! This is geared towards school age children to help them explore the wonderful world of engineering as a future career. After the presentation there will be time for Q&A.

A degree in engineering opens the doors to numerous different engineering and engineering adjacent jobs or careers.& Learn about not only the different careers available, but a little about what it takes to do them.& Learn how to determine the job or type of job best suited to your strengths and that avoid your weaknesses.

IEEE Chicago Section - Institute of Electrical and Electronics Engineers

Can a Ham Be Cured? - Ham Radio as the Gateway to Engineering (All ages Welcome)

Join IEEE LIVE to learn about Ham Radio. For many engineers, especially electrical and computer engineers, Amateur or HAM Radio is the Gateway to the engineering profession. Some even are introduced to Ham radio before they even get to high school. Learn about what HAM radio is (and isn’t) and how it has helped to shape our modern world. Learn why in the age of cellphones, HAM radio still plays a vital role in the community. We will also be talking about what it takes to get started in Amateur Radio.

Learn more about IEEE