Trying to impress my 8th grade students, made some unknown stuff

In summary, the speaker attempts to engage their 8th grade students by creating unique and unfamiliar content, aiming to capture their interest and demonstrate creativity in teaching.
  • #1
Superkase
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TL;DR Summary
Collecting hydrogen through hydrolysis of water. Put some table salt in city water, hooked up two pigtails (copper wire) to a 9V battery and let it fill up a submerged cup over night. Came in the next day to a greenish insoluble material covering all parts of my contraption.
I had previously collected small amount of hydrogen to explode as an attention getting opener for my 8th grade science students when we started chemistry. My third period kids are inquisitive and hard working and also wanted a bigger explosion, so I thought I would try to reward their effort. I filled a tub up with city water and some salt. I had two copper wires attached to a 9V battery. Above the pigtail connected to the negative anode I placed a clear plastic cup that was submerged in the water before flipping it over in the water to collect the hydrogen. I got it about half filled up before the battery ran dead over night.

There is a black material that is pretty dense sitting below the pigtail connected to the positive terminal. The water and everything else in the tub is absolutely filled up with a bluish green substance that I am assuming is some kind of copper oxide, and while it's not held in solution with the water it seems to be on the top of the water as much as at the bottom.

The question I have is that my googling of copper oxide doesn't reveal too many similarities to what I am seeing in the tub. Is there some way to know what else is going on? I am positive most of the copper is coming from the copper wire, but there is no telling what else is in the water because of the plumbing in this 50+ year old school.
 
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  • #2
Copper chloride and copper hydroxide probably. You may have produced a mix of O2 and Cl2 at the anode (+ side of the battery) and H2 at the cathode (- side of the battery). what you have is probably complex.
 
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  • #3
I agree: copper mystery.
If break apart a C-cell or D-cell non-rechargeable battery you will find a carbon core element.
Clean up to of those rods and attach the copper wires to them so that there is minimal contact between the copper and the water. Use electrical tape, etc.

Then repeat the experiment and don't expect huge quantities of those gasses.
 
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  • #4
Superkase said:
TL;DR Summary: Collecting hydrogen through hydrolysis of water. Put some table salt in city water, hooked up two pigtails (copper wire) to a 9V battery and let it fill up a submerged cup over night. Came in the next day to a greenish insoluble material covering all parts of my contraption.

I had previously collected small amount of hydrogen to explode as an attention getting opener for my 8th grade science students when we started chemistry.
My teacher did this when I was in 8th grade.
It was a blast!
 
  • #5
.Scott said:
break apart a C-cell or D-cell non-rechargeable battery you will find a carbon core element.
Clean up to of those rods and attach the copper wires to them so that there is minimal contact between the copper and the water. Use electrical tape, etc.

Then repeat the experiment and don't expect huge quantities of those gasses.

Adding some sulfuric acid or NaOH to the solution helps a bit by lowering the solution resistance and increasing the current.
 
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FAQ: Trying to impress my 8th grade students, made some unknown stuff

What is the significance of creating unknown substances in a classroom setting?

Creating unknown substances in a classroom can spark curiosity and engagement among students. It encourages hands-on learning and critical thinking, allowing students to explore chemical reactions, properties of materials, and the scientific method. This experiential learning can make science more relatable and exciting for 8th graders.

How can I ensure safety while experimenting with unknown substances?

Safety is paramount when conducting experiments. Always conduct a risk assessment before starting any experiment. Use proper personal protective equipment (PPE) such as gloves, goggles, and lab coats. Ensure good ventilation, and have safety equipment like fire extinguishers and eyewash stations readily available. Always supervise students closely and provide clear instructions on handling materials safely.

What types of unknown substances can I create that are safe for students?

There are several safe and educational experiments you can conduct with common household items. For example, creating a baking soda and vinegar reaction produces carbon dioxide gas, or mixing cornstarch and water creates a non-Newtonian fluid known as oobleck. These experiments are safe and demonstrate fundamental scientific principles while allowing students to explore the properties of matter.

How can I encourage critical thinking while conducting these experiments?

Encouraging critical thinking can be achieved by asking open-ended questions before, during, and after the experiment. Prompt students to hypothesize what will happen, observe the results, and discuss their findings. Encourage them to think about variables that could affect the outcomes and how they might design their own experiments to test different hypotheses.

What are some follow-up activities after creating unknown substances?

Follow-up activities can include having students write lab reports detailing their hypotheses, methods, observations, and conclusions. You can also facilitate group discussions to compare results and share insights. Additionally, consider having students research real-world applications of the substances they created or explore related scientific concepts, such as chemical reactions or states of matter.

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