Demonstration Lesson Plans Click Below ! ! :

1. Charcoal Sausage

2.   Burning Water 

3.  Absorption of Heat & Non-Burning Paper Cup

4. The Non-Burning Dollar Bill

5.  Reaction Rates & the "Grain Elevator Explosion"

6. Reaction Rates & the "Light Stick"

Section 1- Chemical
& Physical Changes

Section 2- Chemical
& Physical Properties

Section 3 - Water &
Its Properties

Section 4 - Corrosion

Section 5 - Acids/Bases/In dicators

Section 6 - Gases & Pressure

Bibliography

Appendix 1 -Charts & tables, Disposal of Chemicals, Sources of Chemicals,  Preparations of Acid and Solutions

Appendix 2              Properties of Common Elements, Descriptions of the Elements, Ban Dihydrogen Monoxide

Appendix 3                Principles of Education, Prof. Hanko

The Reformed Witness, Rev. Cammenga

COVENANT HOME

CHEMISTRY HOME

       SECTION 1 : CHEMICAL AND PHYSICAL CHANGES

Burning Water

Procedure:

1. Place a little bit (5 ml) of a flammable, less dense than water, liquid in the bottom of a flask before class starts. Students will not see the liquid on the bottom of the beaker.
2. As the class begins and as you begin the lecture, fill the beaker with water from out of the tap. The less dense liquid will rise to the top, but should be so small an amount that the two distinct layers are not visible or distinguishable to the students.
3. Light a match and light the "water"
4. Observe and see student amazement.

Questions:

1. Predict why the water appears to have gone on fire.
2. Does water burn?
3. What liquids do you know burn?
4. Of the liquids named in # 3, which liquids are less dense than water (will float on water)?
5. When fighting a fire created by gasoline burning, is it wise to try to get the fire out with water from a fire hose? Why not? What should be used instead?

Explanations:

1. The water appears to have gone on fire, but we know that water does not burn, but is used to extinguish most fires. Therefore, what was burning must have been something else. The teacher either had somehow put another liquid which burns, or some other chemical into the water which was really doing the burning.
2. No.
3. Alcohol, acetone, gasoline, lighter fluid . . .
4. Gasoline, lighter fluid. Alcohol and acetone are usually miscible (mix) with water to some degree. They probably wouldn’t be great choices for this demonstration because they would not float to the top necessarily. They probably would be found as bubbles throughout the liquid. You could try this and see if it works.
5. Gasoline fires should be fought with fire blankets, and fire extinguishers (powder) which smother the fire, rather than water which will only spread the fire and allow the fire to burn on top of the water layer.

References:

Paul Groves (ICE, Berkley, 1987),

Lee Marek (Chem Team 8)

Richard Willis, Kennebunk High School, Grandvalley State University Presentation,1991

Woodrow Wilson Conference, Grandvalley State University, Allendale, MI, 1991

The Federation Board of the Protestant Reformed Christian Schools commissioned Joel Minderhoud to develop this Repertoire of Chemical Demonstrations

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