Absorbent Spheres Help Students Soak Up Scientific Principles

March 14, 2012

by:  John Fedors

GROWING SPHERES

Hydrophilic spheres from Educational Innovations offer a variety of interesting applications and opportunities for scientific inquiry. They come in a variety of sizes: small, regular, jumbo, & gigantic. For the following examples, I prefer the regular or #710 size. However, whichever size you choose, they will expand to about 300 times their original dehydrated size. As they absorb the water, they become almost invisible, due to having the same refractive index as water. When placed in de-mineralized or distilled water and kept away from sunlight, they will dehydrate to their original size and can be re-used. Dehydration time will depend on air humidity.

Once enlarged, these clear spheres can be used to demonstrate:

* The lens of an eye (such as those of a shark, calf or sheep) that has the ability to magnify the print on a page. A thin slice may be used to mimic a cornea transplant.

* The suspension of small items such as a coin.

* Roots of a germinating seed.

Enlarged growing spheres can also help to observe the relationship of Surface Area (A=4pr2) to Volume (V=4/3pr3) mass in grams. They can be used to graph relationships.

Using dark vegetable dyes you can also relate to why living cells need to divide. The ratio of surface area to cell volume does not permit timely diffusion of required metabolites in or out of the cell. This can be demonstrated by placing a dyed sphere in clear water for 10 minutes and measuring the clear area of the sphere in relation to the rest of darkened or dyed sphere.

My favorite though is the demonstration of cell organelles/microstructures in eukaryotic cells. In addition to the hydrophilic spheres, this demonstration requires serpent skin tubing. Serpent skin tubing is a crinkled cellulose dialysis tubing that stretches out, remains open and relatively sturdy. It eliminates the usual wetting difficulty in opening traditional dialysis tubing.

To demonstrate cell organelles/microstructures in eukaryotic cells you will need:

* Serpent Skin

* Small nut & bolt (to serve as weight)

* Twist Ties (used in grocery produce departments or with some trash bags)

* #710 Growing Spheres

* Tall glass

* Food Dye

* Distilled or de-mineralized water

Here’s what you do…

Take or cut a 6 to 8 inch length of Serpent Skin and flatten it. Fold it lengthwise 3 to 4 times, creating a long, narrow section. Fold the end up, then slide the folded end through the bolt. The bolt serves as a weight to keep the finished apparatus submerged in the dyed water. Use a twist tie between the bolt and then end of the tubing. I am a fan of the champagne twist – twist six times as you would see the wire is twisted on a champagne bottle top.

Place 25-35 Growing spheres through open end of the serpent skin and add 7-9 drops of dark vegetable dye to a tall glass. Add water to the glass up to an inch from the top or so. Place the weighted serpent skin with the growing spheres into the dyed water.

Results:

The dyed water will diffuse through serpent skin (cell membrane} and will cause the growing spheres to swell (this can take about 24 hours). The spheres will vary in size; larger spheres will collect towards the bottom of the glass while smaller spheres will collect towards the top. Adding more spheres initially will force them up and out. The varying sizes will help to visualize different organelles.

The dark stained organelles can be placed in clear colorless water for 5-10 minutes to demonstrate a colorless, clear outer surface area of diffusion. The spheres center will stay dark even after several water changes.

This also demonstrates the relationship of surface area to organelles volume and the need for the organelles to remain small for efficiency of passive diffusion.


What is That Stuff?

November 3, 2010

by: Elaine Kotler

I created a lab using the Instant Snow Polymer (Sodium Polyacrylate) from Educational Innovations that I use in my 8th grade Physical Science Class as well as Summer School Programs that I teach for grades 4-9.  This lesson incorporates concepts of Conservation of Mass, Properties of Matter, Metric Measurement and Conversion, and Observation Skills.  The lab, as I give it to the students, is listed below.

Each student receives an empty baggie to be used for comparison, a baggie containing 12 grams of Instant Snow Polymer, use of a balance and a graduated cylinder.

I have already explained the Law of Conservation of Mass, and Density (they need to remember that the density of water is 1 g/ml, or look it up) prior to introducing this lab activity.  However, they do not know the terms exothermic, endothermic, hydrophobic or hydrophilic.  My students are allowed to look them up, but unless they make careful observations as they are conducting the experiment, they won’t be able to answer the questions later.

The final question “What is That Stuff?” garners some interesting answers. Some recognize a use for it as snow for ski slopes; others have suggested material for ice packs.  One suggestion was to use the powder to help clean up and absorb spills.

It is wonderful to see the faces of the students as they are in awe of what is occurring in the baggie.  I allow the students to color the water, if they so desire.  One year I did the lab on Saint Patrick’s Day.  Guess what color most students chose?

Elaine Kotler
Saint Paul School, Kensington, CT
Summer Options for Kids, West Hartford, CT
Kids on Campus, Middlesex Community College, Middletown, CT

What is That Stuff?

1.           Record mass of the empty baggie as given by Miss K (A)

2.          Without opening the baggie, use a scale to measure the mass of the bag with the contents in grams (B). Record data.

3.          Calculate the mass of original contents by subtracting the mass of the empty baggie from the mass of the baggie with the original contents.  Record data (C).

4.          Feel the contents of the baggie through the baggie and think about how it feels temperature–wise.

5.          Using a graduated cylinder, measure 160 ml of water. Record volume of water (D).

6.          Calculate the mass of the water. DO NOT MEASURE!!  Record data (E)

7.          Open baggie and add water to the powder.

8.          Immediately zip the bag closed.

9.          Shake the bag to mix the powder and water and watch what happens.  DO NOT OPEN THE BAGGIE.

10.       Without opening the baggie, take the mass of the baggie and its contents (F).  Record data.

11.        Calculate the mass of new contents by subtracting the mass of the baggie from the mass of the baggie and the new contents.  Record data (G).

12.       Feel the contents of the baggie through the baggie and think about how it feels temperature–wise.  Make careful observations.

13.       Add your measured mass for the original contents (C) and the calculated mass of the water (E).  Record data (H).

14.       You may now open the bag and play with the material.  It is non-toxic, however DO NOT PUT IN MOUTH.

15.        Clean up.

16.       Answer the attached questions.

Student Sheet

You must look up any terms you are unfamiliar with that are used in this handout.

Measurements and Calculations 10 points

A = mass of baggie (g) ____

B = mass of baggie and original contents (g) ____

C= mass of original contents (g) B – A ____

D = volume of water (ml) ____

E = mass of water (g) ____

F = mass of baggie and new contents (g) ____

G = mass of new contents (g) F – A ____

H = C + E (g) ____

What is That Stuff?

Questions

1.       Explain why you needed to measure the mass of the baggie during the experiment. (15)

2.      Explain how you arrived at your answer for E, since the mass of the water was not measured. (15)

3.      Is your answer to G the same as your answer to H (± 3 g for margin of error)?  Explain why or why not. (15)

4.      Is this reaction exothermic or endothermic?  Explain. (15)

5.      Is the powder hydrophilic or hydrophobic?  Explain. (15)

6.      And, finally, what is that stuff?  Describe it, give it a name and describe one use for that stuff. (15)

NAME _________________  Score ________ out of 100


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