Embed Size (px)
Citation preview
DISCLAIMER
❖This presentation was prepared using draft rules. There may be
some changes in the final copy of the rules. The rules which will be
posted on the National Science Olympiad Website in the Featured Trial
events and will be the official rules.
SAFETY FIRST
❖Students must wear:
• Closed shoes • All skin from neck to toes covered • Lab coat or lab apron • Indirect vent or unvented chemical splash proof goggles. • All skin from neck to wrists covered • Long hair (shoulder length or longer) must be tied back. • Visorgogs now permitted
POTIONS❖Magic is in the eye (and mind)of the beholder.
❖What seemed like magic in Harry Potter’s time we now understand.
❖In this part of the event we are going to focus on aspects of
chemistry that might once seemed like “MAGIC”!!!!!
❖Middle School students can understand a lot of the concepts without
having to understand all of the chemistry
POTIONS❖Sometimes when we mix two reactants together the result is a drastic
change in the color
❖Sometimes when mix two liquids together we get a solid formed
❖Sometimes when we mix two liquids together we get a gas given off
❖Sometimes when we mix two liquids together we get heat given off or
taken it
❖Sometimes when we mix two liquids we get an immediate reaction
POTIONS❖Sometimes we get a delayed reaction
❖Not all reactions occur all at once.
❖Imagine if you will a large rock concert in a football stadium.
❖The person you came with has already entered the stadium.
❖You stand poised at one door of the stadium and try to find this person.
❖How long will it take you to find your partner?
❖This is how chemical reactions work
POTIONS
❖Sometimes we can make a reaction go back and forth at will.
❖These are called reversible reactions.
❖Sometimes when we add water to something, nothing happens
❖Sometimes we get bubbles produced.
❖Sometimes we get a color change
❖Sometimes we get extreme swelling.
POTIONS
❖Since the same thing does not happen all of the time, what does
happen seemed like magic in the old days
❖Students will be able to mix reagents together and on the basis of
what happens, they should be able to classify the reaction as:
No reaction Precipitate reaction Drastic color change Gas release Heat release/heat intake Delayed reaction Hydration/dehydration Acid/Base titrations
POTIONS
❖Separating chemicals that have been mixed would also have
seemed like “MAGIC” in the middle ages
❖Students may be asked to separate components of a mixture.
POISONS
❖There are many poisons around the house that middle school students should know about.
❖Middle school students should understand that you should not mix cleaning products and have a basic understanding of why
❖Middle school students should understand that drugs undergo reactions that cause them to either become ineffective or poisonous.
❖Middle school students should understand that cleaning products should not be consumed
POISONS
❖There are also poisons in our environment that middle school students need to understand
❖Middle School students should understand that metal ions can get into drinking water from chemical spills
❖Middle School students should understand that many organic molecules are also dangerous
❖Middle School students should understand that how dangerous something is will depend on its concentration and how to dilute.
WHAT STUDENTS MAY BRING
• test tubes & racks, spot plates, well plates, reaction plates, beakers or similar small containers for mixing
• something for scooping & stirring
• pH or Hydrion paper
• hand lens(es)
• Beral pipettes
• 9-Volt or less Conductivity tester
• paper towels
• Test tube brush
• 5 pages of notes from any source
• A Calculator
WHAT SUPERVISOR WILL PROVIDE
❖All required reagents
❖All Probes/chemical instrumentation
❖Chromatography materials
THE COMPETITION
❖Students will do at least one wet chemistry event themselves
❖The rest of the event may be either student run experiments, or
event supervisor demonstrations, or running experiments
❖Students will answer questions on the classifications of experiments,.
❖They will answer questions about separations of components of a
mixture
THE COMPETITIONS❖Students will answer questions about common generic cleaning products and their
interactions (ammonia, hydrogen peroxide, rubbing alcohol, bleach, Epsom salts,
vinegar, nutritional supplements containing calcium and iron and Vitamin C.)
❖Students will answer questions about heavy metals. This year they are Arsenic,
Copper, and Iron
❖Students may be asked questions about toxic living organisms: These organisms
will rotate yearly. The following slides are the organisms for the 2016/2017
competition season.
POISON IVY (T OXICO DEN DRO N RADICANS)
WOLFSBANE(ACONITUM SP)
JAC K-IN-TH E -PU LPIT (A RU M M AC U LATU M )
LILY OF THE VALLEY (CONVALLARIA MAJALIS)
POISON SUMAC (TOXICODENDRON VERNIX)
C A N E TOA D (A N D RO C TO N U S AU S TR A LI S )
POISON DART FROGS (DENDROBATES SP)
PORTUGUESE MAN O’ WAR (PHYSALIA PHYSALIS)
LIONFISH (PTEROIS SP)
FATTAIL SCORPION (ANDROCTONUS AUSTRALIS ) .
THE COMPETITION
❖Students will answer questions about the types of heavy metals that
might be found in drinking water (lead, mercury, arsenic).
❖Students may be expected to do at least one chromatography
separation of a mixture.
❖Students may be expected to perform at least one serial dilution
❖Students should know the difference between physical and chemical
changes.
THE COMPETITION
❖Students should be able to distinguish between ionic and covalent
bonding
❖They should be able to balance a simple chemical equation where the
reactants and products are already given.
TIME TO PLAY
❖1. Put powder 1 in a spot plate & add water?
• Is this a reaction? • What type of reaction is it?
❖2. What do you get when you put the two chemicals in vials 3 & 4 together?
❖Take the stock solution of CuSO4 and dilute it 1 ml into 10 ml with distilled
water. Then take that solution and dilute it 1 ml to 10 ml. And do it a 3rd time
• Find the absorbance's of all of the solutions. • Find the concentrations of all of the solutions • Plot the absorbance vs. the concentration
TIME TO PLAY
❖Add a few pieces of substance S to water.
• What do you notice happening? • Test the resultant with a conductivity meter • Thermometer • pH paper • Is this an example of a physical change or a chemical change? • What evidence do you have to support this?
❖How many different chemicals are in the mixture called “Grape Illusion?
