Elephant Toothpaste Chemistry Demonstration

The dramatic elephant toothpaste chemistry demonstration produces copious amounts of steaming foam that looks like the kind of toothpaste an elephant might use to brush his tusks. To see how to set up this demo and learn the science of the reaction behind it, read on. Elephant Toothpaste Materials The chemical reaction in this demonstration is between the hydrogen peroxide and a solution of potassium iodide and dishwashing detergent that captures the gases to make bubbles. 50-100 ml of 30% hydrogen peroxide (H2O2) solution (Note: This hydrogen peroxide solution is much more concentrated than the kind youd generally purchase at a pharmacy. You can find 30% peroxide at a beauty supply store, science supply store, or online.)Saturated potassium iodide (KI) solutionLiquid dishwashing detergentFood coloring500 mL graduated cylinderSplint (optional) Safety For this demonstration, its advisable to wear disposable gloves and safety glasses. Since oxygen is involved in this reaction, do not perform this demonstration near an open flame. Also, the reaction is exothermic, producing a fair amount of heat, so do not lean over the graduated cylinder when the solutions are mixed. Leave your gloves on following the demonstration to aid with cleanup. The solution and foam may be rinsed down the drain with water. Elephant Toothpaste Procedure Put on gloves and safety glasses. The iodine from the reaction may stain surfaces so you might want to cover your workspace with an open garbage bag or a layer of paper towels.Pour ~50 mL of 30% hydrogen peroxide solution into the graduated cylinder.Squirt in a little dishwashing detergent and swirl it around.You can place 5-10 drops of food coloring along the wall of the cylinder to make the foam resemble striped toothpaste.Add ~10 mL of potassium iodide solution. Do not lean over the cylinder when you do this, as the reaction is very vigorous and you may get splashed or possibly burned by steam.You may touch a glowing splint to the foam to relight it, indicating the presence of oxygen. Variations of the Elephant Toothpaste Demonstration You can add 5 grams of starch to the hydrogen peroxide. When the potassium iodide is added, the resulting foam will have light and dark patches from the reaction of some of the starch to form triiodide.You can use yeast instead of potassium iodide. Foam is produced more slowly, but you can add a fluorescent dye to this reaction to produce elephant toothpaste that will glow very brightly under a black light.You can color the demonstration and make it into an Elephant Toothpaste Christmas Tree for the holidays.Theres also a kid-friendly version of the elephant toothpaste demo thats safe for little hands. Elephant Toothpaste Chemistry The overall equation for this reaction is: 2 H2O2(aq) → 2 H2O(l) O2(g) However, the decomposition of the hydrogen peroxide into water and oxygen is catalyzed by the iodide ion. H2O2(aq) I-(aq) → OI-(aq) H2O(l) H2O2(aq) OI-(aq) → I-(aq) H2O(l) O2(g) The dishwashing detergent captures the oxygen as bubbles. Food coloring can color the foam. The heat from this exothermic reaction is such that the foam may steam. If the demonstration is performed using a plastic bottle, you can expect a slight distortion of the bottle due to the heat. Elephant Toothpaste Experiment Fast Facts Materials: 30% hydrogen peroxide, concentrated potassium iodide solution or a packet of dry yeast, liquid dishwashing detergent, food coloring (optional), starch (optional)Concepts Illustrated: This demonstration illustrates exothermic reactions, chemical changes, catalysis, and decomposition reactions. Usually, the demo is performed less to discuss the chemistry and more to raise interest in chemistry. It is one of the easiest and most dramatic chemistry demonstrations available.Time Required: The reaction is instantaneous. Set-up can be completed in under half an hour.Level: The demonstration is suitable for all age groups, particularly to raise interest in science and chemical reactions. Because the hydrogen peroxide is a strong oxidizer and because heat is generated by the reaction, the demonstration is best performed by an experienced science teacher. It should not be performed by unsupervised children.

Essay about Freedom - 917 Words

Freedom â€Å"Freedom is never more than one generation from extinction.† These are the words of Ronald Reagan, former President of the United States of America, speaking on the topic of freedom, a subject he frequently dealt with during his long presidency. Over the years, freedom in the U.S. has become an increasingly controversial topic, and the effectiveness of the government in affording these freedoms has been called into question. Through certain historical documents and events, the government’s effectiveness at ensuring freedoms for all can be confirmed. The occurrences of several major events in the history of America eventually gave all blacks equal rights and fostered a culture of change in American society. The Emancipation†¦show more content†¦Additionally, approximately a century later, bigotry received its final, most important, blow when the Civil Rights Act of 1964 was passed. The act was one of the most important pieces of legislation in Ameri can history, outlawing discrimination of not only blacks, but women, in terms of voting, public education, and workplaces. The passing of this act was a catalyst for social reform, and racial and sexual acceptance. Although delayed and incredibly late, Lincoln and the United States government eventually granted and ensured all American citizens the same freedoms that still exist in the country today. A prime example of the freedom afforded to citizens can be seen through the exploits of the immensely controversial Westboro Baptist Church. The church, according to the Anti-Defamation League, is a â€Å"small virulently homophobic, anti-Semitic hate group that regularly stages protests around the country† (Extremism in America 1). According to Bill Mears with CNN, the church, which has long been a source of controversy, was recently sued for inflicting emotional distress upon a family as a result of protesting at the funeral of a dead marine. However, despite a powerful stateme nt by Chief Justice John Roberts in which he claimed that â€Å"speech is powerful† and that it can â€Å"inflict great pain,† he also said that â€Å"we cannot react to that pain by punishing the speaker† (Mears 1).Show MoreRelatedFreedom Of Exercise And Freedom975 Words   |  4 PagesFreedom of Exercise One of the key principles the United States of America was founded upon was the idea that religious freedom was an inalienable right. Many who sailed to new world were pilgrims who believed the land was a promised land, sacred. They also believed the new world would allow them to escape religious persecution. 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Musicology the Cave Essay Example For Students

Musicology the Cave Essay It has a steady beat and a gradual tempo and has constant bar lengths that are played by plucking the strings, but on the last bar two strumming patterns are added in the last two eats which break up the pattern and add something new. In the first verse, the structure is two stanzas, each worth 16 beats where in each stanza the first 12 beats are combination of instrumental and vocals and the last four only instrumental. The same riff that was played by the electric guitar in the introduction is continued as an underlying bass and it keeps the rhythm of the song. A low range male vocal is added and the voice sounds a little husky and contrasts well with the tinny sound of the guitar. The vocals sing the melody to the piece and also stay mainly in the same range throughout the verse. The piano is introduced in the second stanza and is played by alternating between two keys every second beat but then is broken by playing a further two more keys up the scale on the 3rd lot of 4 beats in the second stanza which gives variety to the piece and helps to add a different texture and tone to the piece. This also contrasts with the vocals and adds a bright tone color to the piece and is a bit of a build up to the next part. The chorus consists of another two stanzas, each worth 12 beats. There is a lead up to the chorus which is played in the last four beat rest of the first verse and is played by an electric guitar softly trimming on each beat and this is continued throughout the bridge and stays on the same note and uses the same idea which is known as an station. This is used to keep the beat if the song and to keep the rhythm and is used as the bass in the piece. It adds a different texture to the song by being a different volume. The male vocals are again introduced and are still low but are varying in pitch slightly. The vocals are using the same melody in both stanzas and another soft, higher vocal is harmonize with the main vocal which is used to add to the layers of the piece which help build the texture and tone and it gives it a warmer tone. In the second stanza the strumming pattern stays the same but sounds louder and the vocals pitch remains the same as well as the harmonize vocals but a piano is added and is playing chords. The piano is played on the first, third and fourth beat for the first two bars and is played low, high and then back to low on the scale and then in the third bar the chords are played on the first 3 beats and are going up in the scale. This is used to add a different melody and introduces a new idea and adds another layer of mound. On the last beat there is a pause. An instrumental is next and is introduced through 1 bar where there is a build-up of the previous bass line which gradually gets louder for 2 beats and then 6 chords are Musicology the Cave M S By Angiosperm between the two parts in the song and shows how something new is going to be introduced. Dynamics are achieved in this by using sudden changes in the 1 bar. The instrumental goes for 16 beats, and the chords from the second stanza of the bridge are used again but the volume has been slightly turned up and is used to keep the eat in the instrumental and this time is played on guitar and strummed on every beat. .u9196ba253bda789a7f13769bc3745c1b , .u9196ba253bda789a7f13769bc3745c1b .postImageUrl , .u9196ba253bda789a7f13769bc3745c1b .centered-text-area { min-height: 80px; position: relative; } .u9196ba253bda789a7f13769bc3745c1b , .u9196ba253bda789a7f13769bc3745c1b:hover , .u9196ba253bda789a7f13769bc3745c1b:visited , .u9196ba253bda789a7f13769bc3745c1b:active { border:0!important; } .u9196ba253bda789a7f13769bc3745c1b .clearfix:after { content: ""; display: table; clear: both; } .u9196ba253bda789a7f13769bc3745c1b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9196ba253bda789a7f13769bc3745c1b:active , .u9196ba253bda789a7f13769bc3745c1b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9196ba253bda789a7f13769bc3745c1b .centered-text-area { width: 100%; position: relative ; } .u9196ba253bda789a7f13769bc3745c1b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9196ba253bda789a7f13769bc3745c1b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9196ba253bda789a7f13769bc3745c1b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9196ba253bda789a7f13769bc3745c1b:hover .ctaButton { background-color: #34495E!important; } .u9196ba253bda789a7f13769bc3745c1b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9196ba253bda789a7f13769bc3745c1b .u9196ba253bda789a7f13769bc3745c1b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9196ba253bda789a7f13769bc3745c1b:after { content: ""; display: block; clear: both; } READ: Classification of Math, Logic, and Music as Language EssayA banjo is introduced and is being strummed really fast and strummed four times every beat and quickly fades out in time for verse two. The banjo has a very tinny sound and is higher in pitch than the guitar. The two instruments contrast each other and this technique is used to show diversity in the piece. In verse two, there are two stanzas both with 16 beats with the last four beats of each being only instrumental, the same as verse one. In stanza one the bass line is light strumming twice on every beat. The vocals are still low male vocals with not much variation in pitch with a husky tone that are played for 12 beats with the other four being instrumental. These vocals add to the texture by leading the melody. Soft piano is played one note every two beats, alternating from low too high for two bars and on the third bar from low to high still on every second beat and then down the scale for two more beats which and the piano copies some of the melody and the tune from the vocals but only plays on every couple of beats which adds to the layers of sound. In stanza two, the same bass line from the guitar and the same riff from the banjo re played from the instrumental for the 16 beats and are accompanied by another layer which is the tambourine which is played on every beat which helps to reinforce the beat and rhythm of the piece. Also the same male vocals are added with the deep and low range but sound more forceful and the vocals are played for 12 beats with the remaining four being only the guitar, banjo and tambourine. The use of these instruments gives a strong tone color of folk music and that style. For the Chorus, The same amount of two stanzas at 12 beats each is in place and the use of wintertime lyrics as in all the verses/ choruses and the same guitar riff, banjo melody and tambourine beat is continued (station) with no pauses and a very faint use of synch or even trumpet is also used on every note and is played on every beat. The male vocals are again prominent singing the main role and are mainly low in pitch but this time with a stronger tone and and going slightly higher in certain parts with little harmonize from higher male vocals. The variety of different instruments and their different pitches create a layered harmony that has a bright tone color cause of its upbeat rhythm. Leading up to the third verse, there is 1 bar where for 3 beats the instruments quickly fade out and there is a one beat rest which represents how the piece has slowed down and has broken away from the chorus and is starting a new part in the song. This verse is only 1 stanza for 16 beats with the last four being only instrumental. The main rhythmic electric guitar is played and is strummed twice a beat and is played to keep the beat going which is very strong and steady and is continued for the last four second instrumental for the third verse tit a slight variation of a strum of a different higher chord. The vocals are still of a low register and are the main male vocals all throughout the song and are very strong with a slight quality of speaking. The technique of making it quieter and simpler is used so that there may be another build up later in the piece. This verse stanza as well. In the Chorus there are 3 stanzas at 12 beats each and for the first stanza the quiet strumming of the main guitar beat is carried on. A quiet piano riff is added in the high register to add another texture to the piece which alternates between three totes played for every beat. The trumpet/synthesizer is also played on every second note very faintly which adds a different texture to the piece. .u56fafa7638a145a0c90fc3a40bdaf939 , .u56fafa7638a145a0c90fc3a40bdaf939 .postImageUrl , .u56fafa7638a145a0c90fc3a40bdaf939 .centered-text-area { min-height: 80px; position: relative; } .u56fafa7638a145a0c90fc3a40bdaf939 , .u56fafa7638a145a0c90fc3a40bdaf939:hover , .u56fafa7638a145a0c90fc3a40bdaf939:visited , .u56fafa7638a145a0c90fc3a40bdaf939:active { border:0!important; } .u56fafa7638a145a0c90fc3a40bdaf939 .clearfix:after { content: ""; display: table; clear: both; } .u56fafa7638a145a0c90fc3a40bdaf939 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u56fafa7638a145a0c90fc3a40bdaf939:active , .u56fafa7638a145a0c90fc3a40bdaf939:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u56fafa7638a145a0c90fc3a40bdaf939 .centered-text-area { width: 100%; position: relative ; } .u56fafa7638a145a0c90fc3a40bdaf939 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u56fafa7638a145a0c90fc3a40bdaf939 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u56fafa7638a145a0c90fc3a40bdaf939 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u56fafa7638a145a0c90fc3a40bdaf939:hover .ctaButton { background-color: #34495E!important; } .u56fafa7638a145a0c90fc3a40bdaf939 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u56fafa7638a145a0c90fc3a40bdaf939 .u56fafa7638a145a0c90fc3a40bdaf939-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u56fafa7638a145a0c90fc3a40bdaf939:after { content: ""; display: block; clear: both; } READ: Music as Revolt - The Basque Experience EssayThese three instruments are all played very softly and the vocals are the same lead male vocals that in certain parts of the chorus lyrics take it to a higher register for a short time which shows a change in pitch for the piece and this part is accompanied by harmonize of another higher male vocal that is very faint but effective. In the second stanza the instruments become louder and the vocals become more forceful which are leading p to the next instrumental. The instrumental starts with four beats of the main guitar continuing the strumming pattern, building up and then going into the 24 beat instrumental. The main guitar strumming is played which is the guitar being strummed twice a beat very faintly and the banjo being strummed four times a beat which is very fast. The tambourine is hit on every beat which is a percussion instrument that helps keep the rhythm. The vocals hum to the tune of the lyrics that are sung previously and hum the melody to the song. The trumpet plays in intervals on every second beat very faintly. It plays a riff that harmonies with the other instruments and ads to the layers of the song. The beat in this instrumental is very steady and the roles of the instrument are evenly given to create a symmetrical layering which creates the texture of the song. The final chorus goes for 14 beats and is a continuation from the instrumental with all the instruments staying to their roles from the previous section. The male vocals are the only instrument added and they sing in a higher register than the other choruses and are sung with a lot more passion and desperation in the voice and it has nicer tonal quality. The vocals in the last two beats are taken to a high range and are sung with a strong quality. As the last chorus starts the trumpet starts to get louder and louder and it harmonize with voice that is singing the melody. The trumpet is a high pitch instrument so it complements the low vocals. The trumpet plays a riff that compliments the melody and is used to give more depth to the piece. The dynamics in the end of the piece are achieved well by complementing each instrument with each other and with the different pitches and ranges and the same ideas are used all throughout the piece.

The Principle Events In The Evolution Of The Earths Atmosphere Essay Example For Students

The Principle Events In The Evolution Of The Earths Atmosphere Essay The Principle Events In The Evolution Of The Earths AtmosphereThe Principle Events in the Evolution of the Earths AtmosphereThe literal translation of the word atmosphere is sphere of vapors. The Earths atmosphere is a protective sphere of vapors, or air that surrounds the Earth and provides it with a layer of insulation from the harmful rays of the sun. It is a vital part of the Earth, and has changed dramatically since the beginning of time. The earths atmosphere has gradually changed since the Earths birth approximately 4.6 million years ago. In the beginning, the Earths composition was very different that how it exists today. A long time ago the Earths atmosphere was very similar to todays Venus and Mars atmosphere. It had about 95% carbon dioxide, 2-3% nitrogen, and very little, less than 1% oxygen. Today the Earth contains 79% nitrogen, 21% oxygen, and 3% water vapor. It is evident that there were many events that happened over billions of years that have contributed to this change in the Earths atmosphere. We will write a custom essay on The Principle Events In The Evolution Of The Earths Atmosphere specifically for you for only $16.38 $13.9/page Order now The Earth had developed so drastically because of the tremendous dust and gas cloud within the Milky Way galaxy. The Earth grew larger as huge meteorites hit it, and the surface was covered with dust. Volcanoes began to form and emitted lava, ash, and most importantly gases. Carbon dioxide, water vapor, and nitrogen were released into the atmosphere from the volcanoes. This process is called outgassing, and took place within the first million years or so of the Earths formation. Then, about 4 billion years ago, the planet cooled, and the outgassed water vapors condensed into clouds. It rained and produced the oceans, and even enough to cover 95% of the Earth. In addition, because it rained, there was less carbon dioxide in the atmosphere. The carbon dioxide was lost over billion of years, as the ocean formed there was a chemical reaction in which carbon dioxide and water formed carbonic acid. It is shown in the equation CO2 + H2O = H2CO3. The carbonic acid dissolved oceanic rock into sand, silt, and mud. It is evident because of this geochemical process occurred there is more carbon in the rocks and minerals and there is less in the Earths atmosphere. The Earths first ever oxygen emerged about two millions years ago because of ultraviolet radiation. The water in the Earths atmosphere was split into oxygen and hydrogen because of the ultraviolet radiation from the sun. The equation for this process is UV-* 2H20 -* 2H2 + O2. The first ever oxygen is from the ultraviolet radiation that occurred in the Earths atmosphere. It is interesting to note that 600 million years ago only about 1% of the Earths atmosphere was oxygen. Significant quantities of oxygen did not begin until plants arrived on the scene. The percentage of oxygen increased when plant life evolved and photosynthesis began to happen on the Earth. The first ever plants were blue-green algae, which lived the Earths oceans. Plants used sunlight, water, and carbon dioxide to make their food in a process called photosynthesis. The process of photosynthesis can be easily seen in the equation 6CO2 + 6H2O = C6H12O6 + O2. The plants breathe in carbon dioxide and then release oxyge n during photosynthesis, within 500 million years oxygen was the second largest part of the atmosphere after nitrogen. As oxygen became a greater part of the atmosphere the ozone shield emerged. The shield was formed when solar ultraviolet radiation forces the reaction for oxygen to form ozone, also known as 03. The ozone protects the Earth and its inhabitants from the harmful radiation from the sun. In conclusion, the Earths atmosphere has changed dramatically since the Earths origin about 4.6 billion years ago. There are many factors that contributed to this change over time. By getting a better understanding of our Earths atmosphere we can use in many useful ways. We can use this knowledge of the atmosphere for a worthy cause in many areas of science and greatly benefit from it. Science