This document outlines how the activity might be linked to the NGSS as part of a classroom lesson.
The reaction causes the canisters to launch into the air. Safety goggles should be worn at all times and a safe viewing distance should be maintained. Be sure to protect head and eyes from flying film canisters.
- Properties of gas
- Acid/Base reactions
- 4 Clipboards
- Paper (with charts printed on them)
- Stop Watch
- Meter stick
- Goggles or Safety Glasses
- Plastic Canisters (film canisters)
- Paper or Cloth Towels
- Work in teams of six (two per canister to record time and height, three canisters per team)
- Fill three canisters with water to about one quarter, three canisters to about half, and three canisters to about three quarters
- Insert a quarter of an Alka-Seltzer tablet into the first three canisters, cap immediately, and flip upside down onto the ground and stand back
- Use the stopwatch to time the reaction
- Use a meter stick to measure the height of the canister
- Use the chart provided for recording times and measurements
- Repeat with the other canisters
- Find an average height and average time for the pop based on the three trials
- Repeat all steps using half of a tablet and compare results
- If time allows, repeat all steps with a full tablet and compare results
|Quarter Tablet||Trial 1 Time||Trial 1 Height||Trial 2 Time||Trial 2 Height||Trial 3 Time||Trial 3 Height|
|Three quarters water|
|Half Tablet||Trial 1 Time||Trial 1 Height||Trial 2 Time||Trial 2 Height||Trial 3 Time||Trial 3 Height|
|Three quarters water|
|Full Tablet||Trial 1 Time||Trial 1 Height||Trial 2 Time||Trial 2 Height||Trial 3 Time||Trial 3 Height|
|Three Quarters water|
- What factors do you believe will be important in causing the canister to pop the highest? How could you design an experiment to test the effect of these factors on the height of the pop?
- What factors do you believe will be important in causing the canister to pop the fastest? How could you design an experiment to test the effect of these factors on how quickly the canister pops?
- What are the averages for each experiment?
- Which mixture produced the highest pop? The fastest?
- How is the carbon dioxide produced?
- How does the carbon dioxide make the canister fly into the air?
- K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs
- 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
- MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success
- MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.