Lesson 1: Goofy Putty Experiment

LESSON 1: Goofy Putty

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You Be The Chemist

Activity Guide | page 17

LESSON 1: Goofy Putty

ESTIMATED TIME Setup: 5–10 minutes | Procedure: 5–10 minutes

• DESCRIPTION

Create a new “goofy” substance by mixing a borax

solution with glue.

• OBJECTIVE

This lesson demonstrates the results of a chemical

reaction and compares and contrasts the properties of

mixtures and solutions. By making goofy putty,

students learn about measurement, mixtures, solutions,

physical changes, and chemical reactions. This lesson

can be extended to introduce polymers.

• CONTENT TOPICS

Scientific inquiry; measurement; properties of matter;

chemical reactions; mixtures (solutions); polymers

• MATERIALS

o White school glue

o Borax (found in the laundry detergent aisle)

o Measuring spoons

o Clear bowls, Ziploc

bags, or small cups

o Spoons

o Water

Always remember to use the appropriate safety

equipment when conducting your experiment.

Refer to the

Safety First

section in the

Resource Guide

on pages 421–423 for more detailed information about

safety in the classroom.

Jump ahead to page 20 to view the

Experimental Procedure.

OBSERVATION & RESEARCH

BACKGROUND

Most of the things around us are mixtures, like the air,

the ocean, lemonade, and pizza! A

mixture is made of

two or more substances that are combined physically.

When you combine glue with water, a glue-water

mixture is formed. Combining borax and water creates

a borax solution.

A solution is a specific type of mixture. A

solution

is a uniform mixture in which one or more substances

(solutes) are dissolved in another substance (solvent).

However, the mixture of glue and water is not a solution,

because the glue will not quite dissolve in the water.

Scientists sort matter by its physical and chemical

properties.

Physical properties can be observed by using

our senses and taking measurements. Some examples of

physical properties are color, shape, boiling point,

melting point, and density.

Chemical properties can be

identified by observing how a chemical reacts with other

substances. Some examples of chemical properties

include acidity, toxicity, and flammability. During the

experiment, students can observe the different physical

(and chemical) properties of the substances.

NATIONAL SCIENCE EDUCATION STANDARDS SUBJECT MATTER

This lesson applies both Dimension 1: Scientific and Engineering Practices and Dimension 2: Crosscutting Concepts

from “A Framework for K–12 Science Education,” established as a guide for the updated National Science Education

Standards. In addition, this lesson covers the following Disciplinary Core Ideas from that framework:

• PS1.A: Structure and Properties of Matter

• PS1.B: Chemical Reactions

• ETS2.A: Interdependence of Science, Engineering, and Technology (see Analysis & Conclusion)

You Be The Chemist

Activity Guide | page 18

LESSON 1: Goofy Putty

When the glue mixture and borax solution are combined,

a change occurs. Matter often changes, and these changes

can be either physical or chemical. A

physical change is

any change in a substance’s form that does not change its

chemical makeup. The chemical formula of the substance

stays the same before and after the change. A

chemical

change

or chemical reaction is a change that takes place

when atoms of a substance are rearranged, and the bonds

between the atoms are broken or formed. During a

chemical reaction, the structure or composition of the

materials changes. When a chemical change is complete,

the resulting substance(s) is/are different from the original

substance(s).

By adding the borax solution to the glue mixture, you start

a chemical reaction. The glue molecules and the borax

molecules react with each other to create a stretchy, bouncy

new substance.

FORMULAS & EQUATIONS

Hydrous sodium borate (or sodium tetraborate decahydrate)

is commonly known as borax.

The chemical formula for borax is

• 10H

O or Na

(OH)

• 8(H

O).

The structure of this formula means that each sodium borate

molecule has multiple water molecules attached to it.

White glue is primarily a mixture of water and polyvinyl

acetate (PVAc).

Water has the formula H

The formula for PVAc is (C

)

. The n stands for

any number of molecules.

Because there are various PVAc molecules and because

different types of white glue have slightly different

compositions, it is difficult to provide the exact chemical

equation for the reaction of the borax solution and glue

mixture. Essentially during the reaction, borate ions from

the hydrous sodium borate cause the vinyl molecules in

the glue to form cross-linked bonds. The formation of

cross-linked bonds results in the creation of a new

substance made up of a long, flexible chain of molecules.

HYPOTHESIS

uMixing white school glue and borax

will create a new substance that has different

properties than the original substances.

CONNECT TO THE

YOU BE THE

CHEMIST

CHALLENGE

For additional background information, please

review CEF’s Challenge study materials online at

http://www.chemed.org/ybtc/challenge/study.aspx.

• Additional information on mixtures, physical and

chemical properties, and chemical reactions can

be found in the Classification of Matter section of

CEF’s Passport to Science Exploration: The Core

of Chemistry.

• Additional information on solutions can be found

in the Chemicals by Volume— Solutions section

of CEF’s Passport to Science Exploration:

Chemistry Connections.

Fun Fact

Initially, Silly Putty

was a

novelty item marketed toward

adults. In 1955, the market for the

item changed, and Silly Putty

became a popular toy among

kids between the ages of

6 and 12.

You Be The Chemist

Activity Guide | page 19

LESSON 1: Goofy Putty

LOWER GRADE LEVELS/BEGINNERS

Conduct the experiment as described on page 20, but

focus the lesson on describing and classifying matter.

Discuss physical properties in more detail and the

different uses of different substances.

Another option is to spend more time on the concepts of

mixtures, solutions, and chemical reactions. Use pictures

and have students write down or state their answers of

whether a certain substance is a solution or simply a

mixture. For example, show a picture of apple juice—

solution. Show a picture of chicken noodle soup—

mixture. After students complete this exercise, be sure to

remind them that solutions are a type of mixture.

Therefore, apple juice is a mixture and a solution.

Likewise, use the same method to go over physical and

chemical changes in more detail. For example, show a

picture of a pencil. Then show a picture of the pencil

broken—that’s a physical change. Next, show a picture of

cake batter and then a baked cake—that’s a chemical

change!

HIGHER GRADE LEVELS/ADVANCED STUDENTS

DESCRIPTION

Create a polymer by mixing a borax solution with glue.

OBJECTIVE

This lesson demonstrates the results of a chemical

reaction, compares and contrasts the properties of

mixtures and solutions, and introduces polymers.

By making goofy putty, students learn about

measurement, mixtures, solutions, physical changes,

and chemical reactions, as well as polymers.

OBSERVATION & RESEARCH

A molecule is the smallest particle of an element or

compound that maintains the chemical properties of that

element or compound. It is composed of two or more

atoms chemically bonded together by an exchange or

sharing of electrons. At the beginning of the 20

century,

chemists learned how to create special molecules by

combining many smaller molecules in a regular pattern.

These large molecules are called polymers.

Polymers are

long, chain-like molecules that are formed by connecting

many repeating units (monomer units). The most

common polymers are made of long chains of carbon

atoms. A

monomer is a single molecule capable of

combining with other similar molecules.

When you combine the glue and the borax solution, you

start a chemical reaction. A

chemical change or chemical

reaction

is a change that takes place when atoms of a

substance are rearranged, and the bonds between the

atoms are broken or formed. During a chemical reaction,

the structure or composition of the materials changes.

When a chemical change is complete, the resulting

substance(s) is/are different from the original

substance(s). When combined, the glue molecules and

the borax molecules react with each other and bond

together to make a tangled structure of long, flexible,

cross-linked chains. This giant molecule, a polymer, is

made up of thousands of smaller molecules. Like the

goofy putty created in this lesson, nylon and plastics

are also polymers.

Borate ions, provided by the borax (hydrous sodium

borate), cause the vinyl molecules in the glue to form

cross-linked bonds. The process of

cross-linking

continues to alter the physical properties of the

polymer. As more and more bonds are formed, the

characteristics of the polymer change. The polymer will

eventually become brittle as additional cross-linked

bonds are formed.

CONNECT TO THE

YOU BE THE

CHEMIST

CHALLENGE

For additional background information, please

review CEF’s Challenge study materials online at

http://www.chemed.org/ybtc/challenge/study.aspx.

• Additional information on polymers can be found

in the Industrial Applications of Chemistry section

of CEF’s Passport to Science Exploration:

Chemistry Concepts in Action.

DIFFERENTIATION IN THE CLASSROOM

You Be The Chemist

Activity Guide | page 20

LESSON 1: Goofy Putty

NOTES

EXPERIMENTATION

As the students perform the experiment, challenge them

to identify the independent, dependent, and controlled

variables, as well as whether there is a control setup for

the experiment. (Hint: If the amount of borax added to

the glue and water mixture changes, do the results

change?) Review the information in the Scientific

Inquiry section on pages 14–16 to discuss variables.

EXPERIMENTAL PROCEDURE

1. Put one teaspoon of water into your cup or bowl.

Add one teaspoon of white glue and mix well.

(This may be a good time to discuss mixtures.)

2. In another cup or bowl, create your borax solution.

Mix one teaspoon of borax with four teaspoons of

water. Stir well. The solution will become saturated,

so all of the borax will not dissolve. (This may be

a good time to discuss the difference between

solutions and mixtures. You may also choose to

discuss saturation.)

3. Add one teaspoon of the borax solution to your

original cup of glue and water. Stir for 60 seconds.

4. Remove the substance and knead it with your

hands for one to two minutes.

During this experiment, you will be measuring

and mixing substances. If the measurements are

not exact, the experiment will not work correctly. If goofy

putty doesn’t form, see if the students can guess why and

then come up with a way to correct the problem, such as

adding more borax, adding more glue, or just starting over.

DATA COLLECTION

Have students record data in their science notebooks or

on the following activity sheet. For example, what

measurements did they use? What physical properties

did they observe? You can use the table and Venn diagram

provided in the activity sheet (or similar charts of your

own) for students to record their data.

You Be The Chemist

Activity Guide | page 21

LESSON 1: Goofy Putty

ANALYSIS & CONCLUSION

Use the questions from the activity sheet or your own

questions to discuss the experimental data. Ask students

to determine whether they should accept or reject their

hypotheses. Review the information in the Scientific

Inquiry section on pages 14–16 to discuss valid and

invalid hypotheses.

ASSESSMENT/GOALS

Upon completion of this lesson, students should be able

to …

• Apply a scientific inquiry process and perform an

experiment.

• Understand the importance of measuring the correct

quantities to obtain desired results.

• Compare and contrast mixtures and solutions.

• Identify the physical properties of the substances

before and after the experiment.

• Define and identify chemical reactions.

• Differentiate between monomers and polymers

(see Differentiation in the Classroom).

MODIFICATIONS/EXTENSIONS

Modifications and extensions provide alternate methods

for performing the lesson or similar lessons. They also

introduce ways to expand on the content topics presented

and think beyond those topics. Use the following

examples or have a discussion to generate other ideas as

a class.

• Add some color to your lesson! Students can make

their goofy putty different colors by adding food

coloring. They’ll simply add one drop of food

coloring to the glue mixture and stir until the color

seems to be spread throughout. Then, when they add

the borax solution to their colored glue mixture, their

goofy putty will turn out colorful as well! You can

also have some students add color after the goofy

putty has formed and they have shaped it into a ball.

Then, cut open one goofy putty ball that had color

added to the glue and water mixture, and cut open

another goofy putty ball that had color added once

the goofy putty ball was formed. The color added

later in the process is not absorbed all the way into

the ball. (You may want to have students use plastic

bags or gloves when adding color to avoid getting the

dye all over their hands.)

• Challenge your students with the question: Is goofy

putty a solid or liquid? Let them discuss why they

think one way or the other. Then you can explain that

it is actually a viscoelastic liquid, which is a material

that demonstrates viscous (resistance to flow) and

elastic (solid) properties.

REAL-WORLD APPLICATIONS

• If done correctly, the goofy putty should resemble

Silly Putty

. Have your students explore the history

of Silly Putty

, which was created when engineer

James Wright was attempting to create a synthetic

rubber for truck tires. Use this example to explain

that when doing experiments, scientists do not

always get the result they want, but they still may

discover something unique!

• Chemical reactions are everywhere and so are

polymers! Polymers, like synthetic rubber, plastics,

Teflon

(a nonstick coating used for cooking products),

and Kevlar

(a synthetic fiber used in bullet-resistant

products) have been produced through chemical

reactions in laboratories.

COMMUNICATION

Discuss the results as a class and review the activity sheet.

Review the information in the Scientific Inquiry section on

pages 14–16 to discuss the importance of communication

to scientific progress.

You Be The Chemist

Activity Guide | page 22

LESSON 1 ACTIVITY SHEET: Goofy Putty

OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an

image of the example.

Term Definition Example (write or add image)

Mixture

Solution

Physical property

Chemical property

Physical change

Chemical reaction

4. Consider what will happen if white school glue, water, and borax are combined and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

You Be The Chemist Activity Guides | page 23

You Be The Chemist

Activity Guide | page 23

LESSON 1 ACTIVITY SHEET: Goofy Putty

3. What happens when you combine the borax solution and glue mixture? Explain how you know. ________________

______________________________________________________________________________________________________

ANALYZE & CONCLUDE

1. List the physical properties of each substance in the table below.

Glue Borax Goofy Putty

White...

2. Compare and contrast mixtures and solutions.

Mixtures Solutions

4. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

PERFORM YOUR EXPERIMENT

1. Put one teaspoon of water into your cup or bowl. Add one teaspoon of white glue, and mix well.

2. In another cup or bowl, create your borax solution. Mix one teaspoon of borax with four teaspoons of water. Stir well.

3. Add one teaspoon of the borax solution to your original cup of glue and water. Stir for 60 seconds.

4. Remove the substance, and knead it with your hands for one to two minutes.

You Be The Chemist

Activity Guide | page 24

LESSON 1 ACTIVITY SHEET: Goofy Putty

2. List other substances that are polymers or are made of polymers. ________________________________________

______________________________________________________________________________________________________

EXPAND YOUR KNOWLEDGE—ADVANCED

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an

image of the example.

Term Definition Example (write or add image)

Molecule

Monomer

Polymer

You Be The Chemist

Activity Guide | page 25

LESSON 1 ACTIVITY SHEET: Goofy Putty

ANSWER KEY:

Below are suggested answers. Other answers may also be acceptable.

OBSERVE & RESEARCH

1. Write down the materials you observe. ________________________________________________________________

______________________________________________________________________________________________________

2. Predict how these materials may be used. ______________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an

image of the example.

Term Definition Example (write or add image)

Mixture

A physical combination of two or more substances

that can be physically separated.

Solution

A homogeneous (uniform) mixture in which one or

more substances (solutes) are dissolved in another

substance (solvent).

Physical property

A property of a substance that can be experienced

using the human senses and often detected

through a measuring device; physical properties

can be observed without reacting the substance

with some other substance.

Chemical property

A property of a substance that can be revealed by

the way the substance interacts with other

substances; describes an object’s “potential” to

undergo some chemical change or reaction due to

its composition.

Physical change

A change that alters the form or appearance of a

substance but does not change its chemical

makeup or create a new substance.

Chemical reaction

A change that takes place when atoms of one or

more substances are rearranged, and the bonds

between the atoms are broken or formed to

produce new substances; also known as a chemical

change.

4. Consider what will happen if white school glue, water, and borax are combined and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

Glue, borax, water, measuring spoons …

Mixing white school glue, water, and borax will create a new substance that has different

properties than the original substances.

Glue may be used to hold things together. Borax may be used to clean things.

Water may be used for drinking, cleaning, and many other things. The different materials may be combined to create something new.

Glue Borax Goofy Putty

2. Compare and contrast mixtures and solutions.

Mixtures Solutions

You Be The Chemist

Activity Guide | page 26

3. What happens when you combine the borax solution and glue mixture? Explain how you know. ________________

______________________________________________________________________________________________________

ANALYZE & CONCLUDE

1. List the physical properties of each substance in the table below.

• White

• Sticky

• Viscous—it flows slowly

•

4. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

• White

• Powdery

• Granular—grainy

•

• White (unless food coloring is added)

• Stretchy

• Can be molded into different shapes

•

• May or may not be uniform throughout

• Can be combined in various ways

• Solids, liquids, or gases

•

• Uniform throughout

• One substance is dissolved into another

• A type of mixture

• Generally liquids

•

• Made of two or more

substances combined

• The combined materials

retain their properties

and can be separated

physically

•

A chemical reaction

occurs. The resulting substance (the goofy putty) has different properties than the original substances.

Answer 1: Valid because the data support my hypothesis.

Answer 2: Invalid because the data do not support my hypothesis. I would reject my hypothesis and could form a new one, such as …

PERFORM YOUR EXPERIMENT

1. Put one teaspoon of water into your cup or bowl. Add one teaspoon of white glue, and mix well.

2. In another cup or bowl, create your borax solution. Mix one teaspoon of borax with four teaspoons of water. Stir well.

3. Add one teaspoon of the borax solution to your original cup of glue and water. Stir for 60 seconds.

4. Remove the substance, and knead it with your hands for one to two minutes.

LESSON 1 ACTIVITY SHEET: Goofy Putty

ANSWER KEY:

Below are suggested answers. Other answers may also be acceptable.

2. List other substances that are polymers or are made of polymers. ________________________________________

______________________________________________________________________________________________________

Plastic bottles, rubber bands, tires, polyester clothing,

nylon (tights), DNA, proteins …

EXPAND YOUR KNOWLEDGE—ADVANCED

Have students complete this section if you used the advanced differentiation information, or challenge them to find the answers to these

questions at home and discuss how these terms relate to the experiment in class the next day.

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an

image of the example.

Term Definition Example (write or add image)

Molecule

The simplest structural unit of an element or compound that is

made up of atoms held together by chemical bonds and

maintains the chemical properties of the element or compound.

Monomer

A single molecule capable of combining with other similar

molecules to form a polymer.

Polymer

A large molecule formed by combining many smaller molecules

(monomers) in a regular pattern.

You Be The Chemist

Activity Guide | page 27

LESSON 1 ACTIVITY SHEET: Goofy Putty

ANSWER KEY:

Below are suggested answers. Other answers may also be acceptable.