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Could you transform something worthless into gold?
Chemical Magic Unit | Lesson 2 of 5

Could you transform something worthless into gold?

Chemical Magic Unit | Lesson 2 of 5
Lesson narration:
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DISCUSS (1 of 3): Can you think of any tests you could do, that would help you figure out which idea is true?

2 possibilities

Here’s an idea we had...

DISCUSS (2 of 3):

Suppose we give you a scale, a tool that measures weight. Using a scale, is there a test you could do to figure out which idea is true?

DISCUSS (3 of 3):

If the vinegar and salt REMOVED the dull copper, then what should we find out when we weigh the penny before and after?

DISCUSS:

Why do you think the alchemist left, never to be heard from again? Was there something he didn’t want the king to figure out?

DISCUSS (1 of 2):

Why do you think we couldn’t see little bits of copper in the liquid?

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mixture


1 of 10

a combination of two or more things

dissolve


2 of 10

when one substance mixes with another and it looks like it disappears, such as when sugar mixes into tea
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solution


3 of 10

a special kind of mixture where you cannot tell the different parts from each other

liquid


4 of 10

a state of matter, such as water when you can pour it

states of matter


5 of 10

the different forms of matter that include solid, liquid, and gas
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matter


6 of 10

anything that takes up space; can be in different forms such as solid, liquid, or gas

particle


7 of 10

a very tiny thing, sometimes too small to be seen
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experiment


8 of 10

a test used to discover new information about a question

evidence


9 of 10

information that can be used to support or reject an idea
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alchemist


10 of 10

a name for people in the past who studied the combination of chemicals
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Featured Reviews

“Okay, I've said this before about how your lessons and experiments bring learning alive and make science incredibly fun, but this lesson takes the cake! At the end my students couldn't wait to get home and see what other steel items they could turn to copper and show off to their families. One student suggested making this lesson Harry Potter themed with the concepts of potions and magic. The entire class had a blast from start to finish with the experiment!!”
“The students really enjoyed watching their steel nails into copper nails. They also loved to do the hands on. This is a great way to learn for my classroom.”
“When the students identified the copper on the nails. There were so many "a-ha!" moments, it was wonderful!”
“The second experiment when the pennies were placed in the bag with the nails and the vinegar/salt mixture. Seeing the students reaction to the "copper coated" nail was priceless!”
“The lesson was so engaging for the students. The different roles each students had worked very well to help them share responsibility and feel a part of the experiment. ”
“This really solidified the idea of how the dull copper layer transferred to the steel nail. I really liked how Doug went over it again at the end to walk them through the process to clarify what was actually taking place. This was fun!”
“The interaction and the discussion that the kids had in the classroom. I LOVE when kids get excited about science and their next "mystery"!”
“The students loved linking what they learned in the experiment to the actions of the alchemists! They are becoming more inquisitive as we progress through the lessons.”
“My students were extremely engaged in the experiment steps of learning the concept. Students are extremely excited about our science class and are eager to participate in each lesson.”
“The students absolutely loved seeing the nail turn copper toward the end of our time. When I showed the class the nails the next time we had Science, they were thrilled. It made a real impression and we able to describe what happened as a result of Chemistry Mystery 1 and 2. The activity was great!”
“Seeing the coins turn green after we removed them from the fluid, like the statue of liberty”
“The kids liked making the connections from their experiment to the past with the alchemists and seeing how coating is done today. ”
“I loved hearing all of the ways students thought they could do further testing to have evidence for what the observed!”
“I really enjoyed my student's reactions to the copper coating of the nail. I appreciated the questions that this brought about which encouraged them to stay engaged to find out more.”
“Seeing the change of the nail and some of the pennies. Left Pennines in bag now for 4 days and there is a strange liquid forming. Kids love it!”
Lesson narration:

Grade 5

Chemical Reactions & Properties Of Matter

Dissolving & Particulate Nature of Matter

5-PS1-1, 5-PS1-2

Activity Prep

Print Prep
THIS LESSON WAS REVISED ON JANUARY 11, 2018. If you've prepped prior to that date, we suggest using the previous version.
In this lesson, students investigate the alchemists’ claim of transforming ordinary metals into gold. In the activity, The King's Sword, students use the vinegar, salt, and penny solution that they created in Lesson 1 to copper plate a steel nail. Students then create a conceptual model of how particles from the pennies are the same ones that eventually coat the nail in copper.
Preview activity

Exploration

20 mins

Wrap-Up

10 mins

Grade 5

Chemical Reactions & Properties Of Matter

Dissolving & Particulate Nature of Matter

5-PS1-1, 5-PS1-2

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Chemistry Lesson 2: Could you transform something worthless into gold?

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