Tie Dying the "Funky Way

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2 Tie Dying the "Funky Way All of my dyes have been purchased from: Grateful Dyes 2139 S. Sheridan Blvd. Denver t Colorado (303) Hours: 10:30 AM to 7:00 PM (Mountain Time -3 hours later than Ohio) In most instancest I follow the company recommendations for mixing the dyest "chemical" water t and dye fixer solutions. Modifications: 1) "Chemical Watertt directions: Chemical Water is the solution that the actual dye powders are 8 dissolve into for application to the material. I have always used distilled water. My formula is 900 ml of distilled water plus I dissolve a 250 ml beaker full of Urea. Urea is available from Grateful byes at 5 pounds for $ shipping! A MUCH cheaper sou:::- ce of urea is the New Albany Feed Mill or other farm store. New Albany Feed Mill sells Urea for about $11.00 for a 50-pound bag! The only other ingredient that I use for the chemical water is something that the Grateful Dyes Company calls "Ludigol" which the company sells for about 1 pound for $ shipping. I have made the chemical water with and without ludigol and I believe that the ludigol somehow makes the colors brighter. It might all be in my head but a pound of ludigol usually lasts me for two years. I use about 2 teaspoons of ludigol for each 900 ml of distilled water. I mix the chemical water with a magnetic stirrer and allow the solution to mix until it clears. An important time saver to remember is that the chemical water can be prepared well in advance of it being used. When I prepare chemical water, I always write the date of preparation on the container. Recently, I prepared chemical water on June 4,2004 and did not use it until August 11,2004. After preparing the chemical water, I siphon it into used (but clean) detergent dispensers that are not affected by the chemicals in the water. The very large dispensing bottles are excellent because they are easy to use to deliver the chemical water and the valve shuts off with no drips!

3 2) For the Shirt-Soaking Solution: I use very large, lidded containers. I keep the soaking solution pretty much as a saturated solution (some dye fixer undissolved in the bottom of the container). I always soak anything that I am going to tie dye for a minimum of 10 minutes. Longer soaking does not seem to matter. For the dye fixer I originally purchased it from the Grateful Dyes Company at 5 pounds for $ shipping. The dye fixer if Sodium Carbonate and it can be purchased in grocery stores where it is sold as a laundry booster. For the past two years, I have purchased Sodium Carbonate at the Kroger Grocery store where it is sold under the brand name of Arm & Hammer Washing Soda. A 3-pound box is normally priced at about $2.15, a huge savings! After the soaking period, the shirts are taken out of the solution and they should be wrung out fairly dry.the shirts should not be dripping solution after wringing out. If the shirt is too wet, the dyes will not be able to thoroughly bond with the shirt fiber and a pastel color may result. 3) For Actual Dye Solutions: 8 For dissolving the actual dyes (which are powders), I use 600-mL, PLASTIC beakers. I first dispense 500 ml of chemical water into the beaker, and then I add 3 heaping tablespoons of the dye powder into the chemical water. I usually slowly add the powders as my magnetic stirrers stir them. Some caution should be used when adding the dyes because some dyes have a tendency to clump instead of dissolve. The most difficult colors to dissolve are usually the blues and some reds. The 600-mL beakers of dyes are my stock solutions. Only I pour from these beakers into the plastic drinking cups that I use for students to take to their desks. I highly recommend dispensing only about half a cupful of dye to a student. I also only allow students to take one color at a time. Students have a tendency to stockpile the cups and that makes it impossible to know when I need to prepare more dye solution. Also, if a student has only one cup of dye at a time, he/she can only spill one cup of dye at a time! When I give a student a cup of dye, I place a "jumbo, jumbo plastic pipette" into the cup. I like the pipettes for placing the dyes onto the cloth. I find that most students can control the amount and placement of the dyes. Some people prefer to use dropper bottles or squirt bottles. I caution students to place dye where they want it rather than just squirt it onto the cloth. Careful placement of the dyes will prevent "pooling" of dyes on the back of the cloth.

4 4) Gloves: I usually purchase latex gloves, now available in a range of sizes, from Sam's Club. Gloves usually sell for about $10.00/box of 100. If you regularly shop at Sam's Club, you can often purchase gloves in & package of 2 boxes for $ I also always have some vinyl gloves available because many people are allergic to latex. I usually ask the kids if they have ever had a reaction to a band-aid. If they are allergic to band-aids, I find that they are often also allergic to latex. The vinyl gloves are more difficult to use because they do not stretch nearly as easily as the latex gloves. 5) Rubber Bands: Rubber bands are used to hold the folds of the material together. The rubber bands are most important for making the "swirl" patterns. The swirl pattern is well described in the Grateful dyes catalogue. I recommend that a person use either 3 or 4 rubber bands for the swirl pattern. For 3 or 6 colors, a person should use 3 rubber bands. For 2, 4, or 8 colors, a person should use 4 rubber bands. I discourage anyone 8 from tie dying a shirt with only 2 colors. I usually recommend that they use a third color, often either gray or black, for contrast. The rubber bands are especially important in the swirl pattern because they serve as guides for the actual dye application. When we rinse the shirts, I tell the kids to be sure to thoroughly rinse their rubber bands and return them to me because they can be reused. The rubber bands often break when they are reused. However, I have found that reusing the rubber bands greatly reduces problems that rubber bands cause when students have them! 6) Application of the Dyes: Before any dyes are applied to the shirts, I have the students place 3 layers of paper towels under their shirts. I find that 3 layers will absorb the excess dyes that runs through the shirts, however 3 layers do not seem to wick out too much dye and make the shirts pastel. When individuals first start tie dying, they have a tendency to apply way too much dye thinking that they will get a really good result by using lots of dye. Instead, I very strongly encourage them to be conservative in their dye application. I tell students to place the dye where they want it rather than just squirt large volumes of dye onto the shirt. Too much dye will cause "pooling and mixing" on the back of the shirt and can cause a rather ugly brown color when lots of dye colors mix.

5 - 8 I always have students dye the entire front of the shirt before the shirt is flipped over to dye the back. I also remind students that they need to place dye down into the folds of the shirts or they will wind up with large undyed white patches. When the shirt is flipped over, it should be quickly flipped. Also, remember to place the shirt on three, new paper towels. The towels should be placed on the desk before the shirt is flipped. The backs of the shirts normally do not take nearly as long to properly tie die. If the person placed dye down into the folds on the front, then the dye will be in the correct places for the back. Obviously, the back of the shirt should be dyed with the same wedge pattern as was used on the front of the shirt. When both sides of the shirt have been dyed, three new paper towels should be carefully placed on the shirt. The shirt then should be placed into a plastic bag and allowed to sit for 24 hours. Be sure that students save their gloves! After the shirts have sat for 24 hours, the shirt should be ready to rinse, 7) Final Thoughts and Reminders: Have students put their name on the outside of the bags with a sharpie marker. When we d? 3 or 4 classes of shirts on one day: it is Impossible to sort out the Shirts unless the names are largely written on the outside of the bags. When rinsing shirt~, the water will never be totally clear of dye. What the rinsing does is gets rid of the excess dye and the dye fixer. Once the excess dye fixer is rinsed out of the shirt, dye will not stick stay on the cloth. When the rinsing is complete, the shirts should be well wrung out. This will also prevent any dye transfer. I always have students tie dye a 'r -shirt as the first article that they ever tie-dye. I require this because there is an awful lot of learning that occurs when a student does their first tie dying. I never require that a student tie-dye. Some kids just do not like tie-dyed shirts. I usually tie-dye at the end of the school year after we have completed our class work. Students who do not tie-dye are required to work on their year-end review sheets while the other kids tie- dye. On a good year, I break even on my expenses. I usually charge kids $6.00 if I furnish the shirt and the dyes. If kids want to furnish their own shirts, I charge them $3.00 for the gloves, supplies, and dyes. If time allows, I often allow students to tie dye additional clothing. Remember, the cloth needs to be 100% cotton in order to have the bright colors that I have always had. Kids have tie-dyed, shorts, pants, shirts,.8 underwear, sheets, pillowcases, scarves, etc.

6 Candle Demonstrations This is a series of candle demonstra.ions that are very useful as attention grabbers and/or concept developers. I use this demonstration group very early in the school year. My students really seem to enjoy watching these. If a teacher wanted to use the set as an early lab exercise, I believe that the students could perform the series. However, I feel that students would require more than one class period to complete them. Experiment # 1: Use a match to light the candle. You might want to drop some wax onto the metal plate and then place the candle in the liquid wax in order to make it stand alone. Discuss the differences between Observations and Interpretations. I usually give these two examples. For an observation, the flame color is yellow. For an interpretation, the candle is using oxygen from the air because it is burning. I then have students, working in groups of two or three, list at.east 8 observations. 8 Experiment # 2: Light a second candle and hold it close to the flame of the first candle. Gently blowout the first candle flame. Place the flame of the se&ond candle into the smoke coming off of the first candle. Without touching the first candle wick, the first candle will relight! This may take a 1ittle practice but the student reactions are well worth the effort. Have students record their observations in procedure step # 3. Experiment # 3: Light the first candle. Hold a piece of screen over the candle flame and slowly lower the screen. The flame usually will go out. As soon as the flame disappears, immediately remove the screen. The candle MA y relight. I have some trouble with this demo; however, if I can get the candle to relight, the students' reactions are very positive. Record observations in Procedure step # 4.. (Over)

7 8 Experiment # 4: Use a 250-mL beaker. Pretty well fill the beaker with ice water. Dry the outside of the beaker with a paper towel. Hold the ice water-filled beaker about 4 cm above the candle flame. Water will condense on the outside of the beaker. Be sure that students are aware that the condensed water came from the candle flame vapor. This is a good demo to repeat several times. Be sure to dry the beaker between trials. Have students record their observations in procedure step # 5. Experiment # 5: Pour some tap water ( about 1-2 cm) into the metal pan. Use an inverted 250-mL Ehrlenmeyer flask and quickly lower it over the candle flame and under the surface of the water. Students should record their observations in procedure step # 6. Continue to observe the flask and place additional observations in procedure step # 7. Experiment # 6: Gently raise the Ehrlenmeyer flask and allow the water to return to the shallow pan. As soon as the water is gone from the flask, turn it upright and add about 30 ml of freshly- prepared, clear limewater [Ca{OH)2 (aq)] to the flask. Stopper the flask with a # 6 stopper and swirl the solution. If the solution becomes cloudy or chalky, calcium carbonate (CaCO3 (aq)) was formed. This change from clear to cloudy is a positive test for the presence of Carbon Dioxide in the flask. Record your observations in procedure step # 8. Conclude this demonstration series by answering the 4 questions in the Analyze portions of the data sheet. Use the back of the data sheet if more room is needed. Indicate that answers have been placed on the backside of the data sheet. Each student must submit the data sheet, complete with answers, by the end of the class period.

8 Candle Demonstrations Materials: Safety Goggles tongs 2 small candles matches shallow metal pan (pizza pan) ice water 250 ml beaker tap water 250 ml Ehrlenmeyerflask fresh limewater # 6 rubber stopper wire screen Safety Precautions: 1) If students perform this series of experiments, they should be required to wear safety goggles. 2) These demonstrations/experiments do have an open candle flame and reasonable safety precautions should be observed. 3) The limewater is a basic solution that could cause 8 irritation if it came in contact with the skin. Note that basic solutions are especially dangerous to eye tissues. 4) When swirling the flask containing the limewater solution, the stopper should be firmly held in place. Waste Disposal: All liquid wastes may be safely flushed down the sink accompanied by ample flow of tap water.

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10 8 The Rainbow Trout Overhead Projector Demonstration Background: Many clear plastics are pressed or extruded into molds during manufacturing. The processing can cause stresses in the plastic. When these clear plastics are viewed through two polarizing filters, a rainbow of colors can result. The light waves are refracted differently by the stressed plastics. I use this demonstration to introduce light waves and polarization of light. Materials: Two Polarizing Filters (Physics teachers almost always have these!) Polystyrene (Clear, Non-Colored) plastic Overhead Projector Procedure: 1. Place one polarizing filter on the overhead projector. 2. Place the polystyrene sample on top of the polarizing ftlter. 3. position the second polarizing filter over the polystyrene sample. 4. Rotate the top polarizing filter to reveal the many refracted colors of the light. 8 Fun Variations: 1. Draw the outline of a fish or a colorful bird on the polystyrene plastic. 2. Use scissors to cutout the outline of the animal. 3. This demonstration is most impressive if a cardboard border is placed around the bottom polarizing film. The border shuts out the ambient light and causes the colors to be more dramatic. Source: Jeff Brachen, Chemistry Teacher at New Albany High School, New Albany, Ohio is the originator of this demonstration. Jeff shared this idea in a summer workshop.

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13 , Funky's Incredible One-Way Screen (Surface Tension Demo) I love this demonstration. It is one of my favorites and the students love it, too! Materials: 1 canning jar -either a pint or a quart 1 piece of Nylon Screening - large enough to cover the jar mouth 1 jar ring that fits the mouth of the jar Procedure; 1) Place the screen oyer the mouth of the jar. 2) Screw the jar ring onto the jar being sure that the screen still covers the jar mouth. 8 3) Hold the jar right-side-up and pour water through the screen -pour enough water to about half-fill the jar. 4) Cover the jar top with your hand, turn the jar upside down, and remove your hand. 5) The bulk of the water will stay in the Jar! 6) Show it again! The students will wonder if you are doing something to the jar when you place your hand oyer the mouth. 7) I always tell them, "Well, this time you caught me!" If I turn the jar upside down without hold my hand oyer the mouth, all of the water will just run out. 8) Then the fun begins. Because the kids always want to see this. So, I say OK, I'll try it. If you can turn the jar upside down without rocking the water around too much, a small amount of the water will run out but most of it will stay in the jar! You definjtely can have some real fun with this demonstration and it really illustrates how strong the surface tension of water really is.

14 - Notes: 1) The screen provides lots of surfaces that the water will "adhere" to. 2) The water in the jar sticks to all of the screen surfaces and to other water molecules. 3) Air pressure pushes against all of the individual water surfaces. 4) Some water will always run out, leaving a slight vacuum inside the jar. 5) The combination of the many individual water surfaces, the slight vacuum, and the air pressure are enough to prevent the water from running out of the jar. 6) This is one of my favorite demonstrations. An interesting extension is that once the water is trapped in the upside- down jar, a toothpick may be inserted into the screen and, when released, will float up into the water! 8 7) As with all demonstrations, this is a demonstration that works best when it has been practiced! 8

15 Patrick E. "Funky" Funk Box 1317, 209 S Fork Circle Pataskala, Ohio ~ PHASES OF MATTER AND MOLECULAR MOVE RATIONALE: Molecular movement is an abstract concept to most chemistry students. Students are taught that molecules of solids are vibrating, that molecules of liquids rotating (and vibrating), and that molecules of gases are rapidly, randomly moving. This demonstration models molecular movements. MATERIALS: 3 plastic petri dishes container of BB's Overhead Projector PROCEDURE: 1) Place enough BB's into one petri dish to cover the dish with one layer of BB's. In a second petri dish, place enough BB's to cover about one-third of the dish. In a third petri dish, place about 10 BB's. 2) Place an three petri dishes onto the stage of the overhead projector. Ask students to decide :which petri dish represents a solid, liquid and gaseous substance. Discuss. 3) Start with the petri dish representing a solid. Gently move the petri dish back and forth. Instruct the students to watch the 8 movement of the BB's in the dish. 4) Next, use the petri dish that represents the liquid. Start moving the dish b9:ck and forth. Students should watch the BB's movements. While moving the dish back and forth, remind students that liquid molecules not only vibrate but also rotate. Add the rotational movement and note the dramatic increase in BB movement. 5) Lastly, use the petri dish representing the gas. Start moving the dish back and forth. Next, add rotational movement because gas molecules also rotate. Then, increase the movement speed. Remind students that gaseous molecules are also in rapid, random motion. 6) There is an interesting extension that can be done with this demonstration. While quickly moving the gaseous petri dish, ask the students what would happen if you were to take the lid off of the petri dish? 7) If there is enough room in your classroom, move the overhead several feet away from the students while rapidly moving the gaseous petri dish. REMoVE THE LID. Students are amazed when I do this. Of course, the BB's quickly fly out of the petri dish. After performing this step of the demonstration, stud~nts 8 definitely remember what happens to a container of gas ~hen the solid is removed!

16 Periodic Table Exercise Name 8 In this exercise, you will fill in the 5 Periodic Tables on the back of this page. Be sure to follow the directions for each of the tables. When you are finished, you will have a summary of the different information that you need to know about the Periodic Table of the Elements. 1) For Table # 1, use 3 different colors to identify the 3 areas where the 3 cjasses of elements are found. The 3 areas that must be colored in are the metals, nonmetals and metalloids. 2) For Periodic Table # 2, Identify period 2, 4, & 6. Color period # 2 YELLOW, period # 4 ~, and period # 6 (all of it) GREEN. Also on Table # 2, Identify Group 1 & 6. Color Group 1 PURPLE and Group 6 BLUE. 3) For Periodic Table # 3, Fill in the symbols for the Alkali 8 Metals and color them light PURPLE. Fill in the symbols for the Alkaline Earth Metals and color them light YELLOW. Fill in the symbols for the Halogens and c-olor them light GREEN. Fill in the symbols for the Noble Gases and color them light BLUE. 4) For Periodic Table # 4 color the Transition Metals ~. Also, color the Rare Earth Metals (Inner Transition Metals) BLUE. 5) For Periodic Table # 5, Fill in the symbols for Copper, Silver, and Gold. Color these symbols light ~~. Fill in the Symbols for Tin, Lead, and Bismuth. Color these symbols light YELLOW. Fill in the symbols for the elements in Period 1 and color them light BLUE. Fill in the symbols for Oxygen, Sulfur, and Selenium. Color them LIGHT B~ Fill in the symbols for elements # These elements are ALL radioactive. Color them light GREEN. '8

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18 8 FunkY's Panther Scattering (Surface Tension Demo) This demonstration is very effective. It works every time and students love it. Materials: Clear, Flat-Bottomed Container Overhead Projector 100 ml of Tap Water Pinch of Salt Pinch of Pepper Liquid Dish Detergent Procedure: 1) Place the flat-bottomed, clear container on the stage of an overhead projector. 8 2) Add 100 ml of tap water to the container. 3) Sprinkle a pinch of salt into the water. (Sinks) 4) Sprinkle a pinch of pepper into the water. (Floats) 5) Add 1 drop of liquid dish detergent to the center of the dish. Immediately the pepper will be pushed to the outside of the dish and the salt meantime has disappeared! As the detergent spreads across the water surface, it pushes the pepper in front of it. The detergent alters the surface tension of the water as it spreads. Cover Story (or LIE!): I make up a story about how happy all of the people are in the school district, Pickerington for instance. I add the salt and then the pepper while I am talking about how happy we are! Then, I describe what happened when just one person from our chief rival school, Reynoldsburg for instance, moved into our district. As I am talking about the move-in, I add the one drop of dish detergent. This is a great demonstration on the day of the "Big Rival" game. It is always a big hit with the.8 kids! Try it and find out!!!!!

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