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Cool Chemistry & Hot Reactions!

from Nina Mason Pulliam EcoLab at Marian University

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Join The Life Science Education Center at Marian University as we explore chemical reactions with fun, hands-on participation encouraged! Cool Chemistry, Hot Reactions! encourages students to participate in many fun experiments. They will identify reactions that glow, change color, and emit or absorb heat energy. This interactive program will use the scientific method to help students better understand the scientific principles of chemical reactions.

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About This Program


Multipoint: $125.00
Point to Point: $125.00
By Request: $125.00


45 minutes

Target Audience

Education: Grade(s) 6, 7, 8

Minimum participants:

No minimum

Maximum participants:

There is no maximum, but for optimum interactivity, we suggest no more than 30 students.

Primary Disciplines


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

Policies and Procedures To schedule a program, please contact an educator at 317.524.7701 or We recommend that programs be scheduled at least 2 weeks in advance. All programs are subject to availability. Due to the nature of scheduling, any cancellation or program change must be received within 48 hours of the program; otherwise you will be charged 100% of the program fee.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

The full fee will be charged to sites that cancel with less than 48 hours notices, some exceptions may apply.

About This Provider

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Nina Mason Pulliam EcoLab at Marian University

Indianapolis, IN
United States

We provide quality experiences that promote science learning for students, educators, and the general public. The Nina Mason Pulliam EcoLab at Marian University provides participants with lively demonstrations, experiments, and hands-on life science discovery based on Indiana State Education and National Science Education standards.

Janice Slaughter

Program Details


1. This program begins with and introduction to the topics covered.
2. Students and educators are encouraged to come prepared to participate in some experiments.
3. Some demonstrations will be performed with the students.
4. The class will wrap up with a final review of topics learned.


1. Explain that compounds combined chemically cannot be separated by physical means.
2. Use observation to assess whether or not a chemical reaction has occurred.
3. List several indications that a chemical reaction has occurred, including color change, sudden presence of a different state, sudden temperature change, or emission of light energy.

Standards Alignment

National Standards

NS.5-8.1 Science as Inquiry

As a result of activities in grades 5-8, all
students should develop
Abilities necessary to do scientific inquiry
Understanding about scientific

NS.5-8.2 Physical Science

As a result of their activities in grades 5-8, all students should develop an understanding of
Properties of objects and materials

NS.5-8.6 Science in Personal and
Social Perspectives

As a result of activities in grades 5-8, all
students should develop understanding of
Natural hazards
Risks and benefits
Science and technology in society

NS.5-8.7 History and Nature of Science

As a result of activities in grades 5-8, all
students should develop understanding of
Science as a human endeavor
Nature of Science

State Standards

The Nature of Science and Technology
6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, use of logical reasoning, and the application of imagination in devising hypotheses and explanations, in order to make sense of the evidence.
6.1.3 Recognize that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
7.1.1 Recognize and explain that when similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often takes further studies to decide.
7.1.4 Describe that different explanations can be given for the same evidence, and it is not always possible to tell which one is correct.
8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as new theories lead to looking at old observations in a new way.

The Physical Setting
7.3.13 Explain that many substance dissolve in water. Understand that the presence of these substance often affect the rates of reaction that are occurring in the water as compared to the same reactions occurring in the water in the absence of the substance.

The Mathematical World
8.5.6 Explain that a single example can never prove that something is always true, but it could prove that something is not always true.

Common Themes
7.7.2 Use different models to represent the same thing, noting that the kind of model and its complexity should depend on its purpose.

Chemistry Standards
Principles of Chemistry
C.1.3 Recognize indicators of chemical change such as temperature, the production of a gas, the production of a precipitate, or a color change.
C. 1.11 Predict products of simple reaction types including acid/base, electron transfer, and precipitation.

Mathematics Standards
6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

Data Analysis and Probability
6.6.5 Use data to estimate the probability of future events.

Problem Solving
6.7.1 Students make decisions about how to approach problems and communicate their ideas.

English/Language Arts Standards
Listening and Speaking: Listening and speaking skills, strategies, and applications
6.7.1 Relate the speaker's verbal communication ( such as word choice, pitch, feeling, and tone) to the non-verbal message (such as posture and gesture).
6.7.2 Restate and carry out multiple-step oral instructions and directions.
7.7.1 Ask questions to elicit information, including evidence to support the speaker's claims and conclusions.
8.7.1 Paraphrase a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery and attitude toward the subject.
9.7.1, 10.7.1 Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude towards the subject.