Bresser NATIONAL GEOGRAPHIC CHEMIE 2000 User manual

CHEMIE 2000
CHEMISTRY 2000
MANUAL WITH EDUCATIONAL INFORMATION
AND EXCITING EXPERIMENTS
WARNING!
Not suitable for children under three years. To be used under the direct supervision of an adult. Choking
hazard – small parts can be ingested or inhaled. Cut or stab wounds of the skin by sharp functional edges
and points. Instructions for the parents or other responsible persons are included and must be followed.
Contains some chemicals that are classifi ed as harmful. Prevent chemicals from coming in contact with
the body. Hold small children and animals away while experimenting. Keep Experiment Set out of reach of
children under three years. Eye protection for supervising adults is not included. Keep the packaging and
manual because they contain important information!
0-3
8+

2
General first aid information
• In case of contact with eyes: wash out eye with plenty of water, holding eye open if necessary.
Seek immediate medical advice.
• If swallowed: wash out mouth with water, drink some fresh water. Do not induce vomiting.
Seek immediate medical advice.
• In case of inhalation: remove person to fresh air.
• In case of skin contact and burns: wash aected area with plenty of water for at least 10 minutes.
• In case of doubt, seek medical advice without delay. Take the chemical and its container with you.
• In case of injury always seek medical advice.
Declaration of Conformity
Bresser GmbH has issued a‚Declaration of Conformity‘ in accordance with applicable guidelines and corresponding standards.
This can be viewed any time upon request.
DISPOSAL
Dispose of the packaging materials properly, according to their type, such as paper or cardboard. Please take the current legal regula-
tions into account when disposing of your device. You can get more information on the proper disposal from your local waste-disposal
service or environmental authority.
General disclaimer. Bresser GmbH has used their best endeavors to ensure that the Information in this book is correct and current at the time of publication but
takes no responsibility for any error, omission or defect therein.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise.
General Warnings
•Read these instructions before use, follow them and keep them for reference.
•Keep young children, animals and those not wearing eye protection away from the experimental area.
•Always wear eye protection.
•Store this experimental set and the nal crystal(s) out of reach of children under 8 years of age.
•Clean all equipment after use.
•Make sure that all containers are fully closed and properly stored after use.
•Ensure that all empty containers and/or non-reclosable packaging are disposed of properly.
•Wash hands after carrying out experiments.
•Do not use any equipment which has not been supplied with the set or recommended in the instructions for use.
•Do not eat or drink in the experimental area.
•Do not allow chemicals to come into contact with the eyes or mouth.
•Do not replace foodstus in original container. Dispose of immediately.
•Throw away any food used during the experiments.
•Do not apply any substances or solutions to the body.
•Do not grow crystals where food or drink is handled or in bedrooms.
•Take care while handling with hot water and hot solutions.
•Ensure that during growing of the crystal the container with the liquid is out of reach of children under 8 years of age.
In case of emergency dial
Europe 112 | UK 999
USA 911 | Australia 000
Write the telephone number of the local poison centre or hospital in the space below. They may be able to provide information on
countermeasures in case of poisoning.

3
Chemical substance Chemical formula CAS number INDEX number
Hazard Statement:
H302: Harmful if swallowed.
H315: Causes skin irritation.
H319: Causes serious eye irritation.
H410: Very toxic to aquatic life with long lasting eects.
Precautionary Statement — Prevention:
P280: Wear protective gloves/protective clothing/eye protection/face protection.
Precautionary Statement — Response:
P305 + P351 + P338: IF IN EYES: rinse cautiously with water for several minutes. Remove contact lenses, if present and easy to do. Continue rinsing.
P321: Specic treatment (see on label).
P362: Take o contaminated clothing and wash before reuse.
P301 + P312: IF SWALLOWED: call a POISON CENTER or doctor/physician if you feel unwell.
Precautionary Statement — Disposal:
P501: Dispose of contents/container according to local regulations.
Copper (II) sulphate 7758-99-8
CuSO4· 5H2O053-001-003
Warning
Warning
Warning
List of chemicals used
Index
- General warnings
- General first aid information
- Warranty and warranty term extension
- List of chemicals used
- Disposal of used chemicals
- Advice for supervising adults
- Contents of the kit
1. Experiments
2. Making molecules
2
2
3
3
5
5
5
6
29
Warranty and warranty term extension
The warranty term is two years from the date of purchase. Please keep your proof of purchase. Register at www.bresser.de/warranty and ll
out a brief questionnaire to get your warranty term extended to five years. Registration must be completed within three months of purchase
(date of receipt) to validate the warranty. If you register thereafter, the warranty term will not be extended.
If you have problems with your device, please contact our customer service rst. Do not send any products without consulting us rst by
telephone. Many problems with your device can be solved over the phone. If the problem cannot be resolved by phone, we will take care of
transporting your device to be repaired. If the problem occurred after the warranty ended or it is not covered by our warranty terms, you will
receive a free estimate of repair costs.
Service Hotline: [phone]
Important for any returns:
Please make sure to return the device carefully packed in the original packaging to prevent damage during transport. Also, please enclose
your receipt for the device (or a copy) and a description of the defect. This warranty does not imply any restriction of your statutory rights.
Your dealer:.............................................................................................................. Art. No.: .....................................................................................................................
Description of problem:........................................................................................................................................................................................................................................
Name:.........................................................................................................................
Street:.........................................................................................................................
City/Postcode:.........................................................................................................
Telephone: ...............................................................................................................
Date of purchase:..................................................................................................
Signature:.................................................................................................................
Media about this product
You can dowload further media (experiments, manuals, etc.) from the BRESSER website* over the
following QR code/weblink.
http://www.bresser.de/download/9130600 * Oer subject to the availability of media.
Get exclusive new Experiments
– only available online!

4
008-003-00-9
-
-
-
Chemical substance Chemical formula CAS number INDEX number
Hydrogen peroxide 3% (1 mol/l)
Potassium alum
-
-
-
Sodium bicarbonate
Liquid glycerine (80%)
Magnesium sulphate
Sodium carbonate
Tincture of iodine (0.025 g/ml
mass concentration ethanolic
solution)
144-55-8
56-81-5
7487-88-9
497-19-8
7553-56-2
NaHCO3
C3H8O3
MgSO4
Na2CO3
I2
H2O2
AlKO8S2. 12H2O
7722-84-21
7784-24-9
-
-
-
011-005-00-2
053-001-003
Warning
Hazard Statement:
H319: Causes serious eye irritation.
Precautionary Statement — Prevention:
P260: Do not breathe dust/fume/gas/mist/vapours/spray.
Precautionary Statement — Response:
P305 + P351 + P338: IF IN EYES: rinse cautiously with water for several minutes. Remove contact lenses, if present and easy to do. Continue rinsing.
Hazard Statement:
H226: Flammable liquid and vapour.
Precautionary Statement — Prevention:
P210: Keep away from heat/sparks/open ames/hot surfaces.— No smoking.
P233: Keep container tightly closed.
P280: Wear protective gloves/protective clothing/eye protection/face protection.
Hazard Statement:
H312: Harmful in contact with skin.
H332: Harmful if inhaled.
Precautionary Statement — Prevention:
P280: Wear protective gloves/protective clothing/eye protection/face protection.
P261: Avoid breathing dust/fume/gas/mist/vapours/spray.
P271: Use only outdoors or in a well-ventilated area.
Precautionary Statement — Response:
P302 + P352: IF ON SKIN: wash with plenty of soap and water.
P312: Call a POISON CENTER or doctor/physician if you feel unwell.
P322: Specic measures (see on label).
P304 + P340: IF INHALED: remove victim to fresh air and keep at rest in a position comfortable for breathing.
P312: Call a POISON CENTER or doctor/physician if you feel unwell.
Hazard Statement:
H400: Very toxic to aquatic life.
Precautionary Statement — Prevention:
P273: Avoid release to the environment.
Precautionary Statement — Response:
P391: Collect spillage.
Precautionary Statement – Disposal:
P501: Dispose of contents/container according to local regulations.
Danger
Litmus red (tournesol) powder 215-739-6 -
1393-92-6
-

5
Description: Quantity:
1. Yellow food colouring 1
2. Red food colouring 1
3. Blue food colouring 1
4. Copper (II) sulphate 1
5. Sodium bicarbonate 1
6. Litmus red (tournesol) powder 1
7. Liquid glycerine 1
8. Magnesium sulphate 1
9. Sodium carbonate 1
10. Potassium alum 1
11. Flask for the litmus solution 1
12. Large measuring cups 5
13. Rubber bands 2
14. Plastic test tubes with lid 3
15. Round filter papers 3
1
Description: Quantity:
17. Plastic spatulas 2
18. Tincture of iodine 1
19. pH test strips 10
20. Straws 3
21. Small measuring cups 2
22. Funnel 1
23. Protective gloves 2
24. Wooden stick 1
25. Wooden spatulas 2
26. Play dough 6
27. Pasteur pipettes 4
28. Tweezers 2
29. Petri dish 2
30. Balloons 6
31. Test tube rack 1
32. Disposable lab coat 1
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Kit contents
Disposal of used chemicals
When you’re disposing chemical substances, please refer to national and/or local regulations. Do not throw
chemicals into sewers and garbage. For more details, please refer to a competent authority. For disposal of
packaging, make use of specic collection points.
Advice for supervising adults
- Read and follow these instructions, the safety rules and the rst aid information, and keep them for reference.
- The incorrect use of chemicals can cause injury and damage to health. Only carry out those experiments which are listed in the instructions.
- This experimental set is for use only by children over 8 years.
- Because children’s abilities vary so much, even within age groups, supervising adults should exercise discretion as to which experiments are suitable and safe
for them. The instructions should enable supervisors to assess any experiment to establish its suitability for a particular child.
- The supervising adult should discuss the warnings and safety information with the child or children before commencing the experiments. Particular attention
should be paid to the safe handling of acids, alkalis and ammable liquids.
-The area surrounding the experiment should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close
to a water supply. A solid table with a heat-resistant top should be provided.
16. Protective goggles
32

6
1. Experiments
Note: The reagents and materials included in this kit are labelled
with this symbol .
Scientist, always put your protective gloves, goggles and lab coat on
before conducting any experiment.
Remember to always wash thoroughly the
material used, after each experiment! During the
experiment, do not use the same materials for
different reagents. Otherwise, you may influence
the results.
Remember scientist: You must save up your reagents in order to
carry out all experiments.
MIXTURES OF SUBSTANCES AND SOLUTIONS
A mixture of substances consists of one or more components.
Mixtures can be homogeneous, heterogeneous or
colloidal. A homogenous mixture can also be called
solution. A solution consists of, at least, one solvent and
one solute. A solvent is a substance capable of dissolving
another, while a solute is a substance that dissolves in
another. For example, in a solution of water and sugar, water
is the solvent and sugar is the solute.
DID YOU KNOW…
That every time the solvent is water, it is said that the solution is
aqueous?
The concentration of a solution corresponds to the
amount of solute in a given amount of solution.
Experiment 1
Preparing a solution
What you will need:
• Water
• Sugar
• Large measuring cup (100 ml)
• Plastic spatula
• Wooden spatula
Steps:
1. Fill half the cup with water.
2. With the plastic spatula, add three spoons of sugar.
3. Stir the mixture with the wooden spatula.
Can you dissolve all the sugar?What type of mixture is this?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
You can dissolve all the sugar in water.Water and sugar form a homo-
genous mixture.
Water dissolves sugar. Water is therefore considered the solvent and
sugar the solute.
It’s not possible to distinguish a homogenous
mixtures components from one another.
Experiment 2
Comparing different mixtures
What you will need:
• Water
• Virgin olive oil
•96% ethanol or commercial ethanol
• Sand
• 3 Large measuring cups (100 ml)
• Wooden spatula
Steps:
1. Fill each measuring cup halfway with water.
2. Add olive oil to one of the cups, ethanol to another, and sand to
the last one.
What type of mixtures does each cup contain?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Water and ethanol form a homogenous mixture. The intermolecular
forces among the water molecules are of the same type as those
found among the ethanol molecules. Water molecules can therefore
establish interactions with the ethanol molecules. The two substances
can mix in all proportions, a property called miscibility. They form
a homogenous mixture, also called a solution. The arrangement of
ethanol and water molecules is constant throughout the solution and
it is not possible to see where the water ends and the ethanol begins,
even with a microscope.
By contrast, when water is mixed with olive oil or with sand the result
is said to be heterogeneous. The naked eye can easily see where the
water ends and the olive oil begins. The intermolecular forces among
the water molecules dier from those among the olive oil molecules.
These two substances are said to be immiscible. The naked eye can
easily see where the water ends and the olive oil begins.
Immiscible liquids can’t be mixed.
goggles, gloves and lab coat
You will need

7
Experiment 3
Saturated solution – water with sugar
What you will need:
• Sugar
• Water
• Large measuring cup (100 ml)
• Wooden spatula
• Plastic spatula
Steps:
1. Fill the cup halfway with water.
2. With the plastic spatula, begin adding spoons of sugar to the cup.
3. Stir the water and sugar mixture with the wooden spatula.
4. Continue adding sugar to the mixture until
it becomes impossible to dissolve anymore.
What type of solution have you created?
WARNING. When finished, throw away food used during
the experiment.
Explanation:
As you continue to add sugar and stir the solution with the wooden
spatula, you’ll eventually reach a point when it becomes impossible to
dissolve all sugar added.This is called the saturation point.
Saturated solution: Solution which contains
dissolved the maximum amount of solute in a certain
volume of solvent and in a given temperature.
Experiment 4
Preparing a filter
What you will need:
• Funnel
• Round lter papers
• Water
• Pasteur pipette
Steps:
1. Fold the lter as shown in the image below.
2. Place the lter in the funnel.
3. Using the Pasteur pipette, add some drops of water allowing for
paper lter to more easily attach to the funnel.
Experiment 5
Separating water and sand
What you will need:
• Water
• Sand
• Round lter papers
• Funnel
• Test tube
• Wooden stick
• Large measuring cup (100 ml)
• Test tube rack
Steps:
1. Prepare a mixture of water and sand, by putting sand in a cup of
water.
2. Place the funnel whose construc-
tion is described in experiment 4 in
a test tube. Then place the test tube
containing the funnel on the test
tube rack.
3. Pour the mixture of water and sand into the funnel and use the
wooden stick to guide the liquid.
Can you separate sand from water? What’s the name given to
the technique you’ve just used?
Explanation:
Because sand particles are larger
than lter holes, the lter retains
sand. On the other hand, water
passes through the lter freely.
Therefore, sand gets stuck in the
lter and water lands in the test
tube free of sand. This process
of separating suspended solid
particles from the liquid they
are suspended in using a lter is
called filtration.
Image 1. Assembling scheme of a lter in a funnel.
123
4
5
5 mm

8
Experiment 6
Homemade filter
What you will need:
• Plastic bottle
• Cotton wool
• Sand
• Small stones
• Scissor
• Two large measuring cups (100 ml)
• Soil or sand
• Wooden stick
Steps:
1. Prepare a solution of dirty water: Put water in one of the measuring
cups and add a bit of soil or sand. Stir it all, and then save it.
2. With the help of an adult, please use the scissors to carefully cut the
bottle into two pieces, making the incision slightly above the point
where the bottom half of the bottle ends and the top half begins.
3. Put cotton wool inside the bottleneck.
4. Put the bottleneck upside down.
5. Now, put sand over the cotton wool and over the sand, put the
stones.
6. Place the structure you’ve just made in the empty measuring cup.
7. Pour the dirty water into
your homemade lter.
What can you observe?
The water must be less dirty.
Explanation:
When water passes the stones, sand and cotton wool, it is ltered,
becoming cleaner.
Experiment 7
Processes of separating mixtures – Decanting
What you will need:
• Water
• Soil or sand
• 2 Large measuring cups (100 ml)
• Wooden stick
Steps:
1. Fill a cup halfway with water and add to it soil or sand.
2. Using the wooden stick, stir the mixture.Then wait about ve min-
utes for the mixture to settle.
3. Using the wooden stick, guide the liquid to another cup, as shown
in the below image.
Explanation:
Decanting allows for the separation of a liquid from a solid deposited
at the bottom of a container.
Processes of separating mixtures:
Decanting is a process used to separate a
heterogeneous mixture. It can be used to separate
two immiscible liquids as well as non-soluble solids from
liquids. This is accomplished by tilting the container holding the
heterogeneous mixture towards a second container, ensuring
that the rst container is only titled far enough that only the less
dense substance is poured into the second container.
Sedimentation is a separation process in which a mixture is left
at rest until its less dense component is deposited at the bottom
of the container.
Crystallization is a process of separating homogeneous
mixtures in which the goal is to separate one of its components.
The solvent evaporates causing the appearance of solute
crystals.
Experiment 8
The art of evaporating
What you will need:
• Tracing paper
• Scissor
• Food colouring
• Pasteur pipettes

9
Steps:
1. With a Pasteur pipette, add some drops of blue food colouring to
the tracing paper.
2. With another Pasteur pipette, repeat the previous step using
another food colouring. Experiment and create dierent colours by
mixing food colourings.
3. Place the tracing paper in the sun.
4. Set the paper aside until the water evaporates.
5. Using the scissors, cut the paper into a shape you like and hang it
on a window for decoration.
Explanation:
When water evaporates, coloured drawings remain on the tracing
paper. The food colouring included in your kit consists of water and
powder dye, forming a homogeneous mixture. The sun will heat
the mixture, causing the water to evaporate. This leaves patches of
coloured stains on the tracing paper.
SUPER SCIENTIST: Try this same experiment using
other materials like an old sweater or another type of
paper.
Experiment 9
How do water molecules move?
What you will need:
• Two large measuring cups (100 ml)
• Hot and cold tap water
• Food colouring
• Two Pasteur pipettes
Steps:
1. Fill with a large measuring cup with cold tap water.
2. Fill another cup with the same amount of water but this time use
hot tap water.
3. Using the Pasteur pipette, add immediately a drop of food co-
louring to each cup. Ensure that you add the exact same number of
drops to both cups and don’t stir them.
What do you observe?
Explanation:
The food colouring spreads in the water in both cups, but at
dierent speeds.
When the water is hot the water molecules move more quickly, en-
suring that the food colouring spreads faster.
In cold water, the food colouring will take longer to spread because
the water molecules’ movement isn’t as fast as it is in hot water.
SUPER SCIENTIST: Determine the time dierence
that food colouring takes to become completely mixed
in both hot and cold water.
Experiment 10
Diffusion
What you will need:
• 1 Tablespoon
• Pasteur pipettes
• 2 Large measuring cups (100 ml)
• Wooden spatula
• Salt
• Water
• Food colouring
Steps:
1. Fill both cups of water up to the 100 ml mark.
2. In one of the cups, create a saturated solution by adding salt until
you can’t dissolve it anymore.
Water
with salt Water

10
• Food colouring
• Pasteur pipette
• Scissors
• Plastic spatula
• Tweezers
3. Add a drop of food colouring to each cup. Do not stir the
mixture.
What do you observe?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
The food colouring moves faster in the cup only containing water
than in the cup containing both water and salt. However, the liquids
in both cups after a while become completely coloured.
Even though they are not visible, the water molecules are always
in motion. When food colouring is added to the water, the water
molecules intermix with the food colouring molecules and both types
of molecules move together. Eventually, the food colouring will mix
completely with the liquid and it becomes impossible to see where the
liquid ends and water begins. The water takes on the colour of the dye.
The faster the molecules move, the faster the food colouring
molecules move. Both water and food colouring molecules move
moreslowlyinthe water containing salt.Thesaltaddsmoremolecules
to the solution, which take up space. This solution contains more
molecules and less space in which the molecules can move, making
the movement slower.
SUPER SCIENTIST: Try the same experiment by mixing
water with other substances, like sugar or sodium bicar-
bonate.
The phenomenon taking place in this experiment
is called diffusion. The rate of the food colouring’s
diusion is less in the water containing salt than it is
in the water that lacks salt.
Experiment 11
Coloured bottle
What you will need:
• Small plastic bottle
•Small measuring cup (25 ml)
•Large measuring cup (100 ml)
•Pasteur pipette
•Wooden spatula
•Water
•96% ethanol or commercial ethanol
•Honey
•Cooking oil
•Food colouring
• Pen
Steps:
1. Using the small measuring cup, add 25 ml of water to plastic bottle.
2. Using the pen, identify and mark the water level.
3. Pour the water from the bottle into the large
measuring cup.
4. Add honey to the bottle until reaching the level
previously identied.
Experiment 12
Let go of the drop!
What you will need:
• Two Petri dishes
• Two tablespoons of virgin olive oil
• Two tablespoons of water
• Filter paper
• Paper napkins
• Small measuring cup (25 ml)
5. Using the Pasteur pipette, pour two drops of colouring into the cup
of water. Stir the mixture using the wooden spatula.
6. Pour the water containing the colouring into the bottle. The water
should oat atop the honey.
7. Using the small measuring cup, add 25 milliliters of oil to the bottle.
8. Now, using the small measuring cup, measure out 25 ml of ethanol
and add to it two drops of food colouring of another colour. Then,
carefully and slowly add it to the bottle.
What do you observe?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
The substances you’ve used in this experiment have dierent
densities. The four oat separately on top of each other without
mixing. At the bottom is honey, then comes water, followed by oil,
and ethanol sits on top.
Each substance has a dierent density. Denser substances have more
particles per unit of volume than less dense ones. This is why less
dense substances oat on top of denser ones.
In the case of this experiment, honey is the densest substance,
followed by water and oil. Ethanol oats on top because it is the least
dense.
SUPER SCIENTIST: Repeat this experiment, but try to
pour oil into the bottle before you pour water. What do
you think will happen?
Steps:
1. Pour two tablespoons of olive oil in one Petri dish and two tables-
poons of water in another Petri dish.
2. Cut two strips of lter paper and dip one in the olive oil and the
other in the water.

11
3. Remove the paper strips with the tweezers and place them over
dierent paper napkins.
4. Choose a food colouring and pour a drop of it over each paper
strip.
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Water and olive oil behave dierently. The food colouring drop
remains at the surface of the paper anointed with olive oil, while the
drop placed on the paper dipped in water spreads.
The food colouring remains as a drop on the paper containing
olive oil because its water molecules do not combine with olive oil
molecules. Water and olive oil are immiscible liquids. Substances
are considered immiscible when they do not form a homogenous
mixture when added together.
The food colouring drop placed on the wet paper is considered
miscible with the water. The dye dissolves on the paper strip and
spreads across it. Their molecules combine in the same way that
molecules in a container holding a solution combine.
Experiment 13
Diving coin
What you will need:
• 2 Equal coins
• 2 Large measuring cups (100 ml)
• Water
• Honey
Steps:
1. Fill a cup ¾ of the way full with water.
2. The ll the other cup the same volume with honey.
3. Put one of the coins in the cup holding water.
4. Put the other coin in the cup with honey.
Which coin will reach the bottom of its respective cup rst
if both are dropped at the same time? And why?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
The descent of the coin in water is higher than the descent of the coin
in honey. This may be explained by the fact that honey’s viscosity is
greater than that of water.
Viscosity can be described as the resistance of a
uid (liquid or gas) to its own ow.
Experiment 14
Almost a lava lamp
What you will need:
• Bottle with lid, empty and clean
• Oil
• Food colouring
• Salt
• Water
• Plastic spatula
• Wooden spatula
• Funnel
• Pasteur pipette
Steps:
1. Pour water into the bottle until 3/4 of its volume is lled.
2. With the Pasteur pipette add some drops
of food colouring to the water. Put the lid
into the bottle and then shake it a little, mi-
xing the water and food colouring.
3. Fill the bottle almost to the top with oil
using a funnel.
4. Let the mixture separate.
5. Now, pour salt into the bottle.
What do you observe?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Oil floats in water because a drop of oil is lighter than a drop
of water of the same size. This means that oil is less dense than
water.
HoneyWater
What does happen with the food colouring drops over each paper
strip?

12
Density relates the mass of a material with the
volume it occupies. Substances less dense than
water will oat on it. Denser substances than water
will sink in it.
Salt is denser than water and tends to sink to the bottom of the bottle.
When you add salt in this experiment, blobs of oil get attached to the
salt grains and sink. When the salt dissolves, the oil rises to the top of
the bottle, generating a phenomenon similar to what takes place in
a lava lamp.
Experiment 15
Hard water and soft water
What you will need:
• Plastic spatula
• Tepid tap water
• 2 Test tubes with lids
• Test tube rack
• Magnesium sulphate
• Washing-up liquid
• Teaspoon
Steps:
1. Place the test tubes on the test tube rack.
Fill in both test tubes with tepid water, up to
the second mark.
2. Add to one of the test tubes 2
spoons of magnesium sulphate, using
the plastic spatula.
3. Close the test tube containing magnesium sulphate and shake it
until the powder is dissolved.
4. Add half a teaspoon of washing-up liquid to each test tube.
5. Put the lids on the tubes and shake each solution. Try to make
foam in each of the test tubes.
What happens?
In which tube forms less foam?
Explanation:
Less foam is formed in the test tube with magnesium sulphate.
Magnesium sulphate is a compound that hardens water. This is why
you cannot form a lot of foam. Tap water often contains calcium and
magnesium contents which prevent the soap from making foam. If
water contains much mineral content, we say it’s ‘hard’.
And did the tap water make foam?
Is tap water from your geographic area hard, soft or medium?
DID YOU KNOW…
That the hardness of water can be expressed in mg/l of calcium
carbonate (CaCO3), in French degrees (ºfH), in German degrees
(°dH), among others? 1°fH = 10 mg/l (CaCO3).
SUPER SCIENTIST: What if you carried this experiment
out with sodium bicarbonate? What do you think would
happen?
Image 2. UK water hardness map.
2x
Experiment 16
Super soap bubbles
What you will need:
• Distilled water (tap water can be used, but distilled water forms larger
bubbles)
• Washing-up liquid
• Clean container with lid
•Liquid glycerine
• Wooden spatula
• Small measuring cup (25 ml)
•Soap bubble hoop (please note that you can make the hoop with wire)
• Tablespoon
Steps:
1. Measure 150 ml of water into a container.
2. Also with the measuring cup, add 25 ml of washing-up liquid to the
same container.
3. Stir it slowly with the wooden spatula. Try to not form bubbles or
foam while stirring.

13
4. Put 1 tablespoon of glycerine in the container.
5. Dip the hoop in the mixture and slowly remove it. Wait a few
seconds and then blow against it.
How many soap bubbles can you make with one blow?
Explanation:
The outside of a soap bubble
consists of three very thin layers:
soap, water and another layer of
soap. The ‘sandwich’ on the outer
part of the bubble is called soap
lm. The bubble bursts when
the layer of water stuck between
the two soap layers bursts.
Glycerine makes the soap layer
thicker, preventing the water
from evaporating quickly and so
bubbles last longer. They also get
stronger and that’s why you can
make larger bubbles.
Attention: Save the soapbubblesliquidforthe nextexperiment.
Keep out of reach of small children and animals and also away
from food and drink.
Experiment 17
Bubbles that do not burst
What you will need:
• Mixture of soap bubbles – with at least one each day (Experiment 16)
• Straw
• Scissors
Steps:
1. Remove from the lid from the container holding the mixture.
2. Place the lid upside down and ll it with the super soap bubble
liquid.
3. Dip the tip of a straw into the liquid inside the lid. Keep the straw
in the lid and blow, through it, to form a soap bubble inside the lid.
Slowly, pull the straw out of the lid.
4. Now, dip the tip of the scissors into the container holding the super
soap bubbles mixture. Prick the bubble’s walls with the scissors.
Observe what happens.
5. Try pricking the soap bubble with other sharp objects (for example
a pencil). Remember that you have to dip the tip of all these objects
in the super soap bubble solution before they touch the bubble.
Soap bubble
Air
Soap
Soap
Water
6. Try putting your nger inside the bubble too.
Why are these bubbles so resistant?
Explanation:
Youmustbe abletopassthescissorsthroughthebubblelayerwithout
it bursting. When something wet
touches the bubble, it doesn’t
make a hole, it only slides and the
bubble forms around the object.
The super soap bubble solution
on the tip of the scissors lls in the
hole that would be formed. If you
try passing a pair of dry scissors
through the bubble, the bubble
will burst instantaneously.
Attention: Save the soap bubbles liquid for the next experiment.
Keep them out of reach of small children and animals and also
away from food and drink.
Experiment 18
Micelles! What are they?
What you will need:
• Camomile tea (4 tea bags)
• Scrapes of natural soap, without colour or scent (4 tablespoons)
• Liquid glycerine (1 + ½ tablespoon)
•Water (1 + ½ cup)
Steps:
1. Make the camomile tea with the help of an adult.
2. Let it boil for 10 minutes and then remove the tea bags.
3. Place the soap scrapes in the tea still hot.
4. Let the scrapes soften.
5. Finally, add glycerine and stir it all well.
Observe what happens to your mixture.
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
A micelle is a complex of surfectant particles that forms around dirt and
fat.
The soap scrapes (in this case the surfactants) originate a micelle
when added to an aqueous solution.This micelle isolates the fats and
dirt in its interior while its ends guarantee its miscibility in water.
The surfactants are organic compounds that
when added to an aqueous solution, originate
a micelle. Surfactants are used in soaps and
shampoos, as they are able to eliminate both fats and dirt.
Micelle
Dirt/fat
Soap particles

14
2. Put some drops of food colouring in the previous solution if you’d like.
3. In a large measuring cup, prepare a solution of water and sodium
bicarbonate, with about 25 ml of water and 2 spoons of sodium bicar-
bonate, using the plastic spatula.
4. Mix both solutions in the other large measuring cup.
What happens?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
It originates foam. Foam is produced by the release of carbon
dioxide from the washing-up liquid and vinegar solution, when the
vinegar’s acetic acid reacts with the sodium bicarbonate.
Sodium bicarbonate isa compoundconsistingof hydrogen, sodium,
oxygen and carbon elements. When it is mixed with vinegar (water
and acetic acid) a chemical reaction occurs:
Carbon (C) and oxygen (O) elements bond and originate a new
gaseous compound, carbon dioxide (CO2).
Experiment 21
Vinegar and sodium bicarbonate extinguisher
What you will need:
• Large measuring cup (100 ml)
•Candle
•Match
• Vinegar
•Sodium bicarbonate
•Plastic spatula
Steps:
1. Fix the candle to a working table and ask an adult to light it.
2. In the cup, with the help of the plastic spatula, put a spoon of sodium
bicarbonate.
3. Now, add vinegar (half cup) to the cup.
4. When it starts reacting, approximate the cup towards the candle,
without spilling the liquid.
What happens?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Sodium bicarbonate reacts with vinegar and forms carbon dioxide
(CO2) which when getting close to the candle, puts it out.
Experiment 19
How to fill up a balloon without blowing
What you will need:
• 0.33 l Plastic bottle
• Sodium bicarbonate
• Vinegar
• Plastic spatula
• Balloon
Steps:
1. Fill up the bottle halfway with vinegar.
2. Using the plastic spatula, put four spoons of
sodium bicarbonate inside the balloon.
3. Place the balloon on the bottle’s neck. Place it
carefully, because sodium bicarbonate cannot fall
inside the bottle.
4. Lift the balloon so that the sodium bicarbonate
falls into the bottle. Try to keep the balloon in the
vertical position and see what happens.
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Vinegar reacts with sodium bicarbonate and forms the gas carbon
dioxide. While the gas is forming the pressure increases and the
balloon is lled up.
DID YOU KNOW…
That sodium bicarbonate can be used for personal hygiene,
cleaning, cooking and homemade medicines? In cooking it is
used as yeast to make bread and cakes.
Experiment 20
Foam column
What you will need:
• Two large measuring cups (100 ml)
• Two small measuring cups (25 ml)
• Vinegar
• Washing-up liquid
• Sodium bicarbonate
• Water
• Food colouring (optional)
• Pasteur pipettes (optional)
• Plastic spatula
Steps:
1. Prepare a solution in the small measuring cup, pouring 25 ml of
vinegar and a spoon of washing-up liquid, using the plastic spatula.
H+(aq) + HCO3
- (aq) > CO2(g) + H2O (l)
In this experiment you can look at the chemistry behind a shampoo.
The basic composition of a shampoo must include surfactants,
preservatives, fragrances and a pH regulator. Here, the surfactants are
the soap scrapes, the fragrance is the camomile tea and the glycerine
works as a moisturiser and conditioner.

15
Experiment 22
Test an acid on indicator paper
What you will need:
• pH test strips
• Plastic spatula
• Tweezers
• Pasteur pipette
• Lemon juice
• Grape juice
• Water
• 2 Small measuring cups (25 ml)
Steps:
1. Use the tweezers to hold a pH test strip. Do not touch it with your
hands.
2. Put a bit of grape juice into one of the measuring cups. With the
Pasteur pipette, put some grape juice over the paper.
Observe what happens.
3. Repeat the procedure with lemon juice.
What happens to the indicator paper?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Tartaric and citric acids are, as their names show, acids. Test strips are
made to indicate the pH of a substance. The pH is a measure of acidity
or alkalinity.
When you put acid on the pH test strip it will change colour to the
colour of the pH value of what your are testing.
Solutions with a pH lower than 7 are called acidic and solutions with
values greater than 7 are called alkaline (or basic). If the pH value is 7,
the solution is neutral. Water, for example, has a pH of about 7.
In case of tartaric acid (grape juice), the colour matches a pH value
lower than 7.
Citric acid (lemon juice) is also an acid and therefore also carries the
potential to change the colour of the test strip.
Compare the colour of each test strip with the pH scale!
Image 3. pH scale for universal indicator.
Acids
Increasing acidity
Neutral
Alkalis
Increasing alkalinity
Experiment 23
Test a base on the indicator paper
What you will need:
• pH test strips
• Pasteur pipettes
• Tweezers
• Plastic spatula
• Sodium carbonate
• Water
Steps:
1. Use the tweezers to hold a test strip. Do not touch it with your
hands.
2. With the plastic spatula, put a
little bit of sodium carbonate over
the paper.
3. With the Pasteur pipette, add a
drop of water.
Observe what happens!
SUPER SCIENTIST: Try repeating this experiment with
powder detergent and/or sodium bicarbonate.
Explanation:
Sodium carbonate is a base (alkali). Test strips are made to indicate
the pH of a substance. The pH is a measure of acidity or alkalinity.
When you put the base on the test strip and add a drop of water,
you create an alkaline solution on the test strip. It will change colour
to the colour of the pH value of this solution.
Solutions with a pH lower than 7 are called acidic and solutions with
values over 7 are called alkaline (or basic). If the pH value is 7, the
solution is neutral.
In the case of sodium carbonate, the colour will match a pH value
greater than 7. Compare the colour of your pH test strip with the
colours from the pH scale (Image 3).
Detergents that you may nd at home also contain bases (alkalis)
that will cause the changing in colour of the pH strip to a pH above 7.
Grape juice includes in its composition a compound
called tartaric acid and the lemon juice contains a
compound called citric acid.
SUPER SCIENTIST: Did you notice any dierences
between the results obtained from using grape or
lemon juices?

16
Experiment 24
Acids and alkalis
What you will need:
• 2 Small measuring cups (25 ml)
•Plastic spatula
•Pasteur pipettes
•Tweezers
•pH test strips
•Lemon juice
•Sodium bicarbonate
•Wooden stick
Steps:
1. Pour a bit of lemon juice into one of the measuring cups.
2. Then, dip in the cup, with the help of the tweezers, one of the pH
test strips.
Observe and take notes of what happens.
3.Prepare a solution of sodium bicarbonate. Put a little bit of sodium
bicarbonate in the other measuring cup and then add a little more
of water. Stir the solution well.
4. With the Pasteur pipette add slowly some drops of the solution of
sodium bicarbonate to the cup with lemon juice.
7. Use another pH test strip in the resulting solution. Observe and
take notes.
What happened?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
The pH test strip changes colour. When you add a sodium bicarbonate
solution to a citric acid solution (lemon juice), the pH changes and as
so, the test strip paper will present another colour.
All the more, citric acid, present in the lemon juice, is an acid and
sodium bicarbonate is an alkali (base). When adding the base to
the acid, you are neutralising the solution, in other words, you are
approximating the pH value to 7. However, the balance between acid
and alkali that originates pH 7 is dicult to predict and you may not
be able to neutralise the solution. Nevertheless you can see a change
in colours on the pH test strip that indicate a pH changing.
When you add more base (sodium bicarbonate) the solution becomes
more alkaline, which will create a new colour on the test strip.
Compare the colours of the pH test strip paper with the pH scale
(Image 3).
Experiment 25
Prepare a natural pH indicator
What you will need:
• Red cabbage
• Knife
• Large and wide container
• Wooden spoon
• Hot water
• Container with lid
Steps:
Attention: Ask an adult for help.
1. Put hot water in a large and wide container.
2. Ask an adult to cut with the knife the red cabbage in small parts
and put them in hot water.
Remember that lemon juice contains a compound
called citric acid.
5. Dip, with the tweezers, another pH test strip in the solution
you’ve created.
Observe and take notes!
6. Add the remaining sodium bicarbonate solution to the initial
solution.

17
3. Stir it with the wooden spoon for some minutes, until the water
gets purple.
4. Take o the small parts of red cabbage and save this indicator in a
container with lid, so that you may use it in the following experiments.
Observe the pH scale for the red cabbage pH indicator!
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Red cabbage has a natural pH meter. It’s a pigment called anthocyanin
which is soluble in water. When placing red cabbage in hot water we
are separating the anthocyanin from the red cabbage and dissolving it
in water. Anthocyanin molecules change colour depending on the pH
of the environment where placed. This pigment can also be found in
apple peels, grapes, corn akes, poppy owers and plums.
Attention: save for the next experiment(s). Keep out of reach of
small children and animals and also from food and drink.
Experiment 26
Test your natural pH indicator with an acid
What you will need:
• Natural pH indicator (Experiment 25)
•Test tube
• Test tube rack
• Small measuring cup (25 ml)
• Vinegar
• Pasteur pipettes
Steps:
1. Put a small volume of the natural pH indicator
in a test tube, with the help of the Pasteur pipette.
2. Place the test tube on the test tube rack.
3. Pour a little of vinegar into the small
measuring cup. With the Pasteur pipette, add
some drops of vinegar into the test tube.
What do you observe scientist?
Which is the colour obtained?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Solutions with a pH lower than 7 are called acidic. Acetic acid is an acid
and will therefore change the colour of the natural pH indicator to a
hue lying between pink and red, as is shown in image 4.
Image 4. pH scale for the red cabbage pH indicator.
Acidic Alkaline
Neutral
SUBSTANCES
2.5 3.5 6.5 7.5 8.5 10.5
Experiment 27
Test your natural pH indicator with an alkali
What you will need:
• Natural pH indicator (Experiment 25)
• Test tube
• Test tube rack
•Plastic spatula
• Sodium carbonate
•Pasteur pipettes
Steps:
1. Put a small amount of indicator in a test tube, with the help of the
Pasteur pipette.
2. Place the test tube on the test tube rack.
3. With the plastic spatula, add a little of sodium carbonate to the
test tube.
What do you observe? What colour becomes the red cabbage
indicator?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Solutions with a pH greater than 7 are called alkaline or basic. Sodium
carbonate is a base and will therefore change the colour of the natural
pH indicator to a hue lying between blue and green, as is shown in
image 4.
Experiment 28
Homemade indicator paper
What you will need:
• Round lter paper or absorbent paper
•Natural pH indicator (Experiment 25)
•Scissor
•Pasteur pipettes
•Container with lid
Steps:
1. With the scissor-cut small squares of absorbent paper or lter paper.
2. Pour some drops of the natural pH indicator on each paper square.
3. Save the squares in a closed container, so that you may use them in
the following experiments.
WARNING. When you have finished, throw away any food
used during the experiment.
Attention: save for the next experiment(s). Keep out of reach of
small children and animals and also from food and drink.
Experiment 29
Test an acid with the homemade indicator paper
What you will need:
• Lemon juice
• Small measuring cup (25 ml)
• Pasteur pipettes
• Homemade square paper indicators (Experiment 28)
• Tweezers
The primary constituent of vinegar is acetic acid.

18
Steps:
1. Pour a bit of lemon juice into the cup.
2. Take one of your homemade indicator paper and put it at the table.
Add, with a Pasteur pipette, 2 drops of lemon juice to a paper square
indicator.
What do you observe, scientist? Take notes of your conclusions
in your scientist notebook!
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Lemon juice, as you already know, contains a compound called
citric acid. As the name indicates, this compound is an acid, and the
indicator paper that you’ve created with the natural pH indicator
solution will react indicating the pH of this acid. Compare the colour
obtained with the pH scale colours from image 4.
Experiment 30
Test a base with the homemade indicator paper
What you will need:
• Sodium bicarbonate
• Homemade indicator paper (Experiment 28)
•Pasteur pipettes
•Water
•Small measuring cup (25 ml)
•Plastic spatula
• Tweezers
Steps:
1. Put some drops of water in the cup and add a bit of sodium
bicarbonate.
2. Take one of your homemade indicator paper and put it at the table.
With the Pasteur pipette pour some drops of the solution you’ve
prepared on your homemade indicator paper.
What do you observe, scientist? Take notes about your conclu-
sions in your notebook!
Explanation:
Sodium bicarbonate is a base (alkali). The indicator paper will
therefore change to a colour indicating its pH. Using the information
on image 4, compare the colour obtained against the the pH scale
colours listed for the homemade indicator paper.
Experiment 31
Is water acid, neutral or alkali?
What you will need:
• pH test strips / Natural pH indicator (Experiment 25)/ Homemade
indicator paper (Experiment 28)
•Water • Pasteur pipettes
Steps:
1. Use pH test strips included in your kit or an indicator you’ve made.
2. Put a drop of water on the indicator paper.
From the colour that appears on the indicator you may determine
if the water you used is acidic, alkaline (basic) or neutral.
SUPER SCIENTIST: Try using water from dierent
sources: tap water and water from the bottle, for example.
Take notes of the pH dierences between them!
Experiment 32
Prepare an indicator using a purple violet
Attention: Ask an adult for help.
What you will need:
• Hot water
• 2 Large measuring cups (100 ml)
• Purple violet’s petals
• Container with lid
• Strainer
Steps:
1. Collect the purple violet’s petals and cut them in small pieces.
2. Place them in one of the cups.
3. Add hot water to the cup.
4. Wait 20 to 30 minutes.
5. Use the strainer to separate the liquid from the petals, passing the
solution to another cup.
6. Transfer the solution to a container with lid.
7. Your indicator is done!
Attention: save for the next experiment(s). Keep out of reach of
small children and animals and also from food and drink.
Experiment 33
Prepare an indicator using a rose
What you will need:
• Hot water
• 2 Large measuring cups (100 ml)
• Rose petals
•Strainer
•Container with lid
• Tweezers

19
Steps:
1. Collect the rose’s petals and cut them in small pieces.
2. Place them in one of the cups.
3. Add hot water to the cup.
4. Wait 20 to 30 minutes.
5. Use the strainer to separate the liquid from the petals, passing the
solution to another cup.
6. Transfer the solution to a container with lid.
7. Your indicator is done!
Attention: Store away until you are ready to complete the next
experiment. Keep out of reach of small children and animals
and also away from food and drink.
Experiment 34
Make the pH scale for the rose’s indicator
What you will need:
• Rose’s indicator (Experiment 33)
•Lemon juice
• Sodium carbonate
•Water
•3 Test tubes
•Test tube rack
•2 Large measuring cups (100 ml)
•Plastic spatula
•3 Pasteur pipettes
Steps:
1. Place 3 test tubes on the test tube rack.
2. Number them from 1 to 3 or write the name of the reagents on
each test tube (lemon juice, sodium carbonate, water).
3. Squeeze some lemon juice into one of the cups and, in the other,
dissolve a little bit of sodium carbonate with water.
4. With the Pasteur pipette add to each test
tube, 10 drops of your rose indicator.
5. Add 5 drops of lemon juice to tube 1, 5 drops
of sodium carbonate solution to tube 2 and 5
drops of water to tube 3.
S
o
d
i
u
m
c
a
r
b
o
n
a
t
e
6. Take note of the colours you see.
7. Now you can use this indicator to test the pH of other substances.
Explanation:
Citric acid (of lemon juice) is an acid, sodium carbonate is a base and
water is a substance with neutral pH.
The pH and/or the acidity or alkalinity behaviour of each reagent will
vary in the colours that each susbtance will present for this particular
indicator, allowing it to generate a colour scale that coordinates with
PH values.
SUPER SCIENTIST: Complete your pH scale, repeating
this experiment with other acidic and alkaline (basic)
substances: vinegar (acid), sodium bicarbonate (alkali),
grape juice (acid) or washing powder (alkali).
Experiment 35
Measure the pH of the soil using indicator paper.
What you will need:
• Large measuring cup (100 ml)
• Soil
• Pasteur pipettes
•pH test strips
•Distilled water (can be replaced by tap water)
Steps:
1. Put water in a cup.
2. Put a small piece of soil in the cup and stir.
3. Let the soil deposit on the bottom of the cup.
4. After some minutes, please use the Pasteur pipette to apply 2
drops of water to the indicator paper.
What do you observe, scientist?What is the pH of the soil you used?
Lemon juice

20
Experiment 36
Salt has pH 7 in water
What you will need:
• Large measuring cup (100 ml)
• Plastic spatula
• Salt
• Water
• pH test strip
• Pasteur pipettes
Steps:
1. Pour water into the measuring cup.
2. With the help of the plastic spatula, put
1 spoon of salt in the cup.
3. Using the Pasteur pipette, put 2 drops of the solution on the
indicator paper.
What is the pH of this mixture?
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
Salt consists of one positive ion, cation Na+, and one negative ion,
anion Cl-.When in contact with water, hydrochloric acid, HCl, a strong
acid, and sodium hydroxide, NaOH, a strong alkali (base), are formed.
The acid and the alkali annul each other and the water has then a
neutral pH, which is approximately 7.
Experiment 37
Chemical rainbow
What you will need:
• Wooden spatula
• Natural pH indicator (Experiment 25)
• 2 Large measuring cups (100 ml)
• Sodium carbonate
• Vinegar
• Plastic spatula
• Pasteur pipettes
• Small measuring cup (25 ml)
Steps:
1. Put 50 ml of natural pH indicator in the 100
ml cup.To measure this volume use the small
measuring cup and make two measures of
25 ml each.
2. With the help of a Pasteur pipette, add 3
drops of vinegar to the 100 ml cup.
3. In a 25 ml cup, add one teaspoon of sodium bicarbonate to 15 ml
of water. Stir it with the wooden spatula until it is dissolved.
4. Fill in a Pasteur pipette with the sodium carbonate solution.
5. Put the content of the Pasteur pipette, immediately in the 100
ml cup and not drop by drop. The solution must change colour
immediately and, slowly, sink in the cup.
6. Let the solution stabilise, until you can see all the colours.
7. To prevent the colour from disappearing, pour the 100 ml cup’s
content into an empty cup.
Note: If a small volume is used, the experiment can be carried out
in a test tube.
WARNING. When you have finished, throw away any food
used during the experiment.
Explanation:
The indicator changes colour to show the pH value in a substance. In
this case, when you mix an acidic solution (vinegar) with a basic solu-
tion (sodium carbonate), the indicator produces a coloured spectrum.
Another important concept to obtain this rainbow is density. The
sodium carbonate solution is denser than the indicator. That’s why it
sinks. At the bottom of the cup, vinegar molecules form, creating a
new solution which also contributes colours to the chemical rainbow.
SUPER SCIENTIST: Repeat the experiment, but this
time change the order in which you add the reagents.
Start with the last one and end with the rst one. What
happens?
Experiment 38
Litmus (tournesol) solution
What you will need:
• 96% ethanol or commercial ethanol
•Pasteur pipette
•Flask for the litmus solution
•Water
•Test tube with lid
•Litmus red (tournesol) powder
•Plastic spatula
Steps:
1. Put three plastic spatulas of litmus powder in a test tube and add
about three cm of water. Put the lid on the test tube and shake it.
Leave it to sit for one day.