Test Tube Geology:
A Slowly evel loping Redox System for Class Study
James A. Cortez
The Bolles School, Jacksonville, FL 32207
Dick Powell
Martin County High School, Stuart, FL 33494
Ed Mellon
Florida State University, Tallahassee, FL 32306
In an introduetorv chemistrv course, some time is invari-
ably spent in illustr&ing the indicatorsthat signal the occur-
rence of a chemical reaction. Most students immediately
realize that flashes of light or explosions indicate radical
changes in the constituents of a mixture. This type of dem-
onstration leads the student to expect dramatic clues to all
chemical action. Although the beginning student's attention
and imagination can be sparked by this type of display, the
more experienced students can possibly be sidetracked into
a variety of unsafe and unprofitable exercises, usually un-
dertaken on their own. T o capture the imagination of sec-
ond-vear or advanced nlacement students a more subtle
apprbach has been profkable. Beginning the year's class by
introducing students to this simply constructed experiment
can reinforce their proper ohservation and recording tech-
niques while getting them to think about the chemical tech-
niques and concepts presented in their previous course(s).
The experiment is easy to prepare since only the approxi-
mate measuring of cornponeits is necessary, and it requires
commonly available items. The experiment can be used as a
lead-in for discussions on a wide varietv of verv c o m ~ l e x
topics. Also, this experiment can be refeired to duringthe
rest of the schoolvear to illustrate topics as we studv them in
more detail.
Experimental'
Preparation of Reaction M i m e
Reagent-grade copper(I1) sulfate pentahydrate (2.E-5.0 g) is
placed in a small test tuhe (11.0 em) and just covered with water
(distilled is best). A small circle of paper (filter paper or paper towel)
is placed on top of the copper sulfate layer and salt (sodium chlo-
ride) is added to a depth ahout twice the depth of the copper sulfate
layer. After adding another circle of paper on top of the salt layer,
water can be added to fill the tuhe to ahout an inch above the level of
the salt layer. 'l'he reaction mixture is completed hy adding a few
small iron nails (three 11, live, not galvanired) to the topof rhe tube.
The Observations and Data Collection
The student is usually asked to record all observations made as
the tuhe is being prepared. l'he colors and la,rr relarionships are
' This particular experiment was discussed in a private conversa-
tion with G. N. Schultz during the 7th Biennial Conference on Chemi-
cal Education held at Stillwater. OK, in 1982.
350 Journal of Chemical Education
the first concern. By questioning individuals and general class dis-
cussion, the teacher enables all the students to compare what they
see, and this allows for a common starting point in the discussionsto
follow. These discussions can lead at times to some significantques-
tions. Observations usually begin with a consensus that the blue
solution at the bottom of the tuhe has turned darker and some of the
- -
salt laver has beeun to show a meen tint. The students realize that
."me rhnnee ha4 occurred involvine the comer sulfate. salt. and
though not in these technical terms. After all have made their
respective observations and have reached a consensus opinion of
what has been observed to this point, the tubes are labeled, put in a
rack. and left undisturbed overniaht.
Within 24 10 I R hours (two class ohxervarion perids) pronounced
rohr changes are noted in ihe tuhe The top of the salt layer has
developrd a yellw tinge and the Veen color from the bottom layer
has crcpt irp higher into the salt layer. Owing this set of ihserva-
tions a short introductim on chromat8,graphy or ion transport
througha itable phase can be attempted. Thestudent will also heam
to ohserve thar t h boundary
~ between the two mlored hands wlthin
the salt layer is the scene of more interesting activity. The appear-
ance of tiny pink flakes and the depletion of the green color near this
interface can result in some probing questions that are difficult to
answer completely. If the tuhe is observed for additional days, a
brown-green sludge develops at the bottom, a brown-yellow cake
appears in the top layer, and the pink flakes continue to grow with
treelike branches through the salt layer. A parallel between this
ohservation of the salt layer and the existence of veins of minerals
formed in geological systems can be drawn because of the apparent
patterns in pink crystal formation and the random structures oh-
served. All these actions can he readily seen by the student and
explained in a general way by the instructor.
Discussion of Results
This reaction allows students to make observations of
dramatic chemical changes over a period of days. In the
process of these observations the students are able to consid-
kr thoughtfully what they observe and to research answers to
questions that occur to them during the class discussions
without losine" the sense of value and immediacv in the work.
While developing a sense of process in this chemical reac-
tion. the students can stillmaintain an overview of the entire
seq;ence of steps that have occurred. Explanations of the
chemical processes involved in this reaction can be examined
in detail while the reaction proceeds slowly. Thia allows
students the opportunity to monitor the progress of the
reaction continually and reobserve the mixture to confirm
changes or add detail to their hypotheses concerning the
processes involved.
T o use this experiment succesdully as a learning experi-
ence, the teacher's ability to ask open-ended questions is of
prime importance. The teacher should question the students
to help them develop an adequate description of the chemi-
cal processes that are observed in this reaction tube. I t is
usually best to ask them to summarize their ideas in a bal-
anced chemical equation. The use of a single equation sum-
marizes all their observations and discussions into a single
general statement that covers the total reaction but appears
inadequate to explain the intricacies they have been observ-
ing. This summing process can be a frustrating experience
for some students. They will want to become more and more
specific and descriptive in their reaction equations.
Obviously, this student frustration will allow the intro-
duction of stepwise mechanisms and descriptions of chemi-
cal processes as time-related endeavors. I t will take a couple
of false starts and some prodding to get them to realize that
there is no single simple equation that adequately describes
all the steps they obsewe. The process of probing the stu-
dents' responses is more important than the giving of the
"correct" answer. There should be a certain amount of time
taken each day to talk about the reaction and the students'
observations and explanations. This will also allow time for
the students to look up material in books to help explain or
support their points of view. This type of class discussion can
be profitable only if it emphasizes sources of information the
students can use tolookup properties of, or additional infor-
mation about, possible substances present.
A typical general equation for this reaction could be stat-
ed:
Cu2+(.,, + Feog,- CU',~,+ Fez+(,,,
Possible auestions to be nrobed about this simnle statement
are innumerable. ~ e p e n h i non~the depth of dackground of
the students. the topics of oxidation-reduction. electron
transfer, identification of reaction species, colors of coordi-
nation complexes, and metallic crystal formation can be
explored in more detail. For the students to be able to choose
the better explanations and the more appropriate tech-
niques to be used in their investigations, they must have
access to handbooks, pictures, or additional textbooks to
determine the properties of the substances and which sub-
stances are relevant to the processes in the tube. Proper
questioning of the students concerning their ideas about the
processes in the tube helps them to clarify previously
learned notions about chemical topics. A great deal of inter-
est can be sparked by having a lively discussion concerning
these chemical haoaenines. When the discussions bog down
into the relative merits i f two or more points of view, the
instructor can use the occasion to challenge the students to
prove their favorite positions. Elaborate setups are not re-
quired to achieve qualitative answers to help direct the stu-
dent toward a partkularly likely possibility.~tthisstagethe
real study of chemistry can begin. The students are enthusi-
astic and questioning and wiiling to work to understand.
This can be a good way to start an academic year. Typical
student summaries of observations and their theories on the
experiment itself are available on request.
Acknowledgment
We gratefully acknowledge the Florida State University
Honors Teacher Workshop for the opportunity to explore in
more detail this narticular reaction. The work done a t the
1984 Honors ~ o ; k s h o pwas supported by the National Sci-
ence Foundation under Grant 84-70146.

Workshop on Computer-Based Laboratories for Integrating Introductory Classes in

Chemistry and Physics
The Evergreen State College, in conjunction with the National Science Foundation,announces a two-week workshop,
July 17-29,1988, foeusing on computer-based, interdisciplinary, laboratory curricula for introductory college physics and
chemistry courses. The workshop is designed to attract physics and chemistry faculty who are interested in developing and
expanding the use of personal computers as laboratory tools. Participants selected for this workshop will engage &hands-
on exploration of laboratory computer equipment,software, and experimental apparatus. The purpose of the workshop is
to:
(1) demonstrate new ways of teaching introductory studenta to use personal computers aa a laboratory tool to log,
manipulate, analyze, interpret, and present experimental data;
(2) explore the novel and unique laboratory experiments we have developed as part of our own science program at The
Evergreen State College;
(3) demonstrate our method of using laboratory explorations as a means of integrating the teaching of introductory
calculus, chemistry and physics at the college level.
The National Science Foundation.
~ ~. throueh" its Undergraduate
~~ ,. ~~~
Facultv.Enhancement Proeram.
~~ . oarticinants a
~~. .will nav
> .

stipend of $500 for the two weeks at the workshop, as well as cover costs for all meals and .odgmp. at The Evergreen State
College. Participants will be expected to pay their o m travel costa tc, and from Olympia. Washington.
Call Fred 'T'nhhutt 1206) d66.600U. ext. 6013, for more information and for application f m m . Complete appliratims
must he received at Evergreen by May 13,1988.

Volume 65 Number 4 April 1968 351