coke experiments boiling

What Will Happen If You Boil Coke?

Introduction: What Will Happen If You Boil Coke?

In this experiment, we will boil coke and see what happen. :)

Step 1: Step 1: Boil Coca Cola

Add cola to pot and turn heat to Max

The cola can spew many fine particles around the pots.

Step 2: Step 2: Cola Boiled

-After 30 minutes or so, the liquid start thicken and become molasses.

-As the cola molasses dry, it become like charcoal and really stick to the pot

Thanks for following my little experiment Please subscribe to my Youtube channel: https://www.youtube.com/c/RiceDummy8?sub_confirma...

5 coolest experiments involving Coca-Cola

How to perform cool experiments with cola at home

Safety precautions

Don’t drink the Coca-Cola used in any experiments! Observe safety precautions when working with heating devices.

Reagents and equipment

bleach (15% solution sodium hypochlorite);
a rusty tool;
frying pans;

Step-by-step instructions

Diet Coke and Mentos eruption

Toss a Mento into a bottle of Diet Coke. Observe the release of gas and formation of a spout of foam .

Coca-Cola and milk

Pour 50 mL Coca-Cola into 30 mL milk . Observe as the milk curdles and the solution pales.

Coca-Cola and rust

Let a rusty tool sit in 150 mL Coca-Cola for 5 hours. Remove it from the solution, wipe it off with a paper towel, and pay attention to the disappearance of the rust.

Cola and bleach

Add 20 mL bleach (15% solution sodium hypochlorite) to 50 mL Coca-Cola. Observe as the mixture pales.

How much sugar does Cola contain?

Pour 200 mL of classic Coca-Cola onto a frying pan. Heat until all the liquid evaporates. Repeat the experiment in a second frying pan using Diet Coke. Notice the large quantity of black tar from the classic Coca-Cola.

Process description

Mentos have a rough surface, which aids the formation of a large amount of carbon dioxide gas from the Coca-Cola on its surface. Food additives in the Cola and Mentos contribute to the formation of a large quantity of foam.
Milk consists mainly of proteins, fats, microelements, and water. When Coca-Cola is added, the phosphoric acid it contains forces the milk to curdle. Meanwhile, the forming clots of proteins drag coloring molecules with them, causing the mixture to pale.
Rust consists mostly of iron(III) oxide, and develops on iron objects due to humid air or household chemicals. But it’s no problem for classic Coca-Cola! A rusty tool left in Coca-Cola will be thoroughly cleaned from the unattractive tarnish. This happens thanks to the phosphoric acid in Coca-Cola, which dissolves the iron(III) oxide. 2H₃PO₄ + Fe₂O₃ = 2FePO₄ + 3H₂O
Bleach contains sodium hypochlorite, which is a strong oxidizing agent and easily oxidizes the coloring molecules in the Coca-Cola, causing it to pale.
The main ingredients of classic Cola are sugar and water. As the water evaporates, the mixture thickens and forms a black mass resembling tar, which mainly consists of caramelized sugar. Diet Coke contains sugar substitutes instead of regular sugar. These substitutes are much sweeter than sugar – even being added in tiny amounts, they make the drink every bit as sweet as the classic version. As a result, we see a much smaller amount of residue than in classic Cola.

Dozens of experiments you can do at home

One of the most exciting and ambitious home-chemistry educational projects The Royal Society of Chemistry

Tom Kuntzleman's blog

Color Changing Coke and Mentos

If you know me, you know that I love the Diet Coke and Mentos reaction. It’s so simple to carry out, but yields incredible results! Just drop a few Mentos candies into a bottle of a carbonated beverage and watch the magic take place! See video 1.

Video 1: Speedy Science Clips: Diet Coke and Mentos in Slow Motion, Tommy Technicium YouTube Channel, August 29, 2020 1

Very cool, huh? I’ve recently learned how to conduct this reaction in a way that involves a color change. To understand how to pull this off, it is first instructive to briefly describe how this impressive geyser forms. If you’d rather just skip to the experiments, scroll down to the videos in the Experiment section below.

Sodas contain large amounts of dissolved CO 2 , and Mentos cause this dissolved CO 2 to be released as gas bubbles. 2-10 The Mentos induce rapidly expanding bubbles that push the beverage out of the bottle as they rise. 9-10 The process of CO 2 being released from the soda can be described in the following equation:

CO 2 (aq) → CO 2 (g) Equation 1

No new chemical compounds are created during the process outlined in Equation 1. While CO 2 is in different phases, the same chemical compound is both the reactant and product of Equation 1. Because no new chemical compounds are formed, the escape of CO 2 from a soda is known as a physical change. Thus, the process represented in Equation 1 – which powers the Coke and Mentos fountain – is a physical change. However, the Coke and Mentos experiment does not only involve a physical change. 6 The physical process of gas escape induces chemical changes. To see this, recall that dissolved CO 2 reacts with water to form carbonic acid (H 2 CO 3 ):

CO 2 (aq) + H 2 O(l) ← → H 2 CO 3 (aq) Equation 2

Carbonic acid is a weak acid, so it dissociates into a proton and bicarbonate ion (HCO 3 - ):

H 2 CO 3 (aq) ← → H + (aq) + HCO 3 - (aq) Equation 3

Upon addition of Mentos candies, CO 2 escapes sodas and the amount of dissolved CO 2 in the soda becomes depleted (Equation 1). This causes Equation 2 to shift to the left by the Principle of Le Châtelier. But notice that this causes a depletion of H 2 CO 3 , which forces Equation 3 to shift to the left as well – also by the Principle of Le Châtelier. Interestingly enough, as Equation 1 proceeds it drives two chemical processes: the conversion of H 2 CO 3 to CO 2 and water, and also the reaction of H + and HCO 3 - to form H 2 CO 3 .

By reversing Equations 2 and 3 and then adding them together, we see that the sum total of Equations 2 and 3 shifting to the left cause the net consumption of a proton:

H + (aq) + HCO 3 - (aq) → CO 2 (aq) + H 2 O(l) Equation 4

Thus, the escape of CO 2 from a carbonated beverage should cause loss of protons, a decrease in acidity, and an increase in pH. 6

I have found it is possible to use acid-base indicators to detect an increase in pH when Mentos candies are added to carbonated beverages. To see the color change, it was necessary to use a colorless beverage rather than colas or other colored drinks when doing so. You can see me carrying out this experiment along with other explorations in the video below:

Video 2: The Science of Diet Coke and Mentos, Tommy Technicium YouTube Channel, August 26, 2020 11

It is fair to ask if it is not the escape of CO 2 , but rather basic compounds in the Mentos that is responsible for the shift to higher pH and concomitant color change in the indicator. I tested this by adding Mentos to club soda that was boiled to remove the CO 2 . Universal indicator was added to test for difference in pH upon adding Mentos. When doing these experiments, I also learned that one can observe almost all the colors of the rainbow when boiling club soda to which universal indicator has been added:

Video 3: Color Changing Coke and Mentos Experiments, Tommy Technicium YouTube Channel, August 30, 2020 12

It looks as if there is no increase in pH upon adding Mentos to a carbonated beverage that has been degassed, indicating it is indeed CO 2 escape that drives the color change when Mentos are added to sodas containing indicator. If anything, addition of Mentos decreases the pH! That Mentos addition does not increase the pH of boiled carbonated beverages can also be demonstrated using a pH meter. 6

I think it is interesting to note that removing CO 2 from club soda by boiling causes an increase in pH from 3 to 8-9, while CO 2 removal using Mentos only causes an increase in pH from 3 to 4-5. Why the difference? Two reasons could account for this difference. First, in Video 3 it was observed that Mentos addition causes a slight decrease in pH in a process that takes several minutes. Another reason could be that the pores on the Mentos can only support bubble growth in solutions that have CO 2 concentrations that exceed a critical value. 10 As the CO 2 degasses upon Mentos addition, the CO 2 concentration in the soda decreases. However, once the CO 2 concentration drops below the critical value, the CO 2 can no longer degas. Therefore, because boiling removes all dissolved CO 2 but Mentos addition does not, the former causes a larger pH shift than the latter.

The rainbow of colors observed when boiling club soda to which universal indicator was added was a real treat for me to observe. What a simple experiment: add the indicator to club soda, boil the resulting mixture, and watch the rainbow slowly unfold over time! Most sodas do not display such a drastic color change, given that they have acidic additives such as citric acid, instead of the potassium bicarbonate and potassium citrate in club soda.

Connections to the Curriculum

These simple demonstrations can be used to talk about a variety of concepts: chemical vs. physical changes, acid-base chemistry, pH, and the Principle of Le Châtelier. Also, these experiments lend themselves to talking about the impact of increased atmospheric CO 2 concentration (from the burning of fossil fuels) on the pH of the world’s oceans. As CO 2 in the atmosphere increases, the amount of CO 2 dissolved in the ocean increases (Equation 1 gets driven to the left). This in turn causes Equations 2 and 3 to be driven to the right, increasing the acidity of the oceans. Indeed, the pH of the oceans has been observed to drop in an effect known as ocean acidification. As you can imagine there is much concern over the impact that ocean acidification has on marine life. In addition, the rainbow observed upon boiling club soda + universal indicator can be used to introduce students to the fact that our oceans – which store about half of the CO 2 emitted by fossil fuel use - will not be able to store as much CO 2 as they continue to warm due to the effects of global warming.

As you can see in Video 2, I used bromocresol green and club soda to get a green-to-blue color change during the Mentos-induced degassing of soda. I also used a home carbonatioin system and bromocresol green to observe a green-to-yellow color change upon pumping CO 2 into water with a home carbonation system. In Video 3, universal indicator was used to cause a red-to-orange color change. I’m looking forward to trying other combinations of sodas and indicators to see if other color changes can be generated. Please drop me a line in the comments if you try this demonstration on your own – or learn how to produce other color changes!

Happy experimenting!

1. Kuntzleman, T. S., Speedy Science Clips: Diet Coke and Mentos in Slow Motion , Tommy Technicium YouTube Channel, August 29, 2020

2. Baur, J. E.; Baur, M. B.; Franz, D. A.; The Ultrasonic Soda Fountain: A Dramatic Demonstration of Gas Solubility in Aqueous Solutions. J. Chem. Educ. 2006 , 83, 577–580.

3. Coffey, T.S. Diet Coke and Mentos: What is really behind this physical reaction? Am. J. Phys. 2008 , 76, 551–557.

4. Gardner, D. E.; Patel, B. R.; Hernandez, V. K.; Clark, D.; Sorensen, S.; Lester, K.; Solis, Y.; Tapster, D.; Savage, A.; Hyneman, J.; Dukes, A. D. Investigation of the Mechanism of the Diet Soda Geyser Reaction. Chem. Educator 2014 , 19, 358–362.

5. Huber, C. J.; Massari, A. M. Quantifying the Soda Geyser. J. Chem. Educ . 2014 , 91, 428–431.

6. 3. Sims, T. P. T.; Kuntzleman, T. S. Kinetic Explorations of the Candy-Cola Soda Geyser J. Chem. Educ. , 2016 , 93, 1809–1813.

7. Kuntzleman, T. S.; Davenport, L. S.; Cothran, V. I.; Kuntzleman, J. T.; Campbell, D. J. New Demonstrations and New Insights on the Mechanism of the Candy-Cola Soda Geyser J. Chem. Educ. 2017 , 94, 569–576.

8. Kuntzleman, T. S.; Nydegger, M. W.; Shadley, B.; Doctor, N.; Campbell, D. J. Tribonucleation: A New Mechanism for Generating the Soda Geyser. J. Chem. Educ. 2018 , 95, 1345–1349.

9. Kuntzleman et. al, Kinetic Modeling of and Effect of Candy Additives on the Candy-Cola Soda Geyser: Experiments for Elementary School Science through Physical Chemistry J. Chem. Educ. 2020 , 97, 283–288.

10. Kuntzleman, T. S.; Johnson, R. J. Probing the Mechanism of Bubble Nucleation in and the Effect of Atmospheric Pressure on the Candy-Cola Soda Geyser J. Chem. Educ. 2020 , 97, 980–985.

11. Kuntzleman, T. S., The Science of Diet Coke and Mentos , Tommy Technicium YouTube Channel, August 26, 2020

12. Kuntzleman, T. S., Color Changing Coke and Mentos Experiments , Tommy Technicium YouTube Channel, August 30, 2020

General Safety

For Laboratory Work: Please refer to the ACS Guidelines for Chemical Laboratory Safety in Secondary Schools (2016) .

For Demonstrations: Please refer to the ACS Division of Chemical Education Safety Guidelines for Chemical Demonstrations .

Other Safety resources

RAMP : Recognize hazards; Assess the risks of hazards; Minimize the risks of hazards; Prepare for emergencies

Science Practice: Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Science Practice: Asking Questions and Defining Problems

Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

Scientific questions arise in a variety of ways. They can be driven by curiosity about the world (e.g., Why is the sky blue?). They can be inspired by a model’s or theory’s predictions or by attempts to extend or refine a model or theory (e.g., How does the particle model of matter explain the incompressibility of liquids?). Or they can result from the need to provide better solutions to a problem. For example, the question of why it is impossible to siphon water above a height of 32 feet led Evangelista Torricelli (17th-century inventor of the barometer) to his discoveries about the atmosphere and the identification of a vacuum.

Questions are also important in engineering. Engineers must be able to ask probing questions in order to define an engineering problem. For example, they may ask: What is the need or desire that underlies the problem? What are the criteria (specifications) for a successful solution? What are the constraints? Other questions arise when generating possible solutions: Will this solution meet the design criteria? Can two or more ideas be combined to produce a better solution?

Science Practice: Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Science Practice: Engaging in Argument from Evidence

Science practice: planning and carrying out investigations.

Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

HS-PS1-2 Chemical Reactions

Students who demonstrate understanding can construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

*More information about all DCI for HS-PS1 can be found at https://www.nextgenscience.org/dci-arrangement/hs-ps1-matter-and-its-interactions and further resources at https://www.nextgenscience.org .

Assessment is limited to chemical reactions involving main group elements and combustion reactions.

Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.

HS-PS1-6 Equilibrium

Students who demonstrate understanding can refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.

Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.

HS-ETS1-1 Analyze a Major Global Challenge

Analyze a Major Global Challenge is a performance expectation related to Engineering Design HS-ETS1.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Students analyze a major global problem. In their analysis, students: Describe the challenge with a rationale for why it is a major global challenge; Describe, qualitatively and quantitatively, the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and Document background research on the problem from two or more sources, including research journals. Defining the process or system boundaries, and the components of the process or system: In their analysis, students identify the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem: and In their analysis, students describe* societal needs and wants that are relative to the problem. Defining the criteria and constraints: Students specify qualitative and quantitative criteria and constraints for acceptable solutions to the problem.

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Video: Video shows what happens when you boil coke

In an online experiment shared by home science, bottles of coke and coke zero were both boiled to show the disturbing amount of sugar in the normal soft drink..

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Science Fair Project Ideas for Kids, Middle & High School Students ⋅

Coca Cola Science Fair Projects

There are many science fair projects that use Coca-Cola.

Science Fair Project on Soda Dissolving a Nail in Four Days

Coca-Cola is one of the most famous soda producers in the world. After 125 years in production, the drink has come to be more than just a refreshing beverage. Customers have used Coca-Cola for tasks as monotonous as removing rust from metal to creating delicious desserts. Students have also found uses for Coca-Cola in school science fair projects. There are numerous science fair projects that use Coca-Cola to prove hypotheses.

Will Coke Dissolve a Nail?

The "Will Coke Dissolve a Nail?" experiment seeks to answer whether one of the active ingredients in Coca-Cola, phosphoric acid, can dissolve a nail. The experiment needs four to five different sodas, including Coca-Cola, as well as tap water, clear cups to keep the liquid in, steel nails and human toenail clippings. The student pours the various beverages into the cups, pouring enough liquid to cover the nails. The nails are then placed in the cups. The student then observes the experiment every 24 hours for four days. The physical characteristics of both the nail and liquid are recorded. After four days, the student concludes whether Coca-Cola, or any of the beverages, can dissolve a nail.

Does Diet Coke Float?

The experiment "The Density of Coca-Cola" explores whether Coca-Cola and Diet Coke will sink or float. The experiment requires two clear containers filled with tap water and a can of Coca-Cola and Diet Coke. The student pours the can of Coca-Cola into one container and the Diet Coke into the other. The conclusion is drawn after the student observes whether the soda sits on the top of the water or sinks to the bottom.

Coca Cola Egg

The "Coca-Cola Egg" experiment demonstrates the effects of Coca-Cola on teeth and answers the question "Does toothpaste really work?" The student places two eggs in two different glasses. Then, the student pours Coca-Cola over the eggs and lets them soak for 30 minutes. At the end of the 30 minutes, the student takes the eggs out of the soda and records observations about the appearance of the egg. After recording any observations, the student attempts to remove the discoloration from the egg using toothpaste. At the end of the experiment, the student answers the question "Does toothpaste really work?"

Can Coca-Cola Clean a Penny?

A simple Coca-Cola science fair project is to determine if Coca-Cola can clean a penny. In this experiment the student places a dirty penny in a cup of Coca-Cola. She leaves the cup alone for 24 hours and observes what happens to the penny, which will be completely cleaned. An extension of this science fair project is to leave the penny in the Coca-Cola for ten days. After the ten days, the student will find that the penny completely disappears.

Science fair project on soda dissolving a nail in four..., how to use eggs as a dental hygiene experiment, science projects on soda & teeth, how to make a rubber ball out of an egg, science project on nails that rust, science experiment for kids with raw egg and vinegar, how to make a hard boiled egg go into a coke bottle, why does soda pop clean coins, why does an egg's shell dissolve when put in vinegar, ideas for second grade science fair, science projects on dish detergents, science project for the effects that beverages have..., science projects with dishwashing liquid, girly science fair projects for kids, raw egg & vinegar experiments, 7th-grade science fair projects with sodas, coin corrosion science experiments for kids, science project egg experiments, how to make a egg shell dissolve for a science fair..., one day science fair project ideas.

Penny Experiments

About the Author

Allison Rogers has been professionally writing curriculum for university level classes since 2009. She writes for the Web sites eHow and Answerbag, specializing in educational articles. She received her Master of Arts in curriculum and instruction 2006 from Arizona State University.

Photo Credits

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Watching what happens when you boil Coca Cola may make you swear off soda forever

A YouTube host who calls himself CrazyRussianHacker decided to find out what happens when you boil the contents of a bottle of Coca Cola.

Once all the water evaporates, what once was a soft drink appears to turn into a thick black sticky tar.

The amateur scientist says most of what's leftover is sugar, along with a few other ingredients.

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Will Immersing an Egg in Soda for 24 Hours Dissolve Its Shell?

This eggcellent eggsperiment has clearly been eggsagerated., published may 31, 2019.

About this rating

In May 2019, a video showing the bizarre reaction that supposedly takes place when an egg is immersed for 24 hours in soft drinks such as Coca-Cola and Pepsi went viral on Facebook. The original video, which was posted to TikTok by @blogerwojciech, can be seen below:

This video supposedly shows an eggshell being dissolved in Coca-Cola and Pepsi, leaving behind a rubbery, squeezable sac. Blogerwojciech didn't provide much of an explanation for how this reaction allegedly occurred, writing only that Cola + Pepsi + ?+ 24godziny ? Zaskoczeni (Cola + Pepsi + ?+ 24 hours = surprised).

This video, however, does not showcase some sort of bizarre chemical reaction, but rather how some clever edits and an egg toy can entertain millions of viewers on social media.

One immediate red flag is that the egg in this video is hidden from view when the filmmaker places a mug over the soda-filled cup, and then again when it's retrieved from behind a sign reading "24 H." In other words, the viewer has no idea how much time has really elapsed and never actually sees the eggshell dissolving.

Hiding the egg in this manner (as well as cutting down an alleged 24-hour time span to just a few seconds) would make it easy for the filmmaker to switch out the real egg with a prop — perhaps with some sort of squishy, egg-stress ball toy, such as this product available via Amazon:

We reached out to @blogerwojciech and he confirmed via email that he used a fake egg in the viral video. @blogerwojciecj also directed us to another one of his TikTok videos in which he revealed how the video was made:

While this video certainly employs some trickery, it is reminiscent of a classic, real "eggsperiment": When an egg is soaked in a subtance such as vinegar for multiple hours, the shell will dissolve and leave behind a "naked egg" that you can (kind of) bounce on a table:

Here is a classic experiment with eggs. If you soak a raw egg in vinegar, over the course of time, the vinegar will dissolve the eggshell. What you’re left with is the egg’s translucent membrane to protect the egg. Since the shell is made up mostly of calcium carbonate -- it contains calcium carbonate (94%), magnesium carbonate (1%), calcium phosphate (1%), and 4% organic matter -- vinegar which contains acetic acid will dissolve the shell. Soaking an egg in vinegar produces what is known as a “naked egg,” which is an egg without a shell. The vinegar dissolves the shell but leaves the membrane that holds the egg intact. This experiment provides a fascinating way to observe chemical reactions and the anatomy of an egg. You will see the membrane that acts as an additional defense for the egg. You can also watch the eggshell, comprised mostly of calcium carbonate, turn into aqueous calcium, water and carbon dioxide through the chemical reaction with vinegar, which is an acid.

While this naked egg will "bounce," the contents inside the membrane don't harden the way they supposedly do in the viral TikTok video. If you squeeze the naked egg too hard, the membrane will crack, and its contents will spill out.

Here's a video of the egg-in-vinegar experiment. You can read more about how to do it yourself at " The Science of Cooking ":

Seattle Post-Intelligencer . "Experiment on Putting an Egg in Vinegar." Retrieved 31 May 2019.

Science of Cooking . "Naked Egg Experiment." Retrieved 31 May 2019.

By Dan Evon

Dan Evon is a former writer for Snopes.

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Soda Geyser | STEAM Experiment for Kids

by Emily | Jul 31, 2019 | STEAM Experiments , STEAM for Kids | 2 comments

Note: This post contains affiliate links. You may read my disclosure here .

My brother-in-law and his family went on an epic month-long vacation this summer along the Pacific Northwest and over to Wyoming. One of my favorite videos they sent was of their family watching the famous Old Faithful geyser in Yellowstone National Park.

It was simply spectacular, even just seeing it in photos. Nature never fails to amaze me with its power and beauty.

We are in the middle of summer break, and to be honest, there are a lot of boring days around here (we didn’t take the epic trip to see Old Faithful, but it’s definitely on my future summer dream vacation list).

I wanted to liven up our July with a few science experiments. And what better way to liven things up than with a geyser eruption at home?

Today I’m so excited to share with you how to do a soda geyser with your kids. And don’t throw the soda bottles away when you’re done with them, because we’ll use them in my next STEAM for Kids experiment where I’ll teach you how to make tornados in a bottle.

So, not only are we teaching our kids about STEAM, we are also teaching them how to be economically and environmentally responsible by reusing materials. 😉

Also, if you are like me and worried about your kids and yard getting all sticky from the soda – I have a great solution for that too! Keep reading to learn all about this fun summer activity!

First Let’s Talk About the Science

A geyser is a geological phenomenon in which a hot spring is under pressure and sends a column of boiling water and steam into the air. Geysers are extremely rare and only occur where 4 unusual conditions are met:

Hot rocks below
An ample groundwater source
A subsurface water reservoir
Fissures to deliver water to the surface

Old Faithful is the world’s most famous geyser. Located in Yellowstone National Park in Wyoming, United States, Old Faithful get’s its name from its predictable eruptions that happen around 20 times per day.

Old Faithful erupts every 60 to 110 minutes. The eruptions can last from around 1.5 to 5 minutes. The eruptions are predicted with a 90% confidence rate within a 10 minute variation based the height and duration of the previous eruption.

In fact, there is a lot of math that goes into geyser predictions. The prediction is mainly based on analyzing the statistics that have been faithfully recorded for over 100 years.

Old faithful can shoot up to 180 ft high, and expel up to 8,400 gallons of boiling (up to 204 deg F) water.

You can read more about Old Faithful on Yellowstone Park’s webpage .

A soda geyser is created by a physical reaction between carbonated soda and the mint that causes the liquid to erupt out of the bottle similar to how a geyser erupts out of the ground.

The carbonated beverages contain Carbon Dioxide (CO2). When you shake a bottle of soda before opening it, the air at the top of the bottle creates large bubbles in the liquid. These large bubbles help the CO2 escape the liquid more easily, causing a little eruption.

In this experiment we’re taking the shaken soda eruption up a notch by adding mentos instead of air bubbles. The mentos surface has lots of tiny pits. The rough surface creates nucleation sites where more CO2 bubbles can form.

Since the mint is heavy it drops to the bottom of the bottle creating lots of CO2 bubbles on the way down. The rapid nucleation of CO2 bubbles from the liquid solution results in the eruption we see in this experiment. (source Wikipedia )

Not surprisingly (after learning about geysers above), the soda geyser works best when the soda is warm. So be sure to leave your soda bottle out at room temperature, and maybe even out in the sun for the afternoon before using it for this experiment.

Soda Geyser Experiment

This is a messy, but fun experiment to try with your kids. This experiment is fun for kids aged 1+. For kids age 1 to 3 you will need to demonstrate the experiment while your children learn and observe. Let kids aged 3+ help you, and kids aged 5+ can try to do the experiment themselves!

We are creating an eruption of soda. So, be prepared for yourself and your children to potentially get soaked in minty Diet Coke. Wear clothes that are ok to get wet (such as swim or athletic wear).

Eye protection may be helpful if you think you or your children won’t move away quick enough and they have sensitive eyes.

Also, since you will be doing this experiment outdoors, remember to wear appropriate sun protection, and also properly clean up the soda with water to prevent ants and other bugs from swarming to the reaction site.

Materials Needed:

Diet Coke bottle (any size – we tried 2L, 1L and 24oz)
Plastic card (like credit card, gift card, etc)
Geyser tube (optional)
Towels (optional, but recommended)
Sprinkler (optional, but recommended)
Remove the bottle cap and set the full bottle of soda on flat ground (or a table) outside in an open location

2. Roll the paper up to a cylinder shape (it should be the same diameter to your bottle opening)

3. Place the plastic card in between the bottle opening and the paper cylinder

Note : alternatively instead of steps 2&3, you can use a geyser tube (which is much easier!)

4. Have your child count out 7 Mentos and place them into the cylinder

5. Quickly pull the plastic card out, allowing all the mentos to fall into the soda bottle and RUN!

Repeat varying number of mentos, size of bottle, and/or type of soda and record or discuss how this changes your results (see more ideas in the What Happened section below)

Once you’re all done experimenting, turn on the sprinklers. This will help wash away the sugary soda from your yard and body. My kids love any reason to run through in the sprinklers on a hot summer day. 🙂

What Happened:

According to Steve Spangler , one of the first science presenters to do this experiment on YouTube, the optimum combination to achieve the largest soda geyser is 7 Mentos in a warm (75-85 deg F) Diet Coke. I believe in experimenting to prove this yourself.

Try experimenting by testing Coke, Diet Coke and Sprite, all with same number of Mentos and temperature, what difference does type of soda make? Vary the number of Mentos: use 4, 7, and 10 in the same type of soda the same temperature. What difference does number of Mentos make for the geyser height? Try varying the temperature of the soda: use one refrigerated bottle, one at room temperature, and one that had been warmed in the sun, all in the same type of soda with same number of Mentos. How does temperature affect the geyser height?

There are so many different variations that can be done on this one experiment that make it fun for kids and adults of all ages.

Steve Spangler also invented a geyser tube that allows you to do this experiment a little easier than the rolled paper and plastic card method I used. Here is the Amazon link to the Geyser Tube attachment if you’d like easier, more consistent results.

So what are you waiting for?! Go try this fun summer experiment with your kids right now!

Have you done this experiment before? How did it turn out? What do you think of my sprinkler idea – great idea or crazy? 🙂

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How To : Isolate the sugar in a can of soda

In this video from ScienceOnTheBrain we learn how to isolate the sugar in a can of soda. To find out how much sugar is in soda, pour a can into a pot and boil it until all the water is gone. You will be left with the sugar, and then you can weigh it. First weigh your pot before pouring the soda in. Now boil the soda on the stovetop. When the water evaporates, you'll be left with a syrupy sugar. A can of soda has 39 grams of sugar in it. That equates to about 7 1/2 teaspoons. Fruit juice contains the same amount of sugar as soda actually. So the best thing to drink is water!

Just updated your iPhone? You'll find new features for TV, Messages, News, and Shortcuts, as well as important bug fixes and security patches. Find out what's new and changed on your iPhone with the iOS 17.6 update.

This was a very informative video, but I wish to know one more detail. How does one isolate the caffeine from the sugar?

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Salt and the boiling temperature of water

Introduction: (initial observation).

At home hot water is used for cooking and heating systems such as hot water radiators. In laboratories hot water is used in water baths. Hot water has many industrial applications as well.

One problem with water is that it never gets hotter than 100º Celsius. Any additional heat will only cause more evaporation. Being able to control or modify the boiling point of water may be helpful for any applications requiring heat transfer.

In this project you will study the effect of table salt on the boiling temperature of water. Report your results in a table and draw a graph to visually display your results.

If you have any questions, click on the “Ask Question” button at the top of this page to send me your questions. I may respond by email, but often I update this page with the information that you need.

You will also need to know:

How to select a project?
What are variables (Dependent, Independent, Control)?
What is a control experiment?
How can I do analysis and discussion?
Do I need a graphs or a chart?
What is an abstract? How to write it?
Samples of display boards
How to write a report?

Project Advisor

Information Gathering:

Find out about boiling and boiling point point. Read books, magazines or ask professionals who might know in order to learn about the effect of salt on the boiling point of water. Keep track of where you got your information from.

matter : anything that occupies space and has mass.

mass : the quantity of matter contained by an object. Mass is measured in terms of the force required to change the speed or direction of its movement.

liquid : the state in which matter takes the shape of its container, assumes a horizontal upper surface, and has a fairly definite volume.

boiling point : the temperature at which the vapor pressure of a liquid equals the pressure of the gas above it.

temperature : measure of the hotness or coldness of a body.

pressure : force exerted on a unit area. The SI unit of pressure is the Pascal (Pa).

gas : the state in which matter has neither definite volume nor shape.

boiling -point elevation: the elevation of the boiling point of a liquid by addition of a solute.

Effect of air pressure

A liquid boils when its vapor pressure becomes equal to atmospheric pressure. Low atmospheric pressure causes the boiling point to go down; high pressure drives it up. Atmospheric pressure varies a bit from day to day, depending on the weather, and it varies from place to place, depending on the altitude.

Question/ Purpose:

What do you want to find out? Write a statement that describes what you want to do. Use your observations and questions to write the statement.

The purpose of this project is to determine the effect of salt on the boiling point of water.

Identify Variables:

When you think you know what variables may be involved, think about ways to change one at a time. If you change more than one at a time, you will not know what variable is causing your observation. Sometimes variables are linked and work together to cause something. At first, try to choose variables that you think act independently of each other.

The independent variable (also known as manipulated variable) is the amount of salt.
Dependent variable (also known as responding variable) is the boiling point of water.
Controlled variables are the air temperature and pressure. Perform all your experiments in the same day while the air pressure and temperature will not be subject to noticeable changes.

Hypothesis:

Based on your gathered information, make an educated guess about the effect of salt on boiling point of water.

Following are two sample hypothesis:

Sample hypothesis 1:

I hypothesize that salt will reduce the boiling point of water. My hypothesis is based on my information that salt reduce the freezing point of water and it is used as an anti freeze in winter.

Sample hypothesis 2:

I hypothesize that salt will increase the boiling point of water. My hypothesis is based on my information that salt does not boil as easy as water, so when mixed with water it may make it hard for water to boil as well.

Experiment Design:

Design an experiment to test each hypothesis. Make a step-by-step list of what you will do to answer each question. This list is called an experimental procedure. For an experiment to give answers you can trust, it must have a “control.” A control is an additional experimental trial or run. It is a separate experiment, done exactly like the others. The only difference is that no experimental variables are changed. A control is a neutral “reference point” for comparison that allows you to see what changing a variable does by comparing it to not changing anything. Dependable controls are sometimes very hard to develop. They can be the hardest part of a project. Without a control you cannot be sure that changing the variable causes your observations. A series of experiments that includes a control is called a “controlled experiment.”

Introduction : In this experiment you will test the effect of table salt (sodium chloride) on the boiling point of water. You may repeat this experiment with other solutes such as sugar, Epsom salt (Magnesium sulfate) and Salt cake (Sodium sulfate). Experiment involve preparing salt-water solutions with different amounts of salt; heat them to the boiling temperature and then measure and record the temperature while the solution is boiling.

Fill up a glass beaker or a small pot with 100 ml distilled water.
Place a thermometer in the water several centimeters from the bottom of the pot. Make sure you are using a thermometer with at least one degree markings to insure accurate measurements.
Begin to heat the water. Take temperature readings every 10 seconds.
Continue reading the temperature until it remains constant for at least four measurements. This is the boiling point.
Repeat the steps 1 to 4; however, each time add a different amount of salt to the water. Suggested amounts of salt are 5, 10, 15, 20 and 25 grams as shown in the following table.

Your results table may look like this:


0	100ºC
5
10	102ºC
15
20	106ºC
25

Use tap water or drinking water if you don’t have access to the distilled water
If your pot or beaker are big and you need to do your experiment with more water, increase the amount of salt at the same ratio.
C = Celsius Temperature Scale (Centigrade)
F = Fahrenheit
If you don’t have a scale to weight 5 grams salt, use one small tea spoon. That will hold approximately 5 grams of salt.
The first experiment with pure water is also the control for your other experiments.
102ºC and 106ºC in the above table are possible answers reported by other students. Please note that they may be wrong or inaccurate!

Make a bar graph:

For each of the six solutions that you test make a vertical bar (so your graph will have 6 vertical bars). The height of each bar will represent the boiling temperature of one specific solution. The name of the bar will be the amount of salt added.

The bar graph in the right is for a similar experiment with only 3 different solutions. 0 is for no salt, 1 is for 1 table spoon and 2 is for 2 table spoon salt in one quart of water.

Materials and Equipment:

Thermometer* (available at science suppliers),
Glass beakers or metal pots,
Electric stove (hotplate)

* Glass and dial thermometers shown above are available at MiniScience.com and klk.com. Either of the two models may be used for freezing temperatures. Dial thermometers last longer; however, glass thermometers are more accurate.

Results of Experiment (Observation):

The above table will be completed and used as the result of your experiment. You may also write in a paragraph or two the result. What you write may be an answer to the following questions:

1. What was the highest temperature that the salt water reached?

2. At what temperature does the pure water boil?

If the thermometer extends beyond the outside of the pot it reads a higher temperature. Heat from the stove burner makes the thermometer read higher. Keep the thermometer over the pot when making temperature measurements.

Calculations:

No calculation is required

Summary of Results:

Summarize what happened. This can be in the form of a table of processed numerical data, or graphs. It could also be a written statement of what occurred during experiments.

It is from calculations using recorded data that tables and graphs are made. Studying tables and graphs, we can see trends that tell us how different variables cause our observations. Based on these trends, we can draw conclusions about the system under study. These conclusions help us confirm or deny our original hypothesis. Often, mathematical equations can be made from graphs. These equations allow us to predict how a change will affect the system without the need to do additional experiments. Advanced levels of experimental science rely heavily on graphical and mathematical analysis of data. At this level, science becomes even more interesting and powerful.

Conclusion:

Using the trends in your experimental data and your experimental observations, try to describe the effect of salt on freezing point of water. Is your hypothesis correct? Now is the time to pull together what happened, and assess the experiments you did.

Possible Errors:

If you did not observe anything different than what happened with your control, the variable you changed may not affect the system you are investigating. If you did not observe a consistent, reproducible trend in your series of experimental runs there may be experimental errors affecting your results. The first thing to check is how you are making your measurements. Is the measurement method questionable or unreliable? Maybe you are reading a scale incorrectly, or maybe the measuring instrument is working erratically.

If you determine that experimental errors are influencing your results, carefully rethink the design of your experiments. Review each step of the procedure to find sources of potential errors. If possible, have a scientist review the procedure with you. Sometimes the designer of an experiment can miss the obvious.

References:

Visit your local library and find books about salt, water, general chemistry, physical chemistry or chemical physics. Look for chapters that discuss changes in physical properties of a substance when mixed with other substances.

List the books and the online resources that you use in this part of your report.

It is always important for students, parents and teachers to know a good source for science related equipment and supplies they need for their science activities. Please note that many online stores for science supplies are managed by MiniScience.

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Gilla:		Dela:

1 roll of Mentos mint (it must be mint)
A 1.5 or 2 L bottle of Diet Coke (Coca-Cola Light)
1 tube, open in one end - This tube must fit all of the Mentos stacked on top of each other, just like in the Mentos roll. And when open in one end, all the Mentos should quickly slide out. In some countries, there are these aspirin tubes that are perfect. Otherwise, make a tube out of paper and tape, slightly wider than the Mentos roll.
1 plastic card, such as a playing card or a discount card

Short explanation

Long explanation.

How is the eruption affected by changing the Mentos mint to other candys?
How is the eruption affected by changing the Diet coke to other drinks?
How is the eruption affected by the temperature of the Diet Coke?

Gilla:		Dela:

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Rumour Ka Tumour 05 – Boiling of Coke Experiment

Whats App and You Tube professors give me good topics to write articles for my blog. They gave me another topic for my “Rumour Ka Tumour” series by sharing a video of Boiling of Coke Experiment.

Yes, science is about doing experiment and everyone has full authority to do experiments. But, if the experiment’s observations dont end up at right conclusion, then this is not a scientific experiment, its just a hobby.

Experiment should also have some control also which shows that observation is unique in the test experiment. In the videos related to Boiling of Coke, Experiment has neither the control nor has right conclusion. So, it is technically not a scientific experiment but nothing less than a Rumour / fake news to gain more and more views.

What is the Rumour in the Video?

If you boil coke in pan, it will convert into dark solid coaltar like mass and this shows that coke has coaltar like material or has some mysterious ingredient which is harmful to your body

What is the scientific fact?

Coke or any carbonated beverage has sugar (10-15%) and this is the mysterious ingredient and sugar has unique property to behave in a particular way when heated.

If this sugar is harmful to your body or not, is a different topic. If you want to drink sugar rich beverage or want to discard it, is your choice. But discarding based on correct information is your right also.

When sugar is heated, it first melts, then becomes slight brown and then becomes dark black. This is caramelization. This is the same observation we see in videos. There is nothing new.

Following are the pictures showing series of changes observed while heating sugar in my kitchen.

Rumour Ka Tumour 05 - Boiling of Coke Experiment

Rumour – Video

About Rumor ka Tumor

Nowadays social media has become a “pseudo-main stream media”. Every citizen having access to the internet has become either a journalist OR news reader (spreading news). And this is a huge power each of us has got. So, we should also be little responsible while spreading news/msg because “rumours” spread like “tumours” and sometimes becomes incurable.

Being a responsible food technologist, I thought to start a blog series to suppress the spread of rumours related to the food industry / processed food and spread awareness.

**THIS ARTICLE SHOULD BE READ AS ONLY A COUNTER ARTICLE TO “RUMOUR” BEING SPREAD IN SOCIAL MEDIA. IT SHOULD NOT BE TAKEN AS AN ENDORSEMENT TO ANY BRAND / COMPANY / PRODUCT **

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