LESSON 16: Crystal Art

ESTIMATED TIME Setup: 5 minutes | Procedure: 15–30 minutes

• DESCRIPTION • MATERIALS
Mix different solid crystals in water, and then o Table salt
use the solutions to make fun designs on paper. o Epsom salt
o Sugar
• OBJECTIVE o Cotton swabs
This lesson illustrates states of matter, o Clear plastic cups
classifications of matter, and changes between o Pen
states of matter. Students mix different substances o Masking tape
in water, use the solutions to paint on paper, and o Black construction paper
watch as fun crystal designs appear when the o Teaspoon
liquid vaporizes. The lesson can be extended to o Magnifying glass (optional)
address the concepts of solubility and saturation.
Always remember to use the appropriate safety
• CONTENT TOPICS equipment when conducting your experiment.
Scientific inquiry; states of matter; mixtures Refer to the Safety First section in the Resource
(solutions); physical changes (vaporization) Guide on pages 391–393 for more detailed
information about safety in the classroom.

Jump ahead to page 209 to view the

Experimental Procedure.

NATIONAL SCIENCE EDUCATION STANDARDS SUBJECT MATTER

This lesson applies both Dimension 1: Scientific and Engineering Practices and Dimension 2: Crosscutting Concepts
from “A Framework for K–12 Science Education,” established as a guide for the updated National Science Education
Standards. In addition, this lesson covers the following Disciplinary Core Ideas from that framework:
• PS1.A: Structure and Properties of Matter
• ETS2.A: Interdependence of Science, Engineering, and Technology (see Analysis & Conclusion)

OBSERVATION & RESEARCH

BACKGROUND
Matter exists primarily as a solid, liquid, or gas on the
earth. Gases have no definite shape and no definite
volume. Examples of gases are the oxygen we breathe
and the helium that fills balloons. Liquids have a definite
volume but no definite shape. Examples of liquids are
water and oil. Solids have a definite volume and a
definite shape. Examples of solids are chairs, trees, and
salt. Certain solids, called crystalline solids, are made up
of atoms or molecules that have a specific, repeating
structure. Ice and salt are crystalline solids. Other solids
are made up of atoms or molecules that are locked into
place but do not have a specific, repeating structure.
Those solids are known as amorphous solids. Wax is
an example of an amorphous solid.
Matter can change from one state to another, generally as
a result of a change in temperature. These changes are
physical changes. A physical change is any change in a
substance’s form that does not change its chemical
makeup. The chemical formula of the substance stays the
same before and after the change. For example, tearing
or cutting a piece of paper is an example of a physical
change. The paper is in smaller pieces, but the chemical
makeup of the paper has not changed. Likewise, ice,
water, and water vapor are all H2O in different physical

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 LESSON 16: Crystal Art
states. The chemical formula remains H2O regardless
of whether it is in the solid, liquid, or gaseous state.
Melting is a change in state from a solid to a liquid.
The opposite change is freezing. Freezing is a change
in state from a liquid to a solid. A change in state from
a liquid to a gas is known as vaporization, while a change
in state from a gas to a liquid is known as condensation.
Changes that occur directly between the solid and
gaseous states, without going through the liquid state
first, are less common. Sublimation is a change in state
from a solid directly to a gas. The opposite is deposition,
when a gas changes directly into a solid.
In the experiment, students mix different crystalline
solids in water. A mixture is made of two or more
substances that are combined physically. A solution is a
specific type of mixture. A solution is a uniform mixture
in which one or more substances (solutes) are dissolved
in another substance (solvent). Dissolving sugar or salt in
water creates a solution. The solute is either sugar or salt,
and the solvent is water. The students can then “paint” on
a piece of paper with the different solutions. Over time,
the water will vaporize (becoming water vapor), leaving
behind the solid crystals in fun designs.
Fun Fact
Diamonds are crystalline
solids. A diamond is the hardest
natural substance and can scratch glass and
most other gemstones and metals.
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FORMULAS & EQUATIONS
Common table salt is mainly made up of the compound
sodium chloride.
The chemical formula for sodium chloride is NaCl.
Most table salts are made of about 97–99% NaCl. The
remaining 1–3% is usually iodine and other ingredients.
Epsomite, commonly known as Epsom salt, is hydrated
magnesium sulfate.
The chemical formula for Epsom salt
is MgSO4 • 7(H2O).
The chemical name for table sugar is sucrose. It is a
white, odorless, crystalline powder with a sweet taste. A
molecule of sucrose is made up of two simple sugars,
glucose and fructose.
Sucrose has the formula C12H22O11.
Tap water is a mixture of pure water, minerals, and
other substances.
The chemical formula for pure water is H2O.
CONNECT TO THE YOU BE
THE CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on physical changes and
states of matter can be found in the Classification
of Matter section of CEF’s Passport to Science
Exploration: The Core of Chemistry.
• Additional information on mixtures and solutions
can be found in the Classification of Matter
section of CEF’s Passport to Science
Exploration: The Core of Chemistry.
HYPOTHESIS
uWhen a salt or sugar solution is used
to “paint” on black paper, fun crystal designs
will remain on the paper after the water vaporizes.
 LESSON 16: Crystal Art
DIFFERENTIATION IN THE CLASSROOM
LOWER GRADE LEVELS/BEGINNERS An important concept directly related to solubility is
Perform the experiment as described on page 209, but saturation. Saturation is the point at which no more of a
spend more time on states of matter. Show pictures of solute can be dissolved into a solvent. If you continue to
different things and have the students identify the add a solute to a solution, eventually the additional solute
state of matter. will no longer dissolve. This point is the saturation point.

Likewise, show images of matter changing states—
snow melting, a pond freezing, etc. Again, have the
students identify which changes they see and how they
know. You may have to show a series of images to
illustrate the changes.
HIGHER GRADE LEVELS/ADVANCED STUDENTS
DESCRIPTION
Create various solutions, and use those solutions to
make fun designs on paper.
OBJECTIVE
This lesson explores states of matter, solubility, and
saturation. Students mix different substances in water,
use the solutions to paint on paper, and watch as fun
crystal designs appear as the liquid vaporizes.
OBSERVATION & RESEARCH
Mixtures and solutions are all around us—the air, the
ocean, and the soil are all mixtures in different physical
states. A mixture is made of two or more substances that
are combined physically. A solution is a specific type of
mixture. A solution is a uniform mixture in which one
or more substances (solutes) are dissolved in another
substance (solvent). Dissolving sugar or salt in water
creates a solution. The solute is either sugar or salt, and
the solvent is water.
In this experiment, different crystalline solids will be
added to water one teaspoon at a time. When no more
of each solute can be dissolved in the water, the
solution has become saturated. At this point, the
solutions will be used to “paint” on black paper. Over
time, the water will vaporize (becoming water vapor),
leaving the solid crystals behind in fun designs.
CONNECT TO THE YOU BE
THE CHEMIST CHALLENGE
For additional background information, please
review CEF’s Challenge study materials online at
http://www.chemed.org/ybtc/challenge/study.aspx.
• Additional information on mixtures and solubility
can be found in the Classification of Matter
section of CEF’s Passport to Science
Exploration: The Core of Chemistry.
• Additional information on solutions and saturation
can be found in the Chemicals by Volume—
Solutions section of CEF’s Passport to Science
Exploration: Chemistry Connections.

In addition, solubility is a physical property that describes

the ability of a chemical substance (the solute) to dissolve
in a solvent to create a uniform solution. A substance that
dissolves in another substance is soluble. For example,
salt is soluble in water. If a substance does not dissolve, it
is insoluble. For instance, butter is insoluble in water.
Several factors can affect solubility, including
temperature, pressure, and the amount of solute or
solvent in a solution.

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 LESSON 16: Crystal Art
EXPERIMENTATION

As the students perform the experiment, challenge them to identify the independent, dependent, and controlled
variables, as well as whether there is a control setup for the experiment. (Hint: If you use a different solute, do the
results change?) Review the information in the Scientific Inquiry section on pages 14–16 to discuss variables.

EXPERIMENTAL PROCEDURE Be sure the water in each cup is the same

temperature to determine which substance
1. Divide a piece of black construction paper into
will dissolve the most in water. Increasing
three sections. Use masking tape and a pen to
temperature will increase the solubility of all the
label one section “salt,” a second section
substances. At the same temperature, sugar is
“sugar,” and the third section “Epsom salt.”
the most soluble, followed by table salt, and then
2. Take three clear plastic cups, and label them Epsom salt.
“salt,” “sugar,” and “Epsom salt.”

3. Fill a quarter of each cup with hot tap water,
and place each cup in its section on the black
construction paper.
4. Put one level teaspoon of table salt into the cup
labeled “salt,” and stir with a spoon or swirl the cup
until the salt crystals dissolve (until you can’t see
any or can only see very few crystals against the
black background). Add another teaspoon and stir
or swirl until these crystals dissolve as well.
DATA COLLECTION
Have students record data in their science notebooks or
on the following activity sheet. How many teaspoons of
table salt can you dissolve in the water? How many
teaspoons of sugar can you dissolve? How many
teaspoons of Epsom salt can you dissolve? You can use
the table in the activity sheet (or a similar one of your
own) for students to record their data.

5. Repeat step 4, continuing to add teaspoons of salt, NOTES

until the water cannot dissolve any more crystals
(when you still see crystals after stirring or
swirling). Record the number of teaspoons used.

6. Repeat steps 4–5 using the sugar and then the

Epsom salt. Record the number of teaspoons of
each type of crystal that dissolved in the water.

7. After each solution is made, dip a cotton swab in

the table salt cup. Use the solution to write your
name or draw a design in the “salt” section on the
black construction paper. Do the same with the
other two liquids using separate cotton swabs.

8. Allow the water to vaporize (15–30 minutes),

and watch as the crystal designs appear.

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 LESSON 16: Crystal Art
ANALYSIS & CONCLUSION
Use the questions from the activity sheet or your own
questions to discuss the experimental data. Ask
students to determine whether they should accept or
reject their hypotheses. Review the information in the
Scientific Inquiry section on pages 14–16 to discuss
valid and invalid hypotheses.
ASSESSMENT/GOALS
Upon completion of this lesson, students should be
able to …
• Apply a scientific inquiry process and perform
an experiment.
• Compare and contrast solids, liquids, and gases,
and give examples of each.
• Differentiate between crystalline and amorphous
solids.
• Define and identify physical changes between
states of matter.
REAL-WORLD APPLICATIONS
• Scientists use the process of crystallization to purify
solid compounds. To do this, the solid compound is
dissolved completely in a hot solvent. The hot solution
contains both the desired compound and the impurities.
As the solution cools, the solvent can no longer hold all
of the solute particles, so those particles begin to
crystallize out of the solution. During this process, each
solute particle will approach a growing crystal and will
attach to the crystal surface if it fits the structure of the
crystal (if it is the same type of molecule). Therefore,
the desired solid compound (solute) is separated from
the impurities.
COMMUNICATION
Discuss the results as a class and review the activity
sheet. Review the information in the Scientific Inquiry
section on pages 14–16 to discuss the importance of
communication to scientific progress.

• Define and identify solutions, solutes, and solvents.

• Explain solubility and saturation (see

Differentiation in the Classroom).

MODIFICATIONS/EXTENSIONS
Modifications and extensions provide alternative
methods for performing the lesson or similar lessons.
They also introduce ways to expand on the content
topics presented and think beyond those topics. Use the
following examples or have a discussion to generate
other ideas as a class.

• To demonstrate the relationship between temperature

and solubility, try the experiment again, but this
time, use refrigerated or cold water. You will find
that less of each substance will dissolve in the water.
The amount of solid solute that can dissolve in a
solvent decreases as the temperature decreases.

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 LESSON 16 ACTIVITY SHEET: Crystal Art

OBSERVE & RESEARCH

1. Write down the materials you see. ____________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. How might these materials be used? __________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting
an image of the example.
Term Definition Example (write or add image)

Gas

Liquid

Solid

Physical change

Melting

Freezing

Vaporization

Condensation

Mixture

Solution

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 LESSON 16 ACTIVITY SHEET: Crystal Art

4. Consider what happens when salt or sugar solutions are applied to black construction paper and why.

uWrite your hypothesis. ______________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PERFORM YOUR EXPERIMENT

1. Divide a piece of black construction paper into three sections. Use masking tape and a pen to label each section.
Label one section “salt.” Label the second section “sugar.” Label the third section “Epsom salt.”

2. Get three clear plastic cups. Label one “salt.” Label the second “sugar.” Label the third “Epsom salt.”

3. Fill a quarter of each cup with hot tap water. Place each cup in its section on the black construction paper.

4. Put one level teaspoon of table salt into the cup labeled “salt.” Stir with a spoon or swirl the cup until the salt
crystals dissolve. Stir until you can’t see any or can only see very few crystals against the black background.
Then, add another teaspoon of table salt. Stir or swirl until these crystals dissolve as well.

5. Repeat step 4. Continue to add teaspoons of salt until the water cannot dissolve any more crystals. At this point,
you will still see crystals after stirring or swirling. Record the number of teaspoons used.

6. Repeat steps 4–5 using the sugar. Then, repeat steps 4–5 again using the Epsom salt. Record the number
of teaspoons of each type of crystal that dissolved in the water.

7. After each solution is made, dip a cotton swab in the table salt cup. Use the solution to write your name or draw a
design in the “salt” section on the black construction paper. Use two other cotton swabs and do the same with the
other two liquids.

8. Allow the water to vaporize (15–30 minutes). Observe.

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 LESSON 16 ACTIVITY SHEET: Crystal Art

ANALYZE & CONCLUDE

1. In the table below, record the number of teaspoons needed to completely saturate each solution.

Substance Salt Sugar Epsom salt

Number
of Teaspoons

2. Which substance dissolves the most in water? (Into which cup did you add the most teaspoons?) ________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Which substance dissolves the least in water? __________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

4. What happens when you first write or draw on the paper? Can you see the designs? __________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

5. What happens after the liquid vaporizes? Can you see the designs? ______________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

6. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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 LESSON 16 ACTIVITY SHEET: Crystal Art

EXPAND YOUR KNOWLEDGE—ADVANCED

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting
an image of the example.

Term Definition Example (write or add image)

Solute

Solvent

Soluble

Insoluble

Saturation

2. Is it possible to dissolve more crystals in a saturated solution? How could you do it? ____________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. List other crystal substances. __________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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 LESSON 16 ACTIVITY SHEET: Crystal Art
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

OBSERVE & RESEARCH

1. Write down the materials you see. Sugar, table salt, Epsom salt, water, plastic cups, black construction paper …

______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. How might these materials be used? Sugar and table salt may be used in cooking. Epsom salt may be used to soothe aches and
pains. These substances may be added to water to create solutions and compare their physical properties. Water may be used to drink,

bathe, or clean. Black construction paper may be used for drawing or in crafting.

3. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting an
image of the example.
Term Definition Example (write or add image)
Gas A state of matter that has no definite volume or

shape.

Liquid A state of matter that has a definite volume but no

definite shape; a liquid will take the shape of the
container that holds it, filling the bottom first.

A state of matter characterized by a definite volume

Solid and a definite shape; a gas will take the shape of
the container that holds it, filling the entire
container.
Physical change A change that alters the form or appearance of a
substance but does not change its chemical
makeup or create a new substance.

Melting A physical change in which a substance changes

states from a solid to a liquid.

Freezing A physical change in which a substance changes

states from a liquid to a solid.

Vaporization A physical change in which a substance changes

states from a liquid to a gas.

Condensation A physical change in which a substance changes

states from a gas to a liquid.

Mixture A physical combination of two or more substances

that can be physically separated.

Solution A homogeneous (uniform) mixture in which one or

more substances (solutes) are dissolved in another
substance (solvent).

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 LESSON 16 ACTIVITY SHEET: Crystal Art
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

4. Consider what happens when salt or sugar solutions are applied to black construction paper and why.

uWrite your hypothesis. When a salt or sugar solution is applied to black construction paper, crystal designs

will eventually appear as the water vaporizes.

______________________________________________________________________________________

PERFORM YOUR EXPERIMENT

1. Divide a piece of black construction paper into three sections. Use masking tape and a pen to label each section.
Label one section “salt.” Label the second section “sugar.” Label the third section “Epsom salt.”

2. Get three clear plastic cups. Label one “salt.” Label the second “sugar.” Label the third “Epsom salt.”

3. Fill a quarter of each cup with hot tap water. Place each cup in its section on the black construction paper.

4. Put one level teaspoon of table salt into the cup labeled “salt.” Stir with a spoon or swirl the cup until the salt
crystals dissolve. Stir until you can’t see any or can only see very few crystals against the black background.
Then, add another teaspoon of table salt. Stir or swirl until these crystals dissolve as well.

5. Repeat step 4. Continue to add teaspoons of salt until the water cannot dissolve any more crystals. At this point,
you will still see crystals after stirring or swirling. Record the number of teaspoons used.

6. Repeat steps 4–5 using the sugar. Then, repeat steps 4–5 again using the Epsom salt. Record the number
of teaspoons of each type of crystal that dissolved in the water.

7. After each solution is made, dip a cotton swab in the table salt cup. Use the solution to write your name or draw a
design in the “salt” section on the black construction paper. Use two other cotton swabs and do the same with the
other two liquids.

8. Allow the water to vaporize (15–30 minutes). Observe.

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 LESSON 16 ACTIVITY SHEET: Crystal Art
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

ANALYZE & CONCLUDE

1. In the table below, record the number of teaspoons needed to completely saturate each solution.

Substance Salt Sugar Epsom salt

Number Answers will vary Answers will vary Answers will vary

of Teaspoons
2. Which substance dissolves the most in water? (Into which cup did you add the most teaspoons?) Answers will vary.

(In general, sugar dissolves the most in water. It is the most soluble in water.)

______________________________________________________________________________________________________

3. Which substance dissolves the least in water? Answers will vary. (In general, the Epsom salt dissolves the least in water. It is the
least soluble in water.)

______________________________________________________________________________________________________

4. What happens when you first write or draw on the paper? Can you see the designs? When you first write on the paper,

the paper just appears wet where you applied the solution. You cannot clearly see any designs.

______________________________________________________________________________________________________

5. What happens after the liquid vaporizes? Can you see the designs? After the water vaporizes, you can see designs from the

crystals left behind.

______________________________________________________________________________________________________

6. Is your hypothesis valid? Why or why not? If not, what would be your next steps? ____________________________

Answer 1: Valid because the data support my hypothesis.

Answer 2: Invalid because the data do not support my hypothesis. I would reject my hypothesis and could form a new one, such as …

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 LESSON 16 ACTIVITY SHEET: Crystal Art
ANSWER KEY Below are suggested answers. Other answers may also be acceptable.

EXPAND YOUR KNOWLEDGE—ADVANCED

Have students complete this section if you used the advanced differentiation information, or challenge them to find the answers to
these questions at home and discuss how these terms relate to the experiment in class the next day.

1. Define the following key terms. Then, provide an example of each by writing the example or drawing/pasting
an image of the example.

Term Definition Example (write or add image)

Solute A substance that is dissolved in a solution.

Solvent A substance capable of dissolving another substance.

Soluble The ability of a substance to dissolve in another substance.

Insoluble The inability of a substance to be dissolved into another

substance.

Saturation The point at which no more of a solute can be dissolved into

a solvent or solution.

2. Is it possible to dissolve more crystals in a saturated solution? How could you do it? It is possible to dissolve more crystals

in a saturated solution. If the solute is a solid, you can heat the solution to dissolve more of the solute. In this experiment, if you heated the

saltwater solution, you could dissolve more salt into the solution.

3. List other crystal substances. Diamonds and other gemstones are examples of crystalline solids. Ice is also a crystalline solid.

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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