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Visitors incrementally increase the amount of iodate in three different test tubes containing the same amount of a starch solution.

In two separate bags, learners mix water with Epsom salts and detergent.

Learners analyze mixtures of dyes using filter paper chromatography. They place spots of the different dyes at the bottom of a piece of filter paper, and hang the paper to touch the surface of water.

In this activity, learners mix ingredients in a plastic bag, and then identify three characteristics of a chemical reaction: production of heat, color change, and production of a gas.

Learners create a small explosion by collecting hydrogen and oxygen gas together and squeezing them into a flame.

Learners observe a flask with a balloon attached over the mouth and inverted inside the flask.

Learners use Benedict’s solution and heat to test for the presence of simple sugars in glucose, sucrose, starch, and starch combined with amylase.

In this activity, learners experiment with their voices and noisemakers to understand the connections between vibrations and the sounds created by those vibrations.

In this engineering design activity, learners will design, test, and build a “haunting machine” to solve a Sherlockian mystery.

In this activity (on the left side of page 5, continued on the right side of page 4 of the PDF), learners make models of colorful butterflies.

Learners combine different plant solutions -- made from fruits, vegetables, and flowers -- with equal amounts of vinegar (acid), water (neutral), and ammonia (base).

Learners match puzzle pieces to outlines of a DNA strand. The puzzle pieces represent the four chemicals making up DNA base pairs: adenine, thymine, guanine, and cytosine.

Learners mix liquid water with solid cornstarch. They investigate the slime produced, which has properties of both a solid and a liquid.

Learners write their initials by applying different clear "magic ink" solutions to separate pieces of paper and then "develop" the inks with other clear solutions.

In this activity, early learners combine pre-cut recognizable shapes and their own abstract ideas to make representational pictures (e.g. houses, trees, shoes).

In this simple activity (on page 2 of the PDF), learners make a crystal garden using salt, water, and a brick.

In this two-part activity, learners will extract their own DNA from their cheek cells and learn how DNA is analyzed and used to solve crimes.

In this activity, learners "draw" with frozen tempera paint. The ice cubes are prepared the day before by placing watered down tempera paint and popsicle sticks in ice cube trays.

Learners experiment with a commercially available liquid-crystal coaster. They warm the material with their hands for varying lengths of time and observe the changing colors that result.

In this activity, learners separate a mixture of pebbles, salt crystals, and wood pieces. They add water and pour the mixture through a strainer.