Science Investigation: Dissolving Skittles

Veronica Herrero-Velarde and Lacy Tushnet

Houston Baptist University

 This fun and engaging science experiment is aimed at fifth grade. The focus of this
investigation is the concept of dissolving and solutions, and the physical effects of a Skittle being
placed in various liquid solutions will be explored. Students will be conducting a full
investigation, from formulating a hypothesis and taking data and observations to crafting a graph
and detailing results. Students will not be designing the experiment itself or crafting the research
question. This experiment can certainly be adapted to younger and older students, as well. For
example, more advanced students can be further challenged by extending the experiment to
testing which colors dissolve fastest and in which solutions (instead of only testing one color of
Skittles). Younger students can test fewer solutions.

Content TEKS:
5.5C. The student is expected to identify changes that can occur in the physical properties of the
ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

Process TEKS:
5.2A. The student is expected to describe, plan, and implement simple experimental
investigations testing one variable.
5.2B. The student is expected to ask well defined questions, formulate testable hypotheses, and
select and use appropriate equipment and technology.
5.2C. The student is expected to collect and record information using detailed observations and
accurate measuring.
5.2D. The student is expected to analyze and interpret information to construct reasonable
explanations from direct (observable) and indirect (inferred) evidence.
5.2E. The student is expected to demonstrate that repeated investigations may increase the
reliability of results.
5.2F. The student is expected to communicate valid conclusions in both written and verbal
forms.
5.2G. The student is expected to construct appropriate simple graphs, tables, maps, and charts
using technology, including computers, to organize, examine, and evaluate information.

Independent Variable: The independent variable is the liquid solution in which the Skittle is
placed in to dissolve the color coating.

Dependent Variable: The dependent variable is the amount of time that it takes for the color
coating on a Skittle to dissolve in a given liquid solution. The dependent variable is measured in
minutes.

Research Question: Which liquid dissolves the color coating on a Skittle the fastest?
Hypothesis: If a red Skittle is dissolved in various liquid solutions, then the color coating will
dissolve the fastest in alcohol. Next fastest will be lemon juice, then vinegar, then sparkling
water, then bleach, then water, and last, milk.

Plan/Procedure:
Materials Step-by-Step Procedures
Skittles (pick one color to test) 1. Pour 2 tablespoons of each solution into
separate plastic cups, each labeled with
the solution. Wear gloves and goggles
when handling chemicals like alcohol,
bleach, and vinegar. Make sure to rinse
and wipe off the tablespoon each time the
solution is switched.
Clear plastic cups 2. Drop a Skittle (red was used in this
investigation) into each cup and time how
long it takes for the color to disappear
from each one completely. Record the
times on the data table under Trial 1.
Marker 3. Take notes on your observations about
what happens as the Skittles lose color
and dissolve in the solution.
Tablespoon 4. Repeat the experiment with Trial 2 and
Trial 3.
A variety of liquids, such as water, sparkling 5. Find the average amount of time for the
water, bleach, vinegar, lemon juice, milk, and color coating of the Skittles to dissolve in
alcohol each solution and record the mean in the
data table.
Timer 6. Represent the data in a bar graph.
Gloves and goggles
Paper towels
Masking tape (optional)

Controlled Variables: The controlled variables in this experiment include the color of the
Skittle being tested, the type and size of the plastic cups being used, the amount of liquid poured
into each cup, the temperature of the liquids (room temperature), the person measuring and
pouring the liquid, the state of the tablespoon (the fact that it was rinsed and wiped down each
time), and the person timing.
Data Table:
Skittle Color Coating Dissolving Time (Minutes)
Solution Trial 1 Trial 2 Trial 3 Average
Water 10.38 min 4.38 min 4.40 min 6.39 min
Sparkling Water 5.30 min 4.32 min 4.33 min 4.65 min
Bleach 14.13 min 5.67 min 5.70 min 8.50 min
Vinegar 4.30 min 5.88 min 5.35 min 5.18 min
Lemon Juice 7.35 min 4.88 min 3.98 min 5.40 min
Milk 5.63 min 4.55 min 5.32 min 5.17 min
Alcohol 21.57 min 20.65 min 17.60 min 19.94 min

Observations:
Water: When the Skittle was dropped into the water, the red dye immediately started dissolving
and formed a ring around the edge of the cup. The Skittle began to flake off and float.

Sparkling Water: When the Skittle was dropped into the sparkling water, the red dye
immediately started dissolving and formed a ring around the edge of the cup. The Skittle began
to flake off and float. The “S” on the Skittle peeled off and floated.

Milk: When the Skittle was dropped into the milk, the red dye starting visibly dissolving within a
minute. It collected directly under the Skittle and was only visible at the bottom. The milk
eventually turned light pink.

Alcohol: When the Skittle was dropped into the alcohol, nothing happened immediately. The
alcohol stayed clear for about three minutes, and then the red dye started visibly dissolving. The
Skittle looked very crisp and clear, not fuzzy or “dissolved-looking”.

Bleach: When the Skittle was dropped into the bleach, the red dye began dissolving within 45
seconds. The solution remained clear.

Lemon Juice: When the Skittle was dropped into the lemon juice, the red dye started dissolving
within a minute and collecting at the bottom of the cup. The Skittle looked splotchy as the color
was dissolving. The Skittle began to flake and float a bit.

Vinegar: When the Skittle was dropped into the vinegar, the red dye started dissolving within 45
seconds and formed a ring around the edge of the cup. Little flakes came off of the Skittle.
Graphs:

Skittle Color Coating Dissolving

Time
25

20
Minutes to dissolve

15

Trial 1
10
Trial 2

5 Trial 3

0
Water Sparkling Bleach Vinegar Lemon Milk Alcohol
Water Juice
Solution

Average Skittle Color Coating Dissolving

Time
20
18
16
Minutes to dissolve

14
12
10
8
6
4
2
0
Water Sparkling Bleach Vinegar Lemon Milk Alcohol
Water Juice
Solution
Hypothesis:
Our hypothesis is not supported by the data. The data from each trial shows that the color coating
of the Skittle placed in alcohol actually dissolved the slowest, not the fastest. On average, the
sparkling water dissolved the color coating of the Skittle the fastest.

Inferences:
According to the data taken during this investigation, alcohol is by far the slowest solvent of the
color coating on a Skittle (over 10 minutes slower, on average). The other solutions were much
faster and similar solvents, with sparkling water being the fastest. Second was milk, third was
vinegar, fourth was lemon juice, fifth was water, sixth was bleach, and last was alcohol,
according to the averages taken. As can be seen from the results, the type of solution that a
Skittle is in does affect the amount of time it takes the color coating to dissolve, although it
appears that most solutions have similar dissolving times. Dissolving times seemed to decrease
after the first trial, which signifies that an error likely occurred while conducting the first trial.

Discussion:
We found that sparkling water dissolved the color coating on a Skittle the fastest, while alcohol
was the slowest. This was clearly surprising to us because we hypothesized that alcohol would be
the fastest solvent. It was also surprising that the sparkling water was the fastest because the fact
that it was carbonated did not seem like it would make much of a difference as opposed to the
plain water. It is interesting to note that many solutions that are used for cleaning, such as bleach
and vinegar, did not dissolve the color coating notably quickly, although the bleach did remain
clear. Some discrepancies did occur between Trial 1 and Trial 2, which suggest that something
probably went amiss in Trial 1. The dissolving times in Trial 1 were much higher for some of the
solutions (especially water), which affected the averages and could have messed up some of the
rankings. This could be due to it being the first go and not being able to see the Skittle in the
milk and lemon juice. We had to scoop the Skittle out with a spoon to see if it had dissolved,
which could definitely have affected the results. After Trial 1, we knew to check the Skittles that
were not visible more quickly, hence the shorter dissolving time. If we take out Trial 1 and
simply average Trial 2 and Trial 3, the results are much more consistent and similar to each
other. Still, the ultimate result remains the same, with sparkling water being the quickest solvent
and alcohol being the slowest.

Recommendations:
This experiment did have some errors that affected our results. First, the milk and lemon
juice did not allow for us to be able to see the Skittle, which caused us to not be able to
consistently observe how much of the Skittle had dissolved. We used a spoon to scoop out the
Skittle and observe it, and this sloshed the solution around a bit, which could have loosened
some of the coating. Second, the timing could have been more consistent and accurate, as it was
difficult to set seven different timers and stop them immediately when the Skittle’s coating had
dissolved. For more accurate timing, each solution should be individually timed and observed.
This would take much more time, though. Lastly, more of the solution could have been used in
each cup, as the tops of some of the Skittles were barely covered by liquid, which made it take
longer for the top of the coating to be dissolved fully, affecting the results. This experiment could
have been changed by replacing the milk and lemon juice with other transparent liquids, such as
Sprite, soapy water, or vegetable oil. The temperatures of the solutions could also be changed,
and the student could focus on how different temperatures of water affect the dissolving times of
Skittles. In addition, students could test how dissolving times vary based on the color of the
Skittle.
This experiment teaches students that certain solutions are better solvents and can
dissolve materials at quicker rates, changing the properties of that material. For example, in this
experiment, students learned that sparkling water changes the physical properties of a Skittle the
most in the shortest amount of time and could observe those changes taking place, such as pieces
of the Skittle flaking off. This knowledge can be applied to the real world by comparing it to the
way that our bodies function and everyday tasks such as making tea. As we have discovered in
this investigation, water is a great solvent, one that we use in our cooking (Solvent properties of
water, n.d.). Whenever we boil water and add salt to it or prepare tea by stirring sugar into it, we
are experiencing the changing properties of a solution due to a solvent. Similarly, our own bodies
use this concept when water dissolves substances in our kidneys to flush it out (Water, the
Universal Solvent, n.d.). Solvents like water are necessary for our health and the functioning of
our bodies.

References:
Solvent properties of water. (n.d.). Retrieved February 7, 2020, from
https://www.khanacademy.org/science/biology/water-acids-and-bases/hydrogen-bonding-in-
water/a/water-as-a-solvent
Water, the Universal Solvent. (n.d.). Retrieved February 7, 2020, from
https://www.usgs.gov/special-topic/water-science-school/science/water-universal-solvent?qt-
science_center_objects=0#qt-science_center_objects

Reflection Prompts:
1. If you were to have your class conduct this same investigation, identify the process skills
they would learn in science.

Students would learn several process skills by conducting this same investigation. First,
students would be implementing a simple experiment that tests one variable (the solution, in
this case). Second, students would address the research question by formulating a hypothesis.
Students would also collect and record the data that they find while conducting three trials of
the experiment and would be expected to take note of their observations. In addition, students
would describe the results of the investigation using the data they have gathered and
 communicate it in a conclusion. Lastly, students would construct a graph that displays the
results of the experiment.

2. How are each of these particular skills used during the design, performance, and/or
reporting of a controlled experiment?

Each of these particular skills is used throughout the process of designing, performing, and
reporting a controlled experiment. In the case of this investigation, students are not designing
the actual experiment, although they would use these same skills if they were creating an
experiment of their own. In fact, fifth graders should be given the opportunity to design their
own investigations, so students could identify an aspect of this experiment that they may
want to focus on, extend, and create into their own experiment. For example, students may
wonder if the color of the Skittle affects how quickly the coating dissolves. Students could
design a follow-up investigation to test this. In terms of skills that students are using in this
experiment, they properly prepare for the experiment by formulating a hypothesis that aligns
with the research question. In this case, students are identifying which solution they think
will dissolve the color coating of the Skittle the fastest. By implementing a simple
experiment that tests one variable, students are actually carrying out and performing the
experiment. Testing only one variable makes it controlled. Students will actually be
performing the experiment by following each procedure and will be learning about the
concept of independent and dependent variables, physical properties, solutions, and
dissolving, which are all concepts that fifth graders should know well. The skill of data
collection, recording, observing, and displaying results in a graph and in a conclusion
contribute to the reporting aspect of a controlled experiment. This is what communicates the
results of the investigation to the learner.

3. What are the safety hazards for your science investigation and how could you prevent
them from occurring?

The safety hazard of this science investigation is primarily that students will be handling
potentially harmful and irritating chemical solutions, such as alcohol, vinegar, and bleach. To
prevent skin and eye irritation while handing these solutions, students should wear gloves
and safety goggles as well as ensure that they are wearing appropriate clothing that covers
their skin. Students should be reminded that these solutions should be handled with care to
avoid spilling and sloshing them around. In addition, all solutions should be disposed of
properly as to not mix them with another chemical that may be present already in the sink.
All Skittles should be discarded immediately and not eaten.

4. What does education research tell you about implementing investigative experiences
with ALL students?
 Implementing investigative experiences with all students is an important aspect of education
for many reasons. First, investigative experiences create authentic learning opportunities for
all students, whether they are labeled as “gifted” or not. Students have the chance to further
explore their interests by conducting investigations, which will, in turn, help them to develop
intrinsic motivation, independence, creativity, and deeper learning (Westberg and Leppien,
2018). Second, implementing investigative experiences with all students allows each of them
to express their natural curiosity and differentiate between their prior knowledge and
newfound discoveries (Sterling, 2016). Each student, no matter his age, culture, ethnicity,
family life, and perceived abilities, has curiosity that can be tapped into, extended, and
learned from. This curiosity when combined with investigating leads to autonomy and
engagement in the classroom (Sterling, 2016). Lastly, implementing investigative
experiences with all students is necessary and important for learning, and science curriculum
cannot be effectively taught without this integration (National Science Teachers Association,
n.d.). Each age group can incorporate investigations and explorations in appropriate ways
and that will deepen their understanding of the world around them. This gives purpose and
meaning to the learning of each student and living in the world is something that all students
have in common.

Research References:
National Science Teachers Association - NSTA. (n.d.). The Integral Role of Laboratory
Investigations in Science Instruction. Retrieved February 6, 2020, from
https://www.nsta.org/about/positions/laboratory.aspx
Sterling, S. (2016, July 13). The Benefits of Investigative Tasks. Retrieved February 6, 2020,
from https://blog.learningsciences.com/2016/07/13/the-benefits-of-investigative-tasks/
Westberg, K. L., & Leppien, J. H. (2018, January). Student Independent Investigations for
Authentic Learning. Retrieved February 6, 2020, from
https://journals.sagepub.com/doi/pdf/10.1177/1076217517735354

Investigation Adapted From:

Kearney, V. (2020, January 23). Skittles Science Fair Project Instructions. Retrieved February 6,
2020, from https://owlcation.com/stem/Skittles-Science-Fair-Project-Instructions