Exploring crystallography worldwide

Lee Page, Royal Society of Chemistry

Our global experiments are a key part of our experimentation programme on Learn Chemistry, through which we support and promote practical science in new collaborative ways. Two years ago, we organised our first global experiment on the role of chemistry in sport. Following its success in engaging children across the world with chemistry, we tied our second one in with our Chemistry Week theme of chemistry and health last year. It was an experiment to test the levels of vitamin C in different fruits and vegetables, and due to popular demand the experiment has remained open until today. So far, over 23,000 participants have entered their data from around the world, showing that red peppers contain the most vitamin C of all the fruits and vegetables tested.

The art of crystallisation

This year, we want our experiment to reach even more people. The experiment – The art of crystallisation – links with the International Year of Crystallography, which commemorates the centennial of X-ray diffraction. The science of crystallisation is used in many research laboratories around the world, and numerous industries, from cosmetics to food and medicine, rely on the reproducibility and consistency of the crystals formed.

Participants in the global experiment get the chance to investigate the properties of five widely available samples, ranging from sugar to Epsom salts, by dissolving, saturating and growing crystals. It is easy to take part and has been completed by students aged between seven and 16 years. The experiment can be done without any specialist equipment, so it has proven popular in schools, science clubs and even with enthusiastic participants carrying it out at home. The experiment was devised in partnership with The International Union of Crystallography, which is also promoting and supporting the experiment with us.

Taking part in the experiment

The resource itself includes teacher and technician tips, student worksheets and participation certificates, not to mention the ‘how to’ video. We have also translated the instructions document to Arabic, Chinese (simplified), French, Portuguese and Russian to help students around the world answer the question: where in the world can you grow the biggest crystals?

After having run for five months so far, the experiment has been carried out by more than 13,000 people from five continents. Our website also offers participants the ability to share and discuss their results. You can interrogate the data that has been entered by country, using the average crystal size graph or via the interactive map that allows you to see individual results. 

You can also share your experiment highlights via Twitter by using the hashtag #globalexperiment or pin pictures of your crystals to our Pinterest board. To do so, make sure you attach the picture when you submit your data.

Looking at the results submitted so far, they show some great consistency in the data and crystal patterns obtained. It appears that table salt grows consistent small cubic crystals and alum gives the biggest crystals but the shape is harder to define. We have also received some beautiful and very artistic pictures that connect the experiment with our chemistry and art theme for a variety of our educational and public activities this year.

Bringing the experiment to Uganda

Through the global experiment, we would like to enable children across the world to experience hands-on chemistry. Ruth Lowe, a teacher from Old Lady’s Catholic College in Lancaster, shared her experience of carrying out the global experiment on a trip to Uganda on our website.

“We took the alum and the Epsom salts with us on the plane but were not allowed to take the potassium nitrate due to its oxidising properties. A student in Kampala bought this for us and put it on the bus to Nyamirama, which is way out in the middle of nowhere.

“We conducted the experiment in a laboratory which had just been built. It was therefore, the first time the students at Poullart Des Places Secondary School had used the new laboratory. The students were very conscientious and patient, and were particularly amazed at the amount of sugar which dissolved in the water. They were very pleased to receive their certificates and now proudly display their experiment pictures on the laboratory wall. It is so good to be able to carry out an experiment with basic equipment anywhere in the world.”

What will the future bring?

All three global experiments have successfully connected people across the world with chemistry. So we are looking to develop more of them. 2015 is the International Year of Light, so we are exploring the possibility of developing an experiment that connects chemistry and light. But we are also still looking for suggestions on alternative subjects.

If you have any ideas for our next global experiment, whether they are related to light or not, we’d love to hear from you. There are no specific rules for a good Global Experiment idea, but the following questions give you an idea of the criteria it should aim to fulfill.

• Can it be done without specialist equipment?
• Are the supplies readily available and in-expensive?
• Can the results be easily reported by a number, size or colour?
• Would the data be enhanced or variable by mass participation around the world?