Chemistry Movie
Incorporating Special Effects
September 4, 2015 - October 5, 2015
As a starting project for chemistry, our task was to produce a film that utilized special affects. These effects were intended to be completely developed from a variety of concepts learned in class. Instead of just using computer animated effects, this movie would have the actual explosions, just on a smaller scale, but filmed to appear grander. Initially, our class just brainstormed any ideas of special effects; however, many of these topics were too extreme and slightly unrealistic. Following the structuring and laying out of the movie scenes, in-class labs helped guide the direction of the ideas used for the special effects. Through these labs we learned about electron movement, combining of reactant elements, changing properties of matter, observing the differences in the states of matter, and density.
Our group first started the brainstorming process by suggesting any topics that included explosions and big effects. Initially, we were thinking of doing a secret agent and doing a chase scene. However, this could only include one or two chemistry concepts. From this idea, we were lead to doing a bank robbery. In our original plans, we wanted to use colored light effects to represent a laser and pretend to cut through the door. Unfortunately, it was hard to show that the colors were not from a Bunsen burner. This is why we resulted to using flammable bubbles. There were other slight changes we made to both the scenes and chemistry concepts to compensate for the filming challenges.
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In our movie, two students are faced with the strict requirement of purchasing graphing calculators, which are quite expensive. However, these students don't have the money needed to buy the equipment so they decide to rob a bank in order to satisfy the teacher. The two boys don masks and sneak into the bank where they find a guard pacing in front of the vault door to protect the money. To incapacitate the guard, the robbers use a rubber band gun where the effects are exaggerated and
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displayed with the noise of an explosion and the splattering of fake blood. After passing the guard, the robbers destroy the lock to the door using a fiery combustion created from flammable bubbles. Following this, the robbers used dry ice to simulate the smoke that leaked into the vault that was needed to hide their criminal actions. Despite the abundance of money located in the vault, the robbers only take the amount necessary to buy the calculators before making their hasty escape. After successfully fleeing the scene, the two students use the stolen money to cordially buy their math supplies and they both achieve a good grade in the class.
Fake Blood: We used fake blood to display that the guard was actually wounded from the gun shot. In order to simulate blood, we created a mixture composed of water, flour, corn syrup, and food coloring. To change the consistency of the liquids, flour was added to the solution. This is achievable because the characteristics of the solid flour change the characteristics of the liquids. Since the solids did not completely dissolve in the liquids, the particles were suspended, creating a colloidal solution. One feature to a colloidal solution is the fact that light is unable to pass through, which is also a characteristic of real blood. For the most part, red food coloring was used to produce the correct shade of the blood, but we also added alight amounts of blue to make a darker color.
Egg Explosion: To amplify the actions of shooting the guard, we manufactured the noise of an egg exploding to correspond with the firing of a fake gun. We were able to detonate an egg by using hydrogen and the energy of a heat source. To fill an egg with hydrogen, a chemical reaction between zinc and hydrochloric acid produces the gas as a by-product. Once the egg is brimming with hydrogen gas, the heat source is added and allows the hydrogen inside the egg to react with the oxygen in the air. This creates water and pressure, which is the factor that explodes the eggshell. The chemical equation to form the hydrogen gas is
2 HCL(aq.)[hydrochloric acid] + Zn(solid)[zinc] ---->(yields) ZnCl(aq.)[zinc chloride] + H^2(gaseous)[hydrogen] and the chemical equation that shows the products of the actual explosion is 2 H^2(gaseous)[hydrogen] + O^2(gaseous)[oxygen] ---->(yields) 2 H^2O[water] |
Flammable Bubbles: In order to unlock the bank vault, the robbers created an explosion and fire to burn through the door handle. To design the effect of exaggerated explosives and show the flames, we used flammable bubbles. Although the mound of bubbles appears ordinary, there is a hidden element that creates a dynamic effect. The transparent gas inside the bubbles is able to light on fire. When a heat source is added to natural gas, it combusts and produces a large, but short-lived flame. By injecting natural gas into a mixture composed of water and dish soap, bubbles filled with natural gas are produced. This creation is able to be placed on the door handle and the lighter then provided the needed energy for the bubbles’ internal gas to ignite. The internal gas is composed of mainly methane, which is composed of a carbon bonded to four hydrogen molecules. Therefore the electrons are not as stable and allows for a relatively small amount of energy to create a large reaction. The chemical equation shows the gas in bubbles and the air yields water vapor and carbon dioxide.
CH^4(methane) + 2 O^2(oxygen) ---->(yields) CO^2(carbon dioxide) + 2 H^2O(water)
CH^4(methane) + 2 O^2(oxygen) ---->(yields) CO^2(carbon dioxide) + 2 H^2O(water)
Dry Ice: Before the door of the bank vault was broken, the robbers placed fog into the room so it could cover up their criminal actions. This smoke laid low to the ground and presented a mysterious and ominous feel. We needed to place black paper onto the floor to create a contrast in color so the gaseous carbon dioxide would show up on video. Dry ice is the common name for carbon dioxide in a solid form. It possesses the ability to sublimate, which is the changing of phases from a solid directly into a gas. Pressure contributes greatly to the science behind this concept. For carbon dioxide to be in a liquid state, the pressure needs to be greatly increased. Under the typical conditions of the earth’s atmosphere, there is not enough pressure to force carbon dioxide into a liquid state so the dry ice transforms directly into a gas. One way to prove this concept is by observing dry ice when it is secured in an enclosed container. Initially the normal pressure allows the dry ice to transfer into a gas form. As this process occurs, pressure builds up because gas molecules move faster than solid particles. Therefore, the increased pressure allows the remaining dry ice to turn into a liquid state, no longer sublimating directly into a gas.
Reflection: Overall, this was a very fun project to start the year off. However, there is still a lot of room for improvement. First of all, it was challenging to come up with original ideas so most groups ended up repeating the same types of concepts. From this I learned that it would be helpful to do more in depth research prior to beginning the filming and to not be afraid to try more unique ideas. Another issue with project was the quality of the productions. Not only my group struggled with piecing together a movie that flowed well together. Most of the chemistry concepts needed distinct preparation beforehand so while editing the movie it was challenging to make the jump cuts not seem as dramatic. Since set up in between clips was required, it also seemed slightly off when the view of the scene changed because props like bubbles or a lighter magically appeared or disappeared. It starts zinc-ing.
Despite the slight rough patches, there were also positive points to this project. For example, each group was given a lot of freedom in exploring the chemistry concepts. If we had an idea, we could just talk to the teacher and check to see if there was supplies to achieve the effect. The lack of strict guidelines helped me learn that proper time management and maintaining realistic goals for deadlines is important. Another thing this project taught me was that organization is crucial. It was important to assign people to bring in materials so we were able to have all the props while filming. Also, it was important to have a clear idea of our project because we had to time the chemistry concepts to fit in with the corresponding parts of the movie. Since my group didn't use a black screen, we needed to directly use the effects in the scene of our movie. This required a structured idea and clear plot instead of just jumping into to film random parts.
Despite the slight rough patches, there were also positive points to this project. For example, each group was given a lot of freedom in exploring the chemistry concepts. If we had an idea, we could just talk to the teacher and check to see if there was supplies to achieve the effect. The lack of strict guidelines helped me learn that proper time management and maintaining realistic goals for deadlines is important. Another thing this project taught me was that organization is crucial. It was important to assign people to bring in materials so we were able to have all the props while filming. Also, it was important to have a clear idea of our project because we had to time the chemistry concepts to fit in with the corresponding parts of the movie. Since my group didn't use a black screen, we needed to directly use the effects in the scene of our movie. This required a structured idea and clear plot instead of just jumping into to film random parts.