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What Makes Ice Melt Faster?

What makes ice melt faster? Let’s investigate with a simple ice melting experiment that kids of varying ages can enjoy. Preschool science, kindergarten science, and elementary-age science can use ice experiments as part of a fun science curriculum for kids. We love simple science experiments for kids!

Ice Melting Experiments

Let’s get right to learning all about ice. Head to the kitchen, open the freezer, and be prepared to experiment with these different ice projects.

FREE PRINTABLE ICE MELTING WORKSHEETS!

PROJECT #1: What Makes Ice Melt Faster?

In this experiment, you will investigate what makes ice melt faster, by adding several different solids to your ice.

• Muffin tin, jars, or containers
• Various solids. You can start with salt and sugar, but also include different types of salt, baking soda, sand or dirt etc.
• Stopwatch or clock to determine the time of the experiment

MELTING ICE SET UP:

STEP 1: Add 4 to 5 ice cubes to 6 cupcake cups. Make sure the same amount of ice is in each one.

STEP 2:  Add 3 tablespoons of each solid to a separate container of ice. 

• Add 3 tablespoons of baking soda to cup #1.
• Add 3 tablespoons of salt to cup #2.
• Add 3 tablespoons of sand to cup #3.

Cup #4, cup #5 and cup #6 are your controls and will have nothing added to the ice.

STEP 3: Set the timer to check back on the ice cubes every 10 minutes over 1/2 hour and record your results. Then draw your conclusions.

What did you find caused the ice to melt fastest?

EXTENSION: Use a timer and record how long it took each material to melt the ice. Record the results. Try adding solids of your own choice and record that data too. Now, turn the data into a graph!

Why Does Salt Melt Ice?

It’s no surprise that adding salt made the ice melt fastest. Baking soda was second as it’s a type of salt and can lower the freezing point of water. However it is a powder. Sand did not do much! So why does salt melt ice?

Salt works to lower the freezing or melting point of water. The salt interferes with the ice crystals and by mixing with the liquid water on the melting ice it speeds up the melting process.

PROJECT #2: How Quickly Can You Melt Ice?

In this experiment, you will explore how quickly you can melt a pile of ice cubes! At what temperature does ice melt? Read on to learn more!

The challenge is to see how quickly you can melt the ice cubes. This can be done individually or in small groups. If you do choose to use the small group format, make sure to allow for a few minutes for the kids to brainstorm ideas together.

• Paper towels
• Optional: Salt, Cloth, Paper, Small Plastic Food Containers

EXPERIMENT SET UP:

STEP 1: Give each kiddo or group of kids the materials which include paper towels and a specific number of ice cubes on a plate.

STEP 2: Encourage the kids to use the materials to try and melt the ice quickly!

STEP 3: When the race is over (set a specific amount of time that works for you), ask groups to share the steps of their melting process. Discuss what worked and why? Also, discuss what you would do differently the next time!

EXTENSION: Use a timer and record how long it took each kiddo or group of kids to melt the ice. Record the results. Try two more times and record that data too. Now, turn the data into a graph!

At What Temperature Does Ice Melt?

At what temperature does ice melt? Water not only freezes at 0 degrees Celsius or 32 degrees Fahrenheit, but it also melts at the same temperature! This is why we call this temperature the FREEZING and MELTING point of water!

Freezing occurs at this temperature as heat is removed from the water to form ice crystals. In order to melt ice, you have to use heat energy. The heat energy first goes to break down the ice before it raises the temperature of the water.

Ice at the freezing point of water actually has less energy or heat in it than water at the same temperature!

Learn about the freezing point of water with our freezing water experiment .

More Ways to Melt Ice Cubes

There are many possible ways to melt ice. The simplest way is to just leave the ice to melt at room temperature. The heat energy in the warmer room works to break up the ice structure to turn it to water. We see this all the time with the ice cubes in our drink glasses or if we accidentally leave one out on the counter.

You could hold the ice cube in your hand (brrr, chilly) to speed up the melting process since your body is usually warmer than the room. To make it melt even faster this way, try rubbing your hands together really fast before holding the ice cube. Rubbing your hands together quickly creates friction, which adds more heat through an increased temperature!

Another way to generate more heat and a higher temperature is to rub the ice cube on a piece of cloth.

How about placing the ice cube on a dark piece of cloth or paper and placing it in sunlight? Dark colors retain heat from sunlight better than light colors, so you might feel hotter wearing a dark T-shirt in the middle of a hot summer day!

Finally, we know another way to melt ice quickly, which we discovered in the first experiment above, is with salt!

Click below to get your quick and easy scientific method sheets. 

PROJECT #3: How Do You Keep Ice From Melting?

In this third experiment, you will investigate how to keep ice from melting. Instead of seeing how fast ice melts, let’s try to keep it cool instead!

YOU MAY ALSO LIKE: Blubber Experiment

The challenge is to see how slowly you can keep the ice from melting by reducing the amount of heat or energy that surrounds the ice. This can also be done individually or in small groups. Remember, if you do choose to use the small group format, make sure to allow for time for the kids to brainstorm ideas together.

• Small zip-top bags
• Small plastic containers (as close to the same size as possible so they are uniform)

SUGGESTED ITEMS:

There are quite a few items that can be potentially used for this ice STEM challenge! Check out the recycling bin, junk drawer, garage, and more. This is also where our dollar store engineering kit comes in handy. You can use the items you have available for a budget-friendly STEM challenge.

• Aluminum foil
• Packing peanuts
• Cotton balls
• Styrofoam chunks
• Straw or hay
• Napkins or paper towels
• Wrapping paper or tissue paper
• Bubble wrap
• Plastic wrap
• Rubber bands

STEP 1: Brainstorm. What are the best materials available to keep the ice from melting?

STEP 2: Decide what materials or combination of materials you want to use to keep your ice cubes from melting by insulating them! Create one or more insulated containers to test your ideas. You can choose a specific amount of time for this portion of the project or split the STEM challenge up over several days.

STEP 3: When all the insulated containers are finished, place an ice cube in a small zip-top plastic bag and then place it in the insulated container. Make sure to put the lids on!

TIP: As a control, you will want to place a zip-top bag, with an ice cube into it, in a similar container that is not insulated. This control container is for comparison. By creating a control, you make it possible to determine whether the materials (variables) you chose are responsible for the outcome!

STEP 4: Place all the containers in a cool dry place away from a heat source or direct sunlight. No extra energy is needed here!

STEP 5: Check your containers every 10 minutes. Notice any differences Record your o0bservationsuntil all of the ice is completely melted. Make sure you do not handle the ice or remove the ice from the container while you make your observations.

Think about what materials worked best and why. How can you improve your results?

EXTENSION: Choose one thing to change (a variable) such as a smaller or larger container or a larger or smaller ice cube.

TALK ABOUT IT: A great discussion topic would be to talk about where insulation is used in our homes or in machines such as cars?

Quick Ice Science

Everyone knows that when you remove ice from the freezer, it will melt over time. However, most of us don’t think about why it happens. The air around the ice cubes is usually warmer than the ice and it causes the ice (solid) to change into water (liquid). States of matter too!

So, if you do not want the ice to melt, you need to keep the warm air (heat energy) away from the ice by using an insulating material. Some great insulators just for a hint are felt, newspaper, and wool. Insulation prevents the transfer of heat to the ice so the ice crystals stay icy and cold longer.

Insulation is also used to keep our houses warm in the winter in cold parts of the world by keeping the cold out! Additionally, insulation can keep the heat out of a house on a hot day too! Insulation can keep up comfortably when the temperature drops and when it rises!

More STEM Challenges to Try

Printable STEM Pack for Kids

80+ Doable Engineering Projects in one convenient pack!

• Full instructions with sample images
• Activity-specific instruction sheets
• Data Collection Sheets
• Questions for Reflection
• Architecture Building Cards: Try the tallest tower challenge
• Bridge Building Cards: Explore different types of bridges to build your own.
• Paper Chain STEM Challenge: Who can make the longest chain? Great icebreaker or quick challenge!
• 3 Little Pigs Architectural Pack: Design a house that won’t blow away!
• Great marshmallow challenge: A classic challenge kids love!
• Real-world STEM challenge lesson but don’t know where to start? Our easy-to-follow template shows the steps!
• What’s the difference between a scientist and an engineer?
• Crossword and word search with engineering vocabulary.
• Engineering vocabulary cards
• Design a one-of-a-kind invention and write about it with this 5-page activity!

• Pingback: 40+ Creative & Easy Ways to Play with Ice - HAPPY TODDLER PLAYTIME

I love your stuff! but why is it so wordy….taakes a lot of ink to print out even the simple stuff….just give list of ingredients……about 15 great ideas but didn’t print out one becasuse they were all 8 to 12 pages long

HI, an article like this is not meant to be printed which is why it’s not helpful to you. Our shop offers paid packs for download though.

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Melting Ice Science Experiment

 Jose A. Bernat Bacete / Getty Images

• Activities for Kids
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• Ph.D., Biomedical Sciences, University of Tennessee at Knoxville
• B.A., Physics and Mathematics, Hastings College

This is a fun, non-toxic project for kids of all ages, and the best part is you likely have everything you need at home. All you need is ice, salt, and food coloring.

You can use any type of salt for this project. Coarse salt, such as rock salt or sea salt , works great. Table salt is fine. Also, you could use other types of salt besides sodium chloride (NaCl). For example, Epsom salts are a good choice.

You don't have to color the project, but it's a lot of fun to use food coloring, watercolors, or any water-based paint. You can use liquids or powders, whichever you have handy.

• Food coloring (or watercolors or tempera paints)

Experiment Instructions

• Make ice. You can use ice cubes for this project, but it's nice to have larger pieces of ice for your experiment. Freeze water in shallow plastic containers such as disposable storage containers for sandwiches or leftovers. Only fill the containers part way to make relatively thin pieces of ice. The salt can melt holes all the way through thin pieces, making interesting ice tunnels.
• Keep the ice in the freezer until you are ready to experiment, then remove the blocks of ice and place them on a cookie sheet or in a shallow pan. If the ice doesn't want to come out, it's easy to remove ice from containers by running warm water around the bottom of the dish. Place the pieces of ice in a large pan or a cookie sheet. The ice will melt, so this keeps the project contained.
• Sprinkle salt onto the ice or make little salt piles on top of the pieces. Experiment.
• Dot the surface with coloring. The coloring doesn't color the frozen ice, but it follows the melting pattern . You'll be able to see channels, holes, and tunnels in the ice, plus it looks pretty.
• You can add more salt and coloring, or not. Explore however you like.

Clean Up Tips

This is a messy project. You can perform it outdoors or in a kitchen or bathroom. The coloring will stain hands, clothes, and surfaces. You can remove coloring from counters using a cleaner with bleach.

How It Works

Very young kids will like to explore and may not care too much about the science, but you can discuss erosion and the shapes formed by running water. The salt lowers the freezing point of water through a process called freezing point depression . The ice starts to melt, making liquid water. Salt dissolves in the water, adding ions that increase the temperature at which the water could re-freeze. As the ice melts, energy is drawn from the water, making it colder. Salt is used in ice cream makers for this reason. It makes the ice cream cold enough to freeze. Did you notice how the water feels colder than the ice cube? The ice exposed to the salty water melts faster than other ice, so holes and channels form.

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Science project, ice melting.

Have you ever watched an ice cube melt? The process of water contracting and expanding as it freezes and melts is a fascinating one. Perhaps you’ve noticed that the ice cubes in drinks melt faster if they are one shape rather than the other. Does it really make a difference what shape the ice cube is? The surface area of an ice cube takes on heat from the room, assuming the room is above freezing, and causes the ice to melt.  How can you make an ice cube melt faster? How can you make it melt more slowly?

Will the shape of an ice cube impact how fast the ice melts?

• Cube-shaped ice tray
• Crescent-shaped ice tray
• Rectangle-shaped ice tray
• 3 clear plastic cups
• Small clock with minute and second hands
• Measure 2 tablespoons of water into each ice tray. This will create 3 different types of ice cubes with the same amount of water, but different shapes. You may want to make extras so you can try different hypothesis.
• Place the ice trays in the freezer and allow water to freeze for several hours or overnight.
• Line up three clear plastic cups on the table or counter. They should be in a place where you can observe them easily.
• Remove the ice from the freezer and place one of each shape of ice cube into a plastic cup.
• Think about what you know about surface area. What do you think will happen if you create an ice cube that is flat and wide? Which ice cube shape do you think will melt the quickest? Write down your hypothesis, or what you think will happen during the experiment.
• Keep track of the ice in five minute increments. Jot down in a notebook how quickly each shape melts.
• Write down the time it takes each ice cube to melt completely.

The larger the surface area of the ice cube the more heat it absorbs, so the spherical ice cube will melt the slowest if it has the least surface area.

The shape of the rectangular ice cube is the flattest and has the most surface area. This means that heat will be absorbed over a larger area and thus the ice cube will melt faster. A crescent-shaped cube will melt the slowest.

The experiment proves that the amount of surface area makes the ice cube melt faster, but what if you tried different ways to melt the ice cubes? Repeat this experiment by trying techniques like melting the ice cubes in hot water. Seek an adult’s help when using hot water. Do you think the results will vary? Create a new hypothesis each time you try new techniques to melt the cubes and see if you are right in what you’ve guessed. Once you’re finished, you’ll be able to decide which ice cubes will keep your drinks cold the longest.

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Hands On As We Grow®

Hands on kids activities for hands on moms. Focusing on kids activities perfect for toddlers and preschoolers.

Ice Cube Melting Fun and Simple Science Experiment

Science Summer Grade School Kindergartners Preschoolers Experiment Ice Outdoor 10 Comments

This outdoor melting ice cubes science experiment is sure to engage your little scientists! Find out what makes ice melt faster on a hot summer day.

Your child may already be familiar with the fact that ice melts.

But with this science experiment twist, ice cube melting takes on a whole new look.

Check out these additional 30 Science Experiments for more science fun!

Supplies Needed For Ice Cube Melting Experiment:

• Ice Cubes (all the same size)
• Small Container
• Aluminum foil
• 1 Sheet of White paper
• 1 Piece of Dark paper
• A plastic bag or plastic wrap
• A piece of wood

The possibilities of items to use for the melting surface are endless! Just be sure the item is able to be outside, placed in the sun, and can get wet.

Here are 39 Fun Ways to Beat the Heat with Ice and Water!

So use what you have and you could even have your child pick a few surfaces as well.

The Options are Endless for This Ice Cube Melting Experiment!

• Grab a t-shirt
• a piece of a magazine
• tissue paper
• an old gift bag
• or even just place a piece of ice on the ground.

The key is having a variety so you can compare and discover what makes ice melt faster.

No-prep Needed For This Ice Cube Melting Experiment:

Grab your container full of ice and your surfaces, as you head outside to find a sunny spot.

We found the experiment worked best during direct sunlight, around noon for us.

Place each experiment surface on a flat area, like the sidewalk or patio.

You may find that it helps to place a heavy object on each surface to help hold it down.

Prediction Time:

Make predictions about which cube of ice will melt first. Discuss with your child the reasons behind their prediction.

Join in the fun too and make a prediction as well.

Then place an ice cube on each surface.

Time to See What Will Make Ice Melt Faster!

Finally: sit, observe, discuss, and enjoy the ice cube melting experiment process.

If your child needs to be a bit more busy while you wait:

• You can discuss why ice melts.
• Have them do an ice cube melting dance.
• They can draw/write their observations on a piece of paper or with chalk.
• Discuss the designs being made by the water (what does it look like?).
• You can have a timer running for your child to hold and observe.

This Ice, Water, Vapor Science Experiment is great to reference!

Which ice cube melted first?

With the surfaces that we used in our experiment, the ice cube melted the quickest on the dark piece of paper.

It took about fifteen minutes for the first one to melt.

But my kids insisted we watch until each ice cube melted, to see the second, third, fourth, and even the last one.

It took about twenty minutes for all five of our ice cubes to melt in our experiment. The last surface being the white piece of paper.

The science behind this outcome is called heat soak or thermal absorption.

The idea is that the surface which absorbs the most heat will get hotter in a shorter amount of time. Therefore it will melt the ice the quickest.

A darker surface will absorb more heat than a lighter surface.

Adding a Bit More:

If you have an older child or just want to add a bit more to the ice cube melting experiment:

• You could view a timer and record the time it took each cube to melt.
• Have your child order the quickest surface to the longest surface.
• Encourage your child to draw the progression of the melting process.
• Discuss the different phases of water and/or the chemical formula.

For a little help understanding Heat in Physics take a peak at Ducksters education site for kids. Great for those inquisitive little science minds.

You may find that your little scientist is so intrigued that they want to do it again. So go and grab more surfaces for a second ice cube melting experiment.

Repeat or expand this experiment as much as you want to!

What are some other science experiments that your child loves?

Please share in the comments below.

About Alisha Warth

I have raised my children doing activities with them. As a homeschool mom, I am always looking for ways to make our learning fun. I'm honored to be able to contribute my ideas to the awesome site that is Hands On As We Grow.

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Reader Interactions

10 comments.

Vanessa says

April 19, 2021 at 1:35 pm

Thanks for sharing! I like that there are ways to modify so it can be thought provoking for every age!

Suzanne says

April 19, 2021 at 1:33 pm

This looks so fun! What a great way to teach a simple concept in the summertime!

Niktiknik says

November 16, 2020 at 8:21 pm

Great ideas!

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July 24, 2014

What Makes Ice Melt Fastest?

A chemistry challenge from Science Buddies

By Science Buddies

Key concepts Water Ice Chemistry Solutions Phases of matter   Introduction Do you sometimes dump ice cubes into a drink to help keep cool on a hot summer day? Have you ever watched the ice cubes melt and wondered how you could make them melt more slowly—or even faster? In this science activity you will get to try some different, common household substances to try and answer this question: What will help a solid ice cube turn into a liquid puddle the fastest?   Background Temperature isn't the only thing that affects how a liquid freezes—and melts. If you've ever made homemade ice cream the old-fashioned way using a hand-crank machine, you probably know that you need ice and salt to freeze the cream mixture. Similarly, if you live in a cold climate, you've probably seen the trucks that salt and sand the streets after a snowfall to prevent ice from building up on the roads. In both of these instances salt is lowering the freezing point of water, which means that the water needs to be colder to turn from liquid into ice. For the ice cream maker, the temperature of the ice–salt mixture can get much lower than if just using normal ice, and this makes it possible to freeze the ice cream mixture. For the salt spread on streets, lowering the freezing point means that ice can melt even when the outdoor temperature is below water’s freezing point. Both of these events demonstrate “freezing point depression.”   Salt mixed with water is an example of a chemical solution. In a solution there is a solute (salt in this example) that gets dissolved in a solvent (water in this case). When other substances are mixed with water they may also lower its freezing point. In this science activity you'll investigate how salt, sand and sugar affect water's freezing point.   Materials

Four ice cubes (They should all be the same size and shape.)

Four drinking glasses (They should all be identical.)

One-quarter teaspoon measuring spoon

  Preparation

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Prepare (or purchase) some ice cubes if you do not have any ready. They should all be the same size and shape.

Into each drinking glass place one ice cube. Make sure the ice cube is oriented the same way in each glass. (Tip: If you are using ice cubes from a tray, it helps to let the tray sit at room temperature for about five minutes so that the ice cubes more easily come out of the tray cups and do not break into pieces.)

Carefully sprinkle one-quarter teaspoon (tsp.) of salt over the ice cube in one drinking glass. Then sprinkle one-quarter tsp. of sugar over the cube in another glass and one-quarter tsp. of sand over the ice in the third. Do not sprinkle anything over the ice cube in the fourth glass. (It will be your control.) How do you think the salt, sugar and sand will affect how quickly the ice cubes melt?

Set the drinking glasses aside somewhere indoors, out of direct sunlight.

Watch the ice cubes over time, checking on them every five to 10 minutes. After around 30 minutes, which cube has melted the most? Which is the first one to melt completely? Which is the last?

Overall, how do you think added salt, sugar or sand affects how quickly the ice melts? Can you explain why this might be?

Extra: You could try this activity at different temperatures, such as in the refrigerator or outside on a hot day. How does adding salt, sugar or sand to the cubes affect how quickly they melt when exposed to a hotter or colder environment?

Extra: In this activity you used one-quarter tsp. of each substance, but you could try adding more or less. Does the melting rate depend on the amount of the substance added?

Extra: Identify some other substances to test on the ice cubes. Do other substances help melt the cubes more quickly or do they end up melting more slowly?

 [break] Observations and results Did the ice cube sprinkled with table salt melt the fastest?   In this activity you tried adding salt, sugar or sand to ice to see whether the substance would help melt the ice. In other words, you wanted to test whether these substances could demonstrate freezing point depression, or the lowering of the ice's freezing point so that it melted into a liquid at a lower temperature than normal. You should have seen that the ice cube with salt sprinkled on it melted faster than any of the other cubes. This is because the amount by which the freezing point is lowered depends on the number of molecules dissolved, but not their chemical nature. (This is an example of what's called a "colligative property.") In the same volume there are more molecules of salt than there are of sugar or sand because the chemical components that make up the salt are much smaller than the sugar or sand.   Cleanup Be sure not to pour the sand down a sink drain or garbage disposal! Instead, throw out the damp sand outside or in a trash can.   More to explore Salt and Icy Roads , from Science Kids How Does Salt Melt Ice and Snow? , from Highlights What Makes Ice Melt Fastest? , from Science Buddies Make Ice Cream in a Bag , from Science Buddies

This activity brought to you in partnership with Science Buddies

18 Supercool Science Experiments with Ice

• July 25, 2020
• Science Experiments

Today, we are going to investigate something which is most familiar with our children i.e. ‘ICE’.

Ice can reveal many fundamentals of scientific principles through some simple and easy science experiments.

The main purpose of investigating these ice science activities is to explore the properties of solid, liquid, and gas at a time since ice can be altered to any form which makes learning properties of ice easy and hands-on.

Ice Science Experiments

So, hurry up to grab a tray of ice and chill out with our best collection of ice activities.

1. Glow in the Dark Ice Cubes Science Activity

Spice up your Halloween parties or events with simple and amazing science activity at your home!!

Glow the ice cubes in a bowl like a magic trick and amaze your family and friends!

The speciality of this science activity is sensory and edible science activity. Hurry up to light up your party night. Click here to get the details: Glow in the Dark Ice Cubes Science Activity

2. Lego Ice Excavation Science Experiment

Here is another easy, fun, and messy free science activity that will definitely bring a serious WOW expression on your kid’s face.

A great opportunity to learn about capacity and volumes for the kids while having great fun too.

Click on Lego Ice Excavation Science Experiment to know how to set up an ice excavation.

3. Instant Ice: Winter Science Experiment for Kids

Creating instant ice is more like a magic and fascinating for kids.

Even preschoolers enjoy watching magical outcome of the experiment!

Get the more details of this super cool experiment here Instant Ice: Winter Science Experiment for Kids.

4. Overflowing Ice Cube Experiment

Enjoy awesome hands-on science project that help kids learn about what really happens when an ice cube is added to a glass full of water.

Kids are able to watch and observe the intriguing results. Best demonstration to learn about density of water in hands-on way!

Does the water overflow or remain same when an ice cube is added to a glass full of water? Find out here Overflowing Ice Cube Experiment

5. Don’t Melt the Ice! Science Experiment for Kids

Keeping an ice cube from melting let kids learn about states of matter, heat properties, and which type of materials conduct good heat.

Kids feel more excited about how long they can keep an ice cube from melting with just some supplies around the home.

Click on Don’t Melt the Ice! Science Experiment for Kids

6. Ice Melt Faster Science Experiment

Looking for a great science fair project using ice!? Here is a spectacular science activity that works great as a science fair project allowing kids of 5-7 grades to present and explain their findings to the audience.

Want to know in which variable the ice cube melts faster? Click on Ice Melt Faster Science Experiment

7. Sticky Ice Science Experiment

Little magical experiment for 3-8 grades children challenging to lift an ice cube using only two ingredients!

Kids can challenge their friends to get the ice out of the bowl without getting their hands wet. Keeps children engaged and entertaining for hours!

Find the instructions step-by-step here: Sticky Ice Science Experiment

8. Fizzy Ice Sensory and Science Experiment

Spectacular science activity, easy to do with simple household items offers a great visual demonstration for pre-schoolers and older children about the physical properties of ice and water.

Enjoy the fizzy ice science experiment by manipulating the ice and water through hands-on.

What makes an ice cube fizzy and what is that magical trick behind it? Let us learn here: Fizzy Ice Sensory and Science Experiment

9. Make Ice Grow Science Experiment

Learning is a process of investigations and explorations! Children participating in this simple activity demonstrates this process of learning hands-on.

Click on Make Ice Grow Science Experiment

  10. Painting on Ice Science Experiment

Make your kids super creative making their painting activities super fun and creative with this super cool science activity!

An awesome fun craft idea, a great indoor activity, and a fantastic sensory activity that is perfect for toddlers and pre-schoolers.

Want to know more about this creative art activity!? Read on: Painting on Ice Science Experiment

11. Spider Ice Melt Science Activity for Kids

If you are searching for a fun Halloween Science activity that will cool your bore-domed children, you have to try this awesome spider ice melt science experiment.

You can set up this activity in just few minutes with an easy spider theme along with a playful Halloween fun twist.

Spider Ice Melt Science Activit y for Kids

12. Frozen Baking Soda Ice Cubes Science Experiment

Frozen baking soda ice cubes are fun and brilliant idea to learn about the basic properties and its reaction of baking soda.

Hands-on experiment, easy to do, and messy free. Kid-friendly science activity perfect for a hot summer day!

Click on Frozen Baking Soda Ice Cubes Science Experiment to learn more.

13. Freezing and Melting Objects in Ice Science Experiment

Freezing and melting of ice happens at certain temperature changes and how long an ice can hold an object from freezing and melting!?

A great visual demonstration for the kids of all ages to learn about temperature changes and its impact on ice.

Start off with this wonderful experiment by learning the simple instructions step-by-step: Freezing and Melting Objects in Ice Science Experiment

14. Ice Water Vapor Science Experiment

Here is an excellent visual activity that demonstrates the basic principles of water vapour, water, and ice.

Get the more details about the experiment here: Ice Water Vapor Science Experiment

15. Hot Ice Science Experiment

Introduce kids to the idea of critical thinking and making predictions i.e. thoughtful guesswork about the end result of the experiment.

Amaze your kids with the magical tower built up using 2-3 ingredients in your own kitchen. Wonderful pre-school science experiment to watch and understand the simple science behind the outcome.

Check out the instructions here Hot Ice Science Experiment

16. Grow Your Own Ice Spikes Science Experiment

Great activity to grow ice crystals. Add some food color to make it interesting.

Read the complete instructions here: Grow Your Own Ice Spikes Science Experiment

17. Ice Cream in a Bag Science Experiment

Delicious science activity that you can do all year along whenever you wish. Great demonstration to learn about exothermic chemical reactions .

Want to know how this simple science activity works: Click on Ice Cream in a Bag Science Experiment

18. Rainbow Melting Ice Science Experiment

Rainbows are colorful and are great for playful pre-school theme!

Turn your kids boring playtime into a beautiful art science activity using vibrant and attractive colors. Kids will really enjoy this super cool activity.

Get the instructions: Rainbow Melting Ice Science Experiment

Cool the hot summer with these creative and unique science experiments in educational and fun way! All the experiments are simple, classic and the outcome is magic like! Give it a try and have a blast with these super fun science activities.  

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Does an ice cube melt faster in freshwater or saltwater?

May 22, 2024 By Emma Vanstone 1 Comment

This simple science demonstration uses only a few basic materials but demonstrates several scientific concepts and looks super impressive. Showing children the end result first is a great way to get them to start questioning and thinking about what’s happening and why.

There are two different things children can observe with this activity.

• How fast the ice cube melts in each glass.
• What happens to the ice cube water as it melts?

Adding salt to water increases its density. This means the melted water from the ice cube should sit on top of the salty water, as the water without salt has a lower density.

If you’ve ever made ice cream in a bag , you know that salt lowers the freezing point of water, so you might expect the salty water to melt the ice cube faster, but in our case, this didn’t happen.

Does ice melt faster in freshwater or saltwater?

You’ll need.

Two tall glasses

Ice cube tray

Food colouring

Instructions

Fill two segments of an ice cube tray with water and food colouring and place in a freezer until frozen.

Fill each glass to about 3 cm from the top with room temperature water.

Add two tablespoons of salt to one glass and stir until the salt has dissolved and the water is clear.

Place one ice cube into each glass and watch what happens.

You can see that in the glass containing salt, the ice cube melted more slowly, and the water from the melted ice cube mostly stayed near the top of the glass.

This is because the salty water underneath is denser than the ice cube water and food colouring, so the ice cube water sits on top of the salty water.

We expected the ice cube to melt faster in the salty water, but this didn’t happen. However, we noticed that the coloured water mixed with the freshwater quickly, forming a convection current. The cooler ice cube water sank to the bottom, and the warmer, less dense water rose up, creating a small current as the ice melted. This didn’t happen in the salty water. Some of the coloured ice cube water did sink, but it mostly stayed on the top, so it wasn’t warmed as much as the ice cube in the fresh water.

Extra Challenges

Repeat the activity using containers with one tablespoon of salt, two tablespoons of salt, three tablespoons of salt, and no salt.

Set children a challenge to work out which glass of water contains the most salt from four containers, each containing different amounts of dissolved salt.

More salt experiments

Use the cooling power of salt to chill a warm drink quickly !

Discover how salt melts snow .

Learn more about density with a salt lava lamp .

Find out about evaporation by making coloured salt crystals .

Science concepts

Heat Transfer

Last Updated on May 22, 2024 by Emma Vanstone

Safety Notice

Science Sparks ( Wild Sparks Enterprises Ltd ) are not liable for the actions of activity of any person who uses the information in this resource or in any of the suggested further resources. Science Sparks assume no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources.

These activities are designed to be carried out by children working with a parent, guardian or other appropriate adult. The adult involved is fully responsible for ensuring that the activities are carried out safely.

Reader Interactions

May 23, 2024 at 9:14 am

Thanks Emma. Really enjoying your suggestions.

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Adventures in Oceanography and Teaching

Dr. mirjam s. glessmer, experiment: ice cubes melting in fresh water and salt water.

Explore how melting of ice cubes floating in water is influenced by the salinity of the water. Important oceanographic concepts like density and density driven currents are visualized and can be discussed on the basis of this experiment.

This hands-on experiment is suited for many different audiences and can be used to achieve a wealth of different learning goals. Audience ranges from first-graders over undergraduates in physical oceanography to outreach activities with the general public. Depending on the audience, this activity can be embedded in very different contexts: For children, either in their physics teaching to motivate learning about concepts like density, or in the context of learning about the climate system and ocean circulation. For college/university students the activity can either be used in physics teaching to get a different view on density; in oceanography/Earth science to talk about ocean circulation and processes that are important there; to motivate the scientific process; or to practice writing lab reports (you can be sure that students will at some point be tasting the water to make sure they didn’t accidentally swap the salt water and fresh water cup – a great teachable moment for a) Never putting anything in your mouth in a laboratory setting, and b) Always documenting exactly what you are doing because stuff that you think you will definitely remember obviously isn’t remembered that clearly after all). For the general public, this is typically a stand-alone activity.

Skills and concepts that students must have mastered

It helps if the concept of density is known, but the experiment can also be used to introduce or deepen the understanding of the concept.

How the activity is situated in the course

I use this activity in different ways: a) as a simple in-class experiment that we use to discuss the scientific method, as well as what needs to be noted in lab journals and what makes a good lab report, or density-driven circulation; b) to engage non-majors or the general public in thinking about ocean circulation, what drives ocean currents, … in one-off presentations.

Content/concepts goals for this activity

Students learn about concepts that are important not only in physical oceanography, but in any physical or Earth science: density in general; density of water in particular, depending on the water’s temperature and salinity; how differences in density can drive currents both in the model and in the world ocean; how different processes acting at the same time can lead to unexpected results; how to model large scale processes in a simple experiment. After finishing the activity, they can formulate testable hypotheses, are able to reason based on density how a flow field will develop and they can compare the situations in the cups to the “real” ocean.

Higher order thinking skills goals for this activity

Students learn about and practice the use of the scientific method: formulation of hypotheses, testing, evaluating and reformulating.

Other skills goals for this activity

Students practice writing lab reports, making observations, working in groups.

Description and Teaching Materials

(per group of 2-4 students):

• 1 clear plastic cup filled with room-temperature salt water (35psu or higher, i.e. 7 or more tea spoons of table salt per liter water), marked as salt water (optional)
• 1 clear plastic cup filled with room-temperature fresh water, marked as fresh water (optional)
• 2 ice cubes
• liquid food dye either in drop bottle, with a pipette or with a straw as plunging syphon

Description

Before the experiment is started, students are asked to make a prediction which ice cube will melt faster, the one in salt water or the one in fresh water. Students discuss within their groups and commit to one hypothesis. Students then place the ice cubes into the cups and start a stop watch/note the time. Students observe one of the ice cube melting faster than the other one. When it becomes obvious that one is indeed melting faster, a drop of food dye can be added on each of the ice cubes to color the melt water. Students take the time until each of the ice cubes has melted completely.

The ice cube in the cup containing the fresh water will melt faster, because the (fresh) melt water is colder than the room-temperature fresh water in the cup. Hence its density is higher and it sinks to the bottom of the cup, being replaced by warmer waters at the ice cube. In contrast, the cold and fresh melt water in the salt water cup is less dense than the salt water, hence it forms a layer on top of the salt water and doesn’t induce a circulation like the one in the fresh water cup. The circulation is clearly visible as soon as the food dye is added: While in the freshwater case the whole water column changes color, only a thin meltwater layer on top of the salt water is colored (for clarification, see images in the presentation below)

Teaching Notes and Tips

Students usually assume that the ice cube in salt water will melt faster than the one in fresh water, “because salt is used to de-ice streets in winter”. Have students explicitly state their hypothesis (“the one in salt water will melt faster!”), so when they measure the time it takes the ice cubes to melt, they realize that their experiment does not support their hypothesis and start discussing why that is the case. ( Elicit the misconception, so it can be confronted and resolved! )

My experience with this experiment is that all groups behave very consistently:

• At least 80% of your audience will be very sure that the ice cube in salt water will melt faster than the one in fresh water. The other 20% will give the correct hypothesis, but only because they expect a trick question, and they will most likely not be able to come up with an explanation.
• You can be 100% sure that at least in one group, someone will say “oh wait, which was the salt water again?” which hands you on a plate the opportunity to say “see — this is a great experiment to use when talking about why we need to write good documentations already while we are doing the experiment!”
• You can also be 100% sure that in that group, someone will taste the water to make sure they know which cup contains the salt water. Which lets you say your “see — perfect experiment to talk about lab safety stuff! Never ever put things in your mouth in a lab!”
• At  EMSEA14 , people asked  what would happen if the ice cubes were held at the bottom of the beaker .
• At a workshop on inquiry-based learning, people asked what the dye would do if there was no ice in the cups, just salt water and fresh water. Perfect opportunity to say “try! Then you’ll know! And btw — isn’t this experiment perfect to inspire the spirit of research (or however you would say that in English – “Forschergeist” is what I mean!). This is what you see in the pictures in this blogpost.

It is always a good idea to have plenty of spare ice cubes and salt/fresh water at room temperature ready so people can run the experiment again if they decide to either focus on something they didn’t observe well enough the first time round, or try a modified experiment like the ones described above.

A reviewer of this activity asked how easily students overcome the idea that water in the cup has to have just one temperature. In my experience this is not an issue at all – students keep “pointing” and thereby touching the cups, and in the thin-walled plastic cups I typically use the temperature gradient between “cold” melt water and “warm” salt water is easily felt. The (careful!) touching of the cups can also be explicitly encouraged.

Different ways to use this experiment

This experiment can be used in many different ways depending on the audience you are working with.

• Demonstration : If you want to show this experiment rather than having students conduct it themselves, using colored ice cubes is the way to go ( see experiment here ). The dye focuses the observer’s attention on the melt water and makes it much easier to observe the experiment from a distance, on a screen or via a projector. Dying the ice cubes makes understanding much easier, but it also diminishes the feeling of exploration a lot – there is no mystery involved any more. And remember in order for demonstrations to increase the learning outcome , they need to be embedded in a larger didactical setting, including forming of hypotheses before the experiment is run and debriefing afterwards.
• Structured activity : For an audience with little knowledge about physics, you might want to start with a very structured activity, much like the one described above. Students are handed (non-colored) ice cubes, cups with salt water and fresh water and are asked to make a prediction about which of the ice cubes is going to melt faster. Students test their hypothesis, find the results of the experiment in support with it or not, and we discuss. This is how I usually use this experiment in class ( see discussion here ).The advantage of using this approach is that students have clear instructions that they can easily follow. Depending on how observant the group is, instructions can be very detailed (“Start the stop watch when you put the ice cubes in the water. Write down the time when the first ice cube has melted completely, and which of the ice cubes it was. Write down the time when the second ice cube has melted completely. …”) or more open (“observe the ice cubes melting”).
• Problem-solving activity : Depending on your goals with this experiment, you could also consider making it a problem-solving activity: You would hand out the materials and ask the students to design an experiment to figure out which of the cups contains fresh water and which salt water (no tasting, of course!). This is a very nice exercise and students learn a lot from designing the experiment themselves .
• Open-ended investigation : In this case, students are handed the materials, knowing which cup contains fresh and salt water. But instead of being asked a specific question, they are told to use the materials to learn as much as they can about salt water, fresh water, temperature and density.As with the problem-solving exercise, this is a very time-intensive undertaking that does not seem feasible in the framework we are operating in. Also it is hard to predict what kind of experiments the students will come up with, and if they will learn what you want them to learn. On the other hand, students typically learn much more because they are free to explore and not bound by a specific instruction from you, so maybe give it a try?
• Problem-based learning : This experiment is also very well suited in a Problem-Based Learning setting, both to work on the experiment itself or, as we did, to have instructors experience how problem-based learning works so they can use it in their own teaching later. Find a suggested case and a description of our experiences with it  here.
• Inquiry-based learning : Similarly as with Problem-Based Learning, this experiment can be used to let future instructors experience the method of inquiry-based learning  from a student perspective. For my audience, people teaching in STEM, this is a nice case since it is close enough to their topics so they can easily make the transfer from this case to their own teaching, yet obscure enough that they really are learners in the situation.

Pro tip: If you are not quite sure how well your students will be able to cope with this experiment, prepare ice cubes dyed with food coloring and use them in a demonstration if students need more help seeing what is going on, or even let students work with colored ice cubes right from the start. If ice cubes and hence melt water are dyed right away, it becomes a lot easier to observe and deduct what is happening. Feel free to bring the photos or time lapse movie below as a backup, too!

Dyed ice cubes about to be put into fresh water (left) and salt water (right)

When the ice cubes start melting, it becomes very clear that they do so in different manners. In the left cup, the cold meltwater from the ice cube is denser than the lukewarm water in the cup. Hence it sinks to the bottom of the beaker and the water surrounding the ice cube is replaced by warmer water. On the right side, the lukewarm salt water is denser than the cold melt water, hence the cold meltwater floats on top, surrounding the ice cube which therefore melts more slowly than the one in the other cup.

The ice cube in the fresh water cup (left) is almost completely gone and the water column is fairly mixed with melt water having sunk to the bottom of the beaker. The ice cube in the salt water cup (right) is still a lot bigger and a clear stratification is visible with the dyed meltwater on top of the salt water.

And here a time-lapse movie of the experiment.

Another way to look at the experiment: With a thermal imaging camera!

Cold (dark purple) ice cubes held by warm (white-ish) fingers over room-temperature (orange) cups with water

After a while, both cups show very different temperature distributions. The left one is still room temperature(-ish) on top and very cold at the bottom. The other one is very cold on top and warmer below.

When you look in from the top, you see that in the left cup the ice has completely melted (and the melt water sunk to the bottom), whereas in the right cup there is still ice floating on top.

Depending on the audience I use this experiment with, the learning goals are very different. Therefore, no one assessment strategy can be used for all different applications. Below, I am giving examples of what are possible ways to assess specific learning goals:

– Students apply the scientific process correctly: Look at how hypotheses are stated (“salt melts ice” is not a testable hypothesis, “similar-sized ice cubes will melt faster in salt water than in fresh water of the same temperature” is).

– Students are able to determine what kind of density-driven circulation will develop: Suggest modifications to the experiment (e.g. ice cubes are made from salt water, or ice cubes are held at the bottom of the cups while melting) and ask students to predict what the developing circulation will look like.

– Students can make the transfer from the flow field in the cup to the general ocean circulation: Let students compare the situation in the cup with different oceanic regions (the high Arctic, the Nordic Seas, …) and argue for which of those regions displays a similar circulation or what the differences are (in terms of salinity, temperature, and their influence on density).

In general, while students run the experiment, I walk around and listen to discussions or ask questions if students aren’t already discussing. Talking to students it becomes clear very quickly whether they understand the concept or not. Asking them to draw “what is happening in the cup” is a very useful indicator of how much they understand what is going on. If they draw something close to what is shown on slide 28 of the attached slide show, they have grasped the main points.

Don’t worry, it is totally feasible to bring all the equipment you need with you to run the experiment anywhere you want. This is what we brought to EMSEA14 to run the workshop three times with 40 participants each:

What we brought to EMSEA14 to run workshops on the ice cubes melting in fresh and salt water experiment

In one big grocery bag:

• 4 ice cube trays
• 4 ice cube bags (backup)
• 2 thermos flasks (to store ice cubes)
• 1 insulating carrier bag (left)
• 4 empty 1.5l water bottles to mix & store salt water in
• 1 tea spoon for measuring salt
• 500g table salt
• 21 clear plastic cups for experiments
• 10 clear plastic cups to hand out ice cubes in
• 11 straws (as pipettes)
• 1 flask of food dye
• 11 little cups with lids to hand out food dye in
• nerves of steel (not shown :-))

And if you are my friend, you might also get the “ice cube special” — a pink bucket with all you will ever need to run the experiment! Below is what the ice cube experiment kit looks like that I made for Marisa, with labels and everything…

An “ice cube experiment” kit that I made for a friend. Want one, too?

References and Resources

This activity has been discussed before, for example here:

• http://www.lawrencehallofscience.org/comsci/pdfs/2_Teaching_and_Learning.pdf
• http://www.usc.edu/org/cosee-west/glaciers/Ice_Cube_ExptFINAL.pdf
• http://www.cesn.org/cosee_CD/web/activity/Melting_Ice.pdf

I have also written about it a lot on my blog, see posts tagged “ melting ice cubes experiment “.

P.S.: This text originally appeared on my website as a page. Due to upcoming restructuring of this website, I am reposting it as a blog post. This is the original version last modified on November 4th, 2015.

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12 thoughts on “ experiment: ice cubes melting in fresh water and salt water ”.

Pingback: Sea ice formation, brine release, or: What ice cubes can tell you about your freezer | Mirjam S. Glessmer

These are great ideas, too many people reach for the salt when they don’t need it.

Pingback: Melting ice cubes experiment published in kids’ journal Frontiers Young Minds | Dr. Mirjam S. Glessmer

Pingback: What’s #kitchenoceanography all about? | Dr. Mirjam S. Glessmer

Pingback: Fresh water or salt water? – Elin Darelius & team's scientific adventures

Pingback: On melting ice cubes and molecular diffusion of heat - Dr. Mirjam S. Glessmer

Pingback: #KitchenOceanography as #FieldWorkFix - Adventures in Oceanography and Teaching

Pingback: #KitchenOceanography: Bringing physical oceanography into students’ homes – Elin Darelius & team's scientific adventures

Pingback: #KitchenOceanography: Bringing physical oceanography into students’ homes - Animal's Life

Pingback: #KitchenOceanography: Bringing physical oceanography into students’ homes – Elin Darelius & Team

Pingback: Fresh water or salt water? – Elin Darelius & Team

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1. Think about ice

2. make a prediction, 3. set up your experiment, 4. begin your observations, 5. draw a conclusion, 6. explore more.

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How Melting Ice Causes Sea Level Rise

You might have heard that melting ice contributes to sea level rise. But it makes a difference whether that melting ice is on land or in the sea.

Make a prediction about what each type of ice will do to the level of water in a container. Then build a model to compare what you predicted to what you observe.

Watch the Tutorial

See below for materials and step-by-step instructions. For more video tutorials and activities like this one, visit Learning Space .

Watch en Español : Seleccione subtítulos en Español bajo el ícono de configuración.

In this episode of Learning Space, you'll do an experiment to see how the melting of land ice and sea ice contributes to global sea level rise. | Watch on YouTube

Two identical, clear plastic containers (about 6 inches by 6 inches)

Clay, play dough ( download recipe ) OR small rocks (enough to create a 1-2 inch high surface that fills about a quarter of each container)

Tray of ice cubes

Piece of paper OR data sheet – Download PDF

(Optional) permanent marker

*Don’t worry if you don’t have all of the materials. Get creative and substitute materials with what you have! It’s all part of the design process.

Consider where on Earth ice naturally occurs. Make a list of a few places where you might find ice in nature, and sort it into two categories: ice that is on land and ice that is in the sea.

On the data sheet or a blank piece of paper, write down your prediction for which type of ice – land ice or sea ice – contributes more to sea level rise.

• Press equal amounts of clay into one side of both plastic containers, making a smooth, flat surface representing land rising out of the ocean. If you don’t have clay, try using some rocks to create a “land” surface on which you can place several ice cubes.
• In one container, place as many ice cubes as possible on the flat clay or rock surface. This represents land ice.
• In the other container, place the same number of ice cubes on the bottom of the container, next to the clay. This represents sea ice.
• Pour cold water into the sea-ice container until the ice floats. Be sure no ice is resting on the bottom of the container and that the water isn't higher than the land level.
• Without disturbing the ice cubes, pour water into the land-ice container until the water level is about equal to the water level in the sea-ice container.

• Using the ruler, measure the water level (in millimeters) in each container and record the data on your data sheet or piece of paper.
• You can mark the water level with a marker on the outside of the container, but remember the ink might not come off. Another way to mark the water level is to make a line in the clay using a pencil or other object.
• At regular intervals – maybe every minute or five minutes – measure the water level in each container again and record it on the data sheet. Compare the water level with the marked line on the side of the container or in the clay. Allow the ice in both tubs to melt completely.
• Use the measurements recorded on the data sheet to create a line graph representing the water level in each tub. You can do this using paper or on a computer with spreadsheet software.

Think about what your observations mean for melting ice around the planet and how it contributes to sea level rise. Try to answer these questions:

• In which container did the water level rise more?
• How does this compare to your prediction?
• Why do you think this occurred?
• Does the melting of Earth’s glaciers on land contribute to sea level rise?
• How about the melting of icebergs at sea?

About the image: The graph above shows global sea level rise as measured by Earth satellites from 1993 through 2020. See the latest trends and explore more vital signs on the NASA Climate website. 

Visit some of these websites to learn more about sea level rise and climate change:

• NASA Climate Kids
• NASA Climate website
• NASA Sea Level Rise website
• Sea Level Rise infographic

Explore the natural world through science and sustainability

How Does Salt Affect Ice? A Simple Science Experiment

Looking for a way to explain to your learners why salt is utilized to combat icy roadways and sidewalks? Check out this simple science experiment to demonstrate how salt affects the freezing point of water and how the over-utilization of salt can be harmful to the environment.

Every winter before a storm, large trucks rumble down the road through my neighborhood, spreading salt crystals over the pavement. My six-year-old was curious about why these trucks appeared before a storm and so I decided to not only tell him but to show him, with a simple science experiment.

The Simple Science of Water and Salt

To provide my kids with a bit of background information, I broke out my chemistry modeling set and gave them a brief description of what’s happening at the molecular level.

Water is a molecule that is made up of two elements: hydrogen and oxygen. Water, also written as H 2 O, freezes at 0℃ or 32℉. However, when a compound like sodium chloride, NaCl, what we commonly refer to as salt, is dissolved in water, something interesting happens. The salt compound breaks apart into sodium and chlorine ions and prevents the water molecules from bonding together at their normal freezing point of 0℃ or 32℉. The addition of salt actually lowers the freezing point of water! 

When this occurs, we can’t actually see the sodium and chlorine ions at work, as they are way too small for our eyes to observe. What we do notice is that, when salt is applied to ice, the ice begins to melt. This is because the composition of water is no longer plain H 2 O; it now has sodium and chlorine ions floating around in it, causing the freezing point to decrease.

How’s that for some snazzy science?

Making the Science of Salt and Water Visible

In order to visualize the concept of salt lowering the freezing point of water, I gathered a few simple supplies from my kitchen and got to work. This experiment took approximately 30 minutes for my kids to complete from start to finish, with additional time to discuss the environmental implications of adding salt to icy roadways.

Materials Needed for the Science Experiment

To demonstrate how salt affects the freezing point of water, you’ll need the following materials:

• 2 Ice cubes
• Table salt*
• Timer or Clock

*You can use either fine or coarse table salt for this experiment. I chose to use both to demonstrate the difference in melting time for each option. If you want to test both salt types as well, you will need 3 ice cubes and 3 bowls.

Make Predictions to Practice Critical Thinking Skills

To engage your learners in critical thinking (and to add an extra layer of fun to the science experiment!) have them make the following predictions prior to conducting the experiment:

• Which ice cube will melt the fastest?
• How much time will it take for the plain ice cube to melt?
• How much time will it take for the salty ice cube to melt?

Not only do these questions get students thinking about the experiment, but they also allow them to make mathematical comparisons to the results, engaging the “M” in STEM! Have your learners record their predictions in a table, like the one shown below. 

Title: What Effect Does Salt Have on Ice?

I’ll explain more about teaching students how to collect data in an organized manner in the data collection portion of this post.

Most importantly, this is a fun activity to get your kids thinking and making hypotheses. Most children are afraid of being “wrong”; this activity teaches them that being wrong is part of the fun! Taking educated guesses is what drives science forward because when we realize our answer is wrong, we can confidently move forward in the right direction! Try to foster the idea that it’s not the “right” or “wrong” answer that’s important, but rather the learning that happens as a result of the experiment.

Instructions to Conduct the Salty Ice Experiment

Follow these step-by-step instructions to visualize the effect salt has on the ice.

• Set the bowls on a level surface.
• Place an ice cube in each bowl.
• Label the first bowl as your control. This bowl will only contain an ice cube.
• Label the second bowl as your variable. 
• Into the second bowl, pour one teaspoon of table salt on top of the ice cube.
• Record the time or start a stopwatch
• Observe the difference in the time it takes for the two ice cubes to melt.

If you have chosen to test the effect that both fine and coarse table salt have on the ice cubes, add a step to the instructions, applying one teaspoon of the additional salt to a third ice cube.

The temperature of the surrounding air will affect the rate at which both ice cubes melt. You want to specifically focus on the difference in time between the melting rates of the ice cubes.

Simple Data Collection for the Science Experiment

This is a great activity to introduce or reinforce the importance of recording data in an organized manner. Create a simple table like the one below for your learners to write down their observations. Point out that a table must have a title, clear labels explaining what each value represents, along with the units of measurement used.

Here is an example of a table to use for the salty ice experiment:

If you have chosen to test an additional type of table salt, be sure to add an extra column to the table.

Discussion Questions for the Salty Ice Experiment

Once your learners have completed the salty ice science experiment, have them revisit their predictions and compare them to the results. Try to avoid statements such as, “Were your predictions right or wrong?” as the aim is not for them to be accurate in their assumptions, but instead to learn how to properly conduct an experiment and analyze results. Here are some prompts you can try to get them thinking:

• Which ice cube changed from solid to liquid first? Why do you think that happened?
• How does the melting time of the plain ice cube compare to your prediction? Did it melt faster or slower than you predicted?
• How does the melting time of the salted ice cube compare to your prediction? Did it melt faster or slower than you predicted?
• How can this knowledge be useful to someone that lives in a climate zone that receives ice and snow in the winter?

Depending on the age and ability level of your learners, have them calculate the numerical difference in predicted versus actual melting times of each ice cube to add an extra mathematical component to this lesson.

Environmental Implications of Using Salt to Decrease Ice Accumulation on Outdoor Surfaces

To apply what they have learned, introduce and discuss the environmental issues that arise when salt is applied in abundance to icy roadways and outdoor surfaces. You can utilize the video lesson I created with Medinah Eatman of Science Teacher Mom to guide this portion of their learning, beginning at the Nature Connection section, found at minute 15 of the virtual lesson. You’ll notice that I reference a printable in the video, which you can access for free here:

Here are the main takeaways from this section of the lesson:

• Excess salt washes into local waterways, causing problems for the plants and animals that reside there.
• Fresh water fish that reside in local waterways have hatchlings that are 30% smaller than average when exposed to higher salinity. Salinity is a value that addresses the amount of salt dissolved in water. 
• Increased salinity in freshwater can kill zooplankton and phytoplankton, which are important food resources for fish, clams, snails, and insects.
• Plants can be negatively affected by increased salinity, causing them to have smaller leaves, flowers, and fruit, as well as slower stem growth.
• Large mammals like deer and moose are attracted to the salted roadways, causing in increase in collision rate with these animals during winter months.

The lesson then goes on to discuss the appropriate level of salt to use per area of ice, as well as some salt alternatives currently available to treat icy surface conditions.

Making Science Easily Accessible

Conducting simple scientific experiments like this one allows students to see that science is everywhere and doesn’t require fancy equipment to conduct investigations. Additionally, their confidence in making predictions and interpreting information will grow, strengthening their critical thinking skills.

If you try this salted ice experiment, please let me know by tagging me @thoughtfullysustainable on Instagram or Facebook , or by leaving a comment below! If you have any questions, feel free to email me!  

Instructions

1. Set the bowls on a level surface. 2. Place an ice cube in each bowl. 3. Label the first bowl as your control. This bowl will only contain an ice cube. 4. Label the second bowl as your variable. 5. Into the second bowl, pour one teaspoon of table salt on top of the ice cube. 6. Record the time or start a stopwatch 7. Observe the difference in the time it takes for the two ice cubes to melt.

You can use either fine or coarse table salt for this experiment. I chose to use both to demonstrate the difference in melting time for each option. If you want to test both salt types as well, you will need 3 ice cubes and 3 bowls.

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Review: Klaris Clear Ice Maker

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Typically, if ice makes your drink cold, we’re good to go. But some bartenders will tell you that it’s arguably the most important element of creating a perfect cocktail. Whether for shaking, stirring, or the final product, clear rocks of ice will elevate a cocktail compared with standard ice made in your freezer.

The Klaris Clear Ice Maker simplifies the process of making craft ice in your own home. It makes four clear ice cubes, each 2 x 2 inches, in less than 12 hours. If that sounds ridiculous to you, then it’s probably not for you. But given how tedious and time-consuming making clear ice is otherwise, this is a great product for the home bartender.

Prior to using the Klaris, I would make large ice cubes, like ones for old-fashioneds, with silicone molds in the freezer. While they’re the proper size I’m going for, the problem is the ice comes out cloudy, not clear. I used to not care, but as I got more serious with my bartending, I wanted to use clear ice, primarily for the aesthetic it provides in a cocktail.

After using the Klaris for six months, it consistently makes cubes that come out the same exact size and with smooth edges. I opened the cover during the cycle a few times even when it says not to, and the ice still comes out the way it's supposed to; it just might take slightly longer—obviously not recommended, though.

Cool Engineering

The founder of Klaris, Chase Haider, is an engineer and a pioneer in the 3D printing space. The Klaris is a mostly stainless steel, partially plastic, 9 x 9 x 12 inch cube that sits with a solid grip on your counter. It’s electric and couldn’t be much simpler to use. There’s just one knob on the top cover that you turn to tell it if you want to start making your ice immediately or delay the start (up to eight hours), and to let it know if you want it to remain cold when it’s done (up to five hours).

The machine comes with the mold for four cubes; you can also separately buy a Collins mold that makes three prisms of ice for a taller glass. The molds are made of a thick silicone—much thicker than most standard ice molds. Once you fill the mold up with water, you just place it in the compartment inside, close the lid, push the knob, and let it do its thing. You don’t need to use filtered water. The faucet will work for your water source just fine because all of the impurities in the water, like minerals and gas, are going to get cleared out. I tested cycles with both filtered and tap water and the end result was the same.

Each cycle takes between eight and 12 hours to complete. That’s kind of a big window. It partially depends on how cold the water you fill your mold with is, and the temperature of the surrounding environment. It would be ideal for the Klaris to have a more concise timeframe for completing the cycle. There is a timer that shows how much time has elapsed but not how much time is remaining.

In my apartment with an air temperature hovering around 70 degrees Fahrenheit, the Collins rocks took around 10 hours, and the standard cubes took around eight. I’ve heard anecdotes that during the winter in cold regions, it can take as little as five hours.

Since it takes so long, I forgot to harvest my ice right away a few times; the feature that allows you to keep it cold for up to five additional hours is helpful here. The one time I completely forgot to check on it even after the delay, everything was back to being liquid water, so I just started it over. You obviously need to plan a bit if you have a specific event you want to use the ice for. The delay functions overall are a great touch and help you time out your ice harvest, since sometimes it will finish overnight.

Making Things Clear

But since the machine plugs into the wall, I’m not sure why there can’t be a feature just to keep it cold until you open it back up. How does it work? The water is frozen layer by layer from the bottom up, which is known as directional freezing. (You don’t get this with a mold in your standard freezer because the cold air comes from all directions.) Simultaneously, an impeller-type fixture on the inside of the cover spins the water, which circulates the impurities up and out of the cube. This motion provides the necessary constant agitation, ridding the chance for the impurities to settle to the bottom.

The impeller needs to be submerged in the water, so you need to fill up the water in the mold to the fill line, which is higher than where the ice will ultimately reach. When the cycle is complete and you open the cover, it almost looks as if nothing happened because there’s a layer of liquid water above the clear ice. This water contains the impurities. You then pull the mold out and dump that water into the sink. You turn the mold upside down and twist and push a little and the rocks pop out. You need to pull them apart from each other with the plastic dividers that are in the mold. These can be a little flimsy and you don’t get extra, so I try carefully not to break them.

But then—you have an amazing rock of crystal clear ice. I feel like I’ve accomplished a science experiment every time I do it. You can see how it’s different from the freezer molds—it spoils you to never want cloudy ice again.

Practically, clear rocks of ice help the cocktail too. Large cubes are denser and have greater surface area, which makes them melt slower and keeps the drink colder over a longer period of time. Ice adds desired dilution to a cocktail too, and if there are impurities in the ice, it can impact the taste of the drink.

I don’t love the shape of the Collins mold. I think the prisms come out too thick and too short. It didn’t fit in my personal Collins glasses. I tried a new cycle and stopped about halfway through so that they came out a little thinner. It worked, but I had to continuously check in on the machine, and the prisms didn’t come out with a straight edge. If the ice does not fit in your glass, take it out right away. It’s heavy and ended up breaking one of my glasses.

If you don’t plan to use the ice right away, you can purchase custom plastic storage containers to stash them. I noticed that storing the cubes in the freezer gives the cubes a slightly frosted outer layer. But when you pour liquid onto it, the frost immediately goes away and the cube is completely clear again.

Storage containers come in a pack of three, which gives you 12 cubes or nine prisms to store. I wish these came in more than a pack of three, even though I could obviously purchase more; I want to be able to stash a lot of ice in my freezer so I don’t have to continually use the machine. The containers are also a little flimsy. They should be better quality.

Party Trick

You might not consider a machine that costs $549 and makes four cubes of ice to be efficient. But given more context, it’s pretty good. Think about how many hours it takes for a typical ice cube to freeze in your freezer, let alone a large 2 x 2 inch cube. Some serious bartenders make clear ice themselves with the so-called cooler method, which requires using a saw to cut the impurities out of huge hunks of ice made in coolers.

There’s no way I’m ever doing this. The machine is sturdy; it feels like I’m going to be using this for many years to come, so while it’s an extremely niche product, it’s an investment that’s worth it if you want to elevate your home bartending game, or just for a whiskey on the rocks. I even used it a few times for other drinks like coffee. It levels up any drink.

While the Klaris may not be the most efficient way for bars and restaurants to crank out a lot of clear ice for customers, it likely is for the home bartender who plans to use it often and at low volume. You can always buy clear ice from a limited number of craft ice producers. That’s my best option if I need a ton of ice for a party (or likely for commercial use), because I’d have to give myself a solid decade if I’m making enough ice for a party with the Klaris. Clear ice catapults the sex appeal of a cocktail, and I’m looking to make sexy cocktails at home. You eat and drink with your eyes first, so the first impression, the aesthetic, matters.

If you want to step up your home bartending game, the Klaris Clear Ice Maker is a fun investment. I invited a few friends over for cocktails with clear ice, and they instantly had smiles on their faces when they saw the difference. It’s completely invisible in your glass. Classy, sophisticated, and just cool.