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  •  NESA Accredited Teacher

  • High school chemistry & physics specialist 30+ years

  • The Crazy Scientist in primary schools — 15 years

  • International conference presenter on science education

  • Creator of the LAB™ Learning System

  • Curriculum aligned: NSW Science & Technology K–6 (2024)

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A picture is worth a thousand words — check this out and see if you can spot the science hiding in plain sight.

From the LAB

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What you will need

  • One packet of Skittles — you need at least 2 of each colour (red, orange, yellow, green, purple)

  • A flat white plate with a rim

  • Room-temperature water

  • One sugar cube or one teaspoon of loose sugar

  • Optional: a dropper or spoon for precise water pouring

  • Optional: M&Ms or Smarties for comparison testing

How to do it

1

Build the circle
  • Sort your Skittles by colour. Arrange them in a circle around the rim of the plate — one colour at a time, in rainbow order: red, orange, yellow, green, purple. 

  • Use at least 2 Skittles of each colour

3

Add water
  • Slowly and carefully pour room-temperature water into the centre of the plate until the base is covered — about 4–5 mm deep. 

  • Try not to disturb the Skittles. Then step back and watch without touching the plate.

5

Predict again
  • Now look at the coloured streams meeting in the middle. 

  • You are about to place a sugar cube directly into the centre of the plate — inside all the colour streams.

  •  Predict: what will the sugar cube do to the colours around it? Will it pull the colours toward it, push them away, or have no effect?

2

Predictions
  • Before you add any water — predict. When water touches the Skittles, the colour and sugar coating will dissolve and spread inward across the plate. When the colours from different Skittles reach each other in the middle, what will happen?

4

Observe the boundary
  • Watch as the colours flow inward and meet. 

  • Look closely at the point where two different colours reach each other.

  •  Describe exactly what you see — do the colours blend, blur, or hold a line?

6

Add the sugar cube
  • Once the colour streams have met and settled into a stable pattern, place a sugar cube (or a small teaspoon of loose sugar) carefully into the exact centre of the plate. 

  • Watch what happens to the boundary lines.

Did it work? Share the science! Tag @the_crazy_scientist on Instagram — we love seeing your experiments!

The Skittle Rainbow

Designed by Darin Carr (BSc, DipEd)

NESA Accredited Teacher Chemistry & Physics Specialist

Creator of the LAB™ Learning System

Five colours arranged in a circle. Water poured carefully over them. And then — without stirring, without touching, without mixing — a rainbow appears on the plate. But here is the part that surprises almost everyone: where the colours meet, they stop.

5-12 yrs
Easy
25
min
Stage 1-3
>
The Skittle Rainbow

The Crazy Scientist LAB Learning System™

Every experiment follows The Crazy Scientist Lab Learning System™ — a simple way to help kids think like real scientists.

We

  • LINK to what they already know,

  • ACTIVATE curiosity through hands-on discovery

  • BUILD understanding that actually sticks.

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Have you ever dropped a single drop of food colouring into a glass of still water and watched it slowly spread — without stirring, without being pushed — until eventually the whole glass was coloured?


  • What is carrying the the colour? Something is moving — but nothing is pushing it. What do you think is driving that movement?

  • Now look at the Skittles arranged on the plate. Each one has a sugar-and-dye coating that is about to dissolve.

 Before you pour a drop of water — predict: will the colours flow toward the centre, away from it, or stay close to their Skittle? And when the colours from different Skittles reach each other in the middle — will they mix, or will they stop?

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You've watched a rainbow form — and watched it hold its shape at the boundaries.


  • Think back to the moment the first colours reached each other. Describe what happened at the boundary. Did they blend, blur, or stop? Was the line sharp or fuzzy?

  • You predicted whether the colours would mix. Were you right? If the colours stopped at the boundary — think about what was the same about each stream arriving there. What was equal about them?

Every Skittle in the circle dissolved the same coating in the same depth of water at the same time. What does that tell you about the sugar concentration of each coloured stream — and why might two streams of equal concentration stop instead of mixing?


  •  The sugar cube produced a very different result from the Skittles. What was different about how much sugar it added to the centre — and why did the colours respond by moving away instead of staying still?

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Solutions flow from where they are concentrated to where they are dilute. When two solutions of equal concentration meet, neither has a reason to flow into the other — and a boundary holds.



"Want the full teacher guide? The Crazy Scientist Lab includes classroom delivery tips, how to manage the WOW moment, differentiation for Stage 2 & 3, — ready to teach tomorrow."

Think Like a Scientist

Scientists don't just do ONE experiment; they change one part of the experiment (independent variable) and then see how it affects another part of the experiment

(dependent variable)

Change ONE variable and test again.

Does water temperature change how quickly the rainbow forms?

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Does the number of Skittles per colour group change the result? Compare using 1 Skittle per colour (5 total in the circle), 3 per colour (15 total),

🧪 Try it! Change ONE thing and test again. What did you discover?

Want to go deeper? Tap a section below to explore. ▼

The Science Behind It

Each Skittle has a thin sugar-and-dye coating on the outside. When water contacts it, the coating dissolves — and that sugary solution is slightly heavier (denser) than the plain water around it. Denser liquids sink. So the coloured sugar solution flows along the bottom of the plate toward the centre, where the water is still clear and dilute. The dye travels with the sugar, creating a coloured stream moving inward from each Skittle toward the middle of the plate.

When two streams from adjacent Skittles meet, they stop — and the boundary line holds. This happens because both streams dissolved from identical candy in the same depth of water at the same time. They have virtually the same sugar concentration and the same density. Since neither stream is heavier than the other, neither sinks beneath its neighbour. And since there is no concentration difference between them, there is no gradient to drive one stream into the other. The streams meet as equals, and equals have no reason to mix. The boundary holds.

When you add a sugar cube to the centre, it dissolves rapidly into a much more concentrated solution than the Skittles produced. Now the centre has the highest sugar concentration on the plate — denser than the surrounding coloured streams. This reverses the gradient: instead of the centre being the low-concentration destination, it has become the high-concentration source. The dense central solution flows outward along the plate floor, pushing the coloured boundaries back toward the edges. The rainbow retreats.

This is also why warm water produces a faster result: heat gives particles more energy, so they move faster and the coating dissolves more quickly. The streams form sooner, but the boundary effect is the same — because the concentration of each stream is still equal to its neighbours, regardless of how fast they arrived.

Extension: G&T Years 5 & 6

Vocabulary

Know a parent or teacher who'd love this? Send it on! 👇

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