115 Material World – States of Matter

Artefact and learning description for States of Matter

스크린샷 2013-08-12 오후 9.11.15 스크린샷 2013-08-12 오후 9.17.28

When I entered the science workshop last week, I was surprised that lots of activity tables were prepared for us. Every activity was fabulous but the ‘Oobleck’ activity made me interesting. It was made of cornstarch and water, and it is a type of non-Newtonian fluid called a dilatant according to Wikipedia. When I touched oobleck that was in a basket, it was like the harden clay but when I put on my hand, It changed into the liquid and ooze out of my hand. Also, when I force it, it acted like a solid.


Youtube Video –> http://www.youtube.com/watch?v=JFLfO7XhSqk&feature=youtu.be

The second activity was ‘Hovercraft’. This activity was needed a CD that glued with a push-up water bottle top and a balloon. I inflated the balloon and fix it over the valve in the middle of the CD and then placed the hovercraft on the table. When I pulled the bottle valve to the open position, it moved softly but quickly on the table like a spacecraft! I realised that this was because the air in the balloon.

Half-page reflection on States of Matter

Through these activities, I seem to become close with the States of Matter more. In the first activity, I was amazing at oobleck that can be changed to the solid when it was forced and the liquid when it was on my hand. This process is only applied to non-Newtonian fluid, which is what I learnt through this activity. During this activity I thought that Oobleck would be a perfect science experiment for children, because children are usually visually stimulated, excited and interested so they can easily learn the states of matter through Intriguing activity, ‘Oobleck’. Children would realise textures and features of solid and liquid through this activity. If the first activity only talked about solid and liquid, the second activity will talk about gas. Children do not feel an interest in the gas because the gas is invisible. However, if the air were ‘visible’, children would wonder about the air. Therefore the Hovercraft would be an excellent activity for children. I was very impressive that CD hovercraft moved like a spacecraft, and I learnt that this is because of the air in the balloon. As air flew downward and out of the balloon, it built up air pressure under the CD. That air pressure lifted the whole hovercraft off the table as air began to escape evenly all around the edge of the plate. When children do this activity, I could explain that the air is exist even it is invisible through the balloon. They would be amazed about moving Hovercraft and they would show interests on the gas then, they are in process of learning of states of matter.

Resource for States of Matter, and reason chosen


I would like to use this activity to teach states of Matter to young children because three states are clearly shown on the activity and I personally think that the ice is the best resource for children to learn the states of matter. Children would be amazed at the ice in the balloon and would show curiosity about what happened. Also, children will be able to watch melting process through the ice snowman, so far children are learnt melting and solidification. Lastly, when the ice is “cooked”, it changes to gas. Through this activity, children would realise that the temperature change for each process and able to develop their understanding of solid, liquid and gas.


Reading – Worth (2010)

The goal of science is to understand the natural world through a process known as scientific inquiry (Worth, 2010). Scientific inquiry provides the opportunity to develop a range of skills such as exploration, working with others and sharing and discussing ideas. According to George Forman, children do not learn from experience, they learn from their reflection on experience. This quote shows the importance of discussing and representing ideas and truly these encourage children to think deeply about their experience. According to Worth (2010), Children are naturally scientist. “Their curiosity and need to make the world a more predictable place certainly drives them to explore and draw conclusions and theories from their experiences”. (Worth, 2010) But left to themselves, they are not quite natural scientist. Children need guidance or teacher, who is comfortable with science, have wide science background and confidence in her abilities to teach science to children. The teacher role is important as her questions and comments could draw the children’s attention and curiosity to the activity.

115 Swirling milk

“Swirling milk”


When we entered the second science workshop, we saw a box that contains plastic plates, food colourings and dish washing liquid. Then we realised that we had to do an investigation with four different types of milk and the tools given to us. Firstly, we poured each four different types of milk into four plates. We added a couple of drops of four different colour of food colourings including green, red and blue around the centre of each plate and added dish washing liquid. WOW! Guess what happened. The food colourings around them got mixed together.

Through this activity, I realised that swirling milk occurred when we added dishwashing to milk. This is because the molecules of fat move around in many directions as the dishwashing liquid molecules attach to the fat molecules. We used four different types of milk including blue milk, cream, farmhouse and trim. With the blue milk, we could see colours clearly and colours were mixed immediately when we added dishwashing liquid. With the cream, the colours were sank bottom so we could only see spots so swirling was not quite happened and farmhouse showed similar results. Even though colours were visible, we could see limited spots and colours were slowly mixed. However, with the trim, colours were clearly visible like blue milk but when dishwashing liquid was added, it swirled very quickly. Through this, I found that trim contains the lowest fat between four milks as it showed more explosive swirling. I was interested in doing this activity because colour mixing was very impressive. When I play this activity with children, firstly I could talk about how colour swirl in the milk and ask questions like ‘what kind of milk produces the best swirling of colour’. Then I could tell them about fat molecules. When children have done this activity, they would be amazed about mixing colours and show interests then they would naturally understand the nature of science.


I found baking soda volcano on the Internet. I chose this activity because it would be a very interesting activity to children. It needs baking soda, vinegar, dishwashing liquid, plastic soda bottle, food colouring and play dough. Firstly, stand the soda bottle and mold the dough around it into a volcano shape and put some baking soda, red food colouring, which will make it seen like lava and dishwashing liquid. Finally, if vinegar is added in the bottle, eruption starts. Through this activity, children would get curious about why this happens when baking soda and vinegar meet and this curiosity would lead to developing the features of scientific knowledge and children would be able to understand the nature of science more deeply.

115 square in square

“Square in a square”


In the first science workshop, we had puzzle activity called “square in a square” last week. There were two parts in this activity, the first part was making a square with variety shapes including small and big triangles and other pieces, and the second part was making a bigger square with the same pieces that used in the first part adding a little square. In figure 1, we could put the pieces together to make a square in a short amount of time, but when we got the small square in figure 2, we needed explanation of how it works and therefore, found it harder than the previous one.

Through this activity, I learnt the importance of participant in the learning process. We as participants, when we got the pieces of puzzle, we felt curious and excited because we were curious about how these pieces can make a square, but we could make the square very easily in the figure 1. However, in the figure 2, we were stuck as the small square was added. We concentrated more in making a square because we really wanted to create a way of making the big square and finally we solved it. If we did not have interest or curiosity on making the square, we were not able to form the square, and this showed the importance of participant. I think being a participant is the most important thing to children. Even though children are naturally scientists, they need guidance and structure to turn their natural curiosity and interest. Once children participate on the activity, it “drives them to explore and draw conclusions and theories from their experiences”. Therefore, if teacher helps children to get interested and curiosity of this puzzle activity, children would very enjoy this activity. Secondly, I realised that this activity had some similarities with science and this was very impressive. As trial and error is an essential ingredient to science, we had many trials and some errors during the puzzle activity, we also modified the way of making the square, which we experience in the figure 1, when the small square was added during the figure 2 and this is similar to “doing” science which is “New information may require the old theory to be modified or discarded” (Choi, 2004). When teachers explain how this activity is similar to “doing” science, children could understand about science and they would think that science is always next them.
I found interesting puzzle on the Internet. It forms similar with the puzzle that I used in the activity. I chose this because it could be used to develop children’s problem solving skills, logical thinking and creativity. Children would learn about variety shapes and also they could explore their own ideas through this puzzle. I would use this puzzle to make various shapes with pieces of puzzle and also I would encourage children to make square so they can put it into puzzle box. I can talk with children about why it works in this way. Through this, children would develop logical thinking and problem solving skills.