States of Matter Book

States of MatterExperiments

Index4

6

6

7

7

8

8

9

9

12

12

13

14

15

16

Volume of Shapes

Hydrometers

Supply List

References

Children’s Literature

Notes

Evaporation

Model of Molecular Motion

Boat Racers

Moving Molecules

Cartesian Diver

Mystery Eggs

Density Bottles

Spaces Between Molecules

Density of Solids

13

14

15

16

16

Is the Glass of Water Full?

Supply List

References

Children’s Literature

Notes

Index

Evaporation is the change of a liquid to a gas. This experiment allows students to monitor the evaporation of liquids and compare the relative rates of evaporation of two different liquids.

Materials4 plastic cups1 straight pin1 drinking straw1 paper towelWaterSafety gogglesIsopropyl alcohol

CAUTION: Isopropyl alcohol is poisonous and should not be swallowed. It is also flammable.

What To DoPush a straight pin through the center of a plastic drinking straw. Suspend the pin across the two large cups to make a balance. The plastic straw should balance, if not, try adjusting the position of the pin in the straw until it balances. Cut two strips of paper towels 1” wide by 6” long.Put on safety goggles for work with isopropyl alcohol. Put enough water in one cup and enough isopropyl alcohol in another cup to be able to soak the paper towel strips, one strip in each.Soak one paper towel strip in the water and the other in the alcohol until they are completely wet.Hang the two strips on the opposite ends of the straw balancing on the other two cups, making note of which side the water soaked strip is hanging on and which side has the alcohol soaked strip. Let the excess drip off the paper strips. Rebalance the plastic straw across the cups, adjusting the positions of the towels so the straw will balance. Does the straw stay balanced?

Questions1. Which side seems to be losing more weight?2. What is causing this difference?

SummaryThe attraction between isopropyl alcohol molecules is not as strong as that between water molecules. Therefore, isopropyl alcohol molecules evaporate faster than water molecules. The paper towel strip that was soaked in alcohol will dry faster than the strip soaked in water. A dry strip weighs less than a wet strip, so the straw will tilt down on the side with the water soaked strip since it will take longer to dry.

ExtensionEvaporation and Condensation are opposite processes. In the winter when it is cold outside, water forms on the inside of windows of a house. In the summer when it is cooler inside the house, water forms on the outside of the windows. Explain this.

Source“The Best of Wonder Science: Elementary Science Activities.” American Chemical Society and the American Institute of Physics, Delmar Publishers, 1997, ISBN 0-8273-8094-1.© S. Olesik, WOW Project, Ohio State University, 2000.

Evaporation Index

toms and molecules are always in motion. Different types of motion take place in the three states of matter. This model depicts the changes in molecular motion when changing from solid to liquid to gas.

MaterialsBedbugs gameAcrylic or plexiglass sheet (8.5” x 5.5”)2 size C batteries10 ohm rheostat

What To DoBefore the demonstration the game is modified so the rheostat controls the voltage applied to the motor. This allows fine control of the coupling between the motor blade and the bed of the game.First simulate the motion and structure of solids by placing bugs in a highly organized pattern and turn the voltage to the motor to a low value so the bugs are barely vibrating. Next turn up the voltage so that the bugs have significant vibrational motion but are clearly moving in a confined portion of the game. This simulates liquid molecular motion. Finally, turn up the voltage so that the bugs are moving throughout the bed of the game and even some of the bugs may jump out. This is a reasonable simulation of what happens in the gas phase.

Question1. In the demonstration, the state of matter was changed by varying the voltage applied to the game. While it is true that phase changes happen when energy is applied or taken away, what is the common source of that energy? (Answer: Temperature)

ExtensionPlace different colored bed bugs on opposite sides of the game with a piece of cardboard in the center. Turn the game on and take the cardboard out. This simulates diffusion of one solution into another.

SummaryThis demonstration should help students understand the influence of added energy on molecular motion in the three phases of matter.

Source“Investigating Solids, Liquids and Gases with Toys: States of Matter and Changes of State.” Jerry Sarquis, Lynn Hogue, Mickey Sarquis, Linda Woodward, McGraw-Hill, 1997, ISBN 0-07-048-235-7.© S. Olesik, WOW Project, Ohio State University, 2000.

Model of Molecular Motion Index

The purpose of this experiment is to observe molecular motion within liquids and the effect of temperature change on that motion will also be noted.

MaterialsClear plastic cupsRed, blue, and green food coloringHot waterRoom temperature waterIce water

What To DoPlace three plastic cups on a counter. Place hot water in one, room temperature water in another and ice water in the third. Have students measure the temperature in each cup. After measuring the temperature, leave the cups undisturbed for a couple of minutes. Add a drop of food coloring to the center of each cup and time how long it takes the dye to spread evenly throughout the cup. The children identify best with red food coloring in the hot water, blue in the cold water, and green in the room temperature water. Compare the diffusion of the colors in each of the three cups.

Questions1. Did you observe a difference in the time it takes for the dye to spread throughout the cups? If there are observed differences, propose possible reasons for the differences.2. Ask the students to make a statement about what changes in thermal motion to expect as the temperature is varied.

SummaryDiffusion is the random thermal motion of molecules in all phases of matter. The moving water molecules in the cup push drops of food coloring. The molecules in the hotter solution move faster than in the cooler solution. The observed faster dispersion of the food coloring in the hotter solution is the result of the faster molecular motion in the warmer solution.

Source“Investigating Solids, Liquids and Gases with Toys: States of Matter and Changes of State.” Jerry Sarquis, Lynn Hogue, Mickey Sarquis, Linda Woodward, McGraw-Hill, 1997, ISBN 0-07-048-235-7.“Unseen Movement in Chemistry for Every Kid.” Janice Van Cleave, John Wiley, 1989, ISBN: 0-471-62085-8.© S. Olesik, WOW Project, Ohio State University, 2000.

Moving MoleculesIndex

Differences in the properties of gases, liquids and solids will be explored in this experiment.

MaterialsPlastic eggsBalloonsSand or saltWaterAirRaw eggBoiled eggBlown eggshell

What To DoAdd sand into a balloon so that when it is placed in a plastic egg both halves of the egg are completely filled when the egg is closed. Do the same with water and air in two more balloons.Give each group of students three plastic eggs containing the three phases of matter. Let the students develop a hypothesis on how to test the difference between the mostly solid egg and mostly liquid egg. Students should record observations about each egg. What state of matter is in each egg? Open plastic eggs and discuss observed differences in the phases of matter. What methods did each group use to determine the states of matter within the plastic eggs? Have the students try to determine what state of matter is contained inside three real eggs. The students are asked to again decide which egg contains gas, liquid and solid (hard-boiled).

Questions1. How did you decide what states of matter were contained in the plastic eggs?2. Did these methods work for the real eggs as well? Why or why not?3. Describe the difference in properties of gases, liquids, and solids.

SummarySolids are rigid and not easily compressed; they have definite shape and definite volume. The particles in solids are packed very close together. The particles are constantly vibrating, but their relative location does not change. Liquids have definite volume, but they take the shape of their container. Liquids are fluid and difficult to compress. The particles in liquids are in constant motion and are in contact with adjacent particles, but they are not packed together quite so tightly as in solids, so the particles are able to move about relative to each other. Gases have neither definite volume nor definite shape. They will fill any container. Gases are fluid and easily compressed. The particles in gases are spread apart so they are not touching each other. Gas particles are free to move in any direction, and sometimes run into one another. The eggs that contain liquid exhibit a certain behavior that the solid and gas eggs will not. When the egg containing liquid is spun, then stopped briefly by a gentle touch that is immediately released, the egg will begin to spin again. The liquid inside the egg continues in the spinning motion even when the outer shell is momentarily stopped. When released the shell will begin to spin again as it is pulled back into motion by its contents. The difference between the solid and the gas is easily to tell by comparing the weights of the eggs. The solid eggs are significantly heavier than the eggs containing gas.

Source“Investigating Solids, Liquids and Gases with Toys: States of Matter and Changes of State.” Jerry Sarquis, Lynn Hogue, Mickey Sarquis, Linda Woodward, McGraw-Hill, 1997, ISBN 0-07-048-235-7.© S. Olesik, WOW Project, Ohio State University, 2000.

Mystery EggsIndex

This experiment illustrates that liquids contain spaces between the molecules.

MaterialsIsopropyl alcoholWaterFood coloring2 100 mL graduated cylinders

What To DoDesignate one of the graduated cylinders the measuring vessel and one the receiving vessel.Measure 50 mL of water in the graduated cylinder designated for measuring and pour it into the cylinder designated for receiving. Add a drop of food coloring. Measure 50 mL of isopropyl alcohol in the measuring graduated cylinder. Add the isopropyl alcohol to the graduated cylinder that contains the colored water and mix. Observe the total volume of the water-isopropyl alcohol mixture.

Questions1. What is the final volume of the solution in the 100 mL graduated cylinder that was used as a receiving vessel?2. Explain what happened when the two solutions were mixed.

SummaryThere are spaces between the molecules of liquid water. The alcohol molecules fit between the molecules in the water solution. This causes the final volume of the mixture to be less than the sum of the initial volumes.

Source“Unseen Movement in Chemistry for Every Kid.” Janice Van Cleave, John Wiley, 1989. ISBN: 0-471-62085-8© S. Olesik, WOW Project, Ohio State University, 2000.

Spaces Between Molecules Index

Liquids take the shape of their containers. This experiment will allow the comparison of the relative volumes of six geometric shapes in addition to allowing the students to observe the properties of liquids.

MaterialsWaterFood coloringClear plastic volume set, includes: sphere, cone, cylinder, cube, square pyramid, and rectangular prism (Learning Resources, Inc., LER 0240). These objects all have 4” bases or diameters.Graduated cylinders

PreparationBefore the presentation begins, fill each three-dimensional object approximately half full with water and add food coloring. The volume that corresponds to half of the volume of each object is listed below.Geometric Object ½ Total Volume Equation to Calculate Total VolumeCone 137 mL V = 1/3 (r2 h)Sphere 275 mL V = 2/3 (r2 h)Cylinder 412 mL V = r2 hCube 524 mL V = l x w x hSquare Pyramid 175 mL V = 1/3 s3Rectangular Prism 262 mL V = l x w x h

What To DoFill the containers with the amount of water listed above.Ask the students to decide which contains the most water and which contains the least. Using a funnel and a graduated cylinder measure how much water is in each container.

Questions1. What does the word volume mean?2. What is the relationship between the volume contained in the square pyramid and the cube? 3. Compare the volumes contained in the other geometric objects.4. If the volume of one object is known, is it possible to predict the volume of the other containers?

SummaryThe molecules of a liquid are loosely connected and move around to take the shape of each container. This is clearly illustrated with each of the different geometric objects used.

Source“Solids, Liquids and Gases.” The Ontario Science Centre, 1995. ISBN 1-55-74-195-0© S. Olesik, WOW Project, Ohio State University, 2000.

Volume of Shapes Index

Evaporation4 plastic cups1 straight pin1 drinking straw1 paper towelWaterSafety gogglesIsopropyl alcohol

Model of Molecular Motion: Bedbugs60” of copper tubing (any diameter)Broom handleTapeStringScissors2 large nailsHacksaw

Moving MoleculesClear plastic cups Food coloring of different colors

Mystery EggsPlastic eggsBalloonsSand or saltWaterAirRaw eggBoiled eggBlown eggshell

Spaces Between MoleculesIsopropyl alcoholWaterFood coloring2 100mL graduated cylinders

Volume of ShapesWaterFood coloringClear plastic volume set, includes: sphere, cone, cylinder, cube, square pyramid, and rectangular prism (Learning Resources, Inc., LER 0240). These objects all have 4” bases or diameters.Graduated cylinders

Supply List Index

“The Best of Wonder Science: Elementary Science Activities.” American Chemical Society and the American Institute of Physics, Delmar Publishers, 1997, ISBN 0-8273-8094-1

“Investigating Solids, Liquids and Gases with Toys: States of Matter and Changes of State.” Jerry Sarquis, Lynn Hogue, Mickey Sarquis, Linda Woodward, McGraw-Hill, 1997, ISBN 0-07-048-235-7

“Unseen Movement in Chemistry for Every Kid.” Janice Van Cleave, John Wiley, 1989, ISBN: 0-471-62085-8

“Solids, Liquids and Gases.” The Ontario Science Centre, 1995. ISBN 1-55-74-195-0

References Index

“The Magic School Bus Ups and Downs: A Book About Floating and Sinking.” By Jane Mason, illustrated by Nancy Stevenson. Book adaptation of an episode of the animated TV series The Magic School Bus, based on the series by Joanna Cole and Bruce Degan. Scholastic, Inc.: New York, 1997. ISBN 0-590-92158-4. “Starting With Science: Solids, Liquids, and Gases.” By The Ontario Science Centre, photographs by Ray Boudreau. Kids Can Press: Buffalo, 1995. ISBN 1-55074-195-0. “A Drop of Water.” By Walter Wick. Scholastic Press: New York, 1997. “Liquid to Gas and Back.” By J.M. Patten. The Rourke Book Co., Inc.: Vero Beach, 1995. ISBN 1-55916-129-9. “Matter Really Matters.” By J.M. Patten. The Rourke Book Co., Inc.: Vero Beach, 1995. ISBN 1-55916-124-8.“The Usborne Illustrated Encyclopedia: Science and Technology.” Usborne Publishing: London, 1996. “The Usborne Internet-Linked Library of Science: Materials.” By Alastair Smith, Phillip Clarke, and Corrine Henderson. Usborne Publishing: London, 2001.“What is the World Made of? All About Solids, Liquids, and Gases.” By Kathleen Weidner Zoehfeld, illustrated by Paul Meisel. HarperCollins Publishers: New York, 1998. ISBN 0-06-445163-1.

Children’s LiteratureIndex

Notes

There are currently no notes on this unit. If you have suggestions or changes to make on the experiments or units, please email us! Our address is [email protected].

© S. Olesik, WOW Project, Ohio State University, 2000.

Index

Copyright © 2002-2010 by S.Olesik, Wonders of Our World Project (WOW), the Ohio State University. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Abstracting with credit is permitted.

Water has very high surface tension, which results from water molecules’ strong attraction toward each other. The molecules on the surface of the water and those below them are attracted to each other so tightly that a sort of “skin” forms on the surface. It is surface tension that allows some objects that are more dense than water to float on it and insects are able to walk on water thanks to surface tension. This experiment will explore a way to break surface tension.

MaterialsIndex cardsTin foil containersDetergentToothpickWaterRulerScissors

What To DoTo make a boat cut out a rectangle from the index card that is 3 inches by 2 inches. The boat will be three inches long from front to back. At the end of the rectangle that will be the front of the boat cut off the corners so that the front gently curves then tapers to a point. In the middle of the back end of the boat cut a notch that is extends 1/2 inch into the body of the boat and is almost 1/2 inch wide. Fill the foil pan with water. Carefully place the boat on the surface of the water so that it floats. The back of the boat should be at the edge of the pan. Dip the toothpick into the detergent. Touch the toothpick to the water in the notch of the boat. What do you expect to happen? Can you explain what does happen?

ExtensionTry boat races with similar boats in the bathtub at home before any soap is added to the water.

SummaryThe surface tension is lower where the detergent was dropped because the detergent disrupts the water’s attractive forces. Therefore the lightweight boat is pulled across the surface of the water by the attraction of the water molecules on the surface that were not affected by the detergent.

Source“Teaching Chemistry with Toys: Activities for Grades K-9.” Jerry L. Sarquis, Mickey Sarquis, John P. Williams, McGraw-Hill, ISBN 0-07-064722-4.© S. Olesik, WOW Project, Ohio State University, 2000.

Boat Racers Index

This is a great toy that illustrates the difference in density between water and air. Density is a measure of mass per volume. Water has a density of one gram per milliliter. Substances with densities greater than water will sink in water, and substances with densities less than that of water will float in water. Using the Cartesian diver students will be able to determine whether air�s density is greater or less than the density of water.

Materials2 Liter pop bottleWaterEyedropper

What To DoStart with a clean 2 Liter pop bottle with labels removed. Fill the bottle completely with water.Fill an eyedropper half-full with water. Drop it in the bottle of water. If the dropper sinks, remove the dropper from the bottle and squeeze some of the water out of the dropper then try again.When the dropper is floating on top of the water, screw on the cap of the bottle. Squeeze the pop bottle with both hands.

Questions1. Carefully watch the eyedropper (or diver). What changes do you observe?2. Can you use your understanding of density to explain what is happening?

SummaryDensity is a measure of mass per volume. Objects that are less dense than water can float in it, but objects that are more dense than water will sink. The diver originally floats because the dropper contains part air and part water. Air is less dense than water, meaning that one liter of air has less mass than one liter of water, thus the diver is initially lighter or less dense than water. When the bottle is squeezed the water level in the dropper increases, which causes the density of the eyedropper to increase to the point that it is more dense than water. This causes it to sink to the bottom of the bottle.

SourceDepartment of Chemistry, The Ohio State University© S. Olesik, WOW Project, Ohio State University, 2000.

Cartesian Diver Index

This is an experiment that can introduce the concepts of density and immiscibility to young students.

MaterialsClear plastic 0.5 Liter soft drink bottle250 mL of water250 mL of vegetable oilFood coloring

What To DoFill the bottle halfway full with water.Add a similar volume of vegetable oil.Add the food coloring to the mixture, and then cap the bottle. Students can mix the contents of the bottle together by shaking the bottle. The food coloring will not dissolve in the oil, but will cling to itself until sinking to the bottom of the bottle and dissolving in the water.

Questions1. What do you expect to happen when the oil is added to the water?2. If the vegetable oil were added first, would the liquid on the bottom of the bottle be different?3. Is there anything that changes the liquid that is on the bottom of the bottle?

SummaryDensity - weight per unit volume Mixture - the combination of pure substances Miscibility - the ability for pure substances to combine to form a mixture Immiscibility - the condition that corresponds to substances that will not mix

Because the vegetable oil is less dense than water it will float on the water, occupying the top portion of the bottle. The food coloring will only be able to color the water in the bottle, so it clearly shows which layer is the water.

Source“Teaching Chemistry with Toys Activities for Grades K-9.” Jerry L. Sarquis, Mickey Sarquis, John P. Williams, McGraw-Hill, 1995, ISBN: 0-07-064722-4.© S. Olesik, WOW Project, Ohio State University, 2000.

Grade Level: This experiment is expected to be appropriate for grades K and above.

Density Bottles Index

his experiment demonstrates that different solids have different densities. It also illustrates a means of measuring the volume of irregular objects. The identity of unknown metal samples will be determined using density measurement.

MaterialsMetal samplesTriple beam balancesChain necklace or other object of unknown compositionGraduated cylindersWater

What To DoMeasure the weight of each metal cube using a triple beam balance.Discuss possible ways of determining the volume of the cubes. Decide on a method to determine the volume of the cube.Method 1: Measure the dimension of the cube and calculating the volume.Method 2: Fill a graduated cylinder half full with water, then gently slide the metal of unknown volume into the graduated cylinder. Then measure the volume increase caused by adding the metal to the graduated cylinder.Using the known densities displayed on the overhead slide, determine the composition of each metal sample. Label each cube with the correct identity. If time permits, take a metal chain and determine if it is really made of gold using the methods you used to study the composition of the metal cubes.

Questions1. Is it possible to report the relative densities of the metal cubes with just the weight measurement of each cube? Why or why not?2. What are the advantages of using the water displacement method?

SourceM. Bailey, OSU Chemistry Dept. Demonstrator.

Metal Density (g/cm3)Iron 7.87Lead 11.3Copper 8.92Aluminum 2.70Gold 19.3Silver 10.5

Density of Other Matter of Interest (g/cm3)Water 1.00Air 0.001

S. Olesik, WOW Project, Ohio State University, 2000.

Density of Solids Index

A hydrometer is one of the simplest ways to compare the density of different liquids. A hydrometer measures the density of liquids relative to that of water. When this is done the density is actually reported as the specific gravity, which is the density of the liquid measured divided by the density of water.

MaterialsStraight drinking strawsModeling clayRulerPermanent markersTransparent cupVegetable oilWaterSalt

What To DoTo make a simple hydrometer, take a drinking straw and cover one end of the straw with modeling clay, which is to seal the straw and to hold it upright in a solution. With a permanent marker, mark lines on the side of the straw at every centimeter. Try to measure the relative density or specific gravity of water, salt water and cooking oil. Fill three cups to exactly the same volume with the three liquids. First place the hydrometer into the water. Count the number of marked lines that are submerged under the water. Record this information. Do the same measurement in the salt water and the vegetable oil. The hydrometer should sink lower in the vegetable oil than in the water and should be higher in the salt-water solution. The hydrometer sinks deep in the lower density liquid and raises in more dense liquids. Therefore the vegetable oil is lower in density than water and water is lower in density than the salt-water solution.

Question1. What is another way that the density of a liquid could be measured and compared to that of water?

ExtensionDetermine the density of two of the solutions using the triple beam balances and the graduated cylinders.

Source“Making a Hydrometer: How Science Works.” Judith Hann, 1991, Dorling Kindersley Limited, London. ISBN 0-7621-0249-7.“Pencil Hydrometers: Teaching Chemistry with Toys, Activities for Grades K-9.” Jerry L. Sarquis, Mickey Sarquis, John P. Williams, McGraw-Hill, 1995, ISBN: 0-07-064722-4.© S. Olesik, WOW Project, Ohio State University, 2000.

Hydrometers Index

This experiment illustrates the large surface tension of water. Water molecules tend to attract each other. In the bulk of the solution, water molecules pull on each other equally in all directions. But at the surface the water molecules are pulled into the water because there are no water molecules above the surface to pull in the opposite direction.

MaterialsPlastic cup80-100 paper clipsWaterLiquid detergent

What To DoFill the plastic cup of water “completely” full of water. Have students predict what will happen if a paper clip is carefully added to the cup. Try it. Now have students predict how many paper clips may be added before the cup overflows. Ask the students to keep track and add as many paper clips as possible. Add soap to the cup of water and try the experiment again.

Questions1. How many paperclips can be added before the water spills? What is keeping the water from spilling?2. Look at the interface of a solution of water and air. Put a piece of black paper behind the container you are studying to see the interface more clearly. Describe what you see at the top layer of the water solution. This indentation of the liquid is called the meniscus of the solution.

SummaryThe surface tension causes the surface of the liquid to act like a thin film on top of the liquid. This thin film keeps the water from flowing over the edge of the cup. Liquid detergent lowers the attraction between the water molecules and therefore, the water overflows quickly with the addition of paper clips.

ExtensionWater striders use the surface tension of water to “walk” across the liquid surface of ponds and rivers. Check out how these insects live. What would happen to them if the water in the stream became polluted with detergents?

Source“Science Is . . . A Source Book of Fascinating Facts, Projects and Activities.” Susan V. Bosak, Scholastic, 1991, ISBN 0-590-74070-9.“Teaching Chemistry with Toys: Activities for Grades K-9.” Jerry L. Sarquis, Mickey Sarquis, John P. Williams, McGraw-Hill, ISBN 0-07-064722-4.“How Science Works.” J. Hahn, Dorling Kindersley, London, 1991, ISBN 0-7621-0249-7.“The Science Explorer: Exploratorium.” Pat Murphy, Ellen Lages, Linda Shore, and The Exploratorium, Henry Holt and Company, 1996, ISBN 0-8050-4536-8.© S. Olesik, WOW Project, Ohio State University, 2000.

Is the Glass of Water Full? Index

Boat RacersIndex cardsTin foil containersDetergentToothpickWaterRulerScissors

Cartesian Diver2 liter pop bottleWaterEyedropper

Density BottlesClear plastic 0.5 L soft drink bottle250 mL of water250 mL of vegetable oilFood coloring

Density of SolidsMetal samplesTriple beam balancesChain necklace or other object of unknown compositionGraduated cylindersWater

HydrometersStraight drinking strawsModeling clayRulerPermanent markersTransparent cupVegetable oilWaterSalt

Is the Glass of Water Full?Plastic cupPaper clipsWaterLiquid detergent

Supply List Index

“Teaching Chemistry with Toys: Activities for Grades K-9.” Jerry L. Sarquis, Mickey Sarquis, John P. Williams, McGraw-Hill. ISBN 0-07-064722-4

“How Science Works.” Judith Hann, 1991, Dorling Kindersley Limited, London. ISBN 0-7621-0249-7

“Science Is . . . A Source Book of Fascinating Facts, Projects and Activities.” Susan V. Bosak, Scholastic, 1991. ISBN 0-590-74070-9

“The Science Explorer: Exploratorium.” Pat Murphy, Ellen Lages, Linda Shore, and The Exploratorium, Henry Holt and Company, 1996. ISBN 0-8050-4536-8

M. Bailey, OSU Chemistry Dept. Demonstrator.

Department of Chemistry, The Ohio State University.

References Index

“The Magic School Bus Ups and Downs: A Book About Floating and Sinking.” By Jane Mason, illustrated by Nancy Stevenson. Book adaptation of an episode of the animated TV series The Magic School Bus, based on the series by Joanna Cole and Bruce Degan. Scholastic, Inc.: New York, 1997. ISBN 0-590-92158-4.

“Starting With Science: Solids, Liquids, and Gases.” By The Ontario Science Centre, photographs by Ray Boudreau. Kids Can Press: Buffalo, 1995. ISBN 1-55074-195-0.

“A Drop of Water.” By Walter Wick. Scholastic Press: New York, 1997.

“Liquid to Gas and Back.” By J.M. Patten. The Rourke Book Co., Inc.: Vero Beach, 1995. ISBN 1-55916-129-9.

“Matter Really Matters.” By J.M. Patten. The Rourke Book Co., Inc.: Vero Beach, 1995. ISBN 1-55916-124-8.

“The Usborne Illustrated Encyclopedia: Science and Technology.” Usborne Publishing: London, 1996.

“The Usborne Internet-Linked Library of Science: Materials.” By Alastair Smith, Phillip Clarke, and Corrine Henderson. Usborne Publishing: London, 2001.

“What is the World Made of? All About Solids, Liquids, and Gases.” By Kathleen Weidner Zoehfeld, illustrated by Paul Meisel. HarperCollins Publishers: New York, 1998. ISBN 0-06-445163-1.

Children’s Literature Index

There are currently no notes on this unit. If you have suggestions or changes to make on the experiments or units, please email us! Our address is [email protected].

© S. Olesik, WOW Project, Ohio State University, 2000.

Notes Index

Copyright © 2002-2010 by S.Olesik, Wonders of Our World Project (WOW), the Ohio State University. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Abstracting with credit is permitted.