2. States or phases of matter and how changing molecules affect that is a science concept that could be covered by these two experiments.

3. In the classroom you would have to consider how to dispose of the slime/oobleck and tidy up, as it is dangerous to put it down the sink. You would also have to ensure that students aren't throwing around the substances and making a mess. As we are dealing with hot water in the slime experiment you should promote discussion of safety precaution around that. By using edible products when creating these substances, the risk of a student digesting it and becoming sick is reduced.

·         Looks like – snot, smoothie, blended jelly, porridge, melting frozen coke, murky, jail food

·         Smells like – oats, paint at a distance

·         Feels like – stick, viscous, wet, slimy, firm, weak, mochi

·         Feels like – plastisine, moldable eraser

·         Smells like – plasticine, salty

·         Looks like – cake mix, liquid, crumbly

ML water – 100ml

Corn starch – ½ cup 

 

·         How would you use slime in the science classroom? In-class as a practical science inquiry experiment – prediction, observation, explanation

·         What science concept to demonstrate with his strange substance? Demonstrating the properties of matter and how creating solutions can change the properties (depending on environment like pressure and temperature the material can have different forms.) Teaching changes in matter, elements and states. 

·         Management and safety issues? Respect, no throwing, careful observation and clean work

 

 

The group planned three different experiments and selected the most effective one which was A. 

 

A (in hot water): 11:21am                              

 

B (Placed on a paper on top of hot water): 11:22am                                    

 

C (Friction by rubbing hands together): 11:23am 

 

Hypothesis: 

The white chocolate button will melt down faster than the Dark Chocolate button.  

 

Materials: 

1.     Dark chocolate button 

2.     White chocolate button 

3.     Cups 

4.     Warm water 

5.     Teaspoon 

6.     Stopwatch 

 

Methodology: 

 

1.     Fill 2 cups with equal contents of warm/hot water 

2.     Place the dark chocolate in one cup and the white chocolate button in the other 

3.     Record the time when placing the button in the water 

4.     Wait five minutes and observe 

5.     Use a teaspoon to poke the chocolate and observe if it splits through the chocolate 

 

Findings: 

As predicted, the white chocolate was soft when poked with the teaspoon and therefore melted faster than the dark chocolate.