Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!
Solids, Liquids, and…OOBLECK!
Teacher Instructions
Objectives:
 Students will be able to explore the concept of density.
 Students will be able to experiment with the three states of matter.
 Students will be able to interactively demonstrate their knowledge of the three states of
matter
Key Concepts:
 Density: the amount of matter in an object per unit of volume. Most basically, it is the
amount of “stuff” that makes up an object. Objects that are more dense have more
“stuff” per unit of volume.
 States of matter: solid, liquid, and gas. These are physical properties, meaning that the
substance does not chemically change as it passes through the phase.
 Melting: the process by which a solid changes to a liquid.
 Freezing: process by which a liquid changes to a solid.
 Evaporation: process by which a liquid changes to a gas.
 Condensation: process by which a gas changes to a liquid.
 Sublimation: process by which a solid changes to a gas, example: dry ice
 Deposition: process by which a solid changes directly to a solid.
 Physical Properties: any characteristic of a substance that can be identified without
chemically changing it.
 Hypothesis: an educated statement about what you think will happen in a certain
experiment.
Recommended Ages: grades 2-4
Approximate time: 40 minutes—1 hour
Materials and Resources
 Cornstarch
 Water
 Sand
 Green (or any color) dish soap
 Oil
 150 mL beaker
 Tablespoon
 Plastic cups
 Food coloring
Prep Work: for younger students
 Measure out the needed quantities of cornstarch, water, sand, dish soap, and oil into
separate containers so they can be easily added together.
 To make Oobleck: Put 3 tablespoons of corn starch in a beaker. Add in a separate
beaker place 3.5 Tbsp of water. Add three drops of desired food coloring to the water.
Add the water to the cornstarch and stir.
 Place about 20-30mL of each material (sand, dish soap, and oil) into small separate cups.
Hook
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Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!

Have you ever heard of a substance that is part liquid and part solid? No? Well today is
your lucky day. It’s time for OOBLECK, the NON-Newtonian substance!
Procedure
1. Introduce the states of matter. Give students the first handout. Go through the handout
and have students fill in the blank spaces.
a. For each blank space as if they know an example of each phase and phase
change.
2. Pass out second worksheet. Make the Oobleck. Ask students if they have ever heard of
the non-Newtonian substance called Oobleck.
a. For younger students allow a volunteer to come up and add the pre-measured
water to the cornstarch.
b. Allow a second student to stir.
c. Once the Oobleck has reached a good consistency let students touch it to
determine the its physical properties.
i. Students should write on their sheets what the physical properties of
Oobleck is.
1. What does it feel like?
2. Does it smell?
d. Where does Oobleck fit on the chart we filled in earlier?
3. Density experiment. We will be determining how different solids and liquids act when
they are all placed in the same container. Which one will be on the bottom? On the top?
a. On the second worksheet, students will find three drawings of empty cups.
Introduce density by explaining to them how different substances are heavier
than others.
4. In the first cup on the paper have students draw where they think each substance (sand,
oil, and dish soap) will settle in the cup.
5. Once they have done that, ask volunteers to come up and add the substances one at a
time.
a. Younger students should add the pre-measured substances.
b. Older students should measure out the substances
6. Once everything has settled, have students draw out the result in the second empty cup.
Which substance is the most dense? How do we know?
7. Once students have finished, ask them where they think the oobleck will fall. It’s not
solid or liquid!
a. Have older students write down a hypothesis.
b. Younger students can simply say what they think will happen.
8. Allow a volunteer to pour in the Oobleck. Once it settles, have students draw the results
in the third empty cup.
9. Were our hypotheses correct?
a. What does this experiment tell us about the density of Oobleck?
b. What does the whole exercise tell us about each liquid/solid?
More Discussion Topics
 What is a gas? Can we see it?
o Where is the gas located in the cup with all the liquids and solids in it?
 Have students draw in gas where they think it belongs in their cups.
o What does this tell us about the physical properties of gases?
 List physical properties.
o What are chemical properties?
o What is a chemical change?
o What is a physical change?
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Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!
Name: ____________________________________________________________________________
(1) Draw where you think the sand, dish soap, and oil will fall
when mixed together:
(2) Draw where the sand, dish soap, and oil ACTUALLY fell:
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Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!
(3) Draw where you think the Oobleck will fall in the mixture:
(4) Draw where the oobleck actually fell:
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Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!
Name: _____________________________________
Draw an example of the 3 words listed below:
Solid
Liquid
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Mara Bensson
January 2010
Solids, Liquids, and..Oobleck!
Gas
Name: _________________________________________________________
Date: __________________________________________________________
Solid
Gas
Liquid
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