What is the nature of matter?

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kevin Mon, Jan 17, 2022 09:51 PM UTC

Chemists define matter as anything that has mass and occupies space. Matter and its behavior are studied on what is called the macroscopic level in which observations are made of phenomena. These observations are explained using
theories and models.

1. 1
NATURE OF MATTER
I. INTRODUCTION
A. Overview of the Unit
In this unit students compare their ideas about the nature of matter with
observations they make of matter inside and outside the classroom. At the
beginning of the unit, students focus their observations on the phenomenon
itself. They examine the differences between substances and mixtures and
between physical and chemical changes. In the middle of the unit, students
"make sense" of their observations by explaining them using the kinetic
molecular model.
We have developed the unit to meet the following criteria:
1. The instruction is intended for approximately 20 class/lab hours.
2. Equipment requirements are kept to a minimum.
3. Topics and activities used are usually included in an elementary school
curriculum.
4. Activities are related to phenomena from everyday life whenever
feasible.
The time needed to complete this unit may vary considerably according to
students' backgrounds and according to whether it is the first or last unit
included in the course. For example, if students are unable to graph data, or if
they have had little chemistry at the middle/high-school levels, 20 hours of
instruction may be insufficient. The content of the unit is less than what is
usually included in the traditional K-6 textbook series. Although the kinetic
molecular theory is introduced as an explanation of what occurs at the
phenomenal level, atomic theory and bonding have been excluded because they
are not particularly appropriate for elementary school children.
Chemistry can be understood and taught on three levels: the phenomenal
level, the particulate level, and the symbolic level. Unfortunately, chemistry
instruction usually focuses on the symbolic level, and hence students do not
make connections between the three levels. In this unit students begin by
observing everyday phenomena, explain the phenomena using particles, and
represent the phenomena and particles using symbols. The latter occurs
toward the end of the unit. This should enable students to integrate the three
levels and thereby obtain a conceptual understanding of the material world
that surrounds them.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

2. B. Acknowledgments and Origins of Ideas
Very few curriculum development efforts in the teaching of chemistry have
focused on integrating the macroscopic (phenomenal), the microscopic
(particulate), and the symbolic levels, even though there is a body of research
indicating that students generally do not make the connections. We have
knowingly included some of the activities and ideas from the following efforts
that have tried this at least partially:
• The ideas from the report by Alex H. Johnstone,
• Some activities on conservation of mass in chemical reactions, electrolysis of
water, the flame tests, and separation of a mixture of alcohol and water from
Introductory Physical Science,
• The baggie chemistry and the density activities from GEMS,
• The separation of solids (sand mixture) activity from Science Curriculum
Improvement Study,
• Activities on heating substances, operational definitions of an acid and a base,
and ideas on the particulate nature of matter from Dorothy Gabel in
Introductory Science Skills,
• The activity on the rates of chemical reactions using magnesium strips from
Christie L. Borgford and Lee R. Summerlin in Chemical Activities,
• Ideas on depicting the particle nature of matter from Glen Berkheimer,
• The activity on disappearing ink by Shari Morkin in Science and Children,
• The blueberry pie filling and cabbage juice as indicators activity shown by
Maria Walsh in SourceView,
• Ideas on teaching "The Particle Nature of Matter" in elementary schools by
Milton O. Pella and others at the University of Wisconsin.
C. General Safety Considerations
Most of the materials used in the unit are common household items. However,
even when using these, it is necessary to take safety precautions because even
these can become dangerous if they get into one's eyes or are heated. Some state
regulations require students to wear safety glasses whenever any activity is done
in the laboratory! Safety glasses should be worn for all activities, and students
should be given instructions about what to do in the case of an accident or a fire.
Rooms should be equipped with a fire blanket, fire extinguisher, and eye wash
fountain.
Care should be taken in the disposal of nonfood chemicals to make certain that
they are appropriately disposed of. Not all chemicals may be poured down the
drain. Arrangements should be made with the chemistry department to dispose
of anything that they deem hazardous.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

3. 3
Specific safety precautions are written on student pages for activities in this
Nature of Matter unit.
II. STUDENTS' NOTIONS ABOUT NATURE OF MATTER
A. Students' Prior Beliefs as Described in the Research on Student
Conceptions
Chemists define matter as anything that has mass and occupies space. Matter
and its behavior are studied on what is called the macroscopic level in which
observations are made of phenomena. These observations are explained using
theories and models. One theory, the kinetic molecular theory, has been
particularly powerful in explaining chemical and physical changes. That matter
is composed of particles that are constantly in motion, as postulated by the
theory, has been supported by numerous experiments. In particular, through the
optical scanning microscope, the structure of some ionic, metallic, and molecular
substances has been observed. This infrastructure of matter is referred to as the
microscopic level or the particulate nature of matter. Since chemists are
interested in explaining phenomena on the particulate level, they use spheres or
circles as models of atoms, ions, and molecules. They use chemical and
mathematical symbols and formulas to represent the chemical species. Hence
chemistry can be studied on the macroscopic, microscopic, and symbolic levels.
Students' understanding of chemistry depends not only on how well they
understand these three levels of chemistry, but also on how well they integrate
and relate them to each other. Research on students' conceptions of the nature of
matter indicates that there is little integration across the three levels and that
nonscientific conceptions exist on all three levels.
On the macroscopic level, there is evidence that even some college students do
not have well-developed ideas about mass, volume, and density. Students do
not differentiate mass from weight, mass from volume, and volume from surface
area. It has been found that many elementary education majors think that it is
possible to obtain the volume of any geometric figure (including cylinders) by
multiplying length by width by height. Many students are unable to
differentiate volume and surface area and do not realize that volume is
independent of the shape of the material whereas surface area is not. Given their
confusion about volume, it is not surprising that many students do not
understand the concept of density. Some believe that objects of greater density
displace more water, and others confuse density with viscosity believing that
"thicker" liquids have a higher density. These nonscientific concepts about
physical phenomena can be considered naive student conceptions.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

4. On the particulate level, students' nonscientific conceptions abound. To study
students' conceptions on this level, chemistry education researchers must link
students' knowledge of particles with either the macroscopic or symbolic levels.
Research linking particles with the phenomena indicates that many students
exhibit a very rudimentary understanding of the particulate nature of matter
when considering physical and chemical changes. Not only do many students
fail to show conservation of particles during phase changes, but some students
also depict the particles changing size during those processes. In evaporation and
dissolving, some students think that the particles simply disappear. Also in
dissolving, students do not differentiate what happens to the particles of ionic
versus covalent substances. For chemical change, many students do not conserve
particles, nor do they understand chemical change as consisting of
rearrangements of particles.
Students' nonscientific conceptions are also prevalent on the symbolic level. For
example, students frequently confuse the meaning of the coefficients in a
chemical equation with the subscripts. Students seldom link the meaning of
these numbers to the particulate nature of matter. They think of density as a
chemical formula that has no relation to either the phenomena or molecular
levels. Research studies have shown that more students can solve molarity, gas
law, and stoichiometry problems correctly than can explain what is happening
on the macroscopic or microscopic levels. It appears that chemistry for a large
number of students in introductory courses consists of pulling formulas and
algorithms from memory and applying them without thought about the
phenomena or a particulate model.
Research on students' lack of understanding of the symbolic and particulate
levels might be referred to as research on students' nonscientific conceptions.
These are not naive conceptions because they are not based on what a person
would derive from looking at nature. For centuries, scientists thought that
matter was continuous, not particulate. A continuous view of matter would be
considered a naive conception. The nonscientific conceptions of students have
probably arisen from formal or informal instruction in which students have been
introduced to concepts which they have not integrated with phenomena or with
the particulate nature of matter.
For more detail, review studies related to students' conceptions of the nature of
matter, see Andersson (1989), Krajcik (1991), or Gabel and Bunce (1993) in the
Handbook of Research on Science Teaching and Learning.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

5. 5
B. Conceptions that Students Should Develop
In this unit, students are invited to examine their nonscientific conceptions about
the nature of matter. It would be unrealistic for us to think that in the space of
three or four weeks, they will develop scientific conceptions about the nature of
matter on all three levels: phenomenal, particulate, and symbolic. Emphasis in
the unit is based on making observations of phenomena to develop more
scientific conceptions of mass, volume, surface area, density, substances, mixtures,
elements, compounds, physical changes, chemical changes, and factors affecting these
changes. An overall conception that students should develop is that nature is not
compartmentalized into black and white, solid and liquid, compound and mixture, ionic
and covalent, or chemical change and physical change. It is the scientists who classify
these phenomena in order to study them. In reality, a continuum exists, which
means that classification can never be exact.
On the macroscopic level, students should come to realize that:
1. Mass and volume are the necessary and sufficient properties of matter.
2. Volume is independent of shape, can be measured in a variety of ways, can be
calculated for regular objects according to their shapes, and is distinguished
from surface area. When volumes of liquids are combined, the total volume is
not necessarily equal to the sum of the individual volumes.
3. Matter usually exists in three states (solid, liquid, & gas,) in a student's
everyday environment.
4. Mass is conserved in physical and chemical changes, such as when a gas is
produced or a solid formed.
5. Density is a characteristic property of a substance, is independent of the mass
or volume measured that are used to calculate it, determines whether objects
float or sink, and is different from viscosity (more viscous liquids are not
necessarily denser).
6. Materials that are nonuniform in appearance are mixtures. Materials that are
uniform may be mixtures or substances. Mixtures generally retain most of
the characteristic properties of the individual components and can be
separated by physical means such as sifting or boiling followed by
condensation.
7. Substances have one set of characteristic properties. Complex substances are
called compounds, which can be broken down into elements. Substances can
be classified by their characteristic properties and the chemical reactions they
undergo.
8. Both physical and chemical changes occur at different rates that depend on a
variety of factors such as temperature and concentration.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

6. About halfway through the Nature of Matter unit, students are introduced to the
particulate nature of matter. Particles are introduced as an explanation for
observed phenomena. By the end of the unit, students should acquire more
scientific approaches when using the particulate nature of matter for the
following:
1. Matter is composed of particles. Differences in solids, liquids, and gases can
be explained by the proximity and bonding of particles. When solids, liquids,
and gases change state, distances between particles change as the particles
absorb or release energy. There is nothing between the particles but space
(no air).
2. Mixtures contain two or more different kinds of particles. If the same kind of
particle exists in aggregates, the mixture is nonuniform or heterogeneous. If
different kinds of particles are single entities, that is, they are uniformly
mixed, a homogeneous mixture or solution is produced. When two
substances are mixed, the particles of one substance may fit in the interstices
of the other substance even in liquids and solids. There are three general
types of solutions: solids, liquids, and gases. Each results when a solid,
liquid, or gaseous solute dissolves in the solid, liquid or gaseous solvent.
3. Substances can be simple or complex. Simple substances contain only one
kind of atom and these are called elements. Compounds are made of more
than one kind of particle, each of which loses its identity or characteristic
properties when it forms the compound. The particles in most compounds
are in a definite ratio whereas the particles in solutions have no definite ratio.
However, there may be a limit on the proportions of the components that are
possible in solution.
4. In physical changes, particles of compounds remain intact and do not split
apart while particles of elements do not combine with one another. Chemical
change is the result of different kinds of particles interacting with one
another. Atoms of the elements may combine with other particles, or the
complex particles of compounds may separate from one another or form
other combinations with elements or compounds. The resulting product(s)
has a new set of characteristic properties.
5. Frequency of collisions between particles can increase or decrease, and this
usually accounts for the difference in the rate of physical and chemical
change. When collisions increase (due to increased concentration, surface
area, and contact) or become more effective (due to increased motion of the
molecules), the rates generally increase.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

7. 7
Toward the end of the Nature of Matter unit, students are introduced to chemical
symbols that represent the particles in elements and compounds. Earlier in the
unit, they were introduced to mathematical symbols in formulas and learned to
represent density graphically using the slope of a line. Hence by the end of the
unit, they should understand the use of mathematical, graphical, and chemical
symbols as follows:
1. Mathematical symbols and graphs represent relationships between physical
measurements of phenomena. Hence formulas used for obtaining volume
and surface area vary according to the kind of figure being measured.
2. Subscripts in compounds refer to the number of atoms of an element in a
molecule of the element or in a compound. Coefficients before a substance in
a chemical equation refer to the number of molecules of the substance
reacting or being produced.
The powerful ideas in this unit and the investigations in which they are
emphasized are summarized as follows:
1. Mass and volume are the necessary and sufficient properties of matter
(Investigation 1).
2. Each substance has its own set of characteristic properties, such as density
and viscosity (Investigations 1, 2, and 3).
3. When energy is added or removed from matter, it may change state
(Investigation 3).
4. In a physical change, mass is always conserved, but volume is not always
conserved. Substances retain their characteristic properties (Investigation 4).
5. Matter is composed of particles whose identity, motion, and spacing account
for its variety (Investigation 4).
6. In a chemical change, mass is always conserved, but volume is not always
conserved. Substances lose their identities due to the rearrangements of the
particles (Investigation 5).
7. Complex substances can be broken down into elements which are
represented by symbols (Investigation 6).
8. Compounds can be classified according to their reactions and the elements
they contain (Investigation 7).
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

8. III. COGNITIVE RATIONALE
General Comments
The general approach in this unit moves from the simple and concrete concepts to the
complex and abstract concepts. This is done in two ways: multiple representation and
chemistry content.
Multiple Representation
In the beginning of the unit, students make observations on the macroscopic level of
phenomena that are related to everyday life. In the third investigation, students are
introduced to the particulate nature of matter as an explanation of what they observe.
Hence they integrate the macroscopic observations with the particulate representation.
Finally, in the sixth investigation, students use symbols to represent the phenomena
and the particles, thus integrating the phenomena, the particles, and the symbolic
In addition, multiple representation of scientific concepts are used throughout the unit
on another level. After students observe phenomena, they frequently represent
relationships in mathematical and graphical forms.
Chemistry Content
Students begin the unit by observing characteristic properties of materials that are not
undergoing change. Physical change is introduced in the third investigation with the
separation of mixtures by boiling and condensation. Chemical changes are introduced
in the fifth investigation and classifying chemicals by their chemical changes follows in
the seventh investigation.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

9. 9
Specific Comments
Investigation M1: Measuring Mass and Volume and Calculating Density
Students investigate the Meaning of Density during this investigation by looking at soft
drink/can systems and the components of these systems. They find the density of
solids and liquids by using several methods, including the determination of the slope of
a line and the division of mass by volume. They relate these numerical values to
whether or not objects float in rubbing alcohol, water, and saltwater. Another concept
developed is that the density of a system is not always the average of the densities of its
parts. At the end of this investigation, students think about mass and volume as
fundamental properties of all matter.
Investigation M2: Thinking about the Densities of Solids, Liquids, and Gases
Students begin this investigation by considering the Differences Between Density and
Viscosity for Liquids. Then the densities of systems composed of gases in balloons are
discussed, which builds up concepts initially developed during Investigation 1. The last
section of this investigation applies concepts about the densities of solids, liquids, and
gases to a problem that distinguishes between hard-boiled and raw eggs.
Investigation M3: Separating Mixtures into Component Parts
In the third investigation, students use all the methods they can think of to separate
mixtures. They also make inferences from temperature/time graphs for water and for a
water and rubbing alcohol mixture. Students practice identifying substances and in the
process think more about Properties Characteristic of Substances. This unit reinforces
ideas about density because that is one characteristic property used to identify water
and rubbing alcohol after distillation. This investigation bridges investigation efforts
and makes the point that particles compose matter.
Investigation M4: Observing and Explaining Physical Changes
Students begin this investigation by formulating Rules Concerning Linear Dimensions,
Surface Area, and Volume. This is preparation for considering variables that affect the
speed of dissolution. Students are encouraged to think about why particles of matter
would dissolve faster under particular conditions such as smaller size. Students are
expected to control variables such as volume when testing rates of dissolution. They
check if mass and volume are always conserved during the dissolving of sugar in water
and during the dissolving of rubbing alcohol in water. Evidence of interstitial space is
given by looking at dry ice sublimating, ice melting, water being compressed, and air
being compressed. Then students are asked to consider the relative amounts of
interstitial space in solids, liquids, and gases. Students use words, drawings, and
tangible models to show their learning of generalizations about the particulate nature of
matter. They begin to use these generalizations to explain the diversity of substances
and the interactions of these substances.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

10. Investigation M5: Observing Chemical Changes
Students are introduced to Chemical Change by observing the reactions of several
common substances in a ZiplocTM baggie. Because students have not yet been
introduced to chemical symbols and formulas, word equations and common names are
used. Students observe three signs that one or more chemical changes are occurring.
These are: Heat is produced, the color changes from red to yellow, and a gas is
produced. Although all of these changes are also evidence of a physical change, it
would be a rare occasion for all to occur simultaneously, especially without the addition
of heat. It is important for students to realize this.
The second activity builds upon the first when students determine whether all
components that were originally added to the bag are necessary to produce the effects.
This requires students to control variables in a rather sophisticated way because they
must consider both the kind of chemical and the volume of the chemical used. If the
activity is carried out carefully, they will find that two of the changes (which are
actually physical changes) involve heat. The dissolving of the melting salt produces
heat (hence some of its effectiveness initially in melting ice), and the dissolving of
baking soda absorbs heat. They will also find that for the color change, the red solution
must be present, whereas only water and the two solids are needed to produce the gas.
In the second activity, it appears that something is coming out of the chemicals that
might affect the mass of the products. Although it would appear ideal just to weigh the
baggies before and after the reactions to determine if mass is conserved in a chemical
reaction, the results are misleading and rather hard for students to understand because
of the buoyancy effect in using the balance. As a result, two other activities are
substituted. In the Alka-SeltzerTM activity, students are likely to predict that the mass
decreases because a gas is produced. In the other reaction, when a precipitate is
formed, students are likely to think that the matter becomes heavier. Both of these are
common conceptions of most elementary school children and some college students.
Since students have already been introduced to particles earlier, the conservation of
mass can be explained in terms of the particle nature of matter.
The final activity in the investigation gives students an opportunity to explore the
factors that affect reaction rates, and to relate their findings to the particle nature of
matter. After students observe the differences in reaction rates, explanations can be
given in terms of the increased number of collisions of the particles due primarily to
increased concentration, and to the increased effectiveness of the collisions due to faster
moving molecules at higher temperatures. Students will also see that some metals are
more effective than others, and this observation can be used in the discussion of the
elements in the fifth investigation. Although catalysis is not illustrated in the
experiment, it could be discussed here. Since students already have looked at
increasing the dissolution rate when making solutions, comparisons between the factors
affecting the rates of physical and chemical changes could be made.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

11. 11
Investigation M6: Classifying Substances as Elements and Compounds
Up until this point, students have not made the Distinction Between Substances that are
Compounds and those that are Elements. The first activity helps students determine that
when a substance is heated, several things can happen. Some of the possibilities are:
color changes, flame is produced, smoke is produced, the substance disappears, or a
liquid appears. Many of these observations could occur for either an element or a
compound. Of the materials that students heat during the investigation, the most
obvious one that might be considered a compound is sugar because it looks so different.
However, it might be that it combined with something in the air, and that a new
product was formed. Further tests would be needed to give greater credibility that the
substance decomposed. For example, if the sugar were heated in the absence of air, or
heated in air and with a cold evaporating dish held over it to show that water is formed,
or the final product was tested to show that it is carbon, the evidence would corroborate
This leads to the subsequent activity where students now decompose water using
electrical energy, collect the gases, test for hydrogen and oxygen, and then determine
the ratio of the volumes of the two gases. Some students may be familiar with the
formula for water from prior courses, many immediately relate the ratio in the formula
for water. This, however, assumes that equal volumes of gases contain the same
number of molecules (Avogadro's hypothesis) which is not intuitively evident. In the
activity, students are presented with the mass relationship of hydrogen to oxygen and
are asked to make sense of the data. This may exceed their capability, and the
instructor may need to discuss the fact that the experimental evidence supports the
hypothesis that equal volumes of ideal gases at the same temperature and pressure
contain equal numbers of molecules.
With the establishment of the formula for water, students are now ready to interpret
chemical symbols, formulas, and simple equations in terms of particles (atoms and
molecules). Emphasis should not be on students balancing equations, but on
interpreting them and showing that atoms, not molecules, are conserved in the
equations. This can be related to the conservation of mass shown earlier.
Simultaneously, students should be relating particles to the symbols and be able to
distinguish between particles of elements and particles of compounds. The
investigation ends with the flame tests for the elements. Students have already been
introduced to the elements in the previous activity, and this demonstration shows one
way that elements differ.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

12. Investigation M7: Classifying Compounds by their Reactions
The seventh investigation provides an application of what students have learned thus
far in the unit and takes them one step beyond in illustrating that Compounds can be
Classified not only According to their Properties, but also According to the Elements that they
Contain. In the first activity, students test a variety of household items with natural
indicators, which enables them to classify the items into categories of acids, bases, and
In the second activity, students test a variety of substances with several acids and bases
to arrive at an operational definition of an acid or a base. By examining the formulas of
acids and bases, they should conclude that groups of compounds have comparable
formula, that is, acids contain hydrogen and bases contain hydroxide.
The next two activities give students the opportunity to apply knowledge learned in the
unit. In the first design activity, students prepare their own indicators from fruits and
vegetables, and in the second, they make invisible ink. Both activities show how science
relates to everyday life, and both are appropriate for children at the elementary level.
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

13. 13
IV. INSTRUCTOR NOTES
A. Equipment List
Per lab group Per class For
Equipment of 4 for demonstration unit
Graduated beakers 6 1L
or overflow cans
Balance 1 to 500 g
Ruler 4 30 cm
Tape measure 1
Safety goggles 4
Medicine droppers 3
Graduated cylinders 3 10 mL, 3 50 mL
3 150 mL or larger
Glasses or beakers 3 100 mL
Aluminum blocks several 2 cm cubes ±
Aquarium 16 L 1
Test tubes 1 doz
Test tube holders 1
Metal spheres (small) 3 mm diam ± 1 pkg
Weighing boats or convenient for use
shallow but broad vessels with balance 2
Pieces of plate glass 1 10 cm x 10 cm
Knife 1
Cutting board 1
Scissors 1
Deep dish pizza pan 1
Cloth screen (fine) 30 cm x 30 cm
Cloth screen (medium) 30 cm x 30 cm
Cloth screen (large) 30 cm x 30 cm
Margarine cutter commercially available 1
(for equal volumes)
Magnets 20
Convex lens 1
Heater (alcohol) 1
Stand for test tubes 1
Test tube holders 2
Centicubes 1 pkg 100
Hot plate 1
Mortar and pestle 1
Stirring rods 5
Petri dishes 3
Syringes large 2
Hand warmer 1
Quart bottle w/gasket 1
Ring stand 1
Iron ring 1
6-V battery 1
Electrodes 2
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

14. Per lab group Per class For
Equipment (cont'd.) of 4 for demonstration unit
Wire connectors 2
Peg board 130 cm x 30 cm
Clamps 2
Tesla coil 1
Spectral gratings or 4
spectrometers
35-mm film containers
Spectral tubes containing:
mercury 1
helium 1
hydrogen 1
neon 1
Magnet board 1
Magnets (small) 20
Atomizers 1 (perfume bottle size)
Dark construction paper 1 pkg (11 in. x 14 in.)
Wire gauze 1 15 x 15 cm2 fine mesh
(several different sizes) 1 15 x 15 cm2 medium mesh
1 15 x 15 cm2 coarse mesh
Thermometers 2
White egg cartons 2
or paper cups of equal size 24
Per lab group Per class For
Consumables of 4 for demonstration unit
Salt, table tsp 1 box
Salt, rock tsp 1L
Rubbing alcohol 5 L
PepsiTM regular 2 cans
Diet PepsiTM 2 cans
Graph paper pads
String 1 ball
Labeling tape 7 rolls
Sheet plastic (thin) 30 cm ± wide 2 rolls
Gelatin (Jell-OTM)
regular 1 pkg
diet 1 pkg
Empty soda cans, regular 1
Empty soda cans, diet 1
Straws 2 pkgs
Potatoes 5
Cooking or mineral oil 1L
Balloons (rubber or vinyl) 100
Rubber bands 1 pkg
Tissue paper (thin) 1 pkg
Eggs 1 doz
Baking soda 1 pkg
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

15. 15
Per lab group Per class For
Consumables (cont'd.) of 4 for demonstration unit
Sand fine 3L
Sand medium 3L
Sand coarse 3L
Pepper 4 pkg
Iron filings 3L
Margarine
(regular) 1 lb
(lite) 1 lb
(extra lite) 1 lb
Waxed paper 1 roll
Splints 1 pkg
Rubber bands 1 pkg
Distilled water 1/2 L
Filter paper (coffee) 1 pkg
Sugar (regular grind) 1 lb
LifesaversTM (candy) 1 pkg
Dry ice 500 g
Plastic bag small 1
ZiplocTM baggies 1 pkg
Teaspoons (plastic) 3
Small vials 3 (5 mL)
Alka-SeltzerTM 2 pkgs
Large ZiplocTM baggies 2 pkgs
Vinegar 1L
Sandpaper variety 1 pkg
Tin can lid 2
or aluminum foil 1 pkg
Paraffin 1 pkg
Chalk 1 pkg
Matches 1 pkg
Blueberry juice 1 can
Red cabbage juice (Put red cabbage leaves in water; boil 10 min.)
Variety of household:
mouthwash 1 bottle
shampoo 1 bottle
toothpaste 1 pkg
DranoTM 1 can
SpriteTM 1L
Vitamin C 1 pkg
Hair conditioner 1 bottle
Lemon 1
Flowers and Vegetables, variety several petals of flowers,
(whatever is readily available) 1 potato or 1 bunch of carrots)
Tape, duct 1 roll
Tape, labeling 1 roll
Posterboard
Lye 1 bottle
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

16. Per lab group Per class For
Consumables (chemical, i) of 4 for demonstration unit
Glycerin 1L
Gases:
CO2 1 cyl
H2 1 cyl
He 1 cyl
Potassium permanganate 500 g
Potassium nitrate 500 g
Ammonium nitrate 500 g
CaCl2 500 g
Phenol red 500 g
Barium chloride 500 g
Sodium sulfate 500 g
Metal strips:
magnesium 9 strips
zinc 1 strip
tin 1 strip
iron 1 strip
HCL (1 M) 1L
Washing soda 500 g
(sodium carbonate—saturated)
Per lab group Per class For
Chemicals (0.1 molar) of 4 for demonstration unit
Lithium chloride 500 g
Barium nitrate 500 g
Strontium chloride 500 g
Sodium chloride 500 g
Copper nitrate 500 g
Copper sulfate 500 g
Potassium chloride 500 g
Sodium nitrate 500 g
Chemicals (1 bottle of each):
ammonia
lye 0.05 M
oil of vitriol 0.05 M
muriatic acid 0.05 M
phenolphthalein
Red and blue litmus paper 10 pks
Per lab group Per class For
Supplies of 4 for demonstration unit
2-hole stopper 2
for test tube
Glass tubing 160 cm long
Plastic tubing 140 cm long
Putty (plastic) 5 lbs
Stoppers variety
Nichrome wire 22 gauge/1 spool
Swabs 1 pkg
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

17. 17
INSTRUCTIONS FOR PREPARATION OF LABORATORIES AND
Investigation M1
Activity M1.1
Have available three solutions: one water, one saltwater (saturated), and one
rubbing alcohol.
Set out for each group of 4:
3 graduated 1-L beakers
1 with 450 mL of water
1 with 450 mL of saturated saltwater solution
1 with 450 mL of rubbing alcohol
or 3 overflow cans* filled with the above
1 can regular PepsiTM
1 can Diet PepsiTM
3 metal objects, all of the same volume
1 cylinder
1 cube
1 sphere
1 graduated cylinder large enough to hold
any one of the previous 3 items
*Overflow cans can be constructed by soldering 1/4 in. copper tubing on upper
side of 1/2-gal or 2 L-food can. Have copper tubing slightly off horizontal and
down and for ease of water flow. Overflow cans can also be made of plastic
pipes glued to upper side of large ice cream containers. Catch buckets can be
any cup that fits conveniently under the spout of the overflow can.
Activity M1.2
Preparation: Have liter beakers ready with solutions same as in Activity M1.1.
Mark each container, but do not identify the solution (keep record of identity of
each container for lab instructor).
Set out for each group of 4:
1 container with solution
1 graduated cylinder
1 balance
1 medicine dropper
graph paper: 10 sheets for each student
1 meterstick segment
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

18. Activity M1.3
Set out for each group of 4:
1 meterstick segment
graph paper: 10 sheets
metal spheres
1 cube
1 cylinder
1 potato and other such vegetables cut up in chunks (for extra exercise)
1 graduated cylinder large enough to hold materials in exercise
or 1 overflow can with catch bucket
Activity M1.4
Set out for each group of 4
1 can of regular PepsiTM
1 can of Diet PepsiTM
Have available but not set out, for each group of 4:
1 meterstick segment
1 balance
1 graduated liter beaker or overflow cans with catch buckets
1 graduated cylinder
solutions of:
1 L water
1 L saltwater prepared as in activity M1.1
1 L alcohol
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

19. 19
Activity M1.5
Preparation: Cut out pieces of thin plastic such as plastic wrap in 3 cm x 3 cm
squares.
Set out for each group of 4:
1 piece of plastic 3 cm x 3 cm
1 can Diet PepsiTM
1 can regular PepsiTM
1 empty can Diet PepsiTM
1 empty can regular PepsiTM
2 medicine droppers
3 glasses (transparent drinking glasses) or 3 250-mL beakers
1 balance
graph paper
tape for labeling containers
Have available for entire class:
1 package regular gelatin (Jell-OTM)
1 package diet gelatin (Jell-OTM)
Activity M1.6: Demonstration/Discussion
Preparation: Ask instructor if some soft drink cans are to be cut up before class. If
so, cut cans into small pieces that will fit in small graduated beaker.
Have available for entire class:
1 aquarium filled with water, about 16 l
1 large graduated cylinder
or 1 graduated beaker 500 mL
several empty cans regular PepsiTM
several empty cans Diet PepsiTM
1 pair scissors
or 1 pair metal shears
1 balance
4 aluminum blocks
Option: at the discretion of the instructor:
Set out for each group of 4:
plasticine clay
1 balance
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

20. Activity M1.7: Demonstration/Discussion
Have available for entire class:
1 roll duct tape
2 cans of regular PepsiTM
2 cans of Diet PepsiTM
Activity M1.8: Demonstration
Have available for entire class:
1 soft drink in glass bottle
1 thin plastic bag
1 roll of duct tape
1 balance
At the discretion of the teacher:
1 hunk of dry ice
1 ZiplocTM freezer bag
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

21. 21
Investigation M2
Activity M2.1
Set out for each group of 4:
5 test tubes labeled (vials or culture tubes with caps can substitute for test
tubes); put different shades of food coloring for ease of identification
1 filled with water
1 filled with saltwater
1 filled with glycerin
1 filled with cooking or mineral oil
1 filled with rubbing alcohol
1 rack for test tubes or vials
5 stoppers for test tubes
several BBs
1 transparent cup or beaker
1 plate glass
1 beaker designated for waste liquids
1 spoon or stirring rod
At the discretion of the teacher, have available some or all items listed below:
(single containers will suffice)
liquid dish soap
shampoo
pancake syrup
vinegar
fruit juice
honey
milk
Activity M2.2
Set out for each group of 4:
1 thick potato slab (to use for straw stands) or plasticene clay
several straws (the bigger the diameter, the better)
5 medicine droppers
1 balance
5 test tubes filled with liquids used in activity M1.1 with dye for
differentiating but not identifying
graph paper
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

22. Activity M2.3: Demonstration/Discussion
Preparation: Obtain balloons of the same material, length, and shape. Inflate
balloons shortly before class.
Have available for entire class:
8 balloons same size unless otherwise noted
1 with air
1 with carbon dioxide
1 small hydrogen so it will not float
1 hydrogen
1 small helium so it will not float
1 helium
1 mixture of gases
Tie all balloons together with rubber band to make a bunch. Place balloons in a
box.
1 candle
1 box of matches
1 meterstick to which the candle can be tied
string for tying candle to stick
1 aquarium filled with water
Activity M2.4: Demonstration/Discussion
Have available for entire class:
1 doz. very fresh eggs
2 beakers or transparent glasses
salt
Boil 2 eggs for 1 min and insert in cold-water bath until cold or have heater and
boiler available to boil eggs. Caution: Eggs must be very fresh or experiment
will not work.
At the discretion of the instructor, have available:
2 unfresh eggs
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

23. 23
Investigation M3
Activity M3.1
Set out for each group of 4:
3 test tubes or vials:
1 half-filled with sand, salt, and baking soda (grain size from one
medium to another should vary)
1 half-filled with salt and pepper
1 half-filled with sand and iron filings (same grain size)
1 cloth screen (piece 4 cm x 4 cm)
several small rubber bands
1 large tray in which to pour mixture
dark construction paper to fill bottom of tray
3 coffee filters
1 magnet
1 lens (convex, to be used as a magnifier)
3 cups for receiving sifted materials
Have available for the entire class:
3 test tubes or vials (at least 20 mL):
1 filled with BBs
1 filled with salt
1 filled with sugar
Activity M3.2
Obtain 3 sticks of margarine all same brand, one regular, one light, and one extra
light. Use knife or butter cutter or cheese slicer to cut margarine into equal
volume pats. Place on waxed paper. Keep chilled.
Set out for each group of 4:
3 pats of margarine all the same volume, all same brand (keep chilled)
1 regular
1 light
1 extra light
3 test tubes
1 250-mL beaker with cold water
1 thermometer
1 alcohol burner or equivalent
1 balance
1 segment of meterstick
3 splints or other utensils
1 ring stand
1 ring
1 wire mesh for ring
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

24. Activity M3.3
Prepare this laboratory by inserting thermometers and glass tubing in "two-hole
rubber stoppers" that fit into the test tube. Use water or glycerine to facilitate
slipping thermometer and tube into the stopper. Insert both items so they will be
above the level of the liquid in the half-filled test tube. Insert flexible tubing that
fits snugly over glass tubing.
Set out for each group of 4:
2 test tubes:
1 test tube with 50 mL of water
1 test tube empty
1 thermometer
1 glass rod approximately 20 cm long
1 two-hole rubber stopper with thermometer and glass rod in place
1 pair tongs
1 alcohol burner or equivalent
1 pkg matches
1 beaker 500-mL half-filled with cold water
flexible tubing to join one test tube to the other
graph paper
timer or equivalent
Activity M3.4
Make 100 mL of solution consisting of equal parts of water and alcohol. Insert
thermometer and tube in two-hole rubber stopper as in Activity M3.3 so that it
measures the temperature of the vapor. Insert flexible tubing that fits snugly
over glass tubing.
Set out for each group of 4:
2 test tubes:
1 tube with 50 mL of solution
1 tube empty
1 glass rod 20 cm long
1 thermometer
1 two-hole rubber stopper with thermometer and glass rod already in
place
1 alcohol burner or equivalent
1 pkg of matches
1 beaker 500-mL half-filled with cold water
flexible tube to join the two test tubes
graph paper
timer or equivalent
1 pinch of sugar
1 piece of filter paper (coffee filter paper)
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

25. 25
Activity M3.5
Prepare this laboratory exactly the same way as M3.4.
Set out for each group of 4:
3 test tubes:
1 tube with 50 mL of solution
2 tubes empty labeled 1 and 2
1 glass rod 20 cm long
1 thermometer
1 two-hole rubber stopper with thermometer and glass rod already in
place
1 alcohol burner or equivalent
1 pkg matches
1 beaker 500-mL half-filled with cold water
1 piece flexible tubing to join the two test tubes
graph paper
timer or equivalent
1 graduated cylinder 50 mL
1 balance
1 pinch sugar
filter paper
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

26. Investigation M4
Activity M4.1
Set out for each group of 4:
100 centicubes
1 balance
At the discretion of the teacher:
1 glob of plasticine clay 4 cm diameter
Activity M4.2
Set out for each group of 4:
4 pieces of candy (such as LifesaversTM) that will fit in test tube
2 50-mL graduated cylinders partially filled with water
1 mortar and pestle
1 convex lens
1 stirring rod
At the discretion of the teacher:
Set out for each group of 4:
1 package of beverage powder (e.g., Kool-AidTM)
4 drinking glasses
1 graduated 1 L beaker
1 coffee filter
1 funnel to filter beverage
Activity M4.3
Obtain the purest rubbing alcohol you can find (at least 70% alcohol).
Set out for each group of 4:
1 glass tube (at least 60 cm long and approximately 10 mm diameter)
2 stoppers for tube
2 graduated cylinders:
1 filled with 50 mL of water
1 filled with 50 mL of alcohol
1 balance
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

27. 27
Activity M4.4
Set out for each group of 4:
4 250-mL beakers
1 L beaker with water
4 pieces of candy of equal volume
1 mortar and pestle set
2 test tubes:
1 with 1 tbs sugar
1 with 1 tbs salt
2 100 mL graduated cylinders
1 balance
2 spoons or stirring rods
1 hot plate
1 thermometer
Activity M4.5: Demonstration/Discussion
Have available for entire class:
1 beaker of ice to cool water
1 hot plate to heat water
2 petri dishes:
1 containing 50-mL ice-cold water
1 containing 50-mL steaming-hot water
1 transparency with circles the size of petri dishes. One circle saying "hot"
the other "cold"
1 spoon or spatula for stirring
potassium permanganate (small quantity)
1 pair pot holders or oven mitts
At the discretion of the teacher, have available:
2 transparent glasses or beakers:
1 with very hot water
1 with ice-cold water
1 alcohol thermometer
1 ball and ring apparatus
1 bottle with balloon attached to neck of bottle
1 hot air balloon
1 convection chamber
1 bottle with metal lid firmly closed
1 bimetallic strip
1 handwarmer (chemically a supersaturated solution)
1 vial with 5 g of ammonium nitrate dissolved in 10-mL water
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

28. Activity M4.6: Demonstration/Discussion
For entire class, have available:
a few grams dry ice
1 sealable plastic bag
1 pair pot holders or oven mitts
ice cubes
1 balance
1 full glass of water
2 identical balloons:
1 filled with water
1 filled with air
2 large syringes:
1 filled with water
1 filled with air
2 rubber stoppers to put on end of syringe
Activity M4.7: Seat Activity
Have available for each group of 2:
1 pizza pan or large flat iron plate
several magnets (perhaps segments of magnetic strips)
poster board
various color markers
scissors
paste
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

29. 29
Investigation M5
Activity M5.1
Have available:
1 pkg ZiplocTM baggies, sandwich size
1 pkg baking soda
1 pkg phenol red tablets (obtained from swimming pool suppliers)
200 g anhydrous calcium chloride (obtained commercially in winter at
hardware stores)
Set out for each group of 4:
2 ZiplocTM baggies
3 test tubes:
1 labeled with baking soda
1 labeled with anhydrous calcium chloride* (finely powdered)
1 labeled with phenol red tablet dissolved in water**
1 rubber stopper for test tube with
calcium chloride
3 small vials
3 teaspoons
1 10-mL graduated cylinder
1 tray large enough to hold baggie
1 large beaker to receive waste***
2 splints
* Calcium chloride should be kept covered until time of use.
** If dissolved phenol red turns yellow, adjust the color with a small quantity of
acid.
*** Waste can be poured down the drain. Rubber gloves should be used when
washing vials.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

30. Activity M5.2
Set out for each group of 4:
4 ZiplocTM baggies
3 test tubes with identifying labels:
1 with baking soda
1 with anhydrous calcium chloride
1 with phenol red tablet dissolved in water
1 rubber stopper for test tube with calcium chloride
several small vials
4 teaspoons
1 10-mL graduated cylinder
1 tray large enough to hold baggie
1 large beaker to receive waste
At the discretion of the teacher, have available:
1 candle tied to meterstick
1 pkg of matches
Activity M5.3
Preparation:
0.1 M barium chloride = dissolve 24 BaCl2.2H2O g/L of solution
0.2 M sodium sulfate = dissolved 28 Na2SO4 g/L of solution
Set out for each group of 4:
2 test tubes:
1 half-filled with 0.1 M barium chloride
1 half-filled with 0.2 M sodium sulfate
2 small vials
1 Alka-SeltzerTM (lJ8 tablet)
1 balance
1 quart or liter, thick-walled glass bottle with lid and gasket (canning jar
will do)
Activity M5.4: Seat Activity
Set out for every group of 2:
1 pizza pan or flat iron plate
several magnets
poster board
several markers of different colors
1 tube paste
1 pair scissors
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

31. 31
Activity M5.5
Obtain hydrochloric acid.
To prepare one M HCl, dissolve 85-mL reagent HCl in water. Pour acid into enough
water to make 1 L of solution.
Safety Precaution ➠ Pour acid carefully into water,
not vice versa.
Use fine sandpaper on strips of metal to clean them and make the reaction more
Set out for each group of 4:
metal strips: label identity of each one by placing them on marked paper
9 small magnesium strips
2 zinc strips
2 copper strips
2 iron strips
2 tin strips
1 eyedropper
1 hot plate
1 bottle of vinegar
1 piece of sandpaper
2 250-mL beakers
1 beaker of hot water
1 beaker of cold water
5 test tubes in rack each half filled with dilute HCl
1 waste container
Activity M5.6: Demonstration/Discussion
Preparation: Fill two gas-collecting bottles with oxygen from a demonstration tank
using displacement of water. Stopper the bottles. The oxygen can also be prepared by
adding manganese dioxide to 30% hydrogen peroxide or even hydrogen peroxide used
for bleaching hair. (The 3% solution is not concentrated enough.) See a chemistry
demonstration book for directions.
Have available for entire class:
1 alcohol burner or equivalent
2 cigarettes
1 iron nail
1 pad of steel wool
1 pkg matches
2 gas-collecting bottles
1 pair tongs
oxygen
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

32. Investigation 6
Activity M6.1
Set out for each group of 4:
2 test tubes:
1 with a tsp sugar, labeled
1 with a tsp salt, labeled
1 small piece of paraffin
1 small piece of chalk
1 tin can lid or similar iron plate (actually tin can lid works better because of the
wavy surface that tends to limit movement of materials)
1 ring stand with ring small enough to hold tin can lid
1 alcohol burner or equivalent
1 pkg of matches
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

33. 33
Activity M6.2
If stainless steel electrodes are to be used:
Preparation: Sodium carbonate solution can be prepared by dissolving 30 g of sodium
carbonate in 100 mL of tap water at 100°C and stirring. Allow to cool to room
temperature. The excess will remain on the bottom. Decant into test tubes.
If other electrodes are to be used, ask the instructor of the course what solution is to be
The instructor may want the students to complete the setup described below as part of
the laboratory. If not:
Setup for activity requires that test tubes be mounted upside down and held by clamps
on a vertically held Peg-BoardTM. The test tubes are filled with water and inverted in
the water that is in a large beaker so that no air escapes into the test tubes. The inverted
tubes are then inserted in the clamps holding them to the Peg-BoardTM while the bottom
of each tube stays in the water. The electrodes are then placed in the inverted test tubes,
which allows part of the uncovered electrode to be below the lip of the test tube. The
other end of the electrode is then connected to the wires leading to the battery. A
sketch of the apparatus is included in the teacher notes to help visualize the setup.
Set out for each group of 4:
1 6-V battery or power supply
1 set of stainless steel* or platinum electrodes
1 set of wire connectors
1 Peg-BoardTM 30 cm x 30 cm vertically mounted on a ring stand
2 small test tubes
2 clamps to hold test tubes to Peg-BoardTM
2 small rubber bands
1 25-mL graduated cylinder
100 mL of sodium carbonate solution
2 wood splints
1 pkg matches
2 rubber stoppers for test tubes
1 L beaker partially filled with water
* Stainless steel electrodes can be obtained from Damon/Educational Division, or
from similar vendors.
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

34. Activity M6.3: Demonstration/Discussion
To prepare solution for M6.3, dissolve the mass listed in a liter of solution:
NaCl 29 g
Ba(NO3)2 131 g
Ca(NO3)2 82 g
KNO3 51 g
Sr(NO3)2 106 g
LiNO3 35 g
NaNO3 43 g
Cu(NO3)2 94 g
Prepare wire for flame tests by inserting nichrome wire into a cork long enough to reach
into the solution. Make a small loop at the end of the wire which allows for more
solution to stay on the wire.
Make spectroscopes (one for each student) by attaching small pieces of diffraction
gratings to the lids of spent black 35-mm film containers. Cut a slit on the bottom of
the container. Put lid back on container. (Note: It is worth getting the hologram type of
diffraction grating for this purpose. They can also be bought inexpensively from suppliers.)
Have available for entire class:
8 test tubes in rack:
1 with .5 M NaCl
1 with .5 M Ba(NO3)2
1 with .5 M Ca(NO3)2
1 with .5 M KNO3
1 with .5 M Sr(NO3)2
1 with .5 M LiNO3
1 with .5 M NaNO3
1 with .5 M Cu(NO3)2
8 nichrome wires inserted in cork
1 alcohol burner or equivalent
1 pkg of matches
1 tesla coil or high-voltage apparatus for discharge tubes
4 gas spectral discharge tubes:
1 with mercury
1 with helium
1 with hydrogen
1 with neon
1 spectroscope for each student
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

35. 35
Activity M6.4: Seat Activity
Have available for each 2 students:
1 pizza pan or flat plate of iron magnets
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

36. Investigation M7
Activity M7.1
Preparation: Shred a small head of cabbage and boil in about 2 cups of water, or
shred cabbage and place it in a blender.
Set out for each group of 4:
2 test tubes:
1 with red cabbage juice, label
1 with blueberry juice, label (from can of blueberry pie filling)
A variety of household items such as:
mouthwash
shampoo
bar soap
toothpaste
drain cleaner
soft drink
baking soda
vitamin C
hair conditioner
a lemon
24 splints for stirrers
2 empty white egg (plastic) cartons or 24 small plastic cups
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

37. 37
Activity M7.2
lye 1 M = 40 g NaOH in water = 1 L of solution
oil of vitriol = 57 mL of concentrated H2SO4 pour carefully in water = 1 L of solution
muriatic acid = 86-mL reagent HCl pour carefully in water = 1 L of solution
washing soda = 106 g Na2CO3 put in water carefully = 1 L of solution
baking soda 84 g put in water = 1 L of solution
(Magnesium strips must be shiny. Sandpaper if necessary.)
Set out for each group of 4:
7 test tubes in rack each half full and labeled:
1 with ammonia (household)
1 with vinegar (household)
1 with lye l M
1 with oil of vitriol l M
1 with muriatic acid l M
1 with washing soda l M
1 with baking soda l M
1 dropping bottle of phenolphthalein
1 container of blue litmus paper
1 container of red litmus paper
10 magnesium strips
1 waste container
Activity M7.3
Preparation: A saturated sodium carbonate solution can be prepared by dissolving 30
gm in 100 mL of water at 100° C. Some will settle out upon cooling—pour off clear
Set out for each group of 4:
variety of colored flowers and vegetables
4 250-mL beakers
1 alcohol burner or equivalent
1 ring stand
1 iron ring to hold beaker
1 wire gauze
2 dropping bottles (bottle with eye dropper or one designed to deliver drops of
1 with vinegar (household)
1 with saturated sodium carbonate solution
Nature of Matter
Instructor Materials ©2001 American Association of Physics Teachers

38. Activity M7.4
Set out for each group of 4:
2 test tubes:
1 with red cabbage juice label
1 with blueberry juice, label (from can of blueberry pie filling)
1 dropping bottle of phenolphthalein
1 container of blue litmus paper
1 container of red litmus paper
10 magnesium strips
1 waste container
2 atomizers
5 cotton swabs
filter paper or high-quality paper towels
7 test tubes in rack each half full and labeled:
1 with ammonia (household)
1 with vinegar (household)
1 with lye l M
1 with oil of vitriol l M
1 with muriatic acid l M
1 with washing soda l M
1 with baking soda l M
1 for the class: fan or hair dryer
Nature of Matter
©2001 American Association of Physics Teachers Instructor Materials

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