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Transcript: Edible Matter
(soft music plays)
A Female Announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S PRIMARY LESSON:
EDIBLE MATTER.
A caption reads "Primary I-3. Teacher Robert." Robert is in his mid-forties, clean-shaven with black hair. He wears blue-rimmed glasses, earphones and a blue shirt.
Sitting in his living room, Robert says HELLO, BOYS AND GIRLS,
AND WELCOME BACK
TO ANOTHER EXCITING EPISODE OF
TVOKIDS POWER HOUR OF LEARNING.
MY NAME IS ROBERT.
THANK YOU SO MUCH FOR INVITING
ME INTO YOUR HOMES AGAIN.
TODAY WE HAVE A LOT OF FUN,
EXCITING THINGS TO DO TODAY,
AND I WANTED
TO GET RIGHT INTO IT.
UM, BOYS AND GIRLS,
I WANTED TO ASK YOU SOMETHING.
MAYBE A LITTLE BIT
OF A DIFFERENT QUESTION,
A STRANGE QUESTION.
ARE YOU COMFORTABLE
WHERE YOU'RE SITTING?
UM, I KNOW THAT
I'M COMFORTABLE.
I'M SITTING
ON A NICE CHAIR,
BUT WHETHER YOU'RE SITTING
ON A CHAIR OR A COUCH
OR ON THE FLOOR,
I CAN BET YOU YOU'RE SITTING
ON SOMETHING SOLID.
NOW, HOW DO I KNOW YOU'RE
SITTING ON SOMETHING SOLID?
WELL, BECAUSE I CAN
DESCRIBE SOLIDS.
I CAN DESCRIBE SOLIDS
IN A LOT OF DIFFERENT WAYS.
SOLIDS CAN BE HARD.
UH, SOMETIMES
THEY CAN BE SMOOTH.
UH, AND SOMETIMES, WELL,
THEY CAN BE, UH,
COOL TO THE TOUCH.
THERE'S ALL KINDS
OF DIFFERENT WAYS
THAT WE CAN
DESCRIBE SOLIDS.
UH, IF YOU WERE
FLOATING AROUND IN A POOL,
I WOULDN'T BE DESCRIBING YOU
AS SITTING ON A SOLID.
I WOULD BE DESCRIBING YOU AS
LOUNGING AROUND IN A LIQUID.
AND IF YOU WERE FLYING
UP INTO THE SKY,
I WOULD BE SAYING THAT YOU
WERE FLYING IN SOME GASES.
AND SO, THESE THREE THINGS
ARE CALLED STATES OF MATTER,
AND TODAY WE'RE GOING TO BE
TALKING ABOUT STATES OF MATTER.
AND I WANTED TO START OFF
BY TALKING ABOUT SOLIDS.
NOW, UM, THE REASON WHY
I BROUGHT UP WHERE WE'RE SITTING
IS BECAUSE WE ALL HAVE
SOMETHING IN COMMON.
I'M SITTING AND YOU'RE SITTING
AND WATCHING THIS EPISODE,
AND I WANTED TO GET RIGHT INTO
TALKING ABOUT MORE SOLIDS.
NOW, THERE'S ALL KINDS OF THINGS
THAT ARE SOLIDS AROUND US.
THERE'S SOLIDS AROUND ME
RIGHT NOW.
UM, THIS GLASS,
FOR EXAMPLE, IS A SOLID.
UM,
IT'S HARD TO THE TOUCH.
IT'S SMOOTH, OKAY?
I CAN HOLD UP
THIS TOOTHBRUSH.
THIS TOOTHBRUSH
IS ALSO A SOLID.
OKAY?
AND EVEN THIS PEN.
THIS PINK PEN I HAVE HERE,
IS A SOLID.
I HAVE ALL KINDS OF SOLIDS
HERE IN FRONT OF ME,
BECAUSE I HAVE SOME EXCITING
THINGS FOR US TO DO TODAY.
AND I WANTED TO SAY,
EVEN, THAT THIS ICE CUBE...
THIS ICE CUBE RIGHT HERE
IS A SOLID.
AND IT'S COLD TO THE TOUCH.
IN FACT, I HAVE A WHOLE GLASS
FULL OF ICE CUBES.
AND THE REASON WHY I HAVE
A GLASS FULL OF ICE CUBES
IS BECAUSE SOME
STATES OF MATTER CHANGE
AS TIME AND AS HEAT
GETS APPLIED TO THEM.
AND SO, WE'RE GOING TO TALK
A LITTLE BIT ABOUT THAT LATER.
WE'RE GONNA TAKE A LOOK
AT THE CUP OF ICE CUBES
MAYBE NEAR THE END
OF THIS EPISODE.
AND UM,
SEE HOW THAT GOES
AND SEE WHAT HAPPENS TO THEM
WHEN WE ARE...
WHEN WE'RE ALMOST CLOSING UP,
WHEN WERE ALMOST FINISHED.
SO, UM, WHETHER YOU HAVE
A SOLID, A LIQUID, OR A GAS,
THOSE ARE ALL CALLED
STATES OF MATTER.
SO, WHEN WE ARE TRYING
TO DESCRIBE THESE THINGS,
SOMETIMES THEY CAN BE
DIFFICULT TO DESCRIBE.
SO MY CHAIR, FOR EXAMPLE-
IT'S STRONG, IT'S SMOOTH.
UM, WE CAN DESCRIBE THINGS
AS BUMPY,
WE CAN DESCRIBE THINGS
AS HARD. OKAY?
UM...
AND, UH, I REALLY WANTED
TO TALK TO YOU A LITTLE BIT
ABOUT NOT JUST SOLIDS TODAY,
BUT I ALSO WANTED TO TALK TO YOU
A LITTLE BIT ABOUT LIQUIDS.
NOW, EARLIER I SAID IF YOU WERE
KIND OF FLOATING AROUND
IN A POOL, UM,
YOU WOULD BE
INSIDE OF A LIQUID.
NOW I'M NOT SUGGESTING
THAT YOU'RE ACTUALLY FLOATING
AROUND IN A POOL
AND WATCHING THIS SHOW,
BUT THAT WOULD BE
KIND OF COOL IF YOU WERE.
UM, HOW DO WE
DESCRIBE LIQUIDS?
WELL, LIQUIDS CAN BE DESCRIBED
IN A LOT OF DIFFERENT WAYS.
WE KNOW THAT LIQUIDS, UM,
CAN BE, UH,
VERY FLUID-LIKE.
UM, AND WHAT I MEAN
BY THAT IS...
HERE'S A LITTLE TINY BEAKER
FULL OF WATER. OKAY?
THERE'S A LITTLE BIT OF WATER
IN THIS BEAKER.
AND, IF I POUR IT...
INTO THIS PLATE,
IT TAKES ON THE SHAPE
OF THE PLATE.
SO, I'M GONNA POUR IT
RIGHT IN THERE.
AND NOTICE BEFORE...
BEFORE I POURED THE WATER,
THAT IT WAS IN
THAT SKINNY LITTLE TUBE.
OKAY?
AND NOW IT'S NOT
SKINNY AND LITTLE.
IT'S KIND OF FLAT AND IT'S
WIDENED OUT A LITTLE BIT.
NOW I DIDN'T ADD
MORE WATER.
THE WATER IS THE SAME.
IT JUST TOOK ON THE SHAPE
OF WHATEVER I PUT IT IN.
OKAY? SO, WATER CAN...
FLUIDS CAN BE...
LIQUIDS, PARDON ME...
CAN BE DESCRIBED
AS TAKING ON THE SHAPE
OF WHATEVER CONTAINER
IT CAN BE PUT IN.
NOW, IF YOU TRIED TO DO THAT
WITH A SOLID,
I HAVE ANOTHER
CONTAINER HERE
AND I HAVE
A PIECE OF ICE.
AND I PUT THE ICE
IN HERE.
I'M RATTLING IT AROUND.
AND IT'S STILL A PIECE OF ICE
IN THE CONTAINER.
IT DIDN'T TAKE ON
THE SHAPE AT ALL.
OKAY?
SO, WE KNOW THAT SOLIDS
AREN'T FLUID LIKE LIQUIDS ARE.
AND SO, UM, WE...
WE NEED TO KIND OF
LOOK AT THAT
AS A DIFFERENCE BETWEEN
THOSE TWO STATES OF MATTER.
NOW, CAN YOU THINK
OF SOME DIFFERENT LIQUIDS
THAT YOU HAVE
AROUND THE HOUSE?
WELL, ONE THAT COMES TO MIND
NATURALLY IS WATER.
OKAY?
WE JUST SAW THE WATER
GET POURED INTO TO THE...
INTO THE PLATE. OKAY?
WHAT OTHER KINDS OF LIQUIDS
DO WE HAVE?
WE HAVE JUICE, OF COURSE.
WE HAVE MILK.
YES.
WE HAVE THICKER LIQUIDS,
LIKE MAPLE SYRUP,
PERHAPS, OR EVEN HONEY.
AND WE CAN FIND ALL KINDS
OF DESCRIPTIVE WORDS FOR THAT.
WE CAN DESCRIBE THEM AS THICK
AND MAYBE EVEN STICKY.
UM, AND WHEN
THEY GET POURED,
THEY ARE SLOWER
THAN THE WATER.
BUT THEY STILL DO
THE SAME THING.
THEY STILL GO
INTO A CONTAINER
AND TAKE THE FORM
OF THE CONTAINER.
SO THAT'S A
REALLY COOL THING,
BECAUSE SOLIDS CAN'T DO THAT
AND LIQUIDS CAN.
SO, WHEN WE DO
THAT EXPERIMENT
BY POURING FROM ANOTHER,
UM, CONTAINER,
FROM ONE CONTAINER
INTO ANOTHER,
WE CAN SEE THAT IT DOES TAKE ON
THE SHAPE OF IT.
OKAY?
NOW, IT'S REALLY HARD
SOMETIMES
TO COME UP WITH SOME
DESCRIPTIVE WORDS, I FIND.
COMING UP
WITH SOME DESCRIPTIVE WORDS
CAN BE A VERY BIG CHALLENGE.
UM, I KNOW THAT
IT'S CHALLENGING FOR ME.
UH, AND I HAVE A HARD TIME
COMING UP WITH SOME SOMETIMES.
UH, I KNOW THAT I CAN SAY
"HARD" AND "SOFT,"
AND UH, AND YOU KNOW,
MAYBE "SOFT" AND UH, "BUMPY."
FOR SOLIDS.
AND FOR LIQUIDS
I CAN SAY "FLUID-LIKE,"
AND MAYBE "WET,"
AND "STICKY,"
BUT THAT WOULD BE
FOR LIQUIDS.
BUT I HAVE A HARD TIME
THINKING OF A LOT OF OTHERS.
SO, I THOUGHT MAYBE WE WOULD
TAKE A LOOK AT THIS EPISODE
AND, UM,
WE WATCH ZOEY
FROM
WACKY WORD SONGS
AS SHE THINKS TO US
ABOUT DESCRIBING WORDS.
AND DESCRIBING WORDS
ARE ALSO KNOWN AS "ADJECTIVES."
A caption reads "TVO Kids presents."
Colourful animated letters with googly eyes jump around and form the name "Wacky Word Songs."
A song says IT's THE WACKY WACKY WORD SONGS.
OH YEAH.
Zoey is in her early teens, with long straight brown hair and wears brown trousers, a polka dotted yellow sweater and a denim jacket.
In the attic, Zoey says HI.
MY FRIEND WROTE TO ME ABOUT HER
VACATION AT THE BEACH.
SHE DESCRIBED EVERYTHING SO WELL
I FELT LIKE I WAS THERE WITH
HER.
IT'S BECAUSE SHE USED LOTS OF
ADJECTIVES.
THOSE ARE WORDS THAT DESCRIBE
PEOPLE, PLACES AND THINGS.
LIKE A SPECTACULAR SUNSET,
COLORFUL SEASHELLS, AND HAPPY
PEOPLE ON VACATION.
I WROTE THIS BOUNCY, BUBBLY SONG
ABOUT ADJECTIVES.
(music plays)
Zoey sings a song that says I AM AN ADJECTIVE.
I ADD THE FLAVOR WHEN YOU
DESCRIBE A PERSON, PLACE OR
THING.
JUST LIKE THE SAUCE THAT MAKES
YOUR FOOD TASTY, I MAKE YOUR
SENTENCES MORE EXCITING.
ADJECTIVES ARE ASWEOME, YEAH
THAT'S ME.
I DESCRIBE THE WORLD AND
EVERYTHING YOU SEE.
THIS TEDDY BEAR IS FUZZY, THIS
FROG IS SUPER BUMPY.
MY NEIGHBOR'S CAT ALWAYS LOOKS
SO GRUMPY.
THIS MOUSE LOVES CHEESE,
SMELLY STINKY CHEESE.
MY DOG IS GASSY, EXCUSE HER
PLEASE.
SEE ADJECTIVES CAN PAINT A
PICTURE WITH WORDS.
THEY'RE AS AMAZING AS MAGICAL
WIZARDS.
I AM AN ADJECTIVE.
I ADD THE FLAVOR WHEN YOU
DESCRIBE A PERSON, PLACE OR
THING.
JUST LIKE THE SAUCE THAT MAKES
YOUR FOOD TASTY, I MAKE YOUR
SENTENCES MORE EXCITING.
The song ends.
Zoey says ADJECTIVES ARE WORDS THAT
DESCRIBE THINGS.
SOME OF MY FAVORITES ARE
CRUNCHY, WACKY, AND FRIENDLY.
WHAT ARE YOURS?
A caption reads "Apartment 11 production."
Robert says HEY, THAT WAS WONDERFUL.
I'M GOING TO HAVE ZOEY'S SONG
IN MY HEAD ALL DAY LONG.
THIS WAS SUCH A GREAT TUNE.
AND ADJECTIVES.
I REALLY LIKE
THE WAY ADJECTIVES WORK.
THEY REALLY ADD SOME, UH,
FEELING AND SOME COLOUR
TO WHAT WE ARE DESCRIBING.
AND UM, WE THINK ABOUT
HOW WE ARE DESCRIBING
OUR STATES MATTER, UH,
ADJECTIVES REALLY DO HELP.
WE KNOW THAT IF WE TALK
ABOUT SOLIDS
AND THROW SOME ADJECTIVES
IN THERE,
IT REALLY HELPS US, UH,
WITH UNDERSTANDING IT
A LITTLE BIT BETTER.
AND SO, REALLY,
WHEN WE TALK ABOUT SOLIDS,
IT DEPENDS
ON THE ADJECTIVES.
SORRY, IT DEPENDS
ON THE OBJECT ITSELF,
BECAUSE I CAN BE SITTING
ON A LARGE SOLID
OR I CAN BE LIFTING
A SMALL SOLID,
AND THIS SMALL SOLID HERE
CAN BE HARD IN SOME SPOTS
OR SORT OF SPONGY
IN OTHER SPOTS.
AND SO, SOLIDS CAN COME
IN A LOT OF DIFFERENT WAYS.
AND WHEN WE'RE TALKING
ABOUT LIQUIDS,
UH, LIQUIDS CAN BE DESCRIBED
IN A LOT OF DIFFERENT WAYS.
AS WE WERE TALKING
ABOUT BEFORE,
THEY ARE VERY FLUID-LIKE.
THEY GO FROM ONE CONTAINER TO
ANOTHER AND TAKE ON ITS FORM,
TAKE ON
ITS SHAPE AND FORM.
AND SOLIDS CAN'T DO THAT.
AND LIQUIDS CAN, OF COURSE,
BE DESCRIBED AS WET,
AND THEY CAN ALSO BE DESCRIBED
AS STICKY AND RUNNY.
AND, UM, THERE'S
A LOT OF DIFFERENT WAYS
THAT WE CAN USE ADJECTIVES
TO DESCRIBE THOSE TWO
STATES OF MATTER.
UH, YOU KNOW, BOYS AND GIRLS,
THERE ARE...
THERE'S A LOT OF DIFFERENT
STATES OF MATTER...
OR THERE'S A LOT OF WAYS WE CAN
DESCRIBE THOSE STATES OF MATTER
BUT I DID WANT TO TALK TO YOU
ABOUT ONE STATE OF MATTER
THAT WE HAVEN'T HAD A LOT
OF CHANCE TO TALK ABOUT YET,
AND THAT'S GASES.
AND UM,
GASES ARE KIND OF EVERYWHERE,
AND MANY OF THEM...
IN FACT, MOST OF THEM...
ARE INVISIBLE.
THAT'S RIGHT!
THEY'RE INVISIBLE.
SO, IF I SAID YOU,
"WHAT'S IN THIS GLASS?,"
YOU MIGHT SAY TO ME,
"WELL, NOTHING."
He covers the glass with his other hand.
He continues BUT I SAY TO YOU,
ACTUALLY,
WHAT'S IN THIS GLASS IS A GAS.
IN FACT, IT'S A MIXTURE OF GASES
THAT WE CALL AIR.
OKAY?
AND THE AIR ALL AROUND US
IS A MIXTURE OF GASES
THAT WE BREATHE IN AND OUT
THAT KEEP US HEALTHY
AND KEEP US GOING.
AND THERE'S ALL KINDS OF GASES
EVERYWHERE.
BUT DID YOU KNOW THAT THERE ARE
SOME GASES THAT WE CAN SEE?
FOR EXAMPLE,
IF ANY OF YOU HAVE SEEN
SOMEBODY MAKING SOME TEA,
BOILING A KETTLE.
NOW, IF YOU'VE EVER SEEN
A KETTLE BOIL,
YOU KNOW THAT
IT'S GETTING SUPER HOT,
SO WE DON'T WANT TO GET
TOO CLOSE TO IT, RIGHT?
BUT WHAT DO YOU SEE
COMING OUT FROM THE KETTLE?
YOU SEE STEAM RISING
FROM THE KETTLE.
AND THAT STEAM
IS A VAPOUR GAS.
IT'S A VAPOUR.
AND WE SEE IT COMING UP
AND IT'S VERY VISIBLE.
AND I WANT TO SAY THIS AGAIN.
YOU'VE GOT TO BE VERY CAREFUL
ABOUT NOT GOING TOO CLOSE TO IT,
'CAUSE IT CAN BE SUPER HOT.
SO, BE VERY CAREFUL.
UH, I'M FEELING
VERY SCIENTIFIC TODAY.
UH, AND AS SCIENTISTS,
WE ALWAYS HAVE TO TALK
ABOUT BEING VERY CAREFUL.
AND THAT'S OUR FIRST BEING
CAREFUL TYPE OF, UM,
HEADS UP I'M GOING TO
GIVE EVERYBODY,
IS DON'T GO NEAR
STEAMING, UH, STEAMING KETTLES
BECAUSE IT CAN BE
VERY DANGEROUS AND VERY HOT,
AND UH, IT CAN BURN YOU.
UM, SO, WE CAN OBSERVE
FROM A DISTANCE.
IT'S ALWAYS SAFE TO OBSERVE
THINGS FROM A DISTANCE.
OKAY?
SO, REMEMBER, WE HAVE AIR
WHICH IS INSIDE THIS CUP
AND ALSO ALL AROUND US.
UM, AND THE GASES
THAT WE SEE RISING AS STEAM,
UM, AND WE KEEP
A VERY GOOD DISTANCE
TO PROTECT OURSELVES
FROM HARM.
ALL RIGHT.
YOU KNOW WHAT,
BOYS AND GIRLS?
ALL THIS TALK ABOUT MATTER
HAS REALLY GIVEN ME A REALLY
COOL IDEA ABOUT AN EXPERIMENT.
ONE THAT I KNOW
THAT EVERYBODY IS GOING TO LOVE.
OKAY?
I HAVE A GOOD FEELING
ABOUT THIS ONE.
UH, BUT THE TRUTH IS,
IS I WANNA KINDA KEEP IT
A LITTLE BIT OF A SECRET, OKAY?
UM, I KIND OF WANT TO GET UP AND
MOVE AROUND A LITTLE BIT, OKAY?
SO, I DID BRING MY GUITAR.
OKAY, IT'S HERE,
YOU CAN SEE IT BEHIND ME.
AND UM, I WANTED TO
PLAY SOME MUSIC FOR YOU.
AND SO, WHEN WE DO GET UP
AND MOVE AROUND,
I'M GONNA PLAY
SOME MUSIC FOR YOU
THAT'S, UH,
SOOTHING AND SLOW.
AND I WANT YOU TO MOVE AROUND
WHATEVER SPACE THAT YOU HAVE.
AND WHEN IT'S
SMOOTHING AND SLOW...
SOOTHING AND SLOW MUSIC,
I WANT YOU TO MOVE SMOOTHLY,
FLOW, MAYBE LIKE A LIQUID.
AND THEN WHEN I PLAY
HARDER MUSIC,
I WANT YOU TO MAYBE
STOMP AROUND
AND MOVE A LITTLE BIT MORE
LIKE A SOLID.
OKAY?
SO, WE'RE GOING TO
MIX IT ALL UP
AND TRY TO DO
DIFFERENT THINGS LIKE THAT.
AND I'M GOING TO
SLOW IT DOWN AGAIN
AND PLAY LIGHT, SOFT,
AND SLOW MUSIC,
AND THEN HARDER MUSIC
TO GET YOU GOING
FROM SLOW TO MAYBE HARDER
AND THEN FASTER
AND THEN SLOWER,
AND WE'RE GOING TO MOVE
OUR BODIES AROUND
WITH THE MUSIC THAT I PLAY.
Now, Robert holds a guitar.
He says HELLO, BOYS AND GIRLS.
OKAY, UM,
EVERYONE STAND UP.
WE'RE GONNA
STRETCH OUT OUR BODIES
AND JUST START MOVING
TO THE MUSIC.
REMEMBER, WE'RE GONNA START OFF
NICE AND SLOW.
(playing slow acoustic music)
AND WE'LL PLAY
SOME NICE, SLOW MUSIC.
HOW WOULD YOUR BODY
MOVE AROUND THIS?
USE THE SPACE AROUND YOU.
JUST KIND OF LET THE MUSIC
PASS THROUGH YOU.
BE FLUID, LIKE WATER.
LIKE LIQUIDS.
I CAN IMAGINE IT NOW,
HOW YOU'RE MOVING AROUND.
SOME OF YOU STAYING LOW,
MAYBE STRETCHING UP HIGH.
VERY GOOD.
UH-OH.
THIS ONE SOUNDS
A LITTLE BIT LOW.
(music changing)
HOW WOULD YOU MOVE
WHEN THE MUSIC CHANGES?
MAYBE YOU ARE TAKING
GIANT STEPS.
(slow, low music playing)
MAYBE YOU ARE
MARCHING AROUND.
MORE LIKE A SOLID.
LESS FLUID AND ROUND.
(music speeding up)
VERY GOOD, BOYS AND GIRLS.
(music slowing down again)
VERY GOOD.
AND LET'S BRING IT RIGHT DOWN
TO A REST.
WELL DONE, BOYS AND GIRLS.
Next, Robert says WELL, THAT WAS FUN,
BOYS AND GIRLS.
UM, DID YOU DO IT?
DID YOU GET UP
AND MOVE AROUND?
UM, HOW DID IT FEEL, STOMPING
AROUND AND MOVING AROUND
WHEN THOSE HARDER CHORDS
WERE PLAYING
AND THOSE HARDER, UM, MAYBE
FASTER MUSIC WAS PLAYING?
AND WHAT WAS IT LIKE
TO FLOAT AROUND A LITTLE BIT
WHEN THE SOFTER MUSIC
WAS GOING?
UM, I HOPE YOU HAD FUN.
THAT WAS A LOT OF FUN
FOR ME.
UH, AND IT WAS KIND OF NEAT
PRETENDING TO BE
THOSE TWO STATES OF MATTER.
THAT WAS KIND OF NEAT FOR ME
TO DO THAT WITH MUSIC.
SO, BLENDING THAT MUSIC
WITH THOSE STATES OF MATTER
WAS KIND OF FUN.
AND I HOPE YOU ENJOYED
MOVING YOUR BODY AROUND
AND MAYBE STRETCHING IT OUT
A LITTLE BIT,
GIVING IT A LITTLE BIT
OF A BREAK LIKE THAT.
THAT'S ALWAYS GOOD FOR US.
SO, I CAN HARDLY
CONTAIN MYSELF. OKAY?
I MENTIONED EARLIER THAT, UH,
I DO HAVE AN EXPERIMENT TO DO.
AND I WANTED
TO KEEP IT A SECRET
BUT I DON'T THINK I CAN
KEEP IT A SECRET ANYMORE.
OKAY? I CAN'T DO IT.
SO HERE IT GOES.
JUST BY USING SOME SOLIDS
AND SOME LIQUIDS,
I'M GOING TO MAKE
SOME REAL VANILLA ICE CREAM.
THAT'S RIGHT,
BOYS AND GIRLS.
WE'RE MAKING REAL
VANILLA ICE CREAM.
YOU'RE GOING TO BE SHOCKED
ABOUT HOW EASY IT IS, OKAY?
I CAN MAKE ICE CREAM
THAT TASTES AMAZING.
IT'S GONNA BE AMAZING
TO TASTE.
UH, AND IT'S WITH
SOME SIMPLE INGREDIENTS
AND AGAIN,
ALL I NEED ARE A FEW LIQUIDS
AND, UM, SOME SOLIDS.
AND IT WILL ALL COME TOGETHER
AS AN EXPERIMENT.
AND IT WILL SEEM LIKE MAGIC,
BUT IT'S NOT MAGIC.
IT'S SCIENCE.
NOW, BEFORE I GET EVERYTHING
SET UP FOR THE EXPERIMENT,
I THOUGHT IT WOULD BE
KIND OF NICE TO WATCH PHIL
OVER THERE AT
SCIENCE MAX!,
TO LEARN A BIT MORE
ABOUT STATES OF MATTER
AND PERHAPS SEE ANOTHER
MAGIC-LIKE EXPERIMENT AS WELL.
SO, LET'S TAKE A LOOK
OVER AT
SCIENCE MAX!
A group of young men appear doing a series of science experiments.
Phil is in her twenties, clean-shaven and with short curly dark blond hair. He wears gray trousers, a blue T-shirt and a yellow lab coat.
Phil says HAVE YOU EVER DONE
A SCIENCE EXPERIMENT
AND WONDERED WHAT IT WOULD BE
LIKE IF YOU DID IT BIG?
I HAVE.
(laughing)
OH-HO-HO-HO!
YEAH!
MY NAME IS PHIL,
AND I TAKE YOUR EVERYDAY
SCIENCE EXPERIMENTS
AND DO THEM BIG.
Phil appears under the water, in a skydiving chamber and on a trolley.
Phil says THIS IS
SCIENCE MAX!
EXPERIMENTS AT LARGE.
The logo of the show appears. It's a black and yellow triangle with an exploding element inside and a blue sign across that reads "Experiments at Large."
Voices shout SCIENCE MAX!
Clips from today's show roll.
Phil says THIS EPISODE OF
SCIENCE MAX!
IS A MESSY ONE.
WE'RE LOOKING AT SOLIDS,
LIQUIDS, AND GASES.
AND THINGS IN BETWEEN,
LIKE CORNSTARCH MUD.
TODAY, ON
SCIENCE MAX!
EXPERIMENTS AT LARGE.
At the lab, Phil appears in a cloud of fog.
He says BEHOLD THE POWER
OF STATES OF MATTER!
GREETINGS,
SCIENCE MAXIMITES!
(coughing)
I'M PHIL MCCORDIC.
UH, I THINK I OVERDID IT
WITH THE FOG MACHINE.
THIS IS
SCIENCE MAX!
EXPERIMENTS AT LARGE.
CAN YOU EVEN SEE ME?
LET'S GO OVER HERE.
TODAY, WE'RE TALKING ABOUT
STATES OF MATTER.
NOW, THERE ARE THREE
MAIN STATES OF MATTER.
SOLID, LIKE THIS TABLE.
LIQUID, LIKE THE WATER
IN THIS BEAKER,
AND GAS...
(farting noise)
YES, THANK YOU.
AND WE'RE ALSO GONNA BE
LOOKING AT THE THINGS
THAT KIND OF GO
IN BETWEEN.
THINGS THAT ARE SOMETIMES SOLID,
SOMETIMES LIQUID,
LIKE CORNSTARCH MUD,
WHICH IS VERY EASY TO MAKE.
ALL YOU NEED
IS WATER AND CORNSTARCH,
WHICH YOU CAN GET
AT THE GROCERY STORE.
MIX IT UP
HOWEVER MUCH YOU WANT.
JUST REMEMBER, TWO PARTS
CORNSTARCH TO ONE PART WATER.
TWICE AS MUCH OF THIS
THAN YOU HAVE OF THAT.
VERY EASY.
MIX IT UP AND YOU GET
He shows another container and says CORNSTARCH MUD,
WHICH SORT OF SEEMS LIKE
A LIQUID UNLESS YOU HIT IT.
AND THEN IT BECOMES...
SOLID.
BUT IF I POUR IT,
IT'S A LIQUID!
EVEN IF I HOLD IT IN MY HAND
AND I HIT IT REALLY FAST,
IT TURNS INTO A BALL,
AND IT WILL STAY IN A BALL
AS LONG AS I KEEP HITTING IT
OR SQUEEZING IT,
BUT SOON AS I STOP...
IT TURNS INTO A LIQUID AGAIN.
NOW, WE'RE GONNA
MAX THIS OUT.
WE'LL GO THROUGH THE PORTAL
AND LEARN MORE
ABOUT SOLIDS, LIQUIDS,
AND GASES.
(farting noise)
YEAH, RIGHT.
THAT'S WHY I'M GOING TO THE
CENTRE FOR SKILLS DEVELOPMENT
AND TRAINING AT...
(dialing beeping)
(hissing)
He puts on a yellow lab coat and tries to start the portal.
He says OH, NO, WAIT.
THAT'S THE CODE
FOR THE FOG MACHINE. WAIT.
UH, STOP.
STOP.
IT SEEMS TO BE STUCK.
OH, NEVER MIND. NEVER MIND!
I'LL FIX IT LATER!
(coughing)
(zapping)
He appears next to Judy. She has long brown hair and wears glasses and a yellow lab coat.
Phil says MM, MM, MM.
RIGHT.
HEY, JUDY,
HOW ARE YOU?
Judy says HEY, PHIL.
HOW ARE YOU?
Phil says GOOD.
JUDY IS GOING FOR HER PHD
IN CHEMISTRY, RIGHT?
Judy says YES.
Phil says FANTASTIC,
BECAUSE THAT MEANS
YOU CAN EXPLAIN
CORNSTARCH MUD TO ME.
Judy says NOW, IS THIS A SOLID
OR IS IT A LIQUID?
WELL, IT KIND OF HAS
PROPERTIES OF BOTH.
IT'S CALLED
A NON-NEWTONIAN FLUID,
SO THAT MAKES IT
A LIQUID.
Phil says A LIQUID.
WELL, I MEAN,
IT POURS
LIKE A LIQUID,
BUT WHEN YOU HIT IT,
IT'S A SOLID.
SO, WHY DOES IT TURN SOLID
WHEN YOU HIT IT?
Judy says SO, WHEN YOU'RE POURING IT,
THE PARTICLES
ARE STILL FAR APART...
Phil says UH-HUH?
Judy says SO THEY CAN'T INTERACT
WITH EACH OTHER
AND SO THEY STAY
A LIQUID.
BUT WHEN YOU'RE
HITTING IT,
YOU'RE JAMMING THE
PARTICLES TOGETHER,
AND THEY LINE UP
TO BECOME A SOLID.
Phil says NOW, DOES IT STILL
WORK THE SAME WAY
IF WE HAVE
A LOT MORE OF IT?
Judy says UH, IT SHOULD.
Phil says GREAT!
BECAUSE
I'VE GOT THIS...
(grunting)
20 KILOGRAM BAG
OF CORNSTARCH,
AND I HAVE
34 MORE OF THEM.
Judy says WOW. THAT'S A LOT.
UH, BUT I THINK YOU'LL NEED
A MUCH BIGGER CONTAINER.
Phil says MUCH BIGGER CONTAINER.
GREAT.
UM, I GOT SOME WOOD
OVER THERE.
WHY DON'T YOU GO,
AND I'LL FOLLOW YOU?
Judy says ALL RIGHT.
Struggling with the bag, he says I'LL FOLLOW YOU.
UGH!
I GOT IT.
I'M COMING, I'M COMING.
Music plays as a neon science appears with the caption "Sal's Science Shop."
Sal is in his twenties, clean-shaven and with short side parted dark blond hair. He wears glasses, jeans, an orange shirt and a green blazer.
Sal says YEAH, THANKS RAMONA,
AND GET ME ONE OF THEM
FIZZY DRINKS.
NOT TOO FIZZY.
JUST SORTA MEDIUM FIZZY.
THANKS A LOT.
HELLO.
DO YOU HAVE TROUBLE KNOWING
WHAT IS A SOLID, LIQUID, OR GAS?
ARE YOU CONFUSED BY JELL-O?
I MEAN, WHICH IS IT?
IS IT A SOLID,
OR AS A LIQUID?
WATER IS A LIQUID,
BUT WHAT ABOUT WHEN IT'S ICE?
WELL, YOU GOTTA KNOW
YOUR STATES OF MATTER.
THERE ARE THREE MAIN
STATES OF MATTER.
SOLID, LIQUID, AND GAS.
AND THERE ARE THREE RULES
THAT YOU NEED
TO FIGURE OUT
WHICH ONE OF 'EM IS WHICH.
DOES IT FLOW?
DOES IT FIT THE SHAPE
OF ITS CONTAINER?
AND CAN YOU SQUEEZE IT?
RULE NUMBER ONE-
DOES IT FLOW?
SOLID, LIQUID, GAS.
HERE'S A GAS.
He holds a smoking container and says DOES IT FLOW?
DO THE PARTICLES POUR OVER
EACH OTHER AND CASCADE DOWN?
YEAH. YEAH, THEY DO.
He pours a liquid and continues DOES A LIQUID FLOW?
YEAH. YEAH, IT DOES.
DOES A SOLID?
(buzzer sounding)
He drops a wooden cube and says NOPE.
RULE NUMBER TWO-
WHAT HAPPENS WHEN YOU PUT IT
IN A CONTAINER?
DOES IT TAKE THE SHAPE
OF THE CONTAINER?
GASES TAKE THE SHAPE
OF THE CONTAINER.
LIQUIDS TAKE THE SHAPE
OF THE CONTAINER.
SOLIDS DO NOT TAKE THE SHAPE
OF THEIR CONTAINER.
He shows a cube inside a plastic bottle.
(screeching)
He says I KNOW WHAT YOU'RE THINKING.
YOU'RE THINKING,
"I GET THE WHOLE POURING,
"TAKING THE SHAPE OF
THE CONTAINER, BUT COME ON.
"LIQUIDS AND GASES,
THEY DO BOTH OF THOSE THINGS."
WELL, IT ALL COMES DOWN
TO RULE NUMBER THREE-
CAN YOU SQUEEZE IT?
NOW, SOLIDS,
YOU CAN'T REALLY SQUEEZE 'EM.
LIQUIDS, YOU CAN'T REALLY
SQUEEZE 'EM.
GASES, AHA!
BAM, YOU CAN SQUEEZE 'EM!
YOU SEE, GASES COMPRESS.
LIQUIDS AND SOLIDS, THEY DON'T
REALLY COMPRESS VERY WELL.
THE OTHER DIFFERENCE
BETWEEN GASES AND LIQUIDS
IS GASES WILL TAKE THE SHAPE
AND THE VOLUME
OF THE CONTAINER
THEY'RE PUT IN.
LIQUIDS DON'T DO THAT.
SO, THERE YOU GO.
SOLID, LIQUID, GAS.
AND THE RULES.
DOES IT FLOW?
DOES IT TAKE THE SHAPE
OF THE CONTAINER?
AND CAN YOU SQUEEZE IT?
NOW YOU KNOW
YOUR STATES OF MATTER.
THAT'LL BE 6.50 DOLLARS.
CASH ONLY.
In off, Phil says SO, WHAT IS CORNSTARCH MUD
AND HOW DOES IT WORK?
WELL, CORNSTARCH MUD
IS A NON-NEWTONIAN FLUID,
WHICH MEANS
IT BEHAVES DIFFERENTLY
THAN YOU OR NEWTON
WOULD EXPECT.
HERE'S CORNSTARCH
AND HERE'S WATER.
A fast-motion clip shows a hand drawing the elements mentioned.
He continues CORNSTARCH IS MADE UP OF LARGE,
BLOCKY MOLECULES LIKE THIS.
WATER IS MADE UP OF MUCH
SMALLER, ROUNDER MOLECULES
LIKE THIS.
WHEN YOU PUT THEM TOGETHER,
IT LOOKS SOMETHING LIKE THIS.
An animation shows small yellow circles and blue rectangles.
He continues IT ALL HAS TO DO
WITH HOW THE MOLECULES
SLIDE PAST EACH OTHER.
WHEN YOU PUT LIGHT PRESSURE
OR SLOW PRESSURE ON THE MUD,
THE WATER MOLECULES
AND CORNSTARCH MOLECULES
HAVE TIME TO SHIFT
OUT OF THE WAY.
BUT WHEN YOU PUT
A SUDDEN PRESSURE ON IT,
THE WATER MOLECULES
SQUIRT OUT OF THE WAY
BUT THE CORNSTARCH MOLECULES
DON'T HAVE ENOUGH TIME.
SO YOU GET A SECTION
THAT'S NEARLY ALL CORNSTARCH,
WHICH ACTS AS A SOLID.
CORNSTARCH MUD IS A SHEER,
THICKENING FLUID.
"SHEER" IS TALKING ABOUT THE
FORCE OF THINGS SLIDING AROUND-
IN THIS CASE, THE MOLECULES.
SO, WHEN THE SHEER FORCE
IS STRONG,
THE FLUID THICKENS.
SHEER THICKENING.
SO, HERE'S THE PLAN.
IF JUDY AND I MAKE
ENOUGH CORNSTARCH MUD,
COULD WE RUN ACROSS IT?
LET'S FIND OUT.
(squelching noise)
Now, Phil and Judy stand outdoors next to a big black container.
Phil says YEAH, I THINK MINE
IS JUST THE RIGHT CONSISTENCY.
HOW'S YOURS, JUDY?
Judy says I THINK I'M READY TOO.
THIS IS MUCH HARDER
THAN I THOUGHT.
Phil says YEAH, IT'S REALLY HARD
TO GET IT MIXED
AT THE VERY BEGINNING,
BUT UM, MINE IS
READY TO GO.
OKAY, HERE WE GO.
FIRST BATCH.
YOU READY?
Judy says YEP.
Phil says DUMP IT IN!
WOO! WOO!
HMM.
They pour cornstarch mud into the container.
Phil says I THOUGHT
THAT WOULD BE MORE.
Judy says I THOUGHT SO TOO.
Phil says IT'S REALLY NOT FILLING THIS UP
VERY MUCH, IS IT?
Judy says NO.
Phil looks at several piled up bags and says HUH.
THAT'S A LOT
OF CORNSTARCH.
THIS IS, UM...
THIS IS GREAT BUT I THINK
WE'RE GONNA HAVE TO GO
A LITTLE FASTER
THAN THIS.
Judy says I THINK WE NEED SOME SORT
OF MIXING DEVICE.
Phil says YEAH.
I MEAN, WE DON'T HAVE
TO DO THIS BY HAND.
WE CAN GET SOME SORT
OF MACHINE TO HELP US.
Judy says YEAH.
Phil says RIGHT ON, HIGH FIVE.
Judy says OH.
(coughing)
Phil says UM, WE SHOULDN'T
HIGH-FIVE
WHEN WE HAVE THIS STUFF
ON OUR HANDS.
Judy says NO.
Phil says YEAH, GOOD CALL.
A Voice says MINI MAX!
Back in the lab, Phil says MMM, THIS SCIENCE
IS DELICIOUS!
THIS IS ROCK CANDY.
IT'S BASICALLY
CRYSTALLIZED SUGAR,
AND YOU MAKE IT BY TURNING
A SOLID INTO A LIQUID
AND THEN BACK
TO A SOLID AGAIN.
HERE'S HOW YOU CAN MAKE IT
AT HOME.
YOU NEED A CONTAINER THAT YOU'RE
NOT GONNA NEED FOR A WHILE,
AND SOME WATER,
SOME SUGAR...
YOU CAN USE BROWN OR WHITE.
I LIKE TO USE BROWN...
AND AN ADULT.
HERE'S WHY
YOU NEED AN ADULT.
YOU WANNA DISSOLVE
THREE CUPS OF SUGAR
INTO EVERY CUP OF WATER,
AND YOU CAN'T DO THAT
UNLESS YOU HEAT THE WATER.
SO, GET AN ADULT,
A SAUCEPAN,
AND HEAT THE WATER UP,
POUR THE SUGAR IN,
AND KEEP STIRRING
UNTIL IT'S ALL DISSOLVED.
THEN, POUR IT IN YOUR CONTAINER
AND LET IT COOL DOWN.
THEN YOU'LL NEED
A SHISH KEBAB SKEWER,
WHICH IS SOMETHING YOU CAN GET
AT THE GROCERY STORE.
CUT IT DOWN
TO THE RIGHT SIZE
SO IT FITS NICELY
INTO YOUR CONTAINER,
AND THEN DUNK IT
IN YOUR SUGAR
AND GET SOME CRYSTALS
COATED AROUND THE STICK.
THESE ARE SEED CRYSTALS
AND THEY GET
THE WHOLE PROCESS STARTED.
AND NOW YOU HAVE TO WAIT
FOR THESE TO DRY,
OTHERWISE THEY'LL JUST
FALL OFF THE STICK
WHEN YOU PUT IT
IN THE WATER.
SO, I'VE GOT ONE HERE
THAT HAS DRIED OUT.
As he speaks, he follows the steps to make rock candy.
Phil says YOU'LL ALSO WANT SOMETHING
TO KEEP IT FROM FALLING
IN THE TOP
OF THE CONTAINER,
SO I'M GONNA USE
A CLOTHESPIN.
PUT IT IN THERE,
AND DUNK IT IN THE CONTAINER
LIKE THAT.
AND NOW,
FOR THE FINAL STEP,
IF YOU WANT YOU CAN ADD
FOOD COLOURING.
I LIKE TO USE RED BECAUSE
IT REMINDS ME OF SCIENCE.
AND I'M GONNA USE THE STICK
TO ACTUALLY STIR THAT UP
A LITTLE BIT.
THERE WE GO.
NOW, THE DISSOLVED
SUGAR CRYSTALS IN THE WATER
WILL SLOWLY GROW
ON THE CRYSTALS
THAT ARE ALREADY ATTACHED
TO THE STICK,
AND IT WILL EVENTUALLY GROW
INTO A ROCK CANDY POP!
BUT IT TAKES ABOUT A WEEK.
NO, I'M JUST KIDDING.
I'VE ALREADY GOT ONE
THAT'S STANDING BY.
HERE WE GO.
THIS ONE HAS BEEN GROWING
FOR ABOUT SEVEN DAYS.
AND THERE YOU GO.
ROCK CANDY.
He tastes it and says DELICIOUS SCIENCE!
NOW, HOW CAN WE MAKE THIS
ANY BETTER?
I MEAN,
IT'S CRYSTALLIZED SUGAR.
IT DOESN'T GET ANY MORE
MAXED OUT THEN THAT, DOES IT?
YEAH, IT DOES. COME ON.
THIS IS A GIANT CONTAINER
OF SUGAR WATER
AND I'VE BEEN BREWING
A MASSIVE ROCK CANDY...
CRYSTAL IN IT
FOR A WHILE, BUT...
IT'S SORTA...
(grunting)
Phil says IT'S SORTA GETTING
A LITTLE BIT TOO BIG
TO FIT OUT THE TOP
OF THE CONTAINER, SO...
(straining)
UM, YOU KNOW WHAT?
I'M JUST GONNA
PUT THAT BACK...
(crunching noises)
IN THERE,
AND CHALK THAT ONE
UP TO SCIENCE,
BECAUSE, WELL, EATING
A ROCK CANDY CRYSTAL THAT BIG
WOULD DEFINITELY NOT BE
GOOD FOR MY TEETH, SO.
YEAH.
SO, OUR BIG EXPERIMENT IS TO
TAKE A WHOLE LOT OF CORNSTARCH
AND FILL A TROUGH
TO SEE IF WE CAN RUN ON IT.
BUT MIXING IT BY HAND
WAS GOING TO TAKE FOREVER,
SO JUDY AND I GOT A DRILL WITH
A MIXING ATTACHMENT ON THE END.
OKAY...
The drill spills.
Phil says WHOA, SORRY.
Judy giggles.
Phil says ALL RIGHT. SO, JUDY,
I'M NOTICING A BIT
OF A PROBLEM HERE.
Judy says WHAT IS IT?
Phil says WELL, IF I MIX ON THE TOP
EVERYTHING'S FINE,
BUT SOON AS I GET IT
A LITTLE BIT DEEPER, THEN...
IT GETS REALLY TOUGH,
AND THE WHOLE BUCKET
STARTS TO SPIN,
AND THE DRILL STOPS.
Judy says YEAH,
I THINK IT'S BECAUSE
THE DRILL IS TRYING
TO MIX IT TOO FAST.
WHEN WE'RE MIXING IT
BY HAND,
IT'S SLOW AND YOU CAN STILL
LET IT STAY A LIQUID,
BUT NOW YOU'RE JUST
MAKING IT A SOLID.
Phil says RIGHT, 'CAUSE IT'S A
SHEER THICKENING FLUID...
Judy says EXACTLY.
Phil says SO IF YOU HIT IT REALLY
QUICKLY WITH SOMETHING
LIKE THE BLADES OF THIS
SPINNING REALLY QUICKLY
IN THE THING,
IT'LL SUDDENLY
TURN INTO A SOLID
AND IT'LL BE
REALLY HARD TO MIX.
Judy says YEP.
Phil says SO, WE GO SLOW.
GOING SLOW...
GOING SLOW.
SUDDENLY REALIZING
THAT IF WE GO SLOW,
WE'LL BE HERE FOREVER.
Judy says YEP.
Phil says YOU KNOW WHAT
I THINK WE NEED?
Judy says WHOOPS.
Phil pulls the drill and it spills.
Phil says WHOA!
SORRY. YOU KNOW WHAT
I THINK WE NEED?
WE NEED A DIFFERENT WAY
TO MIX THIS.
Judy says YEP.
Phil says WE NEED A WAY
TO MIX MORE OF IT,
AND WE NEED A WAY
THAT IT DOESN'T HIT IT
WITH BLADES THAT SUDDENLY
GO THROUGH IT REALLY QUICKLY.
Judy says SOMETHING THAT CAN MIX ON
A LARGE SCALE BUT SLOWLY.
Phil says I HAVE
JUST THE THING.
COME WITH ME.
Judy says ALL RIGHT.
A Voice says MINI MAX!
Back in the lab, Phil says THE INTERESTING THING
ABOUT BUBBLES
IS THEY'RE A GAS
SURROUNDED BY A LIQUID.
SO, GET SOME DISH SOAP
AND SOME WATER,
AND THEN BE
SCIENCE MAXIMITES
AND FIND THINGS
AROUND THE HOUSE
THAT YOU CAN MAKE
BUBBLES OUT OF!
JUST ABOUT ANYTHING
THAT HAS HOLES WILL DO.
(bubbling)
He blows bubbles using a large spoon.
Phil says OR...
OR, I LIKE THIS ONE.
I CALL IT THE LOUD BUBBLE.
(noisemaker tooting)
(long toot)
OR...
Now, he blows a bubble through a kettle.
Phil says AHA.
NOW IT'S TIME
TO MAX IT OUT.
I'M HERE AT
THE ONTARIO SCIENCE CENTRE,
AND THIS IS ANTHONY.
HEY, ANTHONY.
Anthony has black curly hair. He wears a white doctor apron over a black sweater.
Anthony says HEY, HOW'S IT GOING?
Phil says GOOD!
SO, YOU ARE AMAZING
AT BUBBLES.
Anthony says UM, I AM.
I'VE BEEN PRACTISING
FOR A WHILE.
LET'S GET STARTED.
YOU'RE GONNA MAKE AN
OKEY-DOKEY SIGN LIKE THIS.
Phil says UH-HUH.
Anthony says YOU'RE GONNA DIP IT RIGHT
INTO OUR BUBBLE SOLUTION.
COME ON, GET RIGHT IN THERE,
RIGHT IN THERE!
Phil says OK, RIGHT IN.
Anthony says MAKE SURE
YOU GET IT ALL.
THAT'S A LITTLE TOO MUCH,
THAT'S GOOD.
WELL, THEN
I CAN MAKE TWO.
AND THEN, YOU'RE GONNA
KEEP THAT OKEY-DOKEY SIGN,
YOU'RE GONNA BLOW
VERY GENTLY.
They blow large bubbles.
Phil says NICE!
Anthony says I BROUGHT THESE TWO
GIANT STICKS HERE
AND I DON'T KNOW
IF YOU NOTICED,
BUT I'VE GOT
A SMOKE MACHINE HERE.
Phil says RIGHT.
Anthony says SO, WE'LL
TURN THAT ON.
AND THEN IF YOU PRESS
THAT GREEN BUTTON THERE,
YOU'RE GONNA
SHOOT SOME SMOKE
AND WE'RE GONNA TRY
TO CATCH THAT SMOKE
IN A GIANT BUBBLE.
YOU READY?
(smoke hissing)
OKAY,
I'M GONNA TRY TO...
OH, THAT WAS
SO CLOSE!
THAT WAS GREAT!
DID YOU SEE THAT ONE?
YOU GIVE IT A SHOT.
NICE!
OH, CHECK THAT OUT!
Phil says YEAH!
Anthony says THAT'S AMAZING!
(laughing)
THAT WAS HUGE.
TRY IT AGAIN.
LET'S SEE IF I CAN GET
THE SMOKE MACHINE.
HERE WE GO.
GO FOR IT, GO FOR IT.
PUSH IT RIGHT TOWARDS...
OH, CHECK THAT OUT!
YOU DID IT!
LOOK AT THAT,
LOOK AT THAT!
A bubble filled with smoke bounces on the floor.
Phil says NO!
Anthony says SMOKE...
AND IT BOUNCES!
IT BOUNCES ON THE FLOOR,
BECAUSE THE FLOOR,
IT DOESN'T HAVE ANY OILS
LIKE OUR HANDS DO.
ISN'T THAT AMAZING?
Phil says THAT WAS GREAT.
Anthony says OH MY GOD,
THAT'S SO COOL!
Phil says YOU KNOW WHAT I THINK
WE SHOULD DO?
Anthony says WHAT'S THAT?
Phil says GIANT BUBBLE,
TONS OF SMOKE.
Anthony says DONE.
Phil says OKAY, HERE WE GO.
Anthony says LET'S DO IT.
YOU READY?
Phil says GIANT BUBBLE,
TONS OF SMOKE-- GO.
Anthony says OOAH...
AWESOME!
OH MY GOSH!
(laughing)
LOOK AT THAT!
WOO!
AMAZING, LOOK AT THAT!
THAT'S CRAZY!
Phil says MAXED OUT BUBBLE!
WELL, THERE YOU GO.
GIANT,
SMOKE-FILLED BUBBLES!
Anthony says AWESOME.
Phil says YEAH!
Back at the experiment, Phil says JUDY AND I TRIED MIXING
THE CORNSTARCH MUD
USING A DRILL
WITH A MIXER ATTACHMENT.
BUT IT DIDN'T WORK.
WE SHOULD HAVE KNOWN BETTER.
HERE IS THE MIXER
IN OUR CORNSTARCH MUD.
USUALLY, A MIXER WORKS
BY GOING REALLY FAST
AND MIXING EVERYTHING
TOGETHER.
BUT REMEMBER
THAT CORNSTARCH MUD
IS A SHEER
THICKENING FLUID.
An animation shows the process explained.
Phil says SO, WHEN THE BLADES OF THE
MIXER TRIED TO GO FAST
THROUGH THE CORNSTARCH MUD,
IT DID WHAT IT ALWAYS DOES-
TURNED SOLID.
THE FASTER AND HARDER
YOU TRY TO MOVE IT,
THE MORE SOLID
IT WILL BECOME.
THIS MEANS THE ONLY WAY
TO MIX IT
WOULD BE IF WE MADE THE DRILL
GO VERY, VERY SLOW.
WHICH WOULDN'T
SPEED THINGS UP AT ALL.
SO, WITH THE DRILL
ANOTHER LOST CAUSE,
JUDY AND I NEED
THE BIGGEST THING AROUND
THAT CAN MIX STUFF UP.
Giving directions to a truck, Phil says COME ON BACK!
(truck beeping)
GOOD.
LITTLE BIT MORE!
PERFECT!
(laughing)
A CEMENT TRUCK...
(brakes hissing)
A CEMENT TRUCK
IS A PERFECT THING TO MIX,
BECAUSE ALL WE HAVE TO DO
IS GET ALL THE CORNSTARCH
UP IN HERE,
AND IT'LL MIX IT
AND IT DOESN'T MOVE IT TOO FAST.
IT GOES NICE AND SLOW,
SO HOPEFULLY A SHEER
THICKENING FLUID WILL BE FINE.
I'M GONNA GET JUDY.
SHE'S DRIVING THE TRUCK.
HEY, JUDY,
THAT'S PERFECT!
THE ONLY PROBLEM IS WE NEEDED
TO GET ALL OF THOSE BAGS
OF CORNSTARCH INTO THE HOPPER
OF THE CEMENT TRUCK.
I DIDN'T THINK
IT WOULD BE THIS MESSY!
(grunting)
WE NEEDED TO CALL THE ENTIRE
SCIENCE MAX!
BUILD TEAM
TO HELP US OUT.
THIS IS POSSIBLY THE MESSIEST
THING I'VE EVER DONE.
AWESOME!
WOO!
HEY, JUDY, YOU WANNA...
YOU WANNA LIFT UP
ANY BAGS?
Judy says I'M OKAY, THANKS.
Phil says THAT'S OKAY,
I'M HAVING A LOT OF FUN,
SO, I CAN DO THEM.
Judy says COOL.
Phil says OH, NO.
OH, NO, OH, NO.
YEAH. AH, HA-HA-HA!
(laughing)
I GOT MOST OF IT.
I GOT MOST OF IT.
ALL RIGHT!
I THINK WE'RE DONE!
I THINK THAT'S ENOUGH BAGS.
LET'S START THE MIXING!
SO, WHAT YOU THINK,
JUDY?
DO YOU THINK
IT'S GONNA WORK?
Judy says I THINK SO,
BECAUSE YOU'RE MIXING IT
AT A VERY LARGE VOLUME
BUT AT A VERY LOW SPEED.
Phil says YEP.
Judy says SO, THROUGHOUT
THE PROCESS
IT WILL STAY A LIQUID
UNTIL WE'RE READY
TO RUN ACROSS IT.
Phil says THAT SOUNDS EXACTLY
LIKE THE KIND OF SCIENCE
I LIKE TO SEE.
YOU KNOW WHAT
I REALLY LIKE?
IS THAT EVERY TIME
I MOVE,
MORE CORNSTARCH
COMES OFF.
IT'S LIKE...
IT'S LIKE I'M
A HUMAN FOG MACHINE.
A Voice says MINI MAX!
Phil stands next to a blue container with smoke coming out of it.
Phil says THIS IS LIQUID NITROGEN.
NITROGEN MAKES UP
MOST OF THE AIR WE BREATHE,
BUT IF YOU GET IT
REALLY, REALLY COLD,
IT TURNS INTO A LIQUID.
THE FUN THING IS YOU CAN USE IT
TO MAKE OTHER THINGS
REALLY, REALLY COLD TOO.
LIKE...
(grunting)
THIS BANANA!
I HAVE FROZEN
THIS BANANA SOLID
THANKS TO
THE LIQUID NITROGEN.
AND NORMALLY A MUSHY BANANA
WOULD NOT BE ABLE
TO HAMMER IN A NAIL,
BUT...
He hammers a nail with the banana and the banana breaks.
Phil says WHOA.
BECAUSE IT'S FROZEN,
I CAN HAMMER THIS NAIL
INTO THIS BLOCK OF WOOD!
SO, THAT GOT ME WONDERING.
I CAN TURN A BANANA INTO A
HAMMER USING LIQUID NITROGEN,
COULD I TURN A PUMPKIN
INTO A SLEDGEHAMMER?
LET'S FIND OUT.
PUMPKIN SLEDGEHAMMER
TAKE ONE.
He smashes a frozen pumpkin into a long nail.
Phil says NO.
I THINK THE ANSWER IS NO,
YOU CANNOT TURN A PUMPKIN
INTO A SLEDGEHAMMER
WITH LIQUID NITROGEN.
ALL YOU CAN DO IS MAKE
A REALLY, REALLY BIG MESS!
I'M GONNA HAVE TO CLEAN THIS UP,
AREN'T I?
Next, back in the experiment, Phil says NOW WE HAVE A CEMENT TRUCK
TO HELP US DO THE MIXING
FOR OUR CORNSTARCH MUD.
AFTER MAKING A GIANT MESS
GETTING THE CORNSTARCH
INTO THE CEMENT TRUCK,
IT'S TIME TO SEE
IF IT WORKED.
Judy says HEY, PHIL,
HOW'S IT GOING?
On the truck, Phil says YEAH, LOOKS LIKE
IT'S MIXING PRETTY WELL!
I'M REALLY GLAD WE'RE NOT
DOING THIS BY HAND.
BECAUSE IT'D TAKE...
IT'D TAKE
A REALLY LONG TIME.
WE'VE ALMOST GOT IT
AT THE RIGHT CONSISTENCY,
BUT IT'S TAKEN SOME TIME.
BUT IT'S GETTING
A LITTLE DARK OUT, JUDY.
I DON'T KNOW.
DO YOU WANNA
QUIT AND GO HOME?
Judy says NO!
Phil says OF COURSE NOT!
THAT'S NOT WHAT WE DO
IN SCIENCE!
OH, HERE WE GO.
YEAH!
The truck pours the cornstarch mud into the large container.
Judy says AWESOME.
Phil says ALL RIGHT, LET'S SEE IT.
LET'S SEE IF IT'S...
I LIKE HOW IT COMES DOWN
IN LITTLE STEPS.
AND LOOK, IT'S STILL...
IT'S WORKING
JUST LIKE IT SHOULD.
I HIT IT AND IT'S SOLID,
BUT YOU CAN SEE IT'S
POURING LIKE A LIQUID.
HERE COMES A BIG WAVE.
Judy says WOW.
Phil says THERE IT COMES.
WHOA!
WA-HA-HA-HA!
Judy says IT'S TOTALLY
FILLING UP.
Phil says OH, YEAH.
IT'S FILLING UP
REALLY FAST.
I THINK WE SHOULD
STOP POURING VERY SOON.
Judy says YEP, WE MAY NOT HAVE
A BIG ENOUGH TROUGH.
YEP.
(slapping noises)
Phil says LIKIN' IT.
Judy says IT'S GOOD!
Phil says YEP.
I THINK IT'S TIME.
IT'S NOT EVEN DONE POURING
BUT I'M GOING TO TRY IT.
OKAY. YOU READY?
WHOA!
Barefoot, he climbs the container and jumps on the hardened cornstarch mud.
Phil says YEAH-HA-HA-HA!
WOOHOO!
Judy says OH, YOU DID IT!
Phil says OOOH-- WHOA, OH!
YOU CAN'T...
YOU HAVE TO GET
BACK ONTO THE SIDES
BEFORE YOU STOP MOVING.
Judy says OR ELSE IT BECOMES
A LIQUID.
Phil says ALL RIGHT,
IT'S YOUR TURN.
Judy climbs and says OKAY.
Phil says HERE.
Judy says WHOA.
Phil says OKAY, READY?
Judy says OKAY.
Phil says YOU GOTTA, YOU GOTTA
HIT YOUR FEET REALLY FAST.
Judy says ALL RIGHT.
Phil says OKAY, GO!
YEAH-HA-HA-HA!
As she jumps, she says THIS ACTUALLY WORKS!
Phil says BECAUSE CORNSTARCH MUD
IS A SHEER THICKENING FLUID,
IT MEANS IT STAYS A LIQUID
UNTIL YOU HIT IT SUDDENLY,
LIKE WITH YOUR HANDS,
OR IN THIS CASE, OUR FEET.
AND THEN IT TURNS
TO A SOLID.
SO, AS LONG AS JUDY AND I
KEEP SLAPPING OUR FEET DOWN
WITH ENOUGH FORCE,
WE CAN WALK ON TOP OF IT.
ONE MORE DANCE?
Judy says ALL RIGHT,
LET'S DO IT.
Phil says AND TELL YOU WHAT?
WE'LL DO ONE MORE DANCE...
Judy says ALL RIGHT,
LET'S DO THAT.
Phil says OKAY, READY?
Judy says ALL RIGHT.
Phil says AND-- GO!
ALL RIGHT?
Judy says ALL RIGHT!
Phil says THERE YOU GO!
Judy says WE'VE DONE IT!
Phil says SOLIDS, LIQUIDS, GASES.
THANKS VERY MUCH
FOR JOINING US
ON
SCIENCE MAX!
EXPERIMENTS AT LARGE.
WOO!
The end credits roll.
On different clips of the show, Phil says HEY, JUDY!
CATCH.
Judy catches a bag and gets covered with white powder.
Phil says HA-HA-HA-HA!
I HAVE TO BE CAREFUL BECAUSE
THE BANANA WILL SHATTER...
IF I'M NOT CAREFUL.
I THINK IT'S STUCK
ON THE BOTTOM.
I CALL THIS ONE
THE LOUD BUBBLE!
(quiet tooting)
OH, WELL. UH...
I CALL THIS ONE
THE LOUD BUBBLE!
(little toot)
(laughing)
I DON'T THINK I CAN...
(hooting)
(smashing)
Robert says WELL, THAT WAS SUPER COOL.
A SUBSTANCE THAT BEHAVES
BOTH AS A SOLID AND A LIQUID.
HOW NEAT IS THAT?
THAT WAS SUPER GREAT.
I REALLY ENJOYED
THAT EPISODE OF
SCIENCE MAX!
THERE IS ALWAYS SOME GREAT
THINGS ON THAT-- ON THAT SHOW.
NOW, LET'S GET
RIGHT DOWN TO IT.
LET'S TALK ABOUT
MY EXPERIMENT WHERE WE...
YOU AND I...
ARE GOING TO MAKE
ICE CREAM.
OKAY?
NOW, WE NEED TO TALK
A LITTLE BIT ABOUT SAFETY.
UH, BEFORE YOU TRY ANY
OF THESE TYPES OF EXPERIMENTS,
YOU NEED TO BE WITH AN ADULT.
OKAY?
SO, I DON'T WANT ANYBODY TRYING
TO COPY THIS EXPERIMENT,
UH, AS I'M GOING ALONG.
I WANT YOU TO WATCH FIRST,
AND ENJOY THE EPISODE,
AND UH,
I WILL TEST THE ICE CREAM
AFTERWARDS
TO MAKE SURE IT'S GOOD.
UH, SO THAT'S PART
OF OUR SAFETY PLAN, RIGHT?
WE ARE SCIENTISTS,
WE'RE JUNIOR SCIENTISTS,
AND WE'RE KEEPING IT SAFE.
OKAY?
UH, NOW.
FOR THIS EXPERIMENT WE'RE GOING
TO NEED A FEW THINGS.
UH, WE'RE GOING TO NEED
SOME ICE CUBES, OKAY?
WE ARE GOING TO NEED
SOME ICE.
OKAY?
UH, WE'RE GOING TO NEED SOME
RESEALABLE BAGGIES, OKAY?
SO WE'LL NEED A LARGE ONE
AND WE'RE GONNA NEED
A SMALL ONE. OKAY?
UH, WE'RE GOING TO NEED
SOME CREAM.
OKAY?
SO, JUST SOME CREAM.
OKAY?
As he shows the ingredients, he continues UH, WE ARE GOING TO NEED
SOME SUGAR.
OKAY, I'VE GOT
A BAG OF SUGAR HERE.
OKAY.
AND WE'LL NEED
SOME VANILLA.
OKAY, SO LITTLE BIT
OF VANILLA.
OKAY?
AND WE'RE GOING TO NEED
SOME SALT.
OKAY?
JUST PLAIN OLD SALT.
OKAY, AND IT'S NOT
JUST THE INGREDIENTS
THAT WE NEED, OF COURSE.
WE NEED TO PUT THEM
ALL TOGETHER.
THAT'S WHERE
THE FUN BEGINS.
AND SO, I'M GONNA TALK YOU
THROUGH THIS EXPERIMENT
AS WE GO ALONG.
AND IT'S GOING TO BE
SUPER FUN.
UH, SO I'M JUST GONNA GO
GET SOME MORE ICE
AND UM,
I'LL BE RIGHT BACK.
OKAY, BOYS AND GIRLS.
I GOT THE ICE.
I GOT FOUR CUPS OF ICE.
IT'S A LOT OF ICE,
AND UH,
WE'RE GOING TO MOVE ON
WITH THE EXPERIMENT.
SO, I'M GOING TO GET
THE LITTLE BAGGIE,
THE LITTLE SMALL,
RESEALABLE BAG.
AND THE FIRST THING
I NEED TO DO IS, UM,
GET A TABLESPOON OF SUGAR.
OKAY?
SO, I'M GOING TO GO
INTO MY SUGAR
AND GET A TABLESPOON OF SUGAR.
OKAY, 'CAUSE WE NEED TO MAKE
SURE IT'S NICE AND SWEET.
OKAY.
AND I'M JUST PUTTING IT
IN THERE.
OKAY?
SO, IT'S IN THE SMALL BAG.
AND THEN...I'M GOING TO...
USE A HALF CUP MEASURE.
SO, I'VE GOT MY HALF CUP
MEASURING CUP,
AND I'M GOING TO PUT
THE CREAM IN IT.
OKAY?
GOING TO TRY
NOT TO SPILL ON MYSELF.
OKAY, I'VE MADE IT IN THERE.
YEP.
AND THEN,
I'M GOING TO BE PUTTING IN
A LITTLE BIT OF VANILLA.
OKAY?
JUST HALF A TEASPOON
OF VANILLA,
TO GIVE IT
THAT VANILLA FLAVOUR.
OKAY, SO I HAVE
MY HALF TEASPOON MEASURE.
OKAY, AND JUST GENTLY...
POUR IT IN THERE.
OKAY.
AND THEN I'M GONNA
SEAL THE BAG.
AS YOU CAN SEE...
IT'S TURNING
A LITTLE BIT OF A COLOUR.
I'M JUST GOING TO
JOSTLE IT AROUND
JUST SO IT SHAKES AROUND
A LITTLE BIT OF VANILLA
AND THE CREAM.
AND OF COURSE, THE SUGAR.
OKAY?
NOW, IN THE LARGE BAG WE HAVE
FOUR CUPS OF ICE ALREADY.
OKAY?
SO, WE HAVE FOUR CUPS OF ICE,
WHICH IS A LOT OF ICE.
AND WE'RE GOING
TO ADD SALT TO IT.
SO, I'M GOING TO
GET MY SALT OUT,
AND I'M GOING TO PUT
HALF A CUP OF SALT
IN WITH THE ICE.
THAT'S MY HALF CUP MEASURE
RIGHT THERE.
OKAY, SO RIGHT IN
THE BAGGIE OF ICE.
I'M GOING TO PUT IT ALL
IN THERE.
OKAY?
SO, I'VE GOT
SOLIDS TO SOLIDS.
OKAY?
AND WE'VE GOT LIQUIDS
AND SOLIDS MIXED IN HERE.
OKAY?
NOW I'M GOING TO PUT
THE SMALL BAG
INSIDE THE LARGE BAG.
I'M JUST GONNA MAKE SURE
THE SMALL BAGGIE
IS STILL NICE AND TIGHT,
SEALED UP NICE AND TIGHT.
AND I'M GOING TO SEAL...
THE LARGE BAGGIE UP HERE.
WE DON'T WANT
ANYTHING TO SPILL.
NOW...
THE IDEA BEHIND THIS,
BOYS AND GIRLS,
IS THAT...
THE SALT IS GOING
TO START TO MAKE...
THE ICE...
THE TEMPERATURE OF THE ICE
ACTUALLY GET A LITTLE BIT COLDER
BEFORE, UH,
THE ICE STARTS TO MELT AWAY.
OKAY?
SO, IT'S RECOMMENDED
THAT YOU WEAR OVEN GLOVES
SO THAT WHEN YOU'RE HOLDING
ONTO THE ICE,
IT'S NOT BURNING YOUR SKIN.
OKAY?
IT'S LIKE SUPER COLD.
IT DOESN'T REALLY
BURN YOUR SKIN,
IT JUST GETS SUPER COLD
TO HOLD.
AND SO, WHAT WE'RE DOING
IS WE'RE GOING TO BE
SHAKING IT AROUND.
(music plays)
After shaking the bag, Robert says AND WE HAVE TO SHAKE IT
FOR ABOUT FIVE MINUTES OR SO.
OKAY?
I ALMOST NEED A BREAK
FROM ALL THIS SHAKING.
OH, I THINK
IT'S STARTING TO CHANGE.
SOMETHING IS HAPPENING
TO THE SMALL BAGGIE.
I'M GONNA DO
JUST A LITTLE BIT MORE SHAKING
AND THEN WE CAN CHECK.
I THINK IT'S ALMOST DONE.
BOYS AND GIRLS, I THINK WE MAY
BE SUCCESSFUL HERE.
SO, I THINK IT'S BEEN ALMOST
FIVE MINUTES, BOYS AND GIRLS.
JUST TAKING A LOOK HERE.
AND I'M GONNA
REMOVE THE GLOVES.
AND WE'RE GOING TO SEE.
STILL, LIKE, THE ICE IS...
THE BAG IS REALLY COLD.
WOW.
AND I'M TAKING OUT
THE SMALLER BAG NOW.
AND... DO WE NOTICE SOMETHING?
I'M NOT SURE
IF YOU CAN TELL,
BUT THE LIQUID
THAT WAS IN THE SMALL BAG
IS NOW...
A SOLID.
AND IT'S A SOLID ICE CREAM.
AND I'M GOING TO TAKE
A LITTLE SAMPLE OF IT
JUST TO SEE HOW IT TASTES.
SO, DO WE SEE
HOW IT LOOKS?
IT'S JUST LIKE ICE CREAM
THAT YOU CAN BUY.
OKAY.
He tastes a bit and says MM-HM!
IT TASTES PERFECT.
OKAY, BOYS AND GIRLS,
THERE YOU GO.
VANILLA ICE CREAM
MADE AT HOME.
UH, WE USED SOME SOLIDS,
AND PUT THEM TOGETHER.
UH, AND WE USED
SOME SOLIDS AND LIQUIDS,
PUT SOME OF THOSE TOGETHER.
AND UH,
WHAT WE DID WAS WE LET
SOME TEMPERATURE TAKE OVER
AND CHANGE, UM, SOME...
CHANGE OUR LIQUID
INTO A SOLID.
AND WITH A LITTLE SHAKING AROUND
AND SOME HARD WORK,
WE ENDED UP
WITH SOME ICE CREAM.
UM, SO THAT WAS
A LOT OF FUN.
AND OF COURSE,
IT TASTES WONDERFUL.
SO, THAT'S DEFINITELY
A FAVOURITE EXPERIMENT
OF MY CHILDREN AT HOME.
THEY LOVE TO DO THAT ONE.
IT MAKES YOU YOUR OWN PRIVATE
LITTLE BAGGIE OF ICE CREAM.
AND UH,
IT'S SUPER TASTY.
AND, UH,
I REALLY ENJOYED IT.
SO, UM, YEAH.
THAT WAS A LOT OF FUN,
BOYS AND GIRLS.
AND UM, I'M SUPER HAPPY
THAT IT WORKED,
BECAUSE IT'S USUALLY
MY CHILDREN
WHO ARE THE ONES MAKING IT,
NOT ME.
AND I HAD TO LEARN
FROM THEM.
AND BOY, OH BOY,
I CAN TELL YOU,
I'M GLAD THAT I HAD THOSE MITTS
TO PUT ON MY HANDS,
BECAUSE THAT BAG
GOT SUPER, SUPER COLD.
IT REALLY DID.
IT REALLY GOT COLD
ON MY HANDS.
AND UM, IT WAS STICKING
TO THE GLOVES EVEN,
IT WAS FEELING SO COLD.
JUST LIKE ON A REALLY COLD DAY
WHEN YOU CAN STICK TO, UH,
A WINDOW
OR SOMETHING METAL.
IT WAS, IT WAS COLD
LIKE A REALLY COLD WINTER DAY.
UM, SO, YEAH.
BOYS AND GIRLS,
THAT WAS FUN.
SO, I HOPE YOU ENJOYED
THE EXPERIMENT.
SO, UM, TODAY,
BOYS AND GIRLS,
WE TALKED ABOUT
A LOT OF THINGS.
WE TALKED ABOUT SOLIDS,
WE TALKED ABOUT LIQUIDS,
WE TALKED ABOUT GASES.
AND THOSE THINGS
ARE CALLED STATES OF MATTER.
AND, UM, THEY, UM,
THEY DEFINITELY ARE THINGS
THAT WE KNOW
THAT ALL THINGS
ARE MADE UP OF.
IF YOU CAN THINK
OF ANYTHING AROUND YOU,
YOU CAN DEFINITELY THINK,
WELL, THOSE ARE
STATES OF MATTER.
UH, SO THINK OF THE THINGS
THAT ARE SOLIDS AROUND YOU.
OKAY,
LIKE THIS MEASURING UP.
OKAY?
THINK OF THE THINGS
THAT ARE LIQUIDS AROUND YOU,
LIKE THE CREAM THAT WE USED
IN THE EXPERIMENT.
OKAY?
AND THE GASES AROUND US.
LIKE THE AIR
THAT WE BREATHE, OKAY?
UH, THOSE ARE CALLED
STATES OF MATTER.
AND WE LEARNED THAT, UM,
WE CAN MIXED
SOME OF THEM TOGETHER
TO MAKE A DELICIOUS,
UH, UH...
TO DO A DELICIOUS EXPERIMENT
LIKE MAKING ICE CREAM.
UH, AND BOYS AND GIRLS,
EVEN THOUGH IT TOOK
A LOT OF SHAKING AROUND,
A LOT OF MUSCLES TO DO IT,
I THINK IT WAS WORTH IT.
IT WAS DEFINITELY
SOMETHING THAT I, UM,
REALLY ENJOYED DOING
FOR YOU TODAY.
AND UM,
WE LEARNED HOW TO DESCRIBE
A LOT OF THESE
STATES OF MATTER.
WE LEARNED
OUR DESCRIBING WORDS,
AND THOSE DESCRIBING WORDS
WERE CALLED "ADJECTIVES."
AND UM, WE LEARNED
THAT WE CAN DESCRIBE THEM
TO BETTER UNDERSTAND THEM,
AND TO, UH, BETTER...
YOU KNOW, MAKE THEM
STAND OUT A LITTLE BIT MORE.
AND UM,
ADD A LITTLE BIT TO IT.
AS OPPOSED TO JUST SAYING,
"HERE'S A SOLID,"
YOU CAN SAY,
"HERE'S A SOLID THAT IS HARD."
"HERE'S A SOLID
THAT IS SMOOTH."
UM, YOU KNOW,
WE DEFINITELY LEARNED A LOT
OF THOSE DESCRIPTIVE WORDS.
UH, THE MOST IMPORTANT
THING THOUGH,
I THINK,
THAT WE DID LEARN AS WELL...
AND I WANT TO STRESS THIS...
IS THAT WE ARE NOW
JUNIOR SCIENTISTS.
UH, NOW THAT WE'VE GONE THROUGH
AN EXPERIMENT TOGETHER.
AND WE NEED TO BE CAREFUL
WITH OUR EXPERIMENTS,
AND NEVER DO THEM UNLESS
THERE'S AN ADULT AROUND US.
AND SO, WE LEARNED
THAT WE CAN BE GOOD OBSERVERS
OF CERTAIN STATES OF MATTER
LIKE STEAM,
UH, AND WE SHOULD NOT
GO CLOSE TO IT.
AND UH, WE LEARNED THAT IF WE
ARE GOING TO DO AN EXPERIMENT,
WE SHOULD DEFINITELY WAIT
UNTIL WE DO HAVE AN ADULT
AROUND US TO TRY IT OUT.
AND SO, MAKE SURE YOU'RE
A SAFE JUNIOR SCIENTIST,
'CAUSE THAT'S
DEFINITELY IMPORTANT.
UH, WELL,
BOYS AND GIRLS,
THAT'S ABOUT ALL
FOR UH, TODAY.
OH, I ALMOST FORGOT!
UH, WE DID START OFF
BY SAYING THAT WE HAVE, UH,
WE HAVE A CUP OF, UH, ICE
AND I WANTED TO TAKE A LOOK
AT THAT CUP OF ICE RIGHT NOW
AND OBSERVE
WHAT WAS HAPPENING.
UM, THE CUP OF ICE,
REMEMBER, IT WAS...
IT WAS JUST FULL
OF SOLID ICE.
AND I'M NOT SURE IF YOU CAN
MAKE OUT WHAT'S GOING ON HERE,
BUT WHEN I LOOK
AT THE CUP,
UM, THERE'S SOMETHING
THAT'S HAPPENING HERE.
He tilts a glass with ice cubes and water drops.
He says I DON'T KNOW IF YOU CAN SEE
WHAT'S FLOWING.
MAYBE I'LL TRY TO POUR IT INTO
ANOTHER CUP FOR YOU TO SEE.
UH, BUT SOMETHING
IS HAPPENING TO THIS ICE.
OKAY?
AND IF YOU GUESSED MELTING,
THAT'S RIGHT.
IT IS MELTING. OKAY?
THOSE SOLID CHUNKS OF ICE
ARE MELTING INTO A LIQUID.
OKAY?
UH, MELTING INTO WATER.
AND UH, SO WE KNOW
THAT, UH, CERTAIN...
CERTAIN STATES OF MATTER
DO CHANGE,
DEPENDING ON WHAT'S GOING ON
AROUND THEM.
SO, WE KNOW THAT THE HEAT
AND THE TIME UNDER THE HEAT,
SO THE ROOM TEMPERATURE,
UH, AND THE TIME THAT IT'S BEEN
OUTSIDE OF THE FREEZER
DEFINITELY AFFECTED AT ICE.
AND UH,
WE KNOW THAT EVENTUALLY
IF I LEFT THAT ICE OUT
TOO LONG,
IT WOULD BE ONE BIG, UH,
CUP OF WATER,
AND NO MORE ICE LEFT OVER.
SO, I'M GLAD THAT I REMEMBERED
TO LOOK AT THAT.
AND, UH, I'M GLAD THAT WE WERE
ABLE TO MAKE THAT OBSERVATION.
SO, WELL, BOYS AND GIRLS,
I HAD AN AMAZING TIME
WITH YOU AGAIN TODAY.
UH, THANK YOU SO MUCH AGAIN
FOR INVITING ME INTO YOUR HOMES
FOR ANOTHER EXCITING EPISODE
OF
TVOKIDS POWER HOUR
OF LEARNING.
I ALWAYS ENJOY MYSELF
WHEN I'M HANGING OUT WITH
YOU GUYS AND LEARNING TOGETHER.
BYE FOR NOW.
A final slate reads "TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes."
The caption changes to "Copyright 2021. The Ontario Educational Communications Authority."
A Female Announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S PRIMARY LESSON:
EDIBLE MATTER.
A caption reads "Primary I-3. Teacher Robert." Robert is in his mid-forties, clean-shaven with black hair. He wears blue-rimmed glasses, earphones and a blue shirt.
Sitting in his living room, Robert says HELLO, BOYS AND GIRLS,
AND WELCOME BACK
TO ANOTHER EXCITING EPISODE OF
TVOKIDS POWER HOUR OF LEARNING.
MY NAME IS ROBERT.
THANK YOU SO MUCH FOR INVITING
ME INTO YOUR HOMES AGAIN.
TODAY WE HAVE A LOT OF FUN,
EXCITING THINGS TO DO TODAY,
AND I WANTED
TO GET RIGHT INTO IT.
UM, BOYS AND GIRLS,
I WANTED TO ASK YOU SOMETHING.
MAYBE A LITTLE BIT
OF A DIFFERENT QUESTION,
A STRANGE QUESTION.
ARE YOU COMFORTABLE
WHERE YOU'RE SITTING?
UM, I KNOW THAT
I'M COMFORTABLE.
I'M SITTING
ON A NICE CHAIR,
BUT WHETHER YOU'RE SITTING
ON A CHAIR OR A COUCH
OR ON THE FLOOR,
I CAN BET YOU YOU'RE SITTING
ON SOMETHING SOLID.
NOW, HOW DO I KNOW YOU'RE
SITTING ON SOMETHING SOLID?
WELL, BECAUSE I CAN
DESCRIBE SOLIDS.
I CAN DESCRIBE SOLIDS
IN A LOT OF DIFFERENT WAYS.
SOLIDS CAN BE HARD.
UH, SOMETIMES
THEY CAN BE SMOOTH.
UH, AND SOMETIMES, WELL,
THEY CAN BE, UH,
COOL TO THE TOUCH.
THERE'S ALL KINDS
OF DIFFERENT WAYS
THAT WE CAN
DESCRIBE SOLIDS.
UH, IF YOU WERE
FLOATING AROUND IN A POOL,
I WOULDN'T BE DESCRIBING YOU
AS SITTING ON A SOLID.
I WOULD BE DESCRIBING YOU AS
LOUNGING AROUND IN A LIQUID.
AND IF YOU WERE FLYING
UP INTO THE SKY,
I WOULD BE SAYING THAT YOU
WERE FLYING IN SOME GASES.
AND SO, THESE THREE THINGS
ARE CALLED STATES OF MATTER,
AND TODAY WE'RE GOING TO BE
TALKING ABOUT STATES OF MATTER.
AND I WANTED TO START OFF
BY TALKING ABOUT SOLIDS.
NOW, UM, THE REASON WHY
I BROUGHT UP WHERE WE'RE SITTING
IS BECAUSE WE ALL HAVE
SOMETHING IN COMMON.
I'M SITTING AND YOU'RE SITTING
AND WATCHING THIS EPISODE,
AND I WANTED TO GET RIGHT INTO
TALKING ABOUT MORE SOLIDS.
NOW, THERE'S ALL KINDS OF THINGS
THAT ARE SOLIDS AROUND US.
THERE'S SOLIDS AROUND ME
RIGHT NOW.
UM, THIS GLASS,
FOR EXAMPLE, IS A SOLID.
UM,
IT'S HARD TO THE TOUCH.
IT'S SMOOTH, OKAY?
I CAN HOLD UP
THIS TOOTHBRUSH.
THIS TOOTHBRUSH
IS ALSO A SOLID.
OKAY?
AND EVEN THIS PEN.
THIS PINK PEN I HAVE HERE,
IS A SOLID.
I HAVE ALL KINDS OF SOLIDS
HERE IN FRONT OF ME,
BECAUSE I HAVE SOME EXCITING
THINGS FOR US TO DO TODAY.
AND I WANTED TO SAY,
EVEN, THAT THIS ICE CUBE...
THIS ICE CUBE RIGHT HERE
IS A SOLID.
AND IT'S COLD TO THE TOUCH.
IN FACT, I HAVE A WHOLE GLASS
FULL OF ICE CUBES.
AND THE REASON WHY I HAVE
A GLASS FULL OF ICE CUBES
IS BECAUSE SOME
STATES OF MATTER CHANGE
AS TIME AND AS HEAT
GETS APPLIED TO THEM.
AND SO, WE'RE GOING TO TALK
A LITTLE BIT ABOUT THAT LATER.
WE'RE GONNA TAKE A LOOK
AT THE CUP OF ICE CUBES
MAYBE NEAR THE END
OF THIS EPISODE.
AND UM,
SEE HOW THAT GOES
AND SEE WHAT HAPPENS TO THEM
WHEN WE ARE...
WHEN WE'RE ALMOST CLOSING UP,
WHEN WERE ALMOST FINISHED.
SO, UM, WHETHER YOU HAVE
A SOLID, A LIQUID, OR A GAS,
THOSE ARE ALL CALLED
STATES OF MATTER.
SO, WHEN WE ARE TRYING
TO DESCRIBE THESE THINGS,
SOMETIMES THEY CAN BE
DIFFICULT TO DESCRIBE.
SO MY CHAIR, FOR EXAMPLE-
IT'S STRONG, IT'S SMOOTH.
UM, WE CAN DESCRIBE THINGS
AS BUMPY,
WE CAN DESCRIBE THINGS
AS HARD. OKAY?
UM...
AND, UH, I REALLY WANTED
TO TALK TO YOU A LITTLE BIT
ABOUT NOT JUST SOLIDS TODAY,
BUT I ALSO WANTED TO TALK TO YOU
A LITTLE BIT ABOUT LIQUIDS.
NOW, EARLIER I SAID IF YOU WERE
KIND OF FLOATING AROUND
IN A POOL, UM,
YOU WOULD BE
INSIDE OF A LIQUID.
NOW I'M NOT SUGGESTING
THAT YOU'RE ACTUALLY FLOATING
AROUND IN A POOL
AND WATCHING THIS SHOW,
BUT THAT WOULD BE
KIND OF COOL IF YOU WERE.
UM, HOW DO WE
DESCRIBE LIQUIDS?
WELL, LIQUIDS CAN BE DESCRIBED
IN A LOT OF DIFFERENT WAYS.
WE KNOW THAT LIQUIDS, UM,
CAN BE, UH,
VERY FLUID-LIKE.
UM, AND WHAT I MEAN
BY THAT IS...
HERE'S A LITTLE TINY BEAKER
FULL OF WATER. OKAY?
THERE'S A LITTLE BIT OF WATER
IN THIS BEAKER.
AND, IF I POUR IT...
INTO THIS PLATE,
IT TAKES ON THE SHAPE
OF THE PLATE.
SO, I'M GONNA POUR IT
RIGHT IN THERE.
AND NOTICE BEFORE...
BEFORE I POURED THE WATER,
THAT IT WAS IN
THAT SKINNY LITTLE TUBE.
OKAY?
AND NOW IT'S NOT
SKINNY AND LITTLE.
IT'S KIND OF FLAT AND IT'S
WIDENED OUT A LITTLE BIT.
NOW I DIDN'T ADD
MORE WATER.
THE WATER IS THE SAME.
IT JUST TOOK ON THE SHAPE
OF WHATEVER I PUT IT IN.
OKAY? SO, WATER CAN...
FLUIDS CAN BE...
LIQUIDS, PARDON ME...
CAN BE DESCRIBED
AS TAKING ON THE SHAPE
OF WHATEVER CONTAINER
IT CAN BE PUT IN.
NOW, IF YOU TRIED TO DO THAT
WITH A SOLID,
I HAVE ANOTHER
CONTAINER HERE
AND I HAVE
A PIECE OF ICE.
AND I PUT THE ICE
IN HERE.
I'M RATTLING IT AROUND.
AND IT'S STILL A PIECE OF ICE
IN THE CONTAINER.
IT DIDN'T TAKE ON
THE SHAPE AT ALL.
OKAY?
SO, WE KNOW THAT SOLIDS
AREN'T FLUID LIKE LIQUIDS ARE.
AND SO, UM, WE...
WE NEED TO KIND OF
LOOK AT THAT
AS A DIFFERENCE BETWEEN
THOSE TWO STATES OF MATTER.
NOW, CAN YOU THINK
OF SOME DIFFERENT LIQUIDS
THAT YOU HAVE
AROUND THE HOUSE?
WELL, ONE THAT COMES TO MIND
NATURALLY IS WATER.
OKAY?
WE JUST SAW THE WATER
GET POURED INTO TO THE...
INTO THE PLATE. OKAY?
WHAT OTHER KINDS OF LIQUIDS
DO WE HAVE?
WE HAVE JUICE, OF COURSE.
WE HAVE MILK.
YES.
WE HAVE THICKER LIQUIDS,
LIKE MAPLE SYRUP,
PERHAPS, OR EVEN HONEY.
AND WE CAN FIND ALL KINDS
OF DESCRIPTIVE WORDS FOR THAT.
WE CAN DESCRIBE THEM AS THICK
AND MAYBE EVEN STICKY.
UM, AND WHEN
THEY GET POURED,
THEY ARE SLOWER
THAN THE WATER.
BUT THEY STILL DO
THE SAME THING.
THEY STILL GO
INTO A CONTAINER
AND TAKE THE FORM
OF THE CONTAINER.
SO THAT'S A
REALLY COOL THING,
BECAUSE SOLIDS CAN'T DO THAT
AND LIQUIDS CAN.
SO, WHEN WE DO
THAT EXPERIMENT
BY POURING FROM ANOTHER,
UM, CONTAINER,
FROM ONE CONTAINER
INTO ANOTHER,
WE CAN SEE THAT IT DOES TAKE ON
THE SHAPE OF IT.
OKAY?
NOW, IT'S REALLY HARD
SOMETIMES
TO COME UP WITH SOME
DESCRIPTIVE WORDS, I FIND.
COMING UP
WITH SOME DESCRIPTIVE WORDS
CAN BE A VERY BIG CHALLENGE.
UM, I KNOW THAT
IT'S CHALLENGING FOR ME.
UH, AND I HAVE A HARD TIME
COMING UP WITH SOME SOMETIMES.
UH, I KNOW THAT I CAN SAY
"HARD" AND "SOFT,"
AND UH, AND YOU KNOW,
MAYBE "SOFT" AND UH, "BUMPY."
FOR SOLIDS.
AND FOR LIQUIDS
I CAN SAY "FLUID-LIKE,"
AND MAYBE "WET,"
AND "STICKY,"
BUT THAT WOULD BE
FOR LIQUIDS.
BUT I HAVE A HARD TIME
THINKING OF A LOT OF OTHERS.
SO, I THOUGHT MAYBE WE WOULD
TAKE A LOOK AT THIS EPISODE
AND, UM,
WE WATCH ZOEY
FROM
WACKY WORD SONGS
AS SHE THINKS TO US
ABOUT DESCRIBING WORDS.
AND DESCRIBING WORDS
ARE ALSO KNOWN AS "ADJECTIVES."
A caption reads "TVO Kids presents."
Colourful animated letters with googly eyes jump around and form the name "Wacky Word Songs."
A song says IT's THE WACKY WACKY WORD SONGS.
OH YEAH.
Zoey is in her early teens, with long straight brown hair and wears brown trousers, a polka dotted yellow sweater and a denim jacket.
In the attic, Zoey says HI.
MY FRIEND WROTE TO ME ABOUT HER
VACATION AT THE BEACH.
SHE DESCRIBED EVERYTHING SO WELL
I FELT LIKE I WAS THERE WITH
HER.
IT'S BECAUSE SHE USED LOTS OF
ADJECTIVES.
THOSE ARE WORDS THAT DESCRIBE
PEOPLE, PLACES AND THINGS.
LIKE A SPECTACULAR SUNSET,
COLORFUL SEASHELLS, AND HAPPY
PEOPLE ON VACATION.
I WROTE THIS BOUNCY, BUBBLY SONG
ABOUT ADJECTIVES.
(music plays)
Zoey sings a song that says I AM AN ADJECTIVE.
I ADD THE FLAVOR WHEN YOU
DESCRIBE A PERSON, PLACE OR
THING.
JUST LIKE THE SAUCE THAT MAKES
YOUR FOOD TASTY, I MAKE YOUR
SENTENCES MORE EXCITING.
ADJECTIVES ARE ASWEOME, YEAH
THAT'S ME.
I DESCRIBE THE WORLD AND
EVERYTHING YOU SEE.
THIS TEDDY BEAR IS FUZZY, THIS
FROG IS SUPER BUMPY.
MY NEIGHBOR'S CAT ALWAYS LOOKS
SO GRUMPY.
THIS MOUSE LOVES CHEESE,
SMELLY STINKY CHEESE.
MY DOG IS GASSY, EXCUSE HER
PLEASE.
SEE ADJECTIVES CAN PAINT A
PICTURE WITH WORDS.
THEY'RE AS AMAZING AS MAGICAL
WIZARDS.
I AM AN ADJECTIVE.
I ADD THE FLAVOR WHEN YOU
DESCRIBE A PERSON, PLACE OR
THING.
JUST LIKE THE SAUCE THAT MAKES
YOUR FOOD TASTY, I MAKE YOUR
SENTENCES MORE EXCITING.
The song ends.
Zoey says ADJECTIVES ARE WORDS THAT
DESCRIBE THINGS.
SOME OF MY FAVORITES ARE
CRUNCHY, WACKY, AND FRIENDLY.
WHAT ARE YOURS?
A caption reads "Apartment 11 production."
Robert says HEY, THAT WAS WONDERFUL.
I'M GOING TO HAVE ZOEY'S SONG
IN MY HEAD ALL DAY LONG.
THIS WAS SUCH A GREAT TUNE.
AND ADJECTIVES.
I REALLY LIKE
THE WAY ADJECTIVES WORK.
THEY REALLY ADD SOME, UH,
FEELING AND SOME COLOUR
TO WHAT WE ARE DESCRIBING.
AND UM, WE THINK ABOUT
HOW WE ARE DESCRIBING
OUR STATES MATTER, UH,
ADJECTIVES REALLY DO HELP.
WE KNOW THAT IF WE TALK
ABOUT SOLIDS
AND THROW SOME ADJECTIVES
IN THERE,
IT REALLY HELPS US, UH,
WITH UNDERSTANDING IT
A LITTLE BIT BETTER.
AND SO, REALLY,
WHEN WE TALK ABOUT SOLIDS,
IT DEPENDS
ON THE ADJECTIVES.
SORRY, IT DEPENDS
ON THE OBJECT ITSELF,
BECAUSE I CAN BE SITTING
ON A LARGE SOLID
OR I CAN BE LIFTING
A SMALL SOLID,
AND THIS SMALL SOLID HERE
CAN BE HARD IN SOME SPOTS
OR SORT OF SPONGY
IN OTHER SPOTS.
AND SO, SOLIDS CAN COME
IN A LOT OF DIFFERENT WAYS.
AND WHEN WE'RE TALKING
ABOUT LIQUIDS,
UH, LIQUIDS CAN BE DESCRIBED
IN A LOT OF DIFFERENT WAYS.
AS WE WERE TALKING
ABOUT BEFORE,
THEY ARE VERY FLUID-LIKE.
THEY GO FROM ONE CONTAINER TO
ANOTHER AND TAKE ON ITS FORM,
TAKE ON
ITS SHAPE AND FORM.
AND SOLIDS CAN'T DO THAT.
AND LIQUIDS CAN, OF COURSE,
BE DESCRIBED AS WET,
AND THEY CAN ALSO BE DESCRIBED
AS STICKY AND RUNNY.
AND, UM, THERE'S
A LOT OF DIFFERENT WAYS
THAT WE CAN USE ADJECTIVES
TO DESCRIBE THOSE TWO
STATES OF MATTER.
UH, YOU KNOW, BOYS AND GIRLS,
THERE ARE...
THERE'S A LOT OF DIFFERENT
STATES OF MATTER...
OR THERE'S A LOT OF WAYS WE CAN
DESCRIBE THOSE STATES OF MATTER
BUT I DID WANT TO TALK TO YOU
ABOUT ONE STATE OF MATTER
THAT WE HAVEN'T HAD A LOT
OF CHANCE TO TALK ABOUT YET,
AND THAT'S GASES.
AND UM,
GASES ARE KIND OF EVERYWHERE,
AND MANY OF THEM...
IN FACT, MOST OF THEM...
ARE INVISIBLE.
THAT'S RIGHT!
THEY'RE INVISIBLE.
SO, IF I SAID YOU,
"WHAT'S IN THIS GLASS?,"
YOU MIGHT SAY TO ME,
"WELL, NOTHING."
He covers the glass with his other hand.
He continues BUT I SAY TO YOU,
ACTUALLY,
WHAT'S IN THIS GLASS IS A GAS.
IN FACT, IT'S A MIXTURE OF GASES
THAT WE CALL AIR.
OKAY?
AND THE AIR ALL AROUND US
IS A MIXTURE OF GASES
THAT WE BREATHE IN AND OUT
THAT KEEP US HEALTHY
AND KEEP US GOING.
AND THERE'S ALL KINDS OF GASES
EVERYWHERE.
BUT DID YOU KNOW THAT THERE ARE
SOME GASES THAT WE CAN SEE?
FOR EXAMPLE,
IF ANY OF YOU HAVE SEEN
SOMEBODY MAKING SOME TEA,
BOILING A KETTLE.
NOW, IF YOU'VE EVER SEEN
A KETTLE BOIL,
YOU KNOW THAT
IT'S GETTING SUPER HOT,
SO WE DON'T WANT TO GET
TOO CLOSE TO IT, RIGHT?
BUT WHAT DO YOU SEE
COMING OUT FROM THE KETTLE?
YOU SEE STEAM RISING
FROM THE KETTLE.
AND THAT STEAM
IS A VAPOUR GAS.
IT'S A VAPOUR.
AND WE SEE IT COMING UP
AND IT'S VERY VISIBLE.
AND I WANT TO SAY THIS AGAIN.
YOU'VE GOT TO BE VERY CAREFUL
ABOUT NOT GOING TOO CLOSE TO IT,
'CAUSE IT CAN BE SUPER HOT.
SO, BE VERY CAREFUL.
UH, I'M FEELING
VERY SCIENTIFIC TODAY.
UH, AND AS SCIENTISTS,
WE ALWAYS HAVE TO TALK
ABOUT BEING VERY CAREFUL.
AND THAT'S OUR FIRST BEING
CAREFUL TYPE OF, UM,
HEADS UP I'M GOING TO
GIVE EVERYBODY,
IS DON'T GO NEAR
STEAMING, UH, STEAMING KETTLES
BECAUSE IT CAN BE
VERY DANGEROUS AND VERY HOT,
AND UH, IT CAN BURN YOU.
UM, SO, WE CAN OBSERVE
FROM A DISTANCE.
IT'S ALWAYS SAFE TO OBSERVE
THINGS FROM A DISTANCE.
OKAY?
SO, REMEMBER, WE HAVE AIR
WHICH IS INSIDE THIS CUP
AND ALSO ALL AROUND US.
UM, AND THE GASES
THAT WE SEE RISING AS STEAM,
UM, AND WE KEEP
A VERY GOOD DISTANCE
TO PROTECT OURSELVES
FROM HARM.
ALL RIGHT.
YOU KNOW WHAT,
BOYS AND GIRLS?
ALL THIS TALK ABOUT MATTER
HAS REALLY GIVEN ME A REALLY
COOL IDEA ABOUT AN EXPERIMENT.
ONE THAT I KNOW
THAT EVERYBODY IS GOING TO LOVE.
OKAY?
I HAVE A GOOD FEELING
ABOUT THIS ONE.
UH, BUT THE TRUTH IS,
IS I WANNA KINDA KEEP IT
A LITTLE BIT OF A SECRET, OKAY?
UM, I KIND OF WANT TO GET UP AND
MOVE AROUND A LITTLE BIT, OKAY?
SO, I DID BRING MY GUITAR.
OKAY, IT'S HERE,
YOU CAN SEE IT BEHIND ME.
AND UM, I WANTED TO
PLAY SOME MUSIC FOR YOU.
AND SO, WHEN WE DO GET UP
AND MOVE AROUND,
I'M GONNA PLAY
SOME MUSIC FOR YOU
THAT'S, UH,
SOOTHING AND SLOW.
AND I WANT YOU TO MOVE AROUND
WHATEVER SPACE THAT YOU HAVE.
AND WHEN IT'S
SMOOTHING AND SLOW...
SOOTHING AND SLOW MUSIC,
I WANT YOU TO MOVE SMOOTHLY,
FLOW, MAYBE LIKE A LIQUID.
AND THEN WHEN I PLAY
HARDER MUSIC,
I WANT YOU TO MAYBE
STOMP AROUND
AND MOVE A LITTLE BIT MORE
LIKE A SOLID.
OKAY?
SO, WE'RE GOING TO
MIX IT ALL UP
AND TRY TO DO
DIFFERENT THINGS LIKE THAT.
AND I'M GOING TO
SLOW IT DOWN AGAIN
AND PLAY LIGHT, SOFT,
AND SLOW MUSIC,
AND THEN HARDER MUSIC
TO GET YOU GOING
FROM SLOW TO MAYBE HARDER
AND THEN FASTER
AND THEN SLOWER,
AND WE'RE GOING TO MOVE
OUR BODIES AROUND
WITH THE MUSIC THAT I PLAY.
Now, Robert holds a guitar.
He says HELLO, BOYS AND GIRLS.
OKAY, UM,
EVERYONE STAND UP.
WE'RE GONNA
STRETCH OUT OUR BODIES
AND JUST START MOVING
TO THE MUSIC.
REMEMBER, WE'RE GONNA START OFF
NICE AND SLOW.
(playing slow acoustic music)
AND WE'LL PLAY
SOME NICE, SLOW MUSIC.
HOW WOULD YOUR BODY
MOVE AROUND THIS?
USE THE SPACE AROUND YOU.
JUST KIND OF LET THE MUSIC
PASS THROUGH YOU.
BE FLUID, LIKE WATER.
LIKE LIQUIDS.
I CAN IMAGINE IT NOW,
HOW YOU'RE MOVING AROUND.
SOME OF YOU STAYING LOW,
MAYBE STRETCHING UP HIGH.
VERY GOOD.
UH-OH.
THIS ONE SOUNDS
A LITTLE BIT LOW.
(music changing)
HOW WOULD YOU MOVE
WHEN THE MUSIC CHANGES?
MAYBE YOU ARE TAKING
GIANT STEPS.
(slow, low music playing)
MAYBE YOU ARE
MARCHING AROUND.
MORE LIKE A SOLID.
LESS FLUID AND ROUND.
(music speeding up)
VERY GOOD, BOYS AND GIRLS.
(music slowing down again)
VERY GOOD.
AND LET'S BRING IT RIGHT DOWN
TO A REST.
WELL DONE, BOYS AND GIRLS.
Next, Robert says WELL, THAT WAS FUN,
BOYS AND GIRLS.
UM, DID YOU DO IT?
DID YOU GET UP
AND MOVE AROUND?
UM, HOW DID IT FEEL, STOMPING
AROUND AND MOVING AROUND
WHEN THOSE HARDER CHORDS
WERE PLAYING
AND THOSE HARDER, UM, MAYBE
FASTER MUSIC WAS PLAYING?
AND WHAT WAS IT LIKE
TO FLOAT AROUND A LITTLE BIT
WHEN THE SOFTER MUSIC
WAS GOING?
UM, I HOPE YOU HAD FUN.
THAT WAS A LOT OF FUN
FOR ME.
UH, AND IT WAS KIND OF NEAT
PRETENDING TO BE
THOSE TWO STATES OF MATTER.
THAT WAS KIND OF NEAT FOR ME
TO DO THAT WITH MUSIC.
SO, BLENDING THAT MUSIC
WITH THOSE STATES OF MATTER
WAS KIND OF FUN.
AND I HOPE YOU ENJOYED
MOVING YOUR BODY AROUND
AND MAYBE STRETCHING IT OUT
A LITTLE BIT,
GIVING IT A LITTLE BIT
OF A BREAK LIKE THAT.
THAT'S ALWAYS GOOD FOR US.
SO, I CAN HARDLY
CONTAIN MYSELF. OKAY?
I MENTIONED EARLIER THAT, UH,
I DO HAVE AN EXPERIMENT TO DO.
AND I WANTED
TO KEEP IT A SECRET
BUT I DON'T THINK I CAN
KEEP IT A SECRET ANYMORE.
OKAY? I CAN'T DO IT.
SO HERE IT GOES.
JUST BY USING SOME SOLIDS
AND SOME LIQUIDS,
I'M GOING TO MAKE
SOME REAL VANILLA ICE CREAM.
THAT'S RIGHT,
BOYS AND GIRLS.
WE'RE MAKING REAL
VANILLA ICE CREAM.
YOU'RE GOING TO BE SHOCKED
ABOUT HOW EASY IT IS, OKAY?
I CAN MAKE ICE CREAM
THAT TASTES AMAZING.
IT'S GONNA BE AMAZING
TO TASTE.
UH, AND IT'S WITH
SOME SIMPLE INGREDIENTS
AND AGAIN,
ALL I NEED ARE A FEW LIQUIDS
AND, UM, SOME SOLIDS.
AND IT WILL ALL COME TOGETHER
AS AN EXPERIMENT.
AND IT WILL SEEM LIKE MAGIC,
BUT IT'S NOT MAGIC.
IT'S SCIENCE.
NOW, BEFORE I GET EVERYTHING
SET UP FOR THE EXPERIMENT,
I THOUGHT IT WOULD BE
KIND OF NICE TO WATCH PHIL
OVER THERE AT
SCIENCE MAX!,
TO LEARN A BIT MORE
ABOUT STATES OF MATTER
AND PERHAPS SEE ANOTHER
MAGIC-LIKE EXPERIMENT AS WELL.
SO, LET'S TAKE A LOOK
OVER AT
SCIENCE MAX!
A group of young men appear doing a series of science experiments.
Phil is in her twenties, clean-shaven and with short curly dark blond hair. He wears gray trousers, a blue T-shirt and a yellow lab coat.
Phil says HAVE YOU EVER DONE
A SCIENCE EXPERIMENT
AND WONDERED WHAT IT WOULD BE
LIKE IF YOU DID IT BIG?
I HAVE.
(laughing)
OH-HO-HO-HO!
YEAH!
MY NAME IS PHIL,
AND I TAKE YOUR EVERYDAY
SCIENCE EXPERIMENTS
AND DO THEM BIG.
Phil appears under the water, in a skydiving chamber and on a trolley.
Phil says THIS IS
SCIENCE MAX!
EXPERIMENTS AT LARGE.
The logo of the show appears. It's a black and yellow triangle with an exploding element inside and a blue sign across that reads "Experiments at Large."
Voices shout SCIENCE MAX!
Clips from today's show roll.
Phil says THIS EPISODE OF
SCIENCE MAX!
IS A MESSY ONE.
WE'RE LOOKING AT SOLIDS,
LIQUIDS, AND GASES.
AND THINGS IN BETWEEN,
LIKE CORNSTARCH MUD.
TODAY, ON
SCIENCE MAX!
EXPERIMENTS AT LARGE.
At the lab, Phil appears in a cloud of fog.
He says BEHOLD THE POWER
OF STATES OF MATTER!
GREETINGS,
SCIENCE MAXIMITES!
(coughing)
I'M PHIL MCCORDIC.
UH, I THINK I OVERDID IT
WITH THE FOG MACHINE.
THIS IS
SCIENCE MAX!
EXPERIMENTS AT LARGE.
CAN YOU EVEN SEE ME?
LET'S GO OVER HERE.
TODAY, WE'RE TALKING ABOUT
STATES OF MATTER.
NOW, THERE ARE THREE
MAIN STATES OF MATTER.
SOLID, LIKE THIS TABLE.
LIQUID, LIKE THE WATER
IN THIS BEAKER,
AND GAS...
(farting noise)
YES, THANK YOU.
AND WE'RE ALSO GONNA BE
LOOKING AT THE THINGS
THAT KIND OF GO
IN BETWEEN.
THINGS THAT ARE SOMETIMES SOLID,
SOMETIMES LIQUID,
LIKE CORNSTARCH MUD,
WHICH IS VERY EASY TO MAKE.
ALL YOU NEED
IS WATER AND CORNSTARCH,
WHICH YOU CAN GET
AT THE GROCERY STORE.
MIX IT UP
HOWEVER MUCH YOU WANT.
JUST REMEMBER, TWO PARTS
CORNSTARCH TO ONE PART WATER.
TWICE AS MUCH OF THIS
THAN YOU HAVE OF THAT.
VERY EASY.
MIX IT UP AND YOU GET
He shows another container and says CORNSTARCH MUD,
WHICH SORT OF SEEMS LIKE
A LIQUID UNLESS YOU HIT IT.
AND THEN IT BECOMES...
SOLID.
BUT IF I POUR IT,
IT'S A LIQUID!
EVEN IF I HOLD IT IN MY HAND
AND I HIT IT REALLY FAST,
IT TURNS INTO A BALL,
AND IT WILL STAY IN A BALL
AS LONG AS I KEEP HITTING IT
OR SQUEEZING IT,
BUT SOON AS I STOP...
IT TURNS INTO A LIQUID AGAIN.
NOW, WE'RE GONNA
MAX THIS OUT.
WE'LL GO THROUGH THE PORTAL
AND LEARN MORE
ABOUT SOLIDS, LIQUIDS,
AND GASES.
(farting noise)
YEAH, RIGHT.
THAT'S WHY I'M GOING TO THE
CENTRE FOR SKILLS DEVELOPMENT
AND TRAINING AT...
(dialing beeping)
(hissing)
He puts on a yellow lab coat and tries to start the portal.
He says OH, NO, WAIT.
THAT'S THE CODE
FOR THE FOG MACHINE. WAIT.
UH, STOP.
STOP.
IT SEEMS TO BE STUCK.
OH, NEVER MIND. NEVER MIND!
I'LL FIX IT LATER!
(coughing)
(zapping)
He appears next to Judy. She has long brown hair and wears glasses and a yellow lab coat.
Phil says MM, MM, MM.
RIGHT.
HEY, JUDY,
HOW ARE YOU?
Judy says HEY, PHIL.
HOW ARE YOU?
Phil says GOOD.
JUDY IS GOING FOR HER PHD
IN CHEMISTRY, RIGHT?
Judy says YES.
Phil says FANTASTIC,
BECAUSE THAT MEANS
YOU CAN EXPLAIN
CORNSTARCH MUD TO ME.
Judy says NOW, IS THIS A SOLID
OR IS IT A LIQUID?
WELL, IT KIND OF HAS
PROPERTIES OF BOTH.
IT'S CALLED
A NON-NEWTONIAN FLUID,
SO THAT MAKES IT
A LIQUID.
Phil says A LIQUID.
WELL, I MEAN,
IT POURS
LIKE A LIQUID,
BUT WHEN YOU HIT IT,
IT'S A SOLID.
SO, WHY DOES IT TURN SOLID
WHEN YOU HIT IT?
Judy says SO, WHEN YOU'RE POURING IT,
THE PARTICLES
ARE STILL FAR APART...
Phil says UH-HUH?
Judy says SO THEY CAN'T INTERACT
WITH EACH OTHER
AND SO THEY STAY
A LIQUID.
BUT WHEN YOU'RE
HITTING IT,
YOU'RE JAMMING THE
PARTICLES TOGETHER,
AND THEY LINE UP
TO BECOME A SOLID.
Phil says NOW, DOES IT STILL
WORK THE SAME WAY
IF WE HAVE
A LOT MORE OF IT?
Judy says UH, IT SHOULD.
Phil says GREAT!
BECAUSE
I'VE GOT THIS...
(grunting)
20 KILOGRAM BAG
OF CORNSTARCH,
AND I HAVE
34 MORE OF THEM.
Judy says WOW. THAT'S A LOT.
UH, BUT I THINK YOU'LL NEED
A MUCH BIGGER CONTAINER.
Phil says MUCH BIGGER CONTAINER.
GREAT.
UM, I GOT SOME WOOD
OVER THERE.
WHY DON'T YOU GO,
AND I'LL FOLLOW YOU?
Judy says ALL RIGHT.
Struggling with the bag, he says I'LL FOLLOW YOU.
UGH!
I GOT IT.
I'M COMING, I'M COMING.
Music plays as a neon science appears with the caption "Sal's Science Shop."
Sal is in his twenties, clean-shaven and with short side parted dark blond hair. He wears glasses, jeans, an orange shirt and a green blazer.
Sal says YEAH, THANKS RAMONA,
AND GET ME ONE OF THEM
FIZZY DRINKS.
NOT TOO FIZZY.
JUST SORTA MEDIUM FIZZY.
THANKS A LOT.
HELLO.
DO YOU HAVE TROUBLE KNOWING
WHAT IS A SOLID, LIQUID, OR GAS?
ARE YOU CONFUSED BY JELL-O?
I MEAN, WHICH IS IT?
IS IT A SOLID,
OR AS A LIQUID?
WATER IS A LIQUID,
BUT WHAT ABOUT WHEN IT'S ICE?
WELL, YOU GOTTA KNOW
YOUR STATES OF MATTER.
THERE ARE THREE MAIN
STATES OF MATTER.
SOLID, LIQUID, AND GAS.
AND THERE ARE THREE RULES
THAT YOU NEED
TO FIGURE OUT
WHICH ONE OF 'EM IS WHICH.
DOES IT FLOW?
DOES IT FIT THE SHAPE
OF ITS CONTAINER?
AND CAN YOU SQUEEZE IT?
RULE NUMBER ONE-
DOES IT FLOW?
SOLID, LIQUID, GAS.
HERE'S A GAS.
He holds a smoking container and says DOES IT FLOW?
DO THE PARTICLES POUR OVER
EACH OTHER AND CASCADE DOWN?
YEAH. YEAH, THEY DO.
He pours a liquid and continues DOES A LIQUID FLOW?
YEAH. YEAH, IT DOES.
DOES A SOLID?
(buzzer sounding)
He drops a wooden cube and says NOPE.
RULE NUMBER TWO-
WHAT HAPPENS WHEN YOU PUT IT
IN A CONTAINER?
DOES IT TAKE THE SHAPE
OF THE CONTAINER?
GASES TAKE THE SHAPE
OF THE CONTAINER.
LIQUIDS TAKE THE SHAPE
OF THE CONTAINER.
SOLIDS DO NOT TAKE THE SHAPE
OF THEIR CONTAINER.
He shows a cube inside a plastic bottle.
(screeching)
He says I KNOW WHAT YOU'RE THINKING.
YOU'RE THINKING,
"I GET THE WHOLE POURING,
"TAKING THE SHAPE OF
THE CONTAINER, BUT COME ON.
"LIQUIDS AND GASES,
THEY DO BOTH OF THOSE THINGS."
WELL, IT ALL COMES DOWN
TO RULE NUMBER THREE-
CAN YOU SQUEEZE IT?
NOW, SOLIDS,
YOU CAN'T REALLY SQUEEZE 'EM.
LIQUIDS, YOU CAN'T REALLY
SQUEEZE 'EM.
GASES, AHA!
BAM, YOU CAN SQUEEZE 'EM!
YOU SEE, GASES COMPRESS.
LIQUIDS AND SOLIDS, THEY DON'T
REALLY COMPRESS VERY WELL.
THE OTHER DIFFERENCE
BETWEEN GASES AND LIQUIDS
IS GASES WILL TAKE THE SHAPE
AND THE VOLUME
OF THE CONTAINER
THEY'RE PUT IN.
LIQUIDS DON'T DO THAT.
SO, THERE YOU GO.
SOLID, LIQUID, GAS.
AND THE RULES.
DOES IT FLOW?
DOES IT TAKE THE SHAPE
OF THE CONTAINER?
AND CAN YOU SQUEEZE IT?
NOW YOU KNOW
YOUR STATES OF MATTER.
THAT'LL BE 6.50 DOLLARS.
CASH ONLY.
In off, Phil says SO, WHAT IS CORNSTARCH MUD
AND HOW DOES IT WORK?
WELL, CORNSTARCH MUD
IS A NON-NEWTONIAN FLUID,
WHICH MEANS
IT BEHAVES DIFFERENTLY
THAN YOU OR NEWTON
WOULD EXPECT.
HERE'S CORNSTARCH
AND HERE'S WATER.
A fast-motion clip shows a hand drawing the elements mentioned.
He continues CORNSTARCH IS MADE UP OF LARGE,
BLOCKY MOLECULES LIKE THIS.
WATER IS MADE UP OF MUCH
SMALLER, ROUNDER MOLECULES
LIKE THIS.
WHEN YOU PUT THEM TOGETHER,
IT LOOKS SOMETHING LIKE THIS.
An animation shows small yellow circles and blue rectangles.
He continues IT ALL HAS TO DO
WITH HOW THE MOLECULES
SLIDE PAST EACH OTHER.
WHEN YOU PUT LIGHT PRESSURE
OR SLOW PRESSURE ON THE MUD,
THE WATER MOLECULES
AND CORNSTARCH MOLECULES
HAVE TIME TO SHIFT
OUT OF THE WAY.
BUT WHEN YOU PUT
A SUDDEN PRESSURE ON IT,
THE WATER MOLECULES
SQUIRT OUT OF THE WAY
BUT THE CORNSTARCH MOLECULES
DON'T HAVE ENOUGH TIME.
SO YOU GET A SECTION
THAT'S NEARLY ALL CORNSTARCH,
WHICH ACTS AS A SOLID.
CORNSTARCH MUD IS A SHEER,
THICKENING FLUID.
"SHEER" IS TALKING ABOUT THE
FORCE OF THINGS SLIDING AROUND-
IN THIS CASE, THE MOLECULES.
SO, WHEN THE SHEER FORCE
IS STRONG,
THE FLUID THICKENS.
SHEER THICKENING.
SO, HERE'S THE PLAN.
IF JUDY AND I MAKE
ENOUGH CORNSTARCH MUD,
COULD WE RUN ACROSS IT?
LET'S FIND OUT.
(squelching noise)
Now, Phil and Judy stand outdoors next to a big black container.
Phil says YEAH, I THINK MINE
IS JUST THE RIGHT CONSISTENCY.
HOW'S YOURS, JUDY?
Judy says I THINK I'M READY TOO.
THIS IS MUCH HARDER
THAN I THOUGHT.
Phil says YEAH, IT'S REALLY HARD
TO GET IT MIXED
AT THE VERY BEGINNING,
BUT UM, MINE IS
READY TO GO.
OKAY, HERE WE GO.
FIRST BATCH.
YOU READY?
Judy says YEP.
Phil says DUMP IT IN!
WOO! WOO!
HMM.
They pour cornstarch mud into the container.
Phil says I THOUGHT
THAT WOULD BE MORE.
Judy says I THOUGHT SO TOO.
Phil says IT'S REALLY NOT FILLING THIS UP
VERY MUCH, IS IT?
Judy says NO.
Phil looks at several piled up bags and says HUH.
THAT'S A LOT
OF CORNSTARCH.
THIS IS, UM...
THIS IS GREAT BUT I THINK
WE'RE GONNA HAVE TO GO
A LITTLE FASTER
THAN THIS.
Judy says I THINK WE NEED SOME SORT
OF MIXING DEVICE.
Phil says YEAH.
I MEAN, WE DON'T HAVE
TO DO THIS BY HAND.
WE CAN GET SOME SORT
OF MACHINE TO HELP US.
Judy says YEAH.
Phil says RIGHT ON, HIGH FIVE.
Judy says OH.
(coughing)
Phil says UM, WE SHOULDN'T
HIGH-FIVE
WHEN WE HAVE THIS STUFF
ON OUR HANDS.
Judy says NO.
Phil says YEAH, GOOD CALL.
A Voice says MINI MAX!
Back in the lab, Phil says MMM, THIS SCIENCE
IS DELICIOUS!
THIS IS ROCK CANDY.
IT'S BASICALLY
CRYSTALLIZED SUGAR,
AND YOU MAKE IT BY TURNING
A SOLID INTO A LIQUID
AND THEN BACK
TO A SOLID AGAIN.
HERE'S HOW YOU CAN MAKE IT
AT HOME.
YOU NEED A CONTAINER THAT YOU'RE
NOT GONNA NEED FOR A WHILE,
AND SOME WATER,
SOME SUGAR...
YOU CAN USE BROWN OR WHITE.
I LIKE TO USE BROWN...
AND AN ADULT.
HERE'S WHY
YOU NEED AN ADULT.
YOU WANNA DISSOLVE
THREE CUPS OF SUGAR
INTO EVERY CUP OF WATER,
AND YOU CAN'T DO THAT
UNLESS YOU HEAT THE WATER.
SO, GET AN ADULT,
A SAUCEPAN,
AND HEAT THE WATER UP,
POUR THE SUGAR IN,
AND KEEP STIRRING
UNTIL IT'S ALL DISSOLVED.
THEN, POUR IT IN YOUR CONTAINER
AND LET IT COOL DOWN.
THEN YOU'LL NEED
A SHISH KEBAB SKEWER,
WHICH IS SOMETHING YOU CAN GET
AT THE GROCERY STORE.
CUT IT DOWN
TO THE RIGHT SIZE
SO IT FITS NICELY
INTO YOUR CONTAINER,
AND THEN DUNK IT
IN YOUR SUGAR
AND GET SOME CRYSTALS
COATED AROUND THE STICK.
THESE ARE SEED CRYSTALS
AND THEY GET
THE WHOLE PROCESS STARTED.
AND NOW YOU HAVE TO WAIT
FOR THESE TO DRY,
OTHERWISE THEY'LL JUST
FALL OFF THE STICK
WHEN YOU PUT IT
IN THE WATER.
SO, I'VE GOT ONE HERE
THAT HAS DRIED OUT.
As he speaks, he follows the steps to make rock candy.
Phil says YOU'LL ALSO WANT SOMETHING
TO KEEP IT FROM FALLING
IN THE TOP
OF THE CONTAINER,
SO I'M GONNA USE
A CLOTHESPIN.
PUT IT IN THERE,
AND DUNK IT IN THE CONTAINER
LIKE THAT.
AND NOW,
FOR THE FINAL STEP,
IF YOU WANT YOU CAN ADD
FOOD COLOURING.
I LIKE TO USE RED BECAUSE
IT REMINDS ME OF SCIENCE.
AND I'M GONNA USE THE STICK
TO ACTUALLY STIR THAT UP
A LITTLE BIT.
THERE WE GO.
NOW, THE DISSOLVED
SUGAR CRYSTALS IN THE WATER
WILL SLOWLY GROW
ON THE CRYSTALS
THAT ARE ALREADY ATTACHED
TO THE STICK,
AND IT WILL EVENTUALLY GROW
INTO A ROCK CANDY POP!
BUT IT TAKES ABOUT A WEEK.
NO, I'M JUST KIDDING.
I'VE ALREADY GOT ONE
THAT'S STANDING BY.
HERE WE GO.
THIS ONE HAS BEEN GROWING
FOR ABOUT SEVEN DAYS.
AND THERE YOU GO.
ROCK CANDY.
He tastes it and says DELICIOUS SCIENCE!
NOW, HOW CAN WE MAKE THIS
ANY BETTER?
I MEAN,
IT'S CRYSTALLIZED SUGAR.
IT DOESN'T GET ANY MORE
MAXED OUT THEN THAT, DOES IT?
YEAH, IT DOES. COME ON.
THIS IS A GIANT CONTAINER
OF SUGAR WATER
AND I'VE BEEN BREWING
A MASSIVE ROCK CANDY...
CRYSTAL IN IT
FOR A WHILE, BUT...
IT'S SORTA...
(grunting)
Phil says IT'S SORTA GETTING
A LITTLE BIT TOO BIG
TO FIT OUT THE TOP
OF THE CONTAINER, SO...
(straining)
UM, YOU KNOW WHAT?
I'M JUST GONNA
PUT THAT BACK...
(crunching noises)
IN THERE,
AND CHALK THAT ONE
UP TO SCIENCE,
BECAUSE, WELL, EATING
A ROCK CANDY CRYSTAL THAT BIG
WOULD DEFINITELY NOT BE
GOOD FOR MY TEETH, SO.
YEAH.
SO, OUR BIG EXPERIMENT IS TO
TAKE A WHOLE LOT OF CORNSTARCH
AND FILL A TROUGH
TO SEE IF WE CAN RUN ON IT.
BUT MIXING IT BY HAND
WAS GOING TO TAKE FOREVER,
SO JUDY AND I GOT A DRILL WITH
A MIXING ATTACHMENT ON THE END.
OKAY...
The drill spills.
Phil says WHOA, SORRY.
Judy giggles.
Phil says ALL RIGHT. SO, JUDY,
I'M NOTICING A BIT
OF A PROBLEM HERE.
Judy says WHAT IS IT?
Phil says WELL, IF I MIX ON THE TOP
EVERYTHING'S FINE,
BUT SOON AS I GET IT
A LITTLE BIT DEEPER, THEN...
IT GETS REALLY TOUGH,
AND THE WHOLE BUCKET
STARTS TO SPIN,
AND THE DRILL STOPS.
Judy says YEAH,
I THINK IT'S BECAUSE
THE DRILL IS TRYING
TO MIX IT TOO FAST.
WHEN WE'RE MIXING IT
BY HAND,
IT'S SLOW AND YOU CAN STILL
LET IT STAY A LIQUID,
BUT NOW YOU'RE JUST
MAKING IT A SOLID.
Phil says RIGHT, 'CAUSE IT'S A
SHEER THICKENING FLUID...
Judy says EXACTLY.
Phil says SO IF YOU HIT IT REALLY
QUICKLY WITH SOMETHING
LIKE THE BLADES OF THIS
SPINNING REALLY QUICKLY
IN THE THING,
IT'LL SUDDENLY
TURN INTO A SOLID
AND IT'LL BE
REALLY HARD TO MIX.
Judy says YEP.
Phil says SO, WE GO SLOW.
GOING SLOW...
GOING SLOW.
SUDDENLY REALIZING
THAT IF WE GO SLOW,
WE'LL BE HERE FOREVER.
Judy says YEP.
Phil says YOU KNOW WHAT
I THINK WE NEED?
Judy says WHOOPS.
Phil pulls the drill and it spills.
Phil says WHOA!
SORRY. YOU KNOW WHAT
I THINK WE NEED?
WE NEED A DIFFERENT WAY
TO MIX THIS.
Judy says YEP.
Phil says WE NEED A WAY
TO MIX MORE OF IT,
AND WE NEED A WAY
THAT IT DOESN'T HIT IT
WITH BLADES THAT SUDDENLY
GO THROUGH IT REALLY QUICKLY.
Judy says SOMETHING THAT CAN MIX ON
A LARGE SCALE BUT SLOWLY.
Phil says I HAVE
JUST THE THING.
COME WITH ME.
Judy says ALL RIGHT.
A Voice says MINI MAX!
Back in the lab, Phil says THE INTERESTING THING
ABOUT BUBBLES
IS THEY'RE A GAS
SURROUNDED BY A LIQUID.
SO, GET SOME DISH SOAP
AND SOME WATER,
AND THEN BE
SCIENCE MAXIMITES
AND FIND THINGS
AROUND THE HOUSE
THAT YOU CAN MAKE
BUBBLES OUT OF!
JUST ABOUT ANYTHING
THAT HAS HOLES WILL DO.
(bubbling)
He blows bubbles using a large spoon.
Phil says OR...
OR, I LIKE THIS ONE.
I CALL IT THE LOUD BUBBLE.
(noisemaker tooting)
(long toot)
OR...
Now, he blows a bubble through a kettle.
Phil says AHA.
NOW IT'S TIME
TO MAX IT OUT.
I'M HERE AT
THE ONTARIO SCIENCE CENTRE,
AND THIS IS ANTHONY.
HEY, ANTHONY.
Anthony has black curly hair. He wears a white doctor apron over a black sweater.
Anthony says HEY, HOW'S IT GOING?
Phil says GOOD!
SO, YOU ARE AMAZING
AT BUBBLES.
Anthony says UM, I AM.
I'VE BEEN PRACTISING
FOR A WHILE.
LET'S GET STARTED.
YOU'RE GONNA MAKE AN
OKEY-DOKEY SIGN LIKE THIS.
Phil says UH-HUH.
Anthony says YOU'RE GONNA DIP IT RIGHT
INTO OUR BUBBLE SOLUTION.
COME ON, GET RIGHT IN THERE,
RIGHT IN THERE!
Phil says OK, RIGHT IN.
Anthony says MAKE SURE
YOU GET IT ALL.
THAT'S A LITTLE TOO MUCH,
THAT'S GOOD.
WELL, THEN
I CAN MAKE TWO.
AND THEN, YOU'RE GONNA
KEEP THAT OKEY-DOKEY SIGN,
YOU'RE GONNA BLOW
VERY GENTLY.
They blow large bubbles.
Phil says NICE!
Anthony says I BROUGHT THESE TWO
GIANT STICKS HERE
AND I DON'T KNOW
IF YOU NOTICED,
BUT I'VE GOT
A SMOKE MACHINE HERE.
Phil says RIGHT.
Anthony says SO, WE'LL
TURN THAT ON.
AND THEN IF YOU PRESS
THAT GREEN BUTTON THERE,
YOU'RE GONNA
SHOOT SOME SMOKE
AND WE'RE GONNA TRY
TO CATCH THAT SMOKE
IN A GIANT BUBBLE.
YOU READY?
(smoke hissing)
OKAY,
I'M GONNA TRY TO...
OH, THAT WAS
SO CLOSE!
THAT WAS GREAT!
DID YOU SEE THAT ONE?
YOU GIVE IT A SHOT.
NICE!
OH, CHECK THAT OUT!
Phil says YEAH!
Anthony says THAT'S AMAZING!
(laughing)
THAT WAS HUGE.
TRY IT AGAIN.
LET'S SEE IF I CAN GET
THE SMOKE MACHINE.
HERE WE GO.
GO FOR IT, GO FOR IT.
PUSH IT RIGHT TOWARDS...
OH, CHECK THAT OUT!
YOU DID IT!
LOOK AT THAT,
LOOK AT THAT!
A bubble filled with smoke bounces on the floor.
Phil says NO!
Anthony says SMOKE...
AND IT BOUNCES!
IT BOUNCES ON THE FLOOR,
BECAUSE THE FLOOR,
IT DOESN'T HAVE ANY OILS
LIKE OUR HANDS DO.
ISN'T THAT AMAZING?
Phil says THAT WAS GREAT.
Anthony says OH MY GOD,
THAT'S SO COOL!
Phil says YOU KNOW WHAT I THINK
WE SHOULD DO?
Anthony says WHAT'S THAT?
Phil says GIANT BUBBLE,
TONS OF SMOKE.
Anthony says DONE.
Phil says OKAY, HERE WE GO.
Anthony says LET'S DO IT.
YOU READY?
Phil says GIANT BUBBLE,
TONS OF SMOKE-- GO.
Anthony says OOAH...
AWESOME!
OH MY GOSH!
(laughing)
LOOK AT THAT!
WOO!
AMAZING, LOOK AT THAT!
THAT'S CRAZY!
Phil says MAXED OUT BUBBLE!
WELL, THERE YOU GO.
GIANT,
SMOKE-FILLED BUBBLES!
Anthony says AWESOME.
Phil says YEAH!
Back at the experiment, Phil says JUDY AND I TRIED MIXING
THE CORNSTARCH MUD
USING A DRILL
WITH A MIXER ATTACHMENT.
BUT IT DIDN'T WORK.
WE SHOULD HAVE KNOWN BETTER.
HERE IS THE MIXER
IN OUR CORNSTARCH MUD.
USUALLY, A MIXER WORKS
BY GOING REALLY FAST
AND MIXING EVERYTHING
TOGETHER.
BUT REMEMBER
THAT CORNSTARCH MUD
IS A SHEER
THICKENING FLUID.
An animation shows the process explained.
Phil says SO, WHEN THE BLADES OF THE
MIXER TRIED TO GO FAST
THROUGH THE CORNSTARCH MUD,
IT DID WHAT IT ALWAYS DOES-
TURNED SOLID.
THE FASTER AND HARDER
YOU TRY TO MOVE IT,
THE MORE SOLID
IT WILL BECOME.
THIS MEANS THE ONLY WAY
TO MIX IT
WOULD BE IF WE MADE THE DRILL
GO VERY, VERY SLOW.
WHICH WOULDN'T
SPEED THINGS UP AT ALL.
SO, WITH THE DRILL
ANOTHER LOST CAUSE,
JUDY AND I NEED
THE BIGGEST THING AROUND
THAT CAN MIX STUFF UP.
Giving directions to a truck, Phil says COME ON BACK!
(truck beeping)
GOOD.
LITTLE BIT MORE!
PERFECT!
(laughing)
A CEMENT TRUCK...
(brakes hissing)
A CEMENT TRUCK
IS A PERFECT THING TO MIX,
BECAUSE ALL WE HAVE TO DO
IS GET ALL THE CORNSTARCH
UP IN HERE,
AND IT'LL MIX IT
AND IT DOESN'T MOVE IT TOO FAST.
IT GOES NICE AND SLOW,
SO HOPEFULLY A SHEER
THICKENING FLUID WILL BE FINE.
I'M GONNA GET JUDY.
SHE'S DRIVING THE TRUCK.
HEY, JUDY,
THAT'S PERFECT!
THE ONLY PROBLEM IS WE NEEDED
TO GET ALL OF THOSE BAGS
OF CORNSTARCH INTO THE HOPPER
OF THE CEMENT TRUCK.
I DIDN'T THINK
IT WOULD BE THIS MESSY!
(grunting)
WE NEEDED TO CALL THE ENTIRE
SCIENCE MAX!
BUILD TEAM
TO HELP US OUT.
THIS IS POSSIBLY THE MESSIEST
THING I'VE EVER DONE.
AWESOME!
WOO!
HEY, JUDY, YOU WANNA...
YOU WANNA LIFT UP
ANY BAGS?
Judy says I'M OKAY, THANKS.
Phil says THAT'S OKAY,
I'M HAVING A LOT OF FUN,
SO, I CAN DO THEM.
Judy says COOL.
Phil says OH, NO.
OH, NO, OH, NO.
YEAH. AH, HA-HA-HA!
(laughing)
I GOT MOST OF IT.
I GOT MOST OF IT.
ALL RIGHT!
I THINK WE'RE DONE!
I THINK THAT'S ENOUGH BAGS.
LET'S START THE MIXING!
SO, WHAT YOU THINK,
JUDY?
DO YOU THINK
IT'S GONNA WORK?
Judy says I THINK SO,
BECAUSE YOU'RE MIXING IT
AT A VERY LARGE VOLUME
BUT AT A VERY LOW SPEED.
Phil says YEP.
Judy says SO, THROUGHOUT
THE PROCESS
IT WILL STAY A LIQUID
UNTIL WE'RE READY
TO RUN ACROSS IT.
Phil says THAT SOUNDS EXACTLY
LIKE THE KIND OF SCIENCE
I LIKE TO SEE.
YOU KNOW WHAT
I REALLY LIKE?
IS THAT EVERY TIME
I MOVE,
MORE CORNSTARCH
COMES OFF.
IT'S LIKE...
IT'S LIKE I'M
A HUMAN FOG MACHINE.
A Voice says MINI MAX!
Phil stands next to a blue container with smoke coming out of it.
Phil says THIS IS LIQUID NITROGEN.
NITROGEN MAKES UP
MOST OF THE AIR WE BREATHE,
BUT IF YOU GET IT
REALLY, REALLY COLD,
IT TURNS INTO A LIQUID.
THE FUN THING IS YOU CAN USE IT
TO MAKE OTHER THINGS
REALLY, REALLY COLD TOO.
LIKE...
(grunting)
THIS BANANA!
I HAVE FROZEN
THIS BANANA SOLID
THANKS TO
THE LIQUID NITROGEN.
AND NORMALLY A MUSHY BANANA
WOULD NOT BE ABLE
TO HAMMER IN A NAIL,
BUT...
He hammers a nail with the banana and the banana breaks.
Phil says WHOA.
BECAUSE IT'S FROZEN,
I CAN HAMMER THIS NAIL
INTO THIS BLOCK OF WOOD!
SO, THAT GOT ME WONDERING.
I CAN TURN A BANANA INTO A
HAMMER USING LIQUID NITROGEN,
COULD I TURN A PUMPKIN
INTO A SLEDGEHAMMER?
LET'S FIND OUT.
PUMPKIN SLEDGEHAMMER
TAKE ONE.
He smashes a frozen pumpkin into a long nail.
Phil says NO.
I THINK THE ANSWER IS NO,
YOU CANNOT TURN A PUMPKIN
INTO A SLEDGEHAMMER
WITH LIQUID NITROGEN.
ALL YOU CAN DO IS MAKE
A REALLY, REALLY BIG MESS!
I'M GONNA HAVE TO CLEAN THIS UP,
AREN'T I?
Next, back in the experiment, Phil says NOW WE HAVE A CEMENT TRUCK
TO HELP US DO THE MIXING
FOR OUR CORNSTARCH MUD.
AFTER MAKING A GIANT MESS
GETTING THE CORNSTARCH
INTO THE CEMENT TRUCK,
IT'S TIME TO SEE
IF IT WORKED.
Judy says HEY, PHIL,
HOW'S IT GOING?
On the truck, Phil says YEAH, LOOKS LIKE
IT'S MIXING PRETTY WELL!
I'M REALLY GLAD WE'RE NOT
DOING THIS BY HAND.
BECAUSE IT'D TAKE...
IT'D TAKE
A REALLY LONG TIME.
WE'VE ALMOST GOT IT
AT THE RIGHT CONSISTENCY,
BUT IT'S TAKEN SOME TIME.
BUT IT'S GETTING
A LITTLE DARK OUT, JUDY.
I DON'T KNOW.
DO YOU WANNA
QUIT AND GO HOME?
Judy says NO!
Phil says OF COURSE NOT!
THAT'S NOT WHAT WE DO
IN SCIENCE!
OH, HERE WE GO.
YEAH!
The truck pours the cornstarch mud into the large container.
Judy says AWESOME.
Phil says ALL RIGHT, LET'S SEE IT.
LET'S SEE IF IT'S...
I LIKE HOW IT COMES DOWN
IN LITTLE STEPS.
AND LOOK, IT'S STILL...
IT'S WORKING
JUST LIKE IT SHOULD.
I HIT IT AND IT'S SOLID,
BUT YOU CAN SEE IT'S
POURING LIKE A LIQUID.
HERE COMES A BIG WAVE.
Judy says WOW.
Phil says THERE IT COMES.
WHOA!
WA-HA-HA-HA!
Judy says IT'S TOTALLY
FILLING UP.
Phil says OH, YEAH.
IT'S FILLING UP
REALLY FAST.
I THINK WE SHOULD
STOP POURING VERY SOON.
Judy says YEP, WE MAY NOT HAVE
A BIG ENOUGH TROUGH.
YEP.
(slapping noises)
Phil says LIKIN' IT.
Judy says IT'S GOOD!
Phil says YEP.
I THINK IT'S TIME.
IT'S NOT EVEN DONE POURING
BUT I'M GOING TO TRY IT.
OKAY. YOU READY?
WHOA!
Barefoot, he climbs the container and jumps on the hardened cornstarch mud.
Phil says YEAH-HA-HA-HA!
WOOHOO!
Judy says OH, YOU DID IT!
Phil says OOOH-- WHOA, OH!
YOU CAN'T...
YOU HAVE TO GET
BACK ONTO THE SIDES
BEFORE YOU STOP MOVING.
Judy says OR ELSE IT BECOMES
A LIQUID.
Phil says ALL RIGHT,
IT'S YOUR TURN.
Judy climbs and says OKAY.
Phil says HERE.
Judy says WHOA.
Phil says OKAY, READY?
Judy says OKAY.
Phil says YOU GOTTA, YOU GOTTA
HIT YOUR FEET REALLY FAST.
Judy says ALL RIGHT.
Phil says OKAY, GO!
YEAH-HA-HA-HA!
As she jumps, she says THIS ACTUALLY WORKS!
Phil says BECAUSE CORNSTARCH MUD
IS A SHEER THICKENING FLUID,
IT MEANS IT STAYS A LIQUID
UNTIL YOU HIT IT SUDDENLY,
LIKE WITH YOUR HANDS,
OR IN THIS CASE, OUR FEET.
AND THEN IT TURNS
TO A SOLID.
SO, AS LONG AS JUDY AND I
KEEP SLAPPING OUR FEET DOWN
WITH ENOUGH FORCE,
WE CAN WALK ON TOP OF IT.
ONE MORE DANCE?
Judy says ALL RIGHT,
LET'S DO IT.
Phil says AND TELL YOU WHAT?
WE'LL DO ONE MORE DANCE...
Judy says ALL RIGHT,
LET'S DO THAT.
Phil says OKAY, READY?
Judy says ALL RIGHT.
Phil says AND-- GO!
ALL RIGHT?
Judy says ALL RIGHT!
Phil says THERE YOU GO!
Judy says WE'VE DONE IT!
Phil says SOLIDS, LIQUIDS, GASES.
THANKS VERY MUCH
FOR JOINING US
ON
SCIENCE MAX!
EXPERIMENTS AT LARGE.
WOO!
The end credits roll.
On different clips of the show, Phil says HEY, JUDY!
CATCH.
Judy catches a bag and gets covered with white powder.
Phil says HA-HA-HA-HA!
I HAVE TO BE CAREFUL BECAUSE
THE BANANA WILL SHATTER...
IF I'M NOT CAREFUL.
I THINK IT'S STUCK
ON THE BOTTOM.
I CALL THIS ONE
THE LOUD BUBBLE!
(quiet tooting)
OH, WELL. UH...
I CALL THIS ONE
THE LOUD BUBBLE!
(little toot)
(laughing)
I DON'T THINK I CAN...
(hooting)
(smashing)
Robert says WELL, THAT WAS SUPER COOL.
A SUBSTANCE THAT BEHAVES
BOTH AS A SOLID AND A LIQUID.
HOW NEAT IS THAT?
THAT WAS SUPER GREAT.
I REALLY ENJOYED
THAT EPISODE OF
SCIENCE MAX!
THERE IS ALWAYS SOME GREAT
THINGS ON THAT-- ON THAT SHOW.
NOW, LET'S GET
RIGHT DOWN TO IT.
LET'S TALK ABOUT
MY EXPERIMENT WHERE WE...
YOU AND I...
ARE GOING TO MAKE
ICE CREAM.
OKAY?
NOW, WE NEED TO TALK
A LITTLE BIT ABOUT SAFETY.
UH, BEFORE YOU TRY ANY
OF THESE TYPES OF EXPERIMENTS,
YOU NEED TO BE WITH AN ADULT.
OKAY?
SO, I DON'T WANT ANYBODY TRYING
TO COPY THIS EXPERIMENT,
UH, AS I'M GOING ALONG.
I WANT YOU TO WATCH FIRST,
AND ENJOY THE EPISODE,
AND UH,
I WILL TEST THE ICE CREAM
AFTERWARDS
TO MAKE SURE IT'S GOOD.
UH, SO THAT'S PART
OF OUR SAFETY PLAN, RIGHT?
WE ARE SCIENTISTS,
WE'RE JUNIOR SCIENTISTS,
AND WE'RE KEEPING IT SAFE.
OKAY?
UH, NOW.
FOR THIS EXPERIMENT WE'RE GOING
TO NEED A FEW THINGS.
UH, WE'RE GOING TO NEED
SOME ICE CUBES, OKAY?
WE ARE GOING TO NEED
SOME ICE.
OKAY?
UH, WE'RE GOING TO NEED SOME
RESEALABLE BAGGIES, OKAY?
SO WE'LL NEED A LARGE ONE
AND WE'RE GONNA NEED
A SMALL ONE. OKAY?
UH, WE'RE GOING TO NEED
SOME CREAM.
OKAY?
SO, JUST SOME CREAM.
OKAY?
As he shows the ingredients, he continues UH, WE ARE GOING TO NEED
SOME SUGAR.
OKAY, I'VE GOT
A BAG OF SUGAR HERE.
OKAY.
AND WE'LL NEED
SOME VANILLA.
OKAY, SO LITTLE BIT
OF VANILLA.
OKAY?
AND WE'RE GOING TO NEED
SOME SALT.
OKAY?
JUST PLAIN OLD SALT.
OKAY, AND IT'S NOT
JUST THE INGREDIENTS
THAT WE NEED, OF COURSE.
WE NEED TO PUT THEM
ALL TOGETHER.
THAT'S WHERE
THE FUN BEGINS.
AND SO, I'M GONNA TALK YOU
THROUGH THIS EXPERIMENT
AS WE GO ALONG.
AND IT'S GOING TO BE
SUPER FUN.
UH, SO I'M JUST GONNA GO
GET SOME MORE ICE
AND UM,
I'LL BE RIGHT BACK.
OKAY, BOYS AND GIRLS.
I GOT THE ICE.
I GOT FOUR CUPS OF ICE.
IT'S A LOT OF ICE,
AND UH,
WE'RE GOING TO MOVE ON
WITH THE EXPERIMENT.
SO, I'M GOING TO GET
THE LITTLE BAGGIE,
THE LITTLE SMALL,
RESEALABLE BAG.
AND THE FIRST THING
I NEED TO DO IS, UM,
GET A TABLESPOON OF SUGAR.
OKAY?
SO, I'M GOING TO GO
INTO MY SUGAR
AND GET A TABLESPOON OF SUGAR.
OKAY, 'CAUSE WE NEED TO MAKE
SURE IT'S NICE AND SWEET.
OKAY.
AND I'M JUST PUTTING IT
IN THERE.
OKAY?
SO, IT'S IN THE SMALL BAG.
AND THEN...I'M GOING TO...
USE A HALF CUP MEASURE.
SO, I'VE GOT MY HALF CUP
MEASURING CUP,
AND I'M GOING TO PUT
THE CREAM IN IT.
OKAY?
GOING TO TRY
NOT TO SPILL ON MYSELF.
OKAY, I'VE MADE IT IN THERE.
YEP.
AND THEN,
I'M GOING TO BE PUTTING IN
A LITTLE BIT OF VANILLA.
OKAY?
JUST HALF A TEASPOON
OF VANILLA,
TO GIVE IT
THAT VANILLA FLAVOUR.
OKAY, SO I HAVE
MY HALF TEASPOON MEASURE.
OKAY, AND JUST GENTLY...
POUR IT IN THERE.
OKAY.
AND THEN I'M GONNA
SEAL THE BAG.
AS YOU CAN SEE...
IT'S TURNING
A LITTLE BIT OF A COLOUR.
I'M JUST GOING TO
JOSTLE IT AROUND
JUST SO IT SHAKES AROUND
A LITTLE BIT OF VANILLA
AND THE CREAM.
AND OF COURSE, THE SUGAR.
OKAY?
NOW, IN THE LARGE BAG WE HAVE
FOUR CUPS OF ICE ALREADY.
OKAY?
SO, WE HAVE FOUR CUPS OF ICE,
WHICH IS A LOT OF ICE.
AND WE'RE GOING
TO ADD SALT TO IT.
SO, I'M GOING TO
GET MY SALT OUT,
AND I'M GOING TO PUT
HALF A CUP OF SALT
IN WITH THE ICE.
THAT'S MY HALF CUP MEASURE
RIGHT THERE.
OKAY, SO RIGHT IN
THE BAGGIE OF ICE.
I'M GOING TO PUT IT ALL
IN THERE.
OKAY?
SO, I'VE GOT
SOLIDS TO SOLIDS.
OKAY?
AND WE'VE GOT LIQUIDS
AND SOLIDS MIXED IN HERE.
OKAY?
NOW I'M GOING TO PUT
THE SMALL BAG
INSIDE THE LARGE BAG.
I'M JUST GONNA MAKE SURE
THE SMALL BAGGIE
IS STILL NICE AND TIGHT,
SEALED UP NICE AND TIGHT.
AND I'M GOING TO SEAL...
THE LARGE BAGGIE UP HERE.
WE DON'T WANT
ANYTHING TO SPILL.
NOW...
THE IDEA BEHIND THIS,
BOYS AND GIRLS,
IS THAT...
THE SALT IS GOING
TO START TO MAKE...
THE ICE...
THE TEMPERATURE OF THE ICE
ACTUALLY GET A LITTLE BIT COLDER
BEFORE, UH,
THE ICE STARTS TO MELT AWAY.
OKAY?
SO, IT'S RECOMMENDED
THAT YOU WEAR OVEN GLOVES
SO THAT WHEN YOU'RE HOLDING
ONTO THE ICE,
IT'S NOT BURNING YOUR SKIN.
OKAY?
IT'S LIKE SUPER COLD.
IT DOESN'T REALLY
BURN YOUR SKIN,
IT JUST GETS SUPER COLD
TO HOLD.
AND SO, WHAT WE'RE DOING
IS WE'RE GOING TO BE
SHAKING IT AROUND.
(music plays)
After shaking the bag, Robert says AND WE HAVE TO SHAKE IT
FOR ABOUT FIVE MINUTES OR SO.
OKAY?
I ALMOST NEED A BREAK
FROM ALL THIS SHAKING.
OH, I THINK
IT'S STARTING TO CHANGE.
SOMETHING IS HAPPENING
TO THE SMALL BAGGIE.
I'M GONNA DO
JUST A LITTLE BIT MORE SHAKING
AND THEN WE CAN CHECK.
I THINK IT'S ALMOST DONE.
BOYS AND GIRLS, I THINK WE MAY
BE SUCCESSFUL HERE.
SO, I THINK IT'S BEEN ALMOST
FIVE MINUTES, BOYS AND GIRLS.
JUST TAKING A LOOK HERE.
AND I'M GONNA
REMOVE THE GLOVES.
AND WE'RE GOING TO SEE.
STILL, LIKE, THE ICE IS...
THE BAG IS REALLY COLD.
WOW.
AND I'M TAKING OUT
THE SMALLER BAG NOW.
AND... DO WE NOTICE SOMETHING?
I'M NOT SURE
IF YOU CAN TELL,
BUT THE LIQUID
THAT WAS IN THE SMALL BAG
IS NOW...
A SOLID.
AND IT'S A SOLID ICE CREAM.
AND I'M GOING TO TAKE
A LITTLE SAMPLE OF IT
JUST TO SEE HOW IT TASTES.
SO, DO WE SEE
HOW IT LOOKS?
IT'S JUST LIKE ICE CREAM
THAT YOU CAN BUY.
OKAY.
He tastes a bit and says MM-HM!
IT TASTES PERFECT.
OKAY, BOYS AND GIRLS,
THERE YOU GO.
VANILLA ICE CREAM
MADE AT HOME.
UH, WE USED SOME SOLIDS,
AND PUT THEM TOGETHER.
UH, AND WE USED
SOME SOLIDS AND LIQUIDS,
PUT SOME OF THOSE TOGETHER.
AND UH,
WHAT WE DID WAS WE LET
SOME TEMPERATURE TAKE OVER
AND CHANGE, UM, SOME...
CHANGE OUR LIQUID
INTO A SOLID.
AND WITH A LITTLE SHAKING AROUND
AND SOME HARD WORK,
WE ENDED UP
WITH SOME ICE CREAM.
UM, SO THAT WAS
A LOT OF FUN.
AND OF COURSE,
IT TASTES WONDERFUL.
SO, THAT'S DEFINITELY
A FAVOURITE EXPERIMENT
OF MY CHILDREN AT HOME.
THEY LOVE TO DO THAT ONE.
IT MAKES YOU YOUR OWN PRIVATE
LITTLE BAGGIE OF ICE CREAM.
AND UH,
IT'S SUPER TASTY.
AND, UH,
I REALLY ENJOYED IT.
SO, UM, YEAH.
THAT WAS A LOT OF FUN,
BOYS AND GIRLS.
AND UM, I'M SUPER HAPPY
THAT IT WORKED,
BECAUSE IT'S USUALLY
MY CHILDREN
WHO ARE THE ONES MAKING IT,
NOT ME.
AND I HAD TO LEARN
FROM THEM.
AND BOY, OH BOY,
I CAN TELL YOU,
I'M GLAD THAT I HAD THOSE MITTS
TO PUT ON MY HANDS,
BECAUSE THAT BAG
GOT SUPER, SUPER COLD.
IT REALLY DID.
IT REALLY GOT COLD
ON MY HANDS.
AND UM, IT WAS STICKING
TO THE GLOVES EVEN,
IT WAS FEELING SO COLD.
JUST LIKE ON A REALLY COLD DAY
WHEN YOU CAN STICK TO, UH,
A WINDOW
OR SOMETHING METAL.
IT WAS, IT WAS COLD
LIKE A REALLY COLD WINTER DAY.
UM, SO, YEAH.
BOYS AND GIRLS,
THAT WAS FUN.
SO, I HOPE YOU ENJOYED
THE EXPERIMENT.
SO, UM, TODAY,
BOYS AND GIRLS,
WE TALKED ABOUT
A LOT OF THINGS.
WE TALKED ABOUT SOLIDS,
WE TALKED ABOUT LIQUIDS,
WE TALKED ABOUT GASES.
AND THOSE THINGS
ARE CALLED STATES OF MATTER.
AND, UM, THEY, UM,
THEY DEFINITELY ARE THINGS
THAT WE KNOW
THAT ALL THINGS
ARE MADE UP OF.
IF YOU CAN THINK
OF ANYTHING AROUND YOU,
YOU CAN DEFINITELY THINK,
WELL, THOSE ARE
STATES OF MATTER.
UH, SO THINK OF THE THINGS
THAT ARE SOLIDS AROUND YOU.
OKAY,
LIKE THIS MEASURING UP.
OKAY?
THINK OF THE THINGS
THAT ARE LIQUIDS AROUND YOU,
LIKE THE CREAM THAT WE USED
IN THE EXPERIMENT.
OKAY?
AND THE GASES AROUND US.
LIKE THE AIR
THAT WE BREATHE, OKAY?
UH, THOSE ARE CALLED
STATES OF MATTER.
AND WE LEARNED THAT, UM,
WE CAN MIXED
SOME OF THEM TOGETHER
TO MAKE A DELICIOUS,
UH, UH...
TO DO A DELICIOUS EXPERIMENT
LIKE MAKING ICE CREAM.
UH, AND BOYS AND GIRLS,
EVEN THOUGH IT TOOK
A LOT OF SHAKING AROUND,
A LOT OF MUSCLES TO DO IT,
I THINK IT WAS WORTH IT.
IT WAS DEFINITELY
SOMETHING THAT I, UM,
REALLY ENJOYED DOING
FOR YOU TODAY.
AND UM,
WE LEARNED HOW TO DESCRIBE
A LOT OF THESE
STATES OF MATTER.
WE LEARNED
OUR DESCRIBING WORDS,
AND THOSE DESCRIBING WORDS
WERE CALLED "ADJECTIVES."
AND UM, WE LEARNED
THAT WE CAN DESCRIBE THEM
TO BETTER UNDERSTAND THEM,
AND TO, UH, BETTER...
YOU KNOW, MAKE THEM
STAND OUT A LITTLE BIT MORE.
AND UM,
ADD A LITTLE BIT TO IT.
AS OPPOSED TO JUST SAYING,
"HERE'S A SOLID,"
YOU CAN SAY,
"HERE'S A SOLID THAT IS HARD."
"HERE'S A SOLID
THAT IS SMOOTH."
UM, YOU KNOW,
WE DEFINITELY LEARNED A LOT
OF THOSE DESCRIPTIVE WORDS.
UH, THE MOST IMPORTANT
THING THOUGH,
I THINK,
THAT WE DID LEARN AS WELL...
AND I WANT TO STRESS THIS...
IS THAT WE ARE NOW
JUNIOR SCIENTISTS.
UH, NOW THAT WE'VE GONE THROUGH
AN EXPERIMENT TOGETHER.
AND WE NEED TO BE CAREFUL
WITH OUR EXPERIMENTS,
AND NEVER DO THEM UNLESS
THERE'S AN ADULT AROUND US.
AND SO, WE LEARNED
THAT WE CAN BE GOOD OBSERVERS
OF CERTAIN STATES OF MATTER
LIKE STEAM,
UH, AND WE SHOULD NOT
GO CLOSE TO IT.
AND UH, WE LEARNED THAT IF WE
ARE GOING TO DO AN EXPERIMENT,
WE SHOULD DEFINITELY WAIT
UNTIL WE DO HAVE AN ADULT
AROUND US TO TRY IT OUT.
AND SO, MAKE SURE YOU'RE
A SAFE JUNIOR SCIENTIST,
'CAUSE THAT'S
DEFINITELY IMPORTANT.
UH, WELL,
BOYS AND GIRLS,
THAT'S ABOUT ALL
FOR UH, TODAY.
OH, I ALMOST FORGOT!
UH, WE DID START OFF
BY SAYING THAT WE HAVE, UH,
WE HAVE A CUP OF, UH, ICE
AND I WANTED TO TAKE A LOOK
AT THAT CUP OF ICE RIGHT NOW
AND OBSERVE
WHAT WAS HAPPENING.
UM, THE CUP OF ICE,
REMEMBER, IT WAS...
IT WAS JUST FULL
OF SOLID ICE.
AND I'M NOT SURE IF YOU CAN
MAKE OUT WHAT'S GOING ON HERE,
BUT WHEN I LOOK
AT THE CUP,
UM, THERE'S SOMETHING
THAT'S HAPPENING HERE.
He tilts a glass with ice cubes and water drops.
He says I DON'T KNOW IF YOU CAN SEE
WHAT'S FLOWING.
MAYBE I'LL TRY TO POUR IT INTO
ANOTHER CUP FOR YOU TO SEE.
UH, BUT SOMETHING
IS HAPPENING TO THIS ICE.
OKAY?
AND IF YOU GUESSED MELTING,
THAT'S RIGHT.
IT IS MELTING. OKAY?
THOSE SOLID CHUNKS OF ICE
ARE MELTING INTO A LIQUID.
OKAY?
UH, MELTING INTO WATER.
AND UH, SO WE KNOW
THAT, UH, CERTAIN...
CERTAIN STATES OF MATTER
DO CHANGE,
DEPENDING ON WHAT'S GOING ON
AROUND THEM.
SO, WE KNOW THAT THE HEAT
AND THE TIME UNDER THE HEAT,
SO THE ROOM TEMPERATURE,
UH, AND THE TIME THAT IT'S BEEN
OUTSIDE OF THE FREEZER
DEFINITELY AFFECTED AT ICE.
AND UH,
WE KNOW THAT EVENTUALLY
IF I LEFT THAT ICE OUT
TOO LONG,
IT WOULD BE ONE BIG, UH,
CUP OF WATER,
AND NO MORE ICE LEFT OVER.
SO, I'M GLAD THAT I REMEMBERED
TO LOOK AT THAT.
AND, UH, I'M GLAD THAT WE WERE
ABLE TO MAKE THAT OBSERVATION.
SO, WELL, BOYS AND GIRLS,
I HAD AN AMAZING TIME
WITH YOU AGAIN TODAY.
UH, THANK YOU SO MUCH AGAIN
FOR INVITING ME INTO YOUR HOMES
FOR ANOTHER EXCITING EPISODE
OF
TVOKIDS POWER HOUR
OF LEARNING.
I ALWAYS ENJOY MYSELF
WHEN I'M HANGING OUT WITH
YOU GUYS AND LEARNING TOGETHER.
BYE FOR NOW.
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