INTRODUCTION:
1. Students will review with peers the states of matter, the properties of matter, and each state's chemical makeup. (If this is not a review, this needs to be taught.)
2. Students will discuss with their teacher how the increase or removal of heat affects changes in states of matter. (Removal of heat from a gas leads to formation of a liquid; removal of heat from a liquid leads to formation of a solid; addition of heat to a solid leads to formation of liquid; addition of heat to a liquid leads to formation of gas)
ACTIVITY/EXPERIMENT:
1. The teacher will discuss the importance of changing only one variable per experiment in order to keep results valid and know what actually causes changes in data.
2. Based on grade level, ability, or preference:
a. Students may design their own experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.
b. Students may design their own parameters for experiments to show how the increasing or removal of heat in the environment affects changes in states of matter.
c. Students may be given experiments to show how the increasing or removing of heat in the environment affects changes in states of matter. Example experiments:
- Place one clear-lidded container and one clear open container on the windowsill in direct sunlight. Place a thermometer next to the containers.
- Place one clear-lidded container and one clear open container in indirect sunlight. Place a thermometer next to the containers.
- Place one clear lidded container and one clear open container in a closet. Place a thermometer next to the containers.
- Place one clear lidded container and one clear open container outside in a low-traffic area, which is also covered so as to not have rainwater affect the experiment. Place a thermometer next to the containers.
- Place one clear-lidded container and one clear open container on top of a refrigerator. Place a thermometer next to the containers.
- Give examples of some of the locations to place containers, and allow students to choose their own locations.
3. Students will begin with 100 mL of water in the lidded container, and 100 mL of water in the open container. The containers are placed side-by-side with the thermometer in between the containers.
4. Based on grade level, ability, or preference:
a. The teacher will observe experiment(s) with the class and record data daily. The teacher will briefly discuss the findings with the class. (This can be done on chart paper for the entire class, or possible data recording sheets are attached for use on document cameras.)
b. Students will observe experiment(s) and record data daily. (Possible data recording sheets attached.)
4. The teacher will meet with students periodically to discuss findings to date.
MATH:
1. Halfway through experiments, the teacher will have students determine the mathematical difference in mL from the beginning of the project to date. The teacher will ask students to predict the number of mL that will be left at the end of the project, using their knowledge of doubles and halves.
2. At the end of the experiments, students will transfer the data collected into bar graphs.
3. Students will answer questions, based on the bar graphs students created.
4. Students will work in small groups or pairs to create application/word problems to show their findings.
