The document discusses the states of matter - solid, liquid, and gas - and how molecules move in each state. Students modeled the states of matter using marbles in a tray and their own bodies on a playground. They observed that in solids, molecules move slowly and are packed closely together, in liquids they move faster and spread out, and in gases they move very fast and spread far apart. The document also explores how adding or removing energy can change a substance's state, such as ice melting into water when heat is added. Students made ice cream by adding ingredients to a bag and shaking with ice and salt to observe heat transferring between the materials.
The document discusses the states of matter - solid, liquid, and gas - and how molecules move in each state. Students modeled the states of matter using marbles in a tray and their own bodies on a playground. They observed that in solids, molecules move slowly and are packed closely together, in liquids they move faster and spread out, and in gases they move very fast and spread far apart. The document also explores how adding or removing energy can change a substance's state, such as ice melting into water when heat is added. Students made ice cream by adding ingredients to a bag and shaking with ice and salt to observe heat transferring between the materials.
The document discusses the states of matter - solid, liquid, and gas - and how molecules move in each state. Students modeled the states of matter using marbles in a tray and their own bodies on a playground. They observed that in solids, molecules move slowly and are packed closely together, in liquids they move faster and spread out, and in gases they move very fast and spread far apart. The document also explores how adding or removing energy can change a substance's state, such as ice melting into water when heat is added. Students made ice cream by adding ingredients to a bag and shaking with ice and salt to observe heat transferring between the materials.
The document discusses the states of matter - solid, liquid, and gas - and how molecules move in each state. Students modeled the states of matter using marbles in a tray and their own bodies on a playground. They observed that in solids, molecules move slowly and are packed closely together, in liquids they move faster and spread out, and in gases they move very fast and spread far apart. The document also explores how adding or removing energy can change a substance's state, such as ice melting into water when heat is added. Students made ice cream by adding ingredients to a bag and shaking with ice and salt to observe heat transferring between the materials.
Stuff (wate r) is made of stuff (molecu les) mad e of stuff (atoms)
(Oxygen atoms) (Hydrogen atoms)
Using marbles and a tote tray we modeled how the water molecules move in a solid, liquid and a gas.
This is how the marbles (molecules) moved:
Solid Liquid Gas
Here is what we noticed...
Solid Liquid Gas Cold Molecules move slowly
Ice Not much energy Warm Molecules move medium (not fast and not slow) Water Medium energy Hot Molecules move fast
Steam (vapour) Lots of energy
Kerri asked us is there a different way you can model how atoms move in a solid, liquid and a gas using your body? We decided to go outside and use the netball court. For a solid we all stood close together and jiggled and wiggled. For a liquid we walked around in one third. For a gas we ran around in two thirds.
Here is what we noticed...
Solid Liquid Gas We were jiggling and wiggling We were cold
There were no collisions/crashes
We didnt take up much much space
Not much energy was needed We were walking slowly We started to get warm
There were not many collisions/crashes We needed about1/3 of the court A medium amount of energy We were running around, lots of moving We got hot
There were lots of collisions/crashes
We needed lots of space, about 2/3s of the court We needed lots of energy to keep running fast. We got excited
Sometimes this is a bit easier when stuff (like gold) is made up of stuff (gold atoms) Gold can be a solid, a liquid or a gas (really, really hot!) The atoms of gold jiggle and wiggle as a solid, move slowly as a liquid and move quickly as a gas (just like water.) question: do all solids, liquids and gases act the same?
Energy and the states of matter
How do you change from a solid to a liquid to a gas? Here is what we think.. When a solid gets warmer it turns into a liquid (Helen) When you heat it more it will turn into a gas (Luke) Some things go straight from solid to gas (Jayden) - Dry Ice What about energy? A lot comes from heat (Thomas) Energy comes from the sun (Connor) Heat is energy (a type of energy)
Our experiment: We had some ice and an electric fry pan. We put the ice in the fry pan and turned it on (we left the lid off). We predict the ice will go from a solid to a liquid (melt) when the fry pan is heated.
Here is what we noticed...
Ice (Solid) Water and Water, Ice Ice and Steam
Our explanation... To go from a solid to a liquid I need: When we added heat to the ice (solid) and the ice melted into water (liquid). We added more heat and the water turned into steam (gas) - evaporation.
What happened... Electrical energy from the power went into the electric fry pan. The electric fry pan turned the electrical energy into heat energy. The heat energy melted the ice - did some work
Thinking back and making links... In a solid * The atoms are close together, they move slowly, they have not that much energy. *We added energy and the atoms started to spread apart (and take up more room) and they moved faster. In a liquid *The atoms spread to take up the space, moving quicker than in the solid. *The atoms have more energy than the atoms in a solid. *We add more energy and the liquid turned into a gas. The atoms go really spread apart and they bounce everywhere. They go really fast!
Question to think about... Kerri asked, Can we change a gas to a liquid, and a liquid into a solid?
We think... Yes... We see a gas turning to a liquid in the shower. The steam (gas) hits the cold window and turns into a liquid - sometimes it runs down the window like rain (Helen) The clouds are water gas and when it rains the gas turns to liquid (Gracie) A liquid changes to solid in the freezer... our explanation The freezer has got cold air, the heat flows from the water into the cold freezer air (Helen) The freezer slows the waters molecules down so they become solid (Gracie) The freezer is taking away the heat -energy (Jayden) The freezer is doing work on the water (Connor) The freezer is removing the energy in the liquid so it becomes solid.
ENERGY IS THE ABILITY TO DO WORK!
Energy can do lots of stuff (Max)
Making Ice Cream Prediction The cream (warm) is going to get cold...freeze (because the warm is going to flow to the cold) The ice (solid) is going to melt. The cream and Ice will end up the same temperature because everything wants to be the same. Method
We used 1 cup of milk and 1/2 a cup of cream instead of 2 cups of milk. We only had about 2 cups of ice per group.
Adventure 9 are exploring Ice cream
First we prepared the ingredients Then we mixed the sugar, milk, cream and chocolate sauce into the small bag. we added ice and salt to the big bag.
We put the small bag into the small beg (making sure it was shut properly-no leaks!)
Then we shook the bags
and shook the bag
and shook the bag
and shook the bag!
Lastly we tasted the ice cream. Yummy! It was frozen, cold and mushy.
Results The ice cream kind of looked like it was from the factory (Juven) The ice cream was colder and thicker than at the start, but not as thick and solid as the ice cream you buy (Thomas)... perhaps we didnt have enough ice. The ice cream taste like frozen chocolate milk (Yassmine) Some of the ice cream was still runny and some was frozen hard solid (Helen) There were lumps of the ingredients in some places...perhaps we need to mix it more. The cream was doing work on the ice...the cream made the ice warm and water (Conner) When we were shaking the ice the ice started melting because of the heat flowing from our hands into the ice (Helen) Our hands got got really, really cold! The ice cream melted really quickly and turned back to liquid because of all the warm air in the class - heat flowing from warm to cold (Gracie)
Conclusion The ice and cream wanted to be the same temperature. Heat flows from warm to cold. The heat from the cream melted the ice (did work).
What are heat and cold?
Prediction The medium water will feel warm and nice The medium water will feel fizzy at the end of your finger
Method
Results Couldnt feel the water with our fingers My hot finger felt cold and my cold finger felt hot My cold finger went numb and it went a bit fizzy at the end
The Science
It may sound strange but hot and cold are the same thing...something cold has thermal energy, something hot also has thermal energy! Something is only hot or cold compared to something else, like an ice block is cold compared to your tongue and teeth. A hot chocolate is hot compared to my mouth but the hot chocolate is cold compared to larva!
Our Word Bank/Glossary Molecule - stuff like water is made of stuff. These are the molecules (A molecule is an electrically neutral group of two or more atoms held together by chemical bonds.) Atom - the basic building blocks of matter that make up everyday objects. (Oxygen atoms) (Hydrogen atoms) States of matter - the different forms of matter (stuff), liquid, solid or gas. Kinetic Energy - the energy of motion (movement) Potential Energy - energy of position, stored energy Energy - The ability to do work (do something) Electricity - the presence and flow of electric charge. Heat flow - Heat flows from warm to cold.