Academic Standard 3-4
3-4:
Topic: Heat and Changes in Matter
The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Key Concepts
Forms of Matter: solids, liquids, gases
Properties: observable and measurable
Changes of State: melting, freezing, condensing, boiling, evaporating
Heat Movement: conductors, insulators
Sources of Heat: stoves, heaters, toasters, sun
Heat Production: rubbing, burning, using electricity
Indicators:
3-4.1 Classify different forms of matter (including solids, liquids, and gases) according to
their observable and measurable properties.
Taxonomy Level: 2.3-A,B Understand Factual and Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the concept of liquids and solids and
their properties in 2nd grade (2-4.1), but students have not been introduced to the properties of gases
in previous grades. Students will compare the physical properties of the states of matter in 5th grade
(5-4.2).
It is essential for students to know that matter is anything that takes up space and has mass as
follows:
Mass
Mass is how much matter is in an object. Mass can be measured using a balance
and known masses compared to the unknown mass being measured. An object with
a large mass feels heavy.
Volume
Volume is the amount of space an object takes up. Volume of a solid with
rectangular sides can be measured with a ruler (length x width x height). Volume
of a liquid can be measured with a beaker or graduated cylinder. Volume of a gas
can be measured with a graduated syringe. An object that takes up more space has
a greater volume.
Properties of matter are characteristics that can describe matter as follows:
Observable (using senses)
properties
(Using sense of sight): color, size,
shape, shininess or luster
Measurable (using tools) properties
(Using sense of touch): texture or
relative hotness or coldness
(Using ruler, graduated cylinder or
syringe, or beaker): volume
(Using balance): mass
(Using thermometer): temperature
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Academic Standard 3-4
Topic: Heat and Changes in Matter
Matter is classified into the following forms based on observable and measurable properties:
Solids
Solids have a definite size and shape, that is, the size and shape do not change.
Liquids
Liquids have a definite volume, but they take the shape of their containers.
Gases
Gases do not have a definite shape or volume. Gases take the shape and size of their
container.
It is not essential for students to determine the volume of an irregularly shaped solid object or a
solid object shaped in other forms than with rectangular sides.
Assessment Guidelines:
The objective of this indicator is to classify solids, liquids, and gases according to their observable
and measurable properties; therefore, the primary focus of assessment should be to group materials
into categories of solids, liquids, or gases based on their observable and measurable properties.
However, appropriate assessments should also require students to infer from information about
materials with their properties described to determine whether the materials are solids, liquids, or
gases; compare various materials to determine which are solids, liquids, or gases; identify a material
with properties described as a solid, liquid, or gas; or summarize the properties of solids, liquids and
gases.
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Academic Standard 3-4
Topic: Heat and Changes in Matter
3-4.2 Explain how water and other substances change from one state to another (including
melting, freezing, condensing, boiling, and evaporating).
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the concept of matter changing from
a solid to a liquid and from a liquid to a solid by observing examples of water changing to ice in a
freezer or ice changing to liquid in 2nd grade (2-4.2). Students have not been introduced to the terms
for these changes or how heat is involved in previous grades. Students will further develop the
concepts of evaporation and condensation in the water cycle in 4th grade (4-4.1). Students will
further develop the concept of heat energy and its effect on the states of matter in 5th grade (5-4.2).
It is essential for students to know that water and other substances can change from one state to
another with either heating or cooling. The diagram below shows the relationship between heat and
the changes of state:
GAS
Cooled—Heat removed (condensing)
Added heat
(evaporating or boiling)
LIQUID
Added heat
(melting)
LIQUID
Cooled---Heat removed (freezing)
SOLID
SOLID
Students should explain how water and other substances change from one state or form to
another as follows:
Melting
Melting occurs when a solid is heated enough to change to a liquid. When solid ice
melts, it changes to liquid water. Ice melts at 0oC or 32oF.
Freezing
Freezing occurs when a liquid cools enough (heat is removed) to form a solid. When
liquid water freezes, it changes to solid ice. Water freezes at 0oC or 32oF.
Evaporation
Evaporation occurs when liquids change to gases rather slowly at the surface of the
liquid as heat is added from their surroundings.
Boiling
Boiling also is the change from a liquid to a solid but faster with bubbles of gas
forming in the liquid at a given temperature because a lot heat is being added from a
source. Water boils at 100oC or 212oF.
Condensing
Condensation occurs when a gas is cooled enough (heat is removed) to form a liquid.
Condensation occurs, for example, when a glass of ice water forms liquid water on
the outside of the glass on a hot, humid day. The water vapor or gas in the air is
cooled by the ice water and changes to a liquid on the cool surface of the glass.
Another example of condensation is when the mirror in the bathroom “fogs” with
droplets of water from the water vapor formed by the hot shower cooling and
changing to liquid drops on the mirror. The water vapor in the air condenses on the
cool glass.
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Academic Standard 3-4
Topic: Heat and Changes in Matter
It is not essential for students to know the temperatures at which melting, boiling, or freezing
occur in other substances besides water.
Assessment Guidelines:
The objective of this indicator is to explain how water and other substances change from one state
to another; therefore, the primary focus of assessment should be to construct cause effect models
showing how heat causes melting, evaporating, and boiling and how cooling (removing heat) causes
condensing and freezing. However, appropriate assessments should also require students to
summarize the processes by which substances change from one state to another by being either
heated or cooled; interpret a diagram of changing states of matter with heating and cooling;
compare various matter changing states by being heated or being cooled; or identify the processes
by which matter changes from one state to another.
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Academic Standard 3-4
Topic: Heat and Changes in Matter
3-4.3 Explain how heat moves easily from one object to another through direct contact in
some materials (called conductors) and not so easily through other materials (called
insulators).
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/future knowledge: Students have been introduced to the concept of energy in 1st grade
(1-2.1) related to needs of plants and in 2nd grade (2-2.1) related to needs of animals. Students have
not been introduced to the concept of heat before this grade level. Students will further develop the
concept of forms of energy (light and electricity) in 4th grade (4-5.2 and 4-5.5).
It is essential for students to know that heat makes things warmer. Some materials allow heat to
move through them easily and others do not as follows:
Conductors
Some materials allow heat to move easily through them and from one object to
another through direct contact. These materials are called conductors. If a metal
spoon, for example, is put in hot water, it will become warmer. Metal objects are
good conductors of heat, and they get warmer.
Insulators
Other materials do not allow heat to move easily through them and are called
insulators. If wooden and plastic spoons are put in hot water, for example, they do
not become warmer. These materials do not allow heat to move easily through them.
Plastic and wood materials are insulators, and they do not get warmer. .
It is not essential for students to know that heat is a form of energy that causes the particles in
matter to move faster, or that it is also transferred by convection or radiation.
Assessment Guidelines:
The objective of this indicator is to explain that heat either moves easily in some materials called
conductors or not so easily in other materials called insulators; therefore, the primary focus of
assessment should be to construct a cause effect model of heat moving easily in a conductor or not
so easily in an insulator. However, appropriate assessments should also require students to
illustrate insulators and conductors; classify materials as either insulators or conductors; compare
insulators and conductors; identify materials as either insulators or conductors.
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Academic Standard 3-4
Topic: Heat and Changes in Matter
3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including
rubbing, burning, and using electricity).
Taxonomy Level: 1.1 and 2.2-B Understand Factual and Conceptual Knowledge
Previous/future knowledge: Students have not been introduced to the concept of heat or how it can
be produced in previous grades. Students will further develop the concept of sources of heat energy
in 6th grade (6-5.1).
It is essential for students to know that sources of heat produce heat energy and make things
warmer, for example, fires, stoves, toasters, ovens, the Sun, light bulbs, engines, animals, and other
common objects in their environment. They should also identify the following ways that heat can
be produced:
Rubbing
When objects are rubbed together, heat is produced. For example, when hands are
rubbed together, they get warmer on a cold day.
Burning
When materials are burned in a fire, heat can be produced. For example, when wood
or candle are burned, they produce heat.
Using
electricity
When electricity is used, heat can be produced. For example, when
electricity is used in light bulbs, heaters, stoves, toasters, or ovens, things get
warmer.
It is not essential for students to know ways to extinguish fires or what materials are necessary for
fires to start, or for students to know that particles of matter move faster as a result of heat
production.
Assessment Guidelines:
One objective of this indicator is to identify sources of heat; therefore, the primary focus of
assessment should be to recognize sources of heat. Another objective is to exemplify ways heat can
be produced, therefore, the primary focus of that objective is to give examples of ways, as identified
in the indicator, heat can be produced. However, appropriate assessments should also require
students to illustrate ways heat can be produced.
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Academic Standard 3-4
Topic: Heat and Changes in Matter
Supporting Content Web Sites
Chem4Kids.com
http://www.chem4kids.com/files/matter_states.html
The five main states of matter are listed, with pictures, and a description is given of conditions
necessary for a change of phase.
3-4.1, 3-4.2
Chem4Kids.com
http://www.chem4kids.com/files/matter_changes.html
Changes of state between solid, liquid and gas are explained. Freezing point, boiling point and
melting point are discussed.
3-4.2
Chem4Kids.com
http://www.chem4kids.com/files/matter_evap.html
Evaporation and the relationship between the rate of evaporation and gas pressure are explained.
3-4.2
Revise Wise Science
http://www.bbc.co.uk/schools/revisewise/science/materials/07b_act.shtml
Conductors and insulators of heat are explained and pictured.
3-4.3
Think Quest
http://library.thinkquest.org/J001539/matter.html
Matter is explained in simple terms. A student can click on “solids”, “liquids”, or “gases” for an
explanation and representative picture.
3-4.1
Suggested Literature
Frost, H. (2000). Water as a Gas. Minnesota: Pebble Books/Capstone Press.
ISBN 0-7368-0412-9Lexile Level 310
The properties of water as a gas are explained.
3-4.1
Morgan, B. (2003). Liquids. Michigan: Blackbirch Press.
ISBN 1-41030-084-6
Properties of different kinds of liquids, and freezing and melting, are discussed.
3-4.1, 3-4.2
Robinson, F. (1995). Solid, Liquid, or Gas? New York: Children’s Press.
ISBN 0-516-46041-2
Lexile Level 430
The states of matter are discussed.
3-4.1
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Academic Standard 3-4
Topic: Heat and Changes in Matter
Royston, A. (2003). Conductors and Insulators. Illinois: Heinemann Library.
ISBN 1-40340-851-3
Conductors and insulators of heat and electricity are introduced.
3-4.3
Stille, D.R. (2006). Physical Change: Reshaping Matter. Minnesota: Compass Point Books.
ISBN 0-7565-1257-3
Physical properties, physical changes, states of matter and the effect of heat are explained.
3-4.2
Trumbauer, L. (2004). All About Heat. New York: Children’s Press.
ISBN 0-516-25846-X
Lexile Level 320
Sources and properties of heat are explained.
3-4.4
Suggested Streamline Video
Properties of Matter, Part I
Solids, Liquids, and Gases
ETV Streamline SC
Characteristics of solids, liquids, and gases are given.
15:48 to 16:16
3-4.1
Changes in the Properties of Matter: Physical and Chemical
Conductivity
ETV Streamline SC
Electrical, heat, and sound conductivity are discussed. Fast forward through the electrical
conductivity part of this clip. The heat conductivity is well-aligned to the indicator. The sound
conductivity can apply to 3-5.5.
6:08 to 9:46
3-4.3
Matter and Its Properties: Exploring Phases of Matter
ETV Streamline SC
The phases of matter and change between phases are explored. Melting, boiling, evaporation,
condensation and freezing are shown and explained.
0:00 to 21:39
3-4.2
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Academic Standard 3-4
Topic: Heat and Changes in Matter
Career Connections
Welder
A welder permanently joins pieces of metal with metal filler, using heat and/or pressure. Welders
join parts being manufactured, they build structures and repair broken or cracked parts, according to
specifications.
Job Related Skills, Interests and Values
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using and maintaining tools, material handling equipment and welding equipment
reading and interpreting blueprints
acquiring thorough knowledge of arc, gas and resistance welding theory
laying out, cutting and forming metals to specifications
preparing the work site
fitting sub-assemblies and assemblies together and preparing assemblies for welding
welding using shielded metal arc welding, gas metal arc welding, gas tungsten arc welding,
flux core or metal core arc welding, submerged arc welding and plasma arc welding
processes
carrying out special processes such as welding studs and brazing
ensuring quality of product/process before, during and after welding
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