Learning Cycle: States of Matter, Phase Changes and Energy Transfer
Teachers: Adam Nollsch and Audrey Wadzinski
Intended Grade Level: 7th
Subject: General Science
Topic: States of Matter, Phase Changes, Physical and Chemical Changes, Energy Transfer
Concepts to be introduced: Non-Newtonian Fluids, physical changes, chemical changes,
vaporization, sublimation, deposition, melting, freezing
Estimated Time Allotment: 3 days total
Classroom Management: No eating or drinking in the lab (Except Ice Cream Lab).
Students who haven disruptive behavior will be given a behavior ticket.
Outcomes: The understanding of the states of matter and how can use simple observation
to distinguish them. Students will be able to explain energy transfer and how it contributes
to phase changes.
Student Prerequisites: Students should be able to determine a solid, liquid and a gas by
their appearance characteristics. Students should be able to distinguish physical and
chemical characteristics
Assessment(s): Beginning characteristics. Students should be able to distinguish
discussion and brainstorming physical and chemical characteristics.
(diagnostic), Oobleck discussion
and observations (formative), Ice
Cream Lab post questions
(formative), Phase change and
Energy Transfer Quiz (summative).
Standards Addressed:
 Understand and apply knowledge of forms of energy and energy transfer (Iowa
Core).
 Physical and chemical changes and their relationship to the conservation of
matter and energy (Iowa Core).
Materials and Equipment:
Cornstarch
Water
Laptops
Cream
Ice
Ziploc Bags
Rock Salt
Bowls
Sugar
Vanilla
Timers
Spoons
Thermometers
Exploration (45 minutes):
Activity:
1. Have small groups brainstorm a list of characteristics of the different states of matter
(solid, liquid, gas).
2. Students then begin investigating the oobleck goo in small groups at their tables.
Some tests that would be helpful is tapping the oobleck with a spoon, dipping your
fingers in it and watching the oobleck fall from your fingers.
3. After several minutes of exploring the behavior and characteristics of the goo,
students make predictions whether oobleck is a solid or liquid.
4. Understand non-newtonian fluids. Have students stir the oobleck with their fingers
really fast and then really slowly. Have them make observations on the behavior of
the goo.
Post-Lab Discussion:
1. Was the oobleck solid, liquid, or both? How did it’s liquid-like and solid-like properties
correspond to how quickly or slowly you moved the oobleck?
2. What would be some other examples of other non-newtonian fluids?
3. What would be some great uses for non-newtonian fluids?
Bail Out Plan: Instead of discussion bring in examples of other non-newtonian fluids.
Extra Time: Fun VIdeos (from beam UCLA)
a. Non-Newtonian pothole fillers (1 min): http://youtu.be/XrvzZewPUJA
b. Oobleck on speakers (1.5 min): http://youtu.be/3zoTKXXNQIU
c. Walking on oobleck (20 sec): http://youtu.be/bIOGL4eZnjs
d. Sinking in oobleck (40 sec): http://youtu.be/Lb9kt1z3jAA
e. Time Warp high-speed (6 min): http://youtu.be/S5SGiwS5L6I
Concept Development (45 minutes):
Allow students to experiment with the “States of Matter: Basics” PhET simulation. Students
should talk at their tables about what changes at different states of matter and how
temperature affects what state of matter the molecules are in. As a whole class, have a
discussion about their findings and what defines a state of matter, how to get from one
phase to another, and the relation of energy and heat.
Bail Out Plan: Give resource sheet to students to complete simulations on their own at
home.
Extra Time: Phase Change Demonstration
Application:
Ice Cream in a Bag
Pre-lab discussion:
1. What is ice cream made of?
2. What state of matter is ice cream? How do you know from the characteristics we
determined in class?
3. What is needed to cause a phase change?
4. Make a prediction of how long it will take for the liquid to freeze into a solid
Activity
1. Pour the first three ingredients into a quart-size zip-top bag. Squeeze out air and
seal the bag tightly. Place inside the second quart-size bag, and seal.
Place the double-bagged ingredients inside the gallon-size freezer bag. Fill the
freezer bag with ice, pour in the rock salt, squeeze out air, and seal.
2.
Measure the temperature of the outside bag.
3.
Now comes the fun part: Gently shake the bag, making sure the ice is evenly
spread out. Continue to gently shake and knead the bag in your hands. Measure
temperature of the outside periodically.
4.
Once the ice cream in the inner bag is solid enough to eat, measure the temp of your
outer bag one last time, rinse off you inner bag and eat your ice-cream straight out of the
bag.
5.
Clean up your table completely.
Post-Lab Questions
1. What causes the ice from the outer bag to melt?
2. What direction does the energy (heat) go, in terms of the bags? Reference your
temperature readings and previous knowledge.
3. Record phase changes you observe throughout the lab. In the outer bag? The inner?
Extra Time: Review for quiz with extra time.
Closure: Have students form groups and reflect on their learning about the states of matter,
their characteristics, phase changes and energy transfer.
References:
https://iowacore.gov/
http://beam.ucla.edu/sites/default/files/docs/Oobleck.pdf
http://phet.colorado.edu/en/simulation/states-of-matter-basics
http://scienceofeverydaylife.discoveryeducation.com/families/pdfs/activities/KitchenChemistry.pdf