“Young Scientists”,
States of Matter
A Visit to Evgenidou Museum
(http://www.eugenfound.edu.gr)
Icons from: http://www.iconfinder.com (Creative Commons
Licence)
Alexandros Kofteros,
Open University of Cyprus, ODS partner
Changes in the states of matter Introductory Section and preparatory phase
Short Description:
Students will understand the 3 states in which matter can be found in nature, along with
the changes that can occur from one state to the other. This Unit is divided in 3 parts:
(a) observation- discussion in the classroom/science lab based on images/videos depicting
the various states in which water can be found in nature. Water can be used in the lab to
show how it can change from liquid to solid (ice) and back to liquid, and from liquid to gas
through evaporation. Discussion on how each transformation occurs.
(b) experimentation with the interactive units of Eugen Foundation in which the change of
states on a molecular level is displayed for solid, liquid and gas states.
(c) refection through additional activities (computer-based and paper-based), to solidify
knowledge gained through the classroom activities and the museum visit, as well as for
curing misconceptions of students.
Keywords:
Solid, Liquid, Gas, Evaporation, Boiling Point
Target Audience: Primary Education Teachers
Age Range: Students of Fourth Grade (8-9 year olds)
Context: School, Museum
Time Required: Before the visit –
120 mins
During Visit – 120 mins
After the visit – 80 mins
Changes in the states of matter Introductory Section and preparatory phase
• Technical Requirements: Computer and access to internet, video
projector and interactive whiteboard (if possible)
• Author’s background: Teacher since 1999, B.A. education with
emphasis in Science Education, M.A. Curriculum & Instruction, Information
Systems Doctoral Student
• Connection with the curriculum: Fourth Grade (Primary School)
Science (Greece and Cyprus)
• Learning Objectives: Students should be able to understand the
changes that occur when matter receives or loses heat.
• Guidance for preparation: Teachers should have a computer
connected to a video projector for the first activity (iceberg). Alternatively they
could print or use a large picture. For the follow-up activities they should
organise their students in groups of 3-4 students with simple material such as
butter, candles, large spoon and matches (warning: matches should be used by
the teacher).
Α. Pre Visit
Changes in the states of matter
A: Pre Visit
Teaching Phase 1
Questions Eliciting Activities - Provoke Curiosity
Activity: Study the iceberg
We introduce the image of an iceberg with clouds clearly visible. We ask students
to describe exactly what they see in the picture.
Previous Knowledge:
Students are taught the Rain Cycle in Kindergarden and then again in First Grade.
Through the discussion it is expected that students will be able to identify that:
(a) clouds are formed from water that evaporates under heat
(b) ice is created in cold climates with the solidification of water
Πηγη:http://en.wikipedia.org/wiki/File:Sunset_iceberg_2.jpg
Creative Commons Attribution-Share Alike 3.0
Clouds
Ice
Water
Πηγη:http://en.wikipedia.org/wiki/File:Sunset_iceberg_2.jpg
Creative Commons Attribution-Share Alike 3.0
Changes in the states of matter
A: Pre Visit
Teaching Phase 1
Questions Eliciting Activities – DEFINE QUESTIONS FROM
CURRENT KNOWLEDGE
Activity: Let’s talk about Icebergs
New knowledge:
We make guided questions to identify existing knowledge and also help our
students acquire new knowledge (ie “where are icebergs found”, “what are
icebergs made of”)
Suggestion: with the help of Google Earth (http://earth.google.com) we project a
model of the planet on the interactive whiteboard. We ask our students to discover
where ice is located on the planet (North and South Pole).
Through the study of the earth mode, we request our students to make a
hypothesis on the coldest and the warmest parts of the planet. Since it is expected
that they recognise the north and south poles as the coldest parts of the planet,
we must guide them with more questions to identify the equatorial zone of Earth
as (possibly) the warmest area. Additional questions should be asked such as
‘what would happen if we pulled an iceberg towards the center of the planet’?
Changes in the states of matter
A: Pre Visit
Teaching Phase 1
Πηγη:http://earth.google.com
Google Earth is a registered trademark of Goolgle
Changes in the states of matter
A: Pre Visit
Teaching Phase 2
Active Investigation – PROPOSE PRELIMINARY EXPLANATION
OR HYPOTHESES
Activity: Transformation of Candle (solid) to liquid
Students:
Students are divided in groups of 3-4 according to their total number in the class.
Material (per group):
1 short candle, one candle piece, one large metal spoon
Research Question:
Can the candle piece (sold) be turned into liquid? If yes, how could we accomplish
that? Through a series of questions we could guide our students to suggest that
we heat the candle piece so that it melts.
Hypothesis:
When we heat the candle, it melts and turns into liquid. When we allow the candle
to cool down, it turns into solid again.
Changes in the states of matter
A: Pre Visit
Teaching Phase 2
Active Investigation – PLAN AND CONDUCT SIMPLE
INVESTIGATION
Activity: From Solid to Liquid
Note: similarly we could work with butter
Investigation:
Students place the candle piece in the metal spoon. Another whole candle is lit by
the teacher, and students hold the spoon right above it so that the candle piece is
heated. After a few minutes, the candle piece will start melting and turn into liquid.
Observation:
The candle piece is melted and turns from solid to liquid
Extending the experiment:
Students place the spoon containing the liquid candle on a safe place indicated by
the teacher. After a few minutes they observe the content of the spoon.
Observation:
The liquid (melted candle) turns into solid.
Changes in the states of matter
A: Pre Visit
Teaching Phase 2
Active Investigation – PLAN AND CONDUCT SIMPLE
INVESTIGATION
Conclusions:
(a) with heat, a solid is turned into liquid
(b) with the loss of heat, a liquid is turned into solid
The same experiment can be conducted using butter or/and cheese. Our
suggestion is to avoid using food for such experiments since -although usefulthey tend to destroy food.
B. Visit
Changes in the states of matter
B. Visit
Teaching Phase 3
Creation – GATHER EVIDENCE FROM OBSERVATION
Eugen Foundation:
The Museum features a planetarium and various collections including interactive
exhibits that foster learning, with an emphasis in science education. Through the
interaction with the exhibits, students can visualise not only when a change occurs in
nature (ie with heat, liquid evaporates) but what happens on a molecular level.
Changes in the states of matter
B. Visit
Teaching Phase 3
The Interactive Exhibit for States of Matter
Changes in the states of matter
B. Visit
Teaching Phase 3
Creation – GATHER EVIDENCE FROM OBSERVATION
Solid - Liquid - Gas:
Through the use of the interactive exhibits,
students can visualise what happens to matter
on a molecular level when heat is gained or lost.
Molecules are depicted as small spheres on the
upper (screen) part of the exhibit, where their
kinetic state is clearly shown based on the
interaction by students (lower/raise heat).
Changes in the states of matter
B. Visit
Teaching Phase 4
Discussion – EXPLANATION BASED ON EVIDENCE
Kinetic State of Molecules:
From the exhibits, it is expected that students
observe the kinetic state of molecules in Solid,
Liquid and Gas form and how they behave when
heat is gained or lost. Through the comparison
of all three screens, students should be able to
discuss the behavior of molecules in all three
states. We extend the questions so that students
can discuss using terms such as ‘molecules’ and
‘density’-based on observations- to explain why
it is so hard to pass a spoon through an ice cube
as compared to a glass of water.
Changes in the states of matter
B. Visit
Teaching Phase 4
Discussion – CONSIDER OTHER EXPLANATIONS
Heat & Change of States of Matter:
Based on previous experience, students know (from previous experiments)
that water turns into ice (solid) when it is put in the freezer (loses heat). Ice, as
a solid, will not allow any item (ie spoon) to pass through it easily unless it is
‘broken’. However, when we allow the ice to melt to water, a spoon is easily
placed through it. Based on the exhibits, students should be able to explain this
phenomena based on the molecular density. We extend the questions by
asking “what will happen to water when we continue heating it”. We expect
students to answer that water will turn into vapor and escape into the room.
Common misconception: students should understand through
measurements that water never rises above 100 oC.
C. Post Visit
Changes in the states of matter
C. Post Visit
Teaching Phase 5
Reflection – COMMUNICATE EXPLANATION
Evaporation- Condensation- Melting:
After the museum visit and the lessons prior to that, students should be able to
reach conclusions and explain what happens to matter when heat is either
gained or lost, on both the visible state of matter as well as the molecular.
Students should be able to:
(a) give explanations on what happens to matter when it gains/loses heat
(b) how molecules behave when they receive / lose heat
Changes in the state of matter
http://lgfl.skoool.co.uk/content/primary/science/changes_temp_or_perm_1/inde
Changes in the states of matter
C. Post Visit
Teaching Phase 5
Reflection – FOLLOW UP ACTIVITIES AND MATERIALS
Heat & Change of State of Matter:
Additional activities for the change of state of matter. Water, Orange Juice,
Distilled Water). Use of same-quantity liquid in similar vessels with application
of heat. Observations on the time and temperature until the liquid begins to
evaporate (boiling point). Similar approach with same quantity liquids in the
freezer and observation of the time required to turn the liquid to solid.
Hypothesis on the boiling points and time required of different types of liquids
from liquid state to gas and from liquid to solid.
Evaluation:
Evaluation happens concurrently with the lesson progress. With the end of the
lessons (Post Visit) it is expected that a test will be undertaken by the students,
either paper-based or online based (on an LMS such as Moodle).
References
Fourth Grade (Primary School) Science, Ministry of Education and Culture,
Cyprus (“Changes in the state of matter”)
Fourth Grade (Primary School) Environmental Education, Ministry of
Education and Religion, Greece (“Changes in the state of matter”).