2/16/16(7:22 AM)
Matter Heats Up
Beth Kappus, Weekday Instructor, and the Physical Science Team
Mathematics & Science Center
Developed with funding from the Mathematics & Science Center
Major
Understanding
Properties of matter change when there is a change in temperature. Those
properties can be observed and measured with simple experiments.
Physical processes such as expansion, contraction, sublimation, and
melting occur when matter changes from one state to another. The
movements of the particles that make up matter cause these processes.
Grade/Subject
Grade 2; Chemistry
Objectives
Identify changes around us caused by temperature.
Identify properties of the solid, liquid, and gas states of matter using
the senses.
Observe properties of matter that change with temperature.
Identify changes in states of matter that occur without the addition
or removal of material.
Describe how expansion and contraction of matter can be measured.
Time
Anticipatory Set
Activity: Making Fossils
Activity: Ice Melt
Activity: Expanding Metal
Activity: Solid to Liquid
Demonstration: Solid to Gas
Closure
Practice
Assessments
Materials
For the class:
5 min
15 min
10 min
10 min
10 min
5 min
2 min
Variable
Variable
Paper towels
Ice chest and ice
Instant water heater
Hand wipes
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4 Buckets for cold and hot water stations
Insulated carrier and cold pack for Butyl stearate
Vial holder
Zip lock bags for clay
Plastic container for clay
Iodine crystal vial
For each pair of students:
2 Ice cubes
2 Clay pieces
2 Worksheets
1 Memory wire
2 Rulers
2 Fossils
1 Ice block Set (label A and B)
1 Vial of Butyl stearate
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State and
National
Correlations
Virginia Standards of Learning: Science (2.1, 2.3); Math (2.12).
NCTM Standards: Understand how to measure using standard units and
tools; Formulate questions and collect data.
National Science Education Standards: Properties of objects and
materials; Change, consistency, and measurement.
Instructional
Strategies
1. Anticipatory Set
1.1. Everything around us is made up of matter. “Matter takes up
space and has mass, right?” “The three states of matter are ----(get the
students to answer)”. Explain that matter changes from one state to
another with changes in temperature and we see this everyday.
Question the students about how they use temperature changes in
matter everyday. For example: “Why don’t you eat food right out of
the microwave?” “Why wear a coat in the snow?” or “Why put ice in
the freezer instead of the refrigerator?” Our five senses give us clues
to what is happening when there is a change in temperature even if we
do not know what the temperature is. Increase the temperature, and
solids can change to liquid and then to gas; decrease the temperature,
and the reverse happens. This is what scientists call a physical
change.
1.2. Change in temperature causes matter to change properties.
Properties are the state of matter that a material is in and the material’s
size, shape, texture, weight or mass, smell, hardness, etc. Our senses
tell us the properties of matter. When scientists use their senses we
call that “making an observation.” Our experiments today will look at
properties of matter and the changes that temperature can make.
2. Activity: Making Fossils
2.1. Distribute the Worksheet to each student. Instruct them to list
properties for each experiment under the words “cold properties” or
“warm properties” either in words or by drawing a picture. Teacher
does example on the board.
2.2. Question the students on what a fossil is and how it is made.
Fossils are the remains or impressions of plants or animals that have
been buried and preserved. Question the students on how we can
make them today. “Today we are going to make an imprint in a soft
material that will get hard.” Distribute the clay and ask the students to
use only their eyes to find some of the properties of this material. List
the properties beside the word “clay” under “cold” properties on the
work sheet. Demonstrate on the board.
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2.3. Instruct the students to use touch to determine whether the
material is cool or warm, its texture, and hardness. (It should be cool
at room temperature, smooth, and somewhat hard). Ask, “How can we
make this material less hard?” Encourage them to hold it and move it
about in their hands. Ask if the students can feel what is happening to
this material. It should be getting warmer and more pliable. These
are changes in the property of the material with temperature.
2.4. When the clay has becomes warmer (a few minutes), have the
students flatten it a bit on their worksheet. Distribute a small shell or
animal to each student. Instruct them to make an imprint of this
object in the soft clay. Demonstrate. Discuss the new properties of
the warmer clay and list or draw under the heading “warm” properties,
beside the word clay. Use wipes at this point to clean off hands if
necessary.
2.5. Explain to the students that when this material warmed up it was
the very small particles (molecules) inside that where moving around
faster. This is how physical changes occur in matter. Ask what they
think will happen to the clay if we just leave it alone. Encourage them
to answer that the particles will slow down, the clay will be less warm,
and the clay will become hard again. Fossils are made in this way and
then buried for thousands of years until scientists find them.
3. Activity: Ice Melt
3.1. Group the students (four or five) and distribute the ice blocks.
Ask them to use their senses (sight and touch) to determine any
difference in the materials. One block should feel warmer than the
other. Display the ice and discuss the properties of ice. Discuss the
physical change that occurs in the properties of the ice when we leave
it out of the freezer. Encourage the students to describe the process of
melting (solid to liquid). Ask the students to make a prediction about
the ice on the blocks. For example: “Do you think the ice will stay the
same or melt?” “If the ice melts, will it melt differently?” Instruct the
students that they will be observing and timing the process of melting
on the blocks.
3.2. Distribute an ice cube to each block and instruct the students to
record the time (using the classroom clock and with the help of the
teacher) on the sheet in the identified space. Watch both cubes
carefully and observe the difference. Record the length of time it
takes for the first block to melt (teacher help with this on the board).
Question the students about their observations and the change in
properties of the ice. Encourage them to use the terms melting,
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liquid, warming up, and physical change. Remind them that when
melting occurs the particles (molecules) in the liquid are moving
faster than in the ice. Clean up.
3.3. Discuss the physical change that occurred. The “cold” block is
made of the metal aluminum and it feels cold because it “takes” the
heat away from your hand very fast. Your hand has a lot of heat
(remember when Mom takes your temperature and says you are
normal at 98.6). Things that feel cold are taking the heat from your
hand. The “warm” block is made of plastic and does not take much
heat away from your hand, which is why it feels warmer. The metal is
a good conductor of heat. The plastic is a poor conductor. For this
reason, the metal block takes heat to the ice cube faster than the
plastic block so the ice melts faster on the metal block.
4. Activity: Expanding Metal
4.1. Set up ice water center and heated water center (may need two).
Distribute one memory metal to each pair of students. Instruct them
that this is very fragile and to handle it gently (do not move it around
too much yet!). Discuss the properties of this material. Encourage
them to use the terms solid, hard, smooth, bendable, cool. List or
draw properties on the work sheet Teacher will demonstrate on the
board. Return the wires to their bags and distribute rulers.
4.2. Explain that this material changes its shape in cold water and hot
water. We are going to find out how much it changes. Instruct the
students to leave the wire bag on their desks and watch. Demonstrate
the activity before the students. This activity requires each pair of
students to use the hot and cold water centers one pair at a time.
Holding the wire by the ends place it in the ice water and bend it up a
bit while counting to ten. Remove and lay the wire down (DO NOT
CHANGE ITS SHAPE) on the worksheet. Pencil mark on the work
sheet where the two ends are, pick up the wire and connect the marks
with a straight line. Holding the wire by one end carefully place it in
the hot water, count to ten and observe. Remove the wire and again
put the wire on the worksheet, marking where the two ends are;
connect the marks. Measure the two lines in centimeters; subtract the
small one from the large one. This is how much the wire expands.
Collect the wires.
4.3. Have the students record the observations on the work sheet.
Explain that this wire is called nitinol wire and it is used in many
ways in industry because it can change its shape when it heats up. It
can be “trained” to remember the “cold” and “warm” shapes. This is
actually a solid-state physical change in matter because the particles
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(molecules) in the wire change their structure with temperature even
though we cannot see it. We can see the wire contract (get smaller)
when it is cooled and expand (get longer) when it gets warm.
5. Solid to Liquid
5.1. Teacher should demonstrate activity before distributing material.
Be advised that room temperature may cause change even before the
students receive the material. Show the students a tube of the butyl
stearate and demonstrate how to hold the vial at the top, above the
butyl stearate. Explain that this material is very temperature sensitive
and needs to be kept cool before we do an experiment with it. Instruct
each pair of students to quickly record the volume of the material by
reading the nearest line on the vial. Remind them that scientists
measure volume in milliliters and liters. The students should then
quickly observe the properties of the material. Distribute one vial to
each pair of students. Encourage them to describe the material as a
solid. Put their information on the worksheet in words or pictures.
Teacher can also do this on the board.
5.2. If the material has not changed to a liquid in their hands at this
point each team can hold the vial in the warm water for a few seconds.
Instruct the students to observe the new properties of the material and
record the new volume on the worksheet. Calculate the change in
volume by subtraction. Discuss the properties of this material.
Encourage the use of the terms melting, changing from solid to
liquid, clearer, less volume or change in volume. Collect the
materials.
5.3. Explain that this material is called butyl stearate and it is used in
lipstick, lip-gloss, and some wax. It is very sensitive to temperature
change and quickly goes from a solid to a liquid.
6. Demonstration: Solid to Gas
6.1. We have experimented with solids changing to liquids with
temperature and we call that process melting. There is another
process called sublimation. Has anyone heard this before? Explain
that this is the process where something changes from a solid to a gas,
skipping the liquid phase. Question the students on what is a gas state
of matter (spreads out everywhere, usually cannot see). Show the solid
iodine crystal inside the vial to the class by slowly walking around or
grouping students together. Explain that this is a solid that only adults
should use. Ask the students to name some properties. For example:
small, crystal shape, red, solid.
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5.2. Place the vial in warm water. The crystal should quickly change
to a gas and change color. Demonstrate for the students and explain
that this is a physical change with temperature. It is the process of
sublimation – solid to gas. Explain that every material can change its
properties at different temperature.
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Practice
1. Ice Fish
Materials needed: one piece of string (15 cm long), salt, plastic 8 oz
cup, cold water, 5-6 ice cubes
Fill the cup with ice and water. Wait for the ice to be at the top. Lay
the string across the ice cubes. Sprinkle with salt. Count to ten
slowly. Try to lift the cubes with the string. Have the students make
observations about the changes. Explain that the salt lowers the
temperature needed to freeze water so a little bit of the ice will melt
when the salt is added and then quickly refreeze around the string
when the salt dissolves in the liquid.
2. Melting Solids
Materials needed: piece of chocolate, butter, gum, and sugar, plastic
baggies, warm water.
Have the students test and observe the changes in properties when
heat is applied. Have them use either warm water or just rub the
materials between their hands. Students can draw pictures of their
observed changes.
3. Visit www.brainpop.com for a science movie. Select “Science,”
click on “States of Matter” and do the experiment with “Bob the exlab rat.” Please note that this site requires a subscription for unlimited
access.
Closure
Review the ways that a change in temperature can change the properties
of matter (contraction, expanding, melting, freezing, sublimation) and
a change in temperature also means the particles (molecules) in the
material increase or decrease their motion. Ask if they noticed that all we
did was change the temperature of the material, we did not have to add
any other material to make the change and the material we used is still
that material. Remind them that a change in the state of matter (solid to
liquid) is a physical change. Encourage them to notice the ways that
temperature changes affect them for the rest of the day.
Extensions
1. Hot Water IS Different from Cold Water.
Materials: 1 glass cold tap water, 1 glass hot water (not boiling), 1
food coloring dropper
Allow the students to make a prediction about what they think will
happen when a drop of food coloring is added to each glass. Ask
them “will the drop in the cold water move differently than the drop in
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the hot water?” Test the prediction. The drop in the cold water will
move slower. Explain that cold-water molecules are closer together
than hot water molecules and will not let the drop of food coloring
move as fast as in the hot water.
2. Discover Heat Packs
Flinn Scientific Inc. has a heat solutions pack as a kit for use in the
classroom. This liquid will undergo a physical change when pressure
is applied and crystallize to a solid releasing heat energy that the
students can feel. This pack is reusable. Contact Flinn Scientific at 1800-452-1261 and ask for the Heat Solution Instant Hand Warmer
#AP1933.
3. Absorbing and Reflecting Heat
Materials: 2 small thermometers, black construction paper, white
construction paper, watch, desk lamp.
Ask the students how the temperature affects what they wear. “Do
they think that people should wear dark or light clothes on a hot day?”
Using the thermometers have the students take the temperature of the
room. Fold a black piece of paper and a white piece of paper to make
a pocket. Fold up the bottom then fold in each side and tape closed.
Slide a thermometer in to each paper pocket. Ask the students to
pretend the lamp is the sun and put it close to the paper pockets.
Record the temperature on the thermometers every two minutes until
it remains steady (quickly pull out the thermometer to read and then
return). Is there a difference in the temperatures for white paper and
dark paper? Should we wear light or dark clothes?
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Assessment
Sample items are provided for use in checking students’ understanding.
Paper-Pencil Test: Matter Heats Up
Product and Rubric: Matter Heats Up
The following table shows how the assessment items are related to
specific objectives.
Objective
PaperPencil
Test
Identify changes around us caused by
temperature.
Identify properties of solid, liquid, and gas
states of matter using the senses.
Observe properties of matter that change
with temperature.
Identify changes in states of matter that
occur without the addition or removal of
material.
Expansion and contraction of matter can be
measured.
Major Understanding: Properties of matter
change when there is a change in
temperature. Those properties can be
observed and measured. Physical processes
such as expansion, contraction, and melting
occur when matter changes from one state to
another. The movements of the particles
that make up matter cause these processes.
Teaching Tips
Product/
Performance
3
1,2,3,6
2,3,6
1,2,3,4
5
Product &
Rubric:
Matter Heats
Up
1. Some tips about the materials used in this lesson:
a. Clay needs to be kept moist and protected from air. Precut pieces
of clay before class.
b. Butyl stearate needs to be kept cool to remain solid.
c. Butyl stearate is a non-toxic chemical that can be reused.
d. Iodine is toxic and should be handled only by adults. If kept in the
vial it is reusable.
2. Where we get the supplies:
Clay is available through the local Ben Franklin or other stores with
art supplies. Use modeling clay that is air dry.
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Ice Melting Blocks are available through Educational Innovations,
Inc. www.teachersource.com
Memory Wire is available through Science Kit & Boreal Laboratories
#30373-08. http://www.sciencekit.com/
Butyl stearate crystal is available through Fisher Scientific; AJS76763
www.fishersci.com
Heat packs for the exothermic extension can be obtained from Flinn
Scientific. www.flinnsci.com
3. What are the answers to the Paper-Pencil Test?
Answers:
1. C
2. A
3. C
4. A
5. C
6. Students should draw a frozen and melted Popsicle. A. both are
made of Popsicle stuff, B. solid/liquid, C. eyes
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References
About Chemistry
A resource for chemistry links for students.
http://chemistry .about.com/
American Association for the Advancement of Science
A resource for teachers and students for information and activities.
www.sciencenetlinks.com
Brain Pop
Great resource for teachers and students on a variety of topics. Requires a
subscription.
www.brainpop.com
Learn Chemistry
Information for teachers.
www.learnchem.net
Mathematics & Science Center
Visit the Center’s site to learn all that is new and happening at the
Mathematics and Science Center. Register for student and teacher
programs.
http://mathsciencecenter.info
MathinScience.Info
Visit this educational resource site to acquire web-based lessons and
resources for students and teachers.
http://mathinscience.info/
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