STATES OF MATTER
Classroom Kit for Elementary Grades
K-2 and 3-5
by
Barbara McDermid
Emily Weller
Bear Creek Elementary School
Boulder Valley School District
Boulder, Colorado, USA
http://bvsd.k12.co.us/schools/bcreek
Funded by the
TOYOTA TAPESTRY GRANT
MAY 2000
TABLE OF CONTENTS
Laurie will add this.
TABLE OF CONTENTS ............................................................................................................................. 2
INTRODUCTION ........................................................................................................................................ 3
CONCEPTS FOR XXX KIT ............................................................................................................................. 3
PRIMARY ACTIVITY
UNIT TITLE: UNIT SECTION
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header .................................................................................................... Error! Bookmark not defined.
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SECONDARY ACTIVITY
UNIT TITLE: UNIT SECTION
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INTRODUCTION
THE ENERGY OF MATTER IN DIFFERENT STATES: SOLIDS, LIQUIDS, GASES
Barbara McDermid and Emily Weller
Matter is made up of particles. All matter is made up of molecules which can exist
in three different states: a solid, a liquid, or a gas. Each state depends on the density of
the molecules within a specific amount of space. The movement of molecules within that
space depends on the heat energy given off or absorbed during a phase change from one
state to another. Molecules are made up of even smaller particles called atoms. Atoms are
made up of even smaller particles called electron, protons and neutrons. The atom is the
smallest particle that can contain the specific properties of an element.
Concepts for States of Matter Classroom Kit
1. Elements are matter in their simplest form. The Periodic Table of Elements is a chart
which lists and describes all of the elements that have been discovered. These
elements are arranged according to their similar characteristics (metals with metals,
gasses with gasses). Some examples of elements are hydrogen, helium, carbon,
oxygen, sodium, iron , nickel, copper, silver, and gold. The elements are the
building blocks for all other substances in the universe.
2. In solids, the molecules are tightly packed in a regular pattern. Solids have a
particular shape . The amount of space the solid takes up is measured in volume.
3. In liquids, the molecules are not as tightly packed. Liquids have no particular shape.
They take the shape of the container that they are poured into. The amount of space
that the liquid takes up is measured in volume.
4. In gases, the molecules are spread apart and have no particular shape. Gases expand
or contract to fill whatever container that surrounds it. A gas has no volume of its
own.
5. Elements can combine to form a new substance called a compound. As this happens
a chemical reaction or change occurs. Heat energy is either given off or absorbed
during the change.
6. Heat energy can also change the phase or state of the matter. The phase change is
dependent on the behavior or speed of the molecules. When something is heated, the
molecules speed up. Later they slow down as the substance is cooled.
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7. When a substance changes from one phase to another, heat energy is either given off
or absorbed. The processes of changing phases from one to another requires these
uses of heat energy:
•
melting-going from a solid to a liquid ( heat energy in)
•
solidifying-freezing-going from a liquid to a solid ( heat energy out)
•
evaporation- going from a liquid to a gas ( heat energy in),
•
condensation-going from a gas to a liquid ( heat energy out)
•
sublimation-going from a solid to a gas (heat energy in)
•
deposition- going from a gas to a solid (heat energy out).
8. Heat energy is transferred from molecule to molecule through conduction,
convection, or radiation.
•
Conduction is the transfer of energy from a molecule to a molecule through a
solid material. Metals are very good conductors of heat.
•
Convection is the transfer of energy that occurs between the molecules of a
surface and the molecules of a moving fluid at different temperatures (liquids
and gases). The energy transfer is caused by the motion of the molecules in
the fluid as well as motion of the molecules in the surface. As molecules are
heated they rise with the cooler molecules that are sinking toward the heat
source. The upward and downward movements of heated or cooled liquid or
gas are called convection currents.
•
Radiation is the transfer of energy emitted by matter (infrared rays). This
transfer does not require something to go through and occurs best in a vacuum
(empty space). It travels until it hits an object which then absorbs the heat
energy causing the object's temperature to rise. Dark, dull objects absorb more
radiation than do shiny, light objects which reflect back more heat energy than
they absorb.
These concepts and following activities meet the following Boulder Valley School
District Academic Content Standards adopted February 25, 1999:
Standard 1: Students understand the processes of scientific investigation and are able to
design, conduct, communicate about, and evaluate such investigations.
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Standard 2.2: Students know that energy appears in different forms, and can be
transferred and transformed.
Standard 2.1: Students know that matter has characteristic properties which are related
to its composition and structure.
Standard 2.3: Students understand that interactions can produce changes in a system,
although the total qualities of matter and energy remain unchanged.
Standard 5: Students know and evaluate interrelationships among science, technology,
and human activity and how and why they can affect the world.
Standard 7: Students know how to appropriately select and safely use tools (laboratory
materials, equipment, and electronic resources) to conduct scientific investigations.
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Primary Activity
Energy of Matter: Particles
Mystery Balloons
All matter is made of particles that are too small to see. In this activity, students can
conclude that even though they can’t see the particles in a gas, it is possible to smell them
after they seep out through the tiny pores in a rubber balloon.
Activity:
All matter is made of particles that are too small to see. In this activity, students can
conclude that even though they can’t see the particles in a gas, it is possible to smell them
after they seep out through the tiny pores in a rubber balloon.
Materials per team of students:
•
•
•
•
•
rubber balloons, one for each scent
balloon pump
food flavoring extracts, such as almond, vanilla, root beer or lemon
marking pen
eye droppers
Procedure:
1.
2.
3.
4.
5.
Without the students seeing. place a drop of extract into each balloon and
mark the balloon with a letter or number. Be careful not to get extract on
the outside or the neck of the balloon.
Give one balloon to each group of students. Have them sniff the balloon
and record their hypothesis as to the extract it contains.
Switch balloons so that every group smells every balloon and records their
hypotheses.
Have students report their guesses for each balloon, and give them the
correct answer.
Have students discuss how the scent escaped from each balloon.
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Results:
Students should be able to correctly guess the contents of most of the balloons.
Conclusion:
Students should come to the conclusion that matter is made up of tiny particles that can
not be seen, but which can be proven to exist because we can smell them.
Resource: Teaching Chemistry with Toys, p.37
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Name_____________________
Student Sheet: Mystery Balloons
Question: What is gas made of?
Hypothesis:___________________________________________________
Results
Which Balloon?
Hypothesis (Guess)
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Scent
Page 8 of 62
Conclusion:_________________________________________________
_____________________________________________________________
_____________________________________________________________
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Primary Demonstration
Energy of Matter: Solid to Liquid to Solid
Melting Ice
This activity will demonstrate how a weighted object can cut through ice.
Activity:
A bread pan sized block of ice is balanced on top of two rectangular wooden blocks. A
copper wire is looped around the ice and then twisted around a rock. The rock pulls on
the wire allowing it to cut through the ice.
Materials per team of students:
•
•
•
•
•
a bread pan filled with water and frozen the day or night before this activity
9x12 inch metal baking pan
two wooden rectangular blocks 10 to 12 inches long
a piece of copper wire 24 inches long
a fist sized heavy rock
Procedure:
1. The night before this activity, freeze a bread pan filled with water.
2. Stand the two wooden blocks on end in the 9x12 inch metal pan.
3. Remove the ice block from the bread pan and place it on top of the wooden blocks
to support it.
4. Carefully loop the copper wire over the top of the ice and twist it a few times
underneath.
5. As the ice melts and the wire begins to cut through the ice, the wire will have to
be twisted more to keep the rock suspended.
6. This activity takes a good part of a school day. It needs to be set up in the
morning and revisited for observations, predictions and adjustments as needed.
Results:
The wire will cut through the ice. The ice will not melt before the wire can cut it. The ice
will remain in one piece because it will refreeze one piece to another after the wire cuts
through it.
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Conclusion:
Students should come to the conclusion that water can change state from a solid to a
liquid and back to a solid. In this case, he pressure exerted by the weighted wire slowly
turns the ice directly under the wire to a liquid. When this happens, the wire sinks deeper
into the ice, and the water refreezes above it.
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Primary Activity
Energy of Matter: States of Matter
Changing Liquid to Solid
Making Ice Cream
When salt is added to water, it lowers the freezing temperature. When salt, water and ice
are mixed, the temperature can sink below freezing, allowing us to freeze cream into ice
cream.
Activity:
Test tubes and steel cans are used to make individual ice cream makers. Students can eat
the results of their experiment.
Materials per team of students:
•
•
•
•
•
•
•
•
•
•
an empty 14 1/2 ounce steel can, edges crimped down with a pliers.
test tube
6 inch stirring stick (swizzle stick)
thermometer (reading in Celsius and Fahrenheit)
measuring cup (metric)
12 ml heavy cream
1/8 tsp. vanilla
2 tsp. salt
crushed ice to fill can
spoon
Procedure:
1. Fill the can with crushed ice, sprinkle with salt and stir with the spoon until
the temperature is about –10o Celsius (14o Fahrenheit).
2. Mix the cream, sugar and vanilla in the test tube and slide the test tube
carefully into the ice.
3. Stir the cream with the long stirring stick until the ice cream freezes (15
minutes). Eat.
Results:
The students should be able to make and eat their own ice cream.
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Conclusion:
Matter occurs in three states: solid, liquid and gas. Matter can also change its state In this
experiment, a liquid was turned into a solid by lowering its temperature. Heat flows from
hotter areas to colder areas. When making ice cream, the heat within the cream flows out
to the colder the ice/salt mixture. In the process, the liquid cream solidifies into ice
cream.
Source: Dr. Zed’s Book of Science Experiments. p.21
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Primary Demonstration
Energy of Matter: Evaporation,
Condensation: Liquid to Gas to Liquid
Cloud in a Bottle
When water evaporates from the land, lakes and oceans it changes state into invisible
water vapor, a gas. But when the temperature cools enough, the water vapor condenses
again into tiny droplets of water, which are seen as clouds.
Activity:
In this demonstration, a cloud is created in a bottle using hot water, and ice.
Materials per team of students:
• one two quart (or larger) glass or plastic bottle
• a plastic deli container, just small enough to be inserted into the mouth of the bottle
without falling in (or a sturdy plastic bag which can be inserted into the mouth of the
bottle and secured to the mouth of the bottle with a rubber band or tape)
• hot water tap water
• ice
Procedure:
1. Pour hot tap water into the jar until it is half full.
2. Quickly insert the deli container (or a plastic bag) into the mouth of the jar
and fill it with ice.
Results:
A cloud should form in the bottle. If the bottle is left undisturbed for a long enough time,
large droplets of water will form on the bottom of the inserted deli container of ice, and
may even “rain” into the bottle.
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Conclusion:
As the hot moist air in the bottle rises from the surface of the hot water, it strikes colder
air which has been cooled by the ice and which is sinking in the bottle. The water vapor
in the air condenses into tiny droplets, forming a cloud in a bottle. The energy used in the
process of evaporation comes from the hot water. The energy used to condense again into
a cloud, comes from the heat within the water vapor. All reactions either give off energy
or take in energy. Chemists refer to this as, “Energy in, energy out.”
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Primary Activity
Energy of Matter: Evaporation, Condensation
Liquid to Gas to Liquid
Drinking Water from the Ocean
Water evaporates, turning into its gaseous state, and condenses again to its liquid
state in the endless water cycle. This cycle helps to redistribute precious fresh
water from the salty water of the ocean. The energy fueling this system is heat
from the sun.
to students how ….
Activity:
The water cycle is recreated in this experiment. Salty water is purified into fresh
water by first evaporating and then condensing into fresh water.
Materials per team of students:
•
•
•
•
•
quart sized zipper lock bag
medicine vial
blue food color
water
masking tape
Procedure:
1. Fill the vial almost to the rim with tap water.
2. Add a drop of blue food coloring to the vial.
3. Carefully place the vial in the bottom of the zipper lock bag, making sure it
doesn’t spill, and seal the bag.
4. Tape the bag with the vial standing upright to a sunny window. Make sure the
water does not spill out of the vial.
5. Leave the zipper bags taped to the window for several days.
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Results:
Students should find that the blue water has evaporated from the medicine vial and that
fresh clear water has accumulated in the bottom of the zipper lock bag.
Conclusion:
Heat from the sun striking the window has evaporated the blue water from the medicine
vial. The resulting water vapor is trapped inside the bag. When the water vapor is cooled
in the evening, it condenses, creating droplets of clear water on the inside of the bag.
Water has changed state twice, first changing from a liquid to a gas and then from a gas
to a liquid. It takes heat for matter to change state. When the blue water evaporates, it
takes heat from the sun striking the window. When it condenses again into a liquid, it
takes heat from the gas, to again become a liquid.
Source: The Best of Wonder Science, p. 139
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Primary Demonstration
Energy of Matter: Sublimation
Witches’ Brew
This activity will demonstrate to students how a solid can become a gas without first
melting into a liquid.
Activity:
Students will observe dry ice activated with water forming a gas (cold steam) which can
be felt as it rolls out of the container.
Materials per team of students:
•
a large cooking pot or canning kettle
•
a large bowl that can fit into the cooking pot allowing space for the dry ice
along the sides.
•
gloves for handling the dry ice
•
two pounds of dry ice (purchased at a grocery store or sport store)
•
newspaper
•
masking tape
•
hammer
•
a pitcher of water
•
punch
•
paper cups
•
a ladle for serving
Procedure:
1.
2.
3.
4.
Wrap the dry ice in newspaper and tape closed.
Use a hammer to break the dry ice into chunks.
Place the large bowl in the canning kettle.
Pour the punch into the large bowl.
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5. Using gloves, place dry ice chunks between the sides of the large bowl and the
canning kettle.
6. Pour a small amount of water onto the dry ice to activate it.
7. Have students describe what they observe.
8. Have students feel the gas from the dry ice as it rolls out of the kettle.
9. Serve the punch from the large bowl with the ladle as students continue to observe the
ice turning into a gas.
10. On each desk, place two paper towels, one with a chunk of dry ice and one with an
ice cube. Have students observe what happens to each as they change state.
Results:
Dry ice is frozen carbon dioxide gas. There is no liquid state for carbon dioxide. When a
solid changes to a gas skipping a liquid state it is called sublimation.
Conclusion:
Students should come to the conclusion that a solid can sublime directly into a gas.
Source: book title, page number
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Primary Activity
Energy of Matter: Deposition
Can I Make Frost?
When the water vapor present in the air condenses on the outside of a cold glass of water,
water droplets form on the glass. But if the temperature is below the freezing, deposition,
or the formation of frost from water vapor, occurs.
Activity:
Students will lower the freezing temperature of a can of crushed ice by adding salt.
Water vapor in the air will be deposited on the outside of the can as frost.
Materials per team of students:
•
•
•
•
•
one 14 ½ oz steel can
crushed ice
salt (approximately ½ cup)
spoon
towel
Procedure:
1.
2.
3.
4.
5.
6.
7.
Dry the outside of the can.
Pour a layer of salt into the can.
Add a layer of crushed ice.
Add another layer of salt.
Continue alternating ice and salt.
Stir as the ice melts
Measure the temperature.
Results:
Frost should be deposited on the outside of the can when the temperature of the melting
ice and salt solution reach below freezing.
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Conclusion:
As ice melts, it takes heat from the surrounding air. The addition of salt lowers the
freezing temperature of water, so the salty water does not refreeze, and it lowers the
temperature of the can to below 32o F. Water vapor in the air is deposited directly as frost
on the outside of the can. The addition or the removal of heat is required for a change of
state to occur. Chemists call this, “Heat in, heat out.”
Source: Chemistry for Every Kid, p.136.
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Primary Activity
Energy of Matter: Convection
Effect of Heat on Molecules
Convection Currents
When matter is heated or cooled, the speed of molecular motion is affected. Heated
molecules move around quickly, while cooled molecules move slowly and clump
together.
Activity:
Students add cool colored water to warm water, and warm colored water to cool water.
The manner in which the streams of water behave give clues as to the way the molecules
in the water are moving.
Materials per team of students:
•
•
•
•
•
•
two 1 quart pitchers
ice
blue food coloring
four clear plastic cups or glass beakers
eyedropper
a long stemmed clear funnel (plastic or glass) – or alternately, a wide-diameter straw
Procedure:
1. Pour hot tap water into one of the pitchers.
2. Pour cold tap water into one of the pitchers. Add ice. Stir until ice stops melting.
Remove ice.
3. Pour hot water into two of the glass beakers or plastic cups and label “Hot.”
4. Pour cold water into two of the glass beakers or plastic cups and label “Cold”
5. Add blue food coloring to the water which remains in the pitchers until the water
is dark blue.
6. Insert the funnel into the warm water in the beaker so that the bottom of the
funnel is at the bottom of the container. Squeeze a dropper full of colored warm
water into the funnel. Label “Hot to Hot.” Carefully remove the funnel and
observe what happens to the colored water.
7. Repeat step six after cleaning off the funnel, but add cold colored water to warm
water. Label “Cold to Hot.” Observe what happens to the colored water.
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8. Repeat step six, but this time use the beakers of cold water. Add warm colored
water to the bottom of the beaker of cold water. Label “Hot to Cold.” Observe
what happens to the colored water. Then add cold colored water to the bottom of
a beaker of cold water. Label “Cold to Cold” Observe what happens to the
colored water.
9. If funnels and eye droppers are not available, use straws as pipettes. To do this,
insert the straw deep into a pitcher of colored water. Colored water will go up the
straw to the same depth as the straw. Place a forefinger over the top of the straw
and carefully withdraw the straw from the colored water. Insert the straw into the
beakers of water while still holding down the forefinger on top of the straw. When
the straw is inserted into the bottom of the container, release the forefinger, and
carefully draw the straw out of the water. The colored water will then flow out of
the straw.
Results:
The cold colored water inserted into the bottom of the warm water should stay at the
bottom of the warm water and form a layer of colored water at the bottom of the
container.
The warm colored water inserted into the bottom of the warm water should slowly mix
with the clear water of the container, and the all of the water in the container should turn
blue.
The warm colored water inserted into the bottom of the cold water should rise to the top
of the container, and form a layer of colored water at the top of the container.
The cold colored water added to the bottom of the cold water should slowly mix, and
form streams of color through out the cold water, eventually mixing completely.
Conclusion:
The molecules in hot water move more quickly than the molecules in cold water. When a
substance is heated, molecules move more quickly and collide into each other. The
higher the temperature, the faster the molecules move, the more they bounce off each
other and the further away they bounce, which reduces the density of the molecules and
the substance. When a substance is cooled, the movement of the molecules is reduced,
and they clump more closely together, increasing the density of the substance. Thus, hot
water is less dense than cold water and will rise when added to cold water, while cold
water is denser than hot water and will sink in hot water.
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NAME: __________________________
Student Sheet: Convection Currents
Question: What will happen when hot water is added to hot water?
Cold water is added to hot water? Hot water is added to cold water?
Cold water is added to cold water?
Hypothesis:___________________________________________________
Results
Water Container
Observations
Hot to Hot
Cold to Hot
Hot to Cold
Cold to Cold
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Conclusion:__________________________________________________
_____________________________________________________________
_____________________________________________________________
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Primary Activity
Energy of Matter: Radiation
Build a Solar Heated Greenhouse
This activity will demonstrate to students how solar energy can be used to heat
greenhouses and solar homes.
Activity:
Students will build solar greenhouses out of easily assembled materials and will test the
temperature.
Materials per team of students:
•
•
•
•
•
•
•
•
•
shoe box with lid, or other similar-sized cardboard box
14 ½ oz steel cans
masking tape
aluminum foil
clear dry cleaning bags or plastic wrap
black tempera paint
black construction paper
thermometer
rubber bands
Procedure:
1.
2.
3.
4.
Paint the outside of the cardboard box black.
Paint the outside of the cans black, or cover with black construction paper
Line the inside of the box and the lid with aluminum foil.
Set the box up on end in the lid, with the lid upside down and flat on the
ground. If using a box other than a shoe box, extend a piece of aluminum
lined cardboard out from the edge of the box, along the ground.
5. Place water filled cans near the back of the greenhouse. Cover the cans with
plastic wrap and seal with rubber bands.
6. Place the thermometer in the greenhouse upright where it can be seen.
7. Cover the open box and cover with plastic wrap, making a slanted “window”
that is sealed all around with tape.
8. Place the greenhouse in direct sunlight. Record the temperature every 10
minutes.
9. Move the greenhouse and record the temperature every ten minutes.
10. Repeat the experiment without the cans of water.
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Results:
The black cans of water will help the greenhouse to retain the heat absorbed from the sun.
The temperature in the greenhouse without the cans of water will sink quickly when the
greenhouse is moved out of direct sunlight.
Conclusion:
Students should come to the conclusion that radiant energy from the sun can be absorbed
by water, and converted to heat energy. The heat energy absorbed by water is given off
very slowly, maintaining the heat in the greenhouse. Solar greenhouses and solar houses
have large tanks of water that are heated by radiant energy.
Source: The Best of Wonder Science. p. 338.
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Intermediate Activity
States of Matter: Particles
Building Atoms Game
The objective of this game is for students to understand that the building blocks of matter
are atoms. Matter is defined as something which takes up space and has mass. Atoms
are made up of smaller particles which arrange themselves into atoms. There are three
main types of particles: neutrons (which have no electrical charge), protons (which have
a positive electrical charge) and electrons (which have a negative charge). Both neutrons
and protons are in the center of the atom which is called the nucleus. Electrons orbit
around the nucleus in orbits or shells. The arrangement of the three types of particles
determines which type of atoms and, therefore, which type of element you get.
An element is a type of matter which can not be broken down into other types of matter.
The smallest bit of an element is one atom made up of a particular arrangement of
particles. The Periodic Table of Elements lists all of the elements that have been
discovered. The arrangement of the elements on the chart and the atomic number and
atomic weight inform the reader about the number and arrangement of particles as well
as some of the properties of the elements. Some examples of elements are hydrogen (H),
oxygen (O) and sodium (NA).
There are some simple rules to remember when trying to use the Periodic Table to figure
out the orbital, or arrangement of particles. The first rule is that the row, or Period, tells
you how many orbits the element has. The first Period has elements with one orbit. The
second Period has elements with two orbits. The third Period has elements with three
orbits. Hydrogen and helium, which are the only elements in the first Period, have only
one orbit.
The second rule tells you how to read the atomic number. The atomic number tells you
how many electrons an element has. Thus, Hydrogen, the first element in the first period,
has an atomic number of 1. Hydrogen has 1 electron. The number of protons is the same
as the number of electrons. Thus, Hydrogen also has 1 proton also.
The third rule tells you how many electrons fit into each orbit. The first orbit is filled
when it has two electrons in it. The second orbit is filled when it has eight electrons in it.
The third orbit is filled when it has eight electrons in it. Thus, Helium, which is at the end
of the first period and which has an atomic number of 2, has only one orbit and the orbit
is filled with two electrons. Neon, which is at the end of the second period has an atomic
number of 10, telling us that it has ten electrons. But since it is in the second period we
know that two of those ten electrons have to be in the first orbit, and 8 have to be in the
second orbit. Argon, which is at the end of the third period has an atomic number of 18.
Two of those eighteen electrons are in the first orbit. Eight are in the second orbit and
eight are in the third orbit. Thus, 2+8+8=18
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The fourth rule tells you how to read the atomic mass. The atomic mass can tell you the
number of neutrons, if you subtract the atomic number from it. Hydrogen has an atomic
mass of one. If you take the atomic number of 1 and subtract it from the atomic mass of
one, you get: 1-1= 0 or zero neutrons. Hydrogen has one electron, one proton and no
neutrons. Helium has an atomic mass of 4 and an atomic number of 2. We subtract two
from four, 4-2=2. Helium has two electrons, two protons (since the number of protons is
the same and the number of electrons) and two neutrons.
To figure out an orbital for the element oxygen, we need to use all four rules above. We
see that oxygen is in the second period. Therefore, we know that it has two orbits. We see
that the atomic number is 8, so we know that oxygen has eight electrons in the two orbits.
We know that the first orbit is filled when it has two electrons, so oxygen has two
electrons in the first orbit, and subtracting two from the total number of eight electrons,
we know that it has six electrons in the second orbit. Furthermore, we know that the
number of protons is the same as the number of electrons. So we know that there are
eight protons in the nucleus of the oxygen atom. Now there is only the number of
neutrons in the nucleus of the oxygen atom to figure out. Taking the atomic mass of
sixteen, and subtracting the atomic number of eight to get eight, 16-8=8, we now know
that oxygen has eight neutrons in the nucleus also.
To figure out the arrangements of particles in an element in the third period, or row of the
periodic table, use the same simple rules. Sodium, or NA, is in the third Period or row of
the Periodic Table. Therefore, it has to have 3 orbits. The atomic number for sodium is
11. This means that it has 11 protons and 11 electrons. (The protons are in the nucleus of
the atom.) The first orbit is filled when it has 2 electrons in it, so the first of the three
orbits has 2 electrons. By starting with 11 electrons and subtracting 2 you know that you
have 9 electrons left to fill the second two orbits. The second orbit is filled when it has 8
electrons. So if you fill the second orbit with 8 of your remaining 9 electrons and you
have only one left to fit into the third orbit. The atomic mass of sodium is 23, so
subtracting 11 from 23, (23-11=12), we know that sodium has 12 neutrons which are in
the nucleus of the atom along with the protons.
(After the third period, the Periodic Table becomes more complicated. It is suggested that
for elementary school, students only try to figure out the arrangement of particles through
the third Period.)
Activity:
Students are given copies of the Periodic Table and are introduced to the terms element,
period, atom, particle, proton, neutron and electron. They are also introduced to the rules
governing how the particles are arranged in each element. Then, volunteers are asked to
represent each of the three particles. Atoms are built with volunteers, starting from the
simplest element, hydrogen, through elements in the third period. The neutron and proton
volunteers stand in the center of a circle, and electrons rotate around them, providing
children with a kinesthetic model of the atom.
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As a follow up, students listen to "The Elements" by Tom Lehrer and have students build
atoms using Atom Building kits.
Materials per team of students:
•
•
•
•
wall chart of the Periodic Table
one Periodic Table per student
CD of Tom Lehrer's song, "The Elements"
Atom building kit Atomic Mobiles 69375 Boreal Laboratories, San Luis Obispo,
CA,(800) 828-7777.
Procedure:
1. Distribute Periodic Tables to students. Point to something made of wood. Ask
students what it is made of. Ask students what wood is made of. Explain that
wood is made of the elements of carbon, oxygen and hydrogen and these are
on the periodic table, and that all elements on the table combine to make all
other types of matter in all phases, including solids, liquids and gasses.
2. Ask students to find the names of some of the elements they have heard of,
such as oxygen (we need it to live), gold, silver, helium (a gas used to fill
balloons), neon (a gas in neon lights), etc.
3. Explain that all elements are made of particles and that the number and
arrangement of the particles (called protons, neutrons and electrons) into an
atom with a nucleus surrounded by orbits is similar to the arrangement of the
solar system and determines which element is which.
4. Have the students find Hydrogen. Explain that it is in the first Period, and has
one orbit. Draw an orbital for Hydrogen on the board, making a nucleus and
one orbit. Point out the atomic number and draw one electron on the first
orbit. Make one plus (+) sign in the nucleus to denote the one proton. Find the
number for atomic mass. Subtract the atomic number from the atomic mass
and explain that you can not put any zeros in the nucleus to denote neutrons,
as Hydrogen doesn't have any neutrons.
5. Draw an orbital for Helium, putting two electrons on the one orbit and two
plus signs (++) in the nucleus. This time, when you subtract the atomic
number from the atomic mass, you can put 2 zeros (00) in the nucleus to
denote neutrons along with the 2 plus signs (++) to denote two protons.
6. Explain that you are going to build an atom using people. Protons will hold
their fingers up like a plus sign (+) and will stand in the nucleus in the middle
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of a circle. (It helps to have circles marked on the floor with masking tape to
denote each orbit.) Neutrons will stand next to the protons with the forefinger
touching the thumb like a zero to denote neutrons. Electrons will run around
on the marked circle with the forefinger held out sideways like a minus (-)
sign to denote electrons. Build each atom in the periodic table starting from
Hydrogen and moving on in order, so that students can see how one electron
is added each time, and that orbits are added when the previous orbit is filled.
7. Continue building human atoms until every child in the class has had a chance
to be in an atom. You will need thirty children to get to Neon if you add
protons and neutrons each time. To build more atoms using less children, have
one child represent all neutrons and one child represent all protons. They can
hold up a card and add plus signs (+) or zeros (0) each time a new proton or
neutron is added. Using this method, you will get to Argon, the last element in
the third period, with 20 children, one child representing protons, one child
representing neutrons and eighteen children representing electrons. If there
are more than twenty students in the class, you will not be able to use
everyone using this method.
8. On another day, have students listen to "The Elements" by Tom Lehrer while
reading the Periodic Table. Have students try to find some of the elements on
the chart.
9. As a follow up activity, have students create various elements using the Atom
Building kit, Atomic Mobiles 69375, Boreal Laboratories. (800) 828 – 7777.
Follow the directions in the kit. If kits are not available, see the next activity,
Mobiles of the Elements.
Results:
Students should come to understand the particle theory of matter - that all matter is made
of particles and that the arrangement of particles determines which element is which.
Conclusion:
Students should come to the conclusion that particles are arranged logically according to
a recognizable pattern.
Standards Addressed in this Activity:
Standard 2.1: Students know that matter has characteristic properties which are
related to its composition and structure.
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Standard 6: Students understand that science involves a particular way of
knowing and understanding common connections among different scientific disciplines.
(Recognizing a model and comparing it to what it represents)
Sources: Chrisholm, Jane and Mary Johnson. 1990. An Introduction to Chemistry
.
Usborne Publishing Ltd. Usborne House, Saffron Hill, London, England. 48pp.
Van Cleave, Janice. 1993. Janice Van Cleave's Molecules, Spectacular Science
Projects. John Wiley & Sons, Inc. New York. 88pp.
Weller, Emily. 1997. Teaching the Periodic Table to Elementary
Students. unpublished. Boulder, Colorado. 5pp.
Wertheim, Jane, Chris Oxlade and John Waterhouse. 1996. Usborne
Illustrated Dictionary of Chemistry. Usborne Publishing Ltd.
Usborne House, Saffron Hill, London, England. 128pp.
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Intermediate Activity
States of Matter: Elements
Mobiles of the Elements
This activity will demonstrate the arrangement of the three particles: protons, neutrons
and electrons in orbitals to form atoms of the elements.
Activity:
Students will construct mobiles of elements from the first three periods of the Periodic
Table.
Materials per team of students:
•
•
•
•
•
•
•
one cardboard stencil of each of three concentric rings, 4 inches, 7 inches and 10
inches in diameter and ½ inch wide.
black construction paper for the rings and the nucleus of the atom
colored construction paper for the electrons.
glue
tape
string
Periodic Table of the Elements
Procedure:
1. Students will decide which element they wish to make.
2. They will draw the orbital for the element.
3. Students making hydrogen or helium from the first period of the Periodic Table will
use only the 4 inch diameter stencil. Students making elements from the second
period will use the 4 inch and the 7 inch stencil. Students making elements from the
third period of the Periodic Table will use all three stencils.
4. Students will trace the ring on black paper and will cut out the ring or rings.
5. They will cut out a small circle of black to denote the nucleus of the atom.
6. They will cut out small circles from colored construction paper to glue to the orbits to
denote electrons. They should glue one on each side of the orbit (back to back) so that
the electrons can be seen from all angles as the mobile turns.
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7. The one electron for hydrogen should be placed where the 3 would be on a clock
face. For Helium, the electrons are placed where the 3 and the 9 would be on the
clock face.
8. For the second and third periods, the electrons are placed in pairs, so they are easy to
count, starting at the 3 position of a clock face and proceeding to the six, nine and
twelve position. Chemists draw orbitals according to these conventions.
9. After the electrons are glued on the orbits, the orbits should be laid on the table, with
the rings placed concentrically, with a small black circle of construction paper in the
center to denote the nucleus of the atom. Lay a piece of string across the circles
starting at the nucleus of the atom, and tape to each circle.
10. Hang the mobiles from the ceiling.
Results:
Students should be able to read the atomic number for each element on the first three
periods of the Periodic Table, and using that information, be able to construct a mobile of
one of the elements.
Conclusion:
Students will come to an understanding that matter is made up of particles, and that the
arrangement of those particles in orbits determines which element is created.
Source: Emily C. Weller, Teaching the Periodic Table to Elementary Students,
unpublished.
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Intermediate Activity:
Energy of Matter: Diffusion
Molecules Move
Students will look at the behavior of molecules on surfaces of differing temperatures.
They will observe how the molecule of drink mix move (diffuse). Diffusion is the
movement of molecules that are concentrated in one area to another area where they are
more spread apart.
Activity:
Students trail a ribbon of sugar from the candy Pixy Stix ™ (the candy has flavored sugar
in a sealed straw) on the surface of already set gelatin. The band of colored sugar widens
as the molecules diffuse across the surface.
Materials per team of students:
•
•
•
•
•
•
•
•
•
•
•
•
2 clear plastic cups or baby food jars
2 envelopes of unflavored gelatin
1 straw of cherry or grape Pixi Stix™
spoon
bowl
measuring cup
metric ruler
crayon
paper
tape
hot water,
refrigerator or cooler (large enough to accommodate all the cups) for
entire class
Procedure:
1.
2.
3.
4.
Stir two packages of gelatin into a bowl of hot water until it is dissolved.
Pour the dissolved gelatin into two cups in equal amounts.
Chill in the refrigerator for 11/2 hours until it is set.
Take one cup from the refrigerator and let it warm up for 30 minutes to
room temperature. Label this cup Warm.
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5. Take the second cup from the refrigerator and label it Cold.
6. Trail the Pixi Stix™ in a narrow band on the surface of the set gelatin and
against the inside rim each cup.
7. Measure the width of the drink mix in centimeters and record it on the
student sheet. Record any observations about how the drink mix looks in
each cup.
8. Put the cold cup back in the refrigerator or cooler after each measurement.
9. Repeat the observations three times at intervals of 10 minutes.
Results:
The sugar should move ( diffuse) more quickly at warmer temperatures.
Conclusion:
Students should come to the conclusion that the sugar from the Pixi Stix ™
doesn’t stay along the rim of the cup because the molecules of sugar and color in
the sugar moves from the area where they are more concentrated to the area where
they are less concentrated. This movement of molecules is called diffusion. The
sugar diffuses more quickly at warmer temperatures because molecules move
more quickly at warmer temperatures than at cooler temperatures.
Source: The Best of Wonder Science, pages 257-259
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Name_______________
Student Sheet: Molecules Move
Question: Will the molecules of sugar from Pixi Stix™ candy move
faster at room temperature or at colder temperatures?
Hypothesis:___________________________________________________
Width of Sugar Band
Number of Minutes
Cold Cup
Warm Cup
Observations
Results_______________________________________________________
_____________________________________________________________
Conclusion:___________________________________________________
_____________________________________________________________
________________________________________________________________________
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Intermediate Activity
Energy of Matter: Solids and Liquids
GROWING CRYSTALS
This activity will demonstrate to students how matter can change state from a liquid to a
solid, and that the molecules will arrange themselves in a definite pattern during
crystallization.
Activity:
Using different materials in solid, then liquid, then solid form will allow students to see
that the molecules of a material that have the same shape fit together in a specific pattern
or structure. By dissolving solid materials into supersaturated solutions, then allowing for
the evaporation of the liquid comprising the solution, the molecules will come together
again in visible crystallized form.
Materials per team of students:
•
•
•
•
•
•
•
•
•
cooking saucepan
water
hotplate or stove
wooden spoon
sugar, salt, Epsom salts, Alum, Washing Soda
small Aluminum foil pans or large lids fitted with black construction paper
an area to display the labeled pans
magnifying lenses
microscopes and slides
Procedure:
1. Fill the saucepan with 1 cup of water and heat on a hot plate or stove until
boiling.
2. Stir 2 cups sugar with the wooden spoon into the water until no more
dissolves. This is a now supersaturated solution.
3. Pour a thin layer of this solution into small Aluminum pans or lids.
4. Label these crystal solutions SUGAR.
5. Wash the saucepan and spoon well before repeating this procedure with the
salt, Epsom salts, Alum, and Washing Soda.
6. You will use less of these materials: 1-cup salt to 1-cup water.
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7. Display in an area where students can observe the crystals forming as the
water evaporates.
8. Have students look at the crystals with a hand lens or under a microscope to
see how the crystals are shaped and arranged.
9. Have students draw the different shapes comparing how they are alike or
different.
Results:
After each solid material is dissolved into a hot water supersaturated solution, the liquid
solution cools allowing water to evaporate. The molecules become more packed together
as they are attracted to each another. The solidified crystals will come together in a
specific pattern or arrangement. Epsom salts will form long needle like crystals. Salt
crystals will be cube-like.
Conclusion:
Students should come to the conclusion that matter can change state from one form to
another, but that it takes energy for that to happen. For evaporation to occur, heat must be
absorbed from the surrounding atmosphere. When crystallization occurs, molecules
arrange themselves in definitive patterns depending on the particular substance.
Source: Earth Science For Every Kid, p. 26, p. 25
Science Is, p. 223
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Intermediate Activity
Energy of Matter: Evaporation
Drinking Bird
When a liquid is changed into a vapor (gas) evaporation occurs. Evaporation has a
cooling effect, as heat energy is absorbed by a liquid before it turns into a gas. The
drinking bird is a toy that will be used to explore how temperature and humidity affect
evaporation.
Activity:
Students will observe the drinking bird by using different temperatures of water, by
placing the bird in a closed clear container, and if possible on days with high/low
humidity. The bird, once in motion, will dip its beak into a glass of water, rise up and dip
again over a period of time. The number of bobs of the bird will vary due to humidity
and the temperature of the water.
Materials per team of students:
•
•
•
•
•
•
•
•
•
•
•
•
1 drinking bird
1 cup hot water
1 cup cold water (with ice)
masking tape to label cup hot or cold
1 large jar with lid
zip-lock plastic bag
a covered aquarium
cotton swabs and rubbing alcohol
stopwatch
graph paper
safety rules for fragile, glass objects
a coin and scotch tape
Procedure:
1. Go over the rules for use of the drinking bird. It is made of thin glass and is
fragile. If it is broken avoid breathing fumes or allowing contact with
skin. No special disposal requirements are required.
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2. Label cups hot, cold and alcohol. Take a cotton ball and place a small amount
of water and then alcohol on the back each student’s hand. Ask them how it
feels as the water and alcohol start to evaporate from their hands.
3. Demonstrate a drinking bird without comment allowing students to write
down what they think is happening. Make sure they see and comment on how
the colored liquid behaves in the bird.
4. Have different groups test their bird using different temperatures of water.
5. Have them see how long the bird will bob once the water is removed.
6. Have them place a bird and liquid in a large jar or zip-lock bag to see how
long it will continue bobbing. Why does it stop?
7. Have students time and graph the resulting number of bobs they count in a
timed period with different water temperatures.
Results:
Students will be able to observe that the head of the bird is covered in felt and that when
the bird is in an upright position the colored liquid in the lower chamber is at the same
level as the liquid in the central tube leading to the neck. The pressure in the upper
chamber and bottom chamber is the same until the felt head is placed into the water.
When the felt head is initially wet by bobbing the birds’ head into the water, the felt
absorbs the water which begins to change into a gas and evaporate. During evaporation,
the upper chamber is cooled, lowering the vapor pressure in the top part of the bird. The
vapor pressure at the bottom of the bird is the same as it was before evaporation began.
This creates a difference in vapor pressure between the top and the bottom of the
chamber. As a result, the red liquid in the tail rises toward the head through the tube,
allowing gas to fill the space in the tail. The bird bobs forward because there is a change
in the center of gravity as the heavier liquid flows toward the head. As the bird bobs for
another drink, the opening in the tube at the tail end is above the level of the red liquid,
letting gas in the tail to flow up the tube toward the head, equalizing the pressure between
the head and tail again, and the bird becomes upright once again. As water evaporates
from the felt covered beak, it then tips forward once again, getting its beak wet and
replacing the water that has evaporated. The bird bobs up and down as evaporation
occurs.
If the bird is in a dry environment, it should bob faster than if it is in a humid
environment, as evaporation should occur more quickly. Similarly, if the liquid in the
glass is alcohol, it should bob more quickly than if the liquid is water, as alcohol
evaporates more quickly than alcohol.
Students will understand that the center of gravity shifts as liquid is pushed from the
bottom chamber to the top chamber (high pressure to low pressure) making the bird
unstable and tipping to drink. By taping a coin to the bottom of the bird, it becomes
stable. The center of gravity has been lowered to a point that won’t allow the bird to tip
even when there is a pressure change (the liquid rises into the neck).
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Conclusion:
Students should come to the conclusion that the effects of evaporation – cooling an a
lowering of vapor pressure can be harnessed as it is in this toy to create an engine which
does work. The bobbing of the bird, is kinetic energy which has been caused by
converting heat energy.
Questions:
Why does the bird bob? How can you make it bob faster? How can you slow it down or
make it stop?
Source: Teaching Chemistry with Toys, p. 251
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Name______________________
Student Sheet: Drinking Bird
Experiment 1
Type of Liquid Used
Number of Bobs Per Minute
Warm Water
Cold Water
Alcohol
Experiment 2
Placement of Bird
Number of Bobs per Minute
Humid Environment
Sun
Shade
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Intermediate Demonstration
Energy of Matter: Gas to a liquid
to a gas: Sublimation
Balloon in Liquid Nitrogen
When as substance changes from one phase to another, heat energy is given off or
absorbed. Changes usually occur within and between the three states of matter: a solid to
a liquid to a gas.
Activity:
Students will blow up balloons, and will observe the air in the balloons turn into a gas
and back into a liquid.
Materials per team of students:
•
•
•
•
•
Air filled balloons
Two large glass containers that can hold the air filled balloons
Liquid nitrogen obtained from The National Bureau of Standards
Gloves for holding and pouring the liquid nitrogen
Tongs for taking the balloon from one container to the other
Procedure:
1. Have students blow up individual balloons.
2. Place an air filled balloon in a container.
3. Pour the liquid nitrogen over the balloon and watch it shrink.
4. Remove the balloon with the tongs and look for the liquid in the bottom of it.
5. Place the shrunken balloon in the second container and watch the liquid
change back to a gas (blow up).
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Results:
The liquid nitrogen is so cold that it changes the gas within the balloon into a liquid. As
the balloon warms up again in the second container, the liquid turns back into a gas.
Students will be delighted to see the balloon shrink and blow up by itself.
Conclusion:
Students should come to the conclusion that matter can change phase, and that
it takes heat to change from one phase to another.
Question: In part of the demonstration is energy given off or is energy absorbed?
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Intermediate Activity
Energy of Matter: Sublimation
Kitchen Comets
Chunks of ice exist in a place called the Oort cloud in outer space beyond the orbit of
Pluto. These chunks of ice travel in their own orbit until the gravity of a planet or the sun
pulls one on a path toward the sun thus becoming a comet. As the comet travels inward,
the ice begins to vaporize. Then, as the comet moves away from the sun, it becomes
another chunk of ice returning to the place it started from. Some comets make this trip
every few years while others take centuries to make just one trip. We see the tail of the
comet made up of gas and dust that has formed around the ice chunk as it is vaporizing.
Solar winds blowing on the gas and dust as it approaches the sun make the tail of the
comet we see. Jets of dust and gas explode from the blowholes on their icy surfaces.
Activity:
Students will make pretend comets which illustrate the concept of sublimation, in which a
solid turns directly into a gas.
Materials per team of students:
•
•
•
•
•
•
•
a large bowl or cooking pot
Water
Sand or dirt
Ammonia
Karo syrup
3 or 4 large pieces of DRY ICE kept in a cooler, newspaper and a hammer
Cotton gloves for students and demonstrator
Procedure:
1.
2.
3.
4.
Get dry ice from supermarket the morning of the experiment.
Wrap pieces of dry ice in newspapers and tape into packages.
Use a hammer to crush the dry ice in the newspaper packets.
Place packets in cooler until ready.
5. Stir the following together with wooden spoon in large bowl or cooking pot:
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• 2 spoons of sand or dirt
• A dash of ammonia
• A dash of Karo syrup to represent organic material
6. Unwrap crushed dry ice and stir into above mixture.
7. Add 2 cups water and continue stirring. There will be frozen water vapor and
fog forming on and around the pot. This is a comet cooking!
8. Break off chunks of the comet to give to students that are
WEARINGGLOVES. DRY ICE WILL BURN THE SKIN IF NOT
PROTECTED
9. Have students blow on their comet chunk to make a tail while looking and
listening for blow holes of gas exploding.
10. Return all comet chunks to the pot.
11. Place the pot in the sink and run water into it until all of the dry ice is gone.
12. Dispose of the sand and syrup into the trash can.
13. Wash gloves before using again.
Results:
Students will see that their piece of comet is made up of holes and ice. The ice does not
melt. It continues to vaporize through the blow holes through which the gas is escaping.
They can actually hear the sizzling and popping of gaseous bubbles.
Conclusion:
Sublimation happened when the dry ice changed into a gas (fog) without becoming a
liquid. If a solid piece of dry ice is left alone for a period of time, even in a freezer, it
will eventually vaporize into a gas and disappear.
Questions:
Where and how does sublimation happen naturally in the wintertime? What your
demonstrated sublimation on your comet?
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Intermediate Activity
Energy of Matter: Radiation
Solargraphics®
SolargraphicsR Paper demonstrates that solar radiation can cause a chemical change.
Activity:
Students will learn about using the sun’s radiation on light-sensitive paper to produce a
chemical change. They will experiment with different light sources and length of
exposure as variables to share and analyze.
Materials per team of students:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Solargraphics® paper
Sunlight or ultraviolet light
Black paper
Scissors
Tape
Container of water
Tongs or tweezers
15 ml of 3% hydrogen peroxide
Incandescent light bulbs (100, 60, 40, 25, 15 watts)
60 watt bug light
Infrared heat lamp
2-3 pennies
stopwatch
Permanent marker
sponges 2 and 1/2 inches by 3 and 1/2 inches.
Cardboard tray or Plexiglas sheet
Procedure:
1. Read the instructions on the Solargraphics® paper before removing it from
the package.
2. Do not expose the paper to sunlight or incandescent light before you are
ready. Florescent lighting will not hurt the paper.
3. Give students 2 small pieces of paper and 2 coins.
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4. Place the coins, one on each paper, in the direct sunlight from 3 to 7 minutes
until the each paper becomes darker.
5. In a shaded area, place one paper in a container of tap water for 30 seconds.
6. Place the other paper in tap water with hydrogen peroxide (I tablespoon to 1
gallon of water).
7. Compare the results of both trials.
8. Give students other pieces of paper to test with different light sources and
exposure times.
9. Have students label each paper on the blue side of the paper with the variables
they are using. Have them use a stopwatch to record accurate time.
10. Have students arrange their papers on a display sheet to share with others.
Have them develop a hypothesis about what they see happening.
Variables for Light and Exposure Trials: (example:100 watts for 15 minutes)
Light Sources
1. 100 watt
2. 60 watt
3. . 40 watt
4. 25 watt
5. 15 watt
6. Bug Light
7. Infrared Heat Lamp
Exposure Times
1. Not exposed
2. 3 minutes
3. 7 minutes
4. 15 minutes
5. 30 minutes
Results:
Solargraphics® paper is coated with a water-soluble compound sensitive to light. When
exposed to light containing UV or ultraviolet radiation, it undergoes a chemical change
and becomes insoluble. After the Solargraphics® paper is exposed to light it is
“developed” by washing in water. The insoluble compound remains on the paper, while
the soluble solution is washed away. The longer the exposure time and the greater the
intensity of the light, the darker the blue color remaining on the paper.
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Conclusion:
Students should be able to come to the conclusion that light can create a chemical change.
Source: Teaching Chemistry with Toys, p.275.
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Student Sheet: Solargraphics® Paper
NAME: __________________________
Question: What are the effects of different sources of light and exposure
time on Solargraphics® paper?
Hypothesis:___________________________________________________
_____________________________________________________________
Results:
Light Source
Exposure Time
Results
Conclusion:___________________________________________________
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Intermediate Demonstration:
Energy of Matter: Change of State
Liquid to Solid
HEAT PACKETS
Matter can change from one state to another by giving off or absorbing heat.
Activity:
The Heat Solution Tm packet is displayed to the class as it changes from a liquid to a
crystalline state. As it changes from a liquid to a solid, it gives off heat (exothermic
reaction). When it is “reactivated,” by heating the packet in a boiling water bath, it takes
in heat from the water bath (endothermic reaction) and changes from a solid back into a
liquid.
Materials per team of students:
•
•
•
•
•
•
•
•
The Heat SolutionTM packet
water
pan
hot plate
metal cooking thermometers
towel
overhead projector
large Styrofoam cups to hold 90 ml of water
Procedure:
1. Pass The Heat SolutionTM packet around and have students make observations
about how it looks, feels etc.
2. Have a student hold up the packet so the other students can see that it is
activated by gently flexing the metal disk inside the packet.
3. After each flex of the disk, place the bag on the overhead projector so that the
crystal formation can be viewed by the class.
4. Pass the bag around so that students can feel the increase in temperature.
5. Wrap a towel around The Heat SolutionTM and insert a thermometer to
determine its temperature and how long it stays hot.
6. Using a hot plate, heat the packet in a hot water bath, place back on the
overhead and watch the crystals go back into solution.
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7. Measure the temperature of the packet after it has returned to a liquid state.
Results:
The students should find that The Heat SolutionTM gives off heat as it changes state from
a liquid to a solid, and takes in heat as it goes from a solid to a liquid.
The material in The Heat Solution packet is a supersaturated solution of sodium salt
acetate in water. Supersaturated means that more is dissolved than is normally possible,
causing the solution to be unstable. It will remain in solution until something causes it to
crystallize into a more stable form (a solid). Honey is an example of a supersaturated
solution that often thickens and crystallizes on it own over time. Crystallized honey can
be returned to the liquid state by placing the jar in a hot water bath, much as The Heat
SolutionTM packet.
Questions for Discussion:
Where does the heat come from? Can the bag be reused? What are other heating devices
like Heat Solution packets? Can they be reused?
Source: Teaching Chemistry with Toys, pages 257-260
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Intermediate Demonstration
Energy of Matter: Convection
FIRE UNDER WATER
Convection, or the transfer of heat from one region to another works to create a barrier of
wax to protect a burning candle from being submerged in water.
Activity:
Students will be able to observe a lighted candle still burning even as it becomes
submerged in water. As the candle burns, the flame will hollow out a funnel of wax that
will prevent the water from putting the flame out.
Materials per team of students:
•
•
•
•
A small candle
A glass bowl
Water
Matches
Procedure:
1.
2.
3.
4.
5.
Warm the base of the candle and adhere it to the bottom of the bowl.
Fill the bowl with cold water up to the rim of the candle.
Light the wick.
Watch it burn until it is under the surface of the water.
A thin wall of wax will form around the flame stopping the water from
extinguishing it.
6. The flame will continue to burn.
Results:
The flame of the candle produces heat which melts the wax around it as it continues to
burn. The flame also heats the water. The water takes so much heat from the flame that
the outer part of the candle does not reach its melting point. It, therefore, does not
evaporate and burn. It provides a thin wall of wax around the flame to keep it burning.
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Conclusion:
Students should come to the conclusion that heat is transferred from an area of high heat
to an area of low heat through convection.
Source: Source: Too hot to Handle, University of Colorado TLL course book 1999
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Intermediate Demonstration
Energy of Matter: Convection
Liquid Convection Apparatus
Convection is the heat transfer in a fluid motion among substances of unequal density and
uneven temperature.
Activity:
This apparatus will demonstrate the effect of temperature differences on a moving liquid
within a square glass tube. It will show the convection process as the water being heated
moves within the tube.
Materials per team of students:
•
•
•
•
A Liquid Convection Apparatus, Science Kit & Boreal Laboratories
1-800-828-7777
Cold water
Food coloring
A container of hot water
Procedure:
1. Fill the apparatus with cold water.
2. Use an eye dropper to add 1 to 2 drops of food coloring to the water in the
apparatus.
3. DO NOT MIX OR SHAKE THE LIQUID.
4. Tilt the apparatus gently and place one end in the container of hot water for 3
to 4 minutes.
5. Watch the direction of the movement of the food coloring in the water.
6. Hold an ice cube in different places along the tube.
7. Try to reverse the flow of the colored liquid.
Results:
As the temperature of the hot water heats the water in the corner of the tube, that portion
of the water will expand. As more water is heated the density of the warm water becomes
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less than the density of the unheated water. Colder water moves down pushing the
warmer water upward.
Conclusion:
The movement of the different temperatures of water shows the transfer of energy
between liquids of unequal density producing convection currents.
Questions:
How does a convection oven work? Why is there always cold water at the bottom of a
swimming pool? What happens when you add cold water to a bathtub of hot water?
Source: A Liquid Convection Apparatus, Boreal Laboratories, 1-800828-7777
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Intermediate Activity
Energy of Matter: Convection
Build a Thermos
This activity will demonstrate to students how convection of heat from an area of high
heat can be prevented by insulating a container.
Activity:
Students will build a thermos to understand how it works. They will learn that convection
happens when the molecules of a surface (aluminum foil) interact with the molecules of
air within an enclosed area to form convection currents.
Materials per team of students:
•
•
•
•
•
•
•
•
•
A large jar with lid
A small jar with lid
A small glass
Hot water
Tape
Aluminum foil
Scissors
A wide flat cork
Two thermometers
Procedure:
1. Wrap two layers of aluminum foil around the small jar and tape them into
place.
2. Pour hot water into the small glass.
3. Pour the same amount of hot water into the small glass jar and screw the lid
on.
4. Place the cork in the center of the large jar and set the small jar on top of it.
5. Screw the lid onto the large jar.
6. Wait ten minutes.
7. Take the temperature of the water in the small glass and the temperature of the
water in the small jar (remove the lids).
8. Compare the temperatures to see which one stayed the hottest.
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Results:
The water in the glass lost more heat than the water in the small glass jar within a large
jar. The small glass jar was insulated by the interaction of the molecules of air trapped
between it and the large jar and the reflected molecules of the aluminum foil in which it
was wrapped.
Questions:
How can a thermos keep things both hot or cold depending on what you put into i t? How
does wrapping aluminum foil around a cold can of pop keep it cold?
Conclusion:
Students should come to the conclusion that heat loss can be prevented by
insulating areas of high heat from areas of low heat.
Source: : Too Hot To Handle, University of Colorado ITLL course book 1999
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BIBLIOGRAPHY
Boreal Laboratory. A Liquid Convection Apparatus. Boreal Laboratories 1-80008287777.
Chrisholm, Jane and Mary Johnson. 1990. An Introduction to Chemistry, Usborne
Publishing Ltd. Usborne House, Saffron Hill, London, England. 48pp.
Kessler, James. H. and Andrea Bennett. 1997. The Best of Wonder Science. Delmar
Publishers, an International Thompson Publishing Company, 3 Columbia Circle, Albany,
NY 12212-5015. 531pp.
Penrose, Gordon. 1977. Dr. Zed’s Zany, Brilliant Book of Science Experiments. Greey de
Pencier Publications, 59 Front Street East, Toronto, Ontario, Canada. 64pp.
Sarquis, Jerry L, Mickey Sarquis, John P. Williams, 1995. Teaching Chemistry with Toys
,Activities for Grades K-9.Learning Triangle Press, Miami University Middletown,
Middletown, OH 45042. 296pp.
Van Cleave, Janice. 1989. Chemistry for Every Kid .John P. Wiley & Sons, Inc. New
York. 232pp.
Van Cleave, Janice. Earth Science for Every Kid. John P. Wiley & Sons, New York.
Van Cleave, Janice. 1993. Janice Van Cleave’s Molecules, Spectacular Science Projects.
John Wiley & Sons, Inc. New York. 88pp.
Weller, Emily. 1997. Teaching the Periodic Table to Elementary Students. Unpublished.
Bear Creek Elementary School, 2600 Table Mesa Drive, Boulder, CO 80305.
Wertheim, Jane, Chris Oxlade and John Waterhouse. 1996. Usborne Illustrated
Dictionary of Chemistry, Usborne Publishing Ltd. Usborne House, Saffron Hill, London,
England 128 pp.
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Fig. 1. Orbitals of the First Three Periods of the Periodic Table.
1.