The Energy
Associated with Phase
Changes
Sarah Longstaff
Carol Murphree
Stacie Williams
Learning Objectives

State and describe the three states of matter.

Using kinetic molecular theory (KMT), explain the similarities
and differences between each phase.

Using KMT, describe what happens within each phase and the
transitions between phases.

Define heat and describe how it is measured.

Draw the heating curve of a given substance by plotting
temperature as a function of time.

From an energy point of view, explain the heating curve.
Learning Objectives
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Explain how heat is involved in phase transitions.
Define heat capacity, specific heat, heat of fusion, and heat of
vaporization.
Experimentally determine the values for heat capacity, specific
heat, heat of fusion, and heat of vaporization of a given
substance.
Given the values for heat capacity, specific heat, heat of fusion,
and heat of vaporization, determine the amount of heat involved
in a specific phase transition.
Alignment with Massachusetts
Chemistry Frameworks

Identify and explain some of the physical properties
that are used to classify matter. e.g. … melting point,
and boiling point. (1-1)

Describe the four states of matter (solid, liquid, gas,
plasma) in terms of energy, particle motion, and
phase transitions. (1-2)

Analyze the energy changes in physical and chemical
processes using calorimetry. (10-3)
Lesson Plan Goal
Introduction
This unit incorporates the Virtual
Molecular Dynamics Laboratory
(VMDL) to compliment the
traditional study of the states of
matter. It allows students to visualize
the behavior of solids, liquids, and
gases on the molecular level.
Lesson Plan – Day 1
Introduction to states of matter and
their transitions.
 Background reading assignment.
 Teacher guided worksheet.
 Assignment of problem sets.

Lesson Plan – Day 2

Simple assessment to determine any prior
misconceptions and prior knowledge.
 Introduction/Review of kinetic molecular
theory (KMT).
 Simulab: Explore the Common States of
Matter.
 Provide rubric for unit project and if
possible exemplars.
Lesson Plan Day - 3
Laboratory: Boiling Point.
 SMD simulation of boiling.
 Compare simulation with laboratory.
 Data manipulation and analysis.
 Students will collaborate (teacherassigned teams) to interpret data.

SMD Movie: Boiling
Lesson Plan Day - 4
Teacher-directed discussion of heat
and temperature.
 Demonstration/Minilaboratory:
Heat and the Calorie.
 Demonstration/Minilaboratory:
The Energy in a Nut.

Lesson Plan Day - 5
Laboratory:
Melting Point Determination.
 SMD simulation of melting

SMD Movie: Melting
Lesson Plan Day - 6
Construction and discussion of the
heating curve.
 Introduction to heat capacity, heat of
vaporization, and heat of fusion.

Lesson Plan Day - 7
Heating curve assessment.
 Laboratory: Heat of Fusion of Ice.

Lesson Plan Day – 8 and 9
Introduction to specific heat.
 Laboratory: Specific Heat of Liquids.
 Laboratory: Specific Heat of Solids.

Lesson Plan Day - 10
Teacher modeled laboratory
calculations for the heating curve.
 Simulab: Heating Curve.
 Draw connections between previous
laboratories and the final heating
curve.

Lesson Plan Day - 11
Review calculations.
 Provide clarification for unit project.
 Make connections between all
activities by generating a graphic
organizer with the class.

Lesson Plan Day - 12
Unit exam incorporating several
assessment tools to assess all types
of learners. Questions will include
free response, calculations relating
to laboratory, and multiple choice
type questions.
 Collect unit project.

Lesson Plan Analysis
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Material presented in logical sequence.
Prior knowledge and misconceptions
assessed.
Frequent assessments to gauge student
comprehension/mastery.
Assessment and instruction designed to
target all types of learners.
Several hands on activities to engage
students.
Unit project to make connections.
Special Thanks To
Sergey Buldyrev
Lidia Braunstein
Mary Shann
BU CPS