States of Matter

Timeline Length Objective Lesson Plan Student Interaction Parent Information
Advice for teachers Resources Assessment Rubric EALR's To Bottom
 
Lesson Plan Timeline:
March 12, 2004-March 12, 2004 Back to top
Length:
50 minutes Back to top
Objective: 

Students will explain the difference between solid, liquid and gas in terms of individual atoms or molecules. 

Students will write to describe the particulate theory of matter. 

Students will be able to explain, both verbally and through diagramming, phase changes.
Students will compare and contrast the phase changes of water and popcorn. 

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Lesson Plan:
1. Discussion:
          Discuss with students the states of matter and relate it to the particulate or kinetic theory of matter (diagnostic & formative assessment).  (3 minutes)
 

2. Demonstration:
          Show the students the popcorn-margarine solid mixture and explain that the corn kernels are the molecules in a solid being held by the forces that are represented by the margarine.Review the properties of a solid using the popcorn-margarine solid mixture as an example (diagnostic assessment). Place the solid in a 250 mL beaker on a hot plate and warm it until the margarine melts.Pour the "liquid" back and forth between two 250 mL beakers.Talk about the properties of a liquid, etc (informal assessment).Heat the "liquid" in a 1500 mL or 2000 mL beaker over the hot plate until the "molecules" (popcorn kernels) begin to pop. The large beaker allows the popcorn to spread out for better popping. It also minimizes the spattering of hot margarine, unpopped popcorn, and popped popcorn. Wear goggles and watch for splattering hot margarine, but don't cover the beaker.As the popcorn leaves the beaker, talk about the properties of a gas (formative/summative assessment). ( 12 minutes)
 

3. Assessment: 
          The kids will want to eat the popcorn. As they write up what they saw and explain it on their assessment sheets, make another batch in the hot air popper and pass around (summative assessment). Give students ten minutes to finish the summative assessment. (10 minutes)
 

4.  Power Point presentation (Found under resources).
          Within the PowerPoint is a short video of the phase changes of water (Brainpop.com). (15 minutes)
 

5.  Assessment:
          After students watch the clip, discuss the differences between the phase changes they saw with the popcorn and those with water in the video.  Allow students to work in groups to describe those differences as they finish their assessments.  Instruct students to, on the back of their assessment sheet, compare and contrast the popcorn demo withg the water phase change in the video using both diagrams and written explinations.  Show last video clip of the PowerPoint as they work, so they have a picture to look at (the Harcourt.com clip). (10 minutes)
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Student Interactions:
Students will answer questions about the phases of matter in opening discussion and during demonstration.
Students will predict the behavior of molecules during the demonstration.
Students will work individually to answer assessment questions based on the demonstration.
Students will take notes and participate in discussion during the PowerPoint presentation.
Students will watch a short clip of water phase changes.
Students will work in groups to compare and contrast the phase changes seen in the demonstration to those in the video clip.
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Parent Information:
Parents are encouraged to let their child repeat at home the phase change they saw in the video clip.  You can put ice in a pot on the stove and watch as it changes from ice to water to vapor.  Quiz your child about what is happening to the molecules as this happens. (They are moving faster as the temperature rises.)
 

You can call me at any time if you have a question 555-0000.
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Advice for other Teachers:
1.  Wear goggles during the popcorn demonstration.  Allow students to come in close to watch, wearing goggles of course.  They get much more out of it if they are right there.
2. Don't forget to freeze your popcorn patty the night before- see demonstration instructions.
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RESOURCES:
Popcorn demonstration instructions:
http://www.phys.virginia.edu/Education/outreach/8thgradesol/ParticleTheoryFrm.htm
 

PowerPoint:
States of Matter & Phase Changes
 

Video clips:
Brain pop: Phase changes of Water
Harcourt Phase changes animation

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Assessment:

To print a copy of the assessment only, click here. 

1.What was added to the solid to cause it to melt? What would you take away from the system to make it re-solidify? 

2.How is a liquid transformed into a gas? 

3.How is a gas transformed into a liquid? 

4.In the popcorn and margarine model, what does the margarine represent? What do the popcorn kernels represent? 

5.What do you consider to be the strengths of this popcorn and margarine model? The weaknesses? 
 

On the back of the page have students compare and contrast the popcorn demonstration to the water phase changes seen in the video.  They must use both diagrams and written explination. 
 
 

Answers to Assessment

  1. Heat (thermal energy) was added to the solid to cause it to melt, and if the heat were taken away then the liquid would re-solidify 
  2. Thermal energy (heat) is transferred to the particles of the liquid causing them to bombard one another and recoil to larger and larger distances, thus phase changing into a gas. 
  3. As a gas loses the high amounts of energy causing the individual particles of the gas to collide and ricochet at relatively large distances, the particles calm down so-to-speak and the intra-atomic or intra-molecular forces of attraction overcome the forces of repulsion so that the particles are able to come in very close proximity and slide against one another in liquid form. 
  4. The margarine represents the intra-molecular forces that hold the molecules of a solid in vibrating stasis. The individual kernels represent the particles, or in this case molecules within a sample of a compound. 
Strengths might include: Macro examples of particles and forces otherwise invisible to the human eye (both naked and with most microscopic equipment; ability to show more than one phase using the same materials; ability to eat model.
Weaknesses might include: The force is represented by something tangible when in reality it is not; the kernels in the solid are not vibrating; the popping of the kernels relates more to sublimation than evaporation, and sublimation is a topic not covered. 
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Rubric:


5
4
3
2
1
0
Questions 1-5 on assessment sheet (5 points each)
All parts of the question are answered thouroughly and completely Some parts of the question are answered thouroughly and completely  The question is answered but without much depth of thought. Some parts of the question are answered, but without much thought. Very little effort made to answer the questions.  Some parts left unanswered. Question not answered.
Comparing and contrasting
Written explanation (5 points)
Demonstration and video are thouroughly and completely compared and contrasted. Demonstration and video are reasonably compared and contrasted or only thouroughly compared or contrasted, but not both. Demonstration and video are somewhat compared and contrasted. Demonstration and video are poorly compared and contrasted, writing is difficult to understand.. Demonstration and video are very poorly compared and contrasted, very little effort. Question not answered.
Diagram (5 points)
Diagram thouroughly shows the 2 phase changes and 3 states of matter. Diagram lacks clarity in one phase change or state of matter. Diagram lacks clarity in two areas. Diagram lacks clarity in 3 areas. Diagram exists but fails to show pertinent information. No diagram.

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EALR's:

Science:
1. The student understands and uses scientific concepts and principles.

1.1 use properties to identify, describe, and categorize substances, materials, and objects, and use characteristics to categorize living things
1.2 recognize the components, structure, and organization of systems and the interconnections within and among them
1.3 understand that interactions within and among systems cause changes in matter and energy

Communication:
1. The student uses listening and observation skills to gain understanding.

1.1 focus attention
1.2 listen and observe to gain and interpret information
1.3 check for understanding by asking questions and paraphrasing

3. The student uses communication strategies and skills to work effectively with others.

3.1 use language to interact effectively and responsibly with others
3.2 work cooperatively as a member of a group
3.3 seek agreement and solutions through discussion

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