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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

Energy of Matter: Classroom Kit for Elementary Grades of 62 http://bvsd.k12.co.us/schools/bcreek

TABLE OF CONTENTS Laurie will add this.

TABLE OF CONTENTS............................................................................................................................. 2

INTRODUCTION ........................................................................................................................................ 3

CONCEPTS FOR XXX KIT ............................................................................................................................. 3

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SECONDARY ACTIVITY UNIT TITLE: UNIT SECTION...................................................................................................................................................................... 35

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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.


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.


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.


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. 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.

2. Give one balloon to each group of students. Have them sniff the balloon and record their hypothesis as to the extract it contains.

3. Switch balloons so that every group smells every balloon and records their hypotheses.

4. Have students report their guesses for each balloon, and give them the correct answer.

5. Have students discuss how the scent escaped from each balloon.


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


Name_____________________

Student Sheet: Mystery Balloons

Question: What is gas made of? Hypothesis:___________________________________________________

Results

Which Balloon? Hypothesis (Guess) Scent


Conclusion:_________________________________________________ _____________________________________________________________ _____________________________________________________________

Energy of Matter: Classroom Kit for Elementary Grades of 62http://bvsd.k12.co.us/schools/bcreek

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.


• 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.


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.


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.


• 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.


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


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.


• 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.


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.”


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.


• 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.


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


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.


• 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. Wrap the dry ice in newspaper and tape closed. 2. Use a hammer to break the dry ice into chunks. 3. Place the large bowl in the canning kettle. 4. Pour the punch into the large bowl.


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


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.


• one 14 ½ oz steel can • crushed ice • salt (approximately ½ cup) • spoon • towel

Procedure:

1. Dry the outside of the can. 2. Pour a layer of salt into the can. 3. Add a layer of crushed ice. 4. Add another layer of salt. 5. Continue alternating ice and salt. 6. Stir as the ice melts 7. 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.


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.


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.


• 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.


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.


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


Conclusion:__________________________________________________ _____________________________________________________________ _____________________________________________________________


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.


• 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. Paint the outside of the cardboard box black. 2. Paint the outside of the cans black, or cover with black construction paper 3. Line the inside of the box and the lid with aluminum foil. 4. 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.


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.


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


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.


As a follow up, students listen to "The Elements" by Tom Lehrer and have students build atoms using Atom Building kits.


• 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


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.


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.


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.


• 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.


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.


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. Stir two packages of gelatin into a bowl of hot water until it is dissolved. 2. Pour the dissolved gelatin into two cups in equal amounts. 3. Chill in the refrigerator for 11/2 hours until it is set. 4. Take one cup from the refrigerator and let it warm up for 30 minutes to

room temperature. Label this cup Warm.


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


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:___________________________________________________ _____________________________________________________________ ________________________________________________________________________


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.


• 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.


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


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.


• 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.


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).


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


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


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.


• 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).


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?


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.


• 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. Get dry ice from supermarket the morning of the experiment. 2. Wrap pieces of dry ice in newspapers and tape into packages. 3. Use a hammer to crush the dry ice in the newspaper packets. 4. Place packets in cooler until ready.

5. Stir the following together with wooden spoon in large bowl or cooking pot:


• 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?


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.


• 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.


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.


Conclusion:

Students should be able to come to the conclusion that light can create a chemical change.

Source: Teaching Chemistry with Toys, p.275.


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:___________________________________________________


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.


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


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.


• A small candle • A glass bowl • Water • Matches

Procedure: 1. Warm the base of the candle and adhere it to the bottom of the bowl. 2. Fill the bowl with cold water up to the rim of the candle. 3. Light the wick. 4. Watch it burn until it is under the surface of the water. 5. 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.


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


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.


• 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


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


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.


• 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.


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


BIBLIOGRAPHY Boreal Laboratory. A Liquid Convection Apparatus. Boreal Laboratories 1-8000828-7777.

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.

Fig. 1. Orbitals of the First Three Periods of the Periodic Table. 1.

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