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Changes Caused by Heating and Cooling

Changes Caused by Heating and Cooling

TEKS Objective

The student is expected to predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water.

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4

Essential Understanding

The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.

Science Background

Changes in Our World: Wisc Online (website) – Learn about physical and chemical changes with this interactive tutorial, including changes caused by heating and cooling.

Changes in Our World
Wisc Online, www.wisc-online.com

Heat Required to Turn Ice into Steam: School for Champions (website) - Learn how much heat energy is required to raise the temperature of ice to its melting point.

Heat Required to Turn Ice into Steam
by Ron Kurtus, School for Champions, www.school-for-champions.com

Matter and Its Changes: This website discusses the primary forms of matter and the differences between physical and chemical changes.

Matter and Its Changes
Thinkquest, http://library.thinkquest.org

Signature Lesson

States of Matter in a Baggie: Education.com (website) - Students conduct a simple experiment in which they predict and investigate some of the changes caused to ice and water by heating and cooling.

States of Matter in a Baggie
http://www.education.com

Supporting Lessons

The Shape of Kisses: Pennsylvania Department of Education (website) - In this activity, students observe the changes that occur when heat is added or removed from matter (chocolate Kisses).

The Shape of Kisses
Pennsylvania Department of Education, www.pdesas.org

Water and Ice: Science NetLinks (website) - Students explore what happens to water as it changes from solid to liquid and back again.

Water and Ice
Science NetLinks, www.sciencenetlinks.com

Melting and Freezing: Science NetLinks (website) - Students learn what happens to different substances as they change from a solid to a liquid or a liquid to a solid.

Melting and Freezing
Science NetLinks, www.sciencenetlinks.com

Elaboration Lessons and Extensions

Let's Eat: BioEd Online (website) - Students learn about different states of matter while making ice cream.

Let's Eat
BioEd Online, www.bioedonline.org

Solids and Liquids Module: FOSSWeb (website) - In the “Change It” game, students drag different solid and liquid objects into the oven or freezer to see what happens.

Solids and Liquids Module
FOSSWeb, www.fossweb.com

Assessment Ideas

Create a list of common items and have students sort them into two groups: objects that normally will melt with increased temperatures and objects that typically do not melt.

Literature Connections

 

Physics: Why Matter Matters! Green, D. and Basher, S. (ISBN-13: 978-0753462140)

Solids, Liquids, and Gases. Ontario Science Centre (ISBN-13: 978-1550744019)

Easy Genius Science Projects with Temperature and Heat. Gardener, R. (ISBN-13: 978-0766029392)

Water as a Gas. Frost, Helen (ISBN: 978-0736848763)

Solid, Liquid, or Gas? Hewitt, Sally (ISBN: 978-0516263939)

Solids, Liquids, Gases. Simon, Charnan (ISBN: 978-0756509767)

Related Science TEKS

(4.1A) Science Safety
The student is expected to demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.

(4.1B) Recycling/Disposal of Science Materials
The student is expected to make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

(4.2A) Plan and Implement Descriptive Investigation
The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

(4.2B) Collect Data
The student is expected to collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.

(4.2C) Graphs, Tables, Charts
The student is expected to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.

(4.2D) Analyze Evidence and Explain
The student is expected to analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.

(4.2E) Value of Repeated Experiments
The student is expected to perform repeated investigations to increase the reliability of results.

(4.2F) Communicate Conclusions
The student is expected to communicate valid, oral, and written results supported by data.

(4.3A) Analyze, Evaluate and Critique Explanations
The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

(4.4A) Tools for Collecting and Analyzing Information
The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

(4.4B) Safety Equipment
The student is expected to use safety equipment as appropriate, including safety goggles and gloves.

Related Math TEKS

4.14D  The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

4.15A  The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

4.16A  The student is expected to make generalizations from patterns or sets of examples and nonexamples.

4.16B   The student is expected to justify why an answer is reasonable and explain the solution process.

Additional Resources

Solids and Liquids: BBC (website): Interactive animation that allows students to observe what happens when various substances (chocolate, butter, aluminum, etc.) are heated or cooled.

Solids and Liquids
BBC, www.bbc.co.uk

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