Title: Phases of Matter & Thermal Expansion

Objectives  Students will describe how the density, fluidity, and rigidity of the phases of matter differ.  Students will explain how these characteristics are determined by particle movements.  Students will describe how particles act when they are heated.  Students will explain how particles transfer energy.  Students will explain how particles interact with each other.

Teacher notes and overview of daily lessons Students should have a foundational understanding of phases of matter from middle school. Use the warm up and video as a review. Move quickly to the main portion of this lesson which is the Thermal Expansion Lab.

**CAUTION** In the lab, the alcohol can shoot up the pipet very quickly if temperature is too hot. Test this ahead of time to determine whether or not you want to do alcohol as a demo, or set a LOW hot pad temperature for students.

Warm Up (listen to science presentations)

Phases of Matter (observe, diagram, video, debrief)

1. Observations: Allow students 3 minutes to make observations on a solid, liquid & gas. (Use metal block, juice, & steam.) Think to yourself & share out to the class: How dense is it? How flowy is it? How stiff is it? 2. Diagram: On whiteboards, draw the phase of matter to the naked eye AND add zoom in (ice cream cone) to the particles. Explain how the difference in particle movement causes the differences in your observations. 3. Video: Show Molecules in Solids & Molecules in Liquids. If time permits, show Evaporation& Condensation at the very END of class, after the lab. While phase changes are introduced in the third video, the intent is not to develop a full discussion of changes in phase at this time but to develop a clear mental picture of how the three phases of matter would differ at the particle level in order to explain differences in properties of each phase (‘microscopic explanations for macroscopic observations’). Changes between phases will be discussed more thoroughly in Unit 3, Energy and States, part 2. 4. Debrief: Summarize student ideas on a class poster. Depict the “microscopic explanations for macroscopic observations”

Thermal Expansion (Set up, collect data, debrief)

1. Set Up: a. Explain the set up b. Think-Pair-Share: what will happen to the particles as they get heated? What is the glass pipette measuring for us? 2. Collect Data (20 mins) 3. Optional Demo: Repeat lab procedure using alcohol (ethanol/methanol). Place in a hot water bath to heat rather than a hot plate. It will take less heat for the alcohol to rise in the pipette because the interactions between alcohol molecules are not as strong as the hydrogen bonds between water molecules. 4. Debrief: a. Share out whiteboards which include: a graph, an explanation, & a prediction. b. If you have access to the video series Eureka: Heat & Temperature, this would be an ideal time to show episodes 4 (Expansion and contraction) and 5 (Measuring temperature). Worksheet 1 (Homework) Detailed Daily Plan Warm-up/Entry Task

Group the items below into 3 groups: Solids, Liquids, and Gases  Steam  Ice  Lemonade  Helium in a balloon  Balloon  Gasoline (Listen to Science Sequence presentation before reviewing the warm up)

Materials (per station or group of students)  Molecules in Solids http://www.youtube.com/watch?v=AhBGMdhJ4nA&feature=related  Molecules in Liquids http://www.youtube.com/watch?feature=endscreen&NR=1&v=hxqEUy9Dusk  Evaporation & Condensation http://www.youtube.com/watch?feature=endscreen&NR=1&v=yyxc- 81JDbo  50 ml water with blue food coloring  1 flask fitted with 1-hole rubber stopper  1 glass pipette (1ml size to fit into the stopper)  Paraffin (to seal the pipette and stopper)  Timers  Calculators  Hot plate  Goggles for each student  Optional Demo o Alcohol (ethanol/methanol) with red food coloring o 1 flask fitted with 1-hole rubber stopper o 1 glass pipette (1ml size to fit into the stopper) o  Expansion & Contraction http://www.youtube.com/watch?v=I7w_Qv5_h4c  Measuring Temperature http://www.youtube.com/watch?v=YWJHNG5y5F0&feature=related

Lab Procedure

1. Fill a flask with 50 ml water (blue food coloring). 2. Moisten the stopper and insert them into the flask. Adjust the fit until the fluid level is approximately at the lowest mark on the pipette. 3. Record the starting volume by reading the level of the liquid. 4. Then place the flask apparatus on a hot plate and heat on medium-low for 10 minutes. (If the fluid level fluctuates, you need to redo the stopper for a tighter seal.) 5. At 1 minute intervals, record how much the level of liquid rises from the STARTING volume. Record this change in your data table. 6. On your whiteboard: a. Sketch a graph of your data b. Explain: What happened to the liquid when it was heated? c. Predict: What are the particles in the liquids DOING as they become more heated?

Data Table Volume of a Heated Liquid Time (minutes) 0 1 2 3 4 5 6 7 8 9 10 Water Volume (ml) Exit Slip Thermometer is used to measure heat. It works because the liquid (red) inside the thermometer expands and contracts like the lab you just did. According to the picture, which thermometer’s liquid has expanded MORE? So which thermometer must be HOTTER?

Thermometer A Thermometer B Station signs (to print/photocopy) Thermal Expansion

Lab Procedure

1. Fill a flask with 50 ml water (blue food coloring). 2. Moisten the stopper and insert them into the flask. Adjust the fit until the fluid level is approximately at the lowest mark on the pipette. 3. Record the starting volume by reading the level of the liquid. 4. Then place the flask apparatus on a hot plate and heat on medium-low for 10 minutes. (If the fluid level fluctuates, you need to redo the stopper for a tighter seal.) 5. At 1 minute intervals, record how much the level of liquid rises from the STARTING volume. Record this change in your data table. 6. On your whiteboard: a. Sketch a graph of your data b. Explain: What happened to the liquid when it was heated? c. Predict: What are the particles in the liquids DOING as they become more heated?

Thermal Expansion Lab Procedure

1. Fill a flask with 50 ml water (blue food coloring). 2. Moisten the stopper and insert them into the flask. Adjust the fit until the fluid level is approximately at the lowest mark on the pipette. 3. Record the starting volume by reading the level of the liquid. 4. Then place the flask apparatus on a hot plate and heat on medium-low for 10 minutes. (If the fluid level fluctuates, you need to redo the stopper for a tighter seal.) 5. At 1 minute intervals, record how much the level of liquid rises from the STARTING volume. Record this change in your data table. 6. On your whiteboard: a. Sketch a graph of your data b. Explain: What happened to the liquid when it was heated? c. Predict: What are the particles in the liquids DOING as they become more heated? Worksheets or Student Data Sheets (to photocopy)

Volume of a Heated Liquid Time Change in heated Water (minutes) Volume (ml) 0 1 2 3 4 5 6 7 8 9 10

Name ______Period ____ Date ______Worksheet 1: States of Matter & Thermal Expansion 1. Draw the particles of the 3 states of matter in the zoom in bubbles (ice cream cones) below. Add ARROWS to show how fast the particles are moving. Solid Liquid Gas Which of these states of matter is the most dense? Explain how you know this.

Name ______Period ____ Date ______Worksheet 1: States of Matter & Thermal Expansion 1. Draw the particles of the 3 states of matter in the zoom in bubbles (ice cream cones) below. Add ARROWS to show how fast the particles are moving. Solid Liquid Gas

Which of these states of matter is the most dense? Explain how you know this.