Name(s) Ms.

McElveen & Co-Teacher

Lesson #, Lesson Title Lesson 6, Phases of Matter/Water Analysis

Date and Day of the Week 06/18/2019, Tuesday

Grade Level and Class 10th Grade – 10B

Period and Length A- Block; 90 Min

Materials Needed Presentation

Computer
Water Bottle
Water (Hot/Cold)
Ice Bath
Balloon
POGIL
Handouts

Lab Materials:
Hot plate
Thermometer
250 ml beaker
Stirring rod
Tongs
Ice
Cold water

Instructional Context (What do I know about my students?)

What are the special needs and abilities of my students?

● 1 student is an English Language Learner
● 2 Students have IEPS
● KT must sit up front and requires constant check-ins and redirections
● MP, SM, & JM require extension work as they typically finish before their peers and end up
disengaging
*Names have been provided using students’ initials.

How does this lesson connect to and build on prior learning or previous lessons?
This lesson connects to and builds on prior knowledge because it builds off of students’ knowledge
of what is matter, what is mass, what is the volume, and the four states of matter. From there we take
a more in-depth look at the properties of the states and what that means for particle organization in
relation to temperature.

How will this lesson prepare students for subsequent lessons?

It's important for students to learn the properties of matter because all things are made up of matter.
In order to successfully study chemistry, students must know that each type of matter has different
physical characteristics and they need to know and understand these characteristics to make
connections and calculations as we progress through the curriculum. Students must also know that
the main phases of matter are solid, liquid, and gas, which will be the topic of this lesson.

What are common errors or misunderstandings of students related to the central focus of this lesson?

● Materials can only have properties of one state of matter

● Energy, heat and/or sound are forms of matter
● Matter is not conserved; it disappears or appears during processes such as dissolving,
burning, evaporation, boiling, rotting, respiration, rusting, condensation, and growth of
plants.
● Misinterpret or represent the change in phase and what it means for particle motion based on
temperature change
● Gases are invisible

Standards and Objectives

CCSS NYS Chemistry Standards (list number of the standard and write out the portion of the
standard addressed in this lesson)
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/chemist.pdf
● 3.1jj The structure and arrangement of particles and their interactions determine the physical
state of a substance at a given temperature and pressure.
● 3.1kk The three phases of matter (solids, liquids, and gases) have different properties.
What is the central focus of this lesson? What are the essential questions of this lesson?
● What changes in matter do I observe around me?
● How does matter change?

List concrete, specific and measurable (observable) learning objectives for the lesson [“what” will be
learned]
● Given the balloon example, the guiding questions, and the P.O.E discussion, students will be
able to predict the change in matter that will occur in terms of particle motion and physical
state of a substance as thermal energy (heat) is added or removed by correctly responding to
the writing prompt explaining what is taking place in the activities utilizing specific notation
and vocabulary in at least 3 complete sentences.
● At the conclusion of the lesson, following the water case study, students will analyze the
changes in state of water by completing a formal lab report earning at least 75% as their final
score.

Identify Academic Language Objectives and Functions (students will analyze, define, explain,
justify, etc.) [“how”]
● Solids
● Liquids
● Gases
● Phase change
● Freezing
● Boiling

Assessments Related to this Lesson

The Assessments…
● Provide evidence of full range of subject specific understanding
● Are differentiated
● Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)

Assessment Type Purpose/Objective

(formative/summative)
Do Now: (See Formative Assessment of Prior Knowledge
Appendix A) (Can receive up to 9 points, 6 pts will be
Brainstorm 3 satisfactory)
household items that
fit into the 3
categories of solid,
liquid, and gas based
on your
understanding of the
term. Provide 3
examples for each.
Students will fill in
the table with their
answers.
(1 pt for correct item
placement; 0 pt given
for incorrect item
and placement)

CFU:(See Appendix Formative Assessment of understanding of particle

B) organization related to the different
On the POGIL phases/states of matter
handout, label and
draw the *Differentiation will be in that some
organization of students will receive a handout with
particles in solids, more detailed instructions and an
liquids, and gases. explanation provided for each phase as
(✓ - correct label well as a sample for them to practice and
get additional feedback before doing it
(solid,liquid, gas) on their own
and organization of

particles in image)

(✘ - incorrect label

and organization of

particles in image)
CFU: (Appendix C) Formative Assessment of students’ ability to
Based on the balloon determine what happens to a substance
activity, respond to as heat is added or removed in terms of
the following prompt temperature and particle organization.
using content Students will also be assessed on their
notation and ability to predict the phase changes of
vocabulary in at least water.
3 sentences:
If you are given a
bottle of water at
room temperature,
what phase will the
water be in? If we
were to place the
bottle in the freezer,
how will this affect
the temperature of
the water? Describe
the organization of
particles within the
water? What is the
final state of the
water after being
placed in the freezer?

Lab Report: Summative Assessment of students’ overall

(Appendix D) understanding and application of phase
- Data changes of matter for water. Students
- Observations will complete lab report earning 1 pt for
- Data correct answers. Zero points will be
Analysis given for incorrect answers. The criteria
- Discussion for success is at least a 75%.
Questions
 Instructional Strategies and Learning Tasks that Support Diverse Student Needs
● Activities are sequenced
● Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion
● Planned supports are evident (if students do not understand this, then I will…)
● Scaffolds address varying students’ language needs

Time Instructional Strategies and Learning Tasks Rationale

To start the lesson, I will have students This activity is aligned to

5 min complete the following Do Now: the learning objectives
Brainstorm 3 household items that fit into the because it prepares
Questions: 3 categories of solid, liquid, and gas based on students to make the leaps
● Based on your your understanding of the term. Provide 3 necessary to meet the
understanding examples for each. objective by having them
of solids, The Do Now will be the first slide of the recall their understanding
liquids, and lesson presentation and will be displayed for of solids, liquids, and
gases, what are the entire class to see along with the timer. gases and identify
three examples The Do Now will be completed in students’ examples of each based on
of each that you notebooks, and they will work their understanding. From
encounter in Silently & Independently for 3-5 mins, then here they will be able to
your daily Turn & Talkwith their group members to take their definitions
lives? discuss their responses. Lastly, each group further by understanding
● Why do you will share their agreed upon responses using how particles are in
think the item the Domino Share Out procedure. motion, how they are
belongs in the organized, and how
assigned This activity will cause students to recall their temperature affects the
category? definitions of the phases of matter discussed, state of the particular
● Can you solids, liquids, and gases, and how each is substance.
manipulate the classified based on appearance or lack thereof. Gagne’s theory of
item to have it instruction supports my
fall in a This will break students to the next part of the plan as tis Do Now will
different lesson where they will bein considering the serve to gain the attention
category? How? phases of matter in relation to particle motion of students and have them
and organization, and temperature. see the relevance of
Academic Language chemistry to their
● Solids everyday lives. This plan
● Liquids also entails aspects of
● Gases Vygotsky’s theory of
● Phases of learning in that learning
Matter social interactions enhance
Students will use learning, so I have
language to assign items students work in
to the appropriate collaboration with their
section on the table. peers to discuss their
responses to the do not as
well as why they decided
to assign specific items in
the way that they did. This
provides an opportunity to
share thinking and come
to an understanding. Since
students typically learn
better from their peers, I
figured this would be a
great opportunity to clear
up remaining
misconceptions to begin
the transition into the Mini
Lesson for our Phases of
Matter/Water lesson.

Mini Lesson: This portion of the lesson

10 min I do, We do, You do is structured in a way to
- Balloon Demo related to the topic further grab students’
Questions: being covered: attention by showing them
- How will you - Definitions/review of states of matter a demonstration of the
know an - Particle motion/Organization changes in states of
experiment has - Examples matter. It will solidify
occurred? Balloon Demo: what we will cover later
Once we have gone over the Do Now, I will and provide them with an
Vocabulary: instruct students that they are about to observe example to reference as
- Solid a demonstration that will enhance their they work through the
- Liquid understanding of the phases (changes) of learning. This builds on
- Gas matter. Student will receive a predict, observe, Gagne’s theory of
- Temperature explain handout (See Appendix E). instruction and
(Thermal Vygotsky’s view that
Energy) Predictions will be made based on the social interactions can
- materials and the procedure. impact learning.

On the handout, students will make their With each step of the
predictions in the section that says “Predict.” learning, students are
Questions to consider for prediction: working independently
- What will happen? and making connections
- Will something explode? on their own. They are
- Will we be able to blow up the tasked will doing so
 balloon? independently because at
- Will nothing occur due to errors in this grade level and stage
experimentation? of their life, they should
Students will be encouraged to write down be cognitively able to do
whatever they believe will happen (3 min) so. This adheres to
Piaget’s theory that as one
Next, I will instruct students to pay close develops cognitively their
attention to as I am about to carry out the learning will follow suit.
demo. I will complete each step making sure
to announce the steps taken at each step.

Following the experiment, students will write Again, students will be

down their observations answering the tasked with providing an
following questions: explanantion for their
- What did I see? observation and making
- What happened? the connections as they
- What did Ms. M do? make sense to themselves
to justify why they believe
Next students will write an explanation for the the process went the way
observation made. Once each student has at that it did.
least one reason, they will share their
explanations with their group mates. I will
then solicit volunteers to share responses with
the whole class.

Once I have heard from 3-4 students, we will Students will apply their
discuss demo as an entire class connecting it learning to the discussion
back to the essential questions. At the end of questions in an effort to
the discussion, students will answer the summarize their learning
discussion questions at the bottom of the POE thus far in preparation for
handout. the next part of the lesson.

Video Segment:
We will now move into our discussion of Students will now watch a
particle motion/organization. Students will video that will recap
watch the following videos. Guiding information learned
questions/worksheets will accompany the previously and push them
video. forward into the topic for
today’s lesson. The video
After viewing the video and answering the will serve as an alternate
questions, students will go over responses in means of acquiring
their groups, and share out their agreed upon information and help those
responses. more visual and auditory
 learners grasp information
Solids, Liquids, and Gases in a means of other that
https://www.youtube.com/watch?v=21CR01rl what was presented
mv4 previously.
Changes of States of Matter
https://www.youtube.com/watch?v=EwzkYTf Students will answer
HFbo&feature=youtu.be questions while viewing
the video to help them
organize their thoughts
and remain engaged
throughout the video.

Independent Practice: The POIL will serve as a

15 min Group Exercise - POGIL Handout way to have students
Assigned Roles further explore the topic
Questions: - Facilitator by a Process Oriented
- Describe the - Time Keeper Guided Inquiry Learning.
process taken - Summarizer It is a student-centered,
from solid to - Reporter group-learning
gas? Gas to Independent Work/Discussion - Students will instructional strategy and
solid? work to highlight major takeaways philosophy developed
- What happens Reporters from each group will share major through research on how
to the particle takeaways (Domino Share Out) students learn best.
motions as you Students will be able to
got from solid POGIL: build their knowledge and
to liquid? Students will gain independent practice by skills as they work
Liquid to further exploring the topic introduced. through the basic
solid? Gas to fundamentals and build
liquid? Gas to For completing the POGIL we will: upon that to achieve
solid? - Assign roles (facilitator, time keeper, mastery of the topic and
- If given an ice reporter, and summarizer) skills. The collaborative
cube, if you Each will be briefed on their responsibilities group work is in
increase the As a class, we will go over Model 1 #1, 2 alignment to the theory
temperature to Students will then work through #3-8 in their proposed by Vygotsky in
101 celsius, groups. favor of social interactions
which phase for learning.
will it occupy? When finished, students will discuss their The POGIL also provides
major takeaways for the assignment and coach a great formative
Vocabulary: their reporter on the items to be shared. assessment that will
- Solid The group will then call over the teacher to meticulously identify
- Liquid present their completed work and their major problem areas for students
- Gas takeaways. (written or orally) at particular stages of
- Vapor understanding and
 - Evaporation Teacher will go around and check in with each meeting the objectives.
- Heating group, checking their work and providing a The POGIL will equip
- Cooling check for completion. Students will turn in students with the
- Molecules/Part completed assignment at the end of class. vocabulary and practice
icles needed to meet the
- Spacing Once each group has finished. Students will objectives.
transition for the lab.

Lab: The Phase Change Lab This lab was selected to

35 min Student will receive the lab and 5 min to read provide students an
Vocabulary: through and complete the following sections: opportunity to evaluate a
- Solid - Goals substance they are familiar
- Liquid - Question with and it’s identity in
- Gas - Pre-Lab Prediction each of the three phases of
- Vapor Students will then construct their hypothesis matter. Students will be
- Evaporation in their groups. The teacher will review each able to analyze the
- Heating hypothesis and then give students the “OK” to changes in state of water
- Cooling begin. by following the outlined
- Molecules/Part Students will move on to the materials, gather, procedure. Their
icles and begin the lab. When done, students will completion of the lab will
- Spacing clean up. equip them to identify the
- Freezing organization and motion
- Melting Once clean, if time permits, students can of particles as well the
- Boiling begin working on post-lab write up. impacts of temperature on
- Deposition Students will turn in their completed lab at the phase changes. By
- Sublimation start of the next class. working in their groups,
they can more readily
Students will collaborate w/ peers to carry out exchange ideas and
steps and complete lab investigate deeper with
Teacher will circulate to check in/ask probing probing questions
questions to drive thinking further… provided by the teacher to
Sample Questions: keep them on track
- Is our hypothesis being supported by
our data? Why or Why not?
Teacher Self-Assessment and Reflection

· Explain how your lesson activities build on each other to facilitate student understanding.
· Predict areas where you might have problems in the lesson. Explain how your scaffolds will
help you respond to potential misunderstandings.
· Discuss the research and/or theories that support your learning tasks.
· Explain how your assessment(s) are differentiated and provide evidence of addressing the
learning goal.

My lesson activities build on each other to facilitate students understanding by following the theory of
instruction outlined by Gagne’s systematic instructional design process that share the behaviorist
approach to learning, with a focus on the outcomes or behaviors of instruction or training. The events
of instruction proposed include gaining attention of students, inform students of objectives, stimulate
recall of prior knowledge, presentation of content, learning guidance, practice, feedback, assessment,
and enhancement of retention and transfer of information (Gagné, Briggs, & Wager, 1992). While
each component is not spelled out explicitly, there are elements present at each respective stage to
facilitate students learning and successful application of skills. The Do Now recalls prior knowledge,
but also serves to hook them in as does the demo and provided them with real life examples to better
contextualize what is being learned. The POGIL serves to provide practice in the skills, while the lab
allows students to apply all that they’ve learned thus far to successful carry out the experiment and
successfully complete the lab report earning a grade of 75% or better.

Like all lessons, no matter how meticulously planned and spelled out, implementation will reveal
problems with design and teaching. I take this to be one of the benefits of teaching because at every
stage your investments and abilities to effectively design and teach are evaluated and based on how
students are able to meet the objectives, ongoing feedback is received. In this particular, I anticipate
issues with student’s recalling of prior knowledge. While it is my assumption that students have
encountered items in their daily lives that fall into the 3 states of matter, it may not be the case that
they are readily aware and will require additional scaffolds. In an effort to mitigate this concern, I have
prepared probing questions to help students recall the things they’ve been exposed to and to begin
categorizing those things into the different categories. I also think using items in the class to provide a
visual example will help as well. The demo is another area of the lesson that may present problems,
since it is a demo, not each kid will have an opportunity to engage with the activity (hands on), but
will have to rely on their observations to make the necessary connections. This may result in some
students not understanding what is going on and requiring additional guidance if they have a preferred
kinesthetic learning style. In an effort to solve this problem, I have prepared additional materials to
provide a few students an opportunity to carry out the experiment on their own if they appear to be
struggling with identifying what is happening in the way planned originally. With this being one of the
earlier chemistry topics, it is still pretty straight forward, so I do not anticipate many misunderstanding
outside of those detailed. Contextually, students should be able to grasp the larger picture ideas, and
the POGIL will help to provide more in-depth understanding they will need as they move into further
study of chemistry. They get to work collaboratively and really rely on their group members to
practice explaining their thought processes and understanding of the material. I believe each activity
and stage of the lesson will help reinforce the information previously presented, so by the time
students are working on the lab, they are prepared to apply all that they’ve learned thus far.

The research and theories that support the learning tasks are those of Vygotsky and Piaget. According
to Piaget’s view, in order to predict how learners will respond to attempts to teach science it is
necessary to understand the knowledge that students bring to a given teaching situation (Leach &
Scott, 2003, p. 92). Another learning theory that influenced my learning task take a Vygotskian
approach. According to this view,, “Learning and meaning-making are portrayed as originating in
social interactions between individuals, or as individuals interact with cultural products that are made
available to them in books or other sources (Leach & Scott, 2003, p. 92-92). Aspectos of each can be
seen in each activity and throughout the entire lesson. Students are required to recall their prior
knowledge and experiences to build upon that to make connections with the new content being
presented. Students rely upon their experience with cultural product and others. There is collaborative
work in nearly every activity as that provides a meaningful way for students to not only use their
individual approaches to arrive at the correct answer, but we learn best from our interactions with
others and that which we are learning about, and it was my goal to incorporate elements of that
interaction within my lesson. The Do Now is heavily reliant upon prior knowledge, the demo allows
for hands on interaction, students work collaborative with groups, the POGIL is student centered, and
allows students to collaboratively build upon fundamentals to acquire mastery of the learning
objectives, and the lab experiment/analysis allows students to engage with an everyday item in a
manner related to the topic learned about.

With that in mind, I also wanted to be sure to differentiate assessments to allow students an
opportunity to present their skills learned and application in a manner that works to highlight their
strengths. I provided multiple access points to the content, and provided assessments that allowed for
oral, written, and visual means of receiving and transferring information.

References:
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth
Worth, TX: Harcourt Brace Jovanovich College Publishers.

http://www.westerville.k12.oh.us/userfiles/4402/Classes/45553//userfiles/4402/my%20files/ph
ase.change.lab.6th.doc?id=505995

http://mrsgonsalves.weebly.com/uploads/5/9/7/5/59756325/kinetic_energy_pogil.pdf

Appendix A:
Brainstorm 3 household items that fit into the 3 categories of solid, liquid, and gas based on your
understanding of the term. Provide 3 examples for each. Students will fill in the table with their
answers.
Solid Liqui Gase
s ds s
 1. 1. 1.

2. 2. 2.

3. 3. 3.

Appendix B:
On the POGIL handout, label and draw the organization of particles in solids, liquids, and gases.
 Appendix C:
Based on the balloon activity, respond to the following prompt using content notation and vocabulary
in at least 3 sentences:
If you are given a bottle of water at room temperature, what phase will the water be in? If we were to
place the bottle in the freezer, how will this affect the temperature of the water? Describe the
organization of particles within the water? What is the final state of the water after being placed in
the freezer?

Appendix D:

The Phase Change Lab:

Freezing and Melting of Water

Goals:
To understand how the temperature of substances change as heat is applied.
To understand how the temperature of substances change when they go through a phase change.
To measure and compare the freezing and melting temperatures of water.

Question:
How does time relate to the change in temperature of H2O as it changes phases from ice to water
to gas?

Independent Variable (manipulated variable):

______________________________________________________

Dependent Variable (responding variable):

________________________________________________________

Pre-Lab Prediction: You will be applying heat to ice so that the ice melts, and then the water
boils.
If ice is melted and boiled, will the temperature rise steadily?

Prediction: The temperature _____________ show a steady change over time.

Draw what you think this graph will look like. Label both axes.

Hypothesis:
If ___________________________________________________________________,

then
__________________________________________________________________________.

Materials: hot plate, thermometer, 250 ml beaker, stirring rod, tongs, ice, cold water
Procedure:

1. Fill the beaker full (250 mL line) with ice and add cold water to cover the ice.

2. Put the thermometer in the beaker and wait for the temperature to stabilize (~5 min.)

3. Record starting temperature at time = 0 minutes.

4. Put the beaker on the hot plate. Start the timer.

5. Measure and record the temperature every minute, while stirring the water gently with the
stirring rod.
Label qualitative data—“melting finished”, “boiling begins”, etc.

6. Record temperature data until the water is at a full, rolling boil. Continue taking data until you
record the same temp three times in a row.
 7. Turn off the hot plate.

8. Graph your results. Label the horizontal X-axis using IV = “TIME (min)” @1 min per line and
the vertical Y-axis using DV = “TEMP (oC)” from -10°C to 110°C @2 degrees per line.
Connect data points to analyze what happened when the ice melted and the water boiled.

Quantitative & Qualitative Data:

*Make a note of the time when the ice has completely melted, the water first bubbles, reaches full-boil,
and any other observations.

*Time 0 min: _______ °C

Te
Notable
Time mp Time Temp Notable Time Temp Notable
Observat
(min) (°C (min) (°C) Observations (min) (°C) Observations
ions
)
1 11 21

2 12 22

3 13 23

4 14 24

5 15 25

6 16 26

7 17 27

8 18 28

9 19 29

10 20 30

Post-Lab: Changes in States--Order of Changes

When heat is applied to a material, its change in state typically goes from _____________ to
_______________
to __________. There are some exceptions where the material will go directly from a solid to a gas.

When a material is cooled, its change in state typically goes from __________ to ____________ to
____________. There are some exceptions where the material will go directly from a gas to a solid.
Names of changes: Each change in the state of matter has a specific name.

Start from: Change to: Name

solid liquid

liquid solid

liquid gas

gas liquid

gas
solid
(skipping liquid phase)

solid
gas
(skipping liquid phase)
deposition

Analysis & Conclusion:

A WALK UP THE PHASE CHANGE GRAPH~
*The graph below is what your data should have shown.
*Using a color key, label the three states/phases of matter and the two phase changes.
*Also label “ice”, “water”, and “steam” in the appropriate locations.

Color Key:
solid

liquid

gas

melting

evaporating/boiling

1. What two states of matter are found during “melting” _____________ & _____________

2. What happens to the water temperature during “melting”?

__________________________________

3. According to graph above, what is the freezing temperature of water? __________

4. During the “liquid” phase, the water is heating, thus the temperature is _____________
steadily.
5. What two states of matter are found during “boiling” _____________ & _____________

6. What happens to the water temperature during “boiling”?

___________________________________

7. According to graph above, what is the boiling temperature of water? __________

8. To change phase, one must add or subtract energy to or from a substance. Put the phases of
matter in order of from lowest energy to highest energy:
a.__________________ b._________________ c._________________

9. Describe an example from nature where energy is removed (“lost”) or added (“gained”) to
cause a phase change, and name the change:

10. Are there parts of your graph that look like the one on the front? ________

11. Identify at least 3 sources of error and how each could have affected your results during
your lab:
a.

b.

c.

12. Boiling and freezing temperatures

*The boiling and freezing temperatures of some common materials at normal atmospheric
pressure are:

State at normal
Boiling (°C) Freezing (°C)
- becomes - becomes
Material room temp
a gas a solid
(37 °C)

H2O (water) 100° C 0° C

Fe (iron) 2750° C 1535° C

 O (oxygen) -183° C -218° C

Hg (mercury) 357° C -39° C

Ethyl Alcohol 78° C -114° C

13. Read the following info on phase changes:

Melting
When a solid is heated, its temperature rises until it reaches its melting point. Any additional heat
added to the material will not raise the temperature until all of the material is melted.
Thus, if you heat some ice, its temperature will rise until it reaches 0° C (32° F). Then the ice will stay
at that temperature until all the ice is melted. The heat energy is used to melt the ice and not to raise
the temperature. After the ice is melted, the temperature of the water will continue to rise as more heat
is applied.
Boiling
When a liquid is heated, its temperature rises until it reaches its boiling point. The temperature will
then remain at that point until all of the liquid is boiled away.
For example, the temperature of a pot of water will increase until it reaches 100° C (212° F). It will
stay there until all the water is boiled away. The temperature of the steam can then be increased.
Cooling & Freezing
Likewise, when a gas is cooled, its temperature will drop until it reaches the condensation point. Any
additional cooling or heat loss will not lower the temperature until all of the gas is condensed into the
liquid state.
Then the temperature of the liquid will continue to drop as more cooling is applied. Once the liquid
reaches the freezing point, the temperature will remain at that point until all of the liquid is solidified.
Then the temperature of the solid can continue to decrease.

CONCLUSION: When a material reaches the temperature at which a change in

state occurs, the temperature will remain the ____________ until all the energy
is used to change the state.

Appendix E: Balloon Demo POE Handout

Name: _________________________
Date:______________
Balloon Demo:

Predict I predict that...

 I observed...
Observe

Explain This happened because...

Wonder I wonder if...

Discussion Questions:

1. Based on your observations, in terms of solids, liquids, and gases, what was the starting state and our resulting
state? What did we do to achieve this change in state?

2. What happens to the air (gas) in the bottle when you place the bottle into cold ice water/hot water?
Appendix F: Video Discussion Handouts
Solids, Liquids, and Gases
https://www.youtube.com/watch?v=21CR01rlmv4

Changes of States of Matter

https://www.youtube.com/watch?v=EwzkYTfHFbo&feature=youtu.be

Name:_________________
Date: _________________
Section: ______________

Solids, Liquids, Gases Video:

1. What are the 3 states of matter?
 2. Describe how the particles are packed in a solid. Sketch their organization below.

3. Describe how the particles are packed in a liquid. Sketch their organization below.

4. Describe how the particles are packed in a gas. Sketch their organization below.

Changes of States of Matter:

1. What needs to be changes in order to observe a changes between the states of matter?

2. Are changes in the states of matter classified as chemical or physical changes?

3. Given solids, liquids, and gases, organize them in order of increasing particle kinetic energy.

4. What is vaporization?
 5. Sketch the phase diagram for the changes in states of matter related to increasing kinetic energy.

6. What are the melting and boiling points for water in °C?

7. Given the following, use the 3 states of matter to fill in the blanks.

Substances Melting Point (°C) Boiling Point (°C)

1.Substance A U °C
Z °C

2.Substance B Q °C
W °C

3.Substance C R °C
J °C

1. (Between Melting Point and Boiling Point) ______________________

2. (Less than Melting Point) ____________________
3. (Greater than Boiling Point) _______________________