This lesson is divided into two parts, one dealing with correlating temperature and the other correlating density.

Part I

Goals:

To explain the three physical states of water: Liquid water, Ice, Water vapor.

To explain the transitions from one state to another.

To observe temperature changes and correlate the three physical states to temperature.

To associate visual observations with temperature changes.

To graph a plot of temperature vs. time.

Content Areas:

Science - physical properties of water

Math - temperature measurement

Language Arts - journal writing, lab report

Tap water

Ice

500 mL beakers

Hot plate(s)

Thermometers

Graph paper

Procedure: (1 hour)

1) Have students brainstorm information regarding the three physical states of water and associate temperature to the discussion.

2) Discuss transitions between the three physical states of water. Lead to discussion of evaporation, condensation, sublimation, crystallization, and melting. Can you associate weather with all of these? Examples of these?

3) Break students into groups. Explain graphing techniques.

4) Have students keep a journal of observations during their experiment. Question why observations are important to scientific studies.

5) Have each group perform the three following experiments:
 

a. Fill a beaker half-full of tap water. Record temperature observations every 3 minutes for 15 minutes. Record any observations.

b. Fill a beaker half full of tap water, then fill the rest of the beaker with ice. Again, record temperature observations every 3 minutes for 15 minutes. Record observations. What happens to the ice?

c. Fill a beaker half full of tap water, then place the beaker on a hot plate.

CAUTION: The hot plate is very hot when operating! DO NOT LET THE BEAKER BOIL DRY! Record temperature observations every three minutes for 15 minutes. Record visual observations. What happens to the water? What do you observe on the sides of the beaker?

6) Plot temperature vs. time on graph paper for each experiment. Time should be on the x-axis. As a class, compare the three graphs. What visual observations were made? What happened to the temperature when ice was added? Why does the temperature stay constant? What would eventually happen to the temperature after the ice melted? What happened to the temperature graph when boiling occurred? Why does the temperature remain constant? (equilibrium of two phases)

Students will be evaluated based on whether they participate in the class discussions (see Discussion Rubric). Students will also be assessed in groups on properly plotting the temperature-time relationship and making observations during the experiment. Remember: Scientists must document all observations. Criteria for success: Is the plot readable? Are observations written clearly?

Goals:

To observe and compare density properties of fresh water (tap water) and salt water.

To record observations of experiments and use this information to write a laboratory report discussing what they have learned.

Content Areas:

Science - physical properties of water

Language Arts - lab report

Materials:

Tap water

Salt water solution

Eggs

500 mL beakers

Scale

Procedure: (1 hour)

1) Divide students into groups.

2) Inform students they must record all observations and questions for a lab report due the following day. The initial inquiry will be: Why do things float better in salt water than in fresh water? Every time a question or observation arises, or a procedure is conducted in the experiment, it must be recorded in the lab report. An official lab format is not necessary.

3) Fresh Water
 

a) Measure 300 ml of tap water into the beaker. Weigh it.

b) Taste it.

c) Now put a raw egg into the glass.

d) What happens to the egg?


4) Salt Water
 

a) Measure 300 ml of the salt water mixture into the beaker. Weigh it.

b) Taste it.

c) How does it taste different from fresh water? How does it look different from fresh water?

d) Now put a raw egg into the beaker.

e) What happens? It floats! Why?


5) Discuss why the salt water mixture weighs more than the fresh water mixture. Why does the egg float in the salt water mixture? Describe how density of salt water makes it easier to float.

6) Discuss the Great Salt Lake and the Dead Sea. Would it be easier, harder, or equally as challenging to learn to swim in these bodies of water as compared to one of the Great Lakes?

* Experiment courtesy of Bill Ney the Science Guy, a Walt Disney Production.

Assessment:

Students will be assessed on participation (see Discussion Rubric), in-class discussion, and by the quality of understanding demonstrated in their laboratory reports. Criteria for success: excellent = detailed observations and logical conclusions, many questions and answers; poor = incomplete or bad observations and no conclusions, few questions and answers.

Extensions:

Discuss formats for lab reports including purpose, procedures, observations, and conclusions.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

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