20389_Science_with_STEM_Year_5_Chemical_Sciences_Its_a_matter_of_state

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Lesson 5 Chemical sciences IT’S A MATTER OF STATE Teacher notes Science inquiry focus: How does matter change states? Science Inquiry Skills: • Questioning and predicting QP • Planning and conducting PC • Processing and analysing data and information PA • Communicating Science as a Human Endeavour: C • Students predict and observe the properties and behaviours of substances under different temperatures and pressures. • Students discuss how pressure and temperature affect states of matter and how this is used in the creation of everyday objects and the management of household items. Background information • Matter can move from one state to another when enough heat or pressure is applied. • When heat is applied to a solid, it melts to become a liquid. When heat is applied to a liquid, it evaporates to become a gas. When heat is removed from a gas, it condenses to become a liquid. When heat is removed from a liquid, it freezes or cools to become a solid. • Applying pressure to a substance changes the temperature at which the substance will change state; e.g. water usually boils at 100 ºC, however, at high altitudes such as the top of a mountain, where there is less pressure, the temperature at which water boils will be lower. • While students are not expected to know the science behind non-Newtonian fluids, it is important they know that some substances, such as oobleck, change their behaviour depending on the amount of pressure applied. Technology/Engineering/Mathematics links: • participating in an online interactive activity • examining how people in design and technology occupations use knowledge of changing states to create designed solutions • accurately measuring ingredients, in grams and millilitres, to create oobleck • following a procedure and using materials safely to create oobleck Assessment focus: • Use students’ answers to the quiz in the Introduction section to assess their understanding of how temperature changes the state of matter. • Use page 59 to assess students’ observation skills of the properties of oobleck. Resources • An ice cube for each student • Interactive website—Changing state at • Online video—Mythbusters – Walking on ‘water’ at • Science journal for each student • For each pair: one copy of page 58; 320 g of cornflour; 200 mL of water, measuring scales and jugs; food colouring; plastic bowl and spoon • Copy of page 59 for each student ©R.I.C. Publications Low Resolution Images Display Copy 56 Science: A STEM APPROACH YEAR 5 R.I.C. Publications® – www.ricpublications.com.au
Chemical sciences IT’S A MATTER OF STATE Lesson 5 Lesson plan Introduction 1. Each student attempts to change an ice cube from a solid to a liquid as quickly as possible. Note: This activity is best conducted outside. With a partner, students share the method they used. Each pair then discusses what process would need to be applied to change the liquid to a gas and to change the liquid back to a solid. QP PC PA 2. As a class, complete the interactive activity at to revise how temperature changes states of matter. Click on the quiz and read through each quiz question. Students answer each question using a show-of-hands vote. Discuss the correct answer with the class after each question. QP PC PA Development: 3. View the online video Mythbusters – Walking on ‘water’ at . Note: Watch from the beginning and pause the video at 1 minute and 20 seconds, so that students don’t hear the explanation of what is happening. Students predict if Adam will be able to walk on the ‘water’ substance they have created and record their prediction in their science journal. QP 4. In pairs, students replicate the MythBusters ® experiment to investigate how applying pressure to a substance can alter its behaviour. Each pair should have a bowl, a wooden spoon and access to cornflour, water and food colouring. Note: This activity is best conducted in a wet area or outside. Students create a bowl of oobleck using the recipe from page 58. They conduct the five tests listed on page 59 and then select two of their own tests to perform, to determine the properties and behaviours of this substance. Students record detailed observations of each test on page 59. PC PA Differentiation • Less capable students can record their observations using a voice recorder or a digital camera or iPad ® . • More capable students can find out why some substances appear to behave in different ways by researching and finding examples of non-Newtonian fluids (liquids whose behaviour changes depending on the applied pressure). 5. Students compare their observations to their predictions to determine if they think Adam will be able to walk on ‘water’. PA 6. Watch the remainder of the online video Mythbusters – Walking on ‘water’ to see if Adam was able to walk on the water-like substance and hear an explanation of how this substance changes under different amounts of pressure. Reflection: ©R.I.C. Publications Low Resolution Images Display Copy 7. Using a think-pair-share, students discuss how matter changes states through a change in temperature or pressure. Additionally, they should discuss why it’s important to know about how matter changes states in our everyday lives, including for cooking purposes, recycling or creating products. Students provide examples to justify their reasoning. C R.I.C. Publications® – www.ricpublications.com.au YEAR Science: 5 A STEM APPROACH 57
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20389_Science_with_STEM_Year_5_Chemical_Sciences_Its_a_matter_of_state

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