Phase Change, Physical Change, Chemical Change, Physical Science Lesson PowerPoint

1. • Dissolving: To become incorporated into a liquid so as to form a solution. • Melting: To be changed from a solid to a liquid state especially by the application of heat.

4. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Ice Melting Water Boiling Vapor GasT E M P Heat Added 

5. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

6. • http://sciencepowerpoint.comWebsite Link:

8. • Activity Sheet Available: States of Matter and Phase Change.

10. • Mini-Experiment (Start) – Please hold the Hershey Kiss in your hand. – Please do not squish the kiss. – Please don’t ask me if you can eat it, just hold on to it until a slide tells you to end. – Record observations in journal as a before and after drawing. Copyright © 2010 Ryan P. Murphy

21. • Physical phase change – Freezing - Liquid to a solid. – Melting - Solid to a liquid. – Sublimation- - Solid to a gas (no liquid phase) – Evaporation - Liquid to a gas. – Condensation - Gas to a liquid. Copyright © 2010 Ryan P. Murphy

65. • Mini-Experiment (End) – What happened to the kiss? – Draw the after picture. – What was added to cause the phase change? • Describe this next to your after drawing. Copyright © 2010 Ryan P. Murphy

74. • Acetone and Styrofoam: The difference between melting and dissolving. – Safety Goggles and Gloves Required. – Learn more at… • http://www.elmhurst.edu/~chm/demos/Disappearing Cup.html

75. • Demonstration: What happened to the cup when placed on water?

76. • Demonstration: What happened to the cup when placed on water? “Dude, that was wicked boring.”

77. • Demonstration: Melting vs. Dissolving – http://www.youtube.com/watch?v=h9Jx8NRkWTo • Precautions: Uses Acetone, requires safety goggles, ventilated area, and acetone is flammable.

85. • Demonstration: Melting vs. Dissolving • Who wants to read the answer aloud to the class? • When the acetone was poured into the cup, the cup dissolved. (Avoid saying that the cup melts, because this is not true). The reason for this happening is because the acetone and the Styrofoam cup share the same properties, they are both non- polar. Likes dissolves likes. Non- polar things have no charge, and polar things have positive and negative charges. The Styrofoam cup didn't dissolve with the water because, they have different properties, the water is polar, and the cup is non-polar. Acetone is actually what girls use to take off their nail polish.

92. • Demonstration: Melting vs. Dissolving • Who wants to read the answer aloud to the class? • When the acetone was poured into the cup, the cup dissolved. (Avoid saying that the cup melts, because this is not true). The reason for this happening is because the acetone and the Styrofoam cup share the same properties, they are both non- polar. Likes dissolves likes. Non- polar things have no charge, and polar things have positive and negative charges. The Styrofoam cup didn't dissolve with the water because they have different properties. the water is polar, and the cup is non-polar. Acetone is actually what girls use to take off their nail polish.

93. • Demonstration: Melting vs. Dissolving • Who wants to read the answer aloud to the class? • When the acetone was poured into the cup, the cup dissolved. (Avoid saying that the cup melts, because this is not true). The reason for this happening is because the acetone and the Styrofoam cup share the same properties, they are both non- polar. Likes dissolves likes. Non- polar things have no charge, and polar things have positive and negative charges. The Styrofoam cup didn't dissolve with the water because they have different properties. The water is polar, and the cup is non-polar. Acetone is actually what girls use to take off their nail polish.

94. • Activity – Temperature and phase change – Using digital thermometers and water. – Record temperature of water every minute. – Record observations of phase change during the minute they occur. • Bubbles – Boiling starts • Gas release – Boiling Copyright © 2010 Ryan P. Murphy

95. • Activity Sheet Available: States of Matter and Phase Change. – State of Matter Lab

96. • Please sketch the following graph in your journal. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 D E G R E E S C E L S I U S

97. • Please sketch the following graph in your journal. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Degrees Celsius

98. • Please sketch the following graph in your journal. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Degrees Celsius Time / Minutes

99. • Please sketch the following graph in your journal. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Degrees Celsius Time / Minutes

100. • Please sketch the following graph in your journal. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

101. • Activity – Temperature and phase change – Using digital thermometers and water. – Record temperature of ice water every minute. Tape thermometer so it doesn’t touch the side of the container. – Record observations of phase change during the minute they occur. • Bubbles – Boiling starts • Gas release – Boiling Copyright © 2010 Ryan P. Murphy

103. • Questions / Analysis of graph. – Please label the states of matter as they occur on your graph (based on observations and use correct terms such as melting and vaporization). – What happened at 100 degrees Celsius? – What trends to you see in the data? Copyright © 2010 Ryan P. Murphy

107. • Questions / Analysis of graph. – Please label the states of matter as they occur on your graph (based on observations and use correct terms such as melting and vaporization). Copyright © 2010 Ryan P. Murphy

108. • Possible answer based on the energy added to the water. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

109. • Possible answer based on the energy added to the water. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Water and Ice

110. • Possible answer based on the energy added to the water. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Water and Ice Liquid

111. • Possible answer based on the energy added to the water. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Water and Ice Liquid Bubbles / Vapor

112. • Possible answer based on the energy added to the water. 100 90 80 70 60 50 40 30 20 10 0 -10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Water and Ice Liquid Bubbles / VaporBoiling

126. • However, during the phase change, the temperature stays the same even though the heat energy changes. –That's why water doesn't get hotter as it is boiling. The temperature remains constant until the phase change is complete. Copyright © 2010 Ryan P. Murphy

127. • However, during the phase change, the temperature stays the same even though the heat energy changes. –This energy is going into changing the phase and not into raising the temperature. That's why water doesn't get hotter as it is boiling. The temperature remains constant until the phase change is complete. Copyright © 2010 Ryan P. Murphy

128. • However, during the phase change, the temperature stays the same even though the heat energy changes. –This energy is going into changing the phase and not into raising the temperature. That's why water doesn't get hotter as it’s boiling. The temperature remains constant until the phase change is complete. Copyright © 2010 Ryan P. Murphy

129. • However, during the phase change, the temperature stays the same even though the heat energy changes. –This energy is going into changing the phase and not into raising the temperature. That's why water doesn't get hotter as it’s boiling. The temperature remains constant until the phase change is complete. Copyright © 2010 Ryan P. Murphy

130.  Latent Heat: The energy absorbed or released when a substance changes its physical state. Heat added Temperature(oC) 0 100 MeltingIce Water Water VaporBoiling Latent Heat Latent Heat Copyright © 2010 Ryan P. Murphy

148. • Available Sheet: Ice Cream Recipe and Questions.

149. Activity! Making Ice Cream / Phase Change Recipe 1.) Place a paper towel over your work area. Keep your work on the paper towel. 2.) Pour 240 mL milk, 45 mL sugar, and 2.5 mL vanilla or chocolate flavoring into the small zipper bag. 3.) CAREFULLY seal the bag and shake up the mixture thoroughly. 4.) Put this small zipper bag inside the much larger zipper bag. 5.) In the large bag add enough ice to cover the small bag and add 80 mL of ice cream salt. Take the temperature of the ice:______ C 6.) CAREFULLY SEAL THE BAG!

150. 7.) Get ready to make a phase change! 8.) Don’t hold bag for more than a few seconds as it very cold and damage skin cells / cause frostbite. 9.) Take turns flipping the bag. Hold the bag by its corners. Keep the bag flipping over and over. Remember to keep the bag over the towel at all times. It should take 10 to 15 minutes to freeze. Take the temperature of the ice/water mixture again: ________ C 10.) When you have ice cream, take the smaller bag out and rinse it off with cold water. One partner needs to take the larger bag and its contents to the trash barrel.

151. 11.) Dish out the ice cream equally into the cups, and ENJOY if you want (not mandatory)! (You may rinse the cup out and use it for water if you are thirsty.) 12.) Please clean up your area. (Leave it neater than you found it.)

154. • Questions on the back of the recipe

155. • You may eat your ice cream as you answer these questions. – First, clean up space as you eat. – What was added to the ice to cause it to melt? – How cold did the bag get? – Why did the ice cream turn from a liquid to a solid? – Why is salt put on the roads to prevent icing? Copyright © 2010 Ryan P. Murphy

162. • Why did the bag got really cold? – For ice to melt, it has to get heat from something. In our ice cream project, it gets the heat from the ice cream mixture (and from your hands, which is why they get cold while holding the bag). When the ice is melting, it is at 0 degrees Celsius (32 degrees Fahrenheit). – The ice cream freezes because the salt and the ice mix to make a substance with a lower freezing point than ice alone. This means that the ice and salt mixture must get even more heat from somewhere in order to melt. Copyright © 2010 Ryan P. Murphy

170. • It’s all about the molecules – The sodium and chlorine in the salt split apart into charged ions, and these ions attract water molecules to form weak chemical bonds. Copyright © 2010 Ryan P. Murphy

171. • It’s all about the molecules – The sodium and chlorine in the salt split apart into charged ions, and these ions attract water molecules to form weak chemical bonds. – The resulting compound has a freezing point of -21.1 degrees Celsius (-5.98 degrees Fahrenheit). Copyright © 2010 Ryan P. Murphy

172. • It’s all about the molecules – The sodium and chlorine in the salt split apart into charged ions, and these ions attract water molecules to form weak chemical bonds. – The resulting compound has a freezing point of -21.1 degrees Celsius (-5.98 degrees Fahrenheit). • This is 21.1 degrees colder than ice. Copyright © 2010 Ryan P. Murphy

174.  For the phase change to occur, the heat is removed from the milk, sugar, and vanilla when the salt melts the ice.

175.  For the phase change to occur, the heat is removed from the milk, sugar, and vanilla when the salt melts the ice.  This results in the phase change from a liquid to a solid.

176.  For the phase change to occur, the heat is removed from the milk, sugar, and vanilla when the salt melts the ice.  This results in the phase change from a liquid to a solid.

183. • When people put salt on an icy sidewalk or road, the ice mixes with the salt, and the mixture of the two solids (ice and salt) produces a liquid, but the sidewalk actually gets colder than it was before. Copyright © 2010 Ryan P. Murphy

186. • Demonstration Activity! Compressing a Solid, Liquid, Gas. – Which will require the most effort to compress? – Solid, (Round clay blob the size of water balloon. – Liquid, (Water Balloon) – Gas, (Air-filled Balloon) Copyright © 2010 Ryan P. Murphy

188. • Demonstration Activity! Compressing a Solid, Liquid, Gas. – Which will require the most effort to compress? – Solid, Frozen (Water Balloon) – Gas, (Air-filled Balloon) Copyright © 2010 Ryan P. Murphy

189. • Demonstration Activity! Compressing a Solid, Liquid, Gas. – Which will require the most effort to compress? – Solid, Frozen (Water Balloon) – Gas, (Air-filled Balloon) Copyright © 2010 Ryan P. Murphy

190. • Demonstration Activity! Compressing a Solid, Liquid, Gas. – Which will require the most effort to compress? – Solid, Frozen (Water balloon) – Liquid, (Water Balloon) – Gas, (Air-filled Balloon) Copyright © 2010 Ryan P. Murphy

195. • Demonstration Activity! Compressing a Solid, Liquid, Gas. – Which will require the most effort to compress? – Solid, (Round clay blob the size of water balloon. – Liquid, (Water Balloon) – Gas, (Air-filled Balloon) – Predictions? Copyright © 2010 Ryan P. Murphy

197. • Answer! The gas balloon compressed the easiest.

198. • Answer! The gas balloon compressed the easiest. The water balloon was next, and last was the ice balloon which required a significant amount of force to compress.

199. Effort Needed to Compress Solid Liquid Gas

206. • Answer! The gas balloon popped with the least force. The water balloon was next, and lastly was the ball of clay. (In theory) Effort Needed to Compress Solid Liquid Gas

208. • What happens when we mix Red Bull with milk in a clear glass container? – Observe for 5 minutes. – Is it a physical or chemical reaction?

209. • Answer! Nasty – Red Bull acidic. The acid attaches to one end of the milk protein. This forms in milk a salt (a bicarbonate). This alters the structure of the protein causing it to drop out of suspension into a curdled mass on top.

210. • Answer! Nasty (Chemical Reaction) – Red Bull acidic. The acid attaches to one end of the milk protein. This forms in milk a salt (a bicarbonate). This alters the structure of the protein causing it to drop out of suspension into a curdled mass on top.

211. • Answer! Nasty (Chemical Reaction) – Red Bull acidic. The acid attaches to one end of the milk protein. This forms salt (a bicarbonate). This alters the structure of the protein causing it to drop out of the suspension into a curdled mass on top.

212. • Check out this awesome chemical reaction

214. • Let’s see another because chemical change on a molecular level is cool.

215. • Demonstrations of chemical change.

217. • Demonstration – Fill bottle with screw top with vinegar. – Fill balloon with baking soda using funnel. – Attach bottom of balloon to top of bottle making sure that no baking soda enters bottle. – Turn balloon upright so contents fall into bottle and observe. Copyright © 2010 Ryan P. Murphy

218. • The baking soda (NaHCO3) mixes with the vinegar (HC2H3O2) –HC2H3O2 + NaHCO3 ===> NaC2H3O2 + H2CO3 –The H2CO3 quickly breaks down • H2CO3 ===> H2O + CO2 • Carbon dioxide can be used to put out fire. Copyright © 2010 Ryan P. Murphy

225. • Activity Demonstration – Electrolysis. – What is happening in the beaker? Can you guess the chemical change? Copyright © 2010 Ryan P. Murphy Please set-up the following. Dissolve about a spoonful of salt into warm water.

226. • Activity Demonstration – Electrolysis. – What is happening in the beaker? Can you guess the chemical change? Copyright © 2010 Ryan P. Murphy Please set-up the following. Dissolve about a spoonful of salt into warm water. Connect one end on the positive side of the battery and the other to the tip of the pencil.

227. • Activity Demonstration – Electrolysis. – What is happening in the beaker? Can you guess the chemical change? Copyright © 2010 Ryan P. Murphy Please set-up the following. Dissolve about a spoonful of salt into warm water. Connect one end on the positive side of the battery and the other to the tip of the pencil. Do the same for the negative side connecting it to the second pencil top. Place the other two ends of the pencil into the salt water.

228. • Activity Demonstration – Electrolysis. – What is happening in the beaker? Can you guess the chemical change? Copyright © 2010 Ryan P. Murphy Please set-up the following. Dissolve about a spoonful of salt into warm water. Connect one end on the positive side of the battery and the other to the tip of the pencil. Do the same for the negative side connecting it to the second pencil top. Place the other two ends of the pencil into the salt water. Observe Bubbles that form at the bottom of the pencil in the water.

229. • Activity Demonstration – Electrolysis. – What is happening in the beaker? Can you guess the chemical change? Copyright © 2010 Ryan P. Murphy Please set-up the following. Dissolve about a spoonful of salt into warm water. Connect one end on the positive side of the battery and the other to the tip of the pencil. Do the same for the negative side connecting it to the second pencil top. Place the other two ends of the pencil into the salt water. Observe Bubbles that form at the bottom of the pencil in the water. This is hydrogen gas.

230. • Electrolysis of water is the decomposition of water (H2O) into oxygen (O2) and hydrogen (H).

231. • Water and hydrogen could be the answer to finding a clean renewable source of energy.

232. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut windows and lights off when we leave.

236. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut the windows, doors, and turn off the lights when we leave. • Why do we shut the windows and doors?

237. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut the windows, doors, and turn off the lights when we leave. Why?

238. • Answer: Because fire requires oxygen to burn during combustion.

239. • Answer: Because fire requires oxygen to burn during combustion. – Shutting the windows prevents oxygen from flowing through the building.

243. Shutting the windows and fire doors limits oxygen flow to the fire.

256. • Answer! Gas and Oxygen in  Combustion (heat and gases released) Copyright © 2010 Ryan P. Murphy Physical and Chemical Change: Learn more at… http://www.learner.org/courses/essential/physicalsci/se ssion4/closer1.html

265. “I’m changing states.” “I’m going from a solid to a liquid.”

266. “I’m melting.” “I’m melting.”

290. • You should be close to page 3 in your bundle.

291. • You should be close to page 3 in your bundle.

293. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet

294. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to and NSTA) • http://www.sciencedaily.com/ • http://www.sciencemag.org/ • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst

298. http://sciencepowerpoint.com/Energy_Topics_Unit.html Areas of Focus within The Matter, Energy, and the Environment Unit. There is no such thing as a free lunch, Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Viscosity, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light (Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday’s Law, Compass, Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics, Third Law of Thermodynamics, Industrial Processes, Environmental Studies, The 4 R’s, Sustainability, Human Population Growth, Carrying Capacity, Green Design, Renewable Forms of Energy.

308. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

309. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

310. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

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