States of Matter Handout PDF

Science States of Matter Year 4 - Summer 1 Name:________________________ Class:_________________________  Year 4 Science Knowledge Organiser - Summer 1 - States of Matter 1 Solid In a solid, the particles fit very closely together with v...

Science States of Matter Year 4 - Summer 1 Name:________________________ Class:_________________________  Year 4 Science Knowledge Organiser - Summer 1 - States of Matter 1 Solid In a solid, the particles fit very closely together with very little space between then. They are repeatedly vibrating and twisting but they do not move past their neighbour particles. Solids are difficult to compress and remain in their own shape. 2 Liquid In a liquid, the particles are still close together but a little further apart in comparison to a solid. The particles can move around and mix with other particles. Liquids can change shape to according to their container and are difficult to compress. 3 Gas In gases, the particles are much further apart in comparison to both solids and liquids. There is a lot of space in between the particles and they keep moving about. Because the particles can move easily, a gas will fill any container that is put into and can be compressed into a smaller volume when the gas is compressed. 4 Matter Anything that has mass and takes up space. 5 Particle Atoms - minute building block that makes up matter. 6 State of Matter Solids, liquids and gases are the three states of matter. 7 Temperature A measure of how hot an object is - usually measured in degrees celsius ℃ 8 Heating Transferring heat energy from object to another, raising the temperature of the object. 9 Cooling Losing heat energy, reducing the temperature of the object. 10 Evaporation When a liquid turns into a gas. 11 Condensation When a gas turns into a liquid. 12 ​Solidification When a liquid turns into a solid. 13 Freezing The process when a liquid turns into a solid. Freezing occurs when heat is lost from an object, which causes the molecules to slow down and form tighter bonds. (water freezes at 0​℃ ) 14 Boiling The process when a liquid turns into a gas. ​The temperature at which ​boiling ​happens is called the boiling point and depends on the particular nature of the substance. For example, water boils at around 100 °C 15 ​Vapor The ​sun​ turns water on the Earth into a vapor. Water comes from the ocean​, ​lakes​, ​rivers and streams​. 16 Precipitation As the vapor rises, it gets cold. When it gets cold, it gathers in clouds. This is called condensation. When the cloud get too heavy to hold the water any longer, they drop back to Earth in the form of rain, sleet, snow or hail. 1  Date: LESSON ONE: Solid, liquid or gas Retrieval Practice What I already know about states of matter Questions I still have about states of matter. Outcomes Key Vocabulary To compare and group materials together, according to Solid, liquid, gas, particles, state, whether they are solids, liquids or gases by sorting and material, describing materials into solids, liquids and gases. properties. Knowledge needed It will be helpful if children have studied materials and their properties in earlier year groups. Sorting Materials A material may be in one of three states: solid, liquid or gas. Can you sort the materials into solids, liquids or gases? Think carefully about each one and write them into the correct column of the table on the next page. glass tea clay lemonade sugar hot air pebble fabric cola metal water clouds sand magnet milk cream paper soup coffee wool wood cardboard juice oxygen rocks rain plastic steam ice ice lolly 2  Solid Liquid Gas Everybody Reads Properties of materials - Solids These items are all solids! What do they have in common? Materials in a solid state keep their shape unless a force is applied to them. Solids can be cut, squashed or twisted. They will not change shape on their own. Solid materials always take up the same amount of space. They do not spread out or flow. Solids do not have to be hard. They can be squashy or soft Properties of materials - Liquids These items are all liquids! What do they have in common? Materials in a liquid state take the shape of the container they are in. Although liquids can change shape, they do not change their volume. This means they still take up the same amount of space. Liquids are pulled down to the bottom of a container by gravity. Liquids can flow or be poured. 3 Properties of materials - Gases These items are all gases! What do they have in common? Materials in a gaseous state can spread out to completely fill the container or room they are in. Gases have weight. Gases can be squashed. Gases do not keep their shape. Talk Task Can you match the properties with the correct state? Talk to your partner to help you. Everybody Reads - Particles We can explain the differences between solids, liquids and gases by knowing what they are made of. Scientists have found out that all materials are made of very tiny particles. These particles are so small that we cannot see them with our eyes, or even with a microscope! The position and behaviour of the particles is different in solids, liquids and gases. Everybody Watches The behaviour of particles in solids, liquids and gases, let’s watch this video and find out more https://www.bbc.co.uk/bitesize/clips/zpbvr82 Group task You are going to work as groups to demonstrate the differences in each state! Follow the instructions on your group’s Particle Information Card to find out what you need to do. Then watch each others’ demonstrations to learn about the behaviour of particles in solids, liquids and gases. Liquid Solid Gas 4 Independent Task Use the pictures at the bottom of the sheet and draw the correct particle arrangement and write the statements about the particle properties for each state. State Particle arrangement Particle properties Solid Liquid Gas Exit Ticket Watch this video, ​https://www.bbc.co.uk/bitesize/clips/zrdkjxs​. See which materials you can spot, and which states of matter they are. Share your ideas with the rest of the class. 5  Date: LESSON TWO: Investigating gases Retrieval practice Name 2 gases: ___________________________ ___________________________ Name 2 liquids: ___________________________ ___________________________ Name 2 solids: ___________________________ ___________________________ Outcomes Key Vocabulary To compare and group materials together, Gas, carbon dioxide, state, matter, according to whether they are solids, material, weight, mass. liquids or gases by investigating gases and their uses. Knowledge needed Children will have learnt about solids, liquids and gases in lesson 1. Talk Task On your table you will see a bottle of fizzy drink. Which states of matter can you identify in the materials that make up the bottle of fizzy drink? Talk Task What are the bubbles in fizzy drinks made of? Why are there bubbles in fizzy drinks? How are fizzy drinks made? 6 Everybody Reads What Are the Bubbles in Fizzy Drinks Made Of? Bubbles in fizzy drinks are made from a gas called carbon dioxide. Carbon dioxide is a gas that is all around us. It makes up only about 0.04% of the Earth's atmosphere. Who Invented the First Fizzy Drink? In 1767, a clergyman and scientist called Joseph Priestly accidentally invented the first fizzy drink. He found a way to dissolve gas in water, making the first soda water, or carbonated water. When he drank the fizzy water, he described a “peculiar satisfaction”. How Are Fizzy Drinks Made? Fizzy drinks are made by adding carbon dioxide to liquid under huge pressure. The carbon dioxide dissolves in the liquid and settles in the space above the liquid in the bottle or can. When the container is opened, the pressure decreases and the gas escapes quickly, making a hissing sound. The bubbles appear as the carbon dioxide turns into gas. Bubbles of Gas Carbon dioxide can be very useful. Some fire extinguishers use carbon dioxide to cool flames and to stop oxygen getting to the fire. Carbon dioxide freezes at -78°C, and it becomes a solid called dry ice. It is used to transport food that needs to be kept cool and fresh, such as on aeroplanes and trains. And as you have read, carbon dioxide is dissolved in water to create fizzy drinks. Talk Task Do Gases Weigh Anything? Read the different comments, who do you agree with and why? Everybody Reads Do Gases Weigh Anything? Maya weighed a glass of fizzy lemonade. It weighed 173.1g. Gently, she swirled the glass around to make the liquid flat, in other words, to remove the carbon dioxide. She weighed the glass again and this time it weighed 172.6g. The drink was lighter after the gas had been removed. Answer: The glass of fizzy lemonade was heavier than the flat drink because it contained carbon dioxide. Some gases are lighter than air and some are heavier. Carbon dioxide is heavier than air. 7 Group Task - Weight of Gases Using the sheet below make your prediction, and answer the questions about your investigation. When you have gathered your results, come to a conclusion and recommend a drink for Maya to serve at her party. You will weigh each fizzy drink, then shake it until it is flat and weigh it again. The difference between the two weights will tell you how much carbon dioxide is in each drink. 8 Exit Ticket True or False? Look at the statements and decide whether they are true or false. Statement True False Carbon dioxide is a gas at room temperature. Gases keep their shape. Carbon dioxide is useful. The bubbles in fizzy drinks are bubbles of gas. Gases that are lighter than air weigh nothing. You can find the weight of gases. 9  Date: LESSON THREE: Heating and cooling Do Now: Key Vocabulary Outcomes Key Vocabulary To observe that some materials change state when they are Solid, liquid, particles, melt, freeze, heated or cooled, and measure or research the temperature thermometer, temperature. at which this happens in degrees Celsius (°C) by investigating how heating and cooling can change a material’s state. Knowledge needed The children will have learnt about changing state in lesson 1. Everybody Reads What Makes Materials Change State? Materials can be in three different states: solid, liquid or gas. But how do materials change state? When a solid turns into a liquid it is called ​melting​. The temperature at which a solid material melts is called its melting point. Different materials have different melting points. 10 If a solid material is heated to its melting point, it will start to melt and will change state from a solid to a liquid. In a solid, the particles are closely packed together and are vibrating on the spot. When a solid is heated, the particles start to move faster and faster. If enough heat is applied, the particles will have enough energy to move about. They are still close together, but can move over and around each other. At this point, the solid has melted to form a liquid. When a liquid turns into a solid it is called freezing. The temperature at which a liquid material freezes is called its freezing point. Different materials have different freezing points. It is important to remember that some materials have freezing points above 0°C. For example, the freezing point of iron is around 1550°C! Interestingly, this means its melting point is also its freezing point, just in reverse! Above this temperature, it will be liquid iron. Below this temperature, it will be solid iron. If a liquid material is cooled to its freezing point, it will turn from a liquid to a solid. The particles in a liquid are close together, but can move quite quickly around and over each other. As it is cooled, the particles start to slow down. Eventually, they slow down so much that they only move gently on the spot, and a solid structure is formed. The material has frozen. Independent Task Describe what is happening to the particles as they change state from a liquid to a solid (top picture) and then back to a liquid (bottom picture). __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Everybody Reads Melting and Freezing points For most materials, their melting and freezing points are the same. Although it sounds strange, think of the melting and freezing point as a barrier. If the material is heated to a temperature higher than this, it will melt. If the material is cooled to a temperature lower than this, it will freeze. 11 Independent Task Draw lines to match the materials to their melting points. Why would it be useful for someone to know the melting points of these materials? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Group Task Melting Chocolate Maya is getting the food ready for her birthday party, and wants to make some chocolate crispy cakes. Her party is only a few hours away, so she needs to make them fast! She needs to know the best temperature for melting chocolate. When she has melted the chocolate, she can then add the cereal, shape the mixture into cakes and leave them to freeze in time for her party! Can you help her find the best temperature for melting chocolate? You will place a piece of chocolate in a foil tin and float each tin on a different temperature of water. You will see how long it takes for the pieces of chocolate to melt at the different temperatures. Complete your Melting Chocolate Investigation Activity Sheet with your ideas about the equipment you will need, how you will carry out the investigation and your prediction. Then carry out your investigation in groups. 12 Results Draw a bar chart using your results 13 Exit Ticket 14  Date: LESSON FOUR: Wonderful Water Do now: FEEDBACK Look through what you have completed in your booklet so far and complete any blank pages. If you were absent, read the ​Everybody reads​ sections and write ​ABSENT BUT READ​ in ​purple pen​ and your sign your name. If you ​complete all ​of your feedback, on your whiteboard write 5 questions about states for another person in the class to answer. Outcomes Key Vocabulary To observe that some materials change state when they are heated or Melt, freeze, condense, cooled, and measure or research the temperature at which this evaporate, happens in degrees Celsius (°C) by exploring how water can change its process, state, water, state to a solid, liquid or a gas. ice, water vapour. Knowledge needed The children will have learnt about changes of state in lessons 1 and 3. 15 Talk Task Match these answers to the questions. Be careful! Two of the answers do not match! 0℃ Water Vapour evaporation ice 100℃ Freezing 1000℃ Melting Question Answer 1. What is the solid state of water called? 2. At what temperature does water freeze? 3. What is the process whereby ice turns to water? 4. At what temperature does water boil? 5. What is the name for water when it is in a gaseous state? 6. What is the name of the process that turns water to water vapour? Everybody plays! Play this game to find out more about how water changes state, the processes that cause it to change and the temperatures at which it changes. http://www.sciencekids.co.nz/gamesactivities/statematerials.html Everybody Reads Exploring the processes Water changes state as a result of these processes. You will move around the classroom to explore the different processes in a series of activities. Keep a record of your observations in the table. Ice Cube Investigation In this activity, you will place two or three ice cubes on some cling film stretched over a container of warm water. What do you see in the container? What can you observe on the cling film? What processes are occurring? 16 Reversing Changes Work with an adult for this activity. Your teacher will boil a kettle. Watch the water vapour form as it boils. How can this gas be turned back into a liquid? Can you reverse the change? Watch your teacher demonstrate this process. What can you see? Which processes have you observed? How has the temperature caused these processes? Salt and Ice Put two ice cubes in two beakers. Put a teaspoon of salt on one ice cube, and observe what happens over a few minutes. Use a thermometer to observe how the temperature in the beakers changes. What do you notice happening to the two ice cubes? What process is occurring? What happened to the temperature in the different glasses? 17 Exit Ticket - Exam style question - Ice cubes (a) Scott makes ice cubes. He pours water into an ice cube tray. Scott puts the ice cube tray into the freezer. The temperature of the water changes when it is in the freezer. What happens to the temperature of the water after it is put in the freezer?....................................................................................................................... 1 mark (b) Name ONE piece of equipment Scott could use to measure the temperature of the water....................................................... 1 mark (c) The water in the ice cube tray freezes and becomes ice. Write true or false next to each statement about freezing. True or false? Water freezes at 100°C........................ Freezing water is a reversible change........................ Freezing is a change from solid to liquid........................ 1 mark (d) Scott takes the ice cubes out of the freezer and puts some in a glass of water. He leaves the glass in a warm room. Name the scientific process that happens to the floating ice cubes after they are added to the water....................................................... 1 mark 18  Date: LESSON FIVE: Evaporation investigation Do now: Exam Style Question (a) Patrick used ice cubes to find the warmest classroom in school. He put one ice cube on each of four plates and put each plate in a different classroom. He measured the time it took for each ice cube to melt completely. Look at the graph. Which classroom was the warmest? Class............................ 1 mark (b) Describe how the temperature of a room affects the time taken for an ice cube to melt............................................................................................................................................................................................................................................. 2 mark Outcomes Key Vocabulary To associate the rate of evaporation with temperature by investigating Evaporation, particles, the effect of temperature on drying washing. liquid, gas, weight, dry, To make systematic, careful and accurate observations and energy, state, heat. measurements and report on findings from enquiries by displaying results and conclusions by investigating the effect of temperature on drying washing. Knowledge needed The children will have learnt about the evaporation of water in lesson 4. 19 Talk Task How Do Wet Clothes Dry? Evaporation is the process of a liquid changing into a gas. When clothes dry on the washing line, it is evaporation that causes the liquid on the wet clothes to turn into gas, leaving the clothes dry. But how is the water evaporated from the wet clothes? Around the room are some children's ideas about what makes this happen. Have a look at each statement, think about whether you agree or disagree with it. Agree/disagree? Why? Agree/disagree? Why? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Agree/disagree? Why? Agree/disagree? Why? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 20 Everybody Reads The answer is... The particles in a liquid have energy and are moving around each other quite fast. Some of the particles move so quickly that they turn into a gas and move away from the liquid. This happens quickly if the liquid is boiling, but when clothes are drying it is not that hot so I think it just happens slower. Eventually all the particles will have changed into a gas and the clothes will be dry! When clothes are hung on a washing line to dry, they are exposed to heat. They are not boiling, but there is some heat. The particles in the liquid water are moving around and over each other, and some particles move faster than others. These particles move so fast that they change state, turning into water vapour. The particles of water vapour move away from the clothes, spreading out into the air. The particles don't turn into air! Eventually, if the clothes are left on the washing line for long enough, all the particles of liquid water will change state into gaseous water vapour. The water will have evaporated and the clothes will be dry. Group Task INVESTIGATION QUESTION: Does the Temperature Affect How Fast Towels Dry? You are going to work in a group to plan and set up an investigation to find the answer to this question. You will have access to the following equipment: You will need to decide how to use the equipment to answer this question. You will also make a prediction about what you think the answer will be. You must think about how you will make sure each towel is equally wet at the start of the investigation. If one towel is completely wet through but another is just damp then you won't get reliable results! You should also think carefully about how you will be able to tell how dry the tea towels are after they have been hung up on the washing lines for some time. Will you feel them, observe them, measure their temperature, find their weight, or something else? 21  ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Exit Ticket Have a look at other group’s results and conclusions. Have they found out whether temperature affects how fast towels dry? Do they agree with you? 22  Date: LESSON SIX: The Water Cycle Do now: Exam Style Question (a) Kate wants to test how much time it takes for four different types of fabric to dry. 1. She soaks the different types of fabric in water. 2. She hangs the fabrics on a washing line outside. 3. She measures how much time it takes for the fabrics to dry. Kate’s results are shown in the table below. Fabric type silk cotton nylon polyester Drying time 60 100 50 35 (minutes) Which fabric dried the fastest? ___________________________ (b) Kate carried out a fair test. Read the four statements below. 1. Use fabrics that cost the same amount of money. 2. Use fabrics that are the same size. 3. Hang the fabrics up at the same time. 4. Hang the fabrics in the same place. Which of these things would have helped make Kate’s test fair? Tick ONE box. 1 only 1 and 3 only 2 and 4 only 2, 3 and 4 only (c) Drops of water fall from the bottom of very wet washing hanging on a washing line. Write true or false for each of the statements about the drops of water. The drops… True or False? form because liquids can flow. ____________ may change shape as they fall. ____________ form because the water becomes warm. ____________ 23 (d) Harry dries some T-shirts indoors on a radiator. Name the process that happens to the water in Harry’s T-shirts as they dry. ___________________________________________________________________ (e) Harry saw that liquid water formed on the windows in the room when the T-shirts were drying on the radiator. Name the process that causes liquid water to form on the windows. ___________________________________________________________________ Outcomes Key Vocabulary To identify the part played by evaporation and Evaporation, condensation, condensation in the water cycle by creating a model of precipitation, the water cycle. collection, clouds, rain, sleet, hail, snow. Knowledge needed The children will have learnt about condensation and evaporation in lessons 4 and 5. Everybody Reads What is the Water Cycle? More than three quarters of the Earth's surface is water. Some of this water evaporates in the heat of the Sun. When the water has evaporated, it is in the form of water vapour. Clouds are made from water vapour that has condensed to form tiny water droplets. When the water droplets get too big, they fall from the clouds. The water droplets can fall as rain, hail or snow. Three hundred millions litres of water falls on dry land each day. The Stages of the Water Cycle 24  Evaporation Heat from the Sun causes water to evaporate from seas, lakes, rivers and streams. Water also evaporates from puddles and ponds. This evaporation happens even on cloudy or cold days. The liquid water turns into water vapour when it has evaporated. Condensation The water vapour in the air rises, and as it does so, it cools down. Eventually, it cools enough for the water vapour to condense and form small droplets of water. The droplets of water clump together to form clouds. Precipitation As more water vapour condenses, more water droplets are formed in the clouds. Eventually, the water droplets are large enough and heavy enough to fall back to the surface of the Earth. These droplets of water fall from the clouds in the form of rain, sleet, hail or snow. Collection When water falls back to Earth as precipitation, the water may fall on oceans, lakes, rivers or on the ground. Water that falls on the ground is either absorbed into the soil, and is used as drinking water for animals and plants, or it runs over the ground and collects in the oceans, lakes and rivers. This water is then evaporated and the cycle starts all over again! 25 Independent Task One Independent Task Two Write a story about the water cycle from the point of view of a water droplet! Explain what happens to the water droplet at each stage, and how it changes. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 26 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 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_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 28 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Exit Ticket Rearrange the letters of each word below to make the name of a stage of the water cycle. Can you put the stages in order? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 29