Lesson 1 - Solids, Liquids and Gases

National Curriculum: Programmes of Study for Sc3

Relate scientific knowledge and understanding to familiar phenomena and to things that are used every day.

Key Elements

(a) The states of matter are analysed in terms of their specific properties.

(b) Change of state is introduced along with the effect of temperature on liquid flow. This will lead to a particle level examination of structure in a later lesson.

Objectives

Pupils should:

(a) recognise differences between solids, liquids and gases, in terms of their properties, eg density, compressibility, ease of flow, maintenance of shape and volume.

(b) to realise that temperature increase can bring about a change of state.

(c) to realise that temperature increase will also effect the rate of flow of a liquid.

Outcomes

Pupils are be able to:

(a) classify a material as a solid, liquid or a gas on the basis of its properties.

(b) recognise a change of state and realise that it occurs at a specific temperature for a particular material.

(c) plan an investigation on the effect of temperature on change of state and flow rate of a solid/liquid.

Notes

The lesson starts with an activity that will be revision for many. The presence of a colloidal substance (butter) is to challenge the students while also ensuring that they start thinking about change of state.

This leads into the investigation. If carrying out this activity use a set jelly/water mix. Make up the mixture using half the recommended amount of water. place no more than 1 cubic centimetre in the test tube. A beaker of hot water should be used to heat the test tubes of jelly. Heating the jelly in the test tube to about 60 C and measuring the flow rate as it cools gives the best results. Don't forget to loosen the bungs before heating. The best slope is provided by resting the base of the tube on a pencil. Keeping the jelly in the test tubes keeps mess to a minimum and allows the equipment to be reused.

Extension Work

Students could be given some results of time for the travel from one end of the tube to the other against temperature. A linear relationship would be appropriate. They can then plot a line graph and use it to predict flow times at other temperatures.

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