# Liquids and Solids

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```					                             Liquids and Solids Project

much it weighed and how long it would take for all of the snow to melt. Approximately
once an hour, the classroom teacher took pictures of the container sitting on a scale in the
classroom with a ruler attached to the side of the container. The teacher also took a
picture of the wall clock showing the time the picture was taken.

Main Question:
Why is the capacity of a solid turned to liquid different?

Procedure:

   PowerPoint slides were created using the digital images.
   The slides were arranged in chronological order.
   Each student worked on their own copy of the presentation.
   Students were instructed to observe the images, document the time shown on the
clock and create paragraphs describing what was happening to the snow and
documenting any changes in the weight of the container.
   In conclusion, students gave reasons why the container had only a couple inches
of water remaining, yet the container weighed just as much as it did when it was
full of snow.

Possible Extensions:

   Create the slides in random order and let students arrange them in chronological
order based on the time of the clock images.
   Predict how long it would take for the water remaining in the container to be
refrozen.
   Predict what changes would occur when the water freezes: Would the level of the
ice be the same as when it was a liquid? Would the ice expand to fill the
container?
   Take digital pictures during the freezing process documenting the time, weight
and capacity of the water/ice solution.
   Create a second PowerPoint presentation using the digital images from the
freezing process.
   Instruct students to observe the new images of the freezing process, document the
time shown on the clock and create paragraphs describing what was happening to
the water and documenting any changes in the weight and capacity of the solution
in the container.
   In conclusion, students would give reasons why the ice and snow capacities were
different.
   Share/discuss student conclusions in small groups and/or as a whole class.

Gerry Ryder & David Gingrich
Belmont Elementary School, Belmont, NH
gryder@shaker.k12.nh.us    dgingrich@shaker.k12.nh.us
Science Process Skills

SPS1– Scientific Inquiry and Critical Thinking Skills
SPS2– Unifying Concepts of Science
SPS3– Personal, Social, and Technological Perspectives
SPS4– Science Skills for Information, Communication and Media Literacy

Physical Science Targets

PS1– All living and nonliving things are composed of matter having characteristic
properties that distinguish one substance from another (independent of size/amount of
substance).
PS2– Energy is necessary for change to occur in matter. Energy can be stored,
transferred and transformed, but cannot be destroyed.

ICT Standards

Core Content Areas Covered – Math, Science, Language Arts

ICT standards: 1, 2b, 2c, 2d, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d,

Gerry Ryder & David Gingrich
Belmont Elementary School, Belmont, NH
gryder@shaker.k12.nh.us    dgingrich@shaker.k12.nh.us

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 views: 2 posted: 11/6/2012 language: English pages: 2
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