Activity Overview
After students understand the different states of matter, it's important that they understand how the states change between each other. In this activity, students will create a storyboard that illustrates the particle arrangement for each state of matter and describe the changes between each state. Use this activity at the beginning of the lesson to provide students with a foundation of knowledge or at the end to see what they've learned.
An increase in thermal energy increases the average kinetic energy of the particles in a system. This can either increase the temperature of the system or can cause the state to change. The change will be from a solid to a liquid or a liquid to a gas. Conversely, a decrease in thermal energy will decrease the average kinetic energy of the system. This change will cause a change in state from a gas to a liquid or a liquid to a solid.
This can also be an interesting place to introduce your students to sublimation. Sublimation is the process in which a substance goes from the solid to the gas state without becoming a liquid. Carbon dioxide (CO2), or dry ice, is an example of a material that does this. The opposite of sublimation is known as desublimation deposition.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Illustrate the particle arrangement of the different states and identify and describe the different state changes.
- Click "Start Assignment".
- Use shapes to draw particles into the containers and arrange them for a solid, liquid, and gas.
- Using text, label the arrows with the names of the different state changes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 17 Points | Emerging 9 Points | Beginning 0 Points | |
|---|---|---|---|
| EM spectrum categories | All of the parts of the EM spectrum are put in the correct order and spelled correctly. | Most of the parts of the EM spectrum are in the correct order. | Some of the parts of the EM spectrum are in the correct order. |
| Properties | The wavelength and frequency ranges are listed correctly for every part of the EM spectrum including units. | The wavelength and frequency ranges are listed for most parts of the EM spectrum including units. | The wavelength and frequency ranges are listed for some parts of the EM spectrum including units. |
| Uses | There are a range of uses listed for each part of the EM spectrum. | There are some uses listed for nearly every part of the EM spectrum but there are a few parts missing. | There are some uses listed for some parts of the EM spectrum. There are many parts with no uses listed. |
| Dangers | There are a range of dangers listed for each part of the EM spectrum. | There are some dangers listed for nearly every part of the EM spectrum but there are a few parts missing. | There are some dangers listed for some parts of the EM spectrum. There are many parts with no dangers listed. |
| Vizualizations | The visualizations clearly represent examples of uses and dangers for each part of the EM spectrum. | There are visualizations for the dangers and uses of each part of the EM spectrum but they are not clear and sometimes muddled. | There aren't visualizations for the dangers and uses of each part of the EM spectrum. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
After students understand the different states of matter, it's important that they understand how the states change between each other. In this activity, students will create a storyboard that illustrates the particle arrangement for each state of matter and describe the changes between each state. Use this activity at the beginning of the lesson to provide students with a foundation of knowledge or at the end to see what they've learned.
An increase in thermal energy increases the average kinetic energy of the particles in a system. This can either increase the temperature of the system or can cause the state to change. The change will be from a solid to a liquid or a liquid to a gas. Conversely, a decrease in thermal energy will decrease the average kinetic energy of the system. This change will cause a change in state from a gas to a liquid or a liquid to a solid.
This can also be an interesting place to introduce your students to sublimation. Sublimation is the process in which a substance goes from the solid to the gas state without becoming a liquid. Carbon dioxide (CO2), or dry ice, is an example of a material that does this. The opposite of sublimation is known as desublimation deposition.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Illustrate the particle arrangement of the different states and identify and describe the different state changes.
- Click "Start Assignment".
- Use shapes to draw particles into the containers and arrange them for a solid, liquid, and gas.
- Using text, label the arrows with the names of the different state changes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 17 Points | Emerging 9 Points | Beginning 0 Points | |
|---|---|---|---|
| EM spectrum categories | All of the parts of the EM spectrum are put in the correct order and spelled correctly. | Most of the parts of the EM spectrum are in the correct order. | Some of the parts of the EM spectrum are in the correct order. |
| Properties | The wavelength and frequency ranges are listed correctly for every part of the EM spectrum including units. | The wavelength and frequency ranges are listed for most parts of the EM spectrum including units. | The wavelength and frequency ranges are listed for some parts of the EM spectrum including units. |
| Uses | There are a range of uses listed for each part of the EM spectrum. | There are some uses listed for nearly every part of the EM spectrum but there are a few parts missing. | There are some uses listed for some parts of the EM spectrum. There are many parts with no uses listed. |
| Dangers | There are a range of dangers listed for each part of the EM spectrum. | There are some dangers listed for nearly every part of the EM spectrum but there are a few parts missing. | There are some dangers listed for some parts of the EM spectrum. There are many parts with no dangers listed. |
| Vizualizations | The visualizations clearly represent examples of uses and dangers for each part of the EM spectrum. | There are visualizations for the dangers and uses of each part of the EM spectrum but they are not clear and sometimes muddled. | There aren't visualizations for the dangers and uses of each part of the EM spectrum. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
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