MS-PS Develop a model that predicts and describes the changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. This lab has students making observations of what happens to molecules during phase changes. They should also make observations of how not all materials change phases at the same temperature, which means they may require more or less energy to break the attractions between their molecules.
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Product Description. NGSS Expectation: MS-PS Develop a model that predicts and describes the changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Materials: Computer or tablet with internet access. Total Pages. Report this Resource to TpT. Reported resources will be reviewed by our team. Add one to cart. Buy licenses to share. Add to Wish List. Share this resource.
Math FUN-damentals 51 Followers. Keep in Touch! Sign Up.Want to rate this material? Login here! Make a Comment Relate this resource. Physics Front Dec 31 - Feb 15, PhET Collision Lab. This interactive simulation lets students investigate simple collisions in one dimension or more complex scenarios. The simpler experiment explores the meaning of elastic vs.
The website also provides lesson plans developed by high school teachers specifically to accompany the Collision Lab simulation. Currently 0. Post a new comment on this item. A Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. Systems and System Models K When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
Developing and Using Models K Modeling in 9—12 builds on K—8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9—12 level builds on K—8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data.
Simple computational simulations are created and used based on mathematical models of basic assumptions. All motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.
Whenever one thing exerts a force on another, an equal amount of force is exerted back on it. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it. A mathematical model uses rules and relationships to describe and predict objects and events in the real world.
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Activity that investigates phases of matter, effects of adding heat, mixing substances, and energy transformations using two PHET simulations from Phet.Chapter 10 Dynamics of Rotational Motion The ball slowed down andstopped because an unbalanced force caused it to change its motion. For example, Sound. Appointment of examiners is made in accordance with the well- defined norms. If this is your first time using one of the PhET simulations, make sure to give yourself time to play around and learn how it works before teaching this lesson.
Bigler's Schedule. A first particle model to interpret the compressibility of a gas. Chapter 2 Motion along a Straight Line In doing this, students can begin to see patterns between the change in molecular motion and whether a reaction is endothermic or exothermic.
States of Matter, Phase Change, and Heat Simulation Activity
They will notice that all of the phase changes are placed where two states of matter overlap. Heat energy and the particle model. The phase change from solid to gas is called sublimation. The key to analyzing two-dimensional projectile motion is to break it into two motions, one along the horizontal axis and the other along the vertical. Sample Learning Goals Describe characteristics of three states of matter: solid, liquid and gas. Using the magnets provided, with your group design a model that explains why the temperature changes when a salt is dissolved in water and why the temperature change is different for different types of salts.
Newton's First Law of Motion states that in order for the motion of an object to change, a force must act upon it. KMT - As it relates to the three states of matter. Explore the relationship between molecular motion, temperature, and phase changes.PhET Gravity & Orbits
The acceleration does change, but it is constant within a given time segment so that the constant acceleration equations can be used. Maybe it ultimately changes how our brains process written information but we don't yet know.
This activity will teach students more about the properties of matter.
Phet Simulation Particle Motion And Phase Changes Answer Key
Effective September 1st,to run the Java-based simulations you will need to upgrade to Java version 1. Example A particle having mass m travels from point A to B in a circular path having radius R in 4 seconds. A simulation without instructional support is difficult for students to use.
The field of quantum turbulence deals with the manifestation of turbulence in quantum fluids, such as liquid helium and ultracold gases.In this teacher led activity, students explore the relationship between temperature and the behavior of gas molecules.
I like to stress to my students the importance of understanding both the Fahrenheit, Celsius, and Kelvin temperature scales. As we study more about meteorology and later astronomy the Kelvin scale will continue to appear in the textbook and in our studies.
Navigating between these three temperature scales can be very confusing to students. At this point some of your students may have heard about absolute zero. But few may understand what that means. This lesson is a nice introduction to the concept of absolute zero and a bridge from prior learning to understanding gas laws. Since the software is fun to "play" with, I wait to let them work directly with it at this point in order to move quickly through this lesson.
As the students enter the room, have the following questions displayed on the board or projected for them to answer. Give students five or six minutes to answer these questions in their journals. When you are ready, have them turn and share their ideas to their table groups.
This should take three or four more minutes. This is a good time to review prior learning. Concepts such as the definition of temperature and heat should be reviewed again. If you have saved the class definition of heat and temperature from a previous activity pull it out now and display for the class. You may find that a number of your students have heard of this but have yet to grasp what is meant by "absolute zero.
For the last question is it possible for matter to have zero volume push student thinking towards the definition of density as well as the properties of matter this will help to set the stage for them to make the connection between the need for the Kelvin Scale and absolute zero with zero volume.
In the first part of this activity students plot temperature data on a graph and then estimate the temperature of the gas if the volume reaches zero. I find students struggle a bit with plotting data points, as the scale on this graph is quite large.
So be sure to prompt them to pay attention to the exact spot where the data goes. The activity asks them to draw the straightest line possible. If students do not accurately plot these three data points, than their line will not extend far enough out to the left. I encourage all of my students to use a straight edge ruler when making these lines. When looking at the three temperature scales, take a moment first to compare the relationship between Fahrenheit and Celsius.
In this unit of study I have left out a lesson on converting between Fahrenheit and Celsius. You could insert that lesson prior to teaching this lesson on absolute zero.
In my classroom we do not use the Fahrenheit scale much, and if necessary I allow students to use computer conversions rather than teaching them the formula. Please choose the method of instruction that best suit your needs. The take away for students when looking at the three temperature scales is the ease of converting between Celsius and Kelvin.
Emphasis here is on the formulas:. Both of which are simple enough for 8th graders to work with. Here is great video to follow up this part of the activity with:. Before moving on the computer activity, use this time to discuss student responses to the first part of the activity -- in particular paying attention to the need for these different temperature scales. Emphasize the use of the Celsius scale in science and engineering in addition to the Kelvin scale.
I like to emphasize here that the Fahrenheit scale, while commonplace in the United States, is not so in most parts of the world.
States of Matter- PHET Simulation
In addition, use the following questions to summarize part one:. If your students have not been exposed to the Kelvin scale before, this is the time to talk about its usefulness. Ask your students to think about where this scale would be useful and how the Celsius and Fahrenheit scales are limited due to the range of temperatures on these respective scales.
Think about parts of your curriculum where students will find the Kelvin scale useful, such as lessons in astronomy stars, Jovian planets, etc and Earth science layers of the earth in order to make the connection of why we're studying the scales. One thing to note when demonstrating this to your class is in the upper right-hand corner of the simulation screen you have the option to lock one of the parameters - either volume, temperature, pressure, or none.Want to rate this material?
Login here! This lesson plan with student guide was created by a high school teacher to accompany the PhET simulation States of Matter. It's intended for students who already have some knowledge of basic kinetic molecular theory. It provides guided exploration of particle behavior as it relates to phase, molecular polarity, force interactions at the molecular level.
This lesson for high school physics or chemistry was developed specifically to accompany the PhET simulation States of Matter. It guides students in an exploration of particle behavior as it relates to phase, molecular polarity, and how force interactions occur at the molecular level. It is intended for students who already have functional knowledge of basic kinetic molecular theory.
Note: Only registered users have access to PhET teacher-contributed resources, but registration is free and easy. This is a link to the PhET simulation "States of Matter", which this lesson was specifically developed to accompany.
Make a Comment Relate this resource Contact us. See details Physics Front Dec 28 - Feb 20, Physics Front Search:. Editor selections by Topic and Unit. K-8 Phys. Editor's Note: This lesson must be used in conjunction with the "States of Matter" simulation. See Related Materials for a link to the simulation.
Currently 0. Keywords: gas laws, interaction potential, molecular models, molecular structure, nonpolar molecules, phase, phase change simulation, phase diagrams, polar molecules, states of matter, states of matter simulation Record Cloner: Metadata instance created July 18, by Caroline Hall Record Updated: August 18, by Lyle Barbato Last Update when Cataloged: February 8, Author: Created by mmingels.
Created: Feb 9, Updated: Feb 22, Read more. Report a problem. View more. How can I re-use this? Worry free guarantee. Author: Created by mmingels Preview. Share Email Post.
Activity that investigates phases of matter, effects of adding heat, mixing substances, and energy transformations using two PHET simulations from Phet. Contains links to quickly access the simulations and multiple screenshots from the simulations to assist students in completing the activity. My lower level students have also been able to complete, but required 2 full periods minutes total.
More or less time may be required based on the level of your students. FULL answer key included. MA State Standards Addressed 3. Recognize that energy is absorbed when a substance changes from a solid to a liquid to a gas, and that energy is released when a substance changes from a gas to a liquid to a solid. Preview and details Files included 2. Tes Paid Licence. Other resources by this author. Popular paid resources. Updated resources.