1. ● This presentation is for the instructor, only the Phases of Matter section (orange) is for use with students. States of Matter Demo http://earthref.org/SCC Scripps Classroom Connection

2. Can you name the 4 phases of matter? Give an example of each one. ● Use the question as an intro to the following PowerPoint. No discussion is necessary as this will be part of the PowerPoint presentation. Opening Question: Day 1 Scripps Classroom Connection http://earthref.org/SCC

3. Day 1 ● Liquid Nitrogen ● Safety goggles ● Thermal gloves (for handling LN2) ● Balloons (~5) ● Banana (apple works too, but not oranges, the peel insulates too well) ● A few flowers ● Racketball ● Cup of water ● Ice ● Dewar (4-5liters) see notes Materials: Day 1 Scripps Classroom Connection http://earthref.org/SCC

4. Phases of Matter ● Solid, Liquid, Gas & Plasma http://earthref.org/SCC

5. What is Matter? ● Matter is anything that has mass and takes up space http://earthref.org/SCC

6. Solid Liquid Gas Plasma Phases Of Matter http://www.harcourtschool.com/activity/s tates_of_matter/index.html http://earthref.org/SCC

7. PhaseSolidLiquidGasPlasma Shape Volume Compressibility Motion http://earthref.org/SCC

8. PhaseSolidLiquidGasPlasma ShapeDefinite Shape VolumeDefinite Volume CompressibilityIncompressible MotionDoes not flow http://earthref.org/SCC

9. PhaseSolidLiquidGasPlasma ShapeDefinite ShapeIndefinite Shape VolumeDefinite Volume CompressibilityIncompressibleNot Easily Compressed MotionDoes not flowFlows easily http://earthref.org/SCC

10. PhaseSolidLiquidGasPlasma ShapeDefinite ShapeIndefinite Shape VolumeDefinite Volume Indefinite Volume CompressibilityIncompressibleNot Easily Compressed Easily Compressed MotionDoes not flowFlows easilyFlows very easily – expands to fill its space http://earthref.org/SCC

11. PhaseSolidLiquidGasPlasma ShapeDefinite ShapeIndefinite Shape VolumeDefinite Volume Indefinite Volume CompressibilityIncompressibleNot Easily Compressed Easily Compressed ? MotionDoes not flowFlows easilyFlows very easily – expands to fill its space ? http://earthref.org/SCC

12. Phase changes SOLID GAS LIQUID Boiling/ Vaporization Melting WARMING (energy is gained) Sublimation http://earthref.org/SCC

13. Phase changes SOLID GAS LIQUID Condensation Freezing COOLING (energy is lost) Deposition/ De-sublimation http://earthref.org/SCC

14. ● For each object, have students record the object in their journal, and record how it changes when it is exposed to liquid nitrogen. Then discuss why the change occurs Example: ● Balloon ● When dipped in LN2, the balloon contracts (gets smaller) and when it is taken out again it expands. Discuss: Why does the balloon contract and expand. Which phase of matter is inside the balloon. Demo: Liquid Nitrogen and Phase Changes Scripps Classroom Connection http://earthref.org/SCC

15. ● Matter goes through phase changes based on adding heat to the system or taking heat away. Scripps Classroom Connection http://earthref.org/SCC Conclusions: Day 1

16. Dry ice opener ● Dry Ice ● Ice ● Clear plastic containers LN2 Ice Cream ● Liquid Nitrogen ● Thick plastic bowl (NOT glass or ceramic) ● Wooden spoons ● Safety Goggles ● Thermal gloves (for handling LN2) ● Ice cream ingredients – listed in notes Materials: Day 2 Scripps Classroom Connection http://earthref.org/SCC

17. Which of these cups contains ice (frozen H 2 O)? How can you tell? ● On the desk in front of the room put a beaker or other clear container of ice, and another of dry ice. Label the beakers A and B. Allow students to com up and observe each one. ● Students may or may not notice that the ice melts to liquid, whereas the dry ice sublimates. ● After 5-10 minutes, discuss students’ answers and ask them what makes the 2 substances different Opening Question: Day 2 Scripps Classroom Connection http://earthref.org/SCC

18. ● Have students fill out the final assessment worksheet in groups or pairs and then go through it as a class once everyone has completed it. By walking around the room as students ask questions and work on it, you will be able to tell what areas they are strong and weak in. Final Asseessment Worksheet Scripps Classroom Connection http://earthref.org/SCC

19. ● Have the ice cream ingredients combined in a LARGE plastic bowl with lots of extra space. If you want, measure the ingredients with the class, as an exercise. ● Ask the students what they think will happen when LN2 is added to the ice cream ingredients ● Ask students why they think the phase change will occur ● Make ice cream and then have students record their observations of the process in their journals. ● Last, have students come up and taste the ice cream. Demo: Liquid Nitrogen ice cream Scripps Classroom Connection http://earthref.org/SCC

20. ● Remind students that phase changes take place all the time in their daily lives, and ask for examples like the ice cream. Scripps Classroom Connection http://earthref.org/SCC Conclusions: Day 2