1. Draw line about 3/5 of the way down your paper
Lab: Boiled Ice
Purpose-
Observe and record what changes energy causes water, beginning as ice.
Draw line about 3/5 of the way down your paper
TEACHER NOTES below
Materials per group (of 3 students): 500mL pyrex beaker, ice, thermometer, hot plate, goggles, graph paper (optional), rulers (optional- for drawing lines on graphs), timer of some kind (read Notes section further down for an idea I used)
As presented, this lab takes 3 days, which you can shorten or lengthen depending on your needs.
Day 1: Spend 20 minutes with students setting up their papers (ppt slides 1-3), and to explain what’s going to happen tomorrow
Day 2: Students do the lab:
With their goggles on, get into groups with a beaker half full of ice and thermometer
Set beaker on hot plate and turn on. Time is zero- take first measurement. Record temperature and state
Take a temp. measurement every 2 min. thereafter and record
Make a rough graph showing results. (Don’t worry how nice the data table and graph are; see Day 3…)
Day 3: (try to make some sense of the chaos)
Review what happened yesterday- the data collected, and rough graphs made
Look together at graph on ppt slide #5 (you need to copy/paste that image in beforehand!)
Assign homework: make a NICE graph on graph paper, annotated with names of states and drawings at the top; then a paragraph below
Notes:
Instead of handing out timers, I chose to put 1 big stopwatch on the screen for the entire class to use ( ); a nice side benefit in doing this is that it keeps everyone together also; we all begin and end at the same time
As the ice melts into liquid then becomes a gas, have students record both states with %’s above each, estimating
Notes about thermometer:
It’s glass, so don’t jab it into ice (it’ll break)
As students come into the room, have thermometers on ice, so they’re already at the beginning temperature, and won’t need to adjust to it
To get accurate readings: the bulb of thermometer must be held in the center of water the entire 20 minute period; if they keep pulling it out in between readings, it’ll warm in air temp. and give a false reading (unless you’re using electronic)
Like the idea of this lab but it’s too much trouble? Do this yourself as a demo one day in class. Can even have students take the measurements for you
See notes are of remaining slides for more comments
Day 1

2. Observe and record what changes energy causes water, beginning as ice.
Lab: Boiled Ice
Purpose-
Observe and record what changes energy causes water, beginning as ice.
Time, min.
Temp. °C
State 2 4 6 8 10 12 14 16 18 20
Day 1- students copy this onto their paper; tomorrow’s when they’ll do the actual lab
Day 1

3. 110 60
Temp. °C
-10
still Day 1- students copy this onto their paper 5 10 15 20
Time, min.
Day 1

4. Now go do collect your data and make a rough graph
Day 2- after a brief review, get students working
Day 2

5. Above, you need to copy/paste in the image from http://wp. cune
Above, you need to copy/paste in the image from (for copyright reasons I couldn’t include it)
I also recommend pulling up for your students an animated version of this image at
Note that the day-minder in the lower-left corner says to show this to students on Day 3, as in, after they’ve got their data and rough graph finished. You want students to see this as confirmation of what they did. Showing it too soon (before they get results) will spoil the surprise.
Day 3

6. Homework Re-draw your graph NICELY Annotate the graph:
Write the state
Drawing at top
Write one paragraph below the graph, explaining it to a ten year old
In the blank area to the right above I had a small version of that graph again from slide #5 for students to see as they worked on this.
“Write the state” and “Drawing at top” refers on the inserted graph on slide #5 the titles that follow the line and the drawn water molecules at the top; having students include all this on theirs further reinforces what we’re trying to get them to understand regarding the states of matter
I asked my students do their nice graph on graph paper, and with rulers for perfectly straight axis
Day 3