Modeling the States of Matter

Write the responses to these sections in your class journal.

Asking Questions:

  1. If you have 20 atoms, in which state of matter will they take up the most space: solid, liquid, or gas? What about the least space? Why?

Developing and Using Models: If the students in class represented the particles that make up matter, how can we use the classroom to model or show the 3 states of matter? Explain what each state of matter would look like in your model.

  1. Solid
  2. Liquid
  3. Gas

Planning and Carrying out an investigation:

  1. After acting it out as a class, draw three diagrams of our “classroom container” and how the molecules were arranged for each state of matter. You don’t need to include tables and chairs. Keep your particle sizes the same.
  2. Next to your diagram, describe the distance between particles, the speed, and the energy of the “student particles.”

Write the responses to these sections on your work sheet.

Analyzing and interpreting data:

  1. What are the limitations of this model in representing how states of matter really act?
  2. Compare your results for each state of matter. What pattern(s) do you notice? (Identify at least two.)

Engaging in Argument from Evidence:

  1. Make a generalization about the relationship between the temperature and the volume of a state of matter. Use evidence from your diagrams to support your generalization.
  2. Overall, what things cause or contribute to the characteristics of each state of matter?

Modeling the States of Matter Activity

Asking Questions:

1.

Developing and Using Models:

Solid would act like:Liquid would act like:Gas would act like:

Planning and Carrying Out Investigations:

Solid:Liquid:Gas:

Description:Description:Description:

Name:______Date______Period___ Integrated Science 7

Modeling the States of Matter Analysis

Analyzing and interpreting data:

  1. What are the limitations of this model in representing how states of matter really act?
  1. Compare your results for each state of matter. What pattern(s) do you notice? (Identify at least two.)

Engaging in Argument from Evidence:

  1. Make a generalization about the relationship between the temperature and the volume of a state of matter. Use evidence from your diagrams to support your generalization.
  1. Overall, what things cause or contribute to the characteristics of each state of matter? In what ways do they cause or contribute to the characteristics of each state of matter?

Modeling the States of Matter

Write the responses to these sections in your class journal.

Asking Questions:

  1. If you have 20 atoms, in which state of matter will they take up the most space: solid, liquid, or gas? What about the least space? Why?

Developing and Using Models: If the students in class represented the particles that make up matter, how can we use the classroom to model or show the 3 states of matter? Explain what each state of matter would look like in your model.

  1. Solid
  2. Liquid
  3. Gas

Planning and Carrying out an investigation:

  1. After acting it out as a class, draw three diagrams of our “classroom container” and how the molecules were arranged for each state of matter. You don’t need to include tables and chairs. Keep your particle sizes the same.
  2. Next to your diagram, describe the distance between particles, the speed, and the energy of the “student particles.”

Modeling the States of Matter

Write the responses to these sections in your class journal.

Asking Questions:

  1. If you have 20 atoms, in which state of matter will they take up the most space: solid, liquid, or gas? What about the least space? Why?

Developing and Using Models: If the students in class represented the particles that make up matter, how can we use the classroom to model or show the 3 states of matter? Explain what each state of matter would look like in your model.

  1. Solid
  2. Liquid
  3. Gas

Planning and Carrying out an investigation:

1.After acting it out as a class, draw three diagrams of our “classroom container” and how the molecules were arranged for each state of matter. You don’t need to include tables and chairs. Keep your particle sizes the same.

2.Next to your diagram, describe the distance between particles, the speed, and the energy of the “student particles.”

Name:______Date______Period___ Integrated Science 7

Modeling the States of Matter

Asking Questions:

  1. If you have 20 atoms, in which state of matter will they take up the most space: solid, liquid, or gas? What about the least space? Why?

Developing and Using Models: If the students in class represented the particles that make up matter, how can we use the classroom to model or show the 3 states of matter? Explain what each state of matter would look like in your model.

  1. Solid
  1. Liquid
  1. Gas

Planning and Carrying out an investigation:

  1. After acting it out as a class, draw three diagrams of our “classroom container” and how the molecules were arranged for each state of matter. You don’t need to include tables and chairs. Keep your particle sizes the same.
  2. Next to your diagram, describe the distance between particles, the speed, and the energy of the “student particles.”

Solid:Liquid:Gas:

Description:Description:Description:

Analyzing and interpreting data:

  1. What are the limitations of this model in representing how states of matter really act?
  1. Compare your results for each state of matter. What pattern(s) do you notice? (Identify at least two.)

Engaging in Argument from Evidence:

  1. Make a generalization about the relationship between the temperature and the volume of a state of matter. Use evidence from your diagrams to support your generalization.
  1. Overall, what things cause or contribute to the characteristics of each state of matter? In what ways do they cause or contribute to the characteristics of each state of matter?