This is the first Investigation of the LabLearner CELL Properties of Matter. In it, students examined the solid, liquid, and gas phases of water.

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A. Begin the analysis of the Lab by helping students to remember the experiments they conducted.  The following questions may be helpful in prompting student discussion.

1. Ask students: Can you remember the four questions about the properties of water in different states that were explored in the Lab? Can you observe matter changing states?  What are the properties of ice?  What are the properties of water?  What are the properties of water vapor?

2. Ask students: How did we investigate the different states of matter? Students should suggest that they observed the ice, water, and water vapor by looking at them with the hand lens, touching them, and smelling them.

3. Refer students to problem 2 in their Scientist Data Record. 

Ask students: What steps did you do in Trial 1 of the Investigation? Students should indicate that they measured an ice cube several times during lab.

a. Ask students: What is the term for “change from a solid to a liquid”? Melt. Refer students the Scientist’s Glossary if necessary.

b. Ask students: Did we do anything in the Lab that examined melting? Students should confirm that the ice cube melted over the course of the lab.

B. Tell students they are going to analyze each trial of their experiment.

1. Direct students to look at Trial 2 in their Student Data Record.  

Ask students: What were some properties of ice? Students should indicate it was clear, had no smell, and felt cold and slippery.

2. Direct students to look at Trial 3 in their Student Data Record.  

Ask students: What were some properties of water? Students should indicate it was clear, had no smell, and was cool and wet.

3. Direct students to look at Trial 4 in their Student Data Record.  

Ask students: What were some properties of water vapor? Students should indicate it had no color, no odor, and was difficult to feel.

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C. Remind students that they examined each substance, whether it was a solid, liquid, or gas, in the same way. Therefore, the results might be able to brought together in order to be compared more easily. 

Ask students: Can you think of a way to present your observations? Student answers may vary.  Guide students toward suggesting a chart or table.

1. Display the States of Water Table on the slide to students and explain that they will be filling out the table chart in Problem 9 in their Student Data Record with the information they collected in the Investigation. If necessary, briefly review the steps in the tool Completion of a Data Table.

2. Direct students to look at the table. 

Ask students: What state of matter is ice? Solid.

3. Instruct students to look for state of matter and ice on the Table.  Fill in the appropriate box with solid, and direct students to fill out the same box in their Student Data Record.

4. Ask students: What state of matter is water? Liquid.

5. Instruct students to look for state of matter and water on the table.  Fill in the appropriate box with liquid, and direct students to fill out the same box in their Student Data Record.

6. Ask students: What state of matter is water vapor? Gas.

7. Instruct students to look for state of matter and water vapor on the Table.  Fill in the appropriate box with gas, and direct students to fill out the same box in their Student Data Record.

8. Instruct students to continue filling in the Table on their own with the data they collected in the Investigation.

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1. Tell students: Imagine you live in a cabin next to a large lake.  It is the middle of winter and it is very cold outside.  In fact, it is so cold that it is snowing.  As you look out the window of your cabin, you see a family ice skating on the lake.  The teapot you are heating on the stove begins to whistle.  You go to the stove and pour out a hot cup of tea to drink.

a. Ask students:  What did you see in your mind movie? Student answers may vary.  Students should indicate seeing snow, ice skaters, a teapot, animals, other children ice skating, etc.

b. Ask students:  What examples of different states of water did you see in your mind movie? Student answers may vary.  Students should indicate seeing solids such as snow or icicles, liquid such as the water in the teapot, and gas such as the steam coming out of the teapot or off of the hot cup of tea.

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2. Tell students:  Now imagine that the season has changed at your cabin by the lake. It is early spring.  Outside of your window, there is thick fog that makes it difficult to see the lake.  The weather forecast is calling for rain.  You pick up your umbrella and head outside.  You see a man fishing in a small boat on the lake.

a. Ask students:  What did you see in your mind movie? Student answers may vary.  Students should indicate seeing a man on the lake, fog, an umbrella, trees, a jacket, etc.

b. Ask students:  What examples of different states of water did you see in your mind movie? Student answers may vary.  Students should indicate seeing liquid such as the water in the lake and rain, and gas such as fog.

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3. Tell students:  Now imagine that the season has changed again.  Now it is summer and the weather is very hot.  The sun is shining brightly and you decide to join some friends to go swimming in the lake.  After swimming for a while you head back up to your cabin for an ice-cold glass of lemonade.  The lemonade is very refreshing in the summer heat.

a. Ask students:  What did you see in your mind movie? Student answers may vary.  Students should indicate seeing people swimming, the sun, a pitcher of lemonade, etc.

b. Ask students:  What examples of different states of water did you see in your mind movie? Student answers may vary.  Students should indicate seeing solids such ice cubes in the lemonade, liquid such as the lake and the lemonade, and gas such as clouds.

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D. Direct students to locate a Problem or Trial in their Student Data Record in which they examined the ice cube.

1. Ask students:  Each time you examined the ice cube, what did you measure? Students should indicate that they measured the widest part of an ice cube.

2. Ask students: What happened to the ice cube during the investigation? Students should indicate that the spot got smaller.

3. Instruct students that they will be calculating how much the ice cube shrank during the experiment.

a. Direct students to move to be with the students they worked with in the Lab.

b. Ask students:  What was the beginning measurement of the ice cube? Refer students to measurement 1 in their Student Data Record.   Instruct students to copy the answer to Problem 10 of their Student Data Record.

c. Ask students:  What was the ending measurement of the water spot? Refer students to measurement 4 in their Student Data Record.  Instruct students to fill in the answer in Problem 10 of their Student Data Record.  Remind students to line up the numbers so they can subtract.

d. Instruct students to subtract the ending measurement from the beginning measurement and write the answer in the space provided.

e. Discuss the numbers each group came up with.  Emphasize that even though their numbers were different, all of the ice cubes shrank.

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E. Review the terms for changes in matter.  If necessary, refer students to their Scientist’s Glossary.

1. Ask students:  What are the four terms for how matter can change states? Condense, evaporate, freeze, and melt.

2. Ask students:  What was happening to the ice cube you measured? The ice melted.

a.  Ask students: How do you know? Students should indicate that there was water in the beaker by the end of the experiment.

3. Ask students: What was happening to ice in the first bucket while you were doing the experiment? The ice was melting.

a. Ask students: How do you know? Students should indicate that there was water in the bucket by the end of the investigation.

4. Ask students: What do you think was happening to the water while you were completing the experiment? Students should indicate that water was probably evaporating.

a. Ask students:  How do you know? Students may answer that they could not see it evaporating.  Instruct students that if the water sat out for a longer period of time, they would be able to see the water level go down.

5. Direct students to look at Problem 11 of their Student Data Record.

a. Instruct students to fill in the arrows with the terms for change in matter.

b. Allow students to work with a partner for 5 minutes to complete the diagram. Discuss answers as a class.

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F. Remind students of the drawings they completed during PreLab.

1. Ask students:  What can affect matter changing states? Student answers may vary but they should indicate that temperature can have an effect.

2. Ask students:  Can you give some examples? Student answers may vary.  Examples include that water turns to ice in a cold freezer, water turns to steam when heated in a teapot on the stove, and ice cream melts in the hot sun.

G. To complete their exploration of states of matter, tell students they will continue to study water in its liquid state during the next Investigation.  Questions they will explore will include:

• Can containers of different shapes hold the same volume of water?
• How does an object affect the volume of water in a container?
• Does changing the shape of an object change the amount of water it displaces?