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This PowerPoint is one small part of the Matter, Energy, and the Environment Unit from www.sciencepowerpoint.com. This unit consists of a five part 3,500+ slide PowerPoint roadmap, 12 page bundled ...

This PowerPoint is one small part of the Matter, Energy, and the Environment Unit from www.sciencepowerpoint.com. This unit consists of a five part 3,500+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 20 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro's Law, Ideal Gas Law, Pascal's Law, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light (Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb's Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday's Law, Compass, Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics-Third Law of Thermodynamics, Industrial Processes, Environmental Studies, The 4 R's, Sustainability, Human Population Growth, Carrying Capacity, Green Design, Renewable Forms of Energy (The 11th Hour)

This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks

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States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid Presentation Transcript

  • • Based on the video, which is a solid, liquid, and gas.
  • • RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy
  • -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Ice Melting Water Boiling Vapor GasT E M P Heat Added 
  • • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
  • • http://sciencepowerpoint.comWebsite Link:
  • Matter, Energy, and the Environment Unit Copyright © 2010 Ryan P. Murphy
  •  First Area of Focus: Matter
  •  Matter : Anything that has mass and takes up space. Copyright © 2010 Ryan P. Murphy
  •  Matter : Anything that has mass and takes up space. Copyright © 2010 Ryan P. Murphy
  •  Element: A substance that is made entirely from one type of atom. Copyright © 2010 Ryan P. Murphy
  •  Compound: Made up of two or more elements bonded together. Copyright © 2010 Ryan P. Murphy
  • Homogeneous: Composed of elements that are all the same.
  • Heterogeneous / Inhomogeneous: Composed of two or more different types of elements.
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture?
  • • Which picture below best represents a homogeneous mixture, and which represents a heterogeneous mixture? Learn More about mixtures: http://www.elmhurst.edu/~chm/vchembook/106Amixture.html
  •  Law Conservation of Matter  - Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  •  In any physical or chemical change, matter is neither created nor destroyed  Matter can be changed from one form to another. Copyright © 2010 Ryan P. Murphy
  • Big Bang All Matter
  • Big Bang All Matter Particles join together
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation Matter from the formation of the planets, sometime after the big bang.
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation Matter from the formation of the planets, sometime after the big bang.
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation Matter from the formation of the planets, sometime after the big bang.
  • Big Bang All Matter Particles join together Gravity attracts particles, forms stars, planets Galaxies Sun releases particles, photons through nuclear processes Plants harness Photons to make sugars with available molecules on Earth from formation Matter from the formation of the planets, sometime after the big bang.
  • • Available Worksheet: Law Conservation of Mass.
  • • Available Worksheet: Law Conservation of Mass.
  • • Activity! Law Conservation of Mass – Secure a birthday candle to a Petri-Dish and weigh all. – Light candle on a scale and record the weight of the candle every minute for 10 minutes. • Light fan can speed combustion / results. – Spreadsheet on next page. – Lab questions to be answered at end. Copyright © 2010 Ryan P. Murphy
  • • Record the Following Spreadsheet into your Journal. Time Weight of Candle at Start (grams) Start 5 10 15 20 25 30 35 40 45 50  Please graph results in a line graph. Copyright © 2010 Ryan P. Murphy
  • grams grams grams grams grams Copyright © 2010 Ryan P. Murphy
  • 5 grams 4 grams 3 grams 2 grams 1 gram Copyright © 2010 Ryan P. Murphy -Simulated data if not conducting demonstration
  • • Questions! Copyright © 2010 Ryan P. Murphy
  • • Questions! – Why did the candle decrease in mass? Copyright © 2010 Ryan P. Murphy
  • • Questions! – Why did the candle decrease in mass? – Did the flame destroy matter (candle) or just change its form? Copyright © 2010 Ryan P. Murphy
  • • Questions! – Why did the candle decrease in mass? – Did the flame destroy matter (candle) or just change its form? – From what form did the candle change? Copyright © 2010 Ryan P. Murphy
  • • Questions! – Why did the candle decrease in mass? – Did the flame destroy matter (candle) or just change its form? – From what form did the candle change? Copyright © 2010 Ryan P. Murphy
  • • Answers to Questions! Copyright © 2010 Ryan P. Murphy
  • • Answers to Questions! – Why did the candle decrease in mass? Copyright © 2010 Ryan P. Murphy
  • • Questions! – Why did the candle decrease in mass? – Answer! Because the candle which was a solid turned into a gas during combustion. The gas was not collected to be measured. Copyright © 2010 Ryan P. Murphy
  • • Questions! – Did the flame destroy matter (candle) or just change its form? Copyright © 2010 Ryan P. Murphy
  • • Questions! – Did the flame destroy matter (candle) or just change its form? – Answer! No, Matter cannot be created or destroyed but changed from one form to another.
  • • Questions! – From what form did the candle change? Copyright © 2010 Ryan P. Murphy
  • • Questions! – From what form did the candle change? – Answer! The candle changed from a solid to a liquid (melting) and into a gas (evaporation). Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into large zip-lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into large zip-lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into large zip-lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into sandwich size Zip-Lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into sandwich size Zip-Lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weigh Alka-Seltzer and water solution tablet in grams _____ – Weigh 100 ml of water in grams ______ – Pour water into sandwich size Zip-Lock bag. • Predict the mass if we add Alka-Seltzer to the water bag and immediately seal the bag. • Predict the mass if we add Alka-Seltzer to the water bag and don’t seal the bag. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter. – Weight of water _____? – Weight of Alka-Seltzer _____? – Weight together in sealed bag _____? – Weight together in unsealed bag _____? Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? – Why did unsealing the bag decrease the weight of the two together. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? – Why did unsealing the bag decrease the weight of the two together. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? – Why did unsealing the bag decrease the weight of the two together. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? – Why did unsealing the bag decrease the weight of the two together? Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – What happened when the two mixed? – Answer! The Alka-Seltzer reacted with the water and released a gas (carbon dioxide). Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – Why was the weight of the water and tablet combined in the sealed bag the same as them separate? – Answer! Law Conservation of Matter. No gas was allowed to escape. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – Why did unsealing the bag decrease the weight of the two together? Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – Why did unsealing the bag decrease the weight of the two together? – Answer! The carbon dioxide gas was allowed to escape into the air which wasn’t recorded mass. Copyright © 2010 Ryan P. Murphy
  • • Demonstration of Law Conservation of Matter Questions. – Why did unsealing the bag decrease the weight of the two together? – Answer! The carbon dioxide gas was allowed to escape into the air which wasn’t recorded mass. – Optional Class Quiz found at • http://home.utah.edu/~u0577548 /Conservation%20of%20Matter/s um_of_parts_quiz.html Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy What are the states of matter?
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy
  •  Kinetic Molecular Theory:  The molecules are in constant motion.  This motion is different for the 3 states of matter. Copyright © 2010 Ryan P. Murphy Kinetic Molecular Theory. Learn More: http://www.chm.davidson.edu/vce/kineticmolecularth eory/basicconcepts.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity Sheet Available: States of Matter and Phase Change.
  • • Activity Sheet Available: States of Matter and Phase Change.
  • • Activity! Describing Solid-Liquid-Gas – Please fill out the following spreadsheet and then collect data. – Find it or write (?) Solid Liquid Gas Volume L*W*H Shape Mass Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . PV=nRT Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom  . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh in a classroom  Copyright © 2010 Ryan P. Murphy
  • • Activity! Describing Solid-Liquid-Gas – Possible Answers! Solid Liquid Gas Volume Easy to find – in ml or cm3 Easy to find. Use graduated cylinder – ml Difficult to find in a classroom . Shape Many different forms. Easy to mold. Takes shape of the container. No Shape  Mass Generally Heavy / Weigh in grams Easy to find. Generally Heavy / Weigh in grams. Lighter in mass / Harder to weigh than solid and liquids. Copyright © 2010 Ryan P. Murphy
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  • • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.
  •  States of Matter  -  -  -  - Copyright © 2010 Ryan P. Murphy
  •  Solid (s) has a definite shape and volume. Copyright © 2010 Ryan P. Murphy
  • Molecules form a crystal lattice.
  • Molecules form a crystal lattice.
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Activity! Semi-Solid • Diapers contain polyacrylic acid, a super- absorbent polymer (large molecule). – http://www.coolscience.org/CoolScience/KidScie ntists/babydiaper.htm (Learn More) – This molecule is hydophilic (water loving)
  • • Semi-solid. While similar to a solid in some respects (it can support its own weight and hold its shape), it also shares some properties of liquids, such as shape conformity to something applying pressure to it, or the ability to flow under pressure.
  •  Liquid (l) Has definite volume but not shape. Copyright © 2010 Ryan P. Murphy
  •  Gas (g) No definite shape or volume. Copyright © 2010 Ryan P. Murphy
  •  Gas (g) No definite shape or volume. Copyright © 2010 Ryan P. Murphy
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing at a fast pace the person with gas poster must wave it around quickly / dance. • When zebra is dancing normal wave the liquid poster at a normal speed / slower dance. • When zebra is dancing slowly wave the solid poster extremely slow / slow dance.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Based on the video, which is a solid, liquid, and gas.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.
  • • Video Link! (Optional) TMBG – http://www.youtube.com/watch?v=btGu9FWSPtc
  • • Diffusion: Random movement of molecules. – From high to low concentrations. Copyright © 2010 Ryan P. Murphy
  • • Diffusion: Random movement of molecules. – From high to low concentrations. Copyright © 2010 Ryan P. Murphy
  • • Why do substances always flow from high concentrations to low concentrations? Copyright © 2010 Ryan P. Murphy
  • • Answer! Kinetic movement of molecules causes particles to move to open areas. Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • • Heat Diffusion through a room.
  • • Activity! Making the room smell good. – Teacher to stand in one place and release some spray. – Raise your hand when you smell it. – What are the molecules doing? Copyright © 2010 Ryan P. Murphy
  • • Answer: The Molecules are trying to reach equilibrium. Copyright © 2010 Ryan P. Murphy
  • • What is the fourth state of matter?
  •  Plasma (p) Ionized gas that emits electrons. Copyright © 2010 Ryan P. Murphy
  • • 99.9% of normal matter is Plasma.
  • • 99.9% of normal matter is Plasma. STARS
  • • 99.9% of normal matter is Plasma. STARS – So that .1% is the (s),(l),(g) that we are made of.
  • • BEC’s
  • • A Bose–Einstein condensate (BEC) is a state of matter formed by a system of bosons confined in an external potential and cooled to temperatures very near to absolute zero (0 Kelvin or −273.15 °C). –Under such supercooled conditions, a large fraction of the atoms collapse into the lowest Quantum state of the external potential, at which point quantum effects become apparent on a macroscopic scale.
  • • A Bose–Einstein condensate (BEC) is a state of matter formed by a system of bosons confined in an external potential and cooled to temperatures very near to absolute zero (0 Kelvin or −273.15 °C). –Under such supercooled conditions, a large fraction of the atoms collapse into the lowest Quantum state of the external potential, at which point quantum effects become apparent on a macroscopic scale.
  • First predicted by Satyendra Nath Bose who wrote paper and sent to Albert Einstein
  • First predicted by Satyendra Nath Bose who wrote paper and sent to Albert Einstein
  • First predicted by Satyendra Nath Bose who wrote paper and sent to Albert Einstein
  • First predicted by Satyendra Nath Bose who wrote paper and sent to Albert Einstein
  • First predicted by Satyendra Nath Bose who wrote paper and sent to Albert Einstein
  • Tc = is the critical temperature, n = is the particle density, m =is the mass per boson, h = is the reduced Planck constant, Kb = is the Boltzmann constant, and is the Riemann zeta function;
  • Tc = is the critical temperature, n = is the particle density, m =is the mass per boson, h = is the reduced Planck constant, Kb = is the Boltzmann constant, and is the Riemann zeta function;
  • Copyright © 2010 Ryan P. Murphy “WHAT!”
  • • Plasma is super excited gas of moving electrons. Copyright © 2010 Ryan P. Murphy
  • • Plasma is super excited gas of moving electrons. Copyright © 2010 Ryan P. Murphy Learn More / Simplified at: http://www.colorado.edu/physics/2000/bec/what_is_it.htm l
  • • Bose-Einstein condensate (Optional) – http://www.youtube.com/watch?v=nAGPAb4ob s8
  • • Bose-Einstein condensate (Optional) – http://www.youtube.com/watch?v=nAGPAb4ob s8
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Which one is which? – Connect the name to the state of matter. • BEC Plasma Gas Liquid Solid Copyright © 2010 Ryan P. Murphy
  • • Video – Molecular motion of water / liquid. – Focus on how the molecules are moving as a liquid (Start) and solid (End of Video) http://www.youtube.com/watch?v=gmjLXrMaFTg Copyright © 2010 Ryan P. Murphy
  • Mystery box #1 Mystery Box #2 Mystery Box #3
  • Mystery Box #2 Mystery Box #3
  • Mystery Box #3
  • Which is a solid, which is a liquid, and which is a gas?
  • • Matter can exist in several different forms based on pressure, temperature and volume.
  • • Activity! Matter and Phase Change Simulator. – http://phet.colorado.edu/en/simulation/states-of- matter
  • • Video Link! (Optional) Khan Academy, • States of Matter (Advanced) – http://www.khanacademy.org/video/states-of- matter?playlist=Chemistry
  • • Video Short! The three states of matter. – A good review before the quiz. – http://www.youtube.com/watch?v=s- KvoVzukHo
  • • Activity Sheet Available: States of Matter and Phase Change.
  • • Quiz 1-10 Solid, Liquid, Gas, Plasma Copyright © 2010 Ryan P. Murphy
  • • Bonus – Name the movie and the character.
  • • Answers to the Quiz Wiz 1-10 States of Matter on a molecular level.
  • • Bonus – Name the movie and the character.
  • • Bonus – Name the movie and character. • Legally Blonde “Elle Woods” (2001) starring Reese Witherspoon and Luke Wilson.
  • • http://sciencepowerpoint.comWebsite Link:
  • http://sciencepowerpoint.com/Energy_Topics_Unit.html Areas of Focus within The Matter, Energy, and the Environment Unit. There is no such thing as a free lunch, Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Viscosity, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light (Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday’s Law, Compass, Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics, Third Law of Thermodynamics, Industrial Processes, Environmental Studies, The 4 R’s, Sustainability, Human Population Growth, Carrying Capacity, Green Design, Renewable Forms of Energy.
  • • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
  • Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
  • • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
  • • http://sciencepowerpoint.comWebsite Link: