States of Matter
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States of Matter
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The project's design is based on a constructivist model in which students are asked to formulate questions, and design and conduct experiments to address basic questions about the properties of matter. A basic introduction to the characteristic properties of matter is recommended. Students should understand the definition of a solid, gas, and liquid and be able to identify each state in their environment. Read through the entire lesson. Plan to configure the execution of the project to your time and technological capacity. For example, if you have a limited number of classroom computers but your students go to a computer lab, you might want to involve the lab teacher in the project. Materials and Equipment  1 computer workstation, with Internet access, per group.Macintosh: System 7.0 or higher, 16MB RAM, CD-ROM player recommended. Windows: 386 processor or higher, 16MB RAM, CD-ROM player recommended. 256 color monitor required for Windows. HyperStudio, version 3.0 or higher Reference materials
Library resources (print, Internet, CD-ROMs, etc.)
Science journal or folder to document process
Digital camera (if photos are to be incorporated)
Standard camera
ScannerTime Allottment: Approximately 10 class periods. 
There are six lessons in the States of Matter project:  Lesson I: Introducing the Project.
Lesson II: Researching and Gathering Materials for Experiments.
Lesson III: Learning to use HyperStudio.
Lesson IV: Preparing a Storyboard.
Lesson V: Producing the Project.
Lesson VI: Presenting Projects.
Lesson I: Introducing the Project (1 class period).  Introduce the project and refresh student knowledge of states of matter. Further round out concepts by reviewing the following questions. List questions and experiment ideas on chart for students to explore.Experiment Ideas and Questions: Do all liquids evaporate at the same rate? How does heat affect matter? What happens on a molecular level when heat is applied to matter? Does all matter have the same density? Is Coke as dense as Pepsi? Is water as dense as oil? What components are necessary for matter to transform from one state to another? Can a single substance be transformed into all three states? Macro/Micro: Identify real world states of matter and illustrate what that state looks like on a micro level. The sea is liquid; what does the molecular structure of the sea look like? Density of water: predict what floats and what sinks. What does this tell us about mass and weight? What does this tell us about water's density? What is the difference between mass, weight, and density? Can these differences be illustrated? Based on a comparison of one or more properties of matter, do liquids behave more like solids or gases? Give facts to support your reasoning. What will spread an odor throughout a room fastest, a solid, liquid, or gas?
 For each experiment, brainstorm with students on possible experiments, and list materials that could be used. The following is a partial list of materials.
Beakers Cylinders Thermometers Balance scales Stop watches or watches with second hands Water Ice Rubbing alcohol Corn oil Vinegar Food coloring Ice cube trays Matches or heating coil  Group students. It may be helpful to divide your students into three groups and assign each group a specific state of matter as a focal point, i.e. a liquid group, a solid group, and a gas group. Within each group, sub-groups should be formed. One sub-group should be responsible for researching and preparing to present the basic principles of their assigned state of matter. Other sub-groups will design and conduct experiments that investigate the characteristic properties of each state and what makes each state unique. Sub-groups may also choose to create a quiz about their assigned state of matter.
 Have each group of students design an experiment that answers a question or proves a hypothesis the group chooses to address. Outline the experiment and list the necessary materials. Students should follow the Scientific Method, (http://kauai.cudenver.edu:3010/0/nutrition.dir/scimethod.html) when planning their experiments. Have students do preliminary research that bolsters their experiment and lays a foundation for their presentation. For instance, if a group designs an experiment that addresses the question, "Do all liquids evaporate at the same rate?", students could research what happens on a molecular level when heat is applied to a liquid.Homework: Students should begin to research and gather materials for their experiment. Lesson II: Conducting the Experiments (1 or more class periods).
Using the Scientific Method (http://kauai.cudenver.edu:3010/0/nutrition.dir/scimethod.html), have students conduct their experiments. Make sure they keep explicit notes on the procedure and outcome. Students should make thumbnail sketches or use a digital/standard camera to record their experiment and incorporate these images into their stacks.
Note: If experiments require several class periods to complete, students can move between Lessons II and III. Lesson III: Learning to Use Hyperstudio (2 class periods). Work from the HyperStudio Tutorial to: Use the drawing and painting tools. Create a button and attach designating actions such as sound and animation. Create a text field.
Add a graphic. Give an overview on stack structures. If possible, provide the class with examples of good stack design. Samples are provided in the Hyperstudio CD-ROM.
Linear stacks move in a straight line. In a linear stack, navigational buttons allow the user to move forward or backward throughout the stack. In a hub structure, all cards are linked to a central card. The user can move through the stacks according to their personal preference. A hub structure is like a bicycle wheel where all of the spokes come together at the center. A branching structure often begins at a central card but then "branches" off into sub-topics. This is the most likely choice when assigning a cooperative class stack. Lesson IV: Preparing a Storyboard (1 class period).
A storyboard serves as a blueprint for the framework of the stack. The storyboard provides a workspace where the team can plan the structure of their stack as well as the images and text for each card. Copy and distribute the storyboard template to your students.
Using the storyboard, have students decide the: Structure of the stack.
Images, digitized and/or drawn, for each card.
Text for each card.
(Require each group to complete a storyboard before moving into production.) For management purposes, have each group and/or sub-group storyboard their own stack and then you pull them into one class storyboard. As a class,think through the navigation and content, eliminate repetition, and fill in gaps. These are design decisions unique to each project. Each sub-group or group's stack should be sound enough to stand on its own. Before sending each group off to plan, design, and execute their project, decide as a class some basic elements that will remain standard throughout the project. For instance, placing the forward and backward navigational buttons in the same place on each storyboard panel and using the same icon for these functions can help the user navigate with less frustration. The class should decide on a font that is large enough and easy to read, and each group should use it uniformly throughout their storyboard. Lesson V: Producing the Project (4 class periods).
Before students begin creating their HyperStudio stacks, have them check their storyboards for the following:
A title card.
A table of contents.
A minimum of five cards per stack.
Navigational buttons leading to the correct card.
A Reference Card listing at least two sources.
Clear and readable text.
Correct spelling and punctuation.
Purposeful cards that point to the content.
Graphics and animations that support content, not override it.
Use the HyperStudio Tutorial to help your students create stacks as planned in their storyboards.Lesson VI: Presenting Projects (2 class periods). Each group will be responsible for presenting their work to the class. Time should be budgeted for questions and answers for both the scientific content and the production aspects of the project. If possible, connect the computer that will be used for presentation to a television for a larger display.
Overview | Procedures for Teachers | Organizers for Students
Software Samples & Projects Thirteen Ed Online wNetStation |