This document contains instructions for several science experiments and activities on states of matter and atomic structure. It begins with an activity where students observe ice melting into water and measure the temperature at various time intervals. They are asked questions about the particles of water and temperature changes. Another activity involves using balloons and other materials to demonstrate static electricity and charge. Students observe the attraction or repulsion of objects and are asked about charge acquisition. The document also contains a phase change diagram to analyze and multiple choice questions about subatomic particles, atomic structure, and charge. It promotes thinking positively about life's challenges.
This document contains instructions for several science experiments and activities on states of matter and atomic structure. It begins with an activity where students observe ice melting into water and measure the temperature at various time intervals. They are asked questions about the particles of water and temperature changes. Another activity involves using balloons and other materials to demonstrate static electricity and charge. Students observe the attraction or repulsion of objects and are asked about charge acquisition. The document also contains a phase change diagram to analyze and multiple choice questions about subatomic particles, atomic structure, and charge. It promotes thinking positively about life's challenges.
This document contains instructions for several science experiments and activities on states of matter and atomic structure. It begins with an activity where students observe ice melting into water and measure the temperature at various time intervals. They are asked questions about the particles of water and temperature changes. Another activity involves using balloons and other materials to demonstrate static electricity and charge. Students observe the attraction or repulsion of objects and are asked about charge acquisition. The document also contains a phase change diagram to analyze and multiple choice questions about subatomic particles, atomic structure, and charge. It promotes thinking positively about life's challenges.
This document contains instructions for several science experiments and activities on states of matter and atomic structure. It begins with an activity where students observe ice melting into water and measure the temperature at various time intervals. They are asked questions about the particles of water and temperature changes. Another activity involves using balloons and other materials to demonstrate static electricity and charge. Students observe the attraction or repulsion of objects and are asked about charge acquisition. The document also contains a phase change diagram to analyze and multiple choice questions about subatomic particles, atomic structure, and charge. It promotes thinking positively about life's challenges.
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Instructions/Procedures:
Activity What changes take place when ice turns into liquid water?
Objectives: After performing this activity, you should be able to: 1. represent through drawings or cartoons what happens to the particles of ice when it turns to liquid; and 2. explain the processes taking place using the particle model of matter. Materials Needed: 2 pieces, ice cubes 1 piece, watch glass or saucer Procedure: 1. Put one piece of ice cube on a watch glass or small saucer. 2. Observe what happens to the ice cube after 2 minutes. 3. You may do any of the following: write a description or draw a cartoon or illustration to show how the particles of water behave as ice changes to a liquid.
Q1. Explain what is happening to the particles of water in ice as it turns to liquid using the particle model of matter. _______________________________________________________________________________ ___
Q2. Explain what will happen to the liquid on the watch glass or saucer if it is transferred into a small container and left inside the freezer after a few hours or overnight? _______________________________________________________________________________ ___
Instructions/Procedures: What Happens When Ice Melts?
After this activity, you should be able to answer the answer this question: What happens to the temperature of water while changing from ice to liquid water? Materials Needed: Crushed ice 1 glass container Timer (stopwatch) Stirring rod Thermometer Procedure: 1. Put some crushed ice and a little cold water into the container 2. Stir the contents of the container for few seconds; then, measure the temperature of the contents Avoid letting the thermometer touch the bottom of the container to ensure that you are actually measuring the temperature of the water.
Record your temperature reading: Table 3: Temperature readings for melting ice Time (min) Temperature (0C) 0 (initial) 2 4 6 8 10 12 14
Q1. Why does the ice inside the container melt after sometime? ________________________________________________________________ Q2. Which is your dependent variable? Which is your independent Variable? ________________ Q3. Describe your graph. ____________________________________________________________
Q4. Describe the temperature of the water while the ice melting. _____________________________________________________________
Q5. Describe the temperature of the water after the ice has melted. ____________________________________________________________
Modified TRUE OR FALSE. Write TRUE if the statement is correct, if not write the correct word on the blank that makes the statement incorrect. 1. A gas is any matter that has definite volume but no definite shape. _______ 2. Recombination occurs when plasma changes to gas.________ 3. Condensation occurs when a solid changes directly to a gas. ____________ 4. Melting occurs when a solid changes directly to a liquid. _________ 5. A matter is a transition of matter from one state to another.__________
Instructions/Procedures:
ACTIVITY 2 - PHASE CHANGE DIAGRAM
Directions: Analyze the given graph below: 1. At point A, the beginning of observations, the substance exists in a _____ state. 2. At point B, the substance begins to _____. 3. At point C, the substance is completely _____ or in a _____ state. 4-5. Material in this phase has _____ volume and _____ shape. 6. At point D the phase change that can happen is _____ or evaporation.
For numbers 7 - 11, write the phase change that happened on the following: 7. _______________ 8. __________ 9. __________ 10. __________ 11. __________
10 0 11
9 7 Brief Descriptions: Write a brief description of the given pictures below.
Instructions/Procedures: Activity: “Charge” it to Experience! Objectives: After performing this activity, you should be able to: a. Observe that objects may repel or attract each other. b. Infer that objects may carry positive and negative charges. c. Deduce that neutral objects contain positive and negative charges.
Materials Needed: Meterstick or any-meter long stick chairs or any stand for the stick Ballloons glass (from a picture frame) String cloth (flannel or silk cloth)
Procedure: 1. Inflate the two balloons. Tie each using a length of string. Place the meter-long stick across two chairs. Suspend the two balloons so that they hang freely about two inches apart. 2. With each hand holding one balloon, rub the balloons simultaneously against your hair several times. Let go of the balloons. Observe.
Q1. What happens to the balloons?
_______________________________________________________________________________ ___ Q2. Did the balloons acquire the same charge or different charges? What made you say so? _______________________________________________________________________________ ___
3. Rub the piece of glass with a silk cloth. Bring the piece of glass between the two balloons. Observe.
Q3. What happened with the balloons?
_______________________________________________________________________________ ___ Q4. Does the glass have a different or same charge as the balloon? What made you say so? _______________________________________________________________________________ ___ Choose the letter of the best answer. 1. Why are atoms electrically neutral? A. They have the same number of protons and neutrons which are both found inside the nucleus. B. The have the same number of protons and electrons which are both found inside the nucleus. C. They have the same number of protons and electrons which are both found outside the nucleus of an atom. D. The number of protons inside the nucleus is equal to the number of electrons outside the nucleus of an atom. Use the information below to answer Questions 2 & 3. Subatomic particle Symbol Charge Mass in grams Electrons e- -1 9.09 x 10-28 Protons p+ +1 1.672 x 10-24 0 Neutrons n 0 1.675 x 10-24 2. Which of the subatomic particles is the lightest? A. Electrons B. Protons C. Neutrons D. Nucleus 3. Which of the subatomic particles make the nucleus positive? A. Electrons B. Protons C. Neutrons D. Nucleon 4. Which two particles would be attracted to each other? A. electrons and protons C. protons and neutrons B. electron and neutron D. all particles are attracted to each other 5. Which statement is NOT TRUE about the nucleus? A. It is positively charged B. It consists of proton and electron C. All atoms of a given element are identical. D. All matter is composed of small indivisible particles called atoms.
2. Negatively charged particles. ____________________ 3. No charged particles ____________________ Among the parts of an atom which do you think is the lightest? heaviest? ____________________ What kind of graph is presented below? ____________________
Problems in life should be carried out lightly. No need to worry because it is much lighter than positive. You need to think the Positive side because it matters in your every day life. This will bring you joy and successes in life. THINK: PROTONS + NEUTRONS is not equal to ELECTRONS. Instructions/Procedures:
Prepared by: ALEXANDER C. DAYAG, Ph.D. (Grade 8 Level Coordinator)
