The Water Cycle Strand Matter Topic Changes in the state of matter Primary SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include c) changes in phases of matter with the addition or removal of energy. Related SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; g) conditions that influence a change are identified and inferences are made; l) simple physical models are designed and constructed to clarify explanations and show relationships. 2.3 The student will investigate and understand properties of solids, liquids, and gases. Key concepts include b) measurement of the mass and volume of solids and liquids. Background Information Thermal energy causes to evaporate (changing from a liquid to a gas). The resulting water vapor rises in warm air and eventually meets a cooler air mass. As the gaseous water cools, it loses energy and condenses into a liquid (gas to a liquid is condensation). These droplets fall as precipitation. This process is called the or the water cycle hydraulic cycle. In this activity, the environment in the plastic container simulates the water cycle on the Earth. The sun heats the water in the cup. The water in the cup, which represents the ocean, evaporates (liquid to a gas) and then condenses (gas to a liquid) when it hits the cup of ice, which represents the cooler air masses in the upper atmosphere. After some time, the condensed water vapor falls to the rock, which represents the Earth, and eventually makes its way back to the Once “ocean.” the water cycle has begun to flow, the water level should remain about the same in the cup. The water in the Earth’s environment is constantly recycled. This activity may be done as a class demonstration, in small groups, or as individuals. Materials For each student: two clear 9-oz beverage cups a 3 ¼ oz plastic condiment cup, small rock that fits in the bottom of the 9-oz cup ice
The Water Cycle Strand Matter Topic Changes in the state of matter Primary SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include c) changes in phases of matter with the addition or removal of energy. Related SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; g) conditions that influence a change are identified and inferences are made; l) simple physical models are designed and constructed to clarify explanations and show relationships. 2.3 The student will investigate and understand properties of solids, liquids, and gases. Key concepts include b) measurement of the mass and volume of solids and liquids. Background Information Thermal energy causes to evaporate (changing from a liquid to a gas). The resulting water vapor rises in warm air and eventually meets a cooler air mass. As the gaseous water cools, it loses energy and condenses into a liquid (gas to a liquid is condensation). These droplets fall as precipitation. This process is called the water cycle or the hydraulic cycle. In this activity, the environment in the plastic container simulates the water cycle on the Earth. The sun heats the water in the cup. The water in the cup, which represents the ocean, evaporates (liquid to a gas) and then condenses (gas to a liquid) when it hits the cup of ice, which represents the cooler air masses in the upper atmosphere. After some time, the condensed water vapor falls to the rock, which represents the Earth, and eventually makes its way back to the “ocean.” Once the water cycle has begun to flow, the water level should remain about the same in the cup. The water in the Earth’s environment is constantly recycled. This activity may be done as a class demonstration, in small groups, or as individuals. Materials For each student: two clear 9-oz beverage cups a 3 ¼ oz plastic condiment cup, small rock that fits in the bottom of the 9-oz cup ice
sess_2-3c.docx