Rutherford County Schools – Individual Learning Modules

Grade Course7th Grade Science

Unit FocusDevelop models to show the states of matter highlighting that the changes in temperature and pressure affect the state of matter.

Week of 4/27 – 5/1Standard(s)

7.PS1.6 Create and interpret models of substances whose atoms represent the states of matter with respect to temperature and pressure.

Online & Paper Resource(s)Monday:Phenomenon: Aquamate Inflatable Solar Stills utilize solar radiation to distill and collect pure drinking water from sea or impure water.

Watch “Solar Still Design Process” for more information on solar stills. Read the document titled “Solar Still Part 1: Salt Water Background Reading” Make observations about how solar stills work. Answer Questions 1-2 on your student handout. *Note: This student handout will be used throughout this

week.Tuesday:Vocabulary: There are many vocabulary terms used to describe states of matter and phase changes. The focus for today will be to practice with those terms.

Complete the States of Matter Color By Number handout.Wednesday:Modeling: Develop a model to describe what is happening to the water molecules in the solar distiller.

Using your work from Monday and Tuesday, complete Question 3 on your student handout. Be sure to include each bullet point given when constructing your model.

Thursday:Relationships/Extension:Describe the relationships between:

Motion of molecules and the kinetic energy of particles Kinetic energy of particles and temperature of particles Transfer of thermal energy and change in state of matter of particles The state of matter and the motion of particles Using the observations made so far this week, academic vocabulary practiced yesterday, and your

knowledge of states of matter to complete parts a-d of question 4 on your student handout. *Extension: Use your model to predict what would happen if thermal energy was taken out of the system.

Use your model and the Boiling Point of Pure Water at Different Elevations graph to explain how a change in elevation would affect the ability to create clean drinking water.

*Complete question 5 on your student handout.Friday:FUN FRIDAY ACTIVITY: Walk of Matter

Use the “Walk of Matter” document to complete this activity.

Observational Task(s)Build a solar still at home using household items. Use this video if you need help: https://youtu.be/rUET3PnPZng

Record temperature data, time it takes to produce clean water, and the quantity of water produced. How could you speed up the process or make it more effective?

Expected Outcomes(Answer keys for parent’s reference attached)-Answer Key

Rutherford County Schools – Individual Learning Modules

Student Handout for Distance Learning- April 27 th -May 1 st

Phenomenon:Aquamate Inflatable Solar Stills utilize solar radiation to distill and collect pure drinking water from sea or impure water. Watch “Solar Still Design Process” for more information on solar stills and/or read the document titled “Solar Still Part 1: Salt Water Backgroud Reading”.

1. A solar still is used to collect pure drinking water for sea or other impure water. A still is made of three parts: a basin, a condenser, and a collection vessel. Match each of these parts with their role in the distillation process.

______ Basin a. where the heated vapor (GAS) is cooled back into a liquid

______ Condenser b. where the LIQUID (impure water from the source) is heated

______ Collection vessel c. where the purfied LIQUID (distilled water) is collected

2. Water continuously changes state throughout the Earth system. This process is called the water cycle. Cirlcle the correct words (increase OR decrease) used to describe what changes (conditions) have to occur for water to change from one state to another?

a) To change from a liquid to a gas, temperature (thermal energy) must increase/decrese.b) To change from a gas to a liquid, temperature (thermal energy) must increase/decrease.c) To chage from a solid to a liquid, temperatue (themal ebergy) must increase/decrease.

Rutherford County Schools – Individual Learning Modules

3. Develop a model to describe what is happening to the water molecules in the solar distiller.Include in your drawing:

● Water molecules, including their motion● Thermal energy● Kinetic energy● Temperature● States of matter

Before distillation After distillation

4. Describe the relationships between:a) Motion of molecules and the kinetic energy of the particles____________________________________________________________________________________________________________________________________________________________

b) kinetic energy of particles and temperature of particles____________________________________________________________________________________________________________________________________________________________

c) transfer of thermal energy and change in state of matter of particles ______________________________________________________________________________

______________________________________________________________________________

d) the state of matter and the motion of the particles____________________________________________________________________________________________________________________________________________________________

Rutherford County Schools – Individual Learning Modules

5. Using your model and reading the Boiling Point chart, answer the following.Boiling Point of Pure Water at Different Elevations

a) You are hiking in the Rocky Mountains (decreased air pressure) and become stranded. Your only source of water is a muddy stream. Using a tarp, some rope and a bowl, you create a solar still. How would the change in elevation affect the ability to create clean drinking water?

__________________________________________________________________________________

__________________________________________________________________________________

___________________________________________________________________________________

b) Predict what would happen to the gaseous water molecules in the solar still, if the pressure was increased.

___________________________________________________________________________________

___________________________________________________________________________________

Rutherford County Schools – Individual Learning Modules

Rutherford County Schools – Individual Learning Modules

States of Matter Color By Number Handout pg. 1

Rutherford County Schools – Individual Learning Modules

States of Matter Color By Number Handout pg. 2

Rutherford County Schools – Individual Learning Modules

FUN FRIDAY- Walk of Matter Handout

Walk of Matter ChallengeInstructions.

1. With sidewalk chalk, draw the path of states of matter in the provided diagram. This needs to be large enough for you to stand in each state of matter. (If you do not have chalk this can be drawn on a piece of paper. When the instructions state to “walk” you will just trace the path with your finger.)

2. Using the path you make, you will answer questions about the changes to different states of matter.

The Path of Matter

Mazes, paths, trails, and pilgrimages are used around the world to reflect on our knowledge.

Today you will walk (or trace) the path of matter. As you go through the different states of matter, you will reflect upon what it took to move between the states of matter.

EXAMPLE: Starting in solids, I add energy to melt into a liquid. As more energy is added, I vaporize to a gas.

Read and complete the questions below as you follow the path described.

1. Starting in liquids, energy is removed in _______________ to turn into a solid.

2. From solid, more energy is added to ______________ into a gas.

3. From gas, I must drop a bunch of energy in _______________ to relax as a solid.

4. To go from a solid to a gas again I need to _______________.

5. For gas to go to a liquid, I have to remove energy and ______________.

6. As a liquid, I have to ___________ change to a solid, _____________ to turn into a gas, and finally ______________ to return to liquid.

Answer Keys

Rutherford County Schools – Individual Learning Modules

Distance Learning April 27th-May 1st Answer Key

Student Handout:

1. B, A, C2. A. increase B. decrease C. increase 3. See picture to the right. 4. A.) Kinetic energy is the energy of motion, so as the

motion of molecules increases, so does the kinetic energy.B.) As the kinetic energy of particles increases, the temperature also increases, because the particles are transferring thermal energy as they bounce into each other. C.) As thermal energy increases or decreases (temperature increase or decrease), the movement of particles speeds up, thus resulting in a change in state. D.) In a solid, the particles are very close together and slowly vibrate back and forth. In a liquid, the particles slide past one another. In a gas, the particles move very quickly and fill up their entire space.

5. A.) As shown in the chart, the boiling point of water decreases as elevation increases. Since you are in the mountains and at a higher elevation, the water would evaporate at a lower temperature, making it easier to purify the water. B.) If the pressure was increased, the kinetic energy of the water vapor molecules would increase, therefore increasing the thermal energy/temperature.

Walk of Matter Challenge:1. Freezing2. Sublimate3. Deposition4. Sublimate5. Condensate6. Freeze, evaporate, condense

States of Matter Color by Number:

1. Blue 7. orange2. Green 8. blue3. Red 9. white4. White 10. Sky blue 5. Yellow 11. yellow6. Orange 12. Yellow-green