assignment on liquids

Properties of Liquids: Intermolecular forces, cohesion, adhesion, and viscosity

by Rachel Bernstein, Ph.D., Anthony Carpi, Ph.D.

Listen to this reading

Did you know that various liquids behave differently because of how the tiny molecules of which they are composed interact with each other? This is why gasoline flows more quickly than syrup and why certain insects can walk across the surface of water without falling in. In fact, pitch, a liquid that comes from plants and petroleum, flows so slowly that when placed in a funnel, an entire decade can pass between each drop!

Liquids share some properties with solids – both are considered condensed matter and are relatively incompressible – and some with gases, such as their ability to flow and take the shape of their container.

A number of properties of liquids, such as cohesion and adhesion, are influenced by the intermolecular forces within the liquid itself.

Viscosity is influenced by both the intermolecular forces and molecular size of a compound.

Most liquids we encounter in everyday life are in fact solutions, mixtures of a solid, liquid or gas solute within a liquid solvent.

Water gushes out of the faucet. Honey oozes out of a squeeze bottle. Gasoline flows out of the pump. These are just three examples of a highly diverse state of matter: liquids . One of the key defining properties of liquids is their ability to flow. Beyond this feature, though, the behaviors of different liquids span a broad range. Some liquids flow relatively easily, like water or oil, while others, like honey or molasses, flow quite slowly. Some are slippery, and some are sticky. Where do these different behaviors come from?

When it comes to interactions between different liquids , some mix well: Think of a Shirley Temple, made of ginger ale and grenadine. Others, though, don’t seem to mix at all. Consider oil spills, where the oil floats in a sticky, iridescent layer on top of the water. You may also notice a similar phenomenon in some salad dressings that separate into an oil layer that rests atop a layer of vinegar, which is primarily water. Why don’t these liquids mix well?

These varied behaviors arise primarily from the different types of intermolecular forces that are present in liquids . In this module we’ll first discuss liquids in the context of the other two main states of matter , solids and gases. Then we will go through a brief overview of intermolecular forces , and finally we’ll explore how intermolecular forces govern the way that liquids behave.

• Liquids, solids, and gases

Liquids flow because the intermolecular forces between molecules are weak enough to allow the molecules to move around relative to one another. Intermolecular forces are the forces between neighboring molecules. (These are not to be confused with intramolecular forces, such as covalent and ionic bonds , which are the forces exerted within individual molecules to keep the atoms together.) The forces are attractive when a negative charge interacts with a nearby positive charge and repulsive when the neighboring charges are the same, either both positive or both negative. In liquids , the intermolecular forces can shift between molecules and allow them to move past one another and flow. (See Figure 1 for an illustration of the various intermolecular forces and interactions.)

Figure 1 : Panel A shows the variety of attractive and repulsive dipole–dipole interactions. Attractive interactions are show in (a) and (b) with orientations where the positive end is near the negative end of another molecule. In (c) and (d), repulsive interactions are shown with orientations that juxtapose the positive or negative ends of the dipoles on adjacent molecules. Panel B shows a sample liquid with several molecules both attracting and repulsing with their dipole-dipole interactions.

Contrast that with a solid , in which the intermolecular forces are so strong that they allow very little movement. While molecules may vibrate in a solid, they are essentially locked into a rigid structure, as described in the Properties of Solids module. At the other end of the spectrum are gases, in which the molecules are so far apart that the intermolecular forces are effectively nonexistent and the molecules are completely free to move and flow independently.

At a molecular level, liquids have some properties of gases and some of solids . First, liquids share the ability to flow with gases. Both liquid and gas phases are fluid , meaning that the intermolecular forces allow the molecules to move around. In both of these phases, the materials don’t have fixed shapes and instead are shaped by the containers holding them.

Solids are not fluid , but liquids share a different important property with them. Liquids and solids are both held together by strong intermolecular forces and are much more dense than gases, leading to their description as “condensed matter” phases because they are both relatively incompressible. (Figure 2 shows the differences of gases, liquids, and solids at the atomic level.)

Figure 2 : The three states of matter at the atomic level: solid, liquid, and gas.

Most substances can move between the solid , liquid , and gas phases when the temperature is changed. Consider the molecule H 2 0: It takes the form of ice, a crystalline solid, below 0° C; water, a liquid, between 0° and 100° C; and water vapor, or steam, a gas, above 100° C. These transitions occur because temperature affects the intermolecular attraction between molecules. When H 2 0 is converted from a liquid to gas, for instance, the rising temperature makes the molecules’ kinetic energy increase such that it eventually overcomes the intermolecular forces and the molecules are able to move freely about in the gas phase. However, the intramolecular forces that hold the H 2 0 molecule together are unchanged; H 2 0 is still H 2 0, regardless of its state of matter . You can read more about phase transitions in the States of Matter module.

Now that we’ve discussed how liquids are similar to and different from solids and gases, we can focus on the wide world of liquids . First, though, we need to briefly introduce the different types of intermolecular forces that dictate how liquids, and other states of matter , behave.

Comprehension Checkpoint

• Intermolecular forces

As we described earlier, intermolecular forces are attractive or repulsive forces between molecules , distinct from the intramolecular forces that hold molecules together. Intramolecular forces do, however, play a role in determining the types of intermolecular forces that can form. Intermolecular forces come in a range of varieties, but the overall idea is the same for all of them: A charge within one molecule interacts with a charge in another molecule. Depending on which intramolecular forces, such as polar covalent bonds or nonpolar covalent bonds , are present, the charges can have varying permanence and strengths, allowing for different types of intermolecular forces.

So, where do these charges come from? In some cases, molecules are held together by polar covalent bonds – which means that the electrons are not evenly distributed between the bonded atoms . (This type of bonding is described in more detail in the Chemical Bonding module.) This uneven distribution results in a partial charge: The atom with more electron affinity, that is, the more electronegative atom, has a partial negative charge, and the atom with less electron affinity, the less electronegative atom, has a partial positive charge. This uneven electron sharing is called a dipole . When two molecules with polar covalent bonds are near each other, they can form favorable interactions if the partial charges align appropriately, as shown in Figure 3, forming a dipole-dipole interaction .

Figure 3 : In panel A, a molecule of water, H 2 O, is shown with uneven electron sharing resulting in a partial negative charge around the oxygen atom and partial positive charges around the hydrogen atoms. In panel B, three H 2 O molecules interact favorably, forming a dipole-dipole interaction between the partial charges.

Hydrogen bonds are a particularly strong type of dipole-dipole interaction . (Note that although they are called “bonds,” they are not covalent or ionic bonds ; they are a strong intermolecular force .) Hydrogen bonds occur when a hydrogen atom is covalently bonded to one of a few non-metals with high electronegativity , including oxygen, nitrogen, and fluorine, creating a strong dipole . The hydrogen bond is the interaction of the hydrogen from one of these molecules and the more electronegative atom in another molecule. Hydrogen bonds are present, and very important, in water, and are described in more detail in our Water: Properties and Behavior module.

Hydrogen bonds and dipole-dipole interactions require polar bonds, but another type of intermolecular force , called London dispersion forces , can form between any molecules , polar or not. The basic idea is that the electrons in any molecule are constantly moving around and sometimes, just by chance, the electrons can end up distributed unequally, creating a temporary partial negative charge on the part of the molecule with more electrons. This partial negative charge is balanced by a partial positive charge of equal magnitude on the part of the molecule with fewer electrons, with the positive charge coming from the protons in the nucleus (Figure 4). These temporary partial charges in neighboring molecules can interact in much the same way that permanent dipoles interact. The overall strength of London dispersion forces depends on the size of the molecules: larger molecules can have larger temporary dipoles, leading to stronger London dispersion forces .

Figure 4 : Two nonpolar molecules with symmetrical molecule distributions (panel A) can become polar (panel B) when the random movement of electrons results in temporary negative charge in one of the molecules, inducing an attractive (positive) charge in the other.

Now, you might ask, if molecules can develop temporary partial charges that interact with each other, these temporary charges should also be able to interact with permanent dipoles , right? And you would be correct. These interactions are called, very creatively, dipole-induced dipole interactions . The partial charge of the polar molecule interacts with the electrons in the nonpolar molecule and “induces” them to move so they’re not evenly distributed anymore, creating an induced dipole that can interact favorably with the polar molecule’s permanent dipole (Figure 5).

Figure 5 : When a polar molecule interacts with the electrons in a nonpolar molecule (panel A), the nonpolar molecule is induced to become a dipole and interacts favorably with the polar molecule (panel B).

As you might have guessed, London dispersion forces and dipole-induced dipole interactions are generally weaker than dipole-dipole interactions . These forces , as well as hydrogen bonds , are all van der Waals forces , which is a general term for attractive forces between uncharged molecules .

There’s a lot more to intermolecular forces than what we’ve covered here, but with this brief introduction, we’re ready to get back to the main event: liquids , and how intermolecular forces determine their properties and behavior.

• Properties of liquids

If you’ve ever used oil for cooking or working on a car, you know that it’s nice and slippery. That’s probably why you used it: it keeps stir-fry pieces from sticking to each other or the pan, and it helps engine pistons and other moving parts slide easily.

One of the reasons oils are good for these applications is because they have low cohesion: the liquid molecules don’t interact particularly strongly with each other because the intermolecular forces are weak. The primary intermolecular forces present in most oils and many other organic liquids – liquids made predominantly of carbon and hydrogen atoms , also referred to as non-polar liquids – are London dispersion forces , which for small molecules are the weakest types of intermolecular forces . These weak forces lead to low cohesion . The molecules don’t interact strongly with each other, so they can slide right past one another.

On the other end of the cohesion spectrum , consider a dewdrop on a leaf in the early morning (Figure 6). How can such a thing exist if, as explained earlier, liquids flow and take the shape of the container holding them? As described above and in the Water module, water molecules are held together by strong hydrogen bonds . These strong forces lead to high cohesion: The water molecules interact with each other more strongly than they interact with the air or the leaf itself. (The interaction of the water with the leaf is an example of adhesion , or the interaction of a liquid with something other than itself; we’ll discuss adhesion in the next section.) Because of water’s high cohesion, the molecules form a spherical shape to maximize their interactions with each other.

Figure 6 : Dew drops on a leaf.

This high cohesion also creates surface tension. You may have noticed insects walking on water on an outdoor pond (Figure 7), or seen a small object such as a paperclip resting on water’s surface instead of sinking; these are two examples of water’s surface tension in action. Surface tension results from the strong cohesive forces of some liquids . These forces are strong enough to be maintained even when they experience external forces like the weight of an insect walking across its surface.

Figure 7 : The water strider ( Gerris remigis ), a common water-walking insect.

Adhesion is the tendency of a compound to interact with another compound. (Remember that, in contrast, cohesion is the tendency of a compound to interact with itself.) Adhesion helps explain how liquids interact with their containers and with other liquids .

One example of an interaction with high adhesion is that between water and glass. Both water and glass are held together by polar bonds . Therefore, the two materials can also form favorable polar interactions with each other, leading to high adhesion. You may have even seen these attractive adhesive forces in action in lab. When water is in a glass graduated cylinder, for example, the water creeps up the sides of the glass, creating a concave curve at the top called a meniscus, as shown in the figure below. Water in graduated cylinders made out of some types of non-polar plastic, on the other hand, forms a flat meniscus because there are neither attractive nor repellant cohesive forces between the water and the plastic. (See Figure 8 for a comparison of polar and non-polar graduated cylinders.)

Figure 8 : In graduated cylinder A, made of glass, the meniscus is concave; in cylinder B, made of plastic, the meniscus is flat.

At the beginning of the module, we said that one of the defining features of liquids is their ability to flow. But among liquids there is a huge range in how easily this happens. Consider the ease with which you can pour yourself a glass of water, as compared to the relative challenge of pouring thick, slow-moving motor oil into an engine. The difference is their viscosity , or resistance to flow. Motor oil is quite viscous ; water, not so much. But why?

Before we dive into the differences between water and motor oil, let’s compare water with another liquid: pentane (C 5 H 12 ). While we don’t think of water as viscous , it’s actually more viscous than pentane. Remember, water molecules form strong hydrogen bonds with each other. Pentane, on the other hand, made up of just hydrogen and carbon atoms , is nonpolar, so the only types of intermolecular forces it can form are the relatively weak London dispersion forces . The weaker intermolecular forces mean that the molecules can more easily move past each other, or flow – hence, lower viscosity .

But both water and pentane are relatively small molecules . When we’re looking at liquids made of up bigger molecules, size comes into play as well. For example, compare pentane to motor oil, which is a complex mixture of large hydrocarbons much larger than little pentane, and some with dozens or even hundreds of carbons in a chain. If you’ve ever poured motor oil into an engine, you know it’s pretty viscous . Both liquids are nonpolar, and so have relatively weak intermolecular forces ; the difference is the size. The big, bendy motor oil hydrocarbons can literally get tangled with their neighbors, which slows the flow. It’s almost like a pot of spaghetti: If you don’t prepare it correctly, you can end up with a blob of tangled noodles that are very hard to serve because they’re all stuck together – in a sense, it’s a viscous pasta blob. Shorter noodles – or smaller molecules – don’t tangle as much, so they tend to be less viscous (Figure 9).

Figure 9 : Group A consists of large molecules in a tangled blob (a viscous liquid) and Group B consists of smaller molecules with fewer entanglements (a less viscous liquid).

Returning to our original comparison of motor oil versus water, even though water has such strong intermolecular forces , the much larger size of the molecules in the motor oil makes the oil more viscous .

There’s one more piece to the story: temperature. Warming a liquid makes it less viscous , as you may have observed if you’ve ever experienced how much easier it is to pour maple syrup onto your pancakes when the syrup has been warmed than when it is cold. This is the case because temperature affects both of the factors that determine viscosity in the first place. First, increasing the temperature increases the molecules’ kinetic energy , which allows them to overcome the intermolecular forces more easily. It also makes the molecules move around more, so those big molecules that got tangled up when they were cold become more dynamic and are more able to slide past each other, allowing the liquid to flow more easily.

• Complex liquids

When you think of water, you might think of its chemical formula , H 2 O. This formula describes a pure liquid composed only of H 2 O molecules , with absolutely no other components. The reality, though, is that the vast majority of liquids we encounter are complex mixtures of many compounds .

Solutions are made of a liquid solvent in which one or more solutes are dissolved. Solutes can be solids , liquids , and gases. There are many, many common solutions that use water as the solvent, including salt water and pretty much any type of flavored drink. Carbon dioxide (CO 2 ) gas is a common gaseous solute in carbonated drinks, and ethanol is a liquid solute in any alcoholic drink. Although solutions are mixtures of multiple compounds , the properties discussed in the previous section still apply.

Not all solutes dissolve in all solvents . You can dissolve huge amounts of some solutes in some liquids , and other solutes are only marginally soluble in any solvent. The underlying explanation for solubility is that “like dissolves like.” Nonpolar solutes generally dissolve better in nonpolar liquids , and polar solutes dissolve better in polar liquids. For example, oil-based (and therefore nonpolar) paints require a non-polar solvent such as turpentine for clean up; they will not dissolve in water, which is polar. Table salt or sugar , on the other hand, both polar solids , easily dissolve at high concentrations in water.

More complex solutions include emulsions , colloids , and suspensions . Briefly, an emulsion is a well-dispersed mixture of two or more liquids that don’t normally mix. Mayonnaise, for example, is an emulsion of oil, egg yolk, and vinegar or lemon juice, which is made by very vigorous mixing.

Colloids and suspensions both consist of insoluble particles in a liquid . In a colloid , the miniscule insoluble particles are distributed in a liquid and won’t separate. And a suspension, on the other hand, is a liquid that contains larger insoluble particles that will eventually separate. Milk is a useful example of the difference between these two. Fresh milk is a suspension. It’s a complex mixture of components that don’t normally mix – water, fats, proteins , carbohydrates, and more – and if left alone the fat globules separate from the water-based portion of the mixture. (Remember the separation of vinegar and oil in salad dressing? The milk separation process is similar, with the oily fat separating from the water.) The milk at most grocery stores, on the other hand, is a colloid. The components don’t separate thanks to a process called homogenization, which breaks the fat globules into small enough particles that they can remain suspended in the liquid.

• Beyond simple liquids

We’ve discussed a lot of different liquids , with varying cohesion , adhesion , and viscosity , as well as other properties. But in addition to this already wide variety, there are some substances that blur the distinction between liquid and solid . For example, as a kid you may have played with oobleck, a mixture of water and starch that gets its name from a Dr. Seuss book. Oobleck is a slimy substance that can flow between your fingers if you hold it gently in your hands but becomes hard and firm, almost solid, if you squeeze it.

For a more technical example, consider the material used in LCD television displays and other electronic screens. LCD stands for Liquid-Crystal Display. That doesn’t mean that the displays use both liquids and crystals ; it means that they use a material that is both liquid and crystal, at the same time. This might sound like a contradiction – crystals are solids , not liquids , you say – but such materials exist.

The first liquid crystal discovered was a modified version of cholesterol, called cholesteryl benzoate. It’s a solid at room temperature and melts at around 150°C, but then things get weird. At about 180°C, it changes phase again, but not from liquid to gas ; it goes from cloudy liquid to clear liquid. Austrian botanist and chemist Friedrich Reinitzer observed this unusual behavior in 1888 and discussed it with his colleague, German physicist Otto Lehmann. Lehmann then took over the investigation, studying cholesteryl benzoate and other compounds with similar double-melting behavior. When he looked at the cloudy phase under his microscope, he found that the material appeared crystalline , a defining feature of solids. But the phase also flowed, like a liquid. In 1904 he coined the term “liquid crystal” to describe this phase, with properties between those of a conventional liquid and crystalline solid. Liquid crystals play an important role in biology, particularly in membranes , which need to be fluid but also must retain a regular structure.

There are also some liquids that are so viscous you wouldn’t be blamed for thinking that they’re solid , such as pitch, a substance derived from plants and petroleum. It appears almost solid, and shatters if hit with a hammer, but if left to gravity it will flow extremely, extremely slowly. A few labs around the world are running so-called pitch drop experiments , in which they leave some pitch in a funnel and wait for it to drip; about 10 years pass between each drop (Figure 10).

Figure 10 : The Pitch Drop Experiment at the University of Queensland (battery shown for size comparison).

These examples of substances behaving in ways that seem to defy the traditional definitions for the phases of matter illustrate the inherent complexity of science and the natural world, even when it comes to something as seemingly simple as determining whether a substance is a liquid or a solid . In this module we have focused on defining and explaining the basic properties of liquids , which provides the foundation for you to think about states of matter in all their complexity. In other modules we discuss the solid and gas phases to help you contrast the different physical properties of these states.

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Science:  Matter

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Matter—Solids, Liquids, and Gases

Students are introduced to the idea that matter is composed of atoms and molecules that are attracted to each other and in constant motion. Students explore the attractions and motion of atoms and molecules as they experiment with and observe the heating and cooling of a solid, liquid, and gas.

• 1.1: Molecules Matter
• 1.2: Molecules in Motion
• 1.3: The Ups and Downs of Thermometers
• 1.4: Moving Molecules in a Solid
• 1.5: Air, It's Really There

Simulations

Particles of a Liquid

Water Balloon

Heating & Cooling a Liquid

Heating & Cooling a Thermometer

Simulations for Chapter 1

Chapter 1 Student Reading

A summary of the investigations and science content from all lessons in the chapter

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Teacher Background

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• Contraction and Expansion of Solids, Liquids, and Gases

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Heating and cooling solids, liquids, and gases.

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Solids, Liquids, and Gases

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Solids, Liquids, and Gases STEM

In this lesson, students will determine the difference between the three states of matter and learn about their physical properties. With hands-on experiments and a little bit of homework, they will be experts in no time!

The Solids, Liquids, and Gases STEM lesson plan teaches students what matter is and where to find it. Students will distinguish between the three main states and describe their physical properties. They will also get to experiment at home for one of the activities. This is a great way to get students excited about science and watch their progress along the way.

Description

Additional information, what our solids, liquids, and gases stem lesson plan includes.

Lesson Objectives and Overview: Solids, Liquids, and Gases STEM teaches students the differences between these three states of matter. Students will learn to define what matter is and where to find it. They will also discover how to distinguish each state based on its defining characteristics and describe those properties and traits. This lesson is for students in 5th grade and 6th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. The only supplies you will need to provide are writing utensils.

Options for Lesson

In the “Options for Lesson” section of the classroom procedure page, you will find a few ideas for additional ideas or activities to add to the lesson plan. One idea is to take advantage of the many online learning games that students could play to reinforce the lesson concepts. There is a link to one website in particular, but you can find many others. The goal is to find games about solids, liquids, and gases or games about physical science in general. You can also check out the Learn Bright videos and lesson plans that relate to the topic.

Teacher Notes

The paragraph on this page gives you a little more information on the lesson overall and describes what you may want to focus your teaching on. It reminds you that students may not be familiar with the molecular structure and properties of matter even if they can identify solids, liquids, and gases. The blank lines are available for you to write out any thoughts or ideas you have as you prepare.

SOLIDS, LIQUIDS, AND GASES STEM LESSON PLAN CONTENT PAGES

Properties of matter.

The Solids, Liquids, and Gases STEM lesson plan contains two content pages. It introduces the concept of matter by talking about soda. Most people don’t think much about drinking an ice cold glass of soda. Scientists, however, think about the taste, color, or smell, and they consider the chemicals behind what makes soda taste or look as it does. For instance, why does soda lose its fizz if it is left out in the open air for a while?

Science uses the phrase properties of matter to describe any measurable characteristic. An object’s density, color, mass, volume, length, melting point, odor, and so many more things are all properties of matter. Properties describe the characteristics of something, of matter. But what is matter?

Matter is anything with mass and volume and that takes up space. Everything in the universe is made up of matter. Properties are merely the physical descriptions of matter. Earth’s most common states of matter are solids, liquids, and gases. Each state has a different molecular structure that differentiates it from one another. At this point, the lesson refers back to the soda example and asks students to describe what they see and write it on the blank lines.

Solids, Liquids, and Gases

In the case of the glass of soda, the soda is liquid. The ice cubes that float in the soda are solid. And there are also tiny bubbles forming on top of the glass, and these are gases. Recently, scientists identified seven states of matter in the universe. But the most common on Earth are solids, liquids, and gases.

Going back to matter, we know that matter is made of from super tiny atoms and molecules. When atoms attract each other, they form molecules, such as two hydrogen atoms and an oxygen atom that bond to make a molecule of water. Obviously, water is a liquid. But what makes a liquid and not a solid or gas? The answer is that the molecular structure of a liquid differs from that of a solid and that of a gas.

What we can’t see is that the molecules are in motion regardless of whether something is solid, liquid, or gas. In other words, the molecules of a liquid are attracted to each other but not necessarily bonded tightly. This allows them to move around. In a solid, the particles touch and are tightly bonded together. In liquids, the particles touch but slide away from each other. And with gases, the particles touch but are loosely bonded.

Summary Chart

With the soda example, the ice is solid, the soda is liquid, and the bubbles are gas. The chart at the bottom of the second content page lists the properties of each state of matter. Students can easily refer to this chart as a reminder of what differentiates one state from another.

• The particles of a solid bond together tightly. Solids have a definite shape and definite volume. In addition, the particles vibrate around fixed axes.
• Liquids take the shape of the container that holds it. Their particles are attracted to each other but not as tightly bonded as with solids. The particles are also free to move over each other. Liquids also have a definite volume, but not a definite shape.
• Gas particles are loosely bonded and move in random motion with little or no attraction to each other. There is no definite volume with a gas and no definite shape. They will, however, fill the form of the container they are in.

SOLIDS, LIQUIDS, AND GASES STEM LESSON PLAN WORKSHEETS

The Solids, Liquids, and Gases STEM lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. Each one will help students solidify their grasp of the material they learned throughout the lesson. You can refer to the classroom procedure guidelines to know when to hand out each worksheet.

SOLIDS, LIQUIDS, AND GASES ACTIVITY WORKSHEET

For this experiment, students will need a bottle of soda, balloons, paper towels, and a mason jar. First, they will stretch out the opening of the balloon a few times and place the bottle of soda on a level surface. (They will put a few paper towels under the bottle to help with the mess that will come later.) The next two steps need to happen quickly in succession. Students will open the bottle and place the balloon over the bottle’s neck and opening. Immediately afterward, they will lightly shake the bottle.

Students will observe the balloon and bottle every five minutes or so until they notice that the balloon expanded. They will respond to the prompt in step 5. After the balloon expands, students will carefully fill the balloon with the soda by turning the bottle upside down. They should NOT overfill the balloon. After tying the balloon tightly and placing it on a plate, they will put the plate in the freezer.

After 24 hours, students will observe what state of matter the balloon is in. They will allow the balloon to thaw back into a liquid state at room temperature. Then they will cut one of the balloons ends and allow the liquid to pour into the mason jar. After placing the lid on the jar, they will shake the jar a few times and write what they observe.

MOLECULES ATTRACT PRACTICE WORKSHEET

Students will get to conduct an experiment that proves molecules they cannot see attract and bond to each other. You will need to supply two small plastic cups, water, and an eyedropper per students.

First, students will fill the cups to the top with water, ensuring the cups are on a level surface. They will fill the eyedropper with water from one of the cups and hold it as close as they can to the surface of the water in the second cup. Then they will gently release a drop at a time, allowing each drop to settle before releasing the next drop.

The worksheet provides a table at the bottom of the page with questions for students to answer regarding what they observed. Students will recognize how the water, because it bonds strongly, will hold itself above the rim of a full cup.

CLOUD IN A JAR HOMEWORK ASSIGNMENT

The homework assignment provides students the opportunity to create a cloud inside a jar. At the top of the worksheet is a paragraph that explains how clouds form. First, students will carefully heat some water in a container until it comes to a boil. Then they will add blue food coloring and mix it in well. They will pour 8oz of the water into a Mason jar.

Students must perform the next step quickly, so they may need a partner to help them. They will spray hairspray into the jar for about five seconds and then tightly seal the jar with the lid. On top of the jar, they will place a couple of ice cubes. Within a few seconds, cloud formations should start to appear above the blue water.

Students will then remove the lid after a little while longer and let the cloud float into the air. Finally, they will write a brief report of their observations and do some research further how clouds form.

Worksheet Answer Keys

The lesson plan document includes answer keys for both the practice and homework worksheets. The correct responses are in red to make it easy to compare them to students’ work. There may be some variation in students’ responses because the prompts are objective. However, the answer keys will provide a good guideline to follow. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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States of matter

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Solids, Liquids, and Gases Lesson Plan - A Complete Science Lesson Using the 5E Method of Instruction

At the end of this solids, liquids, and gases lesson plan, students will be able to predict what changes will occur in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Each lesson is designed using the 5E method of instruction to ensure maximum comprehension by the students.

The following post will walk you through each of the steps and activities from the solids, liquids, and gases lesson plan.

Objective Introduction

At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the objective.

Class Activity

• Fill an empty soda or water bottle with hot water. Swirl the water around to make the bottle hot, and pour it out.
• Refill the bottle 1/4 full with hot water and place a balloon over the top.
• Now, fill a bowl with ice water, and place the bottle in the bowl.
• Watch as all of the air is taken from the balloon. It might even get pulled into the bottle!

Student Activity

Questions to ask the students as they watch the demonstration:

• What happens to the balloon when you place it into cold water?
• What would happen to the balloon when you place the bottle into the hot water?
• What happens to the air (gas) in the bottle when you place the bottle into cold ice water/hot water?
• What causes this change in the gas in the bottle/balloon?
• What would happen to the water in the bottle if more heat was removed?

The teacher will help to clear any misconceptions about solids, liquids, and gases. Some major misconceptions students have are when water boils and bubbles, the bubbles are air (oxygen or hydrogen), steam is hot air, when steam is no longer visible it becomes air.

Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION

This student-centered station lab is set up so students can begin to explore solids, liquids, and gases. Four of the stations are considered input stations where students are learning new information about solids, liquids, and gases and four of the stations are output stations where students will be demonstrating their mastery of the input stations.  Each of the stations is differentiated to challenge students using a different learning style.  You can read more about   how I set up the station labs here .

EXPLORE IT!

Students will be working in pairs to better understand the state of matter. Students will need to wear goggles for this station as they will be conducting a lab to explore solids, liquids, and gases and even vaporization and sublimation. Students will relate the movement of atoms within the molecules of water to each state of matter.

WATCH IT!

At this station, students will be watching a short video explaining the states of matter and how they transform from one state to another. Students will then answer questions related to the video and record their answers on their lab station sheet. For example: How are molecules related to the states of matter? Compare and contrast evaporation and condensation. Make a T-chart with the 3 states of matter and list how the molecules move in each state.

RESEARCH IT!

The research station will allow students to conduct research about the phases of matter. Before this station, students have only been taught about the main three. Once students complete this station, they will understand that there are 2 more and how they compare to the others. Students will then be directed to answer a few questions based on the research they conducted.

READ IT!

This station will provide students with a one page reading about dry ice. In the reading, students will discover the process that dry ice undergoes, sublimation. Students will learn that certain solids can skip the liquid phase and go straight to the gas phase. There are 4 follow-up questions that the students will answer to show reading comprehension of the subject.

ASSESS IT!

The assess it station is where students will go to prove mastery over the concepts they learned in the lab.  The questions are set up in a standardized format with multiple choice answers.  Some questions include: How does the addition of thermal energy relate to the molecules in a substance? Fog appearing on glasses is know as what process? Steam coming off a pond after a cold front moves through is know as what process? The type of energy which has the greatest impact on the state of matter is known as what energy?

WRITE IT!

Students who can answer open-ended questions about the lab truly understand the concepts that are being taught.  At this station the students will be answering three task cards: Describe how thermal energy affects atoms within the 3 state of matter. Describe the process of sublimation. List 3 different phase changes you might see on a bus ride to school on a very cold morning.

ILLUSTRATE IT!

Your visual students will love this station. Students will draw an image that represents what atoms look like in a solid, liquid and a gas.

ORGANIZE IT!

The organize it station allows your students to place vocabulary terms to the correct definition.

Estimated Class Time for the Exploration: 1-2, 45 minute class periods

EXPLANATION

The explanation activities will become much more engaging for the class once they have completed the exploration station lab.  During the explanation piece, the teacher will be clearing up any misconceptions about solids, liquids, and gases with an interactive PowerPoint, anchor charts, and interactive notebook activities. The solids, liquids, and gases lesson includes a PowerPoint with activities scattered throughout to keep the students engaged.

The students will also be interacting with their journals using INB templates for solids, liquids, and gases.  Each INB activity is designed to help students compartmentalize information for a greater understanding of the concept.  The solids, liquids, and gases INB templates allow students to focus their notes on learning to the difference between each phase of matter, and notes on solids, liquids, and gases.

Estimated Class Time for the Exploration: 2-3, 45 minute class periods

ELABORATION

The elaboration section of the 5E method of instruction is intended to give students choice on how they can prove mastery of the concept.  When students are given choice the ‘buy-in’ is much greater than when the teacher tells them the project they will have to create.  The elaboration project will allow students to create a presentation to teach about solids, liquids, and gases.

Estimated Class Time for the Elaboration: 2-3, 45 minute class periods (can also be used as an at-home project)

The final piece of the 5E model is to evaluate student comprehension.  Included in every 5E lesson is a homework assignment, assessment, and modified assessment.  Research has shown that homework needs to be meaningful and applicable to real-world activities in order to be effective.  When possible, I like to give open-ended assessments to truly gauge the student’s comprehension.

Estimated Class Time for the Elaboration: 1, 45 minute class period

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States of Matter

• States Of Matter: Solid, Liquid, And Gas

What is Matter in Chemistry?

As discovered by scientists,

The matter is made up of very tiny particles and these particles are so small that we cannot see them with naked eyes.

It has been observed that matter exists in nature in different forms. Some substances are rigid and have a fixed shape like wood and stone; some substances can flow and take the shape of their container like water, while there are forms of matter that do not have definite shape or size such as air.

Table of Contents

• Matter Definition

Recommended Videos

Solid definition, liquid definition.

• Gas Definition

Bose-Einstein Condensates

• Frequently Asked Questions – FAQs

Matter can be classified into different categories based on the physical properties exhibited by them and the states in which they exist; these are called states of matter.

Following are the basic three states of matter :

Apart from the above mentioned three, there are 2 more states of matter which we do not see in our everyday life. They are Plasma & Bose-einstein condensate .

Changes in the characteristics of matter related with external influences such as pressure and temperature separate states of matter. A discontinuity in one of those qualities frequently distinguishes states: rising the temperature of ice, for example, generates a discontinuity at 0 °C (32 °F) as energy flows into a phase transition rather than temperature rise.

Matter Definition Chemistry

Chemistry is the study of the composition of matter and its transformation. Another term often considered synonymous with matter is substance, but a substance has a more limited definition in chemistry. Chemistry deals with the study of behaviour of – matter Chemistry is concerned with the – Composition, structure and properties of matter and the phenomenon which occurs when different kinds of matter undergo changes.

Matter theory covers the changing ideas and systems that were used to describe and explain the material world. A large part of matter theory was based on a theory of the elements.

Matter In Our Surroundings – States of Matter

• In solids, particles are tightly or closely packed.
• The gaps between the particles are tiny and hence it is tough to compress them.
• Solid has a fixed shape and volume.
• Due to its rigid nature, particles in solid can only vibrate about their mean position and cannot move.
• Force of attraction between particles is adamant.
• The rate of diffusion in solids is very low.
• An example of solids: solid ice, sugar, rock, wood, etc.

• In a liquid state of matter, particles are less tightly packed as compared to solids.
• Liquids take the shape of the container in which they are kept.
• Liquids are difficult to compress as particles have less space between them to move.
• Liquids have fixed volume but no fixed shape.
• The rate of diffusion in liquids is higher than that of solids.
• Force of attraction between the particles is weaker than solids.
• Example of a liquid state of matter: water, milk, blood, coffee, etc.

Gas  Definition

• In gases, particles are far apart from each other.
• Force of attraction between the particles is negligible, and they can move freely.
• Gases have neither a fixed volume nor a fixed shape.
• The gaseous state has the highest compressibility as compared to solids and liquids.
• The rate is diffusion is higher than solids and liquids.
• The kinetic energy of particles is higher than in solids and liquids.
• An example of gases: air, helium , nitrogen, oxygen, carbon dioxide, etc.

• Plasma is a not so generally seen form of matter. Plasma consists of particles with extremely high kinetic energy. Electricity is used to ionize noble gases and make glowing signs, which is essentially plasma.
• Superheated forms of plasma are what stars are.
• Discovered in 1995, Bose-Einstein condensates were made with the help of the advancements in technology.
• Carl Weiman and Eric Cornell cooled a sample of rubidium with the help of magnets and lasers to within a few degrees of absolute zero.
• At the said temperature, the motion of the molecules becomes negligible. As this brings down the kinetic energy, the atoms no longer stay separate, but they begin to clump together. As the atoms join together they form a super-atom.
• Light slows down as it passes through a BEC helping scientists to study more about the nature of light as a wave and particle.
• BEC’s also show properties of a superfluid which implies, that it flows without friction.

Related Videos

Ideal gas equation & its applications.

Kinetic Theory of Gases

Frequently Asked Questions – FAQs

What are the three common states of matter.

The common thing among the three states of matter is-they consist of tiny, small particles. They have a specific mass and can take up space. There is a volume in these three states. In these three states ‘atoms have the strength of attractions between them.

Can matter be created?

In addition, the first law of thermodynamics does not state that matter can not be created or destroyed, but rather that the total amount of energy in a closed system can not be created or destroyed, although it can be modified from one form to another.

Is matter created or destroyed?

There is a scientific law called the Mass Conservation Law, which Antoine Lavoisier discovered in 1785. It states in its most compact form: matter is not created or destroyed. The universe’s total mass and energy is constant.

Is matter-energy?

The mass of these three particles is less than a neutron’s mass, so each of them still gets some energy. So the same thing is really power and matter. Fully interchangeable. So in a way, all facets of the same thing are energy, matter, space and time.

What is Einstein’s theory of relativity?

In 1905, Albert Einstein determined that for all non-accelerating observers, the laws of physics were the same and that the speed of light in a vacuum was independent of all observers ‘ movement. This was the special relativity theory.

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• Change of states of matter

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Select the correct answer and click on the “Finish” button Check your score and answers at the end of the quiz

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Solids Liquids And Gases For Grade 4

Displaying top 8 worksheets found for - Solids Liquids And Gases For Grade 4 .

Some of the worksheets for this concept are Solids liquids and gases, Whats the matter, Solids liquids and gases, Why does matter matter, Chemistry grade 4, Grade 6, Phases of matter multiple choice quiz, Solids liquids and gases.

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1. Solids, Liquids and Gases

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