Materials+&+their+Changing+States


 * THE BACKGROUND BASICS: THE THREE STATES OF MATTER **

 **WHY ARE THERE SOLIDS, LIQUIDS, AND GASES?**  Solids, liquids and gases can actually be made out of the same particles the differences is how the particles are organised.

**  SOLIDS  ** >
 * Have particles which are closely packed together in a fixed pattern (in rows).
 * The particles do not have enough energy to move so they stay in a fixed place.
 * The particles do still have some energy, so they vibrate in their fixed place. It is heat energy that causes the particles to move, so the particles will stop vibrating at absolute zero (-273.15°C).
 * Solids retain their shape unless they are broken or a force is applied.
 * Solids do not flow and their ** volume ** ** always remains the same ** because they** cannot be ** ** compressed **.
 * Something very important to remember: ** not all solids are hard ** like bricks; they can be squidgy like modelling clay, fluffy like cotton wool, bouncy like a ball or even screwed up like paper!

 ** LIQUIDS **
 * The particles in liquids move around freely, making them flexible and able to flow.
 * The particles are arranged in a random way.
 * They take the shape of the container they are in.
 * Their volume always remains the same because they cannot be compressed.
 * Liquids are used on a daily basis when we need something to flow.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11px;"> ** GASES **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">Gases do not retain their shape; they spread out quickly, or **diffuse**, to fill the container they are in.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">However, their **volume can be changed** as gases **can be compressed.**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">This is useful to make them more portable and easier to control.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">The particles are not closely packed together.

<span style="font-family: Arial,Helvetica,sans-serif;">**DID YOU KNOW?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Not all solids are in fixed rows, as described above, some special solids have atoms and molecules that 'grow' in a set order. These are called crystals and a great everyday example of this is carbon. When a solid is made up of a pure substance and forms slowly, it can become a crystal. Forming crystals takes a long, long time and is a very delicate process. The crystal is formed from a crystal lattice, which is a regular repeating pattern of a very exact organization of atoms.

**SOLID TO LIQUID & LIQUID TO SOLID** **__ Changing states: Solid to liquid and back again __**

Changing state from solid to liquid or from liquid back to solid is called a phase transition. The most common phase transition we know is water and its change from solid to liquid and liquid to gas. All theses changes are in fact reversible as well as evident in the water cycle. When Liquid changes to a solid the process (or phase transition) is called **solidifying** or **crystallising**. When changing back from a solid to a liquid the process (or phase transition) is known as **melting** or **fusing**.

**__ Melting __**
 * When a solid is heated the particles gain **kinetic energy** so vibrate at a higher frequency.
 * As they begin to vibrate more strongly the attractive forces between the particles is weakened.
 * When the solid reaches its **melting point** the attractive forces holding the particles close together becomes too weak to keep the structure together and move further apart, creating a liquid state.



**__ Freezing __**
 * When particles cool, they **lose their kinetic energy**.
 * As they lose energy the attractive forces between them get stronger.
 * At the **freezing point** the attractive forces are so strong that the particles lose all freedom of movement and form a solid arrangement.



** LIQUID TO GAS & **** GAS TO LIQUID **

**SOLID TO GAS & GAS TO SOLID**

** REVERSIBLE & IRREVERSIBLE CHANGES ** media type="custom" key="10761798"

** THE NATIONAL CURRICULUM: WHAT PUPILS NEED TO KNOW ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Grouping materials** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Pupils should be taught to: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Changing materials** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Pupils should be taught to: > **<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif;">MATERIALS AT KS2 ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Grouping and classifying materials** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Pupils should be taught: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Changing materials** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Pupils should be taught: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Separating mixtures of materials** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Pupils should be taught: > > >
 * <span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">MATERIALS AT KS1 **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Use their senses to explore and recognise the similarities and differences between materials.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic].
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Find out how the shapes of objects made from some materials can be changed by some processes, including squashing, bending, twisting and stretching.
 * 2) Explore and describe the way some everyday materials [for example, water, chocolate, bread, clay] change when they are heated or cooled.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">To compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That some materials are better thermal insulators than others.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That some materials are better electrical conductors than others.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">To describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">To recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">To describe changes that occur when materials are mixed [for example, adding salt to water].
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">To describe changes that occur when materials [for example, water, clay, dough] are heated or cooled.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That temperature is a measure of how hot or cold things are.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">About reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporating.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">The part played by evaporation and condensation in the water cycle.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That non-reversible changes [for example, vinegar reacting with bicarbonate of soda, plaster of Paris with water] result in the formation of new materials that may be useful.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That burning materials [for example, wood, wax, natural gas] results in the formation of new materials and that this change is not usually reversible.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">How to separate solid particles of different sizes by sieving [for example, those in soil].
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">That some solids [for example, salt, sugar] dissolve in water to give solutions but some [for example, sand, chalk] do not.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">How to separate insoluble solids from liquids by filtering.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 16px;">How to recover dissolved solids by evaporating the liquid from the solution.
 * 5) To use knowledge of solids, liquids and gases to decide how mixtures might be separated.

<span style="color: #800080; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: center;">**BE PREPARED: COMMON MISCONCEPTIONS**

<span style="color: #ff3700; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 300%; text-align: center;">**MAKING IT RELEVANT: CROSS-CURRICULAR IDEAS** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**ENGLISH**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 17px;">Describe materials using adjectives.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 17px;">The story of the three little pigs - talking about the strengths/properties of different materials.

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**P.E**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 17px;">Traffic light game but with solids, liquids and gases - Solid - stand still and vibrate, liquid -walking, gas - run around.

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**MUSIC**
 * Create a song or a rap about materials or solids liquids and gases. This is a great example and I lovethe actions! @http://www.youtube.com/watch?NR=1&v=oAqompxk7fY
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 17px;">This song is fun too. @http://www.youtube.com/watch?v=Bn3v_LUVIOI&feature=related

<span style="color: #ff00ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 300%; text-align: center;">**FIND OUT MORE: USEFUL LINKS** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Here is the website I got the particle pictures from - I thought it was really good because it actually shows how the particles move in solids liquids and gases. @http://www.nelsonthornes.com/secondary/science/scinet/scinet/elements/slg/content.htm <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The BBC bitesize also has moving images but I couldn't work out how to copy them @http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/particle_model/revise1.shtml <span style="color: #3b5998; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-decoration: none;">@http://www.youtube.com/watch?v=Bn3v_LUVIOI&feature=relatedhttp://www.youtube.com/watch?v=Bn3v_LUVIOI&feature=related