Project 2

Lab Handout
The scientific method is an integral part of understanding scientific concepts and making
scientific advancements. In order to understand the concepts in this project, you will mirror
the scientific process by using four Es: Explore, Explain, Experiment, and Evaluate. Successfully
completing these tasks will help you better understand the world around you!

In Project 2, you will be exploring phase changes of matter. You will make observations, run an
experiment, practice collecting data, and draw conclusions. Use the lab handout to complete
each project task.

Part 1: Explore
Based on your research and observations of the three common states of matter, answer the
following questions.

Out of the videos, animations, and images you researched, which was your favorite? Why?
Do you feel it accurately represented the differences between each state of matter?
Out of all the videos, animations, and images I researched, my favorite is the Particle Motion in Matter video
by Next Generation Science. The reason for this is because it was a brief, not overly complicated video which
gave proper reasoning and logic, which sat well with me. After watching it, I was pleased with its accuracy of
the representation of the differences between the states of matter. It showed each factor of each particle model
for all the states and did it in a simple and understandable way.

How does the space between the particles in each state of matter differ?
Particles in a solid are packed tightly together in a fixed shape and volume. There is very little to absolutely no
space between them as they are very close.
Particles in a liquid are still packed close together but in a varying shape. They have enough space to move a bit
as they are not as close as solids.
Particles in a gas are far apart. They have a lot of space between them as they are constantly moving.

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How do the particles in each state of matter move?
The particles in a solid are very tightly packed together, so show very little movement. The most they can do is
vibrate in place as they are unable to move freely.
The particles in a liquid are still close, but not as close as solid. They have space and can move and slide past
each other, unlike solids.
The particles in a gas are completely free to move as they please. They have a lot of space to move, so they
move freely and randomly all around the place.

Part 2: Explain
Examine the heating curve of water below, and then answer the questions about it. If you
require the use of a text reader, open the file Heating Curve of Water to receive the information.

Heating curve of water. Labels changed by FlipSwitch.

magnetix/Shutterstock

Which three parts of the graph’s curve represent the solid, liquid, and gaseous state of water?
Explain your reasoning.
A, C, and E represent the solid, liquid, and gaseous states of water. Part A represents a solid as the particles in
the diagram are arranged neatly and packed closely together. Part C represents a liquid as the particles in the
diagram are arranged a bit more loosely, yet still close, but more distance from each other than part A (solid).
Part E represents a gas as the particles in the diagram are arranged randomly, showing that they are able to
move freely and all over the place.

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Which point of the graph’s curve represents the melting point of water? Explain your reasoning.
Part B represents the melting point of water. This is because we can see when the temperature rises to 0
degrees, the solid absorbs energy and more space comes between the particles, turning it into a liquid.
Furthermore, it is known that the melting point of water is 0 degrees.

Which point of the graph’s curve represents the boiling point of water? Explain your reasoning.
Part D represents the boiling point of water. This is because we can see when the temperature rises to 100
degrees, the liquid absorbs energy and more space comes between the particles, turning it into a gas.
Furthermore, it is known that the boiling point of water is 100 degrees.

What happens to the energy of water in Part B and Part D of the graph’s curve? How do you
know?
In part B and D, more energy is being absorbed as the temperature increases. The increase in energy absorption
leads to there being more spaces between the particles in the solid, causing it to melt and turn into a liquid.
Then more absorption causes even more spaces, causing the liquid to boil and turn into gas.

Why does the temperature of the water stay the same when it melts and boils?
When a substance gains or loses energy while it changes state, then temperature remains the same. This is
because energy changes affect the attraction between particles and not the motion of individual particles during
a phase change.

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Part 3: Experiment
As you complete your experiment, fill out the data table below. Every minute, record the
temperature of the water as well as the water’s actions. Be sure to note when the water melts,
begins to form steam, and fully boils.

Time (min) Temperature of Water (°C) Observations of Water

0 1.1 ice water

1 5.4 Ice stays mostly intacts

2 9.7 Ice slowly becomes smaller

3 14.9 Ice is slowly melting

4 28.5 Ice melts faster

5 40.2 Ice is almost gone

6 51.4 Ice melts

7 65.7 Starts to heat a bit

8 72.9 Gets much hotter

9 82.6 Steam forms

10 92.9 Making small bubbles

11 100.4 Boiling almost vigorously

12 115.3 Boiling vigorously

13 120.2 Fading away slowly

14 122.4 Dissapearing quickly

15 125.6 Almost completely gone

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Part 4: Graph the Experiment’s Results
Refer to your project procedures for instructions on how to graph your experimental results. Be
sure to save your line graph as a file in an accessible place, so you may submit it at the end of
this project.

Part 5: Evaluate
Describe your experience in performing the experiment. What went well? What could have been
improved?
In performing the experiment, the process of ice melting, water heating, and boiling was clearly observed, with
accurate temperature measurements. The phase changes were visually engaging, and safety precautions were
followed well. However, improvements could be made by adjusting the ice-to-water ratio to speed up the
melting phase and using a slightly higher heat setting to shorten the experiment time. Tracking the exact point
of significant steam formation could also be more precise. Overall, the experiment was informative and
successful.

Examine your line graph. How does the graph’s slope change over time?
The graph's slope changes distinctly over time, reflecting the different phases of heating water. Initially, the
slope is gentle as the ice melts, indicating a slow increase in temperature while energy is used to transition the
solid ice into liquid water without a significant temperature rise. Once the ice has completely melted around the
5-minute mark, the slope steepens, showing a rapid increase in temperature as the water absorbs heat and the
kinetic energy of the molecules increases. As the temperature approaches 100°C, the slope begins to flatten
again, indicating that the water is reaching its boiling point. During this phase, the temperature stabilizes as the
energy is utilized for the phase change from liquid to gas, rather than increasing the temperature, resulting in a
plateau in the graph until most of the water has transitioned to steam.
Examine your line graph. Why does the slope change?
The slope of the line graph changes due to the different phases of heating and associated phase changes of
water. Initially, the slope is gentle as the ice melts, with the temperature rising slowly because energy is used to
break hydrogen bonds, keeping the temperature near 0°C until all the ice transitions to liquid. Once fully
melted, the slope steepens as the water rapidly absorbs heat, increasing in temperature until it reaches the
boiling point at 100°C. At this point, the slope flattens again, indicating that the temperature remains constant
despite continued heating, as the energy is now used to convert the liquid into steam, highlighting the energy
dynamics involved in phase transitions.

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How could you apply the knowledge gained from this experiment in the real world?

Hint: Think of cooking.

The knowledge gained from the experiment can significantly enhance cooking practices by providing insights
into boiling and melting points, which are essential for preparing foods like pasta and vegetables correctly.
Understanding how to control temperature helps prevent boiling over and improves simmering, enhancing
flavor. Additionally, recognizing how quickly ice melts aids in managing ingredient temperatures in recipes,
while awareness of cooking temperatures is crucial for food safety to prevent foodborne illnesses.

Make a prediction. How do you think adding other substances to the water would affect its
heating curve?
Adding other substances to water would likely alter its heating curve in various ways. Solutes like salt or sugar
can raise the boiling point, requiring higher temperatures for boiling and flattening the curve during that phase.
They can also lower the freezing point, affecting the melting phase. Mixing in another liquid, like oil, may
change the specific heat capacity, altering the rate of temperature change. Additionally, acidic or basic
substances could impact the specific heat, leading to faster or slower heating.

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