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Let's put ice cubes in little dishes in different parts of the classroom. We'll write down the time, and make notes showing the location of each dish. Keep an eye on them, and write down the times that each ice cube melts.
Did they all melt at the same time? Why not? Do you think it may be warmer in some parts of the room than in other parts?
Tomorrow, we're really going to have fun! Each student is to bring an ice cube from home. We don't want to arrive at school with some water! We want it still to be ice! Think about it. It will be almost like a contest to see who can get here with solid ice cubes. We can share the ways we kept them solid.
Here's another bit of fun we can have. Let's make ice in different shapes. Think about how we can do that, and we'll do it during the next science class.
Water can be poured into almost any kind of container, put into the freezer, and come out in the shapes of the containers. We should use some small, some medium, and some large containers, and keep track of the amount of time it takes them to freeze. When we melt them, we can also keep track of the time it takes, and then we can find out if it takes longer to freeze or to melt.
Do you think the shape of the container has anything to do with the amount of time it takes the water to freeze or the ice to melt? Probably, the more surface area the container had, the faster the ice will melt, but we'll have to watch to make sure. We can find out by making ice with the same amounts of water, in different shapes of containers, such as paper cups, small milk cartons, and small food cans, each with perhaps one-half cup of water.
When we let
them melt, all the ice dishes should be in the same part of the room,
so the only difference in conditions will be the shapes of the pieces
of ice. We'll draw the
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