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Compare Evaporation and Condensation

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Compare Evaporation and Condensation

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1. Compare Evaporation and Condensation

2. A forgotten towel Damien was swimming in the local pool on a hot summer day. When he got out of the water, he saw he had forgotten his towel. Even though it was a hot day, he started to feel cold. He sat in the sun, and a half hour later, he was dry and he felt warm again. Explain why Damien felt cold and how he dried off without a towel. Hand out today?s worksheet (6.worksheet.pdf) and tell students that they will use the worksheet to jot down their ideas over the course of today?s discussion. They are not to answer all the questions at once. Read the short scenario out to the class and pose the question at the bottom of the slide. Give students a moment to think about it and jot down their ideas on their worksheets. Then call on a student to share his or her thoughts. Ask if anyone else has any other ideas, and give time for one or two other students to suggest explanations. Tell the students we will look at a few more cases now. Hand out today?s worksheet (6.worksheet.pdf) and tell students that they will use the worksheet to jot down their ideas over the course of today?s discussion. They are not to answer all the questions at once. Read the short scenario out to the class and pose the question at the bottom of the slide. Give students a moment to think about it and jot down their ideas on their worksheets. Then call on a student to share his or her thoughts. Ask if anyone else has any other ideas, and give time for one or two other students to suggest explanations. Tell the students we will look at a few more cases now.

3. Spilled water Tameka was carrying a glass of water from the kitchen to her bedroom. As she was walking, she spilled some water on the carpet. She forgot about it while she did her homework. When she came back an hour later, the carpet was dry. Explain how the carpet dried. Read this short scenario, provide a minute or two for students to jot down their thoughts, and call on one to three students to share their thoughts with the class.Read this short scenario, provide a minute or two for students to jot down their thoughts, and call on one to three students to share their thoughts with the class.

4. Missing towel and spilled water What are the similarities between Damien drying off in the sun without a towel and Tameka?s spilled water drying from the carpet? How are the situations different? Again, read the question and provide about two minutes for students to record their answers. Call on enough students to get a few similarities and a few differences. You may wish to record students? ideas on the board.Again, read the question and provide about two minutes for students to record their answers. Call on enough students to get a few similarities and a few differences. You may wish to record students? ideas on the board.

5. Water stain on table Raymond?s grandmother always scolded him for not using coasters and leaving water stains on the table. One humid day, he poured a cold glass of soda and wiped the glass with a towel. The glass was dry when he set it down. Ten minutes later, the glass was wet and there was a stain on the table. Raymond noticed the stain was water, not soda. How will Raymond explain what happened to his grandmother? Read the scenario, ask students to jot down a few ideas, and call on a few students to share their ideas.Read the scenario, ask students to jot down a few ideas, and call on a few students to share their ideas.

6. Jasmine sees her breath Jasmine stepped outside one cold morning in December. As she walked to her bus stop, she noticed that she could see little clouds forming when she breathed. She wondered why she could see her breath today when it was nearly freezing, but not in the summer when it was hot. Explain why Jasmine could see her breath. Read the scenario, give students a minute or two to jot down their ideas, and call on a few to share their ideas.Read the scenario, give students a minute or two to jot down their ideas, and call on a few to share their ideas.

7. Water stain and seeing breath What are the similarities between Raymond?s glass getting wet and forming a water stain and Jasmine seeing her breath on a cold day? How are the situations different? Again, read the question and provide about two minutes for students to record their answers. Call on enough students to get a few similarities and a few differences. You may wish to record students? ideas on the board next to the similarities and differences recorded for the missing towel and spilled water. At this point there may be some critical differences emerging between the things the evaporation scenarios have in common and the things condensation scenarios have in common. Allow this discussion to develop if the students are noticing these things. Turn to the evaporation and condensation cards when you are ready to introduce the terms and provide structure to the ideas students have suggested. Again, read the question and provide about two minutes for students to record their answers. Call on enough students to get a few similarities and a few differences. You may wish to record students? ideas on the board next to the similarities and differences recorded for the missing towel and spilled water. At this point there may be some critical differences emerging between the things the evaporation scenarios have in common and the things condensation scenarios have in common. Allow this discussion to develop if the students are noticing these things. Turn to the evaporation and condensation cards when you are ready to introduce the terms and provide structure to the ideas students have suggested.

8. Water changes from liquid to gas (vapor) Heat in the environment provides energy for change Heat is lost during change All materials involved get cooler Things ?air dry? when liquid water is converted to water vapor Evaporation Introduce evaporation and walk through its characteristics. Do not hand out the cards yet; to keep students engaged, it is recommended that you wait until they are ready to work on the evaporation vs. condensation contrast. You may wish to ask the students which of the scenarios they think demonstrated evaporation. Encourage them to offer evidence from the characteristics of evaporation found on this card to support their arguments. Introduce evaporation and walk through its characteristics. Do not hand out the cards yet; to keep students engaged, it is recommended that you wait until they are ready to work on the evaporation vs. condensation contrast. You may wish to ask the students which of the scenarios they think demonstrated evaporation. Encourage them to offer evidence from the characteristics of evaporation found on this card to support their arguments.

9. Condensation Water vapor in air changes from gas to liquid Reduction of air temperature causes change Heat is absorbed during change Dew and condensation form when water vapor is converted to liquid water Introduce condensation and review its characteristics. Again, you may wish to ask students to suggest which of the scenarios might be examples of condensation.Introduce condensation and review its characteristics. Again, you may wish to ask students to suggest which of the scenarios might be examples of condensation.

10. Evaporation vs. condensation Using your evaporation and condensation cards, compare and contrast the two processes. Hand out the cards (6.cards.pdf). Students will use the cards to fill in their Venn Diagram at the bottom of the worksheet. Ask students to suggest ways evaporation and condensation are similar (e.g., both involve changes between liquid water and water vapor) and ways they are different (e.g. one is transformation of vapor to water and the other water to vapor; one cools the surface and the other warms it). Hand out the cards (6.cards.pdf). Students will use the cards to fill in their Venn Diagram at the bottom of the worksheet. Ask students to suggest ways evaporation and condensation are similar (e.g., both involve changes between liquid water and water vapor) and ways they are different (e.g. one is transformation of vapor to water and the other water to vapor; one cools the surface and the other warms it).

11. Review Explain why splashing yourself with warm water will still end up cooling your skin. Explain why condensation is less likely to occur in a very dry climate. Can you think of other examples of condensation or evaporation? Explain why it is condensation or evaporation. Lead students through a discussion of these questions. These questions may be challenging for the students, but they are important for the students to integrate the information. Lead students through a discussion of these questions. These questions may be challenging for the students, but they are important for the students to integrate the information.


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