This lesson is the first in a three-part series that addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe water as it changes state. It is important to note that students at this level "...should become familiar with the freezing of water and melting of ice (with no change in weight), the disappearance of wetness into the air, and the appearance of water on cold surfaces. Evaporation and condensation will mean nothing different from disappearance and appearance, perhaps for several years, until students begin to understand that the evaporated water is still present in the form of invisibly small molecules." (Benchmarks for Science Literacy<span>, </span>pp. 66-67.)
In this lesson, students explore how water can change from a solid to a liquid and then back again.
<span>In </span>Water 2: Disappearing Water, students will focus on the concept that water can go back and forth from one form to another and the amount of water will remain the same.
Water 3: Melting and Freezing<span> allows students to investigate what happens to the amount of different substances as they change from a solid to a liquid or a liquid to a solid.</span>
He set up his periodic table by the atomic mass
Answer: The energy transferred is known as kinetic energy, and it depends on the mass and speed achieved.
Answer:
The answer to your question is: Neutral
Explanation:
A neutral solution is a solution whose pH is 7.
That means that this solution has the same amount of H⁺ and OH⁻.
Examples of neutral solutions:
- distilled water
- sugar solution
- table salt
- cooking oil.
Answer:
It helps the body remove heat through sweating.
Explanation:
When the weather is hot, the body tries to keep cool by sweating. The high specific heat capacity means that the body doesn't have to lose much water to stay cool.
The high specific heat capacity of water doesn’t heat the body, but it slows down the rate of heat loss when the weather is cool.
B is wrong. The body uses glucose, not water, as an energy source.
C is wrong. The high specific heat capacity of water is not connected with the body's ability to store it.
D is wrong. The high specific heat capacity of water doesn't heat the body, but it slows the rate at which it cools.