The Science behind the Show
All matter (i.e. everything) in the universe is made up of
tiny particles (atoms and molecules). Whether that matter
is a solid, liquid or a gas depends on how these particles
are behaving.
Particles are always moving (vibrating). When particles
come very close together there are forces of attraction
(due to internal structure of atoms) that attract particles
to each other and stick them together (atomic bonding).
Solids, liquids and gasses each have different properties;
• S
olids have a fixed shape and volume.
• L iquids have a fixed volume but their shape will
change to fit whatever container they are in.
• G
asses change volume and shape to fit whatever
container they are in.
The reason they each behave differently is because
of the structure of their particles.
In a solid, particles are strongly
attracted to each other and have
strong bonds between them. This
means the particles are held together
in fixed positions with the particles
vibrating around these fixed positions.
In a liquid, the particles are still
close together but their vibrations
are so vigorous that the forces of
attraction between the particles
are weaker and therefore can’t hold them in a fixed
position. As a result, particles in a liquid can roll around
each other meaning the liquid can flow.
In a gas, the particles are moving
around in all directions at high
speed. There is hardly any
attraction between the particles.
Changes of state
The reason the particles behave differently as a solid, liquid
or a gas is due to the amount of energy they have. Moving
between each of these states is called changes of state and
can be brought about by giving or taking energy away
from particles.
When particles gain energy, they move around more.
The kinetic energy of the particles overcomes the force of
attraction that binds particles when they are close together.
The more energy the particles gain the more vigorously they
can move, hence the transition from solid to liquid to gas.
When particles lose energy, their movement slows down
and if they bump into each other the particles tend to
stick together. This is because their kinetic energy cannot
overcome the forces of attraction that exist between
particles at close range. So as the kinetic energy of
particles decreases, the harder it is to overcome these
forces of attraction and hence the transition from gas
to liquid to solid.
WONDERFUL WORLD OF WATER
Welcome to Generation Science!
Brought to you by the Edinburgh International Science
Festival, our shows and workshops
spark pupils’ curiosity and bring science to life.
What we do
Each show or workshop is fully equipped and delivered by
trained science communicators. We create fun, interactive
environments where everyone gets out of their seats and gets
involved. Our inspiring demonstrations and engaging activities
are linked to the Curriculum for Excellence, explaining key
concepts in a unique and memorable way.
Event Description
Curriculum Links
Learning Outcomes
Wonderful World of Water is an
interactive science show which allows
pupils to explore the properties of water
in its three different states (solid, liquid,
gas) and how water moves between
these states. The show follows two
weather presenters as they try, along
with help from the pupils, to establish
how clouds, rain and snow are
produced. The show contains lots of
demonstrations many of which include
pupils participating in live experiments.
Wonderful World of Water
complements the following experiences
and outcomes in
the Science strand:
• R
ecall the three states that water can
exist in: solid, liquid, gas.
• Describe the characteristics of
water while in these three states.
• Name the terms used to describe
water changing between these
states and explain what they mean:
evaporation, condensation,
freezing, melting.
• Understand how particles behave
in the three states of water.
• Recall how water moves in a cycle in
the atmosphere through these states
to produce clouds, rain and snow.
SCN1-05a: By investigating how
water can change from one form
to another, I can relate my findings
to everyday experiences.
SCN 2-05a: I can apply my
knowledge of how water changes state
to help me understand the processes
involved in the water cycle in nature
over time.
Some Useful Links
http://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science.aspx
http://www.seametrics.com/water-cycle-guide
Scottish Charity Registration Number: SC003790
Generation Science, Harbourside House, 110 Commercial Street, Edinburgh, EH6 6NF
The re-development of Generation Science teacher notes has been made possible
by a grant from the Texas Instruments Community Fund
www.sciencefestival.co.uk/education
FOLLOW-UP CLASSROOM ACTIVITY 1
FOLLOW-UP CLASSROOM ACTIVITY 2
Make your own frost!
Investigate Melting
You will need:
You will need:
• Metal can
• Water
• Ice cubes
• Salt
• Paper towel
• Thermometer (optional)
• 4 small cups or bowls
5
0
55
10
50
15
45
20
40
• Ice cubes
35
30
25
• Timer
• Syringe (to measure melt water)
• Materials e.g. paper, foil, fabric, polystyrene
1. Fill can about ¼ full of cold water. Put the thermometer
in can and make sure the outside of the can is dry.
2. A
dd 4-5 ice cubes to the can and stir gently.
Watch what happens to the outside of the can.
1. Put one ice cube in each bowl.
2. P
ut a different material around each bowl.
Don’t’ put anything around the fourth bowl.
Did You Know?
If you add salt to
water it gets colder
Wait longer and
you’ll get loads
of frost!
5
10
15
45
20
40
35
30
25
4. N
ow add salt. Stir and wait a few moments.
Scrape your nail through the mist – the dew
is now frost. What’s the temperature now?
55
50
3. W
hen mist forms on the can note down the
temperature. You have just condensed water
vapour in the air back into liquid water.
0
3. P
ut them all in the same place. Leave for 15 minutes.
(Why should you put them all in the same place?).
Can you explain how you made frost?
What difference do you think each material made?
Explanation
Explanation
When ice is added to the water
in the can, the temperature of the
water drops. The can is metal and
a good conductor so any part of
it touching the cold water cools
as well. Water vapour in the air
bumps into the sides of the cool
can and the lower temperature causes
liquid to condense on its surface.
When salt is dissolved in the ice water,
it causes the ice to melt and the
temperature of the mixture drops.
The freezing point of water is 0˚C
but the salt lowers the freezing point
so at 0˚C the mixture is liquid.
Melting the ice is a process that uses
energy, usually heat. But when we
add salt the mixture takes heat from its
surroundings in order to melt.
As a result the temperature of the
mixture drops.
This temperature drop caused by the
salt also cools the can but this time the
side of the can cools enough to freeze
the water condensed on its surface
and creates a frost.
WONDERFUL WORLD OF WATER
Water changes from a solid to a liquid
when its particles gain energy. Heat
is a form of energy and causes ice to
melt. Heat always travels from hotter
to colder areas, so if an ice cube is left
in a warm room, the heat moves from
the air to the ice cube.
4. U
se the syringe to measure how much ice has
melted. Which ice cube lasted the longest?
The movement of heat can be slowed
down by using insulating materials that
are hard for heat to move through.
Polystyrene is a good insulator – an
ice cube wrapped in it will melt more
slowly in a warm room than one left
exposed to the air.
In this experiment the ice cubes must
be put in the same place so no other
factors affect the speed at which they
melt and we can test which materials
are the best insulators.
WONDERFUL WORLD OF WATER