Week 14



This week, we explored the particle model of matter by revisiting experiments from the first week of the lab. To start, we refreshed our understanding of particle characteristics by creating models of solids, liquids, and gases and examining how their particles are arranged. Next, each group was given a question to answer, such as "Where did the water on the can come from?" or "Why does ice melt faster on metal than on wood?" My group focused on investigating why ice melts faster on different surfaces. We used simulations to explore this, and we learned that metal is a good conductor of heat, while wood is not. This difference is due to the structure of particles in each material. Metal has tightly packed particles with little space for air, whereas wood has many air pockets between particles. For ice to melt, particles from another substance need to transfer heat to the ice, causing its particles to move. The metal, with its packed particles, can transfer heat more efficiently, speeding up the melting process, while the air in wood slows it down.

I was able to connect some of what I learned to things I already knew. I was aware that metal is a good conductor, which is why it’s often used in wires for electrical transfer. However, I was surprised to learn that ice melts faster on metal than on wood. When we first did the experiment, I thought the ice would melt faster on wood because metal felt colder to the touch. A lot of what I learned was new to me and required me to think beyond my previous understanding of matter and particles.

This experience will be useful in my future teaching because it demonstrated the importance of understanding how different materials interact. I really appreciated how we had to answer a question based on our experiment and the simulations. The simulations provided small insights, but we had to piece everything together to understand the bigger picture. This pushed me to apply my critical thinking skills. Though it was a bit frustrating at times, I felt proud when I began to grasp the concepts. I also think using a low-stakes flip video for students to express their learning collaboratively would be a great tool.

Question: Could you teach this concept to upper elementary students? If so, how would you explain it in a way that's developmentally appropriate for them?

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