Learning objects Types of matter: solids, liquids and gases [ESL]

TLF ID L9389

Select samples from an outdoor setting. Magnify the substances to atomic level so that the particles they consist of can be seen. Sort the substances into groups based on how the particles are arranged and how they move. Classify the substances as solids, liquids or gases. For example, classify argon as a gas and ice as a solid. This learning object is the second in a series of two objects.



Educational details

Key learning objectives
  • Students identify differences in the particle arrangements in different states of matter.
  • Students classify substances as solids, liquids or gases based on the arrangement and motion of their particles.
  • Students interpret atomic-level views of substances.
Educational value
  • Shows atomic-level views of substances belonging to three given states of matter.
  • Requires students to classify substances as solids, liquids or gases, based on the arrangement and motion of their particles.
  • Introduces the correspondence between macroscopic physical properties and microscopic particle arrangement.
  • Provides feedback to user input.
  • Includes an option to print a fact sheet summarising particle behaviour in solids, liquids and gases.
  • Features modified language for English as a Second Language use.
  • Includes a glossary of words used in the learning object.
Year level

8

Learning area
  • science
Strand
  • Science/Science understanding
    Concept
    • Science/Common substances
    • Science/Comprehension
    • Science/Conclusions
    • Science/Atoms
    • Science/Basic properties
    • Science/Classification
    • Science/Investigation
    • Science/Liquids
    • Science/Inferences
    • Science/Observable properties
    • Science/Particle model
    • Science/Matter
    • Science/Properties
    • Science/Similarities and differences
    • Science/Solids
    • Science/States of matter
    Skill
    • Knowledge;
    • Comprehension;
    • Application;
    • Analysis
    Student activity
    • Interactives;
    • Analysis;
    • Abstraction;
    • Comprehension activity
    Learning design
    • Experiential learning;
    • Independent learning;
    • Visual learning

    Other details

    Contributors
    • Publisher
    • Date of contribution: 20 Sep 2013
    • Organisation: Education Services Australia
    • Address: Melbourne VIC 3000 Australia
    • URL: http://www.esa.edu.au/
    • Script writer
    • Name: Erica Dale
    • Organisation: Tungaroo Software
    • Address: Manly NSW 2095 Australia
    • Subject matter expert
    • Name: Graham Coghill
    • Address: Marcus Beach QLD 4573 Australia
    • Educational validator
    • Name: Denis Goodrum
    • Organisation: Australian National University
    • Address: Canberra ACT 2600 Australia
    • URL: http://www.anu.edu.au/
    • Technical implementer
    • Technical implementer
    • Organisation: Education Services Australia
    • Address: Melbourne VIC 3000 Australia
    • URL: http://www.esa.edu.au/
    Access profile
    • Colour independence
    • Device independence
    • Hearing independence
    • Generic
    Learning resource type
    • Interactive Resource
    Browsers
    • Microsoft Internet Explorer - minimum version: 8.0 (MS-Windows) - maximum version: 9.0 (MS-Windows)
    • Firefox - minimum version: (MS-Windows)
    • Safari - minimum version: 5.1 (MacOS)
    Operating systems
    • MacOS - minimum version: 10.6
    • MS-Windows - minimum version: XP - maximum version: 7
    Platform requirements
    • Due to the use of rich media content, this learning object is suitable for a connection speed of 256 kbit/s or faster.
    Rights
    • © Education Services Australia Ltd, 2013, except where indicated under Acknowledgements.

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