Using the acquainted examples of water droplets on the exterior of an iced beverage and also the phases of water (ice, liquid water, and water vapor), students discover the concepts of condensation and also evaporation.

You are watching: Why does condensation appear on the side of a cold drink?

At the end of the task, students are tested to think with the water cycle and why rain is not salty.

LEARNING OBJECTIVE

Students will certainly learn just how condensation occurs.

Students will certainly testimonial the process of evaporation and also consider the instance of sea water.

Students will learns terms that describe phase transforms.

Materials (one per student or group)

optional: digital device (such as computer, lappeak, tablet) to usage the interactive aspects, if not looking at them as a class

Teacher Tune-ups


Teaching Notes


ACTIVITY OVERVIEW

About condensation (15 minutes) About evaporation (15 minutes) Fresh water from the salty sea? (15 minutes)

About condensation (15 minutes)


Pose inquiries to the class:

Where does the water on the external of cold glass come from?

Go through this interactive slide set as a course or asauthorize to individuals or teams.

Panel 1:

While drinking a cold glass of lemonade on a warm summer day, a perkid feels water on the exterior of the glass. Did the water on the outside of the glass the majority of likely come from the lemonade, the ice, the glass surchallenge, or the air?

Panel 2:

Students think about 4 different principles.

Idea A: The lemonade (wrong). Idea B: The ice (wrong). Idea C: The surconfront of the glass (wrong). Idea D: The air (right). The water that appears on the outside of the glass is from the air. Invisible water vapor in the air condenses right into liquid water when it comes into call via the cold surchallenge of the glass.

Panel 3:

The blue dots in this animation recurrent water molecules in the air, lemonade, and also ice. Other molecules in the air are shown in gray, and also atoms in the wevery one of the glass are displayed in green. Because the glass is cold, its atoms are just moving a little and they don’t kick ameans the water molecules in the air. Instead, the water molecules in the air are able to stick to the glass and also to each other. These water molecules condense into dropallows that inevitably drip down the side of the glass.

Panel 4:

The pposts in this warmer glass of lemonade relocate even more violently than in an ice-cold glass of lemonade. Here, water molecules in the air acquire kicked so tough by the swiftly vibrating atoms in the glass that they fly away rather of sticking together. So there’s no condensation. Condensation doesn’t only happen on cold solid surencounters. Cold air have the right to make water vapor conthick right into several tiny, floating dropallows. That’s just how clouds and fog form!

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This section has 6 slides regarded evaporation for students to comment on.

Slide 1:

Building on the particulate views of mixtures from the previous section, this section starts by considering three phases of water. These three phases must be incredibly acquainted to students at this grade level.

Sjust how the three particulate illustrations on this to the students. Ask them to take into consideration what happens to water when it changes from one phase to another?

Slide 2:

Ask students to think via just how to label the arrows that represent the transforms of water in between phases.

Click on "reveal" to show answers.

Slide 3:

Read and discuss:

For chemists, one point that distinguishes a mixture from a compound is that the ingredients in a mixture have the right to be taken apart by a physical procedure, while the ingredients of a compound can just be taken acomponent by a chemical reaction. You have the right to gain solid salt out of a saltwater mixture by evaporating the water molecules amethod, a physical procedure requiring no chemical reactivity. This evaporation can be brought about by, for instance, sunlight heating the water, so that many kind of of the water molecules gain enough energy to escape the salt water and also fly into the air.

Slide 4:

Tell students that the image #1 is a saltwater solution via air above. Ask students to think about what the images #2 and also #3 display.

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Paraphrase:

Slide 5:

Sjust how students the photograph of the salt pan worker. This is just how we get sea salt to put in our food. Ask them if this is a natural procedure, a human-engineered process, or both.