The hypothesis was that the blade of an ice skate, exerting pressure on the ice, melts a thin layer, providing lubrication between the ice and the blade. Y. That is why you can ice skate. Prompt students to clarify their thinking, but be careful not to give away the explanation at this point. At this limiting eutectic temperature, solutions of the ice-melt compound aren’t effective and the melting action on the ice will cease. Middle School Students engage in science and engineering practices to make sense of science ideas about energy. The quantity of ice-melt compound needed to lower the freezing point of ice to the eutectic temperature is called the “eutectic concentration.” At this lowest temperature, the rate at which ice melts is very slow. The melting of the ice at the glacier's base allows it to The proper coverage rate is about one cup per square yard. Apply in advance of a winter storm. We are going to observe what happens when both a metal and nonmetal spoon are placed in hot water. 2. As ice melts, the air around it becomes colder. If the ice is cold enough, the pressure will not cause the ice to melt. You can prompt students’ thinking about heat by using the “Hot Spoons” formative assessment probe. What would happen if a person who is wearing a heavy winter jacket were to place a thermometer inside the jacket next to his or her skin? (ice seems to melt faster on metal objects than on nonmetal objects, ice seems to melt faster on objects that felt “cooler” to the touch, the starting temperatures of the objects were the same, etc.). The water formed between the edge of the skate and the ice surface provides a nearly frictionless movement so the skater flies across the ice. This can make the ice loosen and easy to shovel. What information would you need in order to predict whether transfer of thermal energy would occur when two objects or materials interact? As adults we may be tempted to give students the questions we feel might be important to explore, however we need to refrain from this and allow our students to practice asking their own questions. Discover the science behind why ice melts with Odie! When the ionic compound salt is added to the equation, it lowers the freezing point of the water, which means the ice on the ground can’t freeze that layer of water at 32 °F anymore. You might ask students to turn to a partner and share their ideas. What is the temperature in this room? Ice begins to melt when its temperature exceeds 0 degrees Celsius and hydrogen bonds between water molecules break. On the other hand, if you put the same salt on ice at 15°F, the salt will be able to prevent melting ice from re-freezing. You might use the following script. NGSS The ice cube radiates heat to your hand.D. Sunday: Closed, 148 Manitou Dr, Unit 301 External forces, such as pressure and friction, can melt the ice. The brine spreads out on the ice and breaks the ice bonds with the pavement. How do they feel compared to the temperature of the room? Server IP » mc.hypixel.net. In order to fully model and explain the ice melting phenomenon, students need to be able to answer the following questions: To help them answer these questions, engage students in the PBS Learning Media Thermal Energy Transfer interactive module. Can you explain why you feel warm when you are standing near a campfire? But Professor Somorjai's findings indicate that ice itself is slippery. Ask student to think about what causes ice to melt and why it might melt faster on some materials than others. You might have students use the following questions to organize their ideas from the investigations and interactive lesson: Now, prompt students to revisit their models for the ice melting phenomenon. Your model also needs to show what is happening at the microscopic level that helps you explain your observations. (Is one block hotter than the other? How does this help us understand the ice melting investigation? An ice cube is placed on each of two blocks that appear to be similar and students observe what happens throughout the time-lapse video. Ask students to choose the student whose answer they think best explains why the metal spoon gets hot when placed in hot chocolate. – Though a variety of commercial ice melting products is used nowadays that contain complex combinations of salts and act very fast, of the common salts, calcium chloride is known to melt fastest, even at temperatures as low as -25 o F (-32 o C). Did you ever stop to wonder how two floors in the same home (on the same level or story) could feel like they were at two different temperatures? Excellent drainage is key to keeping ice melt dry; distributors do not want water pooling underneath the pallets. And again, don’t worry if you don’t have any thermometer, at all. (T) 703.243.7100 (F) 703.243.7177 Guidance: Now, you will want to help students transfer their learning from the investigations and interactive lesson to revise their model of the ice melting phenomenon. Investigative questions are common questions kids may ask after they are introduced to the phenomena. Ice melt works by interacting with water and ice to form a liquid brine that in turn generates heat that melts the ice. Why does a carpeted floor feel warmer to bare feet than tile or wood even though all surfaces are the same temperature? Select the right ice melt and apply correctly to reduce the chance for slips and falls this winter. Ice-melting compounds lower the freezing point of water. The amount of ice that is melted by a given quantity of ice-melt compound will decrease as the temperature of the mixture is lowered. Say to students, “We noticed the blocks’ temperatures were the same at the start of the investigation. Canada N2C 1L3, Ice Melt 101: What you need to know about ice melt, Copyright © 2017-2019 Kissner Milling Company Ltd™ All rights reserved. Guidance: In the absence of melting blocks, students will use household materials to help them figure out why the ice melts faster on one block than the other. So, when you are skating, you’re skating on a thin film of water, which acts like lubricating oil. Will Epsom salt melt ice? After all the questions have been asked, we want to prompt our students to express their own ideas of how to figure out the answers to their questions. Why Does the Ice Melt Faster? It cools you off because it helps the moisture on your skin evaporate faster. Using evidence from data collected in those investigations, students develop a model to explain their observations of the ice on each of two blocks. Ice melts under pressure. However, to be picky, the blade doesn't melt the ice. |, HOMEOWNERS ARE LIABLE FOR ICE AND SNOW REMOVAL, Ice-melt compounds are only effective down to a specific temperature, The temperature of the air, pavement, and the type of ice-melt compound used will affect the rate at which snow and ice melts, Where around your facility to use ice melt, Whether the area has access to traffic and sunlight, which affects the overall effectiveness of ice-melt compounds. Keep these key points in mind when using ice melt: It’s important that your organization assess your needs for application of ice-melt compounds. Safety Note: Students will be working with hot water. Guidance: Students will observe the phenomenon through the Amazing Ice Melting Blocks video (see above). Teacher background: The best answer is Jamal’s: “I think heat from the hot chocolate moves through the spoon to my hand.” (It is thermal energy that is transferred from the spoon to Jamal's hand. Your hand transfers temperature to the ice cube. We've probably all experienced the phenomenon of stepping from a carpeted floor to a bare floor and noticing our feet feel colder. Does it make sense to investigate this question next?”. The ice doesn’t melt because the rink is designed to stay cold enough so that such a thing does not happen. Optional: Thermometer - A meat thermometer or a surface thermometer would work equally well for this investigation. Science and Engineering Practices Students will investigate the phenomenon of placing two spoons, one metal and one nonmetal, into a mug of hot water. Place one ice cube on each object and start a timer/record your starting time. Share the “Hot Spoons” probe with your students. If you have just filled your rink and it froze over with a little ice and you get a big snow storm, the weight of the snow on the ice will force the ice downward. If the ice was weak yesterday from thaw conditions but feels hard and strong in the morning it may be an illusion. Students will investigate the phenomenon of placing two spoons, one metal and one nonmetal, into a mug of hot water. Disciplinary Core Ideas is a stand-alone task. Now, you will want to help students transfer their learning from the investigations and interactive lesson to revise their model of the ice melting phenomenon. The Daily Do is one of the ways NSTA is supporting teachers and families with this endeavor. Visit the NSTA homepage. We encourage families to make time for family science learning (science is a social process!) Investigation 2 engages students with an investigative phenomenon that will help them make sense of the transfer of thermal energy (heat). Tell students to record their final observations after 5 minutes. This is because the water expanded as it froze. Engaging in these practices necessitates students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. At 1 atm, the water is solid, but at higher pressures (keeping the temp. Ask students to record their initial observations and predictions. It says the room is 72 degrees. Share the model scaffold with students or ask them to refer to the scaffold pictured below and draw their initial models on blank paper. 1840 Wilson Boulevard, Arlington VA 22201 Three-Dimensional Learning Give students an opportunity to revise or add to their models. Adult supervision and careful handling should be employed to reduce the risk of burns. If the pressure due to our mass increases sufficiently high, the ice starts to melt. Guidance: Investigation 1 allowed students to experience and explore the ice melting phenomenon first-hand. Then have students share their responses and thinking. 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