1. technology and computing

N OW I N T H E AT E R S
CAN FROZEN CLOUDS EXIST?
( A ST U DY O F WAT E R ’ S D E N S I T Y )
OVERVIEW
AUTHOR INFO
Description:
Prove through density calculations and understanding the phases of water
whether or not a frozen cloud can exist as shown in the movie “Interstellar”.
JR Ginex-Orinion
Twitter: @gochemonline
Google+: +JRGinexOrinion
Standards Met:
NGSS MS-PS1-2:
CCSS.MATH.PRACTICE.MP.2:
Analyze and interpret data on the properties of substances before and
Reason abstractly and quantitatively
after the substances interact
CCSS.MATH.CONTENT.6.RP.A.3:
Use ratio and rate reasoning to solve real-world mathematical problems
NGSS MS-PS1-6:
Develop a model that predicts and describes changes in particle motion,
temperature andstate of a pure substance when thermal energy is
added or removed
P R E PA R AT I O N
Ages/Grades:
6th - 9th grades
Objective(s) covered:
• Students will be able to explain why substances float in different environments by using
density calculations and demonstrations/experiments
• Students will construct a viable argument for or against the existence of a frozen cloud as
described and shown in one of the scenes of the movie using logical reasoning and proof via
demonstrations/experiments
• Students will explain how the scene in the movie needs to be altered/rewritten in order to be
consistent with their observations and understanding of how solid water behaves in different
environments
Materials:
• Solid ice cubes of regular polygon sizes
• Thermometer
with measurable edges to calculate
• ruler (cm)
volumes
• Google Docs (optional)
• Scale or balance
• Android device (optional)
• Graduated Cylinder
• Ted Ed Video: Why does ice float in water?
• Beaker
Time needed:
1-2 class periods
© 2014 Paramount Pictures © 2014 Warner Bros. Ent.
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ACTIVITY DESCRIPTION
Opening:
In one of the scenes of them movie, the astronauts were flying a craft through the
atmosphere of a planet and collided with a “frozen” cloud. Some leading questions that
come to mind after watching this scene is:
• Can a cloud that is floating in the atmosphere of a planet be frozen?
• If so, what would the density of the cloud need to be?
• If so, what would the density of the atmosphere need to be?
• If so, what would the temperature of the atmosphere need to be?
(For further exploration: What would the pressure of the atmosphere need to be in order for
this to be possible? To answer this question, would lead to the discussion of phase diagrams
in Chemistry and Physics)
• If the scene is deemed “impossible” due to experiments and mathematical analysis, how
should the scene be “rewritten” or redone?
Activity:
Part 1:
Watch the Ted Ed Video: Why does ice float in water?
(see additional resources below)
Use the questions built in the lesson to check for understanding.
Part 2:
Experimentally determine the density of ice.
Using the materials provided, find the volume of an ice cube of (relatively) regular sides and
find its mass. Using the scale/balance, determine the mass of the ice cube. Using the density
equation D = m/v find the density of the ice cube to the nearest 0.1 g/cm3. Record your
observations, and repeat with another ice cube. Report your observations and calculations on
a Google Doc for the instructor/other students to see and compare results.
Part 3:
Imagine that a frozen cloud floating in an atmosphere of a planet is possible.
Start with researching on WolframAlpha (Android App) or on science texts what the density
of ice is under standard temperature and pressure. Does this value coincide with the
calculations you’ve completed in part 2? Why or why not?
Now consider the following scenario:
What must the density of the atmosphere around it be in order for the cloud to remain
suspended midair?
Does the density of the air around the cloud have to be greater than or less than the density
of the ice at that pressure and temperature? What must that value be in order for the cloud
to remain suspended in the air? Explain your analysis in the Google Doc you’ve reported
your calculations on.
© 2014 Paramount Pictures © 2014 Warner Bros. Ent.
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Closing/assessment:
With the analysis of your observations, calculations, research and conclusions,
determine if the scene needs to be redone. If the scene is consistent to water’s natural
behavior, explain in detail with data and calculations to prove why. If the scene is
inconsistent with water’s natural behavior, explain how the scene needs to be redone,
reshot, or re-imagined to be consistent to how you understand density and the density
of different phases of matter (specifically water).
ADDITIONAL RESOURCES FROM
Google Play for Education is a content store built just for schools, making it easy for teachers to find and share educatorapproved apps, books, and videos with their students.
If your school is using managed Chromebooks or Android tablets, you can use Google Play for Education to distribute the
following apps, books, and videos, and take the lesson further.
App/Book/Video:
WolframAlpha (Android App)
Description:
Access expert knowledge and answers to computations with this application.
App/Book/Video:
MyScript Calculator (Android App)
Description:
Performs mathematical operations naturally using simple handwriting gestures on a
touch interface.
© 2014 Paramount Pictures © 2014 Warner Bros. Ent.
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