States of matter (worksheet) | PDF - Free Printable

Let’s go step by step to solve this problem.

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First, look at the Monday and Tuesday setup:

- On Monday morning at 9:00 am, two cans (A and B) with the same amount of water are placed outside.
- Can A is in the sun all day Monday and Tuesday.
- Can B is under a tree on Monday, then moved into the rain on Tuesday? Wait — actually, looking at the diagram:
- On Monday: Both cans are out. Sun is shining. Can A is in direct sun. Can B is also out but maybe shaded? Actually, the diagram shows both cans under sun on Monday.
- On Tuesday: Can A is still in sun. Can B is now under a cloud/rain (the dark cloud with diagonal lines = rain). So Can B got rained on Tuesday afternoon.

But wait — the text says:
> “On Tuesday at 3:00 pm you checked the two cans and this is what you saw. Some of the water in cans A and B ________. These water molecules are now ________ as water ________. There is more water left in the can under the tree because ________.”

Actually, let’s read carefully:

The key sentence:
> “There is more water left in the can under the tree because ________.”

Which can was under the tree? Looking at the diagrams:

- On Monday: Both cans are shown under sun → so neither is under tree yet?
Wait — no, the diagram for Monday shows both cans under sun. Then on Tuesday, one can (labeled A) is under sun, and the other (B?) is under rain/cloud. But the text says “can under the tree” — perhaps we’re meant to assume that one can was shaded by a tree on Monday?

Actually, re-reading:

> “On Monday morning at 9:00 am you placed two cans with the same amount of water outside. It was sunny all day Monday and Tuesday. On Tuesday at 3:00 pm you checked the two cans...”

Then it says:
> “Some of the water in cans A and B ________.” → This is about evaporation. Water turned into vapor.

“These water molecules are now ________ as water ________.” → They became water vapor (gas).

“There is more water left in the can under the tree because ________.” → The can under the tree had less evaporation because it was shaded → cooler → slower evaporation.

So filling in blanks:

1. Some of the water in cans A and B evaporated.
2. These water molecules are now in the air as water vapor.
3. There is more water left in the can under the tree because it was shaded and stayed cooler, so less water evaporated.

Now, moving to TUESDAY section:

We have four pictures showing changes in state. We need to label each as melting, freezing, evaporation, or condensation.

Also, answer questions 2–4 about heat energy and molecule movement.

Let’s analyze each picture:

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Picture 1 (top left):

Left beaker: solid cubes (ice) at bottom. Right beaker: liquid with bubbles rising → boiling/evaporating.

Arrow from left to right → solid turning to gas? That would be sublimation, but probably they mean ice melting then evaporating? But the arrow goes directly to bubbling liquid → likely representing evaporation after melting? Hmm.

Wait — actually, the left has solid pieces, right has liquid with bubbles → so solid → liquid + gas? Not standard.

Perhaps it's showing ice melting into water, then water evaporating? But it’s one arrow.

Better interpretation: Left = solid (ice), Right = liquid with bubbles → meaning the solid melted and then started boiling? But that’s two processes.

Alternatively, maybe it’s showing evaporation from liquid? But left side has solids.

Wait — look again: In Picture 1, left container has small round particles at bottom (maybe representing liquid?), no — actually, in many textbooks, solid is shown as packed squares/cubes, liquid as loose circles, gas as scattered dots.

In Picture 1:

Left: packed cubes → solid
Right: loose circles with some floating up → liquid turning to gas → evaporation

But arrow from solid to evaporating liquid? That doesn’t make sense unless it’s melting first.

I think there might be a mistake in my assumption.

Let me check standard representations:

Typically:

- Solid: tightly packed particles (often drawn as grid or cubes)
- Liquid: loosely packed, can flow
- Gas: far apart, moving fast

In Picture 1:

Left: cubes at bottom → solid
Right: circles filling container, some escaping → liquid turning to gas → evaporation

But how do you get from solid to evaporation without melting? Unless it’s dry ice? Unlikely for elementary level.

Perhaps the left is actually liquid? No, cubes suggest solid.

Another possibility: Maybe the left is ice, and the right is water boiling → so the process is melting followed by evaporation, but labeled as one thing? Probably not.

Wait — look at Picture 4 (bottom right):

Left: bubbles rising in liquid → boiling/evaporation
Right: settled particles at bottom → solid? Or just cooled liquid?

This is confusing.

Let me list all four pictures clearly:

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Picture A (top left):
Left: container with cube-shaped solids at bottom
Right: container with spherical particles filling most of space, some near top escaping → looks like liquid evaporating
→ So transition: solid → liquid/gas? Not clear.

Actually, upon closer inspection, in many curricula:

- If left has fixed shape (cubes) and right has fluid shape with particles escaping → it could represent sublimation, but unlikely.

Alternative approach: Let’s match based on common examples.

Standard phase change diagrams:

1. Melting: solid → liquid
2. Freezing: liquid → solid
3. Evaporation: liquid → gas
4. Condensation: gas → liquid

Now examine each picture:

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Top Left Picture:

Left: solid (cubes)
Right: liquid with bubbles (boiling) → so if arrow is left to right, it’s solid becoming liquid then gas? Too much.

Wait — perhaps the right side is meant to show gas? But it’s filled with particles — gases usually have sparse particles.

In Top Left Right: particles are dense but some are rising — that’s typical for boiling liquid, i.e., evaporation.

But left is solid — so maybe it’s incorrect drawing? Or perhaps it’s showing ice melting into water which then evaporates quickly? Still messy.

Let’s try another way. Look at Bottom Left Picture:

Left: loose particles (liquid)
Right: cube (solid)
→ Liquid to solid = freezing

That makes sense.

Top Right Picture:

Left: cube (solid)
Right: loose particles (liquid)
→ Solid to liquid = melting

Yes!

Bottom Right Picture:

Left: particles rising (gas/steam)
Right: settled particles (liquid)
→ Gas to liquid = condensation

Perfect.

Then Top Left Picture must be evaporation: liquid to gas.

But in Top Left, left side has cubes — contradiction.

Unless... in Top Left, left side is actually liquid? But drawn as cubes? Maybe misdrawn.

Wait — in some drawings, liquid is shown as circles, solid as squares.

In Top Left:

Left: squares → solid
Right: circles with some escaping → liquid turning to gas

But that skips melting.

Perhaps the intended meaning is that the solid melts first (not shown), then evaporates? But the arrow connects them directly.

I think there might be an error in interpretation.

Let me check online or recall standard worksheets.

Actually, in many elementary science sheets:

- For evaporation: they show a puddle shrinking, or water in cup with arrows going up.
- Here, in Top Left, if we ignore the cube shape and see it as "water" vs "steam", but it's not.

Another idea: Perhaps the left side in Top Left is ice, and the right side is water vapor? But vapor should have few particles.

In Top Left Right: many particles, some escaping — that’s boiling liquid, not pure gas.

I think the best fit is:

Assign based on net change:

- Top Left: solid → liquid/gas → probably meant to be evaporation, but incorrectly drawn. Alternatively, maybe it's sublimation, but unlikely.

Wait — let's count the options: we have to assign melting, freezing, evaporation, condensation to four pictures.

From above:

- Top Right: solid (left) → liquid (right) = melting
- Bottom Left: liquid (left) → solid (right) = freezing
- Bottom Right: gas (left, particles rising) → liquid (right) = condensation
- Therefore, Top Left must be evaporation: liquid → gas

But in Top Left, left is drawn as solid. Unless... perhaps the left is liquid represented poorly? Or maybe in this context, the "cubes" are not solid but just how they draw liquid? Unlikely.

Perhaps in Top Left, the left container has liquid (but drawn with flat surface and particles), and right has gas? But particles are dense.

I found a better way: look at the particle behavior.

In evaporation, molecules escape from liquid surface.

In Top Left Right: particles are escaping upward — classic evaporation depiction.

Left side: if it's liquid, why cubes? Maybe it's a typo or poor drawing. In many worksheets, they use different shapes inconsistently.

Given that, and since the other three are clear, I'll assign:

- Top Left: evaporation (liquid to gas, even though left looks solid — perhaps it's meant to be liquid)
- Top Right: melting (solid to liquid)
- Bottom Left: freezing (liquid to solid)
- Bottom Right: condensation (gas to liquid)

Yes, that covers all four.

Now, questions 2-4:

2. Below each picture write adding heat energy or taking away heat energy.

Recall:

- Adding heat: causes melting, evaporation
- Taking away heat: causes freezing, condensation

So:

- Evaporation (Top Left): adding heat
- Melting (Top Right): adding heat
- Freezing (Bottom Left): taking away heat
- Condensation (Bottom Right): taking away heat

3. When you add heat energy the molecules move ________.

Faster / more vigorously

4. When you take heat energy away, the molecules move ________.

Slower / less vigorously

Now, back to the first part fill-in-the-blanks:

"Some of the water in cans A and B evaporated. These water molecules are now in the air as water vapor. There is more water left in the can under the tree because it was shaded, so it stayed cooler and less water evaporated."

For the pictures:

Label each:

- Top Left: evaporation
- Top Right: melting
- Bottom Left: freezing
- Bottom Right: condensation

Heat energy:

- Top Left: adding heat energy
- Top Right: adding heat energy
- Bottom Left: taking away heat energy
- Bottom Right: taking away heat energy

Molecule movement:

3. faster and farther apart (or just "faster")
4. slower and closer together (or just "slower")

Usually, they expect:

3. faster
4. slower

But sometimes more detail.

Since the question says "move ________ and ________", probably:

3. faster and spread out
4. slower and close together

But let's keep it simple.

Final answers:

First paragraph blanks:

- evaporated
- in the air (or "floating")
- vapor
- it was in the shade, so less evaporation occurred

Pictures labeling:

Top Left: evaporation
Top Right: melting
Bottom Left: freezing
Bottom Right: condensation

Heat energy:

Top Left: adding heat energy
Top Right: adding heat energy
Bottom Left: taking away heat energy
Bottom Right: taking away heat energy

3. faster and farther apart
4. slower and closer together

But to match typical curriculum:

Often they say:

3. faster
4. slower

And for the spaces, perhaps "faster and more energetic" but I think "faster" is sufficient.

Looking at the blank: "the molecules move ________ and ________." — two words.

Commonly: "faster and farther" or "more rapidly and randomly"

But for elementary: "faster and spread out" for adding heat; "slower and clumped" for removing.

I think safe to use:

3. faster and farther apart
4. slower and closer together

Yes.

Now, compile final answer.

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Final Answer:

Some of the water in cans A and B evaporated. These water molecules are now in the air as water vapor. There is more water left in the can under the tree because it was shaded, so less water evaporated.

For the pictures:
- Top Left: evaporation
- Top Right: melting
- Bottom Left: freezing
- Bottom Right: condensation

Heat energy:
- Top Left: adding heat energy
- Top Right: adding heat energy
- Bottom Left: taking away heat energy
- Bottom Right: taking away heat energy

3. faster and farther apart
4. slower and closer together