WATERWater is a necessity for all living things — plants, trees, animals and people. Three quarters of the Earth is made up of water but less than 1% is fresh water, which is crucial to the ecosystem and our survival.Every molecule of water that was present when the Earth was formed is still present today. That is why it is important to use our water wisely.

It is necessary to learn and understand the importance of water as necessary to soil, production of food,and the importance of the prevention of erosion. Using various methods of experiments, discussions,and activities, this module will explain the importance of water. In this module, we will learn theproperties of water, the water cycle and its principles, the importance of protecting ground water fromcontamination and value of wetlands (streams, rivers and lakes).

The golf course is an ecosystem that needs water to protect its habitats, turf, trees and beauty. Thesefactors must be understood and practiced so we can protect them.

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WATER CYCLEThe water cycle, or hydrologic cycle, is a constant recycling of water between the Earth and theatmosphere. In this cycle, water changes from liquid to solid to gas and back again. Water enters the atmosphere as a vapor or gas from bodies of water and soil. Once water is in the atmosphere, it condenses and forms clouds. Water returns to the Earth as rain, snow, sleet, or hail, is used again by plants and animals, and then the cycle starts over.

This lesson will provide an understanding of how the water cycle supplies water to the Earth — includinggolf courses.

Activities • Vocabulary words (on instructor page)• Water cycle narrative• Water cycle diagram with coloring work sheet for 6-8 year olds• Water cycle diagram identification for 9-12 year olds• Water cycle crossword and secret decoder exercise for 6-8 year olds• Water cycle crossword 9-12 year olds• Water cycle experiment for all age groups• On course observation activity

Key words Evaporation Water tablefor this section: Condensation Pollute

Run-off Discharge area

Aquifer Transpiration

Infiltration Irrigation

Recharge Drought

Flow Well

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This lesson will give an understanding of how the water cycle supplieswater to the Earth – including golf courses.

Definitions: Evaporation – The process by which water changes from a liquid into a gas.

Condensation – The process by which water vapor in the air changes froma gas into a liquid. It is the opposite of evaporation. Rain, hail, sleet andsnow are examples of natural condensation.

Run-off – The movement of landwater to the ocean that is made up ofprecipitation that neither evaporates, transpires nor penetrates the surfaceto become groundwater .

Aquifer – An underground source of water made up of porous rock, likesand, shell or limestone.

Infiltration – The process by which water is absorbed into the ground.

Recharge – The process by which water enters the groundwater system.

Flow – The movement of water from one place to another.

Water table – Marks the very top of the ground water layer. It is found under-ground where the rock and soil begin to be filled or “saturated” with water.

Pollute – To add harmful material to water.

Discharge area – The place where groundwater flows out of an aquifer.

Transpiration – Loss of water through the leaves of plants.

Irrigation – Supplying dry land with water to meet plant needs.

Drought – A prolonged period of less-than-average precipitation. It can also be referred to as times when the demand for water exceeds the available supply of water.

Well – A man-made hole in the ground through which ground water may flow or be pumped to the surface.

Materials: Water Cycle handouts (provided)Colored pencils or crayons

Directions: 1. As a group, discuss the definitions of the vocabulary words.

2. Distribute water cycle diagram and color pencils or crayons. Ask eachchild to label and color each element of the water cycle.

Activity Time: 30 minutes

On Course The next time students are on the course, have them observe how Adventure: water is used and the effect that weather patterns have on it.

Is there any standing water?

Are the ponds full?

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WATER CYCLENARRATIVE

The Water Cycle diagram is a teaching tool to helpyour students learn about the Water Cycle. Display the diagram and review the terms associated withthe process.

This will help students understand how the water cycle supplies water to the Earth. From evaporation to condensation to precipitation, the water cycle is present in every day life. This process is a key element of golf course maintenance.

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Identify the water cycle by using the definitions from the poster!

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ACROSS2. An example of precipitation.

3. Water on the Earth’s surface that moves into a lake or stream without absorbing into the soil.

6. A man-made hole in the ground through which ground water may flow or be pumped to the surface.

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1. A long period of dry weather could cause a __ __ __ __ __ __ __ .

4. The movement of water under ground is called groundwater__ __ __ __ .

5. To add harmful material to water.

CROSSWORDUse your vocabulary words to solve the puzzle.

WHAT’S SHE SAYING?Use the secret code translator below to find out!

A B C D E F G H I J K L MZ Y X W V U T S R Q P O N

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ACROSS2. An example of precipitation.

3. Water on the Earth’s surface that moves into a lake or stream without absorbing into the soil.

6. A man-made hole in the ground through which ground water may flow or be pumped to the surface.

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1. A long period of dry weather could cause a __ __ __ __ __ __ __ .

4. The movement of water under ground is called groundwater__ __ __ __ .

5. To add harmful material to water.

CROSSWORDUse your vocabulary words to solve the puzzle.

WHAT’S SHE SAYING?Use the secret code translator below to find out!

A B C D E F G H I J K L MZ Y X W V U T S R Q P O N

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ACROSS1. Layers of soil, sand and rocks that store groundwater.

5. To add harmful material to water.

7. Water that is found underground in the cracks and spaces in the soil, sand and rocks.

9. Groundwater leaves the ground and enters a lake, stream or river in a__ __ __ __ __ __ __ __ __ area.

10. An example of precipitation.

12. Man made hole in the ground through which ground water may flow or be pumped to the surface.

13. Water on the Earth’s surface which moves into a lake or a stream without being absorbed intothe soil.

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2. The largest use for groundwater is __ __ __ __ __ __ __ __ __ __ .

3. The stage of the water cycle when water changes from a liquid into a gas.

4. The process of changing from a gas to a liquid. Clouds are an example of this.

6. A long period of dry weather could cause a __ __ __ __ __ __ __ .

8. Part of the water cycle when water soaks into the soil.

11. The movement of water underground is called groundwater __ __ __ __ .

CROSSWORD Use your vocabulary words to solve the puzzle. Try not to look at your definition sheet! Some words you will know from previous activities.

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ACROSS1. Layers of soil, sand and rocks that store groundwater.

5. To add harmful material to water.

7. Water that is found underground in the cracks and spaces in the soil, sand and rocks.

9. Groundwater leaves the ground and enters a lake, stream or river in a__ __ __ __ __ __ __ __ __ area.

10. An example of precipitation.

12. Man made hole in the ground through which ground water may flow or be pumped to the surface.

13. Water on the Earth’s surface which moves into a lake or a stream without being absorbed intothe soil.

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2. The largest use for groundwater is __ __ __ __ __ __ __ __ __ __ .

3. The stage of the water cycle when water changes from a liquid into a gas.

4. The process of changing from a gas to a liquid. Clouds are an example of this.

6. A long period of dry weather could cause a __ __ __ __ __ __ __ .

8. Part of the water cycle when water soaks into the soil.

11. The movement of water underground is called groundwater __ __ __ __ .

CROSSWORD Use your vocabulary words to solve the puzzle. Try not to look at your definition sheet! Some words you will know from previous activities.1 2

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Definitions: Water Cycle – The movement of water from the atmosphere to the Earth and back to the atmosphere through precipitation, runoff, infiltration,storage, evaporation, and transpiration.

Evaporation – The process by which water changes from a liquid into a gas.

Condensation – The process by which water vapor in the air changes from a gas into a liquid. It is the opposite of evaporation. Rain, hail, sleet and snow are examples of natural condensation.

Precipitation – Any form of water, such as rain, snow, sleet, or hail, that falls to the Earth’s surface.

Objective: To see the water cycle in action.

Lesson: Water Cycle Experiment

Materials: 3 large jars (64 oz.) with lids, 3 small plants, small rocks, sand, topsoil, water, 3 bottle caps or 3 shells

Instructions: Divide children into 3 groups. Equally divide jars, plants, rocks, sand, topsoil, water, bottle caps (or shells) to each group.

Directions: Instruct the 3 groups to go to designated areas with the materials.

Instruct the students to fill the bottom of the jar with rocks.

Instruct them to add their sand. Make sure to cover the rocks

Next, have them add the topsoil, making sure that they pat it ( large enough to get hand into! ) firmly into place.

Have one of the students plant the plant in the topsoil.

Direct another one of the students to fill the shell or bottle cap with water and place it on the soil.

Instruct one student from each group to put the lid on the jar and make sure that it is tightly closed to prevent the moisture from escaping.

Finally, have one student from each group place the jar in a warm area, direct sunlight is preferable. Instruct the students to keep a record of any changes in their jars, especially making note, of any signs of evaporation, condensation or precipitation.

Time: Begin the experiment at the beginning of the day (the warmer and/or sunnier the area where the students place their jar, the quicker the condensation will occur)

Post Discussion How does the water cycle relate to golf?Questions: How does evaporation effect the golf course? Precipitation?

Have you ever seen a puddle of water on the golf course? Do you know what happens to a puddle of water on a warm day? Have you seen clothes that were wet become dry? Where does the water from the clothes go when it evaporates?

On Course The next time you go to the course observe how water is used and the Adventure: effect that weather patterns have on it. Is there any standing water? Are

the ponds full?

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This experiment shows the water cycle,

from evaporation to condensation, and precipitation. This

process promotes ahealthy environment

on the golf course for all living things.

What are we You will be building your own Water Cycle and see how it works.learning today?

Materials: 3 large jars (64 oz.) with lids, 3 small plants, small rocks, sand, topsoil, water, 3 bottle caps or 3 shells

Getting Ready: Your instructor will divide you into three groups and give each group a jar, soil, sand, rocks, water, one plant, one bottle cap or shell, water

Directions: 1. Fill the bottom of the jar with rocks.

2. Add a layer of sand.

3. Add the soil, patting it down firmly into place.

3. Plant your plant in the soil.

4. Fill bottle cap/shell with water and place it on the soil.

5. Put lid on the jar and make sure it is closed tightly.

6. Place the jar in a very warm and/or sunny place and write down changes taking place in your jar. Do you see any signs of evaporation? condensation? precipitation?

Activity Time: Start this project at beginning of the day; observe before you leave.

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1 The next time you are on the course, notice how water is used on the course.

2 What effect does water and weather patterns have on the course?

3 Do you notice any standing water on the course? Are the ponds and lakes full?

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2.2.11

PRECIPITATION“Rain, rain, go away…” Hold on. Not so fast. Rain, and other forms of precipitation such as snow andsleet, may interrupt your golf game, but they are critical to the survival of the golf course. Withoutwater, the grass and other plants would not grow. Drinking, recreation and irrigation all require freshwater, and fresh water is very rare. Almost 70% of the Earth’s surface is covered with water but most of it is salt water. Less than 1% of water on the Earth is fresh water, and most of that is frozen in polarice caps and glaciers. This section will help children understand the the importance of fresh water,conservation and what golf courses can do to manage water use. Through an On Course Adventure to the head greens keeper and a series of activities and definitions, your children will become aware of the importance of precipitation and how it relates to golf.

Activities: • Vocabulary words (on instructor’s page)• Rainwater harvesting experiment and vocabulary work sheet• Precipitation crossword and maze for 6-8 year olds• Precipitation crossword for 9-12 year olds• Precipitation word find and On Course Adventure for 6-8 year olds• Rainwater Harvesting Fill-In-The-Blank and On Course Adventure for 9-12 year olds

Key words Precipitation Classes of Rainwater Harvestingfor this section: Runoff Harvesting pH

Irrigation Water

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SObjective/Lesson: To learn the value of harvesting rainwater and to give us a greater

sensitivity to natural cycles (use pH activity and fill-in).

This is a good rainy day activity that will give an understanding of thewater requirements of the golf course and ways to help conserve water.

Narrative: Through the harvesting experiment, we learn how easy it is to harvest a small amount of rainwater. Just imagine what a large processing ofharvested water can do for the protection and conservation of ourenvironment. Water should be analyzed for pH measurements within 2hours of collection, preferably immediately. Biological activity in the samplewater and loss of gases can change pH.

Definitions: Precipitation – On Earth, a product of water vapor condensation that fallsfrom the sky. Rain (liquid water), sleet (a combination of rain and snow), snow(frozen ice crystals), freezing rain, hail (hard pellets or balls of ice that usuallyfall during thunderstorms).

Runoff Harvesting – The collection of water by natural means such as roofsor larger in field collection devices. This process relieves the strain of gettingwater from rivers, lakes or groundwater. In many cases, harvesting offers alower cost alternative to normal water use. It also helps to prevent erosionand lessens the chance of flash floods by eliminating runoff.

Irrigation – The replacement or supplementation of rainfall with water fromanother source to supply the water and nutrient needs of plants.

Classes of Rainwater Harvesting – There are two classes: systems whichcollect rainwater from roof runoff for household use and systems which usesurface water harvesting to provide supplemental irrigation for agriculture.

pH – The measurement of acidity or alkalinity of a substance. A pH of 7 is considered neutral; below 7 is called acidic; above 7 is called alkaline.The potential (of) Hydrogen is a measure of the activity of hydrogen ions (H+) in a solution. Sudden changes in pH serve as a warning sign that water quality has been adversely affected by pollutants.

Water – An odorless, tasteless, colorless liquid made up of a combination of hydrogen and oxygen (H20). Water forms streams, lakes, and seas, and is a major constituent of all living matter.

Materials: Harvesting Fill-In (provided)Pool test kitbaking sodamuriatic acidwater containerpencils

Directions: As a group, discuss the definitions of the vocabulary words. Have students complete the Harvesting fill-in sheet.1. Have the students place the container outside to catch the roof runoff.

2. After each rain, test the ph of the water, by following the instructionson the pool test kit, to determine the acidity or alkalinity.

3. Add the necessary chemicals according to the instructions, to balance the pH.

Activity Time: 20 minutes (best on a rainy day)

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Vocabulary: Runoff Harvesting ————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

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Water pH Test: Use the pool test kit to measure how acidic the water is. Chart your results on each rainy day.

Date: — — — — — pH: — — — —

Date: — — — — — pH: — — — —

Date: — — — — — pH: — — — —

Date: — — — — — pH: — — — —

Date: — — — — — pH: — — — —

Date: — — — — — pH: — — — —

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pH can vary eachtime it rains. The

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the soil. If the soilhas too much acid

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sky like rain, snow and sleet.

3. This kind of precipitation is white and comes in the form of frozen ice crystals.

5. When there isn’t enough rain, you use this process to water plants and grass.6. Water that doesn’t evaporate or go into rivers or oceans; it goes under the ground.

DOWN1. Liquid precipitation that falls from clouds.2. Measures the acidity or alkalinity of things.3. The top layer of the Earth’s surface, consisting of rock, minerals and organic matter like

dead leaves. Also called dirt.4. Ice is frozen __ __ __ __ __ .

CROSSWORDUse your vocabulary

words to solve the puzzle.

FIND THE POND!See if you can help the raindrops find their way to the pond!

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sky like rain, snow and sleet.

3. This kind of precipitation is white and comes in the form of frozen ice crystals.

5. When there isn’t enough rain, you use this process to water plants and grass.6. Water that doesn’t evaporate or go into rivers or oceans; it goes under the ground.

DOWN1. Liquid precipitation that falls from clouds.2. Measures the acidity or alkalinity of things.3. The top layer of the Earth’s surface, consisting of rock, minerals and organic matter like

dead leaves. Also called dirt.4. Ice is frozen __ __ __ __ __ .

CROSSWORDUse your vocabulary

words to solve the puzzle.

FIND THE POND!See if you can help the raindrops find their way to the pond!

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5. Moisture that falls to the Earth’s surface from clouds.

8. Precipitation that neither evaporates or transpires, but penetrates the ground.

9. An odorless, tasteless, colorless liquid made up of a combination of hydrogen and oxygen.

12. Frozen precipitation in the form of frozen ice crystals.

13. Water beneath the Earth’s surface that supplies most of our drinking water.

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1. The measurement of acidity or alkalinity of a substance.

3. Another word for ”Additional.“

4. Your favorite sport!

6. The replacement or supplementation of rainfall with water from another source.

7. Harvested __ __ __ __ __ __ __ __ __ is collected from the roofs of buildings.

10. Drops of fresh water that fall as precipitation from clouds.

11. Precipitation made from the mixture of rain and snow.

CROSSWORD Use your vocabulary words to solve the puzzle. Try not to look at your definition sheet! Some words you will know from previous activities.

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5. Moisture that falls to the Earth’s surface from clouds.

8. Precipitation that neither evaporates or transpires, but penetrates the ground.

9. An odorless, tasteless, colorless liquid made up of a combination of hydrogen and oxygen.

12. Frozen precipitation in the form of frozen ice crystals.

13. Water beneath the Earth’s surface that supplies most of our drinking water.

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1. The measurement of acidity or alkalinity of a substance.

3. Another word for ”Additional.“

4. Your favorite sport!

6. The replacement or supplementation of rainfall with water from another source.

7. Harvested __ __ __ __ __ __ __ __ __ is collected from the roofs of buildings.

10. Drops of fresh water that fall as precipitation from clouds.

11. Precipitation made from the mixture of rain and snow.

CROSSWORD Use your vocabulary words to solve the puzzle. Try not to look at your definition sheet! Some words you will know from previous activities.

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Use the best word from the vocabulary words to solve the puzzle.FRESH TWO FARM EROSION PLANT

ROOF COST PRECIPITATION WASTE WATER

1. There are _________________________________ classes of rainwater harvesting.

2. _________________________________ run-off is used for household use.

3. It is a shame to _______________________________ rain runoff!

4. Harvesting relieves the strain on other ______________________________ supplies like lakes and rivers.

5. Less than 1% of the Earth’s water is ______________________________ and most of that is frozen.

6. Harvesting can lower the _________________________________ of supplying water.

7. Rainwater harvesting can reduce flood flows and topsoil _________________________________ .

8. The use of rainwater improves _______________________________ growth.

9. Harvesting provides the ability to ______________________________ in other areas with no water supply.

10. Rain, snow, sleet and hail are all forms of _________________________________ .

RAINWATERHARVESTING

FILL IN THE BLANKS

(Using the definitions you learned)

V I S I T T H E G R E E N S K E E P E R

1 Ask the Greens Keeper what he does on the course to conserve water.

2 Discuss what methods are used to collect and recycle run-off.

3 Discuss the importance of precipitation on the golf course. When it rains or snows, whatchanges occur on the golf course?

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Use the best word from the vocabulary words to solve the puzzle.FRESH TWO FARM EROSION PLANT

ROOF COST PRECIPITATION WASTE WATER

1. There are _________________________________ classes of rainwater harvesting.

2. _________________________________ run-off is used for household use.

3. It is a shame to _______________________________ rain runoff!

4. Harvesting relieves the strain on other ______________________________ supplies like lakes and rivers.

5. Less than 1% of the Earth’s water is ______________________________ and most of that is frozen.

6. Harvesting can lower the _________________________________ of supplying water.

7. Rainwater harvesting can reduce flood flows and topsoil _________________________________ .

8. The use of rainwater improves _______________________________ growth.

9. Harvesting provides the ability to ______________________________ in other areas with no water supply.

10. Rain, snow, sleet and hail are all forms of _________________________________ .

RAINWATERHARVESTING

FILL IN THE BLANKS

(Using the definitions you learned)

V I S I T T H E G R E E N S K E E P E R

1 Ask the Greens Keeper what he does on the course to conserve water.

2 Discuss what methods are used to collect and recycle run-off.

3 Discuss the importance of precipitation on the golf course. When it rains or snows, whatchanges occur on the golf course?

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RUN-OFFWhen it rains, it pours. And when it pours, run-off usually occurs. Run-off is that part of precipitation thatis not lost to evaporation, transpiration or infiltration (percolation). If precipitation occurs faster than itcan enter the ground, run-off usually occurs. And when that happens, it becomes groundwater and willflow over land until it finds its way into small streams and creeks. From there, it will continue until it findsits way to a lake or an ocean. Sometimes the volume of rain will fall faster than the stream, river or lakecan handle and when that happens, flooding will occur.

It is necessary to understand and control run-off, not only to prevent flooding, but to prevent thepollution of our water. As groundwater flows over the surface it can collect pollutants such as oil,pesticides and other chemicals. Even the soil itself can become a pollutant by choking plants andanimals and filling up the rivers and lakes until they are gone. On the golf course, pesticides andfertilizers are used to maintain the health of the turf and plants. If not managed properly, thesechemicals and nutrients can damage the ecosystem. That’s why golf course planners, superintendentsand greens keepers work hard to design and maintain their courses in ways that are safe for theenvironment. Not only do golf courses provide recreational retreats for people, they create and maintainhabitats for endangered plant and animal species. Healthy turfgrass can work as a natural filter that cantrap pollutants, preventing them from reaching groundwater supplies. Golf courses can serve as catchbasins for residential and industrial runoff. In fact, golf courses are effective disposal sites for runoffwastewater. The more we understand what run-off is, the better equipped we will be to manage andcontrol it.

This section will help children understand what run-off is and how it occurs.

Activities: • Vocabulary words• Run-Off Experiment

Key words Runofffor this section: Infiltration

Contaminant

Acid Rain

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This lesson will give an understanding of how run-off can contaminate lakes and rivers.

Narrative: Through the run-off experiment, we learn how a small amount ofcontaminated groundwater can effect a lake. We will also see how, withtime, contaminated water supplies can be reclaimed and return to anunpolluted state.

Definitions: Runoff – That part of precipitation that is not lost to evaporation, transpiration or infiltration (percolation).

Infiltration – The process by which water enters into the soil; percolation.

Contaminant – Any substance that when added to water (or another substance) makes it impure and unfit for consumption or use.

Acid Rain – Rain containing pollutants, such as oxides of sulfur and nitrogen, thatare harmful to the environment; lowers the pH below 6.5 to make them acidic.

Materials: 8 - 16 oz. clear paper cups gravel (small rocks)food coloringpump dispenserwater container

Directions: 1. Distribute vocabulary handout and discuss. Have students writedefinitions on sheet.

2. Divide students into 2 groups.

3. Fill two of the cups with gravel to within an inch of the top. Poke holesin a uniform pattern in the bottom of two more cups. Fill two of theremaining cups with water. The last two cups will remain empty for now.

4. Hold the paper cup with the holes in the bottom over the cup with thegravel. Take the cup with water and pour it into the cup with the holes untilthe bottom cup with the gravel is filled to within 1/2" of the top of the gravel.

5. Take the cup filled with gravel and use your finger to make a hole in thecenter of the cup. Make it deep enough so that the “lake” is about halffilled with water. Add two drops of food coloring to one side of the lake.

6. Place the cup with holes over the gravel-filled cup. Add water to the topcup so that the water drips onto the side of the lake where you droppedthe food coloring. Observe what happens to the coloring. Continuedripping water on the coloring until it can be seen in the lake.

7. Next, insert the pump dispenser into the gravel across the lake fromthe drops of coloring. Start pumping the water out of the gravel-filledcup into the empty cup and continue pumping until the water colorchanges. Add small amounts of clean water to the lake and keeppumping until the water you are pumping out runs clear.

Activity Time: 20 minutes (rainy day activity)

Post Discussion What do you think the water in the gravel-filled cup represents?Questions: What do you think the food coloring represents?

When the extra water was added, why do you think the food coloringspread to the lake? What does this represent?After inserting the pump, what do you think adding the additional waterrepresents? Why did the water eventually run clear again? What does this process illustrate?

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2.4.1

RUN

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Runoff ———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Infiltration ———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Contaminant —————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Acid Rain ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Write yourVocabulary word

definitions:

This experimentshows how

contaminated run-off can

infiltrate a lakeeach time

it rains.

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2.4.2

EVAPORATIONEarlier in this lesson, we learned that evaporation is the process by which water changes into a gas. But did you know that evaporation helps to keep the planet’s temperature stable? Water vapor is themost important and abundant greenhouse gas. The distribution of water vapor in the atmosphere isimportant in determining how well the Earth can emit the energy it absorbs from the sun. If the Earthloses more energy than it receives, the temperature will drop and it will become colder. If it retains more energy than it loses, it will get hotter.

Evaporation is the opposite of condensation. Heat causes the rate of evaporation to speed up, mostirrigation on the golf course occurs when the sun has set, either the early morning hours or at night. A fun experiment will help children understand how evaporation works.

Activities available:• Vocabulary words• Evaporation Experiment

Key words Condensationfor this section: Humidity

Dew Point

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EVAPORATION

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This is a good rainy day activity that will give an understanding ofevaporation and shows us the three forms of water – solid, liquid and gas.

Safety Warning: Caution should be used to conduct this experiment. Adult supervision is required.

Narrative: This activity will show that it takes heat for evaporation to occur. Explainthat as water is heated it will begin to boil when its temperature reaches100° C and will turn from a liquid into a gas or vapor.

Definitions: Condensation – The opposite of evaporation; the process by which water vapor turns into liquid water

Humidity – The amount of water vapor in the air;

Dew Point – The maximum amount of moisture that the air can hold at a given temperature before precipitation occurs.

Materials: A frozen rubber glove (fill a rubber glove with water and freeze it the night before the experiment)One frying panA burner or a stove

Directions: 1. Distribute vocabulary handout and discuss. Have students writedefinitions on sheet.

2. Place the frying pan on the burner.

3. Remove ice hand from rubber glove.

4. Place the ice hand in the center of the pan and turn the burner on high.

5. Have the students make observations every few minutes.

6. Turn off burner after the ice is gone.

Activity Time: 20-30 minutes

Post Discussion Where did the water go? Was there anything left in the pan?Questions: If you left the ice hand out in a warm room and did not put it on the

burner, what do you think would happen? Would it turn to gas? Ever?Is the ice hand a solid, a liquid or a gas?When the ice started to boil, did you notice any bubbles? What do youthink they are? (The bubbles are not air but are actually water vapors.)What are some examples of evaporation that naturally occur?How does evaporation effect the golf course?

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This experimentshows evaporation

in action. It alsoshows us threeforms of water — solid, liquid

and gas.

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Condensation ————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Humidity ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

Dew Point —————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

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Write yourvocabulary word

definitions:

During theexperiment what

did you observe?:

2.5.2