What will melt faster on a pavement, equal volumes of snow or ice? Winter - let's go for a walk and learn What will melt faster.

Program content:

Introduce children to some of the properties of water, draw their attention to the fact that even such

a familiar object, like water, is fraught with a lot of unknown

Continue to teach children to draw elementary conclusions

The development of children's speech, thinking

Development of children's creative skills

Integration of educational areas: cognition, artistic creativity, artistic

literature, communication

Equipment:

Pre-made colored ice cubes

Children's water buckets

Wooden sharpened sticks

Preliminary work: making colored ice cubes.

Lesson progress:

Children with a teacher go to the site. The teacher reads verses:

- Snow is fluffy, silvery,

Softly carpeted

And snowflakes, like fluffs,

Curl fun around!

Educator: - Guys, look how snowy the weather is today, how much snow has fallen! Take the snow in your palms. What do you think it consists of?

If the children find it difficult, Dunno helps them.

Dunno: - Snow consists of snowflakes.

Finger game "Snowflake"

La-la-la, la-la-la Connect the fingers of both hands with pads

A cloud floated across the sky.And round in the shape of a ball (cloud)

Suddenly from the clouds above the ground Hands up, fingers apartv

A swarm of snowflakes flew sides. Turn the brushes, slowly

hands down (snowflakes fly)

The wind blew, hummed - Blow on the hands (lips round and

pull forward slightly).

A swarm of snowflakes flew up. Shake hands, raising

Up, rotating them (snowflakes fly)

The wind whirls with them Rotate with brushes, alternately crossing

Maybe make friends.Hands (snowflakes are spinning)

Educator: - Snow consists of snowflakes. Let's take a look at them.

(Examining snowflakes on mittens)

- These are beautiful snowflakes. Let's draw on the snow with wooden

snowflake sticks?

Children draw snowflakes on the snow with sticks.

Educator: - Pick up the snow, what is it like?

Children: - White, cold.

Educator: - Blow on the snowball. What is happening to him?

Children: - The snow has scattered. It is light and fluffy.

Educator: - And now try to blind something from this snow.

Children: - It doesn’t mold, we can’t blind ...

Educator: - And you can’t mold anything from it, because in frosty weather, the snow is fluffy, soft, loose. It is impossible to sculpt from such snow.

Dunno appears on skates. It goes and falls.

Educator: - Dunno, where are you coming from, and why are you skating?

Dunno: - Yes, I wanted to go skating, but something doesn’t work out for me, the skates don’t go!

Educator: - Children, can I skate in the snow?

Children: - No!

Educator: - Where can I skate?

Children: - On the ice.

Stranger: What is ice? Where can I get ice?

Educator: - Look, the guys and I have recently prepared ice cubes.

(shows ice cubes)

- Guys, what have we done for this?

Children's answers.

Educator: - That's right, they froze water in molds. See what ice feels like?

Children: - Hard, cold, transparent, slippery.

Educator: - Let's try to throw him, and see what will happen to him?

Children: - He crashed.

Educator: - The ice is fragile.

Educator: - It is ice that is needed in order to skate. After all, he is slippery. What can you guys make ice out of?

Children: - From the water.

Educator: - That's right guys. After all, we made our ice cubes from water.

The teacher comes to a pre-prepared area for ice.

Educator: - Dunno, now together with the guys we will fill this area with water. A

Tomorrow there will be ice here.

The teacher together with the children pourplatform.

(Pay attention to the safe execution of the task)

Educator: - Do you understand, Dunno, what needs to be done to get ice?

Stranger: Thanks guys! I now know how to turn water into ice!

Educator: - Dunno, guys, do you know how to turn ice into water?

Stranger: No!

Educator: - Now we will return to the group, take ice, snow in a bucket with us and return to the group.

Experience 1 "What melts faster snow or ice?"

Bring ice and snow indoors, placing each in a separate bowl. Children monitor the condition of snow and ice in a warm room. They melted and turned into water. The snow melted faster than the ice.

Experience 2 "What will melt faster?"

Take one large ice cube and several small ones. See what melts faster. It is important that children pay attention to the fact that pieces of ice of different sizes will melt in different periods of time.

Conclusion: - ice, snow - this is the same water.

Educator: - Guys, at what time of the year can we see snow and ice?

Children: - In winter.

Educator: - That's right, in winter. And what sports can adults and children do in winter?

Children: - Skiing, skating, sledding ...

Educator: - That's right guys, and now I suggest you play games

(games can be played when it is necessary to wait for the result of the experiment)

P/ and “I will call, and you show”- the teacher calls the sport, and the children must portray it.

D / and "Collect a sport"- cut pictures must be collected, and name the sport.

D / and "Let's count to five"- the formation of plural nouns in the nominative and genitive cases.

One ski, two skis, three skis….

Morozova Marina Yurievna

Goals:

Introduce children to the state of aggregation of water;

Consolidate and generalize children's knowledge about the properties of snow and ice;

To develop in children observation and mental activity;

Teach children to establish cause and effect relationships.

Material for the experiment - experiment:

Snow on a saucer;

Pieces of ice on a saucer.

Description of experience - experiment.

We examine snow and ice with the guys. I explain to the children that both snow and ice are aggregate states of water. Ice and snow are frozen water. The guys talk about the properties of snow and ice (snow is white and loose, and ice is colorless and hard).

The children are given a problematic task: “What will snow or ice melt faster?”

The guys immediately note that both the snow and the ice in the group will melt, because it is warm in the group room.

Discuss what will melt faster.

I encourage the kids to watch.

The guys have been monitoring the state of snow and ice for a long time. With surprise, they pay attention to how the hill of snow on the saucer gradually decreases, and the pieces of ice decrease.

After a while, the guys note that all the snow has melted, turning into water, and the pieces of ice have decreased in size, but have not completely melted yet.

Conclusion.

In heat, both snow and ice melt, turning into water. Snow melts faster because it is loose. Ice melts more slowly because it is harder.

How much joy and delight the children had when they were allowed to pick up pieces of ice that had not melted!

The children also noticed that mud was visible in the water from the melted snow. So the snow is dirty, although it seems white and clean.

The water from the melted ice is pure, so we froze clean water from a water faucet.

Many thanks to all colleagues for their attention and support!

Related publications:

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Purpose: To introduce children to the properties of snow (melts in heat, turns into water); develop attention, mental activity, the ability to do simple things.

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Winter, winter is knocking on the window. And got a lot of snow. And as if this beautiful time is rushing to our earth. She covered the ground with a white cap. Wrapped up.

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E-mail to send materials to the competition This e-mail address is being protected from spambots. You need JavaScript enabled to view it.

The cost of participation is 290 rubles.

It's winter now. When it snows, you can see how diverse and beautiful snowflakes are. Interestingly, any snowflake always has 6 rays.
To understand why a snowflake has this shape, let's look at what a water molecule looks like in model form. It consists of an oxygen atom (red ball) and two hydrogen atoms (white balls). Each water molecule is a triangle.

Ice crystals have the shape of a hexagon, which consists of such triangles.

This very first crystal is the future snowflake. Further, it grows due to the addition of new molecules to the crystal.

The order of attachment of new molecules is random, but in the end they line up in hexagons, the same as the first crystal.

Further, branches will begin to grow at the snowflake. How exactly they will look depends on temperature, humidity, pressure and other factors. The crystals always join each other at a face and never at an angle, so the snowflake ray will always be hexagonal.

Branches may extend from the beam, but they will always grow at an angle of 60° or 120°.

This is what a perfect snowflake should look like. In reality, a huge cluster of "branches" that grow in random order makes each snowflake unique.

Have you ever wondered why snow is white?
White light consists of rays of different colors, like a rainbow - from red to purple. When sunlight passes through a snowflake, it partially loses the red and yellow rays, they are not reflected, and only the rays of blue, bright blue or bluish-green become visible. Ninety-five percent of the snow consists of air, therefore, passing between the crystals, the light is reflected from their surfaces, then scattered in the air located between these crystals, and becomes white.

But the color of snow can change from impurities. It is clear that in cities the snow can turn black from pollution. Pink or red snow is common in the mountains and the Arctic. This shade is given by colored algae living between snow crystals.

The speed of falling snowflakes to the ground is very small - it is no more than 0.9 km / h. This is because the size of the snow flakes is quite large and the weight is very small. And only a few of the snowflakes are able to reach the earth's surface, many of them disappear - melt in the air.

Read the text about snowflakes carefully, then do the experiments and answer the questions. Write down all the answers and the results of the experiments in a special table.

Experience 1. Melting snow.
Take some fresh loose snow from the street and put it in a glass. You can ask adults for a special measuring cup for food and liquids. Many people have it in their kitchen. If there is no such glass, then you can take any, but you must definitely note the level of snow in the glass.

When the snow has completely melted, mark the water level. If you used a measuring cup, then determine how much the volume of water has changed compared to the volume of snow. Why is there less water than snow?

Experience 2. Which snow melts faster - clean or dirty.
Take two samples of snow - clean (in the park, in the forest) and dirty - (near the road, etc.) if where you live, the snow is clean (you are so lucky), then you can artificially make dirty snow - sprinkle it on the surface crushed activated charcoal. It is necessary to take the same amount of each sample and put it to melt under a table lamp. The lamp will depict the spring sun. Establish which snow will melt faster - clean or dirty, and explain why?

Experience 3. How polluted is the snow where you live?
Take the same amount of clean and dirty snow, let it melt. Evaluate the purity and transparency of the resulting water by eye, and then filter each sample through filter paper. Is dirt visible on the filter? If it is possible to weigh the filters on accurate scales before and after filtering (but only when they are completely dry), then you can find out how much dirt and dust is contained in a certain amount of snow.

Everyone knows that water can be in three states - vapor (gaseous substance), liquid and ice (solid substance).

All of you have seen ice and probably even gnawed on icicles, although adults forbid this.

But ordinary ice has interesting properties. Let's study them with simple experiments.

Experience 4. Turning water into ice.
Take a plastic disposable cup, fill it with water up to half, mark the water level on the outside with a colored felt-tip pen and put it in the refrigerator to freeze.

When the water has completely turned to ice, remove the glass from the refrigerator and mark the level of ice. Surprisingly, the volume of ice is greater than the water from which it was made. Try to find an explanation yourself or ask adults to help.

Experience 5. Melting ice with salt.
Pour water into cookie cutters or small bowls and freeze in the refrigerator. When ice forms, take it out of the molds, put it on a plate with the wide part down and sprinkle salt on top. Watch what happens. You can add watercolors to the cracks and depressions that form, and you will see fantastic paintings.

Experience 6. Where should ice be placed in order to cool the liquid faster.
Take two cups of hot tea or just water. One put on the ice, the other - under the ice. After a while, with your finger or taste, try in which cup the water cools faster. Try to answer why this is happening.

Experience 7. Pure ice
Make some salty and sweet water. Freeze cubes from ordinary, salty and sweet water. When they are completely frozen, take them out and break each ice cube in half. Taste each cube. What conclusions can be drawn from this experience?
Study. Ice melting under different conditions.

Now we will observe how the ice is thawed under various conditions. It is necessary to freeze the same pieces of ice or a small amount of water in four plastic cups. Then prepare 4 identical bowls or plates and remove ice from each cup. To do this, the cups can be placed in hot water for a short time.

Put the first piece of ice in a dry bowl, the second in a bowl filled with hot water, the third in a bowl of water at room temperature, and in the fourth bowl put ice, after wrapping it with a piece of fur, cotton wool or woolen cloth (you can use a mitten or a woolen sock. Watch how the ice melts in each bowl.Note that the ice does not sink, but floats to the surface of the water.
Write down the time it took for the ice to melt in each experiment. Try to explain your results.
Do you think the rate at which water freezes depends on whether the water was fresh or salty?

Check it out for yourself - freeze three samples: 1 - plain water, 2 - 1 teaspoon of salt per glass of water, 3 - 2 tablespoons of salt per glass of water. Place all samples in the refrigerator at the same time. Try to note the time it takes for each sample to freeze.

Write down all the answers in a special table, take photographs of experiments with snow and ice melting under different conditions. If you did a study, then describe its results and draw conclusions. Don't forget to write a review about the competition.

Answer table.

Do not forget to write a review and fill out the questionnaire.

Questionnaire.
1. How did you hear about our competition?

2. Are you participating in the competition for the first time or have you already been a participant?

3. Why did you choose this contest?

4. What sciences are you most interested in?

5. What contests would you like to see in the future?

6. Are you going to come to the tournament-conference in the summer?

HsMjstyMstdn

What will melt faster on a pavement, equal volumes of snow or ice?

Walking back from class, I noticed that the piled snow on the sides of the street still hadn't melted after a week, despite being sunny and generally warm. (15°C − 18°C) " role="presentation" style="position: relative;"> ( 15 ° WITH (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;"> - 18 ° WITH (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;"> ) (15°C − 18°C) " role="presentation" style="position: relative;"> (15°C − 18°C) " role="presentation" style="position: relative;">( (15°C − 18°C) " role="presentation" style="position: relative;">15 (15°C − 18°C) " role="presentation" style="position: relative;">° (15°C − 18°C) " role="presentation" style="position: relative;">C (15°C − 18°C) " role="presentation" style="position: relative;">- (15°C − 18°C) " role="presentation" style="position: relative;">18 (15°C − 18°C) " role="presentation" style="position: relative;">° (15°C − 18°C) " role="presentation" style="position: relative;">C (15°C − 18°C) " role="presentation" style="position: relative;">)“If this snow were ice, it would surely have melted by now,” I thought. I couldn't figure out what would melt faster on the pavement; stacked snow that has been somewhat affected, or the same volume filled with solid ice at the same temperature.

My thought process was that snow had air pockets that acted as very good insulators that would slow heat transfer even though solid ice has a "bigger reservoir" for heat and needs more of it to melt completely. Ice is a much stronger structure, providing much better thermal conductivity (thanks to microscopic vibrations) and it has more contact with the ground. Snow is also shinier than ice, reflecting more sunlight. I know there are several types of snow, and this one is a packed powder, with a crust that can support someone walking on it, but crumbles if stomped on. The insides are crumbly and the edges are rough, crispy and moist. How dirty the snow is also plays a role (since mud has a much lower heat capacity than ice and is better at absorbing radiation).

This is a close up of the snow.

Does this volume replace solid ice at the same temperature longer than snow? My intuition says that the snow will last longer, but I don't know which factor dominates.

TFB

The answer is that it's difficult for the reasons you've identified: people who study climate (of which I'm the only one) spend a lot of time trying to figure it out, and it depends on many factors, such as albedo, whether it's dirty (" soot on the snow" is an art) how packed it is, whether it is partially melted and re-frozen, etc. I think there is no single answer to this question, I think. This is a good question.

HsMjstyMstdn

Thank you. Is there an "ideal" combination of factors (packing, amount of air, amount of soot, etc.) that would allow snow to melt significantly more slowly than solid ice?

Joshua

A week after a snowfall, things left on the side of the road are more accurately described as ice rather than snow. It melts/freezes multiple times with the chance of a day/night cycle.

HsMjstyMstdn

It's definitely closer to porous ice than snow, but I wouldn't say it's more ice than snow. After all, isn't the main difference between snow and ice a crystalline, aerated structure versus solid sheets and blocks?

TFB

@HsMjstyMstdn I don't know, I'm afraid. As Joshua said, the transition between ice and packed snow is not well defined in practice: glaciers and ice sheets are usually thought of as ice, but they are, of course, packed snow.

Answers

Floris

The density of snow is much lower than the density of ice - so the total heat of fusion needed to melt a volume of snow is much lower. This will mean that the snow melts faster than the ice.

Air in the snow does reduce thermal conductivity, but that just means that a little heat from the air can melt the outer layer of snow without worrying about the "deeper inside" effect of the snow.

In my experience, a significant factor in snow melting is the presence of dirt - small dark particles that absorb the energy of sunlight. "Pure" snow reflects most of the solar energy, while pure (solid) ice absorbs most of it. This is a factor that matters more for snow in the presence of sunlight - it doesn't affect snow in the shade where only heat from the air comes into play - and that's what I assume you were asking about.

HsMjstyMstdn

But doesn't heat get to the snow more slowly?

Sam Spade

This answer doesn't answer the question.

HsMjstyMstdn

Thanks for the update. I see your point in air pockets (albeit excellent insulators) that don't contribute to the "reservoir" storing heat, but if pure snow "wins" the ray battle from the sun, isn't ice "losing" the conduction battle from the ground? because the snow only touches a smaller surface and insulates itself from the ground through air pockets? And isn't fighting from the ground more important than air or sunlight?

Floris

I don't think conduction from the ground is the main cause of melting - in my experience, the ice is firmly "stuck" to the ground, meaning there isn't enough heat rising from the ground to melt the snow. Iran I misunderstood your point of view?

Emilio Pisanti

Compacted snow, such as the one shown in the OP, can be much denser than freshly fallen powder, and it is not at all obvious that it is significantly less dense than ice.

Ernie

The total energy absorbed by the ice and snow will not deplete the Sun's energy or slow its delivery. The rate of heat transfer through the surface and through ice and snow is a problem.

Factors to consider:

(1) A given volume of ice contains more water molecules than the same volume of snow. Add up all the energy needed to bring each molecule to its melting point and you'll find more total energy needed to melt ice than snow, as Floris said in his answer. BUT, since the Sun's energy incident on the surface is the same for both ice and snow, and will not be depleted (for practical purposes) regardless of the total amount absorbed, the rate of energy transfer to and through the ice and snow becomes an important factor. In order for ice to melt faster than snow, more energy must be transferred to the ice per unit time.

(2) The surface will be at the triple point of water. Some water will melt and some will evaporate. Water that evaporates uses energy that would otherwise be available to conduct through ice and snow. But neither sublimation nor evaporation will reduce the energy per unit time delivered by the Sun to the surface. Since the energy delivered per unit time will not decrease, the heat of vaporization and the latent heat of sublimation should not affect the rate of heat transfer to ice and snow. But the rate of evaporation will be greater per unit volume of snow than ice, since there will be more surface area per mole.

(3) Snow has more surface area per mole than ice. But ice has more moles per unit volume. The available energy per unit time is the same for both, so surface area per mole seems like an important factor to me.

(4) Air convection through snow is probably negligible since snow is an insulator. Radiant energy delivered to and through the surface, and water convection through surface water seeping inward, may be the dominant methods of heat transfer to ice and snow. Since snow is more porous, I would expect convection through water seepage to be faster in snow than in ice.

(5) bare ice is 0.5 and the albedo of ice with snow is 0.9. Since the albedo of ice is less than that of snow, the surface of snow reflects more energy than ice. More radiation energy per unit time penetrates the surface of bare ice than snow.

In favor of snow melting faster: a) More surface area per mole for evaporation, b) More porosity per mole for water infiltration to transfer heat into the snow.

In favor of melting ice faster: a) Radiant energy can penetrate through the transparent surface of the ice directly inward.

I assume that ice will melt faster on a sunny day, while snow will melt faster on a cloudy day, if (a) the ambient air and ground temperatures are the same on both days, (b)

Jack Aidley

"For practical purposes, an unlimited amount of energy per unit time (heat from the Sun) is available to be transferred to both snow and ice" is simply false and absurd.

HsMjstyMstdn

I think he was referring to the unlimited supply of constant, radiant thermal energy from the sun.

Ernie

@JackAidley: The total energy absorbed by the ice and snow won't deplete the Sun's energy or slow its delivery. The rate of heat transfer through the surface and through ice and snow is a problem. In order for ice to melt faster than snow, more energy must be transferred to the ice per unit time. I have edited the answer. Please let me know if this doesn't make sense or is incorrect. Thank you for your comment.

guanaco

As an experimental physicist, of course my first suggestion is to find a freezer with frost attached to the walls and test it by cleaning it out, but other than that:

The main thing I can think of is that when the surface snow melts, it can drip and transfer heat further down. That's why you'll see the snow melting like towers of icicles - something dark is blowing on the snow, it absorbs the sunlight and heats up, melting some snow around it, which then flows down and melts the snow underneath. a piece of dark material falls out and the process continues. This is not possible in ice, especially since the piece of material will end up in a pool of water that will also protect it from ice. I think this process, combined with much less mass, will make the snow melt much faster.

HsMjstyMstdn

Interesting points, although I think that the block of ice will slide off the ice if we take the shape of the ice about half the cylinder on its side.

BetterBuildings

Have you ever made a snowman? Pretty easy to pick up this upper body snowball, right? Can you imagine how heavy a solid ice ball of the same size would be?

Thus, the same volume, but much more solid water. Other things being equal, much more thermal energy is required to melt an ice ball compared to a snowball. Therefore, the snow will melt faster. But all things are not equal, if snow looks different than ice, it is much whiter, so if sunlight (radiation) melts a lot, then pure snow will absorb less heat per surface area than pure ice. We also have conductivity from the ground, the ice layer is really in good contact with the ground, there is less snow. Can we work it out? Maybe, but it will be difficult, you need to take into account the heat source, the type of heat (conduction, radiation), the reflectivity of the surface, and so on.

My money in the snow goes the fastest in the same volume.

org

This answer actually has exactly the same content as the question.

Our Ksyusha became a little bitch. And mom and dad became walking mini-encyclopedias. Therefore, we decided to help parents of the same why children create a new section “” and publish answers to the most common children's questions in it. We will try to adapt all the answers as much as possible for preschool children, so that it would be easier for parents to explain the complex laws of nature to them.

It's winter now and that's why, of course, questions about why are in the TOP of why girls :) That's why we publish our answers to the snowiest questions.

What is snow?

Snowflakes are formed in the same way as raindrops: water evaporates from the seas and oceans and rises to the sky, where it cools down and collects into droplets. When it is very cold, water droplets freeze into ice crystals. They fall to the ground in the form of snow. The melted snow evaporates or flows into streams, from where it begins its journey to heaven again.

Why is snow white?

If snowflakes and droplets are of the same nature, then why are droplets transparent and snowflakes white? The fact is that each individual snowflake is transparent in itself, but together they fall to the ground in a chaotic manner and form a loose mass. Snowflakes lie to each other at different angles. Sunlight is reflected first in one snowflake, then in another, and so on, until it is directed back. It turns out that the snow completely reflects the sunlight, and since the rays of the sun are white, the snow is also white. If the rays of our Sun were yellow and red, then the snow would also be yellow or red. At sunset or sunrise, when we see the pink rays of the sun, the snow also turns pink.

Why do snow and ice melt from salt?

Snow and ice are water that freezes (becomes solid) at 0 degrees Celsius. If you add salt to water, you get a brine solution that freezes at temperatures below 0. If you sprinkle salt on ice or snow, we will make them melt, since salt dissolves in water and lowers its freezing point.

First, the ice around the salt crystal will melt, and then the melting process will spread further from this point.

Which snow melts faster?

Dirty snow melts faster because:

1. There are also salts in the mud, which speed up the process of snow melting.
2. The mud is usually dark, which means that it absorbs the sun's rays and as a result heats up quickly, warming the snow with it.

Can you eat snow?

Snow tends to collect dust on itself. City dust, in addition to the usual natural dirt and bacteria, contains a lot of heavy metals and other toxic substances that are very dangerous for humans. By eating snow, a person absorbs all these toxic substances and exposes his life to the danger of poisoning.

High in the mountains, pure snow falls without dangerous impurities, but such water is also not good for the body, since it lacks the most important salts that are usually found in drinking water. There is only one conclusion: eating snow is not only unhealthy, but also dangerous to health.

Are there identical snowflakes in the world?

More than a hundred years ago, when the first cameras first appeared, one man, nicknamed “Snezhika”, decided to photograph snowflakes under a microscope. He took 5,000 shots, but not a single pattern of snowflakes was repeated. Many years have passed, and scientists are still arguing: are there identical snowflakes. They even created 2 twin snowflakes in their lab, but that still didn't end their argument. Starting another study, scientists came to the conclusion that snowflakes can differ not only in the external pattern, but also in the internal structure. This means that even if the snowflakes are the same externally, then most likely their internal structure is still different.