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Project type: Informational and educational
Part I Introduction
Part II Practical experimental activities
Part III: Relaxation break
Part IV Conclusions
Part V Conclusion
Vi part. Bibliographic list
I. Relevance of the topic:
Water is the most mysterious liquid on Earth. The most extraordinary substance in nature.
Fields and forests drink water. Neither animals nor birds can live without it. It exists in every corner of the universe.
II. Target: acquaintance with the physical and chemical properties of water in experimental activities.
III. Task: become familiar with the properties of water; establish a connection between air temperature and water condition
IV. Project implementation methods:
Defining a theme
Collection of information, literature, additional material
V. Ways to implement the project:
Studying scientific literature
Observations in nature
Observation in the surrounding reality
Conducting practical experiments
Summary of results
VI. The direction of development of activities is comprehensive: cognitive-speech,
observation,
experimentation.
It so happened that on New Year’s Day I received several books from the “Big Children’s Encyclopedia” series as a gift from Santa Claus. In one of them I read about water. I was interested in this information and wanted to know more about its properties.
- The entire surface of planet Earth consists of land and water.
Land occupies a third of the Earth, and the rest is water space, that is, seas and oceans. I call the Earth the blue planet. Water is one of the most amazing and mysterious substances.
Water is one of the most valuable natural resources. Water composition: 11% hydrogen and 89% oxygen.
Without water there was no life on Earth. Every living organism is at least half (50%) water.
For example:
Medusa -98%
Human brain – 77%
Adult – 60%
Bones and wood – 50%
Chinese wisdom says:
When I listen, I forget.
When I see, I remember for a long time.
When I do, I understand.
Slide 10 (introduction to practical activities) 2-3 sentences
Practical work:
Experience 1. I took an empty glass and placed it under the water tap. Water filled the glass and began to pour out of it - water flows.
Slide 12
Experience 2. I took two glasses, poured milk into one of them, and water into the other. Then I put spoons in both glasses. In a glass of water the spoon is visible, but in a glass of milk it is not: the water is clear.
Slide 13
Experience 3. Add a little greenery to a glass of water; it dissolves in the water.
Water dissolves liquid substances.
Slide 14
Water changes color depending on the substances that are added to it.
Slide 15 and 16
Experience 4. There are glasses of water on the table. Add salt to one, sugar to the other. Salt and sugar have dissolved.
Water also dissolves solids.
Slide 17
Experience 5. Pour water into different vessels. Water takes the shape of the vessel into which it is poured; in each vessel it takes a different shape.
Water has no form.
Slide 18
Experience 6. We heat the water to boiling. The kettle is boiling. The water turns into steam and evaporates.
Slide 19
Experience 7. I poured water into a glass and put it in the freezer. The water turned to ice.
When the temperature drops below 0 degrees, water turns into ice and increases its volume.
Experience 8. There is a glass of water on the table. If we smell the water, we understand the water has no odor.
Experience 9. There is a glass of water on the table. I tasted the water.
If I add sugar, the water will be sweet.
If you add salt, the water will become salty.
When adding lemon? The water becomes acidic.
20 slide
Water– has no taste.
FIND A PHOTO FOR SLIDE( DRINKING COMPOTE AND WATER « PICTURES)
Conclusions:
In my observations, I learned that water in nature exists in 3 states: liquid, solid, gaseous.
1) - liquid
2) - hard
3) - gaseous
Water is liquid and can flow.
Water has no taste, smell or color.
The water is clear.
Water may change color.
Water dissolves liquid and solid substances.
Water has no form, and when heated it turns into steam.
When the temperature drops below 0 degrees, water turns into ice and increases its volume.
22 slide poem music
Have you heard about water?
They say it everywhere:
In a puddle, in the sea, in the ocean
And in the water tap,
Like an icicle, it freezes,
Fog creeps into the forest,
It's called a glacier in the mountains,
It curls like a silver ribbon.
We are used to the fact that water
Our companion always!
We can't wash ourselves without it.
Don't eat, don't get drunk
I dare to report to you:
We can't live without her!
The spring has dried up, the stream has weakened.
And we from the tap - drip, drip, drip...
The rivers and seas are becoming shallow,
Don't waste water, waste, waste...
And then a few years will pass
And there is no water - no, no, no...
Information sources:
1. “The secrets of nature are so interesting” - L.V. Kovinko, Moscow 2004.
2. “Big Children's Illustrated Encyclopedia” - Family Leisure Club,
Kharkov 2013
3. Great encyclopedia “Whychek” - V.A. Zhukova, Moscow 2012
4. “The Sorceress - Water” - N.A. Ryzhova - Moscow, Minka - press, 1988.
5. www.ppt4web.ru
www.mashared.ru
THANK YOU FOR YOUR ATTENTION!
Municipal state preschool educational institution "Kindergarten No. 10" of a combined type in Karabash
Project
Topic: “Water and its properties.”
Performed:
Educator
preparatory group "A"
T.V.Selivanova
Karabash
Project type: creative-cognitive, research, long-term.
Project duration: September – March.
Project participants: teachers and children of preparatory group “A”.
Relevance: The Federal State Educational Standard for Preschool Education names cognitive development as one of the most important areas of development for a preschool child. It involves, in particular, the formation of cognitive actions, primary ideas about objects in the surrounding world (shape, color, size, material, sound, causes and consequences, etc.). The active introduction of children's experimentation allows preschoolers to be involved in meaningful activities in which they themselves can discover new properties of objects and notice their similarities and differences. It is children's experimentation that provides preschoolers with the opportunity to acquire knowledge on their own; children are given the opportunity for self-development, self-realization and the opportunity to be themselves. Exploratory behavior for a preschooler is the main source for obtaining ideas about the world around him.
Objective of the project:
1.Creating conditions for children’s research activities.
2. Development in children of cognitive activity, curiosity, the need for mental impressions, the desire for independent knowledge and reflection, which in turn will lead to intellectual and emotional development.
Tasks:
1. Expand children’s understanding of the world around them.
2. To develop children’s understanding of the chemical properties of substances.
3. Develop in children elementary ideas about basic physical properties and phenomena.
4.Develop elementary mathematical concepts.
5. Develop in children the ability to use instruments - assistants when conducting games and experiments.
6.Develop the mental (thinking) abilities of children - analysis, classification, comparison, generalization.
7. Form ways of knowing through sensory analysis.
Expected result:
In a free atmosphere, children will develop their skills:
Communication (ability to listen, discuss, visualize your idea);
Manipulative (coordination of movements, ability to use tools and technologies);
Social (shared thinking and discussion, ability to take on different roles, tolerance of others, self-discipline).
Water Experiment: Appendix 1
"Water is a solvent."
The date of the:
Supervisor:
M.V. Bystrova.
Target: Development of a child’s cognitive interest in the process of experimenting with liquids. Familiarize children with the properties of liquids using the example of water, to show that water has the property of dissolving some substances.
Tasks:
2.Develop the ability to use equipment.
3. Encourage children to express their actions, discuss, and draw conclusions.
4. Foster independence, interest, curiosity.
Equipment: sugar, salt, ascorbic acid, vegetable oil, flour, water containers, spoons, pipette.
Progress of the experiment:
1. The children carried out the experiment under the guidance of a teacher. It was suggested to Vika Cherkashina to stir sugar in water in the first glass, salt to Kolya Stepanov in the second glass, and ascorbic acid to Damir Khaibullin in the third glass and taste it.
Question for children: What does the water taste like?
Children's answers: sweet, salty, sour.
Experiment result: The substances that the children put into the water dissolved and changed the taste of the water.
2. The experiment was carried out by the teacher. In the first glass of water I stirred the flour, and in the second glass of water I added vegetable oil. The children observed that the flour did not completely dissolve in the water; the sediment sank to the bottom of the glass. The oil also did not dissolve; it floated on the surface of the water.
Experiment result: Not all substances can dissolve in water.
Photo report for the experiment “Water is a solvent”
Water Experiment: Appendix 2
“Where does the water go?”
The date of the:
Supervisor:
T.V.Selivanova
Target: Determination of the properties of water (absorbed, not absorbed, evaporates).
Vocabulary work: absorbed, not absorbed, evaporates.
Determination of materials that absorb water.
Tasks:
1.Develop the ability to listen and understand the teacher’s task.
2. Introduce children to the properties of objects.
3.Develop the ability to use equipment carefully.
4. Encourage children to express their thoughts, discuss, and draw conclusions.
Equipment: sponge, fabric, plasticine, plate, wood, newspaper, polyethylene, container with water, spoons, marker.
Progress of the experiment:
1. The children carried out the experiment under the guidance of a teacher. The children were asked to carefully pour a little water onto objects with a spoon. We discussed which objects absorbed water and which did not.
2. The teacher poured water into the plate. We discussed with the children that it did not absorb water because it was plastic. The teacher marked the boundary of the water in the plate with a marker and placed it on the windowsill for two days. One more day. A few days later we looked at what happened to the water. Where did the water go? We discussed it with the children and came to the conclusion that the water had disappeared and evaporated.
Experiment result: Water can be absorbed and evaporate.
Water Experiment: Appendix 3
"Water Transparency"
The date of the:
Supervisor:
T.V.Selivanova
Target: Determination of the properties of water - “Clean water is transparent”, “dirty water is opaque”.
Tasks:
1. Find out how the concept of “transparent” is learned.
2.Develop the ability to listen carefully and understand the teacher’s tasks.
3.Develop the ability to use equipment.
4. Encourage children to express their thoughts, generalize, and draw conclusions.
5. Cultivate neatness, independence, interest, and curiosity.
Equipment: two glasses of water, buttons, pebbles, beads, a plate with soil, a spoon.
1. During the experiment, the teacher asked the children to find transparent objects in the group (glass in a window, glass) in order to find out how the concept of “transparent” was learned.
Result: Objects are visible. Therefore, the water in the glass transparent.
Then, Yana V. poured the earth into the second glass of water and stirred.
The water has become cloudy, opaque.
The children put objects into the glass and made sure that they were not visible
Experiment result: Clean water is transparent, objects can be seen through it; muddy water is opaque, objects cannot be seen through it.
Photo report for the experiment “Water Transparency”
Water experiment Appendix 4
“Water has no form, no taste,
smell and color"
The date of the:
Supervisor:
T.V.Selivanova
Target: Proof of the properties of water (water has no shape, smell, taste or color).
Tasks:
1.Continue to develop the ability to listen and understand the teacher’s tasks.
2.Continue to develop the ability to use equipment.
3. Continue to introduce the properties of water.
4. Encourage children to express their thoughts, compare, and draw conclusions.
5. Foster independence, accuracy, and curiosity.
Equipment: transparent vessels of various shapes, transparent cups, white, blue gouache, salt, sugar, lemon, a large tray, a kettle with boiled water, teaspoons.
Progress of the experiment:
1. The teacher pours water into vessels of different shapes. Water takes the form of vessels. Next, he pours water from the vessel onto a tray, it spreads into a shapeless puddle.
Result: this all happens because water does not have its own form.
2. The teacher invites the children to smell the water poured into a glass.
Question: does it smell?
Answer: no.
We remember the smells of lemon, fried potatoes, flowers. All this really has a smell.
Result: water does not smell of anything, it does not have its own smell.
3. The teacher invites Andrei Bukin to taste the water. Question: what does it taste like?
Dasha Daniltsova put sugar in a glass of water and stir,
The teacher squeezes lemon juice into a third glass of water and stirs. Then the children test the waters.
Question: what is the water like?
Children's answers: salty, sweet, sour.
We compare it with water in the first glass and draw a conclusion.
Result: Pure water has no taste.
4.Continuing to get acquainted with the properties of water, the teacher pours water into transparent glasses. Question: what color is the water? Children's answers: white, not colored, no color. After the children’s statements, Katya is invited to put blue gouache in a glass of clean water and stir, and Radda is asked to put white gouache.
Result: Pure water has no color, it is colorless.
Overall result: Water has no shape, smell, taste or color.
Photo report for the experiment
“Water has no shape, taste, smell or color” 
The project can be used forworking with children under the program "From birth to school" edited byN. E. Veraksy, T. S. Komarova, M. A. Vasilyeva (2014) and complies with the Federal State Educational Standard for Preschool Education.
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Project “Water and its properties” Prepared by teacher: Ilyina I.V. Moscow 2016
Project The project can be used when working with children according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva (2014) and complies with the Federal State Educational Standard for Preschool Education. Project type: research and creative, medium-term. Project implementation period: January 2016 – March 2016 Project participants: children of different age groups (children from 3.5 to 5), group teacher, parents of students.
Goal: To expand children’s knowledge about the properties of water, the role of humans and other living organisms in life, and to cultivate a caring attitude towards natural resources.
Educational objectives: To give children an idea of water, its properties (transparency, fluidity), and its three states (liquid, steam, ice). 2.Improve children’s knowledge about the importance of water in human life. 3.Teach children the skills of conducting laboratory experiments.
Developmental tasks 1. Develop phonemic hearing in children. 2. Activate and enrich children’s vocabulary with nouns, adjectives, and verbs related to the topic of the lesson. 3. Learn to solve riddles. 4. Develop creative imagination and logical thinking.
Educational objectives Develop social skills: the ability to work in a group, take into account the opinion of a partner, defend one’s own opinion, prove one’s rightness, instill respect for water.
Relevance The formation of children's knowledge about various natural phenomena should be combined with an understanding of the value of nature for society and people, with mastery of norms of behavior in the natural environment. This is achieved by solving the problems of educating the ecological culture of preschool children. The project is implemented in a block of specially organized training and in the process of organizing joint activities between adults and children in the afternoon.
Project results We looked at illustrations, cartoons, and slide shows on the topic “Water and its properties.” We listened to audio recordings from the series “Sounds of Nature,” “The Sound of the Sea,” and “Music of Rain.” We observed phenomena related to water. Experiments with water. We conducted a consultation for parents on the topic: “How to organize experiments with water at home.” A memo for parents “How to organize experiments at home” has been prepared.
EDUCATIONAL FIELD Cognitive development FEMP Familiarization with the subject environment Development of cognitive and research activities Familiarization with the social world Ecology Familiarization with the natural world
We explore and experiment “Water is liquid, it can flow”
"Water has no color, but it can be colored"
"Water has no taste"
"Water has no taste"
Water can be warm, cold, hot. Hot Cold
"The water is clear"
“Water solvent” Experiments
"Drowning doesn't sink"
"Plants need water too"
Listening to soundtracks: “Sounds of water in nature”
Speech development Rain, rain, more fun! Drip, drip, don’t be sorry! Just don't kill us! Don't knock on the window in vain. Splashes in the field are thicker: The grass will become thicker! Slap! Slap! Slap! Slap! We splash through the puddles. Slap! Slap! Slap! Slap! We don't need an umbrella. We are not afraid of heavy rain! Well, we got wet! So what? Let's wash with soap!
Cognitive, research and productive (constructive) activities
GCD Drawing “Lilac Branch”
"SHIP"
GCD for drawing “Fountain”
Artistic creativity – application “Aquarium”
Outdoor games
Collaboration between parent and child
In playing with water, a child, with the help of an adult, not only learns its properties, but water has a relaxing effect on the body. It is very interesting to observe how the simplest actions with water bring joy to children and leave wonderful memories in the future.
Thank you for your attention
The theoretical part of the educational project. Plan. What do we know about water? Physical properties of water. The role of water and solutions. Water professions. "Living" and "dead" water. The water cycle in nature. Water reserves on earth. Ecological state of water. Reservoirs of the Kalininsky district.
What do we know about water? A drop. Qualitative composition - consists of hydrogen and oxygen, Type of substance - complex substance, Quantitative composition - the molecule contains 2 hydrogen atoms and 1 oxygen atom, Relative molecular weight - Mr (H 2 O) = 2 +16 = 18, Ratio of masses of elements in this substance: m (H): m (O) = 2:16 = 1:8 Mass fractions of elements – W (H) = 11.11% W (O) = 88.89% Qualitative composition – consists of hydrogen and oxygen , Type of substance - complex substance, Quantitative composition - the molecule contains 2 hydrogen atoms and 1 oxygen atom, Relative molecular weight - Mr (H 2 O) = 2 +16 = 18, Ratio of masses of elements in this substance: m (H): m(O) =2:16=1:8 Mass fractions of elements – W (H)=11.11% W (O)=88.89%
Purified water is much healthier. To free natural water from particles suspended in it, it is filtered through a layer of porous substance, for example, coal, baked clay, etc. When filtering large quantities of water, sand and gravel filters are used. Filters also trap most bacteria. In addition, to disinfect drinking water, it is chlorinated; for complete sterilization of water, no more than 0.7 g of chlorine per 1 ton of water is required
Hard and soft water. The amount of impurities in fresh waters usually ranges from 0.01 to 0.1% (wt.). Sea water contains 3.5% (mass) of dissolved substances, the main mass of which is sodium chloride (table salt). Water containing significant amounts of calcium and magnesium salts is called hard water, in contrast to soft water, such as rainwater. Hard water produces little foam with soap, and forms scale on the walls of boilers
Water reserves on Earth. Water is a very common substance on Earth. Almost 3/4 of the surface of the globe is covered with water, forming oceans, seas, rivers and lakes. Much water exists as a gaseous vapor in the atmosphere; it lies in the form of huge masses of snow and ice all year round on the tops of high mountains and in polar countries. In the bowels of the earth there is also water that saturates the soil and rocks.
Types of water nameVolume, million cubic meters km. Amount in relation to the total volume of the hydrosphere, % Marine watersea Underground (except soil) water groundwater61.44 Ice and snow (Arctic, Antarctic, Greenland, mountain glacial regions) ice24.02 Surface waters of land: lakes, reservoirs, rivers, swamps , soil water fresh 0.50.4 Atmospheric water Atmospheric 0.0150.01 Water contained in living organisms biological 0.000050.0003 Types of water in the hydrosphere.
The boiling point of water is C, the melting point is 0 0 C. Scientists explain these abnormally high values by the fact that water molecules are able to join into aggregates using hydrogen bonds. Breaking these bonds requires a large amount of thermal energy when heating. Structure of water
Density of water Density of water The density of water during the transition from solid to liquid does not decrease, as with almost all substances, it increases. If this were not so, then when winter approached, the surface layers of natural waters would cool to 0 o C and sink to the bottom, making room for warmer layers. This would continue until the reservoir completely froze and life in water would be impossible.
Density of water But water reaches its greatest density at 4 o C. At this temperature, the movement of layers caused by cooling ends. At a further moment, the cooled layer with a lower density remains on the surface, turns into ice and prevents the remaining layers from freezing.
Heat capacity of water Water has an abnormally high heat capacity - 4.18 J/(gK). No substance requires such a large expenditure of heat to increase its temperature by 1 o C. Water heats up slowly, but also cools down slowly, so it is a carrier of heat throughout the planet
Does water have memory? When ice melts, its structure is destroyed. But even in liquid water, hydrogen bonds between molecules are preserved: associates are formed, like fragments of the ice structure, consisting of a larger or smaller number of water molecules. However, unlike ice, each associate exists for a very short time: the destruction of some aggregates and the formation of other aggregates constantly occurs. The voids of such ice aggregates can accommodate single water molecules.
The structure of water. The water molecule has an angular structure; the nuclei included in its composition form an isosceles triangle, at the base of which there are two protons, and at the apex the nucleus of an oxygen atom. The internuclear distances OH are close to 0.1 nm, the distance between the nuclei of hydrogen atoms is approximately 0.15 nm. Of the eight electrons that make up the outer electron layer of the oxygen atom in a water molecule, two electron pairs form covalent OH bonds, and the remaining four electrons represent two lone electron pairs.
Structure of a water molecule Structure of a water molecule: a geometry of the H 2 O molecule (in the vapor state); b electron orbits in the H 2 O molecule; c electronic formula of the H 2 O molecule (unshared electron pairs are visible); d four poles of charges in the H 2 O molecule are located at the vertices of the tetrahedron.
“Like dissolves in like” Substances with an ionic type of chemical bond dissolve better in polar solvents, non-polar substances - in non-polar solvents. The solubility of solids generally increases with increasing temperature, while that of gases decreases. The solubility of gases increases with increasing pressure.
The role of water and solutions. sodium chloride oxygen calcium other Ocean water 55,030,65,61,26,5 Human blood 49,330,69,90,88,2 The origin of life is associated with the sea. water is a medium in which chemical processes take place. water takes part in biochemical reactions. Human blood is close in chemical composition to sea water. Relative content of elements in%
Water in a living organism. Human brain - 81%; In 5 liters of blood - 4 liters of water; Bones-30%; Cartilage-60%; Liver-70%; Muscles-50-75%; Kidneys-83%; A dried human mummy weighs only 8kg. A person excretes 3 liters of water per day. Bread-40%; Eggs-65%; Meat - 75%; Fish-80%; Milk-87%; Vegetables-90%; Cucumbers-98%;
Plasmolysis is a decrease in turgor, the absorption of water from the cell, which leads to the withering of the plant. If the soil is very saline, water will be sucked out of the plants and they will wilt! On chernozems, the osmotic pressure is 2.5 atm, on solonchaks - 12.5 atm, plant cell sap - 5-10 atm.
Water professions. Water... is the cradle of life on Earth. -the basis of life on Earth. -transformer of nature, digger. -habitat of living beings. - main solvent. -healer. -meter. -firefighter. -politician. -water threatens. -water and magic. - source of energy. -vehicle. -climate regulator.
Ecological state of water. The quality of water and the biological productivity of the World Ocean are affected by: Mismanagement activities of people An increase in the amount of wastewater containing substances dangerous to all living things; Synthetic detergents discharged into the seas accumulate near the surface, destroying juveniles and algae, blocking the process of natural self-purification; In sea foam, the content of radioactive isotopes is hundreds and thousands of times higher than at depth; Water transport; Timber rafting; RESERVOIRS of the Kalininsky district. The Kalininsky MR is located in the Middle Volga region, and all rivers flowing through its territory belong to the Don River basin below the Tsimlyanskaya hydroelectric station. There are 360 ponds and lakes on the territory of the district, the total area of which is 1257 hectares. And also three rivers: Balanda, Medveditsa, Tersa and about ten of their tributaries. The total area of the rivers is 949 hectares. 1st river Balanda: total length 164 km (in our area - 158 km), originates in the village. Uporovka of the Ekaterinovsky district 2.r. Tersa is the second longest in the territory of our region (42 km). 3.r. Ursa (10 km). All rivers flow into the DON - Father. All reservoirs in the area are under control (five at the federal level). March 22 is World Water Day.
The practical part of the project. EXPERIMENT 1. Determination of water transparency. Equipment and reagents: glass cylinder with a diameter of cm and a height of cm, printed text (newspaper, textbook); distilled water, river water sample, ruler.
Contents and order of the experiment. 1. Study the instructions for conducting the experiment. Place a glass cylinder with a diameter of cm and a height of cm on a printed text (newspaper, textbook) and pour in the water to be tested, making sure that the text can be read through the water. Note at what height you will not see the font. Measure the height of the water column with a ruler. Conduct the experiment first with distilled water and then with water from a reservoir. Compare the research results. 2. Carry out the experiment described.
Contents and order of the experiment. 1. Study the instructions for conducting the experiment. Pour the water to be tested into a conical flask (up to 2/3 of the volume). Take the stopper, cover the flask with it and shake it vigorously while closed. Then open the flask. Note the character and intensity of the odor. 2. Carry out the described experiment, observing safety regulations.
Give an assessment of the intensity of the odor of water in points, using the table: Characteristics of odorIntensity of odor (point) No noticeable odor1 Very weak odor (not noticed by consumers, but detected by specialists) 2 Weak odor (detected by consumers if they pay attention to it) 3 Distinct odor (unpleasant and may cause refusal to drink) 4 Very strong odor (makes water undrinkable) 5
Conclusion There is no limit to the human mind. There is no limit to its capabilities; and the fact that we now know so much about the nature and properties of truly the most amazing substance in the world - water, opens up even greater, unlimited possibilities for you, for those who read the book. And who can say what else you will learn, just know how to see and be surprised. Water, like everything in the world, is inexhaustible. Water is a mysterious substance. Until now, scientists cannot yet understand and explain many of its properties. If there is water, there will be peace! All future economic and political projects will be related to water,
Introduction
"Everything is good in nature,
but water is the beauty of all nature!”
Every day we encounter this substance. Everyone knows this substance.
This is the most common substance on our planet. These are oceans, seas, rivers, lakes, reservoirs. It is also in us: we are two-thirds of it.
It is the most important liquid in nature. Suffice it to say that life arose in her. Without it, the existence of animals and plants is impossible. Life exists only where it exists. This substance is water: simple and mysterious, ordinary and amazing.
Since ancient times, people have guessed that the most common substance on Earth is water, but it is not as simple a substance as it seems at first glance. There is probably no people on Earth who do not have myths and fairy tales related to the important role of water in human life.
Relevance:
Water is a priceless gift of nature, the main wealth on Earth. We cannot live without water. Therefore, it is necessary to study it.
Hypothesis: There are substances that we use often, very often, rarely or not at all. But no one can do without water!
Object of study: water
Subject of study: properties of water, the effect of water on a living organism.
Goal of the work: find out the role of water in human life and the environment.
Job objectives:
1. study the literature on this topic;
2. learn about the properties of water;
3. study the role of water in the life of plants and humans;
4. conduct a survey of students;
5. build diagrams based on the survey results;
6. do experiments with water;
7.analyze the results, draw conclusions.
Research methods:
- analysis of literary sources;
- sociological survey of students in grades 1-5;
-conducting experiments and analyzing experiments;
-working with Internet resources;
-processing of collected material and design of work.
The role of water in our life
We have talked more than once about the huge role of water in life in lessons about the world around us and during class hours. From conversations we learned that water is more important than food. I read about the role of water in various literary sources, in the encyclopedia “I Explore the World”, and used information on the Internet. I was surprised by the huge amount of material provided. This topic worries a lot of people.
My leader and I wrote a poem about the role of water in our lives.
Our round planet receives a lot of light,
There is both air and water, life always goes on on it.
And although our globe is Earthly, it is mostly covered with water.
It has been proven everywhere: life originated in water.
This is why we all cannot live without water.
To live, a person must always drink water.
If we don't drink water,
You won't be able to live for a week.
So that the trees keep growing and the flowers bloom in the steppe,
We need rain, we need snow, this moisture is for everyone.
Water turns our turbines, water moves cars,
Electricity is provided and the ship floats in the water.
To have bread on the table, vegetables and fruits,
People need to work a lot on earth.
And weed and water, irrigate the fields with moisture.
To always be clean, you need water here again.
And again, without water we cannot prepare food.
To avoid catching a cold, you need to harden yourself.
Douse yourself with water early in the morning every day.
There is water, there is water all around. She gives life to everything.
We must warn everyone: we need to conserve water.
On earth, for life to exist, we need clean water.
Take care of reservoirs, rivers and seas.
Save water and don't waste it!
Amazing properties of water
Water is a liquid, colorless, tasteless, odorless, transparent, and can change into a gaseous or solid state. When water freezes, it forms flat, hexagonal ice crystals. When water droplets in a cloud come into contact with tiny particles - dust particles and other small substances present in the air, as well as tiny particles of plants carried by the wind - they freeze into ice crystals and begin to fall. Snowflakes are an amazing, beautiful and mysterious natural phenomenon that are formed from water vapor.
Water is also a unique solvent. Many substances easily dissolve in it, forming solutions. And if you get a saturated solution of any salt, then wonderful crystals can be grown from such water. This interested me. On the Internet I found information about crystals grown at home and a description of the experience of how to grow them.
I wanted to grow crystals myself. For the experiment, we took table salt, copper sulfate and a chemical substance purchased at the Magnit store.
Prepare a saturated salt solution. At first the salt dissolved well, but then it got worse and worse. To dissolve a little more salt, I heated the glass with the solution on the stove, stirring its contents as I did so. The salt had dissolved, so I added more powder. Added until the salt stopped dissolving.
After which the solution was filtered. I dropped a piece of ceramic tile, a twig wrapped in woolen thread, and an asterisk into glasses with solutions. And left it for several days. These are the crystals I got.
I will dissolve the substance in water.
I'll filter it.
These are the wonderful crystals I got.
What kind of water do we drink?
A person can live without food for about a month if he consumes liquid. Without water, it will die in a few days. An adult must receive up to 3 liters per day to maintain his life; over 60 years of life, an average of 50 tons of water is drunk.
Water can have not only positive but also negative effects on people's health. Each of us needs clean water. We care about what kind of water we drink and how it affects our health. The water we consume must be clean, that is, moderately hard water without excess content of various salts. If a person takes contaminated hard water, he often gets sick. Unfortunately, we cannot rely on the purity of water straight from the tap. Even if it is clear in appearance and does not have an unpleasant odor, the water contains impurities invisible to the naked eye that are a threat to our health. Everyone in our family drinks filtered water. Mom says you can't drink tap water. We conducted a sociological survey among students in grades 1-5 to find out what kind of water their families drink?
The guys were asked the following questions:
-bought in a store;
- raw from the tap;
- from the filter;
- boiled.
- Yes
-No
3. Do you purify water at home using filters?
-clean
-No
-sure
-No
-Don't know
Here's what we found out.
20 students from 20 families took part in the survey
Results:
1.What kind of water do your family drink?
-bought in a store - 2 students;
- raw from the tap - 7 students;
- from the filter - 8 students;
- boiled - 3 students.
2. Do you think the raw water that flows from our taps is suitable for drinking?
- yes -7 students;
-no-13 students.
3. Do you purify water at home using filters?
- clearing -8 students;
- no - 12 students.
4. What kind of filter do you use at home?
5. Are you sure that this filter purifies the water well?
- confident - 8 students;
-no -7 students;
-I don’t know -5 students.
What kind of water does your family drink?
20 students from 20 families were interviewed
2.Do you think raw water is suitable for drinking?
what flows from our taps?
3. Do you purify water at home using filters?
4.Are you sure that this filter purifies the water well?
Conclusions:
Seven families believe that they can drink raw water from our taps; two families buy water from the store for drinking; the rest drink boiled water or from a filter. Most often, people use the Barrier filter, but even after additional cleaning, they are not sure that they are drinking good quality water.
Together with our leader, we tried to investigate in the simplest ways the quality of the water we drink. Of course, we cannot examine the water in great detail; this is done in special laboratories.
(I carried out all the research under the guidance of a chemistry teacher, Nadezhda Aleksandrovna Kalabanova)
I took different samples of water: tap water, spring water, well water, boiled water
All water samples are colorless and tasteless.
No. Water sample Taste Color
1 Tap No taste No color
2 Well No taste No color
3 Spring No taste No color
4 Boiled No taste No color
Experiment No. 1 Detection of salts in water.
Placed a small drop of water on the slide. It is necessary to evaporate the water; if the glass remains clean, then the water is most likely clean. If a white coating forms on it, then most likely there is the presence of salts.
Conclusion: most of the white spots formed on the glass with well water. This means there are salts in this water. There were no white spots in the rest of the water.
Experience No. 2. Detection of organic substances in water using a solution of potassium permanganate.
I prepared a solution of potassium permanganate. Added to each glass of water.
Conclusion: if the water remains pink for some time and does not brighten, then this water is clean. Experience shows that any water is suitable for drinking and does not contain any organic substances.
Experience No. 3. Determination of hardness.
The amount of salts is judged by the flakes and sediments formed in glasses of water.
1.Water 2.Well 3.Spring 4.Boiled
The soap solution was added to each jar of water. I see from experience that the hardest water is well water, it has a lot of soap flakes and is salty.
All water samples are suitable for nutrition, but it is advisable to further purify the water using filters.
Such different water
In my environment lesson, I learned that plants need soil, sunlight, and water to grow. I knew that the role of water in plant life is undoubtedly very great. Water is the main source of plant nutrition and takes an active part in all vital metabolic processes.
But I wondered how plants would grow if they were watered with different types of water.
Experience: “The influence of different waters on the growth and development of plants”
Objects of study: seedlings of tomatoes and cucumbers.
Goal: to find out the effect of water on plants.
Completing of the work:
1.Grow up seedlings of tomatoes and cucumbers.
The seedlings were watered with different water: boiled, regular from the tap, salted.
3. After a week, I noticed that in the third glass, where I watered it with salt water, the plant began to die. After another 3 days, the plant from the first glass, where it was watered with boiled water, began to die.
I concluded: for the normal functioning of plants, water with the necessary minerals is necessary. But everything should be normal: an excess of salts in water for irrigation, as well as a deficiency, is harmful to plants.
I really love to read. I read in fairy tales that “living and dead water” was used to revive a person. “Does such water exist?” - I asked my grandmother, although I understood that this only happens in fairy tales. Grandmother said that at home you can get water that has different properties compared to tap water. This interested me. My dad and I found a scheme for such a parting on the Internet, made it and carried out an experiment: “Obtaining water, which should differ in properties from tap water.” We received water in a bag (it is yellowish in color) and water in a jar (it has a white sediment). I cannot now explain the composition of the resulting water from the point of view of chemical processes. We started using this water to water the plants. My experience is called: “The influence of tap, spring water and water obtained experimentally on plants.”
My research is not over, I will continue to study the properties of water.
I will share the results of my work with my classmates in the chemistry class.
Why do we need to conserve fresh water?
Yes, water is the most abundant substance on Earth, but the supply of fresh water is not unlimited. We must learn to take care of this most valuable gift of nature.
March 22 is declared International Water Day. And this day is celebrated not because there is a lot of water on Earth, but because it increasingly requires protection.
For the whole world, the problem of a lack of clean water has arisen due to the pollution of water bodies with industrial waste and effluents.
Plants and factories consume a lot of water and at the same time pollute it. Various substances enter rivers and lakes with wastewater from enterprises. The water becomes undrinkable. Fish and plants die in such water.
Our village Krasny is surrounded on all sides by ponds. There were a lot of fish in the ponds; farmers and guests swam in the pond in the summer and relaxed.
Not far from my house is one of the former ponds. The bottom of the pond silted up, the algae stopped growing, and there were no fish. No one has ever cleaned the bottom of the pond, the pond has become shallow. Ponds are disappearing and no one cares. Adults, help revive the ponds!!!
Water is the source of life. Everyone knows about this.
So why do we make landfills in water?
There are shards of broken glass at the bottom,
And cans from canned food, and plastic from a bucket.
All this is destructive for the fish and for us.
And the pond, beloved by everyone, has now become dangerous.
The properties of water never cease to amaze scientists. Water is a fairly simple substance from a chemical point of view, but it has a number of unusual properties that never cease to amaze scientists. Below are a few facts that few people know about.
Did you know that...
*“A person needs up to 3 liters of water daily for cell functioning, and over 70 years of life - almost 80,000 kg of water”;
* “To produce 1 ton of steel, 150 tons of water are consumed, paper - 250 tons, synthetic fibers - 4000 tons”;
*“To receive 1t. wheat needs about 1500 tons of water; cotton - 10,000 tons”;
*“There are 200,000 rivers and lakes in Russia. Lake Baikal contains 10% of all fresh water on our planet”;
*"Blood contains 83% water, heart and brain - about 81%, bones - 15-20%";
*Hot water freezes faster than cold water;
* Water has memory.
(From INTERNET sources)
Conclusion
I was very interested in a simple-looking substance. It turned out that you can learn a lot of interesting and educational things about him. While working on this topic, I realized that this substance plays a huge role in the life of living organisms. The importance and necessity of water in our lives cannot be underestimated. But, at the same time, we must not forget about the harm that it can cause if used incorrectly.
Currently, this problem of clean water is relevant and modern. What is the way out? The most correct one is the judicious use of clean water.
Thus, based on the purpose and objectives of the work, studying the literature on this issue,
Conducting my own research and observations, based on the results obtained, I came to the conclusion:
1. the composition of well water, tap water, and spring water is optimal for drinking and the water does not contain harmful impurities;
2 well water has medium hardness and requires boiling;
3. that salted and boiled water has an unfavorable effect on living organisms;
4. that water is truly an invaluable gift of nature, the main wealth on Earth. We cannot live without water. Therefore, studying it is necessary. This is very relevant.
There are substances that we use often, very often, rarely or not at all. But no one can do without water!
The material collected as a result of the research work will be used in extracurricular work in chemistry and in lessons about the surrounding world.
