Welcome to the age of technology. Since entering this era, technologyhas become more readily accessible to both teachers and students.Teachers now have the opportunity to allow students to discoverscience on a first-hand basis rather than relying on the experiencesof others. With the advantage of technological software and hardware,learning becomes more meaningful, appeals to different types oflearners, and reinforces the concepts being taught.We took advantage of such technology by including it in the experimentwe carried out to introduce the concept of physical changes of matterand how temperature affects the states of matter. We decided to beginwith the most familiar substance: water.To display these changes, we began with a pot of frozen water.Using the digital temperature probe, we simply connected its USB cordinto the computer and placed the probe into the pot of ice in order tocalculate and record the current temperature of the ice.Leaving the probe in the pot of ice, we then increased the temperatureof the burner. As the probe records the increase in temperature bygraphing it on the computer, we observed how the water transformedfrom a solid to a liquid state.Increasing the temperature of the burner yet again, we left theprobe in the pot to continue recording the changes in temperatureof the water until it transformed into its final state, a gas.
We concluded the experiment by observing the graph on thecomputer and analyzing the correlation between the increasein temperature and each physical state of water.
Although basic experiments, like the one we accomplished, canbe performed in the classroom in old school fashion, technologylike the portable, digital probe provides more accurate data,graphs changes in temperature in real time and exposes studentsto the limitless possibilities technology has to offer. Furthermore,with the supplement of this particular technology, students arelearning how to observe a set of data as well as analyze, identify,and describe the relationships involved with temperature andphysical states of matter as shown on graphs.
To display these changes, we began with a pot of frozen water. 
Using the digital temperature probe, we simply connected its USB cord into the computer and placed the probe into the pot of ice in order to calculate and record the current temperature of the ice. 
Leaving the probe in the pot of ice, we then increased the temperature of the burner. As the probe records the increase in temperature by graphing it on the computer, we observed how the water transformed from a solid to a liquid state. 
Increasing the temperature of the burner yet again, we left the probe in the pot to continue recording the changes in temperature of the water until it transformed into its final state, a gas. 
We concluded the experiment by observing the graph on the computer and analyzing the correlation between the increase in temperature and each physical state of water.
Although basic experiments, like the one we accomplished, can be performed in the classroom in old school fashion, technology like the portable, digital probe provides more accurate data,graphs changes in temperature in real time and exposes students to the limitless possibilities technology has to offer. Furthermore, with the supplement of this particular technology, students are learning how to observe a set of data as well as analyze, identify, and describe the relationships involved with temperature and physical states of matter as shown on graphs.
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