Gr.

6 Science Feedback Sheet

Unit 2: Human Biology Name: Grade 6 Anatomy

Changes in States of Matter Lab Date: ____________________________

Name: ___________________________ ! ! ! Unit Title

MYP ASSESSMENT TASK SHEET -- Science

Chemistry

Signicant Concept Scientists earlier discoveries about matter and atoms have helped us to understand what is happening to solids, liquids and gases (on a molecular level) as (s) they change from state to state. Unit Question(s) How have previous discoveries affect the way we see the world today?

As water changes from one state to another, will particle movement increase, decrease or stay the same? Assessment Task States of Matter Lab Teacher Task Overview What do you have to Conduct and complete the Matter of State lab in groups or 3-4. do? Complete the lab write-up. 1. Follow the proper procedures and set up the lab appropriately. 2. Following the steps provided, conduct the lab with your group members. Ensure each person has a role. 3. Think about and answer the questions as you go through the lab. 4. Collect data/make any observations. 5. When lab is completed, clean up and put away all materials. 6. Discuss questions with group members. 7. Complete an individual lab write-up and hand-in everything on

Monday, 6 May or Tuesday, 7 May.

How will you be assessed? When is the task due? You will be assessed using Criteria D, E and F. Introduced: Monday, 22 April or Tuesday, 23 April Lab conducted: Monday, 29 April or Tuesday 30 April Class time for write-up: Thursday, 2 May or Friday, 3 May Lab write-up DUE: Monday, 6 May or Tuesday, 7 May

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Student Self Reection -- Do this part after I have marked your lab What did you learn from this task?

What helped you to be successful?

What would you change if you had to do this task again?

Teacher Signature Comments are on Managbac and Comment

Parent Signature and Comment

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

States of Matter Lab

Level
0

Descriptors
Has not reached standard of any descriptors below. Attempts to recognize the purpose of investigation but makes incomplete or underdeveloped reference to variables. Suggested method is partially complete. Evaluation of method is absent or incomplete.

Indicators

I have a hypothesis My hypothesis is not linked to my

question.

1-2

I have not discussed any of the

questions for paragraph 3.

I have not attempted to discuss any

difficulties I had or that my group had.

Criterion D: Scientific Inquiry

3-4

Purpose of investigation is recognized but provides an underdeveloped explanation/prediction. Acknowledges some variables and attempts to describe how to manipulate them. Method suggested is partially complete and, with guidance, includes appropriate materials/equipment. Evaluation is partially developed.

I have a hypothesis using Ifthen because My hypothesis is somewhat linked to my question. I have attempted to discuss 2 of the questions for paragraph 3. I have attempted to discuss difficulties I had or that my group had.

5-6

Purpose of investigation is recognized and an attempt was made to articulate the research question. A simple hypothesis is formed and explained using scientific reasoning. Relevant variables are identified along with attempted explanations of how to manipulate them. With guidance, comments are made regarding reliability or validity of methods.

I have an appropriate hypothesis using Ifthen because My hypothesis is appropriately linked to my question. I have thoroughly discussed at least 2 of the questions for paragraph 3. I have clearly discussed any difficulties I had or that my group had.

STUDENT COMMENTS: What level do you think you should get?

TEACHER COMMENTS:

States of Matter Lab

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Level
0

Descriptors
Has not reached standard of any descriptors below. Data is mostly organized and presented using simple numerical or diagrammatic forms and draws a conclusion.

Indicators

1-2

My conclusion attempts to discuss my hypothesis. I have minimal data/ observations.

Criterion E: processing data

What level do you think you should get?

Data is organized and My conclusion discusses my transformed into numerical and hypothesis. My conclusion explains why my diagrammatic forms and 3-4 presented appropriately. hypothesis is correct or not. My data/observations are clear Conclusion is consistent with and organized. the data. Data is organized and transformed My conclusion specifically into numerical and diagrammatic discusses my hypothesis. forms and presented appropriately. My conclusion fully and appropriately explains why my Trends, patterns or hypothesis is correct or not. 5-6 relationships are explained My data/observations are very including at least one comment clear and organized. on reliability. I have discussed at least one thing I might do differently for Conclusions are based on our next lab. reasonable interpretation of data. STUDENT COMMENTS:

TEACHER COMMENTS:

States of Matter Lab

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Level 0

Descriptors Has not reached standard of any descriptors below. Guidance and supervision is required while using equipment. Needs reminders to work cooperatively and safely.

Indicators

1-2

I have needed reminders about how to work effectively and respectfully with my lab group. I have needed reminders about working safely and responsibly in the lab. I have needed frequent teacher guidance. I have usually worked effectively and respectfully with my lab group. I have usually worked safely and responsibly in the lab. I have needed some teacher guidance.

Requires frequent guidance with equipment Criterion F: attitudes in science 3-4 Usually pays attention to safety and works responsibly. Generally cooperates with others. Occasionally works independently with precision and skill. 5-6

I have consistently worked effectively and respectfully with my lab group. Pays close attention to safety I have consistently worked safely and works responsibly. and responsibly in the lab. I have needed very little teacher Consistently works as an guidance. effective and respectful team member.

STUDENT COMMENTS: What level do you think you should get?

TEACHER COMMENTS:

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

States Of Matter Lab Introduction:

! The 3 states of matter are solid, liquid, and gas. To change from one to another you can use heat and pressure. For example, when you add heat to a solid, the particles in the solid move really fast and change into a liquid. When you add heat to a liquid, the liquid particles move even faster and they break free from the bonds that they are in to form a gas. This happens because the heat is the energy that makes the particles move. In this lab we explored the different states of matter and changed ice to a liquid (water), and almost changed the water into a gas.

Research Questions:
The purpose of this experiment is to answer to following question: As water changes from one state to another, will particle movement increase, decrease or stay the same? (solid to liquid to gas to liquid, etc.)

How do the molecules behave in a solid? Stick Together Form Strong Bonds How do the molecules behave in a liquid? Form Weak Bonds Move around loosely How do the molecules behave in a gas? Molecules form no bonds Fly around everywhere What happens to the molecules as they change from a solid to a liquid? The molecules of a solid vibrate so fast they break free from their xed positions What happens to the molecules as they change from a liquid to a gas? As water molecules change they gain more energy and go further apart. What happens to the molecules as they change from a gas to a liquid? Go slower and become closer together. What happens to the molecules as they change from a liquid to a solid?] The molecules loose energy, and has more electromagnetic energy, resulting in molecules having little to no movement at all. What causes matter to change from one state to another state? Temperature (thermal energy)

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Variables:
The independent variable is: (the one variable that you will change)

The Temperature

The dependent variable is: (The variable that you are investigating)

States of Matter and Particle Movement

Control Variables
The factors that you keep the same, so that the experiment is a fair test. Try and list at least 5.

Factors to be controlled:

Reason it needs to be controlled:

How it will be controlled:

1 The water/ice cubes we If you change the water the lab use wont be accurate

We wont change the water

2 Where the thermometer is

Because of you out the thermometer to close to the We will put the thermometer in the bottom, the thermometer will middle get to hot to fast, and if you put it at the top, it will be too cold.

If you apply more heat then the ice cubes will melt faster and if Stick with the specic heat that Mr. 3 The amount of heat you dont apply enough heat McKinney gives us the ice cubes will melt to fast
4 The amount of ice cubes we use

If there are to many ice cubes it would take to long to melt Stick to the specic amount of ice and if we use to little it might cubes melt faster then usual

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Hypothesis:
What will happen to the dependent variable as the independent variable is changed? Why?
! As the heat changes the solid state of the ice cube will change to the liquid state of water. This will happen because in a solid the molecules form a regular repeating pattern called a crystalline pattern. This pattern keeps all of the particles closely packed together. So if the ice cube (which is the solid) is heated at its melting point, then the particles in the ice cube will vibrate so slowly that they will break free from their xed patterns to form a liquid, which is the water. And if you heat the water even more, the water (the liquid) will change to a solid. This will happen because the particles in the water will gain enough energy to vaporize. When a liquid vaporizes, the liquid gains enough energy to form a gas and disperses into the air.

What would that relationship look like? Try to graph or illustrate this:

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Materials:
1. Hot Plate 2. Ice Cubes 3. 500mL Beaker 4. Plastic Bottle with Cap 5. Pen/Pencil 6. Paper 7. Hot Pad 8. Thermometer

Diagram of Materials

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Method:
1. Fill a 500 mL beaker with ice cubes, record the temperature: 120C. Add heat. As the ice is being heated: What is happening to the temperature?

As the ice heats, what is happening to the ice particles?

2. Once all the ice melts, record the temperature: 22C. Continue heating. As the water is heating, answer the following:

What is heat? What is happening to the water? What is happening to the water particles? What is happening between the particles?

3. After the water has heated to boiling, record the temperature: *Water did not get to boil* 4. Carefully pour the water into the plastic bottle and tightly cap the top. 5. Observe what happens to the container for about 15 minutes and record:

What is happening to the plastic container? Why is this happening? What is making the container do this?

6. As the water begins to cool, observe what is happening and record:

What is happening to the water bottle? Why is this happening to the water bottle? What is the difference between the water at this time versus the water when we initially poured it into the container? What change is happening to the water to make this event occur?

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Results:
State of Matter Ice Cube (Solid) Time 12:00 Tempera ture 1C Observations What is happening to the temperature? As the ice heats, what is happening to the ice particles? 12:04-Temp isnt moving at the moment *Group thinks that the temp with slowly increase* As the ice is melting the particles are melting *there are some bubbles*

Adding Heat

12:05 12:15ish 12:15ish 12:15ish 12:16ish 12:17 12:20ish 12:20ish 12:21ish 12:23ish 12:24ish 12:24ish 12:25ish 12:25 12:25ish 12:27ish 12:32

1C 8C 10C 5C 4C 5C 8C 7C 8C 7C 9C 7C 10C 10C 11C 12C 17C

What is heat? Ice is slowly melting 12:10 You can see ice particles turning into water Some air bubbles are being released

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

State of Matter Liquid

Time 12:34 12:36 12:40 12:43ish 12:47ish *12:50* increase hot plate to 150C 12:53 12:57 1:05ish 12:07ish 12:10 12:15 12:20 12:49

Tempera ture
22C (I-W) 305mL

Observations What is happening to the water? What is happening to the water particles? What is happening between the particles? 12:36-Bubbles on the bottom of the beaker 12:37-water particles slowly turning into gas-water particles separating May 3, 2013- 340mL

26C 30C 35C (steam) 45C 47C

50C 57C 60C (340mL) 65C 70C 75C 80C 85C May 7, 2013- 340mL 12:07ish-water condensing and bubbles rising to the surface 12:08ish- steam rising from beaker 12:13ish-steam more visible and rising fast 12:18ish-water level decreasing 320mL 12:55ish- water level dropped to 300mL

Boiling (Gas)

*WATER WAS NOT BOILING WHEN WE PUT WATER INTO THE BOTTLE*

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

State of Matter
Putting the water in the bottle

Time 12:59

Tempera ture 89C

Observations What is happening to the water bottle? Why is this happening? What is making the bottle do this? Bottle is: -melting -shrinking -water inside condensing -top of bottle hard to squeeze This s happening because the hot water is melting the plastic and releasing gas which is adding pressure to the top of the bottle

Water Cooling (Aftermath)

1:05

What is the difference between the water at this time versus the water when we initially poured it into the container? What change is happening to the water to make this event occur? The water was hot but now the water is cooling down and the pressure isnt so high and the bottle is shrinking. The gas is turning back into a liquid because it is no longer hot and the bottle is collapsing and shrinking again.

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Graph 1: Temperature Readings Collected During the Lab

Temperature

60.0

45.0

30.0

15.0

0 12:00 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 1:05

90.0

67.5

45.0

22.5

0 12:05ish

12:10

12:15

12:20

12:50

1:00

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Conclusion:
! As the temperature changes the state of matter of the object and the amount of particle movement also changes. At about 12:00 the thermometer reached 1C whilst in the ice. We started to add heat to the hot plate and started at 120C. As time went by we started noticing that the heat on the thermometer was getting hotter then colder then hotter then colder. For example, in my results table it reads that at around 12:15 it went up to 10C but then in the same time frame the temperature went down to 5C. Then from 12:20 - 12:25, the temperature went from 8C to 7C then back to 8C then 7C and then 9C and back down to 7C and nally back up to 10C. At 12:34 the ice nally turned to liquid at 22C. As the time went on my group started noticing evidence of the water turning into a gas. There were little pieces of dirt in the water and we could see the little pieces moving around in the dirt really fast so that told us that the water particles were moving at a really fast pace. There was also a lot of condensation happening along with a lot of steam rising from the beaker meaning that the water was starting to boil. However we never got to the 3 state of matter, gas, because we didnt have enough time for the water to boil.

This all happened because when we added heat to the ice, the ice turned into water because the particles were moving really fast. Because of this they are able to break free from their xed patterns because of how fast they are moving. This only happens when the solid (or in this case the ice) reaches its melting point. Then when the water turns into ice the particles in the water move even faster to break free from the bonds that they were in when they were a liquid. The process of the water turning into a gas is called vaporization.

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Evaluation:
Table 2: Validity of the method (Was the investigation a Fair Test?) If you were not able to control any of the control variables you listed above, how did any change in that variable affect your data?
Control variable What affect did this Degree of impact Improvement (how to x that was not have when (small, medium or the problem): controlled: comparing the large): independent and dependent variables? Whenever we would Medium because we Put the thermometer in a set 1Where the mess up and put the every time we would place and make sure not to thermometer thermometer to close put the thermometer move it again was
to the bottom or to back it would go back close to the top, the to about the same temperature would temperature it was at change. So the before the temperature might not thermometer moved. have been as accurate as we thought.

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Table 3: Reliability of the Method: Were there enough trials? Did multiple trials give similar data? Are there anomalous points?
Reliability of data. The measuring instruments. a) Did the measuring instruments collect data that can be trusted? Yes/ No Yes because for the thermometer it had a red solution in it that made the thermometer show the correct temperature, the beaker was accurate but not as accurate as the thermometer because it would tell you the measurement of the water every 100 mL, and the clock was also very accurate because it tells you every second, minute, and hour. Explanation (why / why not?)

b) Was the experiment repeated enough times? Yes/ No

No because we didnt get to the end of the lab so we werent really sure what temperature would be good to start at and we kept changing the temperature so if we did the lab again we would know what temperature would be best and we would be able to get the water boiling. Yes because for the thermometer had lines indicating where the temperature was every 1, the beaker was accurate but not as accurate as the thermometer because it would tell you the measurement of the water every 100 mL, and the clock was also very accurate because it tells you every minute and hour however, this clock wasnt as accurate as a computer clock which told you the seconds as well.

c) Did the measuring instrument collect precise data? (i.e. Did the multiple trials give similar data?) Yes/ No

Size of sample. d) was the range large enough? I dont think that the range is large enough because out lowest temperature was 1C and the highest was 89C, for the water to boil we needed the range of the temperature to be 1C to 100C

Yes/ No

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time

Were there any surprising results? What were they?

I think that surprising results were that when the ice was turning into water the temperature would go up, then go down, then go up, then go down.

Reference List:
Works Cited Brain Pop, prod. "Matter Changing States." Brain. 1999-2013. Television. Brain Pop, prod. "States of Matter." Brain Pop. 1999-2013. Television. McKinney, Shane. "Shane McKinney: G6 Math & Science, G8 Technology - Science Blog, D1P3." Shane McKinney: G6 Math & Science, G8 Technology. Shane McKinney, n.d. Web. 14 May 2013. <http://www.shanesclassroom.com/science-blog-d1p3.html>. Miaoulis, Ioannis, Ph.D, and Martha Cyr, Ph.D. "Solids, Liquids, and Gases." Prentice Hall Science Explorer Chemical Building Blocks. By Michael J. Padilla, Ph.D. Boston: Pearson Prentice Hall, 2007. 40-67. Print.

Bianca De Leon

Monday, 20 May 2013 12:24:25 PM Hong Kong SAR China Time