JED

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Gr.6 Science Feedback Sheet

Unit 2: Chemistry Name: Grade 6 Matter States Of Matter Lab

Name: _______Jed________ Date Finished: _______10-5-13___________

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

Jed Baxter

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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

Jed Baxter

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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:

Jed Baxter

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States of Matter Lab

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.

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. Criterion E: My data/observations are clear processing Conclusion is consistent with and organized. data 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: What level do you think you should get?

TEACHER COMMENTS:

States of Matter Lab

Level

Descriptors

Indicators

Jed Baxter

Thursday, May 16, 2013 8:45:17 AM Hong Kong SAR China Time

JED 0 Has not reached standard of any descriptors below. Guidance and supervision is required while using equipment. Needs reminders to work cooperatively and safely.

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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:

States Of Matter Lab

Jed Baxter

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Introduction:
States of Matter Lab Packet I then Nicolaus, Emily, Rachel, Celia and myself. a

Below is the States of Matter lab we have done. For this lab, we were investigating particle movement. We heated ice until it turned into water, the heated the water until it turned into gas. My group was Me (Jed), Nicolaus, Emily, Rachel, and Celia. We learned a lot about particle movement and molecular structures. We know that solids molecular structure is the sturdiest, then liquid, then 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.)
The molecules in a solid are packed very tight together, and dont move as much because the gaps in between the molecules are very small so they move among the space that they have. --- Mr. McKinneys PP How do the molecules behave in a liquid? Disorder; particles free to move around; Molecules not closely held --- Mr. McKinneys PP How do the molecules behave in a gas? Total Disorder; particles have complete freedom; Molecules far apart --- Mr. McKinneys PP What happens to the molecules as they change from a solid to a liquid? -- Celia At first, the added thermal energy makes the water molecules vibrate faster, raising their temperature. At its melting point, the particles of a solid substance are vibrating so fast that they break free from their fixed positions. --- Chemistry Textbook What happens to the molecules as they change from a liquid to a gas? -- Celia At its freezing temperature, the particles of a liquid are moving so slowly that they begin to form regular patterns --- Chemistry Textbook What happens to the molecules as they change from a gas to a liquid? -- Emily As you remove energy from the gas it wont be as easily compressible and there will be less intermolecular space. --- Chemistry Textbook What happens to the molecules as they change from a liquid to a solid? -- Nicolaus

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When the temperature gets colder and the molecules get closer together and the molecules still move around, but are closer than gas molecules. --- Chemistry Textbook What causes matter to change from one state to another state? -- Nicolaus temperature --- Chemistry Textbook

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

The State of Matter

The 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 temperature that the heat is 2 the way we measure the temperature 3 the liquid we use

because it could heat so fast we cant keep the reading because we need a tool to measure the temperature

keep the heat plate temperature to a good degree use a thermometer to measure the temperature

because if we use some other make sure we use water liquid,it may not melt

Hypothesis:
What will happen to the dependent variable as the independent variable is changed?

Jed Baxter

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As the ice particles begin to melt, the particle movement will increase. Why?

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Because as the ice turns into liquid, the molecular structure will become less attached and the molecules will start to move freely. What would that relationship look like? Try to graph or illustrate this:

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Materials:

Hot plate Beaker Thermometer Ice (water) Electricity source Data table Tray

Diagram One: Set-up of your materials for this lab:

Method:
1. Fill a 500 mL beaker with ice cubes, record the temperature: ______________.

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Add heat. As the ice is being heated: What is happening to the temperature?

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

2. Once all the ice melts, record the temperature: _______________. 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: _________. 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?

Results:
Include a table for your results. The table should include: a descriptive title heading with units

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data is in the same units (units identified at the top of the table) units are not in the body of the table include processed data Red= start of a new day

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Directions 1. Fill a 500 mL beaker with ice cubes, record the temperatu re Add heat. As the ice is being heated: - What is happening to the temperatu re? - As the ice heats what is happening to the ice particles?

Time 8:36 8:47 8:49 8:51 8:53 9:03 9:05 9:07 9:09 9:11 9:13 9:13 9:15 9:17 9:18 9:19 9:23 9:29 9:31 9:33 9:37 8:42 8:44 8:47 8:49 8:52 8:54 8:56 8:59 9:02 9:04 9:09 9:14 9:16

Temp
1C 2C 8C 7C 10 10 11 13 14

Answers

Observations TEMP TO 110C: 9:02 Ice level NOT at 500ml, hopefully it will melt to 500ml temp goes up and down frequently Condensing...

18 22 24 26 33 34 34 42 51 54 55 58 60C 62 65 66 68 69 70 71 72 74 75 78 78 The temperature is escalating then dropping, as if it cant make up its mind. The ice particles are turning into water (liquid) particles, and they are moving around more.

Beaker still cold TEMP TO 120C: 9:20 Water in the bottom of the beaker unfortunately, water levels at 400ml. TEMP TO 150C: 8:49 Half liquid ice nearly gone beaker looks drinkable TEMP TO 160C: 9:05

2. Once all the ice melts, record the temperatu re.

Jed Baxter

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Directions Continue heating. As the water is heating, answer the following:

Time 9:20 9:23 9:25 Boil!

Temp 79 79 80 80

Answers

Observations Condensation gone water warm still only 400ml steam! TEMP TO 180C: 9:20

-What is heat? -What is happening to the water? -What is happening to the water particles? -What is happening between the particles? 3. After water is heated to boiling, record the temperatu re. 4. Carefully pour the water into the plastic bottle and tightly cap it. 80C 9:25

Heat is energy (that is all I know)

Just a tiny bit of steam Gas bubbles on bottom of beaker Very foggy around beaker; steam condensing

The water is changing into gas

As the water particles are changing into gas, they are moving around more freely The liquid/water particles are becoming far apart gas particles

Water looks the same Water level lower Steaming Not changing much Bubbles on thermometer Much more condensation Steaming like crazy IN BOTTLE

Steaming crazily in bottle Top of the bottle expanding Dents un-denting Bottom of bottle rounded

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Directions 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?

Time

Temp

Answers

Observations Top section of water bottle really sturdy

The water bottle is expanding

END OF LAB

The water bottle is expanding because the gas needs somewhere to go The container is expanding because gasses inate in spaces.

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Directions - 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 make this event occur?

Time

Temp

Answers

Observations

Graph 1: Temperature readings collected during the lab

Include a graph of your results. The graph should include: a descriptive title clear and evenly marked scale y-axis labeled, including units x-axis labeled, including units appropriate type of graph drawn. Points are connected as a smooth line. clear and evenly marked scale key included when appropriate

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80.0

60.0

40.0

20.0

0 9:23 9:25 8:36 8:47 9:03 9:13 9:23 9:33 8:42* 8:52 9:02 9:14

Temperature

Conclusion:

From the graph, the results show (What happens to the dependent variable as the independent variable changes?) . . .

From the graph (above) the results show that as the temperature of the ice increased from 1C at 8:36 to 80C at 9:25 the next day, you could see the ice turning to water then the water turning to gas, so the particle movement went to hardly moving at all to moving around freely as a liquid then a gas.

This happens because (Consider the concepts you used in your hypothesis). This is a good place to include some diagrams if they will help explain your ideas.

Jed Baxter

Thursday, May 16, 2013 8:45:17 AM Hong Kong SAR China Time

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Solid

Liquid

Gas

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This happens because the molecular structure of solids move much less then those of gasses and liquids. This is because the crystal structures of gasses and liquids are much less packed then solids. for example, here are some diagrams (above) As you can clearly see, the gas and liquid particles move around way more than the solid. This explains why the temperature causes the ices particle movement to increase, because the ice is turning into a liquid.

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? make sure we have 500ml of 1The amount of It wasnt 500ml, it was Small 400, so the particle ice water we got movement would from the ice
have been less without the exact amount of water 2 The temperature It took longer for the Medium of the heat ice to change to water so the measurements maybe werent accurate

use a better heat plate

Table 3: Reliability of the method:

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Were there enough trials? Did multiple trials give similar data? Are there anomalous points?
Reliability of data. The measuring instruments. The beaker wasnt very trustworthy, but it did its job a) Did the measuring instruments collect data that The thermometer was pretty accurate, but we needed to be can be trusted? careful about the positioning of it. Yes/ No Time was trustworthy. --- Yes Explanation (why / why not?)

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

no. we only did it once

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

The thermometer and the watch did, but not the beaker

yes-ish

Size of sample. d) was the range large enough? no, we only got too 80 out of 100

Yes/ No

NO

Were there any surprising results? What were they?

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none

You are almost done! Now go back to the beginning and give your investigation a title using the dependent and independent variable.

Reference List:
Padilla, Michael J., Martha Cyr, and Ioannis Miaoulis. "Solids, Liquids, and Gases." Prentice Hall Science Explorer. Needham, MA: Prentice Hall, 2000. 42-47. Print.

END

Jed Baxter

Thursday, May 16, 2013 8:45:17 AM Hong Kong SAR China Time