Gr.

6 Science Feedback Sheet

Unit 2: Human Biology Name: States of matter Grade 6 Anatomy

Name: Mia McDonald Date: ____________________________

! 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

Mia McDonald

Monday, 20 May 2013 12:33:53 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

Mia McDonald

Monday, 20 May 2013 12:33:53 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?

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

TEACHER COMMENTS:

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.

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:

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

States of Matter Lab

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:

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

States Of Matter Lab Introduction:

We have been learning about the states of matter.. Also how each state of matter can change to another state of matter. A solid turning to a liquid is when ice melts, the ice starts as a solid and ends up as a liquid. A liquid turning into a gas would be when the water boils then steam rises, steam is a form of gas. Liquid turning back to a solid would be when water is frozen then turned back to a solid.

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.)
You will need to write some specic research questions here. You can write these ahead of time, or as you do your research. By the end, you should know: How do the molecules behave in a solid? Molecules are in a sturdy, set structure in a solid. It's volume and mass are constant and it has a strong molecular attraction. The ordered particles are in a xed position How do the molecules behave in a liquid? Molecules are not sturdy in a liquid. It's volume changes, but it's Mass is constant and it has a weak intermolecular attraction. There is disorder. Clusters can move with each other How do the molecules behave in a gas? Molecules are not sturdy in a gas. It's volume and mass can change and it has no intermolecular attraction. There is total disorder and the molecules are very far apart What happens to the molecules as they change from a solid to a liquid? It melts. The thermal energy increases. The particles get more excited and move around more. What happens to the molecules as they change from a liquid to a gas? It vaporizes. The thermal energy increases. The liquid molecules move very freely. When the temperature rises, the molecules get hot and start moving around freely. What happens to the molecules as they change from a gas to a liquid? When molecules change from a gas to liquid the molecules come together to form a small shape. What happens to the molecules as they change from a liquid to a solid? It freezes. The thermal energy decreases and The molecules in liquid move a little less freely, oppose to a solid which has closely packed molecules. What causes matter to change from one state to another state?

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

The thermal energy. The hotter it is, the more the molecules move around. The colder it is, the less the molecule moves. Gas -> Liquid -> Solid : Cooling down Solid -> Liquid -> Gas : Heating up

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

The thermal energy / the temperature

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

The state of matter - The Molecule 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 amount of heat

We need to control the heat to see different results with the ice cubes.

We will change the heat with a knob on a burner.

2. The amount of ice cubes

So the amount of time it takes We can measure the weight of the to heat up the ice cubes will ice cubes or nd how many we can stay. get. So we have the accurate results because if the thermometer is too high in the bottle, it will be too cold and if its too low it will be to hot.

3. Where the thermometer is in the glass

Keep the thermometer in the middle of the glass.

4. The tightness of the cap on the plastic bottle

So gas or liquids dont escape Get a bottle that has a tight tting through bottle top. lid, and also close it very tightly. Having a different bottle, different temperature and different ice cubes on a different day could affect the process.

5. The same day for experiment

Be as efcient as possible in the experiment.

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Hypothesis:
What will happen to the dependent variable as the independent variable is changed? The dependent variable (The State of Matter - Molecule Movement) will heat up and change state (Independent Variable). Why? Because the more thermal energy is added, the more excited the molecules are (they move around) and the intermolecular attraction lessens. On the other hand, when the thermal energy is taken away the molecules calm down/slow down and the intermolecular attraction increases. What would that relationship look like? Try to graph or illustrate this:

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Heating Up 100.0

75.0

50.0

25.0

0 Time heating up

Materials:
More Movement

Ice Cubes Plastic Bottle w/ Tight Fitting Cap Hot Plate 500 mL Beaker Pencil Thermometer Chart (On Paper)

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

Less Movment

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

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

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

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?

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Results:
State of Matter Ice Cubes in Beaker (Solid) Time 12:00 [Add Heat] Ice is melting (Solid -> Liquid) Time 12:07 31C What is happening to the temperature?
Stable not increasing 12:10, bubbles, Ice collapsed and increasing, 12:12 increased by 3 increase by: 4 12:15 2 12:18 3 12:20 6 12:22 decreased by: 2 12:20 5 12:50

Temperature

Observations
About 500mL of Ice cubes Condensation on outside of beaker Temperature dropped

1C

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

Ice Particles spreading Slowly creating liquid

[Add Heat] Ice melted to water (Liquid)

What is heat?
A form of thermal energy

What is happening to the water? Time 12:33 56C What is happening to the water particles?
Water particles moving around more. Vaporizing on the sides 12:31, water temperature 40, 290mL, 44 at 12:33 rainbow on surface of the water

What is happening between the particles?

Intermolecular bonds are weakening.

[Add Heat] Water is boiling (Liquid -> Gas) 80C Time 12:54

Bubbles at bottom turning into gas, 50 12:37, steam coming out 12:38, condensation on beaker 12:39, temperature 55 12:59, little rainbow on water 12:40, 12:40 sizzling, 58 12:44, 12:44 temperature turned to 130, 12:50 62, 12:50 temperature turned to 150, 66 12:55, 69 1:00, 1:01 70, Tuesday turned to 180 11:59 Tuesday, 71 12:17, 74 12:23, 75 12:27, 77 12:35, 12:45 turned up to 200, dropped 30mL now 270mL 12:47, 79 12:50, 80 12:52

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

State of Matter [Put in water bottle and tighten Cap] Water is boiling (Liquid -> Gas) Time 12:59 State: Water and Gas Time (15 Minutes later) 1:10

Temperature

Observations
Shrinking, condensation, water part shrinking, water collapsing into its self

83

What is happening to the plastic container

The top part is expanding because of the gas, and the bottom part is melting/shrinking because the hotness of the water.

Why is this happening? Not recorded

The hot water is making the bottle shrink. The steam which is gas. Is making the top of the bottle expand.

What is making the container do this

The heat of the water and the gas rising in the water.

[Let water cool] State: Not recorded Time: Not recorded

What is happening to the water bottle?

The top of the water bottle is expanding and the bottom is shrinking

Why is this happening to the water bottle?

The heat of the water and the gas rising in the water.

What is the difference between the water at this time versus the water when we initially poured it into the container? ____C
There was less gas becuase the gas started to turn back into water

What change is happening to the water to make this event occur?

The temperature of the water has cooled down.

Other?

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

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

Region 1 90.0

67.5

45.0

22.5

0 12:00 12:10 12:20 12:30 12:40 12:50 1:00 1:05

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Conclusion:

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

The particles in the Ice moved around a lot more. They had a lot more room to move around since ice particles are much more close together that liquid particles. The particles moved around more when the temperature rose and the water temperature was getting hotter. The particles moved around more since the temperature was turned up a to a higher temperature.

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.
From what I learnt in the lab I have learnt that particles will have much more space to move around when the ice has melted since when they are ice they are in a compact space when they are ice, then when the heat from the hot plate melts the ice cubes and they turn into liquid the particles move. When the water started to get hotter steam (gas) started to rise from the top, condensation started to form on the inside of the beaker.

Mia McDonald

Monday, 20 May 2013 12:33:53 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? We couldnt properly Medium Turn it to a temperature we 1. Amount of see what would know the water will boil at heat
happen to the plastic bottle with boiling water 2. Experiment on We had to wait a bit Medium the same day longer for the water to heat up

Find out if the hot plate you use is a good hot plate

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Solid

Liquid

Gas

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?
3

Table 3: Reliability of the method:

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

 Were there enough trials? Did multiple trials give similar data? Are there anomalous points?
Reliability of data. The measuring instruments. The thermometer collected accurate heat of the waster and a) Did the measuring ice cubes. We were able to collect accurate information instruments collect data that from the beaker, we were able to see how much water can be trusted? was in the beaker. The clock was a good instrument too! We were able to know what time we started and ended Yes/ something. Explanation (why / why not?)

b) Was the experiment repeated enough times? / No No the experiment wasnt repeated enough for the water to boil, my group was close to boiling but wasnt close at the same time.

c) Did the measuring instrument collect precise data? (i.e. Did the multiple trials give similar data?) Yes/

The data the measuring instrument was pretty accurate, it might have been a little off but was probably accurate enough to end up with good information

Size of sample. d) was the range large enough? Yes because we started off at 1 then we nished at 83.

Yes/

Were there any surprising results? What were they?

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

There were not any surprising results since I already did this experiment before quite a few years ago, and knew what would happen to the ice after a certain amount amount of time and what would happen to the water bottle.

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

Reference List:
Use EasyBib or BibMe
Works Cited "BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts." BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts. N.p., n.d. Web. 14 May 2013. McKinney, Shane. "Shane McKinney: G6 Math & Science, G8 Technology - Home." Shane McKinney: G6 Math & Science, G8 Technology. N.p., n.d. Web. 14 May 2013.

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time

Padilla, Michael J., Martha Cyr, and Ioannis Miaoulis. Prentice Hall Science Explorer: Chemical Building Blocks. Needham, MA: Pearson Prentice Hall, 2005. Print.

Mia McDonald

Monday, 20 May 2013 12:33:53 PM Hong Kong SAR China Time