Gr.

6 Science Feedback Sheet

Unit 2: Human Biology Name: Grade 6 Anatomy

Pig Heart Dissection Lab

Name: ___________________________ 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

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

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

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

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:

Liquid, Gas, Solid Molecules Introduction:

The States of Matter are solid, liquid, and gas. A solid changing into a liquid involves increasing the thermal energy, but changing a liquid to a solid involves a decrease in thermal energy. To change a gas to a liquid you have to take the heat away and the molecules slowed down, so if you want to change a liquid to a gas, you have to make the liquid turn into vaporization. I also learnt what happens when you put boiling water into a plastic bottle, and condensation and bubbles start to show on the inside of the bottle.

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? The particles that make up a solid are packed very closely together, giving them no space to move. How do the molecules behave in a liquid? Particles in a liquid move around another freely. How do the molecules behave in a gas? As the gas particles move, they spread apart, lling the space available. What happens to the molecules as they change from a solid to a liquid? A change from a solid to a liquid involves an increase in thermal energy. What happens to the molecules as they change from a liquid to a gas? To turn a liquid into a gas it involves vaporization, which takes place when the particles in a liquid gain enough energy to form a gas. What happens to the molecules as they change from a gas to a liquid? To change a gas to a liquid it involves having the heat taken away and have the molecules slowed down. What happens to the molecules as they change from a liquid to a solid? A change from a liquid to a solid involves a decrease in thermal energy. What causes matter to change from one state to another state? ! The temperature of that state of matter creates the molecules to change their shape and form. A cold temperature makes the molecules vibrate and slowly get packed together. A hot temperature makes the molecules vibrate, move apart from each other, and move more freely.

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

Adding Heat Temperature and Particle movement

How it will be controlled:

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

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: 1 The same measuring equipment

Reason it needs to be controlled:

So that the different equipment By using the same equipment wont effect the experiment

2 The amount of heat

We need to control the heat so We will change the heat by using a we can see different results of knob in the burner the ice cubes

3 Same amount of ice cubes

If you put too much of ice All groups get the same amount of cubes it will take longer to heat ice cubes for each experiment up So we have accurate results By putting it in the middle of the beaker

4 Where you put the thermometer in the beaker 5 Record the temperature at each correct time

If you dont, it could be hotter By keeping track of the time or colder, than it actually would be you recorded the temperature at the correct time

Hypothesis:
What will happen to the dependent variable as the independent variable is changed? I think the molecules movement will increase.

Why? Because when you add heat to a state of matter, the molecule movement increases. What would that relationship look like? Try to graph or illustrate this:

Materials:
Beaker Thermometer Ice Burner Tray

 Plastic Bottle Science Glasses Lab coats Watch

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

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: _______________.

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:
States of Matter Lab

State of Matter Fill Beaker with ice cubes

Tempe rature 0c 12.02

Observations and Time

Its already beginning to melt at room temperature Record the temperature Add heat to the ice being heated Record the temperature When the ice melts 22c 1c
What is happening to the temperature?

12.06 Theres condensation on the glass. The ice particles are breaking down, and the bottom half has already turned into water. The temperature is also increasing. 12.32 The water level is at 320.

Record the temperature Continue heating. As the water is heating, answer the following: 30c 12:36 What is happening to the water? What is happening to the water particles? What is happening between the particles? Its steaming, and moving, the condensation came inside the beaker. The water particles have been moving around and their also more separate and our moving around faster.

Record Temperature

State of Matter After the water has heated to boiling

Tempe rature 48c 55c 61c

Observations and Time 12.45-12.51-1.06-12.45-12.46 We changed the temperature to 130c, then to 150c, and then to 200c. The water particles are moving quicker. Theres more condensation.

Record the temperature Carefully pour the water into the plastic bottle and tightly cap the top. Record the Temperature Observe what happens to the container for about 15 minutes and record: 80c 1:10 What is happening to the plastic container? The plastic container is getting smaller Why is this happening? Because the heat is making it smaller What is making the container do this? The heat and gas are making it do this Record the temperature As the water begins 78c to cool, observe what is happening and record: 1:10 What is the difference between the water at this time versus the water when we initially poured it into the container? The water was boiling hot but now it is cooling down What change is happening to the water to make this event occur? Its cooling down 80c 1:08 The water particles are moving up, to the top of the bottle, you can feel the gas pushing against the side of the container. There is steam at the top of the bottle, and there are water droplets appearing on the bottle.

Graph 1: Temperature readings collected during the lab

Oservation Graph

80.0 60.0 40.0 20.0 0 12:00

12:06

12:32

12:36

1:06

1:08

1:10

1:10

The Observations are in c

Conclusion:

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

As you add Heat, the Temperature increases and the particles movement goes faster. We know this because at 12:32 it was at 22c, then at 12:36 it changed to 30c, it also increased the particle movement, we could see this because the dirt in the bottle was moving around really quickly, so thats how we knew how fast the particles movement was going.

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. I can prove this because in my research I learnt that

particles in a liquid move around each other freely and when a solid changes into a liquid it has to involve an increase in thermal energy. So thats why when I saw the particles moving really quickly and freely when the temperature was risen up, I knew that it must be because there was an increase in thermal energy.

In this diagram is shows that a solids molecules are packed tightly together, in a liquid they move more freely in different directions, and in gas molecules, they spread apart and ll up all the space.

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 never saw the ice Medium By Mr McKinney checking if 1 Speed of the cubes fully boil. the hot plates would work Heat
2 Where the The thermometer was small thermometer was in different heights so we dont know if it was a fair test 3 How many days We wanted it to take 1 small it took day but we werent able to nish it as the water never boiled for the experiment By keeping the thermometer stand tighter round the thermometer By getting better Hotplates

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 Yes it can because it has been tested out before. The thermometer for example it is only measuring by 1 degree, with the beaker it was measuring by 100 ml, and with the clock it measures by the second. Explanation (why / why not?)

b) Was the experiment repeated enough times? No

No because we only did it once, and on the rst time we didnt even get to nish the experiment

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

Yes it did, because as I said on the rst question each measuring tool was measuring by either 1 degree, 100 ml, or measuring by a second

Size of sample. d) was the range large enough? It wasnt large enough, because when we did the experiment, we didnt nish it so our highest range was 80c when it should of been 100c, but this is only because we ran out of time to get the water to get to boiling point.

No

Were there any surprising results? What were they?

Our surprising results was that our temperature didnt get higher than 80c. I was surprised because It was supposed to go up to 100, but again as we didnt nish the lab we couldnt have got the highest degree possible.

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

Reference List:
Zoe Forino Mia McDonald Padilla, Michael J., Ioannis Miaoulis, and Martha Cyr. Science Explorer. Boston (Mass.): Pearson Prentice Hall, 2006. Print. "BrainPOP | States of Matter." BrainPOP | States of Matter. N.p., n.d. Web. 14 May 2013. "Matter Changing States." BrainPOP. N.p., n.d. Web. 14 May 2013.