Name: EMILY BRENKER 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

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM 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

States of Matter Lab

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM 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:

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM 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:

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

States Of Matter Lab Introduction:

Over the past few weeks we have been learning about states of matter. When I rst started I didnt know anything this topic and I thought it would be impossible to remember everything, but once I saw all the diagram examples I nally understood. When something is a solid the molecules in the solid dont move around a lot theyre quite compact and tight together. When some thing is a liquid the molecules can move around more, but as much as a gas. When something is a gas the molecules move around really freely and most of the molecules are spread further away from each other. (there is an example of molecules changing state) For the experiment we watched ice melt from a solid, liquid and gas. Also every 2 minutes we recorded the temperature and we found out that once everything turned into a liquid the water got hotter very fast.

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? Rachel 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. How do the molecules behave in a liquid? Jed Disorder; particles free to move around; Molecules not closely held How do the molecules behave in a gas? Jed Total Disorder; particles have complete freedom; Molecules far apart What happens to the molecules as they change from a solid to a liquid? Celia
At rst, 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 xed positions.

What happens to the molecules as they change from a liquid to a gas? Celia

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

At its freezing temperature, the particles of a liquid are moving so slowly that they begin to form regular patterns 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. What happens to the molecules as they change from a liquid to a solid? nicolaus when the get temperature colder and closer molecules together and the molecules still move around, but are closer than gas molecules What causes matter to change from one state to another state? nicolaus temperature

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

Changing the energy that is going into the hot plate that is heating ice particle movement as matter changes state

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 temperature that the heat is

Reason it needs to be controlled:

How it will be controlled:

because it could heat so fast we cant keep the reading

keep the hot plate temperature to a good degree

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

2. The way we measure because if we use something By just using a thermometer the temperature else we are not going to have (thermometer) the accurate answer

3. The solid we use

because if we use a different By only using the same solid. solid then the temperature that it becomes a liquid and gas is all different

Hypothesis:
What will happen to the dependent variable as the independent variable is changed?
As you add energy the molecules will start moving more because in one of the photos that Mr McKinney showed, it said that the more you add energy the more molecules will start to separate and move. The movement will increase by a lot.

Why?
Because as the ice turns into liquid, the molecular structure will become less attached and the molecules will start to move freely.

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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

Materials: hotplate Beaker Thermometer Ice (water) Electricity source Data table
Emily Brenker Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

Tray

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?

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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: _________. Carefully pour the water into the plastic bottle and tightly cap the top. 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?

4. 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?

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

Results:
Include a table for your results. The table should include: a descriptive title heading with units data is in the same units (units identied at the top of the table) units are not in the body of the table include processed data

State Of Matter Fill a 500 mL beaker with ice cubes, record the temperature: ______________. Add heat. As the ice is being heated:

Record Temp. &Time 8:36 8:38 8:43 8:45 8:47 8:49 8:51 8:53 8:55 8:57 8:59 9:01 9:03 9:05 9:07 9:09 9:11 9:13

Observations

2C 1C 1C 1C 1C 8C 7C 10C What is 8.5C happening to the 6C temperature? 7C As the ice heats, 8C what is 10C happening to the 11C ice particles? 13C 14C 18C 23C

Ice lled to the top of jar Hot plate temperature goes up and down Ice stating to melt 8:49 370ml (8:55) 400ml (8:59) Only melted up to 400ml not 500ml 9:00 turned up to 110c

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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

24c 26c 31c 34c 38c 42c 46c 49c What is heat? 51c What is 54c happening to the 55c water? 56c What is 58c happening to the 60c water particles? 62c What is 64c happening 66c between the 68c particles? 69c 70c

9:13 9:15 9:17 9:19 9:21 9:23 9:25 9:27 9:29 9:31 9:33 9:35 9:37 9:39 9:44 9:47 9:49 9:52 9:54 9:56

Water becoming a lot hotter Starting to see like water particles moving 9:20 changed temperature to 180c Steam in beaker bubbles at the bottom of beaker

After the water has heated to boiling, record the temperature: _________. Carefully pour the water into the plastic bottle and tightly cap the top. 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?

NEXT DAY

Poured water into water bottle -9:33 plastic is getting softer bottle expanding steam going everywhere in the bottle When you shake steam goes away

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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?

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM 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

Conclusion:

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

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

At rst it took a while for the ice to melt. Something I found weird was how it was getting hotter then the temperature dropped but went back up. When the ice was completely melted the temperature went up very fast.

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.

Because ice is a solid so it takes longer to brake the molecules in the ice cubes, but once all the ice is melted into water the molecules can move more which makes it easier to get hotter.

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? small Next time we ever do an 1. Recording the It really affect us because I only experiment that includes temperature measured every keeping time I will always every 2 minutes
other minute stay focused. 2 3

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

Table 3: Reliability of the method:

80.0

Were there enough trials? Did multiple trials give similar data? Are there anomalous points?
Reliability of data. The measuring instruments. Explanation (why / why not?)

SOLID

LIQUID

GAS

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

Reliability of data.

Explanation (why / why not?)

Thermometer: I trusted the thermometer because it was measured

by every 1 degree a) Did the measuring instruments collect data that Beaker: The beaker wasnt that accurate because it was only measured every 100. For example if the water was a little under can be trusted?

Yes/ No

400 then you would have to hypothesize what the number is Time: I trusted the time because Rachel had a watch and you could see by hour, minute and second.

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

No, because we only did this experiment once

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

Some of it did. Like for example the thermometer gave precise information did, but the beaker didnt. I explained why it didt work in the box above.

Size of sample. d) was the range large enough? No, because it never went up 100C or started boiling.

Yes/ No

Were there any surprising results? What were they?

The only thing I found weird was the temperature that dropped and went right back up. I still dont understand why this happened.

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time

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. Pictures from Mr McKinneys presentation

Emily Brenker

Thursday, 16 May 2013 8:56:19 AM Hong Kong SAR China Time