UNIT #4 Energize Me Grade 6

Topic Title Heat Energy Lab #1 Subject(s) Science

UNIT How can we prove that energy is transferred and can never be created or
QUESTION destroyed?

GUIDING 1. What is heat energy?

QUESTIONS 2. What is convection and conduction?

Assessment Task
In groups of 3-4, you will set-up, conduct, record, analyze and write a complete lab report. You must use
the provided lab write-up template for the report.

Instructions and Dates

In your assigned groups, you will set-up, conduct the experiment, collect and record the data, make
observations and analyze the results. You are to use proper lab procedures and behave accordingly. You
will produce a complete lab report. The report may be handwritten or typed, or a combination of both.
Your lab report must have the following parts:
1. Question(s) – you must have created one of your own questions.
2. Hypothesis – written in the proper format: “If…then…because” and be related to your question.
3. Variables – manipulated, controlled and responding variables
4. Materials – (provided)
5. Procedure – (provided)
6. Data & Observations – table with all results recorded, your observations recorded while conducting
the experiment.
7. Conclusion – make connections between what you know about convection and what you observed in
the lab. Was your hypothesis correct? You should have 3 paragraphs as shown on the lab write-up
template.
***YOU MUST link back to your hypothesis and explain why it was proven or not.***
Lab conducted on: Thursday, 17 February
Complete lab report due: Thursday, 24 February
Assessment Criterion D, E, F.

FUNDAMENTAL
AREAS OF INTERACTION
CONCEPTS
Environment/ Human Ingenuity Holistic learning
Community &
Service/ Intercultural
Health & Social awareness
Ed/
Human Communication X
Ingenuity:
Approaches
to Learning
LEARNER PROFILE INTERDISCIPLINARY LINKS
Reflective – making the connections between the concepts and
data and observations in the lab.

Communicator – working effectively and efficiently in lab groups

 Level Descriptors Indicators
The student does not reach a
0 standard described by any of the
descriptors given below.
The student attempts to define the  I have attempted to create a
purpose of the investigation and question.
makes reference to variables but  I have attempted to create a
these are incomplete or not fully hypothesis.
1-2 developed. The method suggested  I have attempted to discuss the
is partially complete. The
accuracy of my hypothesis in my
evaluation of the method is either
absent or incomplete. conclusion.
 I have identified very few or none
of my variables correctly.
The student defines the purpose of  I have an appropriate question.
the investigation and provides an  I have an appropriate hypothesis.
explanation/prediction but this in  My hypothesis is somewhat linked
Criterion not fully developed. The student to my key question.
D: acknowledges some of the  I have discussed the accuracy of
3-4 variables involved and described
Scientific my hypothesis in my conclusion.
how to manipulate them. The
Inquiry method suggested is complete and
 I have identified most of my
includes appropriate materials/ variables correctly.
equipment. The evaluation of the
method is partially developed.
The student defines the purpose of  I have an appropriate question.
the investigation, formulates a  I have an appropriate hypothesis.
testable hypothesis and explains  My hypothesis is directly linked to
the hypothesis using scientific my key question.
reasoning. The student identifies  I have a thorough discussion
the relevant variables and explains
5-6 about the accuracy of my
how to manipulate them. The
student evaluates the method hypothesis in my conclusion.
commenting on its reliability and /
 I have identified all my variables
or validity. The student suggests correctly.
improvements to the method and
makes suggestions for further
inquiry when relevant.
Student Comment
Self-
assessment
 Level Descriptors
The student does not reach a
0 standard described by any of the
descriptors given below.
The student organizes and
presents data using simple
numerical or diagrammatic
forms and draws an obvious
conclusion.
1-2
The student organizes and
transforms data into numerical
and diagrammatic forms and
Criterion E: presents it using appropriate
processing communication modes. The
3-4
data student draws a conclusion
consistent with the data.
The student organizes and
transforms data into numerical
and diagrammatic forms and
presents it suing appropriate
communication modes. The
student explains trends,
5-6 patterns or relationships in the
data, comments on the reliability
of the data, draws a clear
conclusion based on the correct
interpretation of the data, and
explains it using scientific
reasoning.
Student Comment
Self-
assessment
Indicators
I do not have my data table OR
have attempted to create a data
table(s).
I do not have OR am beginning to
explain what the results in my
data table means in relation to
convection.
I do not have OR I have attempted
to discuss observations made during
the lab and explained how they relate
to conduction/convection.
 I have a data table(s).
 I have explained what the results
in my data table means in
relation to convection.
 I have discussed observations made
during the lab and explained how
they relate to conduction/convection.
 I have discussed possible human
errors and attempted to explain how
they could have affected the results.
 I have an appropriately well
labeled data table(s).
I have thoroughly and accurately
explained what the results in my
data table means in relation to
convection.
 I have discussed observations made
during the lab and thoroughly
explained how they relate to
conduction/ convection.
 I have thoroughly discussed possible
human errors and explained how
they could have affected the results.
 Level Descriptors Indicators
The student does not reach a
0 standard described by any of
the descriptors given below.
The student requires guidance  I need reminders about
and supervision when using how to use lab equipment.
1-2 laboratory equipment. The  I sometimes work safely.
student can work safely and  I sometimes cooperate
cooperate with others but may with others.
need reminders.
The student uses most  I occasionally need
equipment competently but reminders about how to
might require occasional use lab equipment.
guidance; on most occasions  I usually work safely.
Criterion F: 3-4 pays attention to safety and  I usually cooperate with
attitudes in works responsibly with the living
others.
and non-living environment.
science The student generally
cooperates well with other
students.
The student works largely  I know how to use lab
independently; uses equipment properly.
equipment with precision and  I always work safely.
skill; pays close attention to  I always cooperate with
safety and deals responsibly others.
5-6 with the living and non-living
environment. The student
consistently works effectively
as part of a team, collaboration
with others and respecting their
views.
Student Comment

Self-
assessment
 HKA Grade 6 Science
Convection and Conduction Lab Write-Up

Instructions:
From the following information you need to write up the lab that we will be doing.
Numbered below are the steps of the scientific method that you need to have ready to go
on Monday:

In this lab we will be investigating convection. If you don’t know what convection is, stop
now and do your pre-lab research. Use your notes from class, our textbook or you can
refer to this website: http://www.sciencemadesimple.co.uk/page84g.html for more
information.

We are going to measure the temperature of water at two different levels: 1 cm from the
bottom of the beaker and one cm below the surface of the water.

We will also add drops of food coloring to the bottom of the beaker and observe what
happens to the food coloring. You will record temperatures every 30 seconds for a few
minutes, then take the beaker off the hotplate and continue recording the temperature for
a few minutes. When the experiment is done you analyze your data and observations to
write a conclusion.

Please write your lab in the following order:

STEP 1: QUESTION
Science always begins with a question. The question MUST relate to the experiment
you are conducting and to the hypothesis. You MUST be answering the question by
doing the experiment.
Type your question here:

STEP 2: HYPOTHESIS
Once you have a good question, it’s time to think about how the
experiment will be set up and conducted. This starts with making a prediction and
writing a hypothesis.

What do you think will happen?

Type or write your prediction here:

A hypothesis uses the form If… Then… Because… and turns your prediction into a
statement that directly relates to the design of your experiment. Here’s the hypothesis we
will use for this experiment.
If I measure the temp at the top and bottom

Then I predict the BOTTOM/TOP will be hotter

Because

A few notes on writing a hypothesis: 1. It makes a prediction about what will happen.
2. IT DOES NOT MATTER IF YOUR HYPOTHESIS IS CORRECT! There is just as
much to learn from an incorrect prediction as there is in a correct one. 3. In the
because part of the hypothesis, it is a good idea to incorporate some of your past
experience. This shows your ability to support your prediction with some good thinking.

STEP 3: VARIABLES
All experiments include three types of variables. Variables are factors (or parts) that can
be changed in an experiment.

Manipulated variable – the ONE factor that you change in an experiment. This is very
important!
Type or write the manipulated variable in this experiment here:

Controlled variable(s) – factors that must stay the same throughout the experiment.
There is usually more than one.
Type or write the controlled variables in this experiment here:

Responding variable – This is what you measure in an experiment. This could be

distance, volume, weight, mass, change in color, etc…
Type or write the responding variable in this experiment here:

STEP 4: MATERIALS
• Two thermometers
• Two thermometer clamps
• Ring stand
• 1000 ml Beaker with 800 ml of tap water
• Hot plate
• Food coloring
• Dropper
• Timer
• Protective mitts (for hot beaker)

STEP 5: PROCEDURE (step by step instructions)

1. Set up beaker, thermometers and hot plate as instructed. Ensure the
thermometers are properly set up so the recorders can measure the temperatures.
2. Beaker should be filled with water.
3. Measure the temperature of the water at the top and bottom (at zero seconds)
before you turn the hot plate on just to be sure the thermometers are starting at the
same point. (record)
4. Turn on the hot plate onto 3. Observe the water in the beaker.
5. Timer starts timing and calls out a few seconds before recording time.
6. Add drops of food coloring to the bottom of the beaker between recordings. Continue
 watching to see what is happening.
7. When the timer calls to “RECORD”, recorders look at thermometers and record
the temperature in their chart. Record every 30 seconds for a few minutes (0, 30,
60, 90, 120, 150, 180…). Stop recording when your temperatures have reached
approximately 40-50 degrees.
8. Take the beaker off the hotplate using protective mitts (and turn the hotplate off).
Continue observing and recording the temperature every 30 seconds for 5 minutes
more (210, 240, 270, 300, 330, 360, 390, 420, 450, 480). Be sure to add food
coloring and observe.
9. Clean up all the materials.

STEP 6: DATA & OBSERVATIONS

This is simply an organized place to record your observations / measurements (also
known as the responding variable).
NOTE: Make sure that your data values are all rounded to the same number of
significant digits.

STEP 7: CONCLUSION
We will work on this together, but here’s a general checklist to writing a conclusion.

Paragraph 1: Restate your hypothesis and explain why it was right or wrong.

_____ Is your hypothesis clearly restated?

_____ Did I indicate whether it was right or wrong?
_____ Have I explained why I was right or wrong?
_____ Have I explained, “What is convection?”

Paragraph 2: Discuss your data and observations (table & observations).

_____ What was the difference in temperatures recorded at the bottom vs. the
top?
_____ Why was there a difference? How do your data and observations help to
further explain convection?
_____ What did you see/observe that helped you to have a better understanding of
convection?

Paragraph 3: Human Error – where might you have had some human error in your
experiment? How would that have affected your results?

_____ At least 1-2 human errors that could have affected results
_____ An explanation for how and why each of these errors could have
affected your results