convection and conduction lab #1 pdf

UNIT #4 Energize Me Grade 6

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

UNIT QUESTION

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

GUIDING QUESTIONS

1. What is heat energy?2. What is convection and conduction?

Assessment TaskIn 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 DatesIn 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 variables4. 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 FebruaryComplete lab report due: Thursday, 24 FebruaryAssessment Criterion D, E, F.

AREAS OF INTERACTIONAREAS OF INTERACTIONAREAS OF INTERACTION FUNDAMENTAL CONCEPTS

FUNDAMENTAL CONCEPTS

Environment/Community &

Service/Health & Social

Ed/Human

Ingenuity:

Human Ingenuity Human Ingenuity Holistic learningEnvironment/Community &


Ed/Human

Ingenuity:

Human Ingenuity Human Ingenuity Intercultural awareness

Environment/Community &


Ed/Human

Ingenuity:

Human Ingenuity Human Ingenuity

Communication X

Approaches to Learning

LEARNER PROFILELEARNER PROFILE INTERDISCIPLINARY LINKSINTERDISCIPLINARY LINKSINTERDISCIPLINARY LINKSReflective – making the connections between the concepts and data and observations in the lab.

Communicator – working effectively and efficiently in lab groups

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

Criterion D:

Scientific Inquiry

0 The student does not reach a standard described by any of the descriptors given below.

Criterion D:

Scientific Inquiry

1-2

The student attempts to define the purpose of the investigation and makes reference to variables but these are incomplete or not fully developed. The method suggested is partially complete. The evaluation of the method is either absent or incomplete.

I have attempted to create a question.

I have attempted to create a hypothesis.

I have attempted to discuss the accuracy of my hypothesis in my conclusion.

I have identified very few or none of my variables correctly.

Criterion D:

Scientific Inquiry

3-4

The student defines the purpose of the investigation and provides an explanation/prediction but this in not fully developed. The student acknowledges some of the variables involved and described how to manipulate them. The method suggested is complete and includes appropriate materials/equipment. The evaluation of the method is partially developed.

I have an appropriate question. I have an appropriate hypothesis. My hypothesis is somewhat linked

to my key question. I have discussed the accuracy of

my hypothesis in my conclusion. I have identified most of my

variables correctly.

Criterion D:

Scientific Inquiry

5-6

The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student identifies the relevant variables and explains how to manipulate them. The student evaluates the method commenting on its reliability and /or validity. The student suggests improvements to the method and makes suggestions for further inquiry when relevant.

I have an appropriate question. I have an appropriate hypothesis. My hypothesis is directly linked to

my key question. I have a thorough discussion

about the accuracy of my hypothesis in my conclusion.

I have identified all my variables correctly.

Self-assessment

Student Comment Student Comment Student Comment

Student Comment Student Comment Student Comment


Criterion E: processing

data



data

1-2

The student organizes and presents data using simple numerical or diagrammatic forms and draws an obvious conclusion.

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.


data 3-4

The student organizes and transforms data into numerical and diagrammatic forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data.

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.


data

5-6

The student organizes and transforms data into numerical and diagrammatic forms and presents it suing appropriate communication modes. The student explains trends, 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.

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.

Self-assessment

Student Comment Student Comment Student Comment Student Comment Student Comment Student Comment


Criterion F: attitudes in

science



science

1-2

The student requires guidance and supervision when using laboratory equipment. The student can work safely and cooperate with others but may need reminders.

I need reminders about how to use lab equipment.

I sometimes work safely. I sometimes cooperate

with others.


science

3-4

The student uses most equipment competently but might require occasional guidance; on most occasions pays attention to safety and works responsibly with the living and non-living environment. The student generally cooperates well with other students.

I occasionally need reminders about how to use lab equipment.

I usually work safely. I usually cooperate with

others.Criterion F: attitudes in

science

5-6

The student works largely independently; uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. The student consistently works effectively as part of a team, collaboration with others and respecting their views.

I know how to use lab equipment properly.

I always work safely. I always cooperate with

others.

Self-assessment

Student Comment Student Comment Student Comment Student Comment Student Comment Student Comment

HKA Grade 6 ScienceConvection 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 theexperiment will be set up and conducted. This starts with making a prediction andwriting 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.

http://www.energyinfonz.co.nz/home/KidsZone/Energybasics/HE.html

http://www.energyinfonz.co.nz/home/KidsZone/Energybasics/HE.html

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 canbe 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 (alsoknown 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

convection and conduction lab #1 pdf

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