Heating Water

Wednesday, September 26

By the end of class, I should be able to:

• Design a procedure that allows me to collect evidence to determine what happens when water is heated.

Language Goals:

• Write a hypothesis using the “If..., then... because” format. (The hypothesis should include both the independent and dependent variables.)

September Process Words

• Investigate
• Produce
• Demonstrate (7th)
• Emphasize (7th)
• Judge (8th)
• Weigh (8th)

What do you think will happen when water (solid / liquid mixture) is heated over time?
Job Assignments:
- Time Manager - keeps the group on track and focused on the task.
- Recorder - use the whiteboard to record procedure, materials, data, etc.
- Materials Manager - make sure that the group properly uses and cleans up material
*Observer (all) - how did we function as a group

Today’s Tasks
You will plan an experiment that can collect evidence to support your ideas regarding the heating of water over time. By the end of class today, your group should complete the following:

• identify the independent and dependent variable in the situation
• identify at least four (4) control variables
• develop a procedure to collect data.
• prepare a data table.

Note: This information should be presented on your group’s whiteboard.

Tuesday, Oct 2: Inquiry Day - (Current Project Schedule)
Past Due:

• Question
• Web Page framework
• “About Me” section

• Draft 1 of Procedure
• Data Tables
• Base Maps
• Summary of Field Day #1

Due on Wednesday, Sept 25: Background Section Draft 1 + Revision Sheet

What we will do on Tuesday:

• Field-check Procedure
• Verify / update map
• Collect Data
• Update Web pages + outside board (by Thursday)

Mass-Volume & Density?

Are you still working through the relationship of mass and volume to density? If so (or if you are just curious), please check out this simulation.

Tracking Current Progress

Chemical & Physical Changes

By the end of class, I should be able to:

• Identify whether a change is a chemical change or physical change.
• Identify characteristics of both types of changes.
• Explain key differences between the two types of changes.

Language Goals:

• Write a paragraph about my ideas regarding physical and chemical changes.
• Write a paragraph that reflects on the experience of our group.

September Process Words

• Investigate
• Produce
• Demonstrate (7th)
• Emphasize (7th)
• Judge (8th)
• Weigh (8th)

What is your job? Rotate jobs from station to station.

• Leader - at this station, you are in charge to make sure everyone acts safely and stays on task
• Recorder - please make sure you capture the thoughts of all group members
• Materials Manager - it is your job to make sure materials are properly used and that the station is left clean
• Group Observer - How is our group functioning? Are we being respectful of each other? Are we staying on task?

Groups of three: Combine the jobs of Materials Manager & Group Observer into one job.

Safety glasses required, hair tied back

Stations

1. A brief overview will be provided about each station.
2. Set up the group whiteboard.
3. Begin work. Please make sure that your group is discussing and recording observations.
4. Discuss the type of change and provide supporting details based upon your evidence.
5. Clean-up.
6. Move to another station.

For next class: Please complete the lab write-up.

Inquiry Day

Inquiry Dates past, present & future:

Date	Due	In-class	After class
Mon, August 27	Question Web Page framework “About Me” section	Background Assignment Procedure Map
Fri, Sept 14	Draft 1 of Procedure Data Tables Base Maps	Field-check Procedure Verify / update map Collect Data	Update Class data board + project web page
Mon, Sept 24	Draft 1 of Background	(Not an inquiry work day)

Criteria

Density Columns

By the end of class, I should be able to:

• Reflect on the experience I had constructing a density column.
• Make a claim, provide evidence and explain my reasoning regarding a topic. (Note: we will use this Claim-Evidence-Reasoning structure throughout the year.)
• Describe what happens to the density of an object if the mass changes but the volume does not.
• Describe what happens to the density of an object if the volume changes but the mass does not.

Language Goals:

• Write a paragraph to describe the process of creating my density column.
• Be specific in my writing when providing evidence.
• Elaborate my thoughts when providing reasoning.

September Process Words

• Investigate
• Produce
• Demonstrate (7th)
• Emphasize (7th)
• Judge (8th)
• Weigh (8th)

Set-Up: Please position your density column in a safe place on your table. You will sketch the column and reflect on the process of creating it. (~30 min)

Hand-out: Density Column Sketch

Experimentation: Water and Aluminum Foil - Using equal sizes of aluminum foil, can you suspend it in three different locations?

Friday: Inquiry Day - (Current Project Schedule)
Past Due:

• Question
• Web Page framework
• “About Me” section

Due on Friday:

• Draft 1 of Procedure
• Data Tables
• Base Maps

What we will do on Friday:

• Field-check Procedure
• Verify / update map
• Collect Data
• Update Web pages + outside board (by Tuesday)

Groups with web pages:

• Dust - please expand the About Me section
• Soiltologists- please include the About Me section. Several sections are still the Wix template page. Please update.
• The Owl Observers
• The Pond
• The Raindrops

For Tuesday

• Please read about Chemical/Physical Change on pages 44-48 (Matter & Energy)
• Please complete the Study/Reading Guide pages 9-10

Questions to consider:

• What is the difference between a physical and chemical property?
• Can you provide examples of a physical property? a chemical property?
• What is the difference between a physical and chemical change?

Can you provide examples of a physical change? a chemical change?

Progress Reports

On Monday (9/10) a report was sent out to inform students about the last homework assignment. My hope is that students will begin putting more time into thoughtfully analyzing data and thinking about processes.

On Tuesday (9/11) a second report was sent to provide updated information resulting from the most recent assessment. We will discuss student-initiated assessment in class on Wednesday.

Density Lab finished + Density Column Project

Good discussion regarding variables at the beginning of class. We then moved on to working on today's procedures and data tables. Unfortunately, we ran out of time so groups began without having procedures completely polished. For next class, the procedure, data table and conclusions are due.

Turn in next class:

• 1 procedure per group 
• 1 data table per group
• 1 graph that contains both liquid A and B per scientist
• 1 set of conclusion questions per student
• Analysis: Please describe your results (use specific data points)
• Return to initial scenario: An ice cube was dropped into two different beakers. In one beaker, there was liquid A. In the other beaker, there was liquid B. Please describe what happened in each situation and then use your data to identify which liquid (A or B) floated the ice cube. Describe why you think this happened...

Density Column Project

Density & Liquids

By the end of class, I should be able to:

• Explain the difference between a manipulated and control variable.
• Design a procedure and carry it out.
• Describe some characteristic properties of two liquids.

Please do the following now:

1. Update your Table of Contents in your notebook. The header row should contain the following:

Topic	Date	Class Goal / Activity	Vocabulary
Matter	9/4/12	Characteristic Properties of Liquids	Characteristic

2. Density Calculation Review Set

September Process Words

• Investigate
• Produce
• Demonstrate (7th)
• Emphasize (7th)
• Judge (8th)
• Weigh (8th)

*	Will ice always float in a liquid?

Variables

• Manipulated (Independent) - This is the variable that I change (or manipulate) in an experiment.
• Responding (Dependent) - This is the variable that I measure. It changes depending on what I do to the manipulated variable. This is known as a response.
• Control - There are many control variables in an experiment. I do the best that I can to “control” these items from changing.

In an experiment, a goal is to analyze the relationship between two variables. By changing one and watching what happens to its partner, I can hopefully see a relationship. It is important to keep other variables from changing so I can distinguish what happens to my responding variable.

Inquiry Project: Background Organizer