My goals were to understand how solids, liquids and gases have different observable properties and behave in different ways. Knowing that changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting. To understand science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena. My math goal was to compare data with predictions and use as evidence in developing explanations. My literacy goals were to take notes on my reading that will help me create a reflection or summary and when I am creating explanations for observations in experiments. Also to create scientific explanations and lab reports that follow a conventional outline and that clearly communicate my understanding. In this unit, we explored the properties of solids, liquids and gases that influence their use. We covered chemical and physical changes and how to identify them. We also learnt about reversible and irreversible changes, why they are or aren’t reversible and what reversibility actually is. Our main focus though was change in states and what influences/exerts them.
To understand how solids, liquids and gases have different observable properties and behave in different ways:
I achieved this goal by testing and observing the way these states behave when you add or reduce heat from them. I was also able to identify the different observable properties of solids, liquids and gases. When you add heat to a solid it either changes into a liquid (melts) or changes into a gas (sublimates). When you add heat to a liquid it changes into a gas (evaporates). When you reduce heat from a liquid it changes into a solid (freezes/solidifies). When you reduce heat from a gas it either changes into a liquid (condenses) or changes into a solid (deposits).
Solid Properties-visible, has own shape/doesn’t change shape, compact molecules
Liquid Properties-visible, fills it’s container from bottom, changes shape, pourable
Gas Properties-can be visible or invisible, fills it’s container/room, changes shape
To understand changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting:
I achieved this goal by exploring the changes in states that can reverse other changes in states. Also by testing irreversible changes like burning and rusting and explaining why they can’t be reversed. Water (liquid) can be changed into ice (solid) if you reduce heat. This change is called freezing/solidifying. The change to reverse freezing/solidifying is called melting. Freezing/solidifying is a change from liquid to solid so to reverse that you would have to melt the solid to become a liquid again. Melting happens when you add heat. This is an example of a reversible change. An example of an irreversible change is burning. Burning isn’t a change of state just a change of substance. When something burns it turns into ash. Ash isn’t a state it’s a substance. This means that burning is irreversible. It’s also a chemical change and most chemical changes are irreversible.
To understand science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena:
I achieved this goal when Tiia and I conducted our own experiment. We wanted to find out if salt effected the speed of change in states or not. It turned out that both of the ice cubes we used had salt in them which meant there was no control. As a result, we didn’t find out the answer to our question. However, we still proved part of our hypothesis correct. We thought that when the water evaporated that it wouldn’t evaporate with the salt and that the salt would just stay at the bottom of the container. This turned out to happen. The salt never evaporated because salt doesn’t evaporate because it’s a solid. It would’ve had to sublimate but it didn’t because there wasn’t enough heat. The heater we put the ice next to was at approx. 45°C. This heat was only enough to catalyse melting and evaporation but wasn’t enough to exert sublimation.
To suggest improvements to the methods used to investigate a question or solve a problem:
I achieved this goal when learning about conducting our own experiment. Our class suggested that when presenting the experiments we could use a video example of the method. I agreed and thought that this would help represent our understanding and help the audience understand the process using a visual example.
To compare data with predictions and use as evidence in developing explanations:
I achieved this goal by comparing my data to my prediction when conducting the experiment with Tiia. We didn’t carry out the experiment properly but we proved part of our prediction, that the salt wouldn’t evaporate and would just stay at the bottom of the container. Our explanation was that the salt didn’t have enough heat. For it to turn into a gas it would have to sublimate because it’s a solid. We thought that was because there wasn’t enough heat. Therefor, it didn’t sublimate.
To take notes on my reading that will help me create a reflection or summary and when I am creating explanations for observations in experiments:
I achieved this goal when Tiia and I conducted our experiment. We did a little bit of research and couldn’t find anything about salt being able to evaporate. We also referred to our prior knowledge of change in states. We knew that salt was a solid and we knew that there was a change to turn it straight into a gas and skip the liquid stage. This change is sublimation. This change didn’t happen because the heater wasn’t hot enough. This helped us in concluding that the salt stayed there because there wasn’t enough heat to make it sublimate.
To create scientific explanations and lab reports that follow a conventional outline and that clearly communicate my understanding:
I achieved this goal when Tiia and I conducted our experiment. This link will take you to our Lab Report-Scientific Lab Report
In science, I could improve on my accuracy when testing predictions by conducting experiments. I could improve on this by practising and taking into account all the things that could go wrong in the experiment. Also by communicating with my partner better and making sure that we both know what to do and how to do it. From this science experience I have learnt that experiments need to be very carefully planned out and conducted. Research is a very important part as well. You need to be able to produce explanations not just from your data but from research as well.