STANDARDS/LEARNING OBJECTIVES

During this project you are responsible for demonstrating the following objectives:
Understand that the
properties
and behavior of
matter
can be explained by a model that depicts
particles
representing a
toms
or
molecules
in motion.
Explain the properties of
solids
,
liquids
and
gases
using drawings and models that represent matter as particles in motion whose
state
can be represented by the
relative positions and movement of the particles.
Using a model in which matter is composed of particles in motion, investigate that when s
ubstances
undergo a change in state(or p
hase change
),
mass
is
conserved
.

BIG IDEA

ESSENTIAL QUESTION

Phase Changes

How does the behavior of particles change during a phase change?

You are going to design a scientific demonstration that shows matter changing from one state to another. You will narrate your demonstration by explaining how the behaviour of
the particles changes during the phase change. You can use this link to get some ideas of different phase change demonstrations, but you are free to look anywhere for ideas,
including and especially your own home. (
http://www.stevespanglerscience.com/lab/experiments/category/states-of-matter)

DESIGN
What questions need to be answered in order to design or carry-out your demonstration?
Keep a list of questions here, and as you do your research come back and answer your questions.

What happens when food burns? What phase change is it?

What phase change happens when artificial snow becomes snow after water is added?
What phase change happens when liquid sugar solidifies?
What temperature is needed for ice to instantly melt?
How long will it take for a solid like chocolate to turn hard?
What phase change happens when dry ice melts? Is it a liquid?

Brainstorm potential designs. Come up with THREE designs below. Describe each design that could easily investigate the essential question and explain it.
1. What phase change happens when artificial snow expands?
Using a product called Insta-Snow, we want to see if the snow actually expands with the energy of water, or if it is a self-expanding snow, or if it just expands by itself. Were
not sure if the fake snow is a liquid or not, because the fake snow can actually melt or is already melted as it fits to your hands shape.
Phase #1: Powder (Solid)
Phase #2: Fake Snow (Liquid?)
Phase Change: Solid to Liquid (Melt)

2.
What phase change happens with light ice, heavy water?

The video shows the ice actually melting while it is in the air, and it comes out in lots of bubbles. You can see the baby oil keeping up the ice cube, and it just situates on the
bottom of the container.
Phase #1: Ice (Solid)
Phase #2: Water (Liquid)
Phase change: Solid to Liquid (Melting)
3.
What phase change happens when water instantly freezes?

What temperature does water instantly freezes? We know that the phase change would be liquid to solid, as the water (liquid) will turn into ice (solid). The thing is, were
not sure if the things we have in the classroom can support the temperature, or if we can actually see the water freeze. We think that it freezes instantly in 0celcius.
Phase #1: Water (Liquid)
Phase #2: Ice (Solid)
Phase change: Liquid to Solid (Freeze)
Identify the independent and dependent variables. Which variables can be controlled? How will you control them? Which will be measured and how will you
measure them?

Dependant - Measurable

Independant - Control

Measurement of Mass
We will use a scale that can measure the mass of our objects put together in our
measuring cup. We will then see if after the ice cube melts, the mass will be the
same as before, and if the Conservation of Mass still stands

Size of water cup

Temperature of the Liquids (baby oil, vegetable oil, water, all combined)
We can obviously measure liquids with a thermometer, as the liquids are already
combined in the water cup. We are doing all the liquids together because we are
mixing them together

Amount of baby oil

It will depend on how big the cup is and how much vegetable oil is inserted.

Just like water this depends solely how big we choose the cup to be.

Temperature of room
We can control this by using AC if cooling is needed, or heating if heat is needed.
We have a feeling that we may need the heater on..

Amount of water
This will also depend on how big the cup is.

What will the finished design look like? Exactly how much of each material will you use? Insert a drawing of your design.

Plan out step-by-step how you will carry out your demonstration. List the steps so that anyone could follow your instructions and get the same results.
1.
2.
3.
4.

5.
6.

Before you even start the experiment, you have to put on safety goggles and gloves, even if your own experiment is safe, as there can be a problem in another
experiment.
Were going to get a
glass
measuring cup (500 ml) so that we can see the amount of liquids put inside of the cup, so that we can measure the dependable variables
in something that can be measurable.
We will then add 2 drops of food coloring
We will then add half the container (about 200 ml) with vegetable oil (now corn syrup) and the other half with baby oil (dont let it overflow. Remember to add the
vegetable oil before you finish filling up the container with baby oil.
When pouring in the liquids, we will need to pour in the liquids on the side, so that the liquids
can spread to the bottom of the container.
To kickstart the experiment, we will heat up both the baby oil and the vegetable oil to precisely 80 fahrenheit, using a
heat burner.
We
will then gently drop in
the ice cube, and while doing this, we will measure the mass of the liquids.
As the ice cube melts, it will drop on the food coloring until the ice cube will melt completely.
The drops of water will be clearly visible inside the clear glass
measuring cup.
When the ice cube is completely melted, we will measure the mass to see if the conservation of mass still stands. If that is true, that means that the
mass should be the same from the beginning.

Objects:
Thermonator

Measuring Cup

Baby Oil

Corn Syrup

Mass Measuring Scale

Build your design and test it. Document the steps taken to build it in pictures. Include a final photo of the result.

This is actually a picture of our

1st
attempt, and as you can see, it was a failure. The vegetable and baby oils density wasnt strong enough to keep the ice cube suspended in
the container. For this we actually heated the vegetable oil and baby oil to 80 degrees celsius.

This was our first attempt at Light Ice, Heavy Water

using corn syrup
, and as you can see, the ice actually floats, but we accidently put in the food colouring to late. The
food colouring was put in after the corn syrup was added so we had to take the corn syrup back into a different container and from that there was still some corn syrup left
so it might of messed up the food colouring.

This is our
second
attempt doing the Light Ice, Heavy Water, and this time we actually put in the food colouring at the right time. However, were going to try and heat up
the corn syrup and baby oil to kickstart the experiment with the right ingredients. This time, we measured the mass of the container (235.7 grams) and the mass of the
container with liquids (796.3 grams). If you look carefully, there is two layers of liquids, as the corn syrup is on the bottom, and thats the thing that actually holds it up. The
baby oil is on top, holding it in the same place. The ice floating is a good sign and that indicates that our project works. Next time we will use these ingredients but we will
heat it just to see if it actually changes mass and density.

This is a hypothesis of what we could do to have the food colouring not to reach the top of the cup so that we can actually see where the ices drops of water actually lands,
not just see the food colouring fill the container.

DATA
Collect qualitative (observations) and quantitative (numbers and measurements) data. Insert a table below to organize your work.

For the first time I did not put in any food coloring and it is going well. I dont know if we will be able to see the drops of bubbles. I put 100 ml of corn
syrup and 100 ml of baby oil. (Jonathan).
Beginning Mass- 324
End Mass- 676
Ice temperature- 0 Degrees Celsius

The second time I used one drop of food coloring, and judging by the looks of it the ice is working well. But the one without food coloring is working
well too. Also we used 100 ml of Corn syrup and 100 ml of baby oil. (Jonathan).
Beginning Mass- 325
End Mass- 678
Ice temperature-0 degrees Celsius

Demonstration1:

Demonstration2:

FoodColoring(Drops)

BabyOil(ml)

100

100

CornSyrup(ml)

100

100

BeginningMass(grams)

324

325

EndMass(grams)

676

678

Temperature

Organize and group your data (and/or calculations).

We show this in the table above.
Display your data in a graph or chart. Explain in detail what each graph or chart is representing? How does the chart or graph explain what phase change occurred?

The chart above shows the two experiments that Jonathan did by himself. I wasnt there at the time. As you can see, the two experiments differences are quite big, and the
amount of the different ingredients are different as well. The blue bars is experiment #1, and the red line is experiment #2. As you can see, the amount of baby oil and corn
syrup are the same, while the beginning and ending mass is different. The food coloring is also different, but because the numbers are so low (0 and 1) that you cant see the
lines or bars measuring it. Same with the temperature (0 and 0).

CONCLUSION
Give a scientific explanation of what is happening during your demonstrated phase change. Give examples from your data to support your conclusion and
explanation.
During the experiment
Light Ice, Heavy Water
, the phase change was melting. Inside the baby oil and corn syrup (which we learned has more density than water, which is
why the ice cube is held suspended), the ice melts slowly, dropping into the food coloring so that you can see it. The drops of water, though it looks like a lot less water
molecules than the ice cube seemed to hold is actually the same. However, our data doesnt show it, because the beginning and ending mass is different...maybe Jon
has to re-do his data.
What about your design was really good? What about your design didnt work? What adjustments had to be made? Explain.
The design is good, but is not perfect. In the beginning, we had problems with making the ice cube suspended in the liquids, but we found out (thanks to a YouTube
comment) that corn syrup has more density than vegetable oil, which helps the ice cube to be held up. However, we still have some problems with seeing the ice drops
because the food coloring seemed to be brought up by the corn syrup. Maybe we could drip the food coloring in without it touching the sides, which may have made the
food coloring to be brought up by the corn syrup. Another issue was the food coloring. The food coloring completely overpowers the corn syrup. In the video there was no
color in the liquids but we did it and the color was showing more than anticipated so we tried not putting any food coloring and it looked more like the videos experiment.
If you had to build your design again, how could you improve your design even more?
We would have used corn syrup before we started the project, because we were held up by the ie not floating because of the vegetable oil. We should have also filmed the
ice cube actually melting in the corn syrup and baby oil, and the measurement of data should have shown the full experiments, with the 200 ml of baby oil and 200 ml of the
corn syrup with the 2 drops of food coloring, not experimenting with new things like Jon did. It was a new idea, but that was not good for the LAST data collection.

Rubric rating submitted on: 2/17/2015, 4:32:35 PM by ryan.kuhl@seoulforeign.com

4

defining the problem

Your score: 2

advanced

identifies a focused problem or

question

identifies a problem/question
that is incomplete

does not identify a

problem/question

selecting the variables

advanced

identifies the relevant variables

identifies only some variables

does not identify any relevant

Your score: 3

or variables that are irrelevant

variables

controlling variables
Your score: 3

advanced

designs a method which will

control the variables

designs a method that attempts

to control the variables

designs a method that does not

control the variables

developing a method for

collection of data
Your score: 2

advanced

designs a method that allows

for the collection of relevant
and sufficient data

designs a method that allows

for the collection of insufficient
relevant data

designs a method that does not

allow for any relevant data to
be collected

recording raw data

Your score: 2

advanced

records appropriate
quantitative and qualitative raw
data including units

records appropriate quanitative

and qualitative raw data but
with some mistakes

does not record any

appropriate quantitative raw
data or raw data is unclear

processing raw data

Your score: 1

advanced

processes the quantitative raw

data correctly

processes quantitative raw

data, but with some mistakes

no processing of quantitative
raw data or major mistakes are
made in processing

presenting processed data

Your score: 2

advanced

presents processed data

appropriately

presents processed data

appropriately but with some
mistakes

presents processed data

inappropriately or presentation
is unclear

conclusion
Your score: 2

advanced

states a conclusion with

justification based on a
reasonable interpretation of
the data

states a conclusion based on a

reasonable interpretation of
the data

states no conclusion or the

conclusion is based on an
unreasonable interpretation of
the data

evaluating procedures
Your score: 3

advanced

identifies the weaknesses and

limitations

identifies some weaknesses and

limitations but the evaluation is
weak

identifies irrelevant weaknesses

and limiations

improving the investigation

Your score: 3

advanced

suggests realistic
improvements in respect of
identified weaknesses and
limitations

suggestions only superficial and

irrelevant improvements

suggests unrealistic
improvements

following instructions
Your score: 2

advanced

follows instructions accurately

and independently and is able
to solve problems as they arise

follows instructions but

requires assistance

rarely follows instructions

and/or requires constant
supervision

carrying out techniques

Your score: 3

advanced

competent and methodical in

the use of a range of techniques
and equipment

usually competent and

methodical in the use of a range
of techniques and equipment

rarely competent and

methodical in the use of a range
of techniques and equipment

working safely
Your score: 3

advanced

pays attention to safety issues

usually pays attention to safety

issues

rarely pays attention to safety

issues

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