·
The heat around the container
·
The type of sugar
·
The size of the sugar granules
·
The amount of sugar
·
The temperature of the water
Our question is:
Does the temperature of the water make
a difference to how quickly the sugar dissolves?
Equipment:
Timer, measuring jug, spoon, sugar,
water and weighing scales.
Our plan is:
We will put five grammes of sugar into
the three different temperatures of water, stir it with a spoon and see how
quickly it dissolves with different temperatures of water.
Each time we do the test we are going to change:
The temperatures of the water (warm,
cold and hot).
Each time we do the test we are going to measure:
How long it takes for the sugar to
dissolve and how much sugar and water we put in.
Our prediction is:
The warmer the water the quicker the
sugar dissolves. The colder the water the slower it takes the sugar to dissolve.
Heat melts some solids so we assumed
that even though the sugar will not melt in the water we associated the heat
with the timing so we thought it would dissolve quicker because of the heat.
Our Results:
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Our test results show:
The hotter the water, the quicker it
takes the sugar to dissolve. The colder the water the longer it takes the sugar
to dissolve.
We kept these things fair in our test:
We had the same amount of water and
sugar in each of our tests. We also stirred at the same speed in the
experiments.
This was important because:
The sugar dissolves quicker when you
stir it because the sugar granules depart from each other when the spoon hits
them.
We could have improved our test
if we had:
| Been concentrating on when the sugar dissolved and watching the timer and stopped it exactly when all the sugar granules had dissolved. |
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Level
4
Pupils
understand the need for care in framing questions when collecting, finding and
interrogating information. They interpret their findings, question plausibility
and recognise that poor-quality information leads to unreliable results. They
add to, amend and combine different forms of information from a variety of
sources. They use ICT to present information in different forms and show they
are aware of the intended audience and the need for quality in their
presentations. They exchange information and ideas with others in a variety
of ways,
including using e-mail. They use ICT systems to control events in a
predetermined manner and to sense physical data. They use ICT-based models and
simulations to explore patterns and relationships, and make predictions about
the consequences of their decisions. They compare their use of ICT with other
methods and with its use outside school.
This pupil make good use of the facilities of a word processor, the use of bullet points, colons, brackets, table and clipart show that they are aware of their intended audience and the need for quality in presentation.
