action research proposal - university of michigan · web viewonce they were done with the pretest...

Running head: SIXTH GRADERS’ CONCEPTS OF MATTER 1

Sixth Graders’ Concepts of Matter

An Action Research Project

The University of Michigan – Dearborn

Nicole Hutchins, Katie McKee and Amanda Smith

Dr. Charlotte Otto

EXPS 420-02 Tuesday

December 16, 2011

Sixth Grader’s Concept of Matter 2

Abstract

Many articles have been written about the use of inquiry based science in lower elementary

grades, however, very little has been written about its use to correct science misconceptions in

older grades. Our research focused on states of matter as they relate to change and constancy in a

sixth grade classroom. To complete this project, we observed the class, administered a pre and

post-assessment, between which we taught two inquiry based science lessons on matter. In a

question about physical changes, we asked students what changed and what remained constant.

Post assessment results showed that after our teaching, 23% more students had a better

understanding of this concept and were at least partially correct in their responses compared to

the pre-assessment. Overall, we have determined that our inquiry based teaching had a positive

effect and many students eliminated their misconceptions on this topic which was demonstrated

by higher scores on their post-assessment.


Introduction

This action research project was designed to investigate students’ understandings about

change and constancy. It was done through the University of Michigan-Dearborn’s Science

Capstone course. Science Capstone is the final science course taken by School of Education

students to wrap up their science learning and understanding. For this project our group focused

on two action research questions: What do sixth grade students know about states of matter and

change or constancy? And, what is the impact of our teaching on student understanding (or

knowledge)?

States of matter consist of gas, liquid, and solid. There are two ways in which states of

matter relate to the big idea of change and constancy. Constancy is when components remain

unchanged over time. When states of matter change from one to another (liquid to gas or liquid

to solid) the amount of matter is conserved. Also, the substance is still made up of the same

thing. This covers the idea of constancy in that there is a component that remains the same over

time. When the matter is going from a liquid to gas or liquid to solid the particle speed and

spacing changes. This covers the topic of change, which is when the components of something

do not remain the same over time and are measured using rates.

According to the Michigan Grade Level Content Expectations (GLCEs), (Michigan

Department of Education, 2009) states of matter are not covered in fifth grade, but they are in the

fourth grade. In fourth grade, students have learned some general properties of the three states of

matter so that they are able to compare and contrast them. The main focus is on the physical

properties of matter:

P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids, and gases. Each state of matter has unique physical properties. Gases are easily compressed, but liquids and solids do not


compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container.

P.PM.04.23 Compare and contrast the states (solids, liquids, gases) ofmatter.

(Michigan Department of Education, 2009, p44)

They discuss the compression abilities of each state of matter as well as the shape that

each state of matter takes. When the students attend sixth grade, they have the basic information

about states of matter.

During sixth grade they investigate the states of matter on a microscopic level. They learn

about the molecular makeup of each state of matter and how mass is conserved during the

change from one state to another:

P.CM.M.1 Changes in State- Matter changing from state to state can be explained by using models which show that matter is composed of tiny particles in motion. When changes of state occur, the atoms and/or molecules are not changed in structure. When the changes in state occur, mass is conserved because matter is not created or destroyed.

P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules.

P.CM.06.12 Explain how mass is conserved as a substancechanges from state to state in a closed system.

(Michigan Department of Education, 2009, p68)

At the start of seventh grade they are expected to have this knowledge so they can learn

about the chemical properties of matter. Learning the chemical properties will allow the students

to learn and understand how new substances are formed.


Previous Research

A key component to a research project is finding other research projects that coincide

with your subject area. We were able to find several articles related to science misconceptions,

specifically misconceptions associated with matter and change concepts.

Effects of Conceptual Change Texts and Laboratory Experiments


An article by Durmus and Bayraktur (2010) covers the specific subject we will be

teaching in a sixth grade classroom, matter and change. While this research article was

conducted with fourth graders, it is very possible for sixth grade students to have the same

misconceptions; especially, if they were not changed in fourth grade. Some specific

misconceptions covered in the article are: students believe that gases are weightless, once

evaporated the substance no longer exists, condensation is the creation of a new substance, and

when substances transform from one state to another it is a different substance (Durmus &

Bayraktur, 2010). Our lessons will cover some of these same topics and misconceptions. When

conducting their study, the authors used three different classrooms: one was the control group

and two were experimental groups. They used different types of instruction for each classroom to

see which teaching method was most effective in changing students’ views on their

misconceptions. Before beginning their teaching they administered a pretest to assess what

misconceptions most of the students had and included eight open-ended questions related to the

material they were about to learn over the next 12 weeks. Once they were done with the pretest

they split the students into their groups. One group was instructed by using conceptual change

texts, the other utilized laboratory exercises during their instructional period, and the control

group was instructed using traditional instruction techniques. We did not divide our classroom up

like this when we taught; we taught to the whole class the same way and compared their

misconceptions before and after our lessons. Also, our time frame was a couple weeks rather

than 12 weeks. However, we administered a pre-assessment and post-assessment test to

determine the students’ learning and change in misconceptions from our lesson plans.


The results of their study showed that in the beginning all three groups were fairly equal

on what misconceptions they had and why. After the twelve week period, researchers found that

the control group stayed the same and the other two groups reduced the misconceptions they

originally had by a significant amount. So in conclusion, “laboratory experiments are more

effective than traditional instruction in reducing the misconceptions in 4th grade matter and

change topics.” (Durmus & Bayraktur, 2010, p. 503). This was very helpful for our teaching. It

allowed us to see what teaching methods worked in changing students’ misconceptions. We were

confident that our inquiry method would have a positive effect on the students’ learning and

understanding when we taught our lessons. Also, we were able to see if students in sixth grade

had the same misconceptions as fourth graders. From this information we were able to try

implementing other teaching techniques to correct their misconceptions.

Science Misconceptions

Every area of science has its own misconceptions. The tough part is identifying these

misconceptions and helping students to overcome them. Hapkiewicz (1992) discusses every

teacher’s desire to give their students correct information and changing their views if they have

the wrong information. The article consists of lists of topics for each area of science and the most

common misconceptions linked to each of them. Most teachers do not have the time to assess

what misconceptions the students have before each new topic. We see this as being a handy

guide for the future. We also used the misconceptions as an aid in designing our pre-assessment.

As we prepared our pre-assessment and lesson plans we examined what misconceptions the

students had and compared them to the ones listed in the article. The article gave us an idea of

what misconceptions to expect as well as a basis for planning our lesson plans.


This article was useful as we conducted our research. It provided us with an idea of what

misconceptions to expect as well as ways to teach our students the content to overcome their

misunderstandings and build on the new knowledge. Not only did it help us to teach the correct

information to our students but it helped us as teachers to overcome the misconceptions that we

have held for years.

Matter Misconceptions in Middle School Students

Tsai’s (1999) paper addresses the research study findings based on using analogy

activities to overcome students’ misconceptions of the phase change of matter. The research

identified four major misconceptions held by junior high school students: (1) that the particle

size of matter varies when it is in different phases; (2) the distance between the particles that

have been involved in a change of phase- what is the spatial relationship of the molecules in the

container, are they close together or farther apart ; (3) that the particles in a molecule will

separate or recombine during a phase change; and (4) the movement or lack of movement of the

particles in either phase (Tsai, 1999).

To address the use of analogy to combat the misconceptions identified, 83 eighth graders

were split into two groups, a control group which received traditional classroom instruction, and

an experiment group which was exposed to an interactive activity involving the particle

movement and relationship to the other particles in the element.

This particular study found that, four weeks later, those students exposed to the

interactive analogy activity had little loss of learning versus those students in the control group.

This would lead one to believe that the interactive exposure method may enhance student

knowledge and retention for the long term.


The action research we conducted is similar to that discussed by Tsai with the exception

being that we conducted our study with a group of sixth graders. Based on the outcome of the

pre-test, we wanted to utilize a similar activity to help the students establish a relationship

between the molecules during a phase change. We expanded on this research by working with a

younger classroom, sixth graders, as well as by utilizing hands on inquiry lessons to determine if

the students are able to grasp the concept of molecular movement in relation to its temperature.

This was done in part as a “homework” activity in which the students placed an inflated balloon

in the freezer and monitored its size in relation to a string that was tied snugly around its widest

part.

Elementary School Students Beliefs about Matter

Nakhleh and Samarapungavan’s article (1999) discusses their research associated with

the beliefs about matter in elementary school children; specifically the development of students’

ideas (pre-teaching) regarding matter. Students were given questions about matter and asked to

respond based on their pre-existing knowledge. Their intent was to determine how the students’

pre-existing knowledge influences or impacts the direction of their future learning of science.

This particular study took place in an urban elementary school in 1994. There were 15

participants between the ages of 7 and 10 years old (grades 1-4). They were not randomly

selected but chosen by their teachers to represent their school population. There were 8 boys and

7 girls in the study.

The study process consisted of 3 open ended question interviews conducted one child at a

time. Follow up questions were used to elicit additional details from the child as needed. During

the discussion of the different states of matter (solid, liquid, gas), students were given common

examples with which they could relate the question to and utilize their prior knowledge.


The authors concluded that it was not prudent to delve deeply into the concept of matter

during the elementary years. This, they feel, is due to the fact that student thinking at this stage is

too concrete to accept and understand this concept fully.

Our action research was able to build on the information found in this article. Our work

with an older group of students allowed us the opportunity to assess whether or not they were

more receptive and understanding of these concepts based on the fact that they have had more

exposure to those that are non-concrete than the students in the Nakhleh and Samarapungavan

study.

Predict, Observe, Explain

This article discusses how classroom teachers are using a POE (predict, observe, explain)

method and then eventually turning it into a PEOE (predict, explain, observe, explain) method

(Dial 2009). The authors believe that this is the method that will change students’

misconceptions.

In our research project, we attempted to identify the misconceptions in a sixth grade

classroom and correct them. However, we went beyond the PEOE method and used the inquiry

5-E method where students were able to explore an idea themselves rather than watch a teacher

do the experiment or demonstration. This allowed students to see and understand that their

current misconception is incorrect as well as what the correct response should be and why.

Action Research

Another article provides a description of an action research project which explores the

misconceptions about burning with students grades in 3-6. Based on pre and post-tests the

students’ scores increased. They did this through a lecture method focusing specifically on this

misconception while teaching.


This was similar to our project because we were focusing on specific misconceptions,

however not burning, and used the same methods of pre and post testing to track the progress of

the students. However, this particular article found that many of the students who achieved the

greatest increase in the number correct answers from the pre to the post-test were in the younger

grades. For our research, we focused on just one grade, sixth. We conducted the same type of

research but without focusing our instruction method on lectures as this article has done. Our

group participated in the 5-E learning method using an inquiry based approach to teaching. This

provided students with a better opportunity to understand and self-correct their misconceptions.

Methods and Procedures

Our Action Research Project

In order to answer our research questions, we made five visits to a sixth grade classroom.

The first visit we observed the classroom environment, assessed what methods or teaching style

the students were accustomed to, as well as identified what resources were available for our use.

We also attempted to identify any special needs during this visit as well as any specific

challenges that would make teaching our lessons more difficult. This allowed us to be better

prepared for the future visits.

The students were asked to complete a pre-assessment during our second visit. This was

used to identify their current understanding and misconceptions of matter. Based on the results of

the pre-assessment, we planned two 5E inquiry lessons that were taught on each of our next two

visits, (visits three and four).

Following visits three and four, during which we taught two separate lessons using the 5-

E method, our fifth and final visit to the classroom was used to administer a post-assessment to


the students. The results of the post-assessment were compared to those of the pre-assessment to

identify any increase or improvement in their understanding of the concepts of matter.

Observation of the Educational Setting

In preparation for our Action Research project, our group visited a sixth grade science

class at Pierce Middle School in Redford, Michigan. The class consists of thirty two students,

eighteen male, and fourteen female. Their desks are rectangular tables, each seating two students.

These are arranged in three rows of five, with the exception of the center row which has six

tables. The only technology available in the room is located at the front and consists of an

overhead projector and a wall-mounted television in the corner with a VCR. There are two sinks

in the room with running water at both. There is also a rather large open area at the back of the

room which would be ideal for small group activities requiring more space for an investigation.

(See figure 1).

The classroom teacher had an established daily routine in the classroom. Students knew

that upon entering they were to take their seats, get their planners out, and begin the daily

problem written on the overhead which related to the current unit, on the date of our visit this

was States of Matter. After several minutes, the teacher lead a whole class discussion by posing

questions related to the daily problem. Students were called upon based on randomly selected

cards which have their names written on them. Once a student is called they must give a

response, which for one student became uncomfortable, he was struggling and finally asked to

think about it some more, which he continued to do.

The students appeared to be well accustomed to the group work. Each group was

identified by a letter of the alphabet and the students within each group were given position

numbers which allowed for controlled movement around the room to gather supplies or to clean


up. For example, number ones would collect the supplies from the counter area and number fours

would return them when finished. During the working portion of the class, when the noise

volume became too loud, the teacher walked to the light switch turning them off which quickly

silenced the room.

Following their activity, the class came together again as a whole to collect the data and

method from each group. As each group provided their information, it became apparent that

they were merely repeating what the groups before them had said. In response, to counter this,

the teacher donned her “Don’t be a Moo Cow” sign and reminded them that as she walked

around and spoke with each group she noted that there were more categories than only the three

being listed. This succeeded in eliciting additional responses from at least some of the groups.

This was something we kept in mind as our Action Research project progressed.

Based on our observations we found the majority of the class to be functioning at about

grade level with at least one student demonstrating knowledge and thinking well above it.

Several students did respond with inadequate answers that lead us to believe that there are

several in the class functioning below grade level as well. As we planned our two inquiry lessons

we needed to make sure that we used a broad range of activities that were not only interesting but

challenging as well for the students at each level.

A benefit to our experience was the fact that the class is already well versed in group

work and in conducting inquiry investigations together. As we taught our 5E Inquiry lessons, the

students were not confused or surprised by our approach and they were able to follow the format

quite easily. On the opposite side however was the fact that this is a rather large group of

students that we’ll were working with so we wanted to minimize movement around the room as

much as possible.


Figure 1

The Pre-assessment

The pre-assessment we used asked the students to draw a closed container of water

molecules in each of the three states: solid; liquid; and gas. They were also asked to draw one

water molecule in each state. The goal of asking these questions was to identify their present

understanding of molecules themselves in each state as well as the relationship of the molecules

to each other.

In addition to determining the students’ understanding of the molecules in each state of

matter we also attempted to determine their understanding of the characteristics which determine

its state. We were also interested in their understanding of the various processes matter

undergoes as it changes physical states. See the appendix for a complete copy of this assessment.

Each of the questions on the pre-assessment was chosen to identify specific areas of

misconception or missing knowledge related to matter and change of state that should be

addressed. The first question asked the students to draw a container of water molecules in the

following states, solid; liquid; and gas. This question will provide insight of the student’s

knowledge of the relationship of the particles to each other in a given space. Correct responses

would indicate that in the solid state, the particles are tightly packed and uniformly positioned in


the container. In the liquid state, the particles should show more space between them but remain

relatively uniform throughout the container. As a gas, the molecules should be randomly placed

throughout the container, spreading out to fill the available space.

Question two asks the students to draw one water molecule as a solid, a liquid, and a gas.

With this question we are determining whether the student understands that the molecules

themselves are not altered during a change of state, only the spatial relationship to each other.

We hope to see three connected atoms in each state (two hydrogen atoms and one oxygen atom).

Question three asks the students to define the two properties of matter that determine its

state. This will identify whether the students have the understanding that the physical state of

matter is determined by the strength of the bonds between the atoms proportional to the

temperature or the amount of energy contained by the matter.

The fourth question asks the students to identify which properties of matter remain

constant and which change during a physical change of state assuming that the process is

occurring in a closed system. The response we are looking for is that the mass and the

composition of the matter remain constant during the physical change of state. Properties that

change include its shape, structure, particle speed, and spacing between molecules.

The fifth and final question asks the students to think about four of the processes that

matter undergoes during a physical change of state: melting; freezing; condensation; and

evaporation. For each process, students should identify whether the temperature is increasing,

decreasing, or remaining constant during each phase. In addition they are asked to provide a real

world example if possible. This set of questions will determine the students understanding of the

relationship between temperature and the change process. During the actual change of state the


temperature is remaining constant. Partial credit will be given if they are able to provide a

reasonable real-world example of something undergoing each of the processes.

The Pre-Assessment

The pre-assessment was given to 28 students whose responses were coded as correct,

partially correct, incorrect, or not answered/doesn’t know. These data were placed into a table

and graphed to provide a visual representation of where the students’ knowledge of matter was

strongest, weakest, or missing.

1 2 3 4 5a 5b 5c 5d0%

20%

40%

60%

80%

100%

Pre-Assessment Student Results

Doesn't Know/Didn't AnswerPartially CorrectIncorrectCorrect

Graph 2

The graph above shows the results of each question. Most important to our project are

those that majority of students answered incorrectly, which are depicted by the red portion of the

stacked cylinders. These are questions 2, 3, 5a and 5b. Since question 4 was almost equal in

students answering incorrectly and those not knowing or not answering (purple portion of the

stacked cylinders), we decided we should try to incorporate this concept in our lessons as well.

Based on the data, our lessons will focus on: (1) the structure of the molecules involved

in the physical change of state is not altered during the change (question 2); (2) the current state

of matter is determined by the strength of the bonds between the atoms and the temperature or

energy in the matter (question 3); (3) whether the temperature is rising, falling, or remaining

constant during the physical change associated with melting and freezing (questions 5a & 5b);


and to incorporate question 4, that mass and temperature remain constant during a physical

change while its shape, structure, particle speed and particle spacing change.

Complete Question by Question Data and Analysis

Table 1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 281 P I P C I P N P C P C C C C C C I C C C C C P C P C P I 15 54% 4 14% 8 29% 1 4%2 C I I C I N I I P I I I I C I C I I C C C I I C I C I I 9 32% 17 61% 1 4% 1 4%3 I I I C I N I I I I N N N P I I I I I I I N I I I N N I 1 4% 19 68% 1 4% 7 25%4 I I I N I N N I N I N N N C N N I P I I C N N I I N N I 2 7% 12 43% 1 4% 13 46%

5a I N P I P I I I P I I C I I P P I I I I I C I I I N P N 2 7% 17 61% 6 21% 3 11%5b I N P I P I P I P I I I I I P P C I I I I I I I I N P N 1 4% 17 61% 7 25% 3 11%5c C N N I I N P I C I C N N I C C I I I I C N I C I N I N 7 25% 12 43% 1 4% 8 29%5d I N P I P C P I I I C I C I P C C I I I C N I I I N I N 6 21% 14 50% 4 14% 4 14%

CORR

ECT

INCO

RREC

T

PART

IALL

Y CO

RREC

T

DOES

N'T

KN

OW

/DID

N'T

AN

SWER

1. The chemical formula for a water molecule is H2O and the molecules can be represented as H-O-H. In the space below, draw a closed container of water molecules in each state: solid (ice); liquid (water); and gas (water vapor).

Fifty four percent of the students (15 out of 28) were able to correctly draw the

water molecules in each of the three states; 14% (4 out of 28) were unable to correctly

draw the water molecules in either state; and 29% (8 out of 28) were able to draw the

water molecules correctly in at least one state. Only 4% (1 out of 28) declared that they

didn’t know or didn’t answer the question.

Since more than 50% of the class has a good understanding of the molecules’

position in each state we did not feel it necessary to focus on this question in our lessons.

2. Draw one water molecule as it exists in each of the three states of matter. Assume this is the same water molecule that has undergone physical changes of state.

Thirty two percent of the students (9 out of 28) were able to correctly draw the

water molecule in each of the three states. (17 out of 28) were unable to draw the water


molecule correctly in either state. (1 out of 28) were able to draw the water molecule

correctly in at least one state. (1 out of 28) declared that they didn’t know or didn’t

answer the question.

Since the majority of students (61%) were unable to correctly draw the water

molecule in each state we found this to be consistent with the misconception that the

atoms of the water molecule break apart while undergoing a change of state to a gas (that

the hydrogen and oxygen atoms separate). We decided we would like to address this

topic in our lessons if we are able to find a way to do so that fits the inquiry model rather

than a demonstration. Without computers available, it will be difficult to use computer

simulations as well. We agreed to think more about this topic.

3. Define the two properties of matter that determine its state.

Of the students 1 out of 28 correctly identified the two properties of matter than

determine its state of the students (19 out of 28) were unable to identify either property;

4% (1 out of 28) were able to identify at least one property; and 25% (7 out of 28)

declared they did not know or did not answer the question.

Since more than half the students (68%) were incorrect in their responses we felt

this would be a good concept to address in our lessons.

4. During a physical change of state, which properties (if any) remain constant and which (if any) change. Assume the physical change of state is occurring in a closed system to avoid gas from escaping the container.

Only 7% (2 out of 28) of the students were able to correctly identify

characteristics that remain constant and characteristics that change. (12 out of 28) were

unable to identify any characteristics that remain constant or change. (1 out of 28) were


able to identify at least one characteristic. (13 out of 28) declared that they did not know

or did not answer.

Based on the number of students who were unable to correctly identify any of the

characteristics or those that didn’t know or did not answer were almost equal. Based on

these data we felt that it would be important for the students to observe matter changing

state and identifying characteristics in each state thereby allowing them to see which

remain constant and which change. This topic we felt should be addressed in our lessons.

5. Tell whether the temperature is rising; falling; or remaining constant during the processes below. If possible provide a real world example for each.

5a.Melting:

Seven percent (2 out of 28) of the students were able to correctly answer the

question, 61% were incorrect (17 out of 28), 21% were partially correct (6 out of 28) and

11% (3 out of 28) didn’t know or did not answer.

5b. Freezing:

Four percent answered correctly (1 out of 28); 61% were incorrect (17 out of 28);

25% were partially correct (7 out of 28); and 11% (2 out of 28) did not know or did not

answer.

5c. Condensation:

Twenty five percent answered correctly (7 out of 28); 43% were incorrect (12 out

of 28); 4% were partially correct (1 out of 28); and 29% did not know or did not answer

(8 out of 28).

5d. Evaporation:


Twenty one percent answered correctly (6 out of 28); 50% answered incorrectly

(14 out of 28); 14% were partially correct (4 out of 28); and 14% did not know or did not

answer (4 out of 28).

Based on the data we found that the students did not have a clear understanding of the

melting and freezing, condensation and evaporation processes. We feel it is important that we

address some of these areas and their misconceptions in our lessons if possible. Melting and

freezing surprisingly had the least number of correct responses therefore we decided to focus

first on this area.

Lesson One

Lesson one was about conservation of mass and the temperature during the melting

process. Students explored these concepts during hands on experiments. They measured the mass

of a solid ice cube and the mass of the liquid after the ice melted in a closed container in order to

determine the mass remained constant. The ice cubes also had a thermometer frozen inside them

to record the temperature during the process of melting. Students were able to observe that even

though the ice cube was melting, the temperature remained constant until the cube had

completely melted. Students were able to replace their previous misconceptions about matter and

the mass not remaining constant during a phase changes as well as their thinking that the

temperature rose and continued to rise during the melting process. This lesson addressed the

results of question 4 and 5a in our pre-assessment.

Lesson Two

A common misconception that students have is that condensation is created out of

nothing. After looking at our pre-assessment, we decided to cover the concept of condensation.

The second lesson for our action research project had the students causing condensation to occur


in hopes that they will learn that condensation occurs because there is water vapor in the air.

Students were given four cups, two with water and two empty (to be used as a cover for the

water cups). They were asked to test the effects of temperature on the rate of condensation, by

placing an ice cube on one set of cups. After a set amount of time the students used magnifying

glasses to observe and compare the size of the water droplets on the cups. Students were able to

discuss their observations and explain what affected the rate of condensation after completing the

lesson. They were even able to give everyday examples of when condensation occurs, however

during the post-assessment they were not so successful in overcoming their misconceptions. Part

of this is because condensation is an abstract concept and is very difficult for sixth grade students

to understand. It is hard for them to understand that there is water in the air because they cannot

see it. We may not have been 100% successful in helping them overcome their misconceptions,

but we have helped start them in the right direction. Next time they cover this topic, they will be

able to grasp a little more of the concept and eventually replace the misconceptions they have

had.

Post-Assessment

The post assessment was given to 30 students. In order to compare our results from the

pre-assessment to those from the post assessment, we only used the responses from students who

took both tests. This resulted in data from 26 students.

The post-assessment results showed a marked increase in student understanding of the

characteristics of the three main states of matter, solid, liquid, and gas. 38% more students

responded correctly on the post-assessment than those answering correctly on the pre-

assessment. The graph below shows stacked cylinders for “before teaching” identified by the “B”

and “after teaching” identified by the “A”.


Graph 2

Students also showed a better understanding of change and constancy as they relate to the

changes in states of matter. 15% more of the students answered correctly the question asking

them to list the characteristics associated with a change of state of matter that remains constant

and those that change.

Two areas we touched on were those that the students struggled with. Melting and

condensation, admittedly their classroom teacher told us that although condensation is part of

their curriculum in the sixth grade, most students aren’t ready to grasp the concept, they have not

moved fully from the concrete phase to the abstract developmentally.

Correct answers regarding the melting concept decreased by 4%, those who understood

the concept demonstrated it with their response and many understood it at least partially, (12%

more answered partially correct on the post assessment than they did on the pre assessment).

Understanding of condensation was improved, 27% fewer students answered correct however

38% more answered at least partially correct.

Other areas that were not addressed by our lessons also showed a decrease in correct

responses. We felt this could be in part to the fact that during the pre-assessment they were more


comfortable indicating that they did not know or did not respond to the questions whereas in the

post assessment more students were willing to attempt an answer to each question.

In the table below, the question number followed by “B” indicates these responses are

before teaching therefore from the pre assessment. Those question numbers followed by “A”

indicates that the responses are after testing therefore from the post assessment.

Complete Question by Question Data and Analysis

1. The chemical formula for a water molecule is H2O and the molecules can be represented as H-O-H. In the space below, draw a closed container of water molecules in each state: solid (ice); liquid (water); and gas (water vapor).

Ninety two percent of the students (24 out of 26) were able to correctly draw the water

molecules in each of the three states; 15% (4 out of 26) were unable to correctly draw the

water molecules in either state; and 27% (7 out of 26) were able to draw the water

molecules correctly in at least one state. Only 4% (1 out of 28) declared that they didn’t

know or didn’t answer the question.

Although we did not focus specifically on this question, student knowledge increased

overall.


Twenty three percent (6 out of 26) were able to respond correctly to this question

following teaching. This is 12% fewer than those answering correctly on the pre

assessment however our lessons did not specifically address this area of matter

understanding. Thirty one percent answered this question incorrectly, 27% fewer

incorrect responses than those on the pre assessment. Thirty five percent (9 out of 26)


answered partially correct which was 31% more than those answering partially correct on

the pre assessment.

3. Define the two properties of matter that determine its state.

Fifteen percent of the students were able to respond correctly (4 out of 26) which

is an 11% increase from the pre assessment. Sixty nine percent responded incorrectly (18

out of 26), this is down 4%. Twelve percent responded at least partially correct (3 out of

26) , up 8% and 4% (1 out of 26) did not know or did not respond to the question, this is

down 15%.


This was one of the questions we focused on in our lessons. Twenty three percent

of the class responded correctly (6 out of 26) an increase of 15%. Fifty eight percent

however still responded incorrectly (15 out of 20) an increase of 12%. Twelve percent

responded at least partially correct (3 out of 26) and only 8% (2 out of 26) did not answer

or indicated that they did not know. Eight percent more of the class responded at least

partially correct and 34% less of the class indicated that they did not know or did not

attempt an answer.


5a.Melting: This was also a question we focused on in our lessons. No one was able to

correctly respond to this question on the post assessment (4% fewer than on the pre

assessment). However, 31% of the class’ answers were partially correct (8 out of 26), this


increased from 19% on the pre assessment. Incorrect responses increased to 69%, (18 out

of 26) up from 65%. No one indicated they did not know or did not respond (0 out of 26).

5b. Freezing: We did not focus our lessons on freezing and the post assessment shows there are

still misconceptions regarding this process. None of the students responded correctly,

13% responded incorrectly, and 27% responded at least partially correct and no one

indicated that they didn’t know or did not answer.

5c. Condensation:This was another question we focused on in our second lesson. No one responded

correctly (down from 7%), 58% responded incorrectly (15 out of 26, up 16%), no one

indicated they did not know or did not answer, and 42% (11 out of 26) responded at least

partially correct, an increase of 10% of the class.

5d. Evaporation:

We did not specifically focus on evaporation in any of our lessons and used

closed systems whenever possible to avoid evaporation into the air. No one responded

correctly to this question on the post assessment, 65% (17 out of 26) responded

incorrectly (up from 46%). Thirty five percent (9 out of 26) responded at least partially

correct (up from 15%) and no one indicated that they did not know or did not answer

(down from 15%).


Table 2

1 2 3 4 5 6 7 8 9 10 11 13 14 15 16 17 18 19 20 21 22 23 24 25 26 281B P I P C I P N P C P C C C C C I C C C C C P C P C I 14 54% 4 15% 7 27% 1 4%1A C C C C C C P P C C C C C C C C C C C C C C C C C C 24 92% 0 0% 2 8% 0 0%

2B C I I C I N I I P I I I C I C I I C C C I I C I C I 9 35% 15 58% 1 4% 1 4%2A P P P C I P I P C I P N C P C I I I C P P C N I N I 6 23% 8 31% 9 35% 3 12%

3B I I I C I N I I I I N N P I I I I I I I N I I I N I 1 4% 19 73% 1 4% 5 19%3A P I I C I I P I C I P I C I C I I I I I I I I I N I 4 15% 18 69% 3 12% 1 4%

4B I I I N I N N I N I N N C N N I P I I C N N I I N I 2 8% 12 46% 1 4% 11 42%4A I I I P I I I I P I I C C C C I C I I P C N I I N I 6 23% 15 58% 3 12% 2 8%

5aB I N P I P I I I P I I I I P P I I I I I C I I I N N 1 4% 17 65% 5 19% 3 12%5aA I I I P P I I I I P I I P P P I I I I I I I P I P I 0 0% 18 69% 8 31% 0 0%

5bB I N P I P I P I P I I I I P P C I I I I I I I I N N 1 4% 16 62% 6 23% 3 12%5bA I I I P I I I I I P I I P P P I I P I I I I I I P I 0 0% 19 73% 7 27% 0 0%

5cB C N N I I N P I C I C N I C C I I I I C N I C I N N 7 27% 11 42% 1 4% 7 27%5cA P I I P P I P I I P I I P P P I I I P I I I P I P I 0 0% 15 58% 11 42% 0 0%

5dB I N P I P C P I I I C C I P C C I I I C N I I I N N 6 23% 12 46% 4 15% 4 15%5dA P I I P P I I I I P I I P P I I I I P I I I P I P I 0 0% 17 65% 9 35% 0 0%

CORR

ECT

INCO

RREC

T

PART

IALL

Y CO

RREC

T

DOES

N'T

KN

OW

/DID

N'T

AN

SWER

Conclusion

The two main focuses of our action research project were on students’ understanding of

the states of matter and change and constancy as well as the impact of our teaching on their

understanding of these concepts. According to the Michigan Grade Level Content Expectations

(GLCEs) students have already mastered basic knowledge about states of matter. In sixth grade

they begin to look at them on a molecular level. They already know what the three most common

states of matter are and are familiar with the processes that occur between them.

The post-assessment has given us insight as to how the teaching of our two lesson plans

impacted the sixth graders’ learning. Our lessons were successful in changing at least some

student misconceptions. The main focus of our lessons was on questions 1, 4, 5a, and 5c. From


the graph comparing the pre-assessment and post-assessment, there was a significant increase in

correct answers for question one and four. Even though there was not an increase in correct

responses for questions 5a and 5c, there was positive impact on the responses of “I don’t know”

to partial credit. Students became more confident in trying to answer the questions rather than

just putting down “I don’t know.”

When preparing our action research project we found previous research that related to our

students as well. There was a connection with the Durmus and Bayraktur (2010) article we

found, in that the sixth grade students still had the misconception that condensation was the

creation of a new substance. Our lessons worked to help these students overcome this

misconception. Misconceptions cannot be changed with just one lesson. A student who develops

misconceptions in the fourth grade and is then exposed at the sixth grade level to the correct

answers, is headed in the right direction to erasing that misconception. Tsai (1999) covered the

concept of matter on the molecular level for middle school students. This was the same age

group and concept as our research focus. To aid in overcoming some of the misconceptions

regarding molecules that he discovered, we had students investigating the molecules of a gas.

Though our entire project was successful, we feel that this was the most successful gain in our

action research project.

Reflection

First Group Member (Nicole Hutchins):

In the 6th grade class observed, students were already familiar with inquiry based

learning. For most lessons, this was how they were taught. They were working on the unit

“States of Matter” while we were there. Because of this, they already had some basic knowledge


of the subject. Many misconceptions still existed however, and we designed our lessons based on

these misconceptions.

Students were unclear about what changes and what stays the same following a physical

change as well as the temperature of a substance during melting and cooling. According to their

pretests, they believed that the temperature of a substance while melting became warmer and the

temperature of a substance while cooling became colder. One other misconception that was

apparent was that they believed that during phase changes, you lose mass.

Since students were familiar with inquiry lessons, it made planning and executing them

easier. They understood what they were supposed to be figuring out, and went to work with little

guidance needed from instructors. Teaching these kinds of lessons at a school unfamiliar with

these kinds of inquiry lessons would have taken much more time than we had available. We were

able to instead spend this time focusing on content rather than the context.

While planning our lessons, it was important to consider the size of the class. There were

32 students by the time we taught our lessons. This meant that we had to limit the amount of

movement in the class not only to save transitional time but for safety reasons as well. Also, it

was important to think about the age group. At this point many students are still in the concrete

stage and have a more difficult time grasping abstract concepts such as condensation. We had to

plan around this to make it easier for students to understand who are still at the concrete phase in

their lives.

The theme of change and constancy has been the central theme of our Capstone class. We

were able to incorporate this into our lessons. We spent time during lesson one focusing on

constancy by having students observe the conservation of matter. Students measured the mass of

a solid in a closed container and then again when the solid became a liquid in the same closed


container. This showed students that the mass remained the same. We also were able to focus on

change because we discussed physical changes. Students were able to see that when changing

state for example, the shape changes and the temperature can change as well. Because of the

topics we selected to work on, we were able to focus on both change and constancy throughout

our lessons.

I have observed numerous science lessons at many different schools. Of the lessons

observed, inquiry based lessons appear to aid students learning the best. Obviously there are

some instances where inquiry learning is not the best, for example when discussing molecules. It

is not something that students could touch and manipulate. When I am planning my lessons in

my career, I will be using inquiry based learning when possible as long it works with the topic.

A teacher needs to have more knowledge on a subject than they are teaching. Otherwise,

if a student asks a question the teacher may be unable to answer. Teachers need a general

knowledge of all topics taught in a kindergarten thru 8th grade setting so that they were able to

assist students to the best of their ability. Teachers also should have a deeper knowledge in one or

more content area’s that was their major. This will aid them not only in their classroom, but

among faculty because they can help other teachers who lack that deeper knowledge in their

subject.

Overall, this experience has benefited me greatly. I learned how perform research in

another teacher’s classroom as well as how I could implement this type of research in my own

classroom. This will help me while teaching and focusing my lessons on content matter that

students have misconceptions in not only for science but other subjects as well. I have learned a

great deal about misconceptions that students have that sometimes can go undetected for years. I

will be able to take those misconceptions and make lessons on them to clarify for my students.


For example, I didn’t realize that students at this age still did not fully understand the concept of

Conservation of Matter. We were able to show proof of this during lesson one, and yet students

still believed that the mass would change. If we had more time, we would have again

demonstrated this in other ways to hopefully clarify for students that it does in fact remain

constant. In my own class, I will use this type of research to continue learning about my students

learning.

Second Group Member (Amanda Smith):

Our action research project focused on sixth graders. During our classroom observation

we were surprised to find that their teacher was already utilizing an inquiry method to teach

science. This we felt would make our job simpler in that they would not be surprised or confused

by our approach. A challenge we noted during our observation though was that the class

consisted of 32 students. With a large group we decided it would be necessary to limit movement

around the room as much as possible. Because the class was also accustomed to group work and

had existing groups in place, we chose not to alter that portion of their routine. The class was

currently working on a Matter unit and we were asked to based our lessons on around the unit in

order to keep the class we were working with up with their teachers other classes. The topic of

matter fit well with our Capstone theme of change and constancy in that various components

during a change of state remain constant such as mass and molecular structure while others

change, particle spacing and speed of movement.

During our lessons the class responded well and was actively engaged in the activities we

presented. Discussions both with small groups and as a whole class indicated that they were

beginning to grasp the concepts of conservation of mass and temperatures effect on physical

changes of matter. Condensation was more difficult for them. We felt this was due to their age


and developmental stage. In the sixth grade student are just beginning to move into the abstract

stage and are still more comfortable with concrete ideas. Because water vapor is unseen, it is

difficult for students to comprehend its role in condensation.

Our post-assessment results confirmed this in that, in areas relating to change and

constancy during a change of state, 15% more of the class answered correctly and 8% more of

the class answered at least partially correct. On questions related to condensation, the students

showed that misconceptions were still there. None of the students answered correctly however

42% of the class’s responses were at least partially correct.

Specific to my own learning during this process is the fact that it became clear that it

would take much more than two lessons to replace their current misconceptions. Even though

they were also focusing on other aspects of matter during the class sessions we were not present

for, there is still evidence of misconceptions across the board. We feel however that some

progress was made and that, when the topic is re-addressed in the seventh grade that the students

contact with matter during this school year will provide them a base for further understanding

and the building of new knowledge.

Our work on this project has demonstrated the impact inquiry based teaching can have on

students’ understanding. The hands on approach used to develop their own ideas based on

observations and discovery optimizes student understanding and retention. I don’t feel this

approach will work for every topic however. Considering some of the misconceptions associated

with matter for insistence. Some changes that occur during the change of state cannot be seen or

measured by the human eye. Other methods are necessary to demonstrate these changes that

require open acceptance of what they cannot see. It’s difficult to use an inquiry method to


address these concepts. As a future teacher I plan to focus my lessons using the inquiry method

as often as possible though.

The science content affected our action research lessons in that states of matter are

difficult concepts which consist of many abstract ideas that can be difficult to understand.

Combine this difficulty with the fact that the middle school schedule limits time for each lesson

to under an hour which includes attendance, planner checks, homework collection, questions, set

up, clean up, etc. Therefore the classroom context played a heavy role in the planning of our

lessons.

As we planned the lessons, it was important for us to keep in mind the time constraint

while focusing on the specific aspects of matter that we wanted to address. The lessons could

easily have gotten too broad, losing the focus of our objectives. It was also important to

anticipate student responses and plan methods to redirect and lead them in the proper direction if

necessary. Lastly it was also important that we kept the activities engaging and open to variation

based on student responses during the discussion of ideas.

Our topic, states of matter, fit well with our Capstone theme of change and constancy. As

students witnessed an ice cube’s change of state from solid to liquid they were able to document

the characteristics, including mass and temperature throughout the process. Reviewing the

characteristics in each state, students were able to determine that the mass and temperature

remained constant while the shape and movement changed. They were also able to observe

similar characteristics during the change of water vapor during the condensation process.

In the future as I decide on a teaching method for my classes it will depend on the topic,

the age group and the supplies and resources available in my classroom setting such as length of

time for the lessons and developmental stage of the students. I believe it will take multiple


methods, techniques, and strategies to reach all of the students since each learns differently and

at a different pace therefore one strategy would never be sufficient for every objective. In order

to be an effective teacher, content knowledge is crucial, as is a vast repertoire of ideas,

techniques, and strategies for delivering and facilitating the discovery of the information by the

students. Only a thorough understanding of the subject matter allows the teacher to vary

instruction and address misconceptions meeting the objectives.

Third Group Member (Katie McKee):

Science is a complex subject and has some key requirements for a teacher to be

successful. The teacher must most importantly know the content of the area they are teaching in.

This serves as the basis for planning out the curriculum and making sure the state guidelines are

being followed. It also helps when the students have questions. A teacher does not want to have

to tell a student “let me go look it up” or “I don’t know” every time they have a question during

their lessons. The teacher will begin to lose credibility with their students. Secondly, the teacher

needs to know different teaching methods and their effectiveness. A beneficial teaching method

in science is teaching through inquiry. Science is a hands-on subject that inquiry can easily be

implemented and carried out on an everyday basis.

To our advantage, the classroom we conducted our action research in was very familiar

with inquiry lessons. The teacher used this method regularly throughout the year. This was

probably the most important factor we had to consider when planning our lessons. Had the

students been unfamiliar with the inquiry method, we wouldn’t have been able to dedicate the

majority of the lesson to the actual content. Students were comfortable with this teaching method

and it helped to keep transition time to a minimum. We also had to consider the classroom setup,

such as: pre-assigned groups, supplies, and classroom management. When conducting our


lessons we did bring in our own supplies, we didn’t want to cause any inconvenience for the

teacher. As for classroom management and group work, we followed the teacher’s setup. It

helped immensely in increasing the cooperation of the students.

During the time frame of our action research project, the students were covering a unit on

States of Matter. To our relief this fit perfectly with our current Capstone theme of change and

constancy. Most students can understand the connection of change and the states of matter

because they see when something is going from a solid to a liquid, a liquid to a gas, or a liquid to

a solid. The difficult concept is a gas to a liquid, which we discovered during our pre-assessment,

was a common misconception of the sixth graders.

We incorporated constancy in our first lesson along with change. Students observed a

solid changing to a liquid and we were asked to record the temperature and the mass of the solid

before and the liquid at the end. When collecting data and having class collaboration on their

observations, they were able to explain the conservation of mass and learned about the constancy

of temperature during the change of state. Lesson two mainly focused on change. We taught the

students about condensation in hopes to help them work through their misconception that the

liquid (droplets) formed out of nothing rather that it comes from the gas surrounding the object

that condensation is forming on.

I learned a great deal from conducting this action research project. Most importantly,

students don’t overcome misconceptions with just one lesson. During our evaluation of the post-

assessment, we saw the effects of our teaching and where students improved, declined, or stayed

the same. This is beneficial to the students and me as a teacher. I can use pre and post-

assessments of a unit to give me feedback on my own teaching effectiveness as well as the

student’s grasping of concepts. A negative result does not mean the negativity because of the


students. From the results I can change my techniques or lessons to be more suitable for the

students and their learning. It also gave me practice using the inquiry method. This is definitely a

method I can use across the curriculum, when appropriate.


References

Dial, K., Riddley, D., Williams, K., & Sampson, V. (2009). Addressing misconceptions. The

Science Teacher, 76(7), 54-57.

Durmus, J., & Bayraktar, S. (2010). Effects of conceptual change tests and laboratory

experiments on fourth grade students' understanding of matter and change concepts.

Journal of Science Education and Technology, 498-504.

Gabel, D., Stockton, J., Monoghan, D., & MaKinster, J. (2001). Changing children's conceptions

of burning. School Science and Mathmatics, 101(8), 439-451.

Hapkiewicz, A. (1992, Winter). Finding a list of science misconceptions. Michigan Science

Teachers Association Journal, 11-14.

Michigan Department of Education. (2009). Science K-7 grade level content expectations v.

1.09. Michigan: Government Printing Office.

Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children's beliefs about

matter. Journal of Research in Science Education, 36(7), 777-805.

Tsai, C.-C. (1999). Overcoming junior high school students' misconceptions about microscopic

view of phase change: A study of an analogy activity. Journal of Science Education and

Technology, 8(1), 83-90.


Appendix A

Action Research TimelineClassroom Visit 1: September 27, 2011. Observation

We observed both the students and the classroom teacher. We learned that the

students already were being taught with an inquiry method. We were able to see what

materials were available and which we needed to bring. All group members were present

for this observation.

Classroom Visit 2: November 1, 2011. Pre-Assessment

Amanda took the lead in administering the pre-assessment to the class. It took

about 20 minutes for the students to complete the pre-test. Many of the students answered

all questions; however some chose to leave them blank without trying to answer them.

All group members were present for the pre-assessment.

Classroom Visit 3: November 10, 2011. Teaching of lesson one

Nicole and Katie were present for the teaching of lesson one. Nicole was

responsible for leading the class discussion during both the engage and the explain

portions. Both Nicole and Katie helped the students while they were working on their

“explore” time. Katie lead the extend discussion on balloons. The lesson lasted about 55

minutes.

Classroom Visit 4: November 17, 2011. Teaching of lesson two

This lesson focused on condensation and evaporation. Amanda took the lead on

the follow up discussion, homework activity from lesson one. Afterward, Amanda and

Katie lead the discussion during the engage and explain. Nicole was responsible for

helping with classroom management. All teachers were available for students during the


explore portion to observe what students were doing, and answer any questions that they

had. The lesson lasted about 50 minutes.

Classroom Visit 5: November 22, 2011. Post-Assessment

Amanda took the lead in administering the post-assessment to the class. It took

about 20 minutes for the students to complete it. Students answered most questions to the

best of their ability. Any questions regarding the post-test were addressed individually to

the students by one of the three group members. All group members were present for the

post-assessment.


Appendix B

Pre-Assessment

PRE-ASSESSMENT – MATTER

1. The chemical formula for a water molecule is H2O and the molecules can be represented as H-O-H. In the space below, draw a closed container of water molecules in each state: solid (ice); liquid (water); gas (water vapor).

Solid Liquid Gas


Solid Liquid Gas

3. Define the two properties of matter that determines its state.

1. 2.



Remains Constant Changes


Melting:_______________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Freezing:______________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Condensation:_________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaporation:___________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


Post-Assessment

POST-ASSESSMENT – MATTER

1. The chemical formula for a water molecule is H2O and the molecules can be represented as H-O-H. In the space below, draw a closed container of water molecules in each state: solid (ice); liquid (water); gas (water vapor).

Solid Liquid Gas


Solid Liquid Gas

3. Define the two properties of matter that determines its state.

1. __________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. __________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________



Remains Constant___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Changes ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


Melting: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Freezing: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Condensation: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Evaporation: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


APPENDIX C – Lesson Plans

Lesson One - How Does it Matter?Grade level:

Sixth grade

Concept:

As water changes state from solid to liquid, there are some properties that remain constant, such as mass, and some that change, such as its shape. Students should be able to observe these changes as they identify the characteristics including that the mass is constant in both states using a given sample.

Objectives:

Students will conclude that as substances changes state from solid to liquid, mass is conserved.

Standard/Benchmark:

K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change.

P.CM.M.1 Changes in State- Matter changing from state to state can be explained by using models which show that matter is composed of tiny particles in motion. When a change of state occurs, the atoms and/or molecules are not changed in structure. When the changes in state occur, mass is conserved because matter is not created or destroyed.


P.CM.06.12 Explain how mass is conserved as a substance changes from state to state in a closed system.

Materials:

Samples of solid water; solid orange juice; and solid Kool-AidElectronic balance scaleBowls for warm waterZiploc bagsPaper towelsThermometersData tables/pencilsOverhead projector / transparencies / markersWater & IceBalloons & String


Safety Concerns (if any):

Melting ice may result in spills, caution students as they move about that floors may become slippery when wet causing falls.

Over-inflation of the balloons could cause them to burst causing injury.

Engage:Ask students to name the three most common states of matter (exclude plasma) and their characteristics (list on overhead).

Solids – [solids have definite shape and volume; tightly packed particles that move mainly by vibration]

Liquid – [liquids have definite volume but no definite shape that can flow from one place to another]

Gas – [gases do not have a definite shape or volume; has particles that move at high speeds in all directions]

Can anyone name a substance that goes through each of the phases regularly and that they use or are exposed to frequently? [Anticipated and hoped for response – Water]

Is there anything that we could do with water that would allow us to watch it go through any of the phase changes? (Allow time for discussion and ideas).

What kinds of changes would you expect to see as the water changes from a solid to a liquid? What about as it changes from a liquid to a gas? (List all their ideas on the overhead).

Explore:

Today we’re going to have the opportunity to explore several substances as it changes state. Each group will start with three solids, orange juice, and Kool-Aid. When you get your solids, list the characteristics of each, including their mass, then – with your group, devise a plan to turn the solid to a liquid. Note that in your solid water – there’s a thermometer. You’ll want to “stir” the baggie every so often as it’s changing and record the temperature on the thermometer be sure to collect the starting temperature and the temperature when the water is all liquid. Once all of the samples are liquid, you should again record the characteristics for each of them, including their mass again.

Once everyone has had a chance to record their findings we’ll come back together as a group and compare our notes. As you’re working, watch for some of the things that we listed on the overhead and identify whether they are changing and if they’re staying the same.


Explain:

Let’s list the characteristics of our solids. Let’s list them (ask students for them and list on the overhead). What about the mass? How did we find the mass? (Used a scale and weighed it) What was the mass as a solid? (Record mass from each group in a table, be sure to note which group is which) What about as a liquid? What are its characteristics? (List on the overhead next to the characteristics of the solid) What about the mass? (Record the mass of the liquid in the table next to the appropriate group)

Let’s look at our lists, what are some of the things that stayed the same? (Circle in red) What are some of the things that changed? (Circle in blue) Is there anything that surprised you on our list? Based on what we’ve found what generalizations can we make about matter as it changes state?

Extend and Apply:

You have an assignment tonight. When you go home, blow up this balloon and tie it tightly. Wrap the string around it at the widest part, here in the middle and tie it tightly so it’s snug and doesn’t slide off. Put the balloon with the string around it inside the freezer for 30 minutes. Check the balloon and record what you notice. Put it back into the freezer and check it again after an hour, record what you notice. When we come back to visit with you on Tuesday, we’ll talk about what you found and how see if this fits in with anything we’ve observed today.

Performance Assessment:

We will know whether or not the students have achieved the objective based on their tables and the data collected and the discussion of what remains constant and what changes as matter changes state.

ReferencesA matter of state. (2011). Retrieved October 30, 2011, from Advancing science, serving science:

http://sciencenetlinks.com/lessons/a-matter-of-state/#.TrS7wgQ3Lrs.email

Glencoe Science/National Geographic. (2008). The nature of matter. New York: McGraw Hill.

Michigan Department of Education. (2009). Science v.1.9 Grade level content expectations. State of Michigan.


Gro

upM

ass o

f Sol

idM

ass o

f Liq

uid

Gro

upM

ass o

f Sol

idM

ass o

f Liq

uid

Gro

upM

ass o

f Sol

idM

ass o

f Liq

uid

11

12

22

33

34

44

55

56

66

77

78

88

Star

ting

Tem

pera

ture

as s

olid

3 m

inut

es6

min

utes

9 m

inut

es12

min

utes

15 m

inut

es18

min

utes

21 m

inut

es24

min

utes

27 m

inut

es30

min

utes

Endi

ng T

empe

ratu

re a

s Liq

uid

Ora

nge

Juic

e Ch

arac

teris

tics

Solid

Liqu

ids

Wat

er C

hara

cter

istic

sSo

lidLi

quid

sKo

ol-A

id C

hara

cter

istic

sSo

lidLi

quid

s


Lesson Two - Changing State - CondensationGrade level:

Sixth grade

Concept:

Condensation occurs when molecules of a gas slow down, condense to form a liquid. Gas molecules transfer energy to something cooler resulting in slower movement. The attraction of the molecules causes them to bond together becoming a liquid. Cold water vapor, as well as higher concentrations of water vapor, speeds up the condensation process.

Objectives:

Students will observe condensation and the effect of water vapor temperature on the rate at which condensation occurs.

Standard/Benchmark:

K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change.

P.CM.M.1 Changes in State- Matter changing from state to state can be explained by using models which show that matter is composed of tiny particles in motion. When a change of state occurs, the atoms and/or molecules are not changed in structure. When the changes in state occur, mass is conserved because matter is not created or destroyed.


Materials:

10 short wide rimmed plastic cups10 tall smaller rimmed clear plastic cups10 Ziploc bags (Gallon Size)Paper towels10 ThermometersElectronic balance scaleHot Water (about 50 degrees C)Data tables/pencilsOverhead projector / transparencies / markersIce and 30 Magnifying GlassesSafety Concerns (if any):


Melting ice may result in spills, caution students as they move about that floors may become slippery when wet causing falls.

Closing Discussion - Lesson One Homework:

Discuss results of the students’ homework assignment in Lesson One (placing a balloon in the refrigerator). Ask the students “How many of you were able to do the homework activity with the balloon from our last meeting? Who would like to share what happened to their balloon?” Call on a student volunteer to tell the class what happened to their balloon when it was placed in the freezer. [Student should indicate that the balloon shrunk in the freezer] Why do you think the balloon got smaller? Did the air escape? [No the air didn’t escape, its movement slowed down and the air molecules moved closer together taking up less space so the balloon got smaller] What generalization can you make about the relationship between temperature and the movement of the molecules? [As the temperature gets colder the movement of the molecules slows down so when the temperature gets warmer the molecules should speed up again] Did anyone watch their balloon for a while after they took it out of the freezer? What happened to it? [It started getting bigger again as the air inside it warmed up.]

Engage:

Place water and ice into two identical plastic cups.

Immediately place one of the cups in a zip closing plastic bag and get as much air out of the bag as possible. Close the bag securely.

Allow the cups to sit undisturbed for about 5-10 minutes.

[Expected results – cup inside the bag should have very little moisture on it because not much water vapor from the air was able to contact it.

The cup exposed to the air should have more moisture on the outside because it was exposed to the water vapor in the air, which condensed on the outside of the cup.]

Show the students the two cups you prepared and ask:

Which cup has the most moisture on the outside of it?

[Students should realize that the cup exposed to more air has the most moisture on the outside of it.]

Why do you think the cup that is exposed to more air has more water on the outside of it?

[Make sure students understand that this moisture came from water vapor in the air that condensed on the outside of the cup. Remind students that water vapor is one of the gases that make up air. The cup in the bag has very little to no moisture on it because it is exposed to much less air. Less air means less water vapor.]

Condensation is the opposite of evaporation, during condensation, water molecules in the air cool and slow down, the attraction between the molecules overcome their speed and they join together forming liquid water.


What are some examples of condensation?

[Coming up with examples of condensation is a bit harder than examples of evaporation. One common example is water that forms on the outside of a cold cup or the moisture that forms on car windows during a cool night. Other examples are dew, fog, clouds, and the fog you see when you breathe out on a cold day.]

You may have made a cold window “cloudy” by breathing on it and then drawn on the window with your finger. Where do you think that cloudiness comes from?

[Help students realize that the moisture on the window and all of the examples of condensation comes from water vapor in the air.]

A real cloud is made up of tiny droplets of water. Where do you think they come from?

[The water in a cloud comes from water vapor in the air that has condensed.]

What happens when water vapor condenses? What factors affect how water vapor condenses? [Allow time for short discussion and ideas]. To think about this, each group is going to collect a sample of water vapor and observe the process of condensation. Pay close attention to what is happening.

Fill a wide clear plastic cup about 2/3 full of hot tap water. Place the tall cup upside down inside the rim of the bottom cup (show an example)

Watch the cup for 1-2 minutes

Use a magnifier to look at the sides and top of the top cup

Take the top cup off and feel the inside surface.

[Expected results – the top cup will become cloudy looking as tiny drops of liquid water collect on the inside surface of the cup.]

What do you think is on the inside of the top cup?

[Students should agree that the inside of the top cup is coated with tiny drops of liquid water.]

How do you think the drops of water on the inside of the top cup got there?

[Students should realize that some of the water in the cup evaporated, filling the inside of the top cup with invisible water vapor. Some of this water vapor condensed into tiny drops of liquid water when it touched the inside of the top cup.]

What if anything do you think we could we do to speed up the process of condensation?

Explore:

How could we set up an experiment to see if making water vapor even colder affects the rate of condensation?


[Students may suggest collecting water vapor as in the previous activity or collecting it over a pot of boiling water or some other way.]

For comparison we will we need more than one sample of water vapor, should we cool one sample of water vapor but not the other? Or should we cool both samples?

[Help students understand that they will need 2 samples of water vapor, only one of which will be cooled in order to see the difference in condensation between them.]

How will we cool the water vapor?

[Students may have many ideas for cooling water vapor, like placing a sample in the refrigerator or cooler filled with ice or placing a sample of water vapor outside if the weather is cool enough.]

How will you know which sample of water vapor condensed faster?

[By comparing the size of the drops of water formed in both samples, students can determine whether cooling water vapor increases the rate of condensation.]

Does making water vapor colder increase the rate of condensation?

Students should conduct experiment similar to initial demonstration two sets of cups one with ice cube on top of it, the other without.

Wait 2-3 minutes

Remove the ice and use a paper towel to dry the top of the cups where the ice may have melted

Use magnifier to examine the tops of the two upper cups

[Expected results, there will be bigger drops of water on the inside of the top cup below the ice.]

While waiting above – students should make a prediction:

What effect do you think adding the ice cube will have on the rate of condensation?

Thinking about the molecules, why do you think extra cooling might affect the rate of condensation.

Explain:

Discuss observations and draw conclusions:

Which top cup appears to have more water on it? [The cup with the ice on top of it has more condensation.]

Why do you think the cup with the ice has bigger drops of water on the inside of the cup than the one without ice? [When water vapor is cooled by the ice, the water molecules slow down more than in the cup without the ice. This allows their attractions to bring more molecules together to become liquid water.]

Does cooling water vapor increase the rate of condensation? [Yes]


What evidence do you have from the activity to support your answer?

[Students should realize that the bigger drops of water on the top cup with the ice indicate a greater amount of condensation. Because the water vapor in both sets of cups was condensing for the same length of time, the water vapor in the cup with the bigger drops must have condensed at a faster rate.]

Explain that water vapor leaves the hot water and fills the space above, contacting the inside surface of the top cup. Energy is transferred from the water vapor to the cup, which cools the water vapor. When the water vapor cools enough, the attractions between the molecules bring them together. This causes the water vapor to change state and become tiny drops of liquid water.

How is this similar or different to what happens when you breathe on a window when it’s cold outside?

[Expected response: the window fogs up. When you breathe, there is water vapor in your mouth. That water vapor condensates on the window. The molecules slow down when they are exhaled and transfer energy to the window. They come together and form droplets of water.]

What about when you’re outside on a winter day and you blow air out through your mouth? What is happening then?

[The air in your mouth is much warmer than the air outside. The warm air molecules transfer their energy to the cold air molecules and make them move slower. This kind of attraction allows them to form water droplets.]

Who can tell me what a terrarium is?

[It is a small enclosed cage to grow things such as moss or other plants.]

Since it is closed, there is consistent evaporation and condensation within it, it’s a closed system and the water vapor is unable to escape unless it’s opened. When there is more water initially in the terrarium, do you think the condensation occurs more quickly or more slowly? [Allow time for weigh in on this.] So temperature isn’t the only thing that can affect the rate of condensation, the amount of water available can affect it as well.

Extend and Apply:

What happens when you put your swimsuit out to dry when it’s humid, does it dry more quickly or more slowly? Why do you think that is? [The water is evaporating off of the swimsuit as well as condensing onto the swim suit because the air is so saturated with water.]

Could we design an experiment that can test whether a paper towel dries more quickly if the air around the paper towel is moving? [Allow a short time for discussion.]

What do you think would be the results of the experiment? [Have students “vote” for whether it will dry more quickly if moving; less quickly if moving; or if it will dry at the same rate. Record predictions on the overhead.]

Student’s should conduct an experiment:


Place 1 drop of water on 2 pieces of paper towel.

Have your partner hold one while paper while you swing the other one through the air.

After about 30 seconds compare the paper towels to see if you can see any difference in how wet or dry the papers are.

Repeat until difference is noted

What did you notice?

[Suggested response- the paper towel not moving was not as quick to dry. Some condensed back on to it as it evaporation because of humidity.]

Based on what you’ve observed and discovered today about the process of condensation, what is each activity stayed the same? [Water vapor was needed in each case for condensation to occur.] What changed? [The amount of water, the temperature and the air flow.]

Performance Assessment:

We will know whether or not the students have achieved our objective based on their responses to the questions posed throughout the activity. In addition, students will be taking a post-assessment on our next visit which will also identify whether or not they understood the concept of condensation.

References

American Chemical Society. (2011). Middle School Chemistry. Retrieved November 2011, from ACS Chemistry for Life: http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson3

Michigan Department of Education. (2009). Science K-7 grade level content expectations v. 1.09. Michigan: Government Printing Office.

action research proposal - university of michigan · web viewonce they were done with the pretest...

Documents