Does The Temperature Of 75ml Of Water Affect How Quickly A Mixture Of Sugar Dissolves
How does the temperature of 75mls of water affect how quickly one teaspoon of sugar dissolves?
Aims and Objectives
The aim of this scientific enquiry is to determine if and how the temperature of 75mls of water affects the speed in which sugar can dissolve in. The objective is to use three different independent variable temperatures of water. Then record three dependent variables of time in which the sugar dissolves in the different temperatures of water being used. One being cold, which in this enquiry is an average temperature of twenty four degrees, Warm which is an average temperature of forty five degrees and hot water which is an average temperature of eighty two degrees. The results are then recorded and observed to see if any patterns have occurred.
Background science …show more content…
Mixing materials can produce many different outcomes.
Valanides (2000) goes on to say that occasionally the components will have a small effect on each other, with each of the components remaining visible. In other situations mixing materials can achieve dramatic permanent changes to the materials, dissolving lies somewhere between these two examples. Hesse (1992) states that the most universal example of dissolving involves a solid and a liquid, usually water. When a solid called a solute is mixed with a liquid called a solvent, the solute particles breakdown and spread them selves out to be closer to the solvent particles. This mixture is then called a solution. If the solute is coloured it will be easy to see a visible change, however if the solute was colourless, then the solution may look like the original solvent. The occurrence of dissolving can be seen in many every day activates, such as putting sugar into tea or coffee or the ocean dissolving away your sand
castles.
Materials
100ml beaker
Water at 3 different temperatures of 24*, 45* and 82*
1 teaspoon
Caster sugar
Thermometer
Stirrer
Kettle
Stop watch
Method
1. Make sure all your instruments and equipment have been cleaned before you begin your enquiry.
2. You are to start off by recording the times in which 75mls of sugar will dissolve in cold water from the tap at an average temperature of 24 degrees. Pour 75mls of the cold water into the 100ml beaker.
3. Have one person to pour 1 teaspoon of sugar in to the solvent and one person to start the timer as soon as the sugar hits the water. Have a nominated stirrer who will stir for each test keeping the motion the same throughout for exactly thirty seconds.
4. As soon as the sugar has dissolved the timer will be stopped make sure to note the time it takes to dissolve in your journal.
5. For a fair test you must repeat this complete process two more times, then calculate the average time between the final three times that where recorded.
6. Now time to proceed in completing the same test, however this time using warm water which in this test is an average of 48 degrees. To achieve this temperature mix hot water that has been boiled from the kettle and mix with cold water from the tap until you reach the desired temperature of 48 degrees using the thermometer.
7. Now repeat the process of pouring the 75mls of warm water into the 100ml beaker.
8. Add the one teaspoon of sugar and have the same person control and record the time also remembering to have the same person stir the solution as explained in stage 3.
9. Record the results three different times again for fair testing purposes and then work out the average time.
10. For the hot water test you need to pour 75ml of hot water which in this test it is the average temperature of 82 degrees into the 100ml beaker. Once again repeat the process of stage 3, 4 and 5 of timing, stirring and time recording three times using the hot water.
Conclusion
After all the experiments taking place it was easy to see that the sugar does dissolve faster when placed in a higher temperature solvent. As can be seen in the results table, sugar had an average dissolving time of 36.10 seconds. Once the heat of the water was raised to 45 degrees the average time in which dissolving took place was 21.53 seconds. This rise in temperature improved the dissolving time by 14.57 seconds. When using hot water the dissolving time of the caster sugar dropped to an average time of 12.50 seconds. The main pattern you can see within the graph is that as the temperature of the water rises the time it takes the sugar to dissolve decreases. So in conclusion the temperature of 75mls of water does determine the speed in which one teaspoon of caster sugar can dissolve in.
Evaluation
The initial plan for this scientific enquiry was rather simple. Measuring the amounts of water being used was easily done by using the measuring units on the side of the beaker and by using the teaspoon measuring spoons provided a very accurate way of measuring out the caster sugar being used in the enquiry. However it was found later on in the investigation that measuring the temperature of the water was a lot more difficult. To make it a fair test you need to use the exact same temperature water, so for example we needed water at 24 degrees form the tap. The second test we did at this temperature came out the tap at 22 degrees so we had to add a tiny amount of warm water to it until we reached the desired temperature. This carried on through all the temperature tests, so this added more time and less accuracy. The other issue that was found was the person who was stirring was not able to replicate the same stirring action with each test, some tests the solution would be stirred to quick or the next was to slow. To make this a more accurate test instead of using someone to stir you could have a robotic stirrer for better results.
Use in school
This investigation can be used in a key stage 2 setting as an introduction explaining that mixing materials can cause them to change. For health and safety reasons an adult will have to go round pouring the hot water into the beakers and it must be made clear that the children need to be very sensible during the enquiry. This type of investigation can easily be adapted to different age and skill groups, for example if you wanted to use the enquiry with key stage 3 It is worth demonstrating how alternative solvents can be used. For example you could use such solvents as nail varnish or white spirit
Limit the number of solvents and solutes that are investigated for less able children.
References
Hesse, J. J., III, & Anderson, C. W. (1992). Students conceptions of chemical change. Journal of Research in Science Teaching, 29, 277-299.
Valanides, N. (2000). Primary student teachers’understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice in Europe (CERAPIE), 1, 249-262.
Aims and Objectives
The aim of this scientific enquiry is to determine if and how the temperature of 75mls of water affects the speed in which sugar can dissolve in. The objective is to use three different independent variable temperatures of water. Then record three dependent variables of time in which the sugar dissolves in the different temperatures of water being used. One being cold, which in this enquiry is an average temperature of twenty four degrees, Warm which is an average temperature of forty five degrees and hot water which is an average temperature of eighty two degrees. The results are then recorded and observed to see if any patterns have occurred.
Background science …show more content…
Mixing materials can produce many different outcomes.
Valanides (2000) goes on to say that occasionally the components will have a small effect on each other, with each of the components remaining visible. In other situations mixing materials can achieve dramatic permanent changes to the materials, dissolving lies somewhere between these two examples. Hesse (1992) states that the most universal example of dissolving involves a solid and a liquid, usually water. When a solid called a solute is mixed with a liquid called a solvent, the solute particles breakdown and spread them selves out to be closer to the solvent particles. This mixture is then called a solution. If the solute is coloured it will be easy to see a visible change, however if the solute was colourless, then the solution may look like the original solvent. The occurrence of dissolving can be seen in many every day activates, such as putting sugar into tea or coffee or the ocean dissolving away your sand
castles.
Materials
100ml beaker
Water at 3 different temperatures of 24*, 45* and 82*
1 teaspoon
Caster sugar
Thermometer
Stirrer
Kettle
Stop watch
Method
1. Make sure all your instruments and equipment have been cleaned before you begin your enquiry.
2. You are to start off by recording the times in which 75mls of sugar will dissolve in cold water from the tap at an average temperature of 24 degrees. Pour 75mls of the cold water into the 100ml beaker.
3. Have one person to pour 1 teaspoon of sugar in to the solvent and one person to start the timer as soon as the sugar hits the water. Have a nominated stirrer who will stir for each test keeping the motion the same throughout for exactly thirty seconds.
4. As soon as the sugar has dissolved the timer will be stopped make sure to note the time it takes to dissolve in your journal.
5. For a fair test you must repeat this complete process two more times, then calculate the average time between the final three times that where recorded.
6. Now time to proceed in completing the same test, however this time using warm water which in this test is an average of 48 degrees. To achieve this temperature mix hot water that has been boiled from the kettle and mix with cold water from the tap until you reach the desired temperature of 48 degrees using the thermometer.
7. Now repeat the process of pouring the 75mls of warm water into the 100ml beaker.
8. Add the one teaspoon of sugar and have the same person control and record the time also remembering to have the same person stir the solution as explained in stage 3.
9. Record the results three different times again for fair testing purposes and then work out the average time.
10. For the hot water test you need to pour 75ml of hot water which in this test it is the average temperature of 82 degrees into the 100ml beaker. Once again repeat the process of stage 3, 4 and 5 of timing, stirring and time recording three times using the hot water.
Conclusion
After all the experiments taking place it was easy to see that the sugar does dissolve faster when placed in a higher temperature solvent. As can be seen in the results table, sugar had an average dissolving time of 36.10 seconds. Once the heat of the water was raised to 45 degrees the average time in which dissolving took place was 21.53 seconds. This rise in temperature improved the dissolving time by 14.57 seconds. When using hot water the dissolving time of the caster sugar dropped to an average time of 12.50 seconds. The main pattern you can see within the graph is that as the temperature of the water rises the time it takes the sugar to dissolve decreases. So in conclusion the temperature of 75mls of water does determine the speed in which one teaspoon of caster sugar can dissolve in.
Evaluation
The initial plan for this scientific enquiry was rather simple. Measuring the amounts of water being used was easily done by using the measuring units on the side of the beaker and by using the teaspoon measuring spoons provided a very accurate way of measuring out the caster sugar being used in the enquiry. However it was found later on in the investigation that measuring the temperature of the water was a lot more difficult. To make it a fair test you need to use the exact same temperature water, so for example we needed water at 24 degrees form the tap. The second test we did at this temperature came out the tap at 22 degrees so we had to add a tiny amount of warm water to it until we reached the desired temperature. This carried on through all the temperature tests, so this added more time and less accuracy. The other issue that was found was the person who was stirring was not able to replicate the same stirring action with each test, some tests the solution would be stirred to quick or the next was to slow. To make this a more accurate test instead of using someone to stir you could have a robotic stirrer for better results.
Use in school
This investigation can be used in a key stage 2 setting as an introduction explaining that mixing materials can cause them to change. For health and safety reasons an adult will have to go round pouring the hot water into the beakers and it must be made clear that the children need to be very sensible during the enquiry. This type of investigation can easily be adapted to different age and skill groups, for example if you wanted to use the enquiry with key stage 3 It is worth demonstrating how alternative solvents can be used. For example you could use such solvents as nail varnish or white spirit
Limit the number of solvents and solutes that are investigated for less able children.
References
Hesse, J. J., III, & Anderson, C. W. (1992). Students conceptions of chemical change. Journal of Research in Science Teaching, 29, 277-299.
Valanides, N. (2000). Primary student teachers’understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice in Europe (CERAPIE), 1, 249-262.