NATURAL SCIENCES AND TECHNOLOGY GRADE 6

PRACTICAL INVESTIGATION DATE : ……………………………

DURATION: 1, 30 minutes TOTAL MARK: 30

SPECIFIC AIM : 1, 2 SKILLS : 1,2,3,7,9,11,12,13.

1. AIM: To investigate how temperature affects the rate of dissolving.

2. MATERIALS AND APPARATUS:

• 3 clear glass containers /test tubes (glass beakers are ideal, but small yoghurt
tubs will also be suitable)
• table salt
• very hot water (not boiling)
• tap water (at room temperature)
• ice water
• teaspoon
• stopwatch or clock with second hand

3. METHOD:

3.1 Measure the same quantity (100 ml) of tap water, hot water and ice water respectively into the
three containers. Look at the diagram of the setup.
3.2 Place one teaspoon (5 ml) of salt into the container with the hot water.
3.3. Stir the solution by moving the teaspoon once back and forth through the water.

Stirring must occur at the same, regular rate for comparisons to be drawn. Let each group agree on a way
to ensure this (perhaps by counting each full "stir" of the spoon).

3.4. Measure the time it takes for the salt to dissolve completely. Record the time in the table below.
3.5. Repeat steps 3.2 – 3.4 with the tap water and record the time it takes for the salt to dissolve
in the table.
3.6. Repeat steps 2-5 with the ice water, and record the time it takes for the salt to dissolve in the table.

Figure 1

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4. RESULTS:
TABLE 1
Situation Time to dissolve (in seconds)
Salt in hot water 4.1
Salt in ice water 4.2
Salt in tap water 4.3
(6)

WORKSHEET :

Name:…………………………………….... Date:.............

COMPLTE QUESTION 1 – 3, BEFORE YOU MANIPULATE/HANDLE THE APPARATUS.

1. FORMULATE AN INVESTIGATIVE QUESTION FOR THIS PRACTICAL INVESTIGATION:

………………………………………………………………………………………………………

……………. ……………………………………………………………………………………..(2)
2. FORMULATE A HYPOTHESIS FOR THIS INVESTIGATION
(Possible answer to the investigative question)
……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………. (2)

3. Identify the following variables :

3.1 Dependent ............................................... (2)
3.2 Independent ............................................ (2)
3.3 Control (Kept the same)...................................... (2)

4. RESULTS:
TABLE 1
Situation Time to dissolve (in seconds)
Salt in hot water 4.1
Salt in ice water 4.2
Salt in tap water 4.3
(6)

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5. Use the information/data recorded in TABLE 1 to draw a bar graph
(EXPANDED OPPORTUNITY):

TIPS ON DRAWING A GRAPH

Criteria Mark
Heading on graph ( must include relationship between the dependent & independent NO mark
variables. allocation since
Type of graph – bar graph this is an
Independent variable on y-axis expanded
Dependent variable on x-axis opportunity.
Heading on y – axis
Heading on x axis
Scale on y axis

6. QUESTIONS:

6.1 Name the factors or things that we compare in this investigation?

………………………………………………………………………………………………………… (2)
6.2 Name two things that were the same about the three situations/experiments.
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………… (2)

6.3 What did we change in this investigation?

…………………………………………………………………………………………………………………
………………………………………………………………………………………………………… (2)

6.4 We measured the amount of salt. What else did we measure?

…………………………………………………………………………………………………………………
………………………………………………………………………………………………………… (2)

6.5 In which situation did the salt dissolve the fastest?

………………………………………………………………………………………………………… (2)

7. CONCLUSION:
Use the words/concept in the word bank below to complete the sentences that follow.

WORDBANK

Slower, decreases, faster, solute, increases, solvent, pace, temperature, volume water

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The salt crystals dissolved 7.1 ________________,in the hot water than in
cold water. Temperature affects the rate of dissolving. When we increase the
7.2 ________________ of the 7.3 ____________, then the rate at which the solute dissolves 7.4
________________ (4)

Expanded Opportunity (Informal

Expanded question: Suggests a reason why do you think the salt dissolves faster in the hot water?

………………………………………………………………………………………………………………………………………………..

MARKING GUIDELINE:
 Be sensitive to the sense of an answer, which may be stated in a different way.
 Spelling errors. If recognisable, accept provided it does not mean something else in Natural
Sciences and Technology.
Try to use sea salt (or any brand without "free flowing agent" - This
is usually corn flour and obscures observations by forming a cloudy
suspension). Alternatively, one can just use sugar here.

1. Investigation question: Does salt dissolves faster in hot or cold water? (2)

2. Hypothesis:

Salt dissolves faster in hot water or salt dissolves faster in cold water. OR
Salt dissolve slower in hot. Salt dissolve slower in cold water.  (2)

3. Variables :
3.1 Dependent : Slow or fast dissolving of salt  (2)
3.2 Independent : Temperature of water (hotness /coldness of water)  (2)

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3.3 Control : Amount of salt added, amount of water used, amount of stirring (2)
4. Results : Maximum of 6 marks for correct time recording in the table (6)
5. Use the information/data recorded in TABLE 1 to draw a bar graph
(EXPANDED OPPORTUNITY) – NO MARK ALLOCATION

6.1 What did we compare in this investigation?

We compared how fast salt dissolved in hot water, water at
room temperature/tap water, and ice water  (2)
6.2 Name two things that were the same about the three situations.
The amount of water we used 
The amount of salt we added to the water 
The amount of stirring (2)
6.3 What did we change in this investigation?
Water at different temperature/ type of the water. 
Teacher note: This is an opportunity to introduce the term variable (2)

6.4 What did we measure in this investigation?

We measured the time it took for the salt to dissolve.  (1)
Amount of salt  or (1)
Amount of water used 

Teacher note: The variable that we measure is called the dependent variable.
In this case time is the dependent variable (2)

6.5 In which situation did the salt dissolve the fastest?

The salt dissolved fastest in the hot water  (2)

7 .CONCLUTION:

The salt crystals dissolved 7.1 faster, in the hot water than the cold water. Temperature affects the rate of
dissolving. When we increase the 7.2 temperature of the 7.3 solvent ,the rate at which the solute dissolves
7.4 increases.  (2)

Expanded question: Why do you think the salt dissolves faster in the hot water?
Teacher note: This is an opportunity to bring the energy concept into the conversation. Children move faster when
they have more energy! Particles also move faster when they have more energy. When a solute dissolves in a
solvent, the solute particles spread out among the solvent particles. This process happens much faster when all the
particles are moving faster.

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NATURAL SCIENCES AND TECHOLOGY PRACTICAL TASKS ANALYSIS GRID.
ASSESSED SPECIFIC AIMS, COGNITIVE AND PROCESS SKILLS

Specific aim 1: ‘Doing Science and Technology’ √

Specific aim 2: ‘Understanding and connecting ideas √
Specific aim 3: ‘Science, Technology and Society ’

COGNITIVE AND PRACTICAL PROCESS SKILLS THAT ARE ASSESSED.

1. Accessing and recalling information – being able to use a variety of sources to √

acquire information, and to remember relevant facts and key ideas, and to build a
conceptual framework
2. Observing – noting in detail objects, organisms and events √

3. Comparing – noting similarities and differences between things √

4. Measuring – using measuring instruments such as rulers, thermometers, clocks √

and syringes (for volume)

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5. Sorting and classifying – applying criteria in order to sort items into a table,
mind-map, key, list or other format
6. Identifying problems and issues – being able to articulate the needs and wants of
people in society
7. Raising questions – being able to think of, and articulate relevant questions about √
problems, issues, and natural phenomena
8. Predicting – stating, before an investigation, what you think the results will be for
that particular investigation
9. Hypothesizing – putting forward a suggestion or possible explanation to account √
for certain facts. A hypothesis is used as a basis for further investigation which
will prove or disprove the hypothesis
10. Planning investigations – thinking through the method for an activity or
investigation in advance. Identifying the need to make an investigation a fair test
by keeping some things (variables) the same whilst other things will vary
11. Doing investigations – this involves carrying out methods using appropriate √
apparatus and equipment, and collecting data by observing and comparing,
measuring and estimating, sequencing, or sorting and classifying. Sometimes an
investigation has to be repeated to verify the results
12. Recording information – recording data from an investigation in a systematic √
way, including drawings, descriptions, tables and graphs
13. Interpreting information – explaining what the results of an activity or √
investigation mean (this includes reading and understanding maps, tables, graphs).
Translation Task - requires learners to make sense of information and convert the
information into a different format
14. Designing – showing (e. g drawing) how something is to be made taking into
account design brief, specifications and constraints.
15. Making/constructing- building or assembling an object using appropriate
materials and tools.
16. Evaluating and improving products – carrying out ways to refine a constructed
object.
17. Communicating – using written, oral, visual, graphic and other forms of √
communication to make information available to other people

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