Grade 9 Science
Lab and Work Book
“Chance Favors the Prepared Mind”
(Louis Pasteur)
Name: _______________________Room/period:____________
Teacher: _____________________________________________
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Lab # 1
Laboratory Equipment
Skills: In this activity you will become familiar with some of the everyday equipment used in the
science lab. You will also find out where these items are located in your lab.
Instructions:
Use the pictures below and the sheet obtained from your teacher to name the laboratory
equipment, then find out where it is located in the lab.
Equipment
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Name
Location
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Check out: The Science Room: http://www.howe.k12.ok.us/~jimaskew/labeq.htm
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Activity #1
If…then… Hypothesis statements
A hypothesis is a prediction about what you believe will happen when certain variables are changed.
Goal: In this activity you will make a paper airplane from a single sheet of paper, make changes to your
Airplane and hypothesize about what effect you think this change will have.
Materials:
Safety:




Paper,
Scissors
Tape
paperclips
Do not throw objects at people
Use sharp objects safely
Procedure:
Part 1
1. Make 4 paper airplanes using one sheet of 8½ X 11 paper for each. Label these planes #1 -5
2. Decide where you will fly the planes, measure a distance
3. Observe the planes flight and record your observations.
Part 2
4. Use the materials listed above to modify your planes. Change only one thing for each plane.
5. Make a hypothesis about the effect you think the change will have. Use the sentence stems
If…. Then….. Write these hypotheses down.
6. Fly the planes the same as before. Observe and record the planes flight.
7. Repeat this experiment for each of your five planes.
Thought Questions:
1.
2.
3.
4.
How did you act upon your plane?
What did you purposely change about your plane?
How did you determine your planes response?
What remained the same about your plane?
An example of a hypothesis might be: If a paperclip is added to the nose of the plane, then it will fly
straighter.
How will you decide which plane is the best?
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Hypotheses:
Plane # 1
If….______________________________________________________________________
Then…____________________________________________________________________
Plane #2
Plane #3
Plane #4
Plane #5
Data table:
Plane #
Question 1
Action
Question 2
Purposely
changed
Question 3
Response to
change
Question 4
Remained the
same
1
2
3
4
5
The thought questions involve the concept of change. Synonyms (other names) for change are varied,
modified, altered, fixed. Scientists select the name varied , and use the term variable. To describe each
factor that changes in an experiment. The variable that is purposely changed or manipulated in the
experiment is known as the Independent variable. The variable that changes in response is called
the dependent variable. The statement predicting the effect of the changes made in the independent
variable on the dependent variable is called the Hypothesis.
The reason you made 5 planes is to have a number of trials so you can compare your data.
Find out what is meant by a Control in an experiment.
What was the control in this experiment?
(Source: Cothron, J., Giese, R., Rezba, R.: Science experiments and projects for students. Kendall/Hunt Publishing Company, 2000)
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Activity 2
Practice:
In the “Floor Wax” scenario below, identify the following components of an experiment:
1.
2.
3.
4.
5.
Independent Variable
Dependent variable
Constants
Repeated Trials
Control
Also using the scenario below write a title and a hypothesis using the following formats:
6. Title: The Effect of (the changes in the independent variable) on the (dependent variable).
7. Hypothesis: If the (independent variable- describe how it will be changed), then the
(dependent variable-describe the effect).
A shopping Mall wanted to determine if the more expensive “TOUGH STUFF” floor wax was better than
the cheaper “STEEL SEAL” floor wax at protecting its floor tiles against scratches. One Liter of each
grade of floor wax was applied to each of 5 test sections of the main hall of the Mall. The test sections
were the same size and were covered with the same type of tiles. Five (5) other test sections received
no wax. After 3 weeks the number of scratches in each of the test sections was counted.
(Source: Cothron, J., Giese, R., Rezba, R.: Science experiments and projects for students. Kendall/Hunt Publishing Company, 2000)
Assessing what you know:
1. Each of the following terms identifies a component in an experiment. Define each of the following
terms:
a) independent variable,
b) dependent variable,
c) constant,
d) repeated trials,
e) control,
f) hypothesis
2. Identify the independent and dependent variables in an experiment with the following title:
“The effect of placing used teabags under rose plants on the growth of the rose plants.”
Independent Variable: __________________________________________________________
Dependent Variable:
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__________________________________________________________
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Activity 3
3. Match each term in column I with its definition in Column II.
Column I
Column II
_______1. A statement of possible relationship between the
independent and dependent variables.
A. Control
_______2. Any factor that is not allowed to change
B. Independent Variable
_______3. A group or sample that is used as a standard
for comparison.
C. Repeated trials
_______4. Used to reduce the effects of chance error
D. Constant
_______5. The factor in an experiment that responds to
the purposefully changed factor.
E. Dependent Variable
_______6. The factor in an experiment that is changed on purpose
F. Variable
_______7. Any factor in an experiment that changes
G. Hypothesis
Self check:
Complete the table below honestly. There are no right or wrong answers, you can always come back
later and review this.
I understand the following terms:
Terms



Hypothesis
Variable
Independent Variable
Dependent Variable
Control
Trials
Constant
(Source: Cothron, J., Giese, R., Rezba, R.: Science experiments and projects for students. Kendall/Hunt Publishing Company, 2000)
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Activity 4
Be a Design Detective:
First read the description of the experiment and identify the major parts: Independent variable, number
of trials, etc.. Then complete the following:
1. Draw an experimental design diagram for the scenario described. Include only the parts specifically
described in the scenario.
2. Evaluate the experimental design diagram using the checklist provided.
3. Make a list of the ways you could improve the experiment described in the scenario. Modify the
experimental design to include the improvements.
Scenario:
In Chemistry class, Chris discovered that different metals reacted with hydrochloric acid to release
hydrogen gas. Some metals reacted more than others. Below is a chart that shows how metals react.
Source: Fraser, A., Gilchrist, I. Starting Science book 2 , 1986, Oxford University Press ( page 19)
Several weeks later, Chris read that a utilities company was planning to bury lead next to iron pipes to
prevent rusting. Chris hypothesized that less rusting would occur with the more active metals. He
carried out an experiment as follows:
Into 4 separate containers of water he placed; (a) 1 iron nail, (b) 1 iron nail wrapped with aluminum
strip, (c) 1 iron nail wrapped with a magnesium strip, (d) 1 iron nail wrapped with a lead strip. He used
the same amount of water, equal masses of the metals and the same type of iron nails. At the end of 5
days he rated the amount of rusting as, small, moderate or large. He also recorded the colour of the
water.
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Checklist for Experimental design.
Checklist
question
number
1
2
3
4
5
6
7
8
9
10
11
Questions
Does the title clearly identify both the independent & dependent variables?
Does the hypothesis clearly state how you think changing the independent variable will
affect the dependent variable?
Is there just one independent variable? Is it well defined?
Are the levels of independent variables clearly stated? Are there enough levels of the
independent variable tested? Are there too many?
Is there a control? Is it clearly stated?
Are there repeated trials? Are there enough of them?
Is the dependent variable clearly identified and stated?
Is the dependent variable operationally defined? Operationally defined means that the
investigator clearly stated how the response would be measured or described?
Are the constants clearly identified and described? Are there any others?
Did the Experimental design diagram include all the parts? Were the parts in the proper
order? IV, Levels of IV including control, repeated trials, DV, constants.
Was the experiment creative? Was it an appropriate level of complexity?
(Source: Cothron, J., Giese, R., Rezba, R.: Science experiments and projects for students. Kendall/Hunt Publishing Company, 2000)
Title:
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
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Checklist for Evaluating an Experimental Design Diagram
Criteria
Self
Teacher
Title
Hypothesis
Independent variable
Levels of independent variables
Control
Repeated trials
Dependent Variable
Operational definition of dependent variable
Constants
Creativity/complexity
(Source: Cothron, J., Giese, R., Rezba, R.: Science experiments and projects for students. Kendall/Hunt Publishing Company, 2000)
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Vee-Map Diagramming for preparing a Lab outline
This concept map is a tool to help you organize ideas for an investigation/experiment.
`
Active Interplay
Conceptual
(Knowledge)
Methodological
(Doing)
Focus question
Concepts/theories
(What do I know?)
1. What do I need to know?
2. What do I want to find out?
1. what do I know about
the topic?
2. What concepts relating
to the question do I
know?
3. How are the concepts
related to each other?
Claims
(How can I interpret my findings, observations, data?
1. What do my data, observations and results mean to
me?
2. What conclusions can I make from my data?
3. Can my data suggest further hypotheses, further
questions? does it refute any existing theories?
4. Can I apply this knowledge in the real world
practical
situations?
5. Self-reflection - What knowledge and skills did I
learn?
Graphic Organizers
(How are the ideas connected?)
concept map
1. How do the concepts related to one
another?
2. Is the general concept arranged at the
top of the concept map?
3. Can I build a heirarchy of concpets?
4. What are the possible crosslinks?
5. Are the crosslinks meaningful?
6. Have I included examples of
concepts?
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Events
(How can I find answers
to my questions?)
1. What apparatus do I
need?
2. What objects and events
must I observe?
3. What procedures can I
use?
4. What did I use?
Data Collection
(W hat did I measure and Observe?)
1. Did I collect data in the form of tables?
2. Did I graph my data?
3. What does my graph look like?
4. What are possible errors?
5. does my data show trends or patterns?
6. Are there other ways to report my data?
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Activity 5
Compare and Contrast
In this activity you will be given pairs of words. Although in some cases each word pair may look very
similar, there are subtle differences. You will compare – how they are the same, and contrast – how they
are different each set of words using a table. An example has been done for you.
Compare
Luminosity
Luminous
These words both refer to
the quality of light.
Contrast
Refers to the amount of light that an
object emits. It can be measured
quantitatively.
Refers to a characteristic that an
object has to give off(emit) light
compared to non-luminous.
1. Qualitative, Quantitative
2. Soluble, Solubility
3. Melt, Molten
4. Condense, Condensation
5. Solvent, Solution
6. Solid, Solidify
7. Dissolve, Dissolvable
8. Centimeter, Cubic Centimeter
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Activity 6
Look at the pictures below and decide whether each example is a physical or chemical change. Give
reasons/evidence for your answer.
Source: Dave Durant: www.edquest.ca
What are the five (5) clues to recognize a chemical change?
1.
2.
3.
4.
5.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What are the main differences between a chemical change and a physical change?
Physical Change
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Chemical Change
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Lab # 2
Safety Symbols
Skills: To become familiar with the WHMIS symbols and the MSDS sheets
Instructions: Complete the table below.
1. What do the letters WHMIS stand for?
____________________________________________________________________
2. What do the letters MSDS stand for?
____________________________________________________________________
WHMIS symbol
Meaning
Example
Check out: The Science Room, http://www.howe.k12.ok.us/~jimaskew/
Laboratory/safety. Read the information on this site
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Homework Activity:
The most dangerous thing in the laboratory is You.
Use the first letter of the words Lab Safety to create a poster on safety. You can add pictures, symbols,
colour to enhance your poster. This must fit onto 1, 8 ½ X 11 sheet of unlined paper. This poster can
be hand drawn or computer generated.
Example:
Listen to instructions
1. What are the two commonest excuses students make when an accident happens?
2. Why should contact lenses NOT be worn in the lab?
3. In your lab locate the following items: Safety glasses, Eyewash station, Fire Extinguisher,
Fire blanket, First Aid kit, Phone, Fume Hood, Emergency shut off button for gas.
4
Draw a floor plan of the lab showing where these items are located.
4. Identify the hazards in the picture below. Place an X on the safety issue
.
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Lab # 3
Using the Bunsen burner
Pre-Lab Discussion:
Sometimes a scientist needs to heat materials. In the laboratory, one of the most efficient ways
to do this is to use a Bunsen burner. Bunsen burners are made in a variety of designs. In
everyone, however, a mixture of air and gas is burned. In most Bunsen burners, the amounts of
air and gas can be controlled. In some laboratories, electric hot plates or portable liquidpetroleum burners are used instead of Bunsen burners. In this investigation, you will learn the
parts of the Bunsen burner and their functions. You will also learn how to use the Bunsen burner
safely in the laboratory.
Problem
How can the Bunsen burner be used safely to heat materials in the laboratory?
Materials (per group)
Bunsen burner
Ring stand
2 250-mL beakers
Wire gauze
Metric ruler
Beaker tongs
Iron ring clamp
100 – mL graduated cylinder
Flint striker or matches
Clock with second hand
Safety:
Put on safety goggles. Handle all glassware carefully. Tie back loose hair and clothing
when using the Bunsen burner. Use extreme care when working with heated equipment or materials to
avoid burns.
Procedure:
5. Examine your burner when it is not connected to the gas outlet. If your burner is the
type that can easily be taken apart, unscrew the barrel from the base and locate the
parts shown in Figure 1. As you examine the parts, think about their functions.
. The barrel is the area where the air and gas mix. The collar can be turned to
adjust the intake of air. If you turn the collar so that the holes are larger, more
air will be drawn into the barrel.
. The air intake openings are the holes in the collar through which air is drawn in.
. The base supports the burner so that it does not tip over.
. The gas intake tube brings the supply of gas from the outlet to the burner.
. The spud is the small opening through which the gas flows. The small opening
causes the gas to enter with great speed.
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Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
Use the diagram above and your Bunsen burner to label the following diagram. This diagram shows a cut
away section of a Bunsen burner. This is the way scientists draw diagrams
Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
6. Reassemble the Bunsen burner if necessary and connect the gas intake tube to the
gas outlet. CAUTION: Put on safety goggles. Make sure that the burner is placed
away from flammable materials.
7. Adjust the collar so that the air intake openings are half open; If you use a match to
light the burner, light the match and hold it about 2 cm above and just to the right
of the barrel. Hold the match in this position while you open the gas outlet valve
slowly until it is fully open. CAUTION: To avoid burns on your hands, always use
extreme care when handling lighted matches. The burner can also be turned off by
using the valve. Do not lean over the burner when lighting it.
8. If you use a flint striker to light the burner, hold the striker in the same position you
would hold a lighted match. To light the burner with a striker, you must produce
spark at the same time you open the gas valve.
9.
Practice lighting the burner several times. Every member of your group should be
given the opportunity to light the burner.
10. The most efficient and hottest flame is blue in color and has distinct regions as shown in
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Figure 2. Adjust the collar so that the flame is blue and a pale blue inner cone is visible.
Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
11. Adjust the flow of gas until the flame is about 6 cm high. Some burners have a valve in the base
to regulate the flow of gas, but the flow of gas can always be adjusted at the gas outlet valve.
After adjusting the flow of gas, shut off the burner. Leave your safety goggles on for the
remainder of the investigation.
12. Arrange the apparatus as pictured in Figure 3.
Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
Figure 3
13. Adjust the iron ring so that the bottom of the beaker is about’2 cm above the mouth of the burner
barrel. Measure 100 mL of water in the graduated cylinder and pour it into one of the beakers.
14. Light the burner and heat the beaker of water. The bottom of the beaker should just be touching the
top of the inner cone of the flame. In the Data Table, record the time it takes for the water to start
boiling rapidly. Using the beaker tongs, carefully remove the beaker and pour out the water.
15. Repeat the procedure with the other beaker at a height of about 8 cm above the mouth of the barrel.
CAUTION: Be very careful when raising the iron ring. It will be too warm to touch, use
heat resistant gloves and beaker tongs. In the Data Table, Record the time it takes for the
water to start boiling rapidly at this height. Note: Be sure that the starting temperature of the water
is the same in each trial.
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Complete the Experimental design Diagram for the above lab.
Title:
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
Constants
Observations:
Height above burner
(cm)
Starting Temperature (0C)
Time to boil (minutes)
4cm
8cm
Analysis and Conclusions:
1. What would happen if the air intake openings were made very small?
2. If the burner does not light after the gas outlet valve is opened, what might be wrong?
3. Where is the hottest part of the flame of a Bunsen burner?
4. At what height, 2 cm or 8 cm, did the water come to a rapid boil faster?
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13. Why is it important to make sure that the volume of water and the starting temperature are the
same in each trial?
Critical Thinking and Application:
1. Why is it important to wear safety goggles when using a Bunsen burner?
2. Why is it important to tie back loose hair and clothing when using a Bunsen burner?
14. In addition to the items mentioned in questions 1 and 2, what other safety precautions should be
followed before lighting a Bunsen burner?
Lab # 4
The Bunsen burner 2
Pre Lab Discussion:
To safely use a Bunsen burner it is important to know how it works. In this investigation you will
be finding our more about the types of burner flames and their properties.
Problem:
How does a Bunsen flame differ from the flame of a candle?
Prediction:
Based on your own experience of fire, candles, gas stove, at home, predict what you think will be
the main differences between a candle flame and a Bunsen flame.
Materials:
Safety:
Bunsen burner,
Matches
Paper clip
Crucible tongs
Steel wool
Candle
Safety glasses
1 unlit match
magnesium ribbon
copper wire/penny
Tie up all long hair and loose clothing. Make sure safety glasses are on.
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Procedure:
1. Using the procedure from the previous lab, write down the steps for lighting
the Bunsen burner. Have this checked by your teacher before you continue.
i.___________________________________________________________
ii. ___________________________________________________________
iii.___________________________________________________________
iv.____________________________________________________________
v.____________________________________________________________
2. Light your Bunsen burner, following the proper steps making sure that it is
safe and stable.
3. Adjust the so that the flame is about 6cm high and the air-hole is half open.
15. Using the crucible tongs heat each of the substances in the flame and record
your observations in the data table below.
4. Repeat the experiment using a candle instead of the Bunsen burner.
Observations:
Material to be tested
Observations when heated in
the Bunsen flame
Observations when heated in
a candle flame
Magnesium ribbon
Steel wool
Copper wire/penny
Analysis & Conclusions:
Which flame was the best for this experiment? Give a reason for your answer.
What substance can you infer might make the difference between the Bunsen flame and the candle
flame?
Suggest a way you could test this inference.
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Part 2
Procedure:
1. Obtain a paper clip and an unlit match.
2. Open the paperclip to make a straight wire. Use the paperclip to wrap around the match
about 0.5 cm from the head of the match.
3. Place the unlit match into the barrel of an unlit Bunsen burner as shown below.
Paper clip
Source: Arkless,S. et al, combined Science Worksheets Year one, 1976, Wheaton & co
4. Light the Bunsen burner with the air-hole WIDE OPEN.
5. Record your observations below.
Observations:
Conclusion & Analysis:
What does this experiment demonstrate about the inner cone of a Bunsen flame?
On the diagram below label the following.
Burning Gas, Un-burnt Gas
Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
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Check it Out:
A student tried the following experiment. S/he quickly placed a piece of paper over the flame of a
Bunsen burner. Below is what happened to the paper.
Explain what you think this shows.
Charred area
What does the word Charred mean? Use a dictionary to find out and write its meaning below.
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Homework:
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MSDS
Chemical Safety Data: Copper (II) Sulfate
Common
synonyms
Copper sulfate, copper sulfate, cupric sulfate, cupric sulfate, blue vitriol, copper
sulfate pentahydrate, hydrated copper sulfate
Formula
CuSO4 5H2O
Physical
properties
Form: blue crystalline solid, turning to a white or grey powder if the water of
hydration is driven off by heating
Stability: Stable.
Dehydration temperature: 110 C
Water solubility: moderate
Specific gravity: 2.28 (hydrated), 3.6 (anhydrous)
Principal hazards
Harmful if swallowed
Safe handling
Wear safety glasses. Do not breathe powder.
Emergency
Eye contact: Immediately flush the eye with plenty of water.
Skin contact: Wash off with water.
If swallowed: Wash out the mouth with plenty of water and call for medical aid
Disposal
Small amounts of dilute copper sulfate solution can be flushed down a sink with a
large quantity of water, unless local rules prohibit this.
Protective
equipment
Safety glasses.
Your teacher will give you copies of other MSDS sheets for various substances so you can become
familiar with the layout of these sheets. Not all MSDS sheets follow the layout as shown above.
Use this site to access MSDS sheets:
The Physical and Theoretical Chemistry Laboratory Oxford University Chemical and Other Safety
Information: http://physchem.ox.ac.uk/MSDS/
Bonus: Find out why Copper II sulfate should not be put down the sink.
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Lab # 5
Investigating Copper Sulfate
Skills:
Using the Bunsen burner, heating substances safely, qualitative observations.
Problem:
To find out about the chemical compound Copper II Sulfate by observations, and heating.
Materials:
Copper II Sulfate,
Procedure:
Part 1. Physical Observations.
1. Place a very small amount of the Copper II Sulfate chemical onto a white surface.
2. Use the Magnifying glass to observe the chemical. Record your observations about
the Copper II Sulfate in the Chart.
3. Place about 0.5cm of Copper II Sulfate into a clean dry test tube.
4. Add about 2 cm3 of water from a water bottle.
5. Put the rubber stopper into the top of the test tube.
6. Shake the tube carefully and record what happens in your chart.
Part 2. Heating the Copper II Sulfate.
1. Light your Bunsen burner observing all safety rules. PUT ON SAFETY GLASSES.
2. Add about 0.5 cm of Copper II sulfate to a dry clean test tube. Using the Test tube
tongs heat the test tube of Copper II Sulfate in the BLUE flame. DO NOT POINT
THE TEST TUBE AT ANYONE. Keep heating until no more changes occur.
3. Place your HOT tube into the test tube rack to cool.
4. When the tube has cooled so you can easily touch the bottom of the tube add a
small amount of water.
5. Record what happens.
6. Dispose of all solutions in the container provided.
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Incorrect
Correct
Observations:
Part 1
Copper II Sulfate
What do you Observe?
Observations with the magnifying glass
After Adding water to the
Copper II Sulfate
Info bit.
Crystals that contain water are called hydrated. Copper II sulfate is also known as Copper II sulfate
pentahydrate. From this name how many waters are found in a crystal of Copper II sulfate? Use a
dictionary if necessary.
_____________________________________________________________________________________
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Part 2
Copper II Sulfate
Observation
What happens when it is heated?
What happens when water is added to the
cooled tube?
Conclusions:
Use the following words to complete the sentences. Not all words need to be
used.
Blue, White, Hot, Dissolves, Solution, Evaporation, condensation, melts, soluble, crystalline,
solid, powder,
Copper II Sulfate ___________________in water because it is soluble. It forms a blue homogeneous
_________________.
Physical properties of Copper Sulfate are:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
When the copper II Sulfate solution is heated, the liquid disappears. This is called
___________________. The copper II Sulfate turns _______________________.
When water is added to the cooled tube of heated Copper II Sulfate it turns________ and the Tube
becomes _____________________.
When the Blue Copper II Sulfate is heated it turns from blue to white and a small amount of clear
colourless liquid is produced. From your experiment can you suggest what this liquid might be?
I think this liquid is ______________________________
How could you test this liquid to be completely sure? CLUE: Look up the Boiling and Melting Points of
the liquid you think this is.
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Chemical Safety Data: Sodium Hydroxide
Common
synonyms
Caustic soda, soda lye
Formula
NaOH
Physical
properties
Form: White semi-transparent solid, often supplied as pellets weighing about 0.1g
Stability: Stable, but hygroscopic. Absorbs carbon dioxide from the air.
Melting point: 318 C
Water solubility: high (dissolution is very exothermic)
Specific gravity: 2.12
Principal
hazards
Contact with the eyes can cause serious long-term damage
The solid and its solutions are corrosive
Significant heat is released when sodium hydroxide dissolves in water
Safe handling
Always wear safety glasses. Do not allow solid or solution to come into contact with
your skin. When preparing solutions swirl the liquid constantly to prevent "hot spots"
developing.
Emergency
Eye contact: Immediately flush the eye with plenty of water. Continue for at least ten
minutes and call for immediate medical help.
Skin contact: Wash off with plenty of water. Remove any contaminated clothing. If
the skin reddens or appears damaged, call for medical aid.
If swallowed: Drink plenty of water and call for immediate medical help
Disposal
Small amounts of dilute sodium hydroxide can be flushed down a sink with a large
quantity of water, unless local rules prohibit this. Larger amounts should be
neutralised before disposal.
Protective
equipment
ALWAYS wear safety glasses when handling sodium hydroxide or its solutions. If you
need gloves, neoprene, nitrile or natural rubber are suitable for handling solutions at
concentrations of up to 70%
Link to the Oxford HSci web site
Oxford, December 18, 2003
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Chemical Safety Data: Hydrochloric acid
Common
synonyms
None.
Formula
HCl
Physical
properties
Form: Colourless to light yellow fuming liquid when concentrated; colourless liquid
when diluted
Stability: Stable, but reacts vigorously or violently with most metals, bases and many
other chemicals.
Melting point: -25 C (concentrated)
Boiling point: 109 C (concentrated)
Water solubility: Miscible in all proportions
Specific gravity: 1.19 (concentrated), close to 1 (dilute)
Principal
hazards
Contact with the eyes or skin can cause serious permanent damage
Concentrated solutions of this acid are extremely corrosive; very dilute solutions are
mildly corrosive.
Toxic by inhalation - the concentrated solution releases dangerous quantities of
hydrogen chloride vapour
Safe handling
Always wear safety glasses. Do not allow the acid or a solution of it to come into
contact with your skin. Wear gloves if handling the concentrated acid. The
concentrated acid must always be used in an area equipped with good ventilation,
never in the open laboratory.
Emergency
Eye contact: Immediately flush the eye with plenty of water. Continue for at least ten
minutes and call for immediate medical help.
Skin contact: Wash off with plenty of water. Remove any contaminated clothing. If the
skin reddens or appears damaged, call for medical aid.
If swallowed: Drink plenty of water and call for immediate medical help.
Disposal
Small amounts of dilute hydrochloric acid can be flushed down a sink with a large
quantity of water, unless local rules prohibit this. Larger amounts should be neutralised
before disposal. Concentrated acid should not be flushed down a sink.
Protective
equipment
Always wear safety glasses when handling hydrochloric acid or its solutions. If you
need gloves, use neoprene, butyl rubber, natural rubber, or nitrile. When handling the
concentrated acid good ventilation is vital.
Link to the Oxford HSci web site
Oxford, December 31, 2003
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30
Lab # 6
Chemical & Physical Changes.
Pre Lab Discussion:
When two chemicals are mixed together, it is possible that a chemical reaction will occur.
Observing the mixing of the chemicals should help you decide which combinations are chemical
reactions and which are not.
Skills:
Observing chemical and physical changes and recording the data in a data table.
Materials:
Safety glasses
Bunsen
Test tubes
Test tube rack
Beakers
Matches/flint lighter
Water bottle
Graduated cylinder
Scoopula
Copper II sulfate
Magnesium ribbon
Marble chips
Sodium hydroxide
(caustic)
Hydrochloric acid
(corrosive)
Steel wool
Sodium hydrogen carbonate
Wooden splints
Beaker for waste
Safety:
In this activity you will be using chemicals that are corrosive and caustic. This
means that they will burn if they come in contact with skin. Any spills must be
reported immediately and washed off with water.
All chemicals must be disposed of in the container provided and NOT down the sink.
Procedure:
A.
1.
2.
3.
4.
5.
B
C
D
©
Collect all the equipment that you need.
Add 1 scoopula of Copper II sulfate to a clean dry test tube.
Add 1mL of water to the tube and shake gently
Record you observations in your data table.
Repeat steps 2-4 using the marble chips and the Sodium hydrogen carbonate.
6. Make a solution of Copper II sulfate solution by adding about 5 scoopulas of Copper II
sulfate to a beaker and adding 10mL of water. Stir to help dissolving.
7. Add a small ball of steel wool (about the size of a dime) to the solution.
8. Record your observations in the data table.
9.
10.
Pour about 5mL of dilute Hydrochloric acid into a clean dry test tube
Add a piece of magnesium ribbon ( about 2cm long) into the test tube with
the acid. Place a stopper loosely into the top of the tube.
11. Test the gas with a lighted splint. Record your data.
12. Repeat steps 9-11 using some Marble chips and Sodium hydrogen carbonate
13 Into a clean test-tube add 5mL of Sodium hydroxide solution
14 Into another test tube prepare a solution of Copper II sulfate.
15. Add the Copper II sulfate slowly to the tube containing the Sodium hydroxide.
Record your observations.
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31
Observations:
Create a data table for this experiment using the following headings:
Chemicals added,
Observations
Chemical/Physical change
Analysis and Conclusions:
Based on your observations, which combinations of chemicals were chemical reactions and which
were physical reactions? Make a table with two columns and list the reactions in the correct
column.
How could you prove definitely whether a chemical reaction has occurred?
Bonus: What is the definition of Precipitate?
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32
Lab # 7
Rust: Exploring Cause and Effect
Introduction:
The major goal in science is to explain the world around us. Through inventions and technology,
people have improved the world. An example of this might be scientists have studied how
mosquitoes find people to bite, while inventors have developed ways to protect us from being
bitten. Although the scientist and the inventor both have different goals they are both
investigating cause and effect relationships. In order to carry out their studies they will both
ask questions about the effects on a variable if they change another variable. A variable is
something that can change (vary). The variable that causes a change is known as the
independent variable while the variable that is affected is the dependent variable.
A suggested reason why one variable affects another in a certain way is known as a hypothesis.
Scientists and inventors form hypotheses so they can test the relationship between variables.
In this lab you are going to design your own experiment about the cause and effect of rusting.
You will then conduct the experiment at home and prepare a scientific report on your findings.
1. Background research:
You have experienced rusting at some time in your life. It might have been the bike you left
outside. Your first job is to research the following questions. Research can include; books, the
internet, a person who has some expertise, or your own experience.
1.
2.
3.
4.
5.
6.
7.
8.
What is rust?
What conditions are needed for rusting to occur?
What materials rust?
How can rusting be prevented?
How can I test this information to find out my own answers?
What resources do I need for my experiment?
What variable will I test?
How will I test these variables?
Complete a concept map like the one below with the information you have researched
How will I
test these
variables?
what
variables will
I test?
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What
materials
rust?
Rust
How can I
test this
information
to find my
own
answers
What is
Rust?
what
resources
do I need?
How can
rusting be
prevented?
What
conditions
are needed
for rusting to
occur?
33
2. Hypothesis:
From your research suggest a prediction and a hypothesis that you are going to investigate
through cause and effect.
Prediction:___________________________________________________________
___________________________________________________________________
Hypothesis:____________________________________________________________________
_______________________________________________________________________________
3. Procedure:
You now have to develop a plan/procedure for your experiment. Include all the materials that
you will use and the WHMIS & MSDS safety steps you need to take. Make a chart for your
observations.
Draw a proper scientific diagram to show how you will set up your experiment.
4. Conduct your Experiment and analyze your data: (This experiment will take about 1 week)
Include graphs, charts and photos in your observations.
Draw conclusions based on your observations. Your conclusions should refer back to your
hypothesis. Were you correct? If not, what would you need to change?
5. Error Analysis:
In what ways could you improve on this experiment? Don’t say ‘nothing’, there is always room
for improvement.
What were the errors of equipment?
What were the errors of design? (human error)
Write up your final report using all the proper headings and format for a lab.
You will be asked to complete the various parts of this investigation at set times and show your work.
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34
Title:
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
Constants

Concept Map Due: __________________________________________________

Vee map Due: ______________________________________________________


©
Experimental Design diagram Due: _____________________________________
Final Write Up Due: _________________________________________________
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35
Use this diagram to help you plan your work.
Ritter B. et al, 1996, Nelson Science 9 (page 26); Nelson Canada
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36
Active Interplay
Conceptual
(Knowledge)
Methodological
(Doing)
Focus question
1. W hat do I need to know?
2. W hat do I want to find out?
Concepts/theories
(W hat do I know?)
1. what do I know
about the topic?
2. W hat concepts
relating to the question
do I know?
3. How are the
concepts related to
each other?
Claims
(How can I interpret my findings, observations, data?
1. W hat do my data, observations and results mean
to
me?
2. W hat conclusions can I make from my data?
3. Can my data suggest further hypotheses, further
questions? does it refute any existing theories?
4. Can I apply this knowledge in the real world
practical
situations?
5. Self-reflection - W hat knowledge and skills did I
learn?
Graphic Organizers
(How are the ideas connected?)
concept map
1. How do the concepts related to one
another?
2. Is the general concept arranged at
the top of the concept map?
3. Can I build a heirarchy of concpets?
4. W hat are the possible crosslinks?
5. Are the crosslinks meaningful?
6. Have I included examples of
concepts?
Events
(How can I find answers
to my questions?)
1.
2.
3.
4.
5.
6.
Data Collection
(W hat did I measure and Observe?)
Did I collect data in the form of tables?
Did I graph my data?
W hat does my graph look like?
W hat are possible errors?
does my data show trends or patterns?
Are there other ways to report my data?
1. W hat apparatus do I need?
2. W hat objects and events
must I observe?
3. W hat procedures can I use?
4. W hat did I use?
Lab # 8
Density: a relationship between Mass and Volume
Introduction:
Density is a comparison of two quantitative physical properties mass and
Volume. Density allows scientist to compare substances to each other. Other qualities that can
also be compared using density are whether something will float or sink when placed in
something else. Comparing the density of a substance with water the most common liquid on
our planet is known as Specific Gravity.
Problem:
How are the mass and volume of a substance related?
Materials:
100mL Graduated cylinder
250mL beaker
Balance
Graph paper
Safety:
If you are using glassware be aware that glass can break and can cut you.
Procedure:
 Make a data table with 3 columns and 12 rows. In the first row label the
columns; :Volume of water”, “Mass of cylinder + water”, “Mass of water”
In the remaining spaces of the first column write 0,10,20,30,40,etc up to 100.
All of your data will be entered on this table.
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37
Volume
of water
(mL)
0
10
20
30
40
50




Mass of cylinder +
water (g)
Mass of
water (g)
Measure the mass of the empty graduated cylinder and record it in your data table.
Pour 10mL of water into the graduated cylinder, then use the balance to find the mass.
Repeat this step for the different amounts of water.
On the graph paper, make a graph and label the horizontal (x-axis) “Mass of water” (g).
Label the vertical (y-axis) in 10 equal increments from 10 -100. Label this axis “Volume of
water”.
Plot a graph of your data.
Analysis:
Use your graph to predict the mass of 55mL and 95mL of water.
Use your graph to predict the volume of 25g and 75g of water.
Use your data table to calculate the density of water. Use the formula:
Use your graph to find the density of water; slope = rise
run
Compare the densities obtained using these two methods. How close are they?
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38
Evaluate:
In science it is necessary to repeat experiments several times to make sure the data you have is
correct and accurate. Another way is to compare your data with the data of someone else who did
the same experiment. To save time you will use this second method. In the table below write the
density of water from your investigation. Then find 3 other people who did not work together and
enter their data.
Group
Density by
calculation
Density by graph
My data
Error analysis:
Explain how or why you think the results obtained above are not identical or if they
are identical explain why you think this is so?
Check out: International System of Units:
http://www.howe.k12.ok.us/~jimaskew/measure.htm
Print out these pages for future reference (12 pages)
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39
Lab # 9
Density 2: Finding the density of an irregular object.
Pre-lab information:
When an irregular object is placed in water it will displace its own volume.
This volume can then be measured.
Skills:
Reading a graduated cylinder, using an electronic/triple beam balance,
Math: Using equations to solve for an unknown
Materials:
Balance,
Graduated Cylinders of various sizes
Overflow cans
Objects to measure
Safety:
Take care when using glass graduated cylinders. Do not drop object into them
Procedure:

Prepare a data table with 6 columns and at least 5 row. Complete the table as shown
below. You will not need columns 3 & 4 if you are using an overflow can.
Object




Mass (g)
Volume in
graduated Cylinder
(mL) before
Volume in
Graduated cylinder
after (mL)
Volume of Liquid
(mL)
Density of object
g/mL
Find the mass of one object. Record this in your data table.
Use either the displacement method in the graduated cylinder or the overflow can to
find the volume of your object. Record in your data table.
Repeat using different objects.
Check your data with at least 3 other people from different groups. Create a data
table to show this.
Observations/Analysis:
What have you discovered in this activity about the relationship of mass and volume?
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40
Error analysis:
What do you consider to be error of equipment? Suggest improvements.
What do you consider to be experimental (your) error? Suggest improvements.
Extension:
Calculate the answers to the following problems. Use the GRASP method in all work.
1. A cube of metal has sides of 4cm, it has a mass of 64g. What is its density?
2. Tom has a 50cm3 bottle completely filled with 163g of a slimy green liquid. What is the density if the
liquid.
3. What is the mass of an object that has a density of 8g/cm 3 and a volume of 64cm3 ?
4. What is the volume of 325g of metal with a density of 9.0g/cm 3 ?
5. Sam has bought his girlfriend an engagement ring. The jeweler tells him it is pure
gold. Look at the following diagrams and then calculate the density of the ring.
Pure gold has a density of 19.3 g/cm3 . Has Sam bought the real deal or not?
20mL
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22.64mL
41
Approximate Densities of Some Common Materials
Density
Kg?m3
Gold
19 300
Lead
11 300
Silver
10 500
Nickel
8 900
Copper
8 900
Iron
7 900
Aluminum
2 700
Magnesium
1 700
Ice
920
Wood (birch)
660
Wood (western cedar)
370
Wood (balsa)
120
Liquids
Kg/kL
Mercury
13 500
Chloroform
1 500
Glycerol
1 260
Sea water
1 030
Distilled water
1 000
Vegetable oil
920
Isopropanol alcohol
790
Gasoline
690
Gases
Kg/m3
Carbon dioxide
1.98
Oxygen
1.43
Air
1.29
Nitrogen
1.25
Helium
0.179
Hydrogen
0.089
Substance
Solids
g/cm3
19.3
11.3
10.5
8.90
8.90
7.90
2.70
1.70
0.92
0.66
0.37
0.12
g/mL
13.5
1.5
1.26
1.03
1.00
0.92
0.79
0.69
g/cm3
0.001 98
0.001 43
0.001 29
0.001 25
0.000 179
0.000 089
Fluid densities.
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42
Figure it Out: Draw and label a diagram of a liquid density tower here.
Use the following liquids: water, cooking oil, Alcohol, Corn syrup, Mercury
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43
Lab # 10
Mass & Chemical Change
(Science Power9™ page 179)
Introduction:
Read the introduction to this investigation. In the space below define
what is meant by the “Law of conservation of mass” .
Follow the instructions given in the text to carry out this investigation.
Create your own data table in your lab note-book to record your observations.
Analysis and Conclusions:
In what way has your investigation proved or disproved the Law of conservation
of Mass?
Use your data to analyze the experimental error in this experiment
Expected results (g)
a
Actual results (g)
b
Degree of error (g)
a-b
Calculate the degree of error as a percentage;
Degree of error X 100 = ________%
Expected results
A result of +/- 10% is within an acceptable range. If your result is more than 10% suggest reasons why
you think this is so.
Compare your results with at least 2 other groups.
What have you found out?
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44
Lab # 11
Reactivity of Metals
Information:
Most metals are not found as elements in the earth but combined with other elements to form
compounds. One of the most common elements that combines with metals is Oxygen, to form a metal
oxide. You have already discovered that Iron combines with Oxygen to form Iron Oxide or Rust. The
degree to which a metal will combine with Oxygen is known as its REACTIVITY. Another substance that
metals will react with is water or acids to release Hydrogen gas. Again some metals such as the Alkali
Metals; Lithium, Sodium, Potassium (Group 1 Elements) will react vigorously with water. The reason for
their reaction is that they each only have 1 electron in their last orbit. It is these valence electrons that
are responsible for elements reacting with other elements and forming either IONIC or COVALENT
compounds. When metals react with non-metals they form IONIC compounds. When non-metals react
with other non-metals they form COVALENT compounds.
Na + H2O
Na+ OH
Sodium + Water
-
+ H2
Sodium Hydroxide + Hydrogen
In this reaction the Sodium Hydroxide is an ionic compound, however the combination of Oxygen and
Hydrogen (OH -) is a covalent bond between the Oxygen and the Hydrogen.
Because new substances are formed, this is a CHEMICAL reaction.
In this activity you are going to investigate how some metals combine with oxygen to form Oxides and
how they react with water or acid. You will be testing the gas that is produced to prove that it is
Hydrogen gas. A property of Hydrogen is that it burns or explodes when a flame is brought near it. This
gives a very distinctive ‘POP’ when a flame is put into a test tube with Hydrogen.
Another gas that may be produced during a chemical reaction is Carbon Dioxide. Unlike Hydrogen, CO2
does not burn. In fact CO2 will extinguish a flame. So the test for Carbon Dioxide is to put a flame into a
test tube and see if the flame is extinguished.
During this activity you will be combining all the information you have acquired during this Chemistry Unit
and seeing how it all fits together.
You will be:







Materials:
SafetyGlasses,
Bunsen burner,
Test tubes,
rubber stoppers,
test tube rack,
©
A. Raper July 2004
observing and recording Physical and chemical properties
using scientific language to describe what you observe
using skills of using the Bunsen burner
safety skills in the lab
using appropriate equipment which you should know by their correct names
recording data in a table
drawing inferences about what you observe
tongs,
Graduated Cylinder,
Matches,
wooden sticks,
Magnesium Metal
strips,
Iron Wool,
Copper wire,
dilute Acid,
Baking Soda –
Sodium Hydrogen
Carbonate
(Na H CO3).
45
Procedure:
(Part 1)
1. Collect all the equipment you need.
2. Light the Bunsen burner following ALL safety rules.
3. Take a piece of magnesium metal strip, record observations about the magnesium in the
data table.
4. Use the TONGS to hold the Magnesium in a medium Bunsen Flame until it catches fire.
BE CAREFUL NOT TO LOOK DIRECTLY AT THE MADNESIUM AS IT BURNS.
5. Record all observations in the data table.
6. Repeat steps 3 – 5 using the Iron Wool, and Copper wire.
7. Clean up your Equipment
(Part 2)
1. Collect all the equipment that you need.
2. Measure 5mL of dilute acid into a small graduated Cylinder.
3. Pour the acid carefully into a test tube.
BE CAREFUL NOT TO SPILL ACID ON THE LAB COUNTER OR TO GET ACID ON
YOUR SKIN. WIPE UP ALL SPILLS WITH WATER, WASH SKIN UNDER WATER.
REPORT ALL SPILLS TO TEACHER.
4. Carefully add a piece of Magnesium metal strip to the acid and observe what
happens. Record your observations in the data table.
5. Place a rubber stopper loosely in the top of the test tube for about 30 seconds.
6. Light a match and use it to light a long wooden stick.
7. Place the lit wooden stick into the test tube (You will need to remove the stopper quickly
so as to not let the gas escape.)
8. Repeat steps 2 – 7 using the Steel Wool and the Copper.
9. Clean up your Equipment.
(Part 3)
1.
2.
3.
4.
5.
©
Place enough Na H CO3 into a test tube to cover the bottom.
Add about 0.5cm of dilute acid to the tube
Using a lit wooden stick test the gas that is produced
Record your observations in the data table.
Clean up your Equipment and return all to its proper place.
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Observation Data Tables.
(Part 1)
Metal
Appearance before
heating
Appearance after
heating
Is this a chemical or physical
change? Give reasons
Magnesium
Steel Wool
Copper Wire
From this activity what can you say about the chemical property of these three metals to combine with
Oxygen?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sometimes Copper is used to make decorative roofs or statues – The Parliament buildings in Ottawa and
the Statue of Liberty in New York - These obviously do not look like a copper penny or a copper pipe.
They have turned green, this is called PATINA. What substance do you think this might be? Research
your answer.
©
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(Part 2)
Metal
Reaction with Acid
Test for Hydrogen
Comments
Magnesium
Steel Wool
Copper Wire
Which of the three metals is the most reactive with acid? Give reasons for your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What do you think would happen if stronger acid were used?
_____________________________________________________________________________________
_____________________________________________________________________________________
Which of the three metals from your experience and observations is the least reactive? Give reasons for
your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(Part 3)
Appearance of Na H CO3
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Appearance of Acid
Observations on Mixing
48
What happened when you tested for Carbon dioxide Gas?
_____________________________________________________________________________________
_____________________________________________________________________________________
If NaHCO3 is added to Hydrochloric acid (HCl) what do you think the reaction will produce?
HINT: Carbon Dioxide will be produced (CO2), Water will be produced (H2O), what does this leave?
Na H CO3
+ H Cl
H2O + CO2 + __________
What types of compounds Ionic or Covalent are formed in this reaction? Give reasons for your answers.
Complete the Bohr Rutherford Atomic diagrams showing the valence electrons, protons and neutrons for
Magnesium and Oxygen. Explain what type of compound IONIC or COVALENT is formed. Give reasons
for your answer.
Mg
O
Write the equation for the chemical reaction between Oxygen and Magnesium.
©
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49
Lab # 12
Mixture Separation
Pre-Lab Discussion:
The ability to separate and recover pure substances from mixtures is extremely important in scientific
research and industry. Chemists need to work with pure substances, but naturally occurring materials
are seldom pure. Often, differences in the physical properties of the components in a mixture provide a
clue and the means to separate them. In this experiment you will have the opportunity to design,
develop, and implement your own procedure for separating a mixture.
Your task will be to plan, and carry out the separation of the mixture, before you do this you will need to
first investigate the properties of each component in the mixture. The properties will be used to design
your mixture separation.
Problem:
To separate a mixture provided into the different parts, and evaluate the success of the methods
used.
Procedure:
1. Obtain separate samples of the separate components of the mixture
2. Use the equipment you have available to make observations of the components and determine
their properties.
3. You will need to perform several tests with each substance so don’t use all the sample with the
first test.
4. Look at properties like: solubility, does it float or not, is it magnetic.
5. Record your observations in a data table in your lab book.
6. Use the observations of the properties to create a concept map that summarizes your
observations and inferences.
7. Create a plan of how you will separate the mixture that includes all the components of the
mixture.
8. Review your plan with your teacher.
9. Obtain a sample of the mixture and using the equipment you have available carry out the
procedure you have developed.
10. Keep records in your lab book of how successful you were at separating the mixture
DO NOT THROW ANY MATERIALS DOWN THE DRAIN, DISPOSE OF THEM IN THE CONTAINERS PROVIDED
FOLLOW ALL SAFETY RULES
Conclusions:
Evaluating methods: how did you decide the order of your procedural steps? Would any order have
worked?
Designing Experiments: If you could do this lab over again, what would you do differently?
Be specific.
Designing Experiments: what equipment that was not available to you would have made your task
easier.
Applying Ideas: For each of the components in the mixture describe a specific physical property that
enabled you to separate the component from the mixture.
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50
Lab # 13
Making Predictions Using Indirect Evidence
Pre-Lab Discussion:
How do scientists know what the inside of an atom looks like? After all, it is impossible to see
inside an atom. Scientists have used observations of how atoms behave to develop a model of
atomic structure. These observations are one type of indirect, evidence for the structure of an
atom.
Another type of indirect evidence comes from making predictions. Based on the model they have
developed, scientists predict how atoms will behave in certain circumstances. They design
experiments to test these predictions. If the predictions are shown to be accurate, they are taken
as additional indirect evidence that the model Is correct. In this investigation, you will use
indirect evidence to determine the properties of objects you cannot see.
Problem:
How can you determine the characteristics of something you cannot observe directly?
Materials: (per pair of students)
Shoe box, wrapped or with cover, that contains small objects
Triple-beam balance
Bar magnet
Procedure:
1. Obtain a sealed shoe box from your teacher.
2. Without opening the box, perform several tests on the box to determine the characteristics of
the contents. Tests might include tipping it, shaking it, sliding it, checking for magnetic
attraction, and finding its mass. In each case, record your observations in the Data Table.
Observations might include sound or the way the contents behave (roll, slide, etc.). You might
also wish to find the mass of an identical box and lid that is empty. The difference in mass
would be the mass of the object or objects inside.
3. On the basis of your observations, sketch and label the box and its contents in Figure 1 in
Analysis and Conclusions.
Observations
Describe some of the ways in which you tested the unknown objects to determine their
characteristics. Record your descriptions in the Data Table.
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51
Analysis and Conclusions
Source: Miller-Levine, Laboratory Manual, 2000, Prentice Hall
1. What senses did you use to determine a model of the object or objects inside the box?
2. How does this investigation compare with the way in which scientists have learned about the
atom?
3. Do you think that all the boxes used in this investigation contain the same number and types
of objects? What evidence would you use to support your answer?
Critical Thinking and Application
1. In what ways could you test the accuracy of your model of the contents of the box without
opening the box?
2. What kinds of special instruments could also be used to make indirect observations of the
contents of the box?
3. If you used some of these special instruments and found that the results did not agree with
what you originally thought to be contained within the box, what would you need to do?
4. If your teacher allows you to do so, open the box and directly observe the object(s) inside or
look at a list of the objects contained within the box. How accurate is your indirect
determination?
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Lab # 14
Polymer Goo Superball Challenge
Introduction:
It is ‘Take your Kid to Work” day, and you have joined your parent at the toy factory. You are
going to work with the Plastics team, who have been trying to develop a new “superball”. You
have been assigned the task of finding the correct recipe for this ball. You can make your own
Polymer using Borax, water and white glue. Adding food colouring to the mixture improves the
appearance.
You will start by adding 5g of Borax to 5mL of water and then adding this mixture to 5mL of
white glue.
Safety:
Borax is an irritant when inhaled
Information:
When borax dissolves in water it forms borate ions, these ions form bonds with the white glue
giving the mixture some of the properties of a liquid and some of a solid. As the reaction n
continues you will be able to pick up the polymer in your hands.
Goal:
To find the correct proportions of borax, water and glue to make the best bouncy “superball”.
Use no more than 6g of borax in any trial. Remember to change only one variable at a time.
Drop the ball from the same height each time and compare the height of the bounce.
Identify: The dependent and independent variables, control, trials
Experimental design Plans:
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Title:
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
Constants
Title
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
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Constants
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Title:
Hypothesis:
IV
Independent Variable
Levels of IV including the control
Repeated trials
DV
Dependent variable
C:
Constants
Create a data Table for your ball tests.
Conclusions
Teacher Demonstrations:
1. Electrolysis of water
Problem: How can you show that water is H2O?
This demonstration can be done using graphite electrodes and a beaker of acidified water or using
the Hoffman Apparatus as shown below.
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What do you notice about the volumes of gas collected at the Cathode and at the Anode ?
_____________________________________________________________________________________
_____________________________________________________________________________________
What tests could be carried out to find out which gas is Hydrogen and which gas is Oxygen?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Predict which gas is collected at the Cathode? Give a reason for your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
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2. Action of Potassium/Sodium or Lithium on water.
This photograph shows Potassium reacting with water.
What is the chemical equation for this reaction?
Use these words to write the equation.
Water, Potassium Hydroxide, Hydrogen, Potassium
Which chemicals are the reactants and which chemicals are the products?
Elements such as the Alkali metals are reactive because they will easily give up an electron that is
held in their outer orbit. The further away this electron is from the positive attractive force of the
protons in the nucleus the easier it is for this electron to be lost in a reaction.
Predict the reaction of other elements in this chemical family. Why is Hydrogen also placed in this
family even though it is not a metal?
3. Separation of mixtures
Distillation
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Filtration
Evaporation
Chromatography:
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Science Lab Report Evaluation Rubric assignment # __________
Student Names:
Self-evaluation Score:
This analytic rubric is used to verify specific tasks performed when producing a lab report. If the task has been
completed, all points are awarded. No points are awarded if the task is not complete.
Category
Scoring Criteria
Points
Lab
The hypothesis clearly shows it is based on research.
Introduction (Not just a wild guess.)
15 points
Research references used to prepare the lab are listed.
(There are always research references.)
5
5
Procedures are written during pre-lab preparation and clearly
state what is planned.
(Procedures are not written in past tense form.)
5
There are no "understood" procedures.
(Such as: get out equipment or turn on gas.)
5
Specific formulas or equations for reactions during the lab are
shown.
(Write these as procedures on the lab report.)
5
"Results" of a procedure are clearly recorded.
(Some procedures might not have observations)
5
Observations Measurements, when required, show proper units.
15 points
(Write these as observations on the lab report.)
Conclusion
20 points
5
Calculations, when required, are clearly shown.
(Write these as observations on the lab report.)
5
Summarize the essential lab data.
5
Show how the essential data answers the lab question.
5
Identify the one area of the lab most likely responsible for
measurable experimental error.
(Think carefully about this one.)
10
Report is neatly printed in ink, with no visible corrections.
10
A diagram of the essential apparatus used in the experiment is
drawn in the largest available white space on the front of the lab
Presentation
report.
25 points
(There is always something to draw.)
Lab Safety
10 points
Selfevaluation
Deadline
10
Report is written in such a way that others could accurately
duplicate the experiment.
5
No group members were sited for safety violations.
(Assigned PPE must be worn at all times.)
10
Score
Total Points
Teacher
Evaluation
5
The question to be answered during the lab is stated.
Procedures
15 points
Student
Evaluation
100
Students are expected to honestly evaluate their own work. If the difference between the student evaluation
and the teacher evaluation is more than 10 points, 5 points will be deducted from the teacher's score when the
grade is recorded.
Lab reports are due at the beginning of class the day after lab. Reports will be accepted at the beginning of
class the second day after lab for 3/4 credit. No credit will be given after this time.
J. Askew, The Science Room: http://www.howe.k12.ok.us/~jimaskew/evalab.htm
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Laboratory Performance Checklist
CRITERIA
PERFORMANCE
Pre-Lab Write-Up
-Comes to class with pre-lab write-up completed. (Pre-lab
consists of the following: title, introduction, materials,
apparatus, procedure, and observation chart(s))
Demonstrates a clear understanding of the problem to be
investigated, the background theory, and the procedure
-Assembles equipment quickly and correctly with little or
no assistance or reference to notes
-Makes efficient use of time
-Displays confidence in own abilities
- Follows directions given in class
- Handles equipment correctly
- Lights a Bunsen burner correctly
- Adjusts the Bunsen burner flame properly.
- Handles chemicals safely
- Reads chemical labels carefully before obtaining
samples
- Does not contaminate reagent stock bottles
- Tests for odours using proper safety procedures
- Takes readings accurately and precisely
- Cleans glassware before and after use
Uses equipment for the purpose it was designed
Handles all equipment with care
- Records all observations in a neat and organized
manner
- Attempts to correlate observations to the problem
- Has data initialed by the teacher prior to leaving the
laboratory
- Helpful in group situations
- Performs his/her share of the tasks
-Disposes unused reagents or products of chemical
reactions in proper containers as instructed by the
teacher
- Washes and returns all glassware to proper storage
area
- Asks for correct cleaning procedure for glassware that is
difficult to clean
- Wipes down work bench
- Disposes of any paper and other solids as instructed by
the teacher
- Cleans and dries sinks
- Workbench is not cluttered.
- Goggles are worn at all times.
- Stands while performing experiment.
- Performs only authorized experiments.
- Informs teacher and disposes of broken glassware and
equipment appropriately.
- Cleans up spills.
- Ties long hair back and tucks in loose clothing.
- Handles chemicals with utmost respect and care.
- Recognizes and reports unsafe conditions.
- Remains beside a lighted Bunsen burner.
- Knows the location of safety equipment.
- Washes hands after every experiment.
Knowledge
Setup
Technique
Equipment
Data
Co-operation
Waste Disposal
Clean-Up
Safety
YES NO
Source: S. Szkurhan HamiltonCDSB
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The following may be used as a student rating scale for the above checklist of lab
performance:
Laboratory Performance Rating Scale
CRITERIA
Pre-lab write up is complete.
Demonstrates a clear knowledge of the problem being studied.
Follows setup procedures for the investigation efficiently and correctly.
Follows specific lab techniques properly.
Handles equipment correctly.
Records data precisely and completely.
Works co-operatively with the group.
Disposes of waste correctly.
Follows proper clean-up procedures.
Observes all safety precautions.
RATING SCALE
01234
01234
01234
01234
01234
01234
01234
01234
01234
01234
Source: S. Szkurhan HamiltonCDSB
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Lab Report Rubric
CRITERIA
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Applies few of the
required skills
and strategies;
Applies some of the
required skills and
strategies;
Applies most of the
required skills and
strategies;
Applies all (or almost
all) of the required
skills and strategies;
Introducing
concepts/
theory
Incomplete
summary of
background
information.
Adequate summary
of background
information.
Complete summary of
background
information.
Thorough concise,
summary of
background
information.
Understanding
the question or
problem
Poor
understanding of
the theory or
concept of the
experiment;
Adequate
understanding of the
theory or concept of
the experiment;
Good understanding
of the theory or
concept of the
experiment;
Thorough
understanding of the
theory or concept of
the experiment;
States question
in a testable form
that identifies a
few components
needed for a fair
test;
Restates question in
a testable form that
identifies some
components needed
for a fair test;
Restates question in a
testable form that
identifies most
components needed
for a fair test;
Restates question in
a testable form that
identifies all
components needed
for a fair test;
Formulating
the hypothesis
Prediction does
not relate to
problem;
Prediction partially
relates to problem;
Prediction relates to
problem and is
partially supported by
data;
Prediction relates to
problem and is fully
supported by data
Designing a
plan
Develops a set of
procedures that
are very limited in
their
appropriateness,
efficiency, clarity
and/or
completeness;
Develops a set of
procedures that are
limited in their
appropriateness,
efficiency, clarity
and/or completeness;
Develops a set of
procedures that are
appropriate but are
limited in their
efficiency, clarity or
completeness;
Develops a set of
procedures that test
the hypothesis and
are appropriate,
efficient, clear and
complete;
Identifies and
controls few
variables
Identifies and
controls some
variables;
Identifies and controls
most major variables;
Identifies and
controls all major
variables;
Follows a few
identified
procedures to
conduct a fair
test;
Follows some
identified procedures
to conduct a fair test;
Follows all identified
procedures to conduct
a fair test, and makes
some modifications;
Follows all identified
procedures to
conduct a fair test,
repeats procedures
to test for
consistencies, and
justifies
modifications;
Carrying out
the plan
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CRITERIA
Making
Observations
LEVEL 1
Data is of limited
relevance, is
limited in scope,
and detail and/or
contains major
inaccuracies;
Data is somewhat
relevant and
insufficient in scope
and detail,
Display of
information lacks
accuracy and
precision, and is
generally
disorganized;
Display of information
is somewhat accurate
and precise, and
somewhat complete
and organized;
Concluding
LEVEL 3
Data is relevant and
sufficient in scope and
detail;
Display of information
is accurate and
precise, complete and
organized;
LEVEL 4
Data is relevant and
very extensive in
scope and detail;
Display of information
is accurate and
precise; complete
and thoroughly
organized;
Uses scientific
terminology with
some degree of
accuracy, clarity and
effectiveness;
Uses scientific
terminology with
accuracy, clarity and
effectiveness;
Uses scientific
terminology with high
degree of accuracy,
clarity and
effectiveness;
Some data is
recorded using
appropriate SI
units and format
Some data is
recorded using
appropriate SI units
and format
Most data is recorded
using appropriate SI
units and format;
All data is recorded
using appropriate SI
units and format;
Relevant data are
minimally
identified and
explained without
analysis;
Relevant data are
partly identified and
explained without
analysis;
Relevant data are
identified and
explained with partial
analysis;
Relevant data are
fully identified, and
explained with
thorough analysis;
Conclusion is
incoherent,
illogical or
irrelevant, and
not supported by
the data;
Conclusion is not well
supported by the data
and is not clearly
stated;
Conclusion is valid,
understandable and is
mostly supported by
the data;
Conclusion is valid,
clearly and concisely
stated and fully
supported by the
data;
Conclusion in a
very limited way
addresses the
original task.
Conclusion partly
addresses the
original task.
Conclusion addresses
the original task.
Conclusion
thoroughly addresses
the original task.
Uses scientific
terminology with
a limited degree
of accuracy,
clarity and
effectiveness;
Analyzing,
Interpreting
LEVEL 2
Source: S. Szkurhan HamiltonCDSB
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Observation Checklist
Student: ______________________
Class:_____________
Date:_________
Types of assignments: ___________________________________________________
 Teacher
 Peer
 Self
Date: ______________
Signed:__________________
Date: ______________
Signed: __________________
Date: ______________
Signed: __________________
WORK HABITS



Not yet
Sometimes
Frequently
Gets work done on time
_______
______
_______
Asks for help when needed
_______
______
_______
Takes initiative
_______
______
_______
Organizes work
_______
______
_______
Takes good notes
_______
______
_______
Uses time well
_______
______
_______
STUDY HABITS



PERSISTENCE




Shows patience
_______
_______
_______
Checks own work
_______
_______
_______
Revises work
_______
_______
_______
Does quality work
_______
________
_______
Works well with others
_______
________
_______
Listens to others
_______
________
_______
Helps others
_______
________
_______
SOCIAL SKILLS



USE OF EQUIPMENT & SAFETY



Works safely
_______
________
_______
Respects equipment
_______
_______
_______
________
_______
Uses equipment properly
_______
COMMENTS:
_________________________________________________________________________
_________________________________________________________________________
FUTURE GOALS:
_________________________________________________________________________
_________________________________________________________________________
Source: S. Szkurhan HamiltonCDSB
©
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Internet Resources:
The Science Room: http://www.howe.k12.ok.us/~jimaskew/
EdQuest: www.edquest.ca
Atomic Structure: http://www.electronspin.org/atom.htm
Chemical elements.com http://www.chemicalelements.com/index.html
The Visual Elements; http://www.chemsoc.org/viselements/pages/periodic_table.html
World Aluminum: http://www.world-aluminium.org/
The Blast Furnace: http://www.bbc.co.uk/history/games/blast/blast.shtml
The Elements Song by Tom Lehrer: http://www.privatehand.com/flash/elements.html
Web Elements: http://www.webelements.com/
National Research Council: http://www.nrc-cnrc.gc.ca/main_e.html
How Stuff Works: http://www.howstuffworks.com/index.htm
Government of Ontario: http://www.edu.gov.on.ca
Powers of ten: http://microcosm.web.cern.ch/microcosm/P10/english/welcome.html
The Universe within: Powers of ten:
http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/
The Particle Adventure: http://www.inp.nsk.su/pdg/particleadventure/
Chemical reactions: http://www.visionlearning.com/library/module_viewer.php?mid=54
Chemistry.Org – American chemical society:
http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=kids\index.html
http://chemistry.org/portal/a/c/s/1/wondernetdisplay.html?DOC=wondernet%5Cindex.ht
ml
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