Science and Technology Department
Chemistry and Physics
Laboratory practicals
ESO 4
2013-2014
Index
Name:___________________________________________Level:_____________
1
2
Index
1st TERM
Page
Mark
- Safety rules
3
___
CHEMISTRY
- Exp 1. Trip trough periodic table
12
___
- Exp 2. Identification of elements using a flame test.
17
___
- Exp 3. Spliting water: electrolysis.
20
___
- Exp 4. Plastics.
24
___
- Exp 5. Learning how to test water in an hydrated salt.
31
___
- Exp 6. Chemical reactions.
34
___
PHYSICS
- Exp 7. Ball in a track.
40
___
- Exp 8. How is the position-time graph of your motion?
43
___
- Exp 9. How to obtain the spring constant of a spring.
47
___
- Exp10. Newton’s Laws. POE activities.
49
___
53
___
- Exp 12. Determination of the specific heat capacity of steel. 57
___
- Exp 13. Push up force calculation.
59
___
- Exp 14. Funny pressure.
61
___
2nd TERM
3rd TERM
PHYSICS
- Exp 11. Dissipated energy in a ball bounce.
3
4
TERM: ______________________
Science and Technology Department
Date: ________________________
LABORATORY RULES AND SAFETY
Regular laboratory experiments make up an integral
part of your science learning experience. While being
an exciting source of discovery, laboratories are also
very dangerous if the equipment and materials are not
handled properly. Safety is therefore our number 1
priority in the laboratory. Accidents do not just happen;
they are caused by carelessness, haste and disregard
of safety rules and norms. Failure to follow any of the
safety guidelines will result in serious consequences
including possible suspension and/or removal from the laboratory. We want all of you to
have a positive experience and need your cooperation for the lessons in the laboratory to
be successful and accident-free.
GENERAL LABORATORY INFORMATION
Grades:
 Lessons in the laboratory count as 30% of the Science mark (procedures and
attitudes will be evaluated during the Lab lesson and concepts with the exams).
 You will get a safety/participation grade each lab that we do.
 For each safety violation you will be deducted points for the lab grade that day.
 For severe or repeated faults the student will receive a ZERO and will be removed
from the lab.
General rules:

Every term you will be assigned a group to work with in the Lab:
 Each group will be assigned a laboratory place at which to work.
 Although you are a group, each of you will have to interpret data, write the Lab
Report and answer questions separately unless directed otherwise.
 Each group should tidy up and clean all the instruments, equipment used and the
work surface after the experiment.
 In every lesson a different assigned group will ensure that the Lab Clean Up is
taking place.
 Lab Dossier will be completed and handed in to the teacher after each lab session
to be graded.
SAFETY GUIDELINES TO BE FOLLOWED IN THE LABORATORY
It is not permitted to:
a. Enter the laboratory without the Science teacher’s permission.
b. Wander around the room, distract other students or interfere with
the laboratory experiments of others.
c. Eat food, drink beverages or eat chewing gum.
d. Touch any equipment or material in the laboratory area until you
are instructed to do so.
5
TERM: ______________________
Science and Technology Department
Date: ________________________
e. Leave any experiment in progress unattended and you must remain at your Lab
Station until excused by the Science teacher.
f. Taste, touch, or smell any substance unless directed to do so by your teacher.
You should always:
a. Bring your Lab Dossier and pen (calculators when required) to
the lesson. Coats, folders and school bags are not allowed.
b. Wear a Lab coat.
c. Follow all written and verbal instructions from the teacher
carefully. If you do not understand a direction or part of a
procedure always ask the teacher before proceeding.
d. Perform only those experiments authorized by the teacher.
Unauthorised experiments are prohibited.
e. Clean up all spills immediately and keep the Lab clean and tidy
at all times.
f. Wear safety gloves and protective goggles for experiments that require them.
g. Wash your hands with soap and water after finishing every experiment.
Correct handling of equipment and chemicals
a. Each instrument has its own function and before using any instrument you should be
familiar with its function
b. If you cut yourself, spill a chemical on yourself or receive a burn by touching a hot
object, run cold water over the affected area and either you or your partner should
inform the teacher immediately.
c. The Science teacher should be informed of any instrument or equipment breakage.
Broken glass should not be picked up with your bare hands.
d. You should always read and double check labels on reagent bottles before using any
reagent and take only as much reagent as you need.
e. You should keep your hands away from your face, eyes, mouth and body while using
chemicals.
f. When heating a test tube, you should point the test tube toward the wall (away from
you and your classmates).
g. Waste should be disposed of correctly. Dissection waste should be collected in a
plastic bag and placed in the bin provided.
h. The sinks should only be used for water and solutions instructed to throw away by the
teacher. Solid chemicals, metals, matches, filter paper and all other insoluble materials
are to be disposed of in the proper waste containers and not in the sink.
i. Cracked or broken glass should be placed in the special container for “Broken Glass.”
6
TERM: ______________________
Science and Technology Department
Date: ________________________
SCIENCE INSTRUMENTS AND EQUIPMENT VOCABULARY
Castellano
Aro
Balanza
Mechero Bunsen
Bomba de vacío
Bureta
Cápsula de Petri
Cápsula de porcelana
Català
Cèrcol
Balança
Bec Bunsen
Bomba de buit
Bureta
Càpsula de Petri
Càpsula de porcellana
English
Iron ring
Balance / scales
Bunsen burner
Aspirator pump
Burette
Petri dish
Evaporating
porcelain
dish
Cuentagotas
Comptagotes
Dropper
Embudo
Embut
Funnel
Embudo de separación
Embut de separació
Separating funnel
Embudo
de
forma Embut
de
forma Conical funnel
alemana
alemanya
Erlenmeyer
Erlenmeyer
Erlenmeyer flask
Espátula
Espàtula
Spatula
Filtro
Filtre
Filter
Frasco lavador
Flascó rentador
Wash bottle
Gradilla
Gradeta
Test tube rack
Matraz aforado
Matràs aforat
Volumetric flask
Jeringa
Xeringa
Syringe
Pinzas
Pinces
Forceps/ tongs
Mano de mortero
Mà de morter
Pestle
Mortero
Morter
Mortar
Nuez
Nou
Clamp holder
Pera de succión
Pera de succió
Bel-bulb pippette
Pipeta
Pipeta
Pippette
Portaobjetos
Portaobjectes
Glass slide
Probeta
Proveta
Graduated cylinder
Rejilla
Reixeta
Wire mesh
Soporte
Suport
Stand
Termómetro
Termòmetre
Thermometer
Trípode
Trespeus
Tripod /trivet
Tubo de ensayo
Tub d’assaig
Test tube
varilla
Vareta
Rod
Vaso de precipitados
Vas de precipitats
Beaker
Vidrio de reloj
Vidre de rellotge
Watch glass
7
TERM: ______________________
Science and Technology Department
Date: ________________________
8
TERM: ______________________
Science and Technology Department
Date: ________________________
HAZARD PICTOGRAMS
Hazard pictograms are one of the key elements for the labeling of containers of chemical
products, along with:

an identification of the product;

a signal word – either DANGER or WARNING – where necessary

hazard statements, indicating the nature and degree of the risks posed by
the product
precautionary statements, indicating how the product should be handled to

minimize risks to the user (as well as to other people and the general environment)

the identity of the supplier (who might be a manufacturer or importer)
In a laboratory, in a chemical factory, in many places chemical products are used every
day at work – not just in factories, but also in construction work or in offices – in things
like cleaning products, paints, etc.
The European Union’s 2009 classification, labelling and packaging (CLP) regulation
introduced new warning pictograms. The diamond-shaped pictograms
indicate the nature of the hazard(s) associated with the use of a hazardous substance
or mixture. On labels, the pictograms are accompanied by signal words, hazard
statements, and precautionary statements, as well as product and supplier information.
Let’s learn more about them watching this video:
http://www.napofilm.net/en/napos-films/chemicals
While watching this video write the correct numbers in the blank column:
1
Gas under pressure, may explode when
heated. Refrigerated gas, may cause
cryogenic burns or injuries. Dissolved
gases.
2
This pictogram warns that a substance is
hazardous to the environment and
causes aquatic toxicity
9
TERM: ______________________
Science and Technology Department
3
4
5
Date: ________________________
This pictogram refers to explosives,
self-reactive substances and organic
peroxides that may cause explosion when
heated.
This one warns against flammable gases,
aerosols, liquids and solids: Self-heating
substances and mixtures. Pyrophoric
liquids and solids, that may catch fire
when in contact with air. Substances and
mixtures which, in contact with water,
emit flammable gases Self-reactive
substances or organic peroxides that may
cause fire when heated
Aspiration hazards: A substance or
mixture with this pictogram has one or
more of the following effects if
swallowed or if it enters airways:
Is carcinogenic, affects fertility and the
unborn child, causes mutations, is a
respiratory sensitiser, may cause allergy,
asthma or breathing difficulties when
inhaled, is toxic to specific organs.
6
If you find this pictogram on the label it
means you are dealing with oxidising
gases, solids and liquids, which can cause
or intensify fire and explosion.
7
Toxic in contact with skin, if inhaled or
ingested, which may even be fatal.
10
TERM: ______________________
Science and Technology Department
Date: ________________________
This pictogram means one or more of the
following:
Acutely toxic (harmful), causes skin
sensitization, skin and eye irritation,
respiratory irritant, narcotic, causes
drowsiness or dizziness, hazardous to the
ozone layer
8
Corrosive : can cause severe skin burns
and eye damage. It is also corrosive to
metals.
9
Complete this table using different products that you will find in the laboratory:
Name and formula of the product
Pictogram
Content (50%) Order (20%)
Attitude (30%)
11
Total
TERM: ______________________
Science and Technology Department
Date: ________________________
12
Science and Technology Department
Chemistry
13
Science and Technology Department
14
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 1. TRIP THROUGH PERIODIC TABLE
Welcome to the exciting world of the Periodic Table ... Everything around us is
made of the elements on the Periodic Table. Every day in our daily lives, we use
these elements in many different ways, alone or combined forming compounds.
Periodic Table has been source of inspiration of a well known catalan scientist:
David Jou. The poem describes in a very special way some of the properties of the
elements in nature. Let’s read
La taula periòdica
Mireu-los: a la dreta, els gasos nobles -en vermell, com els diumenges, com els
dies de descans, perquè refusen combinar-se i són tranquils i desvagats-;
dalt de tot, com dues torres isolades, l'hidrogen i l'heli,
els grans dominadors del contingut de l'Univers
potser fóra més lògic posar-los com a arrels
que com a cùpules, ja que són això:
origen, fonament, arrel celest-;
sota d'ells, sis pisos més i, com dos sòtans,
els lantànids i els actínids;
al sisè pis, les oficines de la vida –
el carboni, el nitrogen i l'oxigen, tan fecunds:
boscos i atmosferes, energies enterrades-;
al cinquè -seguim baixant- tota la sorra de les platges i els deserts
-el silici- i la sal de tots els mars -el clor, el sodi i el magnesi-;
al quart pis, el calci i el potassi
-que amb el sodi del cinquè flueixen en els nervis com els somnis
- i també, com una porta infranquejable, el ferro.
A partir d'ell, tot s'ha format amb violència,
en grans explosions de supernoves: el coure del quart pis,
la plata del tercer i, en el segon, l'or i el mercuri
-fascinants- i el plom i el bari, tan densos.
Al primer pis, la brasa encara crema: el radi
-i l'urani en el seu sòtan-, radioactius,
com si volguessin recordar-nos el tumult eixordador del seu origen.
Al darrer sòtan predomina l'artifici: els àtoms són molt breus,
un joc d'enginy que dura el temps de guanyar un nom i que es desfà
-ja no fan cap falta: són una fatiga que el món no sap ben bé com suportar.
15
TERM: ______________________
Date: ________________________
Science and Technology Department
Mireu-los: aquí, els maons del món, arrenglerats en pisos, en prestatges,
repetint regularment propietats, delatant una estructura més profunda,
ja no pas matèria eterna i immutable,
sinó història en els estels, rastres de tempteigs,
edificis de nivells i subnivells, núvols d'incerteses, flors combinatòries.
Venim de més enllà d'aquestes peces, anem no sabem on,
però quin goig, haver pogut comprendre rere d'elles
la bellesa d'una lògica del món
David Jou
Activity 1
Today we suggest a journey through the periodic table that will allow you to
connect objects and everyday and maybe not so familiar materials with the
elements that appear.
The trip consists in answer the questions formulated below and also fill the gaps
that these elements have left in the periodic table at the end:
1. The table begins with hydrogen but has an end. What is the last element
recognized by IUPAQ and has its own name?
2. What is the chemical element associated with Superman? Who discovered
it?
3. What chemical element is derived from the Greek word  and is present
in illuminated signs?
4. What three elements have etymologies that mean foreign, inactive and
hidden respectively?
5. What element can be found in a toothpaste tube?
6. These four plastics: polyamide, acrylic, silicone and PVC contain a common
element of group 17. What is this element?
7. What element is found in the leaves of green plants and in some metal
sharpeners?
8. Technetium phosphate is used in medicine, in bone scintigraphy (is the use
of internal radionuclides to create two-dimensional images). The technetium is
not found in nature. What does technetium mean?
9. Arsenic is an element discovered by a Saint. Which Saint?
16
TERM: ______________________
Date: ________________________
Science and Technology Department
10. An alloy of iron and cerium has been used to produce sparks in lighters
(stones of lighters are made of this alloy). What is the technical name for it?
11. What chemical element is essential yet common in Guggenheim Museum in
Bilbao and in hips prosthesis?
12. Which of the two metals has the largest density: lead or tantalum?
13. What element is extracted from the mineral Galena?
14. There are two elements in the periodic table named in honor of two women:
Mary Slodovska (Madame Curie) and Lisa Meitner. The first one is a double
transition element (rare earth) and the second is a transition metal (d area). If
we subtract the two atomic numbers, the result is the atomic number of
aluminum. What are the atomic numbers of these two elements?
15. Which of these two metals is a better electrical conductor: copper or silver?
16. In which Spanish city was tungsten (or tungsten) discovered in 1783?
17. A powerful brown disinfectant is used in hospitals. The characteristic
element of this disinfectant can be extracted from a living organism found in the
sea. What element are we talking about? And which is this living organism?
18. The current analogic thermometers have no mercury (as it is prohibited),
instead they have a lead alloy called GALINSTAN. What elements make this
alloy and in what percentages?
19. What chemical element is extracted from the mineral molybdenite?
20. Yttrium is an element that is found in a substance used in high-temperature
superconductors pills. What is the name for these pills?
21. Coltan is an ore that is found in Congo from which a metal used in the
manufacture of electronic components for mobile phones is extracted. It also
contains niobium. The name COLTAN comes from two characteristic minerals
from two different elements.
22. What element is contained in button batteries?
23. Bauxite is an ore and is the main source of a metal used to produce a wrap
for sandwiches. What is the main component of bauxite?
24. What element is present in a chip and in the sand of the desert?
25. What chemical element is essential and common in tennis rackets and in
pencils?
17
TERM: ______________________
Date: ________________________
Science and Technology Department
26. What chemical element is essential and common in the Taj Mahal and the
clams?
27. What are the essential elements of life? (3 elements)
28. What is the most abundant element in the Universe?
29. What are the two main components of sea salt?
30. 1€ coins are made of an alloy called cupronickel. What elements compose
it?
Content (50%) Order (20%)
Attitude (30%)
18
Total
Science and Technology Department
He
Be
K
B
Sc
V
Rb
Sr
Cs
Ba
La
Hf
Fr
Ra
Ac
Rf
Cr
Mn
Zr
Db
Th
Sg
Co
Zn
Ru
Rh
Pd
Re
Os
Ir
Pt
Au
Bh
Hs
Ds
Rg
Pr
Nd
Pm
Sm
Eu
Pa
U
Np
Pu
Am
Ge
Cd
Gd
Hg
Tl
P
S
As
Se
Sb
Te
Bi
Po
Br
At
Tb
Dy
Ho
Er
Tm
Yb
Bk
Cf
Es
Fm
Md
No
Rn
Lu
Lr
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 2. IDENTIFICATION OF ELEMENTS USING A FLAME TEST
Key Concepts






A flame test is performed by introducing a sample into the blue flame of a
Bunsen burner and noting any change in the color of the flame.
Flame tests can be used to detect the presence of some metallic
elements in salts.
The heat of the Bunsen burner's flame causes electrons in the element to
move from their lower energy ground state to a higher energy excited
state.
When these excited electrons fall back to their lower energy levels, they
emit energy in the form of light of a characteristic wavelength which is the
color of the flame we observe.
Flame tests are an example of a qualitative test, that is, they can detect
the presence of certain elements.
Flame tests are not quantitative tests, they can not tell us how much of
the element is present in the sample.
Performing a Flame Test
1. Clean a nickel-chromium wire loop by dipping it into concentrated acid
(hydrochloric acid).
2. Rinse the acid washed wire loop with deionized water.
3. Test the cleanliness of the wire loop by placing it into the flame of a
Bunsen burner.
4. If the Bunsen burner's flame changes color, then the wire loop is not
clean and you will need to repeat steps 1 to 3.
5. If the Bunsen burner's flame does not change color, then the wire is
clean and you can proceed to step 5.
6. Dip the clean wire loop into the sample (powder or solution).
7. Place the wire loop containing the sample into the blue part of the
Bunsen burner's flame.
8. Observe the change in the color of the Bunsen burner's flame.
9. To perform another test, repeat steps 1 to 7.
Using Flame Tests
The element present in an unknown salt is identified by comparing the color of
the flame obtained during the flame test with the color of the flames known to be
produced by a range of elements.
20
TERM: ______________________
Date: ________________________
Science and Technology Department
The flame colors produced by a number of elements are given in the table
below:
Flame tests are usually used to detect the presence of metals, but some semimetals (metalloids) and non-metals (such as phosphorus) can also be detected.
There are a number of limitations of flame tests:




Flame tests cannot detect all elements.
Some elements produce similar flame colours.
Many elements produce no change in flame colour.
Flame tests cannot usually detect low concentrations.
Impurities can mask the flame colour.
Sodium, with its intense yellow flame, is capable of masking the colour
produced by other elements if it is present as an impurity.
Sometimes, viewing the flame through blue glass can filter out the yellow of
sodium's flame.
Lab research
Here we have four different salts that we want to identify by using the flame test.
Use the table bellow to be able to identify the metal that is present in them.
Ready? Let’s investigate!
Element
Sodium (Na)
Calcium (Ca)
Barium (Ba)
Potassium (K)
Copper (Cu)
Zinc (Zn)
Magnesium (Mg)
Color of the flame
Intense yellow
Orange to red
Yellowish-green
Lilac to violet
Green
Bluish green
Bright white
Conclusions
Salt
1
Metal contained
2
3
21
TERM: ______________________
Date: ________________________
Science and Technology Department
4
What did you learn?
GOING FURTHER
Do More Research!
In this lab, you observed that each element emits a unique color of light when
heated in a flame. If these light emissions were examined through a prism, you
would observe that the emitted light is actually composed of different
wavelengths of light that may lie in the violet region, the green region, or the red
region of the visible spectrum.
Each element has a unique emission spectrum. Look up the emission spectra
for the elements tested in this lab.
Emision spectra of Sodium
Do research on how scientists apply these emission spectra to investigate the
chemical composition of stars. For example, what is the emission spectrum
of the sun, and what does this spectrum reveal about the types of
elements in the sun?
Content (50%) Order (20%)
Attitude (30%)
22
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 3.SPLITING WATER: ELECTROLYSIS
Key Concepts
Water is formed by two atoms of ………………… and one atom
of……………Its chemical formula is……………

Water is a ……………………..conductor of electricity.
To increase the conductivity of water we can add an…………………
An electrolyte is a substance that when dissolved in water generates ions
and make water a good conductor of …………………




……………………..acid is a very good electrolyte and it is used in the
cars batteries.

When a direct electric current is passed through water to which a small
amount of ………………….has been added, a chemical reaction takes place,
and two different gases are produced.

Elemental ………………. is formed at one electrode and elemental
………………….. at the other.
23
TERM: ______________________
Date: ________________________
Science and Technology Department
Performing a Electrolysis of water with a Hoffman voltameter.
Draw the Hoffman voltameter and point in it the different parts.
1. Positive electrode (Anode), Negative electrode (Cathode), Electric power
supply with both poles (positive and negative), stopcocks.
24
TERM: ______________________
Date: ________________________
Science and Technology Department
After performing the electrolysis answer the following questions.
1.
Write the balanced chemical reaction.
2.
Write the formula of the product at the negative electrode.
3.
Write the formula of the product at the positive electrode.
4.
Should the test tube from the anode (positive electrode in electrolysis)
compartment, which has the smaller volume of gas collected, be held with its
mouth pointing up or down?
5.
Explain why.
Conclusions
What did you learn from this experiment?
Search in internet some of the applications of electrolysis.
25
TERM: ______________________
Date: ________________________
Science and Technology Department
If splitting water into hydrogen and oxygen needs energy, the reverse process,
that means, obtaining water from hydrogen and oxygen gives us energy. That
could be very important because would mean that hydrogen can be an
alternative to fossil fuels.
List three advantages and three disadvantages of using hydrogen as a
combustible.
-
-
-
Content (50%) Order (20%)
Attitude (30%)
26
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 4. PLASTICS
1. WHAT ARE PLASTICS?
A plastic is a material formed by a polymeric substance or synthetic resin. It can
also content other complementary substances, called adjuvants, which are
responsible for improving their physic properties.
A polymer is a substance formed by molecules that content from hundreds to
hundred thousands of elemental organic groups. The elements involved are
essentially carbon, hydrogen and oxygen. Other elements that can be contained
are nitrogen, chlorine, silicon, sulfur, fluorine and others.
2. POLYMER FORMATION
There are mainly four types of reactions of polymer formation from simple
molecules called monomers:
a) Polymerizations with only one monomer: Formed only by one type of
monomer. Monomers are bonded to each other forming a polymeric
chain. Example: PE (Polyethylene) is formed by a monomer called
ethylene (ethene).
b) Copolymerization: Polymerization among different monomers. For
example ABS (For example ABS (Polystyrene-butadiene-acrylonitrile).
c) Polimeryzation with monomers having different organic functions. It
is called polyaddition. Example: Polyurethane from diisocyanate of
phenylene and glycol.
d) Polycondensation: reaction similar to the above but with elimination of
a small molecule (H2O, NH3, CO2 ...)
3. CLASSIFICATION OF POLYMERS
These polymers are classified into three groups according to their physical and
structural properties:
a) Thermoplastic Polymers (Thermoplastic) chains have one or two
dimensions. This kind of plastic become less viscous when heated and
can be bent or deformed. When it is cooled down it recovers its original
properties.
b) Thermosetting Polymers (Thermostable) chains are threedimensional. Once the form has been given to this plastic, this form
would be unaffected by subsequent changes in temperature.
c) Elastic Polymers (elastomer) polymer able to recover its original
shape after experiencing considerable strain.
4. THERMOPLASTICS
1) POLYOLEFINS:
1.1. Polyethylene (PE) Monomer ethylene (ethene). Used as an electrical
insulator, bottles, bags, flexible boxes etc..
27
TERM: ______________________
Date: ________________________
Science and Technology Department
2.1. Polypropylene (PP): The monomer is propylene (propene). Resistant to
the temperature rise. Applications similar to the previous one.
2) POLYVINILIC RESINS:
2.1. Polyvinyl chloride (PVC): The monomer is vinyl chloride. Used in the
manufacture of bottles, plugs, pipes, tubes, discs, etc..
2.2. Vynil Polyacetate (PVAc) is a derivative of the above. Monomers are
acetic acid and ethylene. Used for making paper greaseproff, cloth bags for
hospitals, white glue and other soluble plastic applications.
2.3. Polychloride-vinyl acetate (VCVAC): Used for making music disc.
2.4.Polyvinyl alcohol: The monomer is vinyl acohol or etenol. Used to make
cloth bags for hospitals and waterproof grease. Mixed with other substances
can lead to a very curious gel called Blandiblue.
3) POLYSTYRENE: Styrene monomer (vinyl benzene).
3.1. Standard (PS): Monomer Styrene. Transparent, rigid and fragile. Used as
insulation in high-frequency electronics. To make bookshelves and tranparent
tables. yogurts, Petit Suisse, pens, glasses ....
3.2. Expanded (polystyrene) POREXPAN: Monomer Styrene but when
manufactured high pressure gas bubbles are introduced in it forming a like a
foam. Then white masses of very low density rigid foam are obtained and used
as insulation and packaging.
3.3. Polyaquilonitril-butadiene-styrene (ABS) Copolymers. Used to make car
bodies, boats and toys (lego).
4) POLYACRILIC RESINS
Derivatives of acrylic acid CH2 = CH-COOH (propenoic acid).
4.1. Polyacrylonitrile: The monomer is acrylonitrile (vinyl cyanide CH2 = CHCN). Once dissolved in solvents such as dimethylformamide it can be used to
make threads and can be used to manufacture fabrics.
4.2. Methyl polymethacrylate (PMMA) The monomer is methyl propenoat
methyl (methyl methacrylate). Refringent very hard plastic. Used as a substitute
for glass.
4.3. Sodium polyacrylate Is the polymer sodium salt of acrylic acid. It is
soluble in water and retain molecules of this solvent in its network. Used as a
moisture absorbent in diapers. A piece of this plastic in the water for a few
hours can increase its volume by 20 times.
28
TERM: ______________________
Date: ________________________
Science and Technology Department
5) POLYAMIDE:
These polymers have a high tensile strength and we can make threads with
them. They are used in the textile industry in the manufacture of synthetic
fibers. Therefore they are very important.
5.1. Polihexametilenadipamida (PA 6.6) (Nylon-6, 6). Monomers are:
hexamethylenediamine and adipic acid or chloride adipoïl.
5.2. "KEVLAR": aromatic polyamide chains that have special woman stiffness
and temperature resistance. A superfiber. Used to make products fireproof and
antibullet jackets.
6) UNIDIMENSIONAL POLYESTERS: Polycondensation between a carboxylic
acid and an alcohol function of diols and diàcids.
6.1. Polyethylenetereftalate (PET) Monomers phthalic acid (1,2benzendicarboxílic acid) and etandiol (ethylene glycol). Widely used in the
manufacture of beverage containers, plastic water bottles.
7) FLUORINATED POLYMERS. Contain fluorine atoms.
7.1. Polytetrafluoroethylene (PTFE) Polymerization of 1,1,2,2-tetrafluoroetilè.
7.2. Polyethylene-tetrafluoroetilè (PETFE) polymerization of 1,1,2,2,tetrafluoroetilè and ethylene.
Both are plastic trade name TEFLON. They are very stable and resist very well
corrosive materials. They are used in coating pans and kitchen tools, to
manufacture valves, gaskets and filters.
8) CELLULOSE ESTERS: Cellulose is a natural polysaccharide. Some of its
derivatives are plastic materials discovered before most of the plastics that are
used today.
8.1. Cellulose acetate (CA): Retrieved from cellulose and acetic acid. Used to
make films for movies, toys, pool balls, etc..
This substance can also form threads and can replace silk (RAYON).
9) POLYCARBONATE:
9.1. Polycarbonate (PC) is a copolymer obtained by a condensation reaction
between a diol and phosgene (carbonyl chloride). It is transparent and have
good resistance to high temperatures. It is used to make baby bottles, optical
devices, car headlights, motorcycle helmets ...
5. THERMOSET.
5.1. FENOPLASTS: Condensation between phenol (or hidroxibenzè metilfenol)
and an aldehyde (or other metanal).
29
TERM: ______________________
Date: ________________________
Science and Technology Department
5.1.1. Phenol-formaldehyde or Bakelita (PF) is used in the manufacture
of aglomerates and hard objects and resistant to temperature (handles of
pots, old plugs, printed circuit boards ...)
5.2. AMINOPLASTS: As fenoplasts but changing a phenol by an amine.
5.2.1. Melamine-formaldehyde (MF): Used in the manufacture of
appliances, furniture paints and coatings.
5.3. EPOXY RESINS:
5.3.1. Epoxy resins (EP): Monomers epiclorhidrina (CH2-CH-CH2Cl).
Used in paints and adhesives ("Araldit").
5.4. POLYURETHANES: Result of polycondensation between a diisocyanate
and a polyol. Polyurethanes are a family of polymers with different
characteristics depending on the products of origin, but all fall within the letters
PUR. They have different applications in industry and domestic life. From the
typical thermal insulating foams, mattresses and seats to leather imitations.
They are used as well in paints and coatings.
6. ELASTOMERS
The first discovered elastomer was natural rubber that is extracted from the
resin of a tree. Nowadays elastomers are synthesized in the laboratory.
6.1. POLIISOPRENE: monomer isoprene (butadiene). Due to its high elasticity
used for gloves, rubber tubes, etc.. The trade name is LATEX.
6.2. NEOPRENE is obtained by polymerization of 3-clorobutadiè. Is more
resistant than poliisoprene (latex). It is used to make scuba diving suits, etc..
6.3. ELASTAMO: It is a kind of polyurethane that can be used to make threads.
LYCRA fiber is made of this substance. (Clothing, Swimwear ...)
7. SPECIAL PLASTICS
7.1. SILICONES: Silicones can be thermoset, thermoplastic and elastomers.
Formed by polymerization of metildiclorosilans or metiltriclorosilans (leading
silicon). Uses: very stable oils, lubricants and grease pastes, resins and
materials for construction, molding materials ...
30
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 1: DISSOLUTION OF POLYSTYRENE
Expanded polystyrene is a plastic foam form. This material is very light, and a
great sound and heat insulator.
This plastic is obtained by passing through it a gas called pentane that
generates bubbles inside the polymer and brings up the foam that will harden
and will get the final shape.
Expanded polystyrene is called POREXPAN
.
MATERIAL
- Plastic glass.
- Pieces of polystyrene.
- Acetone.
- Stainless steel containers.
- Non-aqueous dyes.
PROCEDURES
In a plastic cup we will put pieces of polystyrene and will add acetone to
dissolve them.
We can dye the solution with the desired color.
After dying we will introduce the obtained solution in a stainless steel plate and
let the solvent evaporate to get a hard plastic PS (polystyrene).
EXPERIMENT 2. ALGINATE MOULD
The calcium alginate is a polymer of natural origin, is extracted from seaweed
and is completely biodegradable.
Its property of forming gels make it a very useful material to mould different
body parts and the most important application is to do moulds of the mouth. It is
used by dentists for orthodontic objectives. In our case we will get a negative
mold of our finger and then we will fill it using rigid polyurethane.
MATERIAL
- Empty photo roll container.
- Plastic cups.
- Plastic spoons
- Wood spatulas
- Silicone oil
- Calcium alginate.
- Components for polyurethane
- Cold distilled water.
PROCEDURE
Part 1
- Fill a plastic cup with 40 g of cold water.
- Measure 20 g of alginate and add it to the plastic cup.
- Mix well. Observe what happens.
31
TERM: ______________________
Date: ________________________
Science and Technology Department
- When the solution is ready introduce it in the photo roll container and then put
your finger inside for few minutes.
- Wait until it solidifies and we will have a negative mould of our finger.
PART 2
- To fill the mold with polyurethane, fill a plastic cup with the same amount of A
and B component. Use always small volumes of each component.
- Introduce the mixture into the mold and see how it polymerizes in a few
minutes and changes its state.
EXPERIMENT 3. OBSERVATION AND IDENTIFICATION OF DIFFERENT
PLASTICS
You must have the maximum number of objects or fragments of various plastic
for easy identification. It is important to note the texture, rigidity and other
properties outside.
Choose 5 objects that are on the table in the laboratory. Write its number and
complete the following table.
32
TERM: ______________________
Science and Technology Department
Number
Name of the
plastic
(abreviation)
Date: ________________________
Classification
Content (50%) Order (20%)
Monomer
Attitude (30%)
33
Total
Uses
TERM: ______________________
Science and Technology Department
Date: ________________________
EXPERIMENT 5. LEARNING HOW TO PROVE WATER IN AN HIDRATATED
SALT
Aim
Test the presence of water in a hydrated salt and determine the mass percentage
present in it.
Material
Procedure
- Get an amount of copper (II) sulphate pentahydrate and observe its aspect.
Write down your observations. Write down its complete formula and its molecular
weight
- Get approximately 10 g of pentahydrate copper (II) sulphate and introduce them
in a mortar and grind them until a powder is obtained. Then weigh 8 g of this
powder and introduce it in a porcelain capsule.
Exact weight of Copper (II) Sulphate Hydrated =
- Place the capsule on the arrangement formed by the wire mesh, the tripod and
the Bunsen-burner as is shown in figure 1.
- Keep stirring the solid to get an homogeneous heating.
- Observe and describe what happens with the color of the copper(II) sulphate.
34
TERM: ______________________
Science and Technology Department
Date: ________________________
- When the whole solid has changed color, then turn the Bunsen burner off.
- What do we have now in the capsule?
- Weight the capsule again and calculate the following data:
Exact weight of Copper (II) Sulphate anhydrous =
Weight of water present in the CuSO4=
Percentage of water present in CuSO4 =
Calculations:
Finally add some drops of water to the dehydrated copper sulphate and describe
what happens.
Discussion of the results
1. What are the effects of heating copper(II) sulphate pentahydrate?
35
TERM: ______________________
Science and Technology Department
Date: ________________________
2. What is the mass percentage of water present in copper (II) sulphate
pentahydrate?
3. How is it called what is produced when adding water to copper (II) sulphate
anhydrous?
4. Calculate the number of moles of CuSO4 and the number of moles of water
present in the initial sample. If you divide the moles of water by the moles of CuSO4
then you will get the number of water molecules present in the formula. Calculate it.
Content (50%) Order (20%)
Attitude (30%)
36
Total
TERM: ______________________
Science and Technology Department
Date: ________________________
EXPERIMENT 6. CHEMICAL REACTIONS
Aim:
To observe some of the evident chemical changes (changes in colour,
formation of a solid, the obtaining of a gas etc).
To prove that many chemical reactions take place in an aqueous medium
(water).
To interpret the chemical changes observed by chemical equations.
To check that in a chemical, change energy is absorbed or released.
Apparatus and Material:
Filter paper
Dissolutions of the reagents (silver nitrate, diluted hydrochloric acid, , copper
(II) sulphate)
Ammonium chloride.
Potassium nitrite.
Spatula.
Test tubes and rack.
Put your safety goggles on!
Don’t forget to look at the hazard
pictograms that are on the
reagents bottles and copy them.
Make sure that you understand the
hazards and you follow the correct
procedure to handle with them.
Experiment 1
Verification of the reactivity of a silver salt with light.
1. Take a piece of filter paper and cut it into two pieces.
2. Pour three drops of the silver nitrate solution onto each piece.
3. Keep one of the pieces in a dark place with no light and leave the other one near
an illuminated window.
4. Leave the pieces of filter paper for at least thirty minutes.
5. Compare them and write down your results.
Observations
Question
What has happened to the filter papers and why?
37
TERM: ______________________
Science and Technology Department
Date: ________________________
Experiment 2
Reaction between silver nitrate and hydrochloric acid
1. Put 2 ml. (approximately) of the silver nitrate solution in a test tube and place it in
a rack.
2. Write down its properties and characteristics (aspect, colour of the solution etc.).
3. Slowly add, more or less, the same amount of hydrochloric acid.
4. Write down the characteristics of the hydrochloric acid and what happens
(changes observed, what happens if you leave the tube in the rack for a while, what
happens if the tube becomes warm etc.).
Observations
Experiment 3
Reaction between ammonium chloride and sodium nitrite
1. Using the end of a spatula, take a tiny amount of ammonium chloride and put it in
a test tube and place it in a rack.
2. Write down its characteristics.
3. In the same test tube and using the end of the spatula, add a tiny amount of
sodium nitrite and write down its characteristics.
4. Add some drops of water into the tube.
5. Observe what happens and write down the results.
Observations
38
TERM: ______________________
Science and Technology Department
Date: ________________________
Experiment 4
Reaction between zinc and copper (II) sulphate
1. Using the end of a spatula, take a tiny amount of zinc and put it in a test tube and
place it in a rack.
2. Write down the characteristics of the solution of copper (II) sulphate and add 2 ml
of this solution into the test tube.
3. Write down the changes that you observe in this reaction.
Observations
Experiment 5
Reaction between copper sulphate and sodium hydroxide
1. Put 2 ml. (approximately) of the copper sulphate solution in a test tube and place
it in a rack.
1. Slowly add, more or less, the same amount of the sodium hydroxide solution.
2. Write down the characteristics of the copper sulphate solution and what happens
(changes observed, what happens if you leave the tube in the rack for a while, if the
tube becomes warm etc.).
Observations
39
TERM: ______________________
Science and Technology Department
Date: ________________________
Experiment 6
Reaction between calcium carbonate (shell) and hydrochloric acid
2. Put a piece of a shell in a test tube and place it in a rack.
3. Slowly add, more or less, 2 ml of the hydrochloric acid 2M solution.
4. Write down what happens (changes observed, what happens if you leave the
tube in the rack for a while, if the tube becomes warm etc.).
Observations
Questions
1. Complete each chemical equation that has taken place in your test tubes and
equalise them. With each equation, state which compounds are the reagents and
which ones are the products:
Silver nitrate + hydrochloric acid --------->
Ammonium chloride + sodium nitrite ---------->
Zinc + copper (II) sulphate ----------->
Copper (II) Sulphate + Sodium Hydroxide --------->
Calcium carbonate + hydrochloric acid --------->
2. Which reactions were exothermic and which ones were endothermic? How do you
know?
Content (50%) Order (20%)
Attitude (30%)
40
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
Physics
41
TERM: ______________________
Date: ________________________
Science and Technology Department
42
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 7. STUDY THE CHANGES OF POSITION (MOVEMENT)
Aim:
Study the movement of a ball along a track and identify the causes that can affect speed.
Materials:
Method:
o Fix the long track (2.5 m) on the table using plasticine
o Connect the short track to one end of the long one and, using plasticine, bend
position of the first one as shown in the diagram bellow:
0
o Using a ruler mark the track every 50 cm.
o Place the ball on the top of the slope and let it go down the slope.
o With the help of the chronometer, record the time (in seconds) that the ball takes to
arrive at the 50 cm, 100 cm, 150 cm, 200 cm and 250 cm marks. Make sure that
you start running the time on your chronometer when the ball is at O on the long
track.
o Write down your data on a table like the one below in your lab notebook.
Experiment number
Space covered (cm)
1
2
3
4
Time (s)
Average time
Average
speed (cm/s)
50
100
150
200
250
o Repeat the experiment three times and record the data for experiments numbers 2,
3 and 4.
o Calculate the average time that the object takes to move from the starting point to
50 cm, 100 cm, 150 cm, 200cm and 250 cm
43
TERM: ______________________
Date: ________________________
Science and Technology Department
o Represent space versus average time on a graph.
Questions
o Is the displacement the same as the space covered (from the point 0)? Why?
o Was the average speed that you have calculated constant?
o If you drop a ball along a very long track, do you think it will stop somewhere? How
can you explain this?
44
TERM: ______________________
Date: ________________________
Science and Technology Department
o Do you think speed will increase, decrease or be constant during the observed
movement? State your hypothesis. Check your results in the table and compare them
with your hypothesis and make your own conclusions.
HYPOTHESIS
RESULTS
CONCLUSIONS
o How can we minimize the error that we do in the experiment?
Content (50%) Order (20%)
Attitude (30%)
45
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 8. HOW IS THE POSITION-TIME GRAPH OF YOUR MOTION?
Objectives:


To obtain the position-time graph of your motion.
Relate your movement to its graphical representation.
Materials:
Introduction
This research will use a position sensor to obtain the position-time graph of your
motion. While walking in front of the sensor, a graph appears on the computer screen
representing your position vs time.
"Position" refers to "distance measured from the sensor".
To measure the position of the object, the sensor is taken as the origin, and the
positive direction is measured while walking away from it.
The sensor detects objects that are placed in front of it. (You have to make sure that
the object you want to study is the only one in front of your sensor)
The minimum distance measured by the sensor is 0,4 m.
The position sensor works like a sonar. It emits a sound that is reflected by the
object, and it determines the distance by measuring the time it takes the sound from
being
emitted
until
it
reaches
the
sensor
again.
Activity 1: Getting graphs of walking movements with different speeds and
directions
1. A student (A) of the group, located at position 0, holds the sensor oriented to
another student (B) that will move.
Start the data collection, and when you hear that the sensor makes a noise, the
student (B) will start walking uniformly as follows.
a) Start in the 0,4 m position. Walk away from the sensor slowly and uniformly.
Draw the graph obtained.
46
TERM: ______________________
Date: ________________________
Science and Technology Department
b) Start in the 0,4 m position. Walk away from the sensor faster than in a) and
uniformly. Draw the graph obtained.
c) Start in the 3 m position. Walk towards the sensor slowly and uniformly. Draw the
graph obtained.
d) Start in the 3 m position. Walk towards the sensor faster than in c) and uniformly.
Draw the graph obtained.
Questions: Q1 Describe the difference between the graphs obtained walking away
from the sensor slowly or quickly.
Q2 Describe the difference between the graphs obtained walking towards the
sensor or away from it.
47
TERM: ______________________
Date: ________________________
Science and Technology Department
Prediction: Predict the graph you would obtain when a student who is located at
position 0,5 m, walks slowly and uniformly, away from the sensor for 4 seconds, then
stops for 4 seconds, then he walks towards the sensor faster than at the beginning.
Compare your graph with the rest of the group. Look at the similarities.
Draw a graph in which you agree with the whole group. (Do not remove the graph of
your prediction)
Do the motion you have predicted. When you obtain a satisfactory graph, draw it as a
final
result
of
the
group.
Question Q3 Does the graph of your prediction match the final result?
Activity 2: Movement according to a graph.
In this activity you must move to obtain in your computer screen, a graph positiontime, as close as possible to the one shown in the figure.
Question Q4 What is the difference in the movement, that produces different slopes
in the graph?
48
TERM: ______________________
Date: ________________________
Science and Technology Department
Activity 3 Other position-time graphs
1. Draw different straight lines of a position-time graph. The position can be up to 4
m, and the duration of the movement must be of 20 s (as shown in the figure)
1. Move to the sensor so that it reproduces the graph.
2. Can you draw curves in the position-time graphs? Try to obtain each of the graphs
shown below.
Graph 1
Graph 2
Graph 3
Question Q5 What kind of movement is represented in the graphs above?
Content (50%) Order (20%)
Attitude (30%)
49
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 9. HOW TO OBTAIN THE SPRING CONSTANT OF A SPRING
Hooke’s law
Forces can modify the shape of solid bodies. When a solid body regains its original shape
after the exterior force stops acting, that is, the interior restoring forces of the material can
bring the solid body back to its original equilibrium position, this material is called elastic.
When a force act on a spring, which is an elastic material, the deformation produced is
proportional to this force. This is called Hooke’s law and its mathematical expression is the
following:
F=kx
Where,
F is the force exerted
k is the spring constant
x is the deformation produced.
Material
-
A spring
A ruler
A stand and a clamp
Different weights
Method
Using the material given and considering Hooke’s law design a method to find out the
value of the spring constant of a spring.
Write down all the METHOD that you have followed and the results obtained. Summarize
all your results in a TABLE. Take your time thinking how to express all your findings in a
clear and concise way. In the end state your CONCLUSIONS.
50
TERM: ______________________
Date: ________________________
Science and Technology Department
Content (50%) Order (20%)
Attitude (30%)
51
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 10. NEWTON’S LAWS. POE ACTIVITIES
POE: Prediction, Observation, Explanation
Activity 1
Which one attracts which?
Which one attracts the other? The iron attracts the magnet; the magnet attracts the iron or
both attract each other.
Prediction
Observation: Observe the experiment and answer the question again.
Explanation
Activity 2
Who exerts more force?
52
TERM: ______________________
Date: ________________________
Science and Technology Department
Two students on skates and with similar masses are standing still, one opposite the other.
They are exerting force against each other. Which one exerts more force? Justify your
answer. Prediction
Now observe the video and answer the question again. Justify your answer.
Observation
and explanation
One student exerts a force against two other students as is shown in the picture. Which of
the two students is exerting the most force? Justify the answer.
Prediction
Now observe the video and answer the question again. Justify your answer.
Observation
and explanation
53
TERM: ______________________
Date: ________________________
Science and Technology Department
Activity 3
Which of the three balls (iron, wood, porexpan) will go further if blown with the
same force?
Three students blow an iron ball, a wooden ball and a porexpan ball with the same force
and during the same period of time. Which of the three balls will travel further before
stopping?
Prediction
Now observe the video and answer the question again. Justify your answer.
Observation
and explanation
THIRD NEWTON’S LAW
Content (50%) Order (20%)
Attitude (30%)
54
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 11. DISSIPATED ENERGY IN A BALL BOUNCE
Aim
Determine the percentage of energy that is dissipated in a bouncing ball.
Introduction
When we drop a ball from a certain height h, it hits the ground with a speed and a
kinetic energy. Then it bounces and reaches a certain height, less than the initial one.
We consider that the friction with the air is insignificant and as he ball loses height
when it bounces, the ground absorbs some of the energy of the ball. Some energy is
dissipated. We want to calculate the percentage of energy that is dissipated.
Ep0
h0
Ep1
h1
Dissipated Energy = Ep
% Dissipated Energy = Ep
Ep0
Initial
Position
· 100
1st bounce
Following the reasoning below we arrive at the equation (1) which is what we will use.
0 – Ep1
= m·g·h0 – m·g·h1
Epo = m·g·h0
o]
· 100
% dissipated energy = [(m·g·h0 – m·g·h1)/ m·g·ho] · 100
% dissipated energy = [(h0 – h1)/ ho] · 100
(1)
55
TERM: ______________________
Date: ________________________
Science and Technology Department
56
TERM: ______________________
Date: ________________________
Science and Technology Department
57
TERM: ______________________
Date: ________________________
Science and Technology Department
n=0
n=1
n=2
n=3
n=4
Epn (J)
Ep (J)
%Dis.En.
Questions
1. The collision of the ball with the ground is elastic or inelastic? Why?
2. If the collision was elastic, how much would be the height reached by the ball on the
first bounce?
Content (50%) Order (20%)
Attitude (30%)
58
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 12. DETERMINATION OF THE SPECIFIC HEAT CAPACITY
Aim
To determine the specific heat capacity of steel
Material
Method
steel
beaker
1.
Measure 200 mL of water using a graduated cylinder and pour it in a 250 mL
beaker.
2.
Calculate the mass, m2, of the 200 mL of water using the density of water ( 1
3
kg/dm ).
3.
Measure the mass of the pieces of steel (m1).
4.
Then measure the water temperature, T2, using the digital termomether.
5.
Put the steel in boiling water until the steel reaches the temperature of the
boiling water. Measure the temperature of the water that is going to be the same
temperature of the steel pieces, T1.
6.
Using tweezers get the steel out of the boiling water and introduce it in the
beaker with the 200 mL of water.
7.
Stir the water using a stirring rod until the temperature of the water is
homogeneous.
8.
Write the final temperature down and record it. T eq
59
TERM: ______________________
Date: ________________________
Science and Technology Department
Results
1. Complete the following table with the measured and calculated data.
Water
Mass
m (g)
Specific
heat
capacity
Ce(J/g
ºC)
Temperature
T (ºC)
Final temperature
Teq (ºC)
Steel
4,18
2. Calculate the specific heat capacity using the formula below.
heat transferred to the water = heat transferred by the steel
m2·Ce(H2O)·(Teq-T2) = m1·Ce(steel)·(T1-Teq)
3. Search in internet the specific heat capacity of the steel and compare it with
the result obtained in the experiment.
 Are they very different?

What can be the reason or reasons of the differences?

Do you think that some energy can be lost in any moment during the
experiment?
Content (50%) Order (20%)
Attitude (30%)
.
60
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 13. PUSH UP FORCE CALCULATION
Aim
Prove the Archimedes Principle.
Material
Method
1. Using the dynamometer measure
the weight of the stone. Write it
down.
2. Fill the graduated cylinder with 200 ml of
water.
3. Immerse the stone hanging from the
dynamometer. Measure the volume of water
now and calculate the displaced volume.
4. Using the formula below calculate the
push up force on the object (1):
E(1) = Vobj · dliq · g
5. Check that the calculated push up force(1)
is the same as the difference between the
weight of the stone in the air and the weight
of the stone in the water (push up force (2))
E(2) = Preal – Papparent
6. Repeat the experiment using another
liquid.
Results
Fill in the following table with the data collected.
Weight
Papp
E(1)
Water
Alcohol
61
Vobj
d liquid
E(2)
TERM: ______________________
Date: ________________________
Science and Technology Department
Question
1. Design a procedure to be able to calculate the density of a liquid.
Content (50%) Order (20%)
Attitude (30%)
62
Total
TERM: ______________________
Date: ________________________
Science and Technology Department
63
TERM: ______________________
Date: ________________________
Science and Technology Department
EXPERIMENT 14. FUNNY PREASURE
Activity 1. Water and atmospheric pressure.
Look at this video and answer the following questions:
- Why does not water fall down from the bottle?
- Calculate the hydrostatic pressure of 1 liter of water.
- Define hydrostatic pressure.
- Define atmospheric pressure.
64
TERM: ______________________
Date: ________________________
Science and Technology Department
Activity 2. The egg into a bottle
Watch the demonstration and write down your observations.
Material
Procedure
Hypothesis
Results
Conclusions
65
TERM: ______________________
Date: ________________________
Science and Technology Department
Activity 3. The can and the atmospheric pressure.
Watch the demonstration and write down your observations.
Material
Procedure
Hypothesis
Results
Conclusions
Content (50%) Order (20%)
Attitude (30%)
66
Total