Introduction to Physical Science Mrs. Stratton Scientific Method Metric System Lab Introduction Bubble Lab Using Grad. Cyl. Metric Research Prefix / Suffix.

Introduction to Physical Science

Mrs. Stratton

Scientific Method

Metric System

Lab Introduction

Bubble Lab

Using Grad. Cyl.

Metric Research

Prefix / Suffix

Graphing

Uncert, of Meas.

Build a ScalePre-Assessment

Pre-AssessmentConvert the following measurements:1. 25 m = _____ cm2. 20 ml = _____ L3. 5 kg = _____ mg4. 10 mm= _____ mFill in the blanks with the appropriate word:5. A(n) ____ is the equipment in the lab used to find mass.6. A(n)____ is a proposed solution to a scientific problem.7. A(n)____ is the factor being tested in an experiment.8. The ____axis on a graph represents the dependant

variable.

MAIN

Lab Safety1. Safety goggles

2. Shoes

3. Conduct only assigned experiments

4. eyewash

5. emergency shower,

6. No gum, food, drink

7. Wash your hands . . .

Lab Safety

8. Read all of the directions

9. Notify your teacher about spills or breakage

10. Report all accidents

11. Pin or tie back long hair

12. Add acids to water

13. Test tube mouth away from people when heating.

14. Leave you work area clean

Common Lab Tools - GlasswareBEAKER

GRADUATED CYLINDER

FLASK

TEST TUBE

Common Lab Tools

ELECTRONIC BALANCE

3-BEAM BALANCE

BUNSEN BURNER

HOT PLATE

Scientific MethodA. Terminology

1. Observation

2. Inference

3. Question

4. Hypothesis

5. Prediction

6. Test

Scientific MethodB. Example

1. observation

2. question

3. hypothesis

4. prediction

5. test

Scientific MethodC. Theory vs. Law

1. Theory

2. Law

Scientific MethodD. Variables and Experiments

1. Variable A. Dependant variable

B. Independent variable

C. Control

2. DataA. Qualitative

B. Quantitative

MAIN

Bubbles Inquiry LabAdapted from Section 1.3 Mini-lab: Addison-Wesley Chemistry, 2003.

Hypothesis:

Bubble making can be affected by adding chemicals to a bubble blowing mixture.

Prediction:

Bubbles Inquiry LabProcedure:

Write a procedure that will allow you to test the hypothesis. Be sure to have replicates of your experimental design (example, use five cups for each treatment). Procedures should be given to the teacher for critique and changed if needed.

Possible Materials:

plastic cups, graduated cylinders, measuring scoops, water, de-chlorinated water, dish detergent, sugar, salt, vinegar, oil, straws, spoons

Bubbles Inquiry Lab

Observations:

Make a Table in which to record your observations. Every groups table will be different because it depends on your procedure.

Bubbles LabConclusions:

1. Did you observe any differences in your containers?

2. Propose a more specific hypothesis based on bubble making and design an experiment to test your hypothesis. For this experiment, find a way to collect quantitative data.

3. Turn procedures in to the teacher then make changes as needed.

MAIN

Graphing Rules2 types of graphs: • line graphs: continuous data• bar graphs: non-continuous data

Graphs have a horizontal axis (X)-independent variable Graphs have a vertical axis (Y) - dependant variable Clearly label both axesMark off units for each axis and list unitsTitle the graph at the top (describe the subject of the graph)If you plot more than one line on the graph, use distinctive marks or color to identify each line and add a legend

MAIN

Graphing Practice Graphing Review

Graphing Practice

1. What is the mass of 10 mL of liquid A?

2. What is the Volume of 10 g of Liquid A?

Graphing Practice

3. Which liquid has the greatest mass for 10 mL of volume?

4. Which of the liquids has a density of 1 g per 1 mL?

MAIN

Graphing Review1-7 Review and Reinforcement © Prentice Hall: Physical Science 1991

On a sheet of graph paper, plot the data in the following table. Make sure to label the axes. You should have a line for each liquid..

Temperature (C)time heated

(seconds)water ethyl

alcohol

0 19.0 19.0

30 19.0 19.2

60 19.2 19.5

90 19.5 20.0

120 20.5 21.5

150 21.0 22.5

Graphing Review

Use the graph to answer each of the following questions.

1. Which variable, time or temperature, is the independent variable on this graph? Explain.

2. At time 35 s, what is the temperature of (a) the water and (b) the ethyl alcohol?

3. How long must the water be heated to raise its temperature to (a) 19.3°C? to (b) 20.0°C?

Graphing Review (cont)Use the graph to answer each of the

following questions.

4. If the water and the alcohol continue to be heated simultaneously, will they ever reach the same temperature?' Explain your answer in terms of the trend you see on the graph.

5. Does the temperature of the ethyl alcohol increase at a steady rate as it is heated? Use examples from the graph.

MAIN

Uncertainty of Measuring Techniques

Prediction:Materials:

Station 1: meter stickStation 2: metric ruler, regular objectStation 3: graduated cylinder, beaker with liquidStation 4: balance, small pebbleStation 5: graduated cylinder, beaker of water,

irregular objectStation 6: thermometer, beaker with ice and water,

paper towel


Observations:

Record your measurements in table form. Put class data on the board.

Station 1 2 3 4 5 6

Measurement


Conclusions:

Do all the class measurements have the same value for each station? Why?

Which station had the most similar measurements? Why were they so similar?

Which station had the most varied measurements? Why were they so different?

MAIN

Scientific Measurement

1. Metric System• length• volume• mass

2. Conversions• milli- • centi- • deci-• kilo-

Scientific Measurement

Practice:

1. 0.5 meters = cm

2. 800 millimeters = cm

3. 50 milligrams = g

4. 2 liters = ml

METRIC CONVERSIONS

25 m = ____ cm

25 m = ____ km

15 cm = ____ mm

15 cm = ____ dm

METRIC CONVERSIONS

25 m = ____ cm

25 m = ____ km

15 cm = ____ mm

15 cm = ____ dm

2500 cm

0.025 km

150 mm

0.015 dm

Scientific Measurement - Assignment

Ancient units of measurement• Find five ancient units of measurement and

give their modern equivalents

• List sources

Homework

1. 100 m = _____ km

2. 100 m = _____ mm

3. 5 km = ______ m

4. 5 km = ______ cm

5. 8 dm = ______ km

6. 40 mm = _____ cm

7. 2000 cm = ____ m

MAIN

Homework

1. 100 m = _____ km

2. 100 m = _____ mm

3. 5 km = ______ m

4. 5 km = ______ cm

5. 8 dm = ______ km

6. 40 mm = _____ cm

7. 2000 cm = ____ m

0.1 km

100,000 mm

5,000 m

500,000 cm

0.08 km

4 cm

20 m

MAIN

Build a Scale

MEASUREMENT OF MASS

http://www.utm.edu/departments/cece/cesme/PSAM/PSAM/psamdoc.pdf

CHALLENGE

to build a spring balance to find the unknown mass of an object.

Materials

3 ounce paper cup,

four paper clips

large elastic rubber band

metric ruler

2 metal washers,

toothpick

Procedure

1. Write a procedure to complete the challenge. Turn in procedure to your teacher and make changes as needed.

2. Design a results table for the data you will collect.

3. Graph your data.

Conclusion

Mass (in pennies) of Unknown Object A

Mass (in pennies) of Unknown Object B

MAIN

Measuring Liquid Volume with the Graduated Cylinder

Prediction:

Materials:• red, blue, and yellow water

• test tube stand

• water

• 50-ml graduated cylinder

• 3 small beakers

• 6 test tubes


Procedure:1. Design a procedure as you use the materials

given to make six test tubes with colors in the following order: Blue, Green, Yellow, Orange, Red, Purple. Each tube should contain the exact same amount of liquid.

2. As you make your colors, record exact measurements so another group can replicate your results.

3. The teacher will photograph your results.


Procedure (cont):

3. Trade procedures with another group, follow their procedure and have the teacher photograph your tubes when you finish.

4. Compare the pictures from your procedure when you followed it and when another group followed it..


Observations:

Describe differences and similarities between the two sets.

Conclusion:

Give possible reasons for any discrepancies and list ways to improve your procedure writing to make replication work better.

MAIN

METRIC RESEARCHInstructions: Use the internet or other reference

material to find the following measurements. List your sources.

1. Length of a football field in meters

2. Length of the Golden Gate Bridge in meters

3. Distance to the sun in kilometers

4. Distance light travels in one year, which is called a light-year, in kilometers

METRIC RESEARCH (cont)

5. Average mass of a mouse in grams

6. Mass of Wright brothers’ plane in kilograms

7. Hottest Temperature ever recorded on the earth in degrees Celsius

8. Coldest Temperature ever recorded on the earth in degrees Celsius

MAIN

Complete these Measurements in centimeters

Your height

Your arm length

Book height

Desk top length

Desk top width

Construct a table for these measurements

Measurement Tablemm cm m Km

Height

Arm

Book

Desk L

Desk W

Prefixes / SuffixesAdapted from Prentice Hall Chap 1 Activity

Prefix Meaning

Anti- Against

Atmo- Vapor

Chromo- Color

Con- Together

Di- Double

Endo- Within

Exo- Outside

Hetero- Different

Homo- Same

Hydro- Water

1. Select three science words that have a prefix listed on the chart


Prefix Meaning

In- Inside

Inter- Between

Iso- Equal

Macro- Large

Micro- Small

Photo- Light

Sub- Under

Syn- Together

Tele- Distant

Trans- Across

2. Select three more science words that have a prefix listed on this chart


Suffix Meaning

-ation The act of

-escent Becoming

-graphy Description of

-logy Study of

-meter Device for measuring

-scope Instrument for seeing

-sphere Round

-stasis Stationary condition

-therm Heat

-verge Turn

3. Select three science words that have a suffix listed on this chart


4. Write a paragraph using the nine words you have chosen. Be prepared to read your paragraph aloud.

MAIN

Introduction to Physical Science Mrs. Stratton Scientific Method Metric System Lab Introduction Bubble Lab Using Grad. Cyl. Metric Research Prefix / Suffix.

Documents

test slide

law slide

quantitative main slide

paper towel slide

area clean slide

lab safety

scale preassessment

beaker of water