Answered questions on Distillation of Wood Lab Write-up.
The lab is due next Thursday, March 6 whether you are here or not. Late lab reports will not be accepted. Being absent is not an excuse for not handing in your lab.
Explained flow charts.
Paige said that her lasting memory of the lab was how bad it smelled. Drew picture around Day 1 setup showing that when you smoke, this is what goes inside of you. You don't want that foul stuff on your skin or your clothes, why would you want it inside your body?
Handed out guided notes for Chapter 2. Went over 1-7, 10, 11, 16, and 17. Students copied from the overhead into their notes. Discussed the difference between elements, atoms, molecules, and compounds. Showed how to count the number of atoms, the number of different types of atoms, subscripts, and coefficients.
Handed out list of 27 elements. Students looked at periodic table and wrote down correct chemical symbol, being careful that the first letter is always capitalized and if there is a second letter, it is lower case.
Students randomly picked an element name and then drew a colorful picture of the element symbol.
Handed out Element Bingo sheets. Students filled in element symbols. Played element bingo. Alex N and Brooke won the first round. Jon won the second round.
Handed out Reading Assignment 2.1, due next time, Tuesday, March 4.
Friday, February 29, 2008
Thursday, February 28, 2008
Thursday, Feb 28, 2008 - 4B
Students did Distillation of Wood Day 2 in which they distilled the liquid they collected from Day 1.
I had students stop distilling when they still had a thumbs height of liquid in the burning test tube. Students then observed the two liquids, and then mixed them back to see if they got the original back. This could indicate if the distillation was a chemical or physical change.
Went over some of the items on the green lab sheet. Students must follow the order and format of the lab sheet. Grading of the lab is based on the headers of the lab sheet.
By now students should have finished the write-up for Day 1. For homework students should finish the write-up for Day 2. The complete report is due on Friday, March 7. Late work will not be accepted. Starting next class there will be additional homework so students should not wait until the last minute to work on this lab report. It is a long report and I expect an excellent job.
Students are responsible for the lab report even if they missed one or more of the lab days.
Students worked on their reports for the last 20 minutes of the class.
I had students stop distilling when they still had a thumbs height of liquid in the burning test tube. Students then observed the two liquids, and then mixed them back to see if they got the original back. This could indicate if the distillation was a chemical or physical change.
Went over some of the items on the green lab sheet. Students must follow the order and format of the lab sheet. Grading of the lab is based on the headers of the lab sheet.
By now students should have finished the write-up for Day 1. For homework students should finish the write-up for Day 2. The complete report is due on Friday, March 7. Late work will not be accepted. Starting next class there will be additional homework so students should not wait until the last minute to work on this lab report. It is a long report and I expect an excellent job.
Students are responsible for the lab report even if they missed one or more of the lab days.
Students worked on their reports for the last 20 minutes of the class.
Wednesday, February 27, 2008
Wednesday, Feb 27, 2008 - 4A
Went over diagram, set-up, procedure, safety precautions for Day Two of Distillation of Wood Lab.
Important points to consider when writing procedure and safety:
1. Be sure to put 4-5 boiling chips in the burning test tube BEFORE boiling.
2. Place the bottom of the test tube 5-10 cm above the alcohol lamp. You may need to adjust the height depending on your alcohol lamp. Use the wire screen on the iron ring to help regulate the boiling. Do NOT over boil!!
3. There is no rubber stopper in the collection test tube. Keep the tubing above the level of the collected liquid but below the level of the ice water in the Erlenmeyer flask.
4. Stop boiling when you still have 1.5 cm of liquid left in the boiling test tube. Before shutting off the alcohol lamp, make sure the rubber tubing is above the level of the collected liquid. Turn off lamp.
5. Observe any differences between the two liquids. Are they the same or different? How can you tell?
6. Wait ~5 minutes for the burning test tube to cool down then mix the two liquids back together. Do you get back what you started with? How can you tell?
7. Dump liquids into the designated container. Do NOT dump the liquids into the sink!!
8. Rinse equipment and put away.
Talked about write-up for Day 2
Students did Distillation of Wood Day 2 experiment.
Many students did an excellent job and got a clear distillate, especially Viridiana, Alex N, Alysia, Ruby, Kelsey, Sarah, Paige, Tyler, and Alicia.
Students should already have completed and typed up the Day 1 part of the lab following the instructions on the green lab sheet. For homework, students should write-up and type up the procedure, material list, diagram, safety, and observations for Day 2 and start work on the conclusion section. There will be homework next class so students should work on the lab as we go so as not to have a lot to do the night before.
This completes the lab work for the Distillation of Wood Lab. The typed up report is due Thursday March 6. Late papers will not be accepted.
Some students left the class early. These students lost participation points.
Important points to consider when writing procedure and safety:
1. Be sure to put 4-5 boiling chips in the burning test tube BEFORE boiling.
2. Place the bottom of the test tube 5-10 cm above the alcohol lamp. You may need to adjust the height depending on your alcohol lamp. Use the wire screen on the iron ring to help regulate the boiling. Do NOT over boil!!
3. There is no rubber stopper in the collection test tube. Keep the tubing above the level of the collected liquid but below the level of the ice water in the Erlenmeyer flask.
4. Stop boiling when you still have 1.5 cm of liquid left in the boiling test tube. Before shutting off the alcohol lamp, make sure the rubber tubing is above the level of the collected liquid. Turn off lamp.
5. Observe any differences between the two liquids. Are they the same or different? How can you tell?
6. Wait ~5 minutes for the burning test tube to cool down then mix the two liquids back together. Do you get back what you started with? How can you tell?
7. Dump liquids into the designated container. Do NOT dump the liquids into the sink!!
8. Rinse equipment and put away.
Talked about write-up for Day 2
Students did Distillation of Wood Day 2 experiment.
Many students did an excellent job and got a clear distillate, especially Viridiana, Alex N, Alysia, Ruby, Kelsey, Sarah, Paige, Tyler, and Alicia.
Students should already have completed and typed up the Day 1 part of the lab following the instructions on the green lab sheet. For homework, students should write-up and type up the procedure, material list, diagram, safety, and observations for Day 2 and start work on the conclusion section. There will be homework next class so students should work on the lab as we go so as not to have a lot to do the night before.
This completes the lab work for the Distillation of Wood Lab. The typed up report is due Thursday March 6. Late papers will not be accepted.
Some students left the class early. These students lost participation points.
Tuesday, February 26, 2008
Tuesday, Feb 26, 2008 - 4B
Went over diagram, set-up, procedure, safety precautions for Day Two of Distillation of Wood Lab.
Important points to consider when writing procedure and safety:
1. Be sure to put 4-5 boiling chips in the burning test tube BEFORE boiling.
2. Place the bottom of the test tube 5-10 cm above the alcohol lamp. You may need to adjust the height depending on your alcohol lamp. Use the wire screen on the iron ring to help regulate the boiling. Do NOT over boil!!
3. There is no rubber stopper in the collection test tube. Keep the tubing above the level of the collected liquid but below the level of the ice water in the Erlenmeyer flask.
4. Stop boiling when you still have 1.5 cm of liquid left in the boiling test tube. Before shutting off the alcohol lamp, make sure the rubber tubing is above the level of the collected liquid. Turn off lamp.
5. Observe any differences between the two liquids. Are they the same or different? How can you tell?
6. Wait ~5 minutes for the burning test tube to cool down then mix the two liquids back together. Do you get back what you started with? How can you tell?
7. Dump liquids into the designated container. Do NOT dump the liquids into the sink!!
8. Rinse equipment and put away.
If students did not have enough liquid for the Day Two distillation (needed at least 3 cm in test tube) then they ran through another Day One collection.
Shut down and clean up started at 2:30.
For homework, students should complete and type up the write-up for Day One. Students should write up the procedure, material list, diagram, and safety for Day 2.
Important points to consider when writing procedure and safety:
1. Be sure to put 4-5 boiling chips in the burning test tube BEFORE boiling.
2. Place the bottom of the test tube 5-10 cm above the alcohol lamp. You may need to adjust the height depending on your alcohol lamp. Use the wire screen on the iron ring to help regulate the boiling. Do NOT over boil!!
3. There is no rubber stopper in the collection test tube. Keep the tubing above the level of the collected liquid but below the level of the ice water in the Erlenmeyer flask.
4. Stop boiling when you still have 1.5 cm of liquid left in the boiling test tube. Before shutting off the alcohol lamp, make sure the rubber tubing is above the level of the collected liquid. Turn off lamp.
5. Observe any differences between the two liquids. Are they the same or different? How can you tell?
6. Wait ~5 minutes for the burning test tube to cool down then mix the two liquids back together. Do you get back what you started with? How can you tell?
7. Dump liquids into the designated container. Do NOT dump the liquids into the sink!!
8. Rinse equipment and put away.
If students did not have enough liquid for the Day Two distillation (needed at least 3 cm in test tube) then they ran through another Day One collection.
Shut down and clean up started at 2:30.
For homework, students should complete and type up the write-up for Day One. Students should write up the procedure, material list, diagram, and safety for Day 2.
Monday, February 25, 2008
Monday, Feb 25, 2008 - 4A
Collected late safety contracts. Those who have not yet turned one in could not participate in the lab and just had to sit with their goggles on.
Went over green write-up sheet. Pointed out omission in data table, need to include a column for the height of the gas in cm.
Went over some additional procedures and precautions:
1. Put a lot of popsicle sticks in your burning test tube but don't completely cram them in so much that you won't be able to remove burnt sticks.
2. When we have a fire alarm, remove rubber tubing from the bucket of water, place it on the lab bench and then shut off burner and evacuate the lab.
3. When done burning (either no more gas is bubbling or the mason jar is full)
a. Remove rubber tubing from the bucket of water and place it on the lab bench away from the alcohol lamp
b. Shut off the alcohol lamp
c. Put the rubber band at the level of the gas in the mason jar
d. Call me over to burn off the gas. Lift the jar straight up to let the water come out and then quickly turn it over so I can toss in a lit match
e. Measure the height of the gas (distance to the rubber band) and be sure to measure the diameter of the mason jar (all in cm)
4. Take the charred sticks out with the forceps. Try to burn one in the alcohol flame.
5. Cap collection test tube with the solid rubber stopper, put your name on the test tube with masking tape and store in the test tube rack.
6. Rinse out glass L assembly and test tube. Put back in box and put box in proper place on cart.
7. Put away all equipment, put ring stands back the proper way
8. Wipe off lab tables
9. Wash hands.
In addition, last class we had problems with the mason jars floating. I suggested the students only put 4-5 inches of water in the bucket, not even half full.
Students redid the Day One of the lab which was interrupted last time by the fire drill.
I was very pleased with how well the students were able to set up and conduct the lab. They did a really good job. Most were able to get in two or even three burns and the cleanup (started at 2:30) was well done.
Talked about the lab write-up. For homework students should finish write-up of Day One. Doing the write-up in small chunks makes it easier than trying to do the whole thing at the end. Students should already have done the Material list, diagram, procedure, safety precautions. Now students can complete the observations, data table, calculations, and conclusions for Day One.
The final lab should be typed.
Next class we will complete the lab by doing the Day Two distillation. The entire lab write-up will be due a week after that, on Thursday, March 6.
Went over green write-up sheet. Pointed out omission in data table, need to include a column for the height of the gas in cm.
Went over some additional procedures and precautions:
1. Put a lot of popsicle sticks in your burning test tube but don't completely cram them in so much that you won't be able to remove burnt sticks.
2. When we have a fire alarm, remove rubber tubing from the bucket of water, place it on the lab bench and then shut off burner and evacuate the lab.
3. When done burning (either no more gas is bubbling or the mason jar is full)
a. Remove rubber tubing from the bucket of water and place it on the lab bench away from the alcohol lamp
b. Shut off the alcohol lamp
c. Put the rubber band at the level of the gas in the mason jar
d. Call me over to burn off the gas. Lift the jar straight up to let the water come out and then quickly turn it over so I can toss in a lit match
e. Measure the height of the gas (distance to the rubber band) and be sure to measure the diameter of the mason jar (all in cm)
4. Take the charred sticks out with the forceps. Try to burn one in the alcohol flame.
5. Cap collection test tube with the solid rubber stopper, put your name on the test tube with masking tape and store in the test tube rack.
6. Rinse out glass L assembly and test tube. Put back in box and put box in proper place on cart.
7. Put away all equipment, put ring stands back the proper way
8. Wipe off lab tables
9. Wash hands.
In addition, last class we had problems with the mason jars floating. I suggested the students only put 4-5 inches of water in the bucket, not even half full.
Students redid the Day One of the lab which was interrupted last time by the fire drill.
I was very pleased with how well the students were able to set up and conduct the lab. They did a really good job. Most were able to get in two or even three burns and the cleanup (started at 2:30) was well done.
Talked about the lab write-up. For homework students should finish write-up of Day One. Doing the write-up in small chunks makes it easier than trying to do the whole thing at the end. Students should already have done the Material list, diagram, procedure, safety precautions. Now students can complete the observations, data table, calculations, and conclusions for Day One.
The final lab should be typed.
Next class we will complete the lab by doing the Day Two distillation. The entire lab write-up will be due a week after that, on Thursday, March 6.
Friday, February 22, 2008
Friday, Feb 22, 2008 - 4B
Handed back equipment quizzes and safety quizzes.
Handed out a copy of the safety contract so students can refer to it.
Handed out a description of the lab write-up for the Distillation of Wood Lab.
Went over the handout and what is expected in the lab report.
Listed on white board some things to note while students do the lab.
1. Don't cram so many sticks into your burning test tube that you risk breaking the test tube.
2. If there is a fire alarm, first remove the rubber tubing from the bucket, then shut off the alcohol lamp, and then evacuate the lab.
3. When done burning, call me over and then...
a. Remove the rubber tubing from the bucket
b. Shut off the alcohol lamp
c. Move the rubber band to show the height of gas in the mason jar
d. Lift the mason jar straight up, let the water flow out, then quickly tip the jar so the mouth is up. I will toss in a lit match so we can burn off the gas.
4. Go to the designated coffee can and remove the charred wood splints. Forceps are provided. Put the charred splints in the coffee can. Take one of the wood splints and see if it will burn in the flame of the alcohol lamp. Make observations.
5. Put a solid rubber stopper in the collection test tube. Use masking tape to put your name on the test tube. Store the test tube in the designated test tube rack for Day 2 of the lab.
6. Rinse out burning test tube and rubber stopper/glass L assembly. Do not take apart the rubber stopper/glass L/rubber tubing - leave it all together.
7. Put away all equipment. Put Erlenmeyer flasks and clamp back into the equipment box. Remove any matches from bucket and mason jar and throw them in the trash. Put away buckets, mason jars. Put ring stands back making sure they are put back correctly.
8. Wipe off lab table
9. Wash hands.
Students set up and did Day One of the Distillation of Wood Lab.
Handed out a copy of the safety contract so students can refer to it.
Handed out a description of the lab write-up for the Distillation of Wood Lab.
Went over the handout and what is expected in the lab report.
Listed on white board some things to note while students do the lab.
1. Don't cram so many sticks into your burning test tube that you risk breaking the test tube.
2. If there is a fire alarm, first remove the rubber tubing from the bucket, then shut off the alcohol lamp, and then evacuate the lab.
3. When done burning, call me over and then...
a. Remove the rubber tubing from the bucket
b. Shut off the alcohol lamp
c. Move the rubber band to show the height of gas in the mason jar
d. Lift the mason jar straight up, let the water flow out, then quickly tip the jar so the mouth is up. I will toss in a lit match so we can burn off the gas.
4. Go to the designated coffee can and remove the charred wood splints. Forceps are provided. Put the charred splints in the coffee can. Take one of the wood splints and see if it will burn in the flame of the alcohol lamp. Make observations.
5. Put a solid rubber stopper in the collection test tube. Use masking tape to put your name on the test tube. Store the test tube in the designated test tube rack for Day 2 of the lab.
6. Rinse out burning test tube and rubber stopper/glass L assembly. Do not take apart the rubber stopper/glass L/rubber tubing - leave it all together.
7. Put away all equipment. Put Erlenmeyer flasks and clamp back into the equipment box. Remove any matches from bucket and mason jar and throw them in the trash. Put away buckets, mason jars. Put ring stands back making sure they are put back correctly.
8. Wipe off lab table
9. Wash hands.
Students set up and did Day One of the Distillation of Wood Lab.
Thursday, February 21, 2008
Thursday, Feb 21, 2008 - 4A
Handed out safety contract which students can use to help with safety precautions.
Handed out Distillation of Wood lab write-up sheet stating what is expected in the lab write-up and how it is to be organized.
Collected signed safety contracts. Students without signed safety contract could not participate in lab. They had to sit and wear goggles and observe from afar. I asked them to start their write-ups by writing material list, procedure, safety precautions, and diagram.
Students assembled equipment and started lab. I checked each set-up before letting students light up.
Half way through the class we had a fire alarm (not because of us). Removed rubber tubing from bucket, shut off lamps, evacuated room. Because we could not burn off the gas this made for an extra smelly room.
When we returned from the fire alarm, students restarted with new wood splints.
Shut down and clean-up started 15 minutes before the end of class. Students put name on collection test tube with masking tape, stoppered with solid rubber stopper, and stored test tubes in test tube rack.
Because of the fire alarm, we really did not collect enough liquid for the distillation. May have to repeat lab on Monday.
Handed out Distillation of Wood lab write-up sheet stating what is expected in the lab write-up and how it is to be organized.
Collected signed safety contracts. Students without signed safety contract could not participate in lab. They had to sit and wear goggles and observe from afar. I asked them to start their write-ups by writing material list, procedure, safety precautions, and diagram.
Students assembled equipment and started lab. I checked each set-up before letting students light up.
Half way through the class we had a fire alarm (not because of us). Removed rubber tubing from bucket, shut off lamps, evacuated room. Because we could not burn off the gas this made for an extra smelly room.
When we returned from the fire alarm, students restarted with new wood splints.
Shut down and clean-up started 15 minutes before the end of class. Students put name on collection test tube with masking tape, stoppered with solid rubber stopper, and stored test tubes in test tube rack.
Because of the fire alarm, we really did not collect enough liquid for the distillation. May have to repeat lab on Monday.
Wednesday, February 20, 2008
Wednesday, Feb 20, 2008 -4B
Collected safety contracts from students who had not yet handed them in. We will start the Distillation of Wood Lab on Friday, students who have not handed in a signed safety contract or are not appropriately dressed (need proper footwear that covers the foot) will not be able to participate in the lab.
Safety quiz.
Equipment quiz.
Introduced the Distillation of Wood Lab. It is a two day lab. On the first day we collect a mixture of liquids and on the second day we distill it (separate liquids based on differences in their boiling points).
Showed a sample set-up for Day 1. Explained what would happen. Reviewed some key safety issues. Showed a labeled diagram of the lab set up on the white board.
For homework, students have to prepare a full page, neatly drawn labeled diagram of the lab set-up (color is nice), write up the lab procedure for Day 1, write up the procedure using numbered steps, write up a safety section with seven safety precautions in bullet point format.
Students practiced setting up the equipment. After I checked their set-up, students disassembled the set-up and put away equipment. Students did a great job of putting away the ring stands, putting the lab boxes back into their proper places, and washing up after the lab.
The last day to make-up the Waves Test for those who were absent is Thursday of next week otherwise the students will have a zero grade for the test.
Safety quiz.
Equipment quiz.
Introduced the Distillation of Wood Lab. It is a two day lab. On the first day we collect a mixture of liquids and on the second day we distill it (separate liquids based on differences in their boiling points).
Showed a sample set-up for Day 1. Explained what would happen. Reviewed some key safety issues. Showed a labeled diagram of the lab set up on the white board.
For homework, students have to prepare a full page, neatly drawn labeled diagram of the lab set-up (color is nice), write up the lab procedure for Day 1, write up the procedure using numbered steps, write up a safety section with seven safety precautions in bullet point format.
Students practiced setting up the equipment. After I checked their set-up, students disassembled the set-up and put away equipment. Students did a great job of putting away the ring stands, putting the lab boxes back into their proper places, and washing up after the lab.
The last day to make-up the Waves Test for those who were absent is Thursday of next week otherwise the students will have a zero grade for the test.
Tuesday, February 19, 2008
Tuesday, Feb 19, 2008 - 4A
Collected any Safety Contracts not already handed in. The Safety Contracts are needed before students can do any chemistry labs in Physical Science.
Equipment Quiz
Safety Quiz
Introduction to Distillation of Wood Lab
This is a two day lab. On the second day students will actually do the distillation. Distillation means separating substances based on differences in their boiling points.
This lab requires a formal lab write-up (to be discussed later)
Sketched and discussed set-up for Day 1 of Distillation of Wood
Safety precautions:
1. Clamp burning test tube near open end to prevent melting rubber stopper
2. Glass L entering collection test tube should be below the level of the ice water in the Erlenmeyer flask
3. VERY IMPORTANT: Remove rubber tubing from water-filled bucket BEFORE shutting off alcohol lamp, otherwise cold water will back flow into collection test tube and then into burning test tube, possibly shattering the hot burning test tube. Do NOT point the rubber tubing at the burner flame.
4. Remove rubber tubing from bucket, shut off alcohol burner, place rubber band at level of gas in Mason jar, then lift the Mason jar completely out of the water before flipping it over so I can toss in a match. If you flip the jar over before it leaves the water you will flood the jar with water and lose the gas.
Students practiced setting up Distillation of Wood Day 1, including setting up rubber stoppers and glass L's. After I checked the set-up, they disassembled it and put away equipment.
Next class, students can immediately start on the lab.
Homework: BRING SAFETY CONTRACT IF YOU HAVE NOT ALREADY DONE SO!!!
Write up procedure for lab.
Equipment Quiz
Safety Quiz
Introduction to Distillation of Wood Lab
This is a two day lab. On the second day students will actually do the distillation. Distillation means separating substances based on differences in their boiling points.
This lab requires a formal lab write-up (to be discussed later)
Sketched and discussed set-up for Day 1 of Distillation of Wood
Safety precautions:
1. Clamp burning test tube near open end to prevent melting rubber stopper
2. Glass L entering collection test tube should be below the level of the ice water in the Erlenmeyer flask
3. VERY IMPORTANT: Remove rubber tubing from water-filled bucket BEFORE shutting off alcohol lamp, otherwise cold water will back flow into collection test tube and then into burning test tube, possibly shattering the hot burning test tube. Do NOT point the rubber tubing at the burner flame.
4. Remove rubber tubing from bucket, shut off alcohol burner, place rubber band at level of gas in Mason jar, then lift the Mason jar completely out of the water before flipping it over so I can toss in a match. If you flip the jar over before it leaves the water you will flood the jar with water and lose the gas.
Students practiced setting up Distillation of Wood Day 1, including setting up rubber stoppers and glass L's. After I checked the set-up, they disassembled it and put away equipment.
Next class, students can immediately start on the lab.
Homework: BRING SAFETY CONTRACT IF YOU HAVE NOT ALREADY DONE SO!!!
Write up procedure for lab.
Friday, February 15, 2008
Friday, Feb 15, 2008 - 4B
Collect safety contracts
Students sign up for lab partners - choose someone who can help you
Sit with lab partner at designated location.
Say something nice to partner, exchange phone numbers
Review Content Objectives
Show Safety Video
Students can gain extra credit by creating their own safety video
Show equipment and demonstrate. Students write name and description in notebooks.
Students who brought a signed safety contract and who are wearing the appropriate footwear, get an alcohol lamp, bring it to their lab table, and practice lighting and extinguishing it.
Students sign up for drawing a piece of equipment. Write it's name and draw its picture.
Quiz next time on safety and equipment.
I plan to collect and review notebooks next class while students are taking quizzes.
Students sign up for lab partners - choose someone who can help you
Sit with lab partner at designated location.
Say something nice to partner, exchange phone numbers
Review Content Objectives
Show Safety Video
Students can gain extra credit by creating their own safety video
Show equipment and demonstrate. Students write name and description in notebooks.
Students who brought a signed safety contract and who are wearing the appropriate footwear, get an alcohol lamp, bring it to their lab table, and practice lighting and extinguishing it.
Students sign up for drawing a piece of equipment. Write it's name and draw its picture.
Quiz next time on safety and equipment.
I plan to collect and review notebooks next class while students are taking quizzes.
Thursday, February 14, 2008
Thursday, Feb 14, 2008 - 4A
Collect safety contracts
Students sign up for lab partners - choose someone who can help you
Sit with lab partner at designated location.
Say something nice to partner, exchange phone numbers
Review Content Objectives
Show Safety Video
Students can gain extra credit by creating their own safety video
Show equipment and demonstrate. Students write name and description in notebooks.
Students who brought a signed safety contract and who are wearing the appropriate footwear, get an alcohol lamp, bring it to their lab table, and practice lighting and extinguishing it.
Students sign up for drawing a piece of equipment. Write it's name and draw its picture.
Quiz next time on safety and equipment.
I plan to collect and review notebooks next class while students are taking quizzes.
Students sign up for lab partners - choose someone who can help you
Sit with lab partner at designated location.
Say something nice to partner, exchange phone numbers
Review Content Objectives
Show Safety Video
Students can gain extra credit by creating their own safety video
Show equipment and demonstrate. Students write name and description in notebooks.
Students who brought a signed safety contract and who are wearing the appropriate footwear, get an alcohol lamp, bring it to their lab table, and practice lighting and extinguishing it.
Students sign up for drawing a piece of equipment. Write it's name and draw its picture.
Quiz next time on safety and equipment.
I plan to collect and review notebooks next class while students are taking quizzes.
Wednesday, Feb 13, 2008 - 4B
Waves Test
Handed out equipment picture sheet and safety contract.
Went over safety contract details with students. Students must sign, have parents read and sign safety contract, and return it before being allowed to do chemistry labs.
Sing and act out wave song for extra credit.
Handed out equipment picture sheet and safety contract.
Went over safety contract details with students. Students must sign, have parents read and sign safety contract, and return it before being allowed to do chemistry labs.
Sing and act out wave song for extra credit.
Tuesday, February 12, 2008
Tuesday, Feb 12, 2008 - 4A
Waves Test
Handed out equipment picture sheet and safety contract.
Went over safety contract details with students. Students must sign, have parents read and sign safety contract, and return it before being allowed to do chemistry labs.
Sing and act out wave song for extra credit.
Handed out equipment picture sheet and safety contract.
Went over safety contract details with students. Students must sign, have parents read and sign safety contract, and return it before being allowed to do chemistry labs.
Sing and act out wave song for extra credit.
Monday, February 11, 2008
Monday, Feb 11, 2008 - 4B
Return and go over RA 11.2b
Explained how to enter numbers in scientific notation into the calculator using the EE or EXP key. Calculated the wavelengths of AM and FM radio waves.
Collect Wave worksheet.
Flashcard review (10 min)
Vocab quiz from flashcards.
Start Wave Crossword Review (note mistake on sheet: 9 down should read "The distance from the top of one crest to the top of the next crest". Finish for homework.
Regrade and hand back RA 11.2b
Grade and hand back wave worksheet - did not have time to go over.
Watch Bill Nye video on waves
Test on Wednesday, Feb 13
Explained how to enter numbers in scientific notation into the calculator using the EE or EXP key. Calculated the wavelengths of AM and FM radio waves.
Collect Wave worksheet.
Flashcard review (10 min)
Vocab quiz from flashcards.
Start Wave Crossword Review (note mistake on sheet: 9 down should read "The distance from the top of one crest to the top of the next crest". Finish for homework.
Regrade and hand back RA 11.2b
Grade and hand back wave worksheet - did not have time to go over.
Watch Bill Nye video on waves
Test on Wednesday, Feb 13
Thursday, February 7, 2008
Friday, Feb 8, 2008 - 4A
Return and go over RA 11.2b
Explained how to enter numbers in scientific notation into the calculator using the EE or EXP key. Calculated the wavelengths of AM and FM radio waves.
Collect Wave worksheet.
Flashcard review (10 min)
Vocab quiz from flashcards.
Do Wave crossword review (note mistake on sheet: 9 down should read "The distance from the top of one crest to the top of the next crest"
Regrade and hand back RA 11.2b
Did not have time to go over and hand back wave worksheet or watch Bill Nye video
Test on Tuesday, Feb 12
Explained how to enter numbers in scientific notation into the calculator using the EE or EXP key. Calculated the wavelengths of AM and FM radio waves.
Collect Wave worksheet.
Flashcard review (10 min)
Vocab quiz from flashcards.
Do Wave crossword review (note mistake on sheet: 9 down should read "The distance from the top of one crest to the top of the next crest"
Regrade and hand back RA 11.2b
Did not have time to go over and hand back wave worksheet or watch Bill Nye video
Test on Tuesday, Feb 12
Thursday, Feb 7, 2008 - 4B
Collected RA 11.2b
Handed back and went over RA 11.2a
Collected redos for a reduced grade after we went over the worksheet
Wave properties
Reflection - show in mirror, echoes (both light and sound)
Refraction - demonstrate with students walking in a line, show with laser in water (both light and sound)
Diffraction - we can hear around corners (longer wavelength sound) but can't see around corners (shorter wavelength light). The longer the wavelength, the greater the bending around corners. (both light and sound)
Polarization - model with cord and picket fence - only transverse waves can be polarized. Show polarizers, LCD from calculators and some cell phones are polarized.
(light only, sound cannot be polarized)
Doppler Effect - demonstrated with tuning fork on string (both light and sound)
Speed of waves - hand out worksheet - went over problem solving strategy - finish for homework due Monday
Venn Diagram exercise with light and sound
Gave students time in class to work on Waves worksheet
Test on waves Wednesday, Feb 13
Handed back and went over RA 11.2a
Collected redos for a reduced grade after we went over the worksheet
Wave properties
Reflection - show in mirror, echoes (both light and sound)
Refraction - demonstrate with students walking in a line, show with laser in water (both light and sound)
Diffraction - we can hear around corners (longer wavelength sound) but can't see around corners (shorter wavelength light). The longer the wavelength, the greater the bending around corners. (both light and sound)
Polarization - model with cord and picket fence - only transverse waves can be polarized. Show polarizers, LCD from calculators and some cell phones are polarized.
(light only, sound cannot be polarized)
Doppler Effect - demonstrated with tuning fork on string (both light and sound)
Speed of waves - hand out worksheet - went over problem solving strategy - finish for homework due Monday
Venn Diagram exercise with light and sound
Gave students time in class to work on Waves worksheet
Test on waves Wednesday, Feb 13
Wednesday, February 6, 2008
Wednesday, Feb 6, 2008
Collected RA 11.2b
Handed back and went over RA 11.2a
Collected redos for a reduced grade after we went over the worksheet
Wave properties
Reflection - show in mirror, echoes (both light and sound)
Refraction - demonstrate with students walking in a line, show with laser in water (both light and sound)
Diffraction - we can hear around corners (longer wavelength sound) but can't see around corners (shorter wavelength light). The longer the wavelength, the greater the bending around corners. (both light and sound)
Polarization - model with cord and picket fence - only transverse waves can be polarized. Show polarizers, LCD from calculators and some cell phones are polarized. (light only, sound cannot be polarized)
Speed of waves - hand out worksheet - finish for homework due Friday
Venn Diagram exercise with light and sound
Hand out flashcard sheets
Test on waves Tuesday, Feb 12
Handed back and went over RA 11.2a
Collected redos for a reduced grade after we went over the worksheet
Wave properties
Reflection - show in mirror, echoes (both light and sound)
Refraction - demonstrate with students walking in a line, show with laser in water (both light and sound)
Diffraction - we can hear around corners (longer wavelength sound) but can't see around corners (shorter wavelength light). The longer the wavelength, the greater the bending around corners. (both light and sound)
Polarization - model with cord and picket fence - only transverse waves can be polarized. Show polarizers, LCD from calculators and some cell phones are polarized. (light only, sound cannot be polarized)
Speed of waves - hand out worksheet - finish for homework due Friday
Venn Diagram exercise with light and sound
Hand out flashcard sheets
Test on waves Tuesday, Feb 12
Tuesday, February 5, 2008
Tuesday, Feb 5, 2008 - 4B
Collected RA 11.2a
Handed back RA 11.1 and went over in class. Students who scored less than 7 could write in correct answers and hand back in.
Introduced the electromagnetic spectrum - all forms of light (transverse waves) that all travel at the same speed through vacuum, 3 x 10^8 m/s or 186,000 miles/sec
Hand out electromagnetic spectrum worksheet.
Radio waves - low frequency, low energy. Transmit in AM and FM. The numbers of the radio stations are the frequencies at which they transmit.
AM 1140 = 1140 kilohertz = 1,140,000 Hz. FM 103 = 103 megahertz = 103,000,000 Hz
Computers and televisions transmit some radio waves which can be picked up on a radio as noise.
Microwaves - need to fit into microwave oven so they have a wavelength of about 30 cm. Used to cook food by jiggling water molecules in food. This jiggling causes heat. Demonstrate cooking Ivory soap and CD in microwave (put cup of water in microwave when doing this)
Infrared - given off by people due to their temperature. Seen by alien in the movie "Predator". Also given off by TV remotes. Demonstrate with photocell and speaker. You can pick up IR signals from the remote on cell phones in camera mode.
Visible light - what we can see with our eyes: ROY G BIV
Red light is lower energy, lower frequency, longer wavelength
Violet light is higher energy, higher frequency, shorter wavelength.
UV - ultraviolet - enough energy to cause sunburn
X-Ray - enough energy to penetrate bodies and give pictures of bones
Gamma Rays - highest energy - given off my nuclei in atoms or by colliding neutron stars.
Handed out flashcard sheets. Students tested each other on vocabulary.
Homework due Wednesday - RA 11.2b Gave students time in class to work on reading assignment homework.
We will have a test on waves on Wed, Feb 13 (I had originally said Monday, Feb 11 but pushed the date back one class)
Handed back RA 11.1 and went over in class. Students who scored less than 7 could write in correct answers and hand back in.
Introduced the electromagnetic spectrum - all forms of light (transverse waves) that all travel at the same speed through vacuum, 3 x 10^8 m/s or 186,000 miles/sec
Hand out electromagnetic spectrum worksheet.
Radio waves - low frequency, low energy. Transmit in AM and FM. The numbers of the radio stations are the frequencies at which they transmit.
AM 1140 = 1140 kilohertz = 1,140,000 Hz. FM 103 = 103 megahertz = 103,000,000 Hz
Computers and televisions transmit some radio waves which can be picked up on a radio as noise.
Microwaves - need to fit into microwave oven so they have a wavelength of about 30 cm. Used to cook food by jiggling water molecules in food. This jiggling causes heat. Demonstrate cooking Ivory soap and CD in microwave (put cup of water in microwave when doing this)
Infrared - given off by people due to their temperature. Seen by alien in the movie "Predator". Also given off by TV remotes. Demonstrate with photocell and speaker. You can pick up IR signals from the remote on cell phones in camera mode.
Visible light - what we can see with our eyes: ROY G BIV
Red light is lower energy, lower frequency, longer wavelength
Violet light is higher energy, higher frequency, shorter wavelength.
UV - ultraviolet - enough energy to cause sunburn
X-Ray - enough energy to penetrate bodies and give pictures of bones
Gamma Rays - highest energy - given off my nuclei in atoms or by colliding neutron stars.
Handed out flashcard sheets. Students tested each other on vocabulary.
Homework due Wednesday - RA 11.2b Gave students time in class to work on reading assignment homework.
We will have a test on waves on Wed, Feb 13 (I had originally said Monday, Feb 11 but pushed the date back one class)
Monday, February 4, 2008
Monday, Feb 4, 2008 - 4A
Collected RA 11.2a
Used notebooks to review what we did on Thursday, in particular demos with oscilloscope (short wavelength is high frequency, high pitch and long wavelength is low frequency, low pitch)
Gave quiz on "Name that Sound"
Handed back RA 11.1 and went over in class. Students who scored less than 7 could write in correct answers and hand back in.
Introduced the electromagnetic spectrum - all forms of light (transverse waves) that all travel at the same speed through vacuum, 3 x 10^8 m/s or 186,000 miles/sec
Hand out electromagnetic spectrum worksheet.
Radio waves - low frequency, low energy. Transmit in AM and FM. The numbers of the radio stations are the frequencies at which they transmit.
AM 1140 = 1140 kilohertz = 1,140,000 Hz. FM 103 = 103 megahertz = 103,000,000 Hz
Computers and televisions transmit some radio waves which can be picked up on a radio as noise.
Microwaves - need to fit into microwave oven so they have a wavelength of about 30 cm. Used to cook food by jiggling water molecules in food. This jiggling causes heat. Demonstrate cooking Ivory soap and CD in microwave (put cup of water in microwave when doing this)
Infrared - given off by people due to their temperature. Seen by alien in the movie "Predator". Also given off by TV remotes. Demonstrate with photocell and speaker. You can pick up IR signals from the remote on cell phones in camera mode.
Visible light - what we can see with our eyes: ROY G BIV
Red light is lower energy, lower frequency, longer wavelength
Violet light is higher energy, higher frequency, shorter wavelength.
UV - ultraviolet - enough energy to cause sunburn
X-Ray - enough energy to penetrate bodies and give pictures of bones
Gamma Rays - highest energy - given off my nuclei in atoms or by colliding neutron stars.
Homework due Wednesday - RA 11.2b
Used notebooks to review what we did on Thursday, in particular demos with oscilloscope (short wavelength is high frequency, high pitch and long wavelength is low frequency, low pitch)
Gave quiz on "Name that Sound"
Handed back RA 11.1 and went over in class. Students who scored less than 7 could write in correct answers and hand back in.
Introduced the electromagnetic spectrum - all forms of light (transverse waves) that all travel at the same speed through vacuum, 3 x 10^8 m/s or 186,000 miles/sec
Hand out electromagnetic spectrum worksheet.
Radio waves - low frequency, low energy. Transmit in AM and FM. The numbers of the radio stations are the frequencies at which they transmit.
AM 1140 = 1140 kilohertz = 1,140,000 Hz. FM 103 = 103 megahertz = 103,000,000 Hz
Computers and televisions transmit some radio waves which can be picked up on a radio as noise.
Microwaves - need to fit into microwave oven so they have a wavelength of about 30 cm. Used to cook food by jiggling water molecules in food. This jiggling causes heat. Demonstrate cooking Ivory soap and CD in microwave (put cup of water in microwave when doing this)
Infrared - given off by people due to their temperature. Seen by alien in the movie "Predator". Also given off by TV remotes. Demonstrate with photocell and speaker. You can pick up IR signals from the remote on cell phones in camera mode.
Visible light - what we can see with our eyes: ROY G BIV
Red light is lower energy, lower frequency, longer wavelength
Violet light is higher energy, higher frequency, shorter wavelength.
UV - ultraviolet - enough energy to cause sunburn
X-Ray - enough energy to penetrate bodies and give pictures of bones
Gamma Rays - highest energy - given off my nuclei in atoms or by colliding neutron stars.
Homework due Wednesday - RA 11.2b
Friday, February 1, 2008
Friday, Feb 1, 2008 - 4B
Collected RA 11.1
Used notebooks to review previous class activities, especially the waveforms on the oscilloscope showing that long wavelength sounds are low frequency and low pitched and high frequency sounds are high pitched and short wavelength.
Reinforced these ideas with Singing Rod demo - several students gave it a try, and Duck Call Lab - again most students gave it a try. The basic idea behind both of these was that the short rod or short straw created short wavelengths which gave high frequency sounds and long rods or long straws created long wavelengths which gave lower frequency sounds.
Gave "Name that Sound" quiz.
Explained "Show me a Wave" Lab and then did the lab in the hallway working in pairs.
Students entered main ideas of lab in their notebooks:
Transverse vs Longitudinal waves
How to create waves of high and low frequency, high and low amplitude, long and short wavelength, high and low energy.
How to create standing waves and see nodes (places where the slinky does not move)
Handed out RA 11.2a. Gave students class time to work on it. If they didn't finish, it is homework due on Tuesday, Feb 5.
Used notebooks to review previous class activities, especially the waveforms on the oscilloscope showing that long wavelength sounds are low frequency and low pitched and high frequency sounds are high pitched and short wavelength.
Reinforced these ideas with Singing Rod demo - several students gave it a try, and Duck Call Lab - again most students gave it a try. The basic idea behind both of these was that the short rod or short straw created short wavelengths which gave high frequency sounds and long rods or long straws created long wavelengths which gave lower frequency sounds.
Gave "Name that Sound" quiz.
Explained "Show me a Wave" Lab and then did the lab in the hallway working in pairs.
Students entered main ideas of lab in their notebooks:
Transverse vs Longitudinal waves
How to create waves of high and low frequency, high and low amplitude, long and short wavelength, high and low energy.
How to create standing waves and see nodes (places where the slinky does not move)
Handed out RA 11.2a. Gave students class time to work on it. If they didn't finish, it is homework due on Tuesday, Feb 5.
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