Handed back Distillation of Wood Labs
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Tuesday, March 31, 2009
Monday, March 30, 2009
Monday, March 30, 2009 - Block 4A
Handed back Distillation of Wood Labs
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Friday, March 20, 2009 - Block 4B
Showed several short demos:
Thermal conductivity
Thermal expansion
Pressure with soda can
Convection with Erlenmeyer volcanoes.
Gave students time in class to work on worksheets.
Thermal conductivity
Thermal expansion
Pressure with soda can
Convection with Erlenmeyer volcanoes.
Gave students time in class to work on worksheets.
Thursday, March 19, 2009
Thursday, March 19, 2009 - Block 4A
Three students went to front of class and discussed the heating lab.
I asked for the general statement of the lab. Students made a graph of the heating curve as their hypothesis so the general statement is to determine the heating curve for water.
On the graph, students indicated what phases they had and what process was going on.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Also sketched out the mothball lab. Showed the set-up. Students predicted the heating and cooling curve, phases for each section, and the process.
Handed out RA 2.1b, RA 2.2a
Students did really well today. I should have done a more fun activity instead of these reading assignments.
Students worked on these for the remainder of the class.
I asked for the general statement of the lab. Students made a graph of the heating curve as their hypothesis so the general statement is to determine the heating curve for water.
On the graph, students indicated what phases they had and what process was going on.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Also sketched out the mothball lab. Showed the set-up. Students predicted the heating and cooling curve, phases for each section, and the process.
Handed out RA 2.1b, RA 2.2a
Students did really well today. I should have done a more fun activity instead of these reading assignments.
Students worked on these for the remainder of the class.
Wednesday, March 18, 2009
Wednesday, March 18, 2009 - Block 4B
Two students went to front of class and discussed the heating lab.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Handed out RA 2.1b, RA 2.2a
Students worked on these for the remainder of the class.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Handed out RA 2.1b, RA 2.2a
Students worked on these for the remainder of the class.
Tuesday, March 17, 2009
Tuesday, March 17, 2009 - Block 4A
Handed out pink sheet for dry lab for Distillation of Wood for those who did not hand it in. This is due by Friday of this week. It is a reduced write-up that will be graded at 80% of the available score and should allow students to recover some credit for the lab write-up.
Reviewed Thursday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
For today's lab, I had all the equipment in boxes so I didn't waste time handing out the computer equipment. It went much more smoothly. Every group finished with time to spare.
Students printed out their heating curves. We will discuss them next time.
Reviewed Thursday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
For today's lab, I had all the equipment in boxes so I didn't waste time handing out the computer equipment. It went much more smoothly. Every group finished with time to spare.
Students printed out their heating curves. We will discuss them next time.
Monday, March 16, 2009 - Block 4B
Handed out pink sheet for dry lab for Distillation of Wood for those who did not hand it in. This is due by Friday of this week. It is a reduced write-up that will be graded at 80% of the available score and should allow students to recover some credit for the lab write-up.
Reviewed last Wednesday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
Two groups used the old fashioned thermometers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
It took so long to set up the lab that many students only finished at the bell. I ended up having to take down the equipment after class.
Students printed out their heating curves. We will discuss them next time.
Reviewed last Wednesday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
Two groups used the old fashioned thermometers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
It took so long to set up the lab that many students only finished at the bell. I ended up having to take down the equipment after class.
Students printed out their heating curves. We will discuss them next time.
Thursday, March 12, 2009
Thursday, March 12, 2009 - Block 4A
Handed back separation of a mixture lab and went over important points.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Wednesday, March 11, 2009 - Block 4B
Handed back separation of a mixture lab and went over important points.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Tuesday, March 10, 2009
Tuesday, March 10, 2009 - Block 4A
Collected Distillation of Wood Reports - collected them individually and checked off names to be sure I got all the papers.
Students drew "Advice" posters for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Students drew "Advice" posters for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Monday, March 9, 2009
Monday, March 9, 2009 - Block 4B
Collected Distillation of Wood Reports - collected them individually and checked off names to be sure I got all the papers.
Students drew "Advice" sheets for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Students drew "Advice" sheets for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Friday, March 6, 2009
Thursday, Mar 5, 2009 - 4A
Reminded students that the write-up for the Distillation of Wood Lab is due next Tuesday. The lab should be typed but if they cannot type it then it must be very neatly hand written.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Wed March 4, 2009 - 4B
Reminded students that the write-up for the Distillation of Wood Lab is due next Tuesday. The lab should be typed but if they cannot type it then it must be very neatly hand written.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Tues, Mar 3, 2009 - 4A
Reminded students that they should be keeping up with their write up and should have completed all of the Designing the Investigation parts for both Day 1 and 2. By now they should also have completed the Flow Chart for Day 1 and written up their Observations, Data Table and Calculation sections.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
Monday, Mar 2, 2009 - 4B
Reminded students that they should be keeping up with their write up and should have completed all of the Designing the Investigation parts for both Day 1 and 2. By now they should also have completed the Flow Chart for Day 1 and written up their Observations, Data Table and Calculation sections.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
Friday, Feb 27, 2009 - 4A
Reminded students to write up lab as they go and not leave it all for the end.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
Subscribe to:
Comments (Atom)