Collect remaining safety contracts.
Collect Questions and Hypotheses.
Hand back and answer questions on Safety Quiz. If students didn't score at least 26/30, they had to retake.
While students were retaking safety quiz, other students did book work, Section 2.3, read, do density problems 1-9 on page 56, and do end of section problems 1-6 on page 60.
Hand back and go over any questions on the Waves Test.
Go over procedure for Wood Lab Day 1. Didn't get to safety.
Handed out green sheet for lab. Students were antsy so didn't go over green sheet. Told students to read it on their own.
Procedure for Wood Lab Part 1.
1. Measure mass of popsicle sticks (by measuring mass of burning test tube, and then mass of test tube plus popsicle sticks, and then subtracting. Also measure mass of collection test tube plus solid rubber stopper.
2. Set up apparatus as shown in the diagram.
a. Don't overstuff the test tube
b. Make sure the clamp is over the rubber stopper so you don't move the flame under the rubber stopper and melt it
c. The glass L coming from the burning test tube goes deep into the collection test tube. The glass L leaving the collection test tube is shallow in the collection test tube.
d. Make sure the stopper is firmly in the burning test tube. If not, it can come off during the experiment and fill the room with foul gas.
e. The Erlenmeyer flask is filled with ice water
f. Only fill the buck high enough to fill the Mason Jar with water. If you fill the bucket too high, the Mason Jar will start to float and tip when it fills with gas. This will release the foul gas into the room. Don't let the Mason Jar tip as it fills with gas.
g. Make sure you remove the rubber tubing from the water BEFORE shutting off the alcohol lamp.
3. Call teacher over to inspect the set up and then light the alcohol lamp.
4. Move the alcohol lamp along the brick to burn different parts of the popsicle sticks.
5. When the popsicle sticks are burned, or you no longer see any smoke going through the glass L, or no longer any bubbles in the collection jar, or the collection jar is full, then remove the rubber tubing from the water and then shut off the burner.
6. Slide the rubber band to the level of the gas in the Mason Jar. This will allow you to measure how much gas you collected.
7. Call instructor, when he tells you, slowly lift the Mason jar straight up to let the water fall out, and then, when he tells you, turn it mouth up towards him. He will throw in a lighted match so you can observe the big flames.
8. Measure the mass of the collected liquid by measuring the mass of the collection test tube + stopper + collected liquid and then subtracting the mass of the collection test tube + stopper.
SAVE THE COLLECTED LIQUID!! You will need it for part 2 of the lab. Put a piece of masking tape on the test tube with your names on it and put in in the designated test tube rack. Make sure it has the solid rubber stopper on it.
9. Measure the mass of the charred remains by measuring the mass of the the burning test tube + charred remains and subtracting out the mass of the burning test tube.
10. Dispose of charred sticks in the designated container.
11. If you have time, do another run.
12. Take apart the equipment and put it where it belongs.
13. Wipe off lab bench and wash hands.
What would you add to the procedure to test for conservation of mass?
Talk about the data table to check for conservation of mass.
How would you show the results graphically (bar graph)?
Calculations for volume of gas collected.
Tuesday, November 30, 2010
Friday, November 19, 2010
Tuesday, Nov 30, 2010
Collected safety contracts.
Show how to insert glass tubing into rubber stopper using a rag and glycerin.
Safety quiz.
We have studied Physics which deals with motion and forces. Now we are going to study chemistry which deals with matter and how it changes. There are two main types of changes - physical and chemical.
In physical changes, the atoms do NOT get rearranged to form new substances. Examples of Physical changes are phase changes, such as melting ice, or smashing a rock into smaller pieces. In the first, you still have water but in liquid form instead of solid. In the second, you still have the rock but in smaller pieces.
Went over physical properties - how a substance looks or what you can measure. If the property doesn't depend on the amount of the substance, it is a "characteristic physical property".
Examples of characteristic physical properties are: density, color, magnetism, electric or heat conductivity, hardness.
In chemical changes, the atoms are rearranged to form new substances. An example is hydrogen gas reacting with oxygen gas to form liquid water. Both hydrogen and oxygen gas are highly flammable, but water is not. The properties of the product can be very different from the properties of the reactants.
We show how the atoms are arranged using symbols for each element, subscripts to show how many of each atom, and coefficients to show how many of each molecule. For the reaction above, the chemical equation is: 2H2 + O2 -> 2H2O
In the Wood Lab, you are going to have to identify which changes are physical and which are chemical.
Wood Lab:
Day 1: Question: What happens when you burn popsicle sticks in a test tube?
Hypotheses: Make predictions based on your background knowledge and explain why you made that prediction.
I asked that students list 4 or 5 predictions backed up with reasoning.
Students will type up and hand in their Question and Hypotheses for Day 1 - due tomorrow.
Showed diagram of setup for day 1 of Wood Lab.
Students will make a neatly drawn, full page labeled diagram of the setup - due tomorrow. From this diagram, students will also type up the equipment list for Day 1.
Students practiced lighting alcohol lamps.
Students listed their top 4 choices for lab partners for the Wood Lab. I will go through them and assign partners trying to honor their preferences.
Instead of just going over the equipment, I drew the setup for the Wood Lab Day 1.
Students with signed safety contracts practice lighting alcohol lamps.
Wood lab:
Question: What happens when you burn wood in a test tube?
Student Hypotheses:
Show set up for Wood Lab day 1
Equipment list
Procedure
Show how to insert glass tubing into rubber stopper using a rag and glycerin.
Safety quiz.
We have studied Physics which deals with motion and forces. Now we are going to study chemistry which deals with matter and how it changes. There are two main types of changes - physical and chemical.
In physical changes, the atoms do NOT get rearranged to form new substances. Examples of Physical changes are phase changes, such as melting ice, or smashing a rock into smaller pieces. In the first, you still have water but in liquid form instead of solid. In the second, you still have the rock but in smaller pieces.
Went over physical properties - how a substance looks or what you can measure. If the property doesn't depend on the amount of the substance, it is a "characteristic physical property".
Examples of characteristic physical properties are: density, color, magnetism, electric or heat conductivity, hardness.
In chemical changes, the atoms are rearranged to form new substances. An example is hydrogen gas reacting with oxygen gas to form liquid water. Both hydrogen and oxygen gas are highly flammable, but water is not. The properties of the product can be very different from the properties of the reactants.
We show how the atoms are arranged using symbols for each element, subscripts to show how many of each atom, and coefficients to show how many of each molecule. For the reaction above, the chemical equation is: 2H2 + O2 -> 2H2O
In the Wood Lab, you are going to have to identify which changes are physical and which are chemical.
Wood Lab:
Day 1: Question: What happens when you burn popsicle sticks in a test tube?
Hypotheses: Make predictions based on your background knowledge and explain why you made that prediction.
I asked that students list 4 or 5 predictions backed up with reasoning.
Students will type up and hand in their Question and Hypotheses for Day 1 - due tomorrow.
Showed diagram of setup for day 1 of Wood Lab.
Students will make a neatly drawn, full page labeled diagram of the setup - due tomorrow. From this diagram, students will also type up the equipment list for Day 1.
Students practiced lighting alcohol lamps.
Students listed their top 4 choices for lab partners for the Wood Lab. I will go through them and assign partners trying to honor their preferences.
Instead of just going over the equipment, I drew the setup for the Wood Lab Day 1.
Students with signed safety contracts practice lighting alcohol lamps.
Wood lab:
Question: What happens when you burn wood in a test tube?
Student Hypotheses:
Show set up for Wood Lab day 1
Equipment list
Procedure
Thursday, November 18, 2010
Monday, Nov 29, 2010
Didn't hand back tests since so many students didn't take it on Wednesday.
Handed out Safety Contracts and Lab Equipment sheets to those that did not have them.
Showed safety video, stopping several times to emphasize important points.
Went over entire Safety Contract. Students must bring this back signed by parents to be able to do chemistry labs.
Safety quiz tomorrow. Must get an A to be able to do labs. If you don't get an A, your score will stand but you must retake the quiz until you get an A.
Didn't have chance to go over equipment. We'll postpone equipment quiz until we have a change to go over the equipment.
Handed out Safety Contracts and Lab Equipment sheets to those that did not have them.
Showed safety video, stopping several times to emphasize important points.
Went over entire Safety Contract. Students must bring this back signed by parents to be able to do chemistry labs.
Safety quiz tomorrow. Must get an A to be able to do labs. If you don't get an A, your score will stand but you must retake the quiz until you get an A.
Didn't have chance to go over equipment. We'll postpone equipment quiz until we have a change to go over the equipment.
Friday, November 12, 2010
Wednesday, Nov 24, 2010
School was canceled on Tuesday due to icy weather.
Test on Waves
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
Must wear closed toed shoes for all chemistry labs.
No homework over Thanksgiving holiday.
Test on Waves
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
Must wear closed toed shoes for all chemistry labs.
No homework over Thanksgiving holiday.
Monday, Nov 22, 2010
Review for test
Went over RA 11.2b
Answered any questions
Handed out Final Vocab Quiz (all questions)
Went over Final Vocab Quiz
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
14. Picket fence and telephone cord - only transverse waves can be polarized
15. Polarization of protractors, plastic fork - polarization can be used for stress analysis
16. Milk powder in aquarium - why the sky is blue and sunsets red, scattered light is polarized
Quia Review
Demos for Waves
1. Pull-a-Tune: wavelength and frequency
2. Picket Fence: Polarization
3. Singing Rod: wavelength and frequency
4. Slinky: types of waves, wavelength and frequency
5. Oscilloscope: wavelength and frequency
6. Pop Bottle: wavelength and frequency
7. Corn Syrup: polarization
8. Radio picking up TV signal: electromagnetic spectrum
9. Straw Duck Call: wavelength and frequency
10. LCD goes bright to dark: Polarization
11. Powdered milk in water: scattering/polarization
12. Maritza left room: diffraction
13. Microwave soap and CD: electromagnetic spectrum, just fun
14. Gong Grates: speed of sound in different materials
15. Belly Dancing Tuning Fork: waves are wiggles
16. Why sky is blue, sunsets red: scattering
17. Pen in cup of water: refraction
18. Rainbow glasses: diffraction
19. Black Hole: just for fun
20. Mirages and Fermat's Principle of Least Time: refraction
21. People Waves: Type of waves
22. Mirror: reflection
23. Thunder and Lightning: speed of light and speed of sound
24. Plastic on overhead: polarization
25. Echoes: reflection
Went over RA 11.2b
Answered any questions
Handed out Final Vocab Quiz (all questions)
Went over Final Vocab Quiz
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
14. Picket fence and telephone cord - only transverse waves can be polarized
15. Polarization of protractors, plastic fork - polarization can be used for stress analysis
16. Milk powder in aquarium - why the sky is blue and sunsets red, scattered light is polarized
Quia Review
Demos for Waves
1. Pull-a-Tune: wavelength and frequency
2. Picket Fence: Polarization
3. Singing Rod: wavelength and frequency
4. Slinky: types of waves, wavelength and frequency
5. Oscilloscope: wavelength and frequency
6. Pop Bottle: wavelength and frequency
7. Corn Syrup: polarization
8. Radio picking up TV signal: electromagnetic spectrum
9. Straw Duck Call: wavelength and frequency
10. LCD goes bright to dark: Polarization
11. Powdered milk in water: scattering/polarization
12. Maritza left room: diffraction
13. Microwave soap and CD: electromagnetic spectrum, just fun
14. Gong Grates: speed of sound in different materials
15. Belly Dancing Tuning Fork: waves are wiggles
16. Why sky is blue, sunsets red: scattering
17. Pen in cup of water: refraction
18. Rainbow glasses: diffraction
19. Black Hole: just for fun
20. Mirages and Fermat's Principle of Least Time: refraction
21. People Waves: Type of waves
22. Mirror: reflection
23. Thunder and Lightning: speed of light and speed of sound
24. Plastic on overhead: polarization
25. Echoes: reflection
Friday, Nov 19, 2010
Handed back Vocab Quiz and RA 11.2a
Answered any questions
Collected RA 11.2b
Went over problem worksheet in detail.
Finish Bill Nye Video on Waves
Answered any questions
Collected RA 11.2b
Went over problem worksheet in detail.
Finish Bill Nye Video on Waves
Subscribe to:
Posts (Atom)