SCIENCE 10

LAB MANUAL

Science 10 Lab Manual

Table of Contents:

Lab Station Materials

Common Laboratory Equipment

Lab Safety Rules

Lab Report Outline

Graph Outline

Handling in Lab Reports

Unit 1: Sustaining Earth’s Ecosystems

Lab 1.1 Analyzing Climatographs

Lab 1.2 Predator – Prey Simulation

Lab 2.3 Bioaccumulation and Biomagnification

Unit 2: Chemical Reactions and Radioactivity

Lab 4.3 Balancing Chemical Reactions

Lab 5.1 Acid Versus Base

Lab 7.2 Sweet Radioactive Decay

Unit 3: Motion

Lab 8.1 Slow Motion and Fast Motion Trials

Lab 9.2 Acceleration

Unit 4: Energy Transfer in Natural Systems

Lab 10.1 Conduction and Convection

Lab 12.1 Piecing Together Pangaea

LAB STATION MATERIALS

YOU WILL BE ASSIGNED A LAB STATION FOR THE SEMESTER

DO NOT BORROW glassware from other stations

DO NOT use MASKING TAPE on glassware.

DO CHECK your station before every lab

Glassware:

12 test tubes

1 - 100 mL glass graduated cylinder

1 - 25 mL glass graduated cylinder

2 - 125 mL Erlenmeyer flasks

2 - 250 mL beakers

1 - 100 mL beaker

1 - 50 mL beaker

watch glass

stirring rod

Equipment:

test tube rack

1 test tube clamp

1 beaker tong

ring stand: base, rod, test tube clamp, ring clamp

eye dropper

2 - #2 rubber stoppers

SCIENCE 10 LAB SAFETY RULES Your lab here at Mount Baker need not be dangerous. Understanding how to use materials and equipment and follow

proper procedures to help you avoid accidents. The activities you will do in this lab have been tested and are safe, as

long as they are done with proper care. Take special note of the instructions accompanying the word “CAUTION”,

whenever it appears in an activity. Follow the safety rules listed below. Many times I will give you specific information

about other safety rules for certain labs. You will also be told about the location and proper use of all safety equipment.

1. Behave quietly in the lab. Never rush. Always be prepared to stop quickly.

No horseplay will be tolerated.

2. All students in a lab group are to remain at their own lab bench except for the

one student per group appointed to gather all materials for the experiment

being conducted.

3. Never perform an experiment without the permission of the teacher.

4. Many teenagers have been seriously hurt or killed while making explosive

mixtures such as gunpowder or rocket fuel at home. DO NOT perform these

dangerous experiments at home

5. Know the purpose of an experiment and read each step in the procedure

through to the end before you start.

6. Keep equipment away from the edge of the table. When leaving equipment,

push it towards the wall, away from the edge of the work bench.

7. Clean all the apparatus you use and return everything to its proper place when

you have completed the experiment and at the end of the class.

8. Do not eat or drink in the laboratory. Do not sit on the lab benches.

9. Never enter the storeroom unless the teacher has given you permission.

10. Do not taste materials in the laboratory unless told to do so by the teacher.

What looks harmless may in fact be very dangerous.

11. Report all injuries to the teacher regardless of how minor they are.

Chemicals

12. Always wash your hands after handling chemicals. Do not rub hands or

fingers in your eyes.

13. If any area of your body or clothing has been touched by acid or another

harmful chemical, flush it with lots of water. If your eye has been affected, wash

it continuously for ten minutes at the eye wash fountain.

14. Beware of drops that look like water on the laboratory benches. They may be

dangerous liquids. Dry these up with paper towel. Do not put our fingers in them.

15. Never carry hot equipment or dangerous chemicals through a crowd of students.

16. If your laboratory is equipped with face shields or goggles, wear this equipment

whenever you work with liquid chemicals or heat materials.

17. Never return unused chemicals to the original containers unless you are told to.

18. After emptying dissolved chemicals into the sink, flush the sink thoroughly with

water. Do not empty solid materials into the sink but place them in the

container provided. Poisonous chemicals should never be poured into the sink.

Glassware

19. Report sharp edges on mirrors, metal plates, and glassware to your teacher.

Do not work with glass tubing that has jagged edges.

20. Place broken glassware in the container provided, not in the waste basket.

Be especially careful not to leave broken glass on benches or in sinks.

Burns, Fire, and Electricity

21. The most common injury received in the laboratory are burns. Burns are usually

caused by touching objects that have been heated. Hot and cold objects often

look the same. If you are in doubt, find out whether an object is hot by bringing

the back of your hand close to it.

22. When you heat a test tube containing a liquid, treat the test tube as if it were a

loaded gun. Never allow the open end of the tube to point at anyone.

23. Know the position of the nearest fire alarm and do not be afraid to use it if there

is a fire or if poisonous vapors are escaping in the room. Leave the building as

quickly as possible.

24. Know the location of the fire blanket. If any clothing catches fire, smother the fire

with the blanket.

25. When you are unplugging an electrical cord, pull the plug, not the cord. Report

frayed cords to your teacher. Bare electrical wires are extremely dangerous.

Mount Baker Secondary School

Science 10

Laboratory Reports

The following outline is a guide for correct preparation of lab reports.

1. Heading

Lab Number Lab Title Name

Period

2. Below the heading will be each of the following sections in the order

that they appear.

Problem: A statement of the investigation you will be involved in. The

problem answers the question of why the experiment is being done and what

you are expected to learn. First, look at the title of the lab. Second, read the

introductory information about the lab. The problem is sometimes referred

to as the purpose.

Hypothesis: A statement with a possible explanation for a set of

observations or possible answer to a scientific questions. (If … then …)

Apparatus and Materials: The equipment and materials that you will need

to complete the lab. A diagram may be included.

Procedure: The method that will be used in answering the problem. The

procedure answers the question of how the experiment will be done. This

is usually given in the lab handout.

(No writing will be required - See Lab Handout)

Observations: The observations and results follow from the procedures.

These results should cover what was done. Observations, data tables,

graphs, diagrams and assigned questions should be included.

All observations should be reported in complete sentences.

Diagrams: Should be done on unlined paper.

All labels should be placed to the right of the drawing.

All labels should line up in a vertical column.

Questions: Assigned at the end of the lab. Used to analyze your results.

Answer in complete sentences.

Conclusions: A statement about the lab. This answers the problem

or describes what was learned in the lab. This is the most important

part of the lab. Answer in complete sentences. Indicate whether your

hypothesis was correct or not and explain.

Graph Outline

A graph shows the relationship between two quantities. A graph is a kind of picture

of the data we have obtained. The most common type of graph used in science is the

line graph.

Follow these general guidelines when drawing graphs.

Every graph must have a

title printed in ink at the top of the graph paper. “Comparison of …” or

“Relationship between …” are good ways to start the title. Mention both

quantities you are comparing when you print the title.

Always label the

independent variable on the x-axis and the dependent variable on the y-axis

Label the axes with the

quantities involved. Print in ink. Turn the paper sideways to label the y-axis.

Put the units of each quantity in brackets or parentheses.

Study the data in the

chart and decide on a scale for the x- and y- axis. The scale will probably not

be the same for each axis. When choosing your scale, remember that the graph

should fit on one piece of graph paper and that it should be large enough to

fill most of the page. Your scale must increase by regular amounts for the

entire axis. (i.e. increase by twos, by fives, by tens, etc.) Your scale need not

start at zero if it is not suitable for your data.

Plot the points on the

graph using pencil. Use a dot for each point plotted on the graph, and then

circle it as shown. If you are plotting more than one set of data on the graph,

use different shapes or colors to surround the points.

Do not draw a straight

line from one point to the next. Doing this makes a broken line graph, which is

rarely used in “real” science. Draw a smooth line through the points, as close

to each point as you can. This is called a “line of best fit”. This type of line

shows the trend of the data. Graphs in science are used for showing

relationships and for making predictions. The “line of best fit” serves both

purposes.

Handing in Lab Reports in Science 10

1. Every student is required to make their own individual copy of

the lab. Your name goes on the top right corner along with your

period.

2. You may discuss answers/questions/conclusions with your lab

partners. This is why you have a lab group. Your group must

come to consensus on all the answers/questions/conclusions

for your lab report.

3. On the due date for your lab, you will be given time to look over

each other's lab report and sign your name below theirs.

(all labs will probably be the same anyway, just check to see if they are missing anything) Never

let anyone sign your name for you, sign your own name.

4. Place the labs on the desk ready for the teacher to choose one.

5. If a lab partner did not finish their lab, do not sign theirs and do not

let them sign yours. Let them get the mark they deserve as they

have to hand-in their own unfinished lab.

6. If a lab partner is not present on the due date, their name cannot be

included on the lab chosen because I do not have the option of

choosing the lab of the person who is absent. (For all I know, they

may not have finished the lab report unless they have previously left

their lab report with you)

7. If you wish to work on all questions and conclusions by yourself,

you cannot have the benefit of asking your lab partners for answers.

Even though you are performing the lab procedures with other

people, you will do all questions and conclusions by yourself.

Do not share/discuss or get answers from the lab group that you

performed the lab with. You will not sign anyone's lab nor will they

be allowed to sign your lab upon collection.

8. Never send your lab home with someone.

Lab 1-1 Analyzing Climatographs

Problem:

How can you use the information in climatographs to infer which biomes are represented?

Materials:

ruler red and blue pencil graph paper

Procedures:

Part 1: Analyze a Climatograph

1. Working with a partner, study Climatograph A below and then answer the following questions.

a) What information is represented on the left-handed vertical y-axis? (2)

b) What information is represented by the letters along the horizontal x-axis? (2)

c) What are the units of measurement for precipitation? (2)

d) What are the units of measurement for temperature? (2)

e) What is the total amount of precipitation in July? (2)

f) What is the average temperature in December? (2)

Part 2: Graph a Climatograph

2. Construct a climatograph for the following climate data.

Follow the directions in steps 3 to 7.

3. On the graph paper, mark 12 intervals on the horizontal axis. Label each interval with the first letter of the month,

starting with “J” for January.

4. On the left vertical axis, mark 12 intervals beginning at 0 and

extending to 600. Each interval has a value of 50. Label this axis “Average Precipitation (mm).

5. Draw a second vertical axis for temperature on the right. On this axis, mark 12 intervals beginning with -35˚C and

extending to 25˚C. Each interval has a value of 5 degrees. Label this axis "Average Temperature (˚C).

6. Present the data for each month's average precipitation as a bar graph. Use a blue pencil to shade in the bar

graph.

7. Enter the data for each month's average temperature in the middle of the space allocated for that month. Use a red

pencil to draw a curve between the points.

8. Add the title "Climatograph B". (11)

Part 3: Compare Climatographs and Make an Inference

9. Compare Climatograph A to Climatograph B. (Outline the similarities and the differences)

a) How do the monthly precipitation patterns in the two

climatographs compare? (3)

b) How do the monthly temperature patterns in each climatograph

compare? (3)

Questions:

1. How would you describe the climate (precipitation and temperature) represented by Climatograph A? (3)

2. How would you describe the climate (precipitation and temperature) represented by Climatograph B? (3)

3. Which biome do you think is represented by Climatograph A and how do you know? (Use the biome information on

page 20-28 of your textbook) (3)

4. Which biome do you think is represented by Climatograph B and how do you know? (Use the biome information on

page 20-28 of your textbook) (3)

5. If temperatures above 5˚C are required for plant growth, which biome has the longer growing season: the biome

represented by Climatograph A or the biome represented by Climatograph B? Explain. (3)

Conclusions:

One of the climatographs in this activity represents the climate of a city in British

Columbia and one represents a city from another province in Canada. Which cities do

you think are represented by these climatographs? (Use the biome information on page

20-28 in your textbook) (3)

Some scientists predict that, due to global warming, Earth's average monthly

temperatures will rise by 4˚C by 2100. What effect might this have on the growing

season in these two Canadian cities? (3)

Lab 1-2 Predator-Prey Simulation

Problem:

You will simulate predator-prey relationships and graph your findings.

Materials:

4 test dividers data table graph paper colored pencils

200 small (2cm) cardboard squares (each represents a prey animal)

12 large (8cm) cardboard squares (each represents a predator)

Procedures:

1. Working in a group of three, decide who will control the prey animals, who will control the predators, and who will

be the data recorder. Your teacher will give you a data table.

2. Clear all other materials off your table. Construct a forest habitat as instructed by your teacher.

3. Read the following rules. You will need to refer back to them as you do the simulation.

Controllers of prey animals and predators must stand 0.5 m from the habitat

entrance when tossing the squares.

When one half or more of a prey animal square is covered by a predator square,

the prey animal had been captured and is removed from the habitat.

* In each round, each predator that captures at least three prey animals survives.

* If fewer than three prey animals are captured, the predator dies and is removed from the habitat.

* In each round, each predator that captures at least three prey animals survives and reproduces (produces a

new generation). Therefore, one additional predator will be tossed into the habitat for every three prey animals

caught.

* If all predators die, then a new predator is tossed into the habitat.

* The prey population doubles each generation, so if 10 prey animals survive, the next generation (round) starts

with 20 prey animals.

* The maximum carrying capacity of this forest habitat is 200 prey animals. (Carrying capacity is the ability of an

ecosystem to supply enough resources such as food, water, and shelter for continued survival.)

4. Begin the simulation. The prey animal controller tosses three prey animals into the

habitat. The predator controller then tosses one predator into the habitat at these

prey animals.

5. Continue the simulation for 20 generations or until all the prey animals are

captured. The data controller records all data for each generation in the data table

provided by your teacher. (7)

6. Construct a graph with two lines using the data from the "Total Prey Animals" and

"Total Predators" columns for each generation. Label the x-axis from generations

1 through 20. Label the y-axis "Population Numbers". Determine the intervals

you will use to plot the population numbers.

7. Use one color of pencil to plot the points for the total prey animals. Use another

color of pencil to plot the points for the total predators for each generation.

8. Connect the points to form the prey animals' graph line. Use another color of

pencil to connect the points for the predators' graph line.

9. Name the graph Number of Predator Animals and Prey Animals over 20

Generations. (9)

Questions:

1. Describe the relationship between the prey and predator lines on your graph. (3)

2. Predict what the graph would look like after 12 generations if all the predators

were lost to a disease. Explain why.(3)

3. Predict what the graph would look like after 12 generations if all the prey animals

were lost to a disease. Explain why. (3)

4. Predict what would happen to the predator and prey populations if half of the prey

animals' habitat was destroyed by the construction of a shopping mall.

Explain why. (3)

Conclusions:

Describe a predator-prey relationship and outline the factors that

bring about this relationship. (See page 47 of textbook) (7)

Lab 2.3 Bioaccumulation and Biomagnification Simulation

Problem:

To learn how persistent organic pollutants, like a pesticide, can accumulate and be magnified in a marine ecosystem.

Materials:

30 small sticky notes 20 of these are contaminated

15 students to represent krill 6 students to represent small fish

5 students to represent large fish 3 students to represent seals

1 student to represent a killer whale creature tag and safety pin

Procedures:

1) Copy the following table.

Trophic Level

Animal

Number of pesticide

molecules per

individual

Average number of

pollutant in the group

Top Carnivore

Killer whale

Fourth

Seals

Third

Big Fish

Second

Small Fish

First

Krill

2. You will be selected or be assigned a role in an ocean ecosystem as a killer whale,

seal, big fish, small fish, or krill. Determine and record your role in the food chain

and what would you consume.

3. If you are a krill, you will simulate feeding on zooplankton and phytoplankton by

gathering the sticky notes that have been distributed in the classroom. Put your

collected sticky notes on your arm. You have 15 seconds to “feed”. At the end of

15 seconds you must stay where you are. Record the number of pesticide

molecules each krill had eaten in the data table. If any krill did not eat at least two

sticky notes, they are now dead.

4. Next the small fish can walk around the room and eat the krill by touching them

on the elbow and taking the food items, sticky notes, that they had collected. Stop

and record the number of contaminants now present in each of the small fish in

the data table. If any small fish did not eat at least two sticky notes, they are now

dead.

5. Repeat this step for the big fish, the seals and finally the killer whale.

6. Find the average number of pollutants at each level of the food chain in the data

table.

7. Once the simulation has been completed please return your creature tag and

safety pin to your instructor.

Questions:

1. What are POP’s and give the name of two examples. (3)

2. What effect did the pesticide have on the ecosystem? (3)

3. What effect would a pesticide have on an ecosystem if it remained in the

ecosystem for 50 years instead of degrading rapidly? (2)

Conclusions:

What are persistent organic pollutants and why are they so bad for any ecosystem? (3)

Using our marine ecosystem simulation, describe bioaccumulation and

biomagnification. (3)

What are possible effects of both bioaccumulation and biomagnification in a marine

ecosystem. (3)

Lab 4.3 Balancing Chemical Reactions

Problem:

Show that chemical equations that use chemical formulas for reactants and products can be written as chemical

reactions.

Apparatus and Materials:

sodium sulfide solution cobalt II chloride solution

lead II nitrate solution potassium iodide solution

potassium sulfate solution barium chloride solution

watch glass droppers

safety goggles

Some of these chemicals are poisonous. Wear safety goggles. If any of these chemicals get on the skin or in the eyes, rinse the areas immediately with water and inform the teacher!

Procedures:

Part 1: sodium sulfide and cobalt II chloride

1. Place a few drops of sodium sulfide into a watch glass.

2. Add a few drops of cobalt II chloride. Record observations. (2)

When a substance cannot dissolve in water, it is called insoluble.

An insoluble substance that is formed when solutions are mixed

is called a precipitate.

Part 2: potassium iodide and lead II nitrate

1. Place a few drops of potassium iodide into a watch glass.

2. Add a few drops of lead II nitrate. Record observations. (2)

Part 3: potassium sulfate and barium chloride

1. Place a few drops of potassium sulfate into a watch glass.

2. Add a few drops of barium chloride. Record observations. (2)

Questions:

1. What evidence is there of a chemical reaction in each case? (2)

2. Write a balanced chemical reaction for each reaction. (6)

Conclusion:

What is a precipitate? (2)

What evidence is there that a chemical reaction has occurred? (2)

What is meant by the products and the reactants? (3)

Lab 5.1 Acid Versus Base

Problem: How do you neutralize an acid-base reaction.

Apparatus and Materials:

evaporating dish acid solution dropper base solution stirring rod phenolphthalein beakers hot plate tongs

Procedures:

1. Measure 20 drops of base into an evaporating dish. Add a drop of phenolphthalein. Note and record the color change. (2)

2. Add the acid solution, one drop at a time, stirring after each drop. Note and record the effect of the acid on the color of the solution in the evaporating dish. Continue to add acid, one drop at a time until the color change is complete. Record the number of drops of acid needed. (2)

3. Place the evaporating dish on a hot plate and evaporate the solution. Examine the solid residue. Describe and sketch the residue. (4)

Questions:

1. Considering phenolphthalein's reaction with acids and bases, what kind of substance is it? (2) 2. The reaction in this activity yields hydrogen from the acid (HCl) and hydroxide from the base (NaOH). What is the probable formula for this compound? (2)

What is the name of this substance? (2) What is the state of this substance at room temperature? (2)

3. What is the probable formula for the other compound formed? (2) What is the name of this substance? (2) What is the state of this substance at room temperature? (2)

Conclusion:

What kind of compound is the active ingredient in the neutralizer used by a hair stylist? (2) Give a possible equation to describe the neutralization of an acid. (4)

Lab 7.2 Sweet Radioactive Decay

Problem: To simulate the half-life of radioactive material.

Apparatus and Materials: 100 candies with a mark on one side (e.g. M&M’s) paper plate paper cup large enough to hold all the candies graph paper

Procedure: 1) For this simulation, you will be using candies with a mark on one side as your “Radioactive nuclei”. Create a table like the one below using the same column headings. You will need enough rows in the table for about 10 tosses. Create a second table on a scrap piece of paper as we are going to pool and average the class result.

2) Count your candies and enter this number in the table next to 0 tosses. 3) Use the paper cup to toss all you “radioactive nuclei” into the paper plate. The nuclei that have undergone radioactive decay are those with the mark facing upwards. Remove these nuclei, and record the number of candies removed (decayed nuclei) and then the number of candies that remain (undecayed nuclei) in your table. 4) Continue with the next toss, removing the candies with the mark facing upwards. Then record the number of nuclei remaining. Each toss represents the passage of the same amount of time. Even if no candies are removed, a toss still counts as a time interval. Continue tossing the candies and recording the number of candies removed and the number remaining until all the candies are gone. 5) Collect all the class data, average the data for each toss and complete the table in your lab report. (22)

6) With the class data, create a half-life graph for your radioactive nuclei. The vertical axis is the number of nuclei remaining. The horizontal axis is the number of tosses. (10)

Questions 1. How many of the original radioactive nuclei were in the paper cup when time was equal to zero? (2) What happened to the number of these nuclei as time went on? (2) 2. In general, did the number of nuclei increase, decrease, or remain the same as you proceeded with the experiment? (2) 3. Use your graph from procedure 6 to find: a) At what time did the paper cup contain 50, or half, of the original nuclei? (2) b) What was the time interval between when there were 50 of the original nuclei in the paper cup and when there were 25.? (2) c) How does the result you obtained in a) compare with the result you found in b)? (2) 4. Why was the class data pooled before you created the graph? (2)

Conclusion Write a description of how this activity represents the half-life of a radioactive isotope. You should include the following terms in your description: half-life, radioactive nuclei, and decay. (4)

Lab 8.1 Slow Motion and Fast Motion Trials

Problem:

How can you represent slow motion and fast motion on a position-time graph?

Materials:

ruler ticker tape carbon disk recording timer (60 Hz)

Procedures:

Part 1: Collecting Data

1. Copy the following tables into your lab write up.

2. Cut a piece of ticker tape approximately 1.5 m long. Insert the ticker tape into the

recording timer.

3. Have your partner hold the recording timer securely against the table top and turn

the timer on.

4. Pull the tape slowly with as steady a motion as you can until all the tape has been

pulled through the timer. Label this tape “slow”.

5. Repeat steps 2 to 4, this time pulling the tape steadily but approximately twice as

fast as the first tape. Label this tape “fast”.

6. Clean up and put away the equipment you have used.

Part 2: Graphing the Data

Marking the ticker tape.

7. The dots on the very beginning of your tapes may not be evenly spaced.

Locate the section of your tape where the dots become evenly spaced.

Draw a ling through the first dot that represents the even spacing and label

it t = 0.0 s.

8. Since your recording timer has a frequency of 60 Hz, every six dots represent a

time interval of 0.1 s. Starting from the t = 0.0 s line, count six dots and draw a

line through the sixth dot and label it t = 0.1 s.

9. Now from the t = 0.1 s line, count six dots and draw a line through the sixth dot

and label it t = 0.2 s. Continue marking your tape into six dot intervals until you

label t = 1.0 s.

10. Measure the distance from t = 0.0 to t = 0.1 s, t = 0.0 s to t = 0.2 s,

t = 0.0 s to t = 0.3 s, etc., for each tape. Record the data in the appropriate

position-time table.

11. On a single graph, draw a best-fit line for each set of data. Be sure to indicate

which line represents the slow motion trial and which line represents the fast

motion trial.

Questions:

1. a) For which of the two motions, slow or fast, does the best-fit line most resemble

the plotted data?

b) Explain what this indicates.

Conclusions:

The two trials produced graph lines with different slopes.

What is the relationship between the steepness of the graph line and how fast you

pulled the tape? (Describe both slow and fast motion)

Lab 9.2 Acceleration

Problem:

How does a velocity-time graph show uniform acceleration?

Materials:

dynamics cart ramp ticker tape recording timer masking tape ruler

Procedures:

Part 1: Collecting Data

1. Copy a data table, like the one shown, into your lab write up. To have more room

place the table on the back of the sheet and turn it sideways.

Give your data table a title.

2. Place the dynamics cart at the top of the ramp. Cut a piece of ticker tape that is

about 30 cm shorter than the length of your ramp. Insert the ticker tape into the

recording timer and fasten the ticker tape to the cart with the masking tape.

3. Turn on the recording timer and release the cart. Be sure someone stops the cart at

the bottom of the ramp so that it does not fall off the table.

4. Clean up and put away the equipment you have used.

Part 2: Graphing the Data

5. Draw a line through the first dot on the tape and label it t = 0.0 s. Count six dots

from t = 0.0 s, and draw a line through the sixth dot. Label this line t = 0.1 s.

Measure the distance between these two lines, and record this value as the

displacement during time interval t = 0.0 to t = 0.1 s.

6. From the t = 0.1 s line, draw a line through the sixth dot. Label this line t = 0.2 s.

Measure the distance between the t = 0.1 s line and the t = 0.2 s line, and record

this value as the displacement during time interval t = 0.1 to t = 0.2 s.

7. Continue measuring and recording the displacements for each of the times until

you have completed your ticker tape. Depending on the length and incline of your

ramp, you may have more or less data than what is suggested in the example

data table. You can adjust your data table to include all your data.

8. Use the equation Vav= d

t

to calculate the average velocity for each of the 0.1 s time intervals.

Place the formula and show work, answer with units in your data table.

9. Plot a velocity-time graph for your data. The average velocity is most accurately

plotted as the velocity in the middle of the time interval. For example, the

displacement measured for the t = 0.0 to t = 0.10 time interval should be plotted

at t = 0.05 s on your graph.

Questions:

1. Calculate the slope of your velocity-time graph. Be sure to include the correct

units. (Choose two points on your graph and form a triangle showing rise and run.)

2. What is the average acceleration of the cart down the ramp?

3. Was the cart’s acceleration perfectly constant? Explain your answer.

Conclusions:

If you were to repeat your experiment with a steeper ramp, how would the slope of the

new motion compare with the original slope? Explain your answer.

Lab 10.1 Conduction and Convection

Problem:

Review the Kinetic Molecular Theory. Explore the rate of conductivity through different metals? How is thermal energy

transferred in a fluid and in the air?

Apparatus and Materials:

10 mL of water 10 mL of methanol

2 – 25 mL graduated cylinders 50 mL graduated cylinder

10 mL of lead shot 10 mL of sand

Bunsen burner ring and ball apparatus

bimetallic strip conductormeter

convection box glass convection tube

food coloring

Procedures:

Part 1: Kinetic Molecular Theory

1. Are there spaces between molecules in a liquid? (2)

2. Predict the volume of a solution when we add 10 mL of water into 10 mL of

methanol. (2)

3. Once the water is added to the methanol read the measurement on the graduated

cylinder. (Remember to read from the bottom of the meniscus).

State the reason for the observations that you made. (3)

4. Predict the volume of a mixture when we add 10 mL of sand into 10 mL of lead

shot. (2)

5. Once the sand is added to the lead shot read the measurement on the graduated

cylinder. State the reason for the observations that you made. (3)

Part 2: Thermal Expansion and the Conductivity of Metals

1. The instructor will demonstrate the behavior of a ring and ball apparatus before

heating. Record your observations. (2)

2. The instructor will then heat the ball for several minutes and then repeat the

demonstration from step 1. Record your observations. (2)

3. A bimetallic strip is a metallic strip with one metal on one side and another on the

other. The instructor will heat the bimetallic strip and you are to record your

observations and explain why you think the strip bends when heated. (3)

4. The conductor meter is prepared by dripping wax on to the end of each spoke.

The spokes are made up of different metals: nickel, brass, aluminum, copper,

stainless steel and iron. Predict which of these metals you think will be the best

conductor of heat. (2)

5. The instructor will then place the center of the conductor meter over the Bunsen

burner and the class will watch to see which of the metal in the apparatus has it’s

wax melt and drip off first. Record the order of the metals that loose their wax. (2)

Part 3: Convection in Fluids (Liquids/Gases)

1. The apparatus used to demonstrate the convection of gases is called a convection

box. The instructor will set up the apparatus and then demonstrate convection of

air. Record your observation. (3)

2. The apparatus used to demonstrate the convection of liquids is called a glass

convection tube. The instructor will set up the apparatus and then demonstrate

convection in a liquid. Record your observations. (2)

Questions:

1. How does the Kinetic Molecular Theory describe a solid, a liquid and a gases? (6)

2. What occurs when a solid is heated? Explain using the Kinetic Molecular Theory

and the observations made with the ring and ball demonstration. (3)

3. a) Do all metals conduct heat equally well? (2)

b) If not, rate the metals in order from best to worst thermal conductor. (2)

4. Why did the smoke get drawn into the convection box. (2)

5. Why did the food coloring move around the glass tube? (2)

Conclusions:

Using the Kinetic Molecular Theory to explain how thermal energy was transferred along the metal spokes. (2)

If you wanted to keep a drink cool, which of the six metals would you use to make a container? Explain your answer. (3)

Again, Use the Kinetic Molecular Theory to explain the movement of fluids, both liquid and gas. (2)

Compare the densities of cold and hot air. (2)

How might variations in the density of air lead to convection currents in the atmosphere? (2)

What visible evidence could you look for that would indicate that there were convection currents in air? (2)

Lab 12.1 Piecing Together Pangaea

Problem:

To use a variety of evidence, theorized by Wegner, to reconstruct the supercontinent Pangaea.

Apparatus and Materials:

page printed with continent shapes blank sheet of paper glue scissors

Procedures:

1. Cut out each continent, trimming each one just to the edge of the lines. The

dotted lines represent the true continental edges, or continental shelves. Also cut

the legend from this sheet.

2. Piece together the continent shapes into the supercontinent Pangaea on a separate

piece of paper. Use the clues provided in the legend you cut out and the shapes of

the continents themselves to help with your reconstruction. This process is similar

to the one Alfred Wegener used to formulate his theory of continental drift.

Don’t glue anything down yet.

3. Once you have assembled your pieces, check with the teacher before gluing them

onto the blank sheet of paper, creating one supercontinent. (5)

4. Glue the legend on the bottom of the sheet once your continent is in place. (1)

Questions

1. Which continents were easiest to fit together? Explain why. (3)

2. Of the pieces of evidence you used to construct your supercontinent, which ones

offered the best support for showing the continents were once joined? Explain. (3)

3. Were there any pieces of the supercontinent that you found difficult to connect?

Explain why. (3)

Conclusion

In a few short sentences, summarize the steps you took to reconstruct the supercontinent in this activity, and write a

conclusion about the theory of continental drift. Hypothesize how the world might look different 200 million years

from now. (5)