1""

Further Investigation

A Charlotte Mason Style Chemistry Curriculum for High School Students

Curriculum and Story by Lindsey Narmour

No part of this book may be copied in any form. This would include redistribution by allowing students to write in a separate notebook to reuse this workbook, unless otherwise specified. Thank you for respecting the copyright laws, and for honoring our labors. !2012 Queen Homeschool Supplies, Inc. 168 Plantz Ridge Road New Freeport PA 15352 (724) 447-2034

www.queenhomeschool.com

2""

For Hannah and Noah Estes, my sister and Prince Charming respectively, both heroes in Christ Jesus. And for Jeff Robinson, who unwittingly provided inspiration.

3""

Letter to Parents

Hello! I am thrilled that you are committing to this chemistry program. Writing the curriculum was a learning experience for me, a time of growth and wonder as I rediscovered the facts and truths that I studied in high school as a homeschooled student myself. It is my deep desire and sincere prayer that you, as the instructor, and your student will come to appreciate our Lord for His wondrous creations, and that this year brings you not a useless collection of trivial experiment rubrics and half-heartened definitions, but a better understanding of this fascinating science and a joyful time learning it as a vessel to be closer with the Creator. I have designed this curriculum to be flexible; below is an idea of the weekly schedule, although each week can be tailored depending on your circumstance. Monday: Read the story text. Tuesday: Do the corresponding lesson plan (this day usually has an experiment, in addition to some study and term definition). Wednesday: Largely term definition and research; this day is easily combined with Thursday or Friday, if you are doing a four-day school week. Thursday: This is the essay day. Throughout the year, the student will be expected to write an essay nearly every week, minimum 500-600 words and maximum as needed, on a chemist or topic in his current studies. If the student is faint-hearted' at' the' notion' of' ,riting' an' essay,' don1t' be' strident' about' this--if the student is more comfortable with some other form of presenting the information, allow for wiggle room. The point is not to Write An Essay so much as it is to ingest the information and demonstrate it to another person for retention. F riday: Experiment day. This is a lighter day and can easily be combined with other days, or used as a make-up day if an essay was not completed all in a single Thursday. I have also crafted this curriculum to be dense in research and able to be completed by the student independently. Some experiments call for volunteers or a presentation to the family, but the whole curriculum can be student-directed, student-completed. In the beginning of this book, you will find a list of materials needed for every e4periment'conducted,'and'the',ee8s',hich'read'9Varies--student-directed1'are';ust'that,'directed'by'the'student,'so'materials will depend on him. I also do not focus very much on the mathematical element of chemistry; if your student wishes to pursue chemistry more seriously at the college level, I would consider supplementing this course with a mathematically-based resource, so that equations and problems to solve can be completed along with the curriculum. I do not, however, encourage that a student become so involved with worrying over equations that he forgets what miraculous actions are taking place amid those jumbled numbers. This is a hands-on, living books approach to chemistry, and not a mathematically-heavy course. Also, research components such as access to a library, the internet, and chemistry textbooks or informational books is absolutely mandatory. Along' ,ith' every' lesson,' there' is' a' section' called' “Further' Investigation.”' This' section' is' optional' but' highly'recommended, as it provides a closer look at each topic, and requires some critical thinking and awareness of current events. Finally, I pray that you glean from this course, as much as I have gleaned from the writing of it. I pray that the Lord blesses your year and your study of chemistry!

Whither shall I go from thy spirit? or whither shall I flee from thy presence? If I ascend up into heaven, thou art there: if I make my bed in hell, behold, thou art there. If I take the wings of the morning, and dwell in the uttermost parts of the sea; Even there shall thy hand lead me, and thy right hand shall hold me. If I say, Surely the darkness

shall cover me; even the night shall be light about me. Yea, the darkness hideth not from thee; but the night shineth as the day: the darkness and the light are both alike to thee. For thou hast possessed my reins: thou hast covered me

in my mother's womb. I will praise thee; for I am fearfully and wonderfully made: marvel lous are thy works; and that my soul knoweth right well. My substance was not hid from thee, when I was made in secret, and curiously

wrought in the lowest parts of the earth. Thine eyes did see my substance, yet being unperfect; and in thy book all my members were written, which in continuance were fashioned, when as yet there was none of them. (Psalm 139:7-

16)

4""

List of Mater ials Needed Lesson One: 2-liter soda bottle; scissors; water; permanent marker; heavy and light objects. Lesson Two: yarn or string; graduated cylinder (of possible; if not, a measuring device that calculates mL, or a ¼ cup measure); molasses or honey; water; cooking oil or Italian dressing; glass; mass scale (preferably one that reads in grams). Lesson 3: two glasses; food coloring, watercolor paint, or 2 strong black tea bags; plain sipping straw; small canning jar; chewing gum or silly putty; permanent marker; food coloring (optional). Lesson 4: 2 Styrofoam cups; a coffee cup; a Dixie cup or thin paper cup; enough boiling water to fill each cup over halfway; a small piece of cardboard, big enough to cover the top of one Styrofoam cup. Lesson 5: varies--these experiments are student-directed. Lesson 6: objects for holding hot beverages (some examples: iron pot, Styrofoam, copper kettle, glass jug. Choose common substances; otherwise finding their heat capacities, which is part of this experiment, will be difficult and time-consuming!); different snacks in their wrappers, bags, or cans (this might include soups, chips, crackers, cheese sticks, or yogurt--virtually any type of food with the calories notated on the container); pencil and paper. Lesson 7: water; glass; food coloring; oil-based salad dressing, or cooking oil; glass jar; sink or bowl ¾ full of water; a jar or glass; paper towel; tape; a clean, empty soup can; rubber bands; glue; a pair of Latex gloves or a balloon; two straws; an index card; a Sharpie marker. Lesson 8: plastic 2-liter soda bottle; balloon; funnel; baking soda; vinegar; mass scale (optional--see Further Investigation); varies (student-directed). Lesson 9: toothpicks; small marshmallows. Lesson 10: glass jar with a lid; water; pad of steel wool (these are used as dish scrubbers, so be sure to purchase one new and unused); balloon; helium (you can have a balloon blown up with helium at birthday supply stores). Lesson 11: bowl; food coloring; water; paper towel; glass; measuring spoons; table salt; Periodic Table chart. Lesson 12: sauté pan; spoon; apple cider vinegar; stove. Lesson 13: small plastic comb, old nylon stockings, confetti; shallow, transparent plastic box with a lid; ground pepper; woolen scarf; metal paperclip. Lesson 14: paper cup; water; measuring cup; plastic ballpoint pen; bowl; wax paper; water; cooking oil. Lesson 15: iron-rich cereal; water; mixing bowl; tape; wooden spoon; magnet; several hard-boiled eggs; iron nails. Lesson 16: varies--these experiments are student-directed. Lesson 17: varies--student directed; two glasses; four lemon seeds; four bean seeds; two jars; paper towels. (Note: Ne4t',ee8'you',ill'need'liFuid'nitrogen,'so'be'prepared'for'Tuesday1s'e4periment',ith'it.G' Lesson 18: 5 or more liters of liquid nitrogen; rubber gloves; safety goggles; stainless steel mixing bowl; 4 cups heavy whipping cream; 1 and ¾ cups sugar (optional--this is merely to sweeten the ice cream); 1 and ½ cups half and half; bag of frozen strawberries; wire whisk; wooden spoon; glass jar; milk; saucepan; food coloring; vinegar; old pantyhose; rubber band; cookie cutter; wax paper; two small square screens; Bunsen burner; matches. Lesson 19: safety goggles; small glass or beaker; powdered drain cleaner; tablespoon; empty plastic water bottle;

5""

food coloring or ink; vegetable oil; water; sparkling tablet or calcium supplement. Lesson 20: documentaries, movies, books, blogs, and websites to begin researching evidence for creationism (see week lesson). Lesson 21: varies--these experiments are student-directed. Lesson 22: wax paper; crayons; resources for listing attributes of each element on the Periodic Table. Lesson 23: disposable aluminum pie plate; ballpoint pen; woolen sock or scarf; piece of Styrofoam; thumbtack; beaker; stopwatch; salt; tap water; 4 x 1.5V batteries and battery holders; 2 test tubes; a pair of pliers; Sharpie marker; 2 jumper wires with crocodile clips; 2 small pieces of PVC (polyvinyl chloride) insulated copper wire. Lesson 24: baking soda; string; vinegar (cheap vinegar; you will need at least three cups); yarn; large plastic bottle; balloon; graduated cylinder; ruler; mass scale; red cabbage (must be red!); cup of hot water; glass; baking soda; lemon juice; white paper; pH paper strips (optional--see Further Investigation). Lesson 25: 6-volt battery; two paper clips; jar of water; insulated wire; salt; 6-volt flashlight bulb. (Note: Next week you will be needing a pair of holographic diffraction grafting glasses. You can purchase these at online science supply stores. They might also be called rainbow glasses.) Lesson 26: a chart of the color spectrum (roy g biv); food coloring; cup of water; two plastic Ziploc bags; lemon juice; an apple and any other pieces of fruit you might want to add; a bowl with cold water; knife. Lesson 27: red and blue litmus paper; an apple; bar soap that is not pH balanced (why would this be important?); powdered drain unclogged; orange juice; two test tubes; all-purpose cleaner; toilet bowl cleaner; other household cleaners if you can find them; rubber gloves; a blank sheet of paper; crayons or colored pencils; red cabbage leaves; 2 beakers; graduated cylinder; clear vinegar; clear ammonia solution (found with the cleaning supplies--must be clear or this experiment will not work properly); soup pot; medicine dropper; water. Lesson 28: at least 5 thin wineglasses or fancy drinking glasses, preferably those made of lead crystal; water; small bowl; blue gel glue; plastic cup; water; clear caning jar; Borax laundry booster; measuring spoons. Lesson 29: varies--student-directed. Lesson 30: 2 eggs; white vinegar; aluminum foil; large canning jar; toothpaste containing fluoride; Sharpie marker; plastic cup; Coke; several dirty pennies. Lesson 31: varies--student-directed. Lesson 32: dark leafy veggie, such as kale or spinach; aluminum foil; coffee filter; clear tape; small canning jar; spoon; rubbing alcohol; piece of bread; several pieces of fruit and vegetables; cooked rice; pasta; shallow bowl; medicine dropper; iodine tincture. (Note to instructor: Next week you will be needing sodium alginate, which can be obtained from some cooking stores or chemical supply websites.) Lesson 33: beaker; small saucer; measuring cups and spoons; yeast; hydrogen peroxide; sodium alginate; mixing bowl; measuring spoons; milk; water; vanilla extract or cocoa powder. Lesson 34: Ziploc bag; piece of cardstock paper; piece of graphing paper; M&M candies. Lesson 35: This week, the student will be researching and writing a report on a chosen chemistry topic. Experiments from that week may need to be repeated; if so, refer to the materials listed for that week. Lesson 36: No experiments--debate week.

6""

Lesson 1

In The Lab Monica1s',eary'brain'felt'shrun8en',ith'the'absorption'of'so'many'others',ords,',ords',hich'loomed'dar8',ith'meaning, dripped with implication. Words that she was more than happy to leave at the office as she picked up her briefcase, stuffed some reports and pages of notes inside, and walked out the door of the station. Usually a more meticulous'e4it',ould'be'in'orderI'an'e4pert',itness'in'court'didn1t';ust'stuff'papers'into her briefcase. But those papers',eren1t'reports'and'analysesI'they'didn1t'hold'the'nuts'and'bolts'of'the'e4amination,'the'blood'spatters'and'empty shell trajectories written or typed into the required fields of a more than thorough report. Rather those papers ,ere'the'details'of'her'brother1s'latest'chec8up.'Monica'felt'sic8'herself'every'time'she'sa,'their'doctor1s'name'on'the return address of all those little manila envelopes, letters and requests that popped up in her mailbox too often. Jhy'couldn1t'they just leave her little boy alone? Monica knew it was selfish for her to wish anything but the best of care'for'Lu8eLbut',ouldn1t'the'best'of'care'come'from'the'tender'hands'of'his'o,n'flesh'and'bloodM'The'doctors'and nurses all meant well; they truly wanted to do what was best for the sick child. But Monica was the one who sat up with him every night that he woke up with nightmares and hushed his cries down into a peaceful slumber. She was the one who made sure his birthday white flour pancakes were piping hot on the table as a simple reminder that he had lived another year and would hopefully eat those decadent piles of white fluff and syrup again next year. She was the one who had kissed his scratched knees and made secret houses in the living room, who had gone stargazing and rollerblading and autumn jacket shopping with him. She was the one trained in the fine art of solving forensic crimes; she could trace a human back from the dead, examining bones and finding out whose they had been, and determine what poison had killed this or that fellow down the street. She was supposed to be good at her job, solving crimes and doing the legwork that would have many trained professionals twice her age flinch and groan with confusion. Yet she could not fix her own little'brother1s'illnessM' Monica felt the weariness tugging at her cheekbones as she locked her office door behind her and walked quietly down the hallway, automatically glancing to the security cameras grounded into the ceiling; she knew some night guard jittery from espresso was watching. The labs in the regional police station did not go unattended, ever. It was state law. They had to be supervised, even if it was by bleary-eyed, zitty guys fresh out of college watching to make sure no one snuck in to steal the chemicals. Monica stepped into the elevator and fought the urge to lean her head against the walls as the doors snipped shut and her feet tingled with slight vertigo. Going down, down, do,nLMonica'snatched'her'thoughts'out'of'suspension.'She'had to stay awake. It had been too long of a day; she hadn1t'slept'much'last'night'and'it'had'ta8en'every'ounce'of'density'in'her'bones'to'hurl'herself'from'her'bed'at'the'bidding of the alarm clock. Density, Monica thought as she stepped out of the elevator and onto the ground floor where waiting rooms and wilted green plants provided a dreary atmosphere for the night guard behind the front desk, giving her a nod and bristling his mustache back at the football game as she passed. Density was a funny word. It was a major component, a Big League player, in the chemistry game. And it was indeed a game; all the rules that applied, all the exceptions that were also applied, just like a board game player taking a pass/go from jail and skipping out on justice. Just like justice had bypassed her, Monica thought as she reached for her hip-length black coat dangling from the stand near the door. The whole study of chemistry, which sent college students packing off to the coffee shops for fluffy mochas and caused even teachers to scratch their heads at times, was really based off one simple premise, and this was the definition of matter. Matter was anything that had mass, anything that took up space. The mass of something was how much matter it contained, measured in grams. Mass was different than weight, which was the strength of the pull of gravity on an object. It all came around in a big circle, because density was the mass of a substance compared with its volume. Volume, measured in cubic meters, was simply the amount of space occupied by a solid or liquid. Since gases were polite about making room, scientists never bothered to assign them volume. Rather like me,'Monica'thought'as'she',aved'to'the'night'guard,'a'habit'she1d'8ept'up'since'the'first'day'on'the';ob'when it felt as though every person in the world were her friend and even the sour old janitress was deserving of a chocolate chip cookie. The night guard simply hid behind his glossy magazine, its provocative cover the only thing resembling an intelligent human'being'in'the'lobby',ith'Monica.'She'shruggedI',hat'did'it'matterM'It',asn1t'as'if'she',as'about'to'stri8e'up'a'profound'conversation',ith'the'night'guard.'He1d'been',or8ing'there'for'only'three'weeks, doing his training before getting what he called a'“real”';ob'in'criminology.'Right'no,'he',as'simply'trying'on the shoes for size. The shoes of the regional police force, the division for the fair city of Covington, were pretty large ones to fill. Good old boys living out in the hills had a tendency towards grudges and feuds, even in the

7""

advanced century, and when there was a crime to be solved, it was usually a grisly one. Every tourist passing through neglected to look beyond the tar-roofed barbeque shacks, the German Baptists selling their gorgeous quilts and homemade jams in the farmers markets, the virile array of autumn colors that swathed rolling hills around this time, early October, every year. Those who came to Covington to see nice little houses with nice little families saw just that. They failed to consider that it might be like their own town, with problematic people who had dark histories, or pains, or trials to deal with along with everything that happened during the simple progression of day-to-day. Everyone had their own night guards, Monica mused as she stepped out of the building and stood on the cement'side,al8,'turning'her'collar'up.'Success',asn1t'measured'by'a'simple'eFuation,'but'rather'on'one1s'propensity to survive. Chemistry',as'Monica1s'mental'retreat.'Density,'that',as'easy. A couple calculations and it was done. To measure the volume of a solid, one might multiply length with breadth, with height. To measure a liquid, all one had to do was pour the liquid into a scale. Measuring the volume of an irregularly shaped object was a bit more involved, requiring a Eureka can. This was a measuring cup built with a spout that poured liquid into a cylindrical tube. Plopping in the object made the water froth into the spout and down into the measuring tube, and whatever water there was'in'the'tube',as'measured'and'labeled'as'the'ob;ect1s'volume.'It',as'named'after'the'man',ho'discovered'the simple wonder of displacement. It was a legend, but ancient rumor had it that Archimedes, who lived around 287-212 BC, was slipping into a nice hot bath when he sloshed water over the sides. The weight of the water that ruined his floor was his own weight, the same amount. His body going into the water had created an upthrust, forcing the water out of the tub. If Archimedes had eaten a little less, Monica still remembered her chemistry teacher ;o8ing,'he',ouldn1t'have',eighed'as'much'as'the',ater'he'displaced'and'he',ould'have'floated.'Tourists',ho',ent'dallying around in the Dead Sea floated because the salt in the bottom of the water took up so much room; there ,asn1t'room'for'displacement,'for'even'heavy'people'to'sin8.'Archimedes1'principle',as'one'that'allo,ed'boats'to'stay floating on the water safely and explained why a sphere of steel the same size as an apple, but with a greater density, would sink while the apple would bob on its merry way. One incident with a bathtub proved to be of great use to the people of his ancient Greek culture. Although boats had already been fashioned before his decision to bathe, it explained the phenomenon of flotation; before then it was a matter of whether a craft could stay afloat or not, forgetting science altogether. Then there was the whole part in the legend about Archimedes rushing down the streets'in'his'birthday'suit,'screaming'“Eure8aT”',hich,'as'far'as'anyone'could'guess,'meant'“I'found'itT”Lbut'all'that was purely conjecture. From there, mass was measured manually with a scale, like the kind at grocery stores for meticulous people who weighed out their bags of apples or avocados, making sure they stuck within the sale price range. Measuring the unknown mass with a known mass and comparing the two would provide a good idea of the unknown mass. The density of an object or substance could be calculated by dividing mass by the volume; the outcome in the calculation would be kilograms per cubic meter. The density of a liquid was found by using a hydrometer, which was a small tool that resembled a thermometer. The hydrometer would float near the surface in a dense liquid since only a small amount of water would need to be displaced to allow its penetration, and the scale on the hydrometer would display the density. Then there was bone density, Monica thought with a scowl. The black wool coat bristling against her reddening cheeks seemed hardly warm enough for the chills that slunk guiltily down her spine, the bitterness that was ashamed to be seen in her soul but nevertheless had made its bed there. Bone density was an entirely different matter. Wind smacked her ears as she turned, lacing both arms against her chest to ward off the premature bite of the oncoming winter. Seemed as though summer had just barely managed to sip its lemonade dry and turn off its sprinklers before autumn heaved in with whistling evening smelling like hot chocolate and people scuttling'in'their'coats.'Monica1s'own coat was several years old and not a few sizes too small; her wrists seemed bony and frail in the halogen lamp light,';utting'from'the'hems.'It',as'late'and'she1d'had'a'hard'dayI'the'case'she',as'helping'investigate',as'a'difficult one,'and'her'brain',as'fuUUed',ith'the'events'of'the'dayI'she1d'nearly'collided',ith'a'car'that'morning'heading'in'to',or8,'spilled'half'her'e4tra'shot'espresso'coffee'do,n'her'front,'had',rangled'so'long',ith'that'case'that'she1d'missed lunch, and'had',olfed'her'food'do,n'hours'later'in'her'car,'tal8ing'to'her'little'brother'on'the'phone.'He1d'had a fairly eventful day; the little Christian school affiliated with the Baptist church in town was buzzing with excitement over the new preacher coming to town. Oh, yes. The preacher. Monica pinched the bridge of her nose as she walked across the parking lot to her little Taurus'lodged'in'the'early'frost.'Her'fingers'fumbled',ith'the'8eys'and'she'couldn1t'help'but'dra,'a'sigh'of'relief'as'she slid behind the wheel, scooting her briefcase to the passenger seat and sitting for a moment after snapping the door closed, savoring the silence. Hours of cautious murmurs, the bleep of completed scans, the tapping of codes and passwords and information into databases'on'old'8eyboardsLand'no,'the'thic8'silence'of'her'o,n'car'interior.'Cold, listening, and solitary. No troubles or sickness or murders to help solve.

)""

Vust'her'o,n'steadying'breathing'and'her'little'brother1s'promise'of'chai'tea'a,aiting'her'once'she got home.

9""

Lesson 1

C rafting a chemistry notebook

Throughout the year, you will be performing simple experiments based on the material covered in this course, and taking notes on the resources used, methods explored, and results discovered. Much of the material learned will be self-directed; my job is to point you in the right direction and equip you with the tools and starting points necessary to investigate and conclude on your own, but you are in high school, ready for more self-instruction. You will be learning chemistry, but teaching yourself why the knowledge and factoids are important, how you can apply them to your own life, and how the study of chemistry is evidence for the care and creation of God. Why do you bother to study at all? 1 Peter'3Y1['says,'“But'sanctify'the'Lord'God'in'your'heartsY'and'be ready always to give an answer to every'man'that'as8eth'you'a'reason'of'the'hope'that'is'in'you',ith'mee8ness'and'fearL”'This'mee8ness'and'fear'is'not cowardice, but rather the awe-struck worship of a loving, personal, all-powerful Creator. Our lives and the substance of our lives should seek to reflect His nature. Science'is'a'po,erful'vessel'for'proof'of'God1s'talent'and'creativity,'and'studying'chemistry',ill'help'you'better'understand what painstaking care He put into the creation of this earth. This course is only the backbone of the study, however; the real studying is up to you. I have crafted this curriculum to be self-directed and multilayered, so that you are provided with the option'to'go'deeper'into'a'particular'sub;ect'if'you',ish'^this'section'is'called'“Further'Investigation,”'and'is'optionalG.'You',ill'learn'by'using'all'of'your'senses,'and'the'study',ill'point'to'the'e4istence'of God. Sound'pretty'e4citingM'I'hope'you1re eager to get started! Today, you will be making a notebook to record the experiments, writings, and researches that you will be directed to complete throughout the year. On the first day of school, my sisters and I would always decorate a notebook or binder for the upcoming year; this is sort of a fun day, so pick out a notebook or binder, and customize it. This is where your scientific studies will be recorded, so make it your own. Now you will need to write up a rubric. This is an assessment tool that educators use to size up how a project or curriculum completes its purpose. You will be using this rubric to write scientific reports for every experiment conducted. Good scientists have ideas about what they wish to find at the end of an experiment, before'they1ve'even'started. Follow the guideline below to write out your scientific report rubric, and then copy or print copies so that you can record your experiments with this method throughout the year. (You will have about two or three experiments a week, and you will use this rubric for each one. This will help you think about the experiment, rather than simply slopping it and getting it done without any documentation. Later this week, you will learn how to use this rubric to record your experiments.)

1. M ater ials

2. Hypothesis

3. M ethod

4. Result

5. Discussion

1+""

Lesson 1 The Three Phases

In the chapter, you learned a little bit about mass and volume. Before we dive in, review the chapter and make sure that you

have a handle on the material covered. Define the study of chemistry--what is it? What is mass? How is it different from weight? How is it usually measured? What is volume? How do you think volume is useful in real life? For example, if you needed to fill up a bathtub, would

you calculate the tub’s mass or volume?   What is density? Why is it important that we understand how density is used? `no,ing'these'things'is'important'before'understanding'ho,'they1re'applied.'In'chemistry,'there'are'three'phasesY'solids,'

liquids, and gases. All of these have different uses, and require different applications and equations. Give an example of a solid…a liquid…a gas.  Knowing the mass, weight, volume or density of a phase, that is, a solid or liquid or gas, will allow us to better use that phase in experiments or in real-life applications. For example, if you wanted to fill a stock pot with water but didn1t'8no,'ho,'much',ater'you'could'boil'inside,'8no,ing'the'mass'of'the',ater',ould'help'you'avoid'an'overspill. Now, you probably'don1t'pull'out'a'pot',ith'the'intention'of'measuring'the'mass'of'the',ater'you1re'about'to put inside, but think about sensitive experiments, where an overabundance or depletion of a substance could cause the experiment to flop, causing funding money to'be',asted'and'sometimes'even';eopardiUing'the'scientist1s'health.' Research and record the metr ic and English units used to measure and convert between physical quantities. Record the metr ic and English units for each of the following: mass, volume, density, weight. Further Investigation: How do you think Monica would benefit from knowing units and equations to convert between them? How might cr ime lab scientists use physical quantities like mass or volume? Begin researching the basic supplies in a cr ime lab and thei r possible uses.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11""

Lesson 1 A rchimedes and the Eureka Can

Begin researching A rchimedes. Who was he? Where did he live? What was his profession? What did he hope to accomplish with his experiments? What did he eventually accomplish? How do we use his ideas today? What was his Eureka Can, what was his idea of displacement, and how have we modified his ideas to fit our expanding, diverse scientific culture? This information will all be researched, constructed, and written out by you, the student. This is your first taste of investigating a topic and drawing conclusions on it. Research this fascinating man, and then write a 500 word essay about him, to be edited and turned in by the next lesson. Try to answer each of the question I have posed above, in your own words (use correct citations if you copy information from a website or book). Create a section in your notebook for essays on famous chemists and scientists--this is the first of many essays! Part of studying a subject is taking a look at its famous people and advocates, examining their lives and contributions to the scientific topic. Your collection of essays, at the end of the year, will speak to your hard work as well as the lives of so many who have helped make chemistry what it is today. Further Investigation: In your essay, discuss why Archimedes was so exultant to discover displacement. Plan to present your essay orally to your family.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12""

Lesson 1 Part 1

Exper iment: Make your own Eureka Can

M ake your own Eureka Can to observe displacement. You will use your scientific report rubric for this experiment. M ater ials: You will need the following for this experiment: a 2-liter soda bottle, all labels stripped away; scissors; plain tap water; a permanent marker; objects of varying weight and irregular shape. For example, an apple, a pencil, a small rubber ball, a paper clip, a baby toy, etc. M ethod: With the scissors, cut the narrow neck off the soda bottle so that you are left with a flat top. Mark the plastic about two inches from the top of the bottle with your permanent marker. Now fill the bottle with water, filling it almost to the mark. You are going to place each object into the water to see whether the water level rises, whether the volume affects the water. Hypothesis: What will happen to the water level when you place the objects into the bottle? Results: Record the results for each object in your notebook. Discussion: How does this experiment demonstrate displacement? How does volume affect this experiment?

Lesson 1 Part 2 Try demonstrating displacement for your family with a variety of Eureka Cans. How do the results differ if you put water into a baking pan? A bathtub? A kitty pool? What happens if you place more than one object in at a time--does it equal the displacement of a single, large object? Place a heavy object at the bottom of your Can; now place more smaller objects into the water. Is the displacement different? Further Investigation: How does the Dead Sea tie into a discussion about displacement? Present your findings to your family.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________