Wake County Physical Science Lab Journal

Compiled byReid Simpson

Holly Spring High Schoolrsimpson@wcpss.net

This lab journal is designed for high school level physical science and is aligned to the North Carolina Standard

Course of Study.

Introduction

Being a scientist who chose teaching, I know that real science is not done watching movies or reading books. It is done by hard work in a laboratory and exploring the world around us. In that sense, I have spent the last several years adapting that mantra into a series of coherent, easy to follow labs. The labs in this journal are not ideas created out of thin air; rather, every lab has been done in some form and tested in real physical science classrooms. The labs in this journal have helped Holly Springs HS go from 62% proficient on the EOC in 2007-2008 to 89.7% proficient in 2009-2010! We are very proud of that here and wanted to share our best practice with you. Although I do not do every lab every semester, I do almost all of these labs each year (at least 50 of 54). Of course I do not grade 54 labs a year, but I do grade two labs a week and students are not told which ones those will be ahead of time. All but a couple of them are a page front and back and designed to take 45 mins-1hr; my average class is an introduction to the topic followed by a lab to reinforce. Students have learned to work diligently in my class, or they have to finish a lab for homework! Although every lab has been tried, that is not to say every lab has been perfected. I am constantly changing many of these labs in hopes to continuously improving student achievement, so please let me know changes you feel would make this journal stronger.

Not all of these labs follow the best scientific practices, but they certainly get their point across to lower level learners. For example, the true chemists among us might scoff at the baking soda/vinegar titration using graduated cylinders with grape juice as an indicator. However, with physical science kids, understanding the concept far exceeds the tedium of accuracy and precision. The labs are written with very simple, guided instructions and straight forward questions; they are written to challenge my C level kids without being impossible for my failing kids. These labs are based around a very set format that hold generally constant throughout the entire lab manual. Obviously, there are a few labs that will vary, but nothing in education can be that clean cut! The general format is:

Purpose statement Background/Safety Hypothesis (student response generally required) Procedure Data Table (student response required) Analysis/Conclusion (student response required)

A few notes: I feel the strength of these labs, and in turn the cause of their success, lies in one word: graphs. Any lab where it was semi-logical to throw in a graph, I did. I feel physical science kids need graphing skills even more than they need algebra skills: you can teach algebra but only practice and reinforcement can teach graphing. I would suggest establishing a set grading policy for graphs and sticking to it all year. For example, all of my labs are expected to have: a title, an “x” and a “y”, labeled axis with units, evenly spaced numbers, and key (if applicable). Next, I have tried to align these labs to actual EOC questions. Every released EOC,

practice EOC, sample questions have been soaked dry of lab based questions. Students often return to me and tell me that some question sounded just like a lab!

Since these are labs that I do at my school, you will find that often there is a difference in the equipment between one school and another. If you school has little to nothing and you are approached about what to get, Cambridge Physics Outlet (CPO) equipment is a fantastic, durable line of equipment. Although pricey initially, it stand the test of time and is truly priceless in its use. If you do not have it, it can be duplicated by any car and track system. I know teachers that utilize Vernier based track systems, Hot-Wheel car and track with holes cut in them for timers, or simply a 2x4 with a car rolling down it. However, a MUST OWN is photogates and mass trays. If you had money for one thing (although I know it seems we have less than that sometimes), photogates are crucial to doing most physics based experiment. If your school’s physics teacher does not have photogates or does not want to part with them, you really need a set in a physical science classroom. Being the physics teacher at the school, I cannot think of any tool I am more dependent upon for teaching! Most schools already have mass trays of one type or another, but if you don’t, they are also a must. Apart from that, these labs are designed so that there is almost always an easy, cheap version. I often joke that we run our chemistry classes out of a Wal-mart, and apart from one or two labs, it is true. In addition to the fact that it is more convenient, using common household materials helps students understand chemistry is not some aloof science; it is the world they see every day!

Although all of these labs are in my format, not all of these labs are my original ideas. I would like to thank a few people who helped immensely in the creation of this. First, this journal would not exist without my PhySci PLT at Holly Springs as well as my whole department here. Many of the ideas are theirs despite the fact that I will get credit for them throughout the county! Also, Mike Tally and the Wake County Physical Science PLT have promoted a number of very solid ideas that I have adopted into my format; I hope this lab journal helps return that favor. Finally, the Glencoe Science Physical Science curriculum materials have also prompted many very solid ideas that have been adopted in these pages.

Enjoy and please feel free to send me questions/comments/suggestions/corrections.

HOW TO USE THE LAB JOUNRAL

The lab journal itself contains 54 labs that are organized by the NC standard course of study. Although the labs are numbered, that is not representative of the way you should do them. Since they are arranged by the standard they are most closely related, sometimes the first lab of a unit might be in the middle of the section! To help make it seem more logical for students, the lab # as it corresponds to the journal is not included in the student copy but is listed on the cover page. Most labs are designed to be one page front and back.

Each lab is accompanied by a cover page that contains three parts. The first is a paragraph that briefly sets up the lab. It details the learning objectives, describes the necessary materials and gives suggestions on where to obtain materials, and it provides suggestions on when to use the lab in terms of the course pacing. The next paragraph is the specifics of how to do the lab with an emphasis on including as many common students’ mistakes as I have seen. Obviously it does not include every question received concerning the labs, but I try to hit some of the repeated questions. Finally, most labs are accompanied by a brief answer key. Sometimes it is hard to follow exactly what the questions ask for as they might contain a phrase I use frequently, but other teachers may never use. Most of the answer keys are the most plain and simple answer possible that still gets at the right answer. Although they are certainly not expected word for word, they do give a broad sense of what to look for in a response.

There is last comment to make that is never explicitly stated in a lab since my students are “trained” to look for it. All the data tables are accompanied by a color code that helps students understand when they measure and when they calculate a quantity. If the students measure it in the lab, the data table color is white. If the students calculate it, the data table column is grey. Instituting this code made a world of difference to students’ ability to succeed on labs since it seems math is rarely the strong trait of most physical science students!

ENJOY!!!

Table of Contents for Physical Science Lab Journal

KEY TO READING THE TABLE Difficulty Very hard lab: either in terms of the math of the write up or the

procedure Typical lab: will contain challenges but are easily overcome Unusually easy lab: will require little to no pre-lab explanations

Relevance Strong relevance: these labs are almost guaranteed EOC questions Relevant: a direct correlation to the NC standard course of study goal Less Relevant: these are neat labs that get kids excited about science

# Lab Title Topic NCSCS Difficulty Relevance1 Water Drop Lab Intro 1 2 Measurement lab Intro 1 3 Density Lab Intro 1, 6.01 4 Measuring Velocity Lab Motion 2.01 5 Momentum Lab Motion 2.01 6 Motion/Distance Lab Motion 2.01 7 Projectile Lab Motion 2.01 8 Velocity Review Lab Motion 2.01 9 Marble Drop Lab Force 2.02

10 Force Intro Lab Force 2.02 11 Friction Lab Forces 2.02 12 CPO Energy Lab Energy 3.01 13 Tennis Ball Lab Energy 3.01 14 Food Drop Lab Energy 3.01 15 Pendulum Lab Energy 3.01 16 Ramp Lab Forces/Energy 3.02 17 Work Intro Lab Forces/Energy 3.02 18 Pulley Lab Energy 3.02 19 Resonance Lab Waves 3.04 20 Lens and Mirrors Lab Waves 3.04 21 Sonar Location Lab Waves 3.04 22 Wave Speed Lab Waves 3.04 23 Charge Lab Circuits 4.01 24 Voltage Lab Circuits 4.02

Table of Contents Continued

25 Ohm's Law Lab Circuits 4.02 26 Renewable Voltage Lab Circuits 4.02 27 Series Parallel Lab Circuits 4.02 28 Electromagnet Lab Circuits 4.03 29 Gold Foil Lab Modeling History 5.01 30 Isotope Candy Lab Nuclear 5.02 31 Ice Cream Lab Properties 5.03 32 Physical Chemical Changes Lab Properties 5.03 33 Unknown Chemical Labs Properties 5.03 34 Elemental Bonding Lab Bonds 5.03, 6.02 35 Specific Heat Lab Thermo 5.03,3.03 36 Specific Heat of Solutions Lab Thermo 5.03,3.03 37 Heating Water Lab Thermo 5.03,3.03 38 Organization of Science Lab P. Table 6.01 39 Polymer Lab Properties 6.01 40 Equation Matching Activity Reactions 6.03 41 Conservation of Mass Lab Matter 6.02 42 Ionic Cutouts Lab Bonds 6.02 43 S’mores Lab Reactions 6.03 44 Conservation of Matter Lab Reactions 6.03 45 Chemical Interaction Lab Reactions 6.04 46 Chemical Observation Lab Matter 6.04 47 Heat of Reactions Lab Properties 6.04 48 Solutions Lab Solutions 6.05 49 Solubility Lab Solutions 6.05 50 pH Lab Acids/Bases 6.05 51 Titration Lab Acids/Bases 6.05 52 pH Scale Lab Acids/Bases 6.05 53 Rate of Dissolving Lab Solutions 6.05 54 M&M Decay Lab Nuclear 6.06

Lab 1—Water Drop Lab

This is a quite simple introductory lab. Although it has little to do with physical science, it is a useful introduction to the scientific method and the format of the lab journal. The lack of content material in the lab makes it a useful tool for the first or second day of school.

To do the lab you need a supply or eye droppers or disposable pipettes, pennies, nickels, and plastic cups. Due to the ease of obtaining supplies, this is a good individual or partner lab. Simply take water into the dropper and start placing drops of water onto a penny until it overflows. Record the number of drops you could fit. After, repeat the process again with soapy water. Then, repeat both processes using nickels instead of pennies.

Sample answers:2. Honestly, it usually varies based on how well the students do the lab. It should be regular water since it is more cohesive and has a lower density per drop.3. answers will vary based on the data. It should be the nickel4. independent: penny / nickel, regular water/soapy water

Dependent: drops of liquid5. No6. Same penny/nickel for both trials, size of water drops, table/angle of coin, heads v. tails for both trials, etc.7. answers will vary. EX: 35 drops of water fit onto a penny8. size of drops, miscounting, coin remains wet, inconsistent soapy water, etc.9. How a different type of liquid affects the number of drops placed on a coin10. I think the liquid with the least sugar will be able to have the most drops on the coin.

Name: ___________________________

Period:____

Physical Science— Water Drop LabPurpose:

To determine the number of water drops that will fit on various types of change using the scientific method.

Safety/background:Try your best not to spill water of detergent. But if it does happen, clean it up!

Hypothesis:How many drops of water do you think will fit on a the front side of a penny?

How many drops of soap do you think will fit on the penny?

Procedure:1. Place a penny face up on a paper towel. 2. Using an eye dropper or disposable pipette, start placing drops of water one at a time on

the penny. Have a partner count the number while you focus on dropping the water. Record the number of drops when water overflows off the penny.

3. Repeat the process 2 more times.4. Try the process again but use soapy water instead of tap water.5. If time permits, repeat the experiment using a nickel instead of a penny.

Data: Test 1 Test 2 Test 3 Average

Water on Penny

Soap on Penny

Water on Nickel

Soap on Nickel

Analysis:1. Find the average of you data trials and record that in the grey column. NOTE: a grey column

in a data table means you calculated it, rather than measured it. This standard will be true all semester long!

2. Which fit onto the penny better: water or soap? Why do you think that is?

3. Which held more: the penny or the nickel?

4. What were the variables in your experiment? a. Independent:

b. Dependent:

5. Was there a control in your experiment? If so, what was it?

6. What were some constants in your experiment?

7. What would a good conclusion to this lab sound like?

8. What are some sources of error in this lab?

If our next lab was to determine which soda was the best soda to fit on a dime….9. What research could you do from this lab experiment to help you make a hypothesis?

10. Seeing as soda varies in the amount of sugar in it, do you think more or less sugar would stick on the penny the best?

Lab 2— Measurement Lab

Much like lab 1, this lab does not have physical science related content but is useful to develop lab skills. In particular, this lab is designed to produce a graph that is easy to measure and has a fairly simple, repeatable process. There are slight variations of the rubber band labs, but this one seems to be the easiest and most straight forward. If your school does not have access to different sized rings for ring stands, the best alternative is to use wide versus thin rubber bands.

To do the lab place a rubber band on a ring of a ring stand so that the rubber band stretches across the diameter of the ring; place the ring stand over the edge of a table or lab bench. Then, hang various masses off the bottom piece of the rubber band. This will create a “triangle” of rubber band. Measure the distance from the top piece of the rubber band to the bottom piece of the rubber band. Record this distance in the data table. Finally, move onto different masses and different sized rings. A few safety warnings: obviously rubber bands can lead to projectile objects: both on purpose and accidental. Make sure you establish a rule about this! Also, monitor students while they are placing the mass on the rubber band m to make sure a) the ring stand does not tip over onto the floor and b) the rubber band does not snap. Traditionally, the thicker the rubber band, the less likely it is to break!

NOTE: this is one of the few multipage labs. It contains two graph pages. Since it is the first graph of the lab journal, students inevitably mess something up. That extra piece of graph paper is used in case of mess ups!

Sample answers:1. Stretch distance (cm or mm)2. Ruler, meter stick3. The data shows a direct trend and relationship of two pieces of data4. Answers will vary. The unit will be g/cm5. The amount of stretch per gram added 6. Determined by the graph7. Place it on the rubber band and see how far it stretched the rubber band. Use that and the graph to determine the mass8. The stretch should start at lower base for a smaller ring but should still have roughly the same stretch per gram9. It would make a steeper line since mass would have less affect on changing the rubber band.

Name: __________________________Period: ______

Physical Science—Measurement Lab

Purpose Statement:To create a graph of data and use it to help predict trends

Hypothesis:When you increase the size of a ring stand, will the rubber band stretch more or less?

Procedure:

1. Set up a ring stand with one of the three different lengths of rings. Measure the diameter of the ring and record it in the data table under ring 1 where it says: dia ___ cm

2. Place a rubber band around the ring.3. Measure the distance between the two parts of the rubber band.4. Put a lab mass on the bottom part of the rubber band and measure the new distance

between the two rubber bands.5. Increase the mass by 100g increments until it reaches 800g.6. After you reach 800g, change to a different size rings and repeat the experiment7. After you finish the second ring size, proceed to finish the third ring.

Data table:

Mass addedRing 1

dia ___ cm Ring 2

dia ___ cmRing 3

dia ___ cm50 grams

100 grams

200 grams

300 grams

500 grams

700 grams

800 grams

AnalysisCreate a line graph of mass add on the independent axis (the x-axis) and rubber band stretch length on the dependent axis (y-axis). Do not forget to include: labeled axis with UNITS, evenly spaced numbers, and a title on your graph!

After you have finished plotting one set of data, go back and draw two more lines, representing each of the different ring widths. Make sure you label the lines or include a key!

1. What did you measure? What units did you measure it in?

2. What tool did you use to measure? Where there any other tools you could use?

3. ** Why is a line graph the best option for the data?

4. **Solve for the slope of one of the lines you graphed. Remember slope is rise over run.

5. **What does the slope of this line represent?

6. **Determine how much 150g would stretch a rubber band at each of the three rings sizes.

7. **How could you use the amount a rubber band is stretched determine the mass of an unknown object?

8. Describe how the size of the ring changes the amount a rubber will stretch.

9. How do you think using a wider rubber band would change the experiment? Why?

**DO NOT ANSWER THESE QUESTIONS UNTIL YOU HAVE MADE YOUR GRAPH!

TRY AGAIN IN CASE YOU MESS UP!!!

Lab 3—Density Lab Physical science just wouldn’t seem complete without a density lab, would is? Although density is in Goal 6, this lab found its way into the introductory section because it is a great early year lab to get students ready for measuring and doing math with measurements. It is one of the most important labs in this entire journal and the one guaranteed lab that will turn into questions on the EOC. If you do not do this lab, do some variation of it! The lab utilizes small sized metals that can be placed in graduated cylinders, digital or mechanical balances, small wooden dowel pieces (personally I purchased a ¼” dowel at Lowes and had our wood shop teacher cut it into 10 3” segments), and a plentiful supply of water.

The method for finding density is fairly simple. Place water in a graduated cylinder and record the water level. Completely submerge the object and then record the new water level. Subtract and you have the volume; place it on a balance for the mass. Then, divide and you’re done! This lab has students find the density of a floating object. Two warnings concerning this part: First, make sure students push the object underwater or they will not get a good result. Second, when using a calculator, students will sometimes get messed up when they receive a decimal for a density and will redo the math but find the inverse. Tell students a decimal is normal (and in fact the analysis gets at why they do get this). This lab also has them solve for the density of water, which hopefully should be 1 g/mL.

Sample answers:1. sank: any/all of the metals floated: wood2. if it sank, its density is over 1 g/ml. if it floated, its density is under 1 g/mL3. Heaviest are usually lead or zinc if you have those. The largest volumes are usually wood and aluminum. The differences are caused by density!!!4. They have the same mass. Feathers take up much much more space since they are less dense.

Name: ______________________Period:____

Physical Science – Density Lab

Objectives: • to determine the density at which an object will float, suspend or sink in water. • to use the formula density = mass/volume

Materials: Balance (front of room, walk carefully up to use it)

o Moving the balance from the front of the room is an INSTANT dismissal from lab 1000 mL Beaker Paper clip Various objects – 2-4 pieces of metal, marble/floating ball

***Hypothesis: Rank the following items in terms of greatest mass and greatest density: Zinc, Aluminum, Water, Wood

Mass:

Density:

Mass: Volume: Density:

Procedure: 1. Use the equipment provided to find the mass and volume of each object. 2. Record the information in Table 1. 3. Calculate the density for each object using the formula D=m/V

How to measure volume using a graduated cylinder:1. Fill a graduated cylinder with roughly 40-50 mL of water. Record the exact amount in

column 3 below2. Gently slide (do not drop) the object into the water. If any water splashes out, start

again. Record the height the water goes up to in column 4. If the object floats, push it to underwater using a pen, pencil, or stretched out paper clip.

3. The exact value of the volume of the object is the number from column 4 minus the number from column 3. Do the math and record the answer in column 5

Data: 1. Fill in the data table. Don’t forget your units!!!!

Metal Name Mass of MetalVolume of

Water without anything in it

Vol. of Water and Metal

Volume of Metal (column 4 – column 3)

Density of Metal

2. Calculate the density all three metals in the space below. Show your work!

3. From the chart on the board, copy down the official value of the density for each of the metals here and compare it to your above calculations. Record those calculations

in this table. How close were you? (Calculate the difference!)

4. Now find the density of the marble or piece of wood using the same steps. If the object floats, push it to underwater using a pen, pencil, or stretched out paper clip.

Object Name Mass of WoodVolume of

Water without anything in it

Vol. of Water and Metal

Volume of Wood (column 4 – column 3)

Density of the wood

Calculate the density of the object

5. Calculate the density of water. a. Mass an empty graduated cylinderb. Fill the graduated cylinder with 10 mL of water, and mass the cylinder again.c. Add another 10 mL of water, and mass the cylinder a third time.d. Subtract: (column 3 – column 2)

Empty Cylinder

Mass of Cylinder with

10 mL of water

Mass of Cylinder with

20 mL of water

Mass of Water (subtract column

3 –column 2)

Volume of Water

10 mL

Using the mass of the water (column 4) and the volume of water (10 mL), solve for the density of water.

Density of water: _______ g / mL

Analysis and Results: (answer with complete sentences)1a. Which objects sank? Which objects floated?

1b. The accepted density of water is 1.00 g/mL. What can you tell about the densities of the objects that floated? What can you tell about the objects that sank? What generalization can you make?

2. Which object seemed the heaviest? Which object seemed to take up the most space? Why are those two not the same object?

Metal Name Accepted Density Difference

3. Conclusion- - Which has more mass, 1kg of bricks or 1kg of feathers? Which do you think would take up more space? Why? (HINT: your explanation should have the word density in it)