Lab Safety and Scientific Inquiry Booklet 2024 - PDF

**Unit 0 -- Lab Safety and Scientific Inquiry** **Name:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** [BHNCDSB Science Departments' Safety Contract]{.smallcaps} Gr. 9 ================================================================ You are responsible for \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_...

**Unit 0 -- Lab Safety and Scientific Inquiry** **Name:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** [BHNCDSB Science Departments' Safety Contract]{.smallcaps} Gr. 9 ================================================================ You are responsible for \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_and the safety of those around you. Failure to act in a safe and responsible manner will result in the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_of all science lab privileges. [General Safety Precautions]{.smallcaps} ---------------------------------------- 1. Inform your teacher of any \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ conditions, or physical restrictions that you may have. 2. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ carefully to all instructions and warnings. If not sure, \_\_\_\_\_\_!!!! 3. \_\_\_\_\_\_\_\_ the experimental procedure beforehand, and heed any \_\_\_\_\_\_\_\_\_\_\_ precautions. 4. No student should be in the lab or preparation room \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 5. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ experiments are forbidden. 6. No \_\_\_\_\_\_\_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_\_\_ is allowed in the lab. This includes gum and water. 7. No \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Be aware of others in the lab. 8. Dress appropriately for lab activities. Long hair must be \_\_\_\_\_ \_\_\_\_\_\_\_\_; dangling jewellery and baggy clothing must be \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Shoes must completely \_\_\_\_\_\_\_\_\_\_ the foot. 9. Butane lighters , matches and other flammable materials \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_be brought to class. [Lab Stations]{.smallcaps} -------------------------- 1. Keep aisles and lab benches \_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_ of all clutter and unnecessary objects. 2. Remain \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ for all experiments. 3. Do not \_\_\_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_on the lab benches. 4. Never leave a \_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ unattended, unless instructed to do so by the teacher. [Safety Equipment]{.smallcaps} ------------------------------ 1. Be aware of the location of all \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_in the lab and how to use it: 2. Always wear \_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ for experiments: wear when \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ chemicals or \_\_\_\_\_\_\_\_\_ are involved. 3. Safety goggles stay on, until \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ has finished \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_. 4. Contact lenses should not be worn: wear \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ glasses with safety goggles. 5. Use the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ for activities that produce fumes, smoke, or may explode. 6. Your teacher may require additional safety equipment, which \_\_\_\_\_\_\_\_\_ be \_\_\_\_\_\_\_\_\_\_. [Handling of Chemicals ]{.smallcaps} ------------------------------------ 1. All chemicals in the laboratory are to be considered \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Do not allow chemicals to come into contact with skin or eyes. 2. Check \_\_\_\_\_\_\_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_ symbols on containers, before use. 3. \_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_ chemicals or materials in the lab. 4. When smelling a substance, always use your hand to \_\_\_\_\_\_\_\_\_\_\_ an odour towards your nose. 5. \_\_\_\_\_\_\_\_\_\_\_\_ ALL containers: assume unlabelled substances as \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 6. Check the label on all chemical bottles \_\_\_\_\_\_\_\_\_\_ , before removing any of the contents. 7. Always add chemicals \_\_\_\_\_\_\_\_\_\_, \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, and in \_\_\_\_\_\_\_\_\_\_ quantities. 8. Never place chemicals that have \_\_\_\_\_\_\_\_\_\_\_\_\_ on the counter, back into the container. 9. Always add \_\_\_\_\_\_\_\_ to \_\_\_\_\_\_\_\_\_\_\_ ! 10. Place test tube in \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ , before pouring. 11. Clean up spilled material \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, as instructed by your teacher. 12. NO chemicals go down the \_\_\_\_\_\_\_\_\_\_\_\_\_\_. Dispose of all chemicals in designated \_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_ as instructed by your teacher. 13. Never remove \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ or other materials from the laboratory area. [Handling Glassware]{.smallcaps} -------------------------------- 1. Do not use \_\_\_\_\_\_\_\_\_\_\_\_. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, or \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ glassware. 2. Broken glass must be \_\_\_\_\_\_\_\_\_\_\_\_\_\_to the teacher who will give instructions for clean-up and disposal. 3. Broken glass should only be placed in the \_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_ \_\_\_\_\_\_\_\_\_ \_\_\_\_. 4. Do not tightly stopper a flask, if being \_\_\_\_\_\_\_\_\_\_\_\_ or a \_\_\_\_\_\_ is being produced. 5. When inserting glass tubing or thermometers into rubber stoppers with holes: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ the hole with \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_ or \_\_\_\_\_\_\_\_\_\_\_\_\_\_, then insert by holding the end \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to the hole in the rubber stopper. 6. Wipe \_\_\_\_\_\_\_\_\_\_\_\_ off the sides of beakers and flasks. 7. \_\_\_\_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ all glassware at the end of the lab. [Heating Substances]{.smallcaps} -------------------------------- 1. Never leave a \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ unattended. 2. Exercise caution when handling glass. \_\_\_\_\_\_ glass looks like \_\_\_\_\_\_\_\_\_\_ glass. 3. Handle recently heated glassware with \_\_\_\_\_\_\_\_\_\_\_\_. 4. When heating a test tube (@ \_\_\_\_\_), point it \_\_\_\_\_\_\_\_\_\_\_\_\_ from others, including yourself. 5. Never look into a container that is being \_\_\_\_\_\_\_\_\_\_\_\_\_\_. 6. Do not immerse \_\_\_\_\_\_\_ glassware in \_\_\_\_\_\_\_\_\_\_ water. [Bunsen Burner]{.smallcaps} --------------------------- 1. Ensure that long hair is \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_ and loose clothing is \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_. 2. Practise using the \_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, before \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to light the Bunsen Burner. 3. Light \_\_\_\_\_\_\_\_\_\_ from your \_\_\_\_\_\_\_\_\_\_; do not look into it. 4. If not lit after \_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, \_\_\_\_\_\_\_\_ \_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_ gas from the area. Try again. 5. Use the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_ to control gas flow ( \_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_ ) and the 6. Never leave a Bunsen burner \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 7. Never turn your \_\_\_\_\_\_\_\_\_\_ on a Bunsen burner. 8. Always \_\_\_\_\_\_\_\_\_ \_\_\_\_ the Bunsen burner from the \_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_. Do not blow out. 9. Gas is cut \_\_\_\_\_ when the gas outlet handle is at \_\_\_\_\_ to the nozzle or by pushing the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_-\_\_\_\_\_\_ button. [Handling Electrical Equipment]{.smallcaps} ------------------------------------------- 1. Keep \_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_ hands away from electrical cords, plugs and sockets. 2. Do not insert any materials into electrical \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 3. Store \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ materials away from electrical sources. 4. Always unplug by grasping the \_\_\_\_\_\_\_\_\_\_\_\_ , not by pulling on the cord. 5. Ensure electrical cords are not a \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ hazard. 6. Do not use equipment, if wires or plugs are \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, or if the \_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ is removed. 7. Do not cut open batteries, since their contents can be \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. [Accidents and Injuries]{.smallcaps} ------------------------------------ 1. Prevention: report \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ in equipment or \_\_\_\_\_\_\_\_\_\_\_\_\_ concerns. 2. Report ALL \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to the teacher immediately, - **EYES**: Flush with \_\_\_\_\_\_\_\_\_\_\_\_\_\_ for \_\_ \_ minutes. Hold \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ open. - **FIRE**: \_\_\_\_\_\_, \_\_\_\_\_\_\_, and \_\_\_\_\_\_; cover with a \_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_; use fire \_\_\_\_\_\_\_\_\_\_\_\_\_. - **BURNS**: Immerse in \_\_\_\_\_\_ water for \_\_ -\_\_\_ minutes. A \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ paste may be applied. - **CUTS**: Remove \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ matter; \_\_\_\_\_\_\_\_\_\_ thoroughly with water; and \_\_\_\_\_\_\_\_\_\_\_\_ - **ACIDS**: \_\_\_\_\_\_\_\_\_\_\_ with \_\_\_\_\_\_\_\_\_ immediately and neutralise with \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Repeat. - **BASES**: \_\_\_\_\_\_\_\_\_\_\_ with \_\_\_\_\_\_\_\_\_ immediately and neutralise with \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Repeat. 1. \_\_\_\_\_\_\_\_\_\_\_\_\_\_all glassware and materials and put everything away according to instructions. 2. \_\_\_\_\_\_\_\_\_\_\_\_ lab bench top and clean \_\_\_\_\_\_\_\_\_\_\_. 3. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ of\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_ as instructed by your teacher. 4. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ safety goggles and \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to designated storage. 5. If apparatus is too hot to be put away, place \_\_\_\_\_\_\_ stating: " \_\_\_\_\_\_: \_\_\_\_ \_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_ " 6. \_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_ thoroughly with \_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_\_. \*\*\*If you are not sure about something, ASK YOUR TEACHER!!\*\*\*\ Student Safety Declaration 1. I have read the Laboratory Safety Rules. 2. I will agree to abide by the safety rules for my own safety and the safety of others. 3. I understand that failure to observe the Laboratory Safety Rules may result in my laboratory privileges being revoked. **Student Name (Please Print): \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **Student Signature: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** ***Dear Parents/ Guardians,*** ***The aforementioned rules are the policy of the Brant Haldimand Norfolk Catholic District School Board's*** ***Science Departments. These ensure that your son or daughter is able to participate in Science lab activities in a safe and enjoyable environment. Please review these rules with your son or daughter. Failure to be compliant with these rules, including wearing inappropriate attire, may result in your son or daughter being restricted from lab activities. These Lab rules may be found on the class homepage.*** **Parent Signature: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Staying Safe in Lab** The illustration demonstrates many broken lab safety rules. Identify at least 10 of these hazards. Number the safety hazard directly on the diagram and then give a brief description of the hazards in the table below: -- -- -- -- The illustration does, however, demonstrates some proper lab safety rules and equipment. Identify at least 4 of these in the table below. -- -- -- -- **Classroom Orientation for Students** Explore your science classroom and then sketch a bird's eye view of the classroom. Locate the items below and label them on your sketch. Once you are done, compare to another student to make sure that you have correctly located everything. Keep your diagram at the front of your binder for future reference. **Exits Fire Extinguisher(s) First Aid Kit** **Eye Wash Station Broken Glass Container(s) Working (lab) Stations** **Goggle Location Broom and Pan Emergency shut-off(s)** **Waste Disposal Container(s)** A black background with a black square Description automatically generated with medium confidence [In Case Of] Fire Drill: Lockdown: **How Well Do You Know Lab Safety Rules?** **[TRUE or FALSE?\ \ ]** 1. \_\_\_\_\_ Chewing gum during a lab is permitted. 2. \_\_\_\_\_ Never do anything during the lab that is not within the procedural steps. 3. \_\_\_\_\_ Horseplay, jokes and pranks are dangerous and not permitted during any lab. 4. \_\_\_\_\_ Work areas should be clean and tidy at all times. 5. \_\_\_\_\_ It is not important to know where ALL the safety equipment is in the lab. 6. \_\_\_\_\_ It is ok to place your head in the fume hood when using certain chemicals. 7. \_\_\_\_\_ Any chemicals you use during the lab can be disposed of in the sink. 8. \_\_\_\_\_ Read all labs PRIOR to competing them. 9. \_\_\_\_\_ Keep hands away from your face, eyes and mouth while working with chemicals or preserved specimens. 10. \_\_\_\_\_ When finished a lab, clean the equipment and place it back on the counter. 11. \_\_\_\_\_ It is okay to wear contact lenses for any lab activity. 12. \_\_\_\_\_ Safety glasses must be worn at all times during a lab. 13. \_\_\_\_\_ Dressing appropriately for a lab activity is not important. 14. \_\_\_\_\_ Report all accidents and equipment malfunctions to the teacher immediately. 15. \_\_\_\_\_ Do not touch, taste or smell any chemicals. 16. \_\_\_\_\_ The proper techniques for smelling a chemical is sniffing. 17. \_\_\_\_\_ You are permitted to return any unused chemicals to the original container. 18. \_\_\_\_\_ Never light a match or Bunsen burner or lighter without the teacher's permission. 19. \_\_\_\_\_ Place broken glass in the garbage. 20. \_\_\_\_\_ You can use chipped or broken equipment. 21. \_\_\_\_\_ Do not immerse hot glassware in cold water. Let it cool down first. 22. \_\_\_\_\_ It is okay to leave a Bunsen burner unattended, if you are not gone long. 23. \_\_\_\_\_ When heating a test-tube, always point the end of the test tube towards your face. 24. \_\_\_\_\_ To determine if something is hot (door, glassware, etc.) place the palm of your hand on the glassware. 25. \_\_\_\_\_ Never look into a container that is being heated. 26. \_\_\_\_\_ It is okay to work without teacher supervision. 27. \_\_\_\_\_ To treat a burn, place the burned body part under HOT water for 15 minutes. 28. \_\_\_\_\_ It is only the teacher's responsibility to read the labels on chemicals. 29. \_\_\_\_\_ Clean up any spills or broken equipment immediately and properly. 30. \_\_\_\_\_ Wash your hands after every lab activity. 31. \_\_\_\_\_ It is okay to take chemicals and equipment out of the lab if it is returned. 32. \_\_\_\_\_ There are proper ways to handle certain pieces of equipment. 33. \_\_\_\_\_ If you get a chemical in your eye, wash out using the eyewash station for 15min. **SNC 1W1 -- WHMIS 2015 Worksheet** *Read through the provided booklet and answer the following questions. PLEASE DO NOT WRITE ON THE BOOKLET. If you have difficulty, use the internet to help you answer the following questions.* 1. What does WHMIS stand for? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. What is the purpose of WHMIS? Where is WHMIS used? 3. What does SDS stand for? Where are SDS sheets kept? What information is included in SDS sheets? 4. Identify the following symbols, describe them, and write down at least one safety consideration this symbol represents and give one example of a material or chemical that may have this symbol.  **Identify Symbol** **Description/Precautions** **Provide Example** ------- --------------------- ----------------------------- --------------------- **A** **B** **C** **D** **E** **F** **G** **H** **I** **J** 5. **Explain the difference between the following WHMIS symbols?** 6. What are the 8 items found on a WHMIS label? 7. What does HHPS stand for? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Note: the shape around the symbol indicates if the hazard is the container or product inside. Indicates the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is a hazard A black octagon with a white background Description automatically generated Indicates the \_\_\_\_\_\_\_\_\_\_\_\_ is a hazard 8. Identify the following symbols as either: explosive, flammable, poisonous, or corrosive and provide an example. Symbol  HHPS\_toxic  HHPS\_flamable --------- --------------------------------------- ------------- --------------------------------------- ---------------- Name Example 9. Explain each of the following HHPS labels, and provide an example for each. 10. **What is the simplest way to tell the difference between and HHPS and a WHMIS symbol?** **\ Complete the following Mini Quizzes using your WHMIS Booklet** **A.** -------- -- **B.** **C.** **D.** **E.** **F.** **G.** **H.** **I.** **[Safety Video: Accident at Jefferson High]** **Directions:** Watch the video and answer the corresponding questions. **1. List at least 5 types of hazards that can be found in a chemistry lab.** **\ \ ** **2. What does it mean to come to lab "prepared to do lab work"?** **\ \ 3. What should you always make sure you double check about the chemicals you use?\ ** **4. According to the video, what is the best thing to use for cleaning up an acid spill? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **5. How do you clean up a base spill? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **6. Where should you dispose of chemicals at the end of the lab? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **7. When can you put chemicals down the sink? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **8. What should you do with any equipment once you are finished? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **9. What materials should NOT be present around a gas burner? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **10. What is the best way to determine if heated glass is cooled?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **11. What should be used to put out a fire on a person's clothing?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ \ True/False** +-----------------+-----------------+-----------------+-----------------+ | 25. | **T** | **F** | Spills should | | | | | be cleaned up | | | | | at the end of | | | | | each period | +=================+=================+=================+=================+ | 12. | **T** | **F** | You should | | | | | smell a | | | | | chemical by | | | | | placing your | | | | | nose directly | | | | | above the test | | | | | tube. | +-----------------+-----------------+-----------------+-----------------+ | 13. | **T** | **F** | It's ok to | | | | | drink out of a | | | | | beaker as long | | | | | as it's clean | +-----------------+-----------------+-----------------+-----------------+ | 14. | **T** | **F** | Splash proof | | | | | safety goggles | | | | | should be worn | | | | | at all times. | +-----------------+-----------------+-----------------+-----------------+ | 15. | **T** | **F** | Long hair | | | | | should be tied | | | | | back because it | | | | | is more stylish | | | | | that way | +-----------------+-----------------+-----------------+-----------------+ | 16. | **T** | **F** | Lab aprons | | | | | should be worn | | | | | to protect | | | | | clothing and | | | | | skin | +-----------------+-----------------+-----------------+-----------------+ | 17. | **T** | **F** | Acids should be | | | | | diluted by | | | | | pouring acids | | | | | into water | +-----------------+-----------------+-----------------+-----------------+ | 18. | **T** | **F** | Spilled acid | | | | | should be | | | | | cleaned up | | | | | using a base. | +-----------------+-----------------+-----------------+-----------------+ | 19. | **T** | **F** | When lighting a | | | | | burner, you | | | | | should strike | | | | | the match | | | | | before turning | | | | | on the gas | +-----------------+-----------------+-----------------+-----------------+ | 20. | **T** | **F** | The broken ends | | | | | of glass rods | | | | | should always | | | | | be fire | | | | | polished | +-----------------+-----------------+-----------------+-----------------+ | 21. | **T** | **F** | You can tell | | | | | when a glass | | | | | rod is cool by | | | | | looking at it. | +-----------------+-----------------+-----------------+-----------------+ | 22. | **T** | **F** | A glass rod | | | | | should be | | | | | lubricated | | | | | before | | | | | inserting into | | | | | a rubber | | | | | stopper. | +-----------------+-----------------+-----------------+-----------------+ | 23. | **T** | **F** | When heating a | | | | | test tube, the | | | | | open end should | | | | | be pointed away | | | | | from you and | | | | | others | +-----------------+-----------------+-----------------+-----------------+ | 24. | **T** | **F** | An alcohol fire | | | | | should be put | | | | | out with water | +-----------------+-----------------+-----------------+-----------------+ **Lab Equipment** Match the following names with the diagram and function of the different pieces of lab equipment: Funnel Triple beam balance Wash bottle Overflow can Thermometer -------------------- --------------------- ----------------- ----------------- ---------------- Watch glass Electronic scale Beaker tongs Rubber stoppers Splash goggles Beaker Erlenmeyer flask Spot plate Scoopula Tweezers Glass stirring rod Graduated cylinder Flint lighter Test tube Test tube rack Bunsen burner Dropper/ Pipette Test tube tongs Petri Dish **Equipment Name** **Diagram** **Function** --------- -------------------- ------------------------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **1.**  A container that holds the liquid chemicals and it can measure the volume or amount of liquid that is put in it. **2.** A picture containing graphical user interface Description automatically generated For grabbing substances. **3.**  Used for heating and exposing items to flame. **4.** Used to heat and store liquids. The advantage to this is that the bottom is wider than the top so it will heat quicker because of the greater surface area exposed to the heat. **5.**  Used to measure the volume of an irregular object. **6.** Used for accurately measuring the volume of liquids. **7.**  Must be worn for each lab activity to protect your eyes. **8.** Used to take temperature of solids, liquids, and gases. **9.** For adding small amounts of chemicals -- usually by drops. **10.** Used to transfer solid chemicals from the bottle. **11.**  A flat, shallow dish used to hold substances, or as a container to culture molds and bacteria. **12.** Narrow glass tubes used for storing things and performing small chemical reactions in a laboratory. **13.**  Used to produce a spark to light a Bunsen burner. **14.** http://tse1.mm.bing.net/th?&id=OIP.Ma9bfd67f75f93579048b1263f36a4526H0&w=300&h=300&c=0&pid=1.9&rs=0&p=0&r=0 Used to add water to chemicals or for cleaning of beakers and other glassware. **15.**  Used to stir liquids. **16.** These act as lids for Erlenmeyer flasks -- keep liquids contained. They can have holes for thermometers and for other probes that may be used. **17.** Used to target liquids into any container so they will not be lost or spilled. **18.**  **Used for extremely small chemical reactions.** **19.** Used to handle a single test tube. For transport, holding test tube in a flame or placing test tube in hot water bath. **20.**  Used to handle hot beakers and other glassware. **21.** Used to hold test tubes while reactions happen in them or while they are not needed. **22.**  Used to obtain measurements of masses. **23.** Used to obtain precise measurements of masses. **24.**  Used to evaporate off the liquid part of a solution. Can also be used to hold solids when being weighed or transported. **Common Laboratory Equipment** Match the following illustrations with the word bank below:\ Diagram Description automatically generated \_\_\_\_\_ Erlenmeyer flask \_\_\_\_\_ Bunsen burner \_\_\_\_\_ Triple beam balance ------------ ------------------ ------------ -------------------- ------------ ------------------------- \_\_\_\_\_ Watch glass \_\_\_\_\_ Stirring Rod \_\_\_\_\_ Splash goggles \_\_\_\_\_ Beaker tongs \_\_\_\_\_ Graduated cylinder \_\_\_\_\_ Mirco Dropper / Pipette \_\_\_\_\_ Scoopula \_\_\_\_\_ Rubber stoppers \_\_\_\_\_ Test tube rack \_\_\_\_\_ Electronic Scale \_\_\_\_\_ Flint lighter \_\_\_\_\_ Test tube tongs \_\_\_\_\_ Thermometer \_\_\_\_\_ Spot plate \_\_\_\_\_ Test tubes \_\_\_\_\_ Beaker \_\_\_\_\_ Wash bottle \_\_\_\_\_ Tweezers/forceps \_\_\_\_\_ Funnel \_\_\_\_\_ Overflow can **What would you use to\....** 1. Measure 50 mL of liquid? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Light a Bunsen burner? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3. Used to help measure the displacement of water? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4. Hold liquids or measure large quantities? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5. Perform very small chemical reactions? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 6. Rinse out equipment? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 7. Transfer solid chemicals from the bottle? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 8. Target liquids into any container so they will not be lost or spilled? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 9. Keep liquids contained in an Erlenmeyer flask? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 10. Carry a test tube or hold a test tube in a flame? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **[Graphs and Diagrams]** **[Types of Graphs]** - Graphs are used to present information or data, there are three main types: - Bar Graph - Circle (Pie) Graph - Scatter Plot **[Bar Graph]** - Used when a variable is divided into categories - Ex. Ice cream eating contestants vs. number of scoops \ **[Circle (Pie) Graph]** - Used when data is in (or can be put into) percentages - Ex. Favourite movie genres of the class **[Scatter Plot]** - Used frequently in science - Used when both variables are quantitative - Draw in pencil! - Always use graph paper - Needs: - 1\) TITLE at the top - 2\) EVEN increments - 3\) Axis TITLES - Independent variable goes on X axis - Dependent variable goes on Y axis - 4\) UNITS for axis - 5\) LEGEND (if there is more than one line) - 6\) Points connected with RULER (if straight or best fit line) or connected freehand (if CURVED) **[Line of Best Fit]** - A straight line drawn in the middle of the points (try to hit as many points as possible) -- allows you to interpret the data - Used when comparing how one factor affects another (i.e. Fuel used per km) - The line acts as an 'average' of the results - Results above the line are 'above average' - Results below the line are 'below average' **[How to Draw Scientific Diagrams]** - Title -- underlined - Pencil - Labels to the right (written in small letters at end of line (use ruler!)) - No shading -- stipple instead - Drawn ¾ page, more to the left **[Classroom Survey and Graph]** Go around the room, and ask your classmates about the items below. Be sure to ask at least 12 classmates! For every 'yes' answer put a check mark. One the next page draw a scatter plot graph representing the categories below vs. number of students in each category. Has a brother ------------------------------------- -- Has a sister Has a dog Has a cat Plays soccer Takes dance lessons Likes the Twilight series Has been out of the country Was born outside the Brantford area Has brown hair Has blue eyes Likes spinach Loves pizza Speaks two or more languages Is a new student to the school Loves math Loves reading Loves science Likes the Lord of the Rings **[Measurements and Rounding Review]** **Measurements** - Used different 'unit' depending on what you are measuring: **Quantity Name** **Base Unit** **Symbol** ------------------- --------------- ------------ Length Metre m Mass Gram g Time Second s Electric current Ampere A Temperature Kelvin K **[Converting Between Measurements]** - Units of measurement can have different prefixes: kilo, hector, deca, centi, milli - These prefixes make writing measurements easier and more accurate - Move decimal to the RIGHT for each unit  Move decimal to the LEFT for each unit **Examples: TRY!**\ a) Convert 342g to kg b) Convert 0.4 cm to hm c) Convert 2000kL to mL\ =\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ =\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ =\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **[Scientific Notation]** - Used to represent very long numbers in a small way using the significant digits - Written in the form of: a x 10^n^ - A is the coefficient (value is at least 1, but less than 10) - Where n is the exponent - How to write in Scientific notation - The exponent= the number of decimal places to move to give a number between 1 and 10 - To determine a- the number between 1 and 10 - For LARGE numbers-move decimal LEFT=POSITIVE EXPONENT - Ex. 154 000 = 1.54 x 10^5^ - For SMALL numbers -move decimal RIGHT=NEGATIVE EXPONENT - Ex. 0.000 000 315= 3.15 x 10 ^-7^ **[Rounding Rules]** - If the number after the decimal is 5 or higher -- round UP - If the number after the decimal is 4 or lower -- round DOWN **[Measurement Practice]** **[Reading the Meniscus ]** - Find the different meniscus readings around the room and write how much volume each cylinder is holding in the proper answer key. **1.\_\_\_\_\_\_\_ 2.\_\_\_\_\_\_\_ 3. \_\_\_\_\_\_\_\_\_\_ 4.\_\_\_\_\_\_ 5.\_\_\_\_\_\_\_ 6.\_\_\_\_\_ 7.\_\_\_\_\_\_ 8.\_\_\_\_\_ 9.\_\_\_\_\_ 10.\_\_\_\_\_\_\_\_ 11.\_\_\_\_\_\_ 12.\_\_\_\_\_\_\_ 13.\_\_\_\_\_\_\_ 14.\_\_\_\_\_\_\_\_ 15.\_\_\_\_\_\_\_\_ 16.\_\_\_\_\_\_\_ 17.\_\_\_\_\_\_\_ 18. \_\_\_\_\_\_\_\_\_\_** **[Converting Practice]** A screenshot of a computer Description automatically generated ***[Scientific Inquiry and the Scientific Method]*** Three Types of Inquiry - 1\) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - Determines if one variable has an affect on another - Only one variable is manipulated - 2\) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - Gathering information to answer a question - Does not involve influencing any variables - 3\) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - Attempts to see if one variable affects another without directly controlling any variables - Looks for patterns in existing data +-----------------------------------+-----------------------------------+ | Steps in the Scientific Process | | +===================================+===================================+ | 1. Asking a Question | No question, no | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_! | | | | | | Not all questions are | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_. | | | Testable questions must have a | | | specific | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_ | | | variable, and a specific | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _ | | | variable. | | | | | | Ex. | +-----------------------------------+-----------------------------------+ | 2. Making a hypothesis | [Hypothesis]: a | | | prediction or an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_ as | | | to how one variable affects | | | another and the | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | why you believe that. | | | | | | Doesn't have to be | | | \_\_\_\_\_\_\_\_\_\_\_\_\_, it | | | only has to make sense. | | | | | | Ex. Question: "How do the number | | | of thorns on a blackberry bush | | | affect the number of animals that | | | eat from the bush?" | | | | | | - Hypothesis: As the number of | | | thorns on the bush increases, | | | the number of animals the eat | | | from the bush will | | | \_\_\_\_\_\_\_\_\_\_\_\_, | | | because | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_ | +-----------------------------------+-----------------------------------+ | 3. Designing an experiment | **Variable** -- is a condition | | | that can be | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_ in | | | an investigation | | | | | | **Constant (Controlled | | | Variable)** -- a variable that is | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_ | | | (can not be changed) | | | | | | **Control Group** -- a group that | | | is \_\_\_\_\_\_\_\_\_ being | | | changed, used for comparison | | | | | | - **\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_** | | | -- the variable you | | | control/change (AKA the | | | cause) | | | | | | - **\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_** | | | -- changes as a result of the | | | independent variable, what | | | you measure to determine a | | | change (the effect) as you | | | vary the independent results | | | | | | **[Example]**: A | | | student wanted to test how the | | | mass of a paper airplane affected | | | the distance it would fly. Paper | | | clips were added before each test | | | flight. | | | | | | What is : | | | | | | The manipulated/independent | | | variable? | | | | | | The responding/dependent | | | variable? | | | | | | The controlled variable? | +-----------------------------------+-----------------------------------+ | 4. Conducting the experiment | 1. Follow procedures | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | and carefully | | | | | | 2. Record \_\_\_\_\_\_\_\_\_\_ | | | observations | | | | | | 3. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | your experiment more than | | | once if possible | +-----------------------------------+-----------------------------------+ | 5. Observing and recording data | Record data in prepared | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | in order to keep everything | | | organized | | | | | | The more | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_ the | | | observations the better! | | | | | | - **\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _** | | | -- Qualities, written, | | | pictures, uses the senses | | | | | | - **\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _** | | | -- Quantities, measurements, | | | tables, graphs, must use the | | | correct tool to be precise | | | and accurate | +-----------------------------------+-----------------------------------+ | 6. Organizing and analyzing | Use | | results | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to | | | represent data | | | | | | Identify any | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_ or | | | patterns in your data | | | (correlations) | | | | | | Report sources of | | | \_\_\_\_\_\_\_\_\_\_\_\_ and | | | possible solutions | | | | | | **Types of Correlations** | | | | | | - [Correlation]: | | | the degree to which 2 sets of | | | data vary | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_ | | | | | | - [Positive | | | Correlation]: a | | | direct relationship, an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | in one variable corresponds | | | to an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_ | | | in the other | | | | | | - [Negative | | | Correlation]: an | | | inverse relationship, an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_ | | | in one variable corresponds | | | to a | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_ | | | in the other | | | | | | - [No Correlation]: | | | \_\_\_\_\_\_\_ relationship | | | between the variables | | | | | | **Observations and Inferences** | | | | | | - [\_\_\_\_\_\_\_\_\_\_\_\_\_]{ | | |.underline}: | | | gathering information using | | | your senses | | | | | | - [\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | ]: | | | explanations for an | | | observation you have made | | | based on your past | | | experiences or your prior | | | knowledge. Inferences can | | | often change when new | | | observations are made. | +-----------------------------------+-----------------------------------+ | 7. Communicating results | To be done through a lab report | | | **\*\*details to follow\*\*** | +-----------------------------------+-----------------------------------+ | 8. Repeating the process | It is important to revise your | | | hypothesis and continue to adjust | | | your experiment accordingly to | | | achieve the most **valid** or | | | desired results. | | | | | | ***What makes an experiment fair | | | and valid?*** | | | | | | - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | and | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _ | | | Measurements | | | | | | - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | Trials | | | | | | - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_ | | | Notes | | | | | | [Precision]: how | | | \_\_\_\_\_\_\_\_\_\_\_ | | | measurements taken in trials are | | | to one another | | | | | | [Accuracy]: how close | | | a measurement is to an | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_ | | | | | |  | +-----------------------------------+-----------------------------------+ **Identify the Controls and Variables** +-----------------------------------+-----------------------------------+ | Smithers thinks that a special | Identify the: | | juice will increase the | | | productivity of workers. He | Control Group: | | creates two groups of 50 workers | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | each and assigns each group the | _\_\_\_\_\_\_\_\_\_ | | same task (in this case, they\'re | | | supposed to staple a set of | Independent Variable: | | papers). Group A is given the | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | special juice to drink while they | _\_\_\_\ | | work. Group B is not given the | \ | | special juice. After an hour, | Dependent Variable: | | Smithers counts how many stacks | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | of papers each group has made. | _\_\_\_\_\_ | | Group A made 1,587 stacks, Group | | | B made 2,113 stacks. | What should Smithers\' conclusion | | | be? | +-----------------------------------+-----------------------------------+ | Homer | What was the initial observation? | | notices that his shower is | | | covered in a strange green slime. | Identify the-\ | | His friend Barney tells him that | Control Group: | | coconut juice will get rid of the | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | green slime. Homer decides to | _\_\_\_\_\_\_\_\_\_ | | check this this out by spraying | | | half of the shower with coconut | Independent Variable: | | juice. He sprays the other half | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | of the shower with water. After 3 | _\_\_\_\ | | days of \"treatment\" there is no | \ | | change in the appearance of the | Dependent Variable: | | green slime on either side of the | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | shower. | _\_\_\_\_\_ | | | | | | What should Homer\'s conclusion | | | be? | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | Bart believes that mice exposed | Identify the-\ | | to microwaves will become extra | Control Group: | | strong (maybe he\'s been reading | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | too much Radioactive Man). He | _\_\_\_\_\_\_\_\_\_ | | decides to perform this | | | experiment by placing 10 mice in | Independent Variable: | | a microwave for 10 seconds. He | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | compared these 10 mice to another | _\_\_\_\ | | 10 mice that had not been | \ | | exposed. His test consisted of a | Dependent Variable: | | heavy block of wood that blocked | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | the mouse food. He found that 8 | _\_\_\_\_\_ | | out of 10 of the microwaved mice | | | were able to push the block away. | What should Bart\'s conclusion | | 7 out of 10 of the non-microwaved | be? | | mice were able to do the same. | | | | How could Bart\'s experiment be | | | improved? | +-----------------------------------+-----------------------------------+ | Krusty was | Identify the-\ | | told that a certain itching | Control Group: | | powder was the newest best thing | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | on the market; it even claims to | _\_\_\_\_\_\_\_\_\_ | | cause 50% longer lasting itches. | | | Interested in this product, he | Independent Variable: | | buys the itching powder and | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | compares it to his usual product. | _\_\_\_\ | | One test subject (A) is sprinkled | \ | | with the original itching powder, | Dependent Variable: | | and another test subject (B) was | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | sprinkled with the Experimental | _\_\_\_\_\_ | | itching powder. Subject A | | | reported having itches for 30 | Explain whether the data supports | | minutes. Subject B reported to | the advertisements claims about | | have itches for 45 minutes. | its product. | +-----------------------------------+-----------------------------------+ | Lisa is working on a science | Describe how Lisa would perform | | project. Her task is to answer | this experiment. Identify the | | the question: \"Does Rogooti | control group, and the | | (which is a commercial hair | independent and dependent | | product) affect the speed of hair | variables in your description. | | growth\". Her family is willing | | | to volunteer for the experiment. | | +-----------------------------------+-----------------------------------+ **Observation vs. Inference** For each of the following statements tell whether it is an observation or an inference. 1. Grape juice causes stains on white fabric. 2. When grape juice is spilled on white fabric, a purple color appears on the fabric. The purple color is not removed by normal laundering. 3. The height of a plant is 21.3 cm. 4. Plant food makes plants grow taller. 5. A chemical reaction produces 5.1 ml. of carbon dioxide in 3 minutes at 20 ˚C. 6. A chemical reaction produces 2.6 ml. of carbon dioxide in 3 minutes at 15˚ C. 7. Heat speeds up chemical reactions. 8. A solution that is labeled copper sulfate is blue. 9. The temperature of the water in the pond is 17 ˚C. 10. Pollution causes global warming. **Qualitative vs. Quantitative Observations** **Read the following examples and then decide if the example is qualitative (1) or quantitative (2).** **1. It is light green in color. \_\_\_\_\_\_\_\_ (1 or 2)** **2. It tastes sour. \_\_\_\_\_\_ (1 or 2)** **3. One leaf is 9 cm long. \_\_\_\_ (1 or 2)** **4. It makes a loud pop sound. \_\_\_\_ (1 or 2)** **5. The mass of the computer is 1 1/2 kg. \_\_\_\_ (1 or 2)** **6. It smells sweet. \_\_\_\_ (1 or 2)** **7. The temperature of the room increases by 8 degrees C. \_\_\_\_ (1 or 2)** **8. It gets darker over a period of time. \_\_\_\_ (1 or 2)** **9. The flower clusters in 3 blooms. \_\_\_\_ (1 or 2)** **10. It feels very rough. \_\_\_\_ (1 or 2)** **11. The plant is short. \_\_\_\_ (1 or 2)** **12. Leaves are stiff. \_\_\_\_ (1 or 2)** **13. The veins are 3 mm wide. \_\_\_\_ (1 or 2)** **What type of observation do you think is more scientific and why?**