Lab 38—Organization of Science Lab

This is not a traditional lab in that sense. It is a very useful group activity that can be as hands on as you want it to be. This is best used on the first or second day of periodic table work. It gets students to start thinking about the periodic table as more than an unorganized chart. Rather they start thinking of it as a series of organized blocks.

To do the lab, students simply have to organize one of the main categories into a table. A few notes: there are 14 categories which can lead to some very uneven blocks. I tell students if they end up with a rectangle, they weren’t thinking hard enough! Next, the presentation is everything. I have had students do this on poster board that we then hung in the hallway. I also started once with a class demo and brought one of each object in. This activity is all about making it exciting from the teacher end. If you sell it, the kids really get into it!

Name: ___________

Physical Science Lab—Organization of SciencePick one of the following categories and organize all the information into a chart. Your chart may have as many rows or columns as you want, but it doesn’t have to be a rectangle. Your grade is based on your creativity, your ability to show organization, and your neatness. Think about how different elements are classified and categories we group them into. You must use all 14 items in your charts. Use a piece of cardboard to make your chart. Create labels for your categories and be colorful!

Sports Food ClassesBaseball Pizza US History

Basketball Hamburger ChemistryHockey Chicken Soup CivicsTennis Lollipop American Lit

Swimming Mixed Salad World HistoryFootball Spaghetti Physical ScienceSoccer Tacos Economics

NASCAR Ice Cream Earth ScienceVolleyball Banana CookingLacrosse Beans BiologyRugby Cheese JROTCCricket Green Beans PE

Golf Cotton Candy GovernmentTrack & Field Chili English

TV shows Clothing & Accessories TechnologySouthpark Earrings iPod

Grey’s Anatomy Jeans MouseSports Center Tie Projector

The Simpson’s Button-down Shirt CalculatorSesame Street Hoodie Voltmeter

Modern Marvels Shoes LaptopEvening News Watch LCD Screen

Monday Night Football Sandals DVD playerThe Office Belt Voltmeter

ER Pea Coat XboXFriends Socks Keyboard

Weather Channel Necklace Remote ControlLost Cardigan TV

Scrubs Khakis Joystick

Lab 40—Equation Matching Lab

This la b is designed to help students identify different types of equations as well as get extra practice balancing equations

To do the lab, print out one copy of the 12 equations. Cut each equation out and place the 12 cutout equations in an envelope. Them , give each lab group an envelope. The students can then open the envelope and copy the equation into each of the appropriate categories. After that they should balance whichever equations they can. NOTE: some of them are substantially harder to balance then students at a physical science level will be able to balance. Finally, after they have matched all the equations, have students create an equation that was not in the activity.

Sample answers:

1. graphs will vary but should all be upward lines, one line for each angle of data.2. No, since the object is accelerating (due to gravity) the line should be parabolic.3. answers will vary. The unit should be in m/s or cm/s4. The velocity!!!!5. accuracy, easier to start and stop, (human error)6. constants: positive, steeper

Name: __________________________

Period: ____

Physical Science Activity: Equation Matching

Open the envelope and identify the twelve equations by what type of equation they are. Write the equation on this page and then balance the equation.

After you finish this, create an example of each type that you have not seen before (as in not in your notes from today or in this activity!)

Synthesis/Combustion Reactions:

1.

2.

3.

ORIGINAL CREATION:

Decomposition Reactions:1.

2.

3.

ORIGINAL CREATION:

Single Replacement:1.

2.

3.

ORIGINAL CREATION:

Double Replacement Reactions:1.

2.

3.

ORIGINAL CREATION:

1. H2 + O2 → H2O

2. Fe2O3 + C → CO + Fe

3. HgO → Hg + O2

4. Hg2CO3 → Hg + HgO + CO2

5. CaC2+ H (OH) → C2H2 + Ca(OH) 2

6. SiC + Cl2 → SiCl4 + C

7. Ca + AlCl3 → CaCl2 + Al

8. Al4C3 + H2O → CH4 + Al(OH) 3

9. H3PO3 → H3PO4 + PH3

10. CaO + CO2 → CaCO3

11. Si + S8 → Si2S4

12. H2SO4 + NaOH → Na2SO4 + H2O

Lab 41—Conservation of Mass Equation

This lab is one of the most important labs done all year. The law of conservation of mass has applications in many different units in chemistry but perhaps is most applicable when beginning equation balancing. Since the procedure is already long, the instructions for the math in the data table are listed in the analysis section.

Many versions of this lab exist, but this one does a good job of capturing all the products in a contained system; the reaction is a classic vinegar and baking soda. Start by measuring out vinegar and placing it in a 20oz. bottle and massing it. Then, place baking soda in a plastic cup and dissolve it in DI or tap water (making it easier to pour into the bottle). Mass the cup before and after before the baking soda is mixed in. Finally, mix the two, cap it as quickly as possible, and mass the bottle after. If all goes well, the mass of the reactants added up should be the same as the mass of the products. As a note to students, tell them to have several people on hand and cap the bottle as quickly as possible. If students fail to capture the gas the results will be messed up. Students can see the importance of gas as a product by massing the bottle before and after the cap is removed (although the lab never asks for that). A large hissing noise will be heard when you uncap the bottle.

Sample answers:4. All the bar pairs should be the same height but graphs will vary as usual5. % difference will vary based on results6. bubbles formed, gas created, heat changed7. baking soda, vinegar (NOTE: water should NOT be included since it is existent before and after in an unaltered form)Conclusion. It is based on their hypothesis. They should conclude mass is conserved!

Name: ________________________

Period: ___________

Physical Science—Conservation of Mass Equation

Problem:After a chemical reaction, is the mass of the products larger or smaller than the mass of the reactants?

Hypothesis: (write it here)

Background:Reactants: the “stuff” before the reactionProducts: the “stuff” after the reaction

SAFETY CONCERNS: Be careful when using chemicals. Treat every chemical as if it can hurt you, because they can! Absolutely not eating or drinking any where in the classroom during this lab.

Procedure:1. Pour roughly 80 mL of vinegar into a cleaned plastic bottle.2. Measure the mass of the vinegar and the plastic bottle combined.3. Measure the mass of an empty plastic cup.4. Add a teaspoon full of baking soda to the plastic cup.5. Add just enough water to the plastic cup to dissolve the baking soda.6. Record the mass of the combination of water and baking soda.7. CAREFULLY: pour the water and baking soda into the plastic bottle with the vinegar.8. Watch the reaction until you no longer see anything happening.9. Measure the mass of the bottle afterwards.10. Repeat the process two more times with different amounts of baking soda.

Trial Vinegar + Bottle Mass

Empty Cup Mass

Cup, Baking soda, Water

Mass

Baking soda and Water

Mass

Mass Before the reaction

Mass After the reaction

Difference

1

2

3

Analysis:

1. Find the mass of the Baking soda and the water by subtracting the mass of an empty cup from the mass of the cup, baking soda, and water mass. Record this massing the fourth column.

2. Find the total mass before the reaction by adding the baking soda and water to the vinegar + bottle mass. Record this mass in the fifth column.

3. Find the difference in the mass before the reaction and the mass after the reaction. Subtraction column 5 – column 6.

4. Create a bar graph comparing mass before the reaction and mass after the reaction for each of the three trials. Your graph should end up having six bars

5. How does the mass before compare to the mass afterwards? To help answer the question find the percentage of the difference:

(Difference) / (Mass after Reaction) x 100 = _____ %

6. What were the indicator signs that a chemical reaction took place?

7. What are the reactants in the reaction? What are the products in the reaction?

Conclusion: (refute or accept your hypothesis)

Lab 42—Ionic Cutout Labs

This lab is a good introduction to ionic bonding and can actually be used as a discovery lab.

To do the lab provide each lab group with a copy of the jigsaw looking pages. Students should cut out every solid line to create a series of ion puzzle pieces. Then have students start creating the ions in the grid by creating rectangular objects. If the shape is not a perfect rectangle, then add another piece until it is. For example, NaCl will only take one of each ion, but Al I will take three I’s to complete the puzzle.. Once they have a rectangle. They should record the number of pieces it took in the columns provided as well as the oxidation number for each ion. Warn students not to use more than two different types of ion: for example, students will want to use Na, O, and H when they need NaOH!

Sample answers:

1.The oxidation number for one element turns into the number needed of the other r element.2. If the oxidation is the same, you only need one of each (BaS)

Name: ____________________________Period: _____

Physical Science- Ion Modeling Activity

Refer to the instructions on the back of this pageFirst Ion Oxid. #

NeededSecond

Ion Oxid. # Needed

Chemical Formula Name

Na ClNH4 S04

H OH OHC OH SO4

Al PO4

Al SMg PO4

H PMg C2H302

Ba PH Cl

NH4 ClAl IFe OBa SK I

Six Unknown chemical formulas:Use left over pieces to make knew formulas!

Analysis:1. How does the oxidation number relate to the number needed of the other ion? In other

words, how does column 2 relate to column 6?

2. What happens when both ions have the same oxidation number and that number is not one? (Give an example)

Na +1

Na +1

H +1

H +1

H +1

H +1

H +1

H +1

H +1

H +1

H +1

H +1

NH4

+1

NH4

+1

SO4 -2

OH -1

O -2

O -2

O -2

O -2

O -2

PO4 -3

Cl -1

Cl -1

Cl -1

Cl -1

I -1

C+4

Al+3

C

S-2

S-2

O -2

Ba+2

Au+2

Al+3

Mg+2

Mg+2

Ba+2

K+1

P-3

S-2

S-2

Li+1

Al+3

Al+3

P-3

P-3

C2H3O2

-1C2H3O2

-1

=

Ba+2

Ba+2

Fe+3

Fe+3

K+1

I-1

I-1

I-1

F-1

S-2

O-2

SO4 -2

PO4 -3

Mg+2

PO4 -3

Br-1

Lab 43—S’mores Lab

This lab is one of the students’ favorite all semester and definitely one of the most memorable. Although it is not the best lab for driving home this point, it is designed to illustrate the conservation of mass during reactions. It is more recommendable to use lab 41 for the same point but this lab is a fun reinforcement of that principle.

To do the lab, you will need chocolate, marshmallows, and graham crackers for the class. A suggestion would be to have students sign up to bring supplies. If the students don’t bring it in, they don’t do the lab! The lab itself is quite simple. Have students mass all of the components of the s’more and record the data at procedural step 3. Then have the students cook the marshmallow using a flame. Both gas burners and candles work for this, it is simply a matter of what you as a teacher are confident with your students using. After they are done cooking, have the students assemble their tasty treat. Before they eat, they need to mass the whole creation. Hopefully the mass is the same as they found in part 3. After they have found the mass, students are free to eat the s’more while they answer the question.

Sample answers:1. For example, students using 3 pieces of chocolate and ¼ a graham cracker would have:

3 Ch + 1 M + 2 Gr Ch3MGr2

2. % difference will vary based on results3. Because after the chemical reaction everything is merged into a single entity4. endothermic. It took in heat from the flame5. It was not a part of the reaction, but it was used to help the experiment happen. It is the equivalent of a catalyst.

Name: ____________________________

Period: ____

Physical Science—Chemical Reactions

Purpose Statement: To model the conservation of mass and conservation of matter in chemical reactions

Hypothesis:Will the mass of the uncooked s’mores ingredients be more or less than the cooked s’mores ingredients?

Procedure/Discussion:

For this “experiment” you will be using the following symbols:One cube of Hershey’s chocolate = ChOne marshmallow = MOne quarter piece of a graham cracker = Gr

1. Determine what you want your reactants to be. In other words, how much chocolate are you going to use? Do you want to use half a graham cracker on each side? Do you want to use a quarter a graham on each side? Do you want one or two sides? Record all the ingredients you plan on using here:

2. Write the ingredients above in the form of reactants for a chemical equations. Be careful to make sure you include coefficients. For example, two pieces of chocolate would be 2 Ch.

3. Obtain the components you need. Mass the components individually and then add those combined masses up.

Mass of Chocolate: _________Mass of Graham Crackers: ___________

+ Mass of Marshmallow: ____________Combined mass = ___________________

4. At a candle or Bunsen burner, cook your s’more by putting the marshmallow on a stick and holding it over the flame.

BE VERY CAREFUL AROUND AN OPEN FLAME. Wear goggles while at the flame. Tie all hair back. Do not have baggy clothes.

If you marshmallow catches on fire, take it out of the fire and blow it out over the sink. Do not swing it around the room or do anything unsafe with fire!

5. Place the marshmallow on top of the chocolate and make a sandwich using the graham crackers you measured before. DO NOT EAT YET!!!

6. Record the mass of the entire s’more.

Mass after reaction: ___________________

7. Now, you may consume your delicious experiment if you choose too. If not, I am sure a classmate/your teacher will do it for you. You are by no means required to eat the s’more.

Analysis:1. Using the reactants from step 2 and the fact that it was all smooshed up to write the full

chemical equation of making a s’more. Make sure it is balanced!

2. How did the total mass before (step 3) compare to the total mass after (step 6)? What is the % difference? {(mbefore-mafter)/( mbefore)} x 100 = % difference

3. Why do coefficients on the reactants side turn in to subscripts on the products side?

4. Was the chemical reaction (cooking the marshmallow) exothermic or endothermic? Why?

5. What roll did the stick play in the experiment? Did it change the chemical reaction in any way? What is the real world equivalent of the stick?

Lab 44—Conservation of Matter Modeling Lab

This lab uses M&M’s to model out elemental conservation during chemical reactions. This lab can be used to reinforce equation balancing, review for a balancing test, or even used to review for the EOC.

To do the lab, pass out a supply of M&M’s to each lab group (or have them supply their own). Students should organize them into color before beginning. Then, they need to “build” the products out of the candy and try to balance the reaction with the candy. It is a trial and error process that is supposed to show students why equations need to balance. It can also be used as a means of checking to make sure students balance the equations correctly. The lab can be used either way based on if you want students to balance before or after modeling.

Sample answers:2. Hydrolysis of Water3. Neutralization equation4. The # of M&M’s didn’t match up5. The # did match up!6. answers will vary

Name: _____________________________

Period: ____

Physical Science Lab—Conservation of Matter Modeling

PurposeTo show matter is conserved during chemical equations by modeling chemical reactions

MaterialsGet a cup full of M&M’s. The following is a color code:

Red- Hydrogen Yellow- SodiumBrown- Oxygen Orange- CalciumBlue- Chlorine Green- Nitrogen

Procedure and AnalysisUse M&M’s to model each of the following equations with color code above. You will need to balance the equation, and then check that you balanced correctly by building the reactants with the M&M’s and then undergoing the reaction with the reactants.

1. H2O → H2 + O2

2. Na2O + Ca → CaO + Na

3. NO3 → NO2 + O2

4. (NH4) 2O → N H3 + H2 + O2

5. Na Cl + H (OH) → H Cl + Na OH

6. Na3N + CaCl 2 → NaCl + Ca 3 N2

7. CaOH + NaCl → CaCl2 + NaOH

8. H2O + O2 → H 3 O

9. CaO + NO2 → CaNO3

10. HCl + Na → H 2 + Na Cl

Analysis:1. Underneath each equation, classify the equation by their type.

2. There is a special name for the chemical reaction represented in number one, what is it?

3. There is a special name for the chemical reaction represented in number five, what is it?

4. How did the number of M&M’s before the chemical reaction compare to the number of M&Ms after the reaction BEFORE it was balanced?

5. How did the number of M&M’s before the chemical reaction compare to the number of M&Ms after the reaction AFTER it was balanced?

6. Write an example of a balanced chemical equation that has not already appeared on this page or in today’s lecture.

Lab 46— Observing Chemical Reactions

This is a pretty simple lab that is simply designed to get students involved in chemistry units. This is one of the first labs I do once starting chemical reactions.

The lab involves placing hydrogen peroxide (H2O2) into a graduated cylinder (at one of the noted measurements). Although lab grade H2O2 can be used, it is more dangerous and requires planning ahead of time. I prefer to do a demo with 30% lab grade and then have the students use purchased, over the counter H2O2 (3% concentration). It still works well but just doesn’t have the quick reaction, which works better to obtain easier results. When completing the experiment, add the peroxide first and then mix the yeast in. Otherwise, the yeast will not completely react. Also, warn students to measure the volume level from the meniscus of the liquid, not the top of the bubbles that will form. Finally, tell students to make sure they take the temperature or the liquid early after the reaction of the peroxide will cool back down.

Sample answers:1. heat change, bubbles formed, odor, volume differences, gas created2. It became hotter, it bubbled, it fizzed over the edge of the, there was residue on the sides, etc.3. initial temperature, final temperature, initial and final volume4. {graphs will vary}5. independent: volume of peroxide, mass of yeast dependent: temperatures, volumes6. constants: equipment used, concentration of peroxide, type of yeast

Name: ____________________________

Period: ____

Physical Science— Observing Chemical ReactionsPurpose Statement:

To use quantitative and qualitative observations to describe a chemical reactionHypothesis: Describe what will happen when hydrogen peroxide and yeast are mixed together. Include at least 3 things you think will happen.

Supplies: Weigh boats and scales, Graduated Cylinder, 100 mL beaker Hydrogen Peroxide Yeast Stirring rods or straws

SAFETY CONSIDERATIONS: Do not taste any chemicals Do not touch chemicals or water with chemicals with bare hands If something spills, tell your instructor immediately. DO NOT CLEAN IT UP

YOURSELF.

Procedure:1. Measure out the desired amount of hydrogen peroxide in the graduated cylinder.2. Measure out the desired amount of yeast. Remember to take into consideration the mass of

the container by either zeroing the scale or subtracting the mass.3. Measure the initial temperature of the peroxide and record in the data table.4. Pour the hydrogen peroxide into the beaker. Then, mix the yeast into the hydrogen peroxide.

DO THIS IN THE SINK OR YOU WILL MAKE A MESS!5. Measure the final temperature of the mixture and record in the data table. Pour the solution

back into the graduated cylinder and measure the new volume. 6. Repeat the process until you have filled in the data table.

Amount of Hydrogen Peroxide

Amount of Yeast

Initial Temp

Final Temp

Final Volume

Change in Volume

( col 5- col 1 )

Change in Temp

( col 4 – col 3)

40 mL 2.5 g40 mL 5 g80 mL 5 g

Analysis:1. What are some indicators a chemical reaction took place?

2. List at least four things you observed happening during the reaction. These should be qualitative observations, so don’t use any numbers!

3. List the quantitative measurements you did.

4. Create a bar graph of your data. There are several waves of accomplishing this, so ask if you have questions. You don’t have to use all your data but you should have at least 3-4 bars.

5. What were some of the independent variables? Dependent variables?

6. What did you keep constant?

Lab47— Heat in Reactions Lab

This lab is a nice chemical reaction lab that has students explore a reaction using Magnesium Sulfate. MgSO4 is the proper chemical name for what is commonly known as Epsom Salt which can be obtained at any pharmacy or Wal-mart.

The procedure is quite simple. Place various amount of magnesium sulfate into a constant amount of water. Record the initial of the water. Place the magnesium sulfate into the water and record the final temperature. Subtract the two numbers to find the change in temperature. The temperatures will go down, so all the numbers should be negative!

Sample answers:1. Endothermic. Negative. Since the temperatures went down, the reaction took in energy.2. Graphs will vary 3. Slope will be C/g 4. An instant ice pack5. It would decrease the change in the temperature since there would b emore water that needs to be cooled off.

Name: ____________________________

Period: ____

Physical Science— Heat in reactions Lab

Purpose Statement: To understand exothermic and endothermic reactions

Hypothesis: Will magnesium sulfate and water react by giving off or taking in heat?

Supplies: Weigh boats and scales Magnesium Sulfate 100 mL beaker Stirring rods or straws

SAFETY CONSIDERATIONS: Do not taste any chemicals Do not touch chemicals or water with chemicals with bare hands If something spills, tell your instructor immediately. DO NOT CLEAN IT UP

YOURSELF.

Procedure:1. In a beaker, obtain 50 mL of water.2. Measure out the desired amount of magnesium sulfate. Remember to take into consideration

the mass of the container by either zeroing the scale or subtracting the mass.3. Measure the initial temperature of the water and record in the data table.4. Mix the magnesium sulfate into the water and stir until all the salt is dissolved.5. Measure the final temperature of the water and record in the data table.6. Repeat the process until you have measured all the desired amounts of magnesium sulfate,

making sure to use new water after each trial.7. Calculate the change in temperature by subtracting the fourth column from the third column.

Record your numbers in the data table above.

Amount of Water (change if needed)

Amount of Magnesium Sulfate

Initial Temp

Final Temp

Change in Temp( col 4 – col 3)

50 mL 10 g50 mL 20 g50 mL 30 g50 mL 40 g

Analysis:1. Are the numbers in the final column positive or negative? Is the reaction endothermic

(take in heat) or exothermic (give off heat)? How do you know?

2. Create a line graph of amount magnesium sulfate on the x-axis versus change in temperature on the y-axis.

3. Find the slope of your line between any two points. Don’t forget to include the unit of the slope!

4. What is an application of a chemical reaction like this? In other words, why/when would you want to change the temperature of water quickly?

5. Pick a trial. How do you think changing the amount of water would have affected this trial? Be specific, explain why it would increase the temperature change, decrease the temperature change, or not change anything.

Lab48— Solutions Lab

This is a difficult lab that is mostly designed to get students to use technology. To do the lab, you need a vernier probeware system with light sensors and conductivity sensors.

The procedure is not the hardest but figuring out the probeware is the battle. For part I, obtain a cup of pure water and measure the conductivity. Then add around 5 grams or so of salt and measure the conductivity. Proceed to do this six times and then repeat the process using sugar instead of salt. Make sure students stir in the solute every time. For part II, place a flashlight 10cm away from a clear cup and the sensor 10cm away from the other end. Be careful not to change the distances of the light or the sensor as that will change the absorption rate. Like part I, after getting an initial reading, slowly start adding salt or sugar

Sample answers:PART I 1. Graphs will vary2. Slopes will vary but it should be a positive number3. Salt water4. a. ionic

b. covalentc. ionic

C. Ionic bonds create

PART II1. Graphs will vary2. This graph should be going down as opposed to going up3. Answer will be based on the graph4. The solute scatters the light as per the Compton effect

Name: ________________________Period: _____

Physical Science Lab—Solutions

Question: How does adding different amounts salt and sugar affect a solution? Does more salt make a water solution more or less conductive? Does more cause water to

absorb more or less light?

SAFETY: Do not drink any unknown. Do not mix anything you are not told to. Be careful to not spill water onto the calculator. If you spill anything, ask for help in cleaning it up.

Theory:We will be using two measurements we have not used before in this class. The first is a

measurement for how conductive something is. The more the __________, the more electricity a solution conducts.

The other is candelas. This measures how strong light is. The more candelas the brighter the light is.

PARTI:

HYPOTHESIS:As we increase the amount of salt in a solution, will the solution conduct more or less electricity?

PROCEDURE: 1. Connect the conductivity probe to the CBL/TI-83 into the port that says CH1.2. Turn the calculator on. Push the <Apps> button and select “datamate” 3. You will see a menu. (It may pause for a moment to say “Checking sensors”. This is OK)4. On the top of the screen you should see “Conductivity probe” and a number. This is were

you read your data from.5. Obtain a plastic cup/beaker and fill it at least half way with water. 6. Find the conductivity of water alone by placing the black probe into the water. The

number on the calculator should change. Write that number in the data table.7. Add roughly 5 g of salt. (you should measure the exact amount you add) Stir thoroughly

with a straw. Record the new conductivity8. Continue adding 5g of salt until you cannot dissolve any more salt.

DATA:After you have take the measurements for each of the first three columns, divide column three by column one to find column four. (Add the new salt added to the previous amount to obtain column 1.)

Amount of Salt Added (g) Conductivity

0 g        

Rinse the probe off in the sink. Repeat the process using sugar instead of salt.

Amount of Sugar Added (g) Conductivity

0 g        

ANALYSIS1. Create a graph of Mass of solvent (dependent) versus Conductivity (independent) for

both sugar and salt. This means you will have TWO lines!

2. What is the numerical relationship between mass of salt and conductivity? (In other words, find the slope of the line!) m= Δrise/ Δrun

3. Is salt water or sugar water more conductive?

4. BONDINGa. Salt’s chemical formula is Na Cl. What kind of bonds does it have?

b. Sugar’s chemical formula is C6H1206. What kind of bonds does it have?

c. Which type of bond created a more conductive solution

Conclusion:Write a sentence about the difference in ionic and covalent solutions.

PART II: Light Absorption1. With the calculator still on, take the conductivity probe out of the calculator. Replace it

with the light probe. Once you plug the new probe in, the calculator will say “Checking Sensor”.

2. The main screen should change to Light Sensor.3. Obtain a meter stick of a ruler. Place a flashlight at the 0cm mark. Place the plastic cup

with water at the 10cm mark. Hold the light sensor at the 20cm mark.4. Turn the flash light on and record the amount of light absorped.5. Then, add salt in roughly 5 g intervals to the water, making sure to mix thoroughly after

each adding. Continue this process for at least four or five trials. 6. Then repeat the process with the sugar.

Added Salt Light Absorption Added Sugar Light Absoprtion

Analysis:

1. Create a graph of Mass of solvent (dependent) versus Light Absorption (independent) for both sugar and salt. This means you will have TWO lines!

2. Visually, what is different in the above graph from the first graph you made?

3. Which line is steeper? Is it a lot steeper or is it pretty close?

4. Why is less light absorbed as we add more solvent?

ConclusionWrite a sentence about the amount of solvent and the amount of light that is absorbed.

Lab49— Solubility Lab

This lab is a straightforward lab to show the differences between polar and non-polar solutions. It requires soapy water (I usually make about 50% Dawn soap and 50% water), sugar, salt, corn starch, vegetable oil, and alcohol. As for supplies, you don’t need more than a container and something to stir with.

The procedure is quite simple. Fill 3 containers with one of the four solvents. Then, put some of each of the solutes into the containers and see if they dissolve. Stir the solutions. The data table will look something like this:

Sample answers:1. Water and Alcohol 2. Vegetable oil is nonpolar. Corn starch is nonpolar 3. It dissolves everything4. Vegetable oil. It didn’t dissolve anything other than starch. 5. Change the temperature…. Also, could add more solvent to increase the solute6. Since it does not change salt or sugar, it does not change the ingredients of what you cook

SoluteSalt Sugar Corn Starch

SOLVENT Regular Water S S ISoapy Water S S SAlcohol S S IVegetable Oil I I S

Name: ___________________________

Period:____

Physical Science— Solubility Lab

Purpose:To explore the effects of various types of polar and nonpolar solutions

Safety/background:LIKE DISSOLVES LIKE! Non-polar dissolves non-polar. Polar dissolves polar.

Do not taste any of the solutions

Hypothesis:

Will everything dissolve in water?

Will anything dissolve in vegetable oil?

Procedure:1. Obtain 3 plastic cups. Fill each with one of the four solvents.2. Place spoonful of each solute in the plastic cups.3. Stir, if the solution is clearly and has the same consistency as before, it has dissolved.

Record “S” for soluble. If the solution is unclear, lumpy, or simply did not dissolve, record “I” for insoluble

4. Clean out the cups and repeat the process for each of the solvents.

Data:Solute

Salt Sugar Corn StarchSOLVENT Regular Water

Soapy Water

Alcohol

Vegetable Oil

Analysis:1. Salt can only be dissolved by polar substances. Using this fact, which substances are

polar?

2. Is vegetable oil polar or non-polar based on what it did to salt? What is cornstarch?

3. Why is soap so useful for cleaning?

4. With the three solutes tested in the solubility lab, which liquid was the worst solvent (water, rubbing alcohol, or vegetable oil)? Explain your reasoning.

5. Only a certain amount of a solute will dissolve in a set amount of solvent. This is called solubility. How can the solubility of a solution be increased?

6. Why is vegetable oil useful for cooking? HINT: the key to cooking successful is not changing what you are cooking!

Lab50—Household pH Lab

This lab is a very simple one that gives students a good sense of the pH of common goods found throughout the house. For this lab, the only thing not available at a local super market is pH or litmus paper. I prefer using multicolored pH paper as opposed to two separate strips of red/blue litmus paper. The materials you will need to do the lab are: a lot of plastic cups and the materials listed in the lab.

The easiest way I have found to do this lab is to set up stations around the classroom (this cuts down on the unneeded waste of chemicals). At each station there are 3 cups set up: 1 with the chemical, 1 with precut strips of pH paper (roughly 1-2 inches long), and 1 cup for used pH paper. Then students proceed to each station and test the pH, and write down their observations. As for the two unknowns, I usually chose sprite and Alka-Seltzer because they look the same but are both drastically different reactions to pH paper. NOTE: although bleach is absolutely a base, if students are not careful it will turn pH paper an orange color since it bleaches away the lichens in the pH paper.

Sample answers:1. Answers will vary based on your unknown2. Answers will vary based on your unknown3. Acids: 1-7… Bases 7-14 4. Any reaction from 1-4 should be considered strong. Anything from 4-7 should be weak5. Any reaction from 10-14 should be strong. Anything from 7-10 should be weak.6. Water (DI and sugar water if you use it)7. Turn litmus paper/ pH paper red8. Turn litmus paper/pH paper blue/green9. Answers will vary

Name:____________________________

Period: __________

Physical Science Lab— Household pH Purpose:To determine the acidic or basic nature of common household substances

Materials:Goggles Vinegar De-ionized Water

Plastic Cups Rubbing Alcohol Tap WaterpH Paper Colorless Soda (Sprite) Baking Soda Solution

Corn Starch Solution Soap Solution Dissolved Sugar SolutionUnknown #1 Alka-Seltzer Salt Solution Unknown #2 Bleach Solution Broken Apart Battery

Safety: Do not touch or drink any of the unknowns. Some of them are actually harmful to touch.

Hypothesis:

1. Next to the solutions that you think are acidic, write an A. Write one or two you are SURE are acids based on what we just learned.

2. Next to the solutions that you think are basic, write a B. Write one or two you are SURE are basic based on what we just learned.

3. Next to the solutions that you think are neutral, write an N. Write one or two you are SURE are neutral based on what we just learned.

Procedure:1. Go to a station and place a small piece of the pH paper in the solution. Record the color

that it appears. 2. Compare it to the picture on the litmus paper to determine the pH. 3. Dispose that piece of litmus paper and move onto another station. There will be a “Trash”

cup at each station4. Repeat steps 2 - 4 with the remaining solutions.5. Make sure you keep track of which station you are working on. 6. You may work with a partner… nothing more.7. If you cannot finish all, make sure you measure unknown #1 and unknown #2—they are

substances you have already measured, but with food coloring added (which is neutral).

Data:Solution/Sample Color pH Acid / Base /

Neutral1.2.3.4.5.6.7.8.9.10.11.12.13.14.

Analysis:1. What do you think unknown #1 was? Why?

2. What do you think unknown #2 was? Why?

3. What pH range do acids have? What pH range do bases have?

4. Which materials would you think are strong acids? Which materials would you think are weak acids?

5. Which materials would you think are strong bases? Which materials would you think are weak bases?

6. Are any of the materials used neutral? If so, which one(s)?

7. What did all that the acids appear to have in common?

8. What did all that the bases appear to have in common?

9. On the line below, create a chart of at least seven different products and their pH.

141 7

Lab 51— Titration Lab

This is a great lab that gets students at a physical science level to understand a titration. This lab is certainly not the most accurate or precise way to do a titration, and it will probably make the pure chemists scoff. The lab materials I generally used for my titration can all be found at grocery store: vinegar, baking soda, and grape juice It is very important to show students the process first so they know what they are looking for in the titration!

To do the lab, dissolve the desired amount of baking soda in water. Add a few drops of grape juice. (NOTE: if you add too much, you won’t ever get a color change). Place the vinegar in a graduated cylinder and record the initial volume. Slowly pour out the vinegar until there is a consistent color change in the solution (from black to clearish pink). At this point, record the final volume of the graduated cylinder. This can sometimes take as much as 100 mL or more to completely titrate, so plan graduated cylinders appropriately.

Sample answers:1. Graphs will vary2. Slope will vary. Unit ismL/tsp 3. H (C2H3O2) + (Na CO2) OH Na (C2H3O2) + Na CO2 + H2O 4. the pH was exactly 75. indicates an acid (the most dramatic color change is while it is an acid)

Name: ___________________________

Period:____

Physical Science—Titration LabPurpose:

Determine how much base does it takes to neutralizes an acid

Safety/background:Do not eat or drink any of the chemicals in today’s lab, no matter how tasty they may appear. Be careful not to spill any chemicals as that can mess up your lab data.

Formula for Vinegar: H (C2H3O2)Formula for Baking Soda: (Na CO2) OH

Hypothesis:

If we have 20 mL of 35% base, how much acid of 35% would it take to neutralize the base?

If we increase the concentration of the base, how will it change the amount of acid needed to neutralize the base?

Procedure:1. Place one teaspoon of baking soda in a plastic cup. Add approximately 20-30 mL of

water. Mix thoroughly.2. Add a few (2-3) drops of the indicator. OR Add 5-10 mL of grape juice.3. Pour up to 100 mL vinegar into a graduated cylinder. Record the exact amount4. Slowly add vinegar into the baking soda solution until you see it change colors. DO NOT

ADD MORE THAN ABOUT 1-2 mL EVERY SECOND. 5. Once it changes color, record the amount in the data table.6. Repeat the process using increasing amounts of baking soda.7. Calculate the vinegar used by subtracting the starting and ending amounts.

Data:Tsp’s of Baking

SodaAmount of Basic

waterStarting amount of

vinegarEnding amount of

vinegarVinegar used

Analysis:1. Create a line graph comparing tsp’s of baking soda (independent axis) to amount of

vinegar used (dependent axis). You may not ask the teacher which axis is which! You should know by now!

2. What is the slope of the line above? Do not forget units!

3. What are the products of the reaction? (HINT: in addition to the usual products of neutralization, carbon dioxide is produced—bubbles). Write a complete balanced reaction equation.

4. What was the pH of the solution once the color changed?

5. Does the indicator indicate acid or base?

Analysis: (Write a conclusion about whether your hypothesis was correct)

Lab 52— pH Scale Lab

This lab does a great job showing exactly what the pH scale is. It does require planning ahead and ordering a strong acid and a strong . The best, cheapest, option is to use 1M HCl and 1M NaOH which most chemistry teachers have. If you are worried about using these chemicals, you can start with a more dilute version but the results won’t work as well. If you are limited by the chemicals at you disposal, you can use vinegar and baking soda solutions, but they will not work as well. Apart from that, you will need DI or distilled water, droppers, well plates, and pH paper.

The key to this lab is slow steady drops! Have students practice using one drop at a time! Place 1M acid or base in well plate 1 and find the pH. Place one drop of the acid in well plate two and nine drops of water. Record the pH. Place one drop from well plate two in well plate three along with nine drops of water. Record the pH. Proceed with this same process six times. Each time, students will be increasing or decreasing the pH by one since you are diluting it by a power of 10 each time. The data table for this lab will require a large supply of color pencils for students to color in or tape their pH paper on! For an added bonus, you can add an indicator to see the full pH spectrum. The best option is to using blended water and red cabbage to get cabbage juice indicator. It creates a really neat spectrum students like observing. NOTE, if you have large well plates, it is quite possible to double the amounts in the lab (use 2 dropsof acid and 18 drops of water) or similar such ratios.

Sample answers:1. pH should go up by one each time (or down for the base)2. Graphs will vary but each bar should get closer to pH of 73. The taste is not as strong 4. The acid is not as strong5. You could use pH paper and compare the color to the table created in the data table.6. We were neutralizing it since the pH of water is 7.C. The pH is 7. It is showing that neutralizing acids and bases both have their pH’s approach 7.

Name: ___________________________

Period:____

Physical Science—pH scale LabPurpose:

To understand and create a pH scale

Safety/background:TAKE CAUTION NOT TO GET THE ACID OR BASE ON YOUR SKIN! If you do, wash yourself thoroughly with soap and water. Inform your instructor.

Also, if you spill and acid or base, do not clean up with paper towels. Inform your instructor to properly clean it up.

Hypothesis:As you add water to an acid, the pH will go __________ (up/down/stay the same).

As you add water to a base, the pH will go __________ (up/down/stay the same).

Procedure:1. Obtain a well plate and a beaker full of distilled water. Also, get a handful of pipettes and

many small strips of pH paper2. Fill the first well plate with acid from the stock solutions of acid in the front of the room.3. Place nine drops of water into each of the next six wells. 4. Test the first well with a piece of pH paper and write down what you see.5. Place one drop of acid from the first well and place it in the water of the second well.

Record the pH. DO NOT DISPOSE OF THE pH papers.6. Place one drop from the second well of now acid and place it in the third well of water.

Record the pH.7. Continue the process until you have seven pieces of pH paper.8. Do the same thing again but start with the base.

Data: on the data table below, either color or describe the pieces of pH paper you see

DATA TABLE FOR BASES

DATA TABLE FOR ACIDS

COLOR THESE IN OR TAPE YOUR pH PAPER!

Analysis:1. Using your color coded diagram above and a pH color scale, write down the pH of each

of the samples above (for acids) or below (for bases) the picture.

2. Create a bar graph comparing pH(y-axis) and the trial number for acids.

3. If you add water to a soda or juice, how does the taste change?

4. If you add water to an acid, how does the strength of the acid change?

5. If you did not have a pH color chart but did have your data table above, how could you find the pH of an unknown solution?

6. Why did the pH’s go up for the acids but go down for the bases?

Conclusion: 7. What is the pH of pure water? How does this lab help show that?

Lab 53—Rate of Dissolving Lab

This is an important lab that has a tendency to directly turn into EOC questions. Although the result can seem quite straight forward, it is important to do.

To do the lab have students place four cubes next to four cups. One cube should be crushed, one cup of water should be on a hot plate and be hot, and two should be just plain water. Have students ready to place all four samples in the water at once and once you place those samples in the water, start the stopwatch. Have all four watched and only change the container labeled “stirred” Once there is no solid left in the cup, record the dissolving time.

Sample answers:1. control2. stirring, heating, crushing3. Stirring or heating based on results individually4. Graphs will vary5. Cool water off6. Effervescent usually, since it undergoes a chemical reaction that naturally stirs up the mixture7. Stirring and heat increase the rate of dissolving!

Name: _____________________Period: ___

Physical Science Lab—Rate of Dissolving

Purpose: to determine what factors influence the rate of dissolving of a sugar cube in water.

Materials: 4 effervescent tablets 4 plastic cups containing water1 stopwatch or clock 1 stirring rod/straw4 sugar cubes 1 hot plate

Hypothesis:1. List 3 factors that would increase the rate of dissolving a sugar cube in water:

2. Which of those three factors do you think will affect it the most?

Procedure:1. Obtain all materials.2. Fill 4 beakers with equal amounts of water.3. Beaker 1 will be the control. Place the whole sugar cube beside beaker 1.4. Beaker 2 will contain the ground sugar cube. Crush a sugar cube to give the cube more surface area. Place this beside beaker 2.5. The sugar cube in beaker 3 will be stirred. Place the stirring rod in beaker 3 and place a whole sugar cube beside the beaker.6. Beaker 4 will be heated. Place it on the hot plate and turn it on level 3. Place the sugar cube beside the hot plate.7. Drop all 4 sugar cubes into the beakers at the same time. Record the starting time if using a clock, or start the stopwatch. Begin stirring the cube in beaker 3. Do not intentionally crush the cube with the rod.8. When each cube has fully dissolved, record the times in the data table. 9. After all the cubes have dissolved, wash all beakers and repeat the process with the effervescent tablets

Data:Beaker Factor Sugar Time Effervescent Time

1 Control 2 Crushing

(Surface Area)3 Heated4 Stirred

Analysis:1. Which sugar cube took the longest to dissolve?

2. What factors increased the rate of dissolving?

3. Which factor increased the rate of dissolving most?

4. Create a bar graph comparing dissolving times (y-axis) and type of dissolving technique (x-axis). You graph should have 8 bars when you are done!

5. What could we do to make something dissolve slower?

6. Which dissolves quicker, the sugar cube or the effervescent? Why do you think that is?

Conclusion: Explain why you stir tea leaves in hot water in order to get them to dissolve even if you are making iced tea.

Lab 54—M&M Decay Lab

This is a simple lab designed to show students what a half-life is. All you will need is a supply of M&M’s. If you do not want to supply them yourself, you can tell students to bring them. However, they must be classic M&M’s!

This lab does not have a data table attached. Since it is a simple lab, it is designed to make students work on their lab skills by making their own data tables. To do the lab students need to count how many candies they start with and record this as trial 0. Place the M&M’s a cup, shake them up, and then “roll” them. Place every candy with the “M” up aside and count the face down candies. Record this number and then roll the candy again. Repeat the process until every M has been face up. I suggest having students do 3 trials and then eat the candy after they have done all the trials.

Sample answers:1. Graphs will vary2. answers will vary (unit is MM/trial)3. Because fewer decay each time4. Because it is a random process that is based off chance5. No. One M&M is not interrelated to the other, so decaying one does not make another one more likely to break apart.

Name: __________________

Block: ___

Physical Science—M&M decay Lab

Obtain a cup full of M&M’s. Count how many you obtained and mark that as trial 0 Roll the M&M’s and keep all the M&M’s that have the M up. Put the others aside Use the front of this paper to create data tables

Analysis

1. Create a line graph of Trial # on the x-axis versus MM’s remaining on the y-axis

2. Find the slope of the line between any two points. (Yes I know it’s not a straight line, but you can find a slope anyway!)

3. Why is it not a straight line?

4. How many trials did it take in your longest run to “decay” away the MM’s? Your shortest run? Why do you think the numbers are different?

5. If this process of rolling M&M’s is considered to be a nuclear decay reaction (each M&M breaks apart when its M is down), would you consider this a chain reaction? Why or why not?