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Science and Technology Department

Chemistry and Physics

Laboratory practicalsESO 4

2013-2014

Index

1Name:___________________________________________Level:_____________

Index

1st TERMPage Mark

- Safety rules 3 ___

CHEMISTRY- Exp 1. Trip trough periodic table 12 ___

- Exp 2. Identification of elements using a flame test. 17 ___

- Exp 3. Spliting water: electrolysis. 20 ___

- Exp 4. Plastics. 24 ___

- Exp 5. Learning how to test water in an hydrated salt. 31 ___

- Exp 6. Chemical reactions. 34 ___

2nd TERM

PHYSICS- Exp 7. Ball in a track. 40 ___

- Exp 8. How is the position-time graph of your motion? 43 ___

- Exp 9. How to obtain the spring constant of a spring. 47 ___

- Exp10. Newton’s Laws. POE activities. 49 ___

3rd TERM

PHYSICS- Exp 11. Dissipated energy in a ball bounce. 53 ___

- Exp 12. Determination of the specific heat capacity of steel. 57 ___

- Exp 13. Push up force calculation. 59 ___

- Exp 14. Funny pressure. 61 ___

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TERM: ______________________

Date: ________________________Science and Technology Department

LABORATORY RULES AND SAFETYRegular laboratory experiments make up an integral part of your science learning experience. While being an exciting source of discovery, laboratories are also very dangerous if the equipment and materials are not handled properly. Safety is therefore our number 1 priority in the laboratory. Accidents do not just happen; they are caused by carelessness, haste and disregard of safety rules and norms. Failure to follow any of the safety guidelines will result in serious consequences including possible suspension and/or removal from the laboratory. We want all of you to have a positive experience and need your cooperation for the lessons in the laboratory to be successful and accident-free.

GENERAL LABORATORY INFORMATION

Grades: Lessons in the laboratory count as 30% of the Science mark (procedures and

attitudes will be evaluated during the Lab lesson and concepts with the exams). You will get a safety/participation grade each lab that we do. For each safety violation you will be deducted points for the lab grade that day. For severe or repeated faults the student will receive a ZERO and will be removed

from the lab.

General rules: Every term you will be assigned a group to work with in the Lab: Each group will be assigned a laboratory place at which to work. Although you are a group, each of you will have to interpret data, write the Lab

Report and answer questions separately unless directed otherwise. Each group should tidy up and clean all the instruments, equipment used and the

work surface after the experiment. In every lesson a different assigned group will ensure that the Lab Clean Up is

taking place. Lab Dossier will be completed and handed in to the teacher after each lab session

to be graded.

SAFETY GUIDELINES TO BE FOLLOWED IN THE LABORATORY

It is not permitted to:a. Enter the laboratory without the Science teacher’s permission.b. Wander around the room, distract other students or interfere with

the laboratory experiments of others.c. Eat food, drink beverages or eat chewing gum. d. Touch any equipment or material in the laboratory area until you

are instructed to do so.

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e. Leave any experiment in progress unattended and you must remain at your Lab Station until excused by the Science teacher.

f. Taste, touch, or smell any substance unless directed to do so by your teacher.

You should always:

a. Bring your Lab Dossier and pen (calculators when required) to the lesson. Coats, folders and school bags are not allowed.

b. Wear a Lab coat. c. Follow all written and verbal instructions from the teacher

carefully. If you do not understand a direction or part of a procedure always ask the teacher before proceeding.

d. Perform only those experiments authorized by the teacher. Unauthorised experiments are prohibited.

e. Clean up all spills immediately and keep the Lab clean and tidy at all times.

f. Wear safety gloves and protective goggles for experiments that require them.g. Wash your hands with soap and water after finishing every experiment.

Correct handling of equipment and chemicals

a. Each instrument has its own function and before using any instrument you should be familiar with its function

b. If you cut yourself, spill a chemical on yourself or receive a burn by touching a hot object, run cold water over the affected area and either you or your partner should inform the teacher immediately.

c. The Science teacher should be informed of any instrument or equipment breakage. Broken glass should not be picked up with your bare hands.

d. You should always read and double check labels on reagent bottles before using any reagent and take only as much reagent as you need.

e. You should keep your hands away from your face, eyes, mouth and body while using chemicals.

f. When heating a test tube, you should point the test tube toward the wall (away from you and your classmates).

g. Waste should be disposed of correctly. Dissection waste should be collected in a plastic bag and placed in the bin provided.

h. The sinks should only be used for water and solutions instructed to throw away by the teacher. Solid chemicals, metals, matches, filter paper and all other insoluble materials are to be disposed of in the proper waste containers and not in the sink.

i. Cracked or broken glass should be placed in the special container for “Broken Glass.”

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SCIENCE INSTRUMENTS AND EQUIPMENT VOCABULARY

Castellano Català EnglishAro Cèrcol Iron ringBalanza Balança Balance / scalesMechero Bunsen Bec Bunsen Bunsen burnerBomba de vacío Bomba de buit Aspirator pumpBureta Bureta BuretteCápsula de Petri Càpsula de Petri Petri dishCápsula de porcelana Càpsula de porcellana Evaporating porcelain

dishCuentagotas Comptagotes DropperEmbudo Embut FunnelEmbudo de separación Embut de separació Separating funnelEmbudo de forma alemana

Embut de forma alemanya

Conical funnel

Erlenmeyer Erlenmeyer Erlenmeyer flaskEspátula Espàtula SpatulaFiltro Filtre FilterFrasco lavador Flascó rentador Wash bottleGradilla Gradeta Test tube rackMatraz aforado Matràs aforat Volumetric flaskJeringa Xeringa SyringePinzas Pinces Forceps/ tongsMano de mortero Mà de morter PestleMortero Morter MortarNuez Nou Clamp holderPera de succión Pera de succió Bel-bulb pippettePipeta Pipeta PippettePortaobjetos Portaobjectes Glass slideProbeta Proveta Graduated cylinderRejilla Reixeta Wire meshSoporte Suport StandTermómetro Termòmetre Thermometer Trípode Trespeus Tripod /trivetTubo de ensayo Tub d’assaig Test tubevarilla Vareta RodVaso de precipitados Vas de precipitats BeakerVidrio de reloj Vidre de rellotge Watch glass

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HAZARD PICTOGRAMS

Hazard pictograms are one of the key elements for the labeling of containers of chemical products, along with:

an identification of the product;

a signal word – either DANGER or WARNING – where necessary

hazard statements, indicating the nature and degree of the risks posed by the product

precautionary statements, indicating how the product should be handled to

minimize risks to the user (as well as to other people and the general environment)

the identity of the supplier (who might be a manufacturer or importer)

In a laboratory, in a chemical factory, in many places chemical products are used every day at work – not just in factories, but also in construction work or in offices – in things like cleaning products, paints, etc.

The European Union’s 2009 classification, labelling and packaging (CLP) regulation introduced new warning pictograms. The diamond-shaped pictograms indicate the nature of the hazard(s) associated with the use of a hazardous substance or mixture. On labels, the pictograms are accompanied by signal words, hazard statements, and precautionary statements, as well as product and supplier information.

Let’s learn more about them watching this video:

http://www.napofilm.net/en/napos-films/chemicals

While watching this video write the correct numbers in the blank column:

1Gas under pressure, may explode when heated. Refrigerated gas, may cause cryogenic burns or injuries. Dissolved gases.

2This pictogram warns that a substance is hazardous to the environment and causes aquatic toxicity

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http://www.napofilm.net/en/napos-films/chemicals

http://en.wikipedia.org/wiki/GHS_precautionary_statements

http://en.wikipedia.org/wiki/GHS_hazard_statements

http://experimentaciolliure.files.wordpress.com/2012/02/explosiu.gif

http://experimentaciolliure.files.wordpress.com/2012/02/inflamable.gif

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3This pictogram refers to explosives, self-reactive substances and organic peroxides that may cause explosion when heated.

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This one warns against flammable gases, aerosols, liquids and solids: Self-heating substances and mixtures. Pyrophoric liquids and solids, that may catch fire when in contact with air. Substances and mixtures which, in contact with water, emit flammable gases Self-reactive substances or organic peroxides that may cause fire when heated

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Aspiration hazards: A substance or mixture with this pictogram has one or more of the following effects if swallowed or if it enters airways:

Is carcinogenic, affects fertility and the unborn child, causes mutations, is a respiratory sensitiser, may cause allergy, asthma or breathing difficulties when inhaled, is toxic to specific organs.

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If you find this pictogram on the label it means you are dealing with oxidising gases, solids and liquids, which can cause or intensify fire and explosion.

7 Toxic in contact with skin, if inhaled or ingested, which may even be fatal.

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http://experimentaciolliure.files.wordpress.com/2012/02/comburent.gif

http://experimentaciolliure.files.wordpress.com/2012/02/gas.gif

http://experimentaciolliure.files.wordpress.com/2012/02/corrosiu.gif

http://experimentaciolliure.files.wordpress.com/2012/02/toxic.gif

http://experimentaciolliure.files.wordpress.com/2012/02/exclamacio.gif

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This pictogram means one or more of the following:

Acutely toxic (harmful), causes skin sensitization, skin and eye irritation, respiratory irritant, narcotic, causes drowsiness or dizziness, hazardous to the ozone layer

9Corrosive : can cause severe skin burns and eye damage. It is also corrosive to metals.

Complete this table using different products that you will find in the laboratory:Name and formula of the product Pictogram

Content (50%) Order (20%) Attitude (30%) Total

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http://experimentaciolliure.files.wordpress.com/2012/02/silueta.gif

http://experimentaciolliure.files.wordpress.com/2012/02/polucio.gif

TERM: ______________________


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Chemistry

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EXPERIMENT 1. TRIP THROUGH PERIODIC TABLE

Welcome to the exciting world of the Periodic Table ... Everything around us is made of the elements on the Periodic Table. Every day in our daily lives, we use these elements in many different ways, alone or combined forming compounds.

Periodic Table has been source of inspiration of a well known catalan scientist: David Jou. The poem describes in a very special way some of the properties of the elements in nature. Let’s read

La taula periòdica

Mireu-los: a la dreta, els gasos nobles -en vermell, com els diumenges, com els dies de descans, perquè refusen combinar-se i són tranquils i desvagats-;

dalt de tot, com dues torres isolades, l'hidrogen i l'heli, els grans dominadors del contingut de l'Univers potser fóra més lògic posar-los com a arrels que com a cùpules, ja que són això: origen, fonament, arrel celest-;

sota d'ells, sis pisos més i, com dos sòtans, els lantànids i els actínids;

al sisè pis, les oficines de la vida –el carboni, el nitrogen i l'oxigen, tan fecunds: boscos i atmosferes, energies enterrades-;

al cinquè -seguim baixant- tota la sorra de les platges i els deserts -el silici- i la sal de tots els mars -el clor, el sodi i el magnesi-;

al quart pis, el calci i el potassi -que amb el sodi del cinquè flueixen en els nervis com els somnis- i també, com una porta infranquejable, el ferro.

A partir d'ell, tot s'ha format amb violència, en grans explosions de supernoves: el coure del quart pis, la plata del tercer i, en el segon, l'or i el mercuri -fascinants- i el plom i el bari, tan densos.

Al primer pis, la brasa encara crema: el radi -i l'urani en el seu sòtan-, radioactius, com si volguessin recordar-nos el tumult eixordador del seu origen.

Al darrer sòtan predomina l'artifici: els àtoms són molt breus, un joc d'enginy que dura el temps de guanyar un nom i que es desfà -ja no fan cap falta: són una fatiga que el món no sap ben bé com suportar.

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Mireu-los: aquí, els maons del món, arrenglerats en pisos, en prestatges, repetint regularment propietats, delatant una estructura més profunda,

ja no pas matèria eterna i immutable, sinó història en els estels, rastres de tempteigs, edificis de nivells i subnivells, núvols d'incerteses, flors combinatòries.

Venim de més enllà d'aquestes peces, anem no sabem on, però quin goig, haver pogut comprendre rere d'elles la bellesa d'una lògica del món

David Jou

Activity 1

Today we suggest a journey through the periodic table that will allow you to connect objects and everyday and maybe not so familiar materials with the elements that appear.

The trip consists in answer the questions formulated below and also fill the gaps that these elements have left in the periodic table at the end:

1. The table begins with hydrogen but has an end. What is the last element recognized by IUPAQ and has its own name?

2. What is the chemical element associated with Superman? Who discovered it?

3. What chemical element is derived from the Greek word and is present in illuminated signs?

4. What three elements have etymologies that mean foreign, inactive and hidden respectively?

5. What element can be found in a toothpaste tube?

6. These four plastics: polyamide, acrylic, silicone and PVC contain a common element of group 17. What is this element?

7. What element is found in the leaves of green plants and in some metal sharpeners?

8. Technetium phosphate is used in medicine, in bone scintigraphy (is the use of internal radionuclides to create two-dimensional images). The technetium is not found in nature. What does technetium mean?

9. Arsenic is an element discovered by a Saint. Which Saint?

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10. An alloy of iron and cerium has been used to produce sparks in lighters (stones of lighters are made of this alloy). What is the technical name for it?

11. What chemical element is essential yet common in Guggenheim Museum in Bilbao and in hips prosthesis?

12. Which of the two metals has the largest density: lead or tantalum?

13. What element is extracted from the mineral Galena?

14. There are two elements in the periodic table named in honor of two women: Mary Slodovska (Madame Curie) and Lisa Meitner. The first one is a double transition element (rare earth) and the second is a transition metal (d area). If we subtract the two atomic numbers, the result is the atomic number of aluminum. What are the atomic numbers of these two elements?

15. Which of these two metals is a better electrical conductor: copper or silver?

16. In which Spanish city was tungsten (or tungsten) discovered in 1783?

17. A powerful brown disinfectant is used in hospitals. The characteristic element of this disinfectant can be extracted from a living organism found in the sea. What element are we talking about? And which is this living organism?

18. The current analogic thermometers have no mercury (as it is prohibited), instead they have a lead alloy called GALINSTAN. What elements make this alloy and in what percentages?

19. What chemical element is extracted from the mineral molybdenite?

20. Yttrium is an element that is found in a substance used in high-temperature superconductors pills. What is the name for these pills?

21. Coltan is an ore that is found in Congo from which a metal used in the manufacture of electronic components for mobile phones is extracted. It also contains niobium. The name COLTAN comes from two characteristic minerals from two different elements.

22. What element is contained in button batteries?

23. Bauxite is an ore and is the main source of a metal used to produce a wrap for sandwiches. What is the main component of bauxite?

24. What element is present in a chip and in the sand of the desert?

25. What chemical element is essential and common in tennis rackets and in pencils?

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http://en.wikipedia.org/wiki/Ore

TERM: ______________________


26. What chemical element is essential and common in the Taj Mahal and the clams?

27. What are the essential elements of life? (3 elements)

28. What is the most abundant element in the Universe?

29. What are the two main components of sea salt?

30. 1€ coins are made of an alloy called cupronickel. What elements compose it?


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He

Be B

P S

K Sc V Cr Mn Co Zn Ge As Se Br

Rb Sr Zr Ru Rh Pd Cd Sb Te

Cs Ba La Hf Re Os Ir Pt Au Hg Tl Bi Po At Rn

Fr Ra Ac Rf Db Sg Bh Hs Ds Rg

Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu

Th Pa U Np Pu Am Bk Cf Es Fm Md No Lr

TERM: ______________________


EXPERIMENT 2. IDENTIFICATION OF ELEMENTS USING A FLAME TEST

Key Concepts

A flame test is performed by introducing a sample into the blue flame of a Bunsen burner and noting any change in the color of the flame.

Flame tests can be used to detect the presence of some metallic elements in salts.

The heat of the Bunsen burner's flame causes electrons in the element to move from their lower energy ground state to a higher energy excited state.

When these excited electrons fall back to their lower energy levels, they emit energy in the form of light of a characteristic wavelength which is the color of the flame we observe.

Flame tests are an example of a qualitative test, that is, they can detect the presence of certain elements.

Flame tests are not quantitative tests, they can not tell us how much of the element is present in the sample.

Performing a Flame Test

1. Clean a nickel-chromium wire loop by dipping it into concentrated acid (hydrochloric acid).

2. Rinse the acid washed wire loop with deionized water. 3. Test the cleanliness of the wire loop by placing it into the flame of a

Bunsen burner. 4. If the Bunsen burner's flame changes color, then the wire loop is not

clean and you will need to repeat steps 1 to 3. 5. If the Bunsen burner's flame does not change color, then the wire is

clean and you can proceed to step 5. 6. Dip the clean wire loop into the sample (powder or solution). 7. Place the wire loop containing the sample into the blue part of the

Bunsen burner's flame. 8. Observe the change in the color of the Bunsen burner's flame. 9. To perform another test, repeat steps 1 to 7.

Using Flame Tests

The element present in an unknown salt is identified by comparing the color of the flame obtained during the flame test with the color of the flames known to be produced by a range of elements.

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http://www.ausetute.com.au/nonmetals.html

http://www.ausetute.com.au/nonmetals.html

TERM: ______________________


The flame colors produced by a number of elements are given in the table below:

Flame tests are usually used to detect the presence of metals, but some semi-metals (metalloids) and non-metals (such as phosphorus) can also be detected.

There are a number of limitations of flame tests:

Flame tests cannot detect all elements. Some elements produce similar flame colours. Many elements produce no change in flame colour. Flame tests cannot usually detect low concentrations.

Impurities can mask the flame colour.

Sodium, with its intense yellow flame, is capable of masking the colour produced by other elements if it is present as an impurity.

Sometimes, viewing the flame through blue glass can filter out the yellow of sodium's flame.

Lab research

Here we have four different salts that we want to identify by using the flame test. Use the table bellow to be able to identify the metal that is present in them. Ready? Let’s investigate!

Element Color of the flameSodium (Na) Intense yellowCalcium (Ca) Orange to redBarium (Ba) Yellowish-greenPotassium (K) Lilac to violetCopper (Cu) GreenZinc (Zn) Bluish greenMagnesium (Mg) Bright white

Conclusions

Salt Metal contained1

2

3

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4

What did you learn?

GOING FURTHER

Do More Research!

In this lab, you observed that each element emits a unique color of light when heated in a flame. If these light emissions were examined through a prism, you would observe that the emitted light is actually composed of different wavelengths of light that may lie in the violet region, the green region, or the red region of the visible spectrum.

Each element has a unique emission spectrum. Look up the emission spectra for the elements tested in this lab.

Emision spectra of Sodium

Do research on how scientists apply these emission spectra to investigate the chemical composition of stars. For example, what is the emission spectrum of the sun, and what does this spectrum reveal about the types of elements in the sun?


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EXPERIMENT 3.SPLITING WATER: ELECTROLYSIS

Key Concepts

Water is formed by two atoms of ………………… and one atom of……………Its chemical formula is……………

Water is a ……………………..conductor of electricity. To increase the conductivity of water we can add an………………… An electrolyte is a substance that when dissolved in water generates ions and make water a good conductor of …………………

……………………..acid is a very good electrolyte and it is used in the cars batteries. When a direct electric current is passed through water to which a small amount of ………………….has been added, a chemical reaction takes place, and two different gases are produced. Elemental ………………. is formed at one electrode and elemental ………………….. at the other.

Performing a Electrolysis of water with a Hoffman voltameter.

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Draw the Hoffman voltameter and point in it the different parts.

1. Positive electrode (Anode), Negative electrode (Cathode), Electric power supply with both poles (positive and negative), stopcocks.

After performing the electrolysis answer the following questions.

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1. Write the balanced chemical reaction.

2. Write the formula of the product at the negative electrode.

3. Write the formula of the product at the positive electrode.

4. Should the test tube from the anode (positive electrode in electrolysis) compartment, which has the smaller volume of gas collected, be held with its mouth pointing up or down?

5. Explain why.

Conclusions

What did you learn from this experiment?

Search in internet some of the applications of electrolysis.

If splitting water into hydrogen and oxygen needs energy, the reverse process, that means, obtaining water from hydrogen and oxygen gives us energy. That

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could be very important because would mean that hydrogen can be an alternative to fossil fuels.

List three advantages and three disadvantages of using hydrogen as a combustible.

-

-

-


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EXPERIMENT 4. PLASTICS

1. WHAT ARE PLASTICS?A plastic is a material formed by a polymeric substance or synthetic resin. It can also content other complementary substances, called adjuvants, which are responsible for improving their physic properties.

A polymer is a substance formed by molecules that content from hundreds to hundred thousands of elemental organic groups. The elements involved are essentially carbon, hydrogen and oxygen. Other elements that can be contained are nitrogen, chlorine, silicon, sulfur, fluorine and others.

2. POLYMER FORMATIONThere are mainly four types of reactions of polymer formation from simple molecules called monomers:

a) Polymerizations with only one monomer: Formed only by one type of monomer. Monomers are bonded to each other forming a polymeric chain. Example: PE (Polyethylene) is formed by a monomer called ethylene (ethene).

b) Copolymerization: Polymerization among different monomers. For example ABS (For example ABS (Polystyrene-butadiene-acrylonitrile).

c) Polimeryzation with monomers having different organic functions. It is called polyaddition. Example: Polyurethane from diisocyanate of phenylene and glycol.

d) Polycondensation: reaction similar to the above but with elimination of a small molecule (H2O, NH3, CO2 ...)

3. CLASSIFICATION OF POLYMERS

These polymers are classified into three groups according to their physical and structural properties:

a) Thermoplastic Polymers (Thermoplastic) chains have one or two dimensions. This kind of plastic become less viscous when heated and can be bent or deformed. When it is cooled down it recovers its original properties.b) Thermosetting Polymers (Thermostable) chains are three-dimensional. Once the form has been given to this plastic, this form would be unaffected by subsequent changes in temperature.c) Elastic Polymers (elastomer) polymer able to recover its original shape after experiencing considerable strain.

4. THERMOPLASTICS

1) POLYOLEFINS:

1.1. Polyethylene (PE) Monomer ethylene (ethene). Used as an electrical insulator, bottles, bags, flexible boxes etc..

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2.1. Polypropylene (PP): The monomer is propylene (propene). Resistant to the temperature rise. Applications similar to the previous one.

2) POLYVINILIC RESINS:

2.1. Polyvinyl chloride (PVC): The monomer is vinyl chloride. Used in the manufacture of bottles, plugs, pipes, tubes, discs, etc..

2.2. Vynil Polyacetate (PVAc) is a derivative of the above. Monomers are acetic acid and ethylene. Used for making paper greaseproff, cloth bags for hospitals, white glue and other soluble plastic applications.

2.3. Polychloride-vinyl acetate (VCVAC): Used for making music disc.

2.4.Polyvinyl alcohol: The monomer is vinyl acohol or etenol. Used to make cloth bags for hospitals and waterproof grease. Mixed with other substances can lead to a very curious gel called Blandiblue.

3) POLYSTYRENE: Styrene monomer (vinyl benzene).

3.1. Standard (PS): Monomer Styrene. Transparent, rigid and fragile. Used as insulation in high-frequency electronics. To make bookshelves and tranparent tables. yogurts, Petit Suisse, pens, glasses ....

3.2. Expanded (polystyrene) POREXPAN: Monomer Styrene but when manufactured high pressure gas bubbles are introduced in it forming a like a foam. Then white masses of very low density rigid foam are obtained and used as insulation and packaging.

3.3. Polyaquilonitril-butadiene-styrene (ABS) Copolymers. Used to make car bodies, boats and toys (lego).

4) POLYACRILIC RESINS

Derivatives of acrylic acid CH2 = CH-COOH (propenoic acid).

4.1. Polyacrylonitrile: The monomer is acrylonitrile (vinyl cyanide CH2 = CH-CN). Once dissolved in solvents such as dimethylformamide it can be used to make threads and can be used to manufacture fabrics.4.2. Methyl polymethacrylate (PMMA) The monomer is methyl propenoat methyl (methyl methacrylate). Refringent very hard plastic. Used as a substitute for glass.

4.3. Sodium polyacrylate Is the polymer sodium salt of acrylic acid. It is soluble in water and retain molecules of this solvent in its network. Used as a moisture absorbent in diapers. A piece of this plastic in the water for a few hours can increase its volume by 20 times.

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5) POLYAMIDE: These polymers have a high tensile strength and we can make threads with them. They are used in the textile industry in the manufacture of synthetic fibers. Therefore they are very important.

5.1. Polihexametilenadipamida (PA 6.6) (Nylon-6, 6). Monomers are: hexamethylenediamine and adipic acid or chloride adipoïl.

5.2. "KEVLAR": aromatic polyamide chains that have special woman stiffness and temperature resistance. A superfiber. Used to make products fireproof and antibullet jackets.

6) UNIDIMENSIONAL POLYESTERS: Polycondensation between a carboxylic acid and an alcohol function of diols and diàcids.

6.1. Polyethylenetereftalate (PET) Monomers phthalic acid (1,2-benzendicarboxílic acid) and etandiol (ethylene glycol). Widely used in the manufacture of beverage containers, plastic water bottles.

7) FLUORINATED POLYMERS. Contain fluorine atoms.

7.1. Polytetrafluoroethylene (PTFE) Polymerization of 1,1,2,2-tetrafluoroetilè.7.2. Polyethylene-tetrafluoroetilè (PETFE) polymerization of 1,1,2,2,-tetrafluoroetilè and ethylene.Both are plastic trade name TEFLON. They are very stable and resist very well corrosive materials. They are used in coating pans and kitchen tools, to manufacture valves, gaskets and filters.

8) CELLULOSE ESTERS: Cellulose is a natural polysaccharide. Some of its derivatives are plastic materials discovered before most of the plastics that are used today.

8.1. Cellulose acetate (CA): Retrieved from cellulose and acetic acid. Used to make films for movies, toys, pool balls, etc.. This substance can also form threads and can replace silk (RAYON).

9) POLYCARBONATE:

9.1. Polycarbonate (PC) is a copolymer obtained by a condensation reaction between a diol and phosgene (carbonyl chloride). It is transparent and have good resistance to high temperatures. It is used to make baby bottles, optical devices, car headlights, motorcycle helmets ...

5. THERMOSET.

5.1. FENOPLASTS: Condensation between phenol (or hidroxibenzè metilfenol) and an aldehyde (or other metanal).

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5.1.1. Phenol-formaldehyde or Bakelita (PF) is used in the manufacture of aglomerates and hard objects and resistant to temperature (handles of pots, old plugs, printed circuit boards ...)

5.2. AMINOPLASTS: As fenoplasts but changing a phenol by an amine.5.2.1. Melamine-formaldehyde (MF): Used in the manufacture of appliances, furniture paints and coatings.

5.3. EPOXY RESINS:5.3.1. Epoxy resins (EP): Monomers epiclorhidrina (CH2-CH-CH2Cl). Used in paints and adhesives ("Araldit").

5.4. POLYURETHANES: Result of polycondensation between a diisocyanate and a polyol. Polyurethanes are a family of polymers with different characteristics depending on the products of origin, but all fall within the letters PUR. They have different applications in industry and domestic life. From the typical thermal insulating foams, mattresses and seats to leather imitations. They are used as well in paints and coatings.

6. ELASTOMERS

The first discovered elastomer was natural rubber that is extracted from the resin of a tree. Nowadays elastomers are synthesized in the laboratory.

6.1. POLIISOPRENE: monomer isoprene (butadiene). Due to its high elasticity used for gloves, rubber tubes, etc.. The trade name is LATEX.

6.2. NEOPRENE is obtained by polymerization of 3-clorobutadiè. Is more resistant than poliisoprene (latex). It is used to make scuba diving suits, etc..

6.3. ELASTAMO: It is a kind of polyurethane that can be used to make threads. LYCRA fiber is made of this substance. (Clothing, Swimwear ...)

7. SPECIAL PLASTICS

7.1. SILICONES: Silicones can be thermoset, thermoplastic and elastomers. Formed by polymerization of metildiclorosilans or metiltriclorosilans (leading silicon). Uses: very stable oils, lubricants and grease pastes, resins and materials for construction, molding materials ...

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EXPERIMENT 1 : DISSOLUTION OF POLYSTYRENE

Expanded polystyrene is a plastic foam form. This material is very light, and a great sound and heat insulator.This plastic is obtained by passing through it a gas called pentane that generates bubbles inside the polymer and brings up the foam that will harden and will get the final shape.Expanded polystyrene is called POREXPAN.MATERIAL- Plastic glass.- Pieces of polystyrene.- Acetone.- Stainless steel containers.- Non-aqueous dyes.

PROCEDURESIn a plastic cup we will put pieces of polystyrene and will add acetone to dissolve them.We can dye the solution with the desired color.After dying we will introduce the obtained solution in a stainless steel plate and let the solvent evaporate to get a hard plastic PS (polystyrene).

EXPERIMENT 2 . ALGINATE MOULD

The calcium alginate is a polymer of natural origin, is extracted from seaweed and is completely biodegradable.Its property of forming gels make it a very useful material to mould different body parts and the most important application is to do moulds of the mouth. It is used by dentists for orthodontic objectives. In our case we will get a negative mold of our finger and then we will fill it using rigid polyurethane.

MATERIAL- Empty photo roll container.- Plastic cups.- Plastic spoons- Wood spatulas - Silicone oil- Calcium alginate.- Components for polyurethane- Cold distilled water.

PROCEDUREPart 1- Fill a plastic cup with 40 g of cold water.- Measure 20 g of alginate and add it to the plastic cup.- Mix well. Observe what happens.

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- When the solution is ready introduce it in the photo roll container and then put your finger inside for few minutes. - Wait until it solidifies and we will have a negative mould of our finger.

PART 2- To fill the mold with polyurethane, fill a plastic cup with the same amount of A and B component. Use always small volumes of each component.- Introduce the mixture into the mold and see how it polymerizes in a few minutes and changes its state.

EXPERIMENT 3 . OBSERVATION AND IDENTIFICATION OF DIFFERENT PLASTICS

You must have the maximum number of objects or fragments of various plastic for easy identification. It is important to note the texture, rigidity and other properties outside.Choose 5 objects that are on the table in the laboratory. Write its number and complete the following table.

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Number Name of the plastic

(abreviation)

Classification Monomer Uses


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EXPERIMENT 5. LEARNING HOW TO PROVE WATER IN AN HIDRATATED SALT

Aim

Test the presence of water in a hydrated salt and determine the mass percentage present in it.

Material

Procedure

- Get an amount of copper (II) sulphate pentahydrate and observe its aspect. Write down your observations. Write down its complete formula and its molecular weight

- Get approximately 10 g of pentahydrate copper (II) sulphate and introduce them in a mortar and grind them until a powder is obtained. Then weigh 8 g of this powder and introduce it in a porcelain capsule.

Exact weight of Copper (II) Sulphate Hydrated =

- Place the capsule on the arrangement formed by the wire mesh, the tripod and the Bunsen-burner as is shown in figure 1.

- Keep stirring the solid to get an homogeneous heating.

- Observe and describe what happens with the color of the copper(II) sulphate.

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- When the whole solid has changed color, then turn the Bunsen burner off.

- What do we have now in the capsule?

- Weight the capsule again and calculate the following data:

Exact weight of Copper (II) Sulphate anhydrous =

Weight of water present in the CuSO4=

Percentage of water present in CuSO4 =

Calculations:

Finally add some drops of water to the dehydrated copper sulphate and describe what happens.

Discussion of the results

1. What are the effects of heating copper(II) sulphate pentahydrate?

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2. What is the mass percentage of water present in copper (II) sulphate pentahydrate?

3. How is it called what is produced when adding water to copper (II) sulphate anhydrous?

4. Calculate the number of moles of CuSO4 and the number of moles of water present in the initial sample. If you divide the moles of water by the moles of CuSO4 then you will get the number of water molecules present in the formula. Calculate it.


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EXPERIMENT 6. CHEMICAL REACTIONSAim: - To observe some of the evident chemical changes (changes in colour, formation of a solid, the obtaining of a gas etc).- To prove that many chemical reactions take place in an aqueous medium (water).- To interpret the chemical changes observed by chemical equations.- To check that in a chemical, change energy is absorbed or released.

Apparatus and Material: - Filter paper- Dissolutions of the reagents (silver nitrate, diluted hydrochloric acid, , copper (II) sulphate)- Ammonium chloride.- Potassium nitrite.- Spatula.- Test tubes and rack.

Put your safety goggles on!

Don’t forget to look at the hazard pictograms that are on the reagents bottles and copy them. Make sure that you understand the hazards and you follow the correct procedure to handle with them.

Experiment 1Verification of the reactivity of a silver salt with light.

1. Take a piece of filter paper and cut it into two pieces.2. Pour three drops of the silver nitrate solution onto each piece.3. Keep one of the pieces in a dark place with no light and leave the other one near an illuminated window.4. Leave the pieces of filter paper for at least thirty minutes.5. Compare them and write down your results.Observations

QuestionWhat has happened to the filter papers and why?

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Experiment 2Reaction between silver nitrate and hydrochloric acid1. Put 2 ml. (approximately) of the silver nitrate solution in a test tube and place it in a rack.2. Write down its properties and characteristics (aspect, colour of the solution etc.).3. Slowly add, more or less, the same amount of hydrochloric acid.4. Write down the characteristics of the hydrochloric acid and what happens (changes observed, what happens if you leave the tube in the rack for a while, what happens if the tube becomes warm etc.).Observations

Experiment 3Reaction between ammonium chloride and sodium nitrite1. Using the end of a spatula, take a tiny amount of ammonium chloride and put it in a test tube and place it in a rack.2. Write down its characteristics.3. In the same test tube and using the end of the spatula, add a tiny amount of sodium nitrite and write down its characteristics.4. Add some drops of water into the tube.5. Observe what happens and write down the results.Observations

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Experiment 4Reaction between zinc and copper (II) sulphate1. Using the end of a spatula, take a tiny amount of zinc and put it in a test tube and place it in a rack.2. Write down the characteristics of the solution of copper (II) sulphate and add 2 ml of this solution into the test tube.3. Write down the changes that you observe in this reaction.Observations

Experiment 5Reaction between copper sulphate and sodium hydroxide1. Put 2 ml. (approximately) of the copper sulphate solution in a test tube and place it in a rack.1. Slowly add, more or less, the same amount of the sodium hydroxide solution.2. Write down the characteristics of the copper sulphate solution and what happens (changes observed, what happens if you leave the tube in the rack for a while, if the tube becomes warm etc.).Observations

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Experiment 6Reaction between calcium carbonate (shell) and hydrochloric acid2. Put a piece of a shell in a test tube and place it in a rack.3. Slowly add, more or less, 2 ml of the hydrochloric acid 2M solution.4. Write down what happens (changes observed, what happens if you leave the tube in the rack for a while, if the tube becomes warm etc.).Observations

Questions1. Complete each chemical equation that has taken place in your test tubes and equalise them. With each equation, state which compounds are the reagents and which ones are the products:

Silver nitrate + hydrochloric acid --------->

Ammonium chloride + sodium nitrite ---------->

Zinc + copper (II) sulphate ----------->

Copper (II) Sulphate + Sodium Hydroxide --------->

Calcium carbonate + hydrochloric acid --------->

2. Which reactions were exothermic and which ones were endothermic? How do you know?


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Physics

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Date: ________________________

0


EXPERIMENT 7. STUDY THE CHANGES OF POSITION (MOVEMENT)Aim:Study the movement of a ball along a track and identify the causes that can affect speed.

Materials:

Method:o Fix the long track (2.5 m) on the table using plasticineo Connect the short track to one end of the long one and, using plasticine, bend

position of the first one as shown in the diagram bellow:

o Using a ruler mark the track every 50 cm.o Place the ball on the top of the slope and let it go down the slope.o With the help of the chronometer, record the time (in seconds) that the ball takes to

arrive at the 50 cm, 100 cm, 150 cm, 200 cm and 250 cm marks. Make sure that you start running the time on your chronometer when the ball is at O on the long track.

o Write down your data on a table like the one below in your lab notebook.

Experiment number 1 2 3 4

Space covered (cm) Time (s) Average time Average speed (cm/s)

50

100

150

200

250

o Repeat the experiment three times and record the data for experiments numbers 2, 3 and 4.

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o Calculate the average time that the object takes to move from the starting point to 50 cm, 100 cm, 150 cm, 200cm and 250 cm

o Represent space versus average time on a graph.

Questions

o Is the displacement the same as the space covered (from the point 0)? Why?

o Was the average speed that you have calculated constant?

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o If you drop a ball along a very long track, do you think it will stop somewhere? How can you explain this?

o Do you think speed will increase, decrease or be constant during the observed movement? State your hypothesis. Check your results in the table and compare them with your hypothesis and make your own conclusions.

HYPOTHESIS

RESULTS

CONCLUSIONS

o How can we minimize the error that we do in the experiment?


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EXPERIMENT 8. HOW IS THE POSITION-TIME GRAPH OF YOUR MOTION?

Objectives:

To obtain the position-time graph of your motion. Relate your movement to its graphical representation.

Materials:

Introduction

This research will use a position sensor to obtain the position-time graph of your motion. While walking in front of the sensor, a graph appears on the computer screen representing your position vs time.

"Position" refers to "distance measured from the sensor".

To measure the position of the object, the sensor is taken as the origin, and the positive direction is measured while walking away from it.The sensor detects objects that are placed in front of it. (You have to make sure that the object you want to study is the only one in front of your sensor)The minimum distance measured by the sensor is 0,4 m.The position sensor works like a sonar. It emits a sound that is reflected by the object, and it determines the distance by measuring the time it takes the sound from being emitted until it reaches the sensor again.

Activity 1 : Getting graphs of walking movements with different speeds and directions

1. A student (A) of the group, located at position 0, holds the sensor oriented to another student (B) that will move. Start the data collection, and when you hear that the sensor makes a noise, the student (B) will start walking uniformly as follows.

a) Start in the 0,4 m position. Walk away from the sensor slowly and uniformly. Draw the graph obtained.

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b) Start in the 0,4 m position. Walk away from the sensor faster than in a) and uniformly. Draw the graph obtained.

c) Start in the 3 m position. Walk towards the sensor slowly and uniformly. Draw the graph obtained.

d) Start in the 3 m position. Walk towards the sensor faster than in c) and uniformly. Draw the graph obtained.

Questions: Q1 Describe the difference between the graphs obtained walking away from the sensor slowly or quickly.

Q2 Describe the difference between the graphs obtained walking towards the sensor or away from it.

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Prediction: Predict the graph you would obtain when a student who is located at position 0,5 m, walks slowly and uniformly, away from the sensor for 4 seconds, then stops for 4 seconds, then he walks towards the sensor faster than at the beginning.

Compare your graph with the rest of the group. Look at the similarities. Draw a graph in which you agree with the whole group. (Do not remove the graph of your prediction)

Do the motion you have predicted. When you obtain a satisfactory graph, draw it as a final result of the group.

Question Q3 Does the graph of your prediction match the final result?

Activity 2 : Movement according to a graph. In this activity you must move to obtain in your computer screen, a graph position-time, as close as possible to the one shown in the figure.

Question Q4 What is the difference in the movement, that produces different slopes in the graph?

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Activity 3 Other position - time graphs

1. Draw different straight lines of a position-time graph. The position can be up to 4 m, and the duration of the movement must be of 20 s (as shown in the figure)

1. Move to the sensor so that it reproduces the graph.

2. Can you draw curves in the position-time graphs? Try to obtain each of the graphs shown below.

Graph 1 Graph 2 Graph 3

Question Q5 What kind of movement is represented in the graphs above?


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EXPERIMENT 9. HOW TO OBTAIN THE SPRING CONSTANT OF A SPRING

Hooke’s law

Forces can modify the shape of solid bodies. When a solid body regains its original shape after the exterior force stops acting, that is, the interior restoring forces of the material can bring the solid body back to its original equilibrium position, this material is called elastic.

When a force act on a spring, which is an elastic material, the deformation produced is proportional to this force. This is called Hooke’s law and its mathematical expression is the following:

F = k x

Where, F is the force exertedk is the spring constantx is the deformation produced.

Material

- A spring - A ruler- A stand and a clamp- Different weights

Method

Using the material given and considering Hooke’s law design a method to find out the value of the spring constant of a spring.

Write down all the METHOD that you have followed and the results obtained. Summarize all your results in a TABLE. Take your time thinking how to express all your findings in a clear and concise way. In the end state your CONCLUSIONS.

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EXPERIMENT 10. NEWTON’S LAWS. POE ACTIVITIESPOE: Prediction, Observation, ExplanationActivity 1Which one attracts which?

Which one attracts the other? The iron attracts the magnet; the magnet attracts the iron or both attract each other.Prediction

Observation: Observe the experiment and answer the question again.

Explanation

Activity 2Who exerts more force?

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Two students on skates and with similar masses are standing still, one opposite the other. They are exerting force against each other. Which one exerts more force? Justify your answer. Prediction

Now observe the video and answer the question again. Justify your answer. Observation

and explanation

One student exerts a force against two other students as is shown in the picture. Which of the two students is exerting the most force? Justify the answer. Prediction


and explanation

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Activity 3Which of the three balls (iron, wood, porexpan) will go further if blown with the same force?

Three students blow an iron ball, a wooden ball and a porexpan ball with the same force and during the same period of time. Which of the three balls will travel further before stopping? Prediction


and explanation

THIRD NEWTON’S LAW


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Date: ________________________

Ep0

h0

Ep1h1

1st bounceInitial Position

% Dissipated Energy = · 100EpEp0

Dissipated Energy = Ep


EXPERIMENT 11. DISSIPATED ENERGY IN A BALL BOUNCEAimDetermine the percentage of energy that is dissipated in a bouncing ball.

Introduction

When we drop a ball from a certain height h, it hits the ground with a speed and a kinetic energy. Then it bounces and reaches a certain height, less than the initial one. We consider that the friction with the air is insignificant and as he ball loses height when it bounces, the ground absorbs some of the energy of the ball. Some energy is dissipated. We want to calculate the percentage of energy that is dissipated.

Following the reasoning below we arrive at the equation (1) which is what we will use.Ep = Ep0 – Ep1

Ep = m·g·h0 – m·g·h1

Epo = m·g·h0

% dissipated energy = [Ep / Epo] · 100

% dissipated energy = [(m·g·h0 – m·g·h1)/ m·g·ho] · 100

% dissipated energy = [(h0 – h1)/ ho] · 100 (1)

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n=0 n=1 n=2 n=3 n=4Epn (J)

Ep (J)

%Dis.En.

Questions1. The collision of the ball with the ground is elastic or inelastic? Why?

2. If the collision was elastic, how much would be the height reached by the ball on the first bounce?


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EXPERIMENT 12. DETERMINATION OF THE SPECIFIC HEAT CAPACITY

AimTo determine the specific heat capacity of steel

Material

Method

steel

beaker

1. Measure 200 mL of water using a graduated cylinder and pour it in a 250 mL beaker.2. Calculate the mass, m2, of the 200 mL of water using the density of water ( 1 kg/dm3).3. Measure the mass of the pieces of steel (m1).4. Then measure the water temperature, T2, using the digital termomether.5. Put the steel in boiling water until the steel reaches the temperature of the boiling water. Measure the temperature of the water that is going to be the same temperature of the steel pieces, T1.6. Using tweezers get the steel out of the boiling water and introduce it in the beaker with the 200 mL of water.7. Stir the water using a stirring rod until the temperature of the water is homogeneous.8. Write the final temperature down and record it. Teq

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http://images.google.es/imgres?imgurl=http://www.ctaisa.com.mx/productos/images/tornillos/400x300/tornillo_a490.gif&imgrefurl=http://www.ctaisa.com.mx/productos/tornillos/tornillo_a490.htm&usg=__Ou7CUr2SPfqDstRYF7bKh-cQr0M=&h=306&w=403&sz=37&hl=es&start=10&tbnid=P6EToouHy_RtcM:&tbnh=94&tbnw=124&prev=/images?q=tornillo&hl=es

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Results

1. Complete the following table with the measured and calculated data.

Water SteelMassm (g)Specific heat capacity Ce(J/g ºC)

4,18

TemperatureT (ºC)Final temperatureTeq (ºC)

2. Calculate the specific heat capacity using the formula below.

heat transferred to the water = heat transferred by the steelm2·Ce(H2O)·(Teq-T2) = m1·Ce(steel)·(T1-Teq)

3. Search in internet the specific heat capacity of the steel and compare it with the result obtained in the experiment.

Are they very different?

What can be the reason or reasons of the differences?

Do you think that some energy can be lost in any moment during the experiment?


.

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EXPERIMENT 13. PUSH UP FORCE CALCULATIONAimProve the Archimedes Principle.

Material

Method

1. Using the dynamometer measure the weight of the stone. Write it down.

2. Fill the graduated cylinder with 200 ml of water.3. Immerse the stone hanging from the dynamometer. Measure the volume of water now and calculate the displaced volume.4. Using the formula below calculate the push up force on the object (1):

E(1) = Vobj · dliq · g

5. Check that the calculated push up force(1) is the same as the difference between the weight of the stone in the air and the weight of the stone in the water (push up force (2))

E(2) = Preal – Papparent

6. Repeat the experiment using another liquid.

ResultsFill in the following table with the data collected.

Weight

Papp E(1) Vobj d liquid E(2)

WaterAlcohol

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Question

1. Design a procedure to be able to calculate the density of a liquid.


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EXPERIMENT 14. FUNNY PREASURE

Activity 1. Water and atmospheric pressure.

Look at this video and answer the following questions:

- Why does not water fall down from the bottle?

- Calculate the hydrostatic pressure of 1 liter of water.

- Define hydrostatic pressure.

- Define atmospheric pressure.

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http://youtu.be/vfi_PU7q_Zw

TERM: ______________________


Activity 2. The egg into a bottle

Watch the demonstration and write down your observations.

Material

Procedure

Hypothesis

Results

Conclusions

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Activity 3. The can and the atmospheric pressure.

Watch the demonstration and write down your observations.

Material

Procedure

Hypothesis

Results

Conclusions


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