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Science, Academic, Gr. 9 – Lab Lists – Page 1

The following document is a teaching resource available atwww.MorrowGalpern.ca

© Paul Galpern, [email protected]

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Lab List 1-1 Microscope Drawing Technique Student Lab

Lab Equipment Consumables

ALLALL1 pkg1 pkg

light microscopesprepared slidesunused slidesslide coverslipsextension cords as necessary for microscopes

Microscope Drawing worksheets

Process Notes

Students use the Microscope Drawing worksheets, and following proper technique (stippling, steady lines, no sketching) draw two different prepared slides.

Safety

Broken glass should be swept up and disposed of immediately.

Setup Notes/Diagram


Lab List 1-2 Comparing Water Samples Student Lab


ALL1 pkg1 pkgseveral

light microscopesdepression slidescover slipsmedicine droppersextension cords as necessary for microscopes

Comparing Water Samples worksheetsamples of water from a boreal forest bog poolsamples of water from other clearer sources

Process Notes

Be sure to shake up the samples prior to removing a small amount with a medicine dropper onto the depression slides.

Suspended matter in water samples is determined by counting all particles visible in one randomly selected field of view using the 10x objective. Three such counts are randomly taken on each slide then averaged. If the number of particles is too high to enumerate count a subset of the field of view and multiply up.

A fill-in-the-blank lab report is provided on the Comparing Water Samples worksheet. Students record and analyze there data there.

Safety

Broken glass should be swept up and disposed of immediately.

Setup Notes/Diagram


Lab List 1-3 Five Kingdoms of Life Demo Lab


digital projectorcomputer with MS PowerPointPowerPoint presentation Five Kingdoms of Life

Five Kingdoms of Life description sheetClassifying Five Kingdoms worksheet

Process Notes

Using the Five Kingdoms of Life description sheet, students watch each of 35 slides in the presentation, which depicts members of all five kingdoms. Students must read the short clue under each image, and then classify kingdom membership.

Following the slide show, teacher reviews each slide taking up the classification, and providing interesting information about each organism to be added to the Notes column on the Classifying Five Kingdoms worksheet

Safety

Setup Notes/Diagram


Lab List 1-4 Classifying Kingdom Animalia Student Lab


2 sets 12 assorted preserved specimens of animals in jars (jar lids swapped so as to be labeled cryptically)

Classifying Kingdom Animalia worksheet

Process Notes

Students are divided into two teams. Each team must classify their set of specimens into three to five groups using Classifying Kingdom Animalia worksheet. They must provide reasons for each classification grouping. After completing first set. Sets are swapped, process is repeated.

Safety

Preservation fluid is alcohol in most cases. May be traces of formaldehyde preservative. Hands should be thoroughly washed after any contact with jars.

Setup Notes/Diagram


Lab List 1-5 Insect Collection Student Lab


1 eachALL2 each

collection trayspootersfilm canistersother sealable containerskilling jar

Insect Collection assignment sheetInsect Order Identification Key description sheetinsect pins (#00, #1, #3)insect pin labels (cut from a printed sheet with location info in 3 pt Arial) ethyl acetate recharger for filling jarsweep net

Process Notes

See Insect Collection assignment sheet. Discuss insects that may pose a danger (bees and wasps) and how to identify them.

Insects may be killed by freezing. Do not remove from freezer until ready to pin, as insects will stiffen and become difficult to pin.

Pinning instructions specific to each order can be found in an insect field guide (e.g Peterson Field Guide to Insects). Instructions for making a simple sweep net can also be found in this source.

Safety

Ethyl acetate killing jar should be treated with care. Do not inhale, wash hands after use. Ethyl acetate is a poison.

Field safety: search for insects with a buddy. Avoid bees, wasps. Instructions for handling other Hymenoptera (avoid ovipositor/stinger, grasp from sides).

Setup Notes/Diagram

Sweep net can be used to obtain a large quantity of extra insects (typical habitat for use is grass and other green vegetation). Live insects are placed in killing jar, and then stored in freezer until use in class. This allows students who were unable to find enough insects to still complete a collection and classification.


Lab List 2-1 Animal & Plant Cells Compared Student Lab


ALL1 pkg1 pkg

2ALL

light microscopesunused slidesslide coverslipsextension cords as necessary for microscopes

medicine dropper for stainsrazor blades OR scalpels OR sharp knives

Microscope Drawing worksheets

bromothymol blue stainiodine stain

oniontoothpicks

other green plant materialother protist containing liquid (e.g. pond water)

Process Notes

Toothpicks are used to scrape a few cells from the interior of the cheek. They are then wiped onto a clean slide, and a drop of bromothymol blue added. A cover slip is placed on top, and the animal cells are viewed under 5x and 10x power.

A blade is used to slice a piece of onion skin very thinly. It is best to cut and then tear the onion to get a very thin piece. This is then placed on a clean slide, a drop of iodine added, and then a coverslip place on top. These plant cells can be viewed under 5x and then 10x power.

The animal and plant cells are drawn using appropriate microscope drawing technique, and any cell structures visible are drawn and labeled. A nucleus should be visible if enough stain is used. If a green piece of onion is used, chloroplasts should be visible.

An additional exercise is to make a slide with a sliver of other green plant material and draw. Chloroplasts should be clearly visible. OR make a slide of pond water and search for protists and draw.

Safety

Broken glass should be swept up and disposed of immediately

Proper technique should be used with sharp blades. Work should always be down on a table, and not held in the air.

Setup Notes/Diagram


Lab List 2-2 Observing Mitosis Student Lab


ALL

ALL

light microscopesextension cords as necessary for microscopes

prepared mitosis slides (2 root tip, 2 fish blastula, and 2 Parascaris) **more should be ordered for a larger class

Mitosis poster

Observing Mitosis worksheet and questions

Process Notes

Working in pairs examine each of the three types of prepared slides and answer observation questions on each. More time should be spent examining the Parascaris slides, because under (40x X 10x = 400x) magnification the stages of mitosis can be discerned and identified.

Because slides are VERY expensive, time should be taken to explain how to properly examine a slide using the 40x objective (begin with 5x, then 10x objectives, focus, and finally turn to 40x; at this point only gentle, slow, and small turns of the focusing knob should be necessary to bring the image into view; otherwise slide could easily be broken, and so could objective).

The Mitosis poster should be posted near the microscope work stations for reference when answering questions on the worksheet, and to be used as a motivator.

Safety


Setup Notes/Diagram

Because slide quantity is limited, students should work in pairs to examine one slide at a time, and complete the notes on each. They should trade slides with other groups until all have had a chance to view the three examples.


Lab List 2-3 Pollination Biology Demo Lab


digital projectorcomputer with MS PowerPointPowerPoint presentation Pollination Biology

How to Pollinate a Flower worksheet

Process Notes

Show the PowerPoint presentation discussing each example of a flower as illustration a particular pollination strategies. Students record information about the flower and the strategy used in a small space provided on the worksheet.

Safety

Setup Notes/Diagram


Lab List 3-1 Classification of Matter Demo Lab


selection of beakers, petrie dishes, and flasks of various sizes to display the various items clearly

sugarcan of spritered and green food dyeRaisin Bran or other mixed breakfast cerealmilk of magnesia (Maalox)salad dressingcanola oildish soapmilk

samples of stainless steel (fork, knife)samples of coins of different types (toonie, nickel)gravelsandgranite and other rock/mineral samples

Classification of Matter worksheetoverhead of examples of colloids (SciencePower 9 BLM 5-14)

Process Notes

Throughout demonstrations, students note various examples on the worksheet.

Demonstrate solutions: (1) add sugar to warm water and stir to dissolve (solution of a solid & liquid); (2) open a can of sprite pour into beaker to indicate bubbles (solution of a liquid and gas); (3) add yellow water to blue water (solution of a liquid and liquid). Discuss solute and solvent in each case.

Demonstrate alloys (homogeneous mixtures): (1) stainless steel cutlery is a mixture of iron, carbon, and small amounts of other metals; (2) nickel in coins is actually 75% copper and 25% nickel. Discuss how all of these look pure, even though they are mixtures.

Demonstrate mechanical mixtures (heterogeneous mixtures): (1) granite samples have streaks and seams of different minerals; (2) gravel and sand have tiny pieces of different minerals; (3) Raisin Bran is a mixture of flakes and raisins. Discuss how these mixtures do not look like one pure substance.

Demonstrate suspensions and colloids (heterogeneous mixtures): (1) milk of magnesia is a suspension of chalk and water, it needs to be shaken before using; (2) make salad dressing by adding oil to coloured water, then shake vigorously. Oil is broken up, but quickly reseparates. Can be made a colloid by the addition of a drop of soap. Emphasize that a colloid is a heterogeneous mixture looks pure, unless you look closely (e.g. using a magnifying glass. (3) milk is also a colloid.

Discuss other examples of colloids with class using an overhead table.

Safety

Setup Notes/Diagram

Setup all materials on lab bench prior to class. Place all liquids and solids into their own beaker, flask or petrie dish. Have various empty vessels to pour things into. Have a very larger beaker for making the salad dressing colloid.


Lab List 3-2 Chemical & Physical Properties Demo Lab

Equipment & Consumables

Chemical & Physical Properties worksheet

beaker of waterbeaker of red wateralmond extract bottleflask with ice cubeshotplatesealed petrie dishes with CuSO4 and CaCO3 crystalsbar magnetaluminum foilbeaker of vegetable oilsalt in shakerpepper in shaker

container of water (large enough for hand & t. tube)several small pieces of calcium carbide (Ca2C3)three empty test tubes with stoppersmatches

magnesium ribbontest tube filled with dilute hydrochloric acid (HCl)

test tubes of dilute solutions of Pb(NO3)2 and KIempty test tube to mix in

rubber safety gloves (dish gloves)safety goggles

Process Notes

The following physical properties are demonstrated and students record details on worksheet:Colour: coloured water and uncoloured waterSmell: almond extract (strong smell) and water (no smell)State: melt an ice cube (solid) in beaker on hotplate (liquid), place slide to observe steam (gas)Crystal shape: samples of CuSO4 (crystalline) and CaCO3 (granular)Malleability: magnet (non-malleable) and aluminum foil (malleable)Viscosity: vegetable oil (viscous) and coloured water (non-viscous)Solubility: salt in water (soluble) and pepper in water (non-soluble)

The following chemical properties are demonstrated and students record details on worksheet:Combustability: place v. small piece of calcium carbide in large beaker of water, and capture acetylene bubbles in water-filled overturned test-tube. Create three test-tubes (full of acetylene, half-full of acetylene, and one-eighth-full of acetylene) by capturing bubbles released until test-tube is appropriately filled, then allow air to enter, cover end and shake to mix. Immediately, place a lit match over end of test-tube. The tube with smallest quantity of acetylene will make an explosive POP! Wear safety goggles.Reacts with acid: place a small piece of magnesium ribbon in a test tube with dilute hydrochloric acid, a clear reaction occursReacts with other substances: take a dilute solution of lead nitrate, and potassium iodide, and add one to the other, a yellow precipitate is formed. OPTIONAL: With many safety precautions (gloves, goggles, and warnings to students not to look directly at flame), a small piece of magnesium ribbon may be lit with match.

Safety

Many safety concerns: hotplate requires

positioning away from students

calcium carbide should be kept out in very small quantities, and away from any moisture

acetylene gas produced is very flammable

magnesium ribbon must be kept dry, and away from flame

dilute hydrochloric acid, lead nitrate, and potassium iodide are toxic and corrosive

safety goggles, and rubber gloves should be warn during all parts of demonstration

Setup Notes/Diagram

All materials should be readied and set out on demonstration table prior to beginning of class. Discussion of safety concerns should proceed all demonstrations. Students should be sitting at a distance from demonstrations, and should be equipped with safety goggles if possible.


Lab List 3-3 Identifying Substances Student Lab


ALL26

spot platesmedicine dropperstoothpicks

Identifying Substances worksheet table

small beakers labeled with numbers: salt (1) baking soda (2) chalk – calcium carbonate (3) sodium nitrate (4) sodium thiosulphate (5) sugar (6)

dilute hydrocholoric acid in a beakerwater in a beaker

Process Notes

Students obtain small quantities (several crystals) of each unknown substance and place them into a previously labeled depression (label with pencil) in their spot plate using a toothpick.

Working in pairs, they return to their seats, and complete the table, adding the water and acid for chemical properties using a single drop from a medicine dropper. The final step is to compare their results to a table placed on the overhead with the characteristics of the six unknown substances.

Safety

Sodium nitrate, and sodium thiosulphate are toxic. All unknown substances should be treated as toxic for this reason.

Dilute hydrochloric acid should be used with care, and splashes on skin should be rinsed immediately.

Setup Notes/Diagram

Prepare cryptically labeled beakers prior to class. Set out materials around classroom to facilitate access. Student work should be done at their desks.


Lab List 3-4 Cooling of Paraffin Wax Student Lab


ALL

ALLALL

test-tubes (enough for student pairs)hot-water bath beakerhotplatethermometersbeakers

Cooling of Paraffin Wax Lab Report worksheetparaffin wax

Process Notes

Students remove test tubes of melted wax from the hot water bath, and immediately record the temperature with a thermometer (allow the temperature to stabilize before reading). Record this data on the lab report sheet.

Every minute subsequently, an additional reading of the temperature is taken from the thermometer permanently held in the cooling wax.

Do not stir the wax as we wish student results to be comparable.

Between temperature readings the test tube can be supported in a small empty beaker.

Water bath temperature should remain below 75oC as if wax is hotter than this, the cooling time will prolong the lab.

Safety

Students should be cautious and careful around the hotplate, and hot water bath.

Test tubes should be grasped with an oven mitt until they cool.

Water temperature should not be above 75oC for safety and experimental reasons.

Setup Notes/Diagram

Prepare the lab by pre-melting paraffin wax into enough test tubes for students working in pairs in the class. This can be done as described above. Before the lab wax should be liquid, in a hot (but not boiling) water bath.


Lab List 3-5 Blue Bottle Experiment Student Lab


ALLALL

graduated cylinders (small and large)digital scalelarge bottle with lidplastic bottle for KOH solution8 mL (very small) test tubesvery small test tube stoppersmedicine dropper for methylene blue

Blue Bottle Experiment Recipe Sheet

potassium hydroxide (KOH)KOH solution (prepared before class)methylene bluedextrosewater

Process Notes

Demonstrate the blue bottle experiment using the large lab demo version (described below). Raise the question of how fast it will return to clarity, and what affects this.

Working in pairs, students obtain 3 mL of the specially prepared KOH solution, and dilute it with 3 mL of water in their test tubes, using graduate cylinders. Using the digital scale they weigh out 0.1 g of dextrose on a piece of paper (tareing scale first), and place the stopper on and shake to dissolve. After this, they add half a drop of methylene blue.

The time to return to clear is recorded. Emphasize to students that the accuracy in their measurements will be reflected in the shortest time to return to clarity.

(Explanation of reaction: Methylene blue is reduced to a colourless compound by the alkaline sugar solution. When the bottle is shaken, the colourless solution is re-oxidized by the oxygen above the liquid, and blue colour of the methylene blue returns.)

Safety

KOH and KOH solutions should be treated with care, and stored for the long term in plastic NOT glass bottles (as the former are corroded by this strong base).

Protective eyewear, and gloves should be worn when using KOH solutions.


Setup Notes/Diagram

Prepare the large demonstration blue bottle before class:

Accurately measure 5 g of KOH and 3 g of dextrose using the scale.Add to bottle.Accurately measure 250 mL of water, and add to bottle.Add four drops of methylene blue.Seal bottle, and shake.

Prepare the KOH solution for student use as follows:In a plastic sealable vessel add 750mL of water to 24 g KOH. This creates a highly concentrated basic solution, which students must dilute at a 1:1 ratio. Care must be taken when handling this. The reason for creating this concentrated solution, is that students will practise accuracy in measurement by diluting this solution, the accuracy of which will be reflected in their blue bottle’s rate of reaction.


Lab List 3-6 Density of Solids Student Lab


ALLALL

set of cubic density specimensdigital scalerulersgraduated cylindersoverflow cansvariety of small metal objects (screws, washers, nails, crumpled ball of aluminum foil)

Density of Solids lab report worksheetoverhead of Densities of Some Common Metals

flasks of water to use for volume displacement

Process Notes

Volume of irregular objects is found by displacement. Demonstrate this to students using the overflow can, and collecting overflowed liquid in a small graduated cylinder. Volume of the cubes is found by measuring sides and calculating. Mass is obtained using the scale.

Students should proceed independently to complete their lab report table, and questions.

Safety

Setup Notes/Diagram


Lab List 4-1 Static Electricity Demo Lab


regular latex balloon (inflated)variety of light non-metals rolled oats pieces of breakfast cereal pieces of paper pencil shavingsvariety of light metals pieces of gum wrapper foil pieces of aluminum foil

OPTIONALlatex glove (inflated)mylar or foil balloon (inflated)

Process Notes

To illustrate static electricity attraction:Rub an inflated balloon against clothing and stick to wall. Provide a quick diagram of charge distribution on the board.

Ask students what they predicted will happen when the rubbed charged balloon is placed over each of the non-metals, and metals. After each prediction, perform the experiment. (Non-metals – if light enough – will be pulled up to charged balloon due to induction. Metals will not because a conductor cannot be induced as the charges redistribute themselves throughout the object)

If available repeat with the latex glove (same results because it is an insulator like balloon), and with the mylar/foil balloon (no induction or sticking to wall, because it is a conductor, and “static” charges are redistributed.)

Use examples from this demonstration when completing the Static Electricity worksheet, which explains graphically what is happening in each case.

Safety

Setup Notes/Diagram


Lab List 4-2 Experimenting With Static Electricity Student Lab


ALLALL

plastic (nylon) hair combspiece of flannel

Experiment With Static Electricity lab worksheet from Forms of Enregy Science Workshop Series and table

variety of light non-metals rolled oats pieces of breakfast cereal pieces of paper pencil shavingsvariety of light metals pieces of gum wrapper foil pieces of aluminum foil

Process Notes

Following the procedure given on the worksheet (including detailed diagrams) students attempt to induce a charge in small pieces of paper with a rubbed comb.

Using other light metals and non-metals they make predictions about whether they will be attracted to the rubbed comb, and record their results.

Safety

Setup Notes/Diagram


Lab List 4-3 Making Light Bulbs Glow Student Lab


ALL

ALL

short lengths of wire (long enough to connect terminals of the cell)miniature light bulbs removed from sockets ALL

Making Light Bulbs Glow lab worksheet

1.5 V dry cells (C or D size)

Process Notes

Students follow the instructions on the worksheet provided, position cell, light bulb, and wire in the given orientations. In each case the bulb will NOT glow. An explanation must be given for why.

The answer is that there is not an uninterrupted chain of conductors between the negative and positive ends of the battery. Students should be made familiar with the positive and negative ends of typical cells and batteries.

Safety

Setup Notes/Diagram


Lab List 4-4 Circuit Building Student Lab


ALLALLALLALL

ALLALL

alligator clips on leadsbuzzers (polarized door bells)miniature light bulbs in socketsswitches

wire strippersextra copper wire

ammetersvoltmeters

ALL

Circuit Building lab worksheet

6 V flashlight batteries

Process Notes

Introduce students to the various pieces of equipment and how they operate (e.g. alligator clips should be attached to screws of; wire may be used in lieu of alligator clips if it wound securely; buzzers are polarized so they will not work unless the negative lead is attached closest to the negative end of a battery). Provide instructional input on the use of ammeters and voltmeters (positive terminal – red, and negative terminal – black, should be attached closest to these ends of the battery or cell).

Students build the circuits, working in pairs, draw schematics, and answer questions on each (some of which require using the ammeters and voltmeters and recording data.)

Safety

Setup Notes/Diagram


Lab List 4-5 Build a Variable Resistance Circuit Student Lab


ALLALLALLALL

ALLALL

alligator clips on leadsbuzzers (polarized door bells)miniature light bulbs in socketsmechanical pencil leads

wire strippersextra copper wire

ammetersvoltmeters

ALL

Variable Resistor lab worksheet

6 V flashlight batteries

Process Notes

Students build simple one load series circuits, with a graphic pencil lead as the variable resistor (attached by alligator leads). The positioning of the alligator lead on the mechanical pencil affects the degree of resistance, and as a result the brightness of the bulb. (Buzzers may not ring if current falls below a threshold).

Allow students to determine themselves the relationship between the length of mechanical pencil lead and the brightness of the bulb. Lab worksheet questions help students to discover this relationship, and ask students to use an ammeter and voltmeter around the load and record this data.

Safety

Setup Notes/Diagram

Documents

Lab Lists SNC1D - ednet.ns.cahrsbstaff.ednet.ns.ca/webct/science/9science/wordfiles... · Web viewLab worksheet questions help students to discover this relationship, and ask students