Words that you should be able to define:

Laboratory

Experiments

Apparatus

Observation

Inference

Predicting

Qualitative (measurement)

Quantitative (measurement)

Parallax error

Data

Generalisation

At the end of this unit you will be able to……………

1 Be able to name and use safely the basic equipment in the laboratory (including a Bunsen Burner)

2 Draw accurate, 2-D drawings of simple laboratory equipment/ apparatus set-up

3 Make qualitative and quantitative measurements (and know the different between the two words)

4 Explain what Parallax error is

5 Make inferences to explain observations that you make

6 Make informed predictions

7 Write a report to describe, explain and discuss the findings of an investigation

8 Use each of the words in the list below in a sentence (that makes sense!)

Year 9 Science

Welcome to Science unit

Welcome to Science

1.The Laboratory

You can see that the laboratory you are in has some special

features. They are there so you can carry out scientific

experiments safely and conveniently.

Activity 1.1 Your teacher may give you a plan of your lab. On the

plan show the position of these things and paste a photo below:

Doors

Bag lockers

Teacher’s bench

Workbenches

Gas main switch

Water emergency switch

Power points main switch

Eye wash station

Broken glass bin

Dust pan and brush

Fire extinguisher

Fire blanket

Sand bucket

Safety goggles

First aid kit

Fume cupboard

Your bench

Rubbish bin

2.The Equipment

Conical flask

Droppers

Activity 2.1 Write the names in the table

below:

1 9

2 10

3 11

4 12

5 13

6 14

7 15

8 16

1

2

3 4

5

6 7 8

11

9

10

12

13

14 10

15

16

Activity 2.2 Identifying Equipment

Draw and photograph or just photograph these pieces of

equipment:

Heating: Safety glasses, Bunsen burner, tripod, gauze, mat.

Mixing Chemicals: beakers, test tubes, boiling tubes, conical

flasks, watch glass, evaporating basin, stirring rod, funnel.

Holding equipment and chemicals: test tube rack, tongs,test

tube holder, spatula, retort stand, clamp and boss.

Measuring liquids: measuring cylinder.

The Apparatus

When science equipment is put together for a particular

experiment we call it the apparatus for an experiment. For

each experiment we draw the apparatus. This should be quick

as it is like a slice through the gear and is drawn in 2D with a

pencil and with ruled lines. Apparatus always has labels and

label lines.

Activity 2.3 Practice drawing the apparatus

Paste your photo of your drawings here:

Activity 2.4 Scientific Drawing

Drawing in Science is different from that needed in other

subjects – follow the following rules and you won’t go wrong!

At least half the size of your ipad screen for most drawings

Use a sharp dark pencil

Drawings are 2 dimensional only (outlines, 3D is not

needed!)

Rule all straight lines (but not the corners on glassware)

Diagrams should be accurate and in proportion

Labels are outside the diagram

Label lines are straight, parallel to the paper edge and have

no arrowheads

Every diagram needs a descriptive heading, or title, e.g. The

Apparatus used to heat water

Make an accurate drawing of this apparatus and paste a photo

below: The Apparatus needed to heat water

3.Keeping safe Lab rules are there to keep you safe until you know what you

are doing and you are skilful with the equipment. Sometimes

accidents do happen so it is important that you can keep a cool

head in an emergency, think logically rather than just react and

know how to limit the situation so it doesn’t get worse. You

need to be your mature best in emergency situation. Your class

will use this list as a start to get specific rules for your lab.

Lab rules for a typical Science class could be:

1. You must not enter the lab unless a teacher is present.

2. Walking is safer than running.

3. Bags must be away so that students don’t trip on them.

4. All accidents must be reported to the teacher.

5. Clean up any chemical spills immediately. You must

leave the lab clean, tidy and dry.

6. Wash your hands when you leave the lab, especially

before eating food.

7. Never eat or drink in a lab.

8. Keep your head above bench level when watching

experiments.

9. Safety equipment must be used when the teacher says

so.

10. Broken glass is swept up, not picked up and goes in a

special container, not the rubbish bin.

11. Small amounts of chemical are always better.

12. Do not return chemical to a stock bottle if you take too

much.

Activity3.1 Our rules: (write your class rules in here)

Activity3.2 Check this list: (take a photo of each one and paste

them beside/above/below the names)

Photograph the: fire extinguisher, fire bucket, safety blanket,

gas main in off position, electrical main switch in off position,

water main in on position, eye wash station.

First Aid in the Lab. There are some small mishaps that tend to occur often and

immediate treatment can limit the problem so discuss these

with your teacher:

Chemical burns. You will feel this as warm or stinging or in

dilute solution it may be no more than a tingling sensation. If

you feel any reaction to a chemical on your skin wash

immediately with running water.

Heat burns. These might be from the Bunsen flame or from

handling hot equipment. Steam burns (called scalds) are always

more severe than burns from boiling water, but all burns are

treated immediately with cold water. Put straight under the

cold tap and leave there, until the stinging stops. This is one

reason why the taps in a lab are so high. If a burn is over the

size of a postage stamp it will require medical treatment.

Eye splashes. There is an eye wash station in the lab if a

chemical splash goes in your eye. Make sure you know where it

is and how it operates.

Cuts. When glassware is broken or has sharp edges cuts can

happen. If you see a sharp edge, show your teacher. If you get a

cut immediately apply pressure and elevate it. Inform the

teacher who has a first aid kit or will refer you on if necessary.

ALWAYS TELL THE TEACHER AS SOON AS POSSIBLE

IF THERE IS A MISHAP.

Activity 3.3 In small groups, make a short trailer/video about

what can go wrong and what to do if it does and paste it here.

Hazards A Hazard is an accident waiting to happen. You have to be

alert and proactive in dangerous working conditions so try to

be aware in a science lab and keep yourself and your fellow

students safe.

You must tell the teacher if you smell gas when entering a lab.

Activity 3.4 Take 3 planned photos of dangerous practices

or situations (without putting anyone in danger) and paste

them here. Underneath each one explain what is dangerous

and how to change the situation so it is not dangerous.

4. How to do things- The skills

The Bunsen burner

The Bunsen burner is used in the lab for heating.

Rules for using the Bunsen:

1. Keep the burner away from clothing and the edges of the

bench (remove scarves and tuck ties into shirts).

2. Use a mat under the Bunsen to protect the bench.

3. Connect the hose to the gas supply.

4. Light the Bunsen with the air hole closed. This will produce

a yellow safety flame.

5. Strike a match before you turn on the gas.

6. Open the air hole to heat. This produces a blue flame that is

hot and does not produce soot.

7. When you have finished heating let the Bunsen cool down

before it is put away.

Activity 4.1

1. Video a member of your group correctly lighting a Bunsen.

2. Take photos of the Bunsen with a blue and yellow flame

showing the position of the collar in each.

3. Explain why we use a blue flame for heating.

4. Explain how you heat something slowly.

WEAR SAFTEY GLASSES

Shaking a test tube

Hold the test tube between your thumb and first two fingers.

Waggle the tube or flick it with the fingers of your other hand.

Do not contaminate the contents or your fingers by putting

your thumb over the test tube and shaking.

Activity 4.2

1. Draw the correct method of shaking a test tube to mix the

contents.

2. Explain why we do not use a thumb over the top and up and

down shaking movement.

Smelling a gas

Open the container and wave your hand over the top to push a

few molecules towards your nose. Waft the gas towards your

face. If you smell nothing then go closer and try again. Keep

doing this until you can smell the contents of the container. This

procedure will keep you safe from inhaling a smelly gas into

your lungs.

Activity 4.3

1. Take a photo of someone demonstrating the correct smelling

technique.

2. Explain why we do not just put the vessel under our noses

and take a good sniff.

Measuring volume and temperature

Volume

Use a graduated measuring cylinder to measure the volume of a

liquid. When a liquid sits in a tube of glass the surface of the

liquid is curved. This is because the glass and the liquid attract

each other and the liquid gets pulled up the glass a short

distance. This curved surface is called a meniscus and when we

measure the bottom of the curve sits on the measurement line

that is etched on the glassware. We always do this on a flat

surface and look at eye level to avoid parallax errors.

Using a measuring cylinder

A measuring cylinder is used for accurately measuring liquid

volumes.

When you use a measuring cylinder:

• You should read it at eye level

• You measure to the bottom of the curve of the liquid (this

curve is called a meniscus)

• Always have the measuring cylinder on a flat surface

We need to avoid parallax errors which happen when we do

not read a scale at eye level and it can look like it is more or

less than we want.

Activity4.4

1. Take a photo to show the meniscus clearly.

2. Take a photo of exactly 20 mL of water (avoid parallax errors

while taking the photo!)

3. Take a photo showing the correct measuring technique.

4. Explain why the measuring cylinder needs to be on a flat

surface and at eye level.

5. Give another example of when a parallax error can occur.

Temperature

Your hand is warm so it is not a good instrument to measure

temperature. Often the heat form our hand is conducted away

quickly so a metal object may feel cold when it is at room

temperature.

To measure temperature in the lab we use a thermometer.

Lab thermometers range between -10 oC and 110

oC. They go up

in warm liquids and come down quickly when taken out.So you

need to measure the temperature with the bulb of

thethermometer in the liquid that is to be measured. If the

liquidis being heated over a Bunsen flame, then the thermometer

must not be on the bottom of the beaker when you are reading

it.

Activity 4.5 WEAR SAFETY GLASSES

Heat 100mL of iced water in a beaker over a Bunsen burner

for 15 minutes. Record the temperature at the start and every

minute for 10 minutes. (Have someone count down every

minute so that the reading is taken at the exact time).

Record the following:

1. A photograph of the apparatus when set up and before

lighting the Bunsen.

2. Your scientific drawing of the apparatus.

3. The temperature readings in a table. Your teacher will tell you

how to design the table.

4. A photo of the temperature being taken and an explanation of

the technique used to get an accurate reading.

5. A graph of time versus temperature. Your graph should have

a title, even scales, labelled axes, units, and curve of best fit.

Temperature should be on the vertical axis.

6. Comment on the shape of the graph by explaining what is

happening at various points on the graph.

5. Thinking about how we think

Observing:

An observation is something you know because you can see,

hear, feel, taste or smell it. E.g. if you wave your open hand

through the air you can feel the wind as the air goes past your

fingers. This is something you can feel but not see, so air is a gas

where the molecules are spaced out. Record your observations

accurately and honestly as a good scientist would.

Examples of observations: (write some in here)

Inferring:

An inference is an explanation of your observations. It may be

correct, but sometimes you need more information. Examples

of inferences: (write some in here)

Activity 5.1 Observations and inferences

Record observations and inferences in each of the

following experiments:

WEAR SAFTEY GLASSES

1. Place ice cubes in a beaker and heat over a Bunsen using a

tripod.

Observations Inferences

2. Sand an iron nail so that it is shiny and then put it into

copper sulfate solution.

Observations Inferences

3. Put 5mL of potassium iodide into a test tube and then add 5

mL of lead nitrate.

Observations Inferences

4. Put a small strip of magnesium into sulfuric acid.

Observations Inferences

5. Using tongs, burn magnesium over a Bunsen.

DO NOT LOOK DIRECTLY AT THE FLAME.

Observations Inferences

Qualitative verses Quantitative data Quantitative data is data that has a number a unit. You can

measure it. For example you can measure exactly 20 mL of

water.

Qualitative data is collected as observations. For example you

can describe the colour of a solution as light blue of dark blue or

say that it has changed colour from blue to colourless. There is

no unit or number.

Activity 5.2 In the following situations classify the data as

quantitative or qualitative:

Choose two of the qualitative examples in the table and explain

how you could make them quantitative by doing the experiment

again.

1.

2.

Data Qualitative or quantitative?

The pen has a mass of 11 g

Simon ran faster than Peter

The test tube got colder

Alan is 167 cm tall

There was a squeaky pop

Oliver has a mass of 78 kg

The magnesium fizzed faster than the zinc

Accurate

Average

Axes

Conclusion

Controlled variables

Data table

Dependent variable

Evaluate

Even scale

Fair test

Graph

Independent variable

Line graph

Method

Reliable

Removal of outliers

Repeat trials

Scientific method

6. Scientific method

Scientific method involves asking questions about cause and

effect, observations or patterns seen in data. Scientific method

also involves recording the investigation using key terms such as

prediction, independent variable, dependent variable,

controlled variables, method, and conclusion and evaluation.

It also involves doing repeat trials, using data tables,

calculating averages and drawing graphs to identify trends.

A prediction is formulated and tested according to fair testing

principles.

A fair test is a test where only one variable (the independent

variable) is changed and the effect of this change is measured.

It also involves controlled variables - that is variables that are

kept the same so that we are only measuring the effect of

changing the independent variable. This is all the conditions in

which the test is being done – we control them as much as

possible so that they do not affect the results. The quantity that

is measured as part of the investigation is the dependent

variable.

It is important to do repeat trials so that we know that our

results are reliable (they are not just random measurements but

show a pattern). The collection of multiple measurements and

averaging results ensures accuracy and reliability.

Removal of outliers in data is necessary to make sure that

our results are accurate. Outliers are measurements that seem

to be out of place in amongst our data (something went

wrong with the measurement or conditions).

After we have removed outliers we average the results to

remove the effect of individual differences. Having calculated

averages we graph our results and look for trends which help is

to make conclusions. A conclusion relates to the prediction

– was it correct? We use average data and trends to justify

our conclusion.

We then evaluate our investigation and decide if we think our

results are reliable and our conclusion is valid. This is when we

decide if we think that our method was reliable (did it give us

results that we can trust or were there things that made

measurements difficult or inaccurate?). The evaluation is an

opportunity to describe how we could make our investigation

more accurate and valid (remove the things that made the results

less reliable).

Data tables and graphs have certain protocols that must be

followed:

1. They have a title

2. The independent variable always goes along the top/ bottom

3. The dependent variable goes down the side

4. Tables show multiple trials and averages

5. Units are included with variables

...and more for graphs

6. Axes are always labelled with name and unit

7. Scale is always even

8. Averages only are plotted

9. Line graphs with lines of best-fit are drawn

Someone else should be able to pick up your report and carry

out your investigation with accuracy – this means that your

method must have enough information in it to be easily

understood and repeated.

Activity 6.1 Write definitions for each of these terms from the

previous pages:

Data Qualitative or quantitative?

The pen has a mass of 11 g

Simon ran faster than Peter

The test tube got colder

Alan is 167 cm tall

There was a squeaky pop

Oliver has a mass of 78 kg

The magnesium fizzed faster than the zinc

Accurate

Average

Axes

Conclusion

Controlled variables

Data table

Dependent variable

Evaluate

Even scale

Fair test

Graph

Independent variable

Line graph

Method

Reliable

Removal of outliers

Repeat trials

Scientific method

Trend

Valid

Activity 6.2 Identifying variables

Data Qualitative or quantitative?

The pen has a mass of 11 g

Simon ran faster than Peter

The test tube got colder

Alan is 167 cm tall

There was a squeaky pop

Oliver has a mass of 78 kg

The magnesium fizzed faster than the zinc

Accurate

Average

Axes

Conclusion

Controlled variables

Data table

Dependent variable

Evaluate

Even scale

Fair test

Graph

Independent variable

Line graph

Method

Reliable

Removal of outliers

Repeat trials

Scientific method

Trend

Valid

Situation: Independent variable

Dependent variable

Controlled variables

1. A student wants to know if ice melts fast in a hot room than a cold room.

2. A student wants to know if a blue flame will really heat water

Activity 6.3 Investigation

You are to investigate a situation of your teacher‘s choice. Write

a plan using the template provided and then carry out your

investigation and write a conclusion.

Title: _____________________________________________

Aim: What do you want to find out?

Prediction/Hypothesis: (with scientific reason)

Independent

Variable: (what is changed )

How it will be

changed:

Expected Range:

Dependent Variable: (what is changed )

How it will be

measured:

Expected Range:

Controlled Variables:

(kept the same)

1.

2.

3.

4.

How each variable will be controlled.

Repeats: How many trials will you do?

Possible problems:

How will you make sure your results are reliable? How will you

decide which data to remove if it is inconsistent?

Equipment List:

Method: (numbered steps)

Diagram: (Draw, then photograph)

Data Table:

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

Graph: (insert photo of marked graph here)

What trend does the graph show?

Conclusion: Do you accept your prediction?

Write a generalisation.

Evaluation: Answer the questions:

Are your results reliable? Explain.

What problems did you have getting your measurements and

how could you improve the method?

7. Revision:

Tick off what you can do and review what still needs mastering.

Data Qualitative or quantitative?

The pen has a mass of 11 g

Simon ran faster than Peter

The test tube got colder

Alan is 167 cm tall

There was a squeaky pop

Oliver has a mass of 78 kg

The magnesium fizzed faster than the zinc

Accurate

Average

Axes

Conclusion

Controlled variables

Data table

Dependent variable

Evaluate

Even scale

Fair test

Graph

Independent variable

Line graph

Method

Reliable

Removal of outliers

Repeat trials

Scientific method

Trend

Valid

Situation: Independent variable

Dependent variable

Controlled variables

1. A student wants to know if ice melts fast in a hot room than a cold room.

2. A student wants to

Heads and tails: Fair tests and reports

Data Qualitative or quantitative?

The pen has a mass of 11 g

Simon ran faster than Peter

The test tube got colder

Alan is 167 cm tall

There was a squeaky pop

Oliver has a mass of 78 kg

The magnesium fizzed faster than the zinc

Accurate

Average

Axes

Conclusion

Controlled variables

Data table

Dependent variable

Evaluate

Even scale

Fair test

Graph

Independent variable

Line graph

Method

Reliable

Removal of outliers

Repeat trials

Scientific method

Trend

Valid

Situation: Independent variable

Dependent variable

Controlled variables

1. A student wants to know if ice melts fast in a hot room than a cold room.

2. A student wants to know if a blue flame will really heat water

G R A P H U R C H U J N K U M A T T H E W F

J C Z S S H H N O I T A U L A V E J H Q G L

A Q D O P L A N G L Y R S X P M H J J V L Z

M X Z I N D E P E N D E N T V A R I A B L E

E C Z D A T A Q G M R Q U A G D O H T E M L

S R F E R X J L E M Q D V V E Z E V B P D E

C L J W K K B R E M O V A L O F D A T A P V

E L B A T S T L U S E R S R E I L T U O O I

J D E P E N D E N T V A R I A B L E O A T P

M R E P E A T T R I A L S O L F U R G D Y T

Y W P I T C Y U N O I T C I D E R P M A C V

B W V R U A V E R A G E N O I S U L C N O C

E Z P U L I M I T O F A C C U R A C Y L K A

N N D I A G R A M O R W E Q E R V P R Y Q J

O N V G J D E I P P F Y J O P S E I Q S S C

E F D S S W H W G B T L J V P X L P Q A D K

G A T A D F O N O I T C E L L O C A E I P G

I N M I N S S N O F M E W L I J W W I A O K

X X O T E D V A R I A B L E S D I G Q R T V

T R Y Y R D O E A Y H C K V R H T Z X Q T S

S T S E T R I A F L S A T R E N T G U G Q L

S N E V C N Y S I S E H T O P Y H X J O H N

Find the words/terms listed and then choose at least 8 of them to put into sentences that show that you

understand their meanings:

aim data fairtest limitofaccuracy prediction resultstable

average dependentvariable graph method removalofdata Trials

collectionofdata diagram hypothesis outliers repeats trend

conclusion evaluation independentvariable plan repeattrials variables

Sentences:

Write definitions for these words or use them in sentences

which show their meaning clearly:

Laboratory:

Quantitative (measurement):

Experiments:

Apparatus:

Parallax error:

Observation:

Data:

Inference:

Generalisation:

Predicting:

Qualitative (measurement):