This document contains the daily lesson plans and activities for a science class measuring matter over the course of a week. On Mondays and Tuesdays, students completed labs measuring the length, mass, and volume of various objects. They learned that mass is measured in grams using a triple beam balance, and volume is measured in mL or cm3. On Wednesday and Thursday, they learned about density and completed a lab comparing the densities of modeling clay, wooden sticks, and crayons. The document outlines the objectives, labs, homework, and assessments for each day.
Determination of DensityRequired materials provided in tmackulaytoni
Determination of Density
Required materials provided in the Home Science Tools chemistry kit:
100mL graduated cylinder, balance (scale)
Required materials
not
provided in the Home Science Tools chemistry kit:
cell phone (with camera), metric ruler, 25-30 pennies, graph paper
Objectives:
to find the density of regular-shaped and irregular-shaped substances including graphing techniques
Introduction:
Density
is the intensive property of matter defined as the ratio of an object’s mass to its volume. In simpler words, density is the mass of an object divided by the volume which the object occupies. The term
intensive property
means that it is
independent
of the amount of the substance. The density of any substance remains the same, no matter the shape and size of the sample. The density of water at 4°C is 1.000 g/mL regardless if the sample size is 1 cup or 1 swimming pool. Thus, density is one of the characteristic properties which allows us to identify substances; it is fixed and has a unit of g/mL. As such, it is a useful tool to identify an unknown metal. One can calculate the density of an unknown metal and can match the value against a standard density table for its identification.
The density of a substance does change with a change in temperature. This change in density is
inversely proportional
to the change in temperature. This is to say, if the temperature rises, then the density decreases, and if the temperature falls, then the density increases. Cooling a substance causes its molecules to occupy a smaller volume, resulting in an increase in density. Hot water is less dense and will float on room-temperature water. Cold water is denser and will sink in room-temperature water.
Densities of various substances can be identified differently. For
regular
(shaped)
solids
, calculating the density is straightforward: simply weigh the solid and measure its dimensions, using a simple formula to calculate the volume. The density is calculated by dividing the mass by the volume. Each regular solid has its own formula for calculating its volume depending on the shape of the solid. The volume of a
rectangular
solid equals length times width times height. Note: 1 mL = 1 cm3. For
irregular
(shaped)
solids
, those that do
not
have a standard formula for calculating their volume, the volume can be determined by measuring the volume of liquid that the solid displaces. To do this, the solid is submerged in a liquid and the volume displaced is measured. This is done by taking an initial reading and a final reading and calculating the difference in volume. The mass of the object is then divided by this volume, and the density is determined.
Measuring the density of a liquid is very similar. Although the volume cannot be measured with a ruler, it can be determined using volumetric glassware, for instance, a graduated cylinder. The liquid’s mass is determined when this measured volume is weighed. Knowing the ...
Thermal Expansion Lab ProjectThe data listed in Table 1 beGrazynaBroyles24
Thermal Expansion Lab Project
The data listed in Table 1 below shows the results of a set of experiments performed on
a very remarkable material1. A one-meter length bar of this material is heated to different
temperatures and the resultant length at that temperature was measured. Your project is to
analyze and discuss this material, and present your findings in a journal-quality writeup.
First, you should identify the material. Determine the coefficient of linear expansion
(graphs are always nice!), and use that to figure out what the material is - pay extra close
attention to the graph! Once you know what the material is, research it a bit - why is it
so remarkable? How might the coefficient of expansion have been measured, in the actual
experiment? Hopefully, you’ll notice something interesting about the coefficient of expansion
- what is the explanation people have for this effect?
The point of this project isn’t to determine the coefficient (that’s too easy!) - but rather
to get you used to doing a little research on something, and learning to write it up in a
professional way. You’ll be graded on the effort that you put into the writeup, and the
quality of the writeup, itself (I assume that you actually get the correct coefficient and
material!). Some of the things that I am looking for:
• Did you follow the correct format for the formal lab write up? Are all the group
members listed (alphabetically)? Did you write in complete sentences, with good
grammar? Did you write things in paragraphs, instead of making lists, and so on?
In other words, does the write up look professional - would it be something that you
would proudly submit for publication in a real journal?
• Did you only write things that you can understand, and write at a level at which any
classmate could understand? It’s tempting to include scary-looking equations in your
paper because they look impressive - and you can! However, if you’re including these
scary equations, be sure that you understand them, and can explain them!
• When including equations and formulae, did you define your variables? Don’t display
equations without telling the reader what the variables are! Also, are the important
equations numbered? Do the equations look nice on the page (as they would look in
a textbook, or when you’re writing them down), or are they messily just stuck there
(i.e., do you write 1
2
at2, or 1/2 at∧2 - see how much better one looks than the other?)?
• Did you cite your sources, and list them in the references section? Were you sure to not
simply copy and paste stuff from the internet (that’s plagiarism, and gets you kicked
out of science!)?
• Did you actually discuss things, instead of just showing a page of calculations? Imagine
that you’re giving a lecture on this stuff, and type that up! Look at real papers, and
how much writing there is, compared to the amount of math!
1Actually, these are calculated results based on different experiments!
1
This list of stuff ...
Learning ObjectivesDefine the International System of.docxwashingtonrosy
Learning Objectives
Define the International System of Units (measurement system).
Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in
-meter
. You have probably heard this word before, but what does it mean? Meter at the end of a word means
measure
. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are
base 10
- meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of
10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.
Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. .
Exercise 1 Measurements and the MicroscopesBreak-out Group NuBetseyCalderon89
Exercise 1: Measurements and the Microscopes
Break-out Group Number:
Section:
Student Names (First and Last)
Student Panther ID #s
Johana Rodriguez
6173932
Jason Charles
6123334
jiuyi huang
6126684
iffat mahmood
3994473
_____________________________________________________________________________
OBJECTIVES:
1. Understand measurements and conversions of the metric system.
2. Learn how to properly use both compound and dissecting microscopes.
_____________________________________________________________________________
INTRODUCTION:
Numbers and measurements impact every part of our lives, and are tools that scientists, engineers, astronauts, chefs and doctors use to analyze data, build bridges, fly orbiters into space, adjust recipes, and prescribe medication. Collecting and analyzing data allows us to understand patterns in the natural world that are not easily observed with the naked eye, and the natural variation that is inherent to all organisms is the major reason we need measurements. In today’s lab you will learn about basic measurements and common instruments used by scientists on a daily basis. Your ability to learn and use these concepts will be tested and reinforced throughout the semester.
____________________________________________________________________________
Task 1 - MEASUREMENTS IN SCIENCE: Familiarize yourself with the metric system.
Recall from last week that a key component of the scientific method is experimentation. This step is necessary for the collection of data that will either lend support to, or lead to the rejection of, the hypothesis being tested. In general, data can be qualitative or quantitative. Qualitative data describe variables based on quality (e.g. smell, appearance, texture, etc) and are usually gathered through interviews, pictures, field notes and/or surveys. Quantitative data define the quantity of a variable through measurements (e.g. length, area, cost, height, age, etc.). The main disadvantage of qualitative data is that they are often too subjective (what smells good to one individual might not smell equally well to another). Therefore, quantitative data, which can be statistically manipulated and analyzed, are the preferred choice of most scientists because they provide objective, less biased measures. However, we will examine both types of data in greater detail throughout the semester.
The metric system is used as the international standard to make measurements worldwide. It is based on units of ten (see Table 1 and 2). In contrast, the Imperial Units of Measurement is based on historical precedent, e.g., a foot was first measured as the length of a man’s foot. Because the metric system is widely employed throughout the scientific arena, it will be covered in this lab.
Table 1:
Prefix
Abbreviation
Division or Multiple of Metric Unit
Pico
p
0.000000000001
Nano
n
0.000000001
Micro
µ
0.000001
Milli
m
0.001
Centi
c
0.01
Deci
d
0.1
Base unit
-----
1
Deka
da
10
Hector
h
100
Kilo
k ...
physical quantity and measurement (part 1)Anam Khan
this chapter include the physical quantites and their measurement
https://www.youtube.com/watch?v=nejarAzn76A
https://www.slideshare.net/SeemaTarannum/force-and-pressure-236146569
4. FINISH LENGTH LAB
Use the materials you need in order to complete the
Length Lab
This will be collected TODAY
First grade of term 3!!
5. MASS
What is it?
The measurement of how much matter an object
contains
How do we measure it?
In grams
Using a triple beam balance
6. MASS LAB
Use the objects provided to complete the MASS
LAB
7. TUESDAY MARCH 25, 2014
WEDNESDAY MARCH 26, 2014
Warm Up—
Work on Tuesday and Wednesday’s Warm Up questions
Quiz on Measuring Matter on Friday
Length
Mass
Volume
Density
9. MASS
What is it?
The measurement of how much matter an object
contains
How do we measure it?
In grams
Using a triple beam balance
10. MASS LAB
Use the Triple Beam Balance and the objects in the
Ziploc to finish the lab
Make sure you have answered all of the questions
If done, work on finding objects that actually do
weigh the amounts provided. Write them next to the
―Actual Mass‖ column until everyone is ready to
move on to Volume
Will be Collected TODAY
11. VOLUME
What is it?
The amount of space an object occupies
How do we measure it?
Solids--- Volume= Length x Width x Height ---- cm3
Liquids--- using a graduated cylinder --- mL or L
12. VOLUME LAB
1. Read over the Volume Lab with your partner(s)
2. What materials do you need for Part A?
3. What is the first task you are completing in Part A?
4. PART A NEEDS TO BE COMPLETED AND CHECKED BEFORE
MOVING TO PART B
5. What materials do you need for Part B?
6. What task are you completing in Part B?
7. PART B NEEDS TO BE COMPLETED AND CHECKED BEFORE
MOVING TO PART C
8. Clean Up
9. Complete Part C of the lab
13. THURSDAY MARCH 27, 2014
Warm Up—
Complete Thursday’s Warm Up Question
Quiz tomorrow on Length, Mass, Volume, and Density
Write down homework
14. OBJECTIVE
Students will be able to…
Measure the volume of different objects
measure the density of different objects
15. HOMEWORK
Measuring Matter Guide to reading
Need Textbook to complete!!
Density Lab Conclusion Questions
16. VOLUME LAB
1. Read over the Volume Lab with your partner(s)
2. What materials do you need for Part A?
3. What is the first task you are completing in Part A?
4. Rasie your hand to be checked to begin
5. PART A NEEDS TO BE COMPLETED AND CHECKED BEFORE MOVING TO PART B
6. What materials do you need for Part B?
7. What task are you completing in Part B?
8. Raise your hand to be checked to begin
9. PART B NEEDS TO BE COMPLETED AND CHECKED BEFORE MOVING TO PART C
10. Clean Up
11. Complete Part C of the lab
18. DENSITY
Relates to the mass of a material in a given object
Density= mass/volume
Density of water
1g/mL
19. DENSITY
What does it mean when an object sinks in water?
The object is more dense/ has a higher density than the
water
What does it mean when an object floats in water?
The object is less dense/ has a lower density than the
water
21. DENSITY LAB
Measure the mass, volume, and density of the object at your table with your
partner.
Use the Triple Beam Balance to measure mass—make sure it is at ZERO
BEFORE you Measure.
Use the graduated cylinder and water displacement to measure the
volume. 1mL of water = 1g
Use the mass and volumes that you have found to find the density. D=
m/v
Record your measurements in the correct rows of the data table.
Example: if you have a paper that says ―modeling clay piece 2‖ you will measure the
mass, volume, and density for modeling clay piece 2. You will then record your results
under ―modeling clay piece 2‖ in the Data Table.
You will then move to another table and measure the mass, volume, and
density of that item.
Record your results in the correct rows in the data table.
22. DENSITY LAB- C PERIOD
Object Mass (g) Volume (mL/cm3) Density (g/cm3)
Wooden
Stick
--------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
Modeling
Clay
--------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
Crayon --------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
25. QUIZ TOMORROW
Length
Mass
Volume
Density
How do you measure each one? What materials do
you need in order to measure?
Need to know= formulas and density of water!!
26. FRIDAY MARCH 28, 2014
Warm Up—
Put ALL of your belongings to the side of the room. Be
careful not to hit anything.
All you need is a pencil
DO NOT TOUCH ANYTHING ON THE TABLES PLEASE
Any last questions about measurement???
28. MEASURING MATTER QUIZ
During this quiz, you will be expected to move to different
stations to find the answer to the following questions. You
DO NOT have to complete the stations in order; however,
you DO have to visit each station to gather all of the
information.
29. WARM UP
Complete Friday’s Warm Up question- be prepared
to go over and to hand it in
30. DENSITY LAB--- D PERIOD
Measure the mass, volume, and density of the object at your table with your
partner.
Use the Triple Beam Balance to measure mass—make sure it is at ZERO
BEFORE you Measure.
Use the graduated cylinder and water displacement to measure the
volume. 1mL of water = 1g
Use the mass and volumes that you have found to find the density. D=
m/v
Record your measurements in the correct rows of the data table.
Example: if you have a paper that says ―modeling clay piece 2‖ you will measure the
mass, volume, and density for modeling clay piece 2. You will then record your results
under ―modeling clay piece 2‖ in the Data Table.
You will then move to another table and measure the mass, volume, and
density of that item.
Record your results in the correct rows in the data table.
31. DENSITY LAB- D PERIOD
Object Mass (g) Volume (mL/cm3) Density (g/cm3)
Wooden
Stick
--------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
Modeling
Clay
--------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
Crayon --------------- --------------- ---------------
Piece 1
Piece 2
Piece 3
32. HOMEWORK– GO OVER
1. Weight
2. False
3. Mass is the measurement
of the amount of matter in
an object
4. Mass does not change
with location, weight does
due to the force of the
gravity
5. The International system
of Units
6. Kilogram (kg)
7. Volume
8. Liter (L), milliliter
(mL), cubic centimeters
cm3
9. Volume
=lengthxwidthxheight
10. Sand and feathers have
different densities and
therefore, different
volumes
11. Density= mass/ volume
12. Wood= less dense than
water, Iron= more dense
than water
13. False
33. DENSITY LAB CONCLUSION QUESTIONS
1. For each object, compare the densities that have
been found. What do you notice?
2. How can density be used to identify an object?
Use your results to answer the question.
3. Was your hypothesis correct or incorrect?
Explain.
4. If you were to do this experiment again, what
would you do differently and why?