Course title

Pre-requisite

Course description

Approximately how many hours per week do students spend conducting hands-on laboratory experiments in this course?

 

 

1 hour

 

 

Please provide a list of the laboratory experiments or projects you do that require manipulation of equipment.

 

Speed; Velocity; and Acceleration – to illustrate how the frame of reference affects observation.

Laws of Motion – to illustrate Newton’s Laws of motion

Gravitational Force — to compare how two objects of different masses fall in air and a vacuum.

Electromagnetic Forces — to show the interaction between like and unlike charges

Energy Conversions — to demonstrate the exchange between potential and kinetic energy

Rube Goldberg Machine — to design a Rube Goldberg Machine to illustrate energy exchange

Transverse and Longitudinal Waves — to demonstrate the difference in propagation of waves

Waves — to demonstrate the Doppler Effect

Absorption of Light — to observe the visible portion of the EM spectrum

Electrical Charges —to test different objects to identify conductors and insulators

Electric Current — to observe the rate of flow and different types of currents

Circuits — to build and observe resistance in series vs. parallel circuits

Electromagnetism — to create an electromagnet

Acids and Bases — to identify household acids and bases using an indicator

Acid and Base Indicators — to prepare solutions with indicators

Preparing an Indicator — to prepare an indicator

Reaction Rates and Temperature Lab — to observe the reaction rate of antacid tablets at different temperatures

 

List all lab equipment used; including but not limited to household items (for example; microscope; beakers; ramps; dissection equipment; etc.)

 

Speed; Velocity; and Acceleration –virtual activity with “cameras” placed at different locations

Laws of Motion – virtual series of activities demonstrating the effect of friction on Newton’s First Law; mass in Newton’s Second Law; and opposing forces for Newton’s Third Law

Gravitational Force — virtual lab allowing students to switch between normal and vacuum modes

Electromagnetic Forces —virtual activity of charged objects

Energy Conversions — virtual activity of roller coaster

Rube Goldberg Machine —Virtual activity for completing a Rube Goldberg Machine followed by a hands-on student designed RGM.

Transverse and Longitudinal Waves — virtual activity with manipulation of wave variables of frequency and wavelength including superposition

Waves — virtual lab with moving objects emitting sound to study the Doppler Effect

Absorption of Light — virtual activity using colored filters and light showing reflection and absorption

Electrical Charges —virtual activity allowing students to place objects in a circuit to identify conductive materials

Electric Current — virtual activity allowing students to observe ammeters; AC and DC currents; and “create” a battery using a salt bridge

Circuits — virtual activity with series and parallel circuits

Electromagnetism — virtual activity creating an electromagnet with various gauges of wire; winds; and materials

Acids and Bases — virtual lab with various household items and pH paper

Acid and Base Indicators — virtual lab with indicator – includes measuring volumes

Preparing an Indicator — hands-on activity preparing cabbage indicator

Reaction Rates and Temperature Lab — hands-on lab measuring reaction time with hot/cold water and antacid tablets

 

 

Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.

State the problem or concept investigated during this laboratory assignment. (Do oranges stored in a refrigerator have more Vitamin C than oranges picked fresh from a tree?) Formulate a hypothesis for this problem using “if/then” statements. (If oranges picked fresh from a tree have more Vitamin C; then juice from these oranges will take longer to turn a starch solution blue.)

This lab studies the effect temperature will have on the time an antacid tablet reacts in water. If the tablet is placed in hot water then the bubbling (reaction) time will be shorter than that in the cold water.

Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.

 

Materials:

• 4 antacid tablets
• 2 clear cups labeled Hot and Cold
• Water
• Stopwatch

Procedure:

1)       Heat water to 50°C.

2)       Fill a clear cup with the warm water.

3)       Add an antacid tablet to the warm water and start the stopwatch.

4)       Stop the stopwatch when the bubbling stops.

5)       Use cold tap water at 20°.

6)       Fill a clear cup with cold water.

7)       Add an antacid tablet to the warm cold and start the stopwatch.

8)       Stop the stopwatch when the bubbling stops.

 

 

 

 

 

 

Describe the results of your experiment or study. Use graphs and charts where appropriate.

 

 

 

 

Length of time the Hot Water Fizzed

Length of Time the Cold Water Fizzed

Test 1

 About 13 seconds

 About 1 minute and 5 seconds

Test 2

About 16 seconds

 About 1 minute and 3 seconds

 

 

 

 

Explain your data or results. Give an analysis of your experiment.

 

The data show that the reaction rate in warm water was approximately five times faster than that in the cold water. Two trials were performed with similar results. Signs that a chemical reaction occurred were the bubbles produced from a gas that was produced.

 

Write a conclusion for your study. Was your hypothesis supported or refuted?

 

My hypothesis was supported because the reaction was about five times faster in the warm water as predicted. Added heat causes the particles to collide more often which increases the reaction rate.

 

 

 

 

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High school

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Requested competency code

Date submitted

Approved

Approved competency code

• LINT
• Integrated science

Approved date

Online / Virtual