Name:_______________________

Science Safety and Skills Booklet

J r . S c i e nce

You are responsible for ______________ _______________and the safety of those around you. Failure to

act in a safe and responsible manner will result in the ______________________________of all science lab privileges.

General Safety Precautions

1. No __________________ in the laboratory. Be aware of others in the lab.

2. No student should be in the lab or preparation room ________________________________________.

3. Be prepared for your lab. ______________________your procedure for any safety precautions.

4. Do not _____________or ______________________ or _____________________ _______________ in the lab.

5. Do not ____________________________ any chemical or material in the lab.

6. Do not _____________________chemicals unless instructed to do so. Use the ____________________ technique.

7. Do not ____________ on lab benches.

8. Students must ___________________________ while doing labs.

9. Keep work area ________________________and free from clutter when performing experiments.

10.No unauthorized ______________________________________.

11.Butane lighters, matches and other flammable materials ______________ _____________ be brought to class.

Safety Equipment

1. Know the location of all _______________________ ___________________________in the lab: fire

extinguishers, eye wash station, first aid kit, fire exits and fire alarms.

2. Safety __________________________ must be worn for all experiments. Contact lenses should not be

worn: use prescription glasses with goggles instead.

3. Dress properly during a lab activity. Long hair must be ________________ back, and dangling jewelry

and baggy clothing must be secured. Shoes must completely _______________ __________ _______________ . No sandals are allowed on lab days.

4. Your teacher may require additional safety equipment, which ________________________be worn.

Handling of Chemicals

1. All chemicals in the laboratory are to be considered _______________________________. Do not

allow chemicals to come into contact with skin or eyes.

2. Check the ________________________ on all chemical bottles twice before removing any of the

contents.

3. Take only as much as you need.

4. Never ___________________________unused chemicals to their original bottles. Dispose of chemicals

as instructed by teacher.

5. No chemicals go down the ________________ Dispose of chemicals as instructed by teacher.

6. Never remove chemicals or other materials from the lab.

7. Look for __________________or ______________________symbols on containers.

Handling Glassware

1. Do not use ____________________ or _______________________ glassware.

2. Broken glass must be _______________________________to the teacher who will give instructions for

clean up and safe disposal. There is a designated glass disposal container.

3. Do not tightly stopper a flask where gas is being created. It could ____________________________.

4. ___________________ and ____________________ all glassware at the end of the lab.

Heating Glassware

1. Light a _______________ ____________ as instructed by teacher. Never leave a heat source unattended.

2. Hot glass does not look _________________. Handle recently heated glassware with tongs.

3. Do not immerse hot glassware in ____________________water. The glassware will ____________________.

4. When heating a test tube, always point the test tube _____________________from yourself and others. Never look into a heated container.

Accidents & Injuries

1. Report all ____________________________ and injuries to the teacher at once, no matter how minor.

2. If chemical are spilled on skin _________________well with running water for as long as directed by

your teacher.

3. For chemicals splashed in the eye, rinse immediately at the __________ ___________

_____________for at least 30 minutes. Hold eyelids open.

4. If a chemical is spilled, a teacher immediately and follow directions for safe clean

up.

5. If a fire starts, inform a staff member immediately. Remember, if you are on fire, _______________________ _______________________ and _______________________ !!!

When The Lab Is Done…

1. __________________all glassware and materials and put everything away according to instruction.

2. Wipe the ______________ benches

3. Disinfect safety goggles and return to designated storage.

4. ___________________ _____________________ with soap and water.

Student Safety Declaration

1. I have read the laboratory safety rules.2. I will agree to abide by the safety rules for my own safety and the safety of my peers.3. I understand that failure to observe the laboratory safety rules may result in my laboratory privileges

being cancelled.Student name : ________________________ Student Signature:________________________________

SAFETY IN THE LABORATORY

In the spaces below, select and list one example of an important rule from each of the sections to follow.

Section Rule

Working with your teacher…

Starting an Activity or Investigation…

Wearing Protective Clothing…

Acting Responsibly…

Handling Edible Substances…

Working in a Science Classroom…

Working with Sharp Objects…

Working with Electrical Equipment…

Working with Heat…

Working with Various Chemicals…

Working with Living Things…

Cleaning up in the Science Classroom…

Designing and Building…

1. Hazard and WHMIS symbols are considered to be “standardized symbols”. Why is it important to standardize safety symbols?__________________________________________________________________________ __________________________________________________________________________

2. Briefly describe the procedure to follow if exposed skin comes in contact with any chemical substance.__________________________________________________________________________ __________________________________________________________________________

3. Do you think it is safe to pour waste chemicals and solutions down the sink with lots of water? Explain.__________________________________________________________________________ __________________________________________________________________________

Learn the safety symbols and their meaning for Household and the Workplace Hazardous Materials (WHMIS).

COMMOM LABORATORY GLASSWARE & EQUIPMENT

1. 2. 3. 4. 5.

6. 7.8. 9.

10.

11. 12.13.14.15.

16. 17. 18.19.

20.

21. 22. 23. 24.

25.26 27. 28. 29.

COMMON LABORATORY GLASSWARE & EQUIPMENT

Answer Column AName of Equipment

Column BDescription of Function

1. Beaker tongs a. To pick up a hot test tube or hold a test tube when heating

2. Petri dish b. To provide a source of heat energy (without an open flame) for an experiment

3. Tweezers (forceps) c. To collect and store the gas products of a chemical reaction

4. Test tube rack d. To attach and hold onto multiple pieces of lab equipment and glassware

5. Hot plate e. To observe microscopic specimens using high magnification and moderate resolution

6. Beaker f. To mix and store solutions

7. Lab stand set-up g. To hold different pieces of glassware on lab stand

8. Eye dropper h. To measure the temperature (i.e. average kinetic energy) of matter

9. Beaker tongs i. To temporarily hold or heat liquids

10. Erlenmeyer flask j. To thoroughly clean a test tube, beaker or flask

11. Rubber stoppers k. To safely pick up and/or pour the contents of a hot beaker

12. Ring clamp l. To observe the physical and/or chemical properties of small amounts of many chemicals simultaneously

13. Wire gauze m. To safely pick up and/or pour the contents of a hot flask

14. Thermometer n. To measure the current and potential difference flowing through the parts of an electrical circuit

15. Glass stirring rod o. To provide a source of heat energy (open flame) for an experiment

16. Test tube p. To pick up and examine small solids without using hands

17. Test tube holder q. To heat small amounts of solids to a high temperature with an open flame

18. Test tube brush r. To precisely measure the mass of a chemical/object

19. Electronic balance s. To transfer small amounts of a solid from a bottle or container to another location

20. Compound light (optical) microscope

t. To hold 6-8 test tubes

21. Magnifying lens u. To precisely measure different volumes of liquids

22. Utility clamp v. To support a beaker/flask on the lab stand

23. Microscope slide & cover slip

w. To support a crucible and lid when heating with a flame

24. Spot plate x. To culture bacteria and/or hold small amounts of solids

25. Bunsen burner y. To hold chemicals and observe a chemical reaction or heat a chemical substance using a Bunsen burner

26. Graduated cylinder z. To stir liquids when heating or preparing solutions

27. Multimeter aa. To close the end of a test tube or flask

28. Striker bb. To grind crystalline or large solids into a fine powder

29. Scoopula cc. To dispense droplets of a liquid

dd. To support and cover a specimen to be observed using a light microscope

ee. To light a Bunsen burner using a spark

ff. To observe microscopic specimens and/or materials using low magnification

gg. To distribute heat and protect glassware on a lab stand

The

Scie ntific Method

The Scientific Method :What is a GOOD QUESTION?

1. A good scientific question is .Put a checkmark beside the good question:Why is there air?What is the air made of?

2. A good scientific question can be tested by some or that you can do.Put a checkmark beside the good question:Where did the Universe come from? How fast does a football fly through the air when I throw it?

3. A good scientific question builds on _______________________Put a checkmark beside the good question:What chemicals are needed to make radishes grow? What is the source of genetic mutations in drosophila melanogaster?

4. A good scientific question, when answered, Put a checkmark beside the good question:What is the color of the sky?

What events or conditions cause the sky to be blue (or orange or brown)?

5. A good question is and Put a checkmark beside the good question:Why do leaves turn brown? Does the amount of water or sun a plant receives affect the colour of the leaves?"

6. A good question is ____________ to the topic that is being researched.If you wanted to learn about gravity, which of the following would be a good question?What materials are best at keeping astronauts’ warm in space?How do astronauts bodies change when they are in a zero gravity environment?

7. A good question could have ______________________ it is not a simple “yes or no” answer.Put a checkmark beside the good question:Do plants grow in the dark?What lighting conditions are best for plants to grow?

8. A good question is one that ____________________________Put a checkmark beside the good question:

How is a planet’s motion influenced by objects around it?When is my birthday?

9.Which of the following do you think are GOOD QUESTIONS?❒ Why do dogs bark?❒ How are students’ grades affected by the amount of television watched?❒ What temperatures cause bacteria to grow the fastest?❒ What chemicals will prevent cut apples from turning brown? ❒ Why are oceans salty?❒ Is the bounciness of a basketball related to the temperature of the ball?

The Scientific Method

What is A PURPOSE?

When conducting a scientific inquiry/investigation a purpose is a statement explaining the reason why a scientific inquiry/investigation is taking place. A purpose is typically:

1. Short – One or two sentences long.

2. Developed from the original question.

3. Start with “To determine…”

Example:

Question: How are students’ grades affected by the amount of television watched?

Purpose: To determine how students’ grades are affected by the amount of television watched.

Re-write the following questions as purposes:

Question: What materials are best at keeping astronauts warm in space?

Purpose:

Question: What temperatures cause bacteria to grow the fastest?

Purpose:

Question: How fast does a football fly through the air when I throw it?

Purpose:

The Scientific Method

What is A HYPOTHESIS?

A hypothesis is a possible explanation or a prediction for an observed cause-effect relationship. A hypothesis is developed from the original question in the inquiry/investigation and it is based on prior knowledge. Often it is worded “If…then…because” OR “as…then…because”. The “IF” part of the statement is the cause variable (independent variable), the “THEN” part of the statement is the effect variable (dependent variable), and the “BECAUSE” part of the statement is the explanation.

Example #1 Question: How does temperature (heat energy) affect the rate at which water boils?Hypothesis: If more heat energy is added to the water, then the water will come to a boil faster

because the water particles will be moving faster.

Example #2 Question: How does the amount of time a student spends studying affect their grades?Hypothesis: As a student studies more, then their marks will improve because they have a better

understanding of the material.

Suggest a hypothesis for each of the following problems:

1. Why do people who smoke put more salt on their food?

___________________________

2. How does the amount of sunlight affect the growth of a plant?

___________________________

3. Why does water evaporate faster when its surface area is increased?

____________________________

The Scientific Method

What are VARIABLES?Scientists use experiments to search for the cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.These changing quantities are called _________________.Independent Variable:

• ______________________________________• ______________________________________• ______________________________________

Dependent Variable:• ______________________________________• ______________________________________• ______________________________________

Controlled Variables• ______________________________________• ______________________________________

In a good experiment, the scientist must be able to measure the values for each variable.Examples of Variables:

Question Independent Variable (manipulated variable)

Dependent Variable (responding variable)

Controlled Variables (what is kept the same)

How much water flows through a faucet at different openings?

Water faucet openings (closed, half open, fully open)

Amount of water flowing measured in liters per minute

• same faucet• amount of

water pressure

Does heating a cup of water allow it to dissolve more sugar?

Does an electric motor turn faster if you increase the voltage?

Identifying Controls and Variables - Practice

Target: I will be able to: * Identify manipulated (independent), responding (dependent), and controlled variables in a scientific

investigation.

Smither's thinks that a special juice will increase the productivity of workers. He creates two groups of 50 workerseachandassignseachgroup thesametask(inthiscase,they're supposed tostapleasetof papers).GroupA is giventhespecialjuicetodrinkwhilethey work. Group B is not given the special juice. After an hour, Smither's counts how many stacks of papers each group ha smade. Group A made1,587 stacks,GroupBmade2,113 stacks.

Topic or problem you wish to investigate: Smithers thinks that a special juice will increase the productivity of workers.

Specific Question: Will the special juice that Smithers has increase the productivity of workers?

What is the manipulated (independent) variable for this problem?

What is the responding (dependent) variable for this problem? ________

List at least three (3) variables that should be controlled.

Homer notices that his shower is covered in a strange green slime. His friend Barney tells him that coconut juice will get rid of the green slime. Homer decides to check this out by spraying half of the shower with coconut juice. He sprays the other half of the shower with water.After3 days of"treatment"thereisnochangeintheappearanceof the green slimeon eithersideof theshower.

Topic or problem you wish to investigate: Homers shower is covered in a strange green slime.

Specific Question: Will coconut juice remove the strange green slime that is covering Homer’s shower?

What is the manipulated (independent) variable for this problem?

What is the responding (dependent) variable for this problem? ________

List at least three (3) variables that should be controlled.

The Scientific Method

What is a PROCEDURE?

Scientists use a procedure to describe how they conducted their experiment. It is a detailed, step-by-step description of everything that is done during an experiment.

1. Plan first. An example is to use the comic strip method for planning.Example:

Boil water Put water in cup with tea bag Let tea bag sit in the water2. When conducting your experiment, make a note of any changes, additions and corrections.

Procedure:

Boil 350 mL of water in a kettle

________________________________________________________________________________________________________________________

Put water in a cup with one tea bag

________________________________________________________________________________________________________________________

Let the teabag sit in the water for 5 minutes before drinking________________________________________________________________________________________________________________________

3. After the experiment, write your procedure:• As it was actually done, with specific details (include amounts of materials and types of equipment)• In the past-tense• No personal pronouns (I, we, our, he, she, etc.)• Written in numbered steps

Written Procedure:. Rewrite the following instructions correctly:

1. I lit the Bunsen burner using the striker.___________________________________________________________________

2. You should measure out 20mL of water.___________________________________________________________________

3. Rinse the test tube before starting.__________________________________________________________________

4. I am going to add 5ml of hydrochloric acid to the beaker.__________________________________________________________________

The Scientific MethodMaking OBSERVATIONS

1.Are you a good observer? Can you spot 6 differences?

2.Quantitative vs. Qualitative Observations

Quantitative observations are those which contain a measurement of some kind. This means that the observation will also have a NUMBER associated with it. For example, John has a mass of 70 kg is a quantitative observation. The volume of the liquid was 250 mL is another example.

On the other hand, Qualitative observations DO NOT contain any numbers and are collected by your SENSES. For example, Susan has red hair, is a qualitative observation. Bob is tall, is another qualitative observation.

Indicate whether each of the following is a quantitative or qualitative observation:

a.The concert was very loud.

b.The water was cold.

c. The reaction took 48 seconds to occur.

d. The grass was green.

e. The volume of the object was 4.9L.

f. The length of the trop was 675km.

g. The sandpaper was rough.

h. The sugar and sulfuric acid turned black, then grew to a height of 23cm.

The Scientific MethodRecording RESULTS and OBSERVATIONS

Observations (both quantitative and qualitative) are best recorded in table. Examine the observation table below. What makes this a good (minimum 3) observation table?

Question: How does the amount of water consumed in a day affect the number of times you urinate?EXAMPLE:

Table 1: Effect of the amount of water consumed on the number of times you urinate

Read the question below and design your own observation (data) table.

Question: How does the temperature of the water affect the rate at which salt dissolves?

Writing Observations

Day Amount of water (mL) Number of times urinated(/day)

1

2

3

4

5

OBSERVATIONS: The answers to any questions that appear in the instructions or procedures.

How to Write Observations:1. Answer any questions in full sentences! The goal is to write so that a stranger to the course could read your

answers and understand what you are doing.2. Briefly explain what happened for you to make your observations. Consider the following instruction

question:Instruction:

Gently heat the white powder for two minutes. What happened to the glucose?

Poor answer: The glucose burned.Good answer: When heated gently, the glucose quickly melted to

a syrup. Further heating caused the glucose to bubble and burn to a black crust.

In the second example, not only was there a more complete description, but the scene was set. It was explained that the glucose was heated gently, inferring that this heating process caused the observed change.

3. A number of words should not be used in the observations:a. Do not use it, they, or them at the beginning of sentences without previously defining what it, they

or them is. Example: Instead of saying “it was straight” say: “ the rubber tubing was straight.”b. The answers should be written in the past tense. Example: Instead of writing “you heat the beaker.”

A better answer would be “ The beaker was heated.”c. YES and NO at the beginning of full sentence answers are not necessary. If you are asked a question

that requires a yes or no response – you must also explain your reason in detail.

Practice: Write a poor observation and a good observation for the picture.Poor:___________________________________________________________________________________Good:___________________________________________________________________________________