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IPC WORKSHEETS 1

Topic Page Number

Materials and Supplies needed for Chemistry 5

Supplies and Materials needed for Physics 7

Safety in the Lab 9

Using the Balance 10

Lab Equipment 11

Measuring Length 12

Measuring Liquids 13

Measuring Thermometers 14

Metrics and Measurements 15

Scientific Notation 16

Calculations using Scientific Figures 17

Unit Conversions 18

Using Correct Units 19

Density 20

Graphing of Data 21

Determining Speed (Velocity) 22

Calculating Average Speed 23

Acceleration Calculations 24

Graphing Speed versus Time 25

Graphing Distance versus Time 26

Gravity and Acceleration 29

Force Diagrams 29

Force and Acceleration 30

Motion Matching 31

Heat Calculations 32

Heat and Phase Changes 33

Potential and Kinetic Energy 34

Calculating Work 35

Mechanical Advantage 36

Types of Levers 37

Calculating Efficiency 38

Calculating Power 39

Force and Work Crossword 40

Simple Machines 41

States of Matter Crossword 42

Solubility 43

Separation of Mixtures 45

Physical versus Chemical Change 46

Physical versus Chemical Properties 47

Solutions, Colloids and Suspensions 48

Homogeneous vs. Heterogeneous matter 49

Substances Vs. Mixtures 50

Elements and their symbols 51

Parts of an Atom 52

Bohr Model 53

Elements Crossword 54

Properties of metals and non-metals 55

Activity of the Elements 56

Periodic Table Puzzle 57

Periodic Table crossword 58

Types of Chemical Bonds 59

Writing Binary Formulas 60

Naming Binary Compounds 61

Formulas with Polyatomic ions 62

Naming of non-binary compounds 63

Naming Compounds ( Mixed) 64

Writing formulas from names 65

Word equations 66

Classifying Chemical Reactions 67

Conservation of Mass 68

Mass relationships in equations 69

Acids, bases or salts 70

Ph 71

Ph of salt solutions 72

Calculating current 73

Calculating voltage 74

Calculating resistance 75

Ohm’s law problems 76

Calculating electrical energy costs 77

Series and parallel circuits 78

Half-life calculations 79

Reflection 80

Refraction 81

Convex Lenses 82

Light matching 83

White lighting spectrum 84

Concave lenses 85

Answer Key 86

IPC Chemistry Review 107

Lab on Density 109

Lab on Periodicity of halogen properties 111

Lab on Trends in a Chemical Family 113

Lab on Transition Metals 114

Lab on Solubility (Super Stream) 116

Lab on Reaction rates 118

Lab on Colloids 122

Lab on Oxidation/Reduction 124

Lab on Conductivity 124

Lab on Enthalpy of Vaporization of Water 125

Lab on Specific Heat 130

Lab on Acids and Bases 132

Lab on Exothermic and Endothermic reaction 134

Lab on Physical and Chemical Thermodynamics 135

Lab on Boyle’s Law (gas pressure) 137

Lab on rate of diffusion in gases 139

Lab on Half-Life 141

Lab on Organic Chemistry 143

Lab on Buoyancy 145

Lab on Velocity and Acceleration 146

Lab on Acceleration 149

Lab on Potential and Kinetic Energy 153

Lab on Work 155

Lab on Pulleys 158

Lab on Energy Conservation 164

Lab on Power 165

Lab on Mirrors 166

Lab on Convex and concave mirrors 168

Lab on Lenses 172

Lab on Waves 177

Lab on Sound Waves 181

Lab on resonance 183

Lab on electricity 186

IPC Physics Review 196

IPC Review Answer Key 200

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Materials and Supplies Needed for Chemistry Lab

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IPC WORKSHEETS 5

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Materials and Supplies Needed for Chemistry Lab (continued)

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IPC WORKSHEETS 6

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Materials and Supplies Needed for Physics Lab

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IPC WORKSHEETS 7

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Materials and Supplies Needed for Physics Lab

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IPC WORKSHEETS 8

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Safety in the Laboratory

What is wrong in the following pictures?

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IPC WORKSHEETS 9

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Using the Balance

The following balance measure mass in grams. What masses are shown on each of the following balances?

1)

Answer:

2)

Answer:

3)

Answer:

4)

Answer:

5)

Answer:

IPC WORKSHEETS 10

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Laboratory Equipment

Match the following names of lab instruments and equipment with the correct picture.

a)! Beaker b)! Graduated Cylinder

c)! Balance d)! Bunsen Burner

e)! Test tube

f)! Test tube clamp

g)! Funnel h)! Erlenmeyer flask

i)! Tongs j)! Ring stand

1)

2)

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IPC WORKSHEETS 11

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Measuring Length

What lengths are marked on the following centimeter ruler?

cm

mm

a)

b)

c)

d)

e)

Measure the following lines with a ruler.

f)

g)

h)

i)

j)

k)

l)

IPC WORKSHEETS 12

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Measuring Liquids

What volume is indicated on each of these graduated cylinders? The unit volume of is mL.

a) b) c)

d) e) f)

g) h) i)

IPC WORKSHEETS 13

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Reading Thermometers

What temperature is indicated on each of these thermometers?

a) b) c)

d) e) f)

g) h) i)

IPC WORKSHEETS 14

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Metrics and Measurement

Scientists use the metric system of measurement, based on the number 10. It is important to be able to convert from one unit to another.

Using the above chart, we can determine how many places to move the decimal point and in what direction by counting the places from one unit to the other.

Convert the following:

IPC WORKSHEETS 15

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Scientific Notation

Scientists very often deal with very small and very large numbers, which can lead to a lot of confusion when counting zeros! We have learned to express these numbers as powers of 10.

Scientific Notation takes the form of M×10n where 1≤M < 10 and n represents the number of decimal places to be moved. Positive n indicates the standard form is larger than zero, whereas negative n would indicate a number smaller than zero.

Convert the following to Scientific Notation

Convert the following to Standard Notation

IPC WORKSHEETS 16

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Calculating using Significant Figures

When multiplying numbers in scientific notation, multiply the first part of the number (mantissa) and add exponents.

When dividing numbers in scientific notation, divide the first part of the number and subtract exponents.

Perform the following calculations. Express all answers in scientific notation.

IPC WORKSHEETS 17

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Unit Conversions and Factor-Label Method

Another method of going from one unit to another involves multiplying by a conversion factor. A conversion factor is a fraction that is equal to the number 1. For example, 60 seconds = 1 hour. Therefore, 60 sec/1 hr or 1 hr/60 sec = 1. When you multiply by the number 1, the value of the number is not changed, although the units may be different.

Perform the following conversions using unit factoring.

IPC WORKSHEETS 18

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Using Correct Units

For each of the following commonly used measurements, indicate its symbol. Use the symbols to complete the following.

IPC WORKSHEETS 19

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Density

Which has the greater mass, air or lead? Most of you would answer lead, but actually this question does not have an answer. To compare these two things you need to know how much of each you have. A large amount of air could have a greater mass than a small amount of lead. To compare different things, we have to compare the masses of each that occupy the same space, or volume. This is called density.

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Solve the following problems.

IPC WORKSHEETS 20

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Graphing of Data

Graphing is a very important tool in science since it enables us to see trends that are not always obvious. Graph the following data and answer the questions below.

IPC WORKSHEETS 21

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Determining Speed (Velocity)

Speed is a measure of how fast an object is moving or traveling. Velocity is a measure of how fast an object is traveling in a certain direction. Both speed and velocity include the distance traveled compared to the amount of time taken to cover this distance.

Answer the following questions.

IPC WORKSHEETS 22

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Calculating Average Speed

Graph the following data on the grid below and answer the questions at the bottom of the page.

IPC WORKSHEETS 23

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Acceleration Calculations

Acceleration means a change in speed or direction. It can also be defined as a change in velocity per unit of time.

Calculate the acceleration for the following data.

Initial Velocity Final Velocity Time Acceleration

1) 0 km/hr 24 km/hr 3s

2) 0 m/s 35 m/s 5s

3) 20 km/hr 60 km/hr 10s

4) 50 m/s 150 m/s 5s

5) 25 km/hr 1200 km/hr 2 min

6) A car accelerates from a standstill to 60 km/hr in 10.0 seconds. What is its acceleration?

7) A car accelerates from 25 km/hr to 55 km/hr in 30 seconds. What is its acceleration?

8) A train is accelerating at a rate of 2.0 km/hr/s. If its initial velocity is 20 km/hr, what is its velocity after 30 seconds?

9) A runner achieves a velocity of 11.1 m/s 9 s after he begins. What is his acceleration? What distance did he cover?

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IPC WORKSHEETS 24

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Graphing Speed vs. Time

Plot the following data on the graph and answer the questions below.

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IPC WORKSHEETS 25

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Graphing Distance vs. Time

Plot the following data on the graph and answer the questions below.

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IPC WORKSHEETS 26

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Gravity and Acceleration (I)

The acceleration of a freely falling body is 9.8m/sec/sec due to the force of gravity. Using the formula,

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, we can calculate the velocity of a falling object at any time if the initial velocity is known.

Solve the following problems.

1) What is the velocity of a quarter. dropped from a tower after 10 seconds?

Answer:

2) If a block of wood dropped from a tall building has attained a velocity of 78.4 m/s, how long has it been falling?

Answer:

3) If a ball that is freely falling has attained a velocity of 19.6 m/s after two seconds, what is its velocity five seconds later?

Answer:

4) A piece of metal has attained a velocity of 107.8 m/sec after falling for 10 seconds. What is its initial velocity?

Answer:

5) How long will it take an object that falls from rest to attain a velocity of 147 m/sec?

Answer:

IPC WORKSHEETS 27

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Gravity and Acceleration (II)

The distance covered by a freely falling body is calculated by the following formula,

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D=distance

A=acceleration

T=time

Solve the following problems:

1) How far will a rubber ball fall in 10 seconds?

Answer: 2) How far will a rubber ball fall in 20 seconds?

Answer: 3) How long will it take an object dropped from a window to fall a

distance of 78.4 meters?

Answer: 4) Calculate the final velocity of the ball in Problem 1.

Answer: 5) What is the average velocity of the ball in Problem 1?

Answer: 6) An airplane is traveling at an altitude of 31,360 meters. A box of

supplies is dropped from its cargo hold. How long will it take to reach the ground?

Answer: 7) At what velocity will the box in Problem 6 be traveling when it hits the

ground?

Answer: 8) What is the average velocity of the box in Problem 6?

Answer:

IPC WORKSHEETS 28

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Force Diagrams

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IPC WORKSHEETS 29

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Force and Acceleration

A force is a push or a pull. To calculate force, we use the following formula,

F = ma

F = force in newtons

m = mass in kg

a = acceleration in m/sec2

Solve the following problems:

1) With what force will a car hit a tree if the car has a mass of 3,000 kg and it is accelerating at a rate of 2 m/s2?

Answer:

2) A 10 kg bowling ball would require what force to accelerate it down an alleyway at a rate of 3 m/s2?

Answer:

3) What is the mass of a falling rock if it hits the ground with a force of 147 newtons?

Answer:

4) What is the acceleration of a softball if it has a mass of 0.50 kg and hits the catcher's glove with a force of 25 newtons?

Answer:

5) What is the mass of a truck if it is accelerating at a rate of 5 m/s2 and hits a parked car with a force of 14,000 newtons?

Answer:

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IPC WORKSHEETS 30

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Motion Matching

Match the correct term in Column 1 with its definition in Column 2.

Column 1 Column 2

1) Kinetic a) Amount of matter in an object

2) Centripetal b) Amount of force exerted on an object due to gravity

3) Mass c) Distance covered per unit of time

4) Acceleration d) Rate at which velocity changes over time

5) Velocity e) Speed in a given direction

6) Weight f) Unit of measurement for force

7) Gravity g) Energy of motion

8) Inertia h) Tendency of a moving object to keep moving

9) Speed i) Depends on the mass and velocity of an object

10) Momentum j) Type of force that keeps objects moving in a circle

11) Newton k) Attractive force between two objects

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IPC WORKSHEETS 31

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Heat Calculations

Heat is measured in units of joules or calories. The amount of heat given off or absorbed can be calculated by the following formula.

Solve the following problems

1) How many calories are absorbed by a pot of water with a mass of 500 g in order to raise the temperature from 20° C to 30° C?

Answer:

2) How many joules would be absorbed for the water in Problem 1 ?

Answer:

3) If the specific heat of iron = 0.46 J/g C°, how much heat is needed to warm 50 g of iron from 20° C to 100° C?

Answer:

4) If it takes 105 calories to warm 100 g of aluminum from 20° C to 25° C, what is the specific heat of aluminum?

Answer:

5) If it takes 31,500 joules of heat to warm 750 g of water, what was the temperature change?

Answer:

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IPC WORKSHEETS 32

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Heat and Phase Changes

During a phase change, the temperature remains the same. For these calculations, we use the following formulas.

Solve the following problems:

IPC WORKSHEETS 33

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Potential and Kinetic Energy

Potential Energy is stored energy due to its position. Kinetic energy is energy that depends on mass and velocity (movement).

For a closed system, the sum of the potential energy and the kinetic energy is a constant. As the potential energy decreases, the kinetic energy increases.

Solve the following problems.

IPC WORKSHEETS 34

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Calculating Work

Work has a special meaning in science. It is the product of the force applied to an object and the distance the object moves. The unit of work is the joule (J).

Solve the following problems.

1) A book weighing 1.0 newton is lifted 2 meters. How much work was done?

Answer:

2) A force of 15 newtons is used to push a box along the floor a distance of 3 meters. How much work was done?

Answer:

3) It took 50 joules to push a chair 5 meters across the floor. With what force was the chair pushed?

Answer:

4) A force of 100 newtons was necessary to lift a rock. A total of 150 joules of work was done. How far was the rock lifted?

Answer:

5) It took 500 newtons of force to push a car 4 meters. How much work was done?

Answer:

6) A young man exerted a force of 9,000 newtons on a stalled car but was unable to move it. How much work was done?

Answer:

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Mechanical Advantage

What is the mechanical advantage of the following simple machines?

1)

2)

3)

4)

5)

6)

7)

8)

IPC WORKSHEETS 36

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Types of Levers

Classify the following levers as first, second or third class.

1)

2)

3)

4)

5)

6)

7)

8)

IPC WORKSHEETS 37

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CalculatingEfficiency

The amount of work obtained from a machine is always less than the amount of work put into it. This is because some of the work is lost due to friction. The efficiency of a machine can be calculated using the following formula.

What is the efficiency of the following machines?

1) A man expends 100 J of work to move a box up an inclined plane. The amount of work produced is 80 J.

Answer:

2) A box weighing 100 newtons is pushed up an inclined plane that is 5 meters long. It takes a force of 75 newtons to push it to the top, which has a height of 3 meters.

Answer:

3) Using a lever, a person applies 60 newtons of force and moves the lever 1 meter. This moves a 200 newton rock at the other end by 0.2 meters.

Answer:

4) A person in a wheelchair exerts a force of 25 newtons to go up a ramp that is 10 meters long. The weight of the person and wheelchair is 60 newtons and the height of the ramp is 3 meters.

Answer:

5) A boy pushes a lever down 2 meters with a force of 75 newtons. The box at the other end with a weight of 50 newtons moves up 2.5 meters.

Answer:

6) A pulley system operates with 40% efficiency. If the work put in is 200 joules, how much useful work is produced?

Answer:

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Calculating Power

Power is the amount of work done per unit of time. The unit for power, joules/second, is the watt.

Solve the following problems.

1) A set of pulleys is used to lift a piano weighing 1,000 newtons. The piano is lifted 3 meters in 60 seconds. How much power is used?

Answer:

2) How much power is used if a force of 35 newtons is used to push a box a distance of 10 meters in 5 seconds?

Answer:

3) What is the power of a kitchen blender if it can perform 3,750 joules of work in 15 seconds?

Answer:

4) How much work is done using a 500-watt microwave oven for 5 minutes?

Answer:

5) How much work is done using a 60-watt light bulb for 1 hour?

Answer:

IPC WORKSHEETS 39

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Force and Work Crossword

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Simple Machines

What types of simple machines are shown in the following pictures?

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

IPC WORKSHEETS 41

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States of Matter Crossword

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Solubility Graph

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Solubility Graph Worksheet

Remember to refer to the solubility graph study guide for hints on using a solubility graph.

1) Why do the temperatures on the graph only go from 0° C to 100° C?

2) Which substance is most soluble at 60ºC?

3) Which two substances have the same solubility at 80° C?

4) Which substance's solubility changes the most from 0° C to 100° C?

5) Which substance's solubility changes the least from 0° C to 100° C?

6) What is the solubility of potassium nitrate at 90° C?

7) At what temperature does potassium iodide have a solubility of 150 gl 100 cm3 water?

8) You have a solution of sodium nitrate containing 140 g at 65° C. Is the solution saturated, un-saturated, or supersaturated?

9) You have a solution of potassium chlorate containing 4 g at 65° C. How many additional grams of solute must be added to it, to make the solution saturated?

10) A solution of potassium iodide at 70° C contains 200 g of dissolved solute in 100 cm3 water. The solution is allowed to cool. At what new temperature would crystals begin to start forming?

IPC WORKSHEETS 44

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Separation of Mixtures

Taking advantage of various physical and chemical properties, how would you separate the following mixtures into their components?

1) Sand and Water

2) Sugar and water

3) Oil and Water

4) Sand and gravel

5) A mixture of heptanes (boiling point 98ºC) and heptanol (boiling point 176ºC)

6) A mixture of iodine solid and sodium chloride (Hint: Iodine is not soluble in water)

7) A mixture of lead and aluminum pellets

8) A mixture of salt and iron fillings

IPC WORKSHEETS 45

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Physical vs. Chemical Change

In a physical change, the original substance still exists; it has only changed in form. Energy changes usually do not accompany physical changes, except in phase changes and when substances dissolve.

In a chemical change, a new substance is produced. Energy changes always accompany chemical changes. Chemical changes are always accompanied by physical changes.

Classify the following as examples of a physical change/a chemical change or both kinds of change.

1) Sodium hydroxide dissolves in water.

2) Hydrochloric acid reacts with sodium hydroxide to produce a salt, water and heat.

3) A pellet of sodium is sliced in two.

4) Water is heated and changed to steam.

5) Potassium chlorate decomposes to potassium chloride and oxygen gas.

6) Iron rusts.

7) Ice melts.

8) Acid on limestone produces carbon dioxide gas.

9) Milk sours

10) Wood rots

IPC WORKSHEETS 46

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Physical vs. Chemical Properties

A physical property is observed with the senses and can be determined without destroying the object. For example, color, shape, mass, length, density, specific heat and odor are ail examples of physical properties.

A chemical property indicates how a substance reacts with something else. When a chemical property is observed, the original substance is changed into a different substance. For example, the ability of iron to rust is a chemical property. The iron has reacted with oxygen and the original iron metal is gone. It is now iron oxide, a new substance. All chemical changes include physical changes.

Classify the following properties as either chemical or physical by putting a check in the appropriate column.

Physical Property Chemical Property

1) Red color

2) Density

3) Flammability

4) Solubility

5) Reacts with acid to form hydrogen

6) Supports combustion

7) Bitter taste

8) Melting point

9) Reacts with water to form a gas

10) Reacts with a base to form water

11) Hardness

12) Boiling point

13) Can neutralize a base

14) Luster

15) Odor

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Solutions, Colloids and Suspensions

Label the following mixtures as a solution, colloid or suspension. Give an example of each.

1) Large Particles settles out on standing

Kind of mixtures:

Example:

2) Medium Size particles settles out on standing scatters light

Kind of mixtures:

Example:

3) Very small particles does not settle out on standing

Kind of Mixtures:

Example:

IPC WORKSHEETS 48

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Homogeneous vs. Heterogeneous Matter

Classify the following substances and mixtures as either homogeneous or heterogeneous. Place a √ in the correct column.

Homogeneous Heterogeneous

1) Flat soda pop

2) Cherry vanilla ice cream

3) Salad dressing

4) Sugar

5) Soil

6) Aluminum foil

7) Black coffee

8) Sugar water

9) City air

10) Paint

11) Alcohol

12) Iron

13) Beach sand

14) Pure air

15) Spaghetti sauce

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Substances vs. Mixtures

A substance is matter for which a chemical formula can be written. Elements and compounds are substances. Mixtures can be in any proportion, and the parts are not chemically bonded.

Classify the following as to whether it is a substance or a mixture by writing S or M in the space provided.

1) Sodium 11) Iron

2) Water 12) Salt water

3) Soil 13) Ice cream

4) Coffee 14) Nitrogen

5) Oxygen 15) Eggs

6) Alcohol 16) Blood

7) Carbon dioxide 17) Table salt

8) Cake batter 18) Nail polish

9) Air 19) Milk

10) Soup 20) Cola

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Elements and their Symbols

Write the symbols for the following elements.

Write the name of the elements that corresponds to each of the following symbols.

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Parts of an Atom

An atom is made up of protons and neutrons which are in the nucleus, and electrons which are in the electron cloud surrounding the atom.

The atomic number equals the number of protons. The electrons in a neutral atom equal the number of protons. The mass number equals the sum of the protons and neutrons.

The charge indicates the number of electrons that have been lost or gained. A positive charge indicates the

number of electrons (which are negatively charged) lost. A negative charge indicates the number of electrons gained.

This structure can be written as part of a chemical symbol.

Complete the following chart.

Element/Ion Atomic

Number Mass

Number Charge Protons Neutrons Electrons

0=

/0%&

RO

/O'

0R /

//("#

/O /

O)!

0_ R

R*+#

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0

/,

R1.+!

0/0 #

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Bohr Models

Draw Bohr models of the following atoms.

1) D

D! 2) S

Q!"

3) L

E#$ 4) QE

DD%&

5) EF

DL'( 6) JS

QN')

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Elements Crossword

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Properties of Metals and Non-Metals

For the following physical and chemical properties, put a check in the appropriate column if it applies to a metal or a non-metal.

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Activity of the Elements

Since metals prefer to give away electrons during chemical bonding, the most active metals are closest to francium, which is a large atom with low ionization energy and electronegativity. Nonmetals prefer to pull in electrons, so the most active nonmetals are closest to fluorine, which has a high ionization energy and electronegativity. The noble gases (Group 18) are considered inactive since they already have a stable octet

of electrons in their outer shell.

Referring to a periodic table, circle the member of each pair of elements which is most chemically active.

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Periodic Table Puzzle

Place the letter of each of the above elements next to its description below. Each answer may be used only

once, so choose the best answer in each case.

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Periodic Table Crossword

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Types of Chemical Bonds

Classify the following compounds as ionic (metal and non-metal), covalent (non-metal and non-metal) or both (compound containing a polyatomic ion)

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Writing Binary Formulas

Write the formulas for the compounds formed from the following ions.

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Naming binary compounds (ionic)

Name the following ionic compounds using Roman numerals where necessary.

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Formulas with Polyatomic Ions

Matching the horizontal and vertical axes, write the formulas of the compounds with the following combination of ions. The first one is done for you.

OH- NO3- CO3

-2 SO4-2 PO4

-3

H+ HOH

(H2O) HNO3 H2CO3 H2SO4 H3PO4

Na+

Mg+2

NH4+

Ca+2

K+

Al+3

Pb+4

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Naming of Non-Binary Compounds

An ionic compound that contains more than two elements must contain a polyatomic ion. Name the following compounds.

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Naming Compounds (Mixed)

Name the following compounds.

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Writing formulas from names.

Write the formulas for the following compounds.

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Word Equations

Write and balance the following chemical equations.

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Classifying Chemical Reactions

Classify the following reactions as synthesis, decomposition, single replacement or double replacement.

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Conservation of Mass

In chemical reactions, mass is neither gained nor lost. The total mass of all the reactants equals the total mass of all the products. Atoms are just re-arranged into different compounds.

Using this idea, solve the following problems.

1) E QQ Q E*'(+ *'( +$ #

If 500 g of KClO3 decomposes and produces 303 g of KCl, how many grams of O2 are produced?

2) Q Q EE Q% ! %!# $

How many grams of H2 are needed to react with 100 g of N2 to produce 121 g of NH3?

3) Q Q ES E Q," + ," +# $

How many grams of oxygen are needed to react with 350 g of iron to produce 500 g of Fe2O3?

4) S Q Q QQ Q'! + '+ ! +# $ #

16 g of CH4 react with 64 g of O2, producing 44 g of CO2. How many grams of water are produced?

5) E Q'&'+ '&+ '+$ #

How much C02 is produced from the decomposition of 200 g of CaC03 if 112 g of CaO are produced?

IPC WORKSHEETS 68

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Mass Relationships in Equations.

A balanced equation can tell us the mass relationships involved in a chemical reaction.

Solve the following problems.

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Acid, Base or Salt

Classify each of the following compounds as an acid, base or salt. Then, indicate whether each acid and base is strong or weak.

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pH

pH is a scale that measures the hydronlum ion concentration of a solution. Therefore, the pH scale can be used to determine the acidity of a solution. A pH of less than 7 indicates an acidic solution, a pH of 7 is neutral, and a pH of greater than 7 up to 14 is basic. The lower the pH, the higher the acidity. The higher the pH, the lower the acidity-Indicators are substances that change color at a different pH levels.

Phenolphthalein is colorless in an acid and a neutral solution, pink in a base. Blue litmus changes to red in an acid, and remains blue in neutral and basic solutions. Red litmus remains red in acidic and neutral substances, but turns blue in bases.

Complete the following chart.

pH Acid, Base, Neutral Phenolphthalein Blue Litmus Red Litmus

2

8

4

7

13

11

5

1

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pH of Salt Solutions

A Salt is formed from the reaction of an acid and a base

The salt of a weak acid and a weak base may be acidic, neutral or basic, depending on the relative strengths of the acids and bases involved.

The strong acids are HI, HBr, HCI, HNOr H2S04 and HCI04. The strong bases are the Group and Group II hydroxides. Most others are considered weak.

Complete the following chart. The first one is done for you.

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Calculating Current

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1) What is the current produced with a 9-volt battery through a resistance of 100 ohms?

2) Find the current when a 12-volt battery is connected through a resistance of 25 ohms.

3) If the potential difference is 120 volts and the resistance is 50 ohms, what is the current?

4) What would be the current in Problem 3 if the potential difference were doubled?

5) What would be the current in Problem 3 if the resistance were doubled?

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Calculating Voltage

Solve the following problems.

1) What voltage produces a current of 50 amps with a resistance of 20 ohms?

2) Silver, has a resistance of 1.98 x 10-4 ohms. What voltage would produce a current of 100 amps?

3) A current of 250 amps is flowing through a copper wire with a resistance of 2.09 x 10-4 ohms. What is the voltage?

4) What voltage produces a current of 500 amps with a resistance of 50 ohms?

5) What voltage would produce a current of 100 amps through an aluminum wire which has a resistance of 3.44 x 10-4 ohms?

IPC WORKSHEETS 74

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Calculating Resistance

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V X^&,7,+#*6&V'3B,X!c!

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Solve the following problems.

1) What resistance would produce a current of 200 amperes with a potential difference of 2,000 volts?

2) A 12-volt battery produces a current of 25 amperes. What is the resistance?

3) A 9-volt battery produces a current of 2.0 amperes. What is the resistance?

4) An overhead wire has a potential difference of 2,000 volts. If the current flowing through the wire is one million amperes, what is the resistance of the wire?

5) What Is the resistance of a light bulb if a 120-volt potential difference produces a current of 0.8 amperes?

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Ohm’s Law Problems

Using Ohm’s Law, solve the following problems.

1) What is the current produced by a potential difference of 240 volts through a resistance of 0.2 ohms?

2) What resistance would produce a current of 120 amps from a 6-volt battery?

3) What voltage is necessary to produce a current of 200 amperes through a resistance of 1 x 10-3 ohms?

4) What is the current produced by a 9-volt battery flowing through a resistance of 2x10-4 ohms?

5) What is the potential difference if a resistance of 25 ohms produces a current of 250 amperes?

IPC WORKSHEETS 76

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Calculating Electrical energy and Cost.

One kilowatt hour is 1,000 watts of power for one hour of time. The abbreviation for kilowatt hour is kWh.

Solve the following problems.

1) A microwave oven operates on 5 amps of current on a 110-volt circuit for one hour. Calculate the total kilowatt hours used.

2) How much would it cost to run the microwave in Problem 1 if the cost of energy is $0.10 per kWh?

3) An electric stove operates on 20 amps of current on a 220-volt circuit for one hour. Calculate the total kilowatt hours used.

4) What is the cost of using the stove in Problem 3 if the cost of energy if $0.10 per kWh?

5) A refrigerator operates on 15 amps of current on a 220-volt circuit for 18 hours per day. How many kilowatt hours are used per day?

6) If the electric costs are 15c per kWh, how much does it cost to run the refrigerator in Problem 5 per day?

7) The meter reading on June 1 was 84502 kWh. On July 1, the meter read 87498 kWh. If the cost of electricity in the area was $0.12 per kWh, what was the electric bill for the month of June?

8) A room was lighted with three l00-watt bulbs for 5 hours per day. If the cost of electricity was $0.09 per kWh, how much would be saved per day by switching to 60-watt bulbs?

56(-#7*8!5!6'((&&!A'+!'A&1#+&,!'*!Q!#BA&1&,!'(!6@11&*+!'*!#!DDO-8'%+!6716@7+!('1!E!3'@1,=!)#%6@%#+&!+3&!+'+#%!203!

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Series and Parallel Circuits

IPC WORKSHEETS 78

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Half-Life Calculations

Half-life is the time required for one-half of a radioactive nuclide to decay (change to another element). It is possible to calculate the amount of a radioactive element that will be left if we know its half-life.

Solve the following problems.

IPC WORKSHEETS 79

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Reflections

Draw the expected path of the light rays as they reflect off the following plane mirrors.

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Refraction

Draw the pathway of the light beam as it passes through each of the following substances. Using a protractor, measure the refracted angle.

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Light Rays and Convex Lenses

Draw the pathways of the light from the objects on the left through the convex lenses. Label the focal point and the inverted image.

IPC WORKSHEETS 82

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Light Matching

Match the definition or corresponding phrase in Column 2 with the correct word in Column 1.

Column 1 Column 2

1) Hertz a) the angle at which a ray "bounces off" a surface

2) Wave velocity b) bending of light waves when they pass through another substance

3) Frequency c) an imaginary line drawn at a right angle to the surface of a barrier

4) Reflection d) number of waves that pass a given point in one second

5) Wavelength e) tells how much a ray of light will bend as it travels through a given material

6) Refraction f) translucent material that separates white light into colors

7) Crest g) frequency times wavelength

8) Trough h) lowest part of a wave

9) Photon i) type of electromagnetic radiation

10) Light j) unit for frequency

11) Prism k) the bouncing of a wave off another object

12) Index of refraction l) a continuous band of colors arranged according to wavelength or frequency

13) Angle of incidence m) distance between corresponding points on two waves

14) Angle of reflection n) particle of light

15) Visible light spectrum o) highest point of a wave

16) Normal p) the angle at which a ray of light strikes a surface

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White Light Spectrum

Label the colors coming through this prism as the white light is reflected through it.

a)

b)

c)

d)

e)

f)

g)

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Light Rays and Concave lenses

Draw the path of light through the concave lenses below. Label the image and focal point.

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Answer Key

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Answer Key

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Fall Semester Review - IPC

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Aluminum Foil Thickness

How thick is aluminum foil in centimeters? How many atoms thick is this? The small size of any one atom gives a clue to the relatively large number of atoms in a sample of matter that we can pick up and measure. The purpose of this activity is to relate the size of an aluminum atom to the thickness of a piece of aluminum foil.

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Conservation of Mass (continued)

4. Find the height (thickness) of the foil (h) in cm from the relation

Volume = I x w x h

and record the result. Was your hypothesis about the data needed to compute the height of the foil correct?

5. One aluminum atom is 2.5 x 10-8 cm thick. Find the thickness of the foil in atoms, which is given by

Number of!atoms thick = -M

D!#+'B3&7H3+!V.X! !

Q=FdDO 6B%

6. Compute the number of moles of aluminum and the total number of atoms of aluminum in your piece of aluminum foil.

Extension and Application

If the population of the world is 4 x 109 individuals, how many atoms of aluminum could you distribute to

each person from your sample of aluminum foil?

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Periodicity of Halogen Properties

The elements in Group 17 (VIIA) of the periodic table are known as the halogens. The word halogen means "salt-former." The chemical property of forming salts, along with other common chemical and physical characteristics, reflects the placement of the halogens in the same periodic table group. The halogens have

common chemical reactions, but their chemical activity varies. A more active halogen will displace the ion of a less active halogen, for example,

Q QV X Q V X Q V X V X, 1 %&'( &8 %&, &8 '( 1# $ #

The purpose of this activity is to determine the difference in activity of the halogens by observing single

displacement reactions.

Objectives • Observe some properties of chlorine, bromine, iodine, and their ions in solution. • Determine the order of activity of the halogen elements. Materials Microplate, 24-well White paper, one sheet Plastic micropipettes TTE (trichlorotrifluorethane) Row solutions

6M HC1 5% sodium hypochlorite (NaOCl; bleach) Bromine (Br2) water Iodine/potassium iodide !"#/KI)

Column solutions 2M solutions of Sodium fluoride (NaF) Sodium chloride (NaCl) Sodium bromide (NaBr) Sodium iodide (Nal)

Microplate Data Form Procedure

1. Consult the periodic table and hypothesize in what order the activity of the halo gen elements will increase.

The rest of the procedures can be found in the next page.

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Periodicity of Halogen Properties (continued)

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Discovering Trends in a Chemical Family

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Transition Metals

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Transition Metals (continued)

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Super Steam

Background Information Pure water boils at 100c at one atmosphere of pressure. The addition of soluble inorganic or organic

compounds changes the boiling point of water. This phenomenon is an example of a colligative property of a solvent. The purpose of this activity is to observe the effects of a solute on the boiling point of water.

Objectives Observe boiling point elevation

Determine the effect of solute concentration on the boiling point of a solvent Determine experimentally the value of the molar boiling point constant for water

Material Notebook paper

100-ml beaker Hot plate Thermometer stirring rod graph paper sodium chloride

Procedures 1. Hypothesize what will happen to the boiling point of water as the concentration of added sodium

chloride is increased 2. Prepare five 0.58-g samples of sodium chloride on individual pieces of paper. 3. Measure the mass of a 100-ml beaker and record the mass in a data table like the one shown. 4. Place 50 ml of water in the 100- ml beaker. Measure the mass of the beaker and water. Record this new mass. 5. Heat the water in the beaker on a hot plate until the water boils. 6. measure and record the temperature of the boiling water to the nearest 0.1 c 7. Add one of the prepared samples of NaCl. Stir until the NaCl is completely dissolved. 8. Measure the temperature again and record the results. 9. Repeat steps 7 and 8 until all the NaCl samples have been used

Data and Observations & "17#%!D! "17#%!Q! "17#%!E!

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Super Steam (continued)

Data and Observations 1) What happened to the temperature of the water/NaCl was added? 2) What happened to the boiling water when more NaCl was added? Analysis and Conclusion 1) For each trial, convert grams of NaCl to the number of moles of NaCl and record the results, 2) For each trial, convert the number of moles of NaCl to the number of moles of ions (moles NaCl*2

ions/mole) record the results. 3) How many kilograms of water did you use (data c)(l00 g/kg) 4) complete the data table entries for moles of ion per kilogram of water 5) Construct a graph of your results. Plot total moles of ion/kg of water on the x-axis and the

temperature on the y-axis 6) Draw the best-fitting straight line through your points. 7) Find the slope of this line. What are the units of the slope of this line? The slope is the molar boiling

point constant. Compare your value with the actual value of 0.515 c/m Extension and Application 1) How would the results differ if you repeated this activity with acetone instead of sodium chloride? 2) Look up the meaning of the term azeotrope, a special kind of solution of two liquids. How is an

azeotrope different from other solutions? !

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Motion to Dye For

How does temperature affect the motion of particles in a liquid?

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All Stired Up

How does stirring affect mixing?

Overview:

Have you ever used a sugar cube in tea or coffee? How did you get it to dissolve? Find out by trying this

activity.

Procedure:

Place a sugar cube into a beaker and add 50 mL of cool tap water. Time how long it takes the sugar cube to dissolve. Next, create at least 2 methods to speed up this dissolving time. Remember to change only one variable at a time. Keep careful records of your trials.

Questions:

1. How did your methods affect the dissolving time?

2. If you could change more than one variable, what would you do to shorten the dissolving time as much as

possible?

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Temperature Changes

How does temperature affect reaction rate?

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Other Indicators

How do concentration and temperature affect a reaction?

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Colloids

Background Information:

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Colloids (continued)

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Oxidation / Reduction of Vanadium

Vanadium, element 23 on the periodic table, is one of the transition elements of period 4. One characteristic of transition elements is that they have variable oxidation states. This means that elements 21 through 29 and the elements directly below them on the periodic table have several stable oxidation states. For

example, the vanadium atom in an ionic form can have oxidation states of 5 + , 4 + , 3+ and 2+. The purpose of this activity is to prepare ions of an element that are in different oxidation states.

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Oxidation (continued)

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Lemon Battery

A battery is a device in which chemical energy is converted to electrical energy. The energy obtained from a battery is produced by a difference in activity of two different metals. When two metals are placed in an electrolyte and are connected by a conductor, electrons flow from the more active metal through the

conductor to the less active metal. The flow of electrons is an electrical current and can be made to do work. The purpose of this activity is to investigate the activity of different metals in various combinations in a simple battery.

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Enthalpy of Vaporization of Water

Background Information

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Enthalpy of Vaporization of Water (cont.)

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Enthalpy of Vaporization of Water (cont.)

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Specific Heat

You have a friend who is concerned about a new ring she just bought. The seller claims it is real gold, but it cost very little. Your friend is wondering if there is some way to test the type of material it's made of without damaging the ring. Since you're studying heat in physics class, you immediately think of using calorimetry.

Equipment

A hot piece of an unknown metal will be immersed into a calorimeter containing cold water. The temperature of the water is measured when the system reaches equilibrium, i.e. when the rate of change in temperature goes to zero (we assume virtually no heat is lost to the surroundings during this time).

Prediction

How can you use calorimetry to determine the specific heat of an unknown metal?

Procedure Questions

1. You will be putting a piece of hot metal into a can of cool water. What loses heat? What gains heat? 2. If the can is well insulated, how will the heat lost by the metal compare to the heat gained by the water and can? 3. What is the equation for determining heat transfer in terms of temperature change and specific of the material? 4. Write an equation for heat loss = heat gain in terms of variables of temperature change, mass, and specific heat. 5. Label which things are known (can be measured or looked up) and which are unknown. 6. Determine what measurements you will need to make to solve for the specific heat of the metal.

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Specific Heat (continued)

! !

Measurement

The following steps should be performed for two different samples: &! Fill your can with cold water from a drinking fountain and determine the mass of the can and water. &! Make any necessary measurements and then have your instructor place a piece of hot metal into the

water. &! Take whatever measurements are needed to determine the specific heat of the metal.

!! Consider the possibility of different temperatures throughout the water - how could you get an even water temperature?

Analysis Determine the specific heat of the metal and calculate the percent error from the actual value found in the textbook.

Conclusion How confident are you that this method will determine the material the ring is made of? What errors exist in your measurements and methods?

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Making an Acid-Base indicator

From Purple Cabbage

Introduction:

Acid-base indicators are used in titrations to let you know when the solution has been neutralized, and has a pH of about 7. This indicates the end point of the titration, and we can then calculate the concentration of

our unknown, from the concentration and volume of the known. We have many acid-base indicators available to us today, but the first indicators were made from natural compounds.

The indicator that you will be making comes from purple cabbage. And is simply called cabbage extract

indicator.

Part 1: Making the indicator

MATERIALS:

Purple cabbage Distilled water 250-mL beaker Ring stand Large ring Wire gauze Burner PROCEDURE:

1. Take a few leaves of purple cabbage and tear them into small pieces. 2. Fill a 250-mL beaker about three-fourths full of the cabbage leaf pieces, and add distilled water to the 200mL mark. 3. Place the beaker on the wire gauze of a ring stand and heat with a burner to a slow boil for about 20 minutes. (You can use a hot plate in place of the burner and ring stand.) 4. The water will turn from a clear color to a purple color. When the water is very purple, remove the beaker from the heat. The purple juice which you have made is cabbage extract indicator, and can be used for acid-base titrations. 5. Pour the cabbage extract indicator solution into a labeled stock bottle. If you are going to keep the solution for a while, put it in the refrigerator. Part 2: Testing the indicator

You now have an indicator which can tell you if you have a solution that is an acid or a base, and can help you determine the end point of titration. You need to test some acid and base solutions so you will know

what color it turns in each.

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Making an Acid-Base indicator (cont)

MATERIALS:

Cabbage extract indicator Transfer pipette (eye dropper) for indicator 7 test tubes 13X100mm Test tube rack Acid solutions:

&! Vinegar &! Hydrochloric acid solution &! Sulfuric acid solution &! Lemon juice

Basic solutions:

&! Baking soda solution Ammonia &! Sodium hydroxide solution &! Potassium hydroxide solution

PROCEDURE:

1. Put a small amount of the test solutions in test tubes that are clearly marked, and place them in the test tube rack.

2. Using the dropper, add 3 drops of indicator to each test solution. Observe the color change and compare the test solutions to the indicator alone. Record the color changes in the DATA TABLE.

DATA TABLE:

TEST SOLUTION: ACID or BASE: COLOR CHANGE:

QUESTIONS:

1. What color does the indicator turn in acidic solutions?

2. What color does the indicator turn in basic solutions?

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Lab on Exothermic and Endothermic Reactions

Materials:

1 plastic bag and twist tie, graduated cylinder, mass balance, 2 Styrofoam cups, Fe powder, sodium chloride, vermiculite, calcium chloride, ammonium nitrate.

Part 1:

Q Q E," + ," +# $ With NaCI as catalyst Note: It is unbalanced.

1. Place 25 grams of Fe powder in a small plastic bag 2. Add around 1 gram of NaCI 3. Close the bag and shake to mix the chemicals. 4. Add around 1 table spoon of small vermiculite and mix again. 5. Add 5 ml of water to the bag and seal it with a metal twist tie. 6. Squeeze and shake the bag thoroughly to mix the contents. Observe after about 1 minute, you should notice a change .Record all pertinent results in a data table. 7. When the reaction stops, open the bag and seal it again and repeat step 6. Part 2:

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1. Place 100 ml of water in a Styrofoam cup and record the temperature. 2. Quickly dump 10 to 15 grams of ammonium nitrate into the water. 3. Note and record the temperature as the solid dissolves. Part 3:

Q

Q

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# $ #

1. Place 100 ml of water in a Styrofoam cup and record the temperature. 2. Quickly dump 15 to 20 grams of calcium chloride into the cup. 3. Note and record the temperature as the solid dissolves. Questions 1. Balance the chemical equation in part 1. 2. For each reaction, determine whether it is exothermic or endothermic, then write the chemical equation and correct the (A H) on the correct side of the equation. 3. Name the catalyst in part 1. 4. In part 1 after performing step 7, the reaction started again, why? 5. List 1 or 2 uses in real life for exothermic reactions? , endothermic reactions? 6. What is the common name for the product in part 1? !

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Physical and Chemical Thermodynamics

Chemical reactions are accompanied by two driving forces —the tendency to reach minimum energy (enthalpy) and the tendency to reach maximum disorder (entropy). Although some reactions tend toward more order or higher energy, these reactions are the exceptions. All chemical reactions eventually cease

when maximum entropy and minimum enthalpy are reached. The purpose of this activity is to investigate the flow of energy and the effects of energy on physical and chemical systems.

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Physical and Chemical Thermodynamics

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Gas Pressure

The volume of a gas depends on three factors. The first is the number of moles of the gas, the second is the temperature at which the volume is measured, and the third is the pressure. For measurements at constant temperature, there is a simple mathematical relationship between the volume of a gas and the pressure.

This relationship is known as Boyle's law in honor of Sir Robert Boyle, the British chemist who first recognized it about 300 years ago. The purpose of this activity is to discover the relationship between the pressure and the volume of a gas.

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Gas Pressure (cont)

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Graham’s Law of Diffusion

Molecules are constantly in motion, and their kinetic energy depends on their mass and velocity. At the same temperature and pressure, the average kinetic energy of the molecules in any gas is the same. For this to be true, more massive molecules must move more slowly. One way to observe this difference is in the

rate of diffusion of gases. A gas of lower molar mass diffuses faster than a gas of higher molar mass. The purpose of this activity is to discover the relationship between the mass and velocity of two different gases.

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Graham’s Law of Diffusion

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A Half-Life Model

Radioactive isotopes are unstable atoms that decompose spontaneously to the atoms of a different element. The breakdown of atoms takes place at a set rate, called half-life, which differs for each radioactive isotope. Half-life is the amount of time it takes for one-half the atoms in a sample of a radioactive isotope to

decay to the atoms of a different element. Because it is not practical for you to study the half-life of a real radioactive isotope, you will use a model of such an element in this activity. The purpose of this activity is to explore the phenomenon of half-life.

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A Half-Life Model (continued)

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Lab on Organic Chemistry

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1. 100-ml beaker 2. water 3. Thermometer 4. Ethyl alcohol 5. Acetic acid 6. Sulfuric acid 7. Plastic cups 8. Micropipette 9. Hot plates 10. Sodium sulfate salt '/"%*E,/*8&

1. Half fill the 100 ml beaker with water. 2. Heat the water to 50°C . 3. Place 1 ml of ethyl alcohol and acetic acid in a cup. Note the odor of both. Record your observations. 4. Add 5 drops of sulfuric acid to the mixture in the cup. 5. Draw up the mixture of chemicals in the cup into the micropipette. 6. Rinse the cup with water and dry it. 7. Place the pipette with the stem pointing upward into the heated water. 8. Maintain the temperature of the water bath at 45 to 50 degrees for 10 minutes. 9. Remove the pipette from the warm water bath and place its stem pointing upward in the plastic cup. 10. Discard the warm tap water. 11. Refill the beaker up to half full with cold tap water. 12. Holding the pipette with the stem pointing upward squeeze the bulb to force air out of the bulb and stem. 13. Invert the pipette and place its stem in the beaker of cold water. Release the bulb so that cold water will be drawn into the pipette. 14. Holding the pipette by the bulb, swirl the pipette to mix its contents. The mixture in the pipette now has an aqueous layer at the bottom and a crude ester layer above. 15. Separate the aqueous layer from the ester layer by holding the pipette stem downward over the beaker of water. Squeeze the bulb gently to expel only the layer of water. 16. Place 2 grams of sodium sulfate in the plastic cup. 17. Holding the pipette stem downward over the plastic cup, squeeze the bulb to expel the ester layer and add it to the sodium sulfate. Swirl the plastic cup until the ester is clear. 18. Carefully sniff the odor of the ester and record it. !

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Lab on Organic Chemistry (cont)

Data and Observations

Compound Odor Physical Properties

Ethyl Alcohol ! !

Acetic Acid ! !

Ethyl Acetate ! !

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Buoyancy

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Physics Lab – Motion of a Motorized Car

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Physics Lab – Motion of a Motorized Car (cont)

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Physics Lab – Motion of a Motorized Car (cont)

Continued:

2. What is the slope of the position vs. time graph? What is the significance of this value?

3. How would the position vs. time graph be different if the cart had gone faster or slower?

4. What is the slope of the velocity vs. time graph? What is the significance of this value?

5. Was the velocity of the cart more-or-less constant during its motion? How do you know?

6. How would the velocity vs. time graph be different if the cart had gone faster or slower?

7. What was the acceleration of the cart during its motion? How do you know?

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Acceleration

Problem: What is the relationship between the distance an accelerating object travels and the time it takes

to travel that distance?

NOTE: DO NOT BEGIN YOUR EXPERIMENT UNTIL EACH PERSON IN YOUR GROUP HAS READ THE BACKGROUND AND COMPLETED THE BACKGROUND QUESTIONS.

Background and Inquiry: Why will a penny dropped off the Empire State Building become a deadly object?

It is because objects in free-fall accelerate. The further they drop the faster they travel. By the time the penny

reaches the ground it will be traveling faster than a racing car. Galileo was the first scientist to prove that all objects fall at the same acceleration. We will notice a difference however if we drop a piece of paper. The paper has a different acceleration because of air pressure and frictional forces.

It is difficult to study the motion of falling objects because they are moving too rapidly. Take each of the balls (handball and Ping-Pong ball). Drop them from a foot high. Can you observe any changes in velocity? Drop the balls from a height of only one foot. Drop the balls from different heights and observe and discuss with your group what you observe.

By using an inclined plane we may slow the movement of accelerating objects. Today you will study acceleration in an experiment by rolling a ball down an incline plane. Acceleration is defined as a change in velocity. Velocity is defined as a change in distance per unit of time. Acceleration occurs because a force is

applied to an object. As long as the force is applied the object will accelerate. In the case of falling objects the force applied is gravity. As the ball begins to move under the force of gravity it will accelerate. The further the ball goes the faster it will travel.

Background Questions:

1) What is velocity?

2) What is acceleration? How is acceleration different from velocity?

3) What are some conditions that will change the acceleration of the rolling objects?

4) If a rock and a feather are dropped on the moon why do they fall at the same rate while on earth they do not?

5) Would friction or air pressure affect how fast a ball rolls down an incline? Why?

Hypothesis: State your hypothesis. Justify your statement!

Materials: Inclined plane, two meter sticks, ping pong ball, handball, golf ball, 2 digital watch timers.

Diagram: Include a diagram in your lab report.

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Acceleration (continued)

Procedure: 1)!Copy Table I , Table II, Table III. 2)!Set up equipment as shown in Diagram I. 3)!Set the incline plane for 35 degrees. You will record the time it takes the ball to roll down the incline every 20 cm. There should already be 20 cm. marks on the incline. 4)!Start with the ping pong ball. Let the ball start rolling from 0 cm. start your timer. 5)!When the ball reaches the 20 cm. stop your timer. Let the ball roll off the incline. 6)!Record your time in Table I (see results section). Repeat a second time. Then average the two times. 7)!Repeat the process and record the time it takes till the ball reaches the 40 cm. mark, 60 cm. Mark etc.... 8) Record your data in Table I. 9)!Set the incline for 40 degrees and complete Table II. 10)!Repeat steps 5-9 using the handball instead of the ping pong ball. TABLE I -Incline set at 35 degrees - ping pong ball

Distance (cm.)

Time (Sec) Student I (Trial I)

Time (Sec) Student II (Trial II)

Avg. Time (T)

20

40

60

80

100

120

140

160

180

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Acceleration (continued)

TABLE II Incline set at 35 degrees - Blue Handball

Distance (cm.)

Time (Sec) Trial I

Time (Sec) Trial 11

Avg. Time (T)

20

40

60

80

100

120

140

160

180

PART II:

In this experiment you will study the effect that changing the angle of the incline will have on the force of a rolling golf ball. Remember that Newton's Second Law of motion states that F - ma (Force = mass x

acceleration). Does this mean that if an object has a greater acceleration it can apply a greater force?

1) For table III below you will change the angle of the incline.

2) Set the paper cup at the end of the incline so the golf ball will roll into the cup.

3) Roll the golf ball from the top of the incline and measure how far the cup travels. It does not matter what part of the cup you use for your measurements as long as you always use the same part in your calculation.

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Acceleration (continued)

TABLE III -

Angle of Incline

Dist. Cup Moves (Trial I)

Dist. Cup Moves (Trial II)

Average Distance

5 degrees

10 degrees

15

20

25

30

35

40

45

Graphing:

1)!Make plots for Table I and Table II on the same graph. Plot time on the y-axis and distance on the x-axis.

2)!Make a graph Of Table III plotting the angle of incline on the x-axis and the distance the cup moves on the y-axis.

Discussion:

1)!What are the independent and dependent variables for table I and II?

2)!What are the independent and dependent variables for table III?

3)!What are some factors held constant in each experiment?

4)!What type of relationship is observed for your graphs in table I and table II, linear or non-linear? Why is this the case?

5)!If all objects accelerate at the same rate explain your differences between the handball and ping pong ball.

6)!Why did increasing the angle of the incline in Table III cause the cup to move further away?

7)!What type of relationship is observed for table III? Why do you think this is the case?

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Battle of the Spheres

Problem: Why do three different spheres roll down an inclined plane at different rates?

Hypothesis:

Materials: 3 marbles (Different sizes &/or weights), inclined plane, metric ruler, milk carton.

Procedure: 1.!Get in groups of four to six, find a station with an inclined plane. Get a ruler! "#!Have one of your group members get a carton and three differently sized spheres. 3.!Place the carton top at the end line drawn on the inclined plane. 4.!Take the smallest sphere and roll it down the plane, without any added force. 5.!After the sphere falls into the milk carton and moves it measure the distance the milk carton moved from the line. Repeat this process seven more times. Throw out the 3 lowest and 3 highest measurements and record the middle distance on the backside of this lab handout. 6.!Repeat step #5 with the medium Sphere. 7.!Repeat step #5 with the large Sphere. 8.!Answer the conclusion questions as a group. Data:

Small Sphere

Trial Distance Traveled

Average Distance from the carton traveled-

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Battle of the Spheres (cont)

Medium Sphere

Trial Distance Traveled Average Distance from the carton traveled-

Large Sphere

Trial Distance Traveled

Average Distance from the carton traveled-

Conclusion Questions:

1. Which sphere moved the carton the farthest, Why?

2. Which sphere moved the carton the least, Why?

3. When, in the experiment, did the sphere have potential energy?

4. When, in the experiment, did the sphere have kinetic energy?

5. Which marble had the greatest potential energy?

6. Which marble had the least kinetic energy?

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Machines: Inclined Plane Lab

The inclined plane is a simple machine. It helps us do work by decreasing the force that we have to use to

move an object through a vertical distance. There has to be a trade off, though, so we have to apply that

smaller force for a longer distance. For example, if you lift a 20-N object through a height of 5 meters, you

have done 100 J of work. The inclined plane might only require us to apply a force of 10 newtons to move the same object to the same height, but we would have to apply that force through a distance of 10 meters.

We are still doing 100 J of work, but we are exerting a smaller force over a longer distance.

Some historians think that the pyramids in Egypt were built this way. The blocks of stone are huge and very heavy. The workers may have built giant ramps of dirt to lessen the force that they would have to apply to

lift the stones into place. They would have had to exert that force over a longer distance, however.

Materials:

Wooden ramps Books Spring scales Meter Sticks

Instructions: Remember that Work = Force x Distance. Your goal in this lab is to compare the way that force

and distance change relative to each other in different inclined plane situations. Imagine that your goal is to lift a textbook the height of four textbooks. In other words, the work that you are to do involves lifting a textbook the height of four textbooks, as shown below:

In the past, you have measured the force (Newtons) of something by first measuring either mass or weight. In this lab, you will be using a spring scale, which measures force directly.

What is the work done in the situation pictured above?

You will set up four different inclined planes to help you do the work of lifting the book to the height pictured above. ALWAYS USE FOUR BOOKS IN SETTING UP YOUR INCLINED PLANE. CHANGE THE ANGLE OR

STEEPNESS OF THE INCLINED PLANE BY MOVING THE BOOKS FARTHER UNDER THE RAMP.

Take out a red colored pencil and observe the pictures on the following page. On each picture, mark the DISTANCE over which the work is done. When you are finished, stop, and wait to check that your marks are correct.

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Machines: Inclined Plane Lab (cont.)

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Data Collection: Set up each of the 4 ramps, and include the preliminary lifting problem in your data

collection. Set up the book and spring scale as Mrs. Aker shows, and apply just enough force with the spring scale to start moving the book up the ramp.

Distance (m) Force (Newtons) Work (Joules)

Ideally, your work measurements should have been all identical to the work done in the situation where you lifted the book without the inclined plane. Why was more work done in the situations with the inclined plane?

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Machines: Inclined Plane Lab (cont.)

Make two graphs to compare force and distance.

Describe how the force and distance line graphs are related to one another.

Which inclined plane is most helpful as a machine?

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A pulley as a Simple Machine

Questions:

1. What is the efficiency of a pulley?

2. What is the mechanical advantage of a simple pulley?

Discussion:

A pulley is a simple machine consisting of a wheel turning on an axle. Pulleys are often used singly and in combinations to do work.

If energy is conserved for a machine, then the work done by the machine must be equal to the work put into the machine:

Work out = Work in

The work done by a pulley equals the weight it lifts, W (= mg), times the height it lifts it, h. The work that you put into the machine equals the force that you exert on the string, F, times the distance that you pull the string, d. So, for an ideal pulley:

Fd = Wh (= mgh)

Of course, there is some friction present in any real pulley, so we would expect that some of the work that we put into the machine would be dissipated by friction (as heat energy, mostly). So for a real pulley,

Fd = Wh + Work done against friction

So,

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The ratio of useful work done by the pulley (Wh) to the work you put in (Fd) is the efficiency of the pulley, which is usually expressed as a percent:

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The mechanical advantage of a machine is the ratio of the output force to the input force, or: Mechanical

Advantage = W/F

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A pulley as a Simple Machine (cont.)

Equipment:

2 single pulleys string

0.5 kg & 1.0 kg masses spring scale

ring-stand clamp c-clamp

ring stand

Procedure: (Diagrams are located in the next page)

1) Set up Apparatus A as shown in the diagram. Be sure to clamp the ring stand to the table (using the c-clamp) so that it won't tip over.

2) Lift the mass. Measure and record the weight lifted (W - mg), the height lifted (h), the force required (F), and the distance you pulled (d). Be sure to construct a data table for your data and results.

3) Calculate the work you did in each trial (Fd) and the work done by the pulley (Wh).

4) Calculate the efficiency and mechanical advantage for this machine.

5) Repeat for Apparatus B.

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A pulley as a Simple Machine (cont.)

Apparatus A – The pulley is tied to the support

Apparatus B - The pulley is tied to the weight being lifted

Apparatus C – 2 Single pulleys

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A pulley as a Simple Machine (cont.)

Data Table

Apparatus A:

Trial <#,,

%BV2HX

Height H,(m)

Force, F, (N)

Distance, D (m)

Weight W=mg (N)

Work by pulley, Wh (J)

Work by me, Fd, (J)

Sample Calculations:

Weight Lifted:

Work by Pulley:

Work by Me:

Apparatus B:

Trial <#,,

%BV2HX

Height H,(m)

Force, F, (N)

Distance, D (m)

Weight W=mg (N)

Work by pulley, Wh (J)

Work by me, Fd, (J)

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A pulley as a Simple Machine (cont.)

Apparatus C:

Trial <#,,

%BV2HX

Height H,(m)

Force, F, (N)

Distance, D (m)

Weight W=mg (N)

Work by pulley, Wh (J)

Work by me, Fd, (J)

Efficiency & Mechanical Advantage

Apparatus Mechanical Advantage

Efficiency

A

B

C

Sample Calculations:

Efficiency:

Mechanical Advantage:

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A pulley as a Simple Machine (cont.)

1)! How can you tell the mechanical advantage of a pulley system, just by looking?

2)! What can you say about the efficiency of your pulleys?

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Materials

Ceramic socket

Lamp cord with attached plug

100-, 60-, and 25-Watt bulbs

2 Meters of #18 hookup wire (stranded and

insulated)

Electrical tape

Photo light meter*

Metric ruler

Dimmer switch

0-1 A.C. Ammeter

*Available at camera stores, borrow one from a

photographer, or make your own (see Conservation II, Activity 6)

Note:

The room must be almost dark!

How much energy is saved when a dimmer

switch is used with a 100-watt bulb?

! Setup and Conduct your Experiment:

Using the different bulbs, measure and record the light output in foot-candles at 30 cm and the current in amps at each dimmer setting.

Summary Question: Which method saves more energy for the same amount of light output: using lower wattage bulbs or dimming higher wattage bulbs?

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Materials

String and weight

Staircase

Stopwatch

Yardstick

Scale

How much horsepower can you produce?

Set Up And Conduct Your Experiment

Measure the height of the stairs by dropping a weight tied to a string from the top. Record the height in feet.

Then, weigh your volunteer runners. Be sure to vary the size of the volunteers.

Have each volunteer run up the stairs as rapidly as possible while you record each one's time in seconds.

Calculate the horsepower each volunteer produced.

Summary Question

Could you produce twice as much horsepower by running up stairs that are twice as high?

Other Ideas to Explore

Try calculating the amount of energy produced by using the metric system.

Try the same experiment with a ramp. Would the length of the ramp make any difference in the amount of

horsepower that is produced?

Can girls produce as much horsepower as boys?

Do athletes generate more horsepower than non-athletes?

How long can your volunteers continue to produce horsepower? What happens?

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Curved Mirrors

** Please Bring a Flashlight & Candle for this Lab! **

A concave mirror causes incident rays of light parallel to its principal axis to converge on a point called its principal focus. Different types and sizes of images may be formed by these mirrors, depending on the distance of the object from the mirror. In this experiment we shall examine the parameters of the mirror

object-image system.

A convex mirror causes incident rays of light parallel to its principal axis to diverge as though they emanated from its principal focus. Only one type of image is produced by these mirrors. Convex mirrors are sometimes

added to rearview (plane) mirrors on vehicles to provide the drivers with a wide field of vision. However, they do give a misleading impression of distance.

OBJECTIVE:

After completing this experiment, you should be able to describe the image of an object formed by a curved mirror based on the focal length of the mirror and the size and position of the object.

PROCEDURE:

1. Concave mirror:

a. Determine the focal length, f, in cm of the concave mirror with parallel rays from a flashlight. Record the focal length in the data table.

b. Set up the meter sticks and concave mirror as shown in Figure 28-1. The apex of the V should be slightly below the center of the mirror. Mount the candle on one meter stick as far away from the mirror as possible.

Measure this distance and record it as do. Mount the image screen on the other meter stick and move it

back and forth until a sharp image of the candle is obtained. Measure the distance between the mirror and

image screen and record it as di.

Light the candle and measure the height of the candle flame as accurately as possible. Record it as ho.

Measure the height of the image of the flame and record it as hi.

c. Interchange the candle flame and image screen. Make any necessary adjustments in the position of the image screen so as to obtain a sharply defined image.

Measure and record do , di , ho, and ho, in the data table.

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Curved Mirrors (cont.)

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Convex/Concave Mirrors

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Convex/Concave Mirrors

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Convex/Concave Mirrors

Observation Sheet:

1.! Hold the convex mirror in front of you. Move the mirror toward and away from you and observe the image formed. What happened?

2.! Hold a concave mirror in front of you. Move it toward and away from you to observe the image formed. What happened this time? How was this different from the convex mirror?

3.! Compare all the images with respect to size and orientation. Was the image ever upside-down?

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Convex/Concave Mirrors

Observation Sheet:

4. Situational: What is your hypothesis for the image distance? (circle one)

> center of curvature length

between the focal length and the center of curvature

< focal length

5. What was the actual image distance for situation #1 ?_

Draw what happened in the space below.

6. Situation #2: What is your hypothesis for the image distance? (circle one)

> center of curvature length

between the focal length and the center of curvature

< focal length

7. What was the actual image distance for situation #2?_

Draw what happened in the space below.

8. Did any of the images appear upside-down? Which ones?

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Lens Lab in a Bag

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Lens Lab in a Bag (continued)

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Lens Lab in a Bag (continued)

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Lens Lab in a Bag (continued)

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Lens Lab in a Bag (continued)

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Introduction to Waves Lab

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Introduction to Waves Lab (continued)

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Introduction to Waves Lab (continued)

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Introduction to Waves Lab (continued)

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Sound Waves Lab

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Sound Waves Lab (continued)

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Resonance and Speed of Sound

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Resonance and Speed of Sound (continued)

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Resonance and Speed of Sound (continued)

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Wires Series Labs

What happens to the voltage of a circuit when dry cells are connected in series?

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Wires Series Labs

How does the resistance of a circuit affect the current in it?

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Wires Series Labs

When 2 wires of different resistance have the same current, which will get hotter?

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When 2 wires of different resistance have the same current, which will get hotter?

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Wires Series Labs

How do you connect bulbs in parallel, and what current in each bulb and the battery?

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connect bulbs in parallel, and what current in each bulb and the battery?

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Wires Series Labs

What happens to the current in a circuit when the voltage of the circuit is increased?

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What happens to the current in a circuit when the voltage of the circuit is increased?

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Wires Series Labs

How is a model of a simple telegraph made?

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How is a model of a simple telegraph made?

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Flexing those Magnet Muscles

Problems: Which lab magnet is the strongest? Which is the weakest? What part of a magnet is the

strongest?

Hypothesis:

Materials: Several bar magnets and/or magnets of different sizes and shapes, several magnetic objects (paper clips, nails, iron filings, etc.), several nonmagnetic objects (plastic, paper, coins, etc.), pens and/or pencils, data-capture sheet - one per student (pages 13, 15, 23, 72, 82 92), 20 small nails, large nails, 20 metal paper clips, several compasses, a table or flat surface, wooden rulers and construction paper.

Procedure:

1. Once each group has been placed, the groups will be given the rules for each learning station. Students will have 20 minutes to formulate a hypothesis, test the hypothesis and come up with a conclusion for each station. Predictions and outcomes are to be in written format by the stenographer in each cooperative learning group.

2. You will make a data-capture sheet with your teacher.

3. Each group begins to research.

STATION A ATTRACTION ACTION

1. Using a bar magnet, select one object at time to see if it is magnetic.

2. Record your findings on the data-capture sheet provided.

3. Once you have tested all of the objects provided, be creative and find five more objects to test for magnet properties.

4. Repeat step

STATION B MAGNETIC MUSCLE

1. With the 20 nails make a pile on a desk or other hard surface.

2. Choose one magnet and place it in the pile of nails.

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Flexing those Magnet Muscles (cont.)

3. Slowly lift it out of the pile and record the number of nails it picks up on the data-capture sheet provided.

4. Repeat steps 2-3 with the remaining magnets.

5. Replace the nails with the 20 paper clips and repeat steps 2-4. Compare your results from the first experience.

STA TION C MAGNETIC MAP

1. Place the bar magnet in the middle of the piece of paper and trace around it to mark its position.

2. Put the compass on the paper near the magnet. Draw and arrow between the compass and the magnet showing the farthest point where the compass needle is affected by the magnetic field.

3. Repeat step two several times all around the magnet.

4. Once you have completed step three, you will be able to see where the magnetic field exists, where it is

the strongest, and where it is the weakest.

STA TION D NEIGHBORLY NAIL

1. With the large nails try to pick up some of the smaller nails or paper clips. Observe what happens and record on data capture sheet.

2. With one end of the bar magnet, stroke the nail 25 times in the same direction.

3. Try again to pick up the small nails or paper clips with the newly magnetized nail. Observe what happens and record on data-capture sheet.

4. Carefully throw the magnetized nail against a hard surface.

5. Try one more time to pick up the small nails or paper clips with the nails. Observe what happens and record on data-capture sheet.

6. Repeat this experience using iron fillings instead of nails or paper clip. Observe what happens and record

on data-capture sheet.

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Does magnetic force go through everything?

Procedures:

1. Tie a paper clip to a thread about 8cm long. Tape the other end of thread to the base of a ring. Stand. Support a U-shaped magnet from a ring stand as shown in the diagram. Move the magnet up and down until its force lifts the paper clip as shown. Put in turn thin sheets of paper, glass, copper, and aluminum in

the space between the clip and magnet.

2. Put a thin sheet of iron (a cookie sheet) in the space between the clip and the magnet.

Observation and Analysis:

1. Why did the string remain taut when items in step 1 were inserted between the clip and magnet?

2. Why did the clip fall to the table? Note that all the materials through which the magnetism went were nonmagnetic. The thin sheet of iron was itself magnetized and was attracted to the

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Does magnetic force go through everything?

Tie a paper clip to a thread about 8cm long. Tape the other end of thread to the base of a ring. Stand. shaped magnet from a ring stand as shown in the diagram. Move the magnet up and down

hown. Put in turn thin sheets of paper, glass, copper, and aluminum in

the space between the clip and magnet.

Put a thin sheet of iron (a cookie sheet) in the space between the clip and the magnet.

taut when items in step 1 were inserted between the clip and magnet?

Why did the clip fall to the table? Note that all the materials through which the magnetism went were nonmagnetic. The thin sheet of iron was itself magnetized and was attracted to the magnet above.

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Tie a paper clip to a thread about 8cm long. Tape the other end of thread to the base of a ring. Stand. shaped magnet from a ring stand as shown in the diagram. Move the magnet up and down

hown. Put in turn thin sheets of paper, glass, copper, and aluminum in

Put a thin sheet of iron (a cookie sheet) in the space between the clip and the magnet.

taut when items in step 1 were inserted between the clip and magnet?

Why did the clip fall to the table? Note that all the materials through which the magnetism went were magnet above.

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How is a simple generator made?

Procedures

1) Make a coil of 50 turns. Connect the coil to a zeropoles of a U-shape magnet. Keep the coil at right angles to the "lines" of force of the m

2) Turn the coil a half turn to the right.

3) Turn the coil another half turn moving it in the same direction.

4) Rotate the coil in the same direction for several turns.

Observation and Analysis

1) Why did the galvanometer needle

2) Which way did the needle move? What did it indicate?

3) Why did the needle move in the opposite direction?

4) How do you explain the action of the galvanometer needle as the coil turns between the poles?

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How is a simple generator made?

Make a coil of 50 turns. Connect the coil to a zero-center galvanometer. Hold the coil between the shape magnet. Keep the coil at right angles to the "lines" of force of the m

Turn the coil a half turn to the right.

Turn the coil another half turn moving it in the same direction.

Rotate the coil in the same direction for several turns.

Why did the galvanometer needle remain still?

Which way did the needle move? What did it indicate?

Why did the needle move in the opposite direction?

How do you explain the action of the galvanometer needle as the coil turns between the poles?

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center galvanometer. Hold the coil between the shape magnet. Keep the coil at right angles to the "lines" of force of the magnetic field.

How do you explain the action of the galvanometer needle as the coil turns between the poles?

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