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Name: _____________________________________________ Block: _________

SCIENCE 9: INTRODUCTORY UNIT

I. EQUIPMENT AND MEASUREMENT

B D A E SKILLS 1. I can correctly use and read a ruler, graduated cylinder, electric balance

& thermometer

2. I can find the volume of regular and irregular solids

3. I can identify the names and uses of common lab equipment

II. SAFETY

B D A E 4. I can identify important safety rules and safety symbols

5. I can describe appropriate emergency response procedures

6. I can identify appropriate personal protective equipment and

procedures

7. Safety Poster

III. PLANNING AND CONDUCTING B D A E

8. I can change a question into a hypothesis and identify the dependent

and independent variables.

9. I can design an experiment that tests my hypothesis and include a

control group

10. Notebook check

% UNIT TEST

Beginning Developing Accomplished Exemplary Does not

demonstrate a basic

understanding of

concepts.

Demonstrates a

basic understanding

of concepts.

Demonstrates a solid

understanding of

concepts.

Demonstrates a

complete and deep

understanding of

concepts.

LEVEL Beginning Developing Accomplished Exemplary

LETTER GRADE I/F C-/C C+/B-/B/B+ A-/A/A+

PERCENTAGE 0 – 49 50 – 72 73 – 85 86 – 100

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To Do List This is a list of the activities in this unit. You can check off the activities as you complete them.

√ ACTIVITY FINISH BY DATE

Complete “Becoming Familiar with lab Equipment” Worksheet

Complete the on-line tutorials on how to use ruler, graduated cylinder, electronic balance and the thermometer. Record notes on the

“Measurement” worksheet in your notes package as you go along.

Complete the “Measurement” Worksheet

On a new page in your notebook, list as many questions as you can think of that your teacher could ask you on a Measurement Quiz based on skills

1 through 3. Now find a group of people who have completed their own

lists and compare notes. Add to yours.

Complete Quiz on Lab Equipment (Skills #1 – 3)

Complete “Some Laboratory Hazards” Worksheet with a group

Complete “WHIMIS” Worksheet

Complete “Household Hazard Hunt” Worksheet an discuss your findings with your family.

Listen to your teacher and take notes on safety procedures in our classroom

Complete a safety poster (on your own) and hand it in

Meet with at least three other students and decide on the best way to prepare for your safety quiz.

Complete quiz on Safety (Skills # 4 – 6)

Complete Scientific Method Terms Worksheet in your own words

On our website, watch the video on Variables and record notes for yourself.

Read the online document on how to write a hypothesis. Make notes for yourself.

Listen to your teacher and take notes on how to write a good hypothesis.

Complete “Identifying Variables and Writing Hypotheses Notes and Practice”

Complete “Designing and Conducting Experiments” worksheet with online portion.

Use the “More Practice” worksheets to help your understanding. Feel free to work with a group BUT make sure you understand!

Prepare for your quiz.

Complete quiz on Planning and Conducting an Experiment (Skills #8 & 9)

Generate a list of questions you “know” will be on the Unit Test, then meet with your group to compare lists; add new ideas to your own list.

INTRODUCTORY UNIT SUMMATIVE TEST (recall: no re-writes on a Unit Test!)

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BECOMING FAMILIAR WITH LAB EQUIPMENT

Below you will find the names and functions of different kinds of lab equipment you may

encounter this year. Using whatever resources, you like, complete the chart that follows by filling

in the names and functions of the equipment onto the chart beside the appropriate picture.

LAB EQUIPMENT NAMES

Graduated cylinder Funnel Thermometer Watch glass

Glass stirring rod Dropper Test tube clamp Wash Bottle

Beaker Test tube rack Beaker tongs Safety glasses

Erlenmeyer flask Test tube Scoopula Electronic balance

LAB EQUIPMENT FUNCTIONS

to aid in pouring a liquid from a

wide-mouth container into a

small opening; to filter substances

when filter paper is used

for measuring and pouring

liquids; for heating or mixing

substances

for lifting hot beakers

for holding one or more test

tubes

for measuring and pouring

liquids; not for heating or

mixing

for rinsing or adding water

for moving samples of solid, not

used for stirring

for transferring a small amount

(drops) of liquid

for measuring weight

for mixing or stirring substances,

made of glass to resist heat, stains

and corrosion

for holding or covering

chemicals; holds chemicals

while drying and cover beaker

to prevent evaporation

to protect the eyes

for heating or mixing a small

amount of chemicals

for measuring and pouring

liquids; for heating or mixing

substances; shape avoids loss

due to splashing

for holding individual test

tubes

for measuring temperature

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PICTURE NAME FUNCTION

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PICTURE NAME FUNCTION

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MEASUREMENT

Gather Information

On our website you will find links to tutorials on how to use the following equipment. Complete

the tutorials and add notes your notes below.

EQUIPMENT NOTES

How to use:

Units used:

How to use:

Units used:

How to use:

Units used:

How to use:

Units used:

Measuring the Volume of Solid Objects

Figure out how to measure the volume of a regularly shaped object and an irregularly shaped

object using some of the equipment above. There is always information available on-line, too!

REGULAR SHAPE IRREGULAR SHAPE

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SOME LABORATORY HAZARDS

While we all try to be careful, accidents do happen. How we deal with it often determines how

successfully we overcome it. Read about the hazard below then discuss it with your group. Once you’ve

decided on the key ideas, write down your plan.

HAZARD HOW TO DEAL WITH HAZARD

1.

Spilled chemicals on

your lab bench

2.

Broken beaker on the

floor

3.

Burning chemicals in a

container

4.

Smelling chemical

vapours

5.

Bunsen burners

6.

Chemicals on hands

7.

Disposal of used

chemicals

Questions: answer these in your notebook. You won’t know all the answers until we have had a chance to go over them but try your best!

1. With your group, come up with a list of practical rules for lab safety. Each group member will

choose one rule and make an 8.5 x 11 poster highlighting that rule. See page 15 for details.

2. Why is the office emergency number not 911? Why 811?

3. Describe, realistically, what would happen if someone’s clothing caught on fire.

4. If you are asked to leave the classroom, to where do you report? What do you do when you

get there? How long do you stay there?

5. Which piece of emergency equipment do you think might get used most often? Why?

6. Describe the different applications of the fire extinguisher versus the fire blanket.

7. Describe the steps involved in dealing with a student who has splashed chemicals in his eye.

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WHMIS SAFETY SYMBOLS

Throughout Canada, standard symbols are used to identify dangerous materials. These symbols

provide warnings about possible hazards of using a product, and the necessary precautions to

take when using it.

WHMIS

Symbol Meaning of Symbol Precautions

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Other symbols are also in use in Canada. Hazard Symbols (HHPS) were developed for

people buying and using household materials.

Symbol Meaning Description & Precautions

Dangerous

contents

Dangerous

container

Explosive

Toxic

Corrosive

Flammable

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HOUSEHOLD HAZARD HUNT!

Look around your house for household products that have risks (often cleaning materials or

containers out in your garage!)

• Look for symbols that are HHPS.

• Read the labels to find out how each product is used and decide why it has an HHPS.

• Complete the chart below.

Hazard Symbol How Product Used Suggested Precautions

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CLASSROOM SAFETY

Use the following table to take notes during your teacher-led lesson on classroom safety. Make

sure you listen! If you miss writing something down, one of your classmates will happily fill you in!

WHAT WHERE, WHEN, WHY, HOW?

Safety glasses

Hair tied

Appropriate

Clothing

Food

Broken glass

Cuts

Spilled chemicals

(not on student)

Emergency

people/number

Meeting Area

Eye Wash Station

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Spill Control Kit

Fire (Lab)

Fire (Person)

HOT PLATES, ETC

SMELLING

CHEMICALS

ADDITIONAL NOTES:

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SAFETY POSTER

Although you have brainstormed a number of safety rules with your group, you are going to

personally choose one to make poster to hand in. You will find the “poster sized paper” at the

front of the room.

Before beginning your poster, make sure you read through the marking rubric below so that you

ensure you’ve included all the ideas you need to get the highest mark you can!

When your poster is done, fill in your name and block on the Safety Poster Rubric below and cut

on the dotted line. Borrow a glue stick or some tape and attach the Rubric to the back of your

poster.

----------------------------------------------------------------------------------------------

Name: _______________________________________ Block: ________

Safety Poster Rubric

Beginner

Developing

Accomplished

Excelling

Other

• Missing all

excelling

criteria

• Rubric not glued

onto back

• Missing two of the

excelling criteria

• Rubric glued onto

back but does not

include name or

block

• Missing one of the

excelling criteria

• Rubric glued onto

back & includes

name OR block

• Can be seen at least 3 m

away

• Good balance between

illustration and rule

• Rubric glued onto back &

includes name and block

Safety Rule

• Poorly chosen rule

• Poster doesn’t

represent the rule

• Chosen rule is

appropriate

• Represents Rule to

some degree

• Chosen rule is

appropriate

• Wording clearly

represents Rule

• Chosen rule is appropriate

• Clear, catchy and easy to

remember

• Represents Rule Perfectly

Illustration

Represents Rule

• Illustration does

not reflect the rule

• Illustration

somewhat reflects

chosen rule

• Illustration reflects

chosen rule

• Illustration accurately

reflects rule

Creativity

• Limited use of

color and texture

• Little creative

energy

• Some use of colour

• Contains a few

original/creative

touches

• Colourful

• some originality-

takes off on other

examples

• Colourful

• Draws attention

• Original/clever and

creative

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SCIENTIFIC METHOD TERMS:

These notes are for YOU so make them personal. Use your own words and examples!

• CONTROL:

• EXPERIMENT:

• HYPOTHESIS:

• VARIABLE:

• CONSTANT:

• INDEPENDENT VARIABLE:

• DEPENDENT VARIABLE:

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IDENTIFYING VARIABLES AND WRITING HYPOTHESES NOTES AND PRACTICE

1. Watch the video (see our website) about scientific variables

2. Make notes below about the different types of variables

Independent Variable Dependent Variable Controlled Variables

Example from video:

Example from video:

Example from video:

3. Read the document “writing a testable hypothesis” on the website and make

notes below: What is a Hypothesis? How is a Hypothesis written?

Practice

Write a hypothesis for each of the following problem statements. Identify the dependent and

independent variables for each.

A. How does the amount of leaves on a tree affect how many birds will build nests in it?

Hypothesis:

IF___________________________________________________________________________________

THEN________________________________________________________________________________

BECAUSE_____________________________________________________________________________

B. How does the acid level of a lake affect how many fish live there?

Hypothesis:

IF___________________________________________________________________________________

THEN________________________________________________________________________________

BECAUSE_____________________________________________________________________________

C. How does the amount of milk you drink affect the strength of your bones?

Hypothesis:

IF___________________________________________________________________________________

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THEN________________________________________________________________________________

BECAUSE_____________________________________________________________________________

4. The strange case of BeriBeri

In 1887 a strange nerve disease attacked the people of the Dutch East

Indies. The disease was beriberi. Symptoms of the disease included

weakness and loss of appetite, and victims often dies of heart failure.

Scientists thought the disease might be caused by bacteria. They

injected chickens with bacteria from the blood of patients with beriberi.

The injected chickens became sick. However, so did a group of chickens

that were not injected with the bacteria.

One of the scientists, Dr Eljkman, noticed something: before the

experiment, all the chickens had eaten whole-grain rice, but during the

experiment, the chickens were fed polished rice. Dr Eljkman researched

this interesting case and found that polished rice lacked thiamine, a

vitamin necessary for good health.

A. State the Problem:

B. What is the original hypothesis?

IF____________________________________________________________

THEN______________________________________________________________

BECAUSE___________________________________________________________

C. How was the hypothesis tested?

D. Should the hypothesis be supported or rejected based on the experiment?

E. What should the new hypothesis be and how would you test it?

Hypothesis:

IF___________________________________________________________________________________

THEN________________________________________________________________________________

BECAUSE_____________________________________________________________________________

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MORE PRACTICE: IDENTIFYING CONTROLS AND VARIABLES

Smithers thinks that a special juice will increase the productivity of workers. He

creates two groups of 50 workers each and assigns each group the same task

(in this case, they’re supposed to staple a set of papers). Group A is given the

special juice to drink while they work. Group B is not given the special juice.

After an hour, Smithers counts how many stack of papers each group has

made. Group A made 1,587 stacks and Group B made 2,113 stacks of paper.

Identify the:

1. Control group:

2. Independent variable:

3. Dependent variable:

4. What should Smithers’ conclusion be?

5. How could this experiment be improved?

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 the shower with coconut juice. He sprays the

other half of the shower with water. After 3 days of “treatment” there is no change

in the appearance of the green slime on either side of the shower. Identify the:

1. Control group:

2. Independent variable:

3. Dependent variable:

4. What should Homer’s conclusion be?

Bart believes that if mice eat food exposed to radiation they will become extra

strong. He decides to perform an experiment by feeding 10 mice food that has

been exposed to radiation for 10 seconds (Group A) and comparing these 10

mice to another 10 mice that ate food that had not been exposed (Group B).

His test consisted of a heavy block of wood that blocked the mouse food. He

found that 8/10 of the Group A mice were able to push the block away and

7/10 of the Group B mice were able to do the same.

Identify the:

1. Control group:

2. Independent variable:

3. Dependent variable:

4. What should Homer’s conclusion be?

5. How could Homer’s experiment be improved?

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Krusty was told that a certain itching powder was the newest and best thing on

the market; it even claims to cause 50% longer lasting itchiness. Interested in

this product, he buys the powder and compares it to his usual brand. One test

subject (A) is sprinkled with the original powder, while another test subject (B)

is sprinkled with the new product. Subject A reported having itches for 30

minutes. Subject B reported to have been itchy for 45 minutes.

1. What is Krusty’s hypothesis?

2. Control group:

3. Independent variable:

4. Dependent variable:

5. Explain whether the data supports Krusty’s hypothesis.

Mr. Krabs created a secret ingredient for a breath mint that he thinks will cure the

bad breath people get from eating crabby patties at the Krusty Krab. He asked

100 customers with a history of bad breath to try his new breath mint. He had 50

customers (group A) eat his new breath mint after they finished eating a krabby

patty. The other fifty (group B) also received a regular breath mint. Both groups

were told that they were getting the breath mint that would cure their bad breath.

Two hours after eating the crabby patties, 30 customers in group A and 10

customers in group B reported having better breath than they normally had after

eating a krabby patty. 1. Which is the control group?

2. What is the Independent variable?

3. What is the Dependent variable?

4. What should Mr. Krabs’ conclusion be?

5. Why do you think 10 people in group B reported having fresher breath?

SpongeBob noticed that his favorite pants were not as clean as they used to

be. His friend Sandy told him that he should try using Clean-O detergent, a

new laundry soap she found at the Sail-Mart. SpongeBob made sure to wash

one pair of pants in plain water and another pair in water with the Clean-O

detergent. After washing both pairs of pants a total of 3 times, the pants

washed in the detergent did not appear to be any cleaner than the pants

washed in plain water.

Identify the:

1. Independent variable:

2. Dependent variable:

3. What should SpongeBob’s conclusion be?

4. How could this experiment be improved?

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SCIENTIFIC METHOD PRACTICE QUESTIONS

Answer the following questions in your notebook

Steps in the Scientific Method

1. Name the steps in the scientific method

2. Explain a scientist's first step in the scientific method.

3. Give an example of an observation that a scientist might make.

4. Scientists use their ______to make observations.

5. What is a hypothesis?

6. A hypothesis must be ____ and it_____ an outcome.

7. Some hypotheses are written as____ ____ ____ statements.

8. Write a hypothesis for the observation you wrote in question 3.

9. What is an experiment?

10. What part of an experiment is the independent variable?

11. How many independent variables should there be in a good experiment?

Controls and Variables

12. An experimenter changes ___ factor(s) and then observes and____ what happens.

13. Other factors in an experiment must be kept____ so they won't affect the____

14. What are these constant factors called?

15. What is the purpose of having a control in an experiment?

16. Name the two types of variables in an experiment.

17. What is the dependent variable?

18. What is the independent variable?

19. The best experiments make____ trial(s) with the independent variable.

Valid Experiments

20. What do you need to have a valid experiment.

21. What is data?

22. What are the TWO TYPES of data?

23. If the data is numbers, this is called what kind of data?

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24. To be useful, collected data must be…?

25. Name 3 ways of organizing data.

26. What is the conclusion of an experiment?

27. What must be done to verify the results of an experiment?

Review

28. To solve a problem, you should____ the problem and state ____ you have made about it.

29. Next, you form a ____ or prediction and conduct an ____ to test the prediction.

30. During an experiment, ____ must be collected

31. Finally, a scientist forms a ____ based on the data.

32. To prove the experiment is correct, scientists ____ their results.