Lab #11 – The Celery Experiment

Lab #11 – The Celery Experiment

Problem

How does a plant get water from its roots to its leaves?

Hypothesis 

Materials

Celery

Celery seeds

Food coloring

Water

Plastic cup

Scissors

Ruler

Hand lens

  

Procedure

1.          Make observations of your celery seeds in the Results.

2.          Make observations of your celery stalk in the Results.

3.          Cut about 2.5 cm off the bottom of the celery stalk and make observations on the celery stalk’s cross section.

4.          Fill up a plastic cup with 250 ml of water and add two drops of food coloring.  Put your celery stalk, cross section down and leaves up, into the cup of colored water. 

5.          Make observations on your celery stalk experiment.  Make sure to include color and other details such as height, number of leaves, width of cross section, etc.

Results

 A. 

Observations on the celery seed	Observations on the celery seed 10X

Observations on the celery stalk	Observations on the celery stalk 10X

Observations on the celery stalk’s cross section	Observations on the celery stalk’s cross section 10X

Observations on the celery stalk in colored water	Observations on the celery stalk in colored water 10X

B. 

Observations on the celery stalk	10X

Observations on the celery stalk’s cross section	10X

  

Analysis

1) What happened to your celery stalk overnight?

  

2) How do you know that the water reached the top of the plant (celery stalk)? 

3) Look for small circles at the bottom of the stalk that are the color of the food coloring you used. (These circles are xylem, the tubes that carry water up the plant.) Draw pictures and make observations about the xylem in your celery.

4) What evidence do you have that celery is an organism?  Give 5 different points of evidence.  

Conclusion

Chapter 8 HW

1. C8S1: reading check, blue Q/A, vocabulary, self check # 1-4 and copy the Summary

Watch this Water Cycle video!

LAB #8 – Heating Earth’s Surface

LAB #8 – Heating Earth’s Surface

Sometimes, a plunge in a pool or lake on a hot summer day feels cool and refreshing. Why does the beach sand get so hot when the water remains cool? A few hours later, the water feels warmer than the land does.

Problem

How do soil and water compare in their abilities to absorb and emit heat?

Hypothesis

Materials

Soil
Metric ruler
Water
Containers for soil and water 
Overhead light 
Thermometers 

Stopwatch

  

Procedure 

1.             Add 500 ml of water to one of the boxes and 500 ml of soil to the other box.

2.             Use a thermometer to find the temperature of the water and soil in each container. Record your data in the Results section.

3.             Place the containers side by side underneath the overhead light. Be sure both containers receive the same amount of light.

4.             Measure the temperature of the water in each container at 1-minute intervals for 10 minutes. Record your data in the Results.

5.             After you record your 10 minute reading, turn of the light and take your initial reading with the light off.

6.             Measure the temperature of the water and soil in each container at 1-minute intervals for 10 minutes. Record your data in the Results.

  

Results

	Temperature With Light On (°F)			Temperature With Light Off (°F)
Time (min)	Soil	Water	Time (min)	Soil	Water
0			0
1			1
2			2
3			3
4			4
5			5
6			6
7			7
8			8
9			9
10			10

Analysis

1.         Graph the data from the table, using a line graph. Use one colored pencil to show data for the water container and a different one to show data for the soil container with the light on.  Make a second graph with the light off. Draw lines to connect the temperature for each container.

2.         Calculate the total change in temperature for each material. 

3.         Which material had the greater increase in temperature?  Which material cooled faster?  Why do you think this is?

4.         Infer from your graphs which cooled faster—the water or the soil.  How could you prove this?

5. What was your independent variable?  What was your dependent variable?  What are two variables that should remain constant?

6. Relate: What is this modeling in the real world? 

7. Compare/Contrast: How do your results show the relationship between wind, sea breezes and land breezes? 

Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.

Chapter 6 - Atmosphere & Chapter 7 - Weather HW

1. text pp. 162-169; vocabulary, blue Q/A, reading check, Physical Setting 2.1a p. 163, Applying Science p. 166, self check #2,3,5,6

2. pp. 171-174; vocabulary, blue Q/A, reading check, self check #1,3(summary and illustration),5.   

3. C6S3 - Copy down "Why it's important",  vocabulary, Physical Setting 2.2k, Physical Setting 2.2l 2.2m, BQ, Reading Check, SC #1,5,6

4. Visualizing Main Ideas p. 183; Chapter 6 Review pp. 184-185 #1,3-7,9-12,14,17-21,27,28

5. C7S1: vocabulary, blue questions, reading check Q/A, PS Define weather, self check Q/A #1,3

6. C7S2: Vocabulary, BQ, RC, SC #1, PS Analyze p.199, PS Identify p. 201

7. C7S3: Vocabulary, BQ, RC, SC #1,2,5

8. C7: Visualizing Main Ideas

9. C7 Review: 1, 5, 6, 8, 11, 12, 15, 20, 22, 23, 25, 29, 30

Current Weather

What does this weather map tell you about our conditions here in NYC?  Can you predict tomorrow's weather?
Explain the following: 1) "H" and "L"
 2) patches of green/pink/white
 3) blue lines with triangles, red lines with semi-circles
4) Which direction is the weather in the U.S., generally, moving?

- Answer the questions in your Science Notebooks; only information presented in Science Lab goes into your Lab Notebooks.

- Label this "Extra Credit Weather Map" in your Science Notebooks.

- Considine

How to Read a Surface Map

Surface maps depict the large-scale elements of the weather. These elements include high and low pressure systems, cold and warm fronts, and precipitation areas. A high pressure system is an area of relative pressure maximum that has diverging winds and a rotation opposite to the earth's rotation. Fair weather is typically associated with high pressure.

A low pressure system is an area of relative pressure minimum that has converging winds and rotates in the same direction as the earth. This is counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere. Stormy weather is often associated with low pressure systems.

A cold front is the leading edge of an advancing cold air mass that is under running and displacing the warmer air in its path. Generally, with the passage of a cold front, the temperature and humidity decrease, the pressure rises, and the wind shifts (usually from the southwest to the northwest in the Northern Hemisphere). Precipitation is generally at and/or behind the front, and with a fast-moving system, a squall line may develop ahead of the front.

A warm front is the leading edge of an advancing warm air mass that is replacing a retreating relatively colder air mass. Generally, with the passage of a warm front, the temperature and humidity increase, the pressure rises, and although the wind shifts (usually from the southwest to the northwest in the Northern Hemisphere), it is not as pronounced as with a cold frontal passage. Precipitation, in the form of rain, snow, or drizzle, is generally found ahead of the surface front, as well as convective showers and thunderstorms. Fog is common in the cold air ahead of the front. Although clearing usually occurs after passage, some conditions may produce fog in the warm air. 

Lab #7 – Heating Up and Cooling Down

Lab #7 – Heating Up and Cooling Down

Do you remember how long it took for a cup of hot chocolate to cool before you could take a sip? The hotter the chocolate, the longer it seemed to take to cool.

Problem

 How does the temperature of a liquid affect how quickly it warms or cools?

Hypothesis

                       

Materials

3 beakers

3 thermometers

Stopwatch

Ice

Hot plate

  

Procedure

1. Use the data table to record the temperature of water in three beakers every minute from 0 to 10 min.
2. Fill one beaker with 100 mL of water. Place the beaker on a hot plate and bring the water to a boil. Carefully remove the hot beaker from the hot plate.
3. Record the water temperature in your data table at minute 0, and then every minute for 10 min.
4. Repeat step 3 starting with water at room temperature and ice water.

Results

Ice Water

Time (min.)	Temperature ('F)	Temperature ('C)
0	32’F	0’C
1
2
3
4
5
6
7
8
9
10

Room Temperature water

Time (min.)	Temperature ('F)	Temperature ('C)
0
1
2
3
4
5
6
7
8
9
10

  

Boiling Water

Time (min.)	Temperature ('F)	Temperature ('C)
0	212’F	100’C
1
2
3
4
5
6
7
8
9
10

 Analysis

1. Using the ‘F/’C conversion formula, convert your remaining temperatures and fill in the data table.  °C  x  9/5 + 32 = °F

(°F  -  32)  x  5/9 = °C

2. Construct a line graph for each set of data: a graph for ice water, one for room temperature water, and one for boiling water; use only temperatures in Fahrenheit! *Label x-axis, y-axis, and title*

3. Combining the data from all of your results, construct a fourth line graph; use a different color for each line.  Remember to include a key. Use only temperatures in Celsius!   *Label x-axis, y-axis, and title*

4. Calculate the rate of heating or cooling for the water in each beaker by subtracting the initial temperature of the water from the final temperature and then dividing by 10 min.  Do this for each set of data i.e. ice, room temp., boiling

Rate=Final (10 min.) Temp. – Initial (0 min.) Temp.

                           10

5. Infer from your results how the difference between room temperature and the initial temperature of the water affected the rate at which it heated up or cooled down.

 6.What happened to the temperature of the boiling water?  What happened to the temperature of the ice water?  Do you think there will be a temperature at which they would eventually meet?  If so, where do you think it will be?  If not, why not?

7a. What was the independent variable?

7b. What was the dependent variable?

7c. What should remain constant?

  

Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.