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

Chapter 5 HW

1. pp. 136 – 139 ; vocabulary, reading check, PS “Explain” p. 138, Applying Math p. 138, self check # 1,3,4

2. C5S2: vocabulary, reading check, blue questions, PS 4.2a, 4.2b Explain, Self Check #1-7

3. HW – Mini LAB p. 142

4. Chapter 5 Review pp. 156-157 #2-5, 7-9, 11-23, 25-28

5. C5CL due Monday, 2/24

•C4&5 Assessment – Tuesday, 2/25

Molecular Motion Balloon Activity

•Apply the concepts learned in the activity, and create a visual and written description of it. 

•Visual: molecular motion, vibration, increasing/decreasing speed, transitions

•Written: 5-8 sentence summary, complete sentences, punctuation, S/L/G, transitions, increasing/decreasing energy

Chapter 4 HW

1. Text p. 123: Density
Applying Math and practice problems #1-2
2. . C4S1: Vocabulary, BQ, RC, BQ, SC #1-4, PS 3.1C
3. •C4S2: vocabulary, BQ, RC, SC #2-4
4. 4 Observations, Inferences, Predictions (erlenmeyer flask, round bottom flask, metal lid, metal cup)
5. C4 Computer Party
6. Molecular Motion Balloon Activity - pictures, descriptions
7. C4 Visualizing Main Ideas
8. C4 Review
#1,2,5,6,7,11,13-15,21,22,24,25

•*Science Fair Project research*

Chapter 3 - EXTRA CREDIT FUN!

A. Play Simple Machine games while learning at the same time!  Choose three games to play, then write a paragraph about what you learned.

•http://www.virginiatrekkers.com/MeadowFarm/Machines.html - drag/drop farm machines
•http://www.tvokids.com/games/parkpuzzler - jigsaw, interactive
•http://www.quia.com/cm/17214.html?AP_rand=709003347 – matching game
•http://www.harcourtschool.com/activity/machines/simple_machines.htm - find SM in everyday objects
•http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/index.php - fun robot game

B. Take one of the tests and write the answers in your notebook.  Make sure and label!
•http://www.quia.com/pop/36830.html - simple machines “test game”

•http://www.quia.com/quiz/1935442.html - multiple choice
•http://atlantis.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm - review and quiz

C. 1. www.brainpop.com
2. Log In - username: ps220  password: brainpop
3. Search: "simple machines"
4. Play the videos, take the quizes.  Write observations in your notebooks.

D. Additional notes and videos

•http://sunshine.chpc.utah.edu/javalabs/java12/machine/index.htm - “online labs

•http://www.beaconlearningcenter.com/WebLessons/SimpleMachines/machines002.htm - examples, video clips

Chapter 3 - Work and Simple Machines

Simple Machines  

•

A simple machine is a machine that does work with only one movement.

•The six simple machines are the inclined plane, lever, wheel and axle, screw, wedge, and pulley.

1) Inclined plane

2)  Lever

  

 3) Wheel and Axle

 4) Screw

5)  Wedge

6) Pulley

 

Work = Force * distance  

W = Fd

Work (Joules) = Force (Newtons) x distance (m)

 

 

 

Chapter 3 HW

Chapter 3 - Work and Simple Machines  

1. C3S1 pp. 74-76, RC, BQ, Applying Math #1-2, SC#1

2. C3S2, self check #1; Find 3 examples of a machine making work easier.
3. Read p. 84, SC #4, “Physical Setting: Define”
4. p. 72 - Science Journal

5. C3S3 – Vocabulary, RC, BQ, p. 87 Physical Setting “Design”

6)  Visualizing Main Ideas p. 95

C3 Review

pp. 96-97 - # 4, 6-9, 11, 12, 14, 18, 20, 22, 25, 26

Work = Fd

•Work (Joules) = Force (Newtons) X Distance (meters)

•1. Force = 5 Newtons, Distance = 8 meters, Work = ____ Joules?

•2. Force = 10 N, Distance = 10 m, Work = ___ J?

•3. Distance = 15 m, Force = 20 N, Work = ___ J?

•4. Work = 30 J, Distance = 6 m, Force = ___ N?

•5. Work = 55 J, Force = 5 N, Distance = ___ m?

•

Lab #3 – Calculating Work

Lab #3 – Calculating Work

Work = Force x distance

Work = (Force)(Distance)

W = Fd

Problem

How can a ramp help us pull a heavy object up to a greater height?

Hypothesis

Materials

Ruler, chair, ramp (inclined plane), weights, spring scale, various metallic objects

   

Procedure

Results

A.Work done without ramp

Object	Force (Newtons)	Distance (cm)	Work (Joules)
20 g Weight	__N	__cm	___J
50 g Weight
100 g Weight
200 g Weight
500 g Weight
Metal Object

  

B. Work done with ramp

Object	Force (Newtons)	Distance (cm)	Work (Joules)
20 g Weight	N	cm	J
50 g Weight
100 g Weight
200 g Weight
500 g Weight
Metal Object

  

Make another Hypothesis: Use your hands to feel the wool blanket and the plastic maps.  Which of these will cause more work to be done on the weights? 

C.Work done with plastic map and ramp

Object	Force (Newtons)	Distance (cm)	Work (Joules)
20 g Weight
50 g Weight
100 g Weight
200 g Weight
500 g Weight
Metal Object

D.Work done with wool blanket and ramp

Object	Force (Newtons)	Distance (cm)	Work (Joules)
20 g Weight
50 g Weight
100 g Weight
200 g Weight
500 g Weight
Metal Object

  

ANALYSIS

1)   Make two graphs to compare your Results: Graph 1 will compare the data in A and B, Graph 2 will compare the data in B, C, and D.

2)   How did the weight (force pulling down) affect the amount of work done on the object?

3)   Compare/Contrast the trial with the least amount of work to that with the most amount of work.

4)   Part 1 (A,B): What is your Independent Variable?

5)   Part 1 (A,B): What is your Dependent Variable?

6)   Part 1 (A,B): What are your Constants?

7)   Part 2 (B,C,D): What is your Independent Variable?

8)   Part 2 (B,C,D): What is your Dependent Variable?

9)   Part 2 (B,C,D): What are you Constants?

10)               Ponder and Discuss: What are two surfaces that would increase the force needed to pull the weights up the inclined plane?  What are two surfaces that would make work easier?

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.