ROSSMOYNE SHS
AUSTRALIAN CURRICULUM
WORKING AS A SCIENTIST
SCIENCE INQUIRY SKILLS YEAR 7 INTRODUCTORY UNIT 2015
Working as a Scientist
CONTENTS
Contents
1
Introduction and Vocabulary
2
Course Information and Assessment
3
Activity 1: Science
5
Activity 2: Working as a Scientist
6
Activity 3: Safety and Common Sense
7
Activity 4: Name that Equipment!
8
Activity 5: Drawing Equipment
10
Activity 6: Useful Equipment
11
Activity 7: Observing: Dropout
15
Activity 8: Smarties
16
Activity 9: Safety Again!
17
Activity 10: Measuring Mass
18
Activity 11: Measuring Liquid Mass
20
Activity 12: Measuring Temperature
21
Activity 13: Tabulating Data
23
Activity 14: Graphing Rules!
25
Activity 15: Graphing Again
28
Activity 16: Using a Bunsen Burner
29
Activity 17: Boiling Point
30
Activity 18: Observations and Inferences
31
Activity 19: The Mould is Useless
32
Activity 20: What Makes a Good Experiment?
36
Activity 21: Variables
37
Activity 22: Scientific Method Terms
38
Investigation 1: Bouncing Balls
40
Activity 23: Dissolving Rates
42
Activity 24: Frothy Detergent
44
Investigation 2: Cooling Coffee Mugs
47
Activity 25: Experimenting Review
48
Science Inquiry Skills Year 7 Introductory Unit 2015
Page 1
INTRODUCTION:
Students beginning a course in science at secondary school have very different
backgrounds from one another. In this unit you will learn some of the knowledge and basic
skills needed to “Work as a Scientist”.
You will be investigating some of the ways of the scientist. For example:

What are some of the tools the scientist uses?

How does a scientist approach a problem that needs to be solved?
This booklet provides an introduction to working as a Scientist through activity work. It
also provides a number of opportunities to investigate problems so that you can apply
some of the ideas you have learned about the processes of science.
WHAT WILL I BE LEARNING ABOUT?
By the end of this module you should be able to;











Be aware of laboratory rules and act within these.
Write down five (5) safety rules for the laboratory.
Pick out the differences between an observation, an inference and a prediction.
List variables which may affect an experiment or investigation.
Identify variables that are tested or changed, measured and controlled.
Make your own inferences and predictions from a series of observations.
Know what is meant by a hypothesis and how to determine and apply hypotheses.
Plan and carry out simple experiments using the scientific method.
Carry out simple measurement and recording of data in table and graph form.
Work cooperatively with others.
Begin to develop an awareness of the role of science in society.
VOCABULARY:
By the end of this module you should be able to spell and apply each of the following
terms:
observation
prediction
inference
interpreting data
investigation
data
trend
experimental error
hypothesis
controlled
conclusion
laboratory
science
scientist
variable
scientific method
beaker
test tube
tripod
gauze mat
tongs
thermometer
volume
mass
equipment
experiment
measurement
safety
temperature
bunsen burner
retort stand
conical flask
Science Inquiry Skills Year 7 Introductory Unit 2015
Page 2
COURSE INFORMATION
Working as a Scientist will cover the following outcomes in Science Inquiry Skills:
1. Questioning and predicting:
Be able to identify questions and problems that can be investigated scientifically and make
predictions based on scientific knowledge:



Work collaboratively to identify a problem to investigate.
Recognise that the solution of some questions and problems requires considerations of
social, cultural, economic or moral aspects rather than or as well as scientific investigation.
Using information and knowledge from previous investigations to predict the expected
results from an investigation.
2. Planning and conducting
Collaboratively and individually plan and conduct a range of investigation types, including
fieldwork and experiments, ensuring safety and ethical guidelines are followed:




working collaboratively to decide how to approach an investigation
learning and applying specific skills and rules relating to the safe use of scientific equipment
identifying whether the use of their own observations and experiments or the use of other
research materials is appropriate for their investigation
developing strategies and techniques for effective research using secondary sources,
including use of the internet
In fair tests, measure and control variables, and select equipment to collect data with accuracy
appropriate to the task:
 recognising the differences between controlled, dependent and independent variables
 using a digital camera to record observations and compare images using information
technologies
 using specialised equipment to increase the accuracy of measurement within an
investigation
3. Processing and analysing data and information




Construct and use a range of representations, including graphs, keys and models to
represent and analyse patterns or relationships, including using digital technologies as
appropriate
understanding different types of graphical and physical representation and considering their
advantages and disadvantages
using spreadsheets to aid the presentation and simple analysis of data
describing the trends shown in collected data
Summarise data, from students‟ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions:
 using diagrammatic representations to convey abstract ideas and to simplify complex
situations
 comparing and contrasting data from a number of sources in order to create a summary of
collected data
 identifying data which provides evidence to support or negate the hypothesis under
investigation
 referring to relevant evidence when presenting conclusions drawn from an investigation
Science Inquiry Skills Year 7 Introductory Unit 2015
Page 3
4. Evaluating
Reflect on the method used to investigate a question or solve a problem, including evaluating the
quality of the data collected, and identify
improvements to the method:





discussing investigation methods with others to share ideas about the quality of the inquiry
process
identifying and considering indicators of the quality of the data when analysing results
suggesting improvements to inquiry methods based on experience
Use scientific knowledge and findings from investigations to evaluate claims:
using the evidence provided by scientific investigations to evaluate the claims or
conclusions of their peers
5. Communicating
Communicate ideas, findings and solutions to problems using scientific language and
representations using digital technologies as appropriate:
 presenting the outcomes of research using effective forms of representation of data or
ideas and scientific language that is appropriate for the target audience
 using digital technologies to access information and to communicate and collaborate with
others on and off site and compare images using information technologies using
specialised equipment to increase the accuracy of measurement within an investigation
ASSESSMENT
This unit may be assessed using a variety of assessment methods including:








Science Inquiry Test
Bunsen Burner Test
Graphing Exercises
Practical activities
Investigations
Homework Activities
In class work
Self/Peer/Teacher Evaluation
Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 1
SCIENCE
AIM: To investigate the word “Science” and what it means.
METHOD: Complete the worksheet using the words below.
 What is it?
 How does it work?
Body of information,
theories and laws
1.
2.
SCIENCE
A way ideas and theories
are produced and tested.
Leads to more information
on the world.
Scientists design and carry
out these to see if theories
ideas or knowledge is true.
3.
4.
5.
What you see or
measure in an
experiment.
6.
7.
11.
10.
8.
9.
Tabulated
Used to carry
out experiments.
 Experiments
 Biology
 Inferences
 Laboratory
 Chemistry
 Observations
A controlled environment
where experiments are
carried out
 Equipment
 Physics
 Numerical
 Descriptions
 Process
 Geology
Science Inquiry Skills Year 7 Introductory Unit 2015
Graphed
12.
What a scientist might think about
the way things happen or work.
Page 5
ACTIVITY 2
WORKING AS A SCIENTIST
You are a freelance writer for the „New Scientist‟ magazine. There are many new scientific
discoveries and inventions happening in the world all the time. Your mission is to locate a
scientist or an invention and write a brief summary of their work.
Scientist/Invention: _________________________________________________
REFERENCE; What is the
What is the
How did people react
Name of
Scientists
invention/discovery? to the
book, website background?
discoveries/inventions?
E.g. date of
birth/death,
where born,
lived,
education.
Science Inquiry Skills Year 7 Introductory Unit 2015
What are
the
benefits of
the
invention
/discovery?
Page 6
ACTIVITY 3
SAFETY AND COMMON SENSE
Science can be good fun. It can be exciting
but it can also be dangerous. To make it
safer for everyone there are some simple
rules and safety procedures you must know.
AIM: To investigate safety matters within a
Science Classroom
METHOD:
1. Every science class must have a
“Code of Behaviour” to ensure the
safety of each class member. A set
of rules that should be followed is
shown below. Discuss these rules with your teacher. You may think of others to
add.
2. Choose a particular rule and design a poster illustrating this rule. Posters should be
visually appealing and humour may be used to get your point across.
SOME RULES:
1. Don't enter the laboratory unless your teacher is present.
2. Be sure you know where the safety stations are in the room.
3. Behave sensibly in class:
i. Listen carefully to your teacher‟s instructions.
ii. Don‟t run.
iii. Don't be silly with equipment or experiments.
4. Take special care when heating - wear safety glasses, tie back long hair and
turn Bunsen burners off when they are not being used.
5. Report any damage.
6. Know where to dispose of broken glass.
7. Safely position equipment in your work area.
8. Don't interfere with the experiments of other groups.
9. Care for laboratory plants and animals.
10. Clean up any spills.
Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 4
NAME THAT EQUIPMENT!
Many, but not all scientists, work in a specially equipped room known as a
laboratory. In this activity you will become familiar with your laboratory.



What equipment does it have?
Where is this equipment to be found?
What is the equipment used for?
Your teacher will help you to answer these questions.
AIM: To familiarise students with laboratory apparatus
METHOD:
1. Collect a copy of the worksheet called “Naming Common Laboratory Apparatus”
similar to the one on this page.
2. Record the names of the items your teacher shows you and note where they are to
be found in the laboratory. Before very long you will be instructed to use many of
these things. Knowing their names is important so you can follow your teacher‟s
instructions and the instructions in this booklet.
Naming Common Laboratory Apparatus
Science Inquiry Skills Year 7 Introductory Unit 2015
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Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 5
DRAWING EQUIPMENT
A scientist will often draw a very simple diagram showing what was used in an experiment
and how it was used. This saves a lot of time and also helps to communicate to others
what was done. This is an important part of the scientist's work.
AIM: To learn how to draw good scientific diagrams.
Rules for Drawing Scientific Diagrams




Always use a pencil and ruler
Make the diagram 2-dimensional
Label each item of equipment
Make the diagram large (at least 5 lines on your page)
 Be neat
A hint for drawing:
Use lightly drawn guidelines and build the object around them. Then erase the guidelines.
METHOD:
Your teacher will show you how to set up one or two of the following sets of equipment.
Follow the “Rules for Drawing” listed above to draw diagrams in your notebooks of the
apparatus.
1. Filtering apparatus: a filter funnel, a filter stand and a l00 mL beaker.
2. Bunsen burner, tripod, gauze mat and l00 mL beaker.
3. Retort stand and conical flask.
4. Test tube standing in a beaker.
Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 6
USEFUL EQUIPMENT
In the table below draw the scientific diagram of the following pieces of Science equipment
and state the use of each piece of equipment within a Science laboratory.
EQUIPMENT
Beaker
DRAWING
USE
Test Tube
Test Tube Rack
Test Tube Holder
Measuring Cylinder
Stirring Rod
Science Inquiry Skills Year 7 Introductory Unit 2015
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EQUIPMENT
Stop Watch
DRAWING
USE
Conical Flask
Bench Protector
Tripod
Gauze Mat
Bunsen Burner
Safety Glasses
Science Inquiry Skills Year 7 Introductory Unit 2015
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EQUIPMENT
Thermometer
DRAWING
USE
Pipette
Filter Funnel
Dropper Bottle
Evaporating Basin
Retort Stand
Boss Head and
Clamp
Science Inquiry Skills Year 7 Introductory Unit 2015
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EQUIPMENT
Tongs
DRAWING
USE
Spatula
Watch Glass
Filter Stand
Mortar and Pestle
Pipe Clay Triangle
Crucible
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ACTIVITY 7
OBSERVING: DROP OUT
A very important skill for the scientist to have is the ability to observe carefully. We are
observing when we use any of our senses to gain information. The following series of
activities will help you develop this skill.
AIM: To observe what happens when two solutions are mixed together.
MATERIALS:





2 test tubes
test tube rack
dropper bottle of 0.1 mol potassium iodide solution
dropper bottle of lead nitrate solution.
safety glasses
WARNING!
The chemicals you are using can be dangerous.
Be careful not to get them on your skin or on your clothes.
METHOD:
1.
2.
3.
4.
5.
6.
Copy the observation table shown below into your notebook under the heading
“Drop Out”.
Get the dropper bottle of potassium iodide and put 10 drops into one of the test
tubes.
In your observations table, describe the appearance of this liquid.
Get the dropper bottle of lead nitrate and carefully put 10 drops into the second
test tube.
Enter a description of this liquid in your observation table.
Add the second liquid to the first. Record your observations in the table.
RESULTS:
Appearance of the
potassium iodide
solution
Appearance of the
lead nitrate solution
Science Inquiry Skills Year 7 Introductory Unit 2015
Appearance of the
mixture of the two
solutions
Page 15
ACTIVITY 8
SMARTIES
Try this activity for further practice in making observations.
AIM: To make observations about smarties dissolving in water.
MATERIALS: (per group)


4 smarties of differing colours
white flat-bottom container, preferably with corners
METHOD:
1. Add water to the container to a depth of about 1 cm.
2. When the water is still, place a different coloured smartie into each corner of the
container.
Smartie
Take away
container
3. Record your observations in your notebook under the heading “Smarties”
Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 9
SAFETY AGAIN!
By now you will have used some chemicals and equipment that can be dangerous if not
handled carefully. Also, you have probably noticed some situations in the laboratory,
which could be dangerous.
AIM: To identify some dangerous situations shown in an illustration.
METHOD:
1. Your teacher will issue you with a worksheet like the one below.
2. Make a table with two columns headed “Coordinates” and “Hazard”.
3. Use a coloured pen or highlighter to circle on the issued worksheet, those
situations, which you consider to be hazardous.
4. Find a hazard, record its coordinates, e.g., E1 and describe the hazard at that
point in the diagram.
5. See how many you can find. Be prepared to report back to your class.
Can you spot the hazard?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
A
B
C
D
E
F
G
H
I
J
Science Inquiry Skills Year 7 Introductory Unit 2015
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ACTIVITY 10
MEASURING MASS
Scientists sometimes need to make observations more precisely than their senses
alone would allow. For example, what do we mean by „a heavy rock‟? Different people
have different ideas about what we mean by the word „heavy‟. When we measure the
mass of the rock in kilograms, or perhaps tonnes, we know exactly what is meant.
This kind of measurement is said to be objective. Objective measurements involve
careful measurement with instruments like rulers, balances, thermometers and so on.
AIM: To become skillful in using:
a. a triple beam balance and
b. an electronic balance to measure the mass of a range of objects.
METHOD:
1. Your teacher will show you how to use the two kinds of balances.
2. Copy the following table into your notebooks under the heading of
“Measuring Mass”.
3. Record the mass of three (3) objects from your pencil case.
RESULTS:
Name of Object
Mass on the triple
beam balance (g)
Mass on the
electronic balance (g)
1.
2.
3.
CHALLENGE:
Use the electronic balance to weigh exactly 10 g of water into a 100 mL beaker.
Your teacher will issue you with a copy of the worksheet “Reading Scales” Work through
this, check your answers with your teacher and then glue it into your notebook.
Science Inquiry Skills Year 7 Introductory Unit 2015
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Worksheet
Reading Scales
A scientist needs to be able to use a variety of measuring instruments. This requires
the ability to read a scale accurately.
HOW TO USE A MEASURING CYLINDER
a.
b.
c.
d.
Place the measuring cylinder on a level surface.
Work out what each scale division represents.
Read the scale at eye level to avoid parallax error.
Read the level from the bottom of the liquid surface.
The liquid surface is called a meniscus.
1. What is the volume of water is in each of these measuring
cylinders? Each scale is in millilitres (mL)
a.
b.
c.
2. What is the reading on each of these scales?
a.
0
5
10
15
20
25
30
b.
20
40
60
80
100
c.
25
30
Science Inquiry Skills Year 7 Introductory Unit 2015
35
40
Page 19
ACTIVITY 11
AGAIN!
MEASURING LIQUID MASS
During this activity you will be investigating whether equal volumes of different liquids
have the same mass. Mass means the amount of matter packed into an object. To do this
you will need to follow the rules for using a measuring cylinder learned from the last
activity.
In your notebook under the heading “Measuring Volumes of Liquids” draw a diagram
that shows the correct method of using a measuring cylinder.
Think about these questions:


Do all liquids have the same mass?
How could you find out if equal volumes of different liquids have the same mass?
AIM: To compare the masses of equal volumes of two different solutions.
MATERIALS: (per group)



two 100 mL beakers
electronic balance
50 mL measuring cylinder
 strong salt solution (NaCI)
 adhesive labels
METHOD:
1.
2.
3.
4.
5.
6.
Copy the table drawn below.
Label beaker „A‟ and beaker „B‟.
Measure and record the mass of each beaker in the table.
Use the measuring cylinder to add 50 mL of tap water to beaker A.
Add 50 mL of salt water to beaker B.
Measure the mass of each beaker with the liquid in it and record the masses in
your table.
7. Work out the mass of the 50 mL of tap water and the mass of 50 mL of salt water
by subtraction.
A
B
Mass of beaker + 50mL
of liquid (g)
Mass of beaker (g)
Mass of liquid (g)
CONCLUSION:
Do equal volumes of different liquids have the same mass?
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ACTIVITY 12
MEASURING TEMPERATURE
Have you ever taken your hand out of icy water and then placed it into cold tap water and
noticed how warm the water feels? This shows that our hands are not very reliable at
measuring temperatures. In science activities we need to use an instrument such as a
thermometer so that we can obtain a precise measure of the temperature of things.
AIM: To record what happens to the temperature of a copper chloride solution when
some aluminium foil is added.
MATERIALS:










250 mL beaker
100 mL measuring cylinder
balance
thermometer
copper chloride
glass stirring rod
tap water
aluminium foil
filter paper
stopwatch
METHOD (Part A):
1.
Weigh out 5 grams of copper chloride powder on to a piece of filter paper.
2.
Use the measuring cylinder to obtain 100 mL of tap water.
3.
Pour the water into the 250 mL beaker.
4.
Measure the temperature of the water and record it in the table.
5.
Slowly add the copper chloride to the water. DO NOT STIR.
6.
Let it stand for a three minutes.
7.
What colour were the crystals before you placed them in the water?
8.
What colour do you see near the crystals in the water?
9.
Stir the water with a glass stirring rod until the crystals disappear.
10.
What colour is the liquid?
11.
Record the temperature of the liquid in the table.
12.
Has there been a change in the temperature of the liquid?
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METHOD (Part B)
1. Take a strip of aluminium foil and cut a piece that is approximately 6 cm by 6 cm.
2. Fold the foil in half lengthwise then loosely wind the foil around your pencil to
make a loose coil.
3. Take it off your pencil and gently drop the aluminium into the copper chloride
solution.
4. Watch what happens during the next fifteen minutes.
5. Record the temperature of the copper chloride every 5 minutes.
RESULTS:
Under the heading “Results”, copy into your notebook the table shown below.
What is in the beaker

Temperature of water only

Colour of crystals

Water and dissolved crystals

Colour near crystals in water

Colour of liquid after stirring

Temperature of liquid after stirring

Temperature 5 minutes after adding foil

Temperature 10 minutes after adding foil

Temperature 15 minutes after adding foil
Observation
OTHER OBSERVATIONS:
1. Apart from changes in temperature, record at least six (6) other observations you
noticed after adding the aluminium to the copper chloride solution.
2. Label your beaker and then leave it in a safe place so that you can make final
observations the next day.
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ACTIVITY 13
TABULATING DATA
The measurements a scientist collects during an experiment are called data. The scientist
then tries to explain these data. To help organise data a scientist makes use of tables.
AIM: To learn how to draw tables for recording data
When making a table there are a few simple rules that need to be followed:

Use a ruler

The first column in the table is for the first variable to be measured. This is the
variable the experimenter is testing. It is known as the
independent variable.

The second column is for the variable that will change as a result of the first variable
being changed. This variable is known as the dependent or responding variable.
You will learn more about these variables in later activities.
Let us take an example of a girl who wanted to see how quickly a tablespoon of sugar
could dissolve in water at different temperatures.
Independent variable:
Dependent variable:
This is the variable that she
changed first
This is the variable she
measured to see to effect
of changing temperature
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Temperature of water ºC
Time taken for the sugar to dissolve
(seconds)
10
45
20
22.5
30
11.2
40
5.6
Science Inquiry Skills Year 7 Introductory Unit 2015
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QUESTIONS:
1. Construct a table for each of the following sets of data:
a. Ali timed how long it took for towels to dry at different air temperatures. Here are his
results:
At 24 ºC it took 68 minutes
At 35 ºC it took 52 minutes
At 18 ºC it took 92 minutes
b. Mary measured the height of different pea plants one week after she had given
them different amounts of fertilizer.
Plant A was given 0.2 g of fertilizer and its height was 7.5 centimetres.
Plant B had grown to 5.6 centimetres after being given 0.15 g of fertilizer while plant
C was given 1.5 g of fertilizer and had grown to 3.6 centimetres in the same time.
c. The members of a Year 8 class wondered how their height affected their body
mass. Here are some of their measurements:
Mary: height 1.2 m, mass 59 kg
Scott: mass 63 kg, height 1.35 m
Colin: height 1.5 m, mass 69 kg
Felicity: mass 57 kg, height 1.4 m
2. If each of the following statements were tested, what would be the independent and the
dependent variable in each case?
A table might be a good way to present your answers.
a. Water boils faster when a hotplate is set at higher temperatures than it does
when it is set at low temperatures.
b. A car uses more fuel per kilometre at high speeds than it does at low speeds.
c. Bush flies are more common in November than during other months of the year.
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ACTIVITY 14
GRAPHING RULES!
In science graphs are drawn so that we can clearly see patterns or relationships in data
that has been collected.
Most of the time you will be asked to draw line graphs.
There are a number of rules for graphing:
1. Always use a title or heading which describes what the graph is showing.
2. The independent variable is put on the horizontal axis. This variable is the thing
that may be altered or tested by the experimenter e.g., weight added
or time taken etc.
3. The dependent variable is put on the vertical axis. This is usually the thing that is
measured second in the experiment e.g. length of elastic band, height, number
of bubbles, amount of gas given off etc.
4. Draw your graph in pencil.
5. Label the graph‟s axes showing what is measured and the units of
measurement.
6. Use an even scale. If you make l cm = 10 units for example, then this scale
should always be true for that axis.

Which of these scales, A or B is incorrect?
A
0
10
20
30
40
50
60
70
80
B
0

10
30
50
60
80
85
90
95
Give a reason for your answer.
7. Always be neat.
8. Points may be joined freehand to form a smooth curve. If your points appear to
form a straight line join them using a ruled line.
Now try drawing the graphs that follow.
Sharpen your pencil, find your ruler, ask your teacher for some graph
paper and try yourself out on the following graphing activities:
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Graphing Activity 1: Mass of Animals
The following data was obtained on the growth of three animals:
Emu
Age (years)
0.5
1.0
1.5
2.0
2.5
Mass (kg)
4
7
20
34
40
Pig
Age (years)
1.0
1.5
2.0
3.0
3.5
Dolphin
Mass (kg)
20.0
40.0
50.0
55.0
55.0
Age (years)
2.0
3.0
4.0
5.0
6.0
Mass(kg)
35.0
45.0
55.0
60.0
65.0
On a piece of graph paper, draw a line graph to show the growth of ALL three animals.
Use a different coloured pencil for each animal.
Did you give your
graph a title?
Remember to give
the units of
measurement
Don’t forget to label
each axis
Using your graph, answer the following questions:
1. How heavy was the dolphin when it was 3.5 years old?
2. Which animal had the fastest growth rate?
3. How many years did it take the pig to reach a weight of 35 kg?
4. Which animal stopped growing during the study?
Science Inquiry Skills Year 7 Introductory Unit 2015
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Graphing Activity 2: Where’s the Honey?
Winnie measured the mass of a number of different sized honey jars using a triple beam
balance and recorded the results in the table below. Only one of the jars had honey in it.
Volume of
jar (mL)
Mass of
jar (g)
50
40
100
50
250
80
500
190
1000
230
1. Which of the variables, volume of the beaker or mass of the beaker is the
„experimental‟ or „independent variable‟?
2. Which axis should it be plotted on?
3. On a piece of graph paper, draw a graph to show the above results.
Using the graph you have just drawn answer these questions:
1. What would be the mass of a 750 mL jar?
2. Which one of Winnie‟s jars had honey in it?
3. From the graph work out how many grams of honey were in the jar?
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ACTIVITY 15
GRAPHING AGAIN
Your teacher should do the first part of this activity as a demonstration because it
involves using strong acid. During this activity you will collect some data and then display
this as a graph.
AIM: To study the change in the mass of marble chips when they are placed in acid.
MATERIALS:




safety glasses
100mL and 250 mL beakers
electronic balance (01 g)
graph paper




measuring cylinder
stopwatches
4M hydrochloric acid (HCl)
marble chips (CaC03)
METHOD:
1. Use a measuring cylinder to measure 50 mL of acid into a 100 mL beaker.
2. Place the 100 mL beaker of acid and an empty 250 mL beaker on the electronic
balance and press the tare button. Notice what happens to the balance reading.
3. Add about 10g of marble chips to the 250 mL beaker on the balance.
4. Record the mass of the marble chips shown on the balance in a results table
like the one below. (This is the mass for zero minutes)
5. Add the acid from the 100 mL beaker to the beaker containing the marble chips.
Return the 100 mL beaker to the balance.
6. Record the balance reading each minute for the next 10 minutes.
CHALLENGE:
Why was it necessary to return the 100 mL beaker to the balance?
RESULTS:
1. In your notebooks rule up a table in which you can record your measurements.
Your table should look like this one. Allow enough space for the eleven
measurements you will make.
TIME (MINUTES)
2.
MASS REMAINING (g)
From the data you have now collected draw a graph to show these results. Plot
the independent variable (time in minutes) on the horizontal axis. Plot the
dependent or measured variable (mass remaining) on the vertical axis.
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ACTIVITY 16
USING A BUNSEN BURNER
AIM: To learn how to light a Bunsen burner
Close the
air hole
Clear your
work area
Top
Light
the gas
Open the air
hole to get a
heating flame
Barrel
Collar
Plug in the
gas fitting
Air hole
Gas inlet
hose
Light a
match
Turn on
the gas
Base
METHOD:
1. Around the Bunsen burner are some steps to follow in lighting it. List these steps
in the correct order from Step 1 to Step 7.
2. Describe what you would do to make a flame suitable for
a. gentle heating.
b. strong heating.
3. If you had to leave the Bunsen burning for a few minutes what would you do to
make the Bunsen flame visible?
4. What would happen to glassware if you heated it using this safety flame?
5.
In your small group mime how you would correctly light a Bunsen burner.
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ACTIVITY 17
BOILING POINT
When water is heated it will eventually boil and turn into steam. The temperature at which
water boils is called its „boiling point‟. In this activity you will make use of some of the skills
you have just learned to find out the boiling point of water. Make a formal write-up of this
experiment in your notebook using the headings given below.
AIM:
An “Aim” states very clearly why you are going to do an experiment. Write a suitable
aim for this experiment.
MATERIALS REQUIRED:




250 mL beaker
stopwatches
matches
Bunsen burner




thermometer
tripod
gauze mat
250 mL measuring cylinder
METHOD:
1. Draw a diagram to show how you will carry out this experiment.
2. Use the measuring cylinder to pour 100 mL of water into the beaker.
3. Place the beaker on the gauze mat and tripod.
4. Place the thermometer in the beaker and read the temperature of the water.
Record this temperature for time zero in a suitable results table.
WARNING!
Thermometers can be easily broken. Take care!
5. Light the Bunsen burner and heat the water steadily. Start timing.
6. Record the temperature of the water every minute.
7. Continue the heating process for at least 3 minutes after boiling begins.
8. Draw a line graph plotting temperature of the water against the heating time.
CONCLUSION:
1. At what temperature did the water boil?
2. What is this temperature called?
CHALLENGE: If potatoes are cooking in boiling water, will turning up the heat
increase the speed of cooking?
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ACTIVITY 18
OBSERVATIONS AND INFERENCES
One of the important skills of the scientist is to observe carefully. You have already had a
number of opportunities to improve your skills in this area.
However, science is much more than just observing.
Pasteur observed microbes in fermenting wine and many other rotting things. This led him
to think of why they were there. He thought that perhaps they were causing the
fermentation and the rotting processes.
What Pasteur was doing was making an inference from his observations.
Let us review your understanding of “observation” and then explore the difference
between observations and inferences:
AIM: To investigate the differences between observations and inferences
METHOD:
Use your texts to find the answers to the following questions:
1. What is an “observation”?
2. List the five senses we use when we observe things.
3. Name an instrument that is used to improve our observation of:
a.
b.
c.
d.
very small objects
temperature of liquids
sounds
mass
e. time
f. volume of liquids
g. length of objects
4. From your reading of the information above, what is an “inference”?
5. Classify these statements as being observations or inferences:
a.
b.
c.
d.
Smokers suffer more from lung cancer.
Smoking causes lung cancer.
My stomach is rumbling.
It must be lunchtime.
6. Each of the following statements could be argued to be both observations
and inferences.
a. There are teeth marks in the shoe.
b. The dog was inside the house.
c. The dog chewed the shoe.
Explain how each statement could be viewed as being both an observation
and an inference.
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ACTIVITY 19
THE MOULD IS USELESS
AIM: To learn about the scientific method
"There must be an answer," the doctor muttered to himself as he slipped another slide
under his microscope. "There must be. . ." The doctor yawned. It was getting late and he
was tired.
For years the doctor had been searching for an ideal
germ killer. Carbolic acid was strong enough to kill
germs. But it was so strong that it killed the healthy
tissues in a person's body, too. The doctor was trying to
find a germ killer that would not injure healthy tissues.
He had been trying all kinds of chemicals, putting a drop
of this or that on a slide where there was a culture of
deadly germs. But each time he examined the slide to
see if the germs had been killed, he found that one
chemical after another was useless.
The doctor worked late into the night. Finally, he sighed and rubbed his eyes. He was too
tired to work any more that evening. He gathered some glass slides and dirty test tubes
together, carried them over to the sink, and started to wash them off under hot water.
Next, he picked up a small dish in which he had been growing a culture of deadly germs.
The whole culture was ruined because a spore, a tiny seedlike object, had blown in
through an open window and fallen into the dish.
The spore had started to grow, and the doctor could see a lump of greenish mould right in
the middle of the dish. The mould looked very much like the mould that appears on stale
bread.
The doctor was a thrifty man. He hated to waste anything. He was also a scientist and
scientists are usually very curious. The doctor decided not to throw the dish away. Instead
he took it over to his work table to see what the mould looked like through a microscope.
He placed a small sample on a slide under the microscope. Then he looked into the
eyepiece and saw the mould, magnified many times.
The doctor moved the slide and peered into the eyepiece again. He was not certain that he
could believe his eyes. The mould should have been surrounded by the deadly germs, but
the germs had disappeared. It was as if someone had taken an eraser and rubbed the
germs completely off.
The doctor became more and more excited. Unless his eyes deceived him, this strange
mould had destroyed those deadly germs. But he was a careful scientist. He did not "jump
to conclusions." He made careful notes of what he saw.
Weeks passed and he worked cautiously. It was possible that this strange green mould
was just what he had been searching for. He watched the mould carefully, letting it grow.
Then he put bits of it in with cultures of the deadly germs. The results were amazing. The
doctor found that this green mould was many times as good as carbolic acid against some
Science Inquiry Skills Year 7 Introductory Unit 2015
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kinds of germs. But what if it also is many times as harmful to healthy tissues, he
wondered. Then it would be useless. On the other hand, it might not be harmful at all.
There was only one way to tell. An experiment
would have to be arranged.
The doctor selected two rabbits. He gave one rabbit
an injection of a harmless solution. And he gave the
other rabbit an injection of the same solution with
parts of the green mould dissolved in it.
As the day passed, he watched the animals closely.
Both seemed fine.
The doctor worked late and before he went home, he again looked at the two rabbits. They
were both calmly eating their dinner. The doctor was excited. Things looked most
promising. Still, the mould might be slow to act. By the next morning he would know.
The next day the doctor hurriedly swallowed a cup of tea before he rushed over to the
laboratory.
He looked at the rabbit that had been given the harmless injection. It was hopping around
the small cage. Then he walked over to the second cage and peered in intently. His heart
almost stopped. He saw a bundle of white fur lying in the corner.
The strange mould is useless, he thought. It has killed the rabbit. But suddenly the doctor
noticed that the rabbit's ears twitched and that the rabbit's body was rising and falling as if
it were still breathing. The doctor knocked gently on the side of the cage. The rabbit
opened its eyes and hopped over to the doctor, looking for carrots. The rabbit was not sick
after all. It had only been sleeping.
QUESTIONS:
1. Why was the doctor frustrated at the beginning of the story?
2. What surprised the doctor when he looked through the microscope at the mould
growing in the dish?
3. After discovering the germ killing mould, what did the doctor try to test?
4. Describe the doctor's experiment in your own words
By the way!
The doctor in this story was Dr Alexander Fleming. The green mould that accidentally
started growing in Dr Fleming's laboratory belongs to a family of moulds called Penicillium.
Dr Fleming called the germ killing material that he extracted from the mould 'penicillin'.
5. Look up the word penicillin in your dictionary and write out the definition.
Science Inquiry Skills Year 7 Introductory Unit 2015
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Back to the scientific method
In the story we are told that '...he was a careful scientist. He did not jump to conclusions'.
Not jumping to conclusions is one very good reason why we go through the scientific
method to find answers to our questions. The cartoon below outlines the steps of the
scientific method that the Dr Fleming went through to find an answer to his question.
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When solving scientific problems we use the Scientific Method. This is a sequence of
steps used by scientists to solve their scientific problems. Non-scientists can also use it to
solve every day problems.
The steps involved in the Scientific Method are:
1)
Clearly identify the Problem to be solved.
2)
List all the possible Variables that could be affecting the problem.
3)
Give a reason for why the problem is occurring. (Inference)
4)
Propose a Hypothesis.
5)
State the variable to be tested (Independent variable) and the variable to be
measured (Dependent variable) and what variables need to be controlled.
6)
Design an Experiment to test the hypothesis.
7)
Conduct the experiment, make Observations and carefully record your Data.
8)
Compare the data with your hypothesis and make a Conclusion.
9)
Evaluate your experiment.
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ACTIVITY 20 WHAT MAKES A GOOD EXPERIMENT?
AIM: To learn about independent variables and using controls
METHOD:
Read the text and answer the questions in your notebook.
A good experiment has only one variable being tested or changed. This is known as the
INDEPENDENT VARIABLE.
Louis Pasteur thought that germs in the
air caused broth in a flask to go bad. By
heating the flask of broth, any germs in
the flask would be killed and then sealing
the flask would stop others from entering.
1.
What was the independent variable in Pasteur‟s experiment?
A good experiment also has a CONTROL.
The control allows us to see if changing the independent variable really makes a difference
A control is set up in the same way as the experiment except that the independent variable
is not changed. That is, the control forms a basis for comparisons to be made with the
experimental set up.
Pasteur had a control set up in his experiment
that looked like this:
2
a. Explain how this set up acted as a control for his experiment.
b. What results would have supported his hypothesis?
All other factors that may affect the results of the experiment are CONTROLLED. Unless
we do this we cannot be sure if any change that takes place in the experiment is due to the
independent variable being altered or to some other factor we have not thought about.
After Pasteur carried out his experiment, other scientists were not convinced by his results.
They claimed that the broth in the experimental flask did not go bad because air was not
able to enter. They thought that perhaps air itself, not germs might have caused the broth
in the second flask to go bad. This was an uncontrolled variable in Pasteur's experiment.
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ACTIVITY 21
VARIABLES
A variable is something that can affect the results of an experiment. When an experiment
is performed it is important that only the factor being investigated can affect the
experiment's outcome. To ensure this is the case, a scientist carefully controls all other
variables during the experiment.
The following exercise will give you some practice at identifying and controlling variables in
an experiment.
AIM: To learn about using variables in an experiment.
METHOD: Read the following text and answer the questions in your notebook.
A group of students wanted to find out whether plants grow as well in water as they would
in soil. To answer their question they placed a group of plants A, B and C in water without
soil and another group of plants D, E and F in moist soil as shown in the diagram below.
QUESTIONS:
1. What variable is being deliberately manipulated (changed)?
2. Which plants form the control group?
3. Examine the diagram showing the experimental set up and list the variables the
students have failed to control.
4. How would you redesign the experiment so that these variables were carefully
controlled?
5. Why is the control of variables so important when conducting an experiment?
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ACTIVITY 22
SCIENTIFIC METHOD TERMS
For each description below, write the correct term from the box that matches the
description. Each term is only used once.
Experiment
Observation
Inference
Prediction
Variable
Dependent variable (measured)
Control experiment
Test experiment
Independent variable (changed)
Descriptive observation
Hypothesis
Numerical observations
Interpreting data
Investigation
Data
Trend
Experimental error
Controlled variables
Conclusion
Laboratory
Science
Scientist
Scientific method
Safety
____________________
The use of our senses to obtain information.
____________________
Explaining one or more observations.
____________________
Something which may change the results of an experiment.
____________________
A summary of the results of an experiment.
____________________
A statement which gives a possible answer to a question
that can be tested by experimenting.
____________________
A series of steps used in science to solve problems.
____________________
The variables that are all kept the same in an experiment.
____________________
The variable in an experiment that you change on purpose.
____________________
Making a forecast of what a future observation will be.
____________________
A scientific test, usually designed to test an hypothesis.
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____________________
Observations involving measurements.
____________________
Information collected during experiments.
____________________
Making sense of information or data.
____________________
The study of the natural and physical world.
____________________
Observations involving non-numerical data such as colour
or texture.
____________________
In-depth examination of a problem.
____________________
The variable in an experiment that you record observations
for.
____________________
A person who studies a branch of science.
____________________
Places were scientific experiments or investigations take
place.
____________________
Protection from danger or injury.
____________________
The part of the experiment used to help compare the results
and does not involve the changed variable.
____________________
A pattern or relationship in the data.
____________________
Problems or mistakes in the experiment.
____________________
The part of the experiment that involves the changed
variable.
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INVESTIGATION 1
BOUNCING BALLS
Suppose you wanted to test which type of ball, (tennis ball, golf ball,
rubber ball or ping pong ball) gave the best bounce.
Discuss with your group members how you would do this.
Equipment available: You may choose to use only some of this equipment:






Four different balls
250 mL beaker
metre ruler
triple beam balance
measuring cylinder
retort stand, boss head and clamp
Use the following headings and questions to design, conduct and analyse your
experiment.
Planning

What is the problem you are investigating?

What do you think will happen? (Prediction)

What are you going to test? (Hypothesis)

What variables are you going to:
o Change? (Independent)
o Measure? (Dependent)
o Keep the same? (Control)

Describe your experimental set up using a labelled diagram where appropriate and
explain how you will collect data.
Conducting the Experiment

You may want to carry out some preliminary trials. If so discuss what you have done
here.

Carryout your experiment

What happened?
o Use a Table to display your results

How did you make sure the data was accurate?
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Processing the Data and Results

What is the best way to present your data?
o Use a graph where possible

Analyse your data.
o Are there any patterns or trends in your data?
o Is the hypothesis supported by the data?

Use science concepts to explain, trends or relationships you have identified in your
data.
Evaluating your Experiment

How confident are you in your results being accurate and why?

How could the design of your experiment be improved to reduce error?

What have you learned about the topic of your investigation?

Was the outcome different from your prediction?
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ACTIVITY 23
DISSOLVING RATES
What factors (variables) would effect how fast an aspirin tablet would dissolve?
Part 1:
Effect of Temperature on Dissolving Rates
Hypothesis: If temperature ______________ then dissolving rate will ___________.
Variables:
Independent:
Dependent
Control:
______________________
:
______________________
______________________
______________________
______________________
Materials:
safety glasses
bench protector
thermometer
glass stirring rod
hot water from kettle
250mL beakers
stop watch
9x soluble aspirin tablets
fridge water
tap water
Method:
1)
2)
3)
4)
5)
6)
Fill one of the 250mL beakers with tap water to the 200mL mark.
Measure the temperature of each beaker. Record results in table.
Drop a tablet into the water and start the stop watch. Measure how long the tablet
takes to completely dissolve. Record results in table.
Repeat two more times.
Carefully fill the second beaker with 200mL of hot water. Repeat above.
Fill the third beaker with 200mL of cold fridge water. Repeat above.
Diagram:
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Results:
Type of water
Temperature (°C)
Time to Dissolve
(seconds)
Conclusion:
What effect does water temperature have on the dissolving times of the tables?
PART 2:
Effect of Size on Dissolving Rates
Design, conduct and record an experiment for the effect of tablet size on dissolving rates.
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ACTIVITY 24
PART A:
FROTHY DETERGENT
Amount of detergent in water.
Hypothesis: If amount of detergent ______________ then froth height will ___________.
Variables:
Independent: ______________________
Dependent
Controlled:
:
______________________
______________________
______________________
______________________
Materials:
safety glasses
bench protector
detergent in dropper bottle
ruler
5 x test tubes
test tube rack
rubber stopper
Method:
1)
2)
3)
4)
5)
Set up five test tubes in the test tube rack.
Half fill each test tube with tap water.
Add detergent to the water in each test tube as indicated in the table below.
Shake each stoppered test tube three times. After shaking each test tube, measure
the height of the froth in it. Enter the heights in the table.
Empty and rinse out each test tube.
Diagram:
Results:
Test tube
Number of Drops
of detergent
Height of froth
after shaking (cm)
1
2
3
4
5
0
1
2
3
4
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Conclusion:
What effect does amount of detergent have on height of froth?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Why do we need test tube 1?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
PART B:
Effect of the number of shakes.
Design, conduct and record an experiment for the effect of the number of shakes on height
of froth.
Hypothesis:
_____________________________________________________
Variables:
Independent: ______________________
Dependent
Controlled:
:
______________________
______________________
______________________
Materials:
______________________
safety glasses
5 x test tubes
bench protector
test tube rack
detergent in dropper bottle rubber stopper
ruler
Method:
1.
_______________________________________________________________
2.
_______________________________________________________________
3.
_______________________________________________________________
4.
_______________________________________________________________
5.
_______________________________________________________________
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Diagram:
Results:
Conclusion:
What effect does number of shakes have on height of froth?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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INVESTIGATION 2
COOLING COFFEE MUGS
THE PROBLEM
Hot drinks become cold too quickly when left by office workers
when they become busy. When they go back to their drink it is
very cool or cold. When buying new mugs, they wish to select
ones that will stay warmer the longest.
Does the colour of the coffee mug affect the cooling rate of the
coffee?
YOUR TASK:
Design and carry out an investigation into this problem
SUGGESTED EQUIPMENT:
Various Coloured Test Tubes (White, Black, Silver, Yellow, Green, Blue, Red),
thermometers, hot coffee, stop watch.
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ACTIVITY 25
EXPERIMENTING REVIEW
Complete the following questions in your notebook.
Match each statement below with a correct word:
1
2
3
4
5
6
7
8
9
10
Something made with a magnifying glass
The surface of water in a test tube
If you study hard you will succeed
These are likely to affect the outcome of a test
A testable statement that appears to be true
The Bunsen flame used when heating
A conclusion reached after making observations
This variable is always plotted on the "up" axis
The equipment used in an experiment
A problem with measurement
A
B
C
D
E
F
G
H
I
J
prediction
variables
non-luminous
inference
meniscus
dependent
parallax error
observation
hypothesis
apparatus
11. Write an hypothesis for each of these questions:
a. What happens to a student‟s reading rate if we
h
v ry t e ze o t
a
h
si
f
t?
e prin
b. Are steel saucepans the best for cooking in?
c. Why do snails come out more at night?
12. Write down four important rules for a scientist to follow when designing an experiment:
a.
b.
c.
d.
Measure the length
of this line.
this
line
Answer=
13. List some variables that might affect the performance of a swimming champion.
Science Inquiry Skills Year 7 Introductory Unit 2015
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14. Write the number of the term that best matches the description given below.
TERMS TO CHOOSE FROM:
1. Aim
2. Conclusion
3. Inference
4. Procedure
5. Variable
6. Prediction
7. Independent variable
8. Dependent variable
9. Observation
The steps followed in an investigation.
Goes on the vertical axis of a graph
Something that affects the outcome of an experiment
A change we detect with our senses
A variable we deliberately alter in an experiment.
The reason an experiment is conducted.
An educated guess about what will happen.
An educated guess as to why something happens.
A possible explanation of an observation.
What we have learned from an experiment.
“To find out if nickel or lead holds the most heat.”
“I think the water with nickel will have the greatest temperature rise."
“The temperature of the nickel/water rose by 1.8 ºC.”
“The same mass of nickel raises the water temperature most because
it contains the most heat.”
The mass of water, temperature of water and type of metal are
examples.
The type of variable represented by the temperature rise of the water.
The type of variable represented by the kind of metal used.
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