SMLM

For use with:
• Glencoe Mathematics Courses 1-3

• Glencoe Pre-Algebra
• Glencoe Algebra 1
• Glencoe Algebra 2
Texas Instrument Calculators Labs
Eight of the labs in this booklet are written for use with the Texas
Instrument calculators and either the CBR2™ (Calculator-Based
Ranger) or CBL2™ (Calculator-Based Laboratory). TI-83/84 versions
of graphing calculator programs required for some of these labs can
be found on pages 207–209 of this book.
Centimeter Grid Masters

Some of the labs in this booklet require centimeter grid paper. A mas-
ter for making this paper is available on page 210 of this book.
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Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
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without prior written permission of the publisher.
Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240
ISBN 13: 978-0-07-876070-9
ISBN: 0-07-876070-4 Science and Mathematics Lab Manual
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 079 13 12 11 10 09 08 07 06
Contents
Teacher’s Guide to Using the Science and Mathematics Lab Manual .....................................v
Guide to Using the Science and Mathematics Labs with Glencoe Textbooks .........................vi
Type of
Lab Science* Title Page
1 L Digestion of Fats...........................................................................................001
2 L Measuring Heartbeat ....................................................................................005
3 L Ponds are Cities of Life ................................................................................009
4 L Sea Stars: Size, Shape, and Symmetry .......................................................013
5 E Living Space .................................................................................................017
6 E Density and Buoyancy ..................................................................................021
7 P The Period of a Pendulum............................................................................025
8 E Air Particulate Sampling ...............................................................................029
9 P Distance, Velocity, and Time.........................................................................033
10 E Using a Clinometer .......................................................................................037
11 P Chemical Solutions .......................................................................................041
12 P The Bicycle: A Well-Engineered Machine .....................................................045
13 E Sun and Temperature ...................................................................................049
14 E Getting Gas From Water...............................................................................053
15 P The Force of a Bean.....................................................................................057
16 P The Way the Ball Bounces ...........................................................................061
17 P Simulating Radioactive Decay ......................................................................065
18 E Smoke Pollution ............................................................................................069
19 L Genetic Traits................................................................................................073
20 E It’s Raining, It’s Pouring ................................................................................077
21 P Pulleys ..........................................................................................................081
22 E Scientific Notation and Astronomical Distances ...........................................085
23 L The Gender of Children ................................................................................089
24 E Electrical Charges.........................................................................................093
25 L Plant Growth .................................................................................................097
26 L Classification by Traits ..................................................................................101
27 E Predicting Earthquakes.................................................................................107
28 L Caloric Content and Box-and-Whisker Plots.................................................111
29 P Speed and Acceleration ................................................................................117
30 P Reflection of Light .........................................................................................121
31 L, E Physical Factors of Soil ................................................................................125
* E = Earth Science L = Life Science P = Physical Science
iii
Type of
Lab Science* Title Page
32 P Graphing Relationships.................................................................................129
33 P Using Physical Properties.............................................................................135
34 L, E The Law of Probability ..................................................................................139
35 P Variation in the Strength of Electromagnets .................................................145
36 P Determining Percent Acetic Acid in Vinegar .................................................149
37 E, P Projectile Motion ...........................................................................................153
38 E Tracking Hurricanes ......................................................................................159
39 L A Mathematical Look at Cell Size .................................................................165
40 P The Effect of a Solute on Freezing Point......................................................171
41 P Rates of Diffusion of Gases ..........................................................................177
42 P Determining the Order of a Chemical Reaction............................................183
43 L Symmetry in Parabolas and Animals............................................................187
44 P Measuring the Densities of Pennies .............................................................193
45 L How Does Temperature Affect Mealworm Metamorphosis...........................197
46 E Wind Power and Box-and-Whisker Plots......................................................203
Appendix: TI-83/84 Programs ............................................................................................................207
Master: Centimeter Grid Paper...........................................................................................................210
* E = Earth Science L = Life Science P = Physical Science
iv
Teacher’s Guide to Using the
Science and Mathematics Lab Manual
Overview This booklet contains 46 Cooperative Learning Most of the
labs designed to allow students to explore labs recommend that students work in
topics in life science, earth science, groups. The emphasis of teamwork and
physical science, biology, and chemistry designation of duties helps students to
through a stimulating, yet straightforward work more efficiently in the given time
approach. In each lab, students use the frame.
tools of mathematics to analyze data they
have collected or to explore concepts in
Lab Structure Each lab contains
Teaching Suggestions and Student
science.
Worksheet pages.
The labs are correlated for use with
The Teaching Suggestions pages include an
Glencoe Mathematics, Courses 1, 2, and 3,
overview or the objectives, time required,
Glencoe Pre-Algebra, Glencoe Algebra 1,
list of materials needed and preparation
and Glencoe Algebra 2. Tables on the next
instructions, teaching tips, answers, and
four pages summarize which labs are to be
suggestions for extending the lab, as
used at each level.
appropriate.
Use of Technology Eight labs in this
The Student Worksheets provide all the
booklet are written for use with the Texas
information needed for students to
Instruments Calculator-Based Ranger 2™
complete the lab without additional
(CBR2) System or the Texas Instruments
research.
Calculator-Based Laboratory 2™ (CBL 2)
System. These systems allow students to The Student Worksheets have six sections:
gather data, retrieve it directly into any • Introduction
CBR- or CBL-compatible graphing
calculator, and then analyze the data using • Objectives
the calculator’s data modeling and • Materials
graphing features.
• Procedure
When to Use the Science and
Mathematics Lab Manual These • Data and Observations
labs are an enrichment to the classroom • Analysis
experience. They act as follow-up activities
to lessons rather than introductory The Introduction, Objectives, and Materials
activities for mathematical concepts. Some list prepares students for intent of the lab
of the labs might be assigned as outside and what they will be using.
projects while others require in-class time The Procedure provides step-by-step
(mostly because of the materials needed). instructions for the activity. The Data and
The labs also provide an opportunity to Observations section includes graphs,
team teach with your science colleagues. charts, and tables to facilitate data
Collaborative Teaching You may collection and recording. This
wish to consult with the science teachers organizational section helps students in
at your school to do these labs assimilating what they are observing as
cooperatively as students study concepts they prepare to analyze the data. The
used in both their mathematics and questions in the Analyze section require
science classes. Some of the labs require students to make conjectures about what
materials that would be common to most they have observed. Frequently, they may
science classrooms. have to use a formula or equation to arrive
at the correct conclusions.
v
Guide to Using the Science and Mathematics
Labs with Glencoe Textbooks
The following chart shows the Science and Mathematics Labs that can be used with various
chapters of Glencoe Mathematics, Courses 1, 2, and 3.
Use of Labs Categorized by Textbook Chapter

Glencoe Mathematics
Chapter
Course 1 Course 2 Course 3
Lab 24 (pp. 93–96)
Use with Lesson 1-3
Lab 1 (pp. 1–4) Lab 21 (pp. 81–84)
1
Use with Lesson 1-5 Use with Lesson 1-6
Lab 11 (pp. 41–44)
Use with Lesson 1-7
Lab 25 (pp. 97–100)
Lab 2 (pp. 5–8) Lab 21 (pp. 81–84) Use with Lesson 2-3
2
Use with Lesson 2-7 Use with Lesson 2-7 Lab 22 (pp. 85–88)
Use with Lesson 2-10
Lab 6 (pp. 21–24)
Use with Lesson 3-6
3
Lab 22 (pp. 85–88)
Use with Lesson 3-7
Lab 3 (pp. 9–12) Lab 7 (pp. 25–28) Lab 12 (pp. 45–48)
4
Use with Lesson 4-8 Use with Leson 4-7 Use with Lesson 4-3
Lab 19 (pp. 73–76)
Use with Lesson 5-6
5
Lab 13 (pp. 49–52)
Use with Lesson 5-7
Lab 26 (pp. 101–106)
6
Use with Lesson 6-3
Lab 17 and 18 (pp. 65–72)
Lab 17 and 18 (pp. 65–72)
Use with Lesson 7-3 Lab 14 (pp. 53–56)
7 Use with Lesson 7-7 and
Lab 19 (pp. 73–76) Use with Lesson 7-5
Use with Lesson 7-8 7-8
Lab 19 (pp. 73–76) Lab 27 (pp. 107–110)
8
Lab 8 (pp. 29–32) Lab 23 (pp. 89–92)
Lab 20 (pp. 77–80) Lab 20 (pp. 77–80)
Lab 4 (pp. 13–16) Use with Lesson 2-7 Use with Lesson 9-4
9
Use with Lesson 9-7 Lab 9 (pp. 33–36) Lab 28 (pp. 111–116)
Lab 5 (pp. 17–20) Lab 23 (pp. 89–92)
10
Use with Lesson 9-7 Use with Leson 10-8
11
Use with Lesson 11-3 Use with Leson 11-1 Use with Leson 11-8
Lab 21 (pp. 81–84) Lab 16 (pp. 61–64)
12
vi
The following chart shows the Science and Mathematics Labs that can be used with various
chapters of Glencoe Pre-Algebra, Glencoe Algebra 1, and Glencoe Algebra 2.
Use of Labs Categorized by Textbook Chapter

Chapter Pre-Algebra Algebra 1 Algebra 2
Lab 29 (pp. 117–120)
Use with Lesson 1-5 Lab 33 (pp. 135–138) Lab 39 (pp. 167–170)
1
Lab 15 (pp. 57–60) Use with Lesson 1-3 Use with Lesson 1-1
Use with Lesson 1-7
2
Use with Lesson 2-1 Use with Lesson 2-4 Use with Lesson 2-5
3
Lab 22 (pp. 85–88) Lab 35 (pp. 145–148)
4
Lab 25 (pp. 97–100) Lab 36 (pp. 149–152)
5
Lab 12 (pp. 45–48)
Use with Lesson 6-3
Lab 13 (pp. 49–52) Lab 37 (pp. 153–158)
6
Lab 31 (pp. 125–128)
Use with Lesson 6-6
Lab 32 (pp. 129–134)
7
Use with Lesson 7-2
Lab 37 (pp. 153–158) Lab 41 (pp. 177–180)
8
Lab 16 (pp. 61–64) Lab 42 (pp. 181–186)
9
10
11
Lab 28 (pp. 111–116) Lab 45 (pp. 197–200)
12
Lab 27 (pp. 107–110) Lab 46 (pp. 201–206)
Use with Lesson 12-10 use with Lesson 12-9
Lab 16 (pp. 61–64)
13
Use with Lesson 13-6
vii
The following chart lists the 46 labs and their correlation to the Glencoe texts.
Use of Labs Categorized by Lab Number

Glencoe Mathematics
Lab Pages Pre-Algebra Algebra 1 Algebra 2
21 21–42 Lesson 1-5
22 25–82 Lesson 2-7
23 29–122 Lesson 4-8
24 13–16 Lesson 9-7
25 17–20 Lesson 10-4
26 21–24 Lesson 3-6
27 25–28 Lesson 4-7
28 29–32 Lesson 8-6
29 33–36 Lesson 9-7
10 37–40 Lesson 11-1
11 41–44 Lesson 1-7
12 45–48 Lesson 4-3 Lesson 6-3
14 53–56 Lesson 7-5 Lesson 11-2
15 57–60 Lesson 11-8 Lesson 1-7
16 61–64 Lesson 12-2 Lesson 13-6 Lesson 9-1 Lesson 5-1
17 65–68 Lesson 7-3 Lessons 7-7

and 7-8
18 69–72 Lesson 7-3 Lessons 7-7

and 7-8
19 73–76 Lesson 7-8 Lesson 8-5 Lesson 5-6
23 89–92 Lesson 10-8 Lesson 8-5
25 97–100 Lesson 2-3 Lesson 5-3
26 101–106 Lesson 6-3 Lesson 10-3
27 107–110 Lesson 8-4 Lesson 12-10
viii
Use of Labs Categorized by Lab Number
Glencoe Mathematics
Lab Pages Pre-Algebra Algebra 1 Algebra 2
28 111–116 Lesson 9-6 Lesson 12-3
29 117–120 Lesson 1-5
30 121–124 Lesson 3-5 Lesson 2-4
31 125–128 Lesson 6-6 Lesson 11-2
32 129–134 Lesson 7-2
33 135–138 Lesson 1-3
34 139–144 Lesson 3-2
35 145–148 Lesson 4-2
36 149–152 Lesson 5-2 Lesson 3-2
37 153–158 Lesson 8-5 Lesson 6-4
38 159–164 Lesson 10-5
39 165–170 Lesson 1-1
40 171–176 Lesson 2-5
41 177–180 Lesson 8-4
42 181–186 Lesson 9-5
43 187–190 Lesson 10-2
44 191–196 Lesson 11-2
45 197–200 Lesson 12-6
46 201–206 Lesson 12-9
ix
NAME ________________________________________ DATE ______________ PERIOD _____
Lab 1 Digestion of Fats

Teaching Suggestions
Overview
Lab 1
This activity is designed to demonstrate one of the ways math is
applied in science. Students will see how recording observations by
using numerical values creates a data set of numbers. They will use
the numbers to interpret the results of the experiment. They will
draw conclusions based on their numerical totals.
Recommended Time
1 class period
Materials
• bile, 5% solution • vegetable oil
• alcohol • metric ruler
• 5 droppers • 4 stoppers to fit test tubes
• lemon juice • 4 test tubes, 18 150 mm
• masking tape • test tube rack
Preparations
Bile must be obtained before the class period and can be purchased
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
from any biological supply company or may be available in the school

chemistry or biology laboratory. It is a good idea to try the experiment
before class to anticipate the results students are likely to achieve.
Teaching the Lab

1. Have students work in groups of three. Each group member should
work with the test tubes and take measurements for some of the
data.
2. Stress precision in measuring all liquid amounts. It is important
that students understand that a scientific variable is something
that can change. All other parts of the experiment must be equal
or remain the same. If not, it is impossible to see how the change
in the variable affects the results. In this experiment, if the
amounts of water and oil greatly vary, the action of the bile and
alcohol may not be as visible.
Lab 1 1 Science and Math Lab Manual

NAME ________________________________________ DATE ______________ PERIOD ____

Teaching Suggestions (continued)
3. To help students determine which mixture appears cloudy or clear,

point out that they should hold each test tube in front of their
worksheet. They can make their decision based on how clearly they
can see the print through each solution. Also, point out that to
determine relative cloudiness, they should compare each test tube
to tube 1 by holding both tubes against the worksheet background
at the same time.
4. Once students have familiarized themselves with the mechanics of
the exercise, have them summarize the objective of the
experiment. Be sure they understand what they are trying to
analyze and how they will do it.
Analysis
1. No. The mixture in tube 1 did not appear cloudy after shaking.
2. The chemicals with the highest number totals will be the best at
breaking down fats.
3. bile, alcohol, and lemon juice
4. water and oil
5. The lemon juice did not break down the oils.

6. It is the tube in which no chemical was added and is the lowest
possible number.
7. Numbers are more precise than words. It is easier to compare
things with numbers.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Lab X
1
A chemical compound called bile in your liver helps to break down
fats and oils so that digestion can occur more easily. Eventually, the
fat and oil are changed into a form that can be used by the body for
energy.
In a scientific experiment, a variable is something that can change.
There are three variables in this experiment. A constant is something
that does not change. There are two constants in this experiment.
Objectives
In this lab, you will:
• perform an experiment to see if fats (oils) mix with water.
• see if certain chemicals help to mix fat with water.
• learn how scientists use variables and constants.
• write your observations as numbers.
• use your numbers to make conclusions.
• think of a better way to use numbers in the experiment.
Materials
• bile, 5% solution • vegetable oil

• alcohol • metric ruler
• 5 droppers • 4 stoppers to fit test tubes
• lemon juice • 4 test tubes, 18 150 mm
• masking tape • test tube rack
Procedure
1. Use tape to label four test tubes 1, 2, 3, and 4 and place them in a
test tube rack.
2. Add water to a height of 4 centimeters in each test tube.
3. With a dropper, place four drops of vegetable oil into each test
tube. Observe whether the oil remains on the top or the bottom of
the water.

NAME ________________________________________ DATE ______________ PERIOD ____

Student Worksheet (continued)
4. Add nothing to tube 1, add five drops of bile to tube 2, add five
drops of alcohol to tube 3, and add five drops of lemon juice to tube
4. Use a different dropper for each substance. CAUTION: Bile will
stain.
5. Stopper each test tube and shake it vigorously five times.
6. Replace the tubes in the test tube rack and allow them to remain
undisturbed. After ten minutes, examine each tube. If a mixture is
cloudy, some of the fat has broken down and mixed with the water.
7. Record your results as clear (0), slightly cloudy (1), or very cloudy (2).
8. Some oil will remain on top of the water in each test tube.
Determine whether the line that forms between the oil and water
is sharp (3) or fuzzy (4). Record your answers on the table.
Data and Observations
Test Tube Appearance Appearance

Chemical Added Total
Number of Mixture of Line
1 (water, oil)
2 (water, oil)

3 (water, oil)
4 (water, oil)
Analysis
1. Does water mix with fats (oils)? How can you tell?
2. How can you tell if fats are broken down so that they mix with
water?
3. Which three chemicals are the variables?
4. What are the two constants in this experiment?
5. According to your totals, which chemical(s) did not break down oil?
6. Why is the number total for tube 1 important?
7. Attaching numbers to scientific observations is very important.
Why do you think that this is so?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 2 Measuring Heartbeat

Overview
In this activity, students will learn how to take and record a pulse.
They will also measure and record a pulse for several minutes after
physical exercise and graph the changes in pulse rate over time.
Recommended Time
1 class period
Lab 2
Materials
• clock or watch with second hand
Preparations
No special preparation is needed.
Teaching the Lab

1. Have students work in pairs. Students should be shown how to
take their own neck pulse and then be able to take the neck pulse
of another student.
2. Point out that the second and third fingers are best for taking a
pulse. Make sure to explain not to use the thumb to take a pulse,
since the thumb’s own pulse will interfere.
3. On the graph of pulse rate versus recovery time, the line for each
student should rise sharply to somewhere between 130 and 180 at
one minute, and then gradually fall until it reaches the average
pulse rate at rest.

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Answers will vary. The measurements should not be exactly equal
to each other, but both should be between 70 and 90.
2. Running speeds up the pulse.
3. Answers will vary according to student condition, but should take
6–8 minutes to return to normal.
4. Answers will vary according to student condition, but should take
6–8 minutes to return to normal.
5. Not necessarily; pulse rate depends on the student’s physical
condition, gender, fatigue level, and whether they have recently
eaten.
6. No; a pulse rate of zero indicates the heart is no longer beating.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Your heart is a powerful muscle that pumps blood throughout your
body. It is a muscle that never rests. The force with which your heart
contracts is so strong that by applying gentle pressure to your
arteries you can feel the blood surging in these vessels. This regular
surge of blood is your pulse. When you increase or decrease physical
activity, your heart rate, as shown by your pulse, changes according to
your body’s needs.
Lab 2
Objectives
• learn how to take your own pulse and that of your classmates.
• measure and record changes in pulse before and after physical
activity.
• construct a graph of your information or data.
Materials
• clock or watch with second hand
Procedure
Part 1 Measuring the pulse at rest

1. Place your second and third fingers a few centimeters below your
earlobe and slightly toward the front of your throat. Gently press
in this area until you feel a pulse. This is the carotid (ka-RA-tid)
artery, one of the major vessels that brings oxygen and blood to
your brain.
2. Take a classmate’s pulse for one minute. Record your results in Data Table 1.
3. Repeat this procedure three more times and find the mean of the
results.
4. Let your classmate measure your pulse. Follow Steps 2 and 3.
Record the results in Data Table 1.
Part 2 Changing the pulse
1. Ask your classmate to run in place for one minute.
2. Count and record in Data Table 2 your classmate’s pulse each
minute for eight consecutive minutes after he or she stops running.
3. Let your classmate measure your pulse for eight minutes after you
run in place for one minute. Record the results in Data Table 2.

NAME ________________________________________ DATE ______________ PERIOD ____

DATA TABLE 1
Pulse/Minute Trial 1 Trial 2 Trial 3 Trial 4 Average

Your classmate’s pulse
Your pulse
DATA TABLE 2
Minutes After Running 1 2 3 4 5 6 7 8

Your classmate’s pulse
Your pulse
Make a line graph of your results from

Analysis
Data Table 2.
y 1. How does your average pulse
180 compare to your classmate’s?
170 2. How does running in place affect the
160 pulse?

150 3. How long after running does it take
140 your pulse to return to the average
130 in Data Table 1?
120 4. How long after running does it take
110 your classmate’s pulse to return to
the average in Data Table 1?
100
Pulse Rate
90 5. Should your answers to Exercises 3
80
and 4 be the same? Explain.
70 6. If you rested for 30 minutes after
60 running, would you expect the pulse
rate on the graph to approach zero?
50
Explain.
40
30
20
10
O 1 2 3 4 5 6 7 8 9 10 x
Recovery Time (minutes)

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 3 Ponds are Cities of Life

Overview
In this activity, students will identify the organisms present in a
sample of pond water. They will count the number of each type of
organism and determine the total number of organisms. They will
then use this information to find the fraction of each type of organism
present in their sample and convert that fraction to a decimal.
Recommended Time
1 class period
Materials
• microscope • droppers
• box of microscope slides • pond water
• box of coverslips
Lab 3
Preparations
Before class, obtain a box of microscope slides, a box of coverslips, one
dropper for each student, and a small bucket of pond water.
Teaching the Lab

1. Give each student a microscope slide of pond water. Students may
have to share microscopes.
2. Use the diagrams to help students identify the organisms.

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Answers will vary. Fractions will depend on the total number of
organisms and the type of organisms present.
2. Decimals will vary with the individual pond sample.
3. Answers will vary. The most common organism should be the same
for every dropper sample.
4. Answers will vary. The least common organism should be the same
for every dropper sample.
Further Explorations
The fractional values and decimal values will differ from student to
student because the total number and type of organisms will vary
from sample to sample.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Ponds contain millions of microscopic organisms. These organisms
include nematodes (phylum Nematoda), crustaceans (phylum
Arthropoda), monerans, including bacteria and their relatives
(kingdom Monera), and protists, including amoebas, paramecia, and
algae (kingdom Protista).
Objectives
• identify each type of microscopic organism.
• count each type of organism and determine the total number of
organisms.
• represent the number of each type of organism as a fraction of the
whole group.
• convert these fractions into decimals.
Lab 3
Materials
• microscope • droppers
• box of microscope slides • pond water
• box of coverslips
Procedure
1. Use a dropper to place a drop of pond water from near the surface
onto a clean microscope slide. Place a coverslip on the drop of
water.
2. Examine the water under low- and high-power magnification.
3. Use the diagram to help you identify the organisms you observe.
Protist
(Amoeba) Moneran
(Pleurococcus)
Vorticella
Protist Nematoda
Crustacean
(Paramecium) Crustacean (Nematode worm)
(Cyclops)
(Daphnia)

NAME ________________________________________ DATE ______________ PERIOD ____

4. Record the name and number of each type of organism in the Data
Table.
5. Find the total number of organisms you observed.
Fraction
Type of (number of
Number Decimal
Organism organisms/total
number of organisms)

Total Number of
Organisms:
Analysis
1. Write the number of each type of organism over the total number
of organisms. Enter these fractions in the Data Table.
2. Convert these fractions into decimals. Enter the decimals in the
Data Table.
3. Which organism is most common in your sample of pond water?
How did you determine your answer?
4. Which type of organism is least common in your sample of pond
water? How did you determine your answer?
Compare your fractions and decimals with those of a classmate. Are
they the same? different? Why?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 4 Sea Stars: Size, Shape, and Symmetry

Overview
In this activity, students will determine the symmetry of a sea star.
They will also measure arm length and the angles between the arms
of a sea star, and record this information. Finally, they will use this
information to draw similar and congruent sea stars.
Recommended Time
1 class period
Materials
• sea star, dried
• protractor
• ruler
Preparations
Obtain dried sea star specimens before the class period. They may be
available in the school biology laboratory, or they can be purchased
from a biological supply company.
Teaching the Lab

1. Have students work in pairs.
Lab 4
2. Review the steps for measuring angles with a protractor and
finding lines of symmetry.

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Drawings will vary.
2. Drawings will vary. The angles formed by the ridges of adjacent
arms of the sea stars should be the same as those in the first
drawing, but the arms should be half as long.
3. Sample answer: The measurements of the angles between the
arms were the same. The measurements of arm length and size
are different.
4. Sea stars have five lines of symmetry (pentameral symmetry). One
drawing should show these five lines of symmetry.
The measurements of the angles of all specimens may be close but not
necessarily the same. The sum of the five angles is always 360°,
because the angles form a full circle when they are put together.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Sea stars (or starfish) are in the phylum Echinodermata (echinos
spiny; derm skin). They can be found in shallow tidal pools along
the Pacific coast of North America. They are often brightly colored,
and they move slowly. Most species have five arms. If an arm is cut
off, the animal simply grows another one.
Objectives
• measure the angles formed by the arms of the sea star.
• measure the length of the arms of the sea star.
• describe the symmetry of a sea star.
• draw two sea stars, one similar to and one congruent to your
specimen.
Materials
• sea star, dried
• protractor
• ruler
Procedure
1. Place your sea star flat on a piece of paper with its under side
Lab 4
facing up. You should see a ridge running down the middle of each
arm.
2. On the piece of paper, number the arms from 1–5.
3. Measure the angle formed by the ridges of adjacent arms using
your protractor. Record this information in the Data Table.
4. Repeat Step 3 until you have found the angle measurements for all
five arms.
5. Measure the length of each arm. Record this information in the
Data Table.

NAME ________________________________________ DATE ______________ PERIOD ____

Between Arms Angle Measure Arm Length

1 and 2 1
2 and 3 2
3 and 4 3
4 and 5 4
5 and 1 5
Analysis
1. Using only the measurements in the Data Table, draw a sea star
congruent to your specimen. Show all your work. When you are
finished, check your work by laying the specimen on your drawing.
Use another piece of paper if you need more space to draw.
2. Draw a sea star similar to your specimen, but about 50% smaller.
3. What measurements in your two drawings are the same?
What measurements are different?

4. How many lines of symmetry does a sea star have? Sketch the
lines of symmetry on one drawing.
Are the measurements of the angles formed by the arms of your
specimen the same as specimens of other groups in your class? Find
the sum of the five angles. Is the sum of the angles the same as that of
other groups? If so, why?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 5 Living Space

Overview
This activity provides students with the opportunity to measure
triangular area and observe the relationship between area and
population density. Students will be given the opportunity to calculate
area in an active way while learning a basic ecological concept.
Recommended Time
1 class period
Materials
• meterstick
Preparations
Before class, you may want to measure the classroom and calculate
the area of the triangular portions to check students’ math. Students
will calculate the area of the classroom by measuring its length and
width. In a later exercise, the room will be divided diagonally.
Students will calculate the area of one of the resulting triangles by
using their previous measurements.
Teaching the Lab

1. Students will need to work together. Have students take turns
measuring the length and width of the classroom.
2. Show students how to measure the room with a meterstick. For
better accuracy, demonstrate how to mark to the end of the stick
before moving it. Remind them to keep track of the number of
times the stick is moved in order to calculate the total length.
Lab 5

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 5 Living Space

Lab xx
Analysis
1. The population density would be twice as great.
2. Sample answer: Students became noisy, restless, and fidgety.
Because all students did not have enough room to sit down, they
became tired and then irritated.
3. Answers may vary, but will indicate an area greater than, less
than, or equal to the area of the classroom, depending on student
observations.
4. Answers may vary. Sample answers may include removing some of
the furniture or assigning each student a particular time and
space to sit down.
5. 1.8 persons per square meter

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 5 Living Space

Student Worksheet
Introduction
Some animals, like elephants, people, and ants, need to have others of
their own species around. Other animals, like male chimpanzees and
male lions, live by themselves. All of these factors have an effect on
the amount of space that an animal needs to live.
What is the best population density—the number of individuals living
in an area—for a particular animal? What happens when the
population density for an animal is too high?
Objectives
• calculate the area, population, and population density of your
classroom.
• determine the effect of decreased area and increased population on
population density.
• determine the effects of high population density on people.
Materials
• meterstick
Procedure
1. Use a meterstick to measure the length and width of your
classroom. Then calculate the area of the classroom in square
meters (m2).
Length (m) Width (m) Area (m2)
Record the data in the Data Table.
2. Count the number of people in your class today. Then calculate the
population density in your classroom.
Population (no. people)
Population Density (people/m2)
Area (m2)
Lab X
5
Record the data in the table.
3. Your teacher will draw an imaginary line from one corner of the
classroom to another, dividing the room in half. The class will
move into one half of the room and stay there.

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 5 Living Space

4. Determine the area of the populated half of the classroom. Record

it in the table. Calculate the population density in that half of the
room. Record it in the table.
5. Observe the behavior of your classmates when the class is confined
to one half of the room. Notice the noise, where people stand or sit,
what people do, and how the area looks.
6. Your teacher will draw another imaginary line dividing the
classroom into fourths. The class will move into one fourth of the
room and stay there.
7. Determine the area of one fourth of the classroom. Record it in the
table. Calculate the population density in that fourth of the room.
Record it in the table.
8. Observe the behavior of your classmates again when the class is
confined to one fourth of the room.
Base Height Area Population

Classroom (m) (m) (m2) Density
(No. People/m2)

Full
Half
Fourth
Analysis
1. How would population density change if there were twice as many
students in your class?
2. Describe what happened when the population density increased.
What did people do?
3. How much space does your class need?
4. If you had time to plan before your class made the move, how
would you reduce the negative results of high population density?
5. Most people in the United States live in urban areas. One hundred
and sixty-five million people live on about 91,605,000 square
meters of land. What is the average population density in U.S.
urban areas?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 6 Density and Buoyancy

Overview
This activity provides students with the opportunity to combine
measurements of mass (g) and volume (cm3) into a single
g
measurement of density 3
, a fraction that is usually expressed as
cm
a decimal. Students will be required to compare decimals in order to
draw conclusions about buoyancy.
Recommended Time
1 class period
Materials
• balance scale • salt
• beakers (250 mL and 1,500 mL) • spoon
• egg • stirring rod
• graduated cylinder (100 mL) • water (room temperature)
• measuring tray
Preparations
You may want to have some students bring in eggs and salt.
Teaching the Lab

1. Have students work in groups of three. Each group member should
work with the balance scale and beakers to take measurements for
some of the data.
2. Students may need to be shown how to measure the volume of the
egg using water displacement. Pour water into the large beaker
and record the level. Place several eggs in the water and record the
change in the water level. The amount of water displaced is equal
to the volume of the eggs. Because beakers are not very accurate,
it is better to measure several eggs at once and calculate the
average. This will provide an approximate volume for an egg.
Lab 6

NAME ________________________________________ DATE ______________ PERIOD ____

3. Demonstrate how to add the fresh water to the salt water without
mixing the two. Pour water from a graduated cylinder into a
beaker using a stirring rod. Place the rod against the side of the
beaker and gently pour the water on the rod. The water should
flow down the rod to the side of the beaker. This will help prevent
mixing.
4. Remind students that when weighing 100 milliliters of water they
must subtract the weight of the container from the overall weight.
It is best to weigh the container first and then add an additional
100 milliliters of water.
Analysis
1. Answers may vary with the accuracy of the measurements. The
density of an object is determined by dividing its mass by its
m
volume, D V . The density of fresh water is approximately 1, of
salt water approximately 1.1, and of an egg approximately 1.1.
2. Sample answer: The egg sank below the fresh water but floated in
the salt water.
3. The density of the egg is greater than the density of fresh water
and about the same density as the salt water.

4. The egg sank to the bottom.
5. Sample answer: Buoyancy increases as the density of the liquid
increases.
6. A person is less dense than the water.
7. It is easier to float in seawater because it is denser than fresh
water.
8. 1,30500 , 3.5%
9. The density of the helium is less than the density of the air, so the
balloon floats.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
The density of something is defined as the mass, m, per unit volume,
V. To calculate the density, (Greek letter rho), you divide the mass
by the volume V m. Buoyancy also involves mass and volume. An
object will float in a liquid because of the buoyant force acting on it.
The buoyant force is the upward push of a liquid against an object.
When the mass of the liquid displaced by the object is equal to the
mass of the object, the object floats.
Objectives
• determine the densities of fresh water, salt water, and an egg.
• understand the relationship between density and buoyancy.
Materials
• balance scale • salt
• beakers (250 mL and 1,500 mL) • spoon
• egg • stirring rod
• graduated cylinder (100 mL) • water (room temperature)
• measuring tray
Procedure
1. Weigh 125 grams of salt into the measuring tray on the balance
scale.
2. Pour a liter of water into the 1,500-mL beaker. Add the salt to the
water and stir until the salt dissolves.
3. Find the mass of 100 mL of the salt water. Record it in the Data
Table. Pour the salt water back into the beaker.
4. Find the mass of 100 mL of fresh water at room temperature.
Record it in the table.
5. Find the mass of the egg. Record it in the table.
6. Find the volume of the egg. Record it in the table. Recall that
1 mL 1 cm3.
Lab 6

NAME ________________________________________ DATE ______________ PERIOD ____

7. Slip the egg into the beaker of salt water using the spoon. Observe and
record its position on a sheet of paper. Remove the egg.
8. If the egg sinks to the bottom, add another 25 grams of salt to the salt
water and repeat Steps 3 and 7.
9. Carefully pour 250 mL of fresh water on top of the salt water. Pour
the water down the side of the beaker using the stirring rod. Do not
mix.
10. Slip the egg into the beaker using the spoon. Observe and record its
position on a sheet of paper.
11. Stir the solution, and observe what happens to the egg.
Substance Mass (g) Volume (cm3) Density (g/cm3)

Salt Water 100 cm3
Fresh Water 100 cm3
Egg

Analysis
1. What are the densities of the fresh water, salt water, and the egg?
Show the densities as fractions and as decimals. Record the
densities as fractions and decimals in the table.
2. What happened to the egg when you added it to the fresh water?
the salt water?
3. How would you compare the density of the egg to that of fresh
water and salt water?
4. What happened to the egg after you mixed the salt water and fresh
water together?
5. What is the relationship between density and buoyancy?
6. Explain, in terms of density, why a person is able to float in water.
7. Is it easier for a person to float in seawater or in fresh water?
8. In every 1,000 grams of actual seawater, there are 35 grams of
salt. What fraction of seawater is salt? What percent of seawater is
salt?
9. Explain how a balloon inflated with helium floats in air.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 7 The Period of a Pendulum

Overview
Lab 7
This activity illustrates the graphing of functions from ordered pairs.
It also relates time and distance to the period of a pendulum.
Students will collect data on the movement of a pendulum and create
a graph of this motion with a graphing calculator. Students will
determine the periodic function that represents the motion and
identify the factors that affect this motion.
Recommended Time
1 class period
Materials
• stopwatch or watch with a second hand • ring stand
• Calculator-Based Ranger (CBR2) • meterstick
• TI graphing calculator • masking tape
• yo-yo
Preparations
Before starting this exercise, consult your owner’s manual about
using the CBR2 with your particular TI graphing calculator.

On the calculator, press MODE and change the mode to RADIAN.
Follow the instructions to connect your calculator to the CBR2 and
access its programming.

NAME ________________________________________ DATE ______________ PERIOD ____

Teaching the Lab

1. Have students work in small groups.
2. Set up the ring stand.
3. Review the steps required to create distance-time graphs. On the
calculator, press ENTER and select SET UP/SAMPLE from the
Main Menu. Position the cursor to the right of REALTIME. Press
ENTER until NO appears. Move the cursor down to TIME by
pressing the arrow buttons on the calculator. Enter 5 to change
TIME to 5 seconds. Position the cursor at DISPLAY and select
DIST for distance. Continue in this manner to set the defaults as
follows: BEGIN ON: ENTER, SMOOTHING: LIGHT, UNITS:
METERS. Position the cursor at START NOW and press ENTER .
Analysis
Sample Data for Time and Distance of Pendulum
Curve Time (x L1 ) Distance (y L2 )

1 1.099 1.084
2 2.598 1.083

3 4.298 1.084
4 5.697 1.083
5 7.296 1.083
6 8.695 1.069
1. Sample answer: 1.099 seconds

2. The y-value remains relatively constant because the period does
not change much in such a short time. The x-value increases
because time is passing.
3. The curves correspond to movement towards and away from the
CBR2.
4. Answers will vary. The time required to complete one period will
decrease as the distance of displacement decreases.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Lab 7
Pendulums have been used in clocks for centuries because they swing
back and forth at a very regular rate. The time it takes for a
pendulum to make one complete back-and-forth swing is called the
period of the pendulum. A pendulum’s period depends on several
factors: gravity, time, distance, and mass. A period can be identified
on a graph of several curves as the distance from one peak to the next
or one trough (low point) to the next.
Objectives
• measure the distance of displacement of a pendulum.
• collect data on the motion of a pendulum.
• graph the function of the movement of a pendulum.
• determine the period of a pendulum.
Materials
• stopwatch or watch with a second hand • ring stand
• Calculator-Based Ranger (CBR2) • meterstick
• TI graphing calculator • masking tape

• yo-yo
Procedure
1. Unroll the yo-yo to the end of its string.
2. Attach the end of the string to the crossbar of the ring stand.
3. Hold the yo-yo straight down to keep it from swinging. Mark the
position of the yo-yo at rest on the table with masking tape.
4. Place the CBR2 0.5 meter in front of the yo-yo so that the yo-yo
will swing directly away from and back towards the CBR2 sensor.
5. Pull the yo-yo 0.25 meter back from its resting position, away from
the CBR2, and mark this position on the table.

NAME ________________________________________ DATE ______________ PERIOD ____

6. Press ENTER on the calculator to start the CBR2. Release the

yo-yo. A graph of the results will be displayed on the calculator.
7. Move the cursor to the right until it reaches the end of the first
curve. Write the time for curve 1 in the Data Table. The number of
seconds will be marked by small ticks on the x-axis. Position the
cursor at the end of the second curve and record the time in the
Data Table. Repeat until the time of each curve is recorded.
8. Press STAT ENTER . Enter your time data in the column
marked L1. Enter your distance data in the column marked L2.
9. Press WINDOW . Enter settings that are appropriate for your data.
For example, if your distance data range from 0.418 to 1.126, set
the Ymin at 0, the Ymax at 1.5, and the Yscl at 0.5.
10. Finally, press 2nd [STAT PLOT] ENTER ENTER ENTER
. The calculator will display the graph of the function

GRAPH
created by your ordered pairs.
Curve Time (x L1) Distance (y L2)

1
2
3
4
5
6
Analysis
1. How long does it take for the yo-yo to complete the first period?
2. Which value of your ordered pairs remains fairly constant? Why?
3. Why does the movement of the pendulum result in a line that
is curved?
4. Do the periods of the pendulum increase or decrease as time
passes?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 8 Air Particulate Sampling

Overview
In this lab, students collect data about air particulate pollution in
their neighborhood and use statistics to predict air particulate
pollution over a larger area.
Recommended Time
2 class periods
Lab 8
Materials
• clear contact paper (14 cm square) • cellophane tape
• grid paper (1-cm grid) • magnifying glass
• cardboard or 41 -inch plywood (40 cm square) • number cubes
Preparations
Cut the cardboard or plywood to the size of your sheet of grid paper.
A master for this grid can be found on page 210.
You may want to pre-test this activity to find out how long students
need to expose their samplers to collect an adequate particulate
sample. Twenty-four hours will be sufficient in most areas; six hours
may be sufficient in areas with a high number of particles. In areas

with low particulate levels, 48 hours or a weekend may be required.
Teaching the Lab

1. Have students work individually, in pairs, or in small groups. You
may want to set up a sampler at your school to demonstrate the
technique.
2. Help students randomly choose the grid to count on their sampler.
They can devise a system using number cubes such as: the number
cube that lands on the left is the horizontal; the number cube on
the right is the vertical. Students should always begin at the same
corner.

NAME ________________________________________ DATE ______________ PERIOD ____

Lab xx
Analysis
1. Answers will vary depending on the sample area. Check students’
math.
2. Answers will vary. Check that students multiplied by 10,000 to
obtain the count.
3. Answers will vary. Check that students multiplied by 1,000,000 to
obtain the count.
4. Answers will vary. Check that students multiplied by 100 to obtain
the count.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
The haze that we associate with air pollution is created when
particles in the air scatter light coming through the atmosphere from
the Sun. The wind lifts dust particles into the air. Other particles in
the air are the products of the combustion that takes place in
vehicles, fireplaces, factories, volcanic eruptions, and other sources.
The Environmental Protection Agency (EPA) sets standards for the
amount of particulates allowed by law in a given area. It is important
that these standards are not exceeded. If they are, the health of the
Lab X
8
living organisms in the area may suffer.
Objectives
• measure particulate pollution in your neighborhood.
• predict the amount of particulate pollution in the surrounding area.
Materials
• clear contact paper (14 cm square) • cellophane tape
• grid paper (1-cm grid) • magnifying glass
• cardboard or 41-inch plywood (40 cm square)
• number cubes
Procedure
1. To make your “pollution sampler,” tape the contact paper on top of
the cardboard or plywood with the sticky side up. Keep the
protective backing on the contact paper.
2. Place the sampler outside your home on a flat surface, preferably
at least a meter or two above the ground. Anchor the sampler if it
is windy. Make sure the contact paper is taped firmly onto the
cardboard, then remove the protective backing.
3. After the sampler has been exposed for an amount of time your
teacher will specify, place the grid paper over the collecting surface
grid side down. Bring the sampler to class.

NAME ________________________________________ DATE ______________ PERIOD ____

4. Remove the sampler from the cardboard and observe the particles
through the clear contact paper. Using a magnifying glass, count
the number of particles found in ten randomly selected squares on
the grid paper. Select the squares by tossing the number cubes. If
the numbers come up two and five, for example, count the square in
the fifth column, second row. Record your counts in the Data Table.
5. Divide the total number of particles you counted by 10 to get an
average number per square.
Sample Square Particle Count Count total:
Average count
per square:

Analysis
1. Add together the average counts for all the samplers in your class.
Divide this number by the number of samplers to obtain a regional
average for the 1-centimeter square. What is the regional average?
2. Use your regional 1-centimeter square average to predict the
number of particles in 1 square meter. (1 m = 100 cm)
3. Use your regional average for 1 square meter to predict the
number of particles in 1 square kilometer. (1 km = 1,000 m)
4. Use your regional average for 1 square kilometer to predict the
number of particles in 10 square kilometers.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 9 Distance, Velocity, and Time

Overview
In this activity, students will determine the distance traveled by a
person walking at a constant velocity. Students will use the CBR to
detect their own motion. They will use a calculator to generate a
velocity-time graph of the motion. Students will use this graph to
determine the distance traveled. Students will predict the distance
that would be traveled in a greater length of time.
Recommended Time
1 class period
Materials
• masking tape
• Calculator-Based Ranger (CBR2)
• TI graphing calculator
• meterstick
Preparations
Before starting this exercise, consult your user’s manual about how to
use the CBR2 with your TI-graphing calculator.
Connect your calculator to the CBR2 and access its programming.

NAME ________________________________________ DATE ______________ PERIOD ____

Teaching the Lab
1. Have students work in groups of four.

2. Mark distances on the floor with masking tape. Start 0.5 meter
from a table and place a piece of tape every 0.5 meter for 3 meters.
3. Review the steps required to create velocity-time graphs. On the
calculator, press ENTER and select SET UP/SAMPLE from the Main
Menu. Position the cursor to the right of REALTIME. Press ENTER
until NO appears. Move the cursor down to TIME by pressing the
arrow buttons on the calculator. Enter 5 to change TIME to 5 seconds.
Position the cursor at DISPLAY and select VEL for velocity.
Continue in this manner to set the defaults as follows: BEGIN ON:
TRIGGER, SMOOTHING: LIGHT, UNITS: METERS. Position the
cursor at START NOW and press ENTER .
Analysis
Sample data:
X (Time) D (Distance) Y (Velocity)
1 0.298 0.187

2 0.604 0.368
3 0.962 0.375
4 1.311 0.363
5 1.423 0.286
1. Sample answer: 0.3158 m/s

2. Sample answer: 0.285 m; 17.08 m
3. Sample answer: 1,025 m
4. Sample answer: about 90 hours
Extension
The amount of time it takes one person to travel a particular distance
may differ from another person if their average velocities differ from
each other.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Velocity is speed in a given direction. You may not think there is much
difference between speed and velocity, but the direction indicated by
velocity can be very important. Air-traffic controllers and pilots must
use velocity to prevent accidents. They must not only know the speed
of airplanes, they must also know the direction in which the planes are
flying. This helps them to predict where and when a particular plane
will be at any given time.
Objectives
• create a graph of the movement of a member of your group using
the CBR.
• measure the distance traveled by this person.
• determine several pairs of coordinates from your graph.
• determine the average velocity.
• predict the distance this person could travel in a given amount of time.
Materials
• masking tape
• Calculator-Based Ranger (CBR2)
• TI graphing calculator
• meterstick
Procedure
1. Place the CBR2 on a table and point it in the direction that one of the
group members will walk. Mark the starting position of this person
with a piece of tape on the floor. The person walking should move
slowly and steadily away from the CBR2. Press TRIGGER on the
CBR2 as soon as the person begins to walk. When the CBR2 stops
clicking, tell the person to stop. Mark his or her final position on the
floor with a piece of tape. Write the person’s name on the tape. Press
ENTER on the calculator until your data appear in graph form. This
graph will display distance in meters over time. Move the cursor
along the line and record the distance traveled at each second in the
table below.

NAME ________________________________________ DATE ______________ PERIOD ____

2. Measure the actual distance this person traveled with a meterstick.

Record this distance to check the accuracy of your data.
3. Press ENTER again and choose 2: VEL–TIME by pressing .
Press ENTER again to display the graph of velocity in meters/second.
4. Determine the velocity at each second from the graph on the
calculator by moving the cursor along the line. Record these
numbers in the Data Table.
X (Time) D (Distance) Y (Velocity)

1
2
3
4
Lab 9
5
Analysis

1. Calculate the average velocity based on these data.
2. Determine the average distance traveled per second. Predict how
far this person would travel in 60 seconds.
3. Predict how far this person would travel in 1 hour.
4. Predict how long it would take this person to travel 100 km.
Extension
Compare the answers to Question 4 for people in different groups. Are

they different? Why or why not?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 10 Using a Clinometer

Overview
This activity provides students with an opportunity to apply the
measurement of angles to the dip angle of a geologic bedding plane.
Students will be required to construct a clinometer and measure dip
angles. They will also practice classifying angles.
Recommended Time
1 class period
Materials
• books (several) • brass fastener
• cardboard (stiff) • scissors
• pin or nail • string, 10 cm
• glue or paste • washer (heavy)
Preparations
You may want to photocopy the clinometer onto heavy card stock.
Teaching the Lab

1. Have students work individually or in pairs.

2. Demonstrate to students how to arrange the books to simulate the
dip of rock layer. Place a book on the desk. Tilt another book so that
it rests on the first book at an angle. Suggest to students that they
place the books at the edge of the desk so that they can easily
measure the dip. (You may want to photocopy the diagram on page
42 for each student.)

NAME ________________________________________ DATE ______________ PERIOD ____

90
80
90
70
80
60
70
50
60
40
50
30
40
20
30
20 10
10 0
dip angle
Analysis
1. Answers will vary. Answers may include scalene, isosceles, and right
triangles.

2. 90°
3. 0°
4. The clinometer has 0° at the bottom and 90° at the sides. A protractor
has 90° at the top and 0° and 180° at the sides.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Most sedimentary rocks were originally deposited in horizontal layers.

Over long periods of geologic time, the layers were often lifted, lowered,
or tilted. These changes from the horizontal resulted from geologic
processes such as faulting, mountain building, and continental drift.
Geologists measure the amount of tilt or dip in rock layers with an
instrument called a clinometer. The clinometer measures the dip angle
in degrees.
Objectives
• construct a clinometer.
• use a clinometer to measure dip angles.
Materials
• books (several) • brass fastener
• cardboard (stiff) • scissors
• pin or nail • string, 10 cm
• glue or paste • washer (heavy)
Procedure
1. Photocopy and enlarge the clinometer until it is 6 12 inches wide.
Then cut it out along the dashed lines. Glue the pattern to an equal-
sized piece of cardboard. Make a small hole at the center with a pin
or nail.
2. Tie the string securely around the brass fastener, push the fastener
through the hole, and open the prongs of the fastener. Tie the washer
to the other end of the string.
3. Test the clinometer by placing it upright on the edge of a flat desk.
The string should hang over the 0° position.
4. Place one of the books on a desk. Tilt the book and support it with a
second book. Place the clinometer upright on the tilted book. Measure
and record the dip angle. Then sketch a diagram of the “rocks.”
5. Repeat Step 4 for several different tilts.
6. Classify the type of angle you create as acute, obtuse, or right.

NAME ________________________________________ DATE ______________ PERIOD ____

90
90
Center hole
80
80
70
70
String
60
60
50
50
40
40
30
30
20 20
10 0 10
Rock Diagram Dip Angle Type of Angle

Analysis
1. Draw your angles and close them with a third line so they form
triangles. Identify what kind of triangles you have drawn.
2. If a bed is vertical, how many degrees of dip does it have?
3. If a bed is horizontal, what is the dip angle?
4. How does the clinometer differ from a protractor?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 11 Chemical Solutions

Overview
This activity provides students with an opportunity to learn some
basic chemistry, to become familiar with chemical symbols, and to
recognize how some atoms interact with each other. It also allows
students to practice reading word problems and to write algebraic
equations from the information provided. Students will be required to
solve these equations.
Recommended Time
1 class period
Materials
• Styrofoam balls of various sizes
• colored markers
• toothpicks
• drinking straws
Preparations
Obtain the materials and experiment with molecule building.
Although atoms occupy certain positions within a molecule, this

aspect of chemistry will not be stressed in this activity.
Teaching the Lab

1. Quiz students on chemical names and symbols to help them
become familiar with the language of chemistry.
2. Remind students that chemical equations are similar to algebraic
equations in that each must always balance.
Lab 11

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. 24 12 x, x 12 chlorine atoms
2. 36 12 x, x 24 oxygen atoms
3. 16 8 x, x 8 potassium atoms
4. 16 4 x, x 12 helium atoms
36 24 x, x 12 sodium atoms

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
All matter is made of atoms. Atoms are pure substances that cannot
be broken down into simpler substances by chemical reactions. Atoms
are composed of an inner nucleus of protons and neutrons and an
outer shell of electrons. When atoms combine, they form molecules.
Every molecule has a specific number of different types of atoms. For
example, water is made of two atoms of hydrogen and one of oxygen.
It is written in chemical symbols as H2O.
Objectives
• determine the numbers of different atoms that make up certain
molecules.
• write algebraic equations and solve them for different molecules.
Materials
• Styrofoam balls of various sizes • toothpicks
• colored markers • drinking straws
Procedure
1. Color the Styrofoam balls according to the table below.
Atomic Name Symbol Color

Hydrogen H Yellow
Helium He Green
Carbon C Blue
Nitrogen N Black
Oxygen O Red
Sodium Na Brown
Lab 11
X
Chlorine Cl Orange
Potassium K Pink Lab

NAME ________________________________________ DATE ______________ PERIOD _____

2. Use toothpicks to assemble molecules of water (H2O), salt (NaCl),

sodium hydroxide (NaOH), nitrate (NO3), carbon dioxide (CO2),
hydrochloric acid (HCl), and ammonia (NH3).
3. Now use your straws to connect your molecules and atoms into
crystals of sodium chloride, NaCl (use 4 molecules); ammonium
chloride, NH4Cl (use 2 molecules of HCl and 2 molecule of NH3);
and carbon tetrachloride (Hint: tetra means 4).
4. Now that you have an idea of how atoms make up molecules,
which in turn make up larger molecules or crystals, you will write
and solve some algebraic equations about chemical formulas.
For example, if a crystal composed of hydrogen and oxygen has 15
atoms and 5 of these are oxygen, how many atoms are hydrogen?
15 5 x
15 – 5 x
10 x
What kind of crystal do you think this is? Answer: an ice crystal
made of 5 molecules of H2O
Analysis

1. Write and solve an equation for a crystal of salt (NaCl) that has 24
atoms, 12 of which are sodium.
2. Write and solve an equation for a crystal of dry ice (CO2) that has
36 atoms, 12 of which are carbon.
3. How many atoms of potassium are in a solution of potassium
chloride (KCl) that has a total of 16 atoms?
4. A balloon is usually filled with helium (He). If the helium gas in a
balloon is contaminated with 41 nitrogen and a sample of the gas
has 16 atoms, how many atoms are helium?
A solution of sodium hydroxide (NaOH) will neutralize a solution of
hydrochloric acid (HCl). One molecule of NaOH will neutralize 1
molecule of HCl. If you have a neutral solution of these 2 molecules in
which there are 24 atoms of hydrogen, how many sodium atoms do
you have?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 12 The Bicycle: A Well-Engineered Machine

Overview
In this activity, students will use proportions to explain the
relationship between force and speed in a bicycle with multiple gears.
They will determine the mechanical advantage of a standard ten-
speed bicycle and describe the functions of gears.
Recommended Time
1 class period
Materials
• ten-speed bicycle
• block of wood
Preparations
Teaching the Lab

1. Have students work in pairs.
2. Warn students that bicycle gears and chains are greasy.

3. Use the diagram below to show students how to set up and hold
the bicycle.
Lab 12

NAME ________________________________________ DATE ______________ PERIOD ____


Data will vary according to number of gear teeth.
Teeth on Front Teeth on Rear Mechanical

Gear Gear Advantage (MA)
52 34 0.65
52 29 0.56
52 24 0.46
52 19 0.37
52 14 0.27
42 34 0.81
42 29 0.69
42 24 0.57
42 19 0.45
42 14 0.33
Analysis

1. Each combination of gears produces a different mechanical
advantage. If a bike has 2 large gears and 5 small gears, then the
possible number of combinations is 2 5 or 10. The bike will have
a maximum of 10 different mechanical advantages.
2. Front gear: gear with least number of teeth (smaller gear); Rear
gear: gear with greatest number of teeth (largest gear)
3. The gear combination with the greatest mechanical advantage
(smaller front gear, largest rear gear).
4. The gear combination with the least mechanical advantage (larger
front gear, smallest rear gear).

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
When you ride a bicycle on level ground, the gears increase or decrease
the force that you need to exert on the pedals to keep the bike moving.
This change of force results in faster or slower speeds. The mechanical
advantage (MA) is the number of times the effort force (the force from
your legs) is multiplied by the machine. Mechanical advantage
decreases or increases with the changing of the gears. The speed
advantage (SA) is the number of times that the machine multiplies the
speed at which the effort force is applied. If a bicycle multiplies the
force of your legs by two, the speed is reduced by one-half.
Objectives
• determine the mechanical and speed advantages of a ten-speed
bicycle.
• describe the functions of the gears on a ten-speed bicycle.
Materials
• ten-speed bicycle
• block of wood
Procedure
1. Place the block of wood under the bottom bracket of the frame.
Have your lab partner steady the bicycle by holding the seat and
the handle bars. Now the rear wheel can turn freely when the
pedals are turned.
2. Turn the pedals with one of your hands to make the rear wheel
turn. While the wheel is turning, shift the gears so that the bicycle
is in first gear. While turning the pedal at a constant rate, slowly
shift through the ten gears. CAUTION: Do not shift gears when
the rear wheel is not turning. Avoid placing your hand near the
rear wheel, drive chain, or gears. Observe the speed of the rear
wheel as you shift through the gears. Observe how the chain
moves across the gears when you shift.
3. Remove the bicycle from the block of wood and lay it on its side.
4. Count the number of teeth on the front gear and rear gear for each
combination of gears. Record these values in the table.
Lab 12

NAME ________________________________________ DATE ______________ PERIOD ____

Look at the bicycle gears shown in the

diagram. If you count the number of teeth in
the two gears, you will find that the front gear
has 52 teeth and the rear gear has 34. The
mechanical advantage of this combination of
gears can be calculated by using the following Rear gear
equation. Front gear
number of teeth on rear gear

MA
number of teeth on front gear
3 4
For the gears shown, the mechanical advantage is 5 2 or 0.65.
Calculate the mechanical advantage for each combination of your
gears listed in the table. Record these values in the Data Table.
Teeth on Front Teeth on Rear Mechanical

Gear Gear Advantage (MA)

Analysis
1. Explain how the use of 2 large gears and 5 small gears produces 10
different mechanical advantages.
2. What gear combination produced the greatest mechanical advan-
tage?
3. Which gear combination do you think is the best for hill-climbing?
4. Which gear combination do you think is the best for racing on a
level track?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 13 Sun and Temperature

Lab 13
Overview
This activity is designed to show students how the angle of the Sun’s
rays affects the temperature at different times of the day. They will
estimate the Sun’s intensity rates by experimenting and measuring.
Recommended Time
1 class period
Materials
• flashlight • ruler
• grid paper (cm) master on p. 210 • pencil
• paper • tape
• protractor
Preparations
Medium-sized hand-held flashlights work best. You may wish to
purchase inexpensive plastic ones from a hardware store, or have
students bring their own.
Teaching the Lab

1. Explain how this lab shows how the intensity of sunlight changes
with the time of day. Remind students that their measurements are
only an estimation, not a true calculation, because of many factors:
Earth is round, not flat; the Sun is not always exactly overhead at
noon; and so on.
2. Demonstrate how to prepare the flashlight. Show the class how to
make the focusing hood and attach it to the flashlight.
3. Show the class how the focusing hood makes the beam’s edge clearly
visible on a flat surface. Also show students how to use a protractor
to measure the angle of the flashlight to the flat surface. Tell the
students that this is the angle at which the light rays hit the surface.
4. Have students work in groups of at least two.
5. You may need to dim the lights or turn them off while students are
working with the flashlights.

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. The percent of lit area increases as the angles decrease.
2. The intensity decreases as the area covered increases.
3. The temperature is higher when the energy is spread over a
smaller area.
4. The Sun’s angle at 9 A.M. and 3 P.M. is 45°.
5. Sample answer: The temperature rises until midday and then it
begins to fall.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Lab 13
Introduction
Energy from the Sun is important for life on Earth. During the day,
the total amount of energy from the Sun remains about the same, but
the intensity changes. Sunlight intensity is a measure of energy per
unit area. The intensity of the Sun is one of the reasons why the
temperature changes during the day.
Objectives
• simulate the amount of sunlight striking Earth’s surface at different
angles.
• estimate the percent of the surface covered by sunlight.
• investigate the relationship between sunlight intensity and
temperature.
Materials
• flashlight • ruler
• grid paper (cm) • pencil
• paper • tape
• protractor
Procedure
Part 1 Making a focusing hood for your artificial Sun

1. Wrap the piece of paper around the bulb end of your flashlight to
make a tube with the same diameter at both ends. The paper should
extend at least 3 inches beyond the flashlight.
2. Tape the tube securely to the flashlight. When you turn on the
flashlight and shine it on your desk, you should see the edge of the
beam clearly.
Part 2 Simulating solar intensity

1. Place your grid paper on a flat surface. Have a classmate hold the
flashlight directly above the grid paper. The end of the paper hood
should be 2 inches above the paper. The flashlight and hood should
make a 90° angle with the paper. Check the angle measure with your
protractor.

NAME ________________________________________ DATE ______________ PERIOD ____

2. Have the other lab partner carefully trace the outline of light on the
paper. Label this circle 90°.
3. Estimate the percent of the grid paper covered by the sunlight.
Record this percent next to the circle.
4. Tilt the flashlight until it makes a 75° angle with the paper. Use a
protractor to measure the angle. Trace the outline of the light and
label the outline 75°. Estimate the percent of the paper covered by
sunlight and record this number.
5. Repeat the procedure for 60°, 45°, 30°, and 15°. If the light shines
off the edge of the grid paper, move the flashlight so that as much
of the light as possible is on the paper.
Analysis
1. What happens to the percent of lit area as the angles decrease?
2. The intensity of sunlight is a measure of energy per unit area.
Since the energy from the Sun remains consistent, what do you
think happens to the intensity as the area covered by sunlight
increases?
3. Is the temperature higher when the energy is spread over a large

area or
small area?
4. Assume that the Sun rises about 15° each hour and reaches 90° at
noon, when it begins decreasing about 15° each hour. What is the
Sun’s angle at
9 A.M.? 3 P.M.?
5. Explain what happens to the temperature during the day based on
your data.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 14 Getting Gas from Water

Overview
This activity provides students with the opportunity to measure,
calculate, and compare volumes.
Recommended Time
1 class period
Lab 14
Materials
• 250-mL beaker • 2 test tubes or small cylindrical vials

• 6-V lantern battery • acidified water
• 2 pieces of wire, 15 cm long • metric ruler
Preparations
Add 10–20 drops of sulfuric acid, H2SO4, to a liter of water to prepare
the acidified water. The acidity enables the water to conduct electricity
better. Wear safety goggles, a lab apron, and gloves when working with
sulfuric acid.
Teaching the Lab

1. In this lab, students calculate the total volume of a test tube and
estimate the volume of hydrogen and oxygen produced by the
electrolysis of water.
2. Have students work in pairs. Each student should measure the gas
generated in the tubes.
3. Make sure each student wears safety goggles when working with
the acidified water. Do not allow students to work with sulfuric acid.
4. Demonstrate the correct way of putting a completely filled test tube
or vial into a beaker of water. First, completely fill the test tube with
water. Then place your finger over the top of the test tube, invert
the tube, and insert it into the beaker. There should be little or no air
in the test tube.
5. Remind students to wash their hands thoroughly after placing the
tubes into the beaker and after they have finished the lab.

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Sample answer: The volume of each test tube is 17.7 cm3.
2. test tube A
3. Answers will vary, but students should say they will get about two
times as much hydrogen.
4. Answers will vary, but students should get twice as much hydrogen
as oxygen.
5. Answers will vary, but students should report about 4 times each
volume they collected.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Hydrogen and oxygen atoms are some of the most abundant atoms on
Earth. Both of these elements occur as gases in the atmosphere. However,
when hydrogen and oxygen are chemically combined, they form water
(H2O)—a liquid essential for life. Water can be broken down into gaseous
hydrogen and oxygen by passing an electric current through it. This type
of reaction is known as electrolysis.
Lab 14
Objectives
• separate water into hydrogen and oxygen gases and calculate the
volume produced by each.
• compare the volumes of hydrogen and oxygen produced by the reaction.
Materials
• 250-mL beaker • 2 test tubes or small cylindrical vials
• 6-V lantern battery • acidified water
• 2 pieces of wire, 15 cm long • metric ruler
Procedure
1. Put on safety goggles. Work with a partner to fill the 250-mL beaker
about two-thirds full of acidified water.
2. Label one test tube A and the other B.
3. Completely fill the two test tubes with acidified water. Hold your finger
over the top of one of the test tubes, invert the tube, and place it into
the beaker. Do not remove your finger until the mouth of the test tube
is under water. If your test tube has air bubbles in it, remove it and
repeat the procedure with the other test tube.
4. Connect a wire to the positive terminal of the battery. Bend the wire
so that you can place it in the beaker and into the mouth of test tube A.
Repeat the procedure for the negative terminal and place the wire into
test tube B. You should see a stream of bubbles coming from each wire.

NAME ________________________________________ DATE ______________ PERIOD ____

2
Measure
1
A B
+ –
Battery
5. Note the time. After 30 minutes, measure the amount of gas in each
test tube.

Assume that each test tube is a cylinder.

Test Tube Height Diameter Volume
A
B
Analysis
1. Calculate the height, diameter, and volume for each test tube and
record them in the Data Table. The formula for volume of a cylinder
is V r2h.
2. Which test tube had the greater volume of gas?
3. Water has a chemical formula of H2O. The subscript indicates the
number of atoms in the water molecule. How much more hydrogen
do you expect to get from breaking down the water?
4. How does the volume of oxygen compare to the volume of hydrogen?
5. If you left this experiment running for 2 hours, how much volume of
each gas would you collect?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 15 The Force of a Bean

Overview
In this activity, students will explore the relationship between force
and distance. Students will create five graphs displaying the distance
of displacement of a bowl under the weight of different numbers of
kidney beans. They will determine coordinate pairs from each graph
and use them to create a composite graph. Finally, students will use
the composite graph to predict the distance of displacement under
the weight of certain numbers of beans.
Recommended Time
1 class period
Materials
• Calculator-Based Ranger (CBR2) • 16-oz bag of dried kidney
beans
Lab 15
• TI graphing calculator • heavy paper bowl
• spring • straightedge
• ring stand and hook
Preparations
Before beginning this exercise, consult your user’s manual about how
to use the CBR2 with your particular TI graphing calculator.
Connect the calculator to the CBR2 and access its programming.
Attach the center of the paper bowl to one end of the spring. Hang the
spring from the crossbar of the ring stand with the hook.

NAME ________________________________________ DATE ______________ PERIOD ____

Teaching the Lab

1. Have students work in small groups.
2. Review the steps required to create distance-time graphs with the
CBR2. Press ENTER and select SET UP/SAMPLE from the Main
Menu. Position the cursor to the right of REALTIME. Press ENTER
until NO appears. Move the cursor down to TIME by pressing the
arrow buttons on the calculator. Enter 5 to change TIME to 5
seconds. Position the cursor at DISPLAY and select DIST for
distance. Continue in this manner to set the defaults as follows:
BEGIN ON: ENTER, SMOOTHING: LIGHT, UNITS: METERS.
Position the cursor at START NOW and press ENTER .
Analysis
1. Graphs will vary.
2. Answers will vary. The line will probably not be straight because
beans vary in weight and size.
3. Answers will vary.
4. Answers will vary. The actual distance is not likely to match the
prediction exactly because the straight line is not an exact trace

through the points. Beans also vary in size and weight.
Cooked beans weigh more because they have absorbed water. The
slope of the graph would be greater.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Can a bean have force? What is force? The energy required to
accomplish a task is one definition of force. Gravity is a type of energy
that exerts force. The direct measurement of gravity is not always an
easy task. However, force can be determined indirectly by using
measurements of weight and distance. In general, the weight of an
object and the force of gravity determine the distance the object can
move. Force is proportional to this distance. So, a bean can have force.
How much? That is what you will find out in this lab.
Objectives
• create graphs of the movement of a bowl under the weight of dried
kidney beans.
• determine the distance the bowl moves when different numbers of
beans are added.
Lab 15
• use coordinates from each graph to create a composite graph.
• predict the distance the bowl would move under the weight of
certain numbers of beans.
Materials
• Calculator-Based Ranger (CBR2) • 16-oz bag of dried kidney
beans
• TI graphing calculator • heavy paper bowl
• spring • straightedge
• ring stand and hook
Procedure
1. Place the CBR2 on the floor beneath the bowl with the detector
plate pointed upward.
2. Press ENTER on the calculator.
3. Quickly place 5 beans in the bowl all at once.

NAME ________________________________________ DATE ______________ PERIOD ____

4. Determine a pair of coordinates from the graph by moving the

cursor along the line to any position. Enter the coordinate values
from the graph in the Data Table.
5. Return to the Main Menu by pressing ENTER and select REPEAT
SAMPLE. Add 10 beans to the bowl all at once. Repeat this
procedure with 25, 40, and 50 beans. Enter coordinate pairs from
these graphs in the Data Table.
6. Press ENTER and select QUIT. Disconnect the CBR from the
calculator.
7. Enter the data from your table into lists in the calculator. First,
clear all of the data that are in the lists by pressing 2nd [MEM] 4
ENTER . Press STAT ENTER to get to the lists window. Enter the
number of beans under L1. Enter the distance (Y) in the L2
column. Create a composite graph of these points with the
calculator. Press 2nd [STAT PLOT] ENTER ENTER ENTER .
Press ZOOM 9.

Number of Beans X (Time) Y (Distance)
5
10
25
40
50
Analysis
1. Sketch your composite graph on a separate sheet of paper.
2. Connect the points in the graph. Is your line straight? Why or why
not?
3. Use a straightedge and draw a line that passes through the center
of the group of data points. What is the slope of this line?
4. Use your graph and the slope of your line to predict how far 100
beans would displace the bowl. If you were to measure this with
the spring and the bowl, would the distance match your prediction
exactly? Why or why not?
How would your composite graph differ if you used cooked beans?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 16 The Way the Ball Bounces

Overview
This activity will involve students in graphing quadratic equations.
They will be asked to make predictions and to use information from
the graphs to learn about constants.
Recommended Time
1 class period
Materials
• TI graphing calculator • grid paper
• Calculator-Based Ranger (CBR2) • ball (racquetball or
basketball)
Preparations
Before starting this exercise, consult your user’s manual about using
the CBR2 with your particular TI graphing calculator.
Follow the instructions to connect your calculator to the CBR2 and
access its programming.
Teaching the Lab

1. Have students work in groups of three. One student should release
the ball, one should hold the CBR2 unit, and one should record the
Lab 16
data from the calculator.

NAME ________________________________________ DATE ______________ PERIOD ____

2. It will be necessary to show the students how to use the CBR2.

The student holding the unit will need to press TRIGGER to initiate
data collection. Emphasize the importance of holding the unit
steady while it is collecting data.
3. For best results, do not use a soft or felt-covered ball. The student
who releases the ball should be reminded to remove his or her
hands quickly.
Analysis
1. Students should graph the following points and draw a parabola to
connect them.
y –1(x – 3)2 5
x y
1 1
2 4
3 5
4 4
5 1

2. Students should graph the following points and draw a parabola to
connect them.
y 1(x – 3) 2 5
x y
1 9
2 6
3 5
4 6
5 9
Changing the sign of A inverts the parabola.

3. Answers should be either positive or negative.
4. Answers may vary; no change, increase, or decrease.
5. Answers may vary, but should be approximately –4.9.
6. gravity

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
The motion of a bouncing ball can be described by a quadratic
equation. The curve that results from a graph of the height of the ball
over time is called a parabola. How quickly the ball accelerates and
the maximum height that the ball bounces will affect the shape of the
parabola. These variables are factors in the quadratic equation.
Objectives
• graph the distance of a ball from the floor over time as it bounces.
• compare the equations for different bounces to see how they
change.
Materials
• TI graphing calculator • grid paper
• Calculator-Based Ranger (CBR2) • ball (racquetball or
basketball)
Procedure
1. Before collecting any data, answer Questions 1–4.

2. Have one person hold the CBR2 at waist-height. Another person
should hold the ball 0.5 meter below the CBR2. The person with
Lab 16
the calculator should press ENTER .
3. When the person with the CBR2 presses TRIGGER , the CBR2 will
click as it collects data. The person with the ball should release it
and quickly remove his or her hands.
4. If necessary, resample by repeating Steps 2–3. When you have
finished collecting data, press ENTER . The calculator should show
a height-time graph of the bouncing ball.
5. Using the arrow keys, find the x- and y-coordinates near the lower
left and lower right of the first complete parabola and the
coordinates for the vertex, or highest point, of the parabola. Be
sure that the cursor is on the parabola for the lower data points.
Record the data in Table 1.

NAME ________________________________________ DATE ______________ PERIOD ____

6. Press ENTER and select 5: REPEAT SAMPLE from the PLOT

menu.
Press ENTER again. Repeat Steps 2–5, holding the CBR2 at
shoulder-height. Record the data in Table 2.

TABLE 1 TABLE 2
Location x y Location x y
lower left lower left
vertex (H, K) vertex (H, K)
lower right lower right
Analysis
1. The quadratic equation for the height of a bouncing ball over
x y
time is y A(x – H)2 K (x is time and y is height). Calculate
the following y values from the given x values if A –1, H 3, 1
and K 5. First rewrite the equation, substituting in the A, H, 2
and K values. Graph the points and connect them with a

3
smooth curve on a separate piece of grid paper.
4
2. What effect does changing the sign of A have? Repeat Question 1
using A 1. Compare the two graphs and describe the 5
difference.
x y
3. What do you predict the sign of A will be for the bouncing ball?
1
4. A is related to the acceleration of the ball, in other words, how
2
quickly it speeds up. If you drop the ball from different heights,
will A change? If yes, how will it change? 3
5. Using the calculator and the formula A (y – K)/(x – H)2, calculate 4

A from the data in Table 1 and calculate A from the data in 5
Table 2. Use the vertex (H, K) and the lower left point (x, y).
A for Table 1 A for Table 2
6. What physical force is responsible for the rate at which the height
of the ball decreases?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 17 Simulating Radioactive Decay

Overview
This activity provides students with the opportunity to explore the
concept of radioactive decay. Students will be required to predict and
measure exponential decay in a simulation of radioactivity.
Recommended Time
1 class period
Materials
• small bag of dried split peas • bag of dried lima beans
• 250-mL beaker • large baking tray
• grid paper
Preparations
Teaching the Lab

1. Have students work individually or in pairs.
2. Have students compare their results. You may want to find an

average half-life by using the data of the entire class.
Analysis
1. Answers will vary slightly. The half-life is about 5.1 minutes.
2. Each atomic nucleus of the parent that decayed became a stable
nucleus of the daughter element. As the number of parent nuclei
decreased, the number of daughter nuclei increased.
3. Only Question c can be answered. It is impossible to predict which
split pea will fall flat side up or when a particular split pea will fall
Lab 17
flat side up. However, one can predict the number of split peas
remaining after 3 observations. (About 34 split peas should be
remaining after 3 half-lives.)

NAME _________________________________________ DATE ______________ PERIOD ____

Student Worksheet
Introduction
Certain elements are made up of atoms whose nuclei are naturally
unstable. These elements are said to be radioactive. The nucleus
within an atom of a radioactive element will decay into the stable
atomic nucleus of another element by emitting or capturing atomic
particles. The unstable element is called the “parent” element and the
stable element is called the “daughter” element. It is impossible to
predict when the nucleus of an individual radioactive atom will decay.
However, if a large number of nuclei are present in a sample, it is
possible to predict how much time it would take for half of the nuclei
in the sample to decay. This time period is called the half-life of the
element.
Atoms are too small to see with our eyes. Special laboratory
equipment is needed to count atomic nuclei in elements. To eliminate
this problem, you will simulate the decay of unstable nuclei by using
materials that are easy to observe. In this lab, you will use dried split
peas to represent the unstable nuclei of the parent element. Dried
lima beans will represent the stable nuclei of the daughter element.
Your observations will allow you to model how the atomic nuclei of
radioactive elements decay.

Objectives
• simulate the decay of a radioactive element.
• graph the results of the simulated decay.
• determine the half-life of the element.
Materials
• small bag of dried split peas • bag of dried lima beans
• 250-mL beaker • large baking tray
• grid paper
Procedure
1. Count out 200 dried split peas and place them in a beaker.

NAME ________________________________________ DATE ______________ PERIOD _____

2. Place the baking tray on a flat surface.

3. Hold the beaker over the tray and sprinkle all of the split peas onto
the tray. Try to produce a single layer of split peas on the tray.
4. Remove all the split peas that have not landed flat side down.
Count the split peas that you have removed from the tray and
return them to the bag. Replace the number of peas that you have
removed from the tray with an equal number of lima beans.
5. Count the number of peas and the number of lima beans on the
tray. Record these values in the Data Table as Observation 1.
6. Scoop the peas and beans from the tray and place them into the
beaker.
7. Predict how many split peas you will remove if you repeat Steps
3–5.
8. Repeat Steps 3 through 6, recording your data in the Data Table
as Observation 2.
9. Predict how many observations you will have to make until there
are no split peas remaining.
10. Repeat Steps 4 through 6 until there are no split peas remaining.
Observation Time (Minutes) No. of Split Peas No. of Lima Beans

0 0 200 0
1 5
2 10
Lab 17

NAME _________________________________________ DATE ______________ PERIOD ____

Analysis
In this experiment, each split pea represents the nucleus of an atom
of the radioactive parent element. A split pea that has landed flat side
down represents the nucleus of an atom of the parent element that
has not yet decayed. Each split pea that has not landed flat side down
represents the nucleus of an atom of the parent element that has
decayed. When the parent element decays, it forms a new element
called a daughter, which is represented by a lima bean.
Assume that the time period between each observation was 5
minutes. Observation 1 will have been made at 5 minutes,
Observation 2 at 10 minutes, and so on. Complete the time column in
your data table.
1. Use graph paper to graph the results of your experiment. Plot on
the vertical y-axis the number of parent atoms remaining after
each observation. Plot the observation number on the horizontal
x-axis.
2. Use your graph to construct another graph. Plot on the vertical
y-axis the number of daughter atoms remaining after each
observation. Plot the time of the observation on the horizontal
x-axis.

3. Determine the half-life of the parent element from your graph.
Questions and Conclusions

1. What is the half-life of the parent element?
2. The two graphs you constructed are mirror images. Explain why this
is so.
3. Suppose you are given 400 dried split peas to do this experiment.
Explain which of the following questions you could answer before
starting this experiment.
a. Can you identify which split peas will fall flat side up?
b. Can you predict when an individual split pea will fall flat
side up?
c. Can you predict how many split peas will be remaining after 3
observations?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 18 Smoke Pollution

Overview
This activity provides students with the opportunity to learn how
environmental scientists identify sources of air pollution by
estimating the visual percent density of smoke. Students will be
required to estimate the percent density of smoke from photographs
and from burning incense.
Recommended Time
1 class period
Materials
• 10-cm 20-cm piece of cardboard (thin) • scissors
• glue or paste • incense
• Ringelmann Chart • matches
Preparations
Look in magazines for photographs of forest fires, building fires, oil
well fires, and smokestacks. Find a variety of photos of smoke
emission for students to examine.
Teaching the Lab

1. Have students work individually.
2. You may need to explain that adding black to white results in gray.
One way to demonstrate this is by adding black ink or watercolor
paint to a glass of water. Add the paint or ink drop by drop while
stirring to show how the water darkens as more black is added.
3. Light the incense and allow students to observe the smoke.
Caution students not to hold their Ringelmann Charts too close to
the burning incense.
4. Caution students not to inhale the smoke.
Lab 18

NAME ________________________________________ DATE ______________ PERIOD ____
18 Smoke Pollution
Lab xx
Analysis
1. The relative amount of pollution entering the atmosphere is 70%.
2. Sample answer: Wind usually disperses smoke and may carry it to
a location that has clean air.
3. Sample answer: oil refineries; power plants
4. Yes, some gases are colorless and can cause injury in small
amounts and over short periods of time.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
The U.S. Bureau of Mines has adopted the Ringelmann Chart as its
basic scale for measuring smoke pollution. The Ringelmann Chart is
often used in making visual estimates of the amount of solid matter
emitted by smokestacks. The observer compares the color of the
smoke with a series of shaded columns. The shaded columns
represent increasing percent densities of smoke as visually measured
against a white background. Using an adapted version of this chart,
you can identify sources of smoke pollution.
Objectives
• observe a smoke source and estimate the visual percent density of
the smoke.
Materials
• 10-cm 20-cm piece of cardboard (thin) • scissors
• glue or paste • incense
• Ringelmann Chart
Procedure
Part 1
1. Cut out the Ringelmann Chart and glue it to the cardboard.
Ringelmann Chart
Cut out
0.10 0.20 0.30 0.40 0.70

Lab 18

NAME ________________________________________ DATE ______________ PERIOD ____

2. When the glue is dry, cut out the center window by cutting along
the dotted lines.
3. Hold up your card and view the smoke from the burning incense
through the center window.
4. Match the color of the darkest part of the smoke plume to one of
the columns on your Ringelmann Chart.
5. Record the percent density in the Data Table.
Part 2
1. Observe the smoke in three different color photographs.
2. Place your card over the darkest part of the smoke in the
photograph.
3. Match the color of the darkest part of the smoke plume to one of
the columns on your chart.
4. Record the percent density in the Data Table.
Description of Smoke Source Percent Density

Analysis
1. The 0.20 on the Ringelmann Chart indicates that the relative
amount of pollution entering the atmosphere is 20%. What does
the 0.70 value indicate about the relative amount of pollution
entering the atmosphere?
2. How do you think wind would affect smoke pollution?
3. What types of industries produce the air pollutants in your local
area?
4. Some companies emit invisible gases. Might these gases also be
pollutants? Explain.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 19 Genetic Traits

Overview
This activity provides students with the opportunity to combine
observation and data collection with the calculation of percent.
Students will be required to correctly identify forms of common
physical genetic traits and to find the percent of each form of these
traits in the class.
Recommended Time
1 class period
Materials
• none
Preparations
You may wish to familiarize yourself with the different traits and
their forms before the lab begins.
Teaching the Lab

1. Have students work with a partner to identify their own forms of
each trait and then compare the results as a whole class.

2. Help students identify the different genetic traits.
Lab 19

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Sample answer: Handedness: Left, 30%; Right, 70%, and so on
2. Percents should add up to 100%. Answers other than 100% may be
a rounding error.
3. Sample answer: tongue rollers
4. Sample answer: freckles

NAME ________________________________________ DATE ______________ PERIOD _____
19 Genetic Traits
Lab xx
Student Worksheet
Introduction
Genetic traits are characteristics that are passed from parents to off-
spring. Children receive half of their traits from their mother and half
from their father. Traits such as eye color and hair color can have a
wide range of variation, while other traits have only two possible
forms. In this activity, you will identify some common genetic traits
and find the percent of students in your class that possess each form
of the traits.
Objectives
• collect data on the number of students expressing certain forms of
genetic traits.
• find the percent of students who express each form of the traits.
Materials
• none
Procedure
1. Work with a partner during the first part of this activity. Complete
the column labeled “You” in the Data Table for each of the genetic
traits listed. Ask your partner to help you describe the traits you
cannot see. Refer to the figure for an explanation of traits with
Lab 19
which you are not familiar.
2. After completing the data table for yourself and your partner,
record the totals of each trait for the entire class and calculate the
percents for each.
Hair whorl Ear lobe Hairline
Tongue
Free Attatched Roller Non-roller

Clockwise Counterclockwise Straight Peaked
Hair view at back of head Side view of ear lobe shape Hair view across forehead Edges of tongue can or cannot be rolled up.

NAME ________________________________________ DATE ______________ PERIOD ____

Trait Description (Form) You Class Totals

Handedness Left or Right
Hairline* Straight or Peaked
Dimples Yes or No
Freckles Present or Absent
Hair Whorl* Clockwise or Counterclockwise
Ear Lobe* Free or Attached
Tongue* Roller or Non-roller
*See the illustrations on page 75.
Analysis
1. Find the percent of each trait in the class. Enter the percents in
the Data Table below.
Total number of students:

Trait Class Percents
Handedness Left Right
Hairline Straight Peaked
Dimples Yes No
Freckles Present Absent
Hair Whorl Clockwise Counterclockwise
Ear Lobe Free Attached
Tongue Roller Non-roller
2. Do the percents of each trait add up to 100%? Explain why or

why not.
3. What is the most common form of trait in your class?
4. Do any of the traits have evenly distributed forms in your class?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 20 It’s Raining, It’s Pouring

Overview
This activity provides students with the opportunity to interpret data
by graphing and averaging decimal numbers. Students will graph local
monthly rainfall totals, find the total annual rainfall, and calculate
seasonal rainfall averages.
Recommended Time
1 class period
Lab 20
Materials
• local rainfall data for each month of the previous year
• average annual local rainfall
• current local rainfall total for this month
Preparations
Obtain rainfall data from your local newspaper office, television station,
or the Internet.
Teaching the Lab


2. You may wish to have advanced students find rainfall data on their
own.

NAME _________________________________________ DATE ______________ PERIOD ____


Sample Rainfall Data for 1997
Month Rainfall (in.) 10-Year Monthly Average Rainfall

6
January 1.8 5
February 1.9 4
March 1.1 Rainfall
3
April 3.0 (inches)
2
May 5.2 1
June 4.7 0
Jul
Oct
Apr
Jan
Jun
Feb
Nov
Dec
Aug
Sep
Mar
May
July 1.5
August 1.3 Winter Spring Summer Fall
September 2.1
October 2.8
November 2.2
December 2.0
Total 29.6

Analysis
1. Sample answer: May
2. Sample answer: March
3. Sample answer: greatest—spring; least—winter
4. Sample answer: 29.6 in.
5. Sample answer: 2.46 in.
6. Sample answer: The area has received more than the average
monthly rainfall by 0.34 inches.
Extension
Sample answer: The 10-year monthly averages are slightly higher
except in February, April, and May. The 10-year data show a slightly
higher yearly total.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Rain is very important to plants and animals. Farmers depend on rain to
ensure the success of their crops without expensive irrigation. Rain is the
source of water for rivers, lakes, and aquifers that provide us with drinking
water. Rainfall patterns vary throughout the world and from city to city. In
this activity, you will graph your local monthly rainfall totals, find the total
annual rainfall, and calculate seasonal rainfall averages.
Lab 20
Objectives
• graph the monthly rainfall totals.
• find the total annual rainfall and compare it to the average monthly
rainfall for the year.
Materials Data and Observations

• local rainfall data for each month of the
previous year Rainfall Data for __________________
• average annual local rainfall
Month Rainfall (in.)
• current local rainfall total for this month
January
Procedure February
1. Fill in the monthly rainfall amounts of the March
previous year in the Data Table. Be sure April
to include the unit of measurement. May
2. Add the monthly rainfall amounts to find June
the yearly total.
July
3. Construct a bar graph from information in August
the Data Table.
September
October
November
December
Total

NAME _________________________________________ DATE ______________ PERIOD ____

Rainfall Graph for __________
Jul
Oct
Apr
Jan
Jun
Feb
Nov
Dec
Aug
Sep
Mar
May
Winter Spring Summer Fall
Analysis
1. Which month received the greatest rainfall?
2. Which month received the least rainfall?
3. Examine the graph and Data Table. Which season had the greatest
average rainfall? Which season had the least average rainfall?
4. What was the total rainfall for the year?
5. What is the average monthly rainfall for the year?

6. Ask your teacher for the current rainfall total for this month. Has
your area received more or less than the average monthly rainfall
calculated in Question 5? by how much?
Extension
Find the monthly rainfall data for the past 10 years. Calculate the
average rainfall for each month over this 10-year period. Graph these
averages on a bar graph. Compare this graph with the graph above.
How do last year’s data compare with the 10-year monthly averages?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 21 Pulleys
Overview
This activity provides students with the opportunity to explore the
work efficiency of simple machines. Students will be required to
measure force and distance to calculate the work required to lift a
mass. Students will calculate the efficiency of both a single pulley and
a block and tackle.
Recommended Time
1 class period
Materials
• 1-m length of cotton string • utility clamp
• 0.5-kg standard mass • masking tape
• 2 plastic-coated wire ties, 10 cm and 30 cm long • 2 pulleys
• metric spring scale (calibrated in newtons) • ring stand
Lab 21
• meterstick
Preparations
Teaching the Lab

Have students work in pairs or small groups.
Analysis
1. Sample answer:
Work input for the single Work input for the block
pulley is 0.78 J. and tackle is 0.90 J.
Work output for the single Work output for the block
pulley is 0.75 J. and tackle is 0.75 J.
2. Sample answer:
Efficiency of the single Efficiency of the block
pulley is 0.96. and tackle is 0.83.
3. Sample answer: The work input for the single pulley is less than
that for the block and tackle.

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 21 Pulleys
Student Worksheet
Introduction
A simple machine, such as a pulley, changes the direction of a force
and increases either the size of the effort force or the distance the
resistance moves. If you have ever raised or lowered a flag or a
slatted window blind, you have used a pulley. A single fixed pulley is
one that cannot move up or down. A series of pulleys is called a block
and tackle. You may have seen a block and tackle in an auto repair
shop, where it is used to lift car engines.
Meterstick
Meterstick
Utility clamp Spring scale
Wire tie
Pulley
Effort
Block and tackle
Ring stand
Effort
Resistance 0.5-kg mass

Resistance
Single Fixed Pulley Block and Tackle
Objectives
• perform work using a single fixed pulley.
• construct a block and tackle and use it to perform work.
• compare the properties of a single fixed pulley and a block and
tackle.
Materials
• 1-m length of cotton string • utility clamp
• 0.5-kg standard mass • masking tape
• 2 plastic-coated wire ties, 10 cm and 30 cm long • 2 pulleys
• metric spring scale (calibrated in newtons) • ring stand
• meterstick

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 21 Pulleys
Procedure
Part 1 Single Fixed Pulley

1. Attach the utility clamp to the top of the ring stand. Attach one
of the pulleys to the utility clamp with the 10-cm long wire tie.
2. Tie a small loop at each end of the 1-m length of string. Then
thread the string through the pulley.
3. Tightly wind the 30-cm wire tie to the 0.5-kg mass. Use the tie
to attach the 0.5-kg mass to the spring scale. Record its weight
in newtons (N) under Resistance Force in the Data Table.
4. Remove the mass from the spring scale and attach it to one loop
of the pulley string. Attach the other loop of the string to the
spring scale.
5. Pull the spring scale straight down and measure the force needed
to lift the mass 15 cm. Record this value as Effort Force in the
Lab 21
Data Table.
6. Measure the length of string required to lift the mass 15 cm.
Record this value as Effort Distance in the Data Table.
Part 2 Block and Tackle

1. Remove the 0.5-kg mass and spring scale from the string.
2. Attach the string to the second pulley and thread the string
through the pulleys as shown in the figure on page 72.
3. Measure the weight of the 0.5-kg mass by attaching the mass
to the spring scale. Record this value in the Data Table under
Resistance Force.
4. Attach the mass to the second pulley and then attach the spring
scale to the loop on the free end of the string. Pull the scale
straight up.
5. Measure the force needed to lift the mass 15 cm and record it in
the Data Table.
6. Measure the distance the scale moved to lift the mass 15 cm and
record it in the Data Table as Effort Distance.

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 21 Pulleys
Resistance Resistance Effort Force Effort Distance

Type
Distance (cm) Force (N) (N) (cm)
Single
Pulley
Block
and
Tackle
Analysis
1. Work is calculated in joules (J) by multiplying force in newtons (N)
and distance in meters (m). Be sure to convert distance values
from centimeters to meters. Work input is the work done by you.
Work input can be calculated by using the following equation.
Work input (J) Effort force (N) Effort distance (m)
Your work input for the single pulley is:

Your work input for the block and tackle is:
Work output is the work done by the pulley. Work output can be
calculated by using the following equation.
Work output (J) Resistance force (N) Resistance distance (m)
Your work output for the single pulley is:
Your work output for the block and tackle is:
2. The efficiency of a machine is a measure of how work output
compares with work input. The efficiency can be calculated by
using the following equation.
Work output
Efficiency
Work input
Efficiency of the single pulley is:
Efficiency of the block and tackle is:
3. Why is the efficiency of the single pulley less than the efficiency of
the block and tackle?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 22 Scientific Notation and Astronomical Distances

Objectives
• Use scientific notation to express the distances in the solar system.
• Choose a scale to represent the distances in the solar system.
• Make a model to visually illustrate the distances between the sun
and each of the planets.
Recommended Time
1 class period
Materials
• adding machine tape (15 rolls)
• meterstick (15)
• felt tip pen (15)
• scissors
Preparations
Gather materials.
Teaching the Lab

• Have students work with partners.

• Suggest that students look at the maximum distance first when
they are trying to choose a scale.
Lab 22
DATA TABLE
Average distance
Average distance from sun (km) Scale distance
Planet expressed in
from sun (km) from sun (cm)
scientific notation
Mercury 4 58 000 000 445.8 107 445.8
Venus 4 108 000 000 41.08 108 410.8
Earth 4 150 000 000 41.50 108 415.0
Mars 4 229 000 000 42.29 108 422.9
Jupiter 4 777 000 000 47.77 108 477.7
Saturn 1 426 000 000 1.426 109 142.6
Uranus 2 876 000 000 2.876 109 287.6
Neptune 4 490 000 000 44.49 109 449.0
Pluto 5 914 000 000 5.914 109 591.4
Scale of distances 1 cm 10 000 000 km

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
5. Answers will vary, but students should mention that expressing
large distances in scientific notation makes relative distances more
obvious. Students can estimate a reasonable scale by looking first
at the exponents.
6. The model can help students understand relative distances; the
magnitude of the distances is not shown on the model.
7. Answers will vary, but should describe a scale that results in a
model that shows distances between the planets and the sun
without being impractically long.
8. About 2.6 107 years
Have students use their models to draft maps of the solar system on
grid paper. Their maps should have a scale, which may be different
from the scale they used for their models.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Astronomers work with very large numbers in calculating distances
in the universe. Light from our sun takes 8 minutes to reach Earth.
Light emitted by the next closest star, Alpha Centauri, takes 4.3
years. How far is Alpha Centauri? The distance light travels in one
year is about 9 1012 miles. The distance to Alpha Centauri is about
3.87 1013 miles. Can you imagine how far this distance is? Making
a model is a good way to start.
Objectives
• Use scientific notation to express the distances in the solar system.
• Choose a scale to represent the distances in the solar system.
• Make a model to visually illustrate the distances between the sun
and each of the planets.
Materials
• adding machine tape
• meter stick (1)
• felt tip pen (1)
• scissors
Procedure
Lab 22
1. Convert into scientific notation the distances between each planet
and the sun. Add your answers to the Data Table.
2. Choose a scale to use in your model of the distances between the
planets and the sun. (By expressing the distances in scientific
notation, you will make it easier to decide on a scale.) Determine
the scale distance for each planet. Record your answers in the
Data Table.
3. Place a dot at one end of the adding machine tape to represent the
sun. Figure out how long your piece of tape needs to be to fit the
planets to scale. Cut the correct amount of adding machine tape
from the roll.
4. Use the scale distance to find the position of each planet on the
adding machine tape. Place a dot along the tape for each planet.
Label each dot with the name of the planet it represents.

NAME ________________________________________ DATE ______________ PERIOD ____


DATA TABLE
Average distance
Average distance from sun (km) Scale distance
Planet expressed in
from sun (km) from sun (cm)
scientific notation
Mercury 4 58 000 000 4
Venus 4 108 000 000
Earth 4 150 000 000 4
Mars 4 229 000 000
Jupiter 4 777 000 000
Saturn 1 426 000 000
Uranus 2 876 000 000
Neptune 4 490 000 000
Pluto 5 914 000 000
Scale of distances

Analysis
5. How did converting the distances into scientific notation help you
make your model?
6. What can your model show about distances in space? What doesn’t
your model show?
7. What scale did you choose? Why did you choose this scale?
8. A round trip to the moon requires about one week of Earth time.
The moon is about 3.86 105 km away. At this rate, how long
would it take to get to Alpha Centauri from Earth?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 23 The Gender of Children

Overview
This activity provides students with the opportunity to explore
independent events. Students will simulate the determination of
gender in offspring as an independent event.
Recommended Time
1 class period
Materials
• coin
Preparations
Teaching the Lab

2. After each student has completed his or her simulation, compare
the results of the class simulations.
Lab 23

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Sample answer: two families; one family
2. Sample answer: two families
3. eight
4. It is possible, but not common.
5. The gender of each child does not depend on the gender of any
other child.
1. Sample answer: three families; two families
2. Sample answer: zero families
3. 32
4. It is possible, but highly unlikely.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
There is an equal probability that a child will be born female or male.
When a family has more than one child, the gender of each child is an
independent event that is not influenced by the gender of previously
born children.
Objectives
• explore a series of independent events in a simulation.
• compare the results of your simulation with those of your
classmates.
Materials
• coin
Family Child 1 Child 2 Child 3

A
B
C
D
E
F
G
H
I
J
Lab 23

NAME ________________________________________ DATE ______________ PERIOD ____

Procedure
1. Run a simulation to find the gender of each child in ten families.
Each family will have three children. To find the gender of each
child, toss a coin. If the coin comes up heads, the child is male. If
the coin comes up tails, the child is female. Toss the coin for each
child and then move to the next family. Record the results in your
Data Table.
2. Compare your results to those of your classmates.
Analysis
1. How many families had three male children? three female
children?
2. How many of your families had the same order of male and female
children?
3. How many different combinations of offspring are possible in this
simulation?
4. Did anyone else in the class have exactly the same simulation
results as you?
5. Why is the gender of each child an independent event?

Repeat the simulation for five offspring and record the results in the
Data Table below. Then answer Questions 1–4 again.
Family Child 1 Child 2 Child 3 Child 4 Child 5

A
B
C
D
E
F
G
H
I
J

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 24 Electrical Charges

Objectives
• Use friction to produce electrical charges.
• Demonstrate that opposite electrical charges attract while similar
electrical charges repel.
Recommended Time
30 minutes
Materials
• 2 balloons
• glass stirring rod
• silk scarf
• string (70 cm long)
• running water
Preparations
Have students bring in balloons, string, and silk scarves. Glass rods
might be borrowed from your school’s science department. If a sink is
not available, you can have students pour water from a gallon jug into
another container.
Teaching the Lab

• Have students work in groups of 3 or 4. Each member should take
on a task such as recorder or experiment participant.
• Summarize what students are going to be doing in the lab so they
will be better prepared to use the time wisely.
• In writing their observations, encourage students
to include drawings of what is happening. balloon balloon
repel

Part A
The balloons repel each other when hanging free.
The scarf and the balloon attract each other

scarf
enabling the balloon to be raised from the
Lab 24
floor for a short distance.

balloon
floor

NAME ________________________________________ DATE ______________ PERIOD ____

Part B
The stream of water will appear to bend toward the
glass rod, indicating attraction.
Analysis
Sample answers are given.
1. negative water
2. positive
bends toward glass
3. They have similar charges.
rod
4. The balloon has a positive charge and the scarf
has a negative charge. Opposite charges attract
making the balloon stick to the scarf as the scarf
is lifted.
5. positive
6. The stream appeared to bend toward the glass. The normal cause
of the bending of the water is the attraction between charged and
uncharged objects. Stuents should observe the same results with
a negatively charged object.

There are examples of positive and negative charges easily found at
home. Ask students if they have ever walked across a wool carpet in a
very dry room and touched a metal surface or another person. What
happens?
You sometimes see “sparks.” What are the sparks? Sparks are
static electricity, which is the exchange of ions from one
source to another. It might be described as small scale
lightning.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
In 1733, a French investigator, DuFay, found that all substances with
electrical charges behave either like glass, which DuFay called positive, or
like hard rubber, which DuFay called negative. Rubbing glass and rubber
with silk or wool causes the glass to lose electrons and rubber to gain
electrons. Bodies with the same charge repel one another, and bodies with
opposite charges attract one another. Friction causes the substances
rubbed together to gain opposite electrical charges. So, silk or wool may
be positive if used to rub hard rubber or negative if used to rub glass.
Objectives
• Use friction to produce electrical charges.
• Demonstrate that opposite electrical charges attract while similar
electrical charges repel.
Materials
• 2 balloons • silk scarf • running water
• glass stirring rod • string (70 cm long)
Procedure
Part A
1. Blow up the balloons and tie a balloon to each end of the string.
2. Rub each balloon with the scarf. Hold the string in the center and
let the balloons hang free. Record your observations.
3. Cut the string close to one balloon. Rub that balloon with the scarf
again and place it on the floor.
4. Let the scarf touch the balloon. Lift the balloon as high as possible.
Record your observations.
Part B
5. Turn the water on in the sink to run in a gentle stream.
6. Rub the stirring rod with the scarf. Bring the glass close to the
stream of water. Record your observations.
Data and Observations SKETCH:
Part A
Lab 24
What happens when the balloons hang free?

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 24 Title of Lab

SKETCH:
What happens with the balloon on the floor?
Part B
What happens with the running water and the glass SKETCH:
rod?
Analysis

7. If the scarf gains electrons from the balloons, what kind of electri-
cal charge does the scarf have?
8. What kind of electrical charge do the balloons have?
9. Why do the balloons repel each other?
10. Why can you pick up the balloon with the scarf?
11. What electrical change did the glass rod have after it was rubbed
with the scarf?
12. What happened to the stream of water when the glass rod was
brought close to it? Explain.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 25 Plant Growth

Objectives
Lab 25
• Build a growth chamber for bean seeds.
• Measure and record the height of your plants.
• Prepare a bar graph of your results.
Recommended Time
30 minutes first day, 5 minutes for next 10 days
Materials
• corrugated cardboard • paper towels • 5 pinto bean seeds per
• graph paper • zipper plastic bag person/group
• labels • scissors • stapler
• metric ruler
Preparations
Pinto bean seeds should be soaked overnight. Some plastic bags can
bewritten on, eliminating the need for labels.
Teaching the Lab

• Have students work in groups of 2 or 3. After the first day, have
team members share the responsibility of taking measurements.
• Make sure students understand how to find the average of a set
of data.
• In recording the growth, make sure that students record the actual
height day by day and not the increase in height per day.

Data in the table will vary depending on temperature, moisture, and
amount of sunlight.
You may wish to have teams exchange data and graphs. Then have
teams evaluate the accuracy of the averages and graphed data.
Analysis
13. roots
14. More growth usually occurs during Days 1–5.
15. usually Day 2
16. Answers will vary. Plants usually do not grow at the same daily
rate because of various stages of the growth process and environ-
ment factors that change from day to day.

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 25 Plant Growth

Student Worksheet
Introduction
Have you ever attempted to measure your change in height from one
day to the next? Difficult or almost impossible, isn’t it? Plants are ideal
for measuring growth changes because a single day may result in 1 or 2
centimeters of change in height.
Objectives
• Build a growth chamber for bean seeds.
• Measure and record the height of your plants.
• Prepare a bar graph of your results.
Materials
• corrugated cardboard • paper towels • 5 pinto bean seeds
• graph paper • gallon-size zipper (soaked overnight)
• labels plastic bag • stapler
• metric ruler • scissors
Procedure
Building a Growth Chamber

1. Cut a piece of cardboard that is 10 cm wide and 24 cm long. Fold the
cardboard in half. (See Figure 1.)
2. Staple a paper towel to one side of the folded cardboard.
(See Figure 2.)
3. Cut a piece of paper towel that is 10 cm long and 4 cm wide. Fold it in
half lengthwise and punch 6 small holes near the fold with the point of
the scissors. Use care when using the point of the scissors! (See Figure 3.)
4. Staple the paper towel strip onto the paper towel already attached to the
cardboard near the top. (See Figure 4.)
Figure 1 Figure 2 Figure 3 Figure 4
Paper towel
10 cm
24 cm
Staples
Fold line
Paper towel
10 cm 2 cm Staples
Cardboard
5. Print your name and today’s date on a label and attach it to the
plastic bag.
6. Stand the folded cardboard inside the plastic bag.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 25 Plant Growth

Recording Plant Growth
Lab 25
7. Place 5 pinto bean seeds into the folded strip of paper towel.
8. Add water to the bottom of the plastic bag and close it. Place the growth
chamber near a window.
9. Examine the seeds each day for 10 days. Open the plastic bag and add
water as needed.
10. Measure the height of each stem that appears. Record the height in
centimeters in Table 1.
11. Total the heights of all 5 plants each day and determine the average
stem height. Record this in the last line of Table 1.
12. Use the grid below to prepare a bar graph that will show the average
stem height each day (along the y-axis) for 10 days (time along the
x-axis).
Average Stem Height
1 2 3 4 5 6 7 8 9 10
Day

NAME ________________________________________ DATE ______________ PERIOD ____
Lab 25 Plant Growth


TABLE 1
DAY
1 2 3 4 5 6 7 8 9 10
Seed 1
Seed 2
Seed 3
Seed 4
Seed 5
Total
Average
Analysis
13. Do roots or stems first appear as the bean seeds grow?
14. Compare the average stem growth during days 1–5 with days 6–10.

When did more growth occur?
15. On what day did stem growth first occur?
16. Did the average stem height increase at a regular rate each day?
Explain.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 26 Classification by Trait

Objectives
• Classify geometric shapes.
• Use the words kingdom, phylum, and class in your classification system.
• Determine the characteristics you are using to create you
classification categories.
Recommended Time
Lab 26
30-40 minutes
Materials
• shape worksheet
• 2 sheets of paper
• scissors
Preparations
To save time, have students cut out the shapes as homework before
doing this activity. This would eliminate the need for sets of scissors.
Teaching the Lab

• Before beginning this lab, engage students in a discussion of some
common classification techniques with nonscientific terms. Example:
dogs can be divided into different types. Two types might be
Labradors and collies. Labradors can include black, chocolate, and
yellow. Collies have numerous breeds as divisions of the collie line.
• Have students work in pairs.
• Encourage students to look at the shapes and study their
characteristics before beginning the activity. Some patterns in the
shapes may become apparent to students immediately.

Kingdom 1
Phylum Phylum Phylum
10 3, 4, 7 6, 9 11
Kingdom 2
Phylum Phylum
1, 8, 13 5, 12 2

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
9. Members of one kingdom have notches cut out of them and
members of the other kingdom do not.
10. Sample answer: notched shapes, non-notched shapes
11. 3, 4, 7, and 10 are formed from circles; 6, 9, and 11 are formed
from polygons.
12. 6 and 9 are formed from rectangles; 11 is not formed from a
rectangle.
13. Sample answers: notched round shapes (3, 4, 7, 10); notched
rectangular shapes (6, 9); notched hexagon shape (11); non-
notched polygons (1, 5, 8, 12, 13); non-notched circle (2)
14. single notched round shapes (3, 4, 7); double notched round
shapes (10); non-notched rectangular shapes (1, 8, 13); non-
notched hexagonal shapes (5, 12)
Have students make a chart to show the relationships among the
different types of polygons.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
If you were asked to classify objects, you would probably group things
togethe r that have some common characteristics. Scientists have
developed a system of classification for living things based on that
same principle. Within each larger group, there are subgroups that
have even more characteristics in common. Each group and subgroup
have been given a name to help simplify the scientists’ work.
Lab 26
Objectives
• Classify geometric shapes.
• Use the words kingdom, phylum, and class in your classification
system.
• Determine the characteristics you are using to create your
classification categories.
Materials
• shape worksheet
• 2 sheets of paper
• scissors
Procedure
Sorting by Kingdom
1. Cut out the 13 shapes shown on the shape worksheet.
2. Let each piece of paper represent a kingdom. Study the figures and
determine what characteristic(s) you could use to separate the 13
figures into two kingdoms. Record those characteristics.
3. Place each figure onto its proper kingdom according to your
characteristic(s). Record which figures you have in each of your
kingdoms. Let the kingdom with shape 3 be Kingdom 1.
Sorting by Phylum
4. Study the kingdom that contains shape 3. Determine what
characteristic(s) you could use to separate the pieces of this
kingdom into 3 subgroups called phyla (plural of phylum). Record
those characteristics.
5. Record which figures you place in each phylum.
6. Repeat steps 4 and 5 to separate the second kingdom into 2 phyla.
Sorting by Class
7. Study each of your phyla. Determine if any of them can be
subdivided into two or more classes.
8. If a phylum can be subdivided into classes, use letters of the
alphabet, beginning with A, to categorize each shape in that
phylum into a class. Record your classes.
NAME ________________________________________ DATE ______________ PERIOD ____

Shape Worksheet Cut out each figure. Handle scissors with care.
3
2
5 6
4

7 9
8
10
11 12
13

NAME ________________________________________ DATE ______________ PERIOD _____


Sorting by kingdom
Figures in Kingdom 1:
Figures in Kingdom 2:
Sorting by phylum
Kingdom 1
Lab 26
Phylum 1 Phylum 2 Phylum 3
characteristic(s): characteristic(s): characteristic(s):
shapes: shapes: shapes:
Kingdom 2
Phylum 1 Phylum 2
characteristic(s): characteristic(s):
figures: figures:
Sorting by class
Phylum 1
Kingdom 1 Phylum 2
Phylum 3
Phylum 1
Kingdom 2
Phylum 2

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
9. How do members of Kingdom 1 differ from Kingdom 2?
10. What two names would you suggest to describe each kingdom?
Include kingdom in the name.
11. One possibility would be to have shapes 3, 4, 7 and 10 in one phy-

lum. How do these figures differ from shapes 6, 9, or 11?
12. How are 6 and 9 different from 11?
13. If you had to use a name to describe each phylum, what would
they be? Include phylum in the name.
14. What characteristic(s) did you use to separate the shapes into
classes? What would be good names for each? Include class in the

name.

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 27 Predicting Earthquakes

Objectives
• Make a seismic-risk map of the United States.
• Study the occurrence of earthquakes in the United States.
• Determine which areas are earthquake-prone.
Recommended Time
30 minutes
Materials
• outline map of United States (See p. 110.)
• colored pencils or markers
Preparations Have students bring colored pencils or markers.
Lab 27
Teaching the Lab
• This activity can be done individually or in small groups.
• Suggest that each member of the group color his/her own map, but the
discussion in the Analysis section be done as a consensus of the group.
• Ask students to determine what they think is a damaging
earthquake. Would a damaging earthquake in California be of

different strength than a damaging earthquake in Ohio? Yes,
because building codes in California require quakeproof
construction, whereas those in Ohio would not.
Data and Observations See students’ maps.
Analysis
5. Alaska, California, Hawaii, Illinois, Missouri, Montana, Nevada,
Utah, Washington; all have had 9 or more damaging earthquakes.
6. west of the Rocky Mountains; from California to Alaska
7. There are active faults in the underlying rock layers.
8. While the probability of an earthquake occurring in certain areas
is low, every state has had at least one earthquake. It just might
not be a damaging one.
9. Scientists can use mappings of earthquake occurrences and
severity to predict where another earthquake may be more likely
and how severe it might be. However, they cannot predict the
exact occurrence of such a quake.
10. The population of Alaska is concentrated in relatively few
locations in comparison to the landmass of the entire state. While
severe earthquakes may occur, they frequently don’t occur in
populated areas. Thus, no structural damage is recorded.
NAME ________________________________________ DATE ______________ PERIOD ____
27 Predicting Earthquakes
Lab xx
Student Worksheet
Introduction
There are certain areas of the United States that are earthquake-prone.
The risk of disturbances in these areas is great because they lie over
active geologic faults, or moving cracks in Earth’s crust. While California
has the most frequently reported earthquakes, every state in the United
States has had at least one earthquake. Seismologists believe that the
occurrence of one earthquake indicates another may be possible.
Objectives
• Make a seismic-risk map of the United States.
• Study the occurrence of earthquakes in the United States
• Determine which areas are earthquake-prone.
Materials
• outline map of United States (See page 110.)
• colored pencils or markers
Procedure
1. Choose a color to represent each of the risk zones in the legend
of the U.S. map. Color the legend accordingly.

2. Write how many earthquakes and high intensity earthquakes
on the map for each state. Enclose the number of high intensity
earthquakes in parentheses.
3. Study the data in Table 1. From that information determine your
own guidelines for what number of earthquakes qualifies as zone
0, 1, 2, or 3. Record your definitions.
4. Use your color legend to color the map according to the guidelines
you defined in step 3.
Data and Observations (See page 109.)
Analysis
5. In what 10 states have damaging earthquakes occurred the most?
Explain your choices.
6. In what section of the United States have damaging earthquakes

been concentrated?
7. What does a concentration of damaging earthquakes indicate

about the underlying rock structure of the area?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 27 Predicting Earthquakes

8. Sam states that the chance of an earthquake occurring in his

hometown is 0%. Is that a reasonable statement? Why?
9. How do you think scientists use seismic occurrence maps to

predict the probability of future quakes?
10. Why do you think Alaska, which has more earthquakes than the
other 49 states combined, has so few damaging quakes listed in
the table?

TABLE 1
Lab 27
Damaging Earthquakes Damaging Earthquakes
State Recorded State Recorded
Alabama 2 Montana 10 (3 high intensity)
Alaska 12 (2 high intensity) Nebraska 3
Arizona 4 Nevada 12 (3 high intensity)

Arkansas 3 New Hampshire 0
California over 150 (8 high intensity) New Jersey 2 (1 high intensity)
Colorado 1 New Mexico 5
Connecticut 2 New York 5 (1 high intensity)
Delaware 0 North Carolina 2
Florida 1 North Dakota 0
Georgia 2 Ohio 6 (1 high intensity)
Hawaii 12 (2 high intensity) Oklahoma 2
Idaho 4 Oregon 1
Illinois 10 Pennsylvania 1
Indiana 3 Rhode Island 0
Iowa 0 South Carolina 6 (1 high intensity)
Kansas 2 South Dakota 1
Kentucky 5 Tennessee 7
Louisiana 1 Texas 3 (1 high intensity)
Maine 4 Utah 9 (2 high intensity)
Maryland 0 Vermont 0
Massachusetts 4 (1 high intensity) Virginia 5
Michigan 1 Washington 11 (2 high intensity)
Minnesota 0 West Virginia 1
Mississippi 1 Wisconsin 1
Missouri 9 (2 high intensity) Wyoming 3

NAME ________________________________________ DATE ______________ PERIOD ____
27 Predicting Earthquakes
Lab xx
Moderate damage
Minor damage
Major damage
No damage
Zone 0
Zone 1
Zone 2
Zone 3

150(8)

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 28 Caloric Content and Box-and-Whisker Plots

Objectives
• Calculate the number of Calories and grams of carbohydrates, fats,
and proteins for two meals.
• Compare the nutritional value for each meal by plotting data on
box-and-whisker plots.
Recommended Time
1 class period
Teaching the Lab

• Have students work in pairs. Each student should participate in
calculating the Calories for each food item and plotting the data.
• If you don’t have enough food tables, students can share copies.
• You may want to review the difference between a food Calorie and
a scientific calorie. A food Calorie is actually a kilocalorie and is
thus spelled with a capital C.
• Students can use calculators to speed up calculations.
• If necessary, you may want to review how to use the food table and
calculate the Caloric values.

TABLE 2
Calories and Nutrients of Two Sample Meals
Lab 28
Food Serving size Calories Carbohydrates Fats Proteins
(grams) (grams) (grams)
Meal 1
Spaghetti w/meat sauce 1 serving 396 39.4 20.7 12.7
Green beans 1 cup 31 6.8 .2 2.0
Garlic bread 2 slices 116 21.8 1.2 3.6
Butter 1 Tbsp 100 trace 11.4 trace
Gelatin 1 cup 163.5 39.6 trace 3.3
Total 806.5 107.6 33.5 21.6
Meal 2
Hamburger bun 1 89 15.9 1.7 2.5
1
Ground beef lb 224 0 14.5 21.8
4
Cheese (American) 1 oz 107 .5 8.4 6.5
Catsup 2 Tbsp 36 8.6 .2 .6
French fries 24 528 80.88 20.16 8.64
Cola-type beverage 10 oz 97.5 25.5 0 0
Total 1081.5 131.38 44.96 40.04

NAME ________________________________________ DATE ______________ PERIOD ____

TABLE 3
Meal 1 Calories Carbohydrates Fats Proteins
Q1 65.5 3.4 0.1 1.0
Q2 116 21.8 1.2 3.3
Q3 279.75 39.5 16.05 8.15
Range 365 39.6 20.7 12.7
Interquartile Range 214.25 36.1 15.95 7.15
Meal 1—Box-and-Whisker Plot

proteins
fats
carbohydrates
Calories
0 25 50 75 100 125 150 175 200 225 250 275 300 325 350 375 400
Q1 62.5 0.25 0.1 0.3

Q2 102.25 12.25 5.05 4.5
Q3 376 53.19 17.33 15.22
Range 492 80.88 20.16 21.8
Interquartile Range 313.5 52.94 17.23 14.92
Meal 2—Box-and-Whisker Plot

proteins
carbohydrates
fats
Calories
0 50 100 150 200 250 300 350 400 450 500 550 600
Analysis
4. Calories: Meal 2; fats: Meal 2; carbohydrates: Meal 2; proteins: Meal 2.
Prepare a meal plan for a day that meets the recommended daily intake
values of Calories, carbohydrates, fat, and protein. Calculate the
Calories and nutrient amounts for each item. Then graph the data on a
box-and-whisker plot. Compare the data with that from the two meals
in the first part of this lab.
NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
How do the foods you eat compare in nutrients such as carbohydrates,
protein, and fat? By using a food table, you can calculate the nutrition
in your daily meals.
Nutrients supply your body with raw materials for the manufacturing
of new tissues and energy for daily functions. The energy stored in
food is measured in Calories. One way to compare the amounts of
nutrients in your meals is by using box-and-whisker plots.
Objectives
• Calculate the number of Calories and grams of carbohydrates, fats,
and proteins for two meals.
• Compare the nutritional value for each meal by plotting data on
box-and-whisker plots.
Procedure
1. Table 2 presents two separate lunch plans. Use Table 1 to
determine the number of Calories in each food item listed. If Table
1 and Table 2 list different serving sizes, you will have to calculate
the correct number of Calories for the serving in your meal plan.
2. Record your information, including the totals, in Table 2.

3. Compare the caloric and nutritional values of each meal using a
Lab 28
box-and-whisker plot. Calculate Q1, Q2, Q3, the range, and the
interquartile range for each of the graphs. Record the data in
Table 3. Make two plots, one for each meal, for each of the
following: Calories, carbohydrates, fats, and proteins. If you have
nutrient amounts listed as “Trace,” substitute zero for the amount
when making plots. Draw your plots on a separate sheet of paper.

NAME ________________________________________ DATE ______________ PERIOD ____

TABLE 1
Food Values of Common Serving Sizes

Cola beverage 1 glass 8 oz 78 20.4 -- --
Toasted French bread 1 slice 58 10.9 .6 1.8

Spaghetti with 1 serving 396 39.4 20.7 12.7
meat sauce
Hamburger roll 1 89 15.9 1.7 2.5
1
Butter, dairy 2 Tbsp 50 trace 5.7 trace
Cheese, American 1 oz 107 .5 8.4 6.5
Cooked green beans 1 cup 31 6.8 .2 2.0

2
Gelatin, Lemon 3
cup 109 26.4 trace 2.2
1
Ground beef 4 lb 224 0 14.5 21.8
French fries 10 220 33.7 8.4 3.6
Tomato catsup 1 Tbsp 18 4.3 .1 .3

NAME ________________________________________ DATE ______________ PERIOD _____


TABLE 2
Calories and Nutrients of Two Sample Meals

Meal 1
Spaghetti w/meat sauce 6 oz
Green beans 4 oz
Garlic bread 2 slices
Butter 1 Tbsp
Gelatin 4 oz
Total
Meal 2
Hamburger bun 1
Ground beef 4 oz
Cheese (American) 1 oz
Catsup 2 Tbsp
Lab 28
French fries 24
Cola-type beverage 10 oz
Total

NAME ________________________________________ DATE ______________ PERIOD ____

TABLE 3
Q1
Q2
Q3
Range
Interquartile Range
Q1
Q2
Q3
Range
Interquartile Range

Analysis
4. Which of the two meal samples in Table 2 is higher in:
Calories? fats? carbohydrates?
proteins?
5. How does the data characterize the meals?
6. Look at each graph. Is the data concentrated over a narrow range
of values or is the data more diverse?
7. Mark any outliers on the graph by circling the points. What do
they represent?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 29 Speed and Acceleration

Objectives
• Determine the average speed of a small toy car.
• Observe deceleration of the car.
• Determine the conditions that affect or do not affect the speed of a
moving object.
Recommended Time
30 minutes
Materials
• stack of books • meterstick
• wood ramp (about 50 cm long) • pen or pencil
• masking tape • toy car or ball
• stopwatch or watch with a second hand
Preparations
Have students bring in toy cars or balls. Stopwatches and metersticks
might be borrowed from your school’s science department.
Teaching the Lab

• Have students work in groups of 3 or 4. Each member should take

on a task of recorder, timer, or distance observer.
• Have students find 20 cm on their metersticks to determine how
high the stacks of books should be.
• Remind students that an average is the sum of the data divided by
the number of data.
Data and Observations See students’ work for answers.
Analysis
Lab 29
9. The car slowed (or decelerated).
10. friction between the wheels of the car and the floor and the tape
on the floor
11. The graph should indicate that the speed decreased with each
distance marker. No, if the car traveled at a constant speed, the
graph of speed versus distance would be a horizontal line.
12. Do the experiment on carpet or on an uphill grade.
13. Increase the height of the books or do it on a floor that slopes
downward.
If you were designing an experiment, explain how you could get the
toy car to travel without accelerating or decelerating.
NAME ________________________________________ DATE ______________ PERIOD ____

Student Worksheet
Introduction
Speed is defined as the distance an object travels per unit time. Speed
is often expressed in kilometers per hour (km/h) and meters per
second (m/s). The speed of a car is usually expressed in miles per hour
(mph). In most cases, moving objects do not travel at a constant
speed. The speed of an object usually increases and decreases as the
object moves. Therefore, the average speed is used to describe motion.
The formula for average speed is:
total distance
average speed
total time
Acceleration is the rate at which an object’s speed increases, and
deceleration is the rate at which an object’s speed decreases. Acceleration
and deceleration are expressed as meters per second per second (m/s2).
When a car is at constant speed, the acceleration and deceleration are zero.
Objectives
• Determine the average speed of a small toy car.
• Observe deceleration of the car.
• Determine the conditions that affect or do not affect the speed of a
moving object.

Materials
• stack of books • meterstick
• wood ramp (about 50 cm long) • pen or pencil
• masking tape • toy car or ball
• stopwatch or watch with a second hand
Procedure
Find Average Speed
1. Clear a “runway,” preferably not carpeted that is about 6 meters long.
2. Set up a launching ramp using a stack of books (about 20 cm tall),
the wood ramp.
3. Use masking tape to label where the ramp touches the
floor as 0 meters. Use the meterstick to make labels at
1 meter, 2 meters, 3 meters, 4 meters, 5 meters, and
6 meters from the end of the ramp.
4. Practice releasing the car down the ramp. Observe the
car’s motion and path. Add or remove books from the
0m
ramp so that the car will travel at least 5 meters from
the bottom of the ramp.
5. Measure the time the car takes to travel 5 meters. Record the time and
distance in Table 1. Calculate the average speed for each trial. Then
calculate the average of the speeds.

NAME ________________________________________ DATE ______________ PERIOD _____

Measuring Deceleration
6. Release the car down the ramp several more times. Measure the
time it takes for the toy car to pass each of the length markers.
You may want one team member to record the time as the other
two team members call out when the car passes each mark and the
time on the clock at those points.
7. Complete four trials and record the times in Table 2. Calculate the
average time for each distance. Then calculate the average speed
of the car as it passes each marker. Record the result to the
nearest 0.1 m/s.
8. Make a graph to compare the average speed of the toy car (y-axis)
to each marker (x-axis) on the next page.

TABLE 1
Trial Distance Time Average Speed
1 5m
2 5m
3 5m
4 5m
Average speed of car m/s
TABLE 2
Time(s)
Trial 1m 2m 3m 4m 5m
1
2
3
Lab 29
4
Average time
Average
Speed (m/s)

NAME ________________________________________ DATE ______________ PERIOD ____

Graph:
average speed of car

marker distance
Analysis
9. Describe the motion of the car as it moved across the floor.
10. What caused the car to slow down and stop?
11. What patterns do you observe in the graph of the data points?
Did the toy car travel at a constant speed? How do you know this?
12. How could you change this experiment to make the toy car
decelerate at a faster rate?
13. How could you change this experiment to make the toy car
accelerate at a faster rate?

NAME ________________________________________ DATE ______________ PERIOD _____
Lab 30 Reflection of Light

Objectives
• Observe that light travels in straight lines.
• Identify the angles of incidence and reflection of reflected light.
• Find the complements of the angle of incidence and the angle of
reflection.
• Describe the relationship between the angle of incidence and the
angle of reflection.
Recommended Time
1 class period
Materials
• hardcover book (15) • pen or pencil (15)
• comb (15) • protractor (15)
• flashlight or projector (15) • plane mirror (15)
• masking tape (15) • white paper, 45 sheets
Teaching the Lab

• Have students work in groups of two.

Observation of light rays in step 2 of the procedure: The light forms
straight parallel lines behind the teeth of the comb.
Data Table Data depend on angles used.
Supplement Complement Supplement Complement
Trial Angle of of the angle of the angle Angle of of the angle of the angle
incidence of incidence of incidence reflection of reflection of reflection
A 30° 150° 60° 30° 150° 60°
B 41° 139° 49° 41° 139° 49°
C 60° 120° 30° 60° 120° 30°

Lab 30

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
10. Because the bright areas behind the comb are straight and parallel, the
light rays passing between the teeth that form these areas must be
traveling in straight and parallel lines.
11. The angle of reflection increased.
12. The angle of incidence equals the angle of reflection for any reflected
light ray.
1. Design an experiment to investigate the reflection of light from a curved
mirror. Form a hypothesis relating the angles of incidence and reflection
of a light ray reflected from this type of mirror. Test your hypothesis.
2. Investigate the use of plane mirrors in periscopes. Build your own
periscope.

NAME ________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Light travels in straight lines called rays. When a light ray strikes a
smooth surface, such as polished metal or still water, it is reflected.
The angle between the incoming ray and an imaginary perpendicular
line that forms a right angle with the reflecting surface is called the
angle of incidence. See Figure 1. The angle between the reflected ray
and the imaginary perpendicular line is called the angle
of reflection.
Incident Reflected
light ray light ray
Objectives Angle Angle
of incidence of reflection
• Observe that light travels in straight lines.
• Identify the angles of incidence and reflection of Figure 1
reflected light.
• Find the complements of the angle of incidence and
Teeth extend above edge of book.
the angle of reflection.
• Describe the relationship between the angle of
incidence and the angle of reflection.
Materials
• hardcover book • pen or pencil
• comb • protractor
• flashlight or projector • plane mirror

Figure 2
• masking tape • white paper, 3 sheets
Procedure
1. Use masking tape to attach one sheet of white paper to the cover of
the book. Tape the comb to the edge of the book. The teeth of the
comb should extend above the edge of the book as shown in Figure 2.
2. Darken the room. Holding the flashlight as far from the book as
possible, shine the flashlight through the comb onto the paper. Mirror
Support the flashlight on a table or stack of books. Observe the
rays of light on the paper. Record your observations in the
Data and Observations section.
3. Stand the plane mirror at a right angle to the surface of the
book cover. Position the mirror at a distance of about two thirds
of the width of the book away from the comb. Adjust the mirror
so that the light rays hit it at right angles. See Figure 3.
4. Rotate the mirror so that the light rays strike it at various angles of
incidence. As you turn the mirror, observe the reflected rays of light. Figure 3
5. With the mirror turned so the incident rays strike it at an angle of
Lab 30
about 30°, study a single incident ray. One partner should hold the
mirror while the other traces the path of the ray on the white sheet of
paper. Be careful not to change the angle of the mirror while tracing the
ray. Label the incident ray I and the reflected ray R. Draw a line along
the edgeof the back of the mirror. Label the sheet of paper Trial A.

NAME ________________________________________ DATE ______________ PERIOD ____

6. Repeat step 5 using a new sheet of paper on the book. Hold the
mirror at a greater angle and trace the ray and the edge of the
back of the mirror. Label this sheet Trial B. Repeat step 5 for
a third time and label the sheet of paper Trial C.
7. Use the protractor to draw a dotted line that forms a right
angle to the line drawn along the back edge of the mirror.
The dotted line should pass through the junction of rays I
and R. See Figure 4.
8. Using the protractor, measure the angle of incidence for Trial
A. Record this value in the Data Table. Measure the angle of
reflection and record this value in the Data Table. Measure
and record the angles for Trials B and C in the same way.
9. Find the supplements and complements to the angles of
incidence and reflection for Trial A, Trial B, and Trial C. Record Figure 4
the supplements and complements in the Data Table.

Observation of light rays in step 2 of the procedure:

Data Table
Supplement Complement Supplement Complement
Trial Angle of Angle of
of the angle of the angle of the angle of the angle
incidence reflection
of incidence of incidence of reflection of reflection
Analysis
10. Explain how your observations of light passing between the teeth
of a comb support the statement that light travels in straight lines.
11. As you increased the angle of incidence, what happened to the

angle of reflection?
12. Explain the relationship between the angle of incidence and the
angle of reflection.

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 31 Physical Factors of Soil

Objectives
Lab 31
• Determine the amounts of various particle types in three soil
samples.
• Use formulas to calculate the water contents and water-holding
capacities of three soil samples.
Recommended Time
2 class periods
Materials
• soil samples (30) • masking tape (10 rolls)
• balances (several) • scoops (10)
• metric rulers (10) • pins (30)
• 20-cm cloth squares (30) • water
• specimen jars with lids (30) • beakers (30)
Preparations
Have each student bring a soil sample in a plastic bag. Explain to the
students that soil water will not be lost if samples are sealed in
plastic bags.
Teaching the Lab

• Have students work in groups of three, with each student collecting
data on one sample.
• If 100-mL graduated cylinders are available, add 50 mL of loose soil
to
the cylinder. Add 50 mL of water and shake as directed. The
amount of various mineral particles can be determined by direct
reading.
• Soil samples can be dried in a warm oven for several hours or in an
incubator overnight.
• In Parts B and C, students actually measure the water-holding
capacity and water content of the soil and the cloth, but the water
content and water-holding capacity of the cloth is small and so it
can be ignored.
• To keep the pan of the balance dry when massing a wet soil sample,
have students place the sample in a cup made from aluminum foil.
The mass of the aluminum foil will be negligible compared with the
soil and can be ignored.

NAME _________________________________________ DATE ______________ PERIOD ____


Sample Tables:
TABLE 1
Soil Particle Size Data
Amount of each particle type (in mm)
Soil location Gravel Coarse sand Fine sand Silt Clay
1. Oak forest 20 10 8 40 12
2. Garden soil 46 11 21 16 12
3. Cow pasture 20 12 9 35 10
TABLE 2
Water Content and Water-holding Capacity
Mass of Percentage
Mass of soil Mass of dried Percentage
Soil location saturated soil water-holding
and cloth soil and cloth water content
and cloth capacity
1. Oak forest 125 g 95 g 250 g 31.6% 163%

2. Garden soil 150 g 105 g 175 g 42.9% 66.7%
3. Cow pasture 135 g 120 g 145 g 12.5% 20.8%
Analysis
10. a.–b. Answers will vary with soil sample used.
11. a. clay and silt
b. sand and gravel
12. Loosely packed soil allows water to drain through it. Closely
packed soil does not drain as well.
• Research the procedure for calculating the organic-matter content
of a soil sample.
• Prepare a chart showing the predominant soil types in various
parts of the United States. Show how soil types affect the
commercial activities of an area.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Lab 31
Soil is a major factor influencing the survival of many living things.
Many organisms live in the soil. Others are anchored in soil and
obtain water and minerals from it. Still other organisms depend on
these soil-dependent organisms for food. The physical properties of a
particular kind of soil determine the kinds of plants that grow in the
soil and the kinds of animals that live in or on it.
Objectives
• Determine the amounts of various particle types in three soil samples.
• Use formulas to calculate the water contents and water-holding
capacities of three soil samples.
Materials
• soil samples (3) • specimen jars with • masking tape • pins (3)
• beakers (3) lids (3) • water • scoop
• balance • 20-cm cloth squares (3) • metric ruler
Procedure
A. Particle Size
1. Label three specimen jars with the locations of the soil
samples. Fill each jar halfway with soil. Add water,
allowing it to soak into the soils, until the jars are full.
2. Cover the jars with lids and shake until the large soil
particles break apart. Set the jars aside and let the
particles settle overnight.
3. Using a ruler, measure the depth of each particle type in
each jar.
4. Record in Table 1 the amounts of gravel, coarse sand, fine
sand, silt, and clay in the settled soil samples. See the
drawing at the right.
B. Water Content
5. Soak the cloth squares in water. Attach labels identifying
the samples with pins.
6. Place a scoop of soil in each cloth. Wrap the soil samples
in the wet cloths. Determine and record their masses in
Table 2. Place the wrapped samples where they will dry
completely, then redetermine and record their masses.
Calculate the water content of each sample as a
percentage of the dry mass of soil.
mass of mass of dried
soil and cloth soil and cloth
percentage water content 100
mass of dried soil and cloth
NAME _________________________________________ DATE ______________ PERIOD ____

C. Water-Holding Capacity
mass of mass of
7. Place each dried soil sample and
saturated soil – dried soil
cloth from Part B in a beaker of percentage
and cloth and cloth
water for five to ten minutes or water-holding 100
until the soil is saturated. capacity mass of dried
soil and cloth
8. Remove the wrapped samples from the
beakers and allow excess water to drain from them through the
cloths. Find and record the masses of the saturated samples.
9. Calculate the water-holding capacity of each sample as a
percentage of the dry mass.
TABLE 1
Soil Particle Size Data
Amount of each particle type (in mm)
Soil location Gravel Coarse sand Fine sand Silt Clay
1.
2.

3.
TABLE 2
Water Content and Water-holding Capacity
Mass of Percentage
Mass of soil Mass of dried Percentage
Soil location saturated soil water-holding
and cloth soil and cloth water content
and cloth capacity
1.
2.
3.
Analysis
10. Which type of soil particle made up:
a. the greatest amount of each soil sample?
b. the least amount?
11. Which type of soil particle was:
a. most closely packed?
b. least closely packed?
12. How does the type of soil particles affect water drainage?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 32 Graphing Relationships

Objectives
• Measure the effect of increasing forces on the length of a rubber band.
• Graph the results of the experiment on a coordinate grid.
• Interpret the graph.
Recommended Time
45 minutes
Lab 32
Materials
• several heavy books
• 100-g, 200-g, and 500-g masses
• metric ruler
• 2 plastic-coated wire ties, 10 cm and 30 cm long
• ring clamp
• ring stand
• 3 rubber bands (equal length, different widths)
• colored pencils
Preparations
Acquire gram masses, ring clamp, and ring stand from the science
teacher. Have students bring in the three different widths of rubber
bands. If you want to consolidate data for a class average, make sure
that each group has identical rubber bands.
Teaching the Lab

• Have students work in groups of 3 or 4.
• You may want to suggest that team members work in pairs. While
one pair is conducting a part of the trial, another pair can be
recording information and graphing. Then the job tasks can switch.

See students’ work for tables and graphs. The data should lie in a
fairly linear pattern.
Analysis
14. The graphs describe how much each rubber band stretches as the
mass applied increases.
15. It measures the stretchiness or flexibility for the rubber band.
16. The steepness decreases as the widths of the rubber bands increase.
17. The flexibility of a rubber band decreases as its width increases.

NAME _________________________________________ DATE ______________ PERIOD ____

18. The length that corresponds to 0 g mass is the original length of

the rubber band.
19. Answers will vary. The value will be approximately halfway
between 300 g and 500 g values.
20. Suspend the object from the rubber band and measure the length
of the stretched rubber band. Use the graph for that rubber band,
locate the length, and trace down to find the approximate mass of
the unknown object.
You may want to add another aspect to this experiment. Ask students
to make a conjecture as to whether the rubber band returns to its
original length after each stretching. Then have them verify their
conjectures. They could also make conjectures about how heat and
cold affect the stretchiness of a rubber band.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Most students agree that test grades seem to be related to the
amount of time spent studying. If two variables are related, one’s
value depends on the other’s. Test grades are dependent on time
studied so test grades would be the dependent variable while time
studied represents the independent variable.
Some relationships, when graphed, form a linear pattern. In this

experiment, you will investigate how a graph can be used to describe
Lab 32
the relationship between the stretch of a rubber band and the force
stretching it.
Objectives
• Measure the effect of increasing forces on the length of a rubber band.
• Graph the results of the experiment on a coordinate grid.
• Interpret the graph.
Materials
• several heavy books • ring clamp
• 100-g, 200-g, and 500-g masses • ring stand
• metric ruler • 3 rubber bands (equal length,

• 2 plastic-coated wire ties, different widths)
10 cm and 30 cm long • colored pencils
Procedure
1. Set up the ring stand, ring clamp, and books as shown.
Trial 1
2. Choose the narrowest rubber band.
3. Securely attach the rubber band to the ring
clamp with the 10-cm plastic-coated wire tie.
4. Measure the width of the rubber band.
Record this in the table in the Data and
Observations section. Measure the length
of the rubber band as it hangs from the
ring clamp. Record this length as the
length value for 0 mass.
5. Attach the 100-g mass to the bottom of
the rubber band with the second wire tie.
Measure the length of the stretched
rubber band. Record this value in the table.
6. Remove the mass and attach the 200-g mass to the bottom of the
rubber band. Measure the length of the stretched rubber band.
Record this value in the table.
NAME _________________________________________ DATE ______________ PERIOD ____

7. Remove the 200-g mass from the rubber band. Securely wrap the
100-g and 200-g masses together with the wire ties and attach
this to the rubber band. Measure the length of the stretched
rubber band and record this value in the table for the 300-g mass.
8. Continue this process of using the various masses to create each
mass in the table, measuring the stretched rubber band, and
recording the length.
Trial 2
9. Replace the rubber band with a slightly wider one. Make a
conjecture about how the stretching of the wider rubber band will
differ from that of the narrowest one. Record your conjecture.
10. Repeat steps 3–8 to complete the second column in the table.
Trial 3
11. Replace the rubber band with the widest one. Make a conjecture
about how the stretching of this rubber band will differ from the
previous two bands. Record your conjecture.
12. Repeat steps 3–8 to complete the third column in the table.
13. Graph the data for all three rubber bands on the same coordinate
plane, using a different color pencil for each rubber band.

Make a conjecture.
For Step 9, how will the stretching of the slightly wider band differ
from that of the narrowest one?
For Step 11, how will the stretching of the widest band differ from
that of the other two?

NAME ________________________________________ DATE ______________ PERIOD _____

TABLE Length of Rubber Band (cm)

Trial 1 (narrowest) Trial 2 Trial 3 (widest)
Mass (g) mm width mm width mm width
0
100
200
300
Lab 32
500
600
700
800
Graph
length of rubber band (cm)
mass (g)
Key to colors used in graph:
rubber band mm long
rubber band mm long
rubber band mm long

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
14. What information do the graphs portray?
15. What does the steepness of the graph measure?
16. How is the steepness of each of the three graphs related to the
width of the rubber band?
17. How is the flexibility of these rubber bands related to their

widths?
18. Explain how someone looking at the graph could determine the
length of each unstretched rubber band.
19. Use the graph to predict the length of each rubber band if a mass

of
400 g is used to stretch it.
20. How could you use the stretching of one rubber band to measure
the mass of an unknown object?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 33 Using Physical Properties

Objectives
• Compare the relationships among mass, thickness, and number of
pennies.
• Write verbal and algebraic expressions describing how to use
measurements of mass and thickness to find the number of pennies
in a sample.
Recommended Time
1 class period
Materials
• pennies (100) • rolls of pennies (10)
• balance • metric ruler
Preparations
Have 10 students each bring in 10 pennies. Ask 10 volunteers to bring
Lab 33
in rolls of pennies.
Teaching the Lab

• Have students work in groups of three. Each group member should
work with the balance and the metric ruler to take measurements
for some of the data.
• Refer students to Figure 1 so they can understand how to measure
the thickness of the pennies.
• If necessary, demonstrate how to use the balance to measure a penny.
• If necessary, review how to find a measurement of average
thickness and average mass.
• Ask students to consider the thickness of paper in the roll of
pennies when measuring thickness. They should subtract thickness
for the paper or state that the paper thickness is negligible.
Number of Coins Thickness (mm) Mass (g)
1 1.5 3.1
2 3.0 6.2
3 4.5 9.3
4 5.5 12.4
6 8.5 18.6
8 11.0 24.8
10 14.0 31.0

NAME _________________________________________ DATE ______________ PERIOD ____

Analysis
6. Persons reading the ruler could be inconsistent in judging
fractions of millimeters. The surface on which the ruler and the
pennies rest could be uneven. Lines on ruler are thick in
comparison with measurements.
7. Persons using the scale could be inconsistent in judging
measurements. Pennies that have oxidized would have a greater
mass than they originally had.
8. Because there could be error in the measurement of a single
penny, or because individual pennies could have worn unevenly,
using a larger sample will give a better measurement for the
average penny.
9. Use the value you came up with for the mass of one penny and
divide that into the mass of the pile of pennies to get the number
of pennies in the pile.
10. Use the thickness you got for one penny and divide that into the
thickness of the stack, or 4.5 cm.
11. Let n number of pennies.
Let n mass of pennies mass of one penny

12. Let n number of pennies.
Let n 4.5 cm the thickness of one penny
Describe how you would estimate the number of nickels remaining in
a roll of nickels. Assume you can use the same equipment as you did
when measuring the pennies.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Suppose you’ve been collecting pennies in a huge milk jug. You’re
curious to know what your collection is worth, but you don’t have the
time—or the energy—to count each coin. How can algebra and data
about physical properties save you time?
Objectives
• Measure thickness and mass of pennies using a metric ruler and a

balance.
• Compare relationships among thickness, mass, and number of
pennies.
• Write verbal descriptions and algebraic equations for calculating
mass, length, or number of pennies given two other measurements.
Materials
Lab 33
• pennies (10)
• balance
• metric ruler
• roll of pennies
Procedure
A. Measuring Thickness
1. Use the metric ruler to find the thicknesses of 1 penny, 2 pennies,
3 pennies, 4 pennies, 6 pennies, 8 pennies, and 10 pennies.
(See Figure 1.) Measure each thickness to the nearest 0.5 mm.
Record the thicknesses in the Data Table.
2. Record in the table the number of pennies in the roll. Measure the
length of the roll. Record that value in the table.
Figure 1
B. Measuring Mass
3. Use the balance to determine the mass of 1 penny, 2 pennies, 3
pennies, 4 pennies, 6 pennies, 8 pennies, and 10 pennies to the
nearest 0.1 g. Record the masses in the Data Table.
4. Use the balance to find the mass of the roll of coins. Record the
values in the Data Table.
5. Find the average thickness of one penny. Record the value in the
Data Table.

NAME _________________________________________ DATE ______________ PERIOD ____

DATA TABLE
Number of Pennies Thickness (mm) Mass (g)
10
Average Mass = Average Thickness =
Analysis
6. What errors could exist in your measurement of the thickness of the coins?

7. What errors could exist in your measurement of the mass of the coins?
8. Why is it helpful to have more than one measurement for the

thickness and the mass of the coins?
9. Write a sentence describing one way that you could use the data about
mass to find the number of pennies in a milk jug.
10. Write a sentence describing one way you could use the data about
thickness to find the number of pennies in a stack 4.5 cm tall.
11. Write an algebraic equation describing how you would find the number
of pennies in a pile that weighs x grams.
12. Write an algebraic equation describing how you would find the number
of pennies in a 4.5 cm stack.

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 34 The Law of Probability

Objectives
• Use a spinner to determine direction and distance of a movement.
• Use the law of probability to analyze the random movements
described by the spinner.
Recommended Time
1 class period (Students may need additional time to complete the
questions in the Analysis section.)
Materials
• cardboard (10) • metric rulers (10)
• scissors (10 pairs) • colored pencils (30 total, 3 different colors)
• glue or paste • shirt buttons (10)
• grid paper (90 sheets) • straight pins (10)
Preparations
Gather materials.
Teaching the Lab

• Have students work in groups of three, with each student doing one
trial.
Lab 34
• Students will need to define a successful outcome in order to use
the formulas.
• If cardboard is unavailable, the styrofoam flat trays used in
cafeterias may be substituted. If straight pins are unavailable,
substitute unfolded paper clips.

NAME _________________________________________ DATE ______________ PERIOD ____

SAMPLE TABLE 1
Trial 1 Trial 2 Trial 3

Turns
Direction Spaces Direction Spaces Direction Spaces
1 N 2 N 1 SE 6
2 SE 3 S 6 SE 6
3 N 4 E 2 S 5
4 S 2 W 1 E 4
5 SW 5 NW 3 N 3
6 W 6 SE 3 NW 1
7 E 2 NE 5 NW 1
8 SE 1 SW 5 NE 4
9 SE 1 SW 5 SW 5
10 NW 4 NE 2 W 2

11 W 5 SE 4 S 2
12 NE 6 NW 3 E 6
13 E 2 W 6 N 6
14 W 3 E 1 SE 1
15 N 1 S 1 SW 4
16 NW 5 N 6 NE 3
17 NE 4 N 3 NW 2
18 E 4 S 4 W 5
19 SE 5 E 2 N 5
20 S 6 W 5 E 3

NAME _________________________________________ DATE ______________ PERIOD _____

Sample Graph
W E
A
S
Graph 1 Sample Data

SAMPLE TABLE 2
Lab 34
LM23-2
Direction Distance Direction Distance Direction Distance
S 2 SW 16 SE 13
Average distance:
Group
Class
Analysis
13. It would be difficult to make an accurate prediction using data
from only three trials.
14. number of favorable outcomes 1
number of possible outcomes 48 (6 distances 8 directions)
1
P
48
Have students calculate the average distances traveled by the other
groups in the class and compare the class average to the group average.
NAME _________________________________________ DATE ______________ PERIOD ____

Student Worksheet
Introduction
Are there surprises in nature? While many natural events occur in predictable
patterns, other events or behaviors are less predictable. Take the behavior of
gas particles as an example. Gas particles move haphazardly, bumping into
obstacles and bouncing back again. To make predictions about events such as
the movements of gas particles, scientists use probability. Use a spinner and
the law of probability to make predictions about random movement.
Objectives
• Use a spinner to determine direction and distance of a movement.
• Use the law of probability to analyze the random movements described
by the spinner.
Materials
• cardboard (1) • glue or paste • shirt button (1)
• colored pencils • metric ruler (1) • straight pin (1)
(3 different colors) • scissors • grid paper (3 sheets)
Procedure
A. Making the Spinner

1. Paste the spinner and pointer in Figure 1 onto the cardboard.
2. Cut out the spinner and pointer.
3. Push the straight pin up through the center dot of the spinner.
4. Place the button on the pin and push the pin through the center dot of
the arrow.
B. Spinner
5. Spin the arrow. When it
stops, read from the outer Cut here
dial the direction in which E

you are to move. Record
3 4
the direction in Table 1 in
E
SE
the Data and

N
Observations section.
6. Spin the arrow again.
When it stops, read from
pasting sheet on cardboard
Cut along this line after
Cut along solid lines

1
the inner dial the number

Cut here
Cut here
of spaces you are to move.

N
Record the number of

spaces in Table 1. This is
6
Trial 1, Turn 1.
7. Record a total of 20 turns
(two spins each turn) for
5
Trial 1.
W
SW
N
4 3
Cut here

NAME _________________________________________ DATE ______________ PERIOD _____

8. Spin twenty turns for each of Trials 2 and 3.
9. Start at Point A at the center of Graph 1 and plot your movement for
Trial 1, Turn 1. (Draw diagonally if the direction is northeast, south-
east, northwest, or southwest. Draw along a grid line if the direction
is north, south, east, or west.) From this point, plot your movement
for Trial 1, Turn 2. Continue this process for all 20 turns.
10. Using different-colored pencils, plot your movements for Trials 2
and 3. Begin plotting each trial at Point A.
11. Measure the net distances along the straight lines drawn from
Point A to the ends of each of your random paths. Record your
distances in Table 2.
12. Calculate the average of the distances measured by your group.
Record this average in the Data and Observations section.
TABLE 1
Turns
Direction Spaces Direction Spaces Direction Spaces
3
Lab 34
6
10
11
12
13
14
15
16
17
18
19
20

NAME _________________________________________ DATE ______________ PERIOD ____

Graph 1
W E
A

TABLE 2
Direction Distance Direction Distance Direction Distance
Average distance:
Group
Class
Analysis
13. Based on your three trials, what prediction can you make about
the distance and direction of future paths? How accurate do you
think your prediction would be?
14. Use the definition of probability to find the probability of traveling

a particular distance and direction in one turn (two spins).
NAME _________________________________________ DATE ______________ PERIOD _____
Lab 35 Variation in the Strength of Electromagnets

Caution: Students must use care when handling BBs. Any that acci-
dentally fall during the experiment must be immediately retrieved so
students do not slip on them.
Objectives
• Construct electromagnets that vary in strength.
• Compare the strength of the magnetic force of four electromagnets.
• Use direct variation and proportion to state the relationship
between the strength of the magnetic force and the number of
times the wire is coiled around the electromagnet.
Recommended Time
1 class period
Materials
• BBs, iron (10 cups of 20 BBs)
• 1.5 V dry cell (10)
• drinking cups (20)
• insulated wire (10)
• iron bolts of the same size, at least 5 cm long (40)
• marking pen (10)

• masking tape (10 rolls)
Preparations
Gather materials.
Teaching the Lab

• Have students work in groups of three.
Lab 35
• Students should wind the wire tightly and evenly around the bolts.
• If necessary, review direct and indirect variations, their equations,
and their relation to proportions.
• Instruct students to round their prediction for the number of BBs
picked up with 50 coils. Explain that it does not make sense for
them to predict that the electromagnet with 50 coils will pick up
23.5 BBs, for example.

NAME _________________________________________ DATE ______________ PERIOD ____

SAMPLE TABLE:
Electromagnet Number of Turns Number of BBs Value of k

of Wire Picked Up
10
A 10 5 2
5
20
B 20 8 2.5
8
30
C 30 13 2.3
13
40
D 40 19 2.1
19
Analysis
7. As the number of turns of wire increases, the strength of the
magnetic force increases.
8. y kx
9. The values for k should be approximately equivalent and will
depend upon the type of bolt used. The value of k for the sample

data would be approximately 2.
10. Identical bolts are used so that the value of k remains constant.
The size and the material of the bolt affect the strength of the
magnetic force.
10 turns 50 turns
11.
5 BBs x
Students’ predictions should correspond to their data.
Have students design an experiment to determine how the strength of
the magnetic force of an electromagnet is affected by the amount of
current in the coil of the electromagnet. Have them test their predic-
tions and express their results in a direct or indirect variation equa-
tion or proportion.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
A magnetic force exists around any wire that carries an electric cur-
rent. A wire-wound bolt or nail will become an electromagnet if the
wire is connected to a battery or other source of current. The more
coils around a bolt or nail, the more the strength of the magnetic force
will increase. Using your knowledge about variations, you can make
predictions about the strength of an electromagnet.
Objectives
• Construct electromagnets that vary in strength.
• Compare the strength of the magnetic force of four electromagnets.
• Use direct variation and proportion to state the relationship
between the strength of the magnetic force and the number of
times the wire is coiled around the electromagnet.
Materials BBs
• BBs, iron Dry Cell Bolt

• 1.5 V dry cell
• drinking cups (2)
• insulated wire
• iron bolts of the same size, at least 5 cm long (4)
• marking pen
• masking tape Figure 1
Procedure
1. Place masking tape on the heads of the bolts. Label the bolts A, B,
C, and D.
2. Put all the BBs in one cup.
3. Wrap 10 full turns of wire around bolt A. Wrap 20 turns of wire
Lab 35
around bolt B, 30 turns around bolt C, and 40 turns around bolt D.
4. Connect the ends of the wires of bolt A to the dry cell as shown in
Figure 1. Carefully use your electromagnet to pick up as many BBs
as possible. Hold the electromagnet with BBs over the empty cup
and disconnect the wire to the dry cell. Make sure all the BBs fall
into the cup. Count the number of BBs in the cup. Record this
value in the Data Table.
5. Return all the BBs to the first cup.
6. Repeat steps 4 and 5 using bolts B, C, and D.

NAME _________________________________________ DATE ______________ PERIOD ____

Data Table
Electromagnet Number of Turns Number of BBs Value of k

of Wire Picked Up
A 10
B 20
C 30
D 40
Analysis
7. How are both the strength of the magnetic force of an electromag-
net and the number of turns of wire in direct variation?
8. If x is the number of BBs, y is the number of turns of wire, and k

is the constant of variation, write an equation that shows how

the number of turns of wire and the number of BBs are in direct
variation.
9. Use the equation to find values of k for each of your bolts

and record these in the Data Table. What do you notice about
the values?
10. Why are identical bolts used in this experiment?
11. Use a proportion to predict how many BBs a bolt wrapped with
50 turns of wire will pick up.

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 36 Determining Percent Acetic Acid in Vinegar

Objectives
• Verify the concentration of acetic acid in vinegar using titration.
• Use a Texas Instruments graphics calculator and CBL 2™ unit to
measure pH.
• Write and solve a system of linear equations based on data collected.
Recommended Time
1 class period
Materials
• distilled water
• NaOH pellets
• aprons (30)
• 1.0 M NaOH solution (1 liter)
• goggles (30 pairs)
• 250-mL beakers (10)
• gloves (30 pairs)
• 50-mL graduated cylinders (10)
• three different solutions of vinegar
• 50-mL burets and buret clamps (10)

• ring stands and utility clamps (10)
• CBL 2™ (10)
• magnetic stirrers and stirring bars or glass stirring rods (10)
• CBL 2-compatible calculators with unit-to-unit cables (10)
• Vernier pH probes with CBL 2™ DIN adapters (10) (Note: the
Vernier CBL pH probe is not included with the CBL 2™ unit.
Information about purchasing Vernier CBL pH probes is provided
on page 4 of the CBL 2™ System Experiment Workbook.)
Preparations
• Prepare the 1.0 M NaOH solution by dissolving 40.0 grams of NaOH
pellets in distilled water to produce 1 L of solution. Caution: Do
not handle NaOH pellets with your hands. Have students
weargoggles, gloves, and an apron while doing this laboratory.
NaOH spills should be treated by rinsing the affected area
with tap water for 10 to 15 minutes.
• You may need to calibrate the pH probes before students use them.
Lab 36
To calibrate the probes, follow the instructions on page 5 of the

CBL 2™ System Guidebook.

NAME _________________________________________ DATE ______________ PERIOD ____

Teaching the Lab

• Students work in groups of three.

Sample Data Table. Data is approximate, based on vinegar solutions
of 3%, 4%, and 5%.
Brand or type of vinegar A B C
Amount of vinegar used 35 mL 35 mL 35 mL
mL of NaOH used to reach a pH of 9 21.9 mL 30 mL 36.5 mL
Molarity (mol/l) of acetic acid in vinegar 0.6257 M 0.857 M 1.0427 M
Percentage of acetic acid in vinegar 3% 4% 5%
Analysis
15. 2.81 liters of the 3% solution and .19 liters of the 10% solution
16. Students should have graphed the line y x. It takes one mole of
NaOH to neutralize one mole of CH3OOH.

Vitamin C is the common name for ascorbic acid. Design an experiment
to determine the amount of ascorbic acid in a Vitamin C tablet.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
In a titration, a known amount of a substance of known concentration is added to a known amount of a
substance of unknown concentration. In most cases, a base is added to a sample of an acid, or the known
solution is an acid, which is added to a base of unknown concentration. Small quantities of the known
solution are added until the other solution has been neutralized completely.
In this experiment, you will determine the concentration of a solution of vinegar by titration. Vinegar is a dilute
solution of acetic acid (CH3CHOOH). The base used in this titration is sodium hydroxide, NaOH. The titration of
this particular acid and base can be written:
CH3COOH NaOH → NaCH3COO H20
Objectives
• Verify the concentration of acetic acid in vinegar using titration.
• Use a Texas Instruments graphics calculator and CBL™ unit to measure pH.
• Write and solve a system of linear equations based on data collected.
Materials
• apron • 1.0 M NaOH solution • three different brands of vinegar
• goggles • 250-mL beaker • 50-mL buret and buret clamp
• gloves • 50-mL graduated cylinder • ring stand and utility clamp
• Texas Instruments CBL2™ unit
• magnetic stirrer and stirring bar or glass stirring rod

• CBL2™ compatible calculator with unit-to-unit cable
• Vernier pH probe with CBL2™ DIN adapter (not included in the CBL2™ unit)
Procedure
Caution: Strong bases such as NaOH can cause severe burns. Wear goggles, gloves, and an
apron while doing this laboratory! If NaOH spills on your skin or gets into your eyes, notify
your teacher immediately and rinse the affected area with tap water for 10 to 15 minutes.
A. Set Up
1. Set up your CBL 2™ system. Use the unit-to-unit link cable to connect the CBL 2™ unit to your
calculator. Use the I/O ports located on the bottom edge of each unit.
2. Attach the buret clamp to the ring stand. Place a buret in the clamp.
3. Use a utility clamp to attach the pH probe to the ring stand below the buret. Connect the other end
of the pH probe to channel 1 (CH1) on the top edge of the CBL 2™ unit. Turn on the CBL 2™ unit
and the calculator.
4. Download or enter the PH program from the disk accompanying your CBL 2™ Experiment
Workbook or from the TI Web site.
5. Rinse the buret and tip with a small quantity of NaOH. Then, fill the buret to the 0.0 mL mark
Lab 36
with 1.0 M of the NaOH solution.

6. Measure 35 mL of vinegar using a 50-mL graduated cylinder. Pour the vinegar into a 250-mL beaker.
Record the brand of vinegar used in the Data Table of the Data and Observations section.
7. If you are using a magnetic stirrer, place the beaker on the stirrer. Then, place the beaker under the
buret. Make sure that the pH probe is deep in the solution and does not touch the stirring bar.
NAME _________________________________________ DATE ______________ PERIOD ____

B. Data Collection
8. Start the PH program on the calculator. The program will prompt you for the number of the
channel the probe is connected to (1) and for the number of readings to take (enter 30).
9. At the ML? prompt, enter zero. Zero is the number of mL of NaOH that you have added to the
vinegar so far. Press TRIGGER on the CBL 2™ to take a pH reading.
10. Each time the program prompts you with the ML? prompt, add 3–5 mL NaOH to the vinegar. Record
on a sheet of paper the amount added. Enter the amount into the calculator. (Stir the vinegar briefly
with the glass stirrer at this point if you are not using a magnetic stirrer.) Wait a few seconds to allow
the reading to stabilize, and then press TRIGGER to take a pH reading.
11. After 18–20 mL of NaOH have been added, or the solution has reached a pH of about 5, decrease the
amount of NaOH that you add to the vinegar to 1–2 mL per reading. Be sure to record the amount
added for each reading. When the display shows that the pH 9, the NaOH has neutralized the
acetic acid in the vinegar. In Table 1, record the amount of NaOH you have added up to this point.
12. Discard the solution in the beaker and wash the beaker. Rinse the pH probe and set the
equipment back in place. Repeat steps 5–12 for the two additional brands of vinegar.

DATA TABLE
Brand or type of vinegar

Amount of vinegar used 35 mL 35 mL 35 mL
mL of NaOH used to reach a pH of 9

Molarity (mol/l) of acetic acid in vinegar
Percentage of acetic acid in vinegar
13. Determine the molar concentration of CH3OOH in each solution of vinegar using the equation:
M1V1 M2V2. Record your answers in the Data Table.
M1 1.00 M NaOH M2 molar concentration of CH3OOH
V1 volume (in mL) of NaOH used V2 volume (in mL) of vinegar used in
in the titration to reach a pH of 9 each titration
14. Use the molar concentration of CH3OOH in the solution to determine the amount of moles of
CH3OOH in the 35 mL sample of vinegar. Then, convert the moles of acetic acid to grams using
48
the formula moles CH3OOH grams CH3OOH.
1 mol CH3OOH
Analysis
(Forty-eight is the gram formula mass of CH3OOH.) Convert grams of CH3OOH to mL by using vinegar’s density:
1.001 gram/mL. Then divide your result by 35 mL to calculate the percentage of CH3OOH in the vinegar. Record your
answers in the Data Table.
15. Sometimes chemists test levels of acidity in solutions because they need a solution with a particular level of
acidity to use in an experiment. Suppose that you tested two vinegar solutions and found them to have
acidity levels of 3% and 10%. But you need three liters of 6% acetic acid solution. Write a system of
equations and solve it to find out how many liters of each solution you should mix to make the 6% solution.
16. How many moles of NaOH does it take to neutralize one mole of CH3OOH? Using the data for two of the
solutions of vinegar, find the number of moles per liter of NaOH (x) and the number of moles per liter of
CH3OOH (y) used at the point of neutralization. Graph a line based on these data points. The slope of the
line should equal the number of moles of NaOH it takes to neutralize one mole of CH3OOH.
NAME _________________________________________ DATE ______________ PERIOD _____
Lab 37 Projectile Motion

Lab 37
Objectives
• Use the Texas Instruments Calculator-Based Laboratory System (CBL 2™)
to measure flight time and height of a projectile.
• Model a projectile’s motion algebraically using a quadratic equation.
• Analyze the trajectory of a projectile in motion using quadratic equations.
Recommended Time
1 class period
Materials
• buckets of water (15)
• goggles (15 pairs)
• toy water rockets and launchers (15)
• CBL 2™ and compatible calculator with a unit-to-unit cable (15)
• Vernier CBL motion detectors (15) (Note: the Vernier CBL motion detector
is not included with the CBL 2™ unit. Information about purchasing
Vernier CBL motion detectors is provided on the TI Web site.
Preparations
Toy water rockets are available at most toy shops and hobby shops.
Teaching the Lab

• If possible, the rockets should be launched straight up, not at an angle,
because the motion detector detects motion in a limited range and because
students are collecting data on height and time.
• Students may need to repeat flights of the rocket if they have difficulty
launching the rocket so that it will remain in range of the motion detector.
• You may wish to have students download their graphs into a computer
and print them out.
• If students need help in assembling the CBL 2™ system, you can refer
them to the CBL 2™ System Guidebook.

NAME _________________________________________ DATE ______________ PERIOD ____


11. Answers will vary.
highest height: several feet
time elapsed: 2–3 seconds
time elapsed from beginning to end of flight: 4–5 seconds
Analysis
12. Answers will vary. Students should recognize that the time up and the
time down were almost equal to each other.
13. Answers will vary, but students should recognize that the velocity of the
rocket is included in their equations in the same position that the
variable b appears in the equation y ax2 bx c.
14. Answers will vary, but students should algebraically reach the same
answers they recorded in their data collection. Students should show
their work.
15. Answers will vary, but students should reach the same answer using
both methods. Students should show their work.

Will a projectile continue to fall faster and faster toward Earth? Does the
size or shape of a projectile affect its motion? How does the air affect a
projectile moving through it? Choose a question and answer it using
reference materials and through experimentation. Write a brief report
explaining the answer to the question.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Lab 37
What do a baseball, a jumping ballerina, and a rocket
have in common? Each goes up into the air and comes
back down again. At least temporarily, anything that
is thrown or launched into the air is a projectile.
The path followed by a projectile is called a trajectory.
Figure 1 shows the shape of the trajectory of a toy
rocket. The motion of the projectile is up and then
down. Figure 2 shows the size and direction of the
vertical velocity of a toy rocket at different moments
along its trajectory. The rocket’s upward velocity
begins to decrease immediately after launch and the
rocket begins to slow down. Then, for an instant at
the highest point of its trajectory, it stops moving
because its upward velocity is zero. The rocket
immediately begins to fall and its downward velocity
increases as it falls.
As you can see, the downward trajectory of the rocket
mirrors the shape of the upward trajectory. The entire
trajectory forms the shape of a parabola. (Baseballs
flying through the air also follow a parabola-shaped
path.) In this experiment, you will collect data about

Figure 1
the motion of projectiles and use your data to model a
projectile’s motion algebraically.
Objectives
• Use the Texas Instruments Calculator-Based
Laboratory 2 System (CBL 2™) to measure flight
time and height of a projectile.
• Model a projectile’s motion algebraically using a
quadratic equation.
• Analyze the trajectory of a projectile in motion using
quadratic equations.
Materials
• bucket of water
• toy water rocket and launcher
• CBL 2-compatible calculator with a unit-to-unit
cable
• Vernier CBL motion detector
• goggles
• CBL 2™ unit
Figure 2

NAME _________________________________________ DATE ______________ PERIOD ____

Procedure
A. Set Up
1. Read through the procedure and decide who will be responsible for each
step. One person must operate the rocket, and one person must operate
the CBL 2 and calculator. Both partners must wear goggles during this
experiment.
2. Set up your CBL 2™ system. Use the unit-to-unit link cable to connect
the CBL 2™ unit to your calculator. Use the I/O ports located on the
bottom edge of each unit.
3. Connect the motion detector to the SONIC port on the left side of the
CBL 2, and place the motion detector on the ground in an open area,
facing up.
4. Download or enter the HIKER program from the disk accompanying your
CBL 2™ Experiment Workbook or from the TI Web site.
5. Fill the water rocket to the level line shown on the rocket’s body.
Make sure to fill the rocket to the same level during each flight in the
experiment.
6. Attach the pump/launcher to the rocket as shown in the
manufacturer’s directions.

B. Rocket Launch
7. Pump the pump/launcher 10 times. Caution: do not exceed 20 pumps
or the maximum number suggested by the manufacturer,
whichever is lower. Be sure to hold the rocket and pump/launcher
so that the rocket is not directed toward yourself or another
person. While the rocket operator is pumping, the CBL 2 operator should
turn on the CBL 2 and start the program HIKER on the CBL 2-compatible
calculator.
8. At the prompt, the CBL 2 operator should press ENTER to start the
graph. The motion detector will start clicking. The rocket operator should
then launch the rocket over the motion detector, being careful to keep the
rocket in the motion detector’s beam.
9. Observe the flight of the rocket. If the falling rocket seems likely to hit
the motion detector, move the motion detector out of the way—but don’t
move the motion detector until the rocket has clearly begun to fall.
Retrieve the rocket and repeat steps 5–9 if necessary.

NAME _________________________________________ DATE ______________ PERIOD _____

Lab 37
10. The HIKER program will save the time and height (distance) data to
lists L2 and L3 on the calculator. When the program is finished, it will
generate a graph of the data.
11. Your graph will contain a downward-facing parabola. Trace the parabola
by pressing TRACE and moving the cursor with the arrow keys. Find the
highest height the rocket reached and the time it took to reach that
height. Then find the time elapsed from the beginning of the flight to the
end. Remember that x time elapsed in seconds, while y height in
feet.
highest height:
time elapsed:
time elapsed from beginning to end of flight:
Analysis
12. Did your graph support the statement that the time for a projectile to
reach its highest point is equal to the time for the projectile to fall back
to Earth? Explain.
13. The flight of a projectile can be described by the equation

h vt 16t2, where h height (distance), t time, and v initial
upward velocity. What was the initial upward velocity of the rocket?
14. Use the formula h vt 16t2 to determine how long the rocket should
have stayed in the air and what its height should have been at the
middle of its flight. Show your work on the lines below. Then check your
work against your data of how long the rocket actually stayed in the air
and what its height actually was at the middle of its flight.

NAME ________________________________________ DATE ______________ PERIOD ____

15. The height of the rocket can also be described by the function
h(t) vt 16t2. Find the height of the rocket after 3 seconds.
Then, divide the polynomial in the function by t 3 to illustrate
the remainder theorem. Show your work on the lines below. Then check
your work by tracing your graph on the calculator to find the
value y when x 3.

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 38 Tracking Hurricanes

Objectives
• Plot the paths of two hurricanes.
• Compare the paths of two hurricanes.
• Use the distance formula to find the distance between the starting
and ending points of the hurricanes.
Recommended Time
1 class period
Lab 38
Materials
• red and blue pencils (15–30 of each)
Teaching the Lab

• This activity could be assigned as an independent assignment,
homework, or as a cooperative project done with two students in
each group.

Sample map:
Hurricane Tracking Chart
45°
45
Hurricane A
Hurricane B 40°
40
Norfolk
(x2, y2)
Cape Hatteras 35°
35
North latitude
(x2', y2' )
New Orleans 30°

30
(x1, y1)
Miami 25°
25
20°
20
(x1', y1' )
90°
90 85°
85 80°
80 75°
75 70°
70 65°
65 60°
60 55°
55 50°
50
West longitude
Lab 38 159LM13-1 Science and Math Lab Manual

NAME _________________________________________ DATE ______________ PERIOD ____

Analysis
4. Coordinates may vary slightly. 38°N, 75°W; 36°N, 75°W
5. Coordinates may vary slightly. 25.5°N, 77°W; 26°N, 80°W; 29.5°N,
90°W
6. North
7. Hurricane A: d 9.05°, about 1,005 km
Hurricane B: d 31.5°, about 3,497 km
8. Hurricanes do not generally move in a straight path. Using the
distance formula only gives you the distance between two points.
Because the hurricanes turn and change direction, the actual
distance traveled is greater than the distance between the
beginning and end points.
Have students do research to find the coordinates of a more recent
hurricane. They can add the path of the more recent hurricane to
their maps.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Hurricanes are violent storms that form over water in the zone of the
Trade Winds. Hurricanes produce strong winds, high seas, and heavy
rain. If they reach land, they do great damage.
It’s important to follow the path of a hurricane. The U.S. Weather
Bureau begins to report a hurricane watch when a hurricane reaches a
position where it seems likely to endanger land areas. The watch
begins a few days before the hurricane is expected to reach land. A
Lab 38
hurricane warning is different—in a hurricane warning, all
precautions should be taken immediately to protect life and property.
In this activity, you will use a coordinate grid to keep track of two
hurricanes. Then you will use the distance formula to find the distance
between the starting points and ending points of the hurricanes.
Objectives
• Plot the paths of two hurricanes.
• Compare the paths of two hurricanes.
• Use the distance formula to find the distance between the starting
and ending points of the hurricanes.
Materials
• pencils (red, blue)
Procedure
1. On the hurricane tracking chart in the Data and Observations
section, use the red pencil to plot the path of Hurricane A for each
day. Use the data in Table 1.
2. On the same tracking chart, plot the path of Hurricane B for each
day. Plot the path with the blue pencil. Use the data in Table 2.
3. Circle the beginning and the end point on the path of each
hurricane.

NAME _________________________________________ DATE ______________ PERIOD ____

TABLE 1. Hurricane A
Date Position (at 7:00 A.M.)

(September, 1967) Latitude Longitude
9 27.5°N 79°W
10 30.5°N 77.5°W
11 36°N 71°W
12 36°N 66°W
13 36.5°N 64.5°W
14 37.5°N 65.5°W
15 38.5°N 68°W
16 38°N 74.5°W
17 36°N 76°W
TABLE 2. Hurricane B

Date Position (at 7:00 A.M.)
(August–September, 1965) Latitude Longitude
29 19.5°N 63.5°W
30 22.5°N 65.5°W
31 23°N 66.5°W
1 21°N 67°W
2 23.5°N 70°W
3 26°N 73°W
4 28°N 75°W
5 28.5°N 76°W
6 29.5°N 76°W
7 25.5°N 78°W
8 25.5°N 81°W
9 26.5°N 87°W
10 29.5°N 90.5°W
11 33°N 92°W

NAME ________________________________________ DATE ______________ PERIOD _____

Analysis
4. At which coordinates did Hurricane A hit land? (Note: There may
be more than one pair of coordinates.)
5. At which coordinates did Hurricane B hit land? (Note: There may

be more than one pair of coordinates.)
Lab 38
6. In which general direction, north or south, do hurricanes move?
7. Use the distance formula to calculate the distance between the

starting and ending points of each hurricane. Multiply your
answer in degrees by 111 km per degree to determine the distance
in kilometers.
8. Is the distance formula helpful for analyzing how far a hurricane

travels? Why or why not?

NAME ________________________________________ DATE ______________ PERIOD ____

North latitude
45°
40°
35°
30°
25°
20°
50°
55°
60°
65°
70°
West longitude

75°
Cape Hatteras
Norfolk
80°
Miami
85°
90°
New Orleans
Hurricane Tracking Chart

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 39 A Mathematical Look at Cell Size

Objectives
• Build cell models.
• Use formulas to determine the surface area, volume, and mass of
each cell model.
• Use ratios to determine the relationship between the surface area
and volume of each cell model.
and mass of each cell model.
Recommended Time
1 class period
Materials
• photocopies of 3 cell models (included in student pages (15))
• white glue (15 bottles)
Lab 39
• scissors (30)
• balance (several)
• coarse sand (1 bag)
• small scoops (several)
Preparations
• If possible, photocopy the cell models on heavy paper. The heavier
the paper, the sturdier the models will be and the less likely they
will be to break when filled with sand.
Teaching the Lab

• Have students work in pairs. Each member of the pair should
participate in assembling the models, calculating measurements
and ratios, and recording data.
• Refer students to the figure on page 64 so that they know how to
assemble the models. Remind students that they should imagine
that there is a sixth side to the models.
• Encourage students to carefully fold and glue their cell model, as
this will affect the accuracy of their mass measurement.

NAME _________________________________________ DATE ______________ PERIOD ____

TABLE 1
Measurements of Cell Models
Cell size Total surface area of cell:

(length of Area for one face: (area of one face) Volume of cell: Mass of cell
one side, s) A = s2 (the total number of faces) A = s3 (grams)
1 1 6 1 Answers
2 4 24 8 will
4 16 96 64 vary.
TABLE 2
Ratios of Cell Model Measurements
Cell size (length of one side) Total surface area to volume Total surface area to mass
1 1.6:1 Answers will vary.
2 1.3:1 Surface-area-to-mass ratio

4 1.5:1 will decrease as size increases.
Analysis
7. The paper represents the cell membrane. The sand represents the
cytoplasm.
8. As a cell grows larger and accumulates more contents, it will
need more surface area to accommodate the growth. It will need
more cell membrane to get materials into and out of the cell.
9. As cells grow larger, surface-area-to-volume ratio gets smaller.
10. While answers for the surface-area-to-mass ratio will vary among
students depending on their mass measurements, students
should find the ratio also gets smaller.
11. the smallest cell
12. 27
13. 27 cells, each with s 1.
Investigate actual cell sizes by using a microscope. Use a micrometer
to measure the cell diameter, or estimate cell size from the size of the
microscope’s field of view.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Like all cells, the cells in your body are continuously dividing to make
new cells. This process allows your body to continue growth, form
reproductive cells, and repair tissues. Cells generally grow until they
reach a certain size and then divide. Why don’t cells continue to grow
indefinitely? To answer this question, apply formulas about surface
area, volume, and mass to cell models of various sizes.
Objectives
• Build cell models.
• Use formulas to determine the surface area, volume, and mass of
each cell model.
and volume of each cell model.
and mass of each cell model.
Lab 39
Materials
• photocopy of 3 cell models
• white glue
• scissors
• balance
• coarse sand
• small scoop

NAME _________________________________________ DATE ______________ PERIOD ____

Procedure
1. Work with a partner to build models of cells. Cut out the three cell
models. Fold and glue together all sides of each model. You will
have three structures that resemble open boxes, as shown below.
Imagine that each cell model has a sixth side and is a closed box.
These models represent a cell at three different stages of growth.
The model that is1 unit to a side represents the earliest stage of
growth. The model that is 4 units to a side represents the latest
stage in growth.
top open

glue
sides
2. Use the formulas in Table 1 to calculate the area for one face, the
total surface area, and the volume for each cell model. In each
formula, s represents the length in number of units of one side of
your model. Record your calculations in Table 1.
3. Carefully fill each cell with sand.
4. Determine the mass of each sand-filled cell model by using the
balance. Record the masses in the last column of Table 1.
5. Calculate the ratio of total surface area to volume for each cell
model. To do this, divide the cell’s total surface area by its volume.
Record your answers in Table 2.
6. Calculate the ratio of total surface area to mass for each model
cell. To do this, divide the cell’s total surface area by its mass.
Record your answers in Table 2.

NAME ________________________________________ DATE ______________ PERIOD _____


TABLE 1
Measurements of Cell Models
Cell size Total surface area of cell:

(length of Area for one face: (area of one face) Volume of cell: Mass of cell
one side, s) A = s2 (the total number of faces) A = s3 (grams)
TABLE 2
Ratios of Cell Model Measurements
Cell size (length of one side) Total surface area to volume Total surface area to mass
Lab 39
1
4
Cell Models
2 units
4 units 1 unit

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
7. What parts of your cell model represent parts of an actual cell?
8. As a cell grows larger and accumulates more contents, will it

need more or less cell membrane to survive? Explain your answer.
9. As a cell grows larger, does the surface-area-to-volume ratio get

larger, get smaller, or remain the same?
10. As a cell grows larger, what happens to the surface-area-to-mass

ratio?

11. Which cell model has the greatest surface-area-to-volume and
surface-area-to-mass ratios?
12. How many cells with s 1 fit into a cell with s 3?
13. Which has more total surface area, one cell with s 3 or 27 cells,
each with s 1?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 40 The Effect of a Solute on Freezing Point

Objectives
• Use the Texas Instruments Calculator-Based Laboratory 2 System
(CBL 2™) to measure temperature.
• Determine the effect of solute concentration on the freezing point of
a solute.
• Show the relationship between amount of solute in a solution and
freezing point by graphing data points in a scatter plot and drawing
a line of best fit, or regression line, using a CBL 2™ compatible
calculator.
• Write a prediction equation based on data points.
Recommended Time
1 class period
Materials
• aprons (30) • rubber bands (15)
• goggles (30) • ketchup cups (30) with lids (15)
• notebook paper (75 sheets cut in half) • paper punches (15)
• shaved or crushed ice • balances (15)
• NaCl • CBL 2™ units (15)

• TI temperature probes (15) • TI-GRAPH LINK (optional) (15)
• CBL 2™ compatible calculator with unit-to-unit cable (15)
Lab 40
Preparations
Use shaved or crushed ice, not ice cubes.
Teaching the Lab

• Make sure that students have read and understood the purpose,
procedure, and safety precautions for this laboratory before they
proceed.
• Remind students not to overload the calorimeter with ice. The top
must fit securely on the calorimeter.
• Remind students that they must work quickly with the ice/calorimeter
combination. If they work too slowly so that no ice remains in the
calorimeter, the addition of more NaCl will not give the expected
decrease in temperature.

NAME _________________________________________ DATE ______________ PERIOD ____


Answers may vary slightly.
Mass of calorimeter (with lid) 2.34 g
Mass of calorimeter and ice 17.44 g
Sample Data Table
Reading Reading Reading Reading Reading Reading

1 2 3 4 5 6
NaCl mass (g) 0 0.25 0.50 0.75 1.00 1.25
Temperature (°C) 1 2.2 3.0 4.2 5.0 6.1
Moles of NaCl 0 0.0043 0.0085 0.013 0.017 0.021
Moles of ions 0 0.0086 0.017 0.026 0.034 0.042
Moles of ions/ 0 0.57 1.1 1.7 2.3 2.8
kilogram of ice
20. Using the sample data in the table results in an equation of

y 1.7726007413252x 1.081011953496 for the regression
line. With this equation, students would find a temperature of
8.2°C for 4 moles of ions per kilogram of ice.

Analysis
21. As NaCl was added, the temperature of the mixture decreased.
22. As more NaCl was added, more ice melted.
23. As more NaCl was added, the freezing point of the solution decreased.
• Research the effect of a solute on boiling point, and design an experiment
that measures that effect.
• Research the importance of boiling point and freezing point in cooking
and preparing food. Use your research and what you have learned about
the effect of a solute on boiling and freezing points to explain something
about the preparation of food. For example, you might want to explain
why ice cream does not freeze into a solid block. Or, you could explain
why cooks often add salt to water before they boil it.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Pure water freezes at 0°C at standard atmospheric pressure. At this
point, the vapor pressures of liquid water and solid water are the same.
If there is a nonvolatile compound—a compound that will not evaporate
unless it is boiled—dissolved in the water, however, the solution will
not freeze until the temperature is lower than 0°C. Only at a lower
temperature will the vapor pressure of the solid equal the lowered
vapor pressure of the liquid. Freezing point lowering, like boiling point
elevation, is dependent only on the concentration of solute particles, not
on the kind of solute that is used.
Objectives
• Use the Texas Instruments Calculator-Based Laboratory System
• Determine the effect of solute concentration on the freezing point of a
solute.
• Show the relationship between amount of solute in a solution and
freezing point by graphing data points in a scatter plot and drawing a
line of best fit, or regression line, using a CBL 2™ compatible calculator.
• Write a prediction equation based on data points.
Materials
• apron • rubber band
• goggles • ketchup cups (2) with lid (1)
Lab 40
• 5 half sheets of notebook paper • paper punch
• shaved or crushed ice • balance
• NaCl • CBL 2 unit
• TI temperature probe • TI-GRAPH LINK (optional)
• CBL 2-compatible calculator with a unit-to-unit cable
Procedure
A. Calorimeter
hole made
1. Prepare five samples of NaCl. Use the by hole puncher
balance to measure each sample. Make
sure that each sample has a mass of ketchup cup lid
0.25 g, and place the samples on separate pieces
of paper. inner ketchup cup
2. Construct a plastic calorimeter—a device for
measuring heat changes. Put a rubber band rubber band
around the middle of one ketchup cup and then
place this cup inside a second ketchup cup. See
Figure 1 at right. Use a paper punch to make a outer ketchup cup
hole in the lid of a ketchup cup.

NAME _________________________________________ DATE ______________ PERIOD ____

3. Use the balance to measure the mass of the empty calorimeter and
its lid. Record the mass in the Data and Observations section.
4. Set up your CBL 2™ system. Use the unit-to-unit link cable to connect
the CBL 2™ unit to your calculator. Use the I/O port located on the
bottom edge of the unit.
5. Connect the temperature probe to Channel 1 (CH1) on the top edge
of the CBL 2 unit. Download or enter the HEAT program from the
disk accompanying your CBL 2™ Experiment Workbook or from the
TI Web site.
B. Temperature Changes
6. From this point on, you must work quickly. Read through steps 8–13
before beginning the next step so that you will be prepared for action.
Decide with your partner how you will work together to complete each
step smoothly.
7. Fill the calorimeter with crushed ice and replace the lid. Remove some
ice if the top does not fit snugly.
8. Measure the mass of the calorimeter with its lid and ice. Record this
mass in the Data and Observations section.
9. Insert the temperature probe through the hole in the calorimeter top.

Start the program HEAT on the calculator. Enter 10 when the
program prompts you for the amount of time to wait between each
reading. After you enter the time between points, wait to press ENTER
again until the program prompts you to do so. After you press ENTER ,
the CBL 2 will collect data every ten seconds for six minutes. Observe
the variations in temperature on the calculator display as data is
collected. Record the first temperature in the Data Table under
Reading 1.
10. After the CBL 2 has taken six temperature readings, open the
calorimeter and add one of the prepared NaCl samples. Replace the
cover and the temperature probe. Swirl the calorimeter to mix the
contents until the NaCl is completely dissolved. Remove the cover
very briefly to check.
11. After every sixth temperature reading, repeat step 10 with another
NaCl sample. Because the CBL 2 will take six readings per minute,
you must add NaCl once every minute. Observe the ice as more NaCl
is added.
12. The calculator will save the temperature data in list L4. View the
list of temperature data by pressing STAT 1. Use the arrow keys
to move to list L4 and to move up and down. Record the lowest
temperature reading for each change in NaCl mass in the Data Table.

NAME ________________________________________ DATE ______________ PERIOD _____

13. For each reading, convert grams of NaCl to the number of moles of
NaCl and record the results in the Data Table. Use the formula
1 mol NaCl
grams NaCl mol NaCl
gfm NaCl
Gfm refers to gram formula mass. The gram formula mass for
NaCl is 68.5.
14. For each reading, calculate the number of moles of ions
(moles NaCl 2 ions/mole). Record the results.
15. Calculate the mass, in grams, of ice you started with and convert
to kilograms.
16. Complete the Data Table for moles of ions per kilogram of ice in
each reading.
17. Enter the six readings for temperature and moles of ions/kilogram
of ice into the STAT list editor. (Be sure to clear the existing lists first.)
Use column L1 for moles of ions/kilogram of ice and column L2 for
temperature.
18. Draw a scatter plot using the data you entered in step 17. First,
change the window parameters. Use a viewing window of [0, 3] by

[6.5, 0.5] with Xscl .5 and Yscl .5. Then press 2nd
[STAT PLOT]. Press 1 to select Plot 1. After checking to be sure
that the Xlist is L1 and the Ylist is L2, press ENTER and GRAPH .
Lab 40
19. Draw a line of best fit. Press STAT and then select the CALC menu.
Select LinReg (ax b) and then press ENTER . The variable a displayed
on the calculator is the slope of the line of best fit. Press Y = and VARS .
Select Statistics (5) and then use the right arrow key to highlight EQ.
Select RegEQ and press ENTER and GRAPH .
20. Use the TRACE feature to predict the temperature of the mixture
for 4 moles of ions/kilogram of ice. (You will need to adjust the
viewing window first.)

NAME ________________________________________ DATE ______________ PERIOD ____


Mass of calorimeter (with lid): g
Mass of calorimeter and ice: g
DATA TABLE
Reading Reading Reading Reading Reading Reading

1 2 3 4 5 6
NaCl mass (g) 0 0.25 0.50 0.75 1.00 1.25
Temperature (°C)
Moles of NaCl
Moles of ions
Moles of ions/
kilogram of ice
Analysis
21. What happened to the temperature of the mixture as NaCl was added?

22. What happened to the amount of ice remaining as NaCl was added?
23. What conclusion can you draw from the answers you gave to
questions 21 and 22?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 41 Rates of Diffusion of Gases

Objectives
• Measure the distances two gases move.
• Use inverse relations to calculate the masses and velocities of two
gases.
• Compare the two ratios.
Recommended Time
1 class period
Materials
• concentrated HCl • concentrated NH3
• test tubes (30) • solid stoppers (30)
• goggles (30 pairs) • aprons (30)
• clear plastic straws (30) • double-ended cotton swabs (15)
• one-hole rubber stoppers (30) • 250-mL beakers (15)
• metric rulers (15) • clear tape
• scissors (15 pairs)
Preparations
• Do not allow students to handle the supply bottles of concentrated
acid and base. Instead, for each pair, prepare 0.5-mL samples in
small, stoppered test tubes.
• Keep samples in a fume hood to prevent escape of vapor into the
room.
• Plastic straws must be clear. Students will not be able to observe
the white ring through an opaque straw.
• Prepare proper waste receptacles for solutions and disposable
equipment before the lab begins.
Teaching the Lab Lab 41

• Caution: Have students put on goggles and aprons before
beginning the lab. Both HCl and NH3 can cause skin burns;
irritate eyes, nose, and lungs; and damage clothing.
• You may want to point out to students that while all particles of
matter are in motion, gas molecules exhibit the greatest amount of
motion.
• Air currents can affect the results of this experiment. Make sure
windows are closed and no fans are running.
• Have on hand a bottle of NaHCO3 to neutralize an HCl spill. Have
2M acetic acid for NH3 spills.
NAME _________________________________________ DATE ______________ PERIOD ____

• Disposal: All solutions, water, and excess acid should be mixed

together to neutralize. The waste solution should be collected in a
polyethylene dishpan or similar container devoted to that purpose.
Retain the solutions until the end of the period or day. In the fume
hood, set up a hot plate with a 1-L or 2-L beaker. Pour the collected
solutions into the beaker. Turn the hot plate on low and allow the
beaker to heat with the hood running and the hood door closed. The
liquids and volatiles in the mixture will evaporate, leaving dried
chemicals. Allow the beaker to cool. Continue to add solutions and
2
waste until the beaker is full. Treat the waste as heavy metal
3
waste. Dispose of the beaker and its dry contents in an approved
manner. Soak the swabs in water before disposing of them. The
straws can be discarded without any treatment.
• Provide students with the molecular mass of HCl and NH3 listed below.

1. Distance NH3 moved 18 cm 2. Distance HCl moved 11 cm
3. Molecular mass of NH3 17 g/mole 4. Molecular mass of HCl
36 g/mole
Analysis
(Sample data are used.)

d1 18
5. The ratio is , or 1.64.
d2 11
1.64
distance NH3 moved 18 cm
distance HCl moved 11 cm

m2(HCl)
6. Using the information from #1, 1.64. Thus,
m1(NH3)
m2(HCl)
1.642 2.7.
m1(NH3)
2 m (HCl) 36
Using the known values, 2.1.
m1(NH3) 17
7. (Students should be able to hypothesize that the lighter gas, NH3,
will diffuse faster than the heavier gas, HCl.) The molecules of NH3
had the greater velocity. The molecules of HCl have the greater
mass. Lighter molecules move faster than more massive ones.
8. The distance a gas moves is inversely proportional to the square root
of the mass of gas molecules; the greater the mass of the molecules,
the smaller the distance the molecules move in a given time.
Hydrogen gas is the most abundant element in the universe. Oxygen
gas is a relatively rare element in the universe. On Earth, hydrogen
is never found uncombined. Oxygen makes up about one-fifth of
Earth’s atmosphere. Use Graham’s law to explain this difference
between the two gases on Earth.
NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Even if you are in another room, you can tell when someone has sliced a
lemon or an onion in the kitchen because particles of the lemon or onion
move through the air. This movement of particles of one substance
through another medium (in this case, lemon or onion particles through
air) is called diffusion. While all particles have the same kinetic energy
(KE) at a given temperature, not all particles diffuse at the same rate.
Heavier particles move more slowly than lighter particles.
1
KE mv2
2
where m equals mass and v equals velocity.
Graham’s law states that if two gases are under the same
temperature and pressure, the rates of diffusion of those gases will be
inversely proportional to the square root of the ratio of their masses.

v1 m2

v2 m1
In this lab, you will observe a reaction between two gases and use
inverse relations to determine the relationship between molecular
mass and rate of diffusion.
Objectives
• Measure the distances two gases move.

• Use inverse relations to calculate the masses and velocities of two
gases.
• Compare the two ratios.
Materials
• goggles • tightly stoppered test tube with HCl
solution
• apron • tightly stoppered test tube with
NH3 solution
• clear plastic straws (2) • double-ended cotton swab (1)
• one-hole rubber stoppers (2) • 250-mL beaker (1)
Lab 41
• metric ruler (1) • clear tape
• scissors
Procedure
Cut
1. Be sure to wear safety goggles and a lab apron
during this experiment. Caution: Concentrated
HCl and NH3 burn the skin and damage clothing. NH3
turns the skin black. Handle both liquids with care.
If spills occur, notify your teacher immediately.
2. Cut one straw and push it into the other as Tape
shown at the right. Cover the joint of the straws

with clear tape.
3. Fill a 250-mL beaker half full with tap water. Join by pushing together. Then tape.

NAME _________________________________________ DATE ______________ PERIOD ____

4. Cut a double-ended cotton swab in half and mount

each half in a one-hole rubber stopper as shown at Cut
the right. Make sure both swabs extend the same
length from the stoppers.
5. Attach the joined straws to the lab table with two
pieces of clear tape. Label one end HCl and the
other end NH3.
6. Remove the stoppers from test tubes. Replace the
solid stoppers with the one-hole stoppers holding the swabs.
7. Gently swirl the tubes to wet the tips of the swabs. Be careful not
to wet the stoppers. Remove stoppers with swabs from the test
tubes and replace them with the solid stoppers.
8. Hold the swabs by the stoppers and insert the swabs into opposite
ends of the joined straws at the same time. Be sure you match
each swab with the appropriate label at the end of the straw.
9. Do not disturb the straw or the swabs while the reaction takes
place. (It may take 3 to 5 minutes.) When the HCl and NH3 com-
bine, they react to form a white substance. You will observe a white
ring at the point on the straws where the HCl and NH3 meet.
10. Use a marker to mark the straw at the site of the reaction.
11. Mark the straw to locate the tip of each cotton swab.
12. Remove the swabs from the straw and place them in the beaker

of water.
13. Measure the distances from the point of the end of each swab to
the mark for the reaction ring. Record these distances in the Data
and Observations section.
14. Check with your teacher on the disposal of all materials.

1. Distance NH3 moved cm 2. Distance HCl moved
cm
3. Molecular mass of NH3 g/mole 4. Molecular mass of HCl
g/mole
Analysis
5. Since both gases moved through the straw in the same amount of
time, substitute the distance (d) each gas moves for the velocity of
the gas,

d1 m2
. Calculate the ratio of the rates of diffusion.
d2 m1
6. What is the ratio of the mass of HCl and NH3? Compare your
experimental ratio with the ratio of molecular mass. How close is
your experimental value?
7. Which molecules had the greater velocity? greater mass?
8. Describe in words how m and d are in inverse variation.

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 42 Determining the Order of a Chemical Reaction

Objectives
• Measure the effect of a reactant concentration on the reaction rate.
• Calculate the natural logarithms and inverses of a reactant’s
concentration.
• Graph data for one reactant and use them to deduce the reaction
order.
Recommended Time
2 class periods
Materials
• 0.15M Na2S2O3 (Dissolve 37.2 g of Na2S2O3 5H2O in enough water
to give 1 L of solution.)
• 6M HCl (Add 500 mL of concentrated HCl to 400 mL of distilled
water and then dilute to give 1 L of solution.)
• aprons (30) • white paper
• goggles (30) • clock or watch with second hand,
• 96-well microplates (15) or stopwatch
• microtip pipets (45) • paper towels
• distilled water • solid NaHCO3
Teaching the Lab

• Caution students to be very careful when handling HCl—it
is extremely corrosive! Do not allow the solution to come
into contact with skin or clothing. If contact does occur,
rinse with plenty of water. If the acid contacts skin, apply
solid NaHCO3 to neutralize the acid.
• Before proceeding, be sure students have read and understood the
purpose, procedure, and safety precautions for this laboratory activity.
• Have students work in pairs. The lab should take 2 class periods,
but students will likely need additional time to complete the
calculations and graphs.
• One or more of the lower concentrations of thiosulfate solution in
Part 1 (wells A1 through A3) may be skipped to save time. The
reactions in these wells often take 10–12 minutes to show
obliteration of the x.
• Remind students to remove the reacted solutions from the wells
immediately after the reaction has been timed. Remind them not to
wait until the entire experiment has been completed to remove the
Lab 42
used reaction mixtures. If they wait, it will be impossible to get the

reaction mixture out of the microplate.
• Collect pipets students have used to withdraw liquid from each
well. Dispose of chemicals in accordance with local, state, and
federal regulations.
NAME _________________________________________ DATE ______________ PERIOD ____

Data and Observations From Table 1
1
S2O32 drops Time (s) In (S2O32 drops) (S2O 2 drops)
3
2 240 0.69 0.50
3 180 1.1 0.33
4 120 1.4 0.25
5 95 1.6 0.20
6 75 1.8 0.17
7 58 2.0 0.14
8 42 2.1 0.13
9 36 2.2 0.11
10 30 2.3 0.10
11 24 2.4 0.091
12 22 2.5 0.083
Analysis

13. a. Drops of S2O32– b. Ln (drops of S2O32–) c. 1/(S2O32– drops)
versus Time versus Time versus Time
13.0 2.6 0.52
12.0 2.4 0.48
11.0 0.44
2.2
10.0 0.40
2.0
Ln (S2O32– drops)
9.0 0.36
1/(S2O32– drops)
S2O32– (drops)
8.0 1.8 0.32

7.0 1.6 0.28
6.0 1.4 0.24
5.0 0.20
1.2
4.0 0.16
1.0
3.0 0.12
2.0 0.80 0.080
1.0 0.60 0.040
0.0 50 100 150 200 250 0.0 50 100 150 200 250 0.0 50 100 150 200 250
Time (seconds) Time (seconds) Time (seconds)
1
14. a. For the S2O32 solution, the graph of versus
(drops of S2O32)
time gave the best straight line.
b. second order
Sulfur forms gradually, and noting the time of its first appearance or
when it stops forming would be difficult. However, observing when the
“x” disappears provides a point that can be compared in the course of
each reaction. Determine the relative rates of the reactions by
comparing the times needed to reach the point when the “x” disappears.
NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
In most cases, the concentrations of the reactants in a chemical
reaction affect how quickly the reaction takes place. The following
expression describes the reaction rate in many reactions:
reaction rate K(A)m(B)n
reaction rate K(concentration of A)m(concentration of B)n
The order of the reaction, indicated by the exponents m and n,
describes how the concentration of each reactant affects the rate. The
only way to determine the order of a reaction is to experiment. Each
reactant must be tested separately. In this lab, you will test just one
reactant in the following reaction:
S2O22(aq) 2H(aq)→ S(cr) SO2(g) H2O(l)
You will vary the concentration of S2O32 and keep the concentration
of H constant. Then you will calculate natural logarithms and
inverses of the concentrations of S2O3 against the time it takes for the
reaction to occur. You will graph your data and use the shape of the
graph to determine the order of the reaction with respect to S2O32.
Objectives
• Measure the effect of a reactant concentration on the reaction rate.
• Calculate the natural logarithms and inverses of a reactant’s

concentration.
• Graph data for one reactant and use them to deduce the reaction
order.
Materials
• apron
• goggles
• 96-well microplate
• microtip pipets (3)
• distilled water
• white paper
• clock or watch with second hand, or stopwatch
• paper towel
• 0.15M Na2S2O3
• 6M HCl
Procedure
Lab 42
Caution: HCl is extremely corrosive. Wear goggles and an

apron while completing this laboratory. Do not allow this
solution to come into contact with your skin or clothing. If
contact does occur, rinse the affected area with plenty of
water. If the acid comes into contact with skin, apply solid
NaHCO3 to neutralize the acid.
NAME _________________________________________ DATE ______________ PERIOD ____

1. Arrange your microplate so that the lettered rows are to the left
and the numbered columns are at the top. A series of increasingly
more concentrated S2O32 solutions will be prepared in row A.
Wells in row B will contain a constant concentration of H.
2. Add 1 drop of S2O32 to well A1. Add 2 drops of S2O32 solution
to well A2. Continue to add S2O32 solution to the wells in row A,
increasing the amount added to each well by 1 drop, until you’ve
added 12 drops to well A12.
3. Add 11 drops of distilled water to well A1. Continue to add
distilled water to the wells in row A, decreasing the amount
added to each well by 1 drop, until you’ve added 1 drop of
distilled water to well A11. Do not add water to well A12.
4. Add 5 drops of HCl solution to each well in row B (wells B1
through B12).
5. Write a small “x” on a sheet of white paper. Place well A12 over
the “x.” Be prepared to observe the well over the “x” and start
timing the reaction in seconds the moment the solution from row
B is added.
6. Draw up in a microtip pipet all of the solution in well B12. Add
the solution from well B12 to well A12. Start timing immediately

but go on to step 7.
7. To thoroughly mix the two solutions, draw up the mixture in well
A12 and immediately return it to well A12.
8. Observe the mixture in well A12 from above. When the “x” is no
longer visible through the liquid, stop timing and record the time
elapsed in Table 1 in the Data and Observations section.
9. Withdraw all the liquid from well A12 in a pipet and give the
pipet to your teacher to discard. Empty the well immediately, or
clean-up will be impossible. Rinse well A12 with distilled water
from the pipet and discard the rinse water in the same way that
you discarded the first solution.
10. Repeat steps 6 through 9 for each pair of wells A11–B11 through
A1–B1. Be sure to place the well with the reacting solutions
directly over the “x.”
11. Rinse the microplate with distilled water and dry it with a paper
towel.

NAME ________________________________________ DATE ______________ PERIOD _____

TABLE 1
Varying S2O32 with Constant H+
Well Number: A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12
S2O32 drops
Time (seconds)
Analysis
12. Set up and complete Table 2, which should look like the example
but have 12 rows. (For purposes of this experiment, take all data
to two significant digits.)
TABLE 2
Data from Table 1
1
S2O32 drops Time (s) In (S2O32 drops) S2O 2 drops
3
1
13. Prepare the following graphs and draw the best-fitting line for each.
a. Plot time in seconds on the x-axis and drops of S2O32 solution on
the y-axis.
b. Plot time in seconds on the x-axis and the natural logarithm of
drops of S2O32 solution on the y-axis.
1
c. Plot time in seconds on the x-axis and on the
drops of S2O32
y-axis.
Lab 42

NAME ________________________________________ DATE ______________ PERIOD ____

14. Use the table below to deduce the order of the reaction for
S2O32.
Straight-line Graph Order
Drops vs. time Zero order
Natural log drops vs. time First order
1/drops vs. time Second order
a. Which of the three graphs for the S2O32 solution provided the
best straight line as its best-fit line?
b. What is the order of the reaction with respect to S2O32?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 43 Symmetry in Parabolas and Animals

Objectives
Lab 43
• Identify the symmetry of a variety of organisms.
• Relate symmetry in organisms to lines of symmetry in parabolas.
Recommended Time
1 class period
Materials
• photocopy of Figure 1 for each student (30)
• grid paper (30 sheets)
Teaching the Lab

• Have students work individually in this lab.

Answers for the Data Table will vary, depending on how students
display each organism on a grid.
Sample Data Table
Axis of Vertex Focus Directrix

Organism Symmetry Parabolic formula
symmetry
Horseshoe bilateral 4 7 9
2x2 4
y 2 x0 0, 4 0, 222
y 522
Crab 25 16 16
4 7 9
Turtle bilateral y 2
25 x 6 x0 0, 6 0, 4
16 y 7
16
8 7 25
Scorpion bilateral y 2
25 x 7 x0 0, 7 0, 6
32 y 7
32
5 1 1 1 9
Dog bilateral y 8x2 122 x0 0, 12 2 0, 12
10 y 12
10
7 3 11
Sea Star bilateral y 2
50 x 4 x0 0, 4 0, 2
14 y 5
14
5 1 4
Skate bilateral y 2
16 x 6 x0 0, 6 0, 55 y 65
7 55 9
Millipede bilateral y 19x2 6 x0 0, 3 0, 2
64 y 3
64
• Make a list of other animals that exhibit symmetry.
• Research information about how the behavior of an organism is
affected by symmetry.

NAME ________________________________________ DATE ______________ PERIOD ____

Student Worksheet
Introduction
Think of an imaginary line beginning at the top of your head, running
between your eyes, and continuing down the center of your body. The
part of your body that is to the right of this line mirrors the part of
your body to the left of it. Organisms that can be divided into mirror-
image halves along a central plane are bilaterally symmetrical.
Organisms with parts that radiate from a central point or from a
central axis have radial symmetry.
You can find many examples of symmetry in nature. You’ve
encountered symmetry in mathematics. Take another look at
symmetry as you do this lab.
Objectives
• Identify the symmetry of a variety of organisms.
• Relate symmetry in organisms to lines of symmetry in parabolas.
Materials
• photocopy of Figure 1 (1)
• grid paper (1)

Procedure
1. Study the organisms drawn in Figure 1. Identify the type of
symmetry that characterizes each organism’s body plan and record
it in the Data Table. Draw a line through the center of each
organism to help you make the identifications.
2. Use the following information to categorize the organisms. Then
record your observations in the Data Table.
• Can the organism be divided along any plane into roughly equal
halves? If so, classify the organism as radially symmetrical.
• Can the organism be divided along only one line going through
its center to form mirror-image halves? Then the organism is
bilaterally symmetrical.
3. Display each of the organisms in Figure 1 as a parabola. Carefully
cut out each drawing and place it on grid paper. Place the
organism’s line of symmetry along the y-axis with the widest
horizontal part along the x-axis. Label the uppermost point on the
y-axis the vertex, and draw a parabola that curves around the
organism. Repeat this procedure for the rest of the organisms in
Figure 1.
4. Determine a formula for the parabolas and record each formula in
the Data Table. Identify the axis of symmetry, the vertex, the
focus, and the directrix.
NAME ________________________________________ DATE ______________ PERIOD _____

Figure 1
Lab 43
millipede
sea star
horseshoe crab
turtle
skate
dog
scorpion

NAME _________________________________________ DATE ______________ PERIOD ____

DATA TABLE
Axis of
Organism Symmetry Parabolic formula Vertex Focus Directrix
symmetry
Horseshoe
Crab
Turtle
Scorpion
Dog
Sea Star
Skate
Millipede

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 44 Measuring Densities of Pennies

Objectives
• Use arithmetic series to predict the densities of groups of pennies.
• Determine the densities of pennies minted before 1982.
• Compare the densities of pennies minted before 1982 and after 1982.
Recommended Time
1 class period
Lab 44
Materials
• 40 pre-1982 pennies (400)
• balances (10)
• 50-mL graduated cylinders (10)
• paper towels (various amount available for drying and spills)
• 20 colored pencils (2 different colors per group)
Preparations
• Have students work in groups of three.
• The zinc-core penny was minted for the first time in 1982, but not
all pennies of that year had the new composition. To ensure that
all the more recent coins have the zinc core, avoid using 1982 and
1983 coins.
• If you are unable to find 40 pre-1982 pennies for each group, you
might want to make up sets with fewer pennies or have groups
exchange coins.
Teaching the Lab

• Masses of pennies will vary. Students should not evaluate density
on the basis of one determination of mass and one determination
of volume.
• Volume should be measured with the smallest graduated cylinder
that has an internal diameter great enough to allow free passage
of the coins.
• If necessary, remind students that the value they obtain for the
slope of each graph line is equivalent to the value for density.
Density g/mL
mass
volume
• Inaccuracy in measuring volume is most likely when few coins are
used. This is the reason that no fewer than five coins are used at
onetime. If a graphing program is available, its use in preparing
graphs and finding the slope of graph lines will help to minimize
the effects of measurement errors.

NAME _________________________________________ DATE ______________ PERIOD ____


Sample tables
TABLE 1
Pre-1982 Pennies
Number of Pennies Mass (g) Total Volume in Cylinder (mL) Net Volume of Pennies (mL)
5 13.5 21.5 1.5
10 31.5 23.5 3.5
15 40.5 24.5 4.5
20 54.1 26.0 6.0
25 68.5 27.5 7.5
30
35
40
TABLE 2

Post-1982 Pennies
Number of Groups Mass (g) Total Volume in Cylinder (mL) Net Volume of Pennies (mL)
0 0 20 0
1 12.6 21.5 1.5
2 25.2 23.0 3.0
3 37.8 24.5 4.5
4 50.4 26.0 6.0
5 63.0 27.5 7.5
6 75.6 29.0 9.0
7 88.2 30.5 10.5
8 100.8 32.0 12.0
Arithmetic
Sequence an n(12.6) an 20 n(1.5) an n(1.5)
Equation

NAME ________________________________________ DATE ______________ PERIOD _____

Analysis
1.–2.
70
60
50
Mass (g)
40
30
Lab 44
Pre-1982 coins
20
Post-1983 coins
10
0
0 1 2 3 4 5 6 7 8 9
Volume (mL)
3. Both graphs give a linear relationship between the mass of the

pennies and the volume of the pennies. The graphs differ in the
slopes of the lines.
4. Answers will vary but the slope of the line for the pre-1982 pennies
should approximate the value for the density of copper (8.92 g/mL).
Using the sample data, the slope is 9.17. The slope of the line for
the post-1982 pennies should approximate the value for the density
of zinc (7.14 g/mL). Using the sample data, the slope is 7.83.
5. The values represent the mass of the coins per unit volume (mL),
or density.
6. The density of copper is 8.92 g/mL. The slopes students find for
this line will vary but should be closer to the density of copper
than the slopes they find for the post-1982 coins.
Archimedes, a Greek mathematician and inventor of the second
century b.c., was commissioned by the king of Syracuse to find out
whether a crown that had been made for the king was fashioned from
pure gold or from a mixture of gold and silver, a less expensive metal.
Archimedes could not use chemical tests, for they would damage the
crown, yet he was able to find the answer to the king’s question. How
did he carry out the king’s request?
(Knowing that gold is denser than silver, Archimedes reasoned that a
given mass of gold would have a smaller volume than would an equal
mass of silver or mixture of gold and silver. Suddenly realizing that
water displacement is a means of determining volume, Archimedes
used this method to compare the volume of the crown with the volume
of an equal mass of gold. Because the crown displaced more water
than pure gold, Archimedes knew the crown was not pure gold.)

NAME _________________________________________
________________________________________ DATE ______________ PERIOD ____

Student Worksheet
Introduction
Today’s penny is quite different from the penny of a decade ago. Before
1982, pennies were made of an alloy of copper. Since then, they have
been made with an outside coating of copper and an inner core of a
different metal. Differences in the composition of the pennies have
resulted in different characteristics, including density, or mass per unit
of volume. In this experiment, you will determine and compare the
densities of pennies minted before and after 1982, and use your data to
try to identify the metal used in the core of pennies minted after 1982.
Objectives
• Use arithmetic series to predict the densities of groups of pennies.
• Determine the densities of pennies minted before 1982.
• Compare the densities of pennies minted before 1982 and after 1982.
Materials
• 40 pre-1982 pennies • 50-mL graduated cylinder
• paper towels • 2 different colored pencils
• balance

Procedure
A. Mass
1. Find the mass of 5 pennies. Record the mass in Table 1 in the
Data and Observations Section.
2. Add 5 more pennies to the first group and obtain the mass of
these 10 pennies. Record the mass.
3. Repeat step 2, each time adding 5 more pennies to those already
on the balance, until you have used all 40 pennies.
B. Volume
4. Fill a 50-mL graduated cylinder to the 20-mL mark with water. Be
sure to use the bottom of the meniscus to measure the water level.
5. Still working with the same set of 40 pennies, gently drop 5 of the
pennies into the graduated cylinder. Record the new water level
in Column 2 of Table 1.
6. Add 5 more pennies to the graduated cylinder, making a total of
10 pennies. Record the water level in the table.
7. Add 5 more pennies to the cylinder and record the water level.
8. Repeat step 7 until you have added all 40 pennies of the set to the
cylinder. Record the volume after each addition.
9. Discard the water. Dry the pennies with a paper towel and either
pass them to another group to use or give them to your teacher.
10. Find the net volume of each group of pennies by subtracting 20
mL from the total volume recorded for each group (column 3).
Enter the net volume for each group in column 4 of Table 1.
NAME ________________________________________ DATE ______________ PERIOD _____

11. Table 2 lists information for post-1982 pennies. The data in

columns 2–4 follow an arithmetic sequence. For each column,
determine the equation that represents the arithmetic sequence
shown. Record the equations at the bottom of Table 2.
12. Using the data in Table 2, predict the mass, total volume, and net
volume for 6, 7, and 8 groups of pennies. Record your data in Table 2.
Lab 44
TABLE 1
Pre-1982 Pennies
Number of Pennies Mass (g) Total Volume in Cylinder (mL) Net Volume of Pennies (mL)
10
15
20
25
30
35
40
TABLE 2
Post-1982 Pennies
Number of Groups Mass (g) Total Volume in Cylinder (mL) Net Volume of Pennies (mL)
0 0 20 0
1 12.6 21.5 1.5
2 25.2 23.0 3.0
3 37.8 24.5 4.5
4 50.4 26.0 6.0
5 63.0 27.5 7.5
Arithmetic
Sequence
Equation

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
1. Construct a graph of your results. Using a colored pencil, plot the
data for the pre-1982 pennies first. Let the y-axis reflect the mass
of the pennies. Plot the net volume of the pennies on the x-axis.
Then draw the best-fitting straight line (the straight line that
connects as many points as possible).
2. On the same graph, plot the data for the post-1982 pennies using
a different colored pencil. Draw the best-fitting straight line.
3. How do the graphs compare? Describe their similarities and
differences.

4. Find the slope of each line.
Slope: pre-1982 pennies
Slope: post-1982 pennies
5. What do the slope values represent?
6. The density of copper is 8.92 g/mL. How does this value compare
with the slope of the line for the pre-1982 pennies?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 45 How Does Temperature Affect Mealworm

Metamorphosis?
Objectives
• Observe the four stages of the life cycle of the mealworm, Tenebrio.
• Conduct an experiment to test the effect of temperature on the
development of a mealworm from the pupa to the adult stage.
• Determine the standard deviation for the number of days it takes an
adult mealworm to emerge at room temperature and at 30°C.
Recommended Time
• 1 class period, then five minutes a day until all adult mealworms
have emerged (about two weeks)
Materials
Lab 45
• samples of mealworms (egg, larva, pupa, adult) (8 of each)
• CBL 2™ and compatible calculator with a unit-to-unit cable
• mealworm pupae (of same age) (32) • stereomicroscopes (8)
• wax marking pencils (8) • plastic vials (32)
• foam plugs (32) • incubator (at 30°C)

• TI temperature probe
Preparations
• Start a large mealworm culture in a five-gallon bucket. Fill the bucket
1 2
to full of bran meal. Place 25 to 30 mealworms, acquired from a
2 3
pet shop or biological supply house, in the bucket on top of the bran meal.
Crinkle paper towels to cover the bran. Place 4 to 5 apple or potato slices
on top of the paper towels. Change the slices every week or so.
• To ensure that each student’s pupae are the same age, culture the
larvae until they pupate and collect the pupae daily. New pupae are
white; they turn yellowish-brown as they mature.
• If you prefer, purchase mealworm larvae or pupae from a biological
supply house.
Teaching the Lab

• Have students work in groups of four.
• After adult mealworms emerge and are recorded, students can add them
to the culture pail.
• Students may be confused by the different names used for mealworms.
Tenebrio is the genus name. Mealworm and darkling beetle are common
names for the same insect.
• If students need help in assembling the CBL 2™ system, you can refer
them to the CBL 2™ System Guidebook.
NAME _________________________________________ DATE ______________ PERIOD ____

Metamorphosis?

Answers may vary.
SAMPLE TABLE 1
Tenebrio Metamorphosis
Temperature Starting date Length of time for emergence (days)
Room temp. A 12
Room temp. B 14
30°C A 6
30°C B 8
SAMPLE TABLE 2
Calculations
Temperature Total number of days Total number of pupae Mean time for
for entire class for entire class emergence
Room temp. 206 16 13

(21°C)
30°C 115 16 7
Analysis
9. Based on the above data, the standard deviation for the number
of days it takes an adult mealworm to emerge either at room
temperature or at 30°C is 1 day.
10. An increase in temperature decreased the length of time for
metamorphosis.
11. Many observations are more accurate than only a few. The pupae
may not all be exactly the same age, so an average age is used.
The experiment called for each group to have two vials for each
temperature so that more data would be gathered—if only one
vial was used, there would be only eight samples for the entire class.
• Repeat the investigation with other insects, such as Drosophila, to
see if temperature affects their metamorphosis.
• Design an experiment to test the effect of temperature on other
stages in the life cycle of Tenebrio.

NAME ________________________________________ DATE ______________ PERIOD _____

Metamorphosis?
Student Worksheet
Introduction
Many living things exist in different forms throughout their life cycles.
Metamorphosis is the process of changing from one form to another.
Some insects, such as moths, mealworms, and beetles, undergo
complete metamorphosis, existing as egg, larva, pupa, and adult forms.
The mealworm, Tenebrio, is an excellent insect for the study of
complete metamorphosis.
Objectives
• Observe the four stages of the life cycle of the mealworm, Tenebrio.
• Conduct an experiment to test the effect of temperature on the
development of a mealworm from the pupa to the adult stage.
Lab 45
• Determine the standard deviation for the number of days it takes an
adult mealworm to emerge at room temperature and at 30°C.
Materials
Egg
• samples of mealworms (egg, larva, pupa, adult) Larva
• mealworm pupae (of same age) (4)

• wax marking pencil
• stereomicroscope
• plastic vials (4)
• foam plugs (4)
• incubator (at 30°C)
• CBL 2™ compatible calculator with
a unit-to-unit cable
• TI temperature probe Pupa
Procedure Adult
1. Examine samples of the four stages of mealworms under the stereomicroscope. Identify
each sample using the chart of the life cycle of Tenebrio.
2. With your marking pencil, label the four plastic vials Room Temp. A, Room Temp. B, 30°C
A, and 30°C B. These labels indicate the temperature at which the pupae will be stored.
Label them also with your name (or group name) and the date.
3. Place one pupa in each of the four vials and stopper with foam rubber plugs. The foam
plugs will allow the insects to breathe.
4. Store your vials at their proper temperatures with those of the rest of the class. Record
the starting date in Table 1.
5. Set up your CBL 2™ system. Use the unit-to-unit link cable to connect the CBL 2™ unit
to your calculator. Use the I/O port located on the bottom edge of the unit.
NAME ________________________________________ DATE ______________ PERIOD ____
Lab xx How Does Temperature Affect Mealworm

Lab 45
Metamorphosis?
6. Connect the temperature probe to Channel 1 (CH1) on the top edge of the CBL 2
unit, and turn on the CBL unit and the calculator. Download or enter the HEAT
program from the disk accompanying the CBL 2™ Experiment Workbook or
from the TI Web site. Take the room temperature and record it in Table 2.
7. Check your vials daily for the presence of adult mealworms. When you observe an
adult in a vial, record in Table 1 the number of days needed for metamorphosis.
Follow your teacher’s directions for disposing of mealworms.
8. When metamorphosis of all the mealworms is complete, compile the class data
and complete Table 2. Calculate the average time for emergence by dividing the
total number of days by the total number of pupae.

TABLE 1
Tenebrio Metamorphosis
Lab 45
Temperature Starting date Length of time for emergence (days)
Room temp. A
Room temp. B

30°C A
30°C B
TABLE 2
Calculations
Temperature Total number of days Total number of pupae Mean time for
for entire class for entire class emergence
Room temp. ( °C)
30°C
9. Determine the standard deviation for the number of days it takes

an adult mealworm to emerge at room temperature and at 30°C.
10. How did an increase in temperature affect the time needed for
metamorphosis?
11. Why might the class mean be a more accurate measurement of the
time for metamorphosis than your data alone? Why did the experiment
call for you to use two vials for each temperature?

NAME _________________________________________ DATE ______________ PERIOD _____
Lab 46 Wind Power and Box-and-Whisker Plots

Objectives
• Construct a device to measure wind speed.
• Measure the wind speed at different times during the day for a week.
• Display measurements in a box-and-whisker plot.
• Determine if wind is a good source of energy in your area.
Recommended Time
2 class periods; students collect data three times a day over a one-week
time period.
Materials
• stiff cardboard (10 sheets)
• glue or paste
• sheet of grid paper (10)
• magic marker, any color (10)
• needle, long enough to go through ball (10)
• nylon line (10 pieces, 30 cm each)
• table tennis ball (10)

• scissors (10 pairs)
Preparations
Lab 46
• Gather materials.
• Check the area around the school building to find the best place for
students to take their measurements of wind speed.
Teaching the Lab

• Have students work in groups of three or four, with students sharing the
data collection task.
• Students should work together to construct the wind speed device. All
group members should take the first set of measurements together so they
each use the same technique in subsequent measurements. Verify that
students are holding their devices level when they collect their first set of
data.
• Students should use care when coloring the nylon line so that they don’t
inadvertently color the protractor.

NAME _________________________________________ DATE ______________ PERIOD ____


SAMPLE DATA TABLE
Date/Time Wind Speed Wind Speed Date/Time Wind Speed Wind Speed
(°) (km/hr) (°) (km/hr)
10 13 10 13
20 19.2 10 13
15 16 10 13
15 16 15 16
20 19.2 15 16
20 19.2 15 16
10 13 10 13
Analysis
Sample responses
8. 13 13 13 13 13 13 16 16 16 16 19.2 19.2 19.2

9. 16
10. upper quartile, x 17.6
lower quartile, x 13
11. GV 19.2
LV 13
12.
13 14 15 16 17 18 19 19.2
LVQ1 Q2 Q3 GV
13. Answers will vary. For the sample data provided, wind power would be a
practical source of electricity because the speed of wind is constantly
above 12.8 km/hr.
Have students find out more about how wind energy is converted to electric
energy. Ask them to research whether or not wind is a practical source of
energy for your area.

NAME _________________________________________ DATE ______________ PERIOD _____

Student Worksheet
Introduction
Some of the sun’s energy combines with the rotation of the Earth to produce
wind. Sometimes, people can use wind power to turn turbines and produce
electrical energy. In order to use the wind as a source of energy, there must
be a steady source of wind, usually of a constant speed of at least
12.8 kilometers per hour.
Objectives
• Construct a device to measure wind speed.
• Measure the wind speed at different times during the day for a week.
• Display measurements in a box-and-whisker plot.
• Determine if wind is a good source of energy in your area.
Materials
• stiff cardboard
• glue or paste
• sheet of grid paper (1)
• magic marker, any color (1)
• needle, long enough to go through ball (1)
• nylon line (30 cm)

• table tennis ball (1)
• scissors
Lab 46
Procedure
1. Cut out the protractor in Figure 1 and glue it to the cardboard.
90
90
Center
80
80
70
70
Nylon line
60
60
50
50
40
40
30
30
20 20
10 0 10
Figure 1
NAME _________________________________________ DATE ______________ PERIOD ____

2. Thread the nylon line through the needle and pull the thread through the
center of the table tennis ball.
3. Tie a knot in the end of the nylon line and glue it to the ball. Glue the
free end of the nylon line to the spot marked center on the protractor.
4. Color the nylon line with the magic marker.
5. Test the device by setting it alongside the edge of a flat surface. If it is
level, the line should cover the 0° mark.
6. Select the windiest area around the school to measure the wind speed.
Hold the device level and face the wind. Allow the wind to move the table
tennis ball. See Figure 2. The angle made by the nylon line will be the
wind speed in degrees. Measure the angle to the nearest 5° and record it
in the Data Table.
7. Use the Conversion Table to
convert your angle measure to
km/hr. Write the converted
measure in the Data Table.
Wind direction
Figure 2

NAME ________________________________________ DATE ______________ PERIOD _____


DATA TABLE
Date/Time Wind Speed Wind Speed Date/Time Wind Speed Wind Speed
(°) (km/hr) (°) (km/hr)
CONVERSION TABLE
Angle km/hr
0 0.0
5 9.6
10 13.0
15 16.0
Lab 46
20 19.2
25 20.8
30 24.0
35 25.6
40 28.8
45 32.0
50 33.6
55 36.8
60 41.6
65 46.4
70 52.8

NAME ________________________________________ DATE ______________ PERIOD ____

Analysis
8. Arrange your data in numerical order.
9. Find the median for your data.
10. Find the quartiles for your data.

11. Find the upper and lower extreme values for your data.
12. Draw a box-and-whisker plot for your data.
13. Use your data to analyze whether or not your area would be a good area
for using wind to produce electricity.

Appendix: TI-83/84 Programs
PROGRAM:PH AxesOn
{6,0/}→L1:Send(L1) 5→Xmin
1→Xmin:2→Xmax:1→Ymin:2→Ymax 50/→Xmax
GridOff 5→Xscl
AxesOff 2→Ymin
LabelOff 14→Ymax
PlotsOff 1→Yscl
FnOff ClrList L4,L5
ClrDraw ClrHome
Text(1,16,"TEXAS INSTRUMENTS") {6,0/}→L1
Text(8,30/,"CBL SYSTEM") Send(L1)
Text(15,10/,"EXPERIMENT WORKBOOK") {1,0/}→L1
Text(29,36,"PH V2.0/") Send(L1)
Text(36,3,"(EXPERIMENT C1,C2,C4,C5)") {4,1,1,1,13.662,3.80/7}→L1
Text(50/,6,"PRESS [ENTER] ON TI-83" Send(L1)
Pause {1,1,1,0/,0/,1}→L1
ClrHome Send(L1)
Disp "TURN ON THE CBL." ClrDraw
Output(4,10/,"[ENTER]") Lbl L
Pause ClrHome
Full Disp "ENTER NUMBER"
ClrHome Disp "OF SAMPLES"
Disp "NOW CHECKING THE" Input C
Disp "CALCULATOR-CBL" If C 1 or C ≠ int(C):Goto L
Disp "LINK CONNECTION." C→dim(L4
Disp "PLEASE WAIT...." ClrHome
{1,0/}→L1 {3,0/,1,6}→L1
Send(L1) Send(L1)
{0/}→L2 Disp "PLEASE ALLOW"
Lbl M Disp "SYSTEM 30/"
{7}→L1 Disp "SECONDS TO"
Send(L1) Disp "WARM UP"
Get(L2) Output(6,10/,"[ENTER]")
If dim(L2)1 and L2(1)0/ Pause
Then ClrHome
ClrHome Disp "PRESS TRIGGER"
Disp "***LINK ERROR***" Disp "TO COLLECT"
Disp "PUSH IN THE LINK" Disp "PH READINGS"
Disp "CORD CONNECTORS" For(I,1,C,1)
Disp "FIRMLY THEN HIT" Get(L4(I))
Disp "[ENTER]." Disp "ML?"
Pause Input D
Goto M D→L5(I)
End Pt-On(L5(I),L4(I))
Disp "" End
Output(6,1," STATUS: O.K." max(L5)→Xmax
Output(8,10/,"[ENTER]") (.1)*Xmax→Xmin
Pause Plot1(xyLine,L5,L4)
Func Text(7,1,"P")
ClrHome Text(14,1,"H")
ClrDraw Text(55,78,"ML")
© Glencoe/McGraw-Hill 207 Science and Mathematics Lab Manual

PROGRAM: HIKER AxesOn
{6,0/}→L1:Send(L1) ClrList L2,L3
1→Xmin:2→Xmax:1→Ymin:2→Ymax 0/→Xmin
GridOff 6→Xmax
AxesOff .1→Xscl
LabelOff 0/→Ymin
PlotsOff 20/→Ymax
FnOff 1→Yscl
ClrDraw 60/→dim(L2
Text(1,16,"TEXAS INSTRUMENTS") 60/→dim(L3
Text(8,30/,"CBL SYSTEM") seq(I,I,.1,6,.1)→L2
Text(15,10/,"EXPERIMENT WORKBOOK") {6,0/}→L1
Text(29,30/,"HIKER V2.0/") Send(L1)
Text(36,18,"(EXPERIMENT M1)") {1,0/}L1
Text(50/,6,"PRESS [ENTER] ON TI-83" :Send(L1)
Pause {1,11,3}→L1
ClrHome Send(L1)
Disp "TURN ON THE CBL." ClrHome
Output(4,10/,"[ENTER]") Disp "PRESS ENTER"
Pause Disp "TO START"
Full Disp "GRAPH"
ClrHome Pause
Disp "NOW CHECKING THE" ClrDraw
Disp "CALCULATOR-CBL" Text(4,1,"DIST(FT)")
Disp "LINK CONNECTION." Text(51,78,"TIME(S)")
Disp "PLEASE WAIT...." {3,.1, 1,0/}→L1
{1,0/}→L1 Send(L1)
Send(L1) For(I,1,60/,1)
{0/}→L2 Get(L3(I))
Lbl M Pt-On(L2(I),L3(I))
{7}→L1 End
Send(L1) {6,0/}→L1
Get(L2) :Send(L1)
If dim(L2) 1 and L2(1)0/ Plot1(Scatter,L2,L3, )
Then Text(4,1,"DIST(FT)")
ClrHome Text(51,78,"TIME(S)")
Disp "***LINK ERROR***" Stop
Disp "PUSH IN THE LINK"
Disp "CORD CONNECTORS"
Disp "FIRMLY THEN HIT"
Disp "[ENTER]."
Pause
Goto M
End
Disp ""
Output(6,1," STATUS: O.K."
Output(8,10/,"[ENTER]")
Pause
Func
ClrHome
ClrDraw

PROGRAM: HEAT AxesOn
{6,0/}→L1:Send(L1) ClrDraw
1→Xmin:2→Xmax:1→Ymin:2→Ymax ClrList L3,L4
GridOff 10/→Ymin
AxesOff 90/→Ymax
LabelOff 10/→Yscl
PlotsOff {6,0}→L1
FnOff Send(L1)
ClrDraw {1,0/}→L1
Text(1,16,"TEXAS INSTRUMENTS") Send(L1)
Text(8,30/,"CBL SYSTEM") {1,1,1}→L1
Text(15,10/,"EXPERIMENT WORKBOOK") Send(L1)
Text(29,32,"HEAT V2.0/") 36→dim(L3
Text(36,18,"(EXPERIMENT 36→dim(L4
M5)") Lbl L
Text(50/,6,"PRESS [ENTER] ON TI-83" ClrHome
Pause Disp "HOW MUCH TIME"
ClrHome Disp "BETWEEN POINTS"
Disp "TURN ON THE CBL." Disp "IN SECONDS?"
Output(4,10/,"[ENTER]") Input T
Pause If T ≤ 0/:Goto L
Full 2*T→Xmin
ClrHome 36*T→Xmax
Disp "NOW CHECKING THE" T→Xscl
Disp "CALCULATOR-CBL" seq(I,I,T,36*T,T)→L3
Disp "LINK CONNECTION." ClrHome
Disp "PLEASE WAIT...." Disp "PRESS ENTER"
{1,0}→L1 Disp "TO START"
Send(L1) Pause
{0/}→L2 ClrHome
Lbl M {3,T,1,0/}→L1
{7}→L1 Send(L1)
Send(L1) For(I,1,36,1)
Get(L2) Get(L4(I))
If dim(L2)=1 and L2(1)=0/ Pt-On(L3(I),L4(I))
Then End
ClrHome ClrHome
Disp "***LINK ERROR***" Plot1(Scatter,L3,L4, )
Disp "PUSH IN THE LINK" DispGraph
Disp "CORD CONNECTORS" Stop
Disp "FIRMLY THEN HIT"
Disp "[ENTER]."
Pause
Goto M
End
Disp ""
Output(6,1," STATUS: O.K."
Output(8,10/,"[ENTER]")
Pause
Func
ClrHome
ClrDraw

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ISBN 13: 978-0-07-876070-9

ISBN: 0-07-876070-4 Science and Mathematics Lab Manual

Printed in the United States of America

* E = Earth Science L = Life Science P = Physical Science

* E = Earth Science L = Life Science P = Physical Science

Use of Labs Categorized by Textbook Chapter

Use of Labs Categorized by Textbook Chapter

Use of Labs Categorized by Lab Number

21 21–42 Lesson 1-5

22 25–82 Lesson 2-7

23 29–122 Lesson 4-8

24 13–16 Lesson 9-7

25 17–20 Lesson 10-4

26 21–24 Lesson 3-6

27 25–28 Lesson 4-7

28 29–32 Lesson 8-6

29 33–36 Lesson 9-7

10 37–40 Lesson 11-1

11 41–44 Lesson 1-7

12 45–48 Lesson 4-3 Lesson 6-3

13 49–52 Lesson 5-7 Lesson 6-6

14 53–56 Lesson 7-5 Lesson 11-2

15 57–60 Lesson 11-8 Lesson 1-7

16 61–64 Lesson 12-2 Lesson 13-6 Lesson 9-1 Lesson 5-1

17 65–68 Lesson 7-3 Lessons 7-7

18 69–72 Lesson 7-3 Lessons 7-7

19 73–76 Lesson 7-8 Lesson 8-5 Lesson 5-6

20 77–80 Lesson 11-3 Lesson 9-2 Lesson 9-4

21 81–84 Lesson 12-4 Lesson 2-7 Lesson 1-6

22 85–88 Lesson 3-7 Lesson 2-10 Lesson 4-7

23 89–92 Lesson 10-8 Lesson 8-5

24 93–96 Lesson 1-3 Lesson 2-1

25 97–100 Lesson 2-3 Lesson 5-3

26 101–106 Lesson 6-3 Lesson 10-3

27 107–110 Lesson 8-4 Lesson 12-10

28 111–116 Lesson 9-6 Lesson 12-3

29 117–120 Lesson 1-5

30 121–124 Lesson 3-5 Lesson 2-4

31 125–128 Lesson 6-6 Lesson 11-2

32 129–134 Lesson 7-2

33 135–138 Lesson 1-3

34 139–144 Lesson 3-2

35 145–148 Lesson 4-2

36 149–152 Lesson 5-2 Lesson 3-2

37 153–158 Lesson 8-5 Lesson 6-4

38 159–164 Lesson 10-5

39 165–170 Lesson 1-1

40 171–176 Lesson 2-5

41 177–180 Lesson 8-4

42 181–186 Lesson 9-5

43 187–190 Lesson 10-2

44 191–196 Lesson 11-2

45 197–200 Lesson 12-6

46 201–206 Lesson 12-9

Lab 1 Digestion of Fats

from any biological supply company or may be available in the school

Teaching the Lab

Lab 1 1 Science and Math Lab Manual