Read Science_ELP_spring_Year_7[1] text version

Christopher Whitehead Language College

Year 7 Science Extended Learning Project (ELP) Spring term 2012

Date given out: w/b 06/02/12 Date due: w/b 27/02/12

Help is available in the LRC, the LSC and at the department homework club which will be staffed all week at lunchtime and after school in room S22

Name ___________________________________ Learning Mentor Group ______ Science Teacher___________ Science Group ______

Dear Parents/Carers,

Welcome to the second Science CWLC Extended Learning Project. This ELP focuses on the PLTS skills that foster the students' independence, confidence, group work and the life-long skills related to science. We hope that these tasks support the learning that students undertake in the second half of the Spring term in an enjoyable way. We appreciate your support with the ELPs. Of course, some students will need more support at home than others while they develop their abilities to work independently, although we certainly don't expect you to spend hours on the projects yourself! We fully expect a wide range of abilities and skills from them. Students will be given guidance by their science teacher about how to complete the project. Help is available in the LRC, the LSC and at the science department homework club at lunchtimes and after school. It is important that they spend a little time each day over the week on their ELP, rather than leaving it all to the last minute. Depending on the group the student is in your teacher may direct you to do certain parts of the ELP. It is suggested that they follow the daily plan: Monday; Task 1 ­ Labelling diagrams/symbols

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Tuesday: Task 2 ­ Practical skills: Making an indicator and testing substances Wednesday: Task 3 ­ Interpreting and drawing graphs using solubility data Thursday: Task 4 ­ Handling data and calculating averages Friday: Task 5 ­ Using ICT skills researching information and producing a leaflet We welcome your feedback on your child's progress at home on the parent's section on the assessment page at the end of the ELP. Use the planner to make further comments if preferred.

Task 1a: Hazard Symbols Use the following words to name the hazard symbols shown below.

flammable, harmful or irritant, corrosive, toxic, oxidising, dangerous for the environment

Which hazard symbol means that the chemical would:· Attack and destroy living tissue including eyes and skin? _________________________________________ · Cause death by being swallowed, breathed in or absorbed through the skin? __________________________________________

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Task 1b: Changes of State

V The key shows how the

Key:

particles are moving in the particle pictures shown below. Label these particle pictures below with either: solid, liquid or gas, then label the arrows to describe the change of state in.

__________________________

__________________

_____________________ __

melting

Changes of state sublimation freezing condensation

evaporation

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Task 1c: Acids and Alkalis

Underneath each picture, write whether you think it is acidic, alkaline or neutral. You can use the internet for help.

Lemon juice is

Pure water is ........................ .

Soap is ........................ .

.......................

Toothpaste is .........................

Vinegar is ........................ .

Yogurt is .........................

Extension task: The same alkali (sodium hydroxide) can be found in both hair gel and oven cleaner. Explain why it is safe to put hair gel on your skin, but not oven cleaner.

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Task 3a: Acids and Alkalis ­ Too Much Acid

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Task 2a: Acids & Alkalis - Weak or Strong?

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Strong acid

Weak acid Neutral

Weak alkali

Strong alkali

Substance Soda water Car battery acid Soap Washing soda Stomach acid Oven cleaner Vinegar

pH 6 1 8 10 2 14 4

Description of weak or strong acid / alkali

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Task 2b Acids & Alkalis ­ Making Indicators

Chemicals that change colour in acids and alkalis are called indicators. We make them from the juice of some plants. They are useful because acids and alkalis often look the same and indicators turn a different colour when in an acid or an alkali. Choose a red fruit/vegetable/flower. Put some of the berries /leaves/petals into a dish and add a little water. Crush the berries /leaves/petals with a spoon/knife. Move the plant material to one side and take some of the juice produced into a separate container. Add some of the juices to a couple of drops of each of the household substances in task 1c (if near colourless/white) and note the colour produced. This could be done on a plate. Test some other liquids. (red cabbage works well as an indicator) Identify what colour your indicator will turn in an acid or an alkali from your results. Plant material used _________________________________

Substance tested

Colour with indicator

Is the plant material used suitable as an indicator? _____

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Task 3b: Solubilty (bar chart)

Rick had been studying solubility at school. His teacher has told him that different amounts of substances would dissolve in the same amount of water, but Rick thought it very unlikely. He decided to test it for himself. He measured how much salt he could dissolve in 100cm3 of water and then did the same with sugar and sodium bicarbonate. His results are shown below.

January 6th Dissolving things at home in 100cm3 of water Baking powder ­ 20g Sugar - 50g Salt ­ 35g

a) Draw a bar chart to show Rick's results b) List the three substances in order of increasing solubility, starting with the least soluble. c). Only one of the solubilities on the right can refer to each of the substances on the left. Join up the correct substances with their solubilities. The temperature is always 250C.

Substances

Substance A: 10g dissolves in 100 cm3 Substance B: 5g dissolves in 100 cm3 Substance C: 20g dissolves in 100 cm3 Substance D: 15g dissolves in 100 cm3 45g dissolves in 300cm3 80g dissolves in 400cm3 20g dissolves in 200cm3 25g dissolves in 500cm3

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Task 3c: Solubilty (line graph)

a) Plot these points on the graph paper, temperature on the Xaxis. Draw a smooth line of best fit (a curve actually). Make sure you label the axes, use your graph to answer the following questions. b) At what temperature would 40g of the solid just dissolve in 100cm3 water completely ______________ c) What would happen if 3g of the solid were stirred into 100cm3 of water at 200C? ________________________________ ______________________________________________ ______________________________________________ ______________________________________________

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Task 4 : Calculating averages and reliable results

Billie, We've got two handprints from a crime scene. The crime scene investigators have taken 5 measurements of the palm width of each print. Use the measurements to tell me if the two prints come from the same person. Tell me how you decided, how reliable you think your conclusion is, and why. I need a report typed up and on my desk by 7 in the morning.

The Measurements

Hand A Hand B

7.5cm 7.0cm

7.6cm 6.9cm

7.5cm 7.1cm

7.6cm 7.9cm

7.0cm 7.0cm

Ask your science teacher for help if cannot remember how to calculate averages. a) Give an average value for the width of each handprint. Hand A :- _________ Hand B :- ________

b) As above plus: identify and deal sensibly with any outliers. Outliers Hand A :- _____ Hand B :- ________ Hand B :- ________

New averages

Hand A :- _____

c) As above plus: explain in detail how reliable you think your conclusion is, and why. ________________________________________________________ ________________________________________________________ ________________________________________________________

__________________________________________________________________

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Task 5a Bunsen Burner Research Do an Internet search to find out the answers to the following:a) Which scientist is the Bunsen burner named after? ______________________________________________ b) In which country and in what year was it made? ____________________________________________ c) Who was the mechanic who made the first prototype? _____________________________________________ d) Which English chemist/physicist was known to have produced a similar device at an earlier date? _____________________________________________ e) What the later refinement added to the design which allowed the energy of the flame to be altered? _____________________________________________ For each piece of research record where you found the information from. e.g. the FULL web address www.website.co.uk/ref/eg or book publisher, title, year published and page no.

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Task 5b Instruction Leaflet Produce an instruction leaflet on how to use a Bunsen Burner safely. Explain how to get a working flame and a safety flame and the equipment you require when working with a Bunsen Burner. Leave the back page blank so you can stick your leaflet here. Check out the level ladder to aim for the higher levels.

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How will my ELP be marked?

Marks for effort will be recorded below:

Student grade OGSP Task 1. Labelling Diagrams Identify the hazard symbols, changes of state and acids and alkalis correctly from the pictures or a written description. Task 2. Practical Skills Recap universal indicator and pH. Making an indicator and testing household substances Task 3. Graphwork Interpreting information from a graph Drawing a bar chart Drawing a line graph Task 4. Handling Data Calculating the average of a set of results Analysing results and removing outliers (results that don't fit the pattern) to increase reliability Task 5. ICT Skills Answer questions by researching on the Internet Record the reference of the source used to find the answers so an examiner can check your work (full website address or book title, author and page no.) Produce a leaflet on how to use a Bunsen Burner safely. Although it is preferable to do this by computer it is not necessary.

Parent grade OGSP

Teacher Grade OGSP

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Your ELP will also be assessed here:

Student Comment

When you have completed the project your teacher will ask you to write a few words about your Science ELP. What skills have you developed, what do you enjoy about the project?

Target

How could you improve your project? What skills do you need to develop further? How might you do this next time?

Peer comment

Teacher Comment

Target

National Curriculum Level: Parent Comment

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Use the levels below to inform your planning and your work

To get a level: 3 You might have: · · · · · · · · · · · · · · · Label the hazard symbols and changes of state Identify which substances are acid, alkali or neutral using the chart provided Produce a basic leaflet on a Bunsen burner Identify the hazard symbol from the description given Give an average value for the width of each handprint Make an indicator Drawing a barchart of the solubility results Carry out some research on the Bunsen burner Explain why it is safe to put hair gel on your skin but not oven cleaner `Too much acid' questions Making an indicator and testing it with acids and alkalis Give an average value for the width of each handprint and identify and deal sensibly with any outliers. Drawing a bar and line graph of the solubility results and labelling both axes correctly Carry out detailed research on the Bunsen burner to answer all questions Give an average value for the width of each handprint and identify and deal sensibly with any outliers. Explain in detail how reliable you think your conclusion is, and why. Drawing a bar and line graph of the solubility results and labelling both axes correctly and answering question b in task 3c Carry out detailed research on the Bunsen burner to answer all questions and give full references of each source used Drawing a bar and line graph of the solubility results and labelling both axes correctly and answering questions b and c in task 3c Produce a detailed leaflet on how to use the Bunsen burner safely including the name of any apparatus used when working with a Bunsen, the gas the Bunsen uses and what the science is between the safety and working flame

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Science_ELP_spring_Year_7[1]

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