Year 7 Science Workbook

Name ……………………………………….

Class ……………………………………….
Strathfield Girls
High School Teacher ……………………………………….

EXPLORING
SCIENCE
 Contents Page
Lesson Pages Date Completed

1: Safety in the Science Laboratory 2–4

2: Laboratory Equipment 5–8

3: Measuring in Science 9 – 12

4: Presenting Data in Science

13
• Introduction

4: Presenting Data in Science

14 – 16
• Part A – Column Graphs

4: Presenting Data in Science

17 – 19
• Part B – Line Graphs

5: What Does Science Involve? 20 – 23

6: An Introduction to the Bunsen Burner 24 - 27

7: Using a Bunsen Burner 28

8: Designing a Controlled Experiment 29 – 31

9: Constructing an Experimental Record and

Performing an Experiment 32 – 33
• Class Activity 1

9: Constructing an Experimental Record and

Performing an Experiment 34 – 36
• Class Activity 2

10: Designing and Performing an Experiment 37 – 39

11: Exploring Science Review 40 – 41

Bookwork Marking Criteria Marks

Handwriting is neat 1

Book has been submitted for marking on time 1

All lesson topics have been completed 3

Total /5

1
Lesson 1: Safety in the Science Laboratory
A Science laboratory has many hazards (ways of being hurt), if you are not
careful. You can burn yourself on something hot, slip on a wet floor or damage
your eyes by splashing a chemical into them. To make working in the laboratory
safe for all students we have laboratory rules.
Activity: Complete the cloze passage exercise on the Science laboratory rules.
Word list: hand, hair, paper, look, laboratory, taste, safety, shoes, mix, test tube,
matches, beaker, teacher, nose, drink, Bunsen, never, spills, power, bun, always.

................. Rules for the Science Laboratory

1. Always line up outside the ………………… until the ………………… asks you to come inside.

2. Never eat or ………………… in a laboratory.

3. Never ………………… or sniff chemicals. Always fan smells to your ………………… with your

…………………. .

4. Wipe up any ………………… immediately.

5. Tie your ………………… back when working with the ………………… burner. If you have long hair,

tie it in a ………………… .

6. Never tamper with ………………… points.

7. ………………… run in the laboratory.

8. Always light the Bunsen burner with ………………… or a gas gun, never with burning

………………… .

9. Never ………………… down into a test tube or ………………… which contains chemicals or boiling

water.

10. ………………… wear closed-in ………………… when in the laboratory.

11. Never point a ………………… containing chemicals at a person.

12. Never ………………… chemicals at random as it might be dangerous.

2
Activity: Refer to the picture below to answer parts a and b.

Snapshot of a laboratory at
Unsafe Academy

a. Write THREE rules from page 2 that have not been followed in the laboratory scene above.

1. ………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………

b. List three OTHER unsafe activities shown in the laboratory picture and state the risk or danger
involved.

Unsafe activity Possible harm to yourself or others

Homework Activity
3
For each picture, write one safety rule that has not been followed.

a.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

b.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

c.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

4
Lesson 2: Laboratory Equipment

Introduction to Laboratory Equipment

In order to complete experiments, you have to use special laboratory equipment or apparatus. It is
expected that you know the names of each piece of equipment.

Activity:
Write the correct name for each piece of laboratory apparatus in the space provided.

Word list: test tube, wire gauze, beaker, conical flask, filter funnel, tripod, Bunsen burner,
retort stand, thermometer, measuring cylinder, evaporating basin, test tube rack.

5
Drawing Scientific Diagrams
Instead of drawing life-like, 3-dimensional pictures of the equipment as shown on the previous page, scientists
draw flat, 2-dimensional diagrams. The diagrams show the outline of the piece of apparatus only.
The rules for drawing Scientific diagrams are listed below.
 Use a pencil.
 Use a ruler for all straight lines.
 Label all pieces of equipment.
 If a section of the apparatus is open (e.g. the opening of a beaker) do NOT draw a line across it.
 All diagrams of an experimental set up should be roughly the size of a Post-it note.
Activity:
a. Use these rules to draw diagrams of the apparatus in the table below. Two diagrams have been
completed for you.
6
 Apparatus Diagram

Bunsen
burner

tripod and
wire gauze

conical
flask

test tube

funnel

beaker

b. A student separated dirt from dirty water using the process of filtration. A scientific diagram of
the equipment the student used is shown below.

Label the pieces of equipment drawn in the

diagram.

…………… ……………. 7
…………… …………….
……………
 c. A student set up some Science apparatus for heating water. She connected a Bunsen burner
to the gas tap on the desk. She placed a tripod over the Bunsen burner and then placed a
wire gauze on top of the tripod. Next, she half-filled a beaker with water and placed it on top
of the wire gauze.

Draw a scientific diagram to show how this equipment was set up in the box below.

Homework Questions:
1.
a.

What is wrong with the diagram above? Draw the correct diagram in the box provided.
……………………………………………………………………………………………………………………………………………………………

8
 ……………………………………………………………………………………………………………………………………………………………
b.

What is wrong with the diagram above? Draw the correct diagram in the box provided.
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………

2. Match the apparatus listed below with its use. Use the pictures of the different pieces of apparatus
to help you decide on the correct use. Write the letter for the correct use on the line next to the
apparatus name.

Apparatus Matching letter Correct use of the apparatus

thermometer (a) for filtering

…………………

measuring cylinder (b) for standing equipment on to heat it

…………………

Bunsen burner (c) a glass container with a pouring lip

…………………

test tube (d) to measure temperature

…………………

tripod (e) placed on top of a tripod to spread the heat

…………………

wire gauze (f) a glass container to hold small amounts of substance

…………………

beaker (g) for measuring the volume of liquids

…………………

filter funnel (h) for heating things

…………………

9
Lesson 3: Measuring in Science
Measuring is a very important part of Science. All measurements made in Science must be
accurate. Different pieces of equipment are used to measure different things. A measuring
cylinder, for example, is used to accurately measure volumes of liquids.
Activity:
The procedure written below provides instructions on how to use a measuring cylinder, however, some
information has been left blank. Choose from the following list of words to complete the procedure.
Word list: use, position, to, volume, choose, measuring, pour, read, place, water, flat
Procedure: How to use a measuring cylinder

Aim: ………………… learn how to use a measuring cylinder.

Equipment: Measuring cylinder, dropper, water.
Method:

1. ………………… the correct size ………………… cylinder.

2. ………………… some liquid into the cylinder until the level is almost to the ………………… wanted.

3. ………………… the cylinder on a ………………… surface.

4. ………………… yourself so that your eyes are level with the ………………… surface.

5. ………………… the volume from the bottom of the meniscus.

6. ………………… a dropper to fill the cylinder with the exact volume wanted.

The meniscus is the curve at

the surface of a liquid.

Take the reading from the bottom of

the meniscus. The reading on the
measuring cylinder above is 21.7 mL
Introduction to Reading Scales
On a piece of scientific equipment, the ‘scale’ refers to the series of lines (divisions) and numbers that
are increasing by fixed intervals.
10
Depending on the piece of equipment, the numbers could represent units
such as metres, litres, grams, degrees or seconds. For example, the scale on
the measuring cylinder (shown right) is in millilitres.
Question :
What is each division worth on the scale below? Each division is …….. units.

Measuring Length
Length is measured in metres (m) or centimetres (cm). It can be measured using a ruler.
Activity:
Measure each of the lines below with a ruler and record your readings (in cm) in the space provided.

(a) ___________________________________________ ……….

(b) _____________________ ……….

(c) ________________________________ ……….

(d) _______________ ……….

Measuring Volume
Activity:

11
For each of the measuring cylinder scales below, record the reading on the scale and the units in the
spaces provided. Volume is measured in millilitres (mL).

a) b)

………………. …………………

c) d)

……………….. …………………

12
Practical Activity: Reading volumes of water
Observe the different measuring cylinders containing coloured water. Use the instructions above to
find out the size of each division. Then read the volume of coloured water and record your results in
the table below.

Measuring
Smallest division (mL) Maximum reading (mL) Volume of water (mL)
cylinder

4
Measuring Temperature
Temperature is measured in degrees Celsius (°C) using a thermometer.
Activity:
Record the reading for each of the thermometer scales below.

13
Lesson 4: Presenting Data in Science
Introduction
Data is a collection of information usually gathered by observation, questioning or measurement.
Data is often organised in graphs so that people can read and interpret the data quickly.

Two common graphs used in Science are column graphs and line graphs. Both column
and line graphs have an x-axis (horizontal) and y-axis (vertical). Each axis must be
labelled so that we can see what they represent.

A graph also has a consistent scale. A consistent scale is a series of numbers that are increasing (or
decreasing) by equal amounts. The lines which are marked on a scale are called divisions. The
numbers are written on each major division and each major division is made up of a number of minor
divisions.
Questions:
What is the value of each major division
Majordivisions on the y-axis of the graph shown?

………………
Mino divisions
r What is the value of each minor division
on the y-axis of the graph shown?

………………
Choosing an appropriate scale is important! To do this, you should look at the largest and smallest
numbers in the data provided. You should choose divisions that can be easily sub-divided (usually by
5) e.g. 1, 2, 5 or 10. Whichever you choose, make sure that the scale allows the data to be spread
over most of the available space on the graph paper.

Questions:
What are the values of the major and minor divisions on the y-axis of each graph shown below?

14
 A B C

Major: …………….. Major: …………….. Minor: Major: ……………..

……………..
Minor: ……………..

Minor:

Major: ……………..
Major: …………….. Minor: Major: ……………..
Minor: …………….. …………….. Minor: ……………..
……………..
D E F

Which graphs do NOT have scales on the y-axis that are easily divided by 5? ………………………….

Lesson 4: Part A - Column Graphs

A column graph is used to represent one set of continuous data (e.g. temperature) and one set of
categorical data (e.g. country). A column graph uses vertical bars to represent data from a data table.
Consider the example shown below.

Hair Colour Number of Students

Red 2
Brown 12
Blonde 4
Black ……………

15
 Consider the maximum number shown data
in tabl
thee and use this to select an appropriate
scale for the y-axis that will spread the data across the grid paper. The scale must increase by the
same amount (by 1, 2, 5, 10 or multiples
of these numbers).

Write a title for the graph.

Thehair colour of students in7M

class

Leave gaps of equal

size between each
column.
Draw the axes on
the grid and
equally space the
markers along
both the x-axis
and y-axis.

Label the-axis
x and-axis
y using infor
mationfromthe data table.
The first
column of data will be the x-axis and the second column will be the y-axis.
Where appropriate, include the units for measurements in brackets.

Questions:
Which hair colour was the most common in the class? ………………………………
Which hair colour was the least common? ………………………………
What is the value of the divisions on the y-axis? ………………………………
How many students have black hair? Write your answer in the data table at the top of the page.
Class Activity:
Complete the following table using data collected from students in your class. Use the information
gathered in the table to construct a column graph.

Favourite Colour Number of Students

Pink

Purple

Blue

Green
16
 Red

Title: ……………………………………………………………………………………………………………

Questions:
Which colour is your favourite? ………………………………
Which is the most popular colour in the class? ………………………………
Which is the least popular colour in the class? ………………………………

Independent Activity:
Four different types of bird seed were placed on different feeders in the wild. The number of birds
observed to eat the bird seed over a one-day period was recorded. Use the information gathered in
the table to construct a column graph.

Type of Bird Seed Number of Birds Observed

Corn 10
Mixed seed 19
Sunflower 22
17
 Thistle 14

Title: ……………………………………………………………………………………………………………

Questions:
Which bird seed was observed to be eaten the most? ………………………………
Which bird seed was observed to be eaten the least? ………………………………

Lesson 4: Part B - Line Graphs

A line graph is used to show the relationship between two sets of continuous data (e.g. temperature,
time). Instead of drawing vertical bars, as in a column graph, a line graph has a ruled line connecting
plotted data points. An example line graph drawn from a provided data table is shown below.

Age of Developing Baby (months) Length (cm)

1 1
2 4
3 9
4 16
18
 5 25

To plot each point, place your pencil on the horizontal value for that point then follow up the vertical
line until you reach the stated vertical value for that point. Neatly mark the point on your graph with
a small cross. Using small crosses, instead of dots or stars, should result in a more accurate plot.

Length of human baby as it develops before birth

30

25

20
Length (cm)

15

10

0
0 1 2 3 4 5 6
Age (months)

Questions:
What do the numbers on the x-axis represent? …………………………… (months)
What is the value of the the major divison on the x-axis? ……………………………
What is the value of the the minor divison on the x-axis? ……………………………
What do the numbers on the y-axis represent? …………………………… ( ………… )
What is the value of the the major divison on the y-axis? ……………………………
What is the value of the the minor divison on the y-axis? ……………………………
Complete the letter blanks below to describe the trend shown in the graph.
As the a _ _ of the baby increases, the l _ _ _ _ _ of the baby also i _ _ _ _ _ _ _ _ .

Class Activity:
The table below shows the average height of a girl as she grows up. Use the data in the table to
construct a line graph on the grid below.

Age (years) Height (cm)

2
4
6

19
 8 Remember that you do not need to start
10 at zero. For the x-axis, the smallest value
is 2 so it would be best to start at zero.
However, for the y-axis the smallest value
is 95 so it would NOT be best to start at
zero. Where do you think the scale should
start on the y-axis (height)?

The y-axis scale should start at: …………

First column on the bottom! Remember that the first column in a data table should go
on the bottom of the graph.

Title: …………………………………………………………………………

Describe the trend shown by the graph.

As the ………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………..

Independent Activity:
The table below shows the temperature every two hours starting from midnight (0 hours) until 10 pm
(22 hours). Use the data in the table to construct a line graph on the grid on the following page.
20
 Time (hours) Temperature (°C) Time (hours) Temperature (°C)
0 24 12 29
2 23 14 26
4 23 16 25
6 22 18 24
8 24 20 23
10 28 22 22

Title: …………………………………………………………………………………………………………………

Questions:
What was the temperature at: 10 am ……………………………… 6 pm ………………………………
At what time did the maximum temperature for the day occur? ………………………………
What was the temperature range for this day? (minimum – maximum temp.) …………………………………
Describe in as much detail as you can how the temperature changed over the day.
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………

21
Lesson 5: What Does Science Involve?
Introduction to Observations and Inferences
• An observation is made using one or more of your senses (sight, hearing, taste, touch and
smell) to gather information about an object or what is happening.
o Example: The car stopped moving.
• An inference is a statement that explains an observation. It may or may not be correct.
o Example: The car stopped moving because the car ran out of petrol.
Activity:
Observe the following picture and record TWO observations and two inferences in the table.

Observation Inference

Practical Activity:
22
 • There are 3 activities in this lesson. When your group has finished each activity, clean the
equipment ready for the next group.

• Scientists stay safe when working in a laboratory by following risk assessments.

o Risk Assessment: Acids and other liquid chemicals may splash and cause irritation or
burning to the eyes. Wear safety glasses throughout each activity.

Activity 1. Science Involves Inferring - A test for starch

Equipment required: iodine solution, watch glass, starch, bread, celery, potato, orange.
Procedure:
1. Observe the iodine solution present in the dropper bottle.
What colour is it? ………………………………….
2. Place ½ teaspoon of starch on a watch glass. Add 4 drops of iodine solution to the starch.
Observe what happens to the colour of the starch: …………………………………………………………………
Infer what made the starch change colour: ……………………………………………………………………………..
3. Place one small piece of each of the foods provided on a watch glass. Add 4 drops of iodine
solution to each food. Observe and record any changes you see in the results table below.
Results:
Food Observations (what you see happen)

bread

celery

potato

orange

Which of the foods tested above do you think contain starch? Provide a reason for your choice.

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

23
Activity 2. Science Involves Experimenting and Observing - Cauldron Chemistry (Part 1)
Equipment required: 2 x test tubes, test tube rack, potassium iodide solution, lead nitrate solution.

1. Pour about 2 cm of potassium iodide solution into a test tube positioned in a test tube rack.
Observe the solution: ………………………………………………………………………………………………………………
2. Pour about 2 cm of lead nitrate solution into a second test tube.
Observe the solution: ………………………………………………………………………………………………………………
3. Pour the potassium iodide solution into the lead nitrate solution.
Observe what happens when the two solutions are mixed:
…………………………………………………………………………………………………………………………………………………

Activity 3. Science Involves Measuring and Calculating - Cauldron Chemistry (Part 2)

Equipment required: test tube, test tube rack, thermometer, acid, magnesium strip.

1. Pour about 2 cm of acid into a test tube positioned in a

test tube rack.
2. Measure the temperature of the acid using a thermometer.

Temperature of the acid: ……………. °C

3. Add a 1 cm piece of magnesium to the acid.
Observe the reaction of the acid and magnesium:

What did you see: ……………………………………………………………….

What did you feel: ……………………………………………………………….

What did you hear: ……………………………………………………………….

4. Measure the highest temperature reached after 2 minutes.

Highest temperature: …………….°C

24
 Calculate the difference in temperature: …………….°C

Activity:
Use what you have learned in the practical activities to match the word with its correct meaning.

Word Matching Letter Meaning

(a) Making a predictive statement to explain your
observing
observations.
(b) Using one or more of your senses (sight, smell, hearing,
temperature
touch, taste) to collect information.
(c) How hot or cold something is; it is measured in degrees
inferring
Celsius using a thermometer.
risk
(d) Information gathered by observation and experimentation.
assessment
(e) A statement that outlines the risks involved in an conducting
data
a particular experiment and how to minimise them.

Fast finishers: Find as many Science words as you can in the word search. They may appear forwards,
backwards, upwards, downwards or diagonally.

25
Lesson 6: An Introduction to the Bunsen Burner
What is a Bunsen burner?
A Bunsen burner, named after its inventor Robert Bunsen, is a piece of equipment that is used for
heating by burning gas – just like on a kitchen stove top!

Activity:
Use the information in the paragraph below to label the parts of the Bunsen burner.

The Bunsen burner is made of a long tube, the barrel, on a stand called the base. A long rubber or
plastic hose connects the Bunsen burner to the gas tap. An opening at the bottom of the tube is
called the air hole. The amount of air that mixes with the gas can be controlled by turning the collar
at the bottom of the barrel.

26
Questions:
What do you use to connect the Bunsen burner to the gas tap? ………………………………………………………….
How do you control the amount of air that mixes with the gas?
…………………………………………………………………………………………………………………………………………………………….

Procedure - How to light the Bunsen burner

Aim: To learn how to light a Bunsen burner.

Equipment: Bunsen burner, matches, safety glasses.
Method:
1. Connect the gas tube firmly to the gas tap.
2. Turn the collar around until the air hole is completely closed.
3. Light a match.
4. Hold the lit match about 4 cm above the barrel of the Bunsen burner.
5. Turn on the gas tap to light the Bunsen burner. This yellow flame is called the safety flame.

27
 6. Turn the collar around until the air hole is completely open. This blue flame is called the
heating flame.
7. Turn the collar around until the air hole is completely closed.
8. Turn off the gas tap at the jet to extinguish the flame.
Risk Assessment:
The barrel of hot Bunsen burners can cause burns to the skin if touched. Handle Bunsen burners
by the base and allow time for the Bunsen burner to cool before moving it.

Questions:
Which part of the Bunsen burner could cause burns to the skin if touched when hot? ……………………….
Which parts of the Bunsen burner are safe to touch when in use? ………………………………………………………
A procedure has different parts (aim, equipment, method, risk assessment). Match each of the parts
to their function by completing the table below:

Part of Procedure Function

What is required to complete the task.

A series of steps required to complete the task.

States possible danger and the safety precaution that needs to be taken.

The purpose or reason why the task is being done.

What word does the aim start with? …………

Highlight the verbs stated in the method. Where are the verbs found? ………………………………………………
Rules for Using the Bunsen Burner

Activity:
Choose from the following words to complete the cloze passage below. gauze, jet, move, paper,
yellow, blue, tripod, collar, hissing, base, see, spreads, hair, gas, matches

1. Never use burning ………………… to light the Bunsen burner. Always light it with ………………… .

2. Tie your ………………… back when using the Bunsen burner. Put long hair up in a bun.

3. Always use the ………………… flame for heating.

4. When heating glassware, put a wire ………………… on top of the ………………… . The wire gauze

………………… the heat so glassware does not crack.

5. When you are not heating anything, turn the ………………… around to close the air hole to give

the ………………… flame. It is easier to ………………… .

28
 6. If a ………………… noise comes from the Bunsen burner, or a flame burns at the …………………,

turn off the ………………… immediately.

7. If you have to ………………… the Bunsen burner, hold it by the ………………… or by the gas hose.

Practical Activity: Observing the flames of the Bunsen burner

1. Follow the planned procedure steps 1-5 on page 25 to light the Bunsen burner.
2. Listen to the yellow flame from a safe distance.
3. Use a pair of tongs to heat to a piece of broken crucible in the yellow flame.
4. Observe the colour of the crucible and note whether it is red hot.
5. Turn the collar around until the air hole is completely open and the blue flame appears.
6. Repeat steps 2 to 4 using the blue flame.
7. Record your results in the table below.

Results:

Is the flame Is the flame Does the flame Is the flame Is the flame
Air hole
yellow or blue? easy to see? loud or quiet? clean or dirty? very hot?

Closed

29
 Open

Activity:
Use coloured pencils to draw the flames that would be seen on each of the Bunsen burners below.

Heating flame Safety flame

Lesson 7: Using a Bunsen Burner

Practical Activity:
Aim: To heat copper carbonate using a Burner burner.
Equipment: Copper carbonate, spatula, test tube, wooden peg, test tube rack, Bunsen burner.
Method:
Use the following words/phrases to complete the method: rack, closed, reaction, angle, spatula,
heating, back and forth, peg.
1. Add half a spoon of copper carbonate to the test tube using a ………………… .

2. Place the test tube in a test tube …………………. .

3. Before lighting the Bunsen burner, check that the air hole is ………………….. .

4. Light the Bunsen and turn the collar until the ………………… flame appears.

5. Hold the test tube in a test tube holder (large wooden ………..….. ) and place over the Bunsen.

30
 6. Tilt the test tube at an ………………… above the Bunsen flame and move it …………….………

…………… ………………………. .

7. Observe the chemical ……………………… occurring in the test tube.

Risk Assessment:
A risk assessment states the risks or dangers to the experimenter and involves three main points:
1. What is the risk to you?
2. How the risk can hurt you?
3. How can you prevent the risk from hurting you? Write a risk assessment for the experiment.

……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
Results: What did you observe?

……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
Inference from the Experiment:
When a substance is heated it can sometimes decompose (break down) to produce a new substance.
Using this information, write an inference to explain your observation of the copper carbonate when
it was heated.

……………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………

Lesson 8: Designing a Controlled Experiment

An Introduction to Controlled Experiments
In this lesson, you will learn how to set up controlled experiments and present your investigation as
an experimental record. First, there are some key words to learn:
• Variables are the conditions in an experiment that could affect the results of the experiment.
• The independent variable is what you change – this is what you are testing.
• A controlled experiment is where all variables are kept the same (‘controlled variables’),
except for the independent variable.

31
 • The dependent variable is what you observe/measure and record during your experiment.

What you keep the

What you change What you measure
same
Activity: Complete the cloze passage below.

Word list: observes, all, dependent, same, measured, results, same, record,
independent, change, variables, changed, experiment, controlled

In designing an ................................... , you .................................... one variable and

keep .................................. the other variables the .................................. . The variable that is

changed by the experimenter is called the .................................. variable. The variables that are kept

the same are called .................................. variables. The condition that the experimenter measures or

.................................. is called the .................................. variable, as it is dependent on the

independent variable. The dependent variable is recorded in the .................................. section. The

experiment is written as an experimental .................................. .

An Introduction to Writing an Experimental Record

Read through the text below and answer the questions on the following page.

32
Questions:
1. What is the title or name of the experiment? .........................................................
2. Is the hypothesis written as a question or a statement? .......................................
3. What is the first word of the aim? .........................................................................
4. What is the first verb used in the aim? ..........................................

33
 5. Why do you need a list of equipment?
................................................................................................................................
6. What is the purpose of the method?
................................................................................................................................
................................................................................................................................
7. Where do you place the salt?
................................................................................................................................
8. When do you record the volume of water?
................................................................................................................................
9. State the independent variable.
................................................................................................................................
10. State the dependent variable.
................................................................................................................................
11. What instrument is used to measure the dependent variable?
................................................................................................................................
12. Identify THREE controlled variables in Shelly’s experiment.
................................................................................................................................ ......................
..........................................................................................................
................................................................................................................................
13. Name TWO pieces of equipment you would need to draw the diagram. i.
...........................................
ii. ...........................................
14. Do the labels in the diagram have arrow heads? .......................
15. Using highlighters, colour code the risk, harm and precaution stated in the risk assessment.
16. Why is it useful to put results in a table?
.................................................................................................................................
17. Did the results support (agree with) the hypothesis? .......................
18. The purpose of the conclusion is to answer the ........................ The conclusion relates to the
hypothesis (i.e. what the experiment was testing).

Lesson 9: Constructing an Experimental Record and Performing an Experiment

Class Activity 1: A jumbled-up experimental record is shown below. It also has a few blanks!
i. Match the appropriate section of the experimental record to each heading.
ii. Perform the experiment and fill in the blanks. iii. On the next page, construct of a graph of
the results and answer the questions that follow.

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 Heading Letter Matching section of the experimental record

(a) It was found that ..………………………………………………………………………………................

Title
……………………………………………………………………………………............................…………..

(b)
Time taken for aspirin to dissolve (sec)
Form of aspirin
Trial 1 Trial 2 Trial 3 Average
Hypothesis
Whole tablet

Crushed tablet

Aim (c) To find out if a whole soluble solid will dissolve faster than a crushed solid.

(d) Do not drink the aspirin solution as aspirin is a drug which can be dangerous to
Equipment
your health if taken unnecessarily.
(e) 2 aspirin tablets, 150 mL beaker, 100 mL measuring cylinder, mortar and pestle,
Method
stop watch
Whole aspirin Crushed aspirin

Diagram

(f)
Risk
(g) A crushed soluble solid will dissolve more quickly than a whole solid.
Assessment
(h)
1. Crush half an aspirin tablet with a mortar and pestle and transfer to a clean,
dry beaker.
2. Measure 50 mL of water with a 100 mL measuring cylinder, pour it into the
beaker containing the aspirin and immediately start a stopwatch.
Results 3. Stir mixture at a slow and steady pace.
4. Stop the stopwatch when the tablet has disappeared. Record the time taken
for the tablet to dissolve in a results table.
5. Repeat steps 1-4, instead using a whole tablet.

6. Repeat steps 1-5 two more times to ensure reliability.

Conclusion (i) Dissolving Aspirin

Graph:

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Questions:
1. State the independent variable.
................................................................................................................................
2. State the dependent variable.
................................................................................................................................
3. What instrument is used to measure the dependent variable?
................................................................................................................................
4. Identify THREE controlled variables in the experiment.
................................................................................................................................ ......................
..........................................................................................................
................................................................................................................................
Class Activity 2: Below is a recount of a student’s experimental procedure. Read the recount carefully
and use the information to complete the activities.

36
 RECOUNT: Jenny’s experiment: Dissolving Sugar

Jenny bought three packets of sugar (of the same type). Each packet contained sugar of different
crystal size, brown sugar (small), raw sugar (medium) and coffee sugar (large). Jenny thought that
the largest sugar crystal would take the longest time to dissolve in water.

She designed an experiment to determine whether the size of sugar crystals affects the time
taken for the sugar to dissolve in water. Jenny used the following equipment: 150 mL beaker,
stirring rod, stopwatch, brown sugar, raw sugar, coffee sugar and a teaspoon.

At first, Jenny filled a beaker with 100 mL of tap water. She then placed one teaspoon of brown
sugar into the beaker. She immediately started the stopwatch and began stirring the sugar at a
slow, steady pace. Once all the sugar had dissolved, Jenny immediately stopped the stopwatch
and recorded the time taken for the sugar to dissolve.

Jenny repeated her experiment using each of the other sugar types. She then repeated her entire
experiment two more times to ensure reliability. Jenny made sure that she placed the beaker in
the centre of the table to prevent it from falling and breaking, because she knew that broken glass
could cut your skin.

Questions:
1. State the independent variable.
................................................................................................................................
2. State the dependent variable.
................................................................................................................................
3. Identify the equipment used to measure the dependent variable.
................................................................................................................................
4. Identify THREE controlled variables in Jenny’s experiment.
................................................................................................................................
................................................................................................................................
................................................................................................................................
5. Rewrite Jenny’s experiment as an experimental record on the following page (including a
scientific diagram). For now, you will only be able to complete up to the risk assessment.
6. Perform Jenny’s experiment, record the results in a table (include an average column),
construct a column graph of the averaged data and answer the aim by writing a conclusion.

Experiment: Does the size of sugar crystals affect the time taken for it to dissolve?

Hypothesis

…………………………………………………………………………………………………………………………………………………………….

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…………………………………………………………………………………………………………………………………………………………….

Aim

…………………………………………………………………………………………………………………………………………………………….

Equipment

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Method

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Diagram
Risk Assessment

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Results

Graph

38
Conclusion

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Lesson 10: Designing and Performing an Experiment

Peer Group Activity: Design and carry out a controlled experiment to test whether the temperature of
the water affects the time taken for salt to dissolve in water. Before you begin, answer the following
questions.

1. State the independent variable.

................................................................................................................................
2. State the dependent variable.
................................................................................................................................
3. What instrument will be used to measure the dependent variable?
................................................................................................................................
4. Identify THREE controlled variables in your experiment.
................................................................................................................................ ......................
..........................................................................................................
................................................................................................................................

39
Design your experiment below.

Title …………………………………………………………………………………………………………..

Hypothesis Remember to refer to both the independent and dependent variable.

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Aim Remember to start the aim with ‘To’.

…………………………………………………………………………………………………………………………………………………………….
Equipment
…………………………………………………………………………………………………………………………………………………………….
Method Remember to incorporate the independent, dependent and controlled variables. All experiments should be
repeated at least twice to ensure consistent, and therefore reliable, results.
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
Diagram
Remember:
• Use a ruler and a pencil.
• Label all pieces of equipment and materials. o Do not draw an arrow head on the end of the label lines.

Risk Assessment
Remember:
• A risk assessment is composed of three key parts. o First – what is the risk? o Second – what is harm? o
Third – what precaution is required?

40
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Conduct your experiment and record the results below.

Results
Remember:
• The left hand side column is for the independent variable.
• The right hand column is for the dependent variable. o The right hand column can be split into smaller
columns to make room for the repeats.
o Whenever you repeat the experiment you will need to include an average column.

Graph
Remember:
• A column graph is drawn when there is one set of continuous data (e.g. time) and one set of categorical
data (e.g. colour)
• A line graph is drawn when there are two sets of continuous data (e.g. temperature, time).

41
Conclusion

…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….

Lesson 11: Exploring Science Review

1. Match the word with the correct statement
Word Letter Statement

Measuring cylinder a. Something that is a dangerous and can cause harm.

Meniscus b. A series of lines and numbers that are increasing by fixed intervals.

Beaker c. Information gathered by experimentation.

d. Allows for an accurate reading of volumes. Readings are taken from the
Hazard
bottom of the meniscus.
42
Data e. A graph which presents categorical and continuous data.

Column graph f. A predictive statement that can be tested through experimentation.

Observation g. A piece of equipment made of glass that is used to hold liquids.

Hypothesis h. These are made using one or more of your senses.

Scale i. A graph which presents two sets of continuous data.

Line graph j. The curve at the surface of a liquid.

2. Identify the following pieces of equipment:

a. b.

c. d.
3. Classify the following statements as either true or false (T or F).

a. The independent variable is what is measured in an experiment. ………

b. The heating flame is blue. ………
c. The amount of air that mixes with the gas in a Bunsen burner is controlled by the collar. ………
d. When graphing data, the scale must always start at zero. ………
e. In an experiment, there can be only one controlled variable. ………
f. Arrow heads should not be used when labelling scientific diagrams. ………
g. In a column graph, there should be no gaps between the vertical bars. ………
h. An aim should always start with the word ‘To’. ………
i. Never point a test tube containing chemicals at a person’s face. ………

43
j. Always light the Bunsen burner with burning paper. ………

4. Highlight the misspelt word in each of the following sentences and rewrite the word correctly.

Sentence Correctly spelt word

a. Jessica conducted an experiment in the Science laboratry.

b. Kate observed a chemicle reaction when she mixed two solutions.

c. Max recorded the temprature of the liquid in a beaker to be 32oC.

d. Danny drew consistant scales on his line graph.

e. Risk asessments outline the hazards and precautions in an

experiment.

5. Self-reflection: Colour in the number of stars to represent your confidence in your knowledge
and understanding of this topic (1 = low; 5 = high).

44
45