Name: Process Skills. Student Learning Expectations

Transcription

1 Name: Homeroom: LIF T Process Skills Student Learning Expectations Outcome I CAN focus, explore and investigate in activities to define problems and select appropriate variables by: Checking for Understanding A (SLE 1) B (SLE 2) C (SLE 3) D (SLE 4) Designing and carrying out an investigation in which variables are identified and controlled, and that provides a fair test of the question being investigated. Recognizing the importance of accuracy in observation and measurement; and applying suitable methods to record, compile, interpret and evaluate observations and measurements. Designing and carrying out an investigation of a practical problem, and developing a possible solution. Demonstrating positive attitudes for the study of science and for the application of science in responsible ways. 1

2 The Scientific Process Step 1 Problem Always in the form of Tells you what the lab is trying to find out Very specific! Step 2 Hypothesis or Prediction An about what you think the outcome of the experiment will be. Does not have to be right but should be based on prior knowledge/ observations. Must relate back to the questions. Step 3 Materials A of all the materials, no matter how, you need to conduct the experiment. List must be very precise (e.g. amounts 500 ml of water) Ordered in a list going down the page Step 4 Procedure A detailed numbered list of needed to do the experiment All steps, no matter how small, must be listed Step 5 Observations/ Results What you happening during the experiment Recorded information that can be put into the form of charts, graphs, and drawings. All results are valid, even if they are not what you expect! Step 6 Conclusion A summarizing about what happened in the experiment. Should the question that was asked in the problem. States whether the hypothesis was correct. 2

3 SCIENCE PROCESS SKILLS VOCABULARY Observing: gathering information using the 5 senses Comparing: looking at similarities and differences between items. Predicting: guessing what may happen or what is going to happen. Inference: using the data collected to make a conclusion as to what happened and why it has happened in an experiment. Hypothesis: an educated guess based on prior knowledge. Variables: any factor, trait or condition used in varying amounts during an experiment. There are 3 types: Independent/ Manipulated Variable: One thing that you changed in the experiment. To ensure a fair test, a good experiment has only one intendent variable. As the scientist changes the independent variable, s/he observes what happens. Dependent/ Responding Variable(s): the focus of the observations; what happens in an experiment because of the change you made to the independent variable. Controlled Variable(s): The things that are kept exactly the same throughout the experiment. 3

4 The Bubble Gum Lab Introduction to Scientific Process Skills PROBLEM: Do all types of gum have the same properties/ characteristics? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Examine each piece of gum unwrapped. Record your observations on the chart. 2. Unwrap each piece of gum. Record your observations on the chart. 3. Chew each piece. Record your observations on the chart. 4. Blow a bubble with each piece. Record your observations on the chart. 5. Pop the bubble inside your mouth. Record your observations on the chart. OBSERVATIONS: Place each piece of gum into your mouth and record your observations. (What you see when you are performing the lab leads you to answer the question) Characteristics Piece A Piece B Piece C Colour Taste Smell Texture Easy to blow a bubble? 4

5 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What is the main characteristic that changes when you begin to chew on a piece of gum? The main characteristic that changes is. 2. What properties make a piece of gum good for blowing bubbles? The properties that make a piece of gum good for blowing bubbles are. 3. Which gum do you prefer the most? Why?. 5

6 I can design and carry out an investigation. I can identify variables. I can understand what makes an experiment a fair test of the question being investigated. Response to Instruction (RTI) A Use the following legend to identify the skill for each of the following statements. A) interpreting data B) making a hypothesis C) drawing conclusions D) making observations E) following procedures 1. What skill is a scientist using when: he reaches a conclusion based on evidence and reasoning. she listens to the sounds that whales make. he makes a prediction to solve a problem. she reviews the observations made during an experiment and looks to make meaning of the information collected. he analyzes the collected information to answer the question posed prior to the experiment being conducted. she uses her senses to obtain information. he decides whether or not the data supports the original hypothesis. she creates a summary of reasonable inferences. he uses her senses to obtain information. she follows a series of steps to solve a problem. 2. List the correct order of the steps in the scientific method. 6

7 3. Identify which variable is described in each of the following statements. a) the one variable that is changed is called the variable. b) the factor that we measure is called the variable. c) all things in an experiment that must be the same to make it a fair test are called the variables. 4. A scientist hypothesizes the temperature at which an alligator s egg is incubated will determine whether the alligator will be male or female. The independent variable is: a) the gender of the alligator b) the temperature c) the incubator d) the male alligators Use the following information to answer the next two questions. A scientist conducted an experiment to determine how the amount of salt in the body of water affects the number of plants that can live in the water. 5. In this experiment the independent variable is: a) the temperature of the water b) the amount of salt in the water c) the water d) the number of plants in the water 6. In this experiment the dependent variable is: a) the temperature of the water b) the amount of salt in the water c) the water d) the number of plants in the water 7

8 Properties of Air Part A Student Learning Expectations Outcome I CAN describe properties of air and the interactions of air with objects in flight by: Checking for Understanding A (SLE 1) B (SLE 2) H (SLE 8) Providing evidence that air takes up space and exerts pressure, and identifying examples of these properties in everyday applications. Providing evidence that air is a fluid and is capable of being compressed and identifying examples of these properties in everyday applications. Recognizing that air is composed of different gases, and identifying evidence for different gases. Air and Aerodynamics Read the information below about air and aerodynamics. Some of this information you already know, but some is new. Highlight the information that is new to you! Air is a fluid and is made of invisible gases that you can t smell, taste or feel. Air is what makes up our atmosphere of 78% nitrogen gas, 21% oxygen and 1% of other gases including carbon dioxide and water vapour. The air stays as a protective layer around our planet and doesn t float away into space because Earth s gravity attracts (pulls) the air molecules and keeps them close to the planet. Our atmosphere is around 450 kilometers deep. The air around us pushes against things in all directions. The air on top of things pushes down, the air under things pushes up, and the air inside things pushes out. This is called air pressure and because it pushes in all different directions at the same time, it doesn t crush things on Earth. Most of the air in our atmosphere is at the bottom (near the Earth) because the lower air gets pushed down by the air above it. 8

9 Air is made up of millions of little particles that are always moving. As they move, they bump into each other and the moving around creates spaces between the particles. Since there is space between the particles, air can be squeezed into small spaces when necessary. This is called compressed air and is used in things like balloons, basketballs and tires. The movement of air is called aerodynamics and is what Makes it possible for animals and airplanes to fly. Air flows around things that are moving through it, and the movement of the air gets in the way of gravity and allows things to fly. The faster air moves, the more it presses on things around it (including what it is pressing up on like the underside of a plane). When air is able to hold things up, it is called lift. 9

10 I can use the scientific method to design and carry out investigations. Response to Instruction (RTI) B & C Air is Everywhere Center #1 PROBLEM: How can you prove air exists? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART A: MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) PART A 1. Put plasticine around the top of the jar so the funnel is held in place. 2. Smooth down the plasticine to create tight seal. 3. Ask students to predict what will happen when the water is poured into the funnel. 4. Pour the coloured water slowly into the funnel. 5. Record and draw observations. 6. In a small group, discuss what happened and why. Record this inference. OBSERVATIONS: Part A (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 10

11 HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART B: PROCEDURE: (Step-by-step guide on how to complete the lab) PART B 1. Predict what will happen if a hole is poked in the plasticine seal. Record. 2. Use a pencil to poke a hole in the seal until water begins to flow. 3. Record observations. 4. In a small group, discuss what happened and why. Record this inference. 5. As a class, we will discuss: a. Why was water not able to flow into the jar when the seal was tight? b. What is happening when you poke the holes in the plasticine? c. Based on these two activities, what do you know about air? OBSERVATIONS: Part B (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The jar looks empty when in fact it is full of air. Air takes up space and fills the jar up. Air is strong enough to hold things up and since the jar is full of air, the water being poured cannot enter the jar when the seal is tight. When a hole is poked through the seal, the air leaves the jar as the water enters. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Why was water not able to flow into the jar when the seal was tight? 11

12 2. What happened when a hole was poked into the seal? 3. Why did the water begin to flow when a hole was poked into the seal? 12

13 Huff N Puff Center #2 PROBLEM: Does air take up space? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Push the deflated balloon into the bottle and stretch the open end of the balloon back over the bottle s mouth. 2. Without removing the balloon from the bottle, try and blow it up. 3. Discuss: What is preventing the balloon from being blown up? OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 13

14 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) As you inflate the balloon, it takes up more space in the bottle. But the bottle is already full of air! When you try to inflate the balloon, the air is trapped inside the bottle and prevents the balloon from blowing up. Air takes up space. The bottle is full of air. When you blow, the balloon will inflate a little as the air trapped inside the bottle is compressed (squeezed into a smaller space). When the compressed air begins to push back, the balloon will not inflate any larger. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What prevented the balloon from being blown up? 2. What do you think would happen if a hole was cut into the bottom of the bottle? 3. Define Compressed air. 4. Give 3 examples of compressed air. 5. What property of air was proved?. 14

15 Air has Mass Center #3 PROBLEM: Does air have mass? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Place a balloon and a small piece of tape on the balance. 2. Measure the mass and leave the balance set at that mass. 3. Blow up the balloon you received in center #2 and use the tape to affix the balloon to the balance. 4. Discuss: What was the change in mass? OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 15

16 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The blown up balloon should have a greater mass than the deflated balloon. The change in mass is very slight but should register on the scale. It is important to have a good balance in working order. Make sure that you have set the balance to zero before beginning the activity. Air has mass (matter which takes up space) and therefore weight (the force of gravity acting on an object s mass. Each equal size puff should result in a mass/ weight gain of a particular amount. Since the number of equal puffs is directly proportional to the increase in mass/ weight, 2 equal puffs should always produce the same mass/ weight gain and 4 equal puffs should produce the same mass/ weight gain and 4 equal puffs should produce the same mass/ weight gain double that of 2. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What caused the change in mass? 2. What was the difference in mass between the deflated balloon and the inflated balloon? 3. What property of air was proved? 16

17 A Weigh We Go Center #4 PROBLEM: How can we demonstrate that air has weight? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Use the ruler to find and mark the center of the straw. 2. Push a tack into each side of the straw at the center line. 3. Tie the string to the middle, through the tack holes. 4. The straw should balance evenly. 5. Tape the balloons from center #3 on either end of the straw. (The balloons have the same mass, so they should balance). 6. Pop one of the balloons. 7. See what happens to the balance. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 17

18 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The balance tips because the inflated balloon is heavier than the empty one. Air is quite heavy. The only difference between the empty and full balloon is that the full balloon has air in it. This proves that air has mass and thus weight. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What happened to the balance when both balloons were tied on? 2. Why was the balance unequal when one of the balloons was popped? 3. What property of air was proved?. 18

19 Test your Strength Center #5 PROBLEM: Does air exert pressure? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Put the ruler on a table with one end over the edge. 2. Cover the portion of the ruler on the table with the newspaper. 3. Try and lift the paper off the table by hitting the free end of the ruler. 4. Discuss: What is holding the newspaper down? OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 19

20 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The weight of air pressing down on the newspaper resists being squeezed up suddenly and holds the ruler to the table. The pressure of air about one kilogram per square centimeter. That means your open hand is actually holding up about 50 kilograms of air! The reason we re not crushed from all the air pressure around is that there s also air inside us and under us that s pressing outwards and upwards with the same pressure. So it equals out. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What is holding the newspaper down? 2. What is air pressure? 3. Give 3 examples of air pressure. 4. What property of air was proved? 20

21 Medicine Dropper Submarine Center #6 PROBLEM: (What is the question that we want to answer in performing this lab?) How does air pressure affect the underwater diver? How can we make a medicine dropper sink in a bottle of water? HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Plastic bottle with cap Medicine dropper Water PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Fill the bottle to the brim with water. 2. Draw water into the dropper so that the glass tube of the dropper is half full. 3. Gently, set the dropper into the bottle. 4. The dropper should be floating, vertically. Adjust if necessary. 5. Predict what will happen when you put the cap on the bottle and squeeze the bottle gently. Record your prediction. 6. Put the cap on the bottle and squeeze the bottle gently. 7. Record your observations. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 21

22 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The medicine dropper will float in the water, but if the right amount of water is taken up by the dropper it can be made to sink. By varying the compression of the bottle, the submarine dropper will rise and fall. As the bottle is compressed, the air in the dropper is also compressed and more water moves into the dropper. Water has more mass than air, so the dropper sinks. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Why did the diver go down? 2. Did it return to the surface when you let go? 3. What happens if the jar is full to the brim with water? 4. What happens if the jar is not full to the brim with water? 5. What happens to the air in the dropper as you squeeze the bottle? 22

23 Let it Shine Center #7 PROBLEM: How does blowing air affect air pressure? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART A: MATERIALS: (List ALL the materials you need to complete the lab) Can Straw Lid/ Plate for under Candle Lighter Book Candle Plasticine PROCEDURE: (Step-by-step guide on how to complete the lab) PART A 1. Use the plasticine as a candle holder on the lid/ plate. 2. Place the book about 10 cm away from the candle holder. 3. Light the candle. 4. Predict what will happen if you point the straw at the front of the book and blow. 5. Now blow through the straw. 6. Record observations and make an inference. OBSERVATIONS: (What you see when you are performing the lab answers the question) PART A Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 23

24 HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART B: PROCEDURE: (Step-by-step guide on how to complete the lab) PART B 1. Use the plasticine as a candle holder on the lid/ plate. 2. Place the can about 10 cm away from the candle holder. 3. Light the candle. 4. Predict what will happen if you point the straw at the front of the can and blow. 5. Now blow through the straw. 6. Record observations and make an inference. OBSERVATIONS: (What you see when you are performing the lab answers the question) PART B Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) It is surprising to find that the candle goes out despite the round object (can) in its way. The air moving around the can is at a lower pressure than the still air. This low pressure moving air is pushed quickly around the can towards the flame by the still air which is high pressure. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Were you surprised the candle went out when the can was in front? 2. The air causes the candle to go out. 3. Identify the amount of pressure associated with air movement. Moving air experiences high pressure or low pressure Stationary air experiences high pressure or low pressure 24

25 The Magic Seal Center #8 PROBLEM: Will a cup full of water stick to the bottom of a smooth surface? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Cup Water Tub Smooth surface PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Fill the cup to the brim full of water. 2. Predict what will happen if you push the cup against the smooth surface and let go. 3. Push the cup to the bottom of the smooth surface making sure there is no air bubbles. 4. Hold the cup, and let go when you are certain there is no air remaining. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) By filling the dish completely full of water, there is no air left and thus there is no air pressure working down on the dish. The only force working down on the cup is gravity and thus the weight of the cup plus the water. The force holding the dish against the surface is equal to the 25

26 air pressure of 1 kg/ cm 2 of cup area. A cup with a 3 cm radius will have a force of about 27kg holding it up minus the weight of the water and the cup itself. Once the cup is sticking to the surface, it will stay up for quite a long time until some water evaporates and air seeps into the dish. The water, acted as a seal preventing air from coming into the dish. We see this when we wet suction cups with water to make them stick better to smooth surfaces. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Why do we need a smooth surface? 2. Why does the cup stick to the surface? 3. How long will the dish keep sticking to the surface? 4. What force is pulling down on the cup? Is this force strong enough to pull the cup completely off the surface? 26

27 Adjust the Volume Center #9 PROBLEM: How does temperature affect air? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART A: MATERIALS: (List ALL the materials you need to complete the lab) Small balloons Two glass bottles Pop can Two tubs Hot Plate Hot water (Kettle) Cold water Ice Thermometer Tongs PROCEDURE: (Step-by-step guide on how to complete the lab) PART A 1. Place a thermometer in each of the bottles. Record the temperature. 2. Leave thermometers in the bottles and secure a balloon over the mouth of each bottle. 3. Predict what they will look like if one is put in hot water and the other in ice water. Record your predictions. 4. Put one in each tub and record observations. Record temperatures inside the bottles. 5. Discuss: If air could not get in or out of the bottle, what caused the balloons to change? What will happen if each bottle is switched to the other tub? OBSERVATIONS: (What you see when you are performing the lab answers the question) COLD (ICE) WATER BOTTLE Air Temp: Water Temp: Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 27

28 HOT WATER BOTTLE Air Temp: Water Temp: Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) PART B: PROCEDURE: (Step-by-step guide on how to complete the lab) PART B 1. Place pop can with a table spoon of water in it on a hot plate. Be careful not to burn your hands! 2. Predict what will happen when you put the warm pop can upside down into the cold water tub. 3. Use tongs to transfer the hot pop can upside down into the cold water tub. Record observations. 4. Discuss: What s happening to the air inside the pop can as it is collapsing? What s happening to the air outside the pop can as it is collapsing? OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 28

29 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The amount of air in the bottles did not change. The air temperature changed causing air to expand and contract. The hot air expands and needs more space causing the balloon to blow up. The cold air condenses and takes up less space, causing the balloon to deflate. If you switched the bottles, the balloon from the hot water would condense as it enters the ice water; and the balloon from the cold water would expand as it enters the warm water. Warming the air in the pop can causes the air to expand. As the air expands some of the warm air rises and leaves the can. When pop can is turned upside down in the cold water the air inside cools and condenses. The air in the pop can has lower air pressure than the air outside the pop can. The air outside the pop can is cooler and heavier (has a higher air pressure), so it pushes harder than the air inside and crushes the can. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. If air could not get in or out of the bottle, what caused the balloons to change? 2. What happened when you switched each bottle to the other tub? 3. Describe what happened to the pop can? 4. This experiment shows that: Characteristic Hot air Cold air High/ Low Pressure Expands/ Contracts Rises/ Falls 29

30 Air Powered Rockets Center #10 PROBLEM: (What is the question that we want to answer in performing this lab?) What happens to air when it is compressed (squeezed into a smaller space)? HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Straw String Tape Balloon PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Tie or hold the length of the string between two points. On one end, thread a short piece of straw onto the string. 2. Attach an inflated balloon to the straw with tape. DO NOT tie up the balloon. 3. Let go, observe what happens. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) When you blow up a balloon you are squeezing or compressing air inside a rubber skin. When you let the balloon go, the air is forced out through the neck. This force pushes the balloon in the opposite direction. Everyday uses of compressed air include things like a tire pump, pneumatic tools, and a jack hammer. 30

31 QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What is powering this rocket? 2. How could we use this air power in everyday life? 3. How could you make the rocket go faster/ farther? 31

32 Column of Air Air pressure is the weight of air pressing on every part of your body, and everything around you. Air pressure changes depending upon where you are. If you are at sea level, the air pressure is very great. If you are up on a mountain, the air pressure is much less. Think of it this way: If air pressure is a doggie pile and you are at the bottom of the doggie pile, you have a lot pressing down on you. If you are ½ way up the stack, you do not have so much pressing down on you. Volume of Air The volume of air can be determined using the Ideal Gas Law R Constant, T Temperature, P Absolute Pressure, MW Molecular Weight. However, we can simply look at the volume of air in a given object and calculate that based on the general equation for volume for that object. For instance, Calculate the approximate volume of air in the classroom. 32

33 Doesn t All Burn Center #11 PROBLEM: What happens to air pressure once one of the components of air is no longer? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Candle Candle holder Plasticine Large glass jar Large tub Sharpie Water Matches/ Lighter PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Fill a large tub half full of water. 2. Place a candle in the candle holder and place in the center of the bowl of water. Make sure the candle is tall enough to be well clear of the water surface. 3. Place 3-4 small balls of plasticine along the rim of the large glass jar. 4. Predict what will happen when the candle is covered. Predict if there will be a change in the water level. 5. Light the candle and then cover the candle with the glass jar. Rest the jar on the balls of plasticine so water can get under the rim. 6. Quickly mark the water level on the jar. 7. When the candle burns out, record the change in water level. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 33

34 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The water level rises in the jar. Fire will not burn without oxygen from the air. Once the oxygen is burned up the flame goes out. However, oxygen is only about one-fifth of the air. The air pressure outside the jar tries to force water up into the jar but the air pressure in the jar keeps the jar from filling up with water. The air pressure is reduced in the jar when the oxygen in the air is used up. The water level then rises in the jar because the air pressure inside the jar is reduced. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Why did the candle burn out? 2. Why did the water level rise in the jar? 34

35 Fruity Oxidation Center #12 PROBLEM: How can cut fruit show the presence of oxygen in the air? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Banana, peach or apple Knife Lemon Juice Plate PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Put a slice of banana, peach or apple on a saucer. 2. Leave exposed to room temperature air for one hour. 3. Discuss what rusting is. Think of rust on a car. This demonstration shows how fruit oxidizes. 4. After one hour examine the fruit. What does the brownish color indicate? 5. Discuss if there would be ways to reduce or eliminate the oxidation of fruit. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) Rusting is oxidation. Oxygen in the air reacts with the chemicals on the surface of an object. The oxygen replaces other substances. A clue to the presence of oxygen is a brownish colour. 35

36 QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Define oxidation. 2. Suggest some ways to reduce or eliminate oxidation. 36

37 Oxidation & Combustion Oxidation Means that something is rusting because of oxygen Oxygen reacts with the surface of an object Usually, oxidation causes rusting For example, Combustion Means to burn something up Burning requires oxygen Without oxygen, fires will die out For example, 37

38 That CO2 Gas Center #13 PROBLEM: How can you test to see if a gas is carbon dioxide? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) 2 Alka-Seltzer Tablets Water Glass/ beaker Test tube Test tube rack/ beaker Lime water PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Pour limewater into the test tube until it is about 1/3 full. Set it aside in the test tube holder/ beaker. 2. Fill a glass half full of water. 3. Drop in two Alka-Seltzer tablets and observe the reaction. The bubbles of gas produced are carbon dioxide. Sniff the gas coming off. 4. Now hold up the test tube of lime water and carefully pour the carbon dioxide gas into it by tilting the glass over the opening of the test tube. There cannot be any air currents when you do this otherwise the carbon dioxide will blow away. 5. Cover the opening of the test tube with your thumb and shake the tube. The limewater should change colours. If it doesn t happen, repeat the process by pouring in more carbon dioxide. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 38

39 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) The carbon dioxide is a colourless gas and is slightly heavier than normal air so it will pour but you cannot see this happening. Baking soda and vinegar can be used instead of Alka-Seltzer tablets to generate carbon dioxide. Limewater is a saturated solution of calcium hydroxide. It is available in prepared form or can be made from dissolving calcium hydroxide in water. Air consists of a number of gases; 78% nitrogen, 21% oxygen, 1% argon, water vapour and carbon dioxide and trace amounts of helium, neon, methane and nitrous oxide. When carbon dioxide gas is mixed with limewater it will react to form calcium carbonate, a white substance which appears in the water giving the milky colour. This white colour will only appear when carbon dioxide gas is mixed with limewater, no other gas will produce this colour change. For this reason the true test for carbon dioxide is the limewater test. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. Describe one way to make carbon dioxide gas? 2. What colour is carbon dioxide? 3. Can you smell carbon dioxide? 4. Suggest why a burning candle would go out if it was next to a glass with Alka-Seltzer and water? 5. What test can be done to prove that a gas is carbon dioxide? 39

40 I understand properties of air including providing evidence & identifying examples. Response to Instruction (RTI) A & B Use the knowledge gained from the different experiments to complete the following chart summarizing the properties of air. Property of Air I could show this by: What happened was: Air exists Air takes up space Air has mass Air has weight 40

41 Property of Air I could show this by: What happened was: Air has pressure Air has volume Air has density Air can be compressed 41

42 I can recognize the different gases in the composition of air. Response to Instruction (RTI) H Complete the following statements. 1. Air is a (solid, liquid, gas) 2. is an element, which is required for a substance to burn. 3. The exerts pressure on the surface of the Earth. 4. The atmosphere is dense near the surface and dense near the top of the Mount Everest. What is the composition of air? Please list in order of largest to smallest). List 5 activities that are possible due to the presence of air. 1) 2) 3) 4) 5) 42

43 Name: Homeroom: Air & Aerodynamics (Booklet #2) LIFT Interactions of air that support flight Part B Student Learning Expectations Outcome I CAN describe properties of air and the interactions of air with objects in flight by: Checking for Understanding C (SLE 3) D (SLE 4) E (SLE 5) F (SLE 6) G (SLE 7) Describing and demonstrating instances in which air movement across a surface results in lift Bernoulli s principle. Recognizing that in order for devices or living things to fly, they must have sufficient lift to overcome the downward force of gravity. Identifying adaptations that enable birds and insects to fly. Describing the means of propulsion for flying animals and for aircraft. Recognizing that streamlining reduces drag, and predict the effects of specific design changes on the drag of a model aircraft or aircraft components. 43

44 Lift Center #14 PROBLEM: How can you create lift? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) Paper Book PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Predict what will happen to your paper when you blow hard across the top of the book. 2. Place a strip of paper between the pages of a book. 3. Hold the book horizontally, under your chin. 4. Blow hard across the top of the book. Record observations. OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) 44

45 CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) By blowing across the book, you have created an essential factor for flight LIFT! Stationary air exerts high pressure in all directions. When we blow over top of the paper, we create fast moving air on top, and stationary air underneath. Fast moving air is at a lower pressure than stationary air this is known as Bernoulli s principle. So the pressure underneath the strip is high and on top of the strip is low. This creates lift. Whenever an aircraft wing moves through the air, it cuts the air stream into two. Instead of one air stream, there is now two. One flowing over the top of the wing and one flowing underneath the wing. Wings are curved on the top and flat on the bottom. WHY? The curved surface makes the air move faster than the flat surface. This causes a different in pressure. Low pressure on top and high pressure on the bottom (slow air). This results in lift! QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What happens to the paper when you blow across the book? 2. What type of pressure does fast moving air have? 3. What type of pressure does stationary air have? 4. What would happen if you blew under the paper? 45

46 5. What principle are you using to lift the paper in the air? Explain this principle using the experiment you performed. Magnetic Paper Center #15 PROBLEM: Does a change in air pressure force two pieces of paper together? (What is the question that we want to answer in performing this lab?) HYPOTHESIS: (An educated guess to answer your problem complete sentence) MATERIALS: (List ALL the materials you need to complete the lab) 2 pieces of paper PROCEDURE: (Step-by-step guide on how to complete the lab) 1. Predict what will happen to your two pieces of paper when you blow between them. 2. Each person will hold two pieces of paper parallel to each other about 2 4 inches apart. 3. Each person will blow between the two pieces of paper. Record observations. 46

47 OBSERVATIONS: (What you see when you are performing the lab answers the question) Diagram Prediction Observation Inference (Draw and label) (What do you think will happen?) (What did happen?) (Why did this happen?) CONCLUSIONS: (What did you find out when you completed the lab? Look back to your problem, use complete sentences.) Like magnets attracting to each other, the two pieces of paper will come together. The increase in air pressure speed between the two pieces of paper causes a decrease in the pressure, allowing the higher air pressure on the outside of the two pieces of paper to push them together. QUESTIONS: (Answer each question in a complete sentence! CAPITALS AND PERIODS!!!) 1. What happens to the paper when you blow between the two pieces? 2. Considering your diagram, where would the high air pressure be located? 47

48 3. Considering your diagram, where would the low air pressure be located? 4. What principle are you using to bring the two pieces of paper together? Explain this principle using the experiment you performed. Write Bernoulli s principle below: Bernoulli s Principle 48

49 If you look at what happens to water flowing through a pipe, a certain amount of water goes through in one minute. If you squeeze part of the pipe together, the water in that section will flow faster. Why? Now look at a picture of the airfoil. The wind is curved on top, so the air flowing over the upper surface of the wing must travel farther than the air along the bottom of the airfoil in the same amount of time. 49

50 Questions: 1. Which air must travel faster? Air above the wing Air under the wing 2. Which part of the wing experiences the most pressure? 3. Use Bernoulli s principle to explain why an airfoil rises. 50

51 The Wing The pictures below show a side view of a bird s and an airplane s wing. They are also similar to: or blades. LIFT Bernoulli s Principle top bottom low pressure high pressure lift faster forward high to low pressure curved splits further When air hits the front of the wing (leading edge) it. The air flowing over the top of the wing has to go than the air going under the of the wing. For the two streams of air to reach the back of the wing (trailing edge) at the same time, the stream must travel than the bottom (it has further to go). This fast moving air creates a area on the top of the wing and a area on the bottom of the wing. This is known as. Since objects tend to go from, lift is created which is how birds and planes stay in the air. It is important to remember that for a wing to have, it must be moving through the air. 51

52 What Holds an Airplane up? What holds an airplane up? Show with diagrams and labels. (Use arrows to show direction of air flow.) A) Airplane wings have an airfoil shape. The air flows faster on the top (curved) than on the bottom (flat). B) As the airplane moves, air flows past it. Air slows down and splits when it hits the front of the wing; some air flows along the top, and some along the bottom of the wing. C) The air that travels over the top curved part of the wing is squeezed between the wing and the other air in the sky. That makes it move more quickly than air under the wing. D) When air moves faster, air pressure is lower. The wings of an airplane are pushed to the lowest air pressure; that is up! E) The faster an airplane moves, the faster the air moves over the top of the wing. This creates a big difference in air pressure and is what keeps the plane up in the air. 52

53 Bernoulli s Principle at Work When the speed of a fluid, air or water, is low (going slow), the pressure is high. When the speed of the fluid is high (going fast), the pressure is low. The faster that air moves across a surface, the lower the air pressure. To overcome the force of gravity, must be. Using Bernoulli s Principle, explain why these two light balls would move towards each other if you blew air between them. Peter has placed two large books about 10 cm apart on a table. He laid a sheet of paper over the books. Using the scientific method, help Peter finish his prediction. If air is blown underneath the paper it would: 53

54 Mary tied a ping pong ball to a string and held it near the water coming from the tap. She noticed that the ping pong ball moved toward the rushing water. State a possible inference for Mary s experiment. Below are two slightly different sprint cars. Sprint car A is wingless and has a streamlined shape to reduce drag. Sprint car B has two wings (one on the front and one on the top) and a streamlined shape to reduce drag. State which sprint car would win the race and why. A B 54

55 Gravity and Drag To understand gravity and drag we look to the skies let s examine the science of skydiving. As the tandem skydiving team leaves the plane, they are in a free fall without a parachute. At this point the force of gravity is greater than the drag on their bodies so the team is accelerating (or going faster). As the team accelerates the amount of drag increases (because the faster you go the more drag there will be). Eventually the drag is equal to the force of gravity, which means the team is no longer accelerating and is at a constant speed. This is known as terminal velocity and the team will not go any faster. This is approximately 200 kilometers per hour (125 miles per hour). Making contact with the ground at that speed would be deadly, so a parachute is necessary. The opening of the parachute greatly increases the drag because of the increased surface area. The upward force is now greater than the downward force and the team suddenly slows down. As the team slows, drag decreases until drag and gravity are once again equal; a constant speed of approximately 22 km/h (14 mph), which is now slow enough to make a safe and happy landing. 55

56 4 Forces of Flight What happens to an aircraft in the air depends on the balance of the four forces of flight. If lift is greater than the weight, the plane will. If lift becomes less than weight, the plane will. If the thrust is greater than the drag, the plane will. If the thrust becomes less than the drag, the plane will. If the lift and the weight are equal, and the thrust and drag are equal, the plane will. 56

57 Propulsion Propulsion is the required to move an object. Floaters, Gliders and Powered Flyers Floaters is not really a thing. The the speed and direction of flight (examples include: balloons,, parachutes). Gliders have that interact with. In still air, a glider will always finish at a lower altitude than where it began (examples include:, flying squirrels, hang gliders). Powered Flyers Use an or to or gain altitude (examples include: insects, flying birds, ). 57

58 Flying Things In your groups draw or write a list of examples for each of the following categories. Gliders (Animals needing a propelling force to get them into the air, usually by jumping) Flying Animals Self- propelled Fliers (with wings) Birds Insects Other Gliders (Aircraft needing an external propelling force to get them into the air). Aircraft Self- propelled Fliers (with fixed/ rotary wings) Jet Propeller (Forward thrust from hot (Forward thrust from air gases) movement caused by spinning propellers, which are driven by engines) 58

59 Fine Feathered Friends 59

60 Bird and Insect Flight For each fact draw a diagram with labels to demonstrate how a bird flies. A bird has a smooth, streamlined shape. Generally, insects are small and lightweight. Bird wings and each of its feathers are shaped like the wings of an airplane; curved on top and flat on the bottom. Insect wings are much thinner and flatter than bird wings. They take on the curved shape of an airfoil once they beat against the air. The bird uses large chest muscles to flap its wings in order to fly. Insects have specialized flight muscles to power their wings. 60

61 A bird s collar bone is fused in a wishbone shape that forms a rigid frame so its body is not squashed when the powerful wing muscles contract. The bones of a bird contain many hollow spaces, making the bird lightweight but strong. A bird s tail is used for steering and balance. Insect wings are attached to the middle body section called the thorax. A bird uses an elliptical motion and special feathers to push air backwards and propel itself forward. As an insect flaps its wings down they push against the air. This pushing moves the insect upwards and forwards. 61

62 Wings are covered in tightly fitting feathers that trap the air on a down stroke. Some insects have single wings and some have double wings. On an upstroke, the tips of the wing feathers move apart and spread to let air through; this reduces drag. Some insects with two pairs of wings join the front and back wings together. This makes a bigger surface to push against the air. To take off, a bird beats its wings very hard to force air quickly over the curved part of its wings to create lift. This can be reduced once the bird is high enough in the air. Insect flight muscles have to be warm before they will work. Their body temperature varies with the temperature of their immediate environment, so when it is cold outside, their body temperature is too low to fly. 62

63 Adaptations Adaptations are structural or behavioural changes that all organisms eventually attain in order to survive and thrive. Structural adaptations are physical features of an organism like the beak of a bird or the fur on a bear. Behavioural adaptations are the actions organisms do to survive, such as birds migrating to the south for the winter. Adaptations are the result of evolution; which is a change that occurs in a species over extremely long periods of time. They generally begin because a gene in the animal mutates or changes by accident! Some mutations are beneficial and help the organism survive better than others of the same kind. Some mutations are disadvantageous and hinder the ability of the organism to survive. For instance, two birds are born with two different mutations: The first bird, let s call it Robin. Robin is born with a mutated gene where he has a longer beak than other Robins. The longer beak allows him to catch more food therefore he is healthier than other Robins. This allows Robin to live longer and breed longer than other Robins and the gene for the longer beak is passed on to more Robins. This inherited gene will continue to be passed along to other Robins and eventually the longer beak is found in all Robins. The second bird, let s call it Sandy. Sandy is born with a mutated gene where he has bright red feathers. The bright red feathers attracts larger birds making it difficult for Sandy to hide from those that want to eat him. The bright red feathers also make it easier for insects to see Sandy coming making it difficult for Sandy to find food. This mutated gene is very disadvantageous to Sandy and makes life difficult and short. The gene is not likely to be passed along to another generation. In essence, the characteristics or traits that help a species survive are passed along to future generations and eventually become part of all in the species. The characteristics or traits that don t help the species survive are eventually lost and disappear. 63