1P15,
In this chapter, we were asked to seperate a mixture of sand and water. First, we mixed the two items then we poured it into a filter paper which was shaped like an eight-sided star. Then the sand got stuck at the filter water while the water flowed throw easily. We purified the water! It was pretty cool as the filter water looked like a normal piece of paper, yet water flowed through so easily. I tried it with my A4 paper and the paper got wet... WASTED.
This chapter was very cool, check out 1P16!
1P16,
Today is the day, we got to use a CHROMATOGRAPHY PAPER! Its a normal paper used to separate ink. Firstly, we drew a dot using ink on the end of the chromatography paper, it was 3cm away from the end actually. We then put the chromatography into a test-tube with boiling water and ethanol to a depth of 2cm. The ink will then separate into many colours like yellow and green. Surprisingly the blue ink have so many colours in it. Then we discussed with some food colouring, we used m'n'm, the chocolate.
At home, I did not have a chance to get both ethanol and chromatography paper so I did not do any experiment :#!
Sunday, September 5, 2010
1P13 & 1P14 - Which can Dissolve More & The Solvent Matters...
This was also quite a fun chapter. We get to stir until our hands sore though.
Firstly, we discussed what variables are to be kept constant. The amount of solvent, the temperature of solvent and the pressure of surroundings. Firstly, we added 1 g of salt into 20ml of water. Then we stirred till it completely dissolved. Then we added another 1 g of salt and added and stirred. This cycle repeated itself till we could not dissolve the salt anymore. We had to use a electronic balance so the answer must be rounded to 0.1g we put 5g but the answer was 5.0g. This cost me 1 MARK! Then we used 2 other items like the baking soda and iodine crystals. We found out that salt is the most soluble in water while iodine crystals are the worse.
This Lab Lesson was quite fun but it was very tiring. Luckily we worked in pairs and we took turns to stir, or else, what a tiring day it would be. Our hands would be filled with lactic acid.
1P14,
We were to check out the constant variables first. The volume of solvent, the temperature of solvent, the volume of solute and the pressure of surroundings. We were to dissolve one iodine crystals at a time and observe what happened. The solvent became yellowish. Then we had to use our Maths skills to answer some questions based on a graph. Science = Maths! Almost like it though.
Firstly, we discussed what variables are to be kept constant. The amount of solvent, the temperature of solvent and the pressure of surroundings. Firstly, we added 1 g of salt into 20ml of water. Then we stirred till it completely dissolved. Then we added another 1 g of salt and added and stirred. This cycle repeated itself till we could not dissolve the salt anymore. We had to use a electronic balance so the answer must be rounded to 0.1g we put 5g but the answer was 5.0g. This cost me 1 MARK! Then we used 2 other items like the baking soda and iodine crystals. We found out that salt is the most soluble in water while iodine crystals are the worse.
This Lab Lesson was quite fun but it was very tiring. Luckily we worked in pairs and we took turns to stir, or else, what a tiring day it would be. Our hands would be filled with lactic acid.
1P14,
We were to check out the constant variables first. The volume of solvent, the temperature of solvent, the volume of solute and the pressure of surroundings. We were to dissolve one iodine crystals at a time and observe what happened. The solvent became yellowish. Then we had to use our Maths skills to answer some questions based on a graph. Science = Maths! Almost like it though.
1P12 - Forming Compounds
The reason why I did not combined the two chapters was that this practical worksheet goes much deeper into the facts. We were to burn a magnesium ribbon but we were told not to stare into the fire. The ribbon glowed so brightly that you could turn blind! After burning, the magnesium ribbon turned into a grey ash and it was fragile and powdery. We were told that a new substance has formed. Then we learnt how to write word equation.
After that, we were to react an element with a compound. We added iron fillings with dilute sulphuric acid and bubbles formed as well as the test tube turning quite hot. Then we were to react two compounds. We mixed sodium chloride solution and lead(II) nitrate and a white solid forms! Then as a class, we discussed about the difference between metals and non-metals.
At home, I collected several materials and I tried to burn them together with the help of a parent. It was quite fun as the material became ash and I dirtied my hands by touching the ash.
After that, we were to react an element with a compound. We added iron fillings with dilute sulphuric acid and bubbles formed as well as the test tube turning quite hot. Then we were to react two compounds. We mixed sodium chloride solution and lead(II) nitrate and a white solid forms! Then as a class, we discussed about the difference between metals and non-metals.
At home, I collected several materials and I tried to burn them together with the help of a parent. It was quite fun as the material became ash and I dirtied my hands by touching the ash.
1P11 - Elements Compounds and Mixtures
This was real FUN! For the first time in my 13 years life, I finally touched something that is COOL!
We were to find out the properties between a mixture and a compound. We learnt that sulpher and iron will become a mixture when mixed and when heated, a compound is formed. We were to use our past skills of observing and we observed sulpher powder. It is yellowish and powderish. We also found out that it could not be attracted to the magnet. After that we observed some iron fillings and found out that it was black, needle-like and that it ATTRACTED to the magnet. Next, we mixed the both items together and formed a mixture. It was yellowish and black and still powderish. Then we heated the two items together and formed a compound. The mixture melts and formed a black solid. The compound could not be attracted to the magnet. T.T! Then we discussed about some facts about the compound and mixture with our Science Teacher, Ms Leong and found out that the heat had distroyed some of the properties. Then we moved on to naming some new elements.
This lesson was by far the most fun lesson. We get to touch iron filling and sulpher, something I had not touched before. If I am not wrong, I think that sulpher is used to chase away snakes!?
We were to find out the properties between a mixture and a compound. We learnt that sulpher and iron will become a mixture when mixed and when heated, a compound is formed. We were to use our past skills of observing and we observed sulpher powder. It is yellowish and powderish. We also found out that it could not be attracted to the magnet. After that we observed some iron fillings and found out that it was black, needle-like and that it ATTRACTED to the magnet. Next, we mixed the both items together and formed a mixture. It was yellowish and black and still powderish. Then we heated the two items together and formed a compound. The mixture melts and formed a black solid. The compound could not be attracted to the magnet. T.T! Then we discussed about some facts about the compound and mixture with our Science Teacher, Ms Leong and found out that the heat had distroyed some of the properties. Then we moved on to naming some new elements.
This lesson was by far the most fun lesson. We get to touch iron filling and sulpher, something I had not touched before. If I am not wrong, I think that sulpher is used to chase away snakes!?
1P8 & 1P9 - Density of a Regular and Irregular Object.
1P8,
In the practical worksheet, we were supposed to a measure the density of and irregular object. In this Lab Lesson, we measured 5 glass marbles.
Formula of Density:
Mass / Volume = Density
Firstly, we were to find the Mass of the Marbles. We measured the weight of an empty water bottle then with the marbles in it. Then we subtracted the weights to find the mass. Simple Maths! Then we tried to find the diameter then the radius. We then found the volume by the simple Maths formula again. From there, we found out the density, half of our job DONE!
1P9,
In 1P9, we were to measure the density of irregular object.This time we were to measure a glass stopper. The glass stopper is shaped like a siren... Not sure how to describe it but it looks like |=>(weird thing). It was more easy to measure this then the regular object, we we needed to do was to find the mass, same way as the regular object, then the volume by putting the object into a measuring cylinder filled with water and then subtract. Then it's good ol' formula again.
This lab lesson was quite normal as I did it once for my primary school life, but we did not really get hands-on.
In the practical worksheet, we were supposed to a measure the density of and irregular object. In this Lab Lesson, we measured 5 glass marbles.
Formula of Density:
Mass / Volume = Density
Firstly, we were to find the Mass of the Marbles. We measured the weight of an empty water bottle then with the marbles in it. Then we subtracted the weights to find the mass. Simple Maths! Then we tried to find the diameter then the radius. We then found the volume by the simple Maths formula again. From there, we found out the density, half of our job DONE!
1P9,
In 1P9, we were to measure the density of irregular object.This time we were to measure a glass stopper. The glass stopper is shaped like a siren... Not sure how to describe it but it looks like |=>(weird thing). It was more easy to measure this then the regular object, we we needed to do was to find the mass, same way as the regular object, then the volume by putting the object into a measuring cylinder filled with water and then subtract. Then it's good ol' formula again.
This lab lesson was quite normal as I did it once for my primary school life, but we did not really get hands-on.
1P7 - Measurement of Time ~ Pendulum
When I first read the title, I thought WOW! MEASUREMENT OF TIME!! I felt that it was something that was quite cool, then I read the rest of the title, pendulum, 'cheh'.
Basically, in this practical worksheet, we had to build our own pendulum.we clamped a split cork onto the retort stand, then we attached a piece of string to it and tied a bob which was a marble. Then we shortened the string and we timed the bob as it went forward and backwards back to the person to let the bob go using a stopwatch. We measured from 100cm ~ 50 cm. We concluded the the longer the length of the pendulum, the longer the period of the time taken. We had to be careful about the length of the string and the angle of the pendulum swings. We also made a graph about our results.
Many things in our daily lives uses pendulums. The metronome of the piano thing uses a pendulum and even my old grandfather clock uses a pendulum. This chapter was slightly interesting as we used the meter rule and pretended we were characters from star wars although we are not supposed to do so! XD
Basically, in this practical worksheet, we had to build our own pendulum.we clamped a split cork onto the retort stand, then we attached a piece of string to it and tied a bob which was a marble. Then we shortened the string and we timed the bob as it went forward and backwards back to the person to let the bob go using a stopwatch. We measured from 100cm ~ 50 cm. We concluded the the longer the length of the pendulum, the longer the period of the time taken. We had to be careful about the length of the string and the angle of the pendulum swings. We also made a graph about our results.
Many things in our daily lives uses pendulums. The metronome of the piano thing uses a pendulum and even my old grandfather clock uses a pendulum. This chapter was slightly interesting as we used the meter rule and pretended we were characters from star wars although we are not supposed to do so! XD
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