Science, Academic, Gr. 9 – Lab Lists – Page 1
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© Paul Galpern, 2003
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Many of the worksheets listed in this document are available at the website where you found this. MS Powerpoint slide presentations are not available on the website. However, please contact me if you are interested in having copies of these and I’ll happily email them to you.
Lab Equipment / Consumables /
ALL
ALL
1 pkg
1 pkg / light microscopes
prepared slides
unused slides
slide coverslips
extension cords as necessary for microscopes / Microscope Drawing worksheets
Process Notes
Students use the Microscope Drawing worksheets, and following proper technique (stippling, steady lines, no sketching) draw two different prepared slides. / Safety
Broken glass should be swept up and disposed of immediately.
Setup Notes/Diagram
Lab List 1-2 / Comparing Water Samples / Student Lab /
Lab Equipment / Consumables /
ALL
1 pkg
1 pkg
several / light microscopes
depression slides
cover slips
medicine droppers
extension cords as necessary for microscopes / Comparing Water Samples worksheet
samples of water from a boreal forest bog pool
samples of water from other clearer sources
Process Notes
Be sure to shake up the samples prior to removing a small amount with a medicine dropper onto the depression slides.
Suspended matter in water samples is determined by counting all particles visible in one randomly selected field of view using the 10x objective. Three such counts are randomly taken on each slide then averaged. If the number of particles is too high to enumerate count a subset of the field of view and multiply up.
A fill-in-the-blank lab report is provided on the Comparing Water Samples worksheet. Students record and analyze there data there. / Safety
Broken glass should be swept up and disposed of immediately.
Setup Notes/Diagram
Lab List 1-3 / Five Kingdoms of Life / Demo Lab /
Lab Equipment / Consumables /
digital projector
computer with MS PowerPoint
PowerPoint presentation Five Kingdoms of Life / Five Kingdoms of Life description sheet
Classifying Five Kingdoms worksheet
Process Notes
Using the Five Kingdoms of Life description sheet, students watch each of 35 slides in the presentation, which depicts members of all five kingdoms. Students must read the short clue under each image, and then classify kingdom membership.
Following the slide show, teacher reviews each slide taking up the classification, and providing interesting information about each organism to be added to the Notes column on the Classifying Five Kingdoms worksheet / Safety
Setup Notes/Diagram
Lab List 1-4 / Classifying Kingdom Animalia / Student Lab /
Lab Equipment / Consumables /
2 sets / 12 assorted preserved specimens of animals in jars (jar lids swapped so as to be labeled cryptically) / Classifying Kingdom Animalia worksheet
Process Notes
Students are divided into two teams. Each team must classify their set of specimens into three to five groups using Classifying Kingdom Animalia worksheet. They must provide reasons for each classification grouping. After completing first set. Sets are swapped, process is repeated. / Safety
Preservation fluid is alcohol in most cases. May be traces of formaldehyde preservative. Hands should be thoroughly washed after any contact with jars.
Setup Notes/Diagram
Lab List 1-5 / Insect Collection / Student Lab /
Lab Equipment / Consumables /
1 each
ALL
2 each / collection trays
pooters
film canisters
other sealable containers
killing jar / Insect Collection assignment sheet
Insect Order Identification Key description sheet
insect pins (#00, #1, #3)
insect pin labels (cut from a printed sheet with location
info in 3 pt Arial)
ethyl acetate recharger for filling jar
sweep net
Process Notes
See Insect Collection assignment sheet. Discuss insects that may pose a danger (bees and wasps) and how to identify them.
Insects may be killed by freezing. Do not remove from freezer until ready to pin, as insects will stiffen and become difficult to pin.
Pinning instructions specific to each order can be found in an insect field guide (e.g Peterson Field Guide to Insects). Instructions for making a simple sweep net can also be found in this source. / Safety
Ethyl acetate killing jar should be treated with care. Do not inhale, wash hands after use. Ethyl acetate is a poison.
Field safety: search for insects with a buddy. Avoid bees, wasps. Instructions for handling other Hymenoptera (avoid ovipositor/stinger, grasp from sides).
Setup Notes/Diagram
Sweep net can be used to obtain a large quantity of extra insects (typical habitat for use is grass and other green vegetation). Live insects are placed in killing jar, and then stored in freezer until use in class. This allows students who were unable to find enough insects to still complete a collection and classification.
Lab List 2-1 / Animal & Plant Cells Compared / Student Lab /
Lab Equipment / Consumables /
ALL
1 pkg
1 pkg
2
ALL / light microscopes
unused slides
slide coverslips
extension cords as necessary for microscopes
medicine dropper for stains
razor blades OR scalpels OR sharp knives / Microscope Drawing worksheets
bromothymol blue stain
iodine stain
onion
toothpicks
other green plant material
other protist containing liquid (e.g. pond water)
Process Notes
Toothpicks are used to scrape a few cells from the interior of the cheek. They are then wiped onto a clean slide, and a drop of bromothymol blue added. A cover slip is placed on top, and the animal cells are viewed under 5x and 10x power.
A blade is used to slice a piece of onion skin very thinly. It is best to cut and then tear the onion to get a very thin piece. This is then placed on a clean slide, a drop of iodine added, and then a coverslip place on top. These plant cells can be viewed under 5x and then 10x power.
The animal and plant cells are drawn using appropriate microscope drawing technique, and any cell structures visible are drawn and labeled. A nucleus should be visible if enough stain is used. If a green piece of onion is used, chloroplasts should be visible.
An additional exercise is to make a slide with a sliver of other green plant material and draw. Chloroplasts should be clearly visible. OR make a slide of pond water and search for protists and draw. / Safety
Broken glass should be swept up and disposed of immediately
Proper technique should be used with sharp blades. Work should always be down on a table, and not held in the air.
Setup Notes/Diagram
Lab List 2-2 / Observing Mitosis / Student Lab /
Lab Equipment / Consumables /
ALL
ALL / light microscopes
extension cords as necessary for microscopes
prepared mitosis slides (2 root tip, 2 fish blastula, and 2 Parascaris)
**more should be ordered for a larger class
Mitosis poster / Observing Mitosis worksheet and questions
Process Notes
Working in pairs examine each of the three types of prepared slides and answer observation questions on each. More time should be spent examining the Parascaris slides, because under (40x X 10x = 400x) magnification the stages of mitosis can be discerned and identified.
Because slides are VERY expensive, time should be taken to explain how to properly examine a slide using the 40x objective (begin with 5x, then 10x objectives, focus, and finally turn to 40x; at this point only gentle, slow, and small turns of the focusing knob should be necessary to bring the image into view; otherwise slide could easily be broken, and so could objective).
The Mitosis poster should be posted near the microscope work stations for reference when answering questions on the worksheet, and to be used as a motivator. / Safety
Broken glass should be swept up and disposed of immediately
Setup Notes/Diagram
Because slide quantity is limited, students should work in pairs to examine one slide at a time, and complete the notes on each. They should trade slides with other groups until all have had a chance to view the three examples.
Lab List 2-3 / Pollination Biology / Demo Lab /
Lab Equipment / Consumables /
digital projector
computer with MS PowerPoint
PowerPoint presentation Pollination Biology / How to Pollinate a Flower worksheet
Process Notes
Show the PowerPoint presentation discussing each example of a flower as illustration a particular pollination strategies. Students record information about the flower and the strategy used in a small space provided on the worksheet. / Safety
Setup Notes/Diagram
Lab List 3-1 / Classification of Matter / Demo Lab /
Lab Equipment / Consumables /
selection of beakers, petrie dishes, and flasks of
various sizes to display the various items
clearly / sugar
can of sprite
red and green food dye
Raisin Bran or other mixed breakfast cereal
milk of magnesia (Maalox)
salad dressing
canola oil
dish soap
milk
samples of stainless steel (fork, knife)
samples of coins of different types (toonie, nickel)
gravel
sand
granite and other rock/mineral samples
Classification of Matter worksheet
overhead of examples of colloids (SciencePower 9
BLM 5-14)
Process Notes
Throughout demonstrations, students note various examples on the worksheet.
Demonstrate solutions: (1) add sugar to warm water and stir to dissolve (solution of a solid & liquid); (2) open a can of sprite pour into beaker to indicate bubbles (solution of a liquid and gas); (3) add yellow water to blue water (solution of a liquid and liquid). Discuss solute and solvent in each case.
Demonstrate alloys (homogeneous mixtures): (1) stainless steel cutlery is a mixture of iron, carbon, and small amounts of other metals; (2) nickel in coins is actually 75% copper and 25% nickel. Discuss how all of these look pure, even though they are mixtures.
Demonstrate mechanical mixtures (heterogeneous mixtures): (1) granite samples have streaks and seams of different minerals; (2) gravel and sand have tiny pieces of different minerals; (3) Raisin Bran is a mixture of flakes and raisins. Discuss how these mixtures do not look like one pure substance.
Demonstrate suspensions and colloids (heterogeneous mixtures): (1) milk of magnesia is a suspension of chalk and water, it needs to be shaken before using; (2) make salad dressing by adding oil to coloured water, then shake vigorously. Oil is broken up, but quickly reseparates. Can be made a colloid by the addition of a drop of soap. Emphasize that a colloid is a heterogeneous mixture looks pure, unless you look closely (e.g. using a magnifying glass. (3) milk is also a colloid.
Discuss other examples of colloids with class using an overhead table. / Safety
Setup Notes/Diagram
Setup all materials on lab bench prior to class. Place all liquids and solids into their own beaker, flask or petrie dish. Have various empty vessels to pour things into. Have a very larger beaker for making the salad dressing colloid.
Lab List 3-2 / Chemical & Physical Properties / Demo Lab /
Equipment & Consumables /
Chemical & Physical Properties worksheet
beaker of water
beaker of red water
almond extract bottle
flask with ice cubes
hotplate
sealed petrie dishes with CuSO4 and CaCO3 crystals
bar magnet
aluminum foil
beaker of vegetable oil
salt in shaker
pepper in shaker / container of water (large enough for hand & t. tube)
several small pieces of calcium carbide (Ca2C3)
three empty test tubes with stoppers
matches
magnesium ribbon
test tube filled with dilute hydrochloric acid (HCl)
test tubes of dilute solutions of Pb(NO3)2 and KI
empty test tube to mix in
rubber safety gloves (dish gloves)
safety goggles
Process Notes
The following physical properties are demonstrated and students record details on worksheet:
Colour: coloured water and uncoloured water
Smell: almond extract (strong smell) and water (no smell)
State: melt an ice cube (solid) in beaker on hotplate (liquid), place slide to observe steam (gas)
Crystal shape: samples of CuSO4 (crystalline) and CaCO3 (granular)
Malleability: magnet (non-malleable) and aluminum foil (malleable)
Viscosity: vegetable oil (viscous) and coloured water (non-viscous)
Solubility: salt in water (soluble) and pepper in water (non-soluble)
The following chemical properties are demonstrated and students record details on worksheet:
Combustability: place v. small piece of calcium carbide in large beaker of water, and capture
acetylene bubbles in water-filled overturned test-tube. Create three test-tubes (full of
acetylene, half-full of acetylene, and one-eighth-full of acetylene) by capturing bubbles
released until test-tube is appropriately filled, then allow air to enter, cover end and shake to
mix. Immediately, place a lit match over end of test-tube. The tube with smallest quantity of
acetylene will make an explosive POP! Wear safety goggles.
Reacts with acid: place a small piece of magnesium ribbon in a test tube with dilute hydrochloric
acid, a clear reaction occurs
Reacts with other substances: take a dilute solution of lead nitrate, and potassium iodide, and
add one to the other, a yellow precipitate is formed.
OPTIONAL: With many safety precautions (gloves, goggles, and warnings to students not to look directly at flame), a small piece of magnesium ribbon may be lit with match. / Safety
Many safety concerns:
§ hotplate requires positioning away from students
§ calcium carbide should be kept out in very small quantities, and away from any moisture
§ acetylene gas produced is very flammable
§ magnesium ribbon must be kept dry, and away from flame
§ dilute hydrochloric acid, lead nitrate, and potassium iodide are toxic and corrosive
§ safety goggles, and rubber gloves should be warn during all parts of demonstration
Setup Notes/Diagram
All materials should be readied and set out on demonstration table prior to beginning of class. Discussion of safety concerns should proceed all demonstrations. Students should be sitting at a distance from demonstrations, and should be equipped with safety goggles if possible.