Eureka Can

Science should be taught as a series of problems to find solutions to. Giving the student everything takes the excitement out of science. Science is about students discovering how to do something with a bit of guidance. I give out lots of the wrong equipment and get the students to choose what is best.

Charles Law

 It was the first time I had done Charles Law using a dried capillary tube and a bead of conc Sulfuric Acid to determine the volume against the temperature. The experiment took 3 hours, but I now know how to make it faster to fit into an hour lesson. Jacques Charles made a major contribution to the study of gases. In 1787, he discovered that gases have a linear relationship between their volume and temperature, provided the pressure remains constant. This is known as Charles's Law, which states that the volume of a gas is directly proportional to its temperature.

Paraffin block puzzle

 I confused many of the students with the paraffin block puzzle. The bottom is dark, the top light. Turn is round anyway, and the bottom is still dark. It kept the students amused for quite a while whilst they tried to work out what I had done to it.

Wireless Geiger Counter

After many months of waiting for my @Pascoscientific Wireless Geiger Counter and stand to arrive, I particularly like the stand, being able to place sources at different distances and placing different thicknesses of different materials to absorb the radiation.
 

Diffraction of light

 Diffraction of light using a laser going through a single pinhole in a piece of Aluminium foil. I like introducing a topic by demonstrating an effect or, better still, letting the students do their own demo and then letting them come up with an explanation of what is happening

Comparing Alcohols

 Comparing the burning of different alcohols by colour and rate of burning. It's always interesting when asked to compare substances. The students usually suggest taste - then they read the bottle labels.

Computing - Go Dice Bluetooth

 Teaching topics like Bluetooth can be boring - so spicing this up a little using the Bluetooth Go Dice. We can get the values, and the orientation of the dice, whether they are being rolled or not and then we can program them so we can count the total or change the values

Negative feedback

 Negative feedback is a difficult concept to try and get over so I tried using a balance board and the @pascoscientific smart cart strapped to my chest using the accelerometers to show my movement in the X Y and Z axis as I tried to keep my balance.

Density determination

Objective: Students will be able to determine the density of regular, irregular objects and liquids using the formula: Density = Mass/Volume

Materials:

• Regular objects (e.g. cubes, spheres)
• Irregular objects (e.g. rock, piece of wood)
• Various liquids (e.g. water, oil, alcohol)
• Scale
• Graduated cylinder
• Ruler

Introduction (10 minutes):

• Begin by reviewing the concept of density and its formula: Density = Mass/Volume
• Show examples of regular and irregular objects and liquids and ask students to guess their densities

Activity (30 minutes):

• Divide students into groups of 2-3
• Provide each group with regular and irregular objects and liquids
• Have students use the scale to measure the mass of each object and liquid
• Have students use the graduated cylinder to measure the volume of each object and liquid
• Have students use the formula: Density = Mass/Volume to calculate the density of each object and liquid
• Have students record their results in a table
• Students share their results with the class

To determine the density of an irregular shaped object, you will need to measure both the mass and the volume of the object.

Here are the steps to determine the density of an irregular shaped object:

1. Measure the mass of the object using a scale. Record the mass in grams or kilograms.

2. Determine the volume of the object. There are a few methods to measure the volume of an irregular shaped object:

• Water Displacement Method: This method involves immersing the object in a container of water and measuring the amount of water that is displaced by the object. The volume of the object is equal to the amount of water displaced.

• Archimedes' Principle: This method involves immersing the object in a liquid of known density and measuring the weight of the liquid that is displaced by the object. The volume of the object can be calculated using the formula: V = W / ρl, where V is the volume of the object, W is the weight of the liquid displaced, and ρl is the density of the liquid.

• Solid geometry method: In this method, the object's volume can be calculated by measuring its dimensions and using the appropriate mathematical formula that corresponds to the shape of the object. For example, if the object is a cylinder, you can use the formula V = πr^2h, where V is the volume, r is the radius, and h is the height.

3. Calculate the density of the object using the formula: Density = Mass / Volume. The unit of density is typically grams per cubic centimeter (g/cm^3) or kilograms per liter (kg/L).

It is important to note that the accuracy of density measurements will depend on the accuracy of the mass and volume measurements. Additionally, some objects may have variable densities, such as porous objects, in this case, it is necessary to take multiple measurements to get an average density.

To determine the density of a regular shaped object, you will need to measure both the mass and the volume of the object.

Here are the steps to determine the density of a regular shaped object:

1. Measure the mass of the object using a scale. Record the mass in grams or kilograms.

2. Determine the volume of the object. Since the object has a regular shape, the volume can be calculated using the appropriate mathematical formula that corresponds to the shape of the object. For example, if the object is a cube, you can use the formula V = s^3, where V is the volume and s is the length of one side of the cube. If the object is a sphere, you can use the formula V = (4/3)πr^3, where V is the volume and r is the radius of the sphere.

3. Calculate the density of the object using the formula: Density = Mass / Volume. The unit of density is typically grams per cubic centimeter (g/cm^3) or kilograms per liter (kg/L).

It is important to note that the accuracy of density measurements will depend on the accuracy of the mass and volume measurements. Additionally, some objects may have variable densities, such as porous objects, in this case, it is necessary to take multiple measurements to get an average density.

It is also important to use appropriate tools for measuring the volume of regular shaped objects. For example, using a ruler to measure the sides of a cube or using a caliper to measure the diameter of a cylinder.

To determine the density of a liquid, you will need to measure both the mass and the volume of the liquid.

Here are the steps to determine the density of a liquid:

1. Measure the mass of the liquid using a scale. Record the mass in grams or kilograms.

2. Determine the volume of the liquid. This can be done by using a graduated cylinder or a measuring cylinder. The graduated cylinder or measuring cylinder should be cleaned and dried before use. Carefully pour the liquid into the cylinder and read the volume of the liquid at the bottom of the meniscus (the curved upper surface of the liquid). Record the volume in milliliters or liters.

3. Calculate the density of the liquid using the formula: Density = Mass / Volume. The unit of density is typically grams per milliliter (g/mL) or kilograms per liter (kg/L).

It is important to note that the accuracy of density measurements will depend on the accuracy of the mass and volume measurements. Additionally, some liquids may have variable densities based on temperature, in this case, it is necessary to take multiple measurements at different temperatures to get an average density.

It is also important to use appropriate tools for measuring the volume of liquids, such as a graduated cylinder or a measuring cylinder, and to read the volume at the bottom of the meniscus. And ensure that the cylinder is clean and dry before use.

Conclusion (10 minutes):

• Review the densities of each object and liquid and discuss any patterns or observations
• Discuss the importance of density in everyday life, such as in determining whether an object will float or sink in a liquid
• Assign homework: Have students research and find the densities of three materials and compare them with the densities of objects and liquids they measured in class.

Assessment:

• Observe students during the activity to ensure they are measuring mass and volume correctly and using the formula correctly
• Review students' homework assignments to assess their understanding of densities of materials.
• Have students take a quiz on density and its application.

 

Explaining sine values

Using the @casio fx-50 to draw graphs of the trig functions and using the value on another graph so that the intersection can be found and then the value displayed. Better for understanding than using the CAST Diagram and the standard calculator

Adding water to Calcium Oxide

 After heating some Chalk for about 20 minutes, after it cooled, we added a little water to make Calcium Hydroxide. 

Inflating a Lambs Lung

 It is surprising how big a lambs lung is when inflated. Seeing a Lamb pluck the lungs look small but add air to them, and their full size can be seen. We also noticed the colour change when inflated.

Static Electricity

 Static Electricity - Like charges Repel and Unlike charges attract. It took a lot of practice to get this to work as the students didn't really charge up the rods enough. The Gold Leaf electroscope could be explained using these facts.

The length of the wire is proportional to this length

 Required practical: The length of the wire is proportional to this length. Needing to go back to paper to record the results rather than doing this electronically and plotting in excel to help the students with drawing their own graphs.

Log tables

As I go through A-Level Maths with students, one of the problems they have is with logs. They have never grown up without a calculator and need help understanding what logs and log tables are and how they work; worse, they don't really see a need for them.

Lesson Plan Garlic or Mint as antibiotics

Which is the most effective? Garlic or Mint at killing bacteria. After learning how to create bacterial cultures and then make the agar plates, it is time to put everything together to see if everything works.

Lesson Plan

Have students record their observations and measurements and then analyze and interpret the data to draw conclusions about the effectiveness of garlic and mint at killing bacteria.

Introduce the topic by discussing the importance of bacteria and the various ways in which it can affect human health. Explain that the investigation aims to compare the antibacterial properties of garlic and mint.

Have students research the history and uses of garlic and mint in traditional medicine. They can also research any scientific studies that have been done on the antibacterial properties of these plants.

In small groups, have students design and conduct experiments to test the effectiveness of garlic and mint at killing bacteria. Some possible methods for this could include:

Extracting the essential oils from garlic and mint and using them to treat bacterial cultures

Crushing garlic and mint and applying them directly to bacterial cultures

Making a garlic or mint tea and using it to treat bacterial cultures

Have the groups present their findings and results to the class and lead a discussion to review and evaluate the methods used and the conclusion drawn.nd mint at killing bacteria.

Have the groups present their findings and results to the class and lead a discussion to review and evaluate the methods used and the conclusion drawn.

Introduce the topic by discussing the importance of bacteria and the various ways in which they can affect human health. Explain that the investigation aims to compare the antibacterial properties of garlic and mint.

Miners Safety Lamp

 

Sir Humphry Davy was a British chemist and inventor who made many important contributions to the field of science. One of his most famous inventions was the miner's safety lamp, which he developed in the early 19th century. The lamp was designed to prevent explosions in coal mines, which were a major hazard at the time. It worked by burning a flame that was protected by a wire mesh, which allowed air to circulate but kept the flame from coming into contact with flammable gases that might be present in the mine. Davy's lamp made it much safer for miners to work, and it played a significant role in the industrialization of Great Britain.

Properties of Alcohols including their reactions with Sodium Lesson Plan

 Reactions with the different Alcohols to see the change in rate and water for comparison and why not to react with acids. An extra experiment is to time how long it takes for the Sodium to oxidise.

Lesson Plan

Objective:

• To understand the chemical reactions of alcohols
• To be able to identify and name different types of alcohols
• To know the different uses of alcohols in industry and everyday life

Materials:

• Molecular models or diagrams of alcohol molecules
• Examples of different types of alcohols (e.g. ethanol, methanol, propanol)
• Handouts with information about alcohol reactions and uses

Warm-up:

• Ask students what they already know about alcohols.
• Ask students to brainstorm a list of everyday uses for alcohols (e.g. in cleaning products, as a fuel, in the production of cosmetics).

Direct Instruction:

• Introduce the concept of alcohols as a class of organic compounds characterized by a hydroxyl (-OH) group attached to a carbon atom.
• Show students the molecular models or diagrams of different types of alcohols, and have them practice identifying and naming the different types (e.g. ethanol, methanol, propanol).
• Discuss the physical properties of alcohols, such as their boiling points and solubility in water.
• Talk about the chemical reactions of alcohols, including the oxidation of alcohols to produce aldehydes and ketones, and the reaction of alcohols with carboxylic acids to form esters.
• Discuss the uses of alcohols in industry and everyday life, including as solvents, fuels, and in the production of personal care and cleaning products.

Demonstration

• Demonstrate the reaction of Sodium with the different alcohols.
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Guided Practice:

• Have students work in pairs or small groups to research one specific use of alcohols and present their findings to the class.
• As a class, create a chart or diagram that organizes the different uses of alcohols by category (e.g. personal care, fuel, solvent).

Student experiment

    Compare the burning rate of three different alcohols, Methanol, Ethanol and Propanol

Materials:

• 3 alcohol burners or alcohol lamps
• 3 beakers or small glass containers
• Methanol, ethanol, and propanol
• Matches or a lighter
• Stopwatch or timer
• Safety goggles and apron

Procedure:

1. Set up the three alcohol burners or alcohol lamps on a table, making sure that they are well spaced out and in a safe location.
2. Fill each of the beakers or small glass containers with a different type of alcohol: methanol, ethanol, and propanol.
3. Using a match or lighter, light the burner or lamp filled with methanol. Start the stopwatch or timer.
4. Record the time it takes for the alcohol burner or lamp to burn out.
5. Repeat steps 3 and 4 for the ethanol and propanol burners or lamps.
6. Calculate the average burning time for each alcohol by dividing the total burning time by the number of burners or lamps used.
7. Compare the average burning times of the three alcohols.

Safety Precautions:

• Wear safety goggles and an apron to protect against any spills or splashes.
• Keep a fire extinguisher nearby in case of emergencies.
• Use caution when lighting the alcohol burners or lamps, as the alcohol can ignite quickly.
• Do not leave the burning alcohol unattended.

Questions to consider:

• Which alcohol burned the fastest?
• Which alcohol burned the slowest?
• How does the burning rate of the alcohols compare?
• What factors might affect the burning rate of the alcohols?
• How could this experiment be improved or modified?

Independent Practice:

• Give students a handout with information about alcohol reactions and uses, and have them complete a worksheet that asks them to identify the type of alcohol based on its molecular structure, predict the products of a given alcohol reaction, and describe the uses of alcohols in industry and everyday life.

Closure:

• Review the key concepts from the lesson, including the characteristics and chemical reactions of alcohols, and their various uses in industry and everyday life.
• Ask students to reflect on what they have learned about alcohols and how this knowledge might be useful to them in the future.