Category: Grade 9

Currents from the kitchen

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Purpose:

Which fruit will produce the most electric voltage?

Hypothesis:

If someone brings a lemon, the lemon will have the highest voltage.

Materials:

1 Voltmeter, 2 wires, 1 nail, 1 copper strip, at least 3 fruits/ vegetable.

Procedure:

  1. Post your pre lab
  2. Observe the demonstration on how to build the battery call (bulb/voltmeter)
  3. Set up your experiment space in groups of 3
  4. Perform your experiments with different fruits and vegetables
  5. Document down your results and experiment set-up with cameras
  6. Consider an explanation for your observations and results
  7. Post your images and explanation on your Edublog account

Why:

Because it has a lot of citric acid.

Questions:

1.What is causing electrons to flow in this experiment?

The citric acid allows the electricity to flow between the metals.

2.What are the independent, dependent, and controlled variables in this experiment?

The independent variable were the fruits. The dependent variable was the voltage. The controlled variables were the copper and the zinc nail and the voltmeter with the wires that connected to the voltmeter.

3.How can we modify our experiment to improve the results?

We could have added only fruits with high citric acid levels and would maybe keep the

4.What could be sources of error or uncertainty in our experiment?

A source of error in this experiment could have been a faulty voltmeter or wires and could have shown the wrong voltage.

5.How can I use this in my every day life?

I could use this in my every day life possibly if I wanted a night light or some sort of flash light but it would be hard to maneuver it around if it was used as a flash light of some sort or if it was a night light if it would stay on for a long time period or once the fruit gets older it wont work anymore it would be a experiment to see if it stays on for a long time period it would definitely need a bigger L.E.D to work as one of these devices.

Results of the fruits we tested:

Orange: 0.2 volts, Pear: 0.4 volts, Apple: 0.2 volts, Potato: 0.3, Lemon: 0.4, Ginger: 0.2, Onion: 0.2

Pictures of our results:

 

 

Periodic Table Feedback Reflection

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  1. What I know well about the periodic table

Looking at the periodic table, I know quite a bit about the periodic table, I thought I did decent on all the work leading up to the test. I know how many periods are in the periodic table and the different sections of the elements. To end, I know what elements are metals and non-metals.

2. What I still need to work on regarding the periodic table

The periodic table is a challenging subject for me. I need to work on many things regarding the periodic table. Since its a brand new subject for me, I didn’t learn about it prior to high school. I need to work on the vocabulary of the periodic table because I can still get confused with some words.

3. What I wonder about the periodic table

I wonder if we can add more elements to the table if there are more.

I wonder why the periodic table has gaps in between the 3 elements on the left side and the rest on the right and also the gap on the bottom.

I wonder why Mendeleeve decided to put these elements together to create the periodic table.

4.What goals will I set to understand the periodic table better

Based off this test I will look over and see what I did incorrectly and look over it and see if I can get a different answer and possibly get it right. I can read over the rules of the table and see how other ways can get the correct answer.

Projet Podcast – clip promo

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Stylé

 

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Un podcast pour enseigner les gens propos de comment tu peux avoir plus de style et pourquoi tu as besoin le stylé. Nous parlons de l’histoire de sty et beaucoup de plus de choses de la STYLÉ. 

Science 9- Safety story- Damon

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Damon Douglas

Science 9

Safety story

This symbol is a flammable symbol. This one mean that the product is possible fire hazard, so it can catch fire easily.

 

This symbol is a poison can cause death symbol. This one mean that the product is able to cause death or severe poisoning.

The red shape that looks like a stop sign shows that the product is extremely not safe to consume or touch or bring close to fire.

The orange shape that is a diamond shows that the product must me stored of carefully.

The yellow shape that looks like a yield sign shows that you should still be careful with it, but it isn’t deadly.

It was just a regular day in Mr. Robinson’s science 9 class. The class was talking in their table groups about the Lab equipment they got selected to talk about how they think that you can use the pieces of equipment. Group one was talking about the pipestem triangle. They came up with this idea of what it does, and it was correct. They said, “supports the crucible being heated over an open flame”. Group two was talking about the micropipets. The group came up with an idea of what the micropipets are used for, their guess was incorrect. They said, “fill up the pipets to the top and dispense however much liquid you want”. Group 3 was assigned to talk about what the test tubes. Group 3 came up with this idea, their answer was incorrect on how to use it. They said, “fill the tubes with liquids to the very top of the tube”. Group 4 was told to talk about the mortar and pestle. They thought of an idea on how to use it, it was correct. They said, “its for grinding chemicals to powder”. Finally group 5 the last group was assigned to talk about the wire brush. The final group thought of an idea, that was very close but incorrect. They thought that wire brush is used for “cleaning micropipets, droppers and a regular pipet”. After the groups finished discussing about their items, they started getting ready for the lab. Mr. Robinson brought in the chemicals we are going to investigate. As he was walking over to group one to give the group their stuff someone left their backpack out and didn’t tuck it under the group table. Mr. Robinson tripped over the bag and the chemicals went everywhere. It was a chemical in the warning category, so it wasn’t going to kill the student that got the chemical on their body, so they went to the eye wash station and the shower station and pulled the handle and turned on the water for eye wash. Luckily the student was okay, and everyone finished the lab after a little bit of clean up and we got to the bins, and we couldn’t decide what bin to but the stuff that we cleaned the chemical up with. Should we put it in a recycler or should we put them in EHS Hazardous waste program. We ran into a dilemma. In the end the class chose the recycler.

 

It was a great day in Mr. Robinsons science 9 class. The class was talking in their table groups about the Lab equipment they got selected to talk about how they think that you can use the pieces of equipment. Group one was talking about the pipestem triangle. They came up with this idea of what it does, and it was correct. They said, “supports the crucible being heated over an open flame”. Group two was talking about the micropipets. The group came up with an idea of what the micropipets are used for, their guess was correct. They said, “to measure and dispense very small amounts of liquids”. Group 3 was assigned to talk about what the test tubes. Group 3 came up with this idea, their answer was correct on how to use test tubes. They said, “Holds small amounts of liquids for mixing and heating”. Group 4 was told to talk about the mortar and pestle. They thought of an idea on how to use it, it was correct. They said, “its for grinding chemicals to powder”. Finally group 5 the last group was assigned to talk about the wire brush. The final group thought of an idea, that was correct. They thought that wire brush is used for “to clean the inside of test tubes or graduated cylinders”. After the groups finished discussing about their items, they started getting ready for the lab. Mr. Robinson brought in the chemicals that we are going to investigate. As he was walking over to group one to give the group their stuff, and he noticed everyone tucked their bags under the group table. Mr. Robinson was very happy to see that his students are being safe. So, he continues to bring the chemicals to the groups. It was a chemical in the warning category, so it was a warmup lab to get into the swing of things. Luckily the students were all okay, and everyone finished ended up finishing the lab. The class went over to the bins happy that no one got hurt, and we couldn’t decide what bin to but the stuff the left-over chemicals. Should we put it in a recycler or should we put them in EHS Hazardous waste program. We ran into a dilemma. The class chose the EHS Hazardous waste program.