
Wednesday, 21 August 2013

Scientific Methods Worksheet
Scientific
Method Worksheet
Name :
Class/# :
Day, date :
Step 1: Put the steps of the
scientific method in the correct order.
Do background research
Ask a question
Analyze results
Construct a hypothesis
Draw conclusions
Test with an experiment
Step 2: Using the below synopsis,
match each of the steps of the scientific method to its
corresponding
statement.
Synopsis: Jenny has been working hard
all summer on her tomato garden. Recently, she noticed that
insects have been eating her tomatoes
and tomato plants and she is worried about spraying them with
harmful, store-bought pesticides.
Jenny states that if she sprays her
vegetables with a natural, homemade solution to help fight
the bug problem, then her vegetables
will still grow to the same size as they would if she used
store bought
pesticides____________________________
Jenny sprays one third of her
vegetables with store bought pesticides , one third of her
vegetables with her homemade solution, and does not spray the
remaining third (her control
group) ____________________________
After one week, Jenny compares and
tests the differences in her vegetables____________________________
Jenny wonders how she can protect her
plants from bugs without harming the
vegetables____________________________
Jenny determines that her homemade
solution was just as effective as the store-bought
pesticides____________________________
Jenny goes to the library and looks up
different kind of pesticides and their effect on
vegetables and also
looks up natural remedies to help solve her bug
problem____________________________
Identify the
independent variable and the dependent variable.
1. Christine investigated
how fast one year old Persian cats reacted to
different whistles.
Independent Variable
______________________________________________
Dependent Variable
_______________________________________________
2. Identify the
independent variable, dependent variable, and constants.
Mario studied how far
room temperature tap water would spurt out of a
plastic milk carton
when 3 mm holes were punched at different heights
from the bottom of
the container.
Independent Variable
______________________________________________
Dependent Variable
_______________________________________________
Constants
_______________________________________________________
________________________________________________________________
3. Identify the
independent variable and dependent variable in each hypothesis.
a. If different motor
oils are put in water, then they will float at different
heights on
the water.
Independent
Variable________________________________________
Dependent Variable
__________________________________________
b. If the number of
twists of a rubber band is increased, then a toy
propeller airplane
will fly farther.
Independent Variable
________________________________________
Dependent Variable
__________________________________________
4. Determine if the
hypothesis is supported by the data and explain your answer.
Lamont knew that water
made things look larger. He wondered what other
liquids such as
alcohol and glycerin would do. Lamont thought a pencil
would look
larger in the thicker liquid (glycerin), followed by water, and
then
alcohol. In the experiment he rated the increase in pencil size from
1
to 10, with 10 as the largest. His rankings were 7 for glycerin, 5
for water,
and 2 for alcohol.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Make a hypothesis
about the following using an “If . . . , then . . . “ statement.
a. The time for different
size water drops to fall through vegetable oil.
_________________________________________________________
_________________________________________________________
_________________________________________________________
b. How high an ice cube
will float in different temperatures of water.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Thursday, 1 August 2013

Safety In the Laboratory
SAFETY IN THE LABORATORY
Entering and leaving the laboratory:
1. Do not run
2. Make sure that school bags are stored safely
3. Put stools under the bench when not in use
4. Leave the bench clean and dry
General Behavior:
1. Do not run in the laboratory
2. Do not eat or drink in the laboratory
3. Work quietly
During Experiment:
1. Never point a tube test containing chemical at anyone, and do not examine the content by looking down the tube.
2. Tell your teacher about any breakage or spillage at once. If you are at all unsure of the practical work, check with your teacher that you are following the correct procedure.
3. Only carry out investigations approved by your teacher, and use the gas, water, and electricity supplies sensibly.
Entering and leaving the laboratory:
1. Do not run
2. Make sure that school bags are stored safely
3. Put stools under the bench when not in use
4. Leave the bench clean and dry
General Behavior:
1. Do not run in the laboratory
2. Do not eat or drink in the laboratory
3. Work quietly
During Experiment:
1. Never point a tube test containing chemical at anyone, and do not examine the content by looking down the tube.
2. Tell your teacher about any breakage or spillage at once. If you are at all unsure of the practical work, check with your teacher that you are following the correct procedure.
3. Only carry out investigations approved by your teacher, and use the gas, water, and electricity supplies sensibly.

Hazard Warning Symbols
chemistry - checkpoint
Hazard Warning Symbols
FLAMMABLE
(can easily ignite and burn: benzene, ethanol)
RADIOACTIVE
Give off harmful rays that can kill living cells: uranium, radium
EXPLOSIVE
Chemicals that explode: toluene
DANGEROUS FOR THE ENVIRONMENT
Chemicals that may present an immediate or delayed danger to one or more components of the environment
CORROSIVE
Destroy living tissue, including the skin and eyes: concentrated acid, oven cleaner
OXIDSING
The substance provides oxygen.
Other materials will burn more fiercely in its presence.
HARMFULL/IRRITANT
Involved a health risk or irritate the skin: dilute acid, alkalis, thinner
TOXIC / POISON
poisonous if breathed, absorbed through the skin: alcohol, mercury
Hazard Warning Symbols
FLAMMABLE
(can easily ignite and burn: benzene, ethanol)
RADIOACTIVE
Give off harmful rays that can kill living cells: uranium, radium
EXPLOSIVE
Chemicals that explode: toluene
DANGEROUS FOR THE ENVIRONMENT
Chemicals that may present an immediate or delayed danger to one or more components of the environment
CORROSIVE
Destroy living tissue, including the skin and eyes: concentrated acid, oven cleaner
OXIDSING
The substance provides oxygen.
Other materials will burn more fiercely in its presence.
HARMFULL/IRRITANT
Involved a health risk or irritate the skin: dilute acid, alkalis, thinner
TOXIC / POISON
poisonous if breathed, absorbed through the skin: alcohol, mercury
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