Name: Grade:
GeoL101 LABORATORY – Lab
#1 – science
Basics
Observing, Measuring, Hypothesizing, Testing, and Units
Introduction
& Purpose: In
this lab you will observe, measure, hypothesize, and test, earth materials and
processes. The purpose of this
laboratory experience is to become better familiar with the basic sorts of
activities and that geologists do while investigating natural world phenomena
as part of scientific inquiries.
Exercise #1 – Scientific Inquiry – Apply Scientific Method to Study a
Lava Lamp
Scientists use a special sort of method
to undertake all scientific inquiries called the scientific method. The
scientific method is a sequence of steps that include empirical observations,
the formulation and testing of a hypothesis, or tentative explanation, which
addresses the origin, evolution, nature and/or processes of natural phenomena.
Directions: Carefully study the glitter and/or lava lamps that are set up in the lab; record as many observations as possible concerning the material, energy, design, and processes of the lamp. Then come up with a central question concerning the nature of the lava lamp. From the question, develop a testable explanation or hypothesis – essentially the ‘answer’ to your question. Test your hypothesis by devising and running (actually or virtually) an experiment – the analysis of the results of your experiment should allow you to make the following conclusion: Yes – my hypothesis is correct, OR No – my hypothesis is incorrect. Be sure to include the following steps:
Step 1 - Empirical Observations - Qualitative &
Quantitative descriptions and measurements of system:
a) Material Components–
Describe, measure, and sketch (with labels) the whole and separate parts of the
system. Include size, shape, form, and
make-up of each component and how it spatially relates to the other components
– it’s “structure”. Examples of a
component’s material make-up are metal, plastic, glass, ceramic, wood, rubber,
etc. Be careful to NOT include any
explanations, or interpretations in your empirical observations – it should
purely based on describing or measuring what you are actually observing.
b) Energy – List the sorts of energy
that you detect in the system, including what may be going in or out of the
system. Examples are electricity, light,
heat, gravitational, kinetic, and magnetic. Be careful here too to NOT include any
explanations or interpretations in your empirical observations.
c) Dynamics: Describe and measure
notable changes in system through time - changes in mass, energy, temperature,
phase change, movement of mass and/or energy.
A dynamic system indicates that there are processes occurring within the
system and/or between the system and its surrounding environment. Some processes may be observable, whereas,
others are not – depending on the available sensing instruments.
Movement
of matter can be measured by rate of change.
Again, be careful to NOT include any explanations or interpretations in
describing the system’s dynamics.
Step 2 – Posed Question(s) concerning the nature of a
system (in this lab’s case, a glitter or lava lamp)
The
posed question or problem should have some sort of useful significance, and be
well-defined, measurable, and controllable – basically answerable. Questions that are answered by scientific
investigation are based on empirical observations - data, and scientific
thinking accomplished, usually following previous research.
Step 3 – Hypothesis – Interpretation,
explanation, and/or prediction of the system.
Note that the hypothesis should be stated in a form that basically
answers the above posed question(s). A
hypothesis may include prediction(s), based on the assumptions made in the
hypothesis. A scientific hypothesis must
be falsifiable, meaning that it can be tested for
validity within the empirical constructs of the natural world, i.e., the
hypothesis is scientifically testable.
Supernatural explanations are NOT testable.
Step 4 - Test – A definitive method/means
of finding out whether or not the hypothesis is true or false. The test can be either, an experiment done on
the system, or further observations of
the system that are used to test a prediction of the future state of the
system. In either case, the result
should provide a straight-forward conclusion that is either a “yes” or “no” to the hypothetical answer
(hypothesis) to the original posed question(s) made in step 1. Predictions can also be tested by further
observation.
Step 5 – Results - The measured and recorded
observations and information from the test and/or predictions, whether it be
from an experiment - the experimental data, or from further observations of the
system. Analysis and evaluation of the
data will lead to a conclusion concerning the hypothesis.
Step 6 - Conclusion - A statement that
summarizes the evaluated results (data) from the test. The conclusion will either invalidate
the hypothesis and prediction(s), or confirm the hypothesis and
predictions. It is also possible that
your results are inconclusive (neither a “yes” nor “no”) – this result
basically means that your test was inadequate.
Step 7 – Reevaluation - Based on your conclusion,
what must be done concerning your original hypothesis? Retain it?
Modify it? Throw it out
completely? Or does it appear that the test does not adequately challenge the
hypothesis?
Scientific Inquiry of a Glitter and/or Lava Lamp -- Worksheet
Step 1 – Qualitative and
Quantitative Observations of System:
a) Material Components:
b)
Energy:
c)
Dynamics
Step 2 –
Posed Question Concerning System:
Step 3 –
Tentative Hypothesis:
Step 4 –
Method of Testing: An “experiment” – and/or – Further observations for predicting
Step 5 -
Test Results (recorded data):
Step 6 –
Conclusion(s):
Step 7 -
Reevaluation:
Exercise
#2 - Determining
the Density of Water
Directions: a) Write a simple
step-by-step procedure on how you could use a small graduated cylinder and a
gram balance (scale) to determine the density of water by dividing its measured
mass by its measured volume, in grams per cubic centimeters (g/cm3). b) Use your measurements of water’s mass and
volume to calculate the density of water as accurately as you can. Note: You must show your complete
calculations and units for full credit.
Step
1.________________________________________________________________________________
______________________________________________________________________________________
Step 2. ________________________________________________________________________________
______________________________________________________________________________________
Step 3.
________________________________________________________________________________
______________________________________________________________________________________
Step 4.
________________________________________________________________________________
______________________________________________________________________________________
Water Sample
Measurements: Water Mass = ______ grams Water Volume = _______ milliliters
Write Calculations for Water Sample Below: Note: Density = Mass ÷ Volume (don’t forget units)
Write Your Calculated Value for Water Sample
Density Here:
_________
Question 1). Do you see any significance in your calculated value of water density,
in terms of how the concept of the mass value of “1 gram” was developed? Hint:
What material of what volume under what conditions did the global
scientific community agree on to use as a standard mass to define the unit of
EXACTLY 1 "Gram”? Why do you think
they agree on this definition of “gram”?
Question 2) If you measured a chuck frozen water (ice),
and it had the same weight as your liquid sample you measured above, could you
predict whether it would have a different volume, based on personal
experience? How might you test your
prediction?
Exercise
#3 – Converting Units of Measurement
Directions: Calculate the following unit conversions using the
correct significant place values. The
unit conversion values are found on the last age of this worksheet. Note that you MUST show your
math calculation AND units to get credit for your answer.
Unit Conversion Problem Unit Conversion
Calculation
Example: 2.5 miles = _4.0_ kilometers 2.5 mi x 1.6 km/mi = 4.0 km (miles cancel)
a.
10.0 miles = _______ kilometers.
b.
3.0 feet = ______ meters.
c.
16 kilometers = ______ meters.
d.
25 meters = ______ centimeters (cm).
e.
1.3 liters (L) = ______ milliliters (mL) or
cubic centimeters (cm3)
f.
25.4 mL =
______ cm3
g.
120 pounds = ______ kilograms (Kg).
h. 2
ounces = ______ .
grams
i.
If an object traveled 280 miles in
4 hours, the velocity of the object =
________ km/hr
Velocity = distance÷ time
j.
Convert your height from Imperial
System to Metric System. (convert feet/inches to centimeters)
My height is ___ feet ____ inches. My
height in cm’s is
______ cm.
k.
Convert your weight from Imperial
System to the Metric System. (convert pounds to kilograms)
My weight is ________ lbs.
My weight in kg is ______ kg.
n.
Convert the following temperatures from Fahrenheit to Celsius. Conversion:
C = (F -
32) x 5 ÷ 9
Average human body temperature is
98.6˚ F = _______˚C
Exercise #4 - Written Laboratory Reflection
Directions: Write a 120 word minimum reflection of the lab activity, explaining its
purpose, the methods used, the results obtained, and a brief personal
reflection of what you enjoyed and learned about doing this lab (3 points possible). Answer the following 3-point question
reflection set on a separate sheet of paper:
1) What was
the purpose of this lab? What did you actually discover and learn during this
lab?
2) What did
you enjoy most about this lab? Also, what was challenging or
thought-provoking?
3) What are
your constructive comments about the design and execution of this lab? What’s good?
What’s bad? Also, how might this lab be
made better?
|
APPROXIMATE
CONVERSIONS FROM ENGLISH UNITS TO SI UNITS |
||||
|
SYMBOL |
WHEN YOU KNOW |
MULTIPLY BY (CF) |
TO FIND |
SYMBOL |
|
LENGTH |
||||
|
in |
inches |
25.4 |
millimeters |
mm |
|
ft |
feet |
0.305 |
meters |
m |
|
yd |
yards |
0.914 |
meters |
m |
|
mi |
miles |
1.61 |
kilometers |
km |
|
AREA |
||||
|
in2
|
square
inches |
645.2 |
square
millimeters |
mm2 |
|
ft2
|
square
feet |
0.093 |
square
meters |
m2 |
|
yd2
|
square
yard |
0.836 |
square
meters |
m2 |
|
ac |
acres |
0.405 |
hectares |
ha |
|
mi2
|
square
miles |
2.59 |
square
kilometers |
km2 |
|
VOLUME |
||||
|
fl
oz |
fluid
ounces |
29.57 |
milliliters |
mL |
|
gal
|
gallons |
3.785 |
liters |
L |
|
ft3
|
cubic
feet |
0.028 |
cubic
meters |
m3 |
|
yd3
|
cubic
yards |
0.765 |
cubic
meters |
m3 |
|
NOTE: volumes greater than 1000 L
shall be shown in m3 |
||||
|
MASS |
||||
|
oz |
ounces |
28.35 |
grams |
g |
|
lb |
pounds |
0.454 |
kilograms |
kg |
|
T |
short
tons (2000 lb) |
0.907 |
megagrams (or "metric ton") |
Mg (or
"t") |
|
TEMPERATURE (exact degrees) |
||||
|
oF |
Fahrenheit |
5
(F-32) ÷ 9 |
Celsius |
oC |