13:25 CKS3: Yr7 Chemistry Unit 1 – Me the the Scientist! Lesson number: 2. Lesson Title: Working in the Laboratory Learning OutcomesHow I didTargets Learning Outcome 1: To know the names and uses of common items of laboratory equipment. Level 4 Learning Outcome 2: To be able to use a measuring cylinder to measure volume Level 5 Learning Outcome 3: To be able to measure mass and mass changes. Level 5 Connector: Copy and complete In science we measure liquids in cubic centimetres (cm 3 ). Litres (l) and millilitres (ml). 1000cm 3 = 1l and 1cm 3 = 1ml Cro2011 cm 3 mll

13:25 BIG picture Key Questions: Can I identify, and do I know the how to use laboratory equipment? Quick Discussion: What laboratory equipment do you already know? Make alist with your partner. How is this lesson relevant to every day life? Science skills can be used in every day situations. What skills will you be developing this lesson? HSW- by carrying out an experiment Numeracy- in calculations Literacy- by writing explanations using correctly spelt keywords and good grammar. Team work- during a practical investigation Participation- during a practical activity Reflection- through self and peer assessment of each outcome

13:25 New Information for Learning Outcome 1 Visual: observing & identifying Audio: listening Kinaesthetic: handling laboratory equipment

EquipmentHow it is drawnUses Test tube to view chemical reactions and to heat small amounts of a substance Boiling tube a large test tube safer than a test tube when heating liquids Test tube holder Not usually shown in diagrams. To hold test tubes when they are heated.

EquipmentHow it is drawnUses Beaker A wide-mouthed container used to transport, heat or store substances Conical flask A narrow-mouthed container used to transport, heat or store substances, often used when a stopper is required. Funnel Used to pour liquids into containers with small openings or to hold filter paper.

EquipmentHow it is drawnUses Measuring cylinder Used to measure volume Spatula Not usually shown in diagrams. used to take and handle small quantities of solid chemicals. It serves as a spoon. Tongs Not usually shown in diagrams. Used to pick up or hold hot objects

EquipmentHow it is drawnUses Bunsen burner DON’T DRAW THIS YOU DID THIS LAST LESSON Used to heat objects Plastic pipette Not usually shown in diagrams. Used to dispense a very small amount of a liquid

Demonstrate your Learning for Outcome 1

13:25 Create Evaluate Analyse Apply Understand Remember Understand (L4) Can you: Explain when and why different items of laboratory equipment are used for a specific purpose? e.g. a boiling tube, instead of a test tube? a conical flask instead of a beaker? Remember (L3) Can you: Name and/or Describe common items of laboratory equipment? Demonstrate your Learning for Outcome 1 I am working at level.... because To get to the next level I need to

13:25 Learning Outcome 1: Review Learning OutcomeHow I didTargets Learning Outcome 1: Level 5 Met? Partly met? Not met? How can I improve on Learning Outcome 1? Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. To know the names and uses of common items of laboratory equipment.

thermometer beaker of water tripod heat proof mat New Information for Learning Outcome 2 Using a measuring cylinder to measure volume 1.To measure a volume of liquid, choose a graduated cylinder that has a maximum capacity similar to the volume you want to measure. 2.Water in a graduated cylinder curves upward at the edges. This curvature is called the meniscus. Read the volume at the bottom of the meniscus when looking at the cylinder at eye level. 3.If the volume is between two lines on the cylinder, then estimate the final digit in your measurement. For instance, if the water in the picture was about halfway between 7.0 ml and 7.2 ml, read a volume of 7.1 ml. What is the reading on the measuring cylinder below? 6.6

You’ll need three measuring cylinders: 10ml, 50ml, 100ml., a 250ml beaker of water, and a plastic pipette. Working with a partner measure the following volumes: (one measures, the other checks, then for the next measurement swap.) Now complete the worksheet Using a measuring cylinder to measure volume - exercise

13:25 Create Evaluate Analyse Apply Understand Remember Apply (L5) Were you able to use a measuring cylinder to ACCURATELY measure volume? Understand (L4) Were you able to use a measuring cylinder to measure volume? Demonstrate your Learning for Outcome 2 I am working at level.... because To get to the next level I need to

13:25 Learning Outcome 2: Review Learning OutcomeHow I didTargets Learning Outcome 2: Level 5 Met? Partly met? Not met? How can I improve on Learning Outcome 2? Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. To be able to use a measuring cylinder to measure volume

Learning Activities for Outcome 3 Measuring mass and mass changes. Electronic mass balances make this easy to do: 1.Switch on the balance. 2.Press the zero (or Tare) button. 3.Place object on the balance. 4.Read the mass. Weigh a beaker.

Experiment to measure a mass change. 4.Use a test tube holder and hold the test-tube at a slight angle making sure that the open end of the test tube isn’t pointing directly at anybody. 5.Use the heating flame and carefully heat the solid for a few minutes until no further change is seen. 6.Let the test tube cool then reweigh it. 1.Wear eye protection. 2.Put a beaker on the balance and set to zero. 3.Take a clean empty test tube and use a spatula to add copper carbonate to a maximum of 1/5 full. 4.Weigh the test tube with the copper carbonate and record the mass.

Experiment to measure a mass change. Results and observations Mass of solid before heating (g) Mass of solid after heating (g) Mass change (g) When the green solid was heated ……………….. …… it changed colour and became black. Also it lost mass. Can you suggest a reason for this change? The solid lost mass because a gas was given off.

13:25 Create Evaluate Analyse Apply Understand Remember Understand (L4) Did you correctly weigh the test tube and solid? Analyse (L6) Did you work out that mass was lost because a gas was given off? Demonstrate your Learning for Outcome 3 I am working at level.... because To get to the next level I need to Apply (L5) Did you: 1.Complete the experiment? 2.Record both the mass and colour change?

13:25 Learning Outcome 3: Review Learning OutcomesHow I didTargets Learning Outcome 3: Level 7 Met? Partly met? Not met? How can I improve on Learning Outcome 3? Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. To be able to measure mass and mass changes.

13:25 Keywords: Put your hand up if there is any key word from the list that you don’t understand. test tube boiling tube test tube holder beaker conical flask funnel measuring cylinder spatula tongs plastic pipette mass balance

13:25 Review for Remembering Stand up if you have met the lesson outcomes? If not what do you need to do next in order to meet the outcome? Record this in your diary as part of your homework. Is there any part of the lesson you think you need to go over again next lesson? Tell the person next to you three things you have learnt this lesson. How will you remember this for your exam?

13:25 Extended Learning Extended Learning task: Learn the key words from lessons 1 & 2 Due date: Criteria for Level 5: – Basic description, basic detail. Criteria for Level 6: – Description with explanation and good level of detail. Criteria for Level 7: – Detailed description and in depth detailed explanation using examples to highlight points made.

Technician’s list 12x Electronic mass balances Copper carbonate 2-4g Matches and splints Trays with following items Test tube Boiling tube Test tube holder 250ml Beaker Conical flask Funnel Measuring cylinder (100ml, 50ml, 10ml) Spatula Tongs Plastic pipette (teat pipette) CKS3 L02 Laboratory Equipment work sheet x24 Graduated cylinder worksheet x24