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Contents
Areas of Study 7
The pendulum 12
Dissolving Time 19
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Course Timeline
Term 2
1 Apr 13 Ecology End of Term Fri 4th May
2 April 20 Ecology Anzac Day -25th, -
3 April 27 Ecology House aths Wed 29th & Fri 1st 8
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Irresponsible and dangerous behaviour will result in your parents being informed and may result in the
withdrawal of hands-on practical work.
Careless handling of equipment causing damage or deliberate breakage will result in the student(s)
responsible paying for damaged or broken equipment.
Serious accidents can occur especially through irresponsibility, disobedience and inattention.
Class behaviour is also important. Unruly classes will not do practical work.
We expect you to work well, safely & enjoy this excellent subject.
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Your report should include the following information under the correct headings.
Not all of these areas will necessarily be needed for every report. Your teacher
will inform you if a shorter format is required for a particular piece of work.
INTRODUCTION: An introduction includes some general background to the topic being investigated. Some
indication of background reading should be evident.
AIM: This should clearly state what is being investigated and why it is being investigated. This section
should also include your hypothesis.
MATERIALS: A list or description of the equipment you used. Drawings may be applicable.
METHOD: This section should be presented in a way which allows the experimental sequence to be easily
followed, point form presentation is preferred. Your method should always be presented logically.
RESULTS AND OBSERVATIONS: The presentation of data/results should be in the form of tables, graphs,
diagrams. Units must be given for any quantity that requires them. Units are usually measured in S. I. form,
eg. metre, kilogram etc. All information should be clearly labelled.
DISCUSSION: Your discussion should include an analysis of your results, an analysis of the design of the
experiment, and an error analysis. Try to answer the following questions: What do the results show? How
should the results be interpreted? Do they support or disprove the hypothesis? Were there any trends in the
data collected? Were any problems encountered? What were they? How did you deal with them? Do you
have any suggestions for improvement in the experimental design? How were random errors eliminated?
Were there any variables not accounted for?
CONCLUSION: This section should be short and to the point. The conclusion should relate directly to the
aim. Has the hypothesis been supported or disproved?
BIBLIOGRAPHY: If you used any books or other written sources, eg. journals, encyclopedias, internet etc.
to obtain information, it should be referenced. A list of these sources, if used, must be included in a
bibliography.
ACKNOWLEDGMENTS: Any other assistance obtained from people should be acknowledged here.
Practical reports should always be neatly presented and handed in on the due date.
The effect of altering the concentration of 'a specified' fertiliser on growth of 'a specific' plant.
Suggestions are 200%, 100%, 75%, 50% and 10% inc a control with no fertiliser
The effect of altering the type of 'a specified' fertiliser on growth of 'a specific' plant. Use
recommended dose.
The effect of grey water on growth of 'a specific' plant. You can make your own grey water that
could be obtained from different areas. ie. Bathroom, kitchen and laundry. Have concentrations the
same. Eg 1g per litre
The effect of salt water on growth of 'a specific' plant. Realise that few plants grow by the sea so
concentrations must be less than that of seawater.
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Finding the optimum mix of soils for the growth of specific plants. Eg. 25% sand 75% garden soil and
variations on this.
Which coloured lights have the greatest effect the growth of a specific plant.
What is the best type of mulch to maximise plant growth.
Worms numbers and plant growth
You have a choice of the type of plants, seeds, chemicals, conditions etc, for your project. Make sure
you clearly identify your choices and ask for advice from your plant nursery staff or parents to ensure
your plant, or seedling is fast growing enough to ensure that data can be collected over the time you
have available.
Suitable plants include: Silverbeet, radish, snapdragons, lettuce, rocket, peas, beans
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Textbook: Chapter 13.1, 13.2, 13.3, 13.4, 13.5, 13.8, 14.1, 14.2, 14.3, 14.4, 14.8
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Explain the development of the theory of the structure of the atom from Dalton to Bohr.
Categorise all substances as elements, compounds, pure substances and mixtures
Explain the concept of elements and their isotopes.
Name, give symbols and electronic configurations for the first twenty elements and give their position
on the periodic table.
Draw diagrams of atomic structure.
Explain by referring to electron shells of atoms how they may form ions
Use atomic and mass number notation to determine the number of protons and neutrons in an
element.
Explain how groups and periods are used to relate the location of an element on the periodic table
Relate the metallic/non-metallic character, atomic radius, the melting/boiling point and chemical
reactivity of an element to its position on the periodic table
Relate the structure of the atom to the formation of ions.
Observe and explain the reactivity of different metals
Carry out reactions with regard to the appropriate safety considerations including writing and
interpreting risk assessments.
Name:
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Form:
Partner(s):
Hypothesis:
Materials:
Three large test-tubes with stoppers
Bromothymol blue indicator
A drinking straw
Aquatic plant such as Hydrilla, Eloda or Myriophyllum* (parrots feather)
Black plastic
Method:
1. Place 1mL of bromothymol blue into each of three test-tubes, and then three-quarter fill them with water.
2. Bubble your exhaled breath through the solution with the straw. The carbon dioxide in your breath will
turn the indicator pale yellow. Stop as soon as the solution turns yellow. Completely fill the test-tubes
with water.
3. Place a segment of aquatic plant into two of the test-tubes, and stopper in each.
4. Wrap one of the test-tubes containing a plant in black plastic. See figure 1.
5. Place all tubes in front of a lamp or bright light.
6. Check the tubes the next day and record any colour changes.
Figure 1 Figure 2
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Results:
1. What would the black plastic do to the rate of photosynthesis in that tube? Explain why.
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
2. What gas exchange would have occurred between leaf and solution in the lit tube?
3. Why can plants only use a certain amount of light and carbon dioxide at any one time?
4. Look at Figure 2. W hat are the better conditions for photosynthesis as shown by the graph? Explain.
Conclusion: (The conclusion is usually a brief statement that summarises the experimental results;
support or contradict the stated hypothesis and prediction; and answers the aim)
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Name:
Form:
Partner(s):
The pendulum
The Problem: W hat variables control the period of swing of a pendulum?
Requirements: Fishing line or thread, a selection of masses (for the bobs of the pendulum), metal stand,
ruler, stopwatch.
What to do: This investigation is to be planned by you, as an exercise in working scientifically. A broad
outline of steps is given below.
Look at "The Problem" stated above. You need to form a hypothesis from this question.
Write a list of the variables that could influence the period (time of swing) of a pendulum.
Variables:
Devise an aim for testing. This should examine the effect of one variable only.
Aim:
Devise a hypothesis for testing. This should be for the selected variable chosen.
Hypothesis:
Design an experiment to test your hypothesis. Remember to allow for these things in your design:
Control all variables except the dependent and independent variables mentioned in the hypothesis. (In
this case don't use a control; simply make sure these things don't change during the experiment)
You must replicate the experiment. Time several (say ten) swings of the pendulum, not just one. Repeat
this a few times for each value of the dependant variable.
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
2)
Observations for my
experiments:
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
2sec
Variable 2: Length
2sec
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Variable 3: Angle
2sec
Interpret your results. Look for any irregularities (or errors) amongst the measurements.
Discussion:
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Discuss and compare your hypothesis and conclusion with other groups. What variables control the period of
swing of a pendulum?
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Name:
Form:
Partner(s):
Dissolving Time
Aim:
1) To form and test a hypothesis about how temperature affects the time it takes an antacid tablet to dissolve
in water.
2) To be able to predict time taken for an antacid tablet to dissolve when the temperature is known.
Apparatus:
250ml beaker
0
thermometer (-10 to 110 C)
clock or timer
3 tablets (e.g. Alka Setza)
Bunsen burner
Tripod
fire proof mat
gauze mat.
Method:
1) Add ice to a beaker then fill the beaker to the 200ml mark with water from the tap. W ait until the ice has
melted. (Some salt may help the process).
2) Record the temperature accurately. Note you can measure to half scale accuracy.
3) Drop in antacid tablet and time how long it takes for the antacid tablet to dissolve (disappears completely).
5) Repeat steps 14 but this time, heat the water to the temperature
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Results:
Data Table
From your table of results plot your measurements and in pencil draw a smooth curve of best fit
corresponding to the plotted points on the graph paper. Label your graph fully including a title.
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Discussion:
1. What does the graph tell you about the relationship (link) between temperature and dissolving time?
0
2. Use your graph to predict how long the tablet would take to dissolve at 35 C?
3. W hat temperature would the water need to be for the tablet to dissolve in exactly one minute?
4. Did your hypothesis include things you didnt test? For example, did you say that all antacids or all
substances dissolve faster in hot water than cold water?
5. Identify one possible error for each of the following possible types:
Systematic (a error with a constant bias):
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
6. Design an experiment to test the effect of stirring. Include all the variables and how you would control
them.
CONCLUSION: (A brief statement that summarises how the experimental results support or contradict the
stated hypothesis and prediction and answers the aim)
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Name:
Form:
Partner(s):
Introduction:
An introduction includes some general background to the topic being investigated. Introductions should
include the aim of the experiment and your hypothesis (no need for separate headings). You should
discuss the following: what prompted this experiment; what is the purpose (aim) of the experiment;
what do you think the most likely outcome of the experiment is (hypothesis) and why?
(1 mark for background information; 1 mark for aim; 1 mark for hypothesis = 3 marks)
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Materials:
Four to five different brandsof paper towel (one must be a home brand, and one must be Handee Ultra)
100mL measuring cylinder
Small beaker of waterand a plastic bulb pipette
Tweezers
Large beaker to store used paper towels after the experiment (and before throwing them out)
Scissors
Ruler and pencil
Stopwatch
Method:
1. Tear off one sheet of the first brand of paper towel and rule up, and the cut out, a square that is 20 cm
20 cm
2. Fill the measuring cylinder with water to the 95-98 mL mark
3. Partially fill the small beaker with water, and then use the pipette to transfer water from the beaker to the
measuring cylinder until water has reached the 100mL mark
(Make sure that your eyes are level with the scale so that you can read it as accurately as possible to
avoid a parralex reading error)
4. Roll your 20cm 20cm sheet of paper towel tightly, and then holding it with the tweezers, place it into
the measuring cylinder
5. Using the stopwatch, make sure the paper towel is in the water for only 10 seconds
6. Using the tweezers, carefully remove the paper towel and, holding it above the measuring cylinder, let it
drip for a further10 seconds. Once this is done, store the used paper towel in the large beaker
7. Record the level of the water left in the measuring cylinder, and from this you can calculate the volume of
water absorbed by the paper towel in 10 seconds
8. Repeat steps 1-7 for two other sheets of the same brand of paper towel
9. Repeat steps 1-8 for each of the other brands of paper towel
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Results:
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Draw a bar graph to show the average volume of water absorbed for each brand. Place the brands in order
2
from least expensive to most expensive. On the top of each bar state the price per cm of that
brand.Remember that the independent variable is always on the x-axis
Figure 2. Graph demonstrating the average volume of water absorbed for each brand, in order from
least to most expensive
(1 mark for Table 1; 1 mark for Table 2; 1 mark for general observation; 1 mark for graph = 4 marks)
Discussion:
Your discussion should include an analysis of your results, an analysis of the design of the experiment, and
an error analysis. The following discussion points should be covered:
Do the brands with the highest and lowest absorbency coincide with the prediction you made in your
hypothesis?
Why were three readings taken and then averaged for each brand?
Why were the same-sized square used each time?
Why was the cost of the paper towels per square centimetre calculated and used instead of the total cost of
each roll?
Why was each square of paper towel allowed to drip for precisely 10 seconds after removing it from the
water?
Comment on how fair and valid the design of this experiment was?
Is it reasonable to conclude that one brand of paper towel is more absorbent than another based on just
tests with water?
Can you suggest a more effective way to conduct this experiment?
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
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Melbourne High School Science - Year 9 Semester 1 Practical Booklet
Conclusion:
This section should be short and to the point. The conclusion should relate directly to the aim. Has the
hypothesis been supported or disproved?
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