Sand, Salt and Iron Lab Instructions by jasminebyrd

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									Sand, Salt and Iron Lab Instructions:
In the beaker is a mixture of sand, salt, and iron. Your task is to separate the mixture into
individual beakers. You may use anything in the lab to help you accomplish this task. It is
recommended that you make a plan first.


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?




Sand, Salt and Iron Lab Instructions:
In the beaker is a mixture of sand, salt, and iron. Your task is to separate the mixture into
individual beakers. You may use anything in the lab to help you accomplish this task. It is
recommended that you make a plan first.


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?




Sand, Salt and Iron Lab Instructions:
In the beaker is a mixture of sand, salt, and iron. Your task is to separate the mixture into
individual beakers. You may use anything in the lab to help you acco mplish this task. It is
recommended that you make a plan first.


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?
Electricity Lab Instructions:
Use the electrical pieces provided to design as many systems as possible that cause at least one
lamp to light. You should draw each system that yo u try even if they do not work. Once you
have at least four systems, draw a system that has three lamps in it and that your group feels will
light each lamp. Once you have your drawing, get a third lamp from your instructor and try it.
Did your system work?


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?


Electricity Lab Instructions:
Use the electrical pieces provided to design as many systems as possible that cause at least one
lamp to light. You should draw each system that you try even if they do not work. Once you
have at least four systems, draw a system that has three lamps in it and that your group feels will
light each lamp. Once you have your drawing, get a third lamp from your instructor and try it.
Did your system work?


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?


Electricity Lab Instructions:
Use the electrical pieces provided to design as many systems as possible that cause at least one
lamp to light. You should draw each system that you try even if they do not work. Once you
have at least four systems, draw a system that has three lamps in it and that your group feels will
light each lamp. Once you have your drawing, get a third lamp from your instructor and try it.
Did your system work?


When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?
Pendulum Lab Instructions:
With the given materials, construct a pendulum that has a period of 1 second. (Period—the time
it takes for one full swing.) If you start the timer at a certain position, stop the timer when the
pendulum returns to that same position. Once your group has constructed a pendulum with a
period of one second, record:
             1. the number of washers you used for a weight
             2. the length of the string, from the fixed point of rotation to the middle end of the
                paperclip hook. No Knot please.

When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?


Pendulum Lab Instructions:
With the given materials, construct a pendulum that has a period o f 1 second. (Period—the time
it takes for one full swing.) If you start the timer at a certain position, stop the timer when the
pendulum returns to that same position. Once your group has constructed a pendulum with a
period of one second, record:
             1. the number of washers you used for a weight
             2. the length of the string, from the fixed point of rotation to the middle end of the
                paperclip hook. No Knots Please

When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?


Pendulum Lab Instructions:
With the given materials, construct a pendulum that has a period of 1 second. (Period—the time
it takes for one full swing.) If you start the timer at a certain position, stop the timer when the
pendulum returns to that same position. Once your group has constructed a pendulum with a
period of one second, record:
             1. the number of washers you used for a weight
             2. the length of the string, from the fixed point of rotation to the middle end of the
                paperclip hook. No Knots Please

When time is up, your lab group should convey these things to the whole group:
   What was your task to complete?
   Where you successful? If not, what do you think that you needed to do?
   How difficult was this activity?
   How would this activity tie into your curriculum?

								
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