Cells & Homeostasis: Egg Lab Data Day 1

We began the class period with students extending their Egg Lab procedures to include the steps for today.  We discussed how students would repeat the egg washing process, after which they would measure the mass of their eggs.  Eggs were placed in tap water overnight, and tomorrow they will be transferred to various liquids to determine how the eggs will interact with a new environment.

Once all of the eggs were measured and the data were recorded in student lab notebooks, students shared out their starting mass (measured on Friday when the eggs still had their shells) and their “after vinegar” mass.  We entered the data into a spreadsheet and then students calculated the starting and ending averages.  They checked their math against the averages calculated using the spreadsheet program (Google Sheets) as a calculator.  The data is provided below by class period, with student names redacted:

Period 2:

Student Starting Mass (g) – 9/18 After Vinegar Mass (g) – 9/22
#1 63.7 103.8
#2 63.9 107.0
#3 64.6 103.0
#4 66.4 99.2
#5 67.0 107.0
#6 67.7 99.7
#7 63.0 103.5
#8 61.2 97.1
#9 66.9 108.2
#10 63.6 98.4
#11 56.8 87.5
#12 61.3 92.0
#13 66.9 103.8
#14 67.6 107.2
#15 62.9 97.9
#16 62.2 67.4
% change
Average (g) 64.1 98.9 154.3%

Period 3:

Student Starting Mass (g) – 9/18 After Vinegar Mass (g) – 9/22
Student #1 65.5 104.0
Student #2 65.2 98.1
Student #3 64.3 94.6
Student #4 63.8 95.5
Student #5 64.6 98.2
Student #6 65.8 100.7
Student #7 64.6 106.4
Student #8 66.0 105.6
Student #9 64.5 104.3
Student #10 62.0 95.8
Student #11 67.3 108.0
Student #12 65.7 101.2
Student #13 66.4 106.8
Student #14 65.9 98.2
Student #15 62.9 95.1
Student #16 65.6 94.2
Student #17 63.3 101.2
Student #18 66.0 103.2
Student #19 67.0 105.4
Student #20 67.2 71.9
Student #21 63.0 95.5
Student #22 65.9 107.1
Student #23 62.4 97.3
% change
Average (g) 65.0 99.5 153.1%

Period 4:

Student Starting Mass (g) – 9/18 After Vinegar Mass (g) – 9/22
Student #1 57.0 85.4
Student #2 69.1 111.0
Student #3 66.7 99.8
Student #4 64.7 99.8
Student #5 64.1 96.1
Student #6 54.8 87.1
Student #7 61.8 94.1
Student #8 60.4 95.9
Student #9 67.6 105.1
Student #10 57.4 92.0
Student #11 67.9 93.4
Student #12 65.7 109.7
Student #13 67.1 103.0
Student #14 64.0 101.0
Student #15 58.1 90.0
Student #16 65.6 100.1
Student #17 67.2 106.1
Student #18 65.3 104.6
Student #19 60.8 91.6
% change
Average (g) 63.4 98.2 154.8%

Period 5:

Student Starting Mass (g) – 9/18 After Vinegar Mass (g) – 9/22
Student #1 66.4 105.7
Student #2 63.5 93.8
Student #3 61 92.1
Student #4 63.3 98.7
Student #5 65.1 98.9
Student #6 61 91.1
Student #7 64.3 104
Student #8 60.2 95.1
Student #9 59.6 93.1
Student #10 55.7 82.5
Student #11 58.8 87.5
Student #12 60.3 95.1
Student #13 59.4 98.3
Student #14 62 95.5
Student #15 58.5 87.8
Student #16 58.1 85
Student #17 68.8 106.2
Student #18 58.4 95.8
Student #19 58.3 96.1
Student #20 59.1 88.9
Student #21 66 91.3
Student #22 68.3 100.8
Student #23 66 105.3
% change
Average (g) 61.8 95.2 153.9%

Matter, Atomic Structure, and Bonding: The Copper Cycle

We began class by assembling a list of the elements and compounds observed yesterday:

Vial Name Chemical Formula Description
1 Aluminum Al silver pebbles
2 Silicon Si shiny dark silver jagged rocks
3 Zinc Zn bluish-grey with patina
4 Sulfur Si yellow shards, rotten egg smell
5 Zinc Zn corroded
6 Zinc Zn silver frosted corn flakes
7 Sodium Chloride NaCl clear liquid
8 Trisodium Phosphate Na3PO4 clear liquid
9 Sodium Nitrate NaNO3 clear liquid
10 Sodium Fluoride NaF clear liquid
11 Aluminum Chloride AlCl3 misty blue liquid
12 Copper Chloride CuCl2 transparent blue
13 Copper Cu copper colored beads
14 Calcium Sulfate CaSO4 white powder
15 Magnesium carbonate MgCO3 Baking powder (creamy white)
16 Vinegar (acetic acid) C2H4O2 Sour smell, clear liquid
17 Calcium Carbonate CaCO3 Large greyish-white rough rocks
18 Calcium Chloride CaCl2 Compressed white pellets, dusty

Note: The numbers in the chemical formulas should be written as subscripts.

After the review, students received the Lesson 7 worksheet, the copper cycle experimental steps handout, and the Lesson 8 worksheet.  We decided to skip the lesson 7 worksheet because we do not currently have access to reliable fume hoods (required for the copper cycle lab) and because the lesson 8 worksheet includes students responses from the lesson 7 worksheet.  After reviewing the content in the Lesson 7 PowerPoint, we watched two versions of the Copper Cycle Lab on YouTube (below):

Students should read through Lessons 7 and 8 in the textbook and complete the questions at the end of the lessons, and be prepared to ask questions about the content in class tomorrow.