GRADE 10

SCIENCE BOOKLET
NAME: ________________________________
AN INTRODUCTION TO SAFETY IN THE SCIENCE LAB………………………………………………………………………………………………………….2
WHMIS………………………………………………………………………………………………………………………………………..………………………….……….4
COMMON LABORATORY EQUIPMENT………………………………………………………………………………………………………………………………8
QUALITATIVE AND QUANTITATIVE PROPERTIES…………………………………………………………………………………..…………………………..10
SCIENTIFIC INQUIRY SKILLS ………………………………………………………………………………………………………………..…………………..….…….11
CONTROLLED SCIENTIFIC INQUIRY…………………………………………………………………………………………………………………………….………12
GRAPHING AND ANALYZING SCIENTIFIC DATA………..………………………………………………………………………………………………………..13
SCIENTIFIC NOTATION ……………………………………………………………………………………………………………………………………………….…….15
METRIC CONVERSIONS……………………………………………………………………………………………………………………………………………..……...17
GRASS METHOD………………………………………………………………………………………………………………………………………………………..….….17

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 AN INTRODUCTION TO SAFETY IN THE SCIENCE LAB
Science presents the opportunity to complete work and experiments within the lab. When working
in a lab there are specific expectations that need to be followed to ensure both your and your peers safety
within the lab.

General Lab Rules

 Maintain _____________________________ during lab activity.
 _________________________________ to the teacher immediately
 Be familiar with the __________________________ of safety equipment

 Never attempt unauthorized experiments. No lab work is allowed ___________________

____________________________________
 Remain standing by the experiment. ______________________________ and do not
bring chairs to the lab bench.
 Keep your work area _______________________________.
 Do not borrow any equipment from other students. See the teacher if additional
equipment is needed.
 _________________________ and defective __________________ to the teacher
immediately.

Eye Safety
 _______________ your laboratory ______________________ at all times.
 Know how to use the emergency eyewash system. If chemicals get into your eyes, flush
them out with plenty of water and inform your teacher.

Glassware Safety
 Check for broken, cracked, or chipped glassware. Report any sharp edges to teacher
immediately. It should be disposed of properly.
 ______________________________________________________________________.

Fire & Heating Safety

 Keep flames away from flammable materials.
 _________________________ and _________________________________.
 Do not reach across an open flame.
 Know the location and proper use of fire blankets and extinguishers.
 Never leave a heat source unattended. Turn off heat sources when they are not in use.
 ___________________________________________ and others when heating substances
in them.
 Check to see if an object is hot before handling it.

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  To avoid burns, do not handle heated glassware or materials directly. Use tongs, test-tube
holders, or heat resistant gloves.
 ________________________________________________________________________.

Chemical Safety
 _________________________________________________________.
 Beware of unknown chemicals or what may look like drops of water. They may be
corrosive liquids.
 __________________________________________________________________ in a
procedure or by your teacher.
 Inform your teacher immediately if you spill chemicals or get any on your skin or in your
eyes.
 ______________________________________ any chemicals or substances.
 Keep your hands away from your face when working with chemicals.
 ________________________ before leaving the lab after an experiment has been
completed.

Electrical Safety
 ________________________ when using electrical equipment.
 Check all electrical equipment for worn cords or loose plugs before using them.
 Keep your work area dry.

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 WHMIS

Where might you find hazardous chemicals?

_________________________________________________________________________________

Safety Symbols

1. WHMIS
2. HHPS
WHMIS: __________________________________________________________________________________________________________________________

 Detailed labeling system required for all hazardous chemicals used in _________________________ and in the
_______________________________________
 Made up of 3 elements:
1. __________________________________________: on how to safely store and handle chemicals
2. __________________________________________
3. ____________________________________________________________________________________

Compressed Gas

Characteristics: _________________________________________________________________________________________________________________

Risks: ____________________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Flammable

Characteristics: ______________________________________________________________________________________________________

 Flammable: burns readily at lower flashpoints (¿ 37.8 ℃ ¿

 Combustible: burns when heated (> 37.8 ℃ ¿

Examples:
________________________________________________________________________________________________________________________

Oxidizing Material

Characteristics: ________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________

Risks: ____________________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Acute Toxicity

Characteristics: ________________________________________________________________________________________________

Risks: ________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Exclamation Mark

Characteristics: ________________________________________________________________________________________________

Risks:
_____________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Biohazardous

Characteristics: ________________________________________________________________________________________________

Risks:
___________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Corrosive Material

Characteristics: ________________________________________________________________________________________________

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Risks: ________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Health Hazard

Characteristics: ________________________________________________________________________________________________

Risks: ________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

Health Hazard

Characteristics: ________________________________________________________________________________________________

Risks: ________________________________________________________________________________________________________________

Examples:
________________________________________________________________________________________________________________________

WHMIS Supplier Label

1. ____________________________________________________: Product name exactly as

it appears on the container and on the Safety Data Sheet
2. Hazard Pictograms
3. ____________________________________________________: “Danger” or “Warning”
are used to emphasize hazards
4. ____________________________________________________: Brief standardized
statement of all hazards
5. ____________________________________________________: Recommended measures
to minimize or prevent adverse effects from exposure to the product.
Including protective equipment and emergency measures. First aid is
included also.
6. ____________________________________________________: The company from
which the chemical is from

HHPS: ____________________________________________________________________________________________________________________________

Important Borders:

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1. Octagon: _______________________________________
2. Diamond: _______________________________________
3. Triangle: _______________________________________

 _______________________________________
 May be lethal or cause serious irreversible effects
 _______________________________________
 May ignite if exposed to a spark or flame or
spontaneously.
 _______________________________________
 Under pressure and may explode if heated
 _______________________________________
 Will cause chemical burns.

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Retort
Stand

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retort stand

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 QUALITATIVE AND QUANTITATIVE PROPERTIES

Qualitative Properties are those physical properties that can be described. Qualitative observations are descriptions of the qualities
of objects and events, without any reference to measurement or number. They can be written in words. These include:

PROPERTIES DEFINE TERMS TO USE

State The different phases that matter can take Solid (s), liquid (l), gas (g)
on.
Colour The appearance of objects described in Red, orange, yellow, green, blue, purple, brown, black,
terms of a person’s perception of their hue, white/ Colourless Mixture of colours
lightness, and saturation, which depends
on wavelengths.
Odour The property of a substance that gives it a Odourless, burnt, flowery, putrid, spicy, sharp, choking,
characteristic scent or smell. nauseating, suffocating
Taste The sensation that results on the taste buds There are four tastes: sweet, like sugar; sour, like vinegar;
of the tongue. salty, like table salt; bitter, like coffee
Clarity The transmission of light. Transparent (clear) Translucent (cloudy)
Opaque (light does not pass through)
Lustre The ability of an object to reflect light. Chrome has a high lustre; flat paint has a low lustre
Form Substances with regular shape. Crystalline: salt (cubic shape)
Amorphous: starch (irregular shape)/ Powdery
Texture The feel of a substance. Fine, course, smooth, gritty, silky, fluffy, wavy, etc.
Hardness The resistance to being scratched and is Talcum powder 1 (very soft); fingernail 2.5; window glass 5;
rated on a scale from 1 to 10 diamond 10 (very hard)
Brittleness The ability of an object to break apart or Brittle substances that cannot bend include glass, china,
shatter easily. chalk, etc. Substances that bend without breaking are said to
be flexible
Malleable The ability of a substance (metals) to be Includes gold, aluminum, zinc, etc.
hammered into a sheet
Ductility The ability of a substance (metals) to be Copper, gold, silver, etc.
stretched out into a long, wire-like shape
Viscosity The resistance of a liquid to flowing Thin, thick, runny, syrupy
Water has a low viscosity and tar has a high viscosity
Conductivity The ability of a substance to conduct an Conductors: copper, aluminum, gold
electric current. Non-conductors: plastics, wood

Quantitative Properties are those physical properties that can be measured and include an amount and a unit. Quantitative
observations are based on measurements or counting. Remember to record units and range of uncertainty as well.

These include, but are not limited to:

Distance/Measurement:
Metre (m) – including mm, cm, m, and km
Mass/Weight:
Gram (g) – including mg, g, kg
Volume:
Litre (L) – including mL, L, m3

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 Scientific Inquiry Skills
(Investigations attempt to identify relationships between variables)

Variable: any condition that changes or varies the outcome of a scientific inquiry.
Examples: colour, size, speed, melting point, etc.

In science, we try to explain what is around us and in doing so, we test our explanation. When we test an explanation, one variable
is changed, while another variable is observed and others are kept the same.

The variable that is changed during an experiment is the independent variable. The variable that is affected by the change is called
the dependent variable. The variables that are kept the same are called the control variables.

In an experiment, it is best to change only one variable at a time.

For the following indicate which variable(s) is/are independent, dependent, or control.

1. An experiment was carried out in which three groups of plants each received different amounts of water and their growth
was measured in cm.
Independent variable – amount of water
Dependent variable – growth, size of plant
Control variables – sunlight, type of soil, temperature

2. In biology, the students grew bacteria in incubators at three different temperatures. They then counted the number of
colonies that grew in each case.
Independent variable –
Dependent variable –
Control variables –

3. To determine the effect of sunlight on the rate of skin cancer, mice were shaved and then exposed to different amounts of
sunlight.
Independent variable –
Dependent variable –
Control variables –

4. In an experiment, the time it took to complete a maze was affected by how much practice the mice had at running mazes.
Independent variable –
Dependent variable –
Control variables –

5. To determine how effective a new treadmill was, three groups of people were each given different training programs.
Afterwards, they were tested for changes in the amount of air they could inhale.
Independent variable –
Dependent variable –
Control variables –

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 Controlled Scientific Inquiry

There are three categories of skills that are important in conducting any investigation. These categories become a part of your
investigation and lab report:
1. Designing
2. Data Collection and Processing
3. Conclusion and Evaluating

1. Designing
A. Defining the problem and selecting variables
o All scientific investigations begin with a testable Research Question that becomes the purpose of the investigation.
o It will relate the dependent & independent variables. All other variables remain constant.
o If a question suggests that a controlled experiment should be performed, then it is appropriate to propose a possible
answer to the question (hypothesis). A hypothesis is the investigator’s best possible answer to the question being
tested before the testing begins. It usually begins with “If…then…because…”. If you cannot make a hypothesis because
you do not have a scientific explanation, then you can make a simple prediction.

B. Controlling the variables

o Describe how to keep the controlled variable constant, how to change the independent variable and how to measure
the dependent variable.
o This include the list of equipment and material.

C. Developing a method for collection of data

o Include a list of numbered chronological steps to be followed in order to do an investigation. A labelled diagram to help
with set up is recommended.
o It is recommended that the investigation is repeated enough times in order to see the reliability of results.
o Prepare draft observation table (for qualitative data) and data table (for quantitative data).

2. Data Collection and Processing

A. Observation and Data Tables

o Record qualitative (descriptive) results in the observation table and quantitative (numerical) measurements in the data
table. Include units and ranges of uncertainty.

B. Processing data
o Do calculations with the raw data.

C. Presenting processed data

o Identify any errors in measurements
o Create tables and graphs to organize the observations and study the data to identify any patterns or trends.

3. Conclusion and Evaluation

A. Concluding
o State a conclusion with justification based on a reasonable interpretation of the data

B. Evaluating procedure

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 o Estimate the weaknesses and limitations of the procedure

C. Improving the investigation

o Suggest realistic improvements in respect of identified weaknesses and limitations
Graphing and Analyzing Scientific Data

Graphing is an important procedure used by scientist to display the data that is collected during a controlled experiment. There are
three main types of graphs:

Pie/circle graphs: Used to show parts of a whole.

Bar graphs: Used to compare amounts.

Line graphs: Use to show the change of one piece of information as it relates to another change.

Both bar and line graphs have an “X” axis (horizontal) and a “Y” axis (vertical).

Parts of a Graph:

Title: Summarizes information being represented in ANY graph.

Independent Variable: The variable that is controlled by the experimenter, such as, time, dates, depth, and temperature. This is
placed on the X axis.

Dependent Variable: The variable that is directly affected by the I.V. It is the result of what happens as time, dates, depth and
temperature are changed. This is placed on the Y axis.

Scales for each Variable: In constructing a graph, one needs to know where to plot the points representing the data. In order to do
this a scale must be employed to include all the data points.

Hint: a way to determine the scale is to divide the range by the number of squares

A. Graph the following information in a BAR graph. Label and number the x and y-axis appropriately.

Month # of deer

Sept 38

Oct 32

Nov 26

Dec 20

Jan 15

Feb 12

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 1. What is the independent variable?

2. What is the dependent variable?

3. What is an appropriate title?

B. Graph the following information in a LINE graph. Label and number the x and y-axis appropriately.

# of # of
Days Bacteria

1 4

2 16

3 40

4 80

5 100

6 200

1. What is the independent variable?

2. What is the dependent variable?

3. What is an appropriate title?

C. Graph the following information in a BAR graph. Label and number the x and y-axis appropriately.

# of Hours Grade
of Study

0 20

2 60

4 70

6 80

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 8 90

10 100

1. What is the independent variable?

2. What is the dependent variable?

3. What is an appropriate title?

D. Graph the following information in a LINE graph. Label and number the x and y-axis appropriately.

Temperatur Enzyme
e Activity

0 0

20 10

30 15

40 20

50 8

60 5

70 0

1. What is the independent variable?

2. What is the dependent variable?

3. What is an appropriate title?

SCIENTIFIC NOTATION
Scientific notation can be used to write very large or very small numbers. Scientific notation expresses a number by writing it in the
form a x 10n, where the letter a, referred to as the coefficient, is a value that is at least 1 and less than 10. The number 10 is the
base, and n represents the exponent. The base and the exponent are read as “10 to power of n”.

To write a large number in scientific notation, follow these steps:

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 1. To determine the exponent, count the number of places you have to move the decimal point to the left, to give a number
between 1 and 10.
Example: In order to write the speed of light (300 000 000 m/s) in scientific notation, the decimal point must be moved
eight places to the left. Therefore, the exponent is 8.

2. To form the coefficient, place the decimal point after the first digit. Now drop all the trailing zeroes unless all the numbers
after the decimal are zeroes, in which case, keep one zero. In the above example, the coefficient is 3.0.

3. Combine the coefficient (a) and the exponent (n) in the form a x 10n.
In the above example, the speed of light is 3.0 x 108 m/s.

Very small numbers can also be expressed in scientific notation. To determine the exponent, count the number of places you move
the decimal point to the right, to give your coefficient a value between 1 and 10. It is important to note that for very small numbers
your exponent MUST be negative.

Ex: 0.000 001 s can be written as 1.0 x 10-6 s in scientific notation.

SCIENTIFIC NOTATION QUESTIONS

A. Write the following into scientific notation.

(1) 0.000582 _______________________________________________

(2) 937200 _________________________________________________
(3) 279.820 X 10-3____________________________________________
(4) 0.00005787 X 10-3_________________________________________
(5) 3860.04220 X 103_________________________________________
(6) 0.00211 X 102____________________________________________
CONVERTING UNITS

The basic metric units are not always convenient for all measurements. For example, the meter is not convenient for measuring
microscopic objects such as bacteria. Nor is it convenient for measuring large amounts such as the distances between planets.
The larger and smaller measurements are named with a prefix for the multiple to ten plus the base unit. The multiples are named
like this:

Prefix Giga Mega Kilo Hecto Deca BASE UNIT Deci Centi Milli Micro Nano
Meter (or Litre
or Gram)
Means 1000 100 10 1 0.1 or 0.01 0.001
or or or or 10-1 or or
109 106 103 102 101 100 10-2 10-3 10-6 10-9
Symbol G M k h da d c m µ n
* µ is the Greek letter mu, pronounced “mioo”. It is used as a symbol for “micro”.
*Going to a bigger unit, the coefficient gets smaller and vice versa.

The only metric conversions that will be done in this course are those going from milli, centi, or kilo to a base unit or between milli
and micro units, as seen below.

1000 micro units = 1 milli unit ……………... milli unit = micro units x 1 milli unit/1000 micro units

1 milli unit=1000 micro units……………... micro unit = milli unit x 1000 micro units/ milli unit

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100 centi unit= 1 base unit ……………. base unit = centi unit x base unit /100 centi unit

1000 milli unit= 1 base unit …………… base unit = milli unit x base unit /1000 milli unit

1 kilo unit = 1000 base units …………… base unit = kilo unit x 1000 base unit / kilo unit

METRIC CONVERSIONS
Example #1: convert 43.1 km to m. Example #2: convert 561 mg to g.

1000 m 1g 561 g
43.1 km × 561 mg× =
1 km 1000 mg 1000

Answer: 43 100 m Answer: __________________________

QUESTIONS:
1) 0.30 m = _______________ mm 4) 33.4 L = _________________ mL

2) 5.00 g = _______________ kg 5) 0.345 kg = _________________ g

3) 5.00 mm ______________ cm 6) 2.53 km = _________________ m

QUESTIONS Write answers in scientific notation:

1) 3.15 cm = _______________m 6) 9.55x 10 -5 ks = ____________s

2) 1630 mL = ______________ µ L 7) 1.620 x 104 km = ___________m

3) 20.0 kg = ________________g 8) 1.5 x 10 0 mg = _____________g

4) 178 µ K = _______________mK 9) 1.26 x 10 -5 cL = ___________L

5) 0.0117 mm = _____________ µ m 10) 2.88 kK = _______________K

SOLVING NUMERICAL PROBLEMS USING THE GRASS METHOD

The GRASS method always involves 5 steps: Given, Required, Analysis, Solution, & Statement.
Given: List all of the values that are given. Remember to include units.
Required: Identify the value that the question is asking you to find.
Analysis: Write down a mathematical equation in this step.

Solution: Substitute the given values into the equation and calculate the required value. Include units and round your
answer to an appropriate number of digits.
Statement: Write a sentence that answers the question you identified in the “Required” step.
You have 500g of sugar occupying a volume of 315 ml. What is the density of the sugar?
Given Required Analysis Solution Statement

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