PLEASE TURN IN YOUR SUMMATIVE LAB!

SUMMATIVE QUIZ 3 REVIEW Density

Graphing

CALCULATING DENSITYCalculate the density for each of the trials. Show all work properly and report answers to correct significant figures. Enter your answers into the data table and write the correct units into the heading in the data table. (4 marks)

2.70 g/cm3

2.51 g/cm3

2.66 g/cm3

2.75 g/cm3

GIVEN THE FOLLOWING DENSITIES, IDENTIFY THE UNKNOWN METAL. (1 MARK)

DEFINE PRECISION AND ACCURACY; USE YOUR CALCULATED DENSITIES TO SUPPORT YOUR ANSWER. (4 MARKS)

•Precision – how close measurements are to each other

•Accuracy – how close measurements are to the actual value

•Are the values precise? 2.70 g/cm3, 2.51 g/cm3, 2.66 g/cm3, 2.75 g/cm3

•Are the values accurate?• Average density value: 2.66 g/cm3

GRAPHING (8 MARKS)

• Axes Labels (2)

• Title (1)

• Units (2)

• Scale (1)

• Plotting (1)

• LOBF (1)

QUIZ 3 RETAKE:

Remember that you are able to retake one quiz a unit.

There were three quizzes this unit.

You are only allowed to retake a quiz up until the next quiz.

This means that you can no longer retake quiz 1 or quiz 2.

If you choose to retake quiz three, please come talk to me to schedule a retake.

POGIL REVIEW Significant Digits and

Measurement

MODEL 1 – RULER A

1. What distances can you be certain of on the ruler in Model 1?

• 0 cm, 10 cm

2. Were all of the students able to agree on a single value for

any digit?

• The students did not agree on any values or digits.

3. How did each student divide up the ruler “by eye” in order to

get the measurement that he or she recorded?

• Susan and Maya may have divided the ruler into 10

parts.

• Jonah divided it into fourths.

• Tony and Dionne divided it into thirds.

MODEL 2 – RULER B

4. What distances can you be certain of on this ruler? 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 cm

5. Where the students able to agree on a single value? 3

6. What feature of the ruler in Model 2 made it possible for the students to agree on a value in that digit? The ruler has equal spaced markings from 010 cm

7. Which ruler resulted in greater variation? Model 1 measurements are more uncertain

MODEL 3 – RULER C

8. The students obtained an even better ruler, shown above in Model 3.

a. were the students able to agree on a single value for any of the digits in their measurements?

All agreed on 3.2

b. What feature of the ruler in Model 3 made if possible for the students to agree on the values in those digits?

Marks for ones place and tenths place

MODEL 4 – VALID MEASUREMENTS9. The measurements taken in Models 1-3 have been combined in Model 4. The measurements that follow the rules of measurements agreed upon by scientists are in the “Valid Measurements” column. Those that do not follow the rules are in the “Invalid Measurements” column. For each valid measurement shown in Model 4, draw a square around the certain digits (if any) and circle the digits that were estimated (if any).

10. Based on the examples in Model 4,

circle the best phrase to complete each

sentence below.

a. In a valid measurement, you record

(zero, one, two) estimated digit(s).

b. In a valid measurement, the estimated

digit is the (first digit, second to last

digit, last digit) in the measurement.

c. In a valid measurement, the estimated

digit corresponds to (the largest marks,

the smallest marks, one tenth of the

smallest marks) on the instrument.

MODEL 4 – VALID MEASUREMENTS

11. Using Ruler B from Model 4, Tony recorded a measurement of 3 cm. Explain why this was an invalid measurement. Estimated a tenth’s place

12. Using Ruler B from Model 4, Dionne recorded a measurement of 3.20 cm, which was invalid. But when Maya made the same measurement using Ruler C, it was considered valid. Explain why the zero was acceptable when using Ruler C, but not when using Ruler B. Dionne should have a 100th place

Maya was correct

13. A student recorded the length of a test tube as 5.0 cm. Which ruler in Model 4 was the student using? Ruler B

14. In Model 4, Ricky recorded his measurement 3.19 cm using Ruler C. His classmates thought he was wrong because his second digit was not “2.” However, Ricky’s recorded measurement is perfectly valid. Explain. Ruler C has a 100th place uncertainty

RECORDING MEASUREMENTS

15. Record the length of the wooden splint to the proper number of significant digits.

7.0 cm

16. Record the length of the wooden splint to the proper number of significant digits.

7.00 cm

EXTENSION QUESTIONS

17. When using an electronic device, such as an electronic balance, the measurement displayed on the screen is assumed to have one estimated digit included. In face, you’ll often see the estimated digit changing rapidly, because there is fluctuation in the estimate. Explain why it is important to record the zero in the measurement shown to the right.

18. Consider a 1000-mL graduated cylinder with marks every 100-mL. a. A student records the volume of liquid in the cylinder as 750 mL. Is this a correct measurement?

Yes, the 100th place is certain and 10th place estimated.

b. Are all of the digits in the described measurement of 750 mL significant?

7 & 5 are significant, 0 is not

19. A student properly records the length of a block as 120 cm. Draw the markings on the ruler that was used to measure the block.

PERIODIC TABLE STATIONS REVIEWScience Skills Station

Narrative Station

Assessment Station

SCIENCE SKILLS STATION: ACTIVITY #1

SCIENCE SKILLS STATION: ACTIVITY #1

•Are the majority of elements metals, metalloids, or non-metals?

• Metals

•What do you notice about the metallic character of elements as you move across (left to right) the Periodic Table?

• Metallic character of elements decreases

•Why are Noble gases inert (unreactive)?

• Noble gases have a full valence shell. They do not want to gain or lose electrons and interact with other atoms.

•Why are Alkali and Alkaline Earth metals very reactive?

• They have one and two valence electrons. They readily want to lose these electrons in order to become positive ions.

SCIENCE SKILLS STATION: ACTIVITY #2

Alkali Metals

Halogen

Nonmetal

Metalloid

Transition Metal

Lanthanide (Rare Earth

Metal)

Actinide (Rare Earth

Metal)

Alkaline Earth Metal

Noble Gas

Soft, shiny, highly reactive

Highly reactive nonmetals

Dull, brittle, poor conductor,

low melting pt.

Like metals and non-metals

High density and melting pt.

Shiny, silvery metals, rare

Radioactive

Reactive, shiny, low density

Inert/unreactive gases

1. One of the most commonly used elements in

nuclear energy is naturally radioactive. This

element is fissile, which means it can be split into

smaller atoms, releasing large amounts of

energy. This energy is harvested to create

electricity. Which element in the table above is

most likely this element?

• Uranium

2. This element is very reactive and often forms a

+1 ion because it only have one valence

electron. It is an important nutrient to the human

body. Which element in the table above is most

likely this element?

• Potassium

3. What is on other element that belongs to the

same group as Carbon?

• Nitrogen, Oxygen, Phosphorus, Sulfur,

Selenium, Hydrogen

NARRATIVE STATION: ACTIVITY #1

1. What is the Periodic Table of Elements?

A way of organizing and displaying all the different elements.

2. The Periodic Table displays each element in a box. In most periodic tables, each box gives four pieces of information about an element. Label the pieces of information in the sample box. (Hydrogen)

Atomic Number

Element Symbol

Element Name

Atomic Mass

3. What is the difference between a period and group?• A period is a row, a group is a column.

4. How are elements arranged in the Periodic Table?• By atomic number.

NARRATIVE STATION: ACTIVITY #2

1. 2. The suffix “oid” means resembling or

like. Based on this meaning, why does it

make sense that elements known as

metalloids are called so?

• Metalloids are like metals because they

resemble them.

3. Is there a trend in the metallic character

of elements as you move across the

periodic table?

• Metallic character decreases as you

move across the Periodic Table.

ASSESSMENT STATION

1. How are elements arranged in the Periodic Table of Elements?

By atomic number.

2. Elements are arranged in rows and columns in the periodic table. The rows are called ____________. The columns are called ____________.

Rows = periods, Columns = groups

3. Compare and contrast the properties of a metal and nonmetal. Then classify the elements below as metallic or nonmetallic.

Metals are hard, shiny, malleable, and good conductors (Sodium, Iron, Calcium)

Nonmetals are brittle, dull, and poor conductors (Oxygen, Hydrogen, Argon)

4. Where do you find halogens and Nobel gases on the Periodic Table?

Halogens are in group 17, Nobel gases are in group 18

ASSESSMENT STATION

5. Where do you find metalloids on the Periodic Table? Metalloids border the staircase on a periodic table, except for Aluminum.

6. Before today’s modern periodic table, scientists attempted to organize elements by physical properties or weight (atomic mass). What are the pros and cons to organizing elements this way? Why is the organization of today’s periodic table better? Atomic mass varies for elements. Physical properties tend to be similar for elements in the same group.

Atomic number is a defining feature for atoms of the same element.

7. Are Alkali and Alkaline Earth Metals more likely to become positive or negative ions? What about nonmetals? Metals to the far left tend to become positive ions. Nonmetals tend to form negative ions.

8. All elements belonging to the actinides series are naturally radioactive. Why does this make sense? These elements are very large. Large atoms tend to be unstable because they have large nuclei. The nuclei

break down and emit radiation to become stable.

MISSING ASSIGNMENTS!

• If you have missing assignments for this unit, the last day to turn them in is exam day.

• After exam day, you will no longer be able to turn in missing assignments and grades will be entered in as a zero.

• If you have missing assignments, please come talk to me.