unit 1: matter powerpoint ms. hoffman. unit 1, day 1

Unit 1: MatterPowerpoint

Ms. Hoffman

Unit 1, Day 1

Warm Up• Find your assigned seat

• Take a piece of green paper, a marker and a College Application Survey from the materials table

• Fold the green paper into a “name tent” (see the example on my desk) and write your FIRST NAME on it in large letters.

(you will need to bring these tomorrow as well to help me learn your names)

• You have 15 MINUTES from the bell to fill out the College Application Survey

• You are to work silently• Talking will not be tolerated

Warm Up Rules• Tomorrow you will be given a warm up sheet that

you MUST NOT LOSE

To receive a stamp on your warm-up, you MUST: 1.Be on time to class2.Be silent during the warm-up (always first 5 min)3.Be totally prepared for class (have HW out on

desk)More details to follow as we review the syllabus

Agenda• Warm up – 15 mins• Essential Questions• Syllabus – 20 mins• Parent and Student Contracts - 5 • Monday’s Homework - 5• Hydrogen Bomb – 15 mins• Big Goals – 5 mins• Exit Quiz – 5 mins

Essential Questions

• EQ: What expectations does Ms. Hoffman have for me this semester?

• HOT Q1: What factors go into the warm-up grade?

• HOT Q2: Why is it important to do my best in Chemistry?

• HOT Q3: What materials do I need to bring to class on Monday?

You will be copying down the EQ on your Warm Up starting tomorrow

Who is Ms. Hoffman?

Who is Ms. Hoffman (cont.)

• Other Likes:– Music– Reading– Art– Helping Others Succeed

Syllabus

• We’re starting where it says: Classroom Rules

• Follow along as we read the syllabus

• If you have a question about the syllabus, silently raise your hand

Classroom Rules

1. Be responsible for your education2. Raise your hand before speaking3. Stay in your seat unless you have permission4. No food, drink, cell phones, or electronic

devices

Consequences

The order of consequences is as follows: • Verbal warning• Relocation/exile• Calls home• Referral

*I reverse the right to use my own discretion to determine the appropriate consequence.

Homework

• Expect to have HW most nights– I expect you, at the very least, to attempt each

question– Inspected while you are working on the Warm-Up.

For this reason, homework should be removed from your folder and sitting on your desk when I pass by at the beginning of class.

Grading / Warm-Ups

• Test, Quizzes, Homework, Participation, you get the idea.

Retakes

• If you wish to retake an exam, you must retake it within 10 days of when I hand it back

• You cannot retake an exam if you have any homework or class work missing for that unit.

When You Walk In 1. Be in class before the bell rings.2. Place last night’s homework on the top corner of

your desk3. On your warm-up, right down the date and essential

questions, and answer Warm-Up questions• I will collect warm-up sheets every 10 days

– QUIZ grade– Graded ½ on quality of answers, ½ on # of stamps– Start with 100%, for every stamp missed -5 pts

Letter/Contracts

• Parent/guardian letter (white) – give to your parent/guardian to keep

• Parent/guardian survey (blue) – must be signed and returned to me by Monday!

First Homework AssignmentDue MONDAY (write this down!):

– Signed Student Contract (read all rules/procedures on your own)

– Blue Parent Survey– Materials – you are expected to bring the following

every day• Sharpened pencils• Composition notebook (NOT SPIRAL!)• 2 pocket folder• Glue stick

• If you have all of these materials by Monday, I will give you extra credit on your first unit test

Hydrogen Bomb Demo

• Watch what happens. Then take two minutes to answer the questions on a sheet of notebook paper, silently.

• Take 2 minutes, turn to your neighbor and compare answers, quietly. (I should be able to see your mouth moving, but not be able to hear you)

Hydrogen Bomb Demo Date:

Questions: 1. Describe what you saw happen. Be specific

about what materials (balloons, match, ruler, etc.) were involved. Write at least two sentences.

2. Why do you think the balloon exploded?3. What do you think is inside the balloon?4. Why is there a fireball?

Why does Chemistry Matter to Me?

Why are you here and what do you want to get out of being here?

*Back on the Front Page of the Syllabus!

What I think1. Chemistry explains the world around us.2. Chemistry teaches us to see differently and think

critically.3. Chemistry makes us superior problem solvers.4. Chemistry forces us to become hard workers.

• Chemistry is not an easy subject, so if we can master this content, we know we are equipped with the ability to: – Solve abstract problems– Analyze information– Think critically

• These skills are critical for one’s success in life after high school, be it in college or in life

The BIG Goal

We will help each other and push ourselves to:

1) Think, Work, and Act on a College Level

2) 85% or higher on all Chemistry Objectives

….Why 85%?

Big Goals• What kind of place does our classroom need

to be in order to achieve these BIG GOALS?– What does the class sound like? What are

students saying? – What does the class look like? What are students

doing?

Exit Quiz Procedure

• Completed silently and independently

• Put in inbox tray when you are dismissed

• You are not to pack up, or get up to leave until I dismiss you – the bell does not dismiss you, I do.

Exit Quiz

• How do you receive a stamp on your warm up sheet?

• What materials do you need to bring to school on Monday for homework?

Homeroom

• 1st block

Unit 1, Day 2: Mass and Change

Warm Up HW out!PICK UP A WARM UP SHEET FROM THE MATERIALS TABLE– If you have your lab notebook, take that out as well

• Answer these questions in the first box:– When you hear the word “mass,” what words come

to mind?– Why is Chemistry important to you?

Agenda• Warm Up - 10• Bathroom Pass - 5• Video: Eureka, Mass - 15• How to use a balance - 5• Mass and Change Lab Intro - 10• Lab: Mass and Change - 30• Exit Ticket - 10

Hall/Bathroom Pass

• Rules and Regulations– Only three passes every quarter– Any left over passes will be added as extra credit to

your quarter grade– Only allowed to go after first 30 minutes and

before last 15 minutes– Will only be allowed to go if it is a good time during

class with my permission

Notebook RubricDEMO VIDEO LABCorrect format/neatness (5 points)Title and Date (5 points) Background Info (10 points)- notes on what to look for and think about during the activity Eye Level (15 points)-describe/draw what you sawAtomic Level (15 points)-describe/draw HOW that happened at the atomic level Discussion (10)-notes on discussion with partner or groupConclusion (20 points)-after our class discussion, what can you conclude?Consensus (20 points)-what you NEED to know!

Correct format/neatness (5 points)Title and Date (5 points) Background Info (10 points)- notes on what to look for and think about during the activity Video summary (10 points)- notes on video Consensus (20 points)-what you NEED to know

Correct format/neatness (5 points)Title and Date (5 points) Background Info (10 points)- notes on what to look for and think about during the activity Intro: (10 points)-Purpose-Hypothesis- if appropriate Materials and Methods(10 points)-list materials used-step by step procedure Data/Analysis(15 points)-data table-observations-graphs Discussion (10)-notes on discussion with partner or group Conclusion (20 points)-after our class discussion:what were your results what can you conclude? Consensus (15 points)-what you NEED to know!

Video Clip: Mass Date: 1/27/11

Video Summary: Describe/draw what you saw in the video.– While you are watching the video, think about these

questions...1. What is the video’s definition of mass?2. I have two Butterfingers. One is Fun Size and the other is

King Size. Do they have the same mass? If not, which one is greater? Why or why not?

3. I have regular bags of Skittles and M&Ms. Are they the same mass? If not, why can’t you tell?

4. What is a common unit of mass we will use in this class?

The Consensus1. Mass is a measure of the amount of

atomic“stuff”. 2. When two things composed of the same

substance are compared, the larger one has more mass.

3. When comparing things composed of different substances, size CANNOT be used to determine which one has more mass.

4. The kilogram is the unit used to measure mass (SI system of units).

Video Clip: Mass Date: 1/26/11

How to use a balance

1) Place the object on the balance2) Move the “slides” until the needle lines up

with the mark 3) Add the numbers from where the slides sit

- Add the 100s, 10s, and 1s to find the total mass

Estimate between the marks of smallest slider

Lab: Mass and Change

Intro:– Purpose: To determine if mass changes when a

substance changes in some way

Background Info:System- all parts contained in a particular whole(what we are measuring or observing)

• Ex. Two solutions and their containers

Surroundings- everything else• Ex. The room, students, everything else…

Lab: Mass and Change Date:1/27/11

Intro:– Hypothesis: Do you think mass changes when…

• Part 1: Solid forms?__________• Part 2: Solid (sugar) dissolves?_________• Part 3: Gas forms? _________• Part 4: Volume changes? _________• Part 5: Solid burns? __________• Part 6: Phase changes?_________


Materials and Methods• Materials:

• Triple beam balance• Steel wool (which is actually made of iron)• Ice/Water• Vinegar and baking soda• Calcium nitrate and sodium carbonate (0.1 M solutions of

Ca(NO3)2 and Na2CO3)• Sugar and water


MethodsPart 1: mass the solutions separately and the combined

solutions and remaining containerPart 2: mass sugar and water separately and the combined

solutions and remaining containerPart 3: mass vinegar and baking soda and combined

solution and remaining containerPart 4: Mass steel wool before and after its pulled apartPart 5: mass steel wool before and after its burnedPart 6: mass ice before and after melting

In Groups

• 5 minutes at each station• At each station, fill in “Data/Analysis” section• After completing Data/Analysis chart, answer

questions underneath the chart

Solid forms

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Station Change in mass Explanation

Two solutions are combined, and a solid forms

A chemical reaction occurs, but the system doesn’t gain or lose any particles or atomic “stuff” – they are merely rearranged to form a new substance

Solid dissolves

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Sugar dissolves in water The number of particles of sugar and water are the same separate as when they are put together.

Gas forms

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Baking soda reacts with vinegar

The solution bubbles, giving off particles of oxygen gas into the air, hence the solution loses mass.

Volume changes

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Steel wool is pulled apart The amount of particles doesn’t change when you pull it apart

Solid burns

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Steel wool is burned in air When the steel wool is burnt, it gains oxygen particles in the form of rust

Phase changes

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Solid water melts into liquid water The number of particles in the water doesn’t change when it changes from a solid to a liquid

Key Pointsa. Law of Conservation of mass-If nothing enters or

leaves the system, the mass of the system remains the same, despite changes in the appearance

b. Any changes in mass can be attributed to error, something leaving the system, or something being added to the system

Lab: Mass and Change Date:1/27/11

Homework

• Due Monday– Lab notebook, folder, glue stick– Student contract – Parent Survey

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Exit Quiz1. What unit do we use to measure mass?

2. Before the experiment, the baking soda’s mass is 5g, the Flask’s mass is 20g and the vinegar’s mass is 45g. After the experiment, the total mass of the system is 63.5g. What was the mass of the gas that escaped? (circle final answer)

Unit 1, Day 3: SF’s and Formative

1) IN YOUR WORDS: Write out the steps to finding the volume of an object by water displacement.

2) What is the BIG goal for this class?

3) Solve the following problem: 2,500,000,000,000 x 3,000,000,000,000,000

Warm-Up WKSHT #1 OUT ON DESK!

Essential Questions

• EQ: How do we use scientific notation?• HOT Q1: Why is scientific notation a useful

tool?• HOT Q2: How do we multiply and divide

numbers in sci notation?• HOT Q3: Why are diagnostics important?

Agenda

• Warm-Up• Objectives• Weekly Review• Scientific Notation• Diagnostic• Exit Ticket

Exit Ticket1) An experiment was carried out and the change in mass Was gathered in the chart to the right. What situation best explains the data to the right?a) Sugar was dissolved in water.b) Two solutions were mixed and formed a precipitatec) A wad of steel wool was burned.d) Baking soda was dissolved in vinegar

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Group #

Calculated Change in mass

1 +0.03 mg

2 +0.09 mg

3 +0.05 mg

4 +0.07 mg

5 +0.05 mg

6 +1.1 mg

Key Points from Last Week• With your partner, match the following definitions with their

term.

1)_____ Mass

2)_____ Volume

3)_____ Law of Conservation of Mass

4)_____ Water Displacement

5)_____ BIG goal

6)_____ Expectations

A) The process of finding volume using changes in water level

B) Unit for this measurement is mL

C) 85% Mastery

D) Measure of atomic “stuff”

E) Example: NO HATS OR ELECTRONICS

F) Proves why the mass of steel wool doesn’t change after you pull it apart

G) Unit for this measurement is cm3

Key Points from Last Week

1)__D__ Mass

2)__B,G__ Volume

3)__F__ Law of Conservation of Mass

4)__A__ Water Displacement

5)__C__ BIG goal

6)__E__ Expectations

A) The process of finding volume using changes in water level

B) Unit for this measurement is mL

C) 85% Mastery

D) Measure of atomic “stuff”

E) Example: NO HATS OR ELECTRONICS

F) Proves why the mass of steel wool doesn’t change after you pull it apart

G) Unit for this measurement is cm3

Think about it…• The growth of a fingernail is measured in 0.000015

millimeters per hour • The sun’s core temperature reaches 27,000,000 degrees

Fahrenheit.

• The distance from the Earth to the Sun is about 93,000,000 miles.

Would you want to compute mathproblems with these crazy numbers?? What can we do to make these more manageable?

Measuring Activity – Background Info

Scientific Notation!!!• Scientific notation is a way of writing a

number as a multiplication problem where..

The first number is greater than 1 but less than 10

And

The second number is a power of 10

Anatomy of A Number in Scientific Notation

Steps1) Place decimal point so that there is only one

non-zero number to the left of the decimal point.

2) Count the number of decimal places the decimal has “moved”. This will be your exponent.

3) If the original number was less than 1, the exponent will be negative. If it was greater than 1, the exponent will be positive.

Example The growth of a fingernail is measured in 0.000015

millimeters per hour

Let’s put 0.000015 in scientific notation.

0.000015 How many times did we move the decimal

point?

Since the original number was less than one, the exponent will be negative.

Example • The distance from the Earth to the Sun is about

93,000,000 miles.

Let’s put 93,000,000 in scientific notation.

93,000,000 How many times did we move the decimal

point?

Since the original number was greater than one, the exponent will be positive.

Partner PracticeRules: In order to get points, both partner must have the

correct answer on their whiteboards.

When you are done, keep your answer hidden until I give the signal to flip them up. Then, hold it high until I have seen everyone’s work.

Partner PracticeConvert the following into scientific notation:

61,500 kg

Now you try!!

61,500 = ?? 6.15 x 104 kg


.000527 mm

Now you try!!

.000527 = ??5.27 x 10-4 mm


84,960,000 L

.000000036 cm3

Partner Practice

84,960,000 = ??

.000000036 = ??

8.496 x 107 L

3.6 x 10-8 cm3

Partner Practice

• Convert the following into decimal notation

6.02 x 105 g

3.43 X 10-4 mL

Partner Practice

6.02 x 105

3.43 X 10-4

602000 g

.000343 mL

Multiplying

• To multiply two numbers written in scientific notation:

Example: 1.02 x 105 x 3.43 X 10-4

Partner Practice

2 x 106 X 4 x 102

Dividing

• To divide two numbers written in scientific notation:

• Example: 8.496 x 107

3.6 x 10-8

Partner Practice

6.0 x 105

3.0 x 102

Diagnostic

• What does it mean to diagnose something?

Diagnostic• Work silently on your diagnostic • No talking• Absolutely no getting out of your seat• If you have a question or need something raise

your hand

TRY YOUR BEST!

If you finish early, start working on homework

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Diagnostic• Work silently on your diagnostic • No talking• Absolutely no getting out of your seat• If you have a question or need something raise

your hand

ONLY SELECT PROBLEMS!! #2, #3, #8, #11, #12, #13, #19 (A, C), #20 (A, C), #21 (A, C), #23, #25, #27-29

TRY YOUR BEST!80

Homework

• Complete Worksheet 2 for Wednesday.

• Due at the beginning of class!

Homework Review1. When you pulled the steel wool apart, you found that the mass was unchanged. When you heated the

steel wool, you found that the mass changed. Explain.

Pulling the steel wool apart only changed the shape so all of the particles were still there. Heating the steel wool caused it to combine with something (O2) in the air.

2. Draw diagrams (at the atomic level) of the steel wool before and after the change.

When ice melts, the volume of water is smaller than that of the ice. How does the mass of the water compare to the mass of the ice?

Water particles did not enter or leave the system - The mass of the ice and the mass of the water are equal – all that has changed is the state.

n=33 n=33

ice water

Homework Review

3. When the sugar dissolved in the water, you found that the mass remained unchanged. When the sodium bicarbonate dissolved in the acetic acid, the mass of the system changed. Explain.

The sugar and water stayed in the vial; when the sodium bicarbonate dissolved, gas bubbles left the vial.

Draw diagrams (at the atomic level) of each of the materials before and after it was dissolved.

State the Law of Conservation of Mass in your own words.

The mass of a system doesn’t change if nothing enters or leaves the system.

water sugar water +sugar

before mixing after mixing

Acetic sodium

gas escapes

before mixing

Exit Ticket

1) What is the scientific notation for 0.000408?

2) 4.6 x 108

3.21 x 104

HOMEWORK: WORKSHEET #2

Unit 1, Day 4: Mass vs. Volume

Warm Up – WKSHT #2 OUT!

• What does the slope of a line represent?

• Draw particle diagrams of a solid, a liquid, and a gas.

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Essential Questions

EQ: What is the relationship between mass and volume?

HOT Q1: Given a graph of mass vs. volume, what is the physical meaning of the slope?

HOT Q2: Can density be used to identify a substance?

HOT Q3: How do we convert between mass and volume using density as a conversion factor?

Agenda

– Warm Up– Agenda– Intro– Lab: Mass vs. Volume– Quiz– Exit Ticket

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What two quantities have we learned about so far?

• 1)

• 2)

• How are these quantities related?

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Lab: Mass and Volume Date:

• Intro-– Purpose: To determine the relationship between

mass and volume

• Materials and Methods

– Materials-• Sample of an unknown metal• balance• graduated cylinders

– Methods-• ON YOUR OWN!!!• Based on the two labs we have done, write out a step

by step procedure that a friend who has never taken chemistry before could follow.

• Materials and Methods

– Materials-• Sample of an unknown metal• balance• graduated cylinders

– Methods-• Calculate the volume of the object using water

displacement• Calculate the mass of the object using the triple beam

balance. • Record data in chart.

Data/ Analysis

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GROUP #

Mass (g)

Volume (mL)

1

2

3

4

5

6

7

Mass (g) Volume (mL)

Object A Object B

• Data/analysis

Volume (mL)

Mass (g)

Substance A

Substance B

Discussion-notes from our class discussion

• What is the slope of each line?

• Does the slope of each substance change?

• What does the slope of the volume v. mass graph tell us?

• What does ___ g/mL mean???

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How can we represent this at the particle level?

• Same volume, but a different mass...

ALUMINUM= 2.7g/mL ZINC= 7.1 g/mL

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Notes time!

How can this slope be used?

• For aluminum, we know that there are ___ g in every 1 mL.

• So how many grams are in 3 mL?

• The slope can be used to convert from mass to volume OR from volume to mass!!!

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Key Points• Mass and volume are related by the quantity

DENSITY• Density

– is the mass per unit volume of a substance– is a property of that substance regardless of the

size of the object• For example, the density of a sample of pure aluminum will

ALWAYS be 2.7 g/mL, REGARDLESS of the size of the piece of aluminum!

– can be used to convert from volume to mass OR from mass to volume

– The unit of density is:

Formula for Density

Density = mass divided by volumeExample: An object has a mass of 5 g and a

volume of 4 mL. What is its density?

Notes time!

1. Determine the density of each metal.

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Density as a Conversion FactorNotes time!

Density can be used to convert from mass to volume OR from volume to mass!!!

Conversion Factors = Based on a conversion “fact,” fraction that is equal to the number 1.

Ex) Conversion “fact”: 1 mL of Aluminum = 2.7 g

Conversion Factor:

Dimensional Analysis StepsDimensional Analysis Steps:1. Identify unit you’re starting with, and unit you want2. Set up conversion factor units – unit we want on top,

unit we have on bottom 3. Add numbers (for density, always certain # of g per

every 1 mL)4. Multiply straight across

What we start with

Unit that we want

Unit that we have

X

Example

• The volume of a cylinder of aluminum is 3.4 mL, what is the mass?

Unit you Start with____Unit you Want____

Partner Practice

• What is the mass of a 5.0 sample of metal that has a density of 2.6 g/mL?

Example

• The mass of a zinc ball is 6.78 g, what is the volume?

Partner Practice

• Gold has a density of 5.1 g/mL. What is the volume of 2.5 g of gold?

Partner Practice

• The volume of a cube of zinc is 9.87cm3, what is the mass?

• An aluminum ring takes up 5.6 mL of space, what is the mass of the ring?

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Partner Practice

• The mass of a zinc nail is 12.8 g, how much

space does it take up?

• The mass of a zinc cube is 65.8 grams, what is the volume of the cube?

1 From the graph, estimate the volume of 70 g of metal B.

mark on the graph how you found the answer above

2. In the space above right, use the density of B as a factor to determine the answer to 1. Show the set-up including how the units cancel.

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Homework – 1st

• Worksheet 3 EXCEPT #4 a, c, d (do letter b!)

• CORRECTIONS:

• Test Friday

• #2 Draw in box C

• #5 Draw in graph

Homework – 2nd and 3rd

• Worksheet 3 (all)

• CORRECTIONS!

• Test friday

Quiz!

• No talking• No getting out of your seat• If you have a question, silently raise your hand

Respond to the following question on the back of quiz:

10. How is the class going so far? Any suggestions/comments/concerns?

EXIT TICKET

What is the mass of 5 cm3 of metal B from the graph above? Find this in two different ways, show all work.

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Worksheet 3

• Let’s start looking at some problems concerning density. Get out worksheet 3.

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Worksheet 3, Problem 1

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1. Study the matter shown in Figure 1. Each dot represents a particle of matter. [Assume the particles are uniformly distributed throughout each object, and particles of the same size have the same mass.]

a. In the table below, show how the masses, volumes, and densities of A and B compare by adding the symbol <, >, or = to the statement in the second column.

b. Explain your reasoning for each answer in the last column.

FIGURE 1 A B

A

BFigure 1

2. Is object E or object F more dense? [Assume the particles are uniformly distributed throughout each object, and particles with a larger size have a larger mass.] Explain your reasoning.

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FIGURE 3 E F

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.

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10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)

FIGURE 4: Mass and Volume Relationships

Substance A

Substance B

A) You have built a simple two-pan balance shown above to compare the masses of substances A and B. What would happen to the balance if you put equal masses of A and B in the two pans? Equal volumes of A and B in the two pans? Explain your reasoning.

A B

10 20 30 40 50 60


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10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)


Substance A

Substance B

B) Find the slope of the line for both A and B using correct units. State the physical meaning of the slope for each substance.

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10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)


Substance A

Substance B

c) If you put 10.0 mL of A in one balance pan, how much mass of B would you need in the other pan to make it balance? Explain your reasoning.

10 20 30 40 50 60


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10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)


Substance A

Substance B

d) If you put 35.0 mL of B in one balance pan, what volume of A would you need in the other pan to make it balance? Explain your reasoning.

10 20 30 40 50 60


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20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)


Substance A

Substance B

e) Water has a density of 1.00 g/mL. Sketch the line representing water on the graph in Figure 4.

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10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80volume (mL)

Ma

ss (

g)


Substance A

Substance B

f) Determine whether substance A and B will sink or float when placed in a bucket of water. A: sink float

B: sink float (circle correct response)

• 6. You made some cubes out of each metal in the table that each measures 2.00 cm on every side. (all except mercury – why can’t you make a cube of mercury?)a. What is the volume of each cube in cm3? in mL? (Show your thinking)

V = ______ cm3 V = ______ mL

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• 6. You made some cubes out of each metal in the table that each measures 2.00 cm on every side. (all except mercury – why can’t you make a cube of mercury?)

b. Find the mass of these metal cubes: (Show your work below)

lead cube ______________nickel cube______________zinc cube ______________

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7. Alicia’s cheapskate boyfriend gave her a ring he claims is 24 carat gold. Alicia is skeptical. After chem class the next day she measures the mass of the ring, finds the volume of the ring by water displacement, and then calculates the density of the ring. Should she treasure the ring as his first truly generous gift to her, or throw it at him the next time he walks by? Defend your answer.

DATA:Mass: 15.28 gFinal volume: 43.7 mLInitial volume: 42.2 mLVolume of ring: __________Density: __________

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• 8. A student filled a graduated cylinder with water and read the miniscus at 25.8 mL. The student then dropped a solid material into the graduated cylinder and the water level rose to 35.9 mL. If the solid material had a density of 2.99 g/mL, determine the mass of the solid object.

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1. Determine the density of each metal. Show all your work and include appropriate units.

2. From the graph, estimate a. the mass of 8.0 cm3 of

metal A. b. the volume of 70 g of metal

B. c. mark on the graph how you

found the answers above

3. In the space above right, use the density of B as a factor to determine the answer to 2b. Show the set-up including how the units cancel.

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EXIT TICKET

What is the mass of 5 cm3 of metal B from the graph above? Find this in two different ways, show all work.

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Unit 1, Day 5: Dimensional Analysis and Conversions

Warm Up1. I have 3.5 g of gold. If gold has a density of

19.32g/mL, what is the volume of my gold?2. My platinum occupies a space of 22.4 mL. if

platinum has a density of 21.45, what is the mass of my platinum?

3. Jay-Z wants to buy Beyonce a new Burberry bikini for her collection. It costs $51. He only has 1023 nickels. Does Jay-Z have enough money to buy it?

Essential Questions

EQ: How do we convert between metric measurements using dimensional analysis?

HOT Q1: What is an example of using dimensional analysis in our everyday life?

HOT Q2: What is a “conversion factor”?HOT Q3: What are six prefixes used in metric

measurement?

Agenda

• Warm Up -10 min• Agenda – 5 min• Metric Conversion activity – 25 minutes• Metric Conversions practice – 15 min• Solution Stations – 20 minutes• Quiz – 20 min• Exit Ticket – 5 min

What are some units we’ve talked about so far?

Base units:

• Gram • Meter• Joule• Liter

Prefixes: (What does the word “prefix” mean”?) Nano -milli - centi - Kilo -

Metric Conversion Graphic Organizer

Unit Conversion Steps

I have 3000 meters of string. How many Kilometers of string do I have?


Unit you Want

Unit you Have

Cross out units that are opposing each other until you have the final unit that you want (we want Km)


• If you don’t see the base unit at the beginning or at the end, it’s a two step problem, and you need the base unit in the middle!

Another Example

1. Even in his old age, Kobe Bryant can make a shot 10,000 cm from the basket. How many meters away from the basket is this aging basketball star?

You Try

1. The distance from Ms. Hoffman’s home and Vance High School is 13,357 meters. What would be that number in kilometers?

Exit Ticket

• The Average Seagull can fly an astounding 1362 Kilometers before getting tired. How many meters can a Seagull fly?

Homework

Complete Worksheet 5 (dimensional analysis)

Unit 1, Day 6: Review

Warm Up – HW OUT!!!!!!

• 6.0 x 10-1 g x = mg

• 5 x 104 mm x x = km

• 27. 1 cm = __ mm

Announcements

• 1st and 2nd Block: Test Monday• 3rd Block: Test Tuesday

• Notebooks must be ready for collection on Monday

• Packet completed! Answer ALL questions on front page “Study Guide”

How do you eat an elephant?

Average Mass: 11,000 kgAverage Volume: 5 m3

Average Mass: 6.5 x 1012 kgAverage Volume: 2398.5 km3

How do you climb Mt. Everest?

How do you earn at least an 85% on this test?

One bite, one step, one problem at a time.

The greatest accomplishments do not happen overnight. Being a winner requires hard work and practice.

Are you ready to win in Chemistry?

Be a WINNER!

How to use this time effectively• Pay attention – WINNERS focus• Take notes – WINNERS prepare• Ask Questions – WINNERS seek help• Practice – WINNERS train

WS #3, Problem #5

5. Sketch a graph of mass vs volume for titanium, copper and mercury.

Quiz Return1. Based on this graph, how

does metal A differ from metal B?

2. What is the density of metal A? Show all your work and include appropriate units.

3. What is the mass of 12.0 cm3 of metal A? Find this in two different ways.

a. Mark on the above graph how you might determine this.

b. Show your work on how you might also calculate this mathematically.

157

WS #4 Problems #1-3

WS #4

• Cross out problems #5, #7, #10

BOOM BAG• Objective: To collect the most questions!Rules:

– One person picks a question and hands it to their partner to read to them

– If the person that picked the question gets it right, they get to keep it the question

– If they get it right, they then get to choose to either pick another question, OR give their partner a chance to pick a question

– If they get it wrong, they have to put ALL of their questions back in the bag

– If they pull a BOOM, they have to put all of their questions back in the bag

Solution Stations

Exit Ticket: What is the identity of this substance?

Substance Density (g/mL)

Water 1.0

Titanium 4.54

Zinc 7.13

Tin 7.31

Raffle!

Mass LabStation Change in mass Explanation

Stretched the steel wool

None The amount of particles doesn’t change when you pull it apart

Ice Melted into Water

None The number of particles in the water doesn’t change when it changes from a solid to a liquid

Steel wool burns Mass increases When the steel wool is burnt, it gains oxygen particles in the form of rust

Sugar dissolves None The number of particles of sugar and water are the same separate as when they are put together.

Alka-Seltzer dissolves

Mass decreases The Alka-Seltzer bubbles, giving off particles of oxygen gas into the air, hence the solution loses mass.

How do I calculate the volume of this rectangular box?

8 cm4 cm

2 cm

Partner Practice

1. 300

2. 304

Partner Practice

1. 0.0304

2. 0.03040

3. 3.040

Unit 1, Day 7: Test

• Measuring Activity!! Date 2/1/11• Directions:• Measure the length and width of the desks

using ruler A.

• Be sure to record your measurements to the nearest cm

• Calculate the area of the desk (in cm2)

20 centimeters Ruler A

Discussion/Results• In your notebook, record the:

– A) length of your desk (in cm)– B) width of your desk (in cm)– C) area of your desk (aka length x width in cm2)

THINK ABOUT IT!!: Do you expect for all groups to get the same answer? If not, can you estimate a range of possible answers?

Now, let’s look at the answers each group got for the area of their desk….

Now let’s do the same steps with ruler B

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

20 centimeters Ruler B

Re-measure the tables this time to a tenth of a cm (20.3 cm)

Calculate the area.

Like you did last time, write down the length, width, and area of your desk in centimeters2.

Do you expect all groups to get the same answer? Will your answers be closer or further away from last time?

Now let’s do the same steps with ruler C

Re-measure the tables this time to a hundredth of a cm (Ex: 20.31 cm)

Calculate the area.

Like you did last time, write down the length, width, and area of your desk in centimeter.

Do you expect all groups to get the same answer? Will your answers be closer or further away from last time?

Discussion• Answer the following questions in your notebook:

• 1) Is everyone’s answer the same?

• 2) Why/ why not?

• 3) In what place does the uncertainty lie?

• 4) How many places should our answer have?

Consensus1) Always estimate one past the mark! 2) Your answer should be as precise as possible -

Don’t use more significant figures than you need to!

• Example....– Measured Values: L= 12.23 cm, W= 21.68 cm– Calculator Area: ____________________– Area rounded to sig figs: _________– Explanation: Why should you not report all the digits

from the calculator??174

9898

Significant Figures• There are four rules for sig figs

– If you know these, you can find the amount of sig figs for ANY NUMBER!

1)ANY NUMBER 1-9 is a significant figure– Ex: 145 = 3 significant figures– Ex: 96,472 = 5 significant figures– Ex: 7,219,234 = ______________



2) Zeros that are ‘sandwiched’ in-between two non-zero numbers are significant!

– Ex: 1,003 = 4 significant figures– Ex: 407,089 = 6 significant figures– Ex: 9,000,000,000,004 = ________________



3) Trailing zeros that are BEFORE the decimal point are NOT significant. • “Trailing” means FOLLOWING a non-zero number!

– Ex: 200 = only 1 significant figure– Ex: 74,000 = 2 significant figures– Ex: 5,000,000,000,000,000 = _____________

Significant Figures

• There are four rules for sig figs– If you know these, you can find the amount of sig

figs for ANY NUMBER!

4) Trailing zeros that are AFTER the decimal point ARE significant. • “Trailing” means FOLLOWING a non-zero number!

– Ex: .140 = 3 significant figures– Ex: .60000 = 5 significant figures– Ex: .85040 = _______________

Adding/Subtracting• When measurements are added or

subtracted, here are your steps:

1) Identify the amount of sig figs in each number2) Solve problem on calculator3) Round answer to lowest number of sig figs

found in step 1.

Example

7.19 + 19.08 + 2.6 = ?1)Identify the amount of sig figs in each number

7.19 = 3 SF 19.08 = 4 SF 2.6 = 2 SF2) Solve problem on calculator

Calculator Answer = 28.873) Round answer to lowest number of sig figs

found in step 1.Round to 2 SF 29

Multiplying/Dividing • Same 3 steps as Adding/Subtracting!!

Ex: 9.32 x 4.9550 = ?1) Identify the amount of sig figs in each number

9.32 = 3 SF 4.9550 = 5 SF

2) Solve problem on calculatorCalculator Answer = 46.1806

3) Round answer to lowest number of sig figs found in step 1.

Round to 3 SF = 46.2

Partner Practice

• How many SF’s are in 270 mL?

Partner Practice

• How many SF’s are in 0.0098070 cm?

Partner Practice

• What is the scale reading? What is the number of significant figures in the reading?

184

Sig Fig Practice

• 17.8999 + 9.2 + 3.457 =

– Calculator answer: _________________________

– Answer rounded to SF’s : ____________________

185

Sig Fig Practice• 5.09 x 8.999 x15.30 =

– Calculator answer:__________________________

– Answer rounded to SF’s:______________________

186

Sig Fig Practice 9090= 750

– Calculator answer:__________________________

– Answer rounded to SF’s:______________________

187

unit 1: matter powerpoint ms. hoffman. unit 1, day 1

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