Chapter 2: Analyzing Data

Chapter 2 Organizer: Analyzing Data

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Chemists collect and analyze data to determine how matter interacts.

Section Objectives

Section 2.1

1. Define SI base units for time, length,

National

Standards

State/

Local

Standards

Resources to Assess Mastery

UCP.1, UPC.3;

A.1, A.2; B.2;

G.1, G.2

Entry-Level Assessment

Focus Transparency 5

Progress Monitoring

Formative Assessment, p. 33

Reading Check, pp. 34, 37

Graph Check, pp. 32, 36, 37

Section Assessment, p. 39

Section 2.2

1. Express numbers in scientific notation.

2. Convert between units using dimensional

analysis.

UCP.1, UPC.3;

A.1, A.2; E.2

Entry-Level Assessment

Focus Transparency 6

Progress Monitoring

Formative Assessment, p. 44

Reading Check, p. 42

Section Assessment, p. 46

Section 2.3

1. Define and compare accuracy and

precision.

2. Describe the accuracy of experimental data

using error and percent error.

3. Describe the accuracy of experimental data

using error and percent error.

UCP.1, UPC.3;

A.1, A.2; E.2;

G.2

Entry-Level Assessment

Focus Transparency 7

Progress Monitoring

Formative Assessment, pp. 49, 51, 53

Reading Check, p. 48

Graph Check, pp. 47, 50

Section Assessment, p. 54

Section 2.4

1. Create graphs to reveal patterns in data.

2. Interpret graphs.

UCP.1, UPC.3;

A.1, A.2; B.2;

E.1, E.2; F.1;

G.2

Entry-Level Assessment

Focus Transparency 8

Progress Monitoring

Formative Assessment, p. 58

Graph Check, pp. 55, 56, 57,58

Section Assessment, p. 58

Summative Assessment

Chapter Assessment, p. 62

ExamView? Assessment Suite CD-ROM

mass, and temperature.

2. Explain how adding a prefix changes a

unit.

3. Compare the derived units for volume

and density.

30A

Suggested Pacing

Period

Section 2.1

Section 2.2

Section 2.3

Single

1

1

1

1

1

Block

0.5

1

0.5

0.5

0.5

Leveled Resources

Science Notebook 2.1 OL

FAST FILE Chapter Resources:

MiniLab Worksheet, p. 26 OL

Study Guide, p. 38 OL

Transparencies:

Section Focus Transparency 5 BL EL

Customize any lab with

the LabManager?

CD-ROM.

Section 2.4

Lab Materials

Launch Lab, p. 31: graduated cylinder, alcohol, corn

oil, water, and glycerol

15 min

MiniLab, p. 39: unknown object, balance, water,

graduated cylinder

15 min

OL On Level

Technology:

ExamView? Assessment Suite CD-ROM

StudentWorks? Plus DVD-ROM

TeacherWorks? Plus DVD-ROM

Virtual Labs CD-ROM

Video Labs DVD

What¡¯s CHEMISTRY Got To Do With It? DVD

Interactive Classroom DVD-ROM

LabManager? CD-ROM

FAST FILE Resources:

Section Focus Transparency Masters

Math Skills Transparency Masters

and Worksheets

Teaching Transparency Masters

and Worksheets

ChemLab, p. 60: water, 100-mL graduated cylinder,

small plastic cup, balance, metric ruler, pencil,

graphing calculator (optional), pre and post-1982

pennies, graph paper

45 min

Additional Resources:

Solving Problems: A Chemistry Handbook

Cooperative Learning in the Science

Classroom

Lab and Safety Skills in the Science

Classroom



Lab Resources:

Laboratory Manual OL

CBL Laboratory Manual OL

Small-Scale Laboratory Manual OL

Forensics Laboratory Manual OL

Science Notebook 2.4 OL

FAST FILE Chapter Resources:

Study Guide, p. 43 OL

Transparencies:

Section Focus Transparency 8 BL EL

Teaching Transparency 6 OL EL

Math Skills Transparency 1 OL EL

BL Below Level

Additional Print and

Technology Resources

Assessment:

Performance Assessment in the Science

Classroom

Challenge Problems AL

Supplemental Problems BL OL

Chapter Test (Scaffolded)

Science Notebook 2.2 OL

FAST FILE Chapter Resources:

Study Guide, p. 40 OL

Transparencies:

Section Focus Transparency 6 BL EL

Teaching Transparency 4 OL EL

Science Notebook 2.3 OL

FAST FILE Chapter Resources:

ChemLab Worksheet, p. 27 OL

Study Guide, p. 41 OL

Transparencies:

Section Focus Transparency 7 BL EL

Teaching Transparency 5 OL EL

Assessment

AL Advanced Learners

EL English Learners

COOP LEARN Cooperative Learning

30B

Analyzing Data

BIG Idea

Data Analysis Have students mea-

sure their heights using meter sticks

and yard sticks you have placed 1 m

from the floor around the room.

Place a chart on the wall for students

to record their heights in both centimeters and inches. Remind them to

make measurements as accurately as

they can.

Tie to Previous

Knowledge

Have students review the following

concepts before studying this

chapter.

Chapter 1: qualitative and quantitative, variables and analysis

Use the Photo

Calibration and Accuracy Have

students notice the altimeter on the

skydiver. Tell them that an altimeter

is an instrument used in skydiving,

which uses changes in atmospheric

pressure to determine the change

in altitude. Have groups of students

discuss the importance of the altimeter to a skydiver in free fall. The

skydiver uses the altimeter to determine

when to release the parachute. Altimeters

must be calibrated using a known

altitude before the skydiver uses it

for a free fall. Skydivers can fall at a

rate of 52 m/sec. Ask student groups

why an accurate altimeter reading is

important. If the reading is inaccurate, the

skydiver might release the parachute late or

too early. OL EL

BIG Idea Chemists collect and

analyze data to determine how

matter interacts.

Parachute opens

¡Á 1000 meters

2.1 Units and Measurements

MAIN Idea Chemists use an

internationally recognized system of

units to communicate their findings.

2.2 Scientific Notation and

Dimensional Analysis

MAIN Idea Scientists often express

numbers in scientific notation and

solve problems using dimensional

analysis.

Begins free fall

¡Á 1000 meters

2.3 Uncertainty in Data

MAIN Idea Measurements

contain uncertainties that affect how

a calculated result is presented.

2.4 Representing Data

MAIN Idea Graphs visually depict

data, making it easier to see patterns

and trends.

ChemFacts

? Most skydivers jump from an altitude

of about 4000 m.

? A skydiver¡¯s maximum speed is

about 190 km/h, but speeds as high

as 483 km/h have been achieved.

? The freefall portion of a dive usually

lasts more than a minute, while the

parachute portion lasts 5¨C9 minutes.

? Critical altitudes for skydivers

include the minimum altitude at

which the main parachute can be

safely deployed and the minimum

altitude for cutting away the main

chute and deploying the reserve.

? High-quality altimeters are accurate

to ¡À1%.

Interactive

C02_CO_874637.indd

Classroom

1

This DVD-ROM is an editable Microsoft? PowerPoint? presentation that includes:

? a premade presentation for every chapter

? additional diagnostic, formative, chapter, and Standardized Test Practice questions

? animations

? image bank

? transparencies

? links to

30 Chapter 2 ? Analyzing Data

1/25/07

4:25:25

Start-Up Activities

LAUNCH Lab

RUBRIC available at

Purpose Students will use various

LAUNCH Lab

How can you form layers

of liquids?

You know that ice floats in water, whereas a rock sinks.

Not surprisingly, water and other liquids sometimes form

distinct layers when poured together.

Types of Graphs Make the

following Foldable to organize

information about types of graphs.

liquids to demonstrate the property

of density.

STEP 1 Collect two

sheets of paper, and layer

them about 2 cm apart

vertically. Keep the left

and right edges even.

Safety Precautions Approve

lab safety forms before work begins.

WARNING: Alcohol is flammable.

Review MSDS with students.

Remind students never to taste

anything in the laboratory.

STEP 2 Fold up the

bottom edges of the

paper to form three equal

tabs. Crease the fold to

hold the tabs in place.

Disposal Have students add liquid

soap to the contents of the cylinder,

then flush them down a drain with

plenty of water.

Teaching Strategies

Procedure

1. Read and complete the lab safety form.

2. Observe 5-mL samples of alcohol (dyed red),

glycerol (dyed blue), corn oil, and water. Plan the

order in which to add the liquids to a graduated

cylinder to form four layers.

WARNING: Keep alcohol away from open

flames.

3. Test your plan by adding the liquids, one at a time, to

the graduated cylinder. When adding each liquid, tilt

the graduated cylinder, and slowly pour the liquid so it

runs down the inside. When adding the glycerol, allow

it to settle before adding the next liquid.

4. Did the liquids form four distinct layers? If not, rinse

out the graduated cylinder and repeat Steps 2 and 3

using a different order.

Analysis

1. Identify the order, from top to bottom, of the layers in

the graduated cylinder.

2. Hypothesize what property of the liquids is responsible for the arrangement of the layers.

Inquiry What do you think would happen if small

pieces of metal, plastic, and wood were added to the

layers of liquids in the graduated cylinder?

Analysis

1. The layers from top to bottom are alcohol, corn oil,

5 PMC02_CO_874637.indd

2 water, and glycerol.

2. Student hypotheses should reflect differences in

densities of the liquids, although that term will

probably not be used. Students might refer to

differences in ¡°heaviness.¡±

STEP 3 Staple along

the fold. Label as follows:

Types of Graphs, Circle

Graphs, Bar Graphs, and

Line Graphs.

Line Graphs

Bar Graphs

Circle Graphs

Types of Graphs

&/,$!",%3 Use this Foldable with Section 2.4 As you

read this section, summarize what you learn about the

three types of graphs. Include the types of information

that can be graphed on each. Be sure to include examples.

? Emphasize to students the importance of pouring the liquids slowly

down the side of the cylinder. If

they are poured quickly, the layers

will mix at the boundaries.

? Be sure students add the liquids

in the order specified. Adding

a more dense liquid to one that is

less dense might cause mixing of

the layers.

Expected Results The different

liquids do not mix but form

distinctive layers.

Visit to:

¦Ô study the entire chapter online

¦Ô

explore

¦Ô

take Self-Check Quizzes

¦Ô

use the Personal Tutor to work

Example Problems step-by-step

¦Ô

access Web Links for more information,

projects, and activities

¦Ô

find the Try at Home Lab, SI Measurement

Around the Home

Customize this lab with

the LabManager?

CD-ROM.

Inquiry Student responses will likely mention that

the objects will rest at some particular level relative to the

1/25/07

4:29:29 PM

liquid layers.

Chapter 2 ? Analyzing Data

31

Section 2.1

1 Focus

Focus Transparency

Before presenting the lesson, project

Section Focus Transparency 5 and

have students answer the accompanying questions. BL EL

MAIN Idea

Systems of Measurements Tell

students that the United States and

Liberia are the only nations that use

the ¡°English system¡± of measurements (yards, miles, quarts, gallons,

etc). Display several items used to

measure volume in the United States:

a quart measuring cup, a pint

measuring cup, a measuring cup,

a teaspoon, a gallon pitcher, and a

tablespoon. Also, display items used

to measure volume in the chemistry

laboratory: 10-mL, 50-mL, 100-mL,

and 1000-mL graduated cylinders.

Ask students what each set of instruments have in common. They are all

used to measure volume. Ask students

why graduated cylinders are used

in the chemistry laboratory. Students

should point out that graduated cylinders give

a more precise measurement and all use the

same units of measurement. Ask students

to list differences in the two systems

of measurement. The English system uses

a variety of quantities, whereas the metric

system uses the same standard. Ask students to discuss why standard units

of measurement are important to scientists. Students should indicate that by

using a standard unit to measure a quantity,

everyone can be assured the measured quantity is the same. OL

Section 2.1

Objectives

? Define SI base units for time, length,

mass, and temperature.

? Explain how adding a prefix

changes a unit.

? Compare the derived units for

volume and density.

Units and Measurements

MAIN Idea Chemists use an internationally recognized system of

units to communicate their findings.

Real-World Reading Link Have you ever noticed that a large drink varies in

Review Vocabulary

volume depending on where it is purchased? Wouldn¡¯t it be better if you always

knew how much drink you would get when you ordered the large size? Chemists

use standard units to ensure the consistent measurement of a given quantity.

mass: a measurement that reflects the

amount of matter an object contains

Units

New Vocabulary

base unit

second

meter

kilogram

kelvin

derived unit

liter

density

You use measurements almost every day. For example, reading the

bottled water label in Figure 2.1 helps you decide what size bottle to

buy. Notice that the label uses a number and a unit, such as 500 mL, to

give the volume. The label also gives the volume as 16.9 fluid ounces.

Fluid ounces, pints, and milliliters are units used to measure volume.

Syst¨¨me Internationale d¡¯Unit¨¦s For centuries, units of measurement were not exact. A person might measure distance by counting

steps, or measure time using a sundial or an hourglass filled with sand.

Such estimates worked for ordinary tasks. Because scientists need to

report data that can be reproduced by other scientists, they need

standard units of measurement. In 1960, an international committee of

scientists met to update the existing metric system. The revised international unit system is called the Syst¨¨me Internationale d¡¯Unit¨¦s, which is

abbreviated SI.

¡ö Figure 2.1 The label gives the volume

of water in the bottle in three different units:

fluid ounces, pints, and milliliters. Notice that

each volume includes a number and a unit.

Infer Which is the larger unit of

volume: a fluid ounce or a milliliter?

Caption Question Fig. 2.1 The

fluid ounce is the larger unit; the larger unit is

paired with the smaller numerical value.

¡ö

Chemistry Journal

C02_S1_874637.indd

1

Same Meaning, Different Language

Have students write about times they disagreed with someone only to realize later

that they meant the same thing but used

different language to say it. Ask them how

SI units can solve that problem among

scientists. OL

32

Chapter 2 ? Analyzing Data

1/25/07

1:40:27

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