Formatting Blackline Masters
| |3 |2 |0 |
|Measurements are to the | | | |
|correct number of |All measurements |2 or 3 measurements |Less than 2 measurements |
|significant figures | | | |
|Units included |All measurements |2 or 3 measurements |Less than 2 measurements |
|Answers are within the | | | |
|range of acceptable error |All measurements |2 or 3 measurements |Less than 2 measurements |
|Measurements finished | | |Less than 2 measurements |
|within the prescribed time |All measurements |2 or 3 measurements | |
|limit | | | |
| |All safety rules followed | | |
|Questions |Answered |Answered incorrectly but supported by|Answered incorrectly. No supporting |
|Answered |correctly |evidence |evidence. |
[pic]
Figure 1 Figure 2 Figure 3
1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences.
| |Figure 1 |Figure 2 |Figure 3 |
|Precision? | | | |
|Accuracy? | | | |
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws.
3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws.
[pic]
Figure 1 Figure 2 Figure 3
1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences.
| |Figure 1 |Picture 2 |Picture 3 |
|Precision? |Good |Poor None |Good All of |
| |All of the darts are grouped in |of the darts are grouped in the |the darts are grouped in the |
| |the same area. |same area. |same area. |
|Accuracy? |Poor |Poor |Good |
| |None of the darts are grouped in|Few of the darts are grouped in |All of the darts are grouped in |
| |the bull’s-eye. |the bull’s-eye. |the bull’s-eye. |
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws.
The player has good precision and good accuracy because so many of the balls go through the goal.
3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws.
The player has good precision because so many balls bounce off the rim but poor accuracy because so few balls make it through the goal.
|Matter |Homogeneous |
|Pure Substance |Heterogeneous |
|Element |Mixture |
|Compound | |
|Muddy Water |Na |
|Solution |As |
|salt water |Cl |
|Metal |NaCl |
|nonmetal |Metalloid |
Elements, Compounds and Mixtures Concept Map
| |Homogeneous |Heterogeneous |Can be separated into |The properties of the |
| | | |individual components |individual components are |
|Sample: | | | |the same as properties of |
| | | | |the sample |
|Salt | | | | |
|Water | | | | |
|Copper | | | | |
|Salt and water | | | | |
|Copper and water | | | | |
| |Homogeneous |Heterogeneous |Can be separated into |The properties of the |
| | | |individual components |individual components are |
|Sample: | | | |the same as properties of |
| | | | |the sample |
|Salt |X | |X | |
|Water |X | |X | |
|Copper |X | | |X |
|Salt and water |X | |X |X |
|Copper and water | |X |X |X |
Conclusions:
1. Salt (NaCl) is a homogeneous material that can be decomposed into individual elements (sodium and chlorine). The properties of the salt differ from the properties of the elements. Salt is a compound.
2. Water (H2O) is a homogeneous material that can be decomposed into elements (hydrogen and oxygen). Water is a compound.
3. Copper is a homogeneous material that cannot be separated into components. Copper is an element.
4. Salt and water combine to form a homogeneous material that can be separated into parts. When the salt and water are mixed, their properties do not change. Salt water is a homogeneous mixture called a solution.
5. Copper shot and water not homogeneous because the copper and water are easily seen as individual parts. These parts can be separated easily. When the copper and water are mixed, their individual properties do not change. This is a heterogeneous mixture.
Each box has the same volume. If each ball has the same mass, which box would weigh more? Why?
Physical and Chemical Changes
Effervescent tablet in water
Observations
1. numerous bubbles formed as soon as tablet
touched the water
2. bubbles rose to top of water and burst
3. tablet disappeared
4. bubbles stopped forming
5. looks like nothing else is happening
Conclusion The bubbles contained a gas that escaped into the air. The tablet was a solid that underwent a chemical change with the water to produce the gas bubbles. Once the tablet (reactant) was used up, no more gas bubbles (products) were formed, and the reaction stopped. There has been a change in the identity of the material. It is no longer an effervescent tablet. The production of a gas is evidence of a chemical change (reaction) taking place.
Cutting a piece of paper
Observations
1. smaller pieces of paper are formed
Conclusion
The smaller pieces of paper are exactly like the original piece of paper (reactant). There has been no change in the identity of the material. It is still paper (product).
|1.01 H|4.00 | | | | |
| |He | | | | |
|Chemical bond | | | | | |
| | | | | | |
|Ionic bond | | | | | |
| | | | | | |
|Covalent bond | | | | | |
| | | | | | |
|Metallic bond | | | | | |
| | | | | | |
|Electronegativity | | | | | |
| | | | | | |
|Polar covalent bond | | | | | |
| | | | | | |
|Nonpolar covalent bond | | | | | |
|Formula unit | | | | | |
| | | | | | |
|Molecule | | | | | |
| | | | | | |
|Molecular formula | | | | | |
Write formulas for the following compounds:
1. copper (I) oxide _______________
2. aluminum hydroxide _______________
3. triphosphorus decasulfide _______________
4. zinc nitrate _______________
5. hydrobromic acid _______________
6. mercury (I) bromide _______________
7. boron tribromide _______________
8. sodium hydride _______________
9. barium perchlorate _______________
10. tetraphosphorus hexasulfide _______________
11. sulfuric acid _______________
12. calcium hypochlorite _______________
13. ammonium phosphite _______________
14. chromium (III) acetate _______________
15. hydrosulfic acid _______________
16. carbonic acid _______________
17. phosphorus pentafluoride _______________
18. cobalt (II) nitrate _______________
19. magnesium sulfate _______________
20. strontium phosphate _______________
21. dichlorine monoxide _______________
22. phosphorous acid _______________
23. disulfur dichloride _______________
24. iron (III) carbonate _______________
25. perchloric acid _______________
Write formulas for the following compounds:
1. copper (I) oxide __Cu2O_______
2. aluminum hydroxide __Al(OH)3_____
3. triphosphorus decasulfide __P3S10_______
4. zinc nitrate __Zn(NO3)2____
5. hydrobromic acid __HBr(aq)_____
6. mercury (II) bromide __HgBr2_______
7. boron tribromide __BBr3________
8. sodium hydride __NaH________
9. barium perchlorate __Ba(ClO4)2____
10. tetraphosphorus hexasulfide __P4S6________
11. sulfuric acid __H2SO4(aq)___
12. calcium hypochlorite __Ca(ClO)2____
13. ammonium phosphite __(NH4)3PO3___
14. chromium (III) acetate __Cr(C2H3O2)3_
15. hydrosulfic acid __H2S(aq)_____
16. carbonic acid __H2CO3(aq)___
17. phosphorus pentafluoride __PF5_________
18. cobalt (II) nitrate __Co(NO3)2____
19. magnesium sulfate __MgSO4______
20. strontium phosphate __Sr3(PO4)2____
21. dichlorine monoxide __Cl2O________
22. phosphorous acid __H3PO4(aq)___
23. disulfur dichloride __S2Cl2_______
24. iron (III) carbonate __Fe2(CO3)3___
25. perchloric acid __HClO4(aq)___
Name the following compounds.
1. K2SO4 ______________________________
2. N2O4 ______________________________
3. BaClO4 ______________________________
4. HNO2(aq) ______________________________
5. FE2(SO4)3 ______________________________
6. NH4F ______________________________
7. BaI2 ______________________________
8. CrO3 ______________________________
9. Cu(C2H3O2)2 ______________________________
10. Ag2CO3 ______________________________
11. NaOH ______________________________
12. Ca3(PO4)2 ______________________________
13. ClF3 ______________________________
14. K2SO3 ______________________________
15. AlBr3 ______________________________
16. MgCl2 ______________________________
17. HC2H3O2(aq) ______________________________
18. P2O5 ______________________________
19. FePO4 ______________________________
20. SrBr2 ______________________________
21. Al2S3 ______________________________
22. LiBr ______________________________
23. NH3 ______________________________
24. PbO2 ______________________________
25. MgO ______________________________
Name the following compounds.
1. K2SO4 __potassium sulfate______________
2. N2O4 __dinitrogen tetroxide____________
3. BaClO4 __barium perchlorate_____________
4. HNO2(aq) __nitrous acid__________________
5. Fe2(SO4)3 __iron (III) sulfate_______________
6. NH4F __ammonium fluoride____________
7. BaI2 __barium iodide_________________
8. CrO3 __chromium (IV) oxide___________
9. Cu(C2H3O2)2 __copper (II) acetate_____________
10. Ag2CO3 __silver carbonate_______________
11. NaOH __sodium hydroxide______________
12. Ca3(PO4)2 __calcium phosphate_____________
13. ClF3 __chlorine trifluoride_____________
14. K2SO3 __potassium sulfite_______________
15. AlBr3 __aluminum bromide_____________
16. MgCl2 __magnesium chloride____________
17. HC2H3O2(aq) __acetic acid___________________
18. P2O5 __diphosphorous pentoxide________
19. FePO4 __iron (III) phosphate____________
20. SrBr2 __strontium bromide_____________
21. Al2S3 __aluminum sulfide______________
22. LiBr __lithium bromide_______________
23. NH3 __ammonia____________________
24. PbO2 __lead (IV) oxide_______________
25. MgO __magnesium oxide_____________
Note: A represents the central atom in the molecule. B represents atoms bonded to the central atom. B can be identical atoms or different atoms.
Directions:
1. Find the other students who have the same color balloons as you. Have someone inflate a balloon as much as possible without popping it. Inflate your balloon(s) to the same size.
2. Using the patterns below, tie the appropriate number and color balloons together. For example, for the AB2E model, tie 2 blue balloons and a white balloon together. For groups of 4 balloons, it is easier to tie 2 balloons together and then the other 2 balloons together, then twist the two groups together. For five-balloon groups, make sets of 2 and 3 balloons and twist. For six balloons, use 3 sets of 2 balloons twisted together.
3. Attach a piece of string to hang the finished model from the ceiling.
|Type of Molecule |Number of Atoms Attached|Balloons Needed for Model |One colored balloon models|
| |to the Central Atom | |for electron pair |
| | | |geometries |
|AB2 |2 |2 pink |* |
|AB3 |3 |3 blue |* |
|AB2E |3 |2 blue, 1 white | |
|AB4 |4 |4 red |* |
|AB3E |3 |3 red, 1 white | |
|AB2E2 |3 |2 red, 2 white | |
|AB5 |5 |5 green |* |
|AB4E |4 |4 green, 1 white | |
|AB3E2 |3 |3 green, 2 white | |
|AB2E3 |2 |2 green, 3 white | |
|AB6 |6 |6 yellow |* |
|AB5E |5 |5 yellow, 1 white | |
|AB4E2 |4 |4 yellow, 2 white | |
|Number of lone pairs |Number of atoms |Electron Pair |Bond angle of |Type of Molecule |Molecular Geometry |Example |
|around the Central |attached to the |Geometry |electron pairs | |(Shape of the | |
|Atom |Central Atom | | | |molecule) | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Number of lone |Number of atoms |Electron Pair Geometry |Bond angle of |Type of Molecule |Molecular Shape |Example of |
|pairs on the |attached to the | |Electron pairs | | |Molecule |
|Central Atom |Central Atom | | | | | |
|0 |2 |Linear |180( |AB2 |Linear |CO2 |
|0 |3 |Trigonal planar |120( |AB3 |Trigonal planar |BF3 |
|0 |4 |Tetrahedral |109.5( |AB4 |Tetrahedral |CH4 |
|1 |3 |Tetrahedral | ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- mcas grade 4 mathematics supplemental reference sheet
- exponent rules review worksheet
- formula sheet and list of symbols basic statistical inference
- some rhymes to help remember multiplication facts
- answer all questions in the spaces provided
- newark public schools
- homepage sabes
- formatting blackline masters
Related searches
- formatting manuscript for submission
- excel conditional formatting if statement
- formatting for personal statement
- conditional formatting if statement color
- if then conditional formatting in excel
- find and replace formatting in word
- free online apa formatting program
- excel conditional formatting if cell equals another
- formatting novel manuscript in word
- book formatting in word
- copy formatting in word
- formatting in word 2013