Metric Measurement Lab



CP Chemistry Unit 1 Tools of a Chemist-Test Plan

|CP Standard/Outcomes |

|Calculation Basics – Scientific Notation & Significant Figures |

|Dimensional Analysis |

|Density |

|Accuracy and Precision |

|Essential Vocabulary: |Equations, Calculations, and Applications: |

|Scientific notation |Addition, subtraction, multiplication, and division using significant figures |

|Significant Figures |Single and double unit dimensional analysis converting between metric and English systems |

|Metric System |Squared and cubed units |

|SI units |Calculate Density |

|Dimensional Analysis |Solve for mass and volume using algebra |

|Conversion factors |Calculate density using water displacement |

|Density |Calculate density of liquids and solids |

|Intensive and extensive properties |Calculate percent error |

|Accuracy | |

|Precision |[pic] |

|Uncertainty in measurement | |

|Percent error | |

|Theoretical | |

|Experimental | |

| | |

| | |

Resources for learning Chemistry:

1.

2. The course textbook is available from the library. Title: “Chemistry” Author: Silberberg Here are the appropriate page numbers:

|Topic |Reading |

|Uncertainty in measurements |Section 1.6, p. 25-26 |

|Significant figures |Section 1.6, p. 26-28 |

|Accuracy and Precision |Section 1.6, p. 29-30 |

|Unit conversion in calculations |Section 1.4, p. 12-13 |

Conversion Sheet

Metric units: Larger units are on the right, smaller units on the left. Assign the larger unit a value of 1 and add a zero for each unit you move to the right. Look at the exponents. Not all change by 10.

Example: 1 dekameter = 1000 centimeters or 1 megaliter = 1000 kiloliters

|Pico |Nano |

|Any Prerequisites: |zachary.s.jones@ |

| Biology or CP Biology |Website: |

| |720-972-6843 |

| |Mr. Jones is available during: |

| |Periods 5 and 6 in room A208 (office) or A207 (classroom) |

|Course Description: CP Chemistry is a rigorous course designed for those students planning to attend college or take higher level AP courses in science. |

|The class exposes students to important topics in Chemistry, the tools used to study reactions, and gives students hands on lab experience. (See the |

|Essential Learning’s below.) |

|Grades in the course will be primarily based on eight unit exams and one final exam. Students have the opportunity to retake each unit test (except unit 5|

|and the final) if they are eligible. See below to find out what you have to do to be eligible. |

|Essential Learning |Percent of Time Spent |Essential Learning |Percent of Time Spent |

|Tools of a scientist |11 % |Balancing equations |11 % |

|Calculation basics | |Types of reactions | |

|Accuracy and precision | |Predicting products of reactions | |

|Dimensional analysis | | | |

|Temperature conversions | | | |

|Atomic structure |11 % |Stoichiometry |17 % |

|Periodic trends | |Limiting Reactant | |

|Quantum numbers | |Excess Reagent | |

| | |Yield | |

|Writing chemical formulas |14 % |Acid/Base reactions |13 % |

|Bonding | |Acid/Base calculations | |

|Naming chemical formulas | | | |

|Lewis structures | | | |

|Molecular shapes | | | |

|The mole |8 % |Net ionic equations |15 % |

|Avogadro’s number | |redox reactions | |

|Calculations involving the mole concept | | | |

|Grading Scale |

| A |90-100 |

|B |80-89 |

|C |70-79 |

|D |60-69 |

|F |59 or |

| |below |

|Categories |Weights |

|Formative: | |

|Homework |0 % |

|Labs and Quizzes |5 % |

|Summative: |      |

|Test |95 % |

Student Expectations

Requirements to Be Eligible to Retake Exams:

1. All homework must be at least 70 % correct to be considered proficient. To be eligible for the retake exam, all homework must be complete and proficient. If you struggle with an assignment, see me for help.

2. Homework needs to be completed on time. Homework may only be turned in late under the following conditions: The student comes in to receive help outside of class (on an off period that we have in common or after school.) The student may be required to grade the assignment so plan to stay 10 minutes in addition to however much time you need for help with the assignment. No homework for a unit will be accepted after the scheduled unit exam time under any circumstances.

3. The retake must be taken on the assigned day. Retakes are done after school on a scheduled day. (You will be given a schedule at the beginning of the semester.) . No exceptions will be made for students that cannot attend on the scheduled dates for this opportunity. If a student elects to retake an exam, they will be given the grade from the second exam which represents their most current level of understanding.

Grading Policy:

The purpose of grading is to communicate to both students and parents what a student knows and can demonstrate at a given point during the course. In this course, homework will be used to give feedback but will not be calculated into the grade.

Student grades will be based solely on achievement of standards, not effort, behavior, or attitude.

Testing Policy:

Students may retake all unit tests (but not the unit 5/midterm) if they are eligible. To be eligible, students must complete all homework for the unit at 70% or higher grade. Retakes occur after school according to a published schedule. Retakes are not required and therefore may only be taken on the day scheduled.

Late Work Policy: All homework for a unit must be completed before the unit test. No webassign late work will be accepted. Webassign is a long term assignment and therefore must be turned in on time.

Absence Policy: You are expected to make up any work missed because of an absence. You are responsible to request the make-up assignment(s) outside of class time. If you miss a day, plan time outside of class to get caught up. Make up work will be provided upon request for a student who has been absent. Students are eligible to receive full credit for make up work completed and submitted by dates and times established in this policy or as may otherwise be arranged with the teacher and/or administrator. Credit may be denied for makeup work completed after the designated deadline.

Tardy Policy: Students are expected to be on time to every class every day. Beginning each semester, if tardy:

• 1st-3rd: verbal warning by teacher and parent contact on 3rd.

• 4th teacher will speak with parent/guardian

• 5th 30 minute after school detention served with the teacher in the classroom. Teacher will

speak to parent/guardian again.

Student Integrity Oath

I agree to conduct myself with integrity in all regards. I commit to presenting my own work, writing, words, and ideas at all times, unless otherwise attributed. In addition, I will not copy, use communication devices during tests, post assessments for public access, falsely identify myself, or use inappropriate materials. Engaging in any of these activities represents a breach of this oath and subjects me to the disciplinary code of Legacy High School and the Adams 12 Five Star School District. It is my honest intention to uphold this oath.

Plagiarism/Cheating Policy: Plagiarism means to present, as one’s own, the work, writing, words, ideas, or computer information of someone else. (Sources could be published or unpublished.) Cheating is supplying answers, receiving answers, or using unapproved assistive devices. (Examples: looking at or using someone else’s work, using crib notes/stolen notes, or using disallowed equipment, etc.)

Consequences for plagiarism and cheating are as follows:

Matrix for Plagiarism/Cheating (covers all classes, lasts all year)

▪ 1st – 0 on the assignment, teacher calls home and referral

▪ 2nd – 0 on the assignment, 1 day suspension, parent/teacher conference, referral

▪ 3rd – 0 on the assignment, 2 days suspension

▪ 4th – 0 on the assignment, referral to District Discipline Hearing

General Guidelines:

• Assessment and grading standards are applied consistently to students of similarly demonstrated ability.

• Assessments are based solely on demonstrated student progress and achievement of reasonable and clear standards.

• Students who participate in group projects will receive a grade for work as an individual as well as a group performance grade.

In order to receive feedback from me, it is vital for you to complete all assignments. If you experience problems with assignments, please see me individually.

Legacy High School

CP Chemistry Course Syllabus

2011-2012

Acknowledgment of Receipt Form

Course Title: CP Chemistry     

You can track homework assignments online by having your student login to the Webassign homework system. You can track class grades using Infinite Campus. If you don’t have access to Infinite Campus, contact the Legacy front desk at 720-972-6700.

Parents/Guardians,

Please share your preferred contact information before signing and returning this form to the classroom teacher.

___________________________________ ___________________________________

Student Name (Please print) Student E-mail Address

My preference for contact is:

By Email By Phone

___________________________________ or ___________________________________

Parent/Guardian E-mail Address(s) Phone Number(s)

___________________________________ ___________________________________

Parent/Guardian Signature Date

Orientation to CP Chemistry Name: ____________

1. The following are frequently asked questions that you can answer by going to our class website. Go to the legacy web page and look in the teacher web pages. Alternatively you can type in the web address to go directly there: ()

a. What periods do I have available if you need help?

b. Where is my office?

c. How many learning units does CP Chemistry have? (Look at the homework packet links.)

d. If you misplace your packet, how can you obtain another one? (The answer is not to see me.)

e. Find the class schedule. List two topics that we are studying in class tomorrow.

2. These are frequently asked questions that can be answered by reading the syllabus. Remember, the signature page of the syllabus needs to be returned tomorrow.

a. What percentage of your grade is the result of homework assignments?

b. What percentage of your grade is the result of tests?

c. What time of day do the retake exams occur? Can they be scheduled at other times?

d. What are the 3 requirements that must be accomplished to retake the exams?

1.

2.

3.

e. What score do you need to achieve on homework assignments for it to be considered “proficient”?

f. What do you need to do if you don’t complete a homework assignment on time?

• Lab Safety [pic]

Everyone is Responsible!

• "I didn't mean to" and "It wasn't my fault" are two statements that have no place in the lab. If someone is hurt or equipment is broken, these statements cannot undo the harm.

• Horse-play will not be tolerated. If it occurs, those involved will be disqualified from the lab and given a zero for the assignment.

• Lack of pre-lab preparation is the main threat to safety in our lab. If you and your group are unprepared, you will be unsure of yourself, waste time, and have a good chance of making a mistake that leads to a problem.

• At the beginning of each lab period, you will be given a chance to ask questions. If you are unsure of some procedure, now is the time to ask. Always pay close attention to any verbal instructions given at this time.

Safety Glasses Must Be Worn in the lab area

Safety glasses are stored in the bin that you will be issued at the start of each lab.

[pic]

Long hair and bulky clothing are dangerous in the lab.

• There is a danger of catching fire, as well as being drawn through chemicals.

• Wear appropriate clothing.

• Tie back long hair.

Rings, watches, and jewelry are dangerous in the lab.

• Corrosive or irritating liquids may get underneath a ring or watch and produce irritation.

• Dangling jewelry may catch on a piece of labware and cause an accident.

Accidents Can Happen:

• Remain calm! A minor problem quickly becomes a major one if you don't.

• Report all accidents immediately, no matter how small.

• Types of accidents and how to handle them: [pic]

Broken Glass: The most common accident in the lab, even with the best of care.

• If you are using the equipment properly, you will not get into trouble for breaking a piece of glassware.

• If you are not using the equipment properly, or if horse-play is involved, you will be required to pay for the broken glassware.

• If glassware is broken, stop where you are. Report the breakage to your teacher.

• Do not move until your teacher says it is safe to do so. There will most likely be many small slivers of glass that you do not immediately notice. If anyone is cut, report it immediately.

• Your teacher will collect the broken glass, not you. More minor cuts occur after this type of accident than during it.

Cuts and Scrapes: Do not come into contact with another person's blood.

• Report the situation to your teacher and let him help the injured person.

• There is always a possibility of infection, even with the most minor injury. For this reason you should report any cut or scrape, even if there is no visible blood.

• If there is blood at any lab station, everyone is to turn off all burners and move to your seat in the classroom area until told it is safe to return to the lab.

Chemical Spills: You are to treat all chemical spills as DANGEROUS.

Stop where you are and let your teacher tell you what to do.

• Did any of the spill get on your skin or clothing? Sometimes adding water is the worst thing you can do.

• Depending on the chemical spilled, we might just have a mess to clean up or we might have a very dangerous situation.

• The most potentially dangerous chemicals used in our lab are corrosive acids and bases. Even though you will normally be using chemicals that have been diluted, you should always treat acids and bases with care.

Fire: When you are not heating something - turn the burner off.

• Bunsen burners are the source of most problems. Be aware when a burner is in use at your lab station. Be extremely careful during that time.

• Paper is the most common type of fire in the lab. This type of fire is cause by carelessness and easily prevented. Take only one lab sheet to your station to follow your written procedures and record data. Leave all reference materials at your desk. If you need to refer to reference material, leave the lab area to do so.

• Clothing or Hair is the most dangerous type of fire in the lab. Don't panic! If you are the one involved in a fire - stay where you are - help is coming. "Stop, drop, and roll" is still the best course of action. If your partner is involved in a fire - get the fire blanket. Your teacher will be racing you to the blanket and both of you will help your partner smother the fire. If the fire is not at your lab station - stay away !

THIS COPY REQUIRES SIGNATURES. KEEP THE BIGGER COPY TO REFER TO IN THE FUTURE.

• Lab Safety [pic]

Everyone is Responsible!

• "I didn't mean to" and "It wasn't my fault" are two statements that have no place in the lab. If someone is hurt or equipment is broken, these statements cannot undo the harm.

• Horse-play will not be tolerated. If it occurs, those involved will be disqualified from the lab and given a zero for the assignment.

• Lack of pre-lab preparation is the main threat to safety in our lab. If you and your group are unprepared, you will be unsure of yourself, waist time, and have a good chance of making a mistake that leads to a problem.

• At the beginning of each lab period, you will be given a chance to ask questions. If you are unsure of some procedure, now is the time to ask. Always pay close attention to any verbal instructions given at this time.

Safety Glasses Must Be Worn in the lab area

Safety glasses are stored in the bin that you will be issued at the start of each lab.

Long hair and bulky clothing are dangerous in the lab.

• There is a danger of catching fire, as well as being drawn through chemicals.

• Wear appropriate clothing.

• Tie back long hair.

Rings, watches, and jewelry are dangerous in the lab.

• Corrosive or irritating liquids may get underneath a ring or watch and produce irritation.

• Dangling jewelry may catch on a piece of labware and cause an accident.

•

Accidents Can Happen:

• Remain calm! A minor problem quickly becomes a major one if you don't.

• Report all accidents immediately, no matter how small.

• Types of accidents and how to handle them: [pic]

Broken Glass: The most common accident in the lab, even with the best of care.

• If you are using the equipment properly, you will not get into trouble for breaking a piece of glassware.

• If you are not using the equipment properly, or if horse-play is involved, you will be required to pay for the broken glassware.

• If glassware is broken, stop where you are. Report the breakage to your teacher.

• Do not move until your teacher says it is safe to do so. There will most likely be many small slivers of glass that you do not immediately notice. If anyone is cut, report it immediately.

• Your teacher will collect the broken glass, not you. More minor cuts occur after this type of accident than during it.

• Chemical spills are often involved with glass breakage. When that occurs, follow those safety precautions too.

Cuts and Scrapes: Do not come into contact with another person's blood.

• Report the situation to your teacher and let him help the injured person.

• There is always a possibility of infection, even with the most minor injury. For this reason you should report any cut or scrape, even if there is no visible blood.

• If there is blood at any lab station, everyone is to turn off all burners and move to your seat in the classroom area until told it is safe to return to the lab.

Chemical Spills: You are to treat all chemical spills as DANGEROUS. Stop where you are and let your teacher tell you what to do.

• Did any of the spill get on your skin or clothing? Sometimes adding water is the worst thing you can do.

• Depending on the chemical spilled, we might just have a mess to clean up or we might have a very dangerous situation.

• The most potentially dangerous chemicals used in our lab are corrosive acids and bases. Even though you will normally be using chemicals that have been diluted, you should always treat acids and bases with care.

Fire: When you are not heating something - turn the burner off.

• Bunsen burners are the source of most problems. They have very few malfunctions. If a malfunction occurs, turn off the gas and notify your teacher- end of problem. Be aware when a burner is in use at your lab station. Be extremely careful during that time.

• Paper is the most common type of fire in the lab. This type of fire is cause by carelessness and easily prevented. Take only one lab sheet to your station to follow your written procedures and record data. Leave all reference materials at your desk. If you need to refer to reference material, leave the lab area to do so. If a paper fire occurs, push the paper into the lab sink and turn on the water - end of problem.

• Clothing or Hair is the most dangerous type of fire in the lab. Don't panic! If you are the one involved in a fire - stay where you are - help is coming. "Stop, drop, and roll" is still the best course of action. If your partner is involved in a fire - get the fire blanket. Your teacher will be racing you to the blanket and both of you will help your partner smother the fire. If the fire is not at your lab station - stay away !

Signatures on the back

I have read and understand the safety procedures outlined on the reverse side of this sheet. I understand that my grade in lab and my opportunity to participate in future labs is dependent on adhering to these rules.

Student Name: _____________________ (printed)

Student Signature: _______________________

Parent Signature: ________________________

Return to Mr. Jones

LAB BIN PROCEDURE:

❑ You will share the bin with a lab partner.

❑ You should take the bin that you are assigned for the period. YOU ARE RESPONSIBLE FOR THE GLASSWARE IN THE BIN.

❑ Inventory the bin at the beginning of the lab:

o Record your name.

o Record the date.

o Put a check next to each piece of equipment that is in your bin.

o See your instructor with a list of things missing at the beginning of the lab.

❑ Inventory the bin again when you are done. Do not return your bin to the cart until you have signed the log sheet and had the instructor inspect the bin.

Below is a guide to common glassware. Use it to match names to glassware. NOTE: We do not have all of this equipment in our bins. The only equipment that you MUST have in the bin is on the checkout sheet.

[pic]

|Packet Progress Rubric – A grade is assigned to each page |

|0 |1 |2 |3 |4 |

|Less than 50 % of the work|Approximately 50 % of the work|1-2 problems are not |All problems and questions |All problems and questions are |

|is complete. |is not complete. |completed. |are attempted. |attempted. |

|or |or |1-2 written responses are |1-2 written responses are not|Complete sentences are used for |

|Work is complete but poor |More than 2 written responses |not in complete sentences or|in complete sentences or a |written responses. |

|effort is shown. |are not in complete sentences |a poor effort was made. (CS)|poor effort was made. (CS) |Work is shown for mathematical |

| |or a poor effort was made. |1-2 mathematical questions |1-2 mathematical questions |questions. |

| |(CS) |don’t show work or a poor |don’t show work or a poor |A best effort was made on each |

| |More than 2 mathematical |effort was made. (SW) |effort was made. (SW) |question. |

| |questions don’t show work or a| | | |

| |poor effort was made. (SW) | | | |

Measuring Liquids Name: _________________

What volume is indicated on each of these graduated cylinders? All measurements are in mL. Be sure to record the correct number of decimal places!

[pic]

ChemQuest 1

Name: _________________________

Date: _______________

Hour: _____

Information: Scientific Notation

“Scientific notation” is used to make very large or very small numbers easier to handle.

Example #1: The number 45,000,000 can be written as “4.5 x 107 ”. The “7” tells you that there are seven decimal places between the right side of the four and the end of the number.

Standard Number Scientific Notation

45,000,000 4.5 x 107

Example #2: 2.648 x 105 = 264,800 ( the “5” tells you that there are 5 decimal places between the right side of the 2 and the end of the number.

Standard Number Scientific Notation

264,800 2.648 x 105

Example #3: Very small numbers are written with negative exponents. For example, 0.00000378 can be written as 3.78 x 10-6. The “-6” tells you that there are 6 decimal places between the right side of the 3 and the end of the number.

Standard Number Scientific Notation

0.00000378 3.78 x 10-6

Example #4: 7.45 x 10-8 = 0.0000000745 ( the “-8” tells you that there are 8 decimal places between the right side of the 7 and the end of the number.

Standard Number Scientific Notation

0.0000000745 7.45 x 10-8

Critical Thinking Questions

1. Two of the following six numbers are written incorrectly. Circle the two that are incorrect.

a) 3.57 x 10-8 b) 4.23 x 10-2 c) 75.3 x 102 d) 2.92 x 109 e) 0.000354 x 104 f) 9.1 x 104

2. What do you think is wrong about the two numbers you circled?

3. For each of these, write the number in scientific notation:

a. 0.00451 _____________ (Did you put the decimal to the right of the 4?)

b. 80,340 _____________ (Did you put the decimal to the right of the 8?)

c. 0.00683 _____________

d. 602,000,000 ____________

4. For each of these, convert the number to standard notation (a normal number):

a. 9.1 x 104 ____________

b. 2.92 x 10-2 ____________

c. 6.50 x 10-5 ____________

d. 1.1 x 106 _____________

5. In each of these pairs, circle the larger number. It may help to convert them from scientific notation to standard numbers to compare.

a. 0.06 or 4.1 x 10-3

b. 3.67 x 102 or 3.67 x 101

c. 8 x 10-3 or 7 x 10-2

d. 21.3 x 10-5 or 2.13 x 10-4

e. 5.4 x 104 or 54 x 104

[pic] ________________________________________________ Instructor signature

ChemQuest 2

Information: Significant Figures

When you take a measurement, some of the digits are truly a result of the measurement while others are just there as “place holders”. Ones that are actually do to the measurement are referred to as “significant numbers” or “significant figures”. We can introduce three general rules to help us identify the significant figures:

1. Zeros at the beginning of a number are never significant (important).

2. Zeros at the end of a number are not significant unless… (you’ll find out later)

3. Zeros that are between two nonzero numbers are always significant.

Therefore, the number 21,500 has three significant figures: only three of the digits are important—the two, the one, and the five. The number 10,210 has four significant figures because only the zero at the end is considered not significant. All of the digits in the number 10,005 are significant because the zeros are in between two nonzero numbers (Rule #3).

Critical Thinking Questions

1. Verify that each of the following numbers contains four significant figures. Circle the digits that are significant.

a) 0.00004182 b) 494,100,000 c) 32,010,000,000 d) 0.00003002

2. How many significant figures are in each of the following numbers?

_____ a) 0.000015045 _____ b) 4,600,000 _____ c) 2406

_____ d) 0.000005 _____ e) 0.0300001 _____ f) 12,000

Information: The Exception to Rule #2

There is one exception to the second rule. Consider the following measured values.

It is 1200 miles from my town to Atlanta.

It is 1200.0 miles from my town to Atlanta.

The quantity “1200.0 miles” is more precise than “1200 miles”. The decimal point in the quantity “1200.0 miles” means that it was measured very precisely—right down to a tenth of a mile.

Therefore, the complete version of Rule #2 is as follows:

Rule #2: Zeros at the end of a number are not significant unless there is a decimal point in the number. A decimal point anywhere in the number makes zeros at the end of a number significant.

Critical Thinking Questions

3. Verify that each of the following numbers contains five significant figures. Circle the digits that are significant.

a) 0.00030200 b) 200.00 c) 2300.0 d) 0.000032000

4. How many significant figures are there in each of the following numbers?

_____ a) 0.000201000 _____ b) 23,001,000 _____ c) 0.0300

_____ d) 24,000,410 _____ e) 2400.100 _____ f) 0.000021

[pic] ________________________________________________ Instructor signature

Information: Rounding Numbers

In numerical problems, it is often necessary to round numbers to the appropriate number of significant figures. Consider the following examples in which each number is rounded so that each of them contains 4 significant figures. Study each example and make sure you understand why they were rounded as they were:

42,008,000 ( 42,010,000

12,562,425,217 ( 12,560,000,000

0.00017837901 ( 0.0001784

120 ( 120.0

Critical Thinking Questions

5. Round the following numbers so that they contain 3 significant figures.

a) 173,792 b) 0.0025021 c) 0.0003192 d) 30

_________ ___________ __________ __________

6. Round the following numbers so that they contain 4 significant figures.

a) 249,441 b) 0.00250122 c) 12,049,002 d) 0.00200210

__________ ___________ ____________ _____________

Information: Multiplying and Dividing

When you divide 456 by 13 you get 35.0769230769… How should we round such a number? The concept of significant figures has the answer. When multiplying and dividing numbers, you need to round your answers to the correct number of significant figures. To round correctly, follow these simple steps:

1) Count the number of significant figures in each number.

2) Round your answer to the least number of significant figures.

Here’s an example:

Here’s another example:

Critical Thinking Questions

7. Solve the following problems. Make sure your answers are in the correct number of significant figures.

a) (12.470)(270) = _______________ b) 36,000/1245 = ______________

c) (310.0)(12) = _________________ d) 129.6/3 = __________________

e) (125)(1.4452) = _______________ f) 6000/2.53 = ________________

[pic] ________________________________________________ Instructor signature

Information: Rounding to a Decimal Place

As you will soon discover, sometimes it is necessary to round to a decimal place. Recall the names of the decimal places:

If we rounded the above number to the hundreds place, that means that there can be no significant figures to the right of the hundreds place. Thus, “175,400” is the above number rounded to the hundreds place. If we rounded to the tenths place we would get 175,398.4. If we rounded to the thousands place we would get 175,000.

Critical Thinking Questions

8. Round the following numbers to the tens place.

a) 134,123,018 = _______________ b) 23,190.109 = _________________

c) 439.1931 = _________________ d) 2948.2 = _____________________

[pic] ________________________________________________ Instructor signature

Adding and Subtracting with Significant Figures Notes

Critical Thinking Questions

9. a) 24.28 + 12.5 = _________________ b) 120,000 + 420 = __________________

c) 140,100 – 1422 = _______________ d) 2.24 – 0.4101 = ___________________

e) 12,470 + 2200.44 = _____________ f) 450 – 12.8 = ______________________

10. The following are problems involving multiplication, dividing, adding, and subtracting. Be careful of the different rules you need to follow!

a) 245.4/120 = ___________________ b) 12,310 + 23.5 = ___________________

c) (31,900)(4) = __________________ d) (320.0)(145,712) = _________________

e) 1420 – 34 = ___________________ f) 4129 + 200 = ______________________

Significant Figures Reflection:

In your own words:

1. What is a significant figure? Why aren’t ALL numbers significant?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why do we have to adjust the answer to a calculation to the correct number of significant figures? What do we mean by one of the numbers being “weaker” than the other? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Contrast how you determine the number of significant figures in an answer when multiplying/dividing with how you find them when adding in subtracting. How is the process different .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Significant Figures / Scientific Notation Name: ___________

Determine the number of significant digits in each of the following:

1. 23.30 cm 4. 1,843.02 L 7. 2.00012 km 10. 0.0001010450 sec

2. 3.65 kg 5. 8.701oC 8. 0.5 mL

3. 365 kg 6. 2000.12 mm 9. 704,000 h

Report answers to the following using proper significant figures:

11. 3.414 s + 10.02 s + 58.325 s + 0.00098 s

12. 2.326 h – 0.10408 h

13. 10.19 m x 0.013 m

14. 140.01 cm x 26.042 cm x 0.0159 cm

15. 80.23 m / 2.4 s

16. 4.301 kg / 1.9 cm3

17. An experiment calls for 16.156 g of substance A, 28.2 g of substance B, 0.0058 g of substance C, and 9.44 g of substance D.

a) How many significant digits are there in each measurement? _____ _____ _____

b) What is the total mass of substances in this experiment? ______

c) How many significant digits are there in the answer to part b? _____

18. (13.6 + 0.0238) =

42

19. (0.4 x 80) + (16 x 21) =

20. How many significant figures does this calculation have? (choose an answer)

2.341 – 2.305 = (a) 1 (b) 2 (c) 3 (d) 4 (e) 5

Solve the following, placing your answers in scientific notation with the proper number of significant digits.

23. (6.6x10-8) / (3.30x10-4) = 26. (1.56x10-7) + (2.43x10-8) =

24. (7.4x1010) / (3.7x103) = 27. (2.5x10-8) x (3.0x10-7) =

25. (2.67x10-3) – (9.5x10-4) = 28. (2.3x10-4) x (2.0x10-3) =

Unit Conversion Tutorial

• Go to the following website:

• Start by clicking the simple conversions button.

• Click on the Need Help? button on the left. Read the tutorial first. When you think that you understand the idea, go back to the Main Menu and click on simple again.

Simple Conversions

• For problems 1, 2, and 3 write down what the completed train track looks like. Cancel the units that cancel. Circle the unit that doesn’t cancel. Write down the answer to the problem.

1.

=

2.

=

3.

=

For problems 4-10, you can just write down the answer once you have solved it.

4. Calculated Answer:

5. Calculated Answer:

6. Calculated Answer:

7. Calculated Answer:

8. Calculated Answer:

9. Calculated Answer:

10. Calculated Answer:

WHEN YOU ARE DONE, SHOW YOUR WORK TO YOUR INSTRUCTOR BEFORE MOVING ON TO A MORE CHALLENGING LEVEL.

[pic] ________________________________________________ Instructor signature

Challenging Conversions

• For problems 1, 2, and 3 write down what the completed train track looks like. Cancel the units that cancel. Circle the unit that is the one left at the end. Write down the answer to the problem.

1.

=

2.

=

3.

=

For problems 4-10, you can just write down the answer once you have solved it.

4. Calculated Answer:

5. Calculated Answer:

6. Calculated Answer:

7. Calculated Answer:

8. Calculated Answer:

9. Calculated Answer:

10. Calculated Answer:

WHEN YOU ARE DONE, SHOW YOUR WORK TO YOUR INSTRUCTOR BEFORE MOVING ON TO A MORE CHALLENGING LEVEL.

[pic] ________________________________________________ Instructor signature

Name: ___________________________________

Complex Conversions

• Work through the challenging problems recording your answer for each one. Don’t forget units!

1. Calculated Answer:

2. Calculated Answer:

3. Calculated Answer:

4. Calculated Answer:

5. Calculated Answer:

6. Calculated Answer:

Cubed and Squared Conversions

• Work through the challenging problems recording your answer for each one. Don’t forget units!

1. Calculated Answer:

2. Calculated Answer:

3. Calculated Answer:

4. Calculated Answer:

Unit Conversions Reflection:

In your own words:

1. What is a conversion factor? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why do units seem to disappear when they get cancelled? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Jessica did a conversion and this is what her work looked like:

= 102047244

She forgot to put units on her answer. What unit should be on her answer?__________

4. Write a question that could be the question that she answered while doing this work: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: _________________

Conversion Factors:

1 horse = 3 cows

10 cows = 1 bird

3 birds = 5 lemons

9 lemons = 1 orange

2 oranges = 5 fords

1 ford = 6 trucks

Using the above units solve the problems STEPWISE. No credit given if “dimensional analysis” is not used.

1. How many cows in 5 horses?

2. How many lemons in 10 oranges?

3. How many fords in 6 oranges?

4. How many birds in 10 oranges?

5. How many lemons in 18 trucks?

6. How many oranges in 5 horses?

Conversion Factors:

1 horse = 3 cows

10 cows = 1 bird

3 birds = 5 lemons

9 lemons = 1 orange

2 oranges = 5 fords

1 ford = 6 trucks

7. How many cows in 15 fords?

8. How many birds in 2 trucks?

9. How many fords in 1 bird?

10. How many horses in 10 trucks?

Metric prefixes can be applied to any type of units. A prefix is prefix after all!

Consider: The term “ant” is a prefix that means “against” or “opposite”

Anti is used in lots of different words:

❑ Anti-war (against war)

❑ Antacid (opposite of acid)

❑ Anti-hero (not the typical hero)

A metric prefix works the same way. Look at the prefix “centi”:

Our conversion sheet says that 1 ______ = 100 ______

So:

❑ 100 centimeters = 1 meter

❑ 100 centiliters = 1 liter

❑ 100 centiwatts = 1 watt

For each of these, use your conversion sheet to record the correct conversion factor:

1. How many milliliters are in liters?

_______________________ = ________________________

2. How many grams are in hectagrams?

_______________________ = ________________________

3. How many decimoles are in millimoles?

_______________________ = ________________________

4. How many centimeters are in picoliters?

_______________________ = ________________________

5. How many decidonuts are in kilodonuts?

_______________________ = ________________________

6. How many dekavolts are in decivolts?

_______________________ = ________________________

Name: _____________________________

To receive credit: SHOW ALL STEPS BY DIMENSIONAL ANALYSIS.

1. How many quarts in 5000 mL?

2. How many mm in 100 cm?

3. How many grams in 300 lbs?

4. Convert 100 km to miles. Now convert that to inches.

5. Change 1000kg to ounces.

6. How many mm in 4 miles?

7. 1 lb of fleas would be contain how many fleas? (One flea weighs 2 mg.)

Dimensional Analysis with Derived Units Name_______________

SHOW ALL STEPS FOR FULL CREDIT

1. If a substance costs 3 cents/ounce, how much would it cost in dollars/ton?

2. If the 100 yard dash can be run in 10 seconds, what is this in miles/hour?

3. The density of water is 1 g/cm3 . Change this to lb/ft3 .

4. If a dog eats 3 grams of food/hour, how much would it eat in tons/century?

5. If a flea jumps 1mm/microsecond, how fast would that be in miles/hour?

(1 microsecond = 1 x 10-6sec)

6. If a man breathes 100 L/min how many gallons per year would he breathe?

7. If a tree grows 100 angstroms/second how many feet in 1 year?

(1 Angrstrom = 1 x 10-8cm)

8. If an elf walks 2mm/microsecond how many mi/year?

Name: _________________

Dimensional Analysis in Word Problems

These questions are designed to practice dimensional analysis in real world examples. Remember:

• Show all work using dimensional analysis.

• Strike out any information that is not necessary to solve the problem.

• Convert word statements into their math equivalents:

Examples:

(“16 miles per gallon” is 16 miles/1 gallon or “15 millimeters squared” is 15 mm2)

• Look for hidden conversion factors.

Examples: (“There are 42 kids in the two classrooms” is 42 kids = 2 classrooms or “16 miles per gallon” is 16 miles = 1 gallon.)

1. You have made a poster in history class that is 72 cm long when rolled up. If your locker is 30 inches tall, will the poster fit in your locker?

2. The recommended adult dose of Elixophyllin, a drug used to treat asthma, is 6 mg per kilogram of body mass. Calculate the dose in milligrams for a 150 lb person.

3. You have a car that has 5.0 liters of engine piston displacement. Your friend has a 1968 Barracuda that has an engine displacement of 320 inches cubed. Who has the bigger engine?

4. In March 1989, the Exxon Valdez oil tanker ran aground and spilled 240,000 barrels of crude petrolium off the coast of Alaska. One barrel of petroleum will produce 42 gallons of gas. How many gallons of gas were lost that day?

5. You are planning your long awaited European vacation. You need to exchange a few dollars for euros before you go. You figure that you will need 280 euros per day based on your budget. If your trip is 2 weeks long, how many dollars do you need to exchange into euros at your local bank? (The current exchange rate is 1 euro = 1.20 dollars)

Density Lab Name: _____________________

Goal: To learn how to measure the density anything.

Part 1: Measure the density of both the water and the vegetable oil. Put any measurements that you take in this table below.

|Vegetable Oil |Water |

|Record any measurements that you made here: |Record any measurements that you made here: |

| | |

| | |

| | |

| | |

| | |

|Check to see if you recorded the correct number of decimal places! |Check to see if you recorded the correct number of decimal places!|

|Density of Vegetable Oil = |Density of Water = |

| | |

| | |

| | |

| | |

|(Show how you calculate density. |(Show how you calculate density. |

|Don’t forget units!) |Don’t forget units!) |

|Calculate your percent error: |Calculate your percent error: |

|(see the board for the known value) |(see the board for the known value) |

Questions:

1. Does the density that you found for Vegetable Oil and Water suggest that water should be on bottom or on top when they are mixed? (explain)

2. A plastic bottle cap has a density of 0.962 g/mL. Using your measurements:

a. Would the bottle cap float in water? Why?

b. Would the bottle cap float in vegetable oil? Why?

Part 2: How could you figure out the density of a cube? What measurements would you need? Use one of the wooden blocks and determine its density. Show your measurements and calculations here: Measurements: Calculations Answer:

Part 3: Lastly, we want to find the density of a rock. This can be more challenging. Of the two variables that we need to know (mass and volume), which will be more difficult to determine with the rock?___________________

Determine the density of your irregular object (the rock). Write down what you did (a procedure) in enough detail that someone else could repeat what you did without you being there.

Procedure:

Measurements:

Calculations and answer:

Density Practice

Name: _____________

[pic]

[pic]

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Accuracy and Precision Scenarios

1. Two technicians independently measure the density of a substance:

Technician A Technician B

2.000 g/cm3 2.5 g/cm3

1.999 g/cm3 2.9 g/cm3

2.001 g/cm3 2.7 g/cm3

The correct value is known to be 2.701 g/cm3. Which technician is more accurate? Which technician is more precise?

2. Sarah and Bob have measured the volume of a liquid 3 times each:

Sarah’s results Bob’s results

12.3 mL 12.25 mL

12.6 mL 11.60 mL

12.4 mL 11.10 mL

The correct volume is known to be 11.702 mL. Who was more accurate? Who was more precise?

[pic]

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Other Conversion Factors

1 mL = 1 cm3

1 L = 1 dm3

1 pound (lb) = 16 ounces (oz.)

1 yard = 36 inches (in.)

1 mile = 5280 feet (ft.)

1 gallon = 4 quarts (qt.)

1 qt = 2 pints (pt)

8 fl. oz. = 1 cup

16 fl. oz. = 1 pint

32 fl. oz. = 1 qt.

1 ton = 2000 lbs

16 fluid oz. = 1 pint

32 fluid oz. = 1 qt.

1 ton = 2000 lbs

s2 1 hr 1 hr 1m 2.54 cm

20 m 3600 s 3600 s 100cm 1 inch

The thousandths place

The hundredths place

The tenths place

The ones

place

The tens place

The hundreds place

The

thousands place

The ten thousands place

The hundred thousands place

Final rounded answer should have 3 significant figures since 3 is the least number of significant figures in this problem.

5 significant figures

3 significant figures

[pic]

Final rounded answer should have only 2 significant figures since 2 is the least number of significant figures in this problem.

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