Unit 1 Planner Name: - Mrs. Slovacek's...

Unit 1 Planner Name: ________________________

1.1 Number, Operation, and Measurement Basics – Scientific Notation & Density Scientific Notation Be able to:

Convert “normal” numbers to scientific notation and back.

Describe when it might be valuable to use scientific notation.

Use the scientific notation key on your calculator.

Be able to compare the size of two numbers in scientific notation

Density Be able to:

Measure the density of solids and liquids.

Measure volume by volume displacement or by geometry for regular solids.

Draw particulate diagrams that give a subatomic description of relative density.

Use the “float/sink” test to rank the densities of two substances.

Solve for mL or g in a density calculation.

1.2 Dimensional Analysis – Unit conversions Be able to:

Convert a metric unit to another metric unit.

Create metric conversion factors using a chart.

Convert an English unit to another English unit.

Interconvert metric and English units.

1.3 Error in Measurement - Taking Measurements Be able to:

Use measuring equipment correctly by recording the correct number of digits. (6 mL and 6.0 mL are

not the same thing!)

Describe the difference between accuracy and precision.

Label a measurement as more accurate or more precise than another measurement.

Keywords:

Random Error

Systematic Error

Accuracy

Precision

Scientific Notation

Standard Notation

Density

Volume

Mass

Compactness

Density Table

Float

Sink

Unit

Tools of a Scientist Unit

Date Topic

8/17 First Day of School-Introduction Activities, Syllabus

8/18 Equipment Lab

8/19 Taking Strides Measurement Lab

8/22 Taking Strides Measurement Lab, Penny Drop Activity

8/23 Accuracy and Precision Reading

8/24 Scientific Notation Notes and Practice

8/25 Scientific Notation Scavenger Hunt

8/26 Introduction to Density Notes, Density Equation Practice

8/29 Density Lab

8/30 Density Phet

8/31 Unit Quiz

9/1 Unit Conversions Tutorial

9/2 Unit Conversions Practice

9/5 Labor Day-NO SCHOOL

9/6 Unit Conversions WebAssign

9/7 Tools of a Scientist Unit Review

9/8 Tools of a Scientist Unit Test

8/17/16 Objective: Students will get to know each other, the teacher and the classroom. Warm-Up: Find a seat and introduce yourself to your table partner. 8/18/16 Objective: Students will use lab equipment to complete measurements. Warm-Up: None

8/19/16 Objective: Students will practice taking measurements and determine if they are accurate and precise. Warm-Up:

Tools of a Chemist – Equipment List Directions: Match the name of the tool with the correct description.

1. Erlenmeyer flask

2. Bunsen burner

3. Ring stand

4. Stirring rod

5. Hot plate

6. Balance

7. Beaker

8. Graduated cylinder

9. Scoopula

10. Micropipette

11. Spark lighter

12. Burette

a. Often used as a reaction vessel (a contained place to mix reactants together)

b. A long, skinny, graduated tube used to deliver and acid or base to a container

c. A glass rod used to mix substances

d. A device to which various clamps can be attached for laboratory purposes

e. A piece of lab equipment that produces an open flame (from natural gas)

f. A cone shaped container with a tapered, cylindrical opening. Its shape allows chemists to safely

mix dangerous substances, like acids, without the risk of splashing

g. A cylindrical container used to accurately determine the volume of liquids

h. A flat-topped electrical device used to heat substances in the lab

i. A round shaped spatula used to deliver solid reagents to reaction vessels

j. A device used to accurately measure the mass of a substance

k. A tool used to transfer small volumes of liquids

l. A friction-activated lighter used to safely light a gas

Directions: Use the tool list on the previous page to determine the names of the following lab equipment

8/22/16 Objective: Students will determine if data is accurate, precise, or both. Warm-Up:

1. What is the SI unit of measurement for distance?

2. If everyone in your group walked the same distance, why were all of your distances different?

8/23/16 Objective: Students will determine if data is accurate, precise, or both. Warm-Up: Coin Diameter A gold coin has an ‘accepted’ diameter of 28.054 mm. Two students are asked to measure the diameter of four gold coins. Student A uses a simple plastic ruler. Student B uses a precision measuring tool called a micrometer.

Student A – plastic ruler Student B – micrometer

27.9 mm

28.0 mm

27.8 mm

28.1 mm

28.246 mm

28.244 mm

28.246 mm

28.248 mm

Which student’s data is more accurate? Why?

Which student’s data is more precise? Why?

Errors in Measurement

As you read, in the margins, write a question mark for ideas or words that you are unsure about and a star for ideas that relate to you

personally. Then, answer the questions at the end of each section.

Random Errors

There is no exact measurement. In the Investigate, when you used your stride

length as the measuring tool, the distance of the hallway was different for many

of the groups. If you tried to improve the measurement by using a meter stick,

you found that there were still differences in the measurement. Even if you had

used a tape measure, there would still have been differences in your

measurements.

Physicists know that all measuring tools produce random errors, or errors that

cannot be corrected by calculating. It is the responsibility of the student scientist

to record all the values of a measurement and recognize that the data will include

random errors. Every time you measure the length of your desk, you might find

that the measurement is different from a previous value by 0.1 cm. This

difference could be in either direction (+ 0.1 cm). You can use a more precise

ruler and that may decrease this random error or uncertainty to only 0.05 cm (+

0.05 cm). However, the uncertainty can never be completely eliminated.

Both the measuring tool and the person doing the measuring are responsible for the uncertainty. A meter stick that has only the

centimeters noted would have a greater uncertainty than a meter stick that has the millimeters noted. A meter stick that has millimeters

noted may still have a large uncertainty if the person using it is not very careful in aligning the meter stick with the length being

measured.

Vocabulary Words: Box the following

vocabulary words in the reading. Then, define

them in YOUR OWN WORDS!

random error:

systematic error:

accuracy:

precision:

In your measurement of the distance, you found different

distributions of measurement. If you made histograms as shown

below, of the length of a hallway using your stride (left figure), the

meter stick (middle figure) or a tape measure (right figure), you

can get a sense of the uncertainty in each type of measurement. The

middle value is probably the "best guess" for the length of the

room, but there will always be an uncertainty surrounding that

value, as shown by the spread to the left and right of the middle

value.

1. Underline the topic sentences or main ideas in the previous section. (You should not underline more than 5 words in a

row!)

2. Summarize your main ideas from question 1 into one BIG IDEA of the section. (This should be no more than 2 sentences!)

3. What are some other examples of random errors?

Systematic Errors

There are also systematic errors. If you mistake a yardstick for a meter stick and report your measurement as 4 m, when in fact it is 4

yd, that is a systematic error. Every measurement you record with that yardstick will have this error. Systematic errors can be avoided

or can be corrected by calculating.


row!)


3. What are some other examples of systematic errors?

Accuracy and Precision

In shooting arrows at a target, you can have

accuracy and precision by getting all the arrows in

the bull’s-eye (left figure). You can have

precision, but not accuracy by having all the

arrows miss the bull’s-eye by the same amount

(middle figure). You can also have accuracy, but

without precision by having all the arrows

surrounding the bull’s-eye spread out over the

area (right figure). Notice that here the average

position is the bull’s-eye (accuracy), but not one of the arrows actually hit the bull’s eye (precision).

People do not always need the same level of precision in their measurements. One decision you must make is how precise a

measurement you want. For example, in motor racing, horse racing, or Olympic skiing, time has to be measured to the thousandths or

tens-of-thousandths of a second. But when a painter estimates the time required to paint a customer’s house, she or he may only need

to know the time within a few hours. As you increase the need for precision, the measurement becomes more difficult (and often,

more expensive to make).


row!)


SI System

In physics, you will be using the International System of Units. The units are known as SI units, abbreviated from Le Système

International d’Unités. This is the system of units that is used by scientists. This system is based on the metric system. All units are

related by some multiple of ten. There are seven base units that can be combined to measure all scientific properties. The base units

that you will use in physics are shown in the table.

You will also be using other units that are a combination of these base units. You will be introduced to these units when you need to

use them. The best way to learn units is to use them frequently and correctly. It is not helpful to memorize lots of units.

In this section, you measured the length of a distance in meters. The meter (m) is the base unit of length. Other units that you will use

for measuring and describing length are the kilometer (km), centimeter (cm), and millimeter (mm). These three units are made up of

the base unit meter and a prefix.

An important feature of the metric system is that there is a single set of prefixes that relates larger and smaller units. All the prefixes

are related by some power (multiple) of ten.

Driving the Roads and United States Units of Measurement

The United States does not use the metric system for everyday measurements. Distances along the road are measured in feet, yards, or

miles. Speed limits are posted in miles per hour rather than kilometers per hour, as they are in many other countries.

Below are some conversion factors for length in US measurements.

12 inches = 1 foot

3 feet = 1 yard

5280 feet = 1760 yards = 1 miles

In this chapter, Driving the Roads, US measurements will be used to express distances and speeds with respect to driving and traffic.

In the classroom, you will use SI units for measuring.

Checking Up:

1. Explain the difference between systematic and random errors.

2. Explain why there will always be uncertainty in measurement.

3. What would the positions of arrows on a target need to be to illustrate measurements that are neither accurate nor precise?

8/24/16 Objective: Students will convert values from scientific to standard notation and vice versa. Warm-Up: A measurement was taken 3 times. The correct measurement was 68.1mL. Determine if the following sets of measurements are accurate, precise, both, or neither.

a. 78.1mL, 43.9mL, 2mL b. 68.1mL, 68.2mL, 68.0mL c. 98.0mL, 98.2mL, 97.9mL d. 72.0mL, 60.3mL, 68.1mL

Standard and Scientific Notation Notes

What are they?

: a number written as a digit and nothing else.

: a way to write numbers that makes it easier to write large and small numbers.

o Written in 2 parts:

A digit between and (decimal point is after the first number)

X 10 to a power

Converting from Standard Notation to Scientific Notation:

All you are doing is the !

1. Find the decimal. Mark it if necessary.

2. Mark where the decimal .

3. Count how many places the decimal has moved: this is your .

a. Decimal left: exponent

b. Decimal right: exponent

4. Write the number in this format: a X 10b

5. Examples:

3,462

0.612

749

0.0000015402

0.0112

88,996

Convert from Scientific Notation to Standard Notation 1. Look at the exponent. This is you move the decimal.

a. Positive number: move the decimal .

b. Negative number: move the decimal .

2. Drop the X 10b

3. Move the decimal and fill in the for .

4. Examples:

2.602 X 104

3.21 X 10-2

1.8900521 X 104

6.5 X 10-6

7.945 X 105

3.500684 X 100

In the given pairs, which number is bigger? Hint: it may help to convert them from scientific notation to standard numbers to compare.

0.45 or 5.6 X 10-2

6.45 X 105 or 6.45 X 108

5 X 10-4 or 6 X 10-3

54.3 X 10-5 or 5.43 X 10-4

8/25/16 Objective: Students will convert values from scientific to standard notation and vice versa.

Warm-Up:

1. What does X 100 mean?

2. Change the following numbers from the given to standard scientific notation. a. 561 X 104

b. 0.0012 X 103

8/26/16 Objective: Students will determine the density of an object using the equation, displacement, and the density table.

Warm-Up: Vocabulary Match

Density

Density =

Density is the ratio of mass to volume

If the volume stays the same and the mass …the density will

o If the mass stays the same and the volume …the density will

Equation:

Mass usually expressed in grams

Volume usually expressed in cm3 or liters, etc.

Density is the measure of the “ ” of a material.

How the atoms or molecules are to each other

More than “heaviness”- density includes how much an object takes up!!

All substances have density including liquids, solids, and gases. It is a physical property of the substance.

How to solve for density using the density equation:

1.

2.

3.

4.

5.

6.

Determining Density

Regular Shapes- mass, then determine the volume by using a formula

o Ex: Cones, cylinders, spheres, cubes, etc.

Irregular Shapes- mass, then measure displacement of a liquid (usually water) by that irregularly shaped object.

o

o

o

o

o

Example: A 10.0 cm3 sample of Copper has a mass of 89.6 g. What is the density of the Copper?

Example: What is the weight of the ethanol that exactly fills a 200.0 mL container? The density of ethanol is

0.789 g/mL.

Example: What volume of silver metal will weight exactly 2500.0 g? The density of silver is 10.5 g/cm3.

Density Table

o All known substances already have a calculated density. We put these numbers into a density table.

o We assign water a density of 1.00 g/cm3.

o We can compare the density of other objects to determine if they will float or sink in water.

If the density is than 1.00 g/cm3, the object will

in water.

If the density is than 1.00 g/cm3, the object will

in water.


Warm-Up:

1. An object has a mass of 45g and a density of 0.955g/cm3. What is the volume of the object?

2. An object has a density of 1.25g/mL and a volume of 12mL. What is the mass of the object?


Warm-Up: Vocabulary Scramble

Word Scramble Definition Picture

NITDSEY Amount of matter per unit of volume.

LUVOEM The amount of space that a substance or object occupies.

SAMS A rough measure of the number of atoms in a substance or object.

MCCPOSATENS How closely and neatly the atoms of a substance or object are.

SDNYIET ALTEB A chart that lists the known densities of objects.

OTLAF Rest or move on or near the surface of a substance without sinking.

NIKS To go below the surface of a liquid.


Warm-Up: Measuring Liquids

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!

9/1/16 Objective: Students will convert between units using a conversion factor.

Warm-Up: Using your conversion sheet

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

Consider: The term “anti” 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 100 centi ______ = 1 ______

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 moles?

_______________________ = ________________________

4. How many meters are in kilometers?

_______________________ = ________________________

5. How many donuts are in centidonuts?

_______________________ = ________________________

6. How many dekavolts are in volts?

_______________________ = ________________________


Warm-Up: Complete the following conversions.

1. Convert 4.75 centimeters to meters.

2. Convert 16.7 inches to feet.

3. Convert 24.03 grams to pounds.

4. Convert 90 centuries to years.

Multiple Unit Conversions

We use multiple unit conversions when we don’t have a conversion factor that gets us to the desired unit in

step.

Remember: conversion factors can be flipped!

Steps:

1. Draw your .

2. Locate conversion factors that will get you to the desired unit. Write out in a chain what you are going to

convert to.

3. Start with the unit that you have. Put this in the of your railroad

tracks.

4. Write the first unit conversion with the unit you start with on the . (So they match!)

Cancel the units.

5. Continue writing unit conversions with the unit of the conversion factor on the

bottom in the next unit conversion until you get the desired unit.

6. the numbers on top and the numbers on bottom.

7. Include the in your answer.

Example: How many ounces are in 167 grams?

How many centimeters in 72 inches?

How many yards are in 810 inches?

If I run 5 miles per hour, how many meters per second do I run?


Warm-Up: Vocabulary Kahoot

9/7/16 Objective: Students will demonstrate their knowledge of introductory chemistry concepts on a unit review.

Warm-Up:

1. How are you going to prepare for tomorrow’s test?

2. What topics do you still need to study?

9/8/16 Objective: Students will demonstrate their knowledge of introductory chemistry concepts on a unit exam.

Warm-Up: None

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