CHEMISTRY – UNIT ONE

DO NOT PRINT this entire document. It is quite large, and many of the pages are given in class as handouts.

PURPOSE: The primary purpose of this document is as a resource for students who are absent. It will also be useful to students who need additional copies of class documents, or who want to work ahead.

FORMAT: Each unit will appear as a separate document. We will cover the units in the order listed. Each unit is broken into three parts:

o Objectives for that unito Short descriptions of each lessono Supporting materials (worksheets, practice tests, etc.)

PLEASE NOTE: “Lesson” is not the same as “day.” Most lessons are one period in length. At times, lessons will NOT be taught in the order listed. A given unit may include multiple quizzes and tests. A district assessment is given at the conclusion of each unit, EXCEPT: the first district

assessment covers units 1 and 2 together.

CHEMISTRY – UNIT ONE OBJECTIVES

Students will be able to correctly (successfully):

1. Answer questions about, and follow procedures: class policy, signing out, emergency evacuation, etc.2. Describe the interrelationships of branches of science.3. List and describe the branches of Chemistry, and categorize activities.4. List and describe the three "camps" of Science Education, and categorize activities.5. List and describe Science Process Skills6. Employ the Science Process Skills7. Describe and determine range, mode, median, mean, and standard deviation for a set of data.8. Define terms, describe concepts, etc. from the assigned reading in chapters 1 and 2.9. Define accuracy and precision.10. Describe the accuracy and precision of a set of data.11. State the meanings of kilo-, centi-, and milli-.12. Utilize the metric prefixes.13. Estimate metric measurements (the six metric approximations).14. Measure, using a variety of instruments.15. Measure to the correct degree of precision (one tenth of "marks").16. Identify which digits are significant.17. Complete calculations and round to the correct number of sigfigs.18. Solve equation problems (GUESS method).19. Identify and use laboratory equipment.20. Describe experiments in terms of independent and dependent variables and constants.21. Create Experimental Design Diagrams for given experiments.22. Design their own experiment.23. Conduct their own experiment.24. Create neat, complete, and correct graphs.25. Define and describe the process of chromotography.26. Use chromotography to identify substances and answer questions.27. Use the factor label method to solve easy conversion problems.28. Use the factor label method to solve more difficult and multi-step problems.29. (Possibly) Pace off distances.30. Define and describe density and other derived quantities.31. Complete density (and other derived quantity) calculations.32. Conduct a lab.33. Write a lab report, using the assigned format.34. Peer review lab reports.35. Work in a group.36. Use formulas within spreadsheets.37. Use spreadsheets and graphs to analyze and present data.38. Complete an activity (such as "Extended Density") that requires many of the skills above.39. Evaluate work based on any of these objectives.

Activities/Assignments (Excluding tests and quizzes) – Chem Unit 1

As we complete each of the following, you may wish to check items off:

Introduction, class policies and procedures, Fire Drill procedures and safety What is meant by “reading” the text Completed Class Policy, Communication Log, and Student Data Sheet Signed Chemistry Parent letter Text covered, any text concerns written and turned in Read Chapter 1 Gradesheets Notebook guidelines Science Process Skills (SPS) Ten observations and inferences Observation Activity (oranges) Identifying and manipulating variables (Farmer Smith and her corn) Experimental Design Diagram (Farmer Smith) Complete the Experimental Design Diagram (corn farming) Finish reading chapter 1 Penny Investigation Drops Investigation AB Investigation Brainstorm ideas for your own experiment Measurement, precision (meaning one) Measurement activity completed (Optional) Additional measurement practice (website) Significant digits (intro.) Significant digits (sigfigs) assignment Accuracy and Precision (meaning 2) Graphing Graphing Activity #1 Additional graphs as portions of other assignments The metric system, 6 Metric approximations, metric approximations homework kilo-, centi-, milli- Factor-Label introduction Multi-step F-L problems F-L with percentages Factor-Label packet #1 Factor-Label packet #2 (Optional) Additional F-L practice (website) Range, mode, median, and mean Read remainder of Chapter 2, but:

o Ignore: addition and subtraction with sigfigs, o For now, skip scientific notation,

Possibly: Measurement – Pacing

THE SCIENCE PROCESS SKILLS

Science Process Skills are the “smaller” skills that scientists employ as they “do science.” These are the things that we would see scientists (including ourselves) doing as they go about their work

Someone who wishes to do well in science (or school, or the workplace, or…) should work at developing these skills.

The skills are broken into two types, BASIC and INTEGRATED.

BASIC SCIENCE PROCESS SKILLS

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

6. ___________________________________________

INTEGRATED SCIENCE PROCESS SKILLS

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

6. ___________________________________________

7. ___________________________________________

8. ___________________________________________

9. ___________________________________________

10. ___________________________________________

11. ___________________________________________

IDENTIFYING AND MANIPULATING VARIABLES

Farmer Smith grows corn, but would like to improve her corn crop.

1. List several variables she could alter in an effort to improve the corn crop:

2. Define: INDEPENDENT VARIABLE:

3. Choose ONE from the list above to serve as our independent variable:___________________________

4. ALL other possible independent variables should not be changed, but should remain CONSTANT, and are therefore called _________________________.

5. What values of the independent variable should be used in this experiment?

6. Farmer Smith wants to “improve” her corn crop. This is a horribly vague term, and we need a measurable indicator of “quality.” List several possibilities:

7. Now choose ONE of these to serve as our DEPENDENT VARIABLE: _________________________

8. Propose a hypothesis for this experiment:

9. A general method of titling experiments is: The Effect of __(independent variable)___ on __(dependent variable)__.

10. Complete the Experimental Design Diagram on the back of this page, for this experiment.

EXPERIMENTAL DESIGN DIAGRAMS

As a way of visually representing a particular experimental design, we will use experimental design diagrams. These diagrams will all follow the same format, as illustrated below:

TITLE:

HYPOTHESIS:

INDEPENDENT VARIABLE:

In this space, describe in detail the values of the independent variable that will be used in the experiment – how the variable will be altered.

DEPENDENT VARIABLE:

CONSTANTS:

EXPERIMENTAL DESIGN DIAGRAMS – EXTRA PRACTICEFor each of the following, complete the experimental design diagram:

1. Mr. Kudrick gave the same class of students 4 quizzes in the same period. Each quiz contained 10 similar questions. For each quiz he altered the light level in the room. He then graded the quizzes, and computed the classes average score for each of the four quizzes.

2 Bill feeds his hamster once a day. He places 100g of food in the cage, waits 10 minutes, and then removes and masses the remaining food. By subtraction he computes the food eaten. He does this for 2 days at each of the following temperatures: 22oC, 23oC, 26oC, and 29oC, for a total of 8 days. He exercises and handles the hamster in the same way each day.

3.Julie studied acid rain in class, and wanted to know more about how acid rain might affect different soils. She acquired four sieves and lined each with filter paper. In each, she placed 500g of a local soil type: Brinkerton, Wharton, Gilpin, Ernest, and Vandergrift. She then poured 200 ml of vinegar (as simulated acid rain) through each soil sample, and let each drain into a cup. After one hour, she tested the pH of the solution in each of the cups.

FYI: These are shortened names for (real) local soils. Full names are more extensive, such as “Ernest silt loam,” etc. Much more information can be found at Web Soil Survey: http://websoilsurvey.nrcs.usda.gov/app/HomePage.htm

Investigation RubricCATEGORY 4 3 2 1

Organization, Flow, Clarity

______/4

All necessary components present, and report is extremely well organized.

One component incomplete, or report is not well organized, or minor hesitation while reading.

Two issues of missing /incomplete omponents and/or organization, or multiple hesitations while reading.

Components missing and/or poorly organized and/or “choppy.”

Focus

______/4

Every component narrowly and exactly focused on the experiment.

Focused on the experiment most of the time.

Focus was lost on several occasions.

Focus unclear.

Neatness (written)

______/4

Report is typed or very neatly handwritten and visually organized.

Report is neatly handwritten and visually organized.

Report is not neatly written or typed, and/or poorly organized.

Report is handwritten and looks sloppy.

Neatness (other)

______/4

Figures and tables are typed or very neatly handwritten, and are extremely clear and appropriate.

Figures and tables are neatly handwritten, and minimal interpretation is required.

Figures and tables are neatly written or typed, but are only somewhat clear or appropriate.

Figures and tables are sloppy and/or inappropriate.

Difficulty, Effort

______/4

The student attempted to answer a question of significant difficulty or importance, and clearly demonstrated the necessary effort.

The student attempted to answer a question of significant difficulty or importance, but evidence of the necessary effort is not clear.

The student attempted to answer a question of significant difficulty or importance, but evidence demonstrates a lack of effort.

The student did not attempt to answer a question of significant difficulty or importance, or clearly did not expend the necessary effort.

Calculations, Data Manipulations

______/4

All appropriate calculations are shown and the results are correct and labeled appropriately.

One calculation is inappropriate, not shown, labeled inappropriately, or incorrect.

Two calculations are inappropriate, not shown, labeled inappropriately, or incorrect.

More than two calculations are inappropriate, not shown, labeled inappropriately, or incorrect.

Conclusion

______/8

Conclusion is clearly stated, supported by the experiment, and valid.

Conclusion is clearly stated, but there is one "concern."

Conclusion is clearly stated, but there are two "concerns."

Conclusion not stated, or inappropriate.

Experimental Design

______/8

Experiment was designed well, with good choice of variables and excellent identification and control of constants.

Experiment was designed well, but there is one minor problem with choice of variables or identification and control of constants.

Experiment was designed well, but there is/are more significant problem(s) with choice of variables and/or identification and control of constants.

Experimental design includes significant problems with choice of variables or identification and control of constants.

TOTAL:

_____/40

Please make sure to read over and follow this rubric!!!

Name: ____________________________________________________

EXPERIMENTAL PROPOSAL NAME:__________________________________

DO NOT conduct the experiment until approved!!

This proposal is due _______________.

TITLE:

HYPOTHESIS:

INDEPENDENT VARIABLE:

.

DEPENDENT VARIABLE:

CONSTANTS:

PRELIMINARY DISCUSSIONS_________________ ___________________________

APPROVED: ___________________________________________ __________Signature date.

EXPERIMENTAL DESIGN DIAGRAM NAME:______________________________

TITLE:

HYPOTHESIS:

INDEPENDENT VARIABLE:

DEPENDENT VARIABLE:

CONSTANTS:

QUIZ -- EXPERIMENTAL DESIGN DIAGRAMS

Complete the diagram for the experiment described:

DESCRIPTION DELETED…

TITLE:

HYPOTHESIS:

INDEPENDENT VARIABLE:

DEPENDENT VARIABLE:

CONSTANTS:

DATA ANALYSIS

It is often useful to determine characteristics of a given set of data by determining what are called “measures of central tendency.” These help us understand how “spread out” a set of data is.

Sample data: ________________________________________________________

_____________________________________________________________________________

_________________ This indicates the range (spread) of values from highest to lowest. Simply state the lowest and

highest values in a sentence, such as: “The values range from ____________ to ____________.”

__________________This is the most ____________ value in a given set of data. In this set of data, the mode is _____.

MEDIANAlternate meaning: _____________________________________________________________The median is the central value in a data set, AFTER the values are __________________.

1. Ranked values: _____________________________________________________________2. Circle the median3. State: “The median is _________.”

MEANSynonym: _____________________________Compute the mean:

State: “The mean is ________”

CHEM NOTES:

HOMEWORK:

GRAPHING

1. Read, and take notes from, the assigned introduction to graphing:

2. If assigned, do the Section Review.

3. On the graph below, label all portions:

Effect of Pressure on the Volume of a Gas.Books were stacked on a sealed syringe of nitrogen.

051015202530

0 1 2 3 4 5 6Pressure (books)

Volu

me

(ml)

4. For each of the following, indicate the appropriate type of graph:

A. Students in each lunch period at Hempfield.B. The effect of average speed on a truck's gas mileage.C. The calorie breakdown of a meal, into fat, carb., and protein.D. A budget breakdown, showing portions alloted to each expense.E. Number of students in each grade at Hempfield Area H.S.F. Effect of temperature on growth rate of bacteria.

5. Create graphs for the ASSIGNED sets of data.

DENSITY OF A GOLD/COPPER ALLOY DENSITY OF MERCURY AT VARIOUIS TEMPERATURES

Various mixtures of gold and copper were prepared, and their density was determined.

The volume of a fixed mass of mercury was carefully measured at various temperatures. The

density was then calculated.PERCENT COPPER DENSITY (g/cm3) TEMPERATURE (oC) DENSITY (g/cm3)

0 19.31 -10.0 13.6202

2 18.84 -5.0 13.6078

4 18.36 0.0 13.5955

6 17.95 10.0 13.5708

10 17.16 15.0 13.5585

14 16.47

CONVERSION FACTORS (EQUIVALNCIES) THAT MAY BE HELPFUL

These are for your use on homework, etc. This page is not used for tests or quizzes, so make sure you memorize the marked items (others are provided on tests/quizzes). BOLD= memorize.

LENGTH VOLUME MASS/WEIGHT

1m = 100cm 1L = 100cL 1g = 100cg1m = 1000mm 1L = 1000ml 1g = 1000mg1km = 1000m 1kL = 1000 L 1kg = 1000g

1cc = 1ml = 1cm3 1 metric ton = 1000kg

1 ft = 12 in 1 gal = 4 qt 1 lb = 16 oz1 yd = 3 ft 1 qt = 2 pt 1 ton = 2000 lb1 mile = 5280 ft 1 pt = 2 cups

1 cup = 8 oz1 Tbs = 3 tsp

1 mile = 1.6093 km 1 gal = 3.785 L 1 oz = 28.35 g1 in = 2.54 cm 1 L = 1.056 qt 1 kg = 2.205 lb1 m = 39.37 in 1 tsp = 5 ml 1 lb = 454 g1m = 3.28 ft

ADDITIONAL BELOW TO BE MEMORIZED -- CHEMISTRY ONLY!!

TEMPERATURE: K = oC + 273

THE MOLE:

1 mol = 22.4 L of a gas at STP

1 mol = 6.02 X 1023 atoms OR molecules OR formula units

1 mol = 1 gram molar mass (formula mass, molecular mass, atomic mass)

PACING EXERCISE

OBJECTIVES:1. To understand the need for standards of measurement.2. To explore the concepts of accuracy and precision.3. To determine the length of our pace (for use in measurement).

1. PRELAB:A. Define accuracy:

B. Define precision:

C. How precisely will we count the number of paces?

2. Pace a distance of _______________. I took ______ paces.

My friend ______________________ took ______ paces.

My friend ______________________ took ______ paces.

My friend ______________________ took ______ paces.

3. Why do we need standards for measuring?

4. What are some common standards of measurement? (List 5 or 6:)

5. We will pace a second and third time. Do you expect to get EXACTLY the same result? Why or why not?

6. My number of paces: Trial 1_________ Trial 2__________ Trial 3__________

7. Compute the average number of paces it took you to walk 100m:

8. It would take me _______ paces to walk 200 meters.

9. On the back, use your pace to measure three distances at home. Then convert each to meters.

USING PERCENTAGES IN FACTOR-LABEL PROBLEMS

Recall: “per cent” means “out of one hundred.” The trick: Recognizing how to add units to the factor.

1. For each of the following statements, write the two possible conversion factors:

A. 24% of the students are juniors B. 13% of the cars are Fords

B. Write 4 factors: 12% of the DVDs are defective:

Write the conversion sentence, then solve.

2. If 23.2% of a class of 566 are driving, calculate the number of drivers:

3. We are manufacturing garden hoses. From a lot of 1270, we find that 5.44% are defective. Calculate the number of hoses we can sell:

4. A roofer knows that 12.7% of a batch of shingles are (is?) defective. Calculate the number of shingles that should be purchased for a job that will require 4400 shingles.

SIGNIFICANT FIGURES

1. Indicate the number of significant digits in each of the following numbers:

a. 42.9 b. 3185 c. 20.41 d. 1005 e. 1.20

f. .0098 g. .809 h. .70 i. 34000 j. 1.9040

k. 210 l. .00045 m. .0070 n. 349.09 o. 500

2. HOW MANY significant digits will the answer have?

a. 42.9 X 12.99 b. 3185/4.2 c. 20.41/.0092

d. 1005 X 8.0 e. 1.20 X .809 f. .02098/.05

g. .809 X 190 h. .7070/34.629 i. 134000 X .40

3. Please solve the following:

a. 12.9 X 1944 b. 6281/9.3 c. 80.43/.0051

d. 6001 X 2.0 e. 4.10 X .402 f. .04033/.07

g. .209 X 530 h. .2030/88.219 i. 299000 X .30

4. A refrigerator was found to have 5.A mineral sample massesinternal measurements of 1.08m, .845m, 23.817g and has a volume and 1.43m. Find the volume of this of 13.9 cm3. Determinerefrigerator, in cubic meters. the mineral's density.

ADDITIONAL FACTOR-LABEL PRACTICE NAME: ________________________

1. (Shelby R.) How many kilograms of rubber will be needed to make 1170 2.00 ounce erasers? (66.4 kg)

2. (Ashley S.) Christine is buying 4 mini-TVs for her family members. List price is $119.99, but she gets a 15% discount. How much (pre-tax) will the TV’s cost? ($407.97)

3. (Ashley C.) If a cow drinks 5.0 gallons of water each day, how many liters of water would a farmer need to put out each day for 4 cows? (76 L)

4. (Alana G.) A flight attendant is responsible for 89 passengers. How many .50L bottles of water must the attendant have on hand to provide two 8.0 ounce drinks for each passenger. Assume 10.0% waste. (94)

5. (Aja G.) There are exactly 200 dogs in a shelter. The average dog consumes 1.1 lb of food per day. How many 25 lb bags of food are needed for a week? (62 bags)

6. (Steph H.) Miss Mary Mack is having a huge picnic. 500 people are invited, but only 75% will show. You have to bring potato salad. If each guest will eat .40 lb of potato salad, how many kilograms should you bring? (68 kg)

7. (Kristina P.) A trucker is taking his loaded tanker 3047 miles west. He gets about 11 miles to the gallon. The truck has three 60.0 liter tanks. How many fuel stops will the trucker have to make on this trip? (5.8)

8. (Rachel P.) Martha is making scrambled eggs for 30 guests at her bed and breakfast. Each guest receives two eggs. If eggs cost $1.25 a dozen, how much will it cost for three days worth of eggs? (18.75)

9. (Triana R.) An American scientist is shipping three dozen tree frogs to a Japanese zoo. Each frog weighs .30 lb. As the label must be metric, what is the total mass of frogs in kilograms? (4.9)

10. (Katie F.) A lemon produces 8.0 oz of juice. How many lemons will be needed to make 40 16oz glasses of lemonade if 80% of the lemonade is sugar and water? (16)

11. (Heather M.) Compute the number of vegetables neede to give 348 CSA subscribers three boxes of veggies each, if each box holds 15 vegetables. (15660)

12. (Amber H.) If 150 students drive to school, but only 70.0% have permits, how many hours of detention will be served by students that do not have permits? (112.5)

13. (Megan D.) A farmer has 200 cows, each weighing around 700 lb. The farmer’s truck has a capacity of 4000kg. How many trips will it take to haul all of the cows to a new field? (16)

14. (Erik S.) A swimming pool holds 17 000L of water and has a small leak. If 70ml of water leaks every 15 minutes, how long will it take for the pool to drain completely? (843 days)

15. (Tavia G.) Every day, 682 people come into the farmer’s market. A vendor is selling a new item, and expects 46% of the people to purchase an average of 3 (each) of these items. How many items should the vendor have on hand? (950)

16. (Tavia G.) You need to weigh 195 parakeets that just came in to your pet store. How long will this take, in hours, if you can usually weigh 2 parakeets each minute? (2)

17. (Kaitlin N.) You are in charge of handing out grapefruits at the county fair, in bags of 7. The grapefruit come in cases of 42, and you will distribute 12 cases. How many bags do you need? (72)

18. (Brandon R.) Exactly 40 000 people will attend the Penguins home opener. If 68% of these people wear jerseys, how many jerseys will be worn? (27 000)

19. (Haley H-P) A faucet is drip-drip-dripping at a rate of 3.0ml per minute. How many gallons of water does it waste each week? (8.0)

20. (Shelby R.) If a runner runs at 6.5 miles per hour, how long will it take her to run a 5k? (5k = 5.00 km) (29 min)

21. (Shelby R.) How many wheel barrow loads will it take to move a 3.0 ton load of topsoil. Each wheelbarrow load holds 40.0 kg. (68)

22. (Jennifer B.) Sally reads at 310 words per minute. How many hours will it take her to read a 475 page book? Average page length is 250 words. (6.4)

23. (Jennifer B.) A pack has 12 pieces of gum. If each pieces flavor lasts 17 min, how many hours will it take to rid all 12 pieces of flavor? (3.4)

24. (Mr.K) If, while chewing this gum, Mrs. Kudrick is crossing the Nevada desert at the posted 75 MPH, how many kilometers will the gum last? (410)

25. (Mr. K) If a certain, un-named, teacher is reading through factor-label problems at the rate of 8 every 5 min, and chooses 22% of these problems to create this worksheet, how long did it take? (71 min)

LAB REPORT FORMATThe following format should be used for all written lab reports.

GENERAL GUIDELINESAs with all materials you write, you should use correct paragraph form,

including grammar, spelling, tense, capitalization, etc.Lab reports should be neatly written in ink, or typed.All pages should be of the same type and size of paper, and all pages

should have margins of 2.5cm (one inch) on all sides.You should write on only one side of the page.Past tense should be used, since this is something that has already been

done.Impersonal language should be used throughout -- don't use "you," "I,"

etc. For example, NOT "I massed the block," but "The block was massed."The lab report should be broken into five sections: purpose, procedure,

data and observations, calculations, and conclusions.Each section heading should be in capital letters, and should be

underlined (as they are below). Skip one or two lines between sections.

PURPOSETells WHY you did the experiment. BRIEF: "The purpose of this

experiment was to ..."

PROCEDURETells HOW you did the experiment. BE COMPLETE! Tell what was done, and

include specific names of substances, items, and instruments. Remember: past tense; and don't use "you," "I," etc.

DATA AND OBSERVATIONSInclude ALL measurements and observations taken during the lab. Data

and observations should be presented in an organized manner -- tables, charts, graphs, and/or drawings may be helpful.

Each table, chart, graph, or drawing should appear on a separate page with a label, title, and short explanation. Tables are labeled as "Table 1," "Table 2," etc. All others are labeled as "Figure 1," "Figure 2," etc. LOOK AT YOUR BOOK!

Each table or figure should appear immediately after the page it is first referenced from.

(Obviously) Include units with all numbers.

CALCULATIONSFor each and every calculation, give the following three things:

LABEL -- "Calculation to determine..."WORD EQUATIONNUMBER EQUATION -- plug-in your values and solve.

Organize calculations in a logical manner.Skip one line between calculations.

CONCLUSIONSFirst, state your results -- what did you find, discover, or determine?

What does it MEAN?Second, discuss possible sources of error -- things (other than human

error) that may have thrown your results off. Explain how (what direction) this may have affected your results.

Thirdly, answer any questions that were assigned.

Keep this set of guidelines with you as you write lab reports, and consult them often. Proofread, proofread, PROOFREAD!