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## Unit 1- Physical Properties of Matter

Key IdeasBy the end of this unit, you should be able to do the following: 1. Define mass as the measure of atomic “stuff”; contrast with volume - the amount of space an object occupies. 2. Use a multiple beam or double-pan balance to determine the mass of various objects. 3. Record the value of an object’s mass in a manner consistent with the limit of precision of the balance. 4. Represent class data using a histogram; use the histogram to interpret trends in the data. 5. Develop, from experimental evidence, the law of conservation of system mass. 6. Relate the volume of a container (in cm3) to the volume of liquid it contains (in mL). 7. Recognize that instruments have a limit to their precision; relate the data recorded to the quality of the measurement. 8. Given a graph of mass vs. volume of a various substances, relate the slope to the density of the substances. 9. Recognize that density is a characteristic property of matter (i.e., it can be used to help identify an unknown substance). 10. Use density as a conversion factor between mass and volume; apply this to quantitative problems. 11. Use differences in density of solids, liquids and gases as evidence for differences in the structure of matter in these phases. ## Evernote Notebook and Review
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Please be aware that this is my entire Evernote Notebook and NOT individual notes for the day. You will find individual class, lab, and discussion notes by going to the notebook and viewing the Note. Size of Things Website Review sheet of major Key Ideas from above (The Model So Far) Significant Figure and Metric Conversion short review (pdf version) |
WED 8/14About chemistry and the course Flame in a can- what is happening at the smallest possible level? (Link to demo from Gary Abud) Can you describe and illustrate what you think is happening at the smallest possible level with the can as the flame burns? HWBookmark the class website: http://sciencewithhoffman.weebly.com Read Sections A, B, and C from Experimental Design and Graphical Analysis of Data, sections A, B, & C. Syllabus information sheet and signatures THUR 8/15Conceptual Assessment Whiteboarding and how to use it- WB responses from the can demo on Wednesday HW Finish reading from Wednesday FRI 8/16Whiteboard observations from the flaming pringles can (Document of detailed class discussion) Check out a few examples of observations from class LAB: Mass and Change- introduce HW Watch video on Mass (See above) MON 8/19LAB: Mass and Change Part 1: Collect and whiteboard data Reading, drawing, and interpreting a histogram Tues 8/20Finish Lab: Mass and Change period 1 Data period 2 Data period 3 Data period 7 Data Wednesday 8/21Class whiteboard discussion on the Lab: Mass and Change. Discussion was based around particle diagrams representing no change or a change in mass. It was determined that parts 4 and 6 of the lab were an "open system" and allowed mass to leave or enter the system (from the flame and air in Part 4; from gas leaving the tube in part 6). Discussion was summarized by stating the Law of Conservation of Mass- "when no matter is added to or leaves a closed system, the mass of the system stays the same." Deployment of the lab experiment worksheet turned in at end of class. HW: reading on measurement and uncertainty Thursday 8/22Is there a relationship between the calculated volume of water (cm^3) and the measured volume of water (mL)? Students investigated this relationship using small geometric shapes that are capable of being filled with different volumes of water. Friday 8/23Discuss yesterday's lab. What is, if any, the relationship between units of volume? We found that 1 cm^3 has the same volume as 1 mL. Using the slope of our line, you should see a slope very close to 1. If not, there was error in your measurement. Notes on measurement and significant digits. We learned that tools used for measurement have different levels of precision. Because of this, you can only report a calculated measurement limited by the least precise measurement (significant digit). Using the "Significant Digits in measurement" portion of this handout, students were asked to make measurements and determine significant digits of the measurement. Homework: Worksheet #2 any 5 on the front, do all of the back while skipping the "uncertainty" portion of the back. Monday 8/26Discussion on Significant figures Lab: Mass and Volume- What relationship if any exists between (WRIAEB) mass and volume? Students collect mass and volume of two different cylinders and share data with the class. Lab analysis tomorrow. Period 1 Period 3 HW- 15 significant digit questions from a new worksheet (pdf) |