Name:__________________
Block:______Date:________
A checklist of objectives for Chemistry – Chapter 1
At the end of this Chapter, you should be able to…
_____ define a goal for this term, and write steps to achieve this goal.
_____ understand lab safety techniques and be able to apply them in lab situations.
_____ identify, describe and know the uses of basic labware.
_____ identify safety concerns in lab situations and what should be done to remedy them.
_____ describe mean, median, and mode and perform the necessary calculations for these values.
_____ explain what volume is and the units used for measuring volume.
_____ accurately measure length, mass, and volume using the estimation rule.
_____ accurately measure volume of regular and irregular objects.
_____ perform conversions between units and understand the base units for measurement.
_____ describe and apply the rules for significant figures.
_____ perform calculations using significant figures.
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Name___________________
Block______Date:________
De bakink soda ve das heatink!
~ Heating Baking Soda Lab ~
What do you think will happen if you heat some baking soda in a test tube? Will the baking soda
change color? Will anything leave the test tube? Before you read on, try to predict what will
happen and be prepared to explain on what you base your prediction.
Hypothesis:
Safety Concerns:
Procedure:
1. Put a scoop of baking soda in a dry test tube to a height of about 0.5 cm. (pinky height)
2. In case gas is produced, it will be useful to be able to collect it. You can do that by
setting up an apparatus using the display on the center lab table as a guide.
3. Have your teacher check your set-up. ________________
4. Begin heating your baking soda over the Bunsen Burner. Remain standing when the
burner is in use!
5. Watch the test tube and collecting bottle as the baking soda heats up.
-What do you observe at the bottom of the test tube?
-Near the top?
-Does a gas collect in the inverted bottle?
-If it is, how do you know?
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6. When it appears that no further changes are taking place, pull the rubber tubing
completely out of the water while the flame is still on.
7. Turn off the flame by turning off the gas nozzle.
-Where did the gas that has collected in the bottle come from?
-Where did the droplets on the test tube come from?
8. As far as you can tell by looking, the baking soda in the test tube remained unchanged.
But did it really? Defend your answer.
9. Let the test tube in which you heated the baking soda cool down.
10. Now it’s time to make a comparison. Obtain a clean and dry test tube and reheat it empty
over the Bunsen Burner. Do this for a few minutes to see if anything collects. This will
be your ‘control’ group and will give you insight into where the products from your first
trial may have come from.
-What are at least three differences between the two trials that you ran?
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Name:__________________
Lab Partner:______________
Block:______Date:________
As Aidan would say – ‘It’s da yemmy yems wab!’
Learning histograms using m & m’s
As we have talked about in class, histograms are a great way to show how frequently something happens.
When I was a kid I was a freak, and I used to sort out my M&M’s by color before I would eat them. You guys
aren’t freaks, but you will do the same thing today…this will give us a chance to learn a little more about how
histograms work.
What you are going to do is start off by making a hypothesis. You will remember that this is just an
educated guess. For this hypothesis, I want you to predict how many M&M’s you think are going to be in a
quarter cup. I will show you a bag to give you an idea of how much this really is. It’s kind of like that guessing
game you see from time to time to win a prize. After you guess how many total M&M’s are in the bag, you can
guess how many of each color are in the same bag…you really don’t have much to go off of here but just take a
shot at it.
Data Table 1 – M&M Totals
Categories Predicted Amounts Actual Amounts
Total # of M&M’s
Red
Orange
Yellow
Green
Blue
Dark Brown
I. What you will notice is that your prediction and actual numbers for each color (when added together) should
equal the total # of M&M’s that you predicted. This will always be the case – the numbers of each category
always equal the total number of samples taken.
II. Now that you have some numbers together, take your actual total that you found in your bag and record it
on the Overhead.
III. Copy down the data set that is created below.
Data Table 2 – M&M Group Actual Totals
Group 1 2 3 4 5 6 7 8 9 10 11
#
Totals
IV. Use these numbers and calculate the mean, median, and mode for the M&M group totals.
Number list in order from smallest to largest:
Mean: Median: Mode:
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V. Once you have analyzed the data from the class totals, it’s not time to analyze the data by color. Write the
actual totals from each color in your sample on the appropriate lab tables. When everyone is finished, pick
two colors that you will analyze and copy down the data into the tables below.
Data Table 3 – ______________ Color Group Actual Totals.
Group 1 2 3 4 5 6 7 8 9 10 11
#
Color:
VI. Use these numbers and calculate the mean, median, and mode for your first chose color.
Number list in order from smallest to largest:
Mean: Median: Mode:
Data Table 4 - _______________ Color Group Actual Totals.
Group 1 2 3 4 5 6 7 8 9 10 11
#
Color:
VII. Use these numbers to calculate the mean, median, and mode for your second choice color.
Number list in order from smallest to largest:
Mean: Median: Mode:
Analysis Questions:
1. Looking at your class total histogram, is there any pattern to how many M&M’s are in a quarter cup?
2. Looking at your color totals, is there any pattern to how many of each color are in a quarter cup?
3. Which of the following is the easiest information to get from a histogram – mean, median, or mode?
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Name:________________________
Block:________Date:____________
How many cubes do we have here?
For this activity – the cubes measure 1 cm per side
LENGTH WIDTH HEIGHT # CUBES CM3
5 Cubes 5 Cubes 5 Cubes =
3 Cubes 2 Cubes 12 Cubes =
4 Cubes 2 Cubes = 32
10 Cubes 4 Cubes 5 Cubes =
3 Cubes 5 Cubes 15 Cubes =
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1. We can compare different amounts of the same substance by comparing their volumes. DEFINE VOLUME.
2. How do we calculate the volume of a regular rectangular solid?
3. Describe what is meant by the term “Water Displacement.”
4. What is the property of water that allows water displacement to work?
Do problems 3-5 on page 8 in your book below.
3.
a.
b.
c.
4.
5.
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Name:__________________
Block:______Date:________
Taking Stock
A worksheet on measurement
1. What does each abbreviation represent?
a. mm=____________________ b. m=____________________
c. cm=____________________ d. km=____________________
2. How much does each one equal?
a. 1 m = __________ cm b. 1 cm = __________ mm
c. 1 km = __________ m
3. Which measurement is the largest out of each pair listed? Circle your answer.
a. 14 mm or 1 cm b. 145 m or 145 km
c. 334 m or 1 km d. 3.4 cm or 30 mm
e. 1 m or 990 cm f. 10 km or 1000 cm
4. Use a metric ruler or meter stick to find each measurement.
a. Length of the line above in centimeters (estimate to 0.1)__________
b. Length of the line above to the nearest centimeter (round)__________
c. Height of the rectangle above to the nearest millimeter __________
d. Width of the rectangle above to the nearest millimeter__________
e. Area of the rectangle above (height x width) _________
f. Radius (half way across) of the circle to the nearest millimeter __________
g. Diameter (all the way across) of the circle in centimeters __________
h. Diameter of the circle to the nearest centimeter (round)_________
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Height
Width
Length
i. Measure the length, width and height of this box in centimeters (estimate to 0.1).
Length = __________ Width = __________ Height = __________
j. What is the VOLUME of the rectangular prism shown above? (L x W x H) _________
5. Find the length of an unsharpened pencil (including eraser in mm) __________
6. What is your height in centimeters? __________
What is your height in meters? __________
7. Find the distance you walk in 10 average strides in meters. __________
8. Use your shoe and a metric ruler to complete this section.
a. What is the length of your shoe to the nearest cm? __________
b. How many shoes would it take (heel to toe) to make 1 meter? _________
c. How many shoes would it take to make 1 kilometer? ___________
9. Use ten pennies and a metric ruler to complete this section.
a. How tall is a stack of 10 pennies in centimeters? ___________
b. How tall would a stack of 100 pennies be in centimeters? ___________
c. How tall would a stack of 1000 pennies be in centimeters? ___________
10. Circle the BEST metric unit for each.
a. The length of an eyelash mm cm m km
b. The height of a flagpole mm cm m km
c. The length of a strand of spaghetti mm cm m km
d. The distance form Chicago to Oswego mm cm m km
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Name:__________________
Block:______Date:________
Taking it from here to there
Metric conversion practice
Part I. Write the correct abbreviations
1. milliliter ______________ 2. decimeter _________________
3. kilogram ______________ 4. centimeter _________________
5. millimeter______________ 6. gram _____________________
7. hectogram _____________ 8. liter ______________________
Part II. Which prefix belongs with each value?
1. 1/100 ____________ 2. 10________________ 3. 1/1000 ___________
4. 1/10 _____________ 5. 1000 _____________ 6. 100 ______________
Part III. Conversions
1. 100 mL = _______________________ cL
2. 2456 cL = ______________________ L
3. 5342 L =________________________ kL
4. 89 m = _________________________ cm
5. 909 dL = _______________________ kL
6. 789 mm =_______________________ m
7. 9 000 mg = ______________________ kg
8. 83.4 dg =________________________g
9. 2345.66 g = ______________________kg
10. 5.3 m =___________________________cm
11. 1956 dL =_________________________ L
12. 110 m =___________________________km
13. 0.002 m=__________________________mm
14. 123 kg =___________________________ hg
15. 56mm = ___________________________cm
Part IV. Which is bigger?
1. 10 cm or 10 m 2. 1 L or 100 mL 3. 4500 g or 4 kg
4. 12 g or 1.2 dg 5. 3 km or 3000 cm 6. 850 L or 8500 mL
Part V. Application.
1. What units would you use to measure the distance from New York to Los Angeles?
2. What units would you use to measure a paper clip?
3. What units would you use to measure the length of the classroom?
4. What units would you use to measure the thickness of a sheet of paper?
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Siggie Figgie
Practice Problems using Significant Figures
Part 1 – Significant figures and rules
1. 15.4 contains _________ significant figures.
2. 154.0 contains _________ significant figures.
3. 15.400 contains _________ significant figures.
4. 15.40 contains _________ significant figures.
5. 0.654 contains _________ significant figures.
Part 2 – Determine the number of significant figures in the following:
1. 127 contains ________ significant figures
2. 4,000,020 contains ________ significant figures
3. 321 contains ________ significant figures
4. 30706 contains ________ significant figures
5. 3000 contains ________ significant figures
Part 3 – Calculate the following multiplication / division problems to the proper number of significant figures:
1. 125 / 23.7 = 2. 20.5 / 51.0 =
3. 0.065 * 32.5 = 4. 1.23 * 0.72 * 1.41 =
Part 4 – Calculate the following addition / subtraction problems to the proper number of significant figures:
1. 4.72 + 0.52 = 2. 6.3 + 10.08 =
3. 11.55 - 2.61 = 4. 13.01 - 5.00 =
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IPS – We measure, therefore we are. Name:__________________
Section 1.3 Block:______Date:________
Reading Scales
MAKE ALL MEASUREMENTS TO ONE DECIMAL PLACE PAST THE ONE YOU KNOW FOR SURE
(ESTIMATE THE FINAL DECIMAL LIKE WE DISCUSSED IN CLASS)
Part 1: Measuring Objects
Object Length Width Height Volume
1 Spring Box cm cm cm cm3
2 Microscope Slide cm cm cm cm3
3 Gray Bar cm cm cm cm3
4 Gray Cube cm cm cm cm3
5 Silver Magnet cm cm cm cm3
Part 2: Measuring and comparing amounts of water 100ml
Graduated Cylinder
Procedure:
1. Fill each of the containers listed with water.
2. Carefully pour the water into the graduated cylinder.
3. Read and record the scale reading.
Object Volume
1. Small test tube _____ ml
2. Large test tube _____ ml
3. Pop Bottle _____ ml
4. Your Choice _______________ _____ ml
Part 3. Measuring the volume of an irregular object
Procedure:
1. Put enough water in a graduated cylinder so that the object can be covered. Record that amount.
2. Slide the object CAREFULLY into the graduated cylinder. Record that amount.
3. Subtract to find the volume of the object.
Object Volume of Volume of Water and Volume of
Water Object Object
1 Glass Ball ml ml ml
2 Silver Ball ml ml ml
3 20 g. Mass ml ml ml
4 Your Choice ml ml ml
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IPS – We are, therefore we measure
Section 1.4
Figuring volume
Measuring Volume by Displacement of Water
Purpose: Read Section 1.4 and use it as a guide to what we are doing in this lab.
Procedure:
1. Pour 40 mL of fish tank gravel into the graduated cylinder. Get as close as you can and record your result
in the table below.
2. Pour this gravel into an empty beaker to hold it for now.
3. Fill the graduated cylinder with 40 mL of water. As always, measure to the meniscus. Record this in the
table below.
4. Gently pour the gravel back into the graduated cylinder and record the result in the table below.
5. Using the data table as a guide, calculate the volumes of gravel, water, airspaces, and percentages.
6. Answer all the analysis questions (these cover both lab 1.3 and 1.4)
7. Clean up your lab station perfectly for inspection by the teacher. Do not leave your lab table until you
have been checked out.
Data Table
1. Volume of dry gravel including air spaces ________ cm3
2. Volume of water in graduated cylinder (no gravel) ________ cm3
3. Volume of water with the gravel added ________ cm3
4. Volume of gravel alone (step 3 minus step 2) ________ cm3
5. Volume of air spaces in the dry gravel (step 1 minus step 4) ________ cm3
6. Fraction of air spaces in dry gravel (step 5 divided by step 1) ________
7. Percent of air spaces in dry gravel (step 6 times 100) ________ %
Data Questions:
How do you find the volume for a regular shaped object?
How do you find the volume for irregular shaped objects?
How do you find the volume of a liquid?
What are the units for volume?
Conclusion: Write at least three thoughtful sentences about what you learned in this lab.
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Name:__________________
Block:______Date:________
A review for your first test.
You will get used to the format that I use on my tests pretty easily. Basically, all the tests
that we take will have a scantron section of multiple choice questions followed by a written
section. The written section will consist of short answer, calculations, measurements, or any of
the skills that we have been working on in class. While studying for tests, it would be a wise
choice to work through the study guides and make sure you can confidently answer the problems
listed…they mirror the test quite well.
1. Lab safety. Know the basic lab safety techniques that we use in class to keep ourselves safe.
2. How do you calculate the volume of a cube that is 4 cm on each side?
3. If I gave you a cup of water, how could you tell me the volume of the water in the cup?
4. Suppose my grandmother gave me a diamond that she had been storing. She wanted to know
what the volume of the diamond was. How could I tell her the volume even though the shape
of the diamond is irregular?
5. What are the base units that we use for measuring?
6. What are the two units that we can use to express volume?
7. Know what a meniscus is.
8. Know how to read a graduated cylinder.
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9. What are the rules for significant figures?
10. When you add or subtract numbers, what determines how you round off the answer to the
correct number of significant figures?
11. When you multiply or divide numbers, what determines how you round off the answer to the
correct number of significant figures?
12. How many significant figures are in the number 0.0000679?
13. How many significant figures are in the number 12000?
14. Understand how to perform conversions between the different prefixes of the metric system.
k_ h_ da_ Base Unit d_ c_ m_
15. Know what mass is really describing. (hint, it’s not weight)
16. Know how to measure distances using a ruler.
17. If given a set of data points, be able to pick out the independent variable, the dependent
variable, set up your axis, and graph the data.
18. Know how to calculate for mean, median, and mode. Here is a sample set of data points for
you to practice on:
63, 59, 62, 55, 57, 62, 58, 61, 56
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