1st Semester
www.wsr.k12.ia.us/srhigh/PhySci.htm
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Personal Data Sheet
Student name: ________________________________
Student email: ________________________________
Home phone number: ____________________
Parents’ names: ________________________________
Siblings’ names: _________________________________
School-sponsored sports/activities you are (or are going to be) involved in:
__________________ ___________________ _________________
__________________ ___________________ _________________
Outside jobs/activities you are involved in:
__________________ ___________________ _________________
__________________ ___________________ _________________
Hobbies/Interests/Talents you have:
__________________ ___________________ _________________
__________________ ___________________ _________________
What is the best thing that anyone has ever done for you? _____________
_________________________________________________________
_________________________________________________________
What is the best thing that you have done for someone else? ___________
_________________________________________________________
_________________________________________________________
List at least one goal for this class that you have set for yourself: _______
_________________________________________________________
_________________________________________________________
List at least one goal you have for your life or future that you have set for
yourself: __________________________________________________
_________________________________________________________
What is your attitude towards school in general and why? ______________
_________________________________________________________
_________________________________________________________
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What is your attitude towards science and why? ____________________
_________________________________________________________
_________________________________________________________
I learn best when: ___________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
When faced with a challenge, I _________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What expectations do you have for your teacher? ___________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
I think it is important that you know this about me: __________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
This area is for your parent to fill out if they have anything they would like to add:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________________
Student signature
______________________
Parent signature
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Lab Partner Thermometer
100o
80o
60o
40o
20o
0o
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Physical Science Dirty Duty
One per semester
In encouraging the pillars of responsibility and citizenship, you will be asked to
provide assistance in the classroom. You must perform one “dirty duty” each semester.
This “dirty duty” is worth points! If you do the duty, you get the points. No duty, no
points! There are several ways you can achieve your dirty duty. You can bring in one of
the items on the supply list, or perform one of the items on in “room” list, or complete
something in the “other” category. There will be times when I announce a possibility of
a dirty duty during the year that are not listed on this sheet. The point of this is not to
“buy” your grade – there are plenty of duties that will cost you nothing! Choose the dirty
duty that best fits your needs and interests.
Supplies:
1 box Kleenex
1 box corn starch
1 box gallon storage bags (ziploc)
1 box #2 pencils
1 package balloons
1 package plastic spoons
1 box baking soda
1 plastic bottle of vinegar
1 package small Dixie cups
1 bottle white Elmer’s Glue-All
1 small, cheap calculator
1 roll aluminum foil
1 package Pickling salt
Others as announced
Room:
 1 cleaning of an animal enclosure tank
 1 cleaning of the room (lab areas)
 Designing and putting up one bulletin board
 1 time recycling newspaper, white paper, etc in the room
 Watering plants in the room for a week
 Cleaning the board after school for a week
 Covering 3 classroom textbooks
 1 time assistance in setting up a lab experience
 others as announced in class
Others:
 1 videotaped science program over Physical Science concepts (no commercials and
pre-approved)
 Various other tasks as announced during the semester
 1 Physical science lab experience researched and written up
 Bringing in a science reading book or magazine covering concepts we have talked
about in class
 Others as announced in class
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What Do Ya Know?
Think you know the English system of measurement? Let’s find out!!!
Length
There are _______ inches in one foot
There are _______ feet in one yard
There are _______ yards in one mile
There are _______ feet in one mile
Weight
There are ______ ounces in a pound
There are ______ pounds in a ton
Volume
There are ______ cups in a pint
There are ______ pints in quart
There are ______ quarts in a gallon
There are ______ quarts in a peck
There are ______ pecks in a bushel
There are ______ drops in a teaspoon
There are ______ teaspoons in a tablespoon
There are ______ tablespoons in a cup
There are ______ fluid ounces in a cup
Now try these:
A baby is born weighing 6 pounds, 8 ounces. What is the total weight in pounds? (hint this will
be a decimal starting with 6.????)
I am 76 inches tall. What is my height in feet? (Again, your answer will be a decimal)
My can of Coke has 15 fluid ounces in it. How many total cups is that (decimal again!)
How many miles tall are you?
I am going to make some hummingbird food. My feeder will hold 4 cups. The directions say to
put in one teaspoon for each ounce of water. How many ounces will my hummingbird feeder
hold? How many scoops should I put in?
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Measurements and Graphing Unit
Chapter 1
Pgs 1-32
Notes from Chapter:
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SI Base Units
Quantity
Length
Mass
Time
Electric current
Thermodynamic temperature
Amount of substance
Luminous density
SI Derived Units
Quantity
Area
Volume
Density
Frequencey
Force
Pressure
Energy
Power
Electric charge
Electric potential
SI Prefixes
Prefix
GigaMegaKiloHectoDeka-----DeciCentiMilliMicroNano-
Unit
meter
kilogram
second
ampere
Kelvin
mole
candela
Unit
square meter
cubic meter
kilograms per cubic meter
hertz
Newton
pascal
joule
watt
coulomb
volt
Symbol
G
M
k
h
da
--d
c
m
µ
n
Meaning
billion (109)
million (106)
thousand (103)
hundred (102)
ten (10)
---------------tenth (10-1)
hundredth (10-2)
thousandth (10-3)
millionth (10-6)
billionth (10-9)
Symbol
m
kg
s
A
K
mol
cd
Symbol
m2
m3
kg/m3
Hz
N
Pa
J
W
C
V
Multiply Unit by
1,000,000,000
1,000,000
1000
100
10
--------------0.1
0.01
0.001
0.000001
0.000000001
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Name __________________
Period ______
Science of Learning Lab
Background: We have mentioned that everyone has strengths and weaknesses about the way
they learn. You are going to do a lab to help you identify your own strengths and weaknesses.
Remember, there is no one “right” answer and no “best” way to be!
Supplies: Bag of descriptions
Procedure:
1. Sort through the cards in your bag and separate them into two piles. One pile describes
you and the other pile does not.
2. Put the “unlike me” pile back into the bag
3. Flip the “like me” cards over and write down the number of:
Circles _______
Squares _______
Rectangles _______
Stars ________
Hearts ______
Ovals _______
Triangles _______
Happy faces ________
4. On the back of this paper, make a BAR GRAPH showing your results.
Conclusion questions:
1. Using the key provided and the class discussion, what area on the graph appears to be your
strength?
2. Does your strength seem accurate to you and why?
3. What area is your weakest?
4. What are some things you could do to help accommodate for your weakness area?
5. Do you think your strengths and weaknesses will change as you get older and why?
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Name ____________________
Hour ______
Graphing Lab Report
Physical Science
Background: Review the types of graphs in your textbook Chapter 1 and in the skills section in
back of the book.
Fill in the blanks below regarding the types of graphs:
1. A line graph shows: _________________________________________________
2. A bar graph shows: __________________________________________________
3. A pie graph shows: __________________________________________________
Procedure:
Write two survey questions. You will graph the results of BOTH questions. One must be
a pie graph; the other can be your choice of graph. You will survey at least 20 people of each
question.
Question one: ______________________________________________________
Question two: ______________________________________________________
___________ teacher initials
Lab:
 Write your two questions, keeping in mind what type of graph you will be creating.
 Have your teacher initial your questions to make sure they are appropriate.
 Ask your survey questions to at least 20 people each. Keep track of who you ask!
 Do your two graphs (one must be a pie graph)
 Answer the conclusion questions.
Questions:
1. What type of graph would best represent the number of deer each year for the past 10 years?
2. What type of graph would best represent the number of A’s, B’s, C’s, and D’s received by a
class on a science test?
3. What type of graph would best represent the temperature of the classroom each hour for the
past 12 hours?
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4. What type of graph would best represent the percentage of freshman involved in football,
volleyball, cheerleading, and cross country?
5. What are the lines that divide up a line graph called? (already answered for you)
Hatch
6. Which type of graph can best help you predict the answer to information you never tested.
(hint: use logic – this isn’t in your book!)
7. Write and solve the equation for how I would know how many degrees to make the part of the
pie graph in this case: 73 out of 147 adults polled drive a car to work each day.
8. In a line graph, which variable goes on the x-axis?
9. In a line graph, which variable goes on the y-axis?
10. Is the x-axis horizontal or vertical?
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Is This Science or Math??
Conversions between English and SI Units can be messy, but until we are all in the same unit,
they remain necessary. Planning a trip to Europe one day? Maybe Canada? Planning on using
the Internet for research? Chances are, you are going to bump into SI units and you will need to
know how to convert them into something you are familiar with…
To change . .
centimeters
centimeters
kilograms
kilograms
kilograms
kilometers
liters
liters
meters
miles
millimeters
ounces
pints (US)
pounds
pounds
feet
feet
gallons (US)
grams
inches
tons (US)
yards
Celsius
Fahrenheit
into . .
feet
inches
ounces
pounds
tons (US)
miles
gallons (US)
pints (US)
yards
kilometers
inches
grams
litres
kilograms
ounces
centimeters
meters
liters
ounces
centimeters
kilograms
meters
Fahrenheit
Celsius
do this . .
Divide by 30.48
Divide by 2.54
Multiply by 35.3
Multiply by 2.2046
Divide by 907
Multiply by 0.6214
Multiply by 0.2642
Multiply by 2.113
Divide by 0.9144
Multiply by 1.609
Divide by 25.4
Multiply by 28.35
Multiply by 0.4732
Multiply by 0.4536
Multiply by 16
Multiply by 30.48
Multiply by 0.3048
Multiply by 3.785
Divide by 28.35
Multiply by 2.54
Multiply by 907.2
Multiply by 0.9144
(C + 40) x 1.8 - 40 (must do all steps)
(F + 40) ÷1.8 - 40
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Directions for using the stairstep diagram. Start on the step of the unit you have, then count the
steps to the unit you want. Move the decimal according to the direction!
KiloMove decimal place to
the RIGHT
HectoDeca-
meter
liter
gram
UNIT
DeciMove decimal place to
the LEFT
CentiMilli-
Memory Hook: King Henry Died;
U Didn’tbetween
Care Much
Conversions
English and Metric
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Name ___________________
Hour______
Physical Science
Directions: Change these units from English to Metric or Metric to English. You need
to write down your work; however, you may use a calculator to do the math.
1. 12 inches = ____________ cm
2. 8 pounds = ______________ kg
3. 2.2 liters = ____________ gal
4. A patient weighs 120 pounds and needs to take medication. The directions say to take
one pill for every 15 kg of weight. How many pills will the patient take? (Round to the
nearest pill)
120 pounds = __________ kg
5. My can of Coke weighs 12 ounces. How many g is this?
12 fl oz = ___________g
6. A baby weighed 6 pounds, 11 ounces at birth. How much did he weigh in kg? (This is
a hard one!)
7. You have to run an 8 km race. How many miles is that?
8 km = __________ miles
8. The speed limit in France is 125 km/hr. How fast is that in mph?
125 km/hr = ____________ mph
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9. It is 35 degrees C outside today. What is that in degrees Fahrenheit?
35o C = __________ o F
10. The normal human body temperature is about 99 F. What would that be in C?
99 o F = __________ o C
11.- 12.
What is your height in inches? _____________
What is your height in meters? ____________
13. 2 liters of Pepsi is how many gallons?
2 L = __________ gal
14. You run a 100 meter dash. How many yards is that?
100 m = __________ yds
15. I bought one ton of sand. How many kg did I buy?
1 ton = __________kg
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Metric to Metric
1. 1000 cl = _____ L
2. 120 mm = ____ cm
3. 1200 cl = ____ L
4. 2 cm = _______ mm
5. 11000 L = _____ kl
6. 10 cl = _____ ml
7. 12000 m = ____ km
8. 8 g = _____ cg
9. 80 ml = ___ cl
10. 3 L = ____ cl
11. 2000 L = ____ kl
12. 5 cm = ____ mm
13. 900 cm = ____ m
14. 11 cg = _____ mg
15. 9000 m = ______ km
19. 1 kg = _______ g
20. 4000 ml = _______ L
21. 1 cl = _______ ml
22. 1100 cl = _______ L
23. 10000 g = ______kg
24. 2000 ml = _______ L
25. 7000 L = _______ kl
26. 70 ml = _______ cl
27. 5 g = _______ cg
28. 9 cl = _______ ml
29. 1 g = _______ cg
30. 8 kg = _______ g
31. 6 g = _______ cg
32. 6 km = _______ m
33. 30 mg = _______ km
16. 7000 ml = _______ L
17. 5 kg = _______ g
18. 60 mm = _______ cm
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Name _________________
Hour _______
Conversions within the Metric system
Directions: Convert these measurements within the metric system.
You can use the stair step diagram or whatever method is easiest for
you.
1. 5 m = _____ cm
2. 5 m = ____km
3. 25 cm = _____ mm
4. 25 cm = ____ m
5. 3000 mm = _____ m
6. 3000 mm = ____ km
7. 1000 g = _____ mg
8. 1000 g = _____ kg
9. _____ kg = 30,000 mg
10. ______ L = 5,000 mL
11. _____L = 50 cc (hint: 1cc is the same as 1 mL)
12. ______ mg = 2 kg
13. 500 g = _____ kg
14. 6 km = ______ cm
15. 6,000,000 mm = ______ km
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Name ______________________
Period ______
Conversion Practice
English/Metric. If necessary, only go 2 places past the decimal. Show your work for
this side.
1. I measure something to be 15 inches. How many centimeters is that?
2. I buy 4 tons of rock. How many kilograms is that?
3. It is 35 Celsius degrees in your house. What is this in Fahrenheit?
4. Something has a mass of 42 ounces. How many grams is that?
5. The doctor tells you to drink .5 gallons of water today. How many liters is that?
6. 18 feet = ____________ centimeters.
7. 367 mm = __________ inches
8. 231 meters = ___________ yards
9. 18 pints = ___________ liters
10. 1 gallon = _________liters
11. 1 meter = _________ yards
12. 1 kilogram = _______ pounds
13. 1 kilometer = ______ miles
****More conversions on the back*****
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Practice, Practice, Practice
Metric to Metric
14. 1000 mg = _________ kg
15. 3456 cm = _________ km
16. 324 mL = ________ L
17. 98769 cm = __________ km
18. 84736 cg = __________kg
19. 2 km = ___________m
20. 2 km = _________ cm
21. 4563 kg = ____________cg
22. .34 km = ____________ mm
23. 7.4 hm = ____________ cm
24. 0.16 kg = ___________hg
25. 3,567,000 mg = _________ kg
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Name ____________________
Hour ______
Using SI Units Lab
Equipment needed:
meter stick
triple beam balance
graduated cylinder
Procedure:
You will need to choose what unit makes the most sense in each of these situations.
Decide if you should use centimeters, meters, milliliter, etc in each measurement before
you actually measure!
If you need help with using any of the equipment, please ask for assistance from a
classmate or teacher.
Length
Measure the length of your pencil or pen.
What unit makes the most sense? ______________
What was the length of your pencil/pen in those units? __________
What was the length of your pencil/pen in meters? _________
Measure the height of the front lab table.
What unit makes the most sense? ______________
What was the height of the lab table in those units? __________
What was the height of the lab table in centimeters? _________
Measure the length of the classroom (the longest direction)
What unit makes the most sense? ______________
What was the length of the classroom? __________
What was the length of the classroom in millimeters? _________
Mass (aka Weight)
Find the mass of the foam apple
What unit makes the most sense? ______________
What was the mass of the apple? __________
What was the mass of the apple in milligram? _________
Find the mass of your pencil/pen
What unit makes the most sense? ______________
What was the mass of your pencil/pen? __________
What was the mass of your pencil/pen in kilograms? _________
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Find the mass of 2 jumbo paper clips
What unit makes the most sense? ______________
What was the mass of the clips? __________
What was the mass of the clip in grams? _________
Volume:
Find the volume of the blue liquid on the lab table
What unit makes the most sense? ____________
What was the volume of the liquid? __________
What was the volume in liters? ___________
Find the volume of the red liquid on the lab table
What unit makes the most sense? ____________
What was the volume of the liquid? __________
What was the volume in liters? ___________
Find the volume of a full gallon of milk
What unit makes the most sense? ____________
What was the volume of the liquid? __________
What was the volume in milliliters? ___________
You in metric
What is your height in meters? ___________
What is your height in centimeters? _________
What is your weight in kilograms? __________
What is your weight in milligrams? __________
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Name __________________
Period _____
Graphing Study Guide
Choose the term from the word bank that best completes each statement. Write the term
in the blank on the left of each statement. You can use a word more than once!!
WORD BANK
graph
horizontal
hatch marks
vertical
independent
pie graphs
dependent
bar graph
y-axis
line graph
x-axis
percentages
________________ 1. A visual display of data or information is a _____.
________________ 2. Information that is collected by counting is best displayed on a
_______.
________________ 3. In a line graph, the _____ axis is called the y-axis.
________________ 4. In a line graph, the independent variable is plotted on the ______.
________________ 5. A graph that shows information as parts of a circle is a ______.
________________ 6. The type of graph that is useful for showing trends or a continuous
change is a ______.
________________ 7. Information in a pie graph is often shown as ____.
________________ 8. Information that remains constant and does not depend on changes
in another variable is called the ____ variable.
________________ 9. In a line graph, the dependent variable is plotted on the _______.
________________ 10. Numbers that are left off a graph to save space be shown using
lines called ______.
________________ 11. A variable that changes as the result of another variable is called
a ____ variable.
________________ 12. In a line graph, the horizontal axis is also called the ________.
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Name ________________________
Hour _______
Science of Learning Lab, Part two
Background: You have now determined what area of Multiple Intelligence that you
have. This helps you to find what might interest you or be easier for you in terms of
school. You will not take a survey that will help you determine what way you like to
learn information.
Supplies:
MBTI survey
Style type information sheet
Procedure:
Take the survey. You will need to decide between each of TWO statements
which one most sounds like you. There is no wrong or right answer to this; it will be
very independent and based on what you prefer.
Total up the number of checks in each of the areas and write that information
here:
Total of I _____
Total of E______
Highest Letter ____
Total of N _____
Total of S ______
Highest Letter ____
Total for F _____
Total for T ______
Highest Letter ____
Total for P _____
Total for J ______
Highest Letter ____
As your teacher goes over what each letter stands for, write down the ones that best
describe you.
Conclusion questions:
1. Were you an I or E?
2. What I or E traits (ways you process information) best described you?
3. Were you an N or S?
4. What N or S (How you like information presented) traits best described you?
5. Were you an F or T?
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6. What F or T traits (How you make decisions) best described you?
7. Were you a J or P?
8. What J or P traits (How you organize information) best described you?
9. Write down your whole four letter code here: _________
10. Read through the style type information sheet about you. List some of the strengths
of your style type that you have:
11. List some of the weaknesses (areas for growth) from your style type that you have:
12. Does the description you read about really seem to describe you? Why or why not?
13. Look at the jobs that your personality type seems to enjoy. Are any of these careers
that you are considering? Which ones? (If none, what career are you thinking of?)
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Science of Learning Survey
_____1. I like to talk to few people;
usually only people I know.
____ 2. I usually keep my feelings to
myself.
_____3. I like to do projects by myself.
OR ____1. I like to talk to lots of people;
even people I do not know.
OR ____2. I usually show my feelings.
_____4. I usually do not know what is
happening in the lives of the people at
work or school.
_____5. I most often think quietly
before I talk.
_____6. When I’m with a group of
people, I most often wait for people to
talk to me.
_____7. It is easy for me to concentrate
on homework even when the TV or
radio is on.
_____8. I like to think things over a
while before I answer questions.
_____9. I most often would like to leave
parties early because I get tired.
OR ____4. I usually know what is
happening in the lives of the people at work or
school.
OR ____5. I most often talk as I am
thinking.
OR ____6. When I’m with a group of
people, I usually start the conversation.
OR ____3. I like to do projects in groups.
OR ____7. I most often need a quiet place
to do my work.
TOTAL MARKS for I: ________
OR ____8. I most often answer questions
right away.
OR ____ 9. I most often like to stay late at
parties because they excite me and give me
energy.
TOTAL MARKS for E: ________
_____1. I am usually most interested in
what is possible.
OR ____ 1. I am usually most interested in
what is actually present or known.
_____2. People would say I have more
imagination.
_____3. I would be more likely to trust
my hunches.
_____4. To me fiction is more
interesting.
_____5. I usually work in spurts, rest,
then work again.
_____6. I like to learn new skills.
OR ____ 2. People would say I have more
common sense.
OR ____ 3. I would more likely trust my
experience.
OR ____ 4. To me facts are more
interesting.
OR ____ 5. I usually work steadily to
completion.
OR ____ 6. I like to practice familiar skills.
_____7. I am best at expanding ideas
and coming up with many solutions.
_____8. Fortune tellers and horoscopes
interest me.
_____9. When people are around, I am
very aware of body language, facial
expression, body stance, etc.
TOTAL MARKS for N : __________
OR ____ 7. I am best at condensing ideas
and coming up with one solution.
OR ____ 8. Fortune tellers and horoscopes
annoy me.
OR ____ 9. When people are around, I
usually just hear what they are saying.
TOTAL MARKS for S : _________
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_____1. Emotion and caring are most
important to me.
_____2. I usually make decision based
on feeling.
_____3. The circumstances around a
crime are most important.
_____4. I would prefer a personal note
about my work from my teacher or
employer.
_____5. Disapproval by others really
bothers me.
_____6. Most people consider me to be
very gentle or warm-hearted.
_____7. I usually consider other
people’s feelings.
_____8. I dislike arguing or debating.
_____9. I use lots of words to explain
what I know.
OR ____ 1. Ideas and information are most
important to me.
OR ____ 2. I usually make decision based
on thinking.
OR ____ 3. The laws about a crime are most
important.
OR ____ 4. I would prefer to know what is
right or wrong.
TOTAL MARKS FOR F: _______
TOTAL MARKS FOR T: _______
_____1. I like to have many options.
OR ____ 1. I like to have a decision made.
_____2. The act of doing a project is
most important to me.
_____3. I like changes.
OR ____ 2. The act of finishing a project is
more important to me.
OR ____ 3. Too many changes bother me.
_____4. I start many projects, but don’t
finish them all.
_____5. Sometimes I am late getting
where I am supposed to be.
_____6. I often wait to the last minute
to do an assignment of job.
_____7. I don’t like schedules or
routines.
_____8. I usually just let things happen
in my life.
_____9. I enjoy being surprised about
what is going to happen.
OR ____ 4. I work on a few projects at one
time and usually finish them all.
OR ____ 5. I am almost always on time, an
even sometimes early.
OR ____ 6. I usually plan ahead and finish
my assignments or jobs.
OR ____ 7. I like schedule and routines.
TOTAL MARKS FOR P: _______
TOTAL MARKS FOR J: _______
OR ____ 5. Making mistakes or failing in
front of others really bothers me.
OR ____ 6. Most people consider me to be
very firm or cool-headed.
OR ____ 7. Many times I do not consider
the other people’s feelings.
OR ____ 8. I like arguing or debating.
OR ____ 9. I use few words and get right to
the point.
OR ____ 8. I plan, organize, and run my
life.
OR ____ 9. I want to know what is going to
happen.
Suggested
Careersmarks:
for Your
Four letter code Type
Write down the four letters with
the highest
____________________
This survey was adapted by J. Simpson, 1996
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(Myers-Briggs Test)
The following list is made up of recommended careers, and which careers a certain type seems
to over-represent. Any type can do any job. This list is not a list of the "only jobs you can do", but
simply a guide to which career utilizes the natural talents of each type.
ESTJ - Military, business administrators, managers, police/detective work, judges, financial
officers, teachers, sales representatives, government workers, insurance agents, underwriters,
nursing administrators, trade and technical teachers, Mafia dons. Natural leaders, they work best
when they are in charge and enforcing the rules.
ISTJ - Business executives, administrators and managers, accountants, police, detectives,
judges, lawyers, medical doctors, dentists, computer programmers, systems analysts, computer
specialists, auditors, electricians, math teachers, mechanical engineers, steelworkers,
technicians, militia members. Similar to the ESTJ, they have a knack for detail and memorization,
but work more behind the scenes instead of up front as a leader.
ESFJ - Home economics, nursing, teaching, administrators, child care, family practice physician,
clergy, office managers, counselors, social workers, bookkeeping, accounting, secretaries,
organization leaders, dental assistants, homemakers, radiological technologists, receptionists,
religious educators, speech pathologists. They do best in jobs where they can apply their natural
warmth at building relationships with other people.
ISFJ - Interior decorators, designers, nurses, administrators, managers, secretaries, child
care/early childhood development, social work, counselors, paralegals, clergy, office managers,
shopkeepers, bookkeepers, homemakers, gardeners, clerical supervisors, curators, family
practice physicians, health service workers, librarians, medical technologists, typists. Traditionoriented and down-to-earth, they do best in jobs where they can help people achieve their goals,
or where structure is needed.
ESTP - Sales representatives, marketers, police, detectives, paramedics, medical technicians,
computer technicians, computer technical support, entrepreneurs, comedians, agents, race car
drivers, firefighters, military, loan sharks, con men, auditors, carpenters, craft workers, farmers,
laborers, service workers, transportation operatives. They have a gift for reacting to and solving
immediate problems, and persuading other people.
ISTP - Police, detectives, forensic pathologists, computer programmers, system analysts,
computer specialists, engineers, carpenters, mechanics, pilots, drivers, athletes, entrepreneurs,
firefighters, paramedics, construction workers, dental hygienists, electrical engineers, farmers,
military, probation officers, steelworkers, transportation operatives, hitmen. With the ability to stay
calm under pressure, they excel in any job which requires immediate action.
ESFP - Actors, painters, comedians, sales representatives, teachers, counselors, social workers,
child care, fashion designers, interior decorators, consultants, photographers, musicians, human
resources managers, clerical supervisors, coaches, factory supervisors, food service workers,
receptionists, recreation workers, religious educators, respiratory therapists. Optimistic and funloving, their enthusiasm is great for motivating others.
ISFP - Artists, musicians, composers, designers, child care workers, social workers, counselors,
teachers, veterinarians, forest rangers, naturalists, bookkeepers, carpenters, personal service
workers, clerical supervisors, secretaries, dental and medical staffers, waiters and waitresses,
chefs, nurses, mechanics, physical therapists, x-ray technicians. They tend to do well in the arts,
as well as helping others and working with people.
33
ENFJ - Teachers, consultants, psychiatrists, social workers, counselors, clergy, sales
representative, human resources, managers, events coordinators, politicians, diplomats, writers,
actors, designers, homemakers, musicians, religious workers, writers. They have a gift of
encouraging others actualize themselves, and provide excellent leadership.
INFJ - Counselors, clergy, missionaries, teachers, medical doctors, dentists, chiropractors,
psychologists, psychiatrists, writers, musicians, artists, psychics, photographers, child care
workers, education consultants, librarians, marketers, scientists, social workers. Blessed with an
idealistic vision, they do best when they seek to make that vision a reality.
ENFP - Actors, journalists, writers, musicians, painters, consultants, psychologists, psychiatrists,
entrepreneurs, teachers, counselors, politicians, diplomats, television reporters, marketers,
scientists, sales representatives, artists, clergy, public relations, social scientists, social workers.
Very creative and fun-loving, they excel at careers which allow them to express their ideas and
spontaneity.
INFP - Writers, artists, counselors, social workers, English teachers, fine arts teachers, child care
workers, clergy, missionaries, psychologists, psychiatrists, scientists, political activists, editors,
education consultants, journalists, religious educators, social scientists.. Driven by a strong sense
of personal values, they are also highly creative and can offer support from behind the scenes.
ENTJ - Business executives, CEOs, organization founders, business administrators, managers,
entrepreneurs, judges, lawyers, computer consultants, university professors, politicians, credit
investigators, labor relations worker, marketing department manager, mortgage banker, systems
analysts, scientists. They are born to lead and can steer the organization towards their vision,
using their excellent organizing and understanding of what needs to get done.
INTJ - Scientists, engineers, professors, teachers, medical doctors, dentists, corporate
strategists, organization founders, business administrators, managers, military, lawyers, judges,
computer programmers, system analysts, computer specialists, psychologists, photographers,
research department managers, researchers, university instructors, chess players. They have a
particular skill at grasping difficult, complex concepts and building strategies.
ENTP - Entrepreneurs, lawyers, psychologists, photographers, consultants, sales
representatives, actors, engineers, scientists, inventors, marketers, computer programmers,
comedians, computer analysts, credit investigators, journalists, psychiatrists, public relations,
designers, writers, artists, musicians, politicians. Very freedom-oriented, they need a career
which allows them to act independent and express their creativity and insight.
INTP - Physicists, chemists, biologists, photographers, strategic planners, mathematicians,
university professors, computer programmers, computer animators, technical writers, engineers,
lawyers, forensic researchers, writers, artists, psychologists, social scientists, systems analysts,
researchers, surveyors. Highly analytical, they can discover connections between two seemingly
unrelated things, and work best when allowed to use their imagination and critical thinking.
34
States of Matter Unit
Chapter 3
Pgs. 66-97
Notes from reading chapter:
35
36
Directions: Use Chapter 3, section 1 and teacher notes to complete this page.
Kinetic Theory of Matter:
Behavior of Matter:
States of Matter:
1.
2.
3.
4.
?5.
Solid:
Amorphous Solid:
Liquid:
Gas:
Plasma:
Bose-Einstein Condensate (BEC):
37
38
Name __________________
Hour _______
Slime Lab report
Background: The state of matter of a substance is determined by the movement of the
molecules. You will be making a material and then answering questions about the state
of matter and molecular movements.
Procedure: You will need the following items per group:
1 dixie cup
1 tsp. Glue
1 tsp. Water from the tap
1 tsp starch
Consider the ingredients for a moment:
What state of matter is the water? __________________
What state of matter is the glue? _____________
What state of matter is the starch? _________________
Now add the glue and water together in a dixie cup and stir. What state of matter do you have
now? _________________________
Next, add the laundry starch to your mixture and stir again. What state of matter do you
have now? ____________________
Observations:
Property
Observation
What state is it
Ability to flow
Shape changes
Volume changes
Conclusion questions:
1. What are the “requirements” to be considered a solid?
39
2. What are the “requirements” to be considered a liquid?
3. What are the “requirements” to be considered a gas?
4. What are the “requirements” to be considered a plasma?
5. Using the information you have about states of matter, what state of matter do you
think this substance is?
6. What other materials have you seen that have similar properties to this one?
TEST YOUR HYPOTHESIS
How could you test the ability of the molecules to change position (flow)?
How could you test if the volume is able to change?
How could you test if the shape can be changed?
Now, what state of matter do you think this substance is? _______________________
How certain are you? (check the response below)
_____ Positive
______ Very sure
______ Pretty sure
______ Just a guess
40
Name __________________
Hour _____
Oobleck Lab
Background: It is not always easy to tell if something is a solid, liquid, or gas.
Substances can change states of matter quite easily. For example, solid ice can
melt and become liquid water. Liquid water can evaporate and become a gas.
Procedure: You will need the following items for this lab:
A tin pie plate
½ cup corn starch
¼ cup of water
Analyze the corn starch and water.
What state of matter is the corn starch?____________
What state of matter is the water? __________________
Hypothesize what state of matter you will have when you mix the water and corn
starch:
Mix the corn starch and water together. If you have done this in the right amount,
you will now have a substance that seems to “shift” states of matter as you interact
with it.
Observations:
Take the first observations when the substance is lying undisturbed.
Holds it’s shape?
Will it “flow”?
Has a definite volume?
Take the next observations when the substance is lying on your palm.
Holds it’s shape?
Will it “flow”?
Has a definite volume?
41
Take the final observations when the substance is under pressure (push on it with
your finger, pencil, etc).
Holds it’s shape?
Will it “flow”?
Has a definite volume?
Conclusions:
1. Based on your observations, what state of matter is the Oobleck when it is lying undisturbed
on the pie plate?
2. Based on your observations, what state of matter is the Oobleck when it is lying on your
palm?
3. Based on your observations, what state of matter is the Oobleck when it is under pressure?
4. Explain what is happening in terms of particle movement in each of the trials as
it relates to states of matter.
Pie Plate:
Hand:
Pressure:
5. What you are working with is referred to as a polymer. Polymers can be
categorized as “rubbery” or “glassy” when they are in the solid state. Rubbery
is a flexible state and glassy is a state that can be broken (cracked). Plastic is
another polymer. In terms of temperature, would plastic be Rubbery or Glassy
at warmer temperatures?
42
Scientific Method Review – Cheerio Cylinder
Supplies:
2 transparency sheets
Cheerios
Ruler/Meter stick
Paper plate
Calculator
Background: Well-designed experiments will follow a predictable and logical method,
called the “scientific method.” While there are many forms of the scientific method, they
all have the same basic steps which are:
1.____________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
Using your textbook pages 7-9, please give a definition of the following terms:
Hypothesis: _______________________________________________________
Manipulated variable: _____________________________________________
Thinking back over information covered in class, the manipulated variable
could also be called which of these: (circle one)
OR
independent variable
dependant variable
Responding variable: _______________________________________________
Thinking back over information covered in class, the responding variable
could also be called which of these: (circle one)
OR
independent variable
dependant variable
Procedure:
Obtain 2 overhead sheets (clear plastic)
Roll each into a cylinder: one will be short/wide (cylinder A) and the other
tall/thin (cylinder B)
Put this cylinder on a paper plate (just helps hold the cheerios)
You will be designing an experiment to determine which cylinder will hold more
Cheerios or to determine they will hold the same amount.
Questions:
1. What is the problem or question your experiment is going to solve?
2. List your hypothesis to the problem you stated in question #1:
43
3. How do you plan on comparing the amount of Cheerios in Cylinder A and B?
4. List (in whatever units you choose) the amount of Cheerios in each cylinder:
Cylinder A ______________
Cylinder B ______________
5. State your conclusion to your experiment question:
6. You are now going to solve this mathematically – what is the formula for finding the
volume of a cylinder? (hint: you might want to look in your planner!!)
7. Solve the volume of cylinder A (short/wide) Use centimeters!
8. Solve the volume for cylinder B (tall/thin) Use centimeters!
9. Looking at the math equation, try to explain why the tall/thin cylinder holds less than
the short/wide cylinder.
10. Using a gallon of milk (short/wide) and a 2 liter container of pop (tall/skinny),
determine which would hold more volume (do this with math!)
44
Name ________________________
Period _____
Scientific Method – Spongebob Experiments
The Bikini Bottom Gang loves science class and wanted to do a little
research. Read the description for each experiment and use your
knowledge of the scientific method to answer the questions.
Flower Power
SpongeBob loves to garden and wants to grow lots of pink flowers for his pal Sandy.
He bought a special Flower Power fertilizer to see if will help plants produce more
flowers. He plants two plants of the same size in separate containers with the same
amount of potting soil. He places one plant in a sunny window and waters it every
day with fertilized water. He places the other plant on a shelf in a closet and waters it
with plain water every other day.
(1) What did SpongeBob do wrong in this experiment? Explain.
(2) What should SpongeBob do to test the effectiveness of Flower Power fertilizer? Write
an experiment.
Super Snails
Gary is not the smartest snail in Bikini Bottom and believes he can
improve his brain
power by eating Super Snail Snacks. In order to test this hypothesis, he
recruits SpongeBob and several snail friends to help him with the
experiment. The snails ate one snack with each meal every day for
three weeks. SpongeBob created a test and gave it to the snails before
they started eating the snacks as well as after three weeks. Analyze the data in the chart
and determine whether or not the Super Snail Snacks create
Snail
Before
smarter snails!
Gary
64%
Larry
78%
(3) Based on the data provided, do the Super Snail Snacks work?
Barry
82%
Explain your answer.
Terry
72%
45
After
80%
78%
84%
70%
Bubble Time
Patrick loves bubble gum and would like to be able to blow bigger
bubbles than anyone else
in Bikini Bottom. To prepare for the Bikini Bottom Big Bubble Contest,
he bought five different
brands of bubble gum and needs your help to find the brand that creates
the biggest bubbles.
Write an experiment to test the bubble power of the bubble gum brands
and help Patrick win the contest.
46
Name ____________________
Period _____
Egg Drop Experiment Lab
Procedure:
Your job is to design a protective casing for a raw egg that will allow the egg to be
dropped and not break (not even a crack!) You will have access to the following supplies
only:
1 sheet of newspaper
2 sheets white paper
1 meter string
.5 meter masking tape
2 paper towels
1 rubber band
1 sandwich sized Ziploc baggie
You do not need to use all your supplies, but you cannot give them to other groups. If
you use any supplies other than those listed above, you will receive a 0 on the lab.
You will have one class period to design and build your egg-protection casing. The
following day, we will be testing your design by dropping your egg. Your design must
allow your egg to fall from a height of 2.25 meters. Successful drops will earn your
team an extra 5 points!
Questions:
1. Convert 2.25 meters into feet:
2. Write a description of your egg-protection design (or use a detailed, labeled
sketch)
3. List the supplies you used:
4. Was your egg drop successful? _____ YES (+5)
______ NO
47
48
Use your textbook pages 88-91
Condensation
Evaporation
Sublimation
Solidification
Melting
49
50
Name ________________________
Hour _________
Heat of Fusion/Vaporization Lab
Procedure: You will need the following supplies:
A glass beaker
Burner and ring stand Watch or clock
14-15 ice cubes
A Celsius thermometer
Water
Put enough water in the beaker to just cover the bottom of the beaker. Take the temperature of the water in
Celsius; put this down as the start temperature. After you have the starting temperature you will start to heat
the ice and take the temperature every 30 seconds. Fill out the below chart until you get at least 2 readings while
the water is boiling. BE CAREFUL – boiling water will burn your skin!
Time (min)
Start
Temperature
Observations
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
7
7.5
8
8.5
9
9.5
10
10.5
11
11.5
12
12.5
13
13.5
14
14.5
15
15.5
16
16.5
17
17.5
18
51
Using graph paper, graph your results. You MUST have the following labels
on your graph:
Solid
Liquid
Gas
Heat of Fusion
Heat of Vaporization
Conclusion questions:
1.
At what two points did the temperature not seem to change as much?
2. Explain why the temperature does not rise during the melting of the ice.
Explain what the molecules are doing during this time!!
3. Explain why the temperature does not rise during the initial boiling of the water?
Discuss what the molecules are doing at that time!!
4. What do we call the phase change between solid and liquid?
5. What do we call the phase change between liquid and gas?
6. What do we call the phase change between solid and gas?
7. What units do we measure heat in? (hint: check pgs 86-88 in your book)
8. How many of those units does it take to change 1 g of ice into water?
9. How many of those units does it take to change 1 g of water into steam?
52
You think you’re under PRESSURE????
Pressure:
Boyle’s Law
Says:
Deals with:
Thought Examples:
Formula:
Math Examples:
66 Liters of a gas is at a pressure of 8 atm. What happens to the volume of the gas at 2
atm?
4 L of a gas are under a pressure of 6 atm. What happens to the volume of the gas at 2.00
atm?
53
You think you’re under PRESSURE (again)?
Charles Law
Says:
Deals with:
Thought Examples:
Formula:
Math Examples:
600 mL of air is at 20.0oC. If the temperature is raised to 60oC, what happens to the
volume?
What change in volume results if 60.0mL of gas is cooled from 100 oC to 50oC?
54
Amonton’s Law
Says:
Deals with:
Thought Examples:
Formula:
Math Examples:
10.0L of a gas is found to exert 97.0 kPa at 25o C. What would be
the required temperature (in Celsius) to change the pressure to
100kPa?
55
Combined Gas Law
Says:
Deals with:
Formula:
Math Examples:
As a practice example, 8.0 L of a gas has a pressure of 1 atm and
a temperature of 600 Kelvin. Calculate the temperature when
the volume is 2 liter and the pressure is 2 atm.
56
Name ________________________
Period _____
Boyle’s Bottle Lab
Background: You will be taking pressure measurements with this lab. This is a rare lab
where you will be using English Units instead of SI ones. SI pressure measurements include
atmospheres and mm of Hg. English units of pressure include inches of Hg and pounds per
square inch. The mathematic conversions between those units are:
1 atm = 760 mm Hg = 29.92 in Hg = 14.7 psi
Supplies:
Boyle’s Bottle
Syringe with cap
Bike Pump
Tire gauge
Petroleum Jelly
Procedure: Please follow all directions carefully. Failure to follow these directions can
damage the equipment!
1. Remove the tip cap from the syringe and pull on the plunger until it reaches 9 mL.
Replace the tip cap and put the syringe into the bottle.
2. Rub a small amount of Petroleum jelly around the top rim of the bottle and put
the lid on securely.
3. Connect the bike pump and pump air into the bottle. Do not exceed 50 psi!
4. Remove the pump quickly and look at the syringe. Record the volume of air in the
syringe on the data table.
5. Using the tire gauge, take the air pressure of the bottle and record this on the
data table.
6. Press the valve to release some of the air (1-2 seconds). Repeat your
measurements.
7. Try to get at least 6 pressure/volume measurements.
8. Repeat the entire lab and record under “trial 2”
Data:
Trial One
Bottle Pressure
(psi)
Syringe Volume
(mL)
Trial Two
Bottle Pressure
(psi)
Syringe Volume
(mL)
1
2
3
4
5
6
Questions:
1. Based on your data, what appears to happen to the volume of the syringe as the pressure
goes up?
57
2. Based on your data, what appears to happen to the volume of the syringe as the pressure
goes down?
3. Other than this experiment, give an example of Boyle’s Law using “real life” examples.
Using all 12 pieces of information obtained from the lab, graph the results
Graph: (Use a “dot to dot” line)
Volume (mL)
Pressure (psi)
58
Boyles Law
A gas at a volume of 8 Liters is at a pressure of 2 atm. The
volume is changed to 4 Liters, what must the new pressure
be?
Did the volume go up or down?
UP
Do you expect the pressure to have gone up or down? UP
DOWN
DOWN
Solve:
What was the new pressure? _________________
A gas has a volume of 30 Liters at a pressure of 3 atm. The
pressure is tripled; what is the new volume?
Did the pressure go up or down?
UP
DOWN
Do you expect the volume to have gone up or down?
UP
DOWN
Solve:
What was the new volume? _________________
A gas is at a pressure of 16 atm and a volume of 6 Liters.
The volume is changed to 2 Liters; what is the new pressure?
Did the volume go up or down?
UP
Do you expect the pressure to have gone up or down? UP
DOWN
DOWN
Solve:
What was the new pressure? _________________
59
Charles Law
A gas at a volume of 2 Liters is at a temperature of 10oC.
The volume is changed to 4 Liters, what must the new
temperature be?
Did the volume go up or down?
UP
DOWN
Do you expect the temperature to have gone up or down? UP
DOWN
Solve:
What was the new temperature? _________________
A gas has a volume of 30 Liters at a temperature of 40oC.
The temperature is doubled; what is the new volume?
Did the temperature go up or down?
UP
DOWN
Do you expect the volume to have gone up or down?
UP
DOWN
Solve:
What was the new volume? _________________
A gas is at a volume of 24 Liters and a temperature of 60oC.
The volume is changed to 4 Liters; what is the new
temperature?
Did the volume go up or down?
UP
DOWN
Do you expect the temperature to have gone up or down? UP DOWN
Solve:
What was the new temperature? _________________
60
61
62
Name _______________________
Gas Law Problems
Abbreviations and Conversions
K = temperature measurement
°C - degrees Celsius
atm = pressure measurement
Formulas:
P1V1 = P2V2
V1/T1 = V2/T2
P1V1/T1 = P2V2/T2
mm Hg = pressure measurement
mL = volume measurement
L = volume measurement
V1T2 = V2T1
P1T2 = P2T1
P1/T1 = P2/T2
Solve each problem and then circle which gas law best applies to the
situation. SHOW YOUR WORK!!!
1. What is the final volume of a 400.0 mL gas sample that is subjected to a temperature
change from 22.0 °C to 30.0 °C and a pressure change from 760.0 mm Hg to 360.0 mm
Hg?
BOYLE
CHARLES
AMONTONS
COMBINED GAS LAW
2. 2. The original volume of a gas was 400.0 L at a pressure of 0.250 atm. What is the
volume at 2.00 atm?
BOYLE
CHARLES
AMONTONS
COMBINED GAS LAW
63
3. The volume of a gas originally at 273 K was recorded as 480 mL. What volume would
the same gas occupy when subjected to a temperature of 91 K?
BOYLE
CHARLES
AMONTONS
COMBINED GAS LAW
4. A gas sample is at 26 °C and 1825 mm Hg. Determine the temperature of the gas if the
pressure goes to 1140 mm Hg.
BOYLE
CHARLES
AMONTONS
COMBINED GAS LAW
5. 2.00 liters of hydrogen at a pressure of 750.0 mm Hg, is expanded to a volume of
20.0 liters. What is the new pressure?
BOYLE
CHARLES
AMONTONS
COMBINED GAS LAW
BONUS 6. If the temperature of a given quantity of gas is doubled and the pressure
tripled, what happens to the volume of the gas (does it go up/down and by how much?
you need to show how you know the answer)
64
Name ________________________
Period _____
Date____________
Boyle’s vs. Charles Lab
Background: You have now had an opportunity to learn about two different gas laws –
Charles Law and Boyle’s Law. This lab will allow you to work with both laws to understand
them even better!
Supplies:
400 mL beaker
syringe with tip cap
ice and water
textbooks
2 wood blocks
thermometer
Procedure 1: Please follow these steps carefully – failure to do so may result in burns!
1. Remove the tip cap and pull back the syringe plunger until you have drawn in 20mL
of air. Replace the tip cap.
2. Carefully put the syringe tip first into the hot water that has been prepared for
you by your instructor. (you will have to hold it by the plunger)-THE TIP OF THE
SYRINGE SHOULD BE SUSPENDED IN THE WATER, NOT PUSHED AGAINST
THE BOTTOM OF THE BEAKER!!
3. Allow about two minutes to pass and record the volume of the syringe and the
temperature of the water in Data Table 1 below.
**Note: Prior to taking each volume reading, quickly push on the plunger and allow it to
spring back. This helps to correct for some of the friction force between the plunger and
tube**
4. Add some cool water and bring the water down to around 40 o C (you might need
to dump out some of the warm water to do this)
5. Again, submerge the syringe and take the volume and temperature readings after
2 minutes.
6. Add enough cold water and/or ice bring the temperature down to around 25 oC.
7. Again, submerge the syringe and take the volume and temperature readings after
2 minutes.
8. Put your syringe into the ice bucket, (which is probably around 0oC.)
9. Take the volume and temperature readings after 2 minutes.
Data Table 1:
Water Temperature (oC)
Syringe Volume (mL)
65
Questions:
1. As the temperature went down, what happened to the volume?
2. Is this a demonstration of Charles or Boyle’s Law?
3. Describe why the volume changed as the temperature changed. (Hint: How does
temperature relate to molecular movement?)
Graph: Using your four temperature/volume measurements, graph the results of this
experiment. Use a “best fit line” graph
Volume (mL)
Temperature (oC)
66
Procedure 2: For this procedure you will need the two wooden blocks, large syringe and
syringe tip cap, and 5 textbooks.
1. Remove the plunger and insert the top of the plunger into the wood block (don’t push so
hard that you break the plastic plunger)
2. Put the plunger in at 25mL and put the tip cap on.
3. Place the tip cap into the other wood block.
4. Record the air volume in Data Table 2.
5. Add one book to the top wood block (you may need to hold the book to help balance it).
Record the volume.
6. Continue to add books and record the volume.
7. Repeat for “Trial two)
Data Table 2:
Number of books
0
1
2
3
4
5
Volume (trial one)
Volume (trial two)
Graph: Using your 12 points (6 from trial one, 6 from trial two), graph your results Use a
“dot to dot” graph.
Volume (mL)
67
Number of Books
States of Matter Unit
Chapter 13
Pgs 389-409
Notes from this unit:
68
Fluid Behavior Notes
A fluid is:
Bernoulli’s Principle
Says:
Drawing for Bernoulli:
How to speed up a fluid:
Real-world applications:
Memory hook:
Archimedes Principle
Says:
Bouyancy:
Real-world applications:
Memory hook:
Pascal’s Principle
Says:
Drawing for Pascal:
Real-world applications:
Memory hook:
69
70
Name ___________________
Period __________
Archimedes Principle Lab
What does Archimedes Principle say? __________________________
_________________________________________________________
Part 1: Buoyancy of a Floating Object
A. Use the balance to measure the mass (grams) of a dowel.
______ g
B. Put 80 mL of water into a 100mL graduated cylinder
_______ mL
C. Lower the dowel into the cylinder until it is floating.
Record the new level of the water.
_______ mL
D. How many mL did the water level rise? (C-B)
_______ mL
E. How does the measured rise in water level compare to the mass of the dowel? (is
it less, more, or the same as the weight?
__________________________________
F. How does this relate to Archimedes Principle? (Remember that 1 mL of water
weighs 1 grams)
_______________________________________________________
_________________________________________________________
G. Push the dowel down with the point of a pencil until it is just under the water.
Record the new volume of the water.
______ mL
H. Subtract the original water volume (without the dowel) from this final volume to
find the volume of the dowel. (G – B)
_______ mL
I. Calculate the density of the dowel by dividing the mass by the volume. Show
your work here: (A / H)
Density: ______ g/mL
J. Is the density of the dowel more or less than the density of water?
71
Part 2: Buoyancy of a sinking object
Define buoyant force: ____________________________________________
______________________________________________________________
K. Use string to hang ____ weights on the balance. Record the mass of the object
in grams.
_______ g
L. Carefully place a beaker of water on the balance support and submerge the
object completely in the water.
M. Record the mass of the submerged object.
________ g
N. Fill a graduated cylinder about ¾ full of water.
Record the volume of the water.
_______ mL
O. Carefully place the object in the water so that it is completely
submerged. Record the new volume.
_______ mL
P. How much water was displaced by the object? (O-N)
_______ mL
Q. What is the mass of the water displaced? (remember- 1 mL of
water weighs 1 gram)
________ g
R. How much less does the object weigh when it is submerged? (K-M) ________ g
S. Compare the answers to K and Q and determine which one was greater. Use this
information to explain why these objects were not able to float.
72
Name ___________________
Period _____
Sugar Water Density Lab
Background: This lab will allow you to brainstorm and problem solve with your group in
order to make a 4 layered solution using only water, sugar, and food coloring.
Procedure:
1. Put some water into a plastic cup. Add one drop of food coloring. Add an amount
of sugar that you feel would be sufficient (Keep in mind that this will be your BOTTOM
layer)
2. Put water into your second cup. Again add your choice of food coloring and your
choice in the amount of sugar. CAREFULLY pour this solution on top of the solution you
made in step one. (TIP: pour the solution down a spoon slowly instead of just dumping it in)
3. Continue to make layers until you have a four layer solution. If your layers aren’t
successful, dump them out and try again!
Rules/Tips:
1. Every layer must include water, sugar, and food coloring – no “sugar only” layers
2. Your teacher must be able to see 4 different layers
3. Avoid having two “dark” layers next to each other – it makes it hard to tell the
difference between them!
4. Do not bring your solution to your teacher, get your teacher to come to you!
5. You will need your whole solution to fit in one cup – adjust your water amounts
accordingly
When you have a successful 4-layered solution, show your teacher and have them
initial here: _________
List your final result information:
Amount of sugar in top layer:
_____________
Amount in 2nd layer:
_____________
Amount of sugar in 3rd layer:
_____________
Amount of sugar in bottom layer:
_____________
Unsuccessful groups only: Write a paragraph explaining how this should have worked.
(make sure to relate it to density)
73
74
Name ___________________
Period ______
Density Lab
Purpose: To determine the density of a variety of substances.
Supplies: graduated cylinder
Wooden blocks
balance
calculator
glass rods
ruler
copper strips
Procedure:
1. Examine the graduated cylinder. How much change in volume does each line or
“dash” on the graduated cylinder scale represent? __________ mL
2. Using the graduated cylinder, find the volume of the 5 copper strips by using a
technique called water displacement. In order to do this, put water into the
graduated cylinder and record the amount of water. Carefully slide all the strips
into the graduated cylinder and record the water level. The volume of the strips is
the difference between those two volumes.
Volume of water
Volume of water +
strips
Volume of strips
Trial 1
Trial 2
Trial 3
Average volume:
3. Dry the copper strips and find the mass of all the strips
________ g
4. Determine the density of copper. Show your work. Remember the formula for
density!!
Calculated copper density: _______ g/mL
75
5. The actual density of copper is 8.92 g/mL. How does that number compare with
your calculated result? How far “off” were you?
6. What are some reasons that your value may differ from the actual density?
7. Find the volume of the glass rods by the water displacement technique.
Volume of water
Volume of water +
glass
Volume of glass
Trial 1
Trial 2
Trial 3
Average volume:
8. Dry the glass rods and find their mass:
___________ g
9. Calculate the density of the glass. Show your work.
_________ g/mL
10. Obtain a small wooden block. List the letter code on that block: ______
Measure the block with a ruler:
Length = ______cm
Width = ______ cm
Height = ________cm
11. Calculate the volume of the wooden block. (V = l x w x h)
12. Find the mass of the wooden block.
__________ g
13. Calculate the density of the wooden block. Show your work! ____ g/mL
76
Name _________________
Period ____
Total of 10
States of Matter Unit
You may choose from any of the activities listed below, but you must do enough
activities to add up to at least 10! Please circle the activities you are completing. You
may choose to go over 10, but you will not be able to receive more than 35 points out
of the 30 point assignment.
Value number
Activity Description
2
Complete the Venn Diagram comparing and contrasting Amonton’s, Charles’,
Boyle’s, and the Combined Gas Law.
2
Create a word search using at least 14 vocabulary terms from the States of
Matter unit (we suggest www.puzzlemaker.com) Supply an answer key.
2
Design a flowchart showing the 4 states of matter, the phase changes between
them, and an example of each state of matter.
4
Write your own Gas Law worksheet that includes 5 mathematical gas law
problems that include at least one from each of the four studied gas laws. You
must also provide an answer key for this worksheet.
4
Define the principles of Bernoulli, Archimedes, and Pascal and provide a sketch
showing a real world application of each.
4
Create a crossword puzzle using at least 24 terms from this unit. (we suggest
www.puzzlemaker.com) Supply an answer key.
6
Design an experiment that demonstrates Bernoulli’s, Archimedes, or Pascal’s
principle. Follow the scientific method and include step by step directions for
this experiment.
6
Research and write a ½ page essay on the Bose-Einstein Condensate. Include a
list of the sources used in your research.
10
Write a creative short story that includes at least 3 states of matter, 2 gas
laws, and 1 of either Archimedes, Pascal’s or Bernoulli’s principles.
10
Produce a YouTube video explaining and demonstrating at least one of the fluid
principles or Gas Laws. Include a copy of your “script” and email your teacher
the URL for this video.
_______ point value x 3 = ________/30
77
Matter Classification Unit
Chapter 2
Pgs 37-65
Notes from this unit:
78
Chapter 2 Vocab
pure substance
Your definition
Examples/Info
element
compound
heterogeneous
mixture
homogeneous
mixture
solution
suspension
colloid
physical
properties
viscosity
79
malleability
physical changes
chemical
properties
chemical changes
Hints of a
chemical change:
1.
2.
3.
4. (not in book)
precipitate
Law of
Conservation of
Mass
see page 193
80
Name ________________________
Hour _____
Chemical Reaction or Physical Change
S’mores Lab
Background: You have studied the difference between a chemical reaction and a
physical change. Now it is time to put your knowledge to the test (and eat food, too!)
Procedure:
You will use a burner to roast a marshmallow (they are perfectly safe to eat!)
You will use your roasted marshmallow to make a s’more
Answer all the questions below.
Warnings:
Do NOT start the skewer on fire. If you are found “playing with fire” your entire
group is done with the lab and you will be returning to my room after school.
Should your marshmallow accidentally catch fire – simply blow it out.
Conclusion Questions:
1.-3. Name three hints that a chemical reaction has taken place:
1.
2.
3.
4. What “new substance” was formed on your marshmallow when you roasted it? (You
can just describe it if you don’t know what it is called)
5. What happened to the chocolate when you put your roasted marshmallow on it?
Using the list of things that happened during your s’more making, circle if it was a
chemical or physical change:
6. Marshmallow got warmer
CHEMICAL
PHYSICAL
7. Marshmallow turned brown
CHEMICAL
PHYSICAL
8. Chocolate melted
CHEMICAL
PHYSICAL
9. Black “stuff” formed on the marshmallow
CHEMICAL
PHYSICAL
10. You broke the graham cracker in half
CHEMICAL
PHYSICAL
11. You bit the s’more with your teeth
CHEMICAL
PHYSICAL
12. The s’more was digested
CHEMICAL
PHYSICAL
81
82
Name _______________________
Hour _____
Lab - Element, Compound or Mixture?
Background: You have learned the definition of several types of materials such as
element, solution, compound, mixture. You will now put that knowledge to the test in
identifying materials and categorizing them.
Procedure:
Obtain a plastic bag with the following items in it: chalk, salt,
aluminum, granite, sugar water, copper, and solder. Each item is numbered.
Your job is to identify each item (do NOT taste anything to identify it!) and
classify it.
Identity means what it actually is from the above list. Classification
will be: homogeneous mixture, heterogeneous mixture, element, compound,
colloid, or suspension.
Item
Identity
1
____________
Classification
____________________
2
____________
____________________
3
____________
____________________
4
____________
____________________
5
____________
____________________
6
____________
____________________
7
____________
____________________
Conclusion questions:
1. If you know the name of a substance, what is an easy way to determine if it is an
element?
83
2. How is a compound different from a mixture?
3. List three common ELEMENTS that you can find in your home (you can’t
use any from the lab you just did!)
4. List two common compounds you can find in your home (you can’t use any
from the lab)
5. Give a common example of a colloid.
6. Give a common example of a suspension.
7. Give a common example of a solution.
8. What is a homogeneous mixture?
9. What is a heterogeneous mixture?
84
Name __________________
Hour ____
Chapter 2 Overview
Using Chapter 2 in your book or your notes, answer the following questions:
Put an E if an item is an Element or a C if you think it is a compound:
______ 1. iodine
______ 2. salt
______ 3. sugar
______ 4. chlorine
______ 5. water
______ 6. oxygen
______ 7. carbon dioxide
8. Would the atoms of one element be all the same, or be different? ________________
9. Would the molecules of one compound be all the same, or be different? ____________
10. Two or more atoms chemically combined creates a: ___________________
11. Is milk a mixture or a substance? _____________________
12. Is a colloid a mixture or a substance? _________________
Definitions. Give definitions of the following:
13. element: _____________________________________________________________
14. compound: ___________________________________________________________
15. mixture: _____________________________________________________________
16. colloid: ______________________________________________________________
17. A suspension is a heterogeneous OR homogeneous type of solution? (circle the right
one)
18. A colloid OR a solution will scatter light as it passes through it. (circle the right one)
85
19. A suspension OR a solution will have particle “settle” as it sits undisturbed. (circle
the right one)
20. Solutions OR suspensions have particles filtered out with filter paper. (circle the right
one)
21. – 23. List at least 3 PHYSICAL properties of this piece of paper.
24. Describe one physical change you could make to this piece of paper.
25. List at least one chemical property of this piece of paper.
26. If I burned this piece of paper and captured all the dust, gas, ash, smoke, etc. from
that burning, would all that stuff have a mass more, less, or the same as this paper?
27. Give a definition of the Law of Conservation of Mass: _________________________
________________________________________________________________________
28. – 30. List three “clues” that a chemical reaction has taken place.
86
Name _____________________
Hour ______
Chemical Changes Lab
Background: You have learned that physical changes do not really change the composition of
something; they just change the appearance. Chemical changes, on the other hand, do cause
a change in the material. You will experiment with different examples of chemical changes.
You have learned some “hints” that show you whether or not a change was a chemical one.
List these four “hints” here:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
Experiment #1: Requires safety goggles!
Materials:
Goggles
Graduated cylinder
Glass beaker
Ammonium Chloride
Thermometer
1. Fill the glass beaker with 40mL of water. Take the temperature of the water and record
it here: _________________
2. Add ½ tsp (about 2g) of ammonium chloride to the water and stir until it is dissolved.
Take the temperature of the water and record it here: __________
3. In what way did the temperature change?
4. Would this reaction be an example of a physical or chemical reaction? (circle one)
PHYSICAL CHANGE
CHEMICAL CHANGE
5. What was the “hint” that gave you the answer to #4 above?
Clean up: This solution is safe to go down the sink with plenty of water. Please rinse out the beaker and rinse off
the thermometer and stirring rod. Please wipe up any spills in the lab area.
Experiment #2: Requires safety goggles!
Materials:
Goggles
Graduated cylinder
Vinegar
Baking soda
1. Fill the glass beaker with 20mL of vinegar. Add ½ tsp of baking soda. What do you
observe?
87
2. Would this be a physical or chemical change?
3. What was the “hint” that gave you the answer to #2 above?
Clean up: pour the solution down the sink drain. Rinse the beaker with water. Please wipe up any spills in the lab
area.
Experiment #3
Materials:
Candle
1. Light a candle and observe it for a few minutes. List at least two changes or
observations and decide if they were the result of physical or chemical change.
Observation 1: ___________________________________ PHYSICAL or
CHEMICAL
Observation 2: ___________________________________ PHYSICAL or CHEMICAL
Experiment #4: Requires safety goggles. Do this experiment ONLY in the designated area
of the room!
Materials:
Wood piece
Glycerin
Potassium permanganate
Water
1. Put 1/8 tsp of potassium permanganate on the wood piece. Describe what the potassium
permanganate looks like:
2. Using the back of the measuring spoon, put a small dent in the pile of potassium
permanganate. Add 2-3 drops of glycerin into the dent. Add 1-2 drops of water onto the
glycerin. What do you observe happening?
3. Describe the appearance of the remaining material on the piece of wood:
4. What this a physical or chemical change? (circle one)
PHYSICAL CHANGE
CHEMICAL CHANGE
5. What “hints” (at least two) lead you to your answer for #4 above?
1.
2.
Clean up: Scrape the remaining material into the provided disposal container. Wipe up any spills in the lab area.
88
Activity 5: Chemical Changes
Consider that you are going to be teaching a group of elementary students (somewhere in
grades K-2nd) about chemical changes. Your time frame for this lesson would be 20 minutes.
You are not limited by materials or cost. Fill out the following about your lesson:
Lesson type: Chemical Changes
Materials needed: (list materials you would need for your lesson)
Introduction: (how would you introduce the activity)
Activity procedures: (Describe the activity and information you would need to teach the
students)
Objectives: List three things that your student would be able to understand about chemical
changes once your lesson was over:
1.
2.
3.
89
Activity 6: Physical Changes
Consider that you are going to be teaching a group of elementary students (somewhere in
grades K-2nd) about chemical changes. Your time frame for this lesson would be 20 minutes.
You are not limited by materials or cost. Fill out the following about your lesson:
Lesson type: Physical Changes
Materials needed: (list materials you would need for your lesson)
Introduction: (how would you introduce the activity)
Activity procedures: (Describe the activity and information you would need to teach the
students)
Objectives: List three things that your student would be able to understand about physical
changes once your lesson was over:
1.
2.
3.
90
Name___________________
Period _____
Conservation and Changes
Supplies needed:
Snack size Ziploc baggie
Film canister
Diluted cabbage juice
Graduated cylinder
Balance
Goggles
Calcium Chloride
Sodium Bicarbonate
Procedure:
Follow the steps carefully and IN ORDER. Wear your goggles during the entire lab.
1. Place ½ tsp of calcium chloride and ½ tsp of sodium bicarbonate (baking
soda) into the Ziploc baggie.
Question 1: Calcium chloride and sodium bicarbonate are both examples of:
Elements
Compounds
Mixtures
Question 2: Describe the physical appearance of each of these:
Calcium chloride: _______________________________________
Sodium Bicarbonate: ____________________________________
Question 3: When you combine calcium chloride and sodium bicarbonate, you
create:
A new compound
A heterogeneous mixture
A homogeneous mixture
2. Measure 12mL of diluted cabbage juice and put it into the film canister
Question 4: Describe the color of the cabbage juice: ______________________
3. CAREFULLY put the film canister into the baggie without spilling it.
4. Carefully squeeze to remove as much air as possible from the baggie and
Ziploc it
shut. (check to make sure it is sealed. If you don’t seal it, you’ll
ruin your lab!)
5. Without tipping over the film canister, find the mass of your baggie and its
contents.
Question 5: How much does your baggie and contents weigh? ____________ g
6. Return to your desk with the baggie and with the baggie still sealed shut,
tip over the film canister.
91
7. Calmly observe and record as many changes as you can. (do not open the
bag)
Question 6: List the changes you observe and determine if those changes are
physical or chemical. (it may take 2-3 minutes to fully react)
Change:_____________________
PHYSICAL
CHEMICAL
Change:_____________________
PHYSICAL
CHEMICAL
Change:_____________________
PHYSICAL
CHEMICAL
Change:_____________________
PHYSICAL
CHEMICAL
8. Without opening the bag, re-measure the mass of the baggie and its
contents.
Question 7: What does the baggie and contents weigh after the reaction is over?
Question 8: How does this relate to the Law of Conservation of Mass?
9. Observe the contents of the baggie.
Question 9: In what way(s) have the contents of the baggie changed?
Question 10: The law of Conservation of mass states that mass is neither created
or destroyed in a chemical reaction. But, when an iron nail rusts, it weighs more
with rust than it did before it rusted. Which option below explains why this is
possible.
A. The Law of Conservation of Mass doesn’t apply to rusting.
B. The iron has chemically combined with oxygen in the air to form rust, so if
you add the mass of that oxygen to the mass of the iron, you will get the mass of
the rusted nail.
C. Rusting is a physical change and the Law of Conservation of Mass only
applies to chemical changes.
**Clean up the lab by dumping the baggie contents down the drain, rinsing off
the film container and throwing the baggie away**
92
Name __________________
Hour ____
Finding Nemo Guide
These questions come from nearly EVERY unit we have covered so far this year!
Feel free to use your notes!
1. The state of matter that Nemo and the other fish live in is:
2. Whose principle determined the amount of water that needs to be displaced for the boat
in the movie to float?
3. List one Physical Trait that the “aquascum 2003” lists for the aquarium water.
4. List one Chemical Trait that the “aquascum 2003” lists for the aquarium water.
5. Is the temperature of the water given in SI or English units? What is the temperature
according to the “aquascum?”
6. Is the gravel at the bottom of the tank in the dentist office a homogeneous or
heterogeneous mixture?
7. What principle discussed in class explains why Nigel can fly?
93
8. When the angler fish lights up, would this be a physical or chemical change?
9. What type of mixture would the salt water of the ocean be considered to be?
10. Would the damage to Nemo’s fin be considered a physical or chemical property?
11. Whose gas law could be demonstrated by Darla squeezing the plastic sack Nemo was
in?
12. – 14. Name at least one gas, one liquid, one solid seen in the movie.
Gas:
Liquid:
Solid:
15. When the bombs are exploded by the torpedo: is this a chemical or physical change?
16. Name one suspension seen in the movie.
17. Name one homogeneous mixture (not already mentioned in this worksheet) in the
movie.
18. Name one heterogeneous mixture (not already mentioned in this worksheet) in the
movie.
94
Atomic Structure and History
Chapter 4
Pgs 98-123
Notes from this unit:
95
96
Chapter Definition
4 Vocab
Examples, Memory
Hook, sketch, etc
Atom
Nucleus
Proton
Neutron
Isotopes
Quark
(see page
305)
Lepton
(not in book)
Electron
Ion
97
Important Discovery-Atomic Models
You are a lab assistant to a scientist who has just made an important discovery! It is your job to
get the word out to the public. To do this, you will be creating a flier (poster) that can be hung all
over town. This flier must include, but is not limited to, the following information:
 Who is the scientist recognized with the discovery?
 What is the theory that is being proposed?
 If this is a new and/or improved model of the atom, how is it different than the previous
accepted model?
 How did the scientist gather evidence for his theory?
 What does the model of the atom look like that your scientist is proposing? (Include a
visual)
Create your flier using paper and colored pencils. If you would like, you could “jazz up” your
model by making it on a computer – some time and instruction will be provided for you. When
finished, you will share the fliers with classmates.
How will you be graded?
Attach this sheet to your flier when you hand it in!
5 points
3 -4 points
1-2 points
Description of
the model
Description
accurately
describes the
model.
Description is
confusing, but
adequately
describes model.
Description
inaccurately
describes the
model.
How is it
different than
previous
models?
Comparison to
previous model
is accurate.
Comparison to
previous model
is somewhat
accurate.
Comparison to
previous model
is inaccurate.
How did the
scientist make
this discovery?
Method/s to
discovery
described
accurately.
Method/s to
discovery
described
somewhat
accurately.
Method/s to
discovery
inaccurately
described.
What does the
atom look like?
Visual is an
accurate
portrayal of the
model.
Visual is a
somewhat
accurate
portrayal of the
model.
Visual is an
inaccurate
portrayal of the
atom model.
Points
Earned
Total
98
Atom Models
History of the Atom
Dalton’s ideas
Drawing:
Also called:
4 main points:
*
*
*
*
Thomson’s Model
Also called:
Drawing:
Looked like:
Main points:
Rutherford’s Model
Drawing:
Also called:
Looked like:
Main points:
99
Bohr Model
Drawing:
Based on:
Main points:
Electron Cloud Model
Time frame:
Drawing:
Based on:
More accurate:
Standard Model
Time frame:
Drawing:
Based on:
More accurate:
100
The Standard Model
Going beyond Protons, Neutrons and Electrons
Although the Proton, Neutron and Electron have been considered the fundamental
particles of an atom, recent discoveries from experiments in atomic accelerators
have shown that there are actually 12 fundamental particles. They are divided into
two classes, consisting of Leptons and Quarks. The proton and neutron are no
longer considered fundamental particles in this sub-atomic classification.
Questions you may have about sub-atomic particles are:

What are the Leptons?

What are the Quarks?

How does this all fit with atomic physics?
Leptons
The Lepton classification of sub-atomic particles consists of 6 fundamental
particles and their 6 anti-particles (opposites):

Electron
and
Anti-electron

Muon
and
Anti-muon

Tau
and
Anti-Tau

Electron Neutrino
and
Electron anti-neutrino

Muon Neutrino
and
Muon anti-neutrino

Tau Neutrino
and
Tau anti-neutrino
Electron, Muon and Tau Leptons
The Electron remains a fundamental particle, as it was in the Atomic Theory. It
has an electrical charge of (-1) and plays an active role in chemical reactions.
The Muon is primarily a result of a high-energy collusion in an atomic
accelerator. The Muon is similar to an Electron, only heavier.
The Tau particle is similar to a Muon, only heavier yet.
Muon and Tau particles are unstable and exist in nature for a very short time.
Neutrinos
Neutrinos are small and have no electrical charge. This makes them extremely
difficult to detect. They can possess a large amount of energy and the very rare
times they do collide with another particle, that energy can be released.
In central Russian in the early 1900s, "something" exploded, knocking down
hundreds of trees in the forest, around a single point. Scientists speculate that this
was caused by a speeding Neutrino striking an atom.
The types of neutrinos are:
101

Electron Neutrino, which has no charge and is extremely difficult to
detect

Muon Neutrino, which is created when some atomic particles decay

Tau Neutrino, which is heavier than the Muon Neutrino.
Quarks
Another group of sub-atomic particles are the Quarks. Just like their name, they
exhibit unusual characteristics. The fundamental particles among the Quarks are:

Up and Down Quarks

Charm, Strange, Top and Bottom Quarks

All these quarks also have an opposite anti-quark.
Other particles are made up of combination of Quarks.
Up and Down Quarks
The Up Quark has an electrical charge of (+2/3). The Down Quark has an
electrical charge of (-1/3).
Proton
The Proton is made up of two Up Quarks and one Down Quark. The electrical
charge of the proton is then: (+2/3) + (+2/3) + (-1/3) = (+1).
Neutron
The Neutron is made up of one Up Quark and two Down Quarks. The resulting
electrical charge of the Neutron is: (+2/3) + (-1/3) + (-1/3) = (0).
Charm, Strange, Top and Bottom Quarks
The Charm Quark has the same electrical charge as the Up Quark but is
heavier. The Top Quark is then heavier than the Charm.
The Strange Quark has the same electrical charge as the Down Quark but is
heavier. The Bottom Quark is then heavier than the Strange.
Quarks that are together are referred to as:
Hadrons
Baryons have three quarks and Mesons have one quark and one anti-quark
In conclusion
According to Sub-Atomic Theory, the fundamental particles now consist of 6
Lepton particles (and their opposites) and 6 Quark particles (and their opposites).
Other particles are made up of combination of Quarks. An Electron is still a
fundamental particle, but Protons and Neutrons are combinations of Quarks.
102
Name ______________
Hour ________
What Makes Up an Atom?
Using your book and notes, answer the following questions
1. – 2. What two sub-atomic particles make up the nucleus of the atom?
3. What charge does a proton have?
4. Considering the fact that they have no charge, what is the purpose of
neutrons?
5. What sub-atomic particles are negatively charged?
6. The number of ______________ determines what element it is.
7. If the atomic mass of Carbon is 13, how many neutrons would that atom
have?
8. What is the name of the smaller particle that makes up protons?
9. What is the name of the smaller particles that makes up electrons?
103
10. – 11. Unless it is an ion, atoms will have the same number of
___________ and ____________.
12.- 13. Draw an example of an atom using Bohr’s model.
14. – 15. Draw an example of the “Plum Pudding” model.
16. Who “designed” the Plum Pudding Model?
17. Which atomic model is considered to be the most accurate today?
18. -20. Name at least three kinds of quarks.
104
Name:
In the center of Matterville, there is a
place called the Nucleus Arcade, where two
members of the Atoms Family like to hang
out. Perky Patty Proton, like her sisters, is
quite large with a huge smile and eyes that
sparkle (+). Patty is always happy and has a
very positive personality. Nerdy Nelda
Neutron is large like Patty, but she has a
boring, flat mouth and eyes with zero
expression (o). Her family is very apathetic
and neutral about everything. Patty, Nelda,
and their sisters spend all their time at the
arcade.
Around the Nucleus Arcade, you will
find a series of roadways that are used by
another member of the Atoms Family,
Enraged Elliott Electron. Elliott races madly
around the Arcade on his bright red chromeplated
Harley-Davidson. He rides so fast that
no one can be sure where he is at any time.
Elliott is much smaller than Patty and Nelda
and he is always angry because these bigger
relatives will not let him in the Arcade. He
has a frown on his face, eyes that are squinted
with anger, and a very negative (-) attitude.
The first energy street can only hold
only two Electron brothers. The second
energy street, called the Energy Freeway, can
hold 8 brothers. The third energy street, called
the Energy Superhighway, can hold 18 of the
brothers.
The morale of Matterville is stable as
long as each negative Electron brother is
balanced out by one positive Proton sister.
The number of residents in Matterville
depends on the Proton and Neutron families.
Description:
Favorite Activity:
Name:
Description:
Favorite Activity:
Name:
Description:
Favorite Activity:
Challenge: What would happen to the morale
of Matterville if one Elliott Electron was
kidnapped?
105
Contains protons and neutrons
Can hold up to 2 electrons
Can hold up to 8 electrons
Can hold up to 18 electrons
1st Verse:
They’re tiny and they’re teeny,
Much smaller than a beany,
They never can be seeny,
The Atoms Family.
Chorus
2nd Verse:
Together they make gases,
And liquids like molasses,
And all the solid masses,
The Atoms Family
Chorus
Chorus:
They are so small.
(Snap, snap)
They’re round like a ball.
(Snap, snap)
They make up the air.
They’re everywhere.
Can’t see them at all.
(Snap, snap)
3rd Verse:
Neutrons can be found,
Where protons hang around;
Electrons they surround
The Atoms Family.
Chorus
106
Periodic Table Unit
Chapter 5 (sections 5.1 and 5.2)
Pgs 124-138
Notes from this unit:
107
108
109
110
Name ________________________
Hour _________
Periodic Table Lab
Background: We have started to use the periodic table, but haven’t learned much about
the way it is set up. The periodic table is grouped so that elements in the same row share
a characteristic and the elements in the same columns share a same characteristic.
Mendeleev (the guy credited with setting up the first periodic table) had to do this very
thing with elements as he devised the periodic table.
Procedure:
Obtain a plastic bag with the following 12 items in it:
Paper clip
Brass fastener
Paint brush
Pop can tab
Spoon
Wood screw
Piece of Paper
Fork
Business card
Paper towel
Rubber band
Dixie cup
If you are missing an object, please let your teacher know so you can get a replacement.
Using the grid supplied to you, align the 12 objects into rows (horizontal) and columns (vertical).
Each row and column must have a common trait for all the items.
Conclusion questions:
1. Fill in the following representation of your grid:
Column 1
Column 2
Column 3
Column 4
Row 1
Row 2
Row 3
2. What is the common trait in Row 1?
3. What is the common trait in Row 2?
111
4. What is the common trait in Row 3?
5. What is the common trait in Column 1?
6. What is the common trait in Column 2?
7. What is the common trait in Column 3?
8. What is the common trait in Column 4?
9. What does the name “Periodic” mean? (hint: a dictionary)
10. Who was the first man to develop a periodic table?
11. What do we call the vertical columns of a periodic table?
12. What do we call the horizontal rows of a periodic table?
13. What is another name for the group 17 elements? (hint: use your periodic table in your
planner)
14. What is another name for the group 18 elements? (hint: use your periodic table in your
planner)
15. What is kind of unique about the group 18 elements?
Name ________________________
112
Period _______
Atomic Masses Lab
Background: You have discovered where on the periodic table to find information about
the number of protons and atomic weights. Now it is time to see how they are related and
connected to one another.
Procedure:
Obtain a bag of M&M’s (don’t eat these; they are for the lab only). There should be
two colors of M&M’s in your bag. Decide which color will represent protons and which will
represent neutrons.
Proton color: __________________________
Neutron color: _________________________
Using the Periodic Table in your planner, on the wall, or in your binder, make a model of the
nucleus of a Carbon 12 atom.
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
Now develop a model of a Carbon 13 atom.
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
Now develop a model of a Carbon 14 atom.
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
What is the average mass of the three Carbon atoms? ___________ grams
Using the Periodic Table in your planner, on the wall, or in your binder, make a model of the
nucleus of a Phosphorous 30 atom.
113
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
Now develop a model of a Phosphorous 29 atom.
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
Now develop a model of a Phosphorous 33 atom.
How many protons does it have? ___________
How many neutrons does it have? __________
Using a balance, find the mass of your nuclear model: ____________ grams
What is the average mass of the three Phosphorous atoms? _______ grams
Conclusion questions:
1. How do you determine the number of protons in your atom?
2. How do you determine the number of neutrons in your atom?
3. If you change the number of neutrons, do you still have the same element?
4. If you change the number of protons in an atom, do you still have the same element?
5. In ancient times, people tried to turn lead into gold (it was called alchemy). While this
is not possible, how many protons would need to be gained or lost to do this?
________ gained
or
lost (circle one)
Periodic Table Introduction Notes
Five important points from the Periodic Table video.
1.
114
2.
3.
4.
5.
What does the periodic table tell me?






Reading the element information:
Types of elements listed on the periodic table:
1.
115
2.
3.
As you move ________ to _________ on the periodic table, the elements get less
metallic.
Element symbols you need to know:
Copper ___________
Sodium ___________
Silver ___________
Iron ___________
Lead ___________
Neon ___________
Chlorine ___________
Sulfur ___________
Titanium ___________
Helium ___________
Carbon ___________
Potassium ___________
Oxygen ___________
Iodine ___________
Zinc ___________
Calcium ___________
Aluminum ___________
Gold ___________
Mercury ___________
Hydrogen ___________
116
1. Describe some of the properties of a metal:
2. Describe some of the properties of a non-metal:
3. What are “transitional metals/elements” like?
4. What are some properties of the halogens?
5. What are some properties of Noble Gases?
6. What are some properties of metalloids?
7. What is unique about the elements in group 18?
8. Using your periodic table, which elements are liquids at room temperature? (you may list the
symbols)
9. Which elements are gases at room temperature? (you may list the symbols)
117
Name ________________________________
Class Period__________
Elements and the Periodic Table Jigsaw Activity
Alkali Metals (Group 1A)
1. How many valence electrons do these elements have? As a result of this, are these
elements reactive or stable?
2. Are all of the alkali metals equally reactive? If not, how do they compare to each other?
3. List the elements included in this group.
Alkaline Earth Metals (Group 2A)
4. How many valence electrons do the elements of this group contain?
5. Compare the melting points of the alkaline earth metals to those of the alkali metals.
6. List one importance of Magnesium, and one importance of Calcium.
Boron/Carbon Families (Groups 3A & 4A)
7. List the elements included in the Boron Family.
8. List three properties of aluminum. What is one thing aluminum is used for?
9. What can boron be used for?
10. How many valence electrons do the elements in the carbon family have?
118
11. What is carbon’s importance to you?
Nitrogen/Oxygen Families (Groups 5A & 6A)
12. What is nitrogen often used for?
13. What is the most abundant element in Earth’s crust?
14. Summarize the paragraph about sulfur.
Halogen/Noble Gasses (Groups 7A & 8A)
15. How many valence electrons do the halogens have? What chemical property results from
having this many valence electrons?
16. List two halogens, and how they are used commercially.
17. List three properties of the noble gasses.
18. What happens when electric current is passed through noble gas?
Practice Quiz
119
See how much you know. Without looking at your planner or at the chart on the wall, see how
many of these elements you already know the symbols of! When we take this “for real” you will
need a minimum of 14 right to get a passing grade. If you fail, you continue to re-take it until
you pass (although you are stuck with the first grade you got!)
1. Gold ___________
2. Silver ___________
3. Iron ___________
4. Lead ___________
5. Copper ___________
6. Chlorine ___________
7. Sodium ___________
8. Hydrogen ___________
9. Helium ___________
10. Carbon ___________
11. Potassium ___________
12. Mercury ___________
13. Iodine ___________
14. Oxygen ___________
15. Calcium ___________
16. Neon ___________
17. Zinc ___________
18. Titanium ___________
19. Aluminum ___________
20. Sulfur ___________
Ions, Isotopes, Charges
120
Symbol Atomic #
Mass
Number
#
#
#electrons charge
protons neutrons
Na
+1
Y
89
0
88
+2
Cs
54
Pt
195
+1
6
2
Ge
0
Te
-2
101
Al
42
13
+3
33
Sn
-3
50
Ca
+2
87
+1
B
2
I
-1
Ta
73
Name ____________________________
Period_______
121
Chapter Review – Periodic Table
Vocabulary Review – In the space on the left, write the term that correctly completes each
statement. Use each term once.
Word Bank
metals
isotopes
average atomic mass
electron cloud
groups
metalloids
mass number
atomic number
electrons
nucleus
periodic table
periods
chemical symbol
quarks
transition metals
_______________ 1. A capital letter or a combination of a capital letter and a small letter that is used to
represent an element is called a(n): _____.
_______________ 2. The horizontal rows of elements are called: _____.
_______________ 3. An average of the masses of all the isotopes that occur in nature for an element is
the _____.
_______________ 4. Vertical columns of elements are called _____.
_______________ 5. Elements in the middle of the periodic table, groups 4 through 12, are called the
______ and make colorful compounds.
_______________6. The number of protons in an atom is the _____.
_______________ 7. Protons and neutrons can be subdivided into _____ in a supercollider.
_______________ 8. The center of an atom where protons and neutrons are located is the _____.
_______________ 9. A total count of the neutrons and protons in an atom is the ______.
_______________ 10. Atoms of the same element but with different numbers of neutrons are ____.
_______________ 11. Elements that are found on the left side of the periodic table are _____.
_______________ 12. Elements that have some properties of both metals and nonmetals are ____.
_______________ 13. The particles that move about the nucleus and have a negative charge are ____.
_______________ 14. The region around the nucleus occupied by electrons is a(n) ___.
_______________ 15. A chart that shows the classification of elements is called the ____.
Complete the table below by writing the correct information in the blank spaces.
Element
Chemical
Symbol
Atomic
Number
Number of
Protons
Number of
Neutrons
Mass
Number
122
1. Sodium
2. Carbon
11
8.Chlorine-35
9. Copper
C
Fe
S
N
O
He
Cl
Cu
10. Chlorine-37
Cl
3.
4. Sulfur
5. Nitrogen
6. Oxygen
7.
11
6
26
26
16
7
8
2
17
29
12
6
30
16
7
8
2
17
29
35
17
20
8
2
23
12
56
32
14
4
35
37
Refer to the periodic table below and the boxes at the right of the table to answer questions 11-15.
1
18
2
13
14
15
16
17
11
Na
23.0
3
A
4
5
6
7
8
9
10
11
12
D
Fe
C
26
Fe
Au
55.8
B
79
Au
197
______ 11. Which element has a greater atomic mass, A or B?
______ 12. Which element is a metal, B or C?
______ 13. In which group is gold?
______ 14. What is the average atomic weight of iron?
______ 15. What is the atomic number of sodium?
123
Carbon
Nitrogen
Helium
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Potassium
Chlorine
Beryllium
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Hydrogen
Aluminum
Argon
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Sodium
Silicon
Fluorine
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
Atomic weight: _______
Atomic #: _____
# Protons: _____
# Neutrons: _____
# Electrons: _____
124
Structure of the Atom
Across
2. Number of protons in an atom
4. Scientist who developed a model
based on the planetary model.
6. Symbol for sodium
8. Center of an atom
9. Name of element whose symbol is Ru
11. Only element with atoms which
do not have neutrons
12. Negatively charged particle
13. Atomic number of fluorine (spelled out)
15. Mixture of mostly nitrogen and oxygen
16. Element often made into electrical wire
17. Positively charged particle in nucleus
19. Sum of protons and neutrons
Down
1. Region surrounding the nucleus which is occupied by electrons
3. Atom of an element is a different number of neutrons
5. Helps us understand something we can not see directly
6. A particle with approximately the same mass as a proton
7. The building block of matter
8. A noble gas used in lighted signs
9. Element name of a group 18 radioactive gas that can accumulate in houses
10. Symbol for silver
11. Element used in balloons
14. In an uncharged atom, this is equal in number to protons
18. Fe is the symbol
125
Periodic Table Unit (continued from Chapter 5)
Chapter 6 (section 6.1 and 6.2)
Pgs 156-169
Notes from this unit:
126
127
Your definition
Important Points
Polar Molecule
Examples
Your definition
Examples
Non-examples
Important Points
Non-polar
molecule
Non-examples
128
Your definition
Important Points
Ionic Bond
Example
Your definition
Non-examples
Important Points
Covalent Bond
Examples
Non-examples
129
Your definition
Important Points
cation
Example
Your definition
Non-examples
Important points
anion
Examples
Non-examples
130
Your definition
Examples
Your definition
Important Points
Chemical
Formula
Non-examples
Important Points
Chemically Stable
Examples
Non-examples
131
Ionic/Covalent Notes Page
Ionic Bonds
Covalent Bonds
Diatomic Molecules:
132
133
Name ______________________
Period______
Study Guide: Periodic Table
1. What group number on the periodic table is the halogen group?
2. What group number on the periodic table is the Noble Gas group?
3. Name one element that is a liquid at room temperature?
4. What element type is Germanium?
5. Of metals or non-metals, which are typically gasses at room temperature?
6.-10. Draw a Bohr Model of Carbon:
6. Drawing:
7. Mass number: _______
8. Atomic number: ______
9. Number of Protons: ________
10. Number of Neutrons: _______
11.-15. Draw a Bohr Model of Argon:
11. Drawing:
12. Mass number: _______
13. Atomic number: ______
14. Number of Protons: ________
15. Number of Neutrons: _______
134
Complete the missing sections of the grid:
Symbol
Atomic #
Rh
45
15
Pt
Mass #
# Protons
#neutrons
45
31
#electrons
Charge
45
0
15
-1
195
117
80
80
45
35
0
27. Polar molecules will mix well with _______________________ molecules.
28. List one example of a polar molecule.
29. Non-polar molecules will mix well with _____________________ molecules.
30. List one example of a non-polar molecule.
31. Give a definition and example of an anion.
32. Give a definition and example of a cation.
33. Moving from RIGHT TO LEFT on the periodic table, do elements get more or less metallic?
34. Name a unique thing about Noble Gasses.
35. Name one property of most metals.
135
Compounds and Bonding Unit
Chapter 6 (sections 6.3)
Pgs 170-175
Notes from this unit:
136
137
Bonding Notes Page
Valence electrons:
Chemically stable:
Elements that are chemically stable:
Other elements need to _________ to become chemically stable.
Ionic bond:
Covalent bond:
138
Common Compounds
Common name
Chemical formula
Salt ----------------------------------------------------
Water -------------------------------------------------
Carbon Dioxide-------------------------------------
Carbon Monoxide ------------------------------------
Hydrochloric Acid ------------------------------------
Ammonia -----------------------------------------------
Bleach ---------------------------------------------------
Sand------------------------------------------------------
Baking soda---------------------------------------------
Propane--------------------------------------------------
Vinegar--------------------------------------------------Name hints:
Examples:
One
Two
Three
Four
Five
139
Practice dot diagrams:
1. Lithium
2. Fluorine
3. Magnesium
4. Germanium
5. Krypton
6. Selenium
7. Strontium
8. Arsenic
140
141
Name _______________
Hour ____
Draw a dot diagram for the following elements.
1. Hydrogen
2. Neon
3. Calcium
4. Sulfur
5. Aluminum
6. Barium
7. Silicon
8. Oxygen
9. Xenon
10. Helium
11. Tin
12. Iodine
13. Radon
14. Potassium
Please answer the questions on the back.
142
1. Why do you pair up the first two electrons?
2. What do dot diagrams show us about the electrons? (where are they?)
3. When do you start to pair up the electron dots (after the first pair is done)
4. If you have a dot diagram with 8 dots (4 pairs), what does that tell you about the
element?
5. What is the “goal” of an element in bonding chemically (what does it need to do to be
stable?)
6. Explain how an ionic bond holds molecules together.
7. Explain how a covalent bond holds molecules together.
8. What is the term for the electrons in the outer shell?
9. In dealing with bonding, is it the total number of electrons, or the number of electrons
in the outer shell that matters?
10. Which type of bond is stronger: ionic or covalent?
143
Bond with a Classmate
You will be given an index card with an ion on it. Write your ion in the appropriate
column five (5) times. Find another ion with which you can bond, write the symbol
and charge in the chart below. Then write the new compound formula and name.
When you have completed five, switch cards with another and make five more
compounds. Repeat until all rows are filled.
Remember positive can only bond with negative and vice versa.
+ Ion
- Ion
Formula
(cation) (anion)
Mg2+
Cl1MgCl2
Name
Magnesium dichloride
144
145
Name _____________________
Hour ____
Let’s Bond!
1. When a person writes a chemical formula, they often use numbers that are written a
little below the line. What is the term for this type of “written below” number?
2. What does the number written below the line represent?
3. What does a valence number tell you?
4. What does an oxidation number tell you?
When sodium and chlorine combine chemically, sodium will give an electron to chlorine.
5. What overall charge does this give sodium?
6. What overall charge does this give the chlorine?
7. What type of bond holds the sodium and chlorine together?
8. Using oxidation numbers, write the chemical formula for the combination of sodium and
chlorine.
9. What is the common name of “sodium chloride?”
10. Write the formula for dihydrogen monoxide.
146
11. Using oxidation numbers, write the chemical formula for combining hydrogen and
chlorine.
12. What is the name for the combination of hydrogen and chlorine?
13. Draw the dot diagram for: Neon
14. Draw the dot diagram for: Helium
15. Using oxidation numbers, write the chemical formula for combining hydrogen and
oxygen.
16. What is the common name for the combination of hydrogen and oxygen?
17. What type of bond is stronger: ionic or covalent?
18. Write the chemical formula for bleach.
19. What is the prefix that is used to show there are four atoms of an element in a
chemical formula?
20. What is the prefix that is sometimes used to show is one atom of an element in a
chemical formula?
Let the Writing Begin!
Using oxidation numbers, write the compound formulas for the following:
147
1. calcium and oxygen
2. hydrogen and nitrogen
3. boron and chlorine
4. aluminum and nitrogen
5. sodium and fluoride
6. carbon and iodine
7. cesium and selenium
8. potassium and arsenic
9. barium and oxygen
10. carbon and sulfur
Write the names for the following compounds:
1. MgCl2
2. BaBr2
3. HCl
4. K3N
5. Al2S3
6. Li2O
7. BeO
8. CF4
9. Sr3P2
10. H2S
148
Writing and Naming Compounds
Using oxidation numbers, write the compound formulas for the following:
1. calcium and chlorine
2. potassium and iodine
3. magnesium and selenium
4. iron (II) and bromine
5. copper (I) and oxygen
6. potassium and nitrogen
7. carbon and fluorine
8. cesium and carbon
9. gold (II) and nitrogen
10. chromium (I) and sulfur
Write the names for the following compounds:
1. SCl2
2. Mg3N2
3. FeF2
4. Ca2C
5. AuI
6. N2O3
7. CF4
8. FrCl
9. SiCl4
10. AlI3
149
Writing Equations with Polyatomic Ions
Monoatomic ions:




 Example of monoatomic ion:
Polyatomic ions:





 Example of polyatomic ion:
Combine Potassium and Permanganate
Combine Iron (II) and Nitrate:
Combine Calcium and Carbonate:
150
151
Name __________________
Period _______
Making Compounds – With a Twist
Using your polyatomic “cheat sheet,” write the NAMES of the following compounds.
1. NH4Cl
1. ______________________________________
2. HClO2
2. ______________________________________
3. LiC2H3O2
3. ______________________________________
4. BeSO4
4. ______________________________________
5. (NH4)3N
5. ______________________________________
6. NH4NO3
6. ______________________________________
7. Sr3(PO4)2
7. ______________________________________
8. Zn(ClO3)2
8. ______________________________________
9. CaCO3
9. ______________________________________
10. K2Cr2O7
10. ______________________________________
Using your “cheat sheet” and Periodic Table, write the FORMULA of the following
compounds.
11. sodium chromate
11. ______________________
12. barium nitrate
12. ______________________
13. ammonium sulfate
13. ______________________
14. aluminum hydroxide
14. ______________________
15. calcium phosphate
15. ______________________
16. cesium cyanide
16. ______________________
17. sodium nitrite
17. ______________________
18. calcium acetate
18. ______________________
19. beryllium chlorite
19. ______________________
20. rubidium sulfite
20. ______________________
Name __________________
152
Period ______
Writing Formulas – Second Chance
Notice that the best you can do on this worksheet is a 17 out of 20, even if you
don’t miss any!! Use your polyatomic ion “cheat sheet” to help you.
WRITE FORMULAS FOR EACH OF:
1. lithium nitrate______________
2. sodium chlorate_____________
3. barium carbonate_____________
4. sodium phosphate_____________
5. potassium sulfate______________
6. ammonium oxide_____________
7. potassium chlorate_____________
8. sodium chromate ______________
NAME EACH OF THE FOLLOWING:
9.
CaSO4 ______________________________________
10.
Ba(OH)2 ______________________________________
11.
KNO3 ______________________________________
12.
Ba3(PO4)2 ______________________________________
13.
Mg(NO3)2 ______________________________________
14.
Ni2(SO4)3 ______________________________________
15.
Na2SO4
16.
K2Cr2O7 ______________________________________
17.
LiC2H3O2 ______________________________________
______________________________________
153
154
CHARGE
ION
Aluminum (Al)
Argon (Ar)
Barium (Ba)
Bromide (Br)
Cadmium (Cd)
Calcium (Ca)
Cesium (Cs)
Chloride (Cl)
Fluoride (F)
Hydride (H)
Hydrogen (H)
Iodide (I)
Lithium (Li)
Magnesium (Mg)
Neon (Ne)
Oxide (O)
Potassium (K)
Sodium (Na)
Silver (Ag)
Strontium (Sr)
Sulfide (S)
Zinc (Zn)
1
2
3
X
4
NONE
-1
-2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
nitrate
nitrite
chlorite
chlorate
hypochlorite
NO3 -1
NO2 -1
ClO2 -1
ClO3 -1
ClO -1
chromate
dichromate
phosphate
phosphite
acetate
CrO4 -2
Cr2O7 -2
PO4 -3
PO3 -3
C2H3O2 -1
perchlorate
ClO4 -1
cyanide
CN -1
sulfate
sulfite
SO4 -2
SO3 -2
hydrogen sulfate
hydrogen sulfite
HSO4 -1
HSO3 -1
carbonate
CO3 -2
hydrogen carbonate
HCO3 -1
hydroxide
OH -1
HPO4 -2
ammonium
NH4 +1
hydrogen phosphate
dihydrogen
phosphate
permanganate
thiocyanate
MnO4 -1
SCN -1
oxalate
silicate
C2O4 -2
SiO3 -2
H2PO4 -1
155
Your definition
Important Points
Alloys
Real example
Your definition
Analogy/Memory hook
Basic equation
Synthesis Reaction
Real example
Analogy/Memory hook
156
Your definition
Basic equation
Single Replacement
Real example
Your definition
Reaction
Analogy/Memory hook
Basic equation
Double Replacement
Real example
Reaction
Analogy/Memory hook
157
Your definition
Real example
Your definition
Basic equation
Decomposition
Reaction
Analogy/Memory hook
Basic equation
Combustion Reaction
Real example
Analogy/Memory hook
158
Your definition
Real example
Your definition
Important Points
Endothermic
Reaction
Analogy/Memory hook
Important points
Exothermic Reaction
Real example
Analogy/Memory hook
159
Name ___________________
Period ______
Endothermic vs. Exothermic Reaction Lab
Background: You have learned that some reactions absorb heat while others release it. In
this lab, you will be experimenting with these two types of reactions.
Materials:
2 Test tubes
thermometer
watch or timer
Calcium chloride
Ammonium chloride
Balance
safety goggles
Graduated cylinder
Procedure: Experiment #1
1. Pour 10 mL of tap water into each of your two test tubes.
2. Take the temperature of both test tubes and record it.
3. Add 2 grams of calcium chloride to one test tube. (don’t do anything to the other
test tube)
4. Take the temperature of the calcium chloride mixture every 20 seconds for 3
minutes.
5. Now, take the temperature of the other test tube to compare.
Temp:
start 20sec 40sec 1min 1:20 1:40
2:00 2:20 2:40 3:00
CaCl2 + H20
Just H20
Conclusion questions:
1. Did the temperature of the water and calcium chloride go up or down?
By how many degrees? (From lowest point to highest point)
2. Did the temperature of the plain water go up or down or stay the same?
By how many degrees?
3. Was the water and calcium chloride mixture releasing or absorbing heat?
4. What affect does that have on how it feels? (Will it make it feel hot or cold?)
5. What type of chemical reaction was this?
Procedure: Experiment #2
160
Rinse both your test tubes out well! You will want to start “fresh”
1. Pour 10 mL of tap water into each of your two test tubes.
2. Take the temperature of both test tubes and record it.
3. Add 2 grams of ammonium chloride to one test tube. (don’t do anything to the
other test tube)
4. Take the temperature of the ammonium chloride mixture every 20 seconds for 3
minutes.
5. Now, take the temperature of the other test tube to compare.
Temp:
start 20sec 40sec 1min 1:20 1:40
2:00 2:20 2:40 3:00
NH4Cl + H20
Just H20
Conclusion questions:
1. Did the temperature of the water and ammonium chloride go up or down?
By how many degrees? (From lowest point to highest point)
2. Did the temperature of the plain water go up or down or stay the same?
By how many degrees?
3. Was the water and ammonium chloride mixture releasing or absorbing heat?
4. What affect does that have on how it feels? (Will it make it feel hot or cold?)
5. What type of chemical reaction was this?
6. Name one common endothermic reaction that you know of:
7. Name one common exothermic reaction that you know of:
EXAMPLE: _____H2 + O2 ---> H2O
Reaction Types. Use the following symbols:
S = Synthesis
C = combustion
DR = double replacement 161
SR = single replacement
D = decomposition
1. _____C2H5SH + O2 ---> CO2 + H2O + SO2
2. _____HgO ---> Hg + O2
3. _____Br2 + KI ---> KBr + I2
4. _____Ca + H2O ---> Ca(OH)2 + H2
5. _____Zn + HCl ---> ZnCl2 + H2
6. _____MgCl2 ---> Mg + Cl2
7. _____FeS + HCl ---> FeCl2 + H2S
8. _____NaCl + H2SO4 ---> Na2SO4 + HCl
9. _____C6H12O6 + O2 ---> CO2 + H2O
10. _____AgNO3 + NaCl ---> AgCl + NaNO3
11. _____C21H24N2O4 + O2 ---> CO2 + H2O + NO2
12. _____CaCO3 + HCl ---> CaCl2 + CO2 + H2O
13. _____Ba(ClO3)2 ---> BaCl2 + O2
14. _____ C2H5OH + O2 ---> CO2 + H2O
15. _____Fe + O2 ---> Fe2O3
16. _____FeS ---> Fe + S
17. _____KClO3 ---> KCl + O2
18. _____Cl2 + NaBr ---> NaCl + Br2
19. _____Mg + O2 ---> MgO
20. _____ Fe + Cu(NO3)2 ---> Fe(NO3)2 + Cu
21. _____K + Cl2 ---> KCl
22. _____H2O ---> H2 + O2
23. _____C2H6 + O2 ---> CO2 + H2O
24. _____ KOH + H2SO4 ---> K2SO4 + H2O
25. _____ZnS + O2 ---> ZnO + S
Name _______________
Hour ____
Precipitate – Doesn’t that mean rain??
162
Background: You have learned about the different types of chemical reactions. One of
those, single replacement, can often create a solid. This solid will not dissolve back into
the solution (insoluble) and is called a precipitate.
Procedure: You will need:
2 clear plastic cups
1/8 cup Elmer’s Glue All
1/8 cup tap water
½ cup aqueous Borax solution
Stirring rod
later.
Pour ½ cup of the aqueous Borax solution into one of the clear cups; set aside for
Pour 1/8 cup glue and 1/8 water into the other cup. Mix these together well.
Observe the aqueous Borax solution as you slowly pour your glue/water mixture into
the Borax cup.
Questions:
1. What do you observe in the cup? Describe what it looks like; color, state of matter,
etc)
2. Where do you think this substance came from?
3. What do we call the new substance that appeared in the Borax solution?
4. The Borax solution is called “aqueous.” What does that mean?
5. You may remove your precipitate with your fingers (it’s safe) and responsibly
experiment with it. (You will need to knead it for 2-3 minutes first to remove the excess
moisture) List at least 2 physical properties of your precipitate:
Clean up: Rinse everything well. You may not take your precipitate with you, but you may come pick
it up after school if you like.
Name _______________________
Hour______
163
What’s your reaction to the spread of disease?
Physical Science
Background: This lab is designed to help you understand how communicable diseases are
spread from only one infected person and how difficult it can be to determine who was the cause
of the disease. You will be using a basic reaction type to determine who has “caught” the
disease.
Procedure:
1. Pick up a test tube with 10 mL of clear solution in it.
Write your test tube number here: __________
2. Find a person and pour all your contents into their test tube. Then transfer the
contents back into your test tube. Finally, pour about half the contents back into their test tube.
Keep track of the test tube numbers that you exchange with.
3. You will “share” test tube contents with a total of four people.
First shared with test tube # ____________
Second sharing with test tube # __________
Third sharing with test tube # ___________
Fourth sharing with test tube # ___________
4. Your teacher will bring around a dropper bottle and put 2 drops of a chemical into your
test tube. If your solution turns cloudy, you are infected!
Are you infected?
YES
NO
WASH YOUR TEST TUBE OUT VERY WELL!!!!!
Conclusion questions:
1. What test tube do you THINK was responsible? ________
2. Use the rest of this page to brainstorm a way to find out who was the initial affected
person
3. What test tube was actually responsible? _____________
164
4. How many of your classmates ended up “infected?”
________ out of ____________
5. Most of the test tubes started out with an aqueous sodium chloride solution. What is
the formula for sodium chloride?
6. The solution added by your teacher was a silver nitrate solution. Write the formula
for silver nitrate:
7. Write the chemical equation for this reaction:
8. What type of reaction was this?
9. What was the “solid stuff” that made it look cloudy white called?
10. Would you classify it as “easy, somewhat difficult, or very difficult” to find the
source of the “infection” and why do you think that?
EASY
SOMEWHAT DIFFICULT
VERY DIFFICULT
Why:
165
Balancing Act Notes Page
Law of Conservation of Mass (or,”You can’t play God”)



Ag + H2S
Mg + O2
Ag2S + H2
MgO
Coefficient:
How do you read this??
166
H2 + O2 ---> H2O
K + Br2 --->
KBr
Zn + HCl ---> ZnCl2 + H2
C + H2O ---> CO + H2
Fe2O3 +
CO ---> Fe + CO2
K2O + H2O ---> KOH
Al + O2 ---> Al2O3
Al + HCl ---> AlCl3 + H2
C7H16 +
O2 ---> CO2
+ H2O
Fe2(SO4)3 + KOH ---> K2SO4 + Fe(OH)3
167
168
Name ___________________
Period _______
Balancing Act
Fill in the blank:
Atoms are not ____________ or ____________ during a chemical reaction.
Scientists know that there must be the ____________ number of atoms on each
____________of the ____________. To balance the chemical equation, you must add
____________ to the different parts of the equation.
Directions:
Balance each equation. Use can use the element list to tally how many atoms of
each element are in the problem. Add coefficients to the equations to balance them.
1. ____Mg
+
____O2  ____MgO
Mg =
O=
Mg =
O=
2. ____Ca + ____O2  ____CaO
Ca =
O=
Ca =
O=
3. ____ H2O2  ____H2O + ____O2
H=
O=
H=
O=
4. ____N2 + ____ H2  ____ NH3
N=
H=
N=
H=
5. ____ Cu2O + ____ C  ____Cu + ____CO2
Cu =
O=
C=
Cu =
O=
C=
Name ____________________
169
Period ______
Balancing Act and Reaction Types
Use coefficients to balance each equation. Then decide what type of reaction is shown.
1. _____Na + _____MgF2

_____ NaF + _____Mg
Reaction type: ________________________________
2. _____Mg + _____ HCl  _____MgCl2 + _____ H2
Reaction type: ________________________________
3. _____Cl2 + _____ KI  _____KCl + _____ I2
Reaction type: ________________________________
4. _____NaCl  _____Na + _____ Cl2
Reaction type: ________________________________
5. _____Na + _____ O2 _____Na2O
Reaction type: ________________________________
6. _____Na + _____ HCl  _____H2 + _____ NaCl
Reaction type: ________________________________
7. _____K + _____ Cl2  _____KCl
Reaction type: ________________________________
CHALLENGE. _____CO2 + _____ H2O _____C6H12O6 + _____ O2
Name _____________________
Period ____
170
Balancing Equations
Balance the following equations. Some have polyatomic ions, so pay attention to
those! If the equation is balanced, just write “OK” next to it.
1. H2 + N2 
NH3
2. H2 + Cl2 
HCl
3. P
+ O2 
P4O10
4. BaCl2 + H2SO4 
BaSO4 + HCl
5. Al2(SO4)3 + Ca(OH)2  Al(OH)3 + CaSO4
6. Cu + Cl2 
7. Al2O3

CuCl
Al
+ O2
8. Al + HCl  AlCl3 + H2
9. KCl + AgNO3  KNO3 + AgCl
10. Al(OH)3 + NaNO3  Al(NO3)3 + NaOH
11. Al + CuCl2  AlCl3 + Cu
12. NaClO3  NaCl + O2
13. Zn + O2  ZnO
14. Al2(SO4)3 + BaCl2  AlCl3 + BaSO4
15. NaHCO3  Na2CO3 + CO2
16. K + H2O 
+ H2O
KOH + H2
+ Ca3(PO4)2  AlPO4 + CaSO4
17. Al2(SO4)3
18. MgCl2 + AgNO3  Mg(NO3)2 + AgCl
19. NaClO3
20.

NaCl
+
NaI + Cl2  NaCl
O2
+ I2
171
Name ________________________
Period _____
Bonding and Reactions Study Guide
1. Give an example of something that is a polar molecule.
2. Polar molecules will not mix with _____________________, but will mix with
____________________.
3. Which bond type occurs because of the stealing or transfer of electrons?
4. A cation is a _____________ charged ion while an anion is a ___________ charged ion.
5. The “magic number” of electrons that an element needs in the outer shell is ____ electrons.
6. The outer shell electrons are called __________________ electrons.
7. What is the chemical formula for ammonia? ________________
8. What is the chemical formula for carbon dioxide? ________________
9. What is the chemical formula for sugar? ________________
10. What is the chemical formula for bleach? ________________
11. Draw the dot diagram for Krypton:
12. Draw the dot diagram for Carbon:
13. Write the formula for the following compound: potassium and arsenic
14. Write the formula for the following compound: copper (I) and oxygen
15. Write the formula for the following compound: gold (II) and nitrogen
16. Write the formula for the following compound: calcium and phosphate
17. Write the formula for the following compound: beryllium and chlorite
18. What would be the name of the following compound: FeF2
172
19. What would be the name of the following compound: SiCl 4
20. What would be the name of the following compound: CaCO 3
21. What would be the name of the following compound: Sr 3(PO4)2
22. Two or more metals that are mixed together, but not chemically combined is called a(n)
________.
23. What type of reaction is shown by this:
24. What type of reaction is shown by this:
MgCl2  Mg + Cl2
C2H6 + O2  CO2 + H2O
25. What type of reaction is shown by this: Hg + O2  HgO
26. What type of reaction is shown by this: ZnS + O2  ZnO + S
27. What type of reaction is shown by this: FeS + HCl  FeCl + H2S
28. What type of reaction absorbs heat and feels cold?
29. What type of reaction releases heat and feels hot?
30. An “un-dissolvable” solid that can form from liquids in a reaction is called a(n)
______________.
30-32. List at least 3 things that can affect the speed of a reaction:
33. Balance this equation:
K 2O +
34. Balance this equation:
Li
+
35. Balance this equation:
Al
+
CaCl2 
N2 
HCl

CaO
+
KCl
Li3N
AlCl3
+
H2
Physical Science Semester One Exam
173
Your semester test will be ______ points
Your best studying tool will be to review your old tests and focus on areas you struggled with the most. You
can also review from the class website:
www.wsr.k12.ia.us/srhigh/PhySci.htm. You can also log into your Quia account and look at all your old tests
online. Below, you will find a list of tests you have taken this semester:
_____ Measurements and Graphing Test
Metric system
Three types of graphs
Scientific method
Conversions
_____ States of Matter Test
Solid, liquid, gas, plasma
Amorphous solids, Bose-Einstein Condensate
Kinetic theory of Energy
Charles, Boyle’s, Amonton’s, Combined Gas Law
Archimedes, Pascal, Bernoulli
______ Matter Classification Test
Homogeneous/Heterogeneous
Compounds/Mixtures
Physical/Chemical properties
Chemical change clues
_____ Element Symbols Test
20 “Must Know” elements
_____ Atomic Structure and Models Test
Parts of an atom
Quarks, Leptons
Atomic models: Dalton, Thomson, Rutherford, Bohr
Electron Cloud model, Standard Model
_____ Periodic Table Test
Groups (Halogens, Noble Gases, Alkali, Alkaline Earth)
Metals, Non-metals, Metalloids
Mass number/Atomic Weight
Isotopes/Ions
_____ Reactions and Bonding Test
Naming compounds
Ionic/Covalent Bonds
Making compounds with oxidation numbers
Dot diagrams
Reaction Types: Synthesis, Decomposition, Single Replacement, Double Replacement, Combustion
Endothermic/Exothermic
Polyatomic Ions
Balancing Equations
174