Ms. Hoffman

• Find your assigned seat
• Take a piece of green paper, a marker and a College
Application Survey from the materials table
• Fold the green paper into a “name tent” (see the example on my desk) and write your FIRST NAME on it in large letters.
(you will need to bring these tomorrow as well to help me learn your names)
• You have 15 MINUTES from the bell to fill out the
College Application Survey
• You are to work silently
• Talking will not be tolerated

• Tomorrow you will be given a warm up sheet that you MUST NOT LOSE
To receive a stamp on your warm-up, you MUST:
1.Be on time to class
2.Be silent during the warm-up (always first 5 min)
3.Be totally prepared for class (have HW out on desk)
More details to follow as we review the syllabus

• Warm up – 15 mins
• Essential Questions
• Syllabus – 20 mins
• Parent and Student Contracts - 5
• Monday’s Homework - 5
• Hydrogen Bomb – 15 mins
• Big Goals – 5 mins
• Exit Quiz – 5 mins

You will be copying down the EQ on your Warm Up starting tomorrow
• EQ: What expectations does Ms. Hoffman have for me this semester?
• HOT Q1: What factors go into the warm-up grade?
• HOT Q2: Why is it important to do my best in
Chemistry?
• HOT Q3: What materials do I need to bring to class on Monday?

• Other Likes:
– Music
– Reading
– Art
– Helping Others Succeed

• We’re starting where it says: Classroom Rules
• Follow along as we read the syllabus
• If you have a question about the syllabus,
silently raise your hand

1. Be responsible for your education
2. Raise your hand before speaking
3. Stay in your seat unless you have permission
4. No food, drink, cell phones, or electronic devices

The order of consequences is as follows:
• Verbal warning
• Relocation/exile
• Calls home
• Referral
*I reverse the right to use my own discretion to determine the appropriate consequence.

• Expect to have HW most nights
– I expect you, at the very least, to attempt each question
– Inspected while you are working on the Warm-Up.
For this reason, homework should be removed from your folder and sitting on your desk when I pass by at the beginning of class.

• Test, Quizzes, Homework, Participation, you get the idea.

• If you wish to retake an exam, you must retake it within 10 days of when I hand it back
• You cannot retake an exam if you have any homework or class work missing for that unit.

1. Be in class before the bell rings.
2. Place last night’s homework on the top corner of your desk
3. On your warm-up, right down the date and essential questions, and answer Warm-Up questions
• I will collect warm-up sheets every 10 days
– QUIZ grade
– Graded ½ on quality of answers, ½ on # of stamps
– Start with 100%, for every stamp missed -5 pts

• Parent/guardian letter (white) – give to your parent/guardian to keep
• Parent/guardian survey (blue) – must be signed and returned to me by Monday!

Due MONDAY (write this down!):
– Signed Student Contract (read all rules/procedures on your own)
– Blue Parent Survey
– Materials – you are expected to bring the following
every day
• Sharpened pencils
• Composition notebook (NOT SPIRAL!)
• 2 pocket folder
• Glue stick
• If you have all of these materials by Monday, I will give you extra credit on your first unit test

• Watch what happens. Then take two minutes to answer the questions on a sheet of notebook paper, silently.
• Take 2 minutes, turn to your neighbor and compare answers, quietly. (I should be able to see your mouth moving, but not be able to hear you)

Questions:
1. Describe what you saw happen. Be specific about what materials (balloons, match, ruler, etc.) were involved. Write at least two sentences.
2. Why do you think the balloon exploded?
3. What do you think is inside the balloon?
4. Why is there a fireball?

Why are you here and what do you want to get out of being here?
*Back on the Front Page of the
Syllabus!

1. Chemistry explains the world around us.
2. Chemistry teaches us to see differently and think critically.
3. Chemistry makes us superior problem solvers.
4. Chemistry forces us to become hard workers.

• Chemistry is not an easy subject, so if we can master this content, we know we are equipped with the ability to:
– Solve abstract problems
– Analyze information
– Think critically
• These skills are critical for one’s success in life after high school, be it in college or in life

BIG
We will help each other and push ourselves to:
1) Think, Work, and Act on a College Level
2) 85% or higher on all Chemistry Objectives
….Why 85%?

• What kind of place does our classroom need to be in order to achieve these BIG GOALS?
– What does the class sound like? What are students saying?
– What does the class look like? What are students doing?

• Completed silently and independently
• Put in inbox tray when you are dismissed
• You are not to pack up, or get up to leave until
I dismiss you – the bell does not dismiss you, I do.

• How do you receive a stamp on your warm up sheet?
• What materials do you need to bring to school on
Monday for homework?

• 1 st block


PICK UP A WARM UP SHEET FROM THE
MATERIALS TABLE
– If you have your lab notebook, take that out as well
• Answer these questions in the first box:
– When you hear the word “mass,” what words come to mind?
– Why is Chemistry important to you?

• Warm Up - 10
• Bathroom Pass - 5
• Video: Eureka, Mass - 15
• How to use a balance - 5
• Mass and Change Lab Intro - 10
• Lab: Mass and Change - 30
• Exit Ticket - 10

• Rules and Regulations
– Only three passes every quarter
– Any left over passes will be added as extra credit to your quarter grade
– Only allowed to go after first 30 minutes and before last 15 minutes
– Will only be allowed to go if it is a good time during class with my permission

VIDEO LAB DEMO
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Eye Level (15 points)
-describe/draw what you saw
Atomic Level (15 points)
-describe/draw HOW that happened at the atomic level
Discussion (10)
-notes on discussion with partner or group
Conclusion (20 points)
-after our class discussion, what can you conclude?
Consensus (20 points)
-what you NEED to know!
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Video summary (10 points)
- notes on video
Consensus (20 points)
-what you NEED to know
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Intro: (10 points)
-Purpose
-Hypothesis- if appropriate
Materials and Methods(10 points)
-list materials used
-step by step procedure
Data/Analysis(15 points)
-data table
-observations
-graphs
Discussion (10)
-notes on discussion with partner or group
Conclusion (20 points)
-after our class discussion: what were your results what can you conclude?
Consensus (15 points)
-what you NEED to know!

Video Clip: Mass Date: 1/27/11
Video Summary: Describe/draw what you saw in the video.
– While you are watching the video, think about these questions...
1. What is the video’s definition of mass?
2. I have two Butterfingers. One is Fun Size and the other is King Size. Do they have the same mass? If not, which one is greater? Why or why not?
3. I have regular bags of Skittles and M&Ms. Are they the same mass? If not, why can’t you tell?
4. What is a common unit of mass we will use in this class?

Video Clip: Mass Date: 1/26/11
The Consensus
1.
Mass is a measure of the amount of atomic“stuff”.
2.
When two things composed of the same substance are compared, the larger one has more mass.
3.
4.
When comparing things composed of different substances, size CANNOT be used to determine which one has more mass.
The kilogram is the unit used to measure mass (SI system of units).

1)
2)
Place the object on the balance
Move the “slides” until the needle lines up with the mark
3) Add the numbers from where the slides sit
Add the 100s, 10s, and 1s to find the total mass
Estimate between the marks of smallest slider

36

Lab: Mass and Change
Intro:
– Purpose: To determine if mass changes when a substance changes in some way

Lab: Mass and Change Date:1/27/11
Background Info:
System- all parts contained in a particular whole(what we are measuring or observing)
• Ex. Two solutions and their containers
Surroundings- everything else
• Ex. The room, students, everything else…

Lab: Mass and Change
Intro:
– Hypothesis: Do you think mass changes when…
• Part 1: Solid forms?__________
• Part 2: Solid (sugar) dissolves?_________
• Part 3: Gas forms? _________
• Part 4: Volume changes? _________
• Part 5: Solid burns? __________
• Part 6: Phase changes?_________

Lab: Mass and Change
Materials and Methods
• Materials:
• Triple beam balance
• Steel wool (which is actually made of iron)
• Ice/Water
• Vinegar and baking soda
• Calcium nitrate and sodium carbonate (0.1 M solutions of
Ca(NO
3
)
2 and Na
• Sugar and water
2
CO
3
)

Methods
Part 1: mass the solutions separately and the combined solutions and remaining container
Part 2: mass sugar and water separately and the combined solutions and remaining container
Part 3: mass vinegar and baking soda and combined solution and remaining container
Part 4: Mass steel wool before and after its pulled apart
Part 5: mass steel wool before and after its burned
Part 6: mass ice before and after melting

• 5 minutes at each station
• At each station, fill in “Data/Analysis” section
• After completing Data/Analysis chart, answer questions underneath the chart

Station
Two solutions are combined, and a solid forms
Change in mass Explanation
A chemical reaction occurs, but the system doesn’t gain or lose any particles or atomic “stuff” – they are merely rearranged to form a new substance
43

Station
Sugar dissolves in water
Change in mass Explanation
The number of particles of sugar and water are the same separate as when they are put together.
44

Station
Baking soda reacts with vinegar
Change in mass Explanation
The solution bubbles, giving off particles of oxygen gas into the air, hence the solution loses mass.
45

Station
Steel wool is pulled apart
Change in mass Explanation
The amount of particles doesn’t change when you pull it apart
46

Station
Steel wool is burned in air
Change in mass Explanation
When the steel wool is burnt, it gains oxygen particles in the form of rust
47

Station
Solid water melts into liquid water
Change in mass Explanation
The number of particles in the water doesn’t change when it changes from a solid to a liquid
48

Lab: Mass and Change Date:1/27/11
Key Points a. Law of Conservation of mass-If nothing enters or leaves the system, the mass of the system remains the same , despite changes in the appearance b. Any changes in mass can be attributed to error , something leaving the system , or something being added to the system

• Due Monday
– Lab notebook, folder, glue stick
– Student contract
– Parent Survey
66 50

1. What unit do we use to measure mass?
2. Before the experiment, the baking soda’s mass is 5g, the Flask’s mass is 20g and the vinegar’s mass is
45g. After the experiment, the total mass of the system is 63.5g. What was the mass of the gas that escaped? (circle final answer)

st

TAKE OUT:
- your warm up sheet (handed out Friday)
•
•
•
- parent survey
- student contract
- materials (lab notebook, glue stick, folder)
On your warm up sheet, answer these questions:
1) What is mass?
2) What unit is used to measure mass?
3) What is the system? What are the surroundings?
Given an example from one of the reactions performed yesterday.

TAKE OUT:
•
•
- your warm up sheet (handed out Friday)
- parent survey
- materials (lab notebook, gluestick, folder)
- student contract
•
On your warm up sheet, answer these questions:
1) What is mass?
2) What unit is used to measure mass?
3) What is the system? What are the surroundings?
Given an example from one of the reactions performed yesterday.

rd
TAKE OUT:
•
•
•
- your warm up sheet (handed out Friday)
- parent survey
- materials (lab notebook, gluestick, folder)
- student contract
- Unit 1 Worksheet 1
On your warm up sheet, answer these questions:
1) What is mass?
2) What unit is used to measure mass?
3) What is the system? What are the surroundings?
Given an example from one of the reactions performed yesterday.

• Warm Up
• Agenda
• Objective
• Mass Wrap-Up
• Finding Volume
• Lab: Comparing Volume Units
• Discussion of Results
• Diagnostic
• Exit Ticket
55

• EQ: How do we determine the volume of an object?
– HOT Q1: What is volume?
– HOT Q2: What are two methods for calculating volume?
– HOT Q3: Which two units can be used for volume?
56

1)
2)
Think, act, and work on a college level
Class average of 85% on all objectives throughout the semester

• Every period starts with 100 points
• When a period hits a point milestone (listed below), they get a prize.

GAIN POINTS LOSE POINTS
Gain 2 points for earning the Big Goal on the exit quiz (above 85%)
Lose 1 point every time the class is not silent by the end of the “3-2-1-0” countdown
Gain 2 points for your block getting the highest score on the exit quiz
Lose 2 points if the class does not follow directions
Gain 3 points for earning the Big Goal on a unit test
Gain 3 points for your period getting the highest score on the unit test
Gain 2 points if every student gets a stamp on the warm up

120
140
160
180
200
220
240
POINT MILESTONE PRIZE
Music during worktime
Guaranteed Game
Popcorn party
Candy
Homework Pass
Cookies/brownies
Pizza

Lab: Comparing Volume Units Date:
Background Info: How could we find the volume of a cylinder?
• 1)
2 cm
• 2)
2 cm
78
61

• 1) calculating  cm 3
–
–
– general formula  V = (Area of base) x (height)
Cylinder formula   r 2 h
Rectangular solid  Length x width x height
• 2) measuring  mL
– Water displacement
78
62

• To read a graduated cylinder: look at bottom of the
meniscus (not top of water level!)
• Meniscus =
• To find the volume of an object using graduated cylinder (“water displacement method”):
Volume of object = final water level – initial water level

79
64

What is the water level in these two graduated cylinders?
65

• Graph the following points on the x and y axis
– (0,0) (1,1) (2,2) (3,3) (4,4) 
» what does this
What does this relationship tell us?
66

Lab: Comparing Volume Units Date
• Intro:
– Purpose  to determine the relationship between mL and cm 3
– Hypothesis  I hypothesize that…..

• Materials and Methods:
–
–
Materials
• Objects
•
•
• Graduated cylinder
Water ruler
Methods
•
• Find the volume of your object two ways: using water displacement and calculations
Record your data in the class chart
68

Obje ct
Group 1 mL cm 3
# 1
# 2
# 3
Obje ct
Group 2 mL cm 3
# 1
# 2
# 3
Group 5
Obje ct mL cm 3
# 1
# 2
# 3
Group 6
Obje ct mL cm 3
# 1
# 2
# 3
Obje ct
Group 3 mL cm 3
# 1
# 2
# 3
Obje ct
Group 4 mL cm 3
# 1
# 2
# 3
Obje ct
Group 7 mL cm 3
# 1
# 2
# 3
Obje ct
Group 8 mL cm 3
# 1
# 2
# 3
69

• You will have 5 minutes with your objects
• One person will be responsible for calculating the volume
• One person will be responsible for finding the volume with water displacement
• One person will be responsible for adding data to class chart for each object
70

71

1) Create a graph of mL vs cm 3 for the data you collected
2) What is the approximate slope of the graph?
3) What does this slope tell us about the units of volume? (cm 3 and mL)
82

•
•
Take 5 minutes to write your conclusion in your notebook based on your discussion
1) What can be concluded about the relationship between mL and cm 3 ?
 2) What experimental data do you have to support your conclusion?
83
73

• 1) There are two ways to measure volume:
– Calculation and water displacement
• 2) The two units of volume (cm 3 and mL) are equal. 1 mL = 1 cm 3
84
74

• Volume- the amount of “space” something takes up
• Water displacement- method of determining volume using change in water level
– Volume of object = final water level – initial water level
• Meniscus- the curvature at the top of the water level
75

• Paste lab notebook rubric into the inside cover of your lab notebook
• All activities (demo, lab, video) must follow this format…

In your lab notebooks there should be…
1.Video: Mass, p.__
2.Lab: Mass and Change, p.__
3.Lab: Comparing Volume Units, p.___
TABLE OF CONTENTS. TABLE OF CONTENTS.
(Keep a front and back page clear, at beginning of notebook)

Unit 1, Worksheet 1: MASS – DUE TOMORROW
AT THE BEGINNING OF CLASS. Not the end.
Not the middle. At the beginning.
DO NOT LOSE PACKET OR YOU WILL GET A ZERO
FOR ALL ASSIGNMENTS!
78

1) An experiment was carried out and the change in mass
Was gathered in the chart to the right.
What situation best explains the data to the right?
a) Sugar was dissolved in water.
b) Two solutions were mixed and formed a precipitate c) A wad of steel wool was burned.
d) Baking soda was dissolved in vinegar
4
5
6
2
3
Gro up #
1
Calculated
Change in mass
+0.03 mg
+0.09 mg
+0.05 mg
+0.07 mg
+0.05 mg
+1.1 mg
2) A student filled a graduated cylinder with water and read the meniscus at 26 mL. The student then dropped a solid material into the graduated cylinder and the water level rose to 40 mL. What is the volume of the object?
UNIT 1 Worksheet 1 DUE TOMORROW AT THE BEGINNING OF CLASS.
85
79

• Warm-Up
• Objectives
• Weekly Review
• Scientific Notation
• Diagnostic
• Exit Ticket

1) An experiment was carried out and the change in mass
Was gathered in the chart to the right.
What situation best explains the data to the right?
a) Sugar was dissolved in water.
b) Two solutions were mixed and formed a precipitate c) A wad of steel wool was burned.
d) Baking soda was dissolved in vinegar
4
5
6
2
3
Gro up #
1
Calculated
Change in mass
+0.03 mg
+0.09 mg
+0.05 mg
+0.07 mg
+0.05 mg
+1.1 mg
85
81

• With your partner, match the following definitions with their term.
A) The process of finding volume using changes in water level
1)_____ Mass
B) Unit for this measurement is mL
2)_____ Volume
C) 85% Mastery
3)_____ Law of
Conservation of Mass
D) Measure of atomic “stuff”
E) Example: NO HATS OR ELECTRONICS
4)_____ Water
Displacement
F) Proves why the mass of steel wool doesn’t change after you pull it apart
5)_____ BIG goal
G) Unit for this measurement is cm 3
6)_____ Expectations

1)__D__ Mass
2)__B,G__ Volume
3)__F__ Law of
Conservation of Mass
4)__A__ Water
Displacement
5)__C__ BIG goal
6)__E__ Expectations
A) The process of finding volume using changes in water level
B) Unit for this measurement is mL
C) 85% Mastery
D) Measure of atomic “stuff”
E) Example: NO HATS OR ELECTRONICS
F) Proves why the mass of steel wool doesn’t change after you pull it apart
G) Unit for this measurement is cm 3

• The growth of a fingernail is measured in 0.000015 millimeters per hour
• The sun’s core temperature reaches 27,000,000 degrees
Fahrenheit.
• The distance from the Earth to the Sun is about
93,000,000 miles.
Would you want to compute math problems with these crazy numbers??
What can we do to make these more manageable?

Scientific Notation!!!
• Scientific notation is a way of writing a number as a multiplication problem where..
The first number is greater than 1 but less than 10
And
The second number is a power of 10

1) Place decimal point so that there is only one non-zero number to the left of the decimal point.
2) Count the number of decimal places the decimal has “moved”. This will be your exponent.
3) If the original number was less than 1, the exponent will be negative. If it was greater than 1, the exponent will be positive.

The growth of a fingernail is measured in 0.000015 millimeters per hour
Let’s put 0.000015 in scientific notation.
0.000015 

• The distance from the Earth to the Sun is about
93,000,000 miles.
Let’s put 93,000,000 in scientific notation.
93,000,000 

Rules: In order to get points, both partner must have the correct answer on their whiteboards.
When you are done, keep your answer hidden until I give the signal to flip them up. Then, hold it high until I have seen everyone’s work.

Convert the following into scientific notation:
61,500 kg

61,500 = ??
6.15 x 10 4 kg

Convert the following into scientific notation:
.000527 mm

.000527 = ??
5.27 x 10 -4 mm

Convert the following into scientific notation:
84,960,000 L
.000000036 cm 3

84,960,000 = ??
.000000036 = ??
8.496 x 10 7 L
3.6 x 10 -8 cm3

• Convert the following into decimal notation
6.02 x 10 5 g
3.43 X 10 -4 mL

6.02 x 10 5
3.43 X 10 -4
602000 g
.000343 mL

• To multiply two numbers written in scientific notation:
Example: 1.02 x 10 5 x 3.43 X 10 -4

2 x 10 6 X 4 x 10 2

• To divide two numbers written in scientific notation:
• Example: 8.496 x 10 7
3.6 x 10 -8

6.0 x 10 5
3.0 x 10 2

• What does it mean to diagnose something?

• Work silently on your diagnostic
• No talking
• Absolutely no getting out of your seat
• If you have a question or need something raise your hand
104

• Work silently on your diagnostic
• No talking
• Absolutely no getting out of your seat
• If you have a question or need something raise your hand
105

• Complete Worksheet 2 for Wednesday.
• Due at the beginning of class!

1.
When you pulled the steel wool apart, you found that the mass was unchanged. When you heated the steel wool, you found that the mass changed. Explain.
Pulling the steel wool apart only changed the shape so all of the particles were still there. Heating the steel wool caused it to combine with something (O
2
) in the air.
2. Draw diagrams (at the atomic level) of the steel wool before and after the change.
n=33 n=33
When ice melts, the volume of water is smaller than that of the ice. How does the mass of the water compare to the mass of the ice?
Water particles did not enter or leave the system - The mass of the ice and the mass of the water are equal – all that has changed is the state.
ice water

3.
When the sugar dissolved in the water, you found that the mass remained unchanged. When the sodium bicarbonate dissolved in the acetic acid, the mass of the system changed. Explain.
The sugar and water stayed in the vial; when the sodium bicarbonate dissolved, gas bubbles left the vial.
Draw diagrams (at the atomic level) of each of the materials before and after it was dissolved.
gas escapes water sugar before mixing water +sugar Acetic sodiu m before mixing
State the Law of Conservation of Mass in your own words.
after mixing
The mass of a system doesn’t change if nothing enters or leaves the system.

8
4

• What does the slope of a line represent?
• Draw particle diagrams of a solid, a liquid, and a gas.
111

EQ: What is the relationship between mass and volume?
HOT Q1: Given a graph of mass vs. volume, what is the physical meaning of the slope?
HOT Q2: Can density be used to identify a substance?
HOT Q3: How do we convert between mass and volume using density as a conversion factor?

– Warm Up
– Agenda
– Intro
– Lab: Mass vs. Volume
– Quiz
– Exit Ticket
102
113

• 1)
• 2)
• How are these quantities related?
114

Lab: Mass and Volume Date:
• Intro-
– Purpose: To determine the relationship between mass and volume

• Materials and Methods
– Materials-
• Sample of an unknown metal
• balance
• graduated cylinders
– Methods-
• ON YOUR OWN!!!
• Based on the two labs we have done, write out a step by step procedure that a friend who has never taken chemistry before could follow.

• Materials and Methods
– Materials-
• Sample of an unknown metal
• balance
• graduated cylinders
– Methods-
• Calculate the volume of the object using water displacement
• Calculate the mass of the object using the triple beam balance.
• Record data in chart.

3
4
5
6
7
2
Object A
GROUP
#
Mass (g) Volume
(mL)
1
Mass (g)
Object B
Volume
(mL)
107
118

• Data/analysis
Mass (g) Substance B
Substance A
Volume (mL)

Discussion-notes from our class discussion
• What is the slope of each line?
• Does the slope of each substance change?
• What does the slope of the volume v. mass graph tell us?
• What does ___ g/mL mean???
168

Notes time!
• Same volume, but a different mass...
ALUMINUM= 2.7g/mL ZINC= 7.1 g/mL
173

• For aluminum, we know that there are ___ g in every 1 mL.
• So how many grams are in 3 mL?
• The slope can be used to convert from mass to volume OR from volume to mass!!!
110
123

Key Points
• Mass and volume are related by the quantity
DENSITY
• Density
– is the mass per unit volume of a substance
– is a property of that substance regardless of the size of the object
• For example, the density of a sample of pure aluminum will
ALWAYS be 2.7 g/mL, REGARDLESS of the size of the piece of aluminum!
– can be used to convert from volume to mass OR from mass to volume
– The unit of density is:

Notes time!
Density = mass divided by volume
Example: An object has a mass of 5 g and a volume of 4 mL. What is its density?

1. Determine the density of each metal.
126

Notes time!
Density can be used to convert from mass to volume OR from volume to mass!!!
Conversion Factors = Based on a conversion “fact,” fraction that is equal to the number 1.
Ex) Conversion “fact”: 1 mL of Aluminum = 2.7 g
Conversion Factor:

Dimensional Analysis Steps:
1. Identify unit you’re starting with, and unit you want
2. Set up conversion factor units – unit we want on top, unit we have on bottom
3. Add numbers (for density, always certain # of g per every 1 mL)
4. Multiply straight across
What we start with
X
Unit that we want
Unit that we have

• The volume of a cylinder of aluminum is 3.4 mL, what is the mass?
Unit you Start with____
Unit you Want____

• What is the mass of a 5.0 sample of metal that has a density of 2.6 g/mL?

• The mass of a zinc ball is 6.78 g, what is the volume?

• Gold has a density of 5.1 g/mL. What is the volume of 2.5 g of gold?

• The volume of a cube of zinc is 9.87cm
3 , what is the mass?
• An aluminum ring takes up 5.6 mL of space, what is the mass of the ring?
111
133

• The mass of a zinc nail is 12.8 g, how much space does it take up?
• The mass of a zinc cube is 65.8 grams, what is the volume of the cube?

1 From the graph, estimate the volume of 70 g of metal B. mark on the graph how you found the answer above
2. In the space above right, use the density of B as a factor to determine the answer to 1. Show the set-up including how the units cancel.
135

st
• Worksheet 3 EXCEPT #4 a, c, d (do letter b!)
• CORRECTIONS:
• Test Friday

• #2 Draw in box C
• #5 Draw in graph

nd
• Worksheet 3 (all)
• CORRECTIONS!
• Test friday

• No talking
• No getting out of your seat
• If you have a question, silently raise your hand
Respond to the following question on the back of quiz:
10. How is the class going so far? Any suggestions/comments/concerns?

What is the mass of 5 cm 3 of metal B from the graph above? Find this in two different ways, show all work.
141

• Let’s start looking at some problems concerning density. Get out worksheet 3.
142

1. Study the matter shown in Figure
1. Each dot represents a particle of matter. [Assume the particles are uniformly distributed throughout each object, and particles of the same size
have the same mass.] a. In the table below, show how the masses, volumes, and densities of A and B compare by adding the symbol <, >, or = to the statement in the second column. b. Explain your reasoning for each answer in the last column.
F i g u r e 1 1
A B
A
143

2. Is object E or object
F more dense?
[Assume the particles are uniformly distributed throughout each object, and particles with a larger size
have a larger mass.]
Explain your reasoning.
FIGURE 3
E F
144

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
80
70
60
50
40
30
FIGURE 4: Mass and
Volume Relationships
Substance A
A) You have built a simple two-pan balance shown above to compare the masses of substances A and B.
What would happen to the balance if you put equal masses of A and B in the two pans? Equal volumes of
A and B in the two pans? Explain your reasoning.
20 Substance B
A B
10 volume (mL)
145

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
80
70
FIGURE 4: Mass and
Volume Relationships
Substance A
B) Find the slope of the line for both
A and B using correct units. State the physical meaning of the slope for each substance.
60
50
40
30
20 Substance B
10 volume (mL)
146

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
80
70
60
FIGURE 4: Mass and
Volume Relationships
Substance A c) If you put 10.0 mL of A in one balance pan, how much mass of B would you need in the other pan to make it balance? Explain your reasoning.
50
40
30
20 Substance B
10 volume (mL)
147

80
70
60
50
40
30
20
10
4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
FIGURE 4: Mass and
Volume Relationships
Substance A d) If you put 35.0 mL of B in one balance pan, what volume of A would you need in the other pan to make it balance? Explain your reasoning.
Substance B volume (mL)
148

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
FIGURE 4: Mass and
Volume Relationships
Substance A e) Water has a density of 1.00 g/mL. Sketch the line representing water on the graph in Figure 4.
80
70
60
50
40
30
20
10
Substance B volume (mL)
149

4. In Figure 4 below, a graph shows the relationship between mass and volume for two substances, A and B. Use the graph to answer questions about these two substances.
FIGURE 4: Mass and
Volume Relationships
Substance A f) Determine whether substance A and B will sink or float when placed in a bucket of water.
80
70
60
50
40
30
20
10
Substance B
A: sink float
B: sink float
(circle correct response)
0 10 20 30 40 50 60 70 80 volume (mL)
150

• 6. You made some cubes out of each metal in the table that each measures 2.00 cm on every side. (all except mercury – why can’t you make a cube of mercury?) a. What is the volume of each cube in cm 3 ? in mL?
(Show your thinking)
V = ______ cm 3 V = ______ mL
151

• 6. You made some cubes out of each metal in the table that each measures 2.00 cm on every side. (all except mercury – why can’t you make a cube of mercury?) b. Find the mass of these metal cubes: (Show your work below) lead cube ______________ nickel cube______________ zinc cube ______________
152

7. Alicia’s cheapskate boyfriend gave her a ring he claims is 24 carat gold. Alicia is skeptical. After chem class the next day she measures the mass of the ring, finds the volume of the ring by water displacement, and then calculates the density of the ring. Should she treasure the ring as his first truly generous gift to her, or throw it at him the next time he walks by? Defend your
answer.
DATA:
Mass: 15.28 g
Final volume: 43.7 mL
Initial volume:42.2 mL
Volume of ring: __________
Density: __________
153

• 8. A student filled a graduated cylinder with water and read the miniscus at 25.8 mL. The student then dropped a solid material into the graduated cylinder and the water level rose to
35.9 mL. If the solid material had a density of
2.99 g/mL, determine the mass of the solid object.
154

1. Determine the density of each metal. Show all your work and include appropriate units.
2. From the graph, estimate a. the mass of 8.0 cm3 of metal A. b. the volume of 70 g of metal
B. c. mark on the graph how you found the answers above
3. In the space above right, use the density of B as a factor to determine the answer to 2b. Show the set-up including how the units cancel.
155

What is the mass of 5 cm 3 of metal B from the graph above? Find this in two different ways, show all work.
156


1. Jay-Z wants to buy Beyonce a diamond baby rattle (!). It costs $51. He only has 1023 nickels.
Does Jay-Z have enough money to buy it?

• Warm Up
• Agenda
• Essential Questions
• Alien Conversions
• Quiz Return
• Metric Conversions
• Exit Ticket

• How do we do metric conversions?
• What are “base units”
• What are metric prefixes?
• How do we use dimensional analysis to solve metric conversions problems?

• You have just entered a faraway galaxy where their unit of measurement is completely foreign to the metric system. However, since you know how to do dimensional analysis, you are still able to convert among the units that they have named. Use the given conversion factors to complete the following conversions, showing each step and canceling out units.

1) How many gidgets are in 2 wickets?

2) How many trifles are in 8 bizbastics?

• With your partner, complete the Alien
Conversion problems.
• Speak only about the task at hand, raise your hand silently if you have a question

• What are some units that we’ve talked about so far?

What are some units we’ve talked about so far?

Base units:
• Gram
• Meter
• Joule
• Liter

Prefixes: (What does the word “prefix” mean”?)
Milli –
Centi –
Kilo -

1000 swagoos = 1
swagoo
1 swagoo = 100
swagoos
1 swagoo = 1000
swagoos

• Averages:
1 st Block:
2 nd Block:
3 rd Block:

Let’s try one together…
1) How many liters are in 500 mL?
2) How many grams are in 25 centigrams?

Scooch your desks together and work on this in pairs.
Talk softly with your partner, only about the work at hand.
If you have a question, silently raise your hand and I will be around.

1. Even in his old age, Kobe Bryant can make a shot 10,000 cm from the basket. How many meters away from the basket is this aging basketball star?

• Marshawn Lynch’s touchdown run versus the
Saints was 64 meters. How many centimeters is this?

• Kanye West wants to be the godfather of Jay-Z and Beyonce’s baby so badly, he decided to prove his suitability for the role by carrying around a 65 kg fake baby constantly. How many grams does this fake baby weigh?

• If you don’t see the base unit at the beginning or at the end, it’s a two step problem, and you need the base unit in the middle!

• Take out worksheet #3!!!
11. 5 x 10 4 mm x x = km

• The distance from Ms. Hoffman’s home and
Vance High School is 13,357 centimeters.
What would be that number in kilometers?

• Worksheet #3,
• Required: problems 1-9
• Optional: 11-14 are genius level challenge problems
• Let’s get started!!!

• Worksheet #3, all
• Let’s get started!!!

5. 9.52 x 10 -4 m x = _____millimeters

6. 41.0 mL x
= _ liters

1. How many liters are in 41.0 mL?
2. The Average Seagull can fly an astounding
1362 Kilometers before getting tired. How many meters can a Seagull fly?

1. What is the density of
Substance A?
2. Which would have a larger mass?
a. 15 cm 3 of substance A b. 15 cm 3 of substance B c. The mass would be identical.
d. Not enough information to determine the larger mass.

EQ: How do we beast our Unit 1 Test tomorrow?
HQ1: What rules and procedures do I have questions about?
HQ2: What can I learn from my quiz?
HQ3: How do I play boom bag?

• Test tomorrow!
• Notebooks must be ready for collection by tomorrow
• Unit 1 Packets due tomorrow
• Welcome new students!!!

st
Worksheet #1 (all), Worksheet #2 (all),
Worksheet #3 (selected problems), new review sheet
Also make use of the review facts on back!

nd
• Worksheet #1 (all), Worksheet #2 (all),
Worksheet #3 (all), Worksheet #4 (all), new review sheet
• Also make use of a review facts on back!

rd
• Worksheet #1 (all), Worksheet #2 (all),
Worksheet #3 (all), Worksheet #4 (Part 1), new review sheet
• Also make use of a review facts on back!

1. Be in class before the bell rings.
2. Place last night’s homework on the top corner of your desk
3. On your warm-up, right down the date and essential questions, and answer Warm-Up questions
• I will collect warm-up sheets every 10 days
– QUIZ grade
– Graded ½ on quality of answers, ½ on # of stamps
– Start with 100%, for every stamp missed -5 pts

BIG
We will help each other and push ourselves to:
1) Think, Work, and Act on a College Level
2) 85% or higher on all Chemistry Objectives
….Why 85%?

1. Be responsible for your education
2. Raise your hand before speaking
3. Stay in your seat unless you have permission
4. No food, drink, cell phones, or electronic devices

The order of consequences is as follows:
• Verbal warning
• Relocation/exile
• Calls home
• Referral

• Expect to have HW most nights
– I expect you, at the very least, to attempt each question
– Inspected while you are working on the Warm-Up.
For this reason, homework should be removed from your folder and sitting on your desk when I pass by at the beginning of class.

• Completed silently and independently
• Put in inbox tray when you are dismissed
• You are not to pack up, or get up to leave until
I dismiss you – the bell does not dismiss you, I do.

VIDEO LAB DEMO
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Eye Level (15 points)
-describe/draw what you saw
Atomic Level (15 points)
-describe/draw HOW that happened at the atomic level
Discussion (10)
-notes on discussion with partner or group
Conclusion (20 points)
-after our class discussion, what can you conclude?
Consensus (20 points)
-what you NEED to know!
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Video summary (10 points)
- notes on video
Consensus (20 points)
-what you NEED to know
Correct format/neatness (5 points)
Title and Date (5 points)
Background Info (10 points)
- notes on what to look for and think about during the activity
Intro: (10 points)
-Purpose
-Hypothesis- if appropriate
Materials and Methods(10 points)
-list materials used
-step by step procedure
Data/Analysis(15 points)
-data table
-observations
-graphs
Discussion (10)
-notes on discussion with partner or group
Conclusion (20 points)
-after our class discussion: what were your results what can you conclude?
Consensus (15 points)
-what you NEED to know!

Average Mass: 11,000 kg
Average Volume: 5 m 3

Average Mass: 6.5 x 10 12 kg
Average Volume: 2398.5 km 3

One bite, one step, one problem at a time.
The greatest accomplishments do not happen overnight. Being a winner requires hard work and practice.
Are you ready to win in Chemistry?

How to use this time effectively
• Pay attention – WINNERS focus
• Take notes – WINNERS prepare
• Ask Questions – WINNERS seek help
• Practice – WINNERS train

Averages:
- 1 st block: 85.17%
- 2 nd block: 89.75%
- 3 rd block: 80.33%
204

• Objective: To collect the most questions!
Rules:
– One person picks a question and hands it to their partner to read to them
– If the person that picked the question gets it right, they get to keep it the question
– If they get it right, they then get to choose to either pick another question, OR give their partner a chance to pick a question
– If they get it wrong, they have to put ALL of their questions back in the bag
– If they pull a BOOM, they have to put all of their questions back in the bag

Rules:
- You will be divided into two teams
- The people at the board:
- If you answer the question correctly you receive 1 pt
- If you answer the question correctly and first, you get the opportunity to make a shot at the basket
- If you make the shot, +1 point (in addition to the first)

• If it is not your turn at the board, you must be following along on your Trashketball sheet by:
– Filling in the blanks
– Writing how to solve the problem

1) A. What is the density of metal A? Show all your work and include appropriate units.
B. Based on the graph, which substance has a greater density? How do you know?

2) Solve: 1.02 x 10 6 X 6.13 x 10 -4

3) A student filled a graduated cylinder with water and read the meniscus at 46 mL. The student then dropped a solid material into the graduated cylinder and the water level rose to
50 mL. If the mass of the solid object is 14 g, what is its density?

4) Ms. Hoffman wants to make cupcakes. Her recipe requires 100,000 mg of flour, but she can only measure in grams. How many grams does Ms. Hoffman need?

5) What is the mass of a 4.0 mL substance that has a density of 2.5 g/ml?

6) What is the volume of 25 g sample of a metal that has density of 3.4 g/mL?

7) Your calculated answer is .000000321 m, but you want to write that in scientific notation.
What would that look like?

8) How many mg is in 350 kg?

9) Determine the volume of a rectangular container with the following measurements:
Length – 6cm, Width – 3.4 cm, Height – 9cm.

10) Solve: 9.12 x 10 2
3.8 x 10 5

Change in mass Explanation Station
Stretched the steel wool
None
Ice Melted into
Water
Steel wool burns
Sugar dissolves
Alka-Seltzer dissolves
None
Mass increases
None
Mass decreases
The amount of particles doesn’t change when you pull it apart
The number of particles in the water doesn’t change when it changes from a solid to a liquid
When the steel wool is burnt, it gains oxygen particles in the form of rust
The number of particles of sugar and water are the same separate as when they are put together.
The Alka-Seltzer bubbles, giving off particles of oxygen gas into the air, hence the solution loses mass.

8 cm
4 cm
2 cm

Take out Unit 1 Review Sheet!
On your warm up answer:
1. What is the identity of this substance?
Substance
Water
Titanium
Zinc
Tin
Density
(g/mL)
1.0
4.54
7.13
7.31

• Hand in packets and unit 1 review

• Correction:
26. The student then dropped a solid material into the graduated cylinder and the water level rose to 52 mL.
• Do not write in test booklet – do work on scrap and bubble in answers
• Bonus question should be done on separate sheet of paper (write your name at top!)

• No talking
• If you finish early…
– Check it over!
– Try bonus
– Work on SAT problems
You got this!!! 

• Do 15 problems for extra credit
• Must write book name and page number
• Must show evidence of that you went back to check over work