Glencoe High School
Mrs. Barkley
List of Key Concepts (AL COS #1)
 #1-1 Greek/Latin Word Parts
 #1-2 Metric System & SI Units
 #1-3 Lab Equipment
 #1-4 Lab Safety
 #1-5 Scientific Method
 #1-6 Experimental Design
 #1-7 Graphing / Relationships
#1-1 Greek/Latin Word Parts
We will use the following word parts while taking
measurements in class. These word parts will be used as
prefixes for our base units: meter, gram, or liter.
 (k) kilo- thousand (1,000)
 (h) hecto- hundred (100)
 (da) deka- ten (10)
 (d) deci- one tenth (0.1)
 (c) cent- one hundredth (0.01)
 (m) milli- one thousandth (0.001)
Converting Units Within the Metric
System
 It is important to know how to convert units from one
form to another. Converting units within the metric
system is easy, because you simply have to move the
decimal place. Check out the example below.
 Example: 1 km = ? m (Answer: 1 km = 1,000)
 Solution: Find kilo on the list provided on the next
slide. Then, count the number of spaces you must
move to find meters. Because you moved down 3
spaces, you will move your decimal point 3 places to
the right.
 Therefore, 1.0 km becomes 1000. m
Converting Units Within the Metric
System
 (k) kilo- thousand (1,000)
 (h) hecto- hundred (100)
 (da) deka- ten (10)
Move
decimal to
LEFT as you
move up.
BASE UNIT (gram, liter, or meter)
 (d) deci- one tenth (0.1)
 (c) cent- one hundredth (0.01)
 (m) milli- one thousandth (0.001)
Move
decimal to
RIGHT as
you move
down.
Practice Problems: Converting
Units Within the Metric System
1.
2.
3.
4.
5.
1 meter = _____cm
1 meter = _____km
3000 grams = _____kg
5 liters = _____ mL
2 kilometers = ____cm
Remember: Move your
decimal point to the left if
you move up this list. Move
your decimal point to the
right if you move down the
list.
 (k) kilo- (1,000)
 (h) hecto- (100)
 (da) deka- (10)
 BASE UNIT (m, g, or L)
 (d) deci- (0.1)
 (c) cent- (0.01)
 (m) milli- (0.001)
#1-2 Metric System & SI Units
 The Metric System can also be called the International
System of Units or SI system.
 Purpose: avoid confusion by using a common standard
of measurement
Measurement
Weight
Length
Volume
Mass
Description
Unit
Equipment
#1-2 Metric System & SI Units
Measurement
Description
Unit
Equipment
Weight
Amount of gravity exerted on
an object
Newton (N)
Scale
Length
Distance between to points
Meter (m)
Ruler
Volume
Amount of space an object takes Liter (L) or
up…This object may be a liquid, (m3)
solid, or gas. Therefore, choose
the appropriate method and
tools to take this measurement.
Liquid volume
can be
measured with a
Beaker, Flask, or
Graduated
Cylinder.
Mass
Amount of matter in an object
Triple Beam
Balance
Grams (g)
Practice Problems: Identify measurement taken.
Options: weight, length, volume, mass, area










25 liters
100 m
4 kg
8 cm3
80 newtons
10 m
50 kilograms
3L
4 cm2
77 N
ANSWERS
 Volume (liquid)
 Length
 Mass
 Volume (solid)
 Weight
 Length
 Mass
 Area
 Weight
More
Practice Problems: Identify measurement taken.
Options: weight, length, volume, mass, area









1 kg
60 mL
24 meters
80 liters
7 newtons
9 m3
58 kilograms
4 km2
50 m
ANSWERS
 Mass
 Volume (liquid)
 Length
 Weight
 Volume (solid)
 Mass
 Area
 Length
#1-3 Lab Equipment
#1-4 Lab Safety

Flinn Lab Safety Contract should be covered…dress
appropriately, minimize materials, alert teacher of
accident, know lab lay-out, hood, etc.
Mrs. Barkley’s Give Me 5 Rules
1. Complete Pre-Lab
2. Stay Seated -1
3. Ask All Rule
4. Clean Up!
5. Complete Post Lab
#1-5 Scientific Method
 Science means “to know”
 Science is a process, not simply a subject
 Scientific Method: problem-solving
 Steps can be in any order and may include:
1. Asking questions
2. Making observation (senses plus numbers),
3. Form hypothesis
4. Test / Experiment
5. Analyze results
6. Draw conclusion
Scientific Method Continued
 Problem-Solving
process
Evaluation
 Requires critical
thinking skills
Synthesis
(HOTS: higher
ordered thinking
skills)
Analysis
Application
Comprehension
Knowledge
#1-6 Experimental Design
Experiments often involve…
 Constant (AKA: independent variable) This is
predetermined before the test begins.
 Variable (AKA: dependent variable) This is the data you
are in search of. Its unpredictable and can vary. It
depends on the constant chosen. Remember, you
should only test 1 variable at a time.
 Control: This does not have the constant/independent
varible applied to it.
Experimental Practice Problems
 Click on the link above to view handout students
should create in order to record their answer to the
following 5 practice problems.
 Place work in bell-ringer folder as instructed by your
teacher.
Experimental Practice Problem #1
 Coach Ozmint is concerned about outbreaks of
Staphylococcus aureus (staff infection) within the
fieldhouse… He want to know what type of cleaner
is the best at killing this nasty infection. He has
windex, lysol, and water in a cooler left from the
last Football game. How should he complete his
experiment? meaning identify what his…
A) Constant (Independent Variable)
B) Variable (Dependent Variable)
C) Control
should be.
Experimental Practice Problem #2
 Coach Ozmint is concerned again…This time, he is
concerned about the stench coming from two pairs of
cleats in Brock’s locker. All four shoes smell equally putrid.
He wants to figure out the best way to get rid of the odor.
He decides to put moth balls in shoe #1. He decides to wash
shoe #2. He decides to let shoe #3 air out by placing it in
the sun within the stadium. How should he complete his
experiment? meaning identify what his…
A) Constant (Independent Variable)
B) Variable (Dependent Variable)
C) Control
Was during this experiment
Experimental Practice Problem #3
 Mrs. Cothran decides to add dairy cows to her family’s land in Hokes
Bluff. She wants to know the best diet for her cows to eat, so that they
will produce the most milk possible.
She feeds 100 cows 100% alfalfa.
She feeds 100 cows 50%alfalfa & 50% hay.
She feeds 100 100%hay.
Identify what her…
A) Constant (Independent Variable)
B) Variable (Dependent Variable)
C) Control
was during this experiment.
Experimental Practice Problem #4
 After a long day of testing cleaners and cleaning stinky shoes, Coach
Ozmint decides to give the boys a day off from practice so that he can
blow bubbles. He thinks it might intimidate other teams if the boys ran
through a sea of bubbles instead of the traditional banner most teams
bust through. He wants to know how glycerin affects the production of
bubbles. He prepares 3 different solutions with different amounts of
glycerin and begins his test.
Identify what his…
A) Constant (Independent Variable)
B) Variable (Dependent Variable)
C) Control
was during this experiment.
Experimental Practice Problem #5
 Design your own hypothetical experiment and identify
the following parts:
A) Constant (Independent Variable)
B) Variable (Dependent Variable)
C) Control
#1-7 Graphing / Relationships
 x-axis: displays constant
 y-axis: displays variable
Analyze your graph to decide if there is a relationship
between constant and variable.
Directly Proportional
Definition:
Examples:
Inversely Proportional
Definition:
Examples:
Graphing Relationships…
 Directly Proportional
 Inversely
Proportional
OR
Means when one item
increases, the other item
decreases and vice versa.
Means the constant and
variable will both increase or
both decrease together.
Graphing and Relationships
Practice Problems
Check out the next slide, answering the questions below for each
example.
1. What type of relationships, if any, do the following have in
common?
2. Which direction would you expect to see the line or curve
that represents your data?
3. Identify the constant (independent variable), which would
belong on the x-axis.
4. Identify the variable (dependent variable), which would
belong on the y-axis.
Graphing and Relationships
Practice Problems
 Size of a diaper vs. total # that can fit in a trash bag
 # of absences in school vs. report card grades
 Amount of sweets consumed vs. total body weight
 Level of education vs. income
 Drug use vs. # of criminal arrests
 # of family members who smoke vs. % chance you
will become a smoker