Instructions: name the following ionic compounds · Web viewsurfaces and apparatus at the end of...

Unit 1 Packet Name WPHS Period

Unit 1Introduction to

Chemistry

Woodland Park High SchoolWoodland Park, Colorado

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Chemistry Unit 1 Check Off Sheet

Assignment Can Only be done in Class

√Podcast: Intro to PodcastingFlinn Safety ContractPurchase Composition Book & Lab FolderUnit 1 Vocabulary WordsPodcast 1.1: Properties of MatterCool Demo XWorksheet 1.1: Properties of MatterPodcast 1.2: Elements-Compounds-MixturesWorksheet 1.2: Elements-Compounds-MixturesTHL 1.1 (A Mixture of Colors)Podcast 1.3: Chemical and Physical ChangesSmall Scale Lab 1 (A Study in Chemical Changes) XWorksheet 1.3: Chemical and Physical ChangesBaggie Demo XPodcast 1.4: Importance of MeasurementSafety QuizWorksheet 1.4: Importance of MeasurementPodcast 1.5: Precision & Counting Significant FiguresWorksheet 1.5: Precision & Counting Significant FiguresPodcast 1.6: Significant Figure CalculationsWorksheet 1.6: Significant Figure CalculationsMemory Quiz 1 xTHL 1.2 (“It Drives Me Crazy”)Podcast 1.7: SI System-Density-TemperatureWorksheet 1.7: SI System-Density-TemperatureMemory Quiz 2 XLab: Density of Carbon Dioxide XPodcast 1.8: Dimensional Analysis (One Dimension)Worksheet 1.8: Dimensional Analysis (One Dimension)Podcast 1.9: Dimensional Analysis (Multiple Dimension)Worksheet 1.9: Dimensional Analysis (Multiple Dimension)Area of Idaho Problem XLab Test (Density of a Block of Wood) XUnit 1 Exam (You must score 75/100 to move on) X

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“Flinn Scientific’s Student Safety Contracter Sourcefor Science Supplies”PURPOSEScience is a hands-on laboratory \ class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom isthe #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. One copy must be signed by both you and a parentor guardian before you can participate inthe laboratory. The second copy is to be keptin your science notebook as a constant reminder of the safety rules.GENERAL RULES1. Conduct yourself in a responsible manner at all times in the laboratory.2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.3. Never work alone. No student may work in the laboratory without an instructor present.4. When first entering a science room, do not touch any equipment, chemicals, orother materials in the laboratory area until you are instructed to do so.5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use

laboratory glassware as containers for food or beverages.6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not calledfor in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.7. Be prepared for your work in the laboratory. Read all procedures thoroughlybefore entering the laboratory.8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratoryinstructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be storedin the classroom area.10. Keep aisles clear. Push your chair under the desk when not in use.11. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safetyshower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.12. Always work in a well-ventilated area. Use the fume hood when working with

volatile substances or poisonous vapors.Never place your head into the fume hood.13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafeconditions you observe.14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals,matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containerstwice before adding your chemicalwaste to the container.15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directedin the laboratory instructions or by your instructor.16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all worksurfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storagearea.17. Experiments must be personally monitored at all times. You will be assigned

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a laboratory station at which to work. Donot wander around the room, distract other students, or interfere with the laboratory experiments of others.18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.19. Know what to do if there is a fire drillduring a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electricalequipment turned off.20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to betreated with respect and disposed of properly.21. When using knives and other sharp instruments, always carry with tips andpoints pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.22. If you have a medical condition (e.g., allergies, pregnancy, etc.), check withyour physician prior to working in lab.

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CLOTHING23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.25. Dress properly during a laboratory activity. Long hair, dangling jewelry, andloose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose orbaggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.26. Lab aprons have been provided for youruse and should be worn during laboratory activities.ACCIDENTS AND INJURIES27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter howtrivial it may appear.28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.29. If a chemical splashes in your eye(s) or on your skin, immediately flush withrunning water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.30. When mercury thermometers are broken, mercury must not be touched.Notify the instructor immediately.

HANDLING CHEMICALS31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. Theproper technique for smelling chemical fumes will be demonstrated to you.32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.33. Never return unused chemicals to their original containers.34. Never use mouth suction to fill a pipet. Use a rubber bulb or pipet pump.35. When transferring reagents from one container to another, hold the containers away from your body.36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Alwaysadd acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an openflame or source of heat.38. Never remove chemicals or other materials from the laboratory area.39. Take great care when transporting acids and other chemicals from one part of thelaboratory to another. Hold themsecurely and walk carefully.

HANDLING GLASSWAREAND EQUIPMENT40. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken orwaste glassware in the designated glass disposal container.42. Inserting and removing glass tubingfrom rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistletubes, thermometers, etc.) beforeattempting to insert it in a stopper.Always protect your hands with towels or cotton gloves when inserting glasstubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal.43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsingglassware and equipment, or adding water to a container.44. When removing an electrical plug from its socket, grasp the plug, not the electricalcord. Hands must be completely dry before touching an electrical switch, plug, or outlet.45. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.46. Report damaged electrical equipment

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immediately. Look for things such as frayed cords, exposed wires, and looseconnections. Do not use damaged electrical equipment.47. If you do not understand how to use a piece of equipment, ask the instructor for help.48. Do not immerse hot glassware in cold water; it may shatter.HEATING SUBSTANCES49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from theflame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol)burners only as instructed by the teacher.50. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate offwhen not in use.51. You will be instructed in the proper method of heating and boiling liquids intest tubes. Do not point the open end of a test tube being heated at yourself or anyone else.52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution.Use tongs or heat-protectivegloves if necessary.53. Never look into a container that is being heated.

54. Do not place hot apparatus directly on the laboratory desk. Always use an insulatingpad. Allow plenty of time for hotapparatus to cool before touching it.55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visualappearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.QUESTIONS56. Do you wear contact lenses?_ YES _ NO57. Are you color blind?_ YES _ NO58. Do you have allergies?_ YES _ NOIf so, list specific allergies ___________________________________________________________________________AGREEMENTI, _____________________ ,(student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperateto the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am awarethat any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed

from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.Student Signature

Date

Dear Parent or Guardian:

We feel that you should be informed regarding the school’s effort to create and maintain a safe science classroom/ laboratory environment. With the cooperation of the instructors,parents, and students, a safetyinstruction program can eliminate,prevent, and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratorywork. Please read the list of safetyrules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measurestaken to ensure the safety ofyour son/daughter in the science laboratory, and will instruct your son/ daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.Parent/Guardian Signature

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Date © 2004, Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn

Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or transmitted

in any form or by any means, electronic or

mechanical, including, but not limited to

photocopy, recording, or any information

storage and retrieval system, without

permission in writing from Flinn Scientific, Inc.

- 8 -


“Flinn Scientific’s Student Safety Contract (Student Copy)ourcefor Science Supplies”PURPOSEScience is a hands-on laboratory \ class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom isthe #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. One copy must be signed by both you and a parentor guardian before you can participate inthe laboratory. The second copy is to be keptin your science notebook as a constant reminder of the safety rules.GENERAL RULES1. Conduct yourself in a responsible manner at all times in the laboratory.2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.3. Never work alone. No student may work in the laboratory without an instructor present.4. When first entering a science room, do not touch any equipment, chemicals, orother materials in the laboratory area until you are instructed to do so.5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use

laboratory glassware as containers for food or beverages.6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not calledfor in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.7. Be prepared for your work in the laboratory. Read all procedures thoroughlybefore entering the laboratory.8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratoryinstructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be storedin the classroom area.10. Keep aisles clear. Push your chair under the desk when not in use.11. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safetyshower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.12. Always work in a well-ventilated area. Use the fume hood when working with

volatile substances or poisonous vapors.Never place your head into the fume hood.13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafeconditions you observe.14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals,matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containerstwice before adding your chemicalwaste to the container.15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directedin the laboratory instructions or by your instructor.16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all worksurfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storagearea.17. Experiments must be personally monitored at all times. You will be assigned

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a laboratory station at which to work. Donot wander around the room, distract other students, or interfere with the laboratory experiments of others.18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.19. Know what to do if there is a fire drillduring a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electricalequipment turned off.20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to betreated with respect and disposed of properly.21. When using knives and other sharp instruments, always carry with tips andpoints pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.22. If you have a medical condition (e.g., allergies, pregnancy, etc.), check withyour physician prior to working in lab.

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CLOTHING23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.25. Dress properly during a laboratory activity. Long hair, dangling jewelry, andloose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose orbaggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.26. Lab aprons have been provided for youruse and should be worn during laboratory activities.ACCIDENTS AND INJURIES27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter howtrivial it may appear.28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.29. If a chemical splashes in your eye(s) or on your skin, immediately flush withrunning water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.30. When mercury thermometers are broken, mercury must not be touched.Notify the instructor immediately.

HANDLING CHEMICALS31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. Theproper technique for smelling chemical fumes will be demonstrated to you.32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.33. Never return unused chemicals to their original containers.34. Never use mouth suction to fill a pipet. Use a rubber bulb or pipet pump.35. When transferring reagents from one container to another, hold the containers away from your body.36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Alwaysadd acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an openflame or source of heat.38. Never remove chemicals or other materials from the laboratory area.39. Take great care when transporting acids and other chemicals from one part of thelaboratory to another. Hold themsecurely and walk carefully.

HANDLING GLASSWAREAND EQUIPMENT40. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken orwaste glassware in the designated glass disposal container.42. Inserting and removing glass tubingfrom rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistletubes, thermometers, etc.) beforeattempting to insert it in a stopper.Always protect your hands with towels or cotton gloves when inserting glasstubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal.43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsingglassware and equipment, or adding water to a container.44. When removing an electrical plug from its socket, grasp the plug, not the electricalcord. Hands must be completely dry before touching an electrical switch, plug, or outlet.45. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.46. Report damaged electrical equipment

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immediately. Look for things such as frayed cords, exposed wires, and looseconnections. Do not use damaged electrical equipment.47. If you do not understand how to use a piece of equipment, ask the instructor for help.48. Do not immerse hot glassware in cold water; it may shatter.HEATING SUBSTANCES49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from theflame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol)burners only as instructed by the teacher.50. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate offwhen not in use.51. You will be instructed in the proper method of heating and boiling liquids intest tubes. Do not point the open end of a test tube being heated at yourself or anyone else.52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution.Use tongs or heat-protectivegloves if necessary.53. Never look into a container that is being heated.

54. Do not place hot apparatus directly on the laboratory desk. Always use an insulatingpad. Allow plenty of time for hotapparatus to cool before touching it.55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visualappearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.QUESTIONS56. Do you wear contact lenses?_ YES _ NO57. Are you color blind?_ YES _ NO58. Do you have allergies?_ YES _ NOIf so, list specific allergies ___________________________________________________________________________AGREEMENTI, _____________________ ,(student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperateto the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am awarethat any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed

from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.Student Signature

Date

Dear Parent or Guardian:

We feel that you should be informed regarding the school’s effort to create and maintain a safe science classroom/ laboratory environment. With the cooperation of the instructors,parents, and students, a safetyinstruction program can eliminate,prevent, and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratorywork. Please read the list of safetyrules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measurestaken to ensure the safety ofyour son/daughter in the science laboratory, and will instruct your son/ daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.Parent/Guardian Signature

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Date © 2004, Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn

Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or transmitted

in any form or by any means, electronic or

mechanical, including, but not limited to

photocopy, recording, or any information

storage and retrieval system, without

permission in writing from Flinn Scientific, Inc.

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Unit 1 Packet Name WPHS Period ChemistryClass Requirements J. Bergmann & A. Sams

I. General class requirements:Welcome to Woodland Park Chemistry. We are excited to have you in class this year. We promise that you will be challenged, that you will be engaged, and that you will even have some fun.

II. Grading:Grading will be done via a “mastery” system. This will be explained in detail at the beginning of the class.,

III. Make up and late work:This is somewhat obsolete since Chemistry is a self-paced course. But Mr. Sams and Mr. Bergmann want to emphasize that you work toward each of the dates that will be posted in the class.

IV. Scholarly etiquette: It is very important that students learn the proper means and methods to interact with adults and peers in scholastic and business setting. To this aim, I would like to maintain a friendly and business-like class atmosphere by asking that students adhere to the following:

Please raise your hand to be recognized before speaking. Interrupting the instructor or other classmates is not acceptable behavior.

When class time is given to students to work on assignments, please do not waste that time by unnecessary socializing. Always be courteous to other classmates and the instructor.

V. Materials:Since chemistry is a rigorous class, it is essential that you are organized. Required supplies:

Pen and pencil (daily) Graphing or scientific calculator (daily) (TI 80 something) Flash Drive Textbook Lab folder (colored) Composition Notebook for notes

VI. Class organizationChapter syllabi will be provided with the daily schedule, homework, and assignments due arranged by day.

VII. Extra help:Chemistry is a difficult, but manageable, class. Thus, we don't expect students to understand everything right away. We are available for help outside of class. If you have questions about course materials (and you would be strange if you didn't), your grade, or you would just like to talk about life, we encourage you to drop by our office. Please feel free to visit either instructor, we communicate constantly about the course and are more than willing to help each other’s students.

Jon Bergmann Aaron SamsRoom 313 Room [email protected] [email protected] and after school, by appointment Before and after school, by appointment

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mailto:[email protected]

mailto:[email protected]


Unit 1 Vocabulary: Put this in the first few pages of your Notes-Composition Book

MatterMassSubstancephysical propertyintensive propertyextensive propertysolidliquidgasvaporHeterogeneous MixtureHomogeneous MixtureSolutionsElementCompoundqualitative measurementsquantitative measurementsScientific notation.AccuracyPrecisionaccepted valueexperimental valueerrorpercent error.significant figuresInternational System of Units (SI)DensityTemperatureCelsius scaleKelvin scaleabsolute zero.

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Take Home Lab Name_____________________Parent/Student Experiment Date__________Period______

A Mixture of Colors

Subject/Concept: Chemistry - Chromatography, Mixtures and Compounds

Purpose: The purpose of this activity is to determine whether the colors of marker dyes and/or food coloring are due to a single compound or a mixture of several other colors.

Materials: paper towel strips (1.5” wide and as long as your glasses are tall) at least 4 clear, tall glasses at least 4 different colors of water-based markers (if you can, be sure to try black, brown,

orange, and/or green) 4 different colors of food coloring (Schilling™ or Crown Colony™ brands work well) at least 4 pencils or pens you may choose 1 option or both options

Procedure:1. For each glass, cut one long strip out of a paper towel, 1.5” wide and as long as your

glasses are tall.2. One inch from the bottom of the paper towel strip, make a heavy line with the marker you

wish to test. If you are testing food coloring, place one drop of the food coloring one inch from the bottom of the strip.

3. Put one inch of lukewarm tap water in one of the glasses. Dangle the bottom half-inch of the paper towel strip below the marker line or food coloring spot into the water in the glass and secure by poking a pencil through the top of the paper towel, level with the rim of the glass. Do not let the paper towel strip touch the side of the glass.

4. For the next hour, make periodic observations of the absorption pattern of water and dye(s) up the paper towel.

5. Do this for at least four different colors of markers or food coloring. Record any observations.

1. Clean up your mess!

water

pencil

water

Marker Set-up Food Coloring Set-up

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Questions:1. Which colors are composed of a mixture of other colors?2. Which colors are composed of only a single substance?3. How could a test like this be used to determine the purity of a chemical such as a drug or

food additive?

For Credit:To receive credit, your parent or guardian must write a short note confirming that you

performed the experiment for them and explained the results to their satisfaction using the concept of chromatography, and mixtures and compounds. Attach your note to the back of this sheet.

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Parent/Student Experiment: Title: Error - It Drives Me Crazy!

Subject/Concept: Physics - Percent Error

Purpose: The purpose of this activity is to approximate the percent error in the speed measurements made by the speedometer of the family car.

Materials: • family car• working odometer• small green mileage signs located on major highways

Procedure:Safety Note: In order to receive credit, the automobile used in this experiment must be driven in a manner consistent with all legal and reasonable requirements and also must be driven by the parent or legal guardian. This does require driving on the highway and should not be attempted unless the driver is comfortable and practiced in doing so.

1. On the highway, record to the nearest half of one-tenth of a mile the distance covered by your car for exactly 3.0 miles as measured by the small green signs located along the side of the highway. If your car is like most cars on the road, your odometer will not read exactly the 3.00 miles for the test segment, but perhaps 2.85 or up to 3.15 miles.

2. Calculate the percent error of the car’s odometer. Since your odometer and speedometer are connected, this will also be the percent error of your speedometer.

Questions:1. What was your cars odometer reading for the 3.0 miles covered between green signs?2. What is the percent error in your odometer? (Show your calculation)3. What speed are you actually traveling at when your speedometer reads 55 mph?

For Credit:To receive credit, complete the questions for this lab on a separate piece of paper. Also,

your parent or guardian must write a short note confirming that you performed the experiment for them and explained the results to their satisfaction using the concept of percent error. Attach your note to the back of this sheet.

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Small Scale Lab 1: A Study of Chemical Changes Name ____________

Objectives: Observe and record chemical changes involving chemicals found in common consumer

products. Design and carry out experiments to identify chemicals in consumer products Demonstrate the use of the names and formulas of common chemical compounds.

IntroductionChemistry is a science that investigates changes in matter. Chemical reactions are the chages matter undergoes. The changes you can observe are called “macroscopic” changes. Often these changes, such as color changes, the formation of a solid, or the formation of gas bubbles, are visible. Thus, though we can not see the atoms and molecules reacting, we can see indications that chemical changes have taken place.

Different atoms and molecules often react in different ways. Chemistry attempts to explain macroscopic changes in terms of the behavior of atoms and molecules, that is, on the submicroscopic level. You can use these different reactions to detect the presences of specific kinds of chemicals in mixtures.

PurposeIn this lab you will study some reactions of common chemicals contained in consumer products. You will observe the notable microscopic changes in terms of submicroscopic changes, the behavior of atoms and molecules. As the name implies, submicroscopic changes are changes we cannot see, even with a microscope. The essence of understanding chemistry is to infer from macroscopic changes the submicroscopic behavior of atoms and molecules.

Safety Wear your safety glasses Use full small-scale pipets only for the carefully controlled delivery of liquids

MaterialsSodium Hydrogen Carbonate (NaHCO3)

Blue Dye Potassium Iodide (KI) Calcium Chloride (CaCl2)

Sodium Carbonate (Na2CO3)

Sodium Hydroxide (NaOH)

Ammonia (NH3) Hydrochloric acid (HCl)

Sodium Hypochlorite (NaOCl)

Lead II nitrate (Pb(NO3)2

Sodium hydrogen Sulfate (NaHSO4)

Phenolphthalein (PHEN)

Silver Nitrate (AgNO3) Copper II Sulfate (CuSO4)

Starch

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Experimental PageUse small-scale pipets to put 2 drops of each chemical on the X’s in the indicated spaces below. For background contrast, view the drops on black and white backgrounds provided by the X’s. Stir each mixture by blowing air through an empty pipet. Record what you see in table 1.1a.

XNaHCO3

+HCl

h.

XNaHSO4

+Na2CO3

b.

XHCl+Blue Dye

i.

XNa2CO3

+PHEN

c.

XBlue Dye+ NaOClNow add 1 drop HCl

j.

XPHEN +NaOH

d.

XNaOCl+KINow add 1 drop starch

k.

XNaOH+AgNO3

e.

XKI+Pb(NO3)2)

l.

XAgNO3 + NH3Absorb onto scrap of paper and expose to sunlight: Tape to your data table

f.

XPb(NO3)2

+CaCl2

m.

XNH3

+CuSO4

g.

XCaCl2

+NaHSO4

Be patient

N

XCuSO4

+NaHCO3

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Experimental Dataa. NaHCO3

+HCl

h. NaHSO4

+Na2CO3

b. HCl+Blue Dye

i. Na2CO3

+PHEN

c. Blue Dye+ NaOClNow add 1 drop HCl

j. PHEN +NaOH

d. NaOCl+KINow add 1 drop starch

k. NaOH+AgNO3

e. KI+Pb(NO3)2)

l. AgNO3 + NH3Absorb onto scrap of paper and expose to sunlight: Tape to your data table

f. Pb(NO3)2

+CaCl2

m. NH3

+CuSO4

g. CaCl2

+NaHSO4

Be patient

N CuSO4

+NaHCO3

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Questions1. Sodium hydrogen carbonate is baking soda, NaHCO3. When HCl is added to NaHCO3,

carbon dioxide bubbles are formed. Do you know the chemical formula of carbon dioxide? In what consumer product is the gas commonly found?

2. Which of the other mixings formed bubbles?3. What do you think the gas is that results from question 2?4. The body uses hydrochloric acid, HCl, to help digest food. Where in the body is

hydrochloric acid found? What color does it turn the blue food dye?5. Sodium hypochlorite, NaOCl, is a common ingredient in household bleaches and

cleaners. What happened to the color of the the blue dye when both HCl and NaOCl was added?

6. Potassium Iodide, KI, is the source of iodine in iodized salt. What color is the KI + NaOCl mixture? What color does starch change to in the presence of KI and NaOCl?

7. A precipitate is a solid that separates upon mixing solutions. Which reaction made a bright yellow precipitate?

8. Which other mixings produced precipitates? 9. Which mixture produced a precipitate very slowly?10. Which solutions produced a muddy brown precipitate?11. Observe the scrap paper you used to absorb the AgNO3 + NH3 mixture. What evidence

do you see that indicates that silver compounds are light sensitive?12. Review your results and list at least three different kinds of changes that indicate that a

chemical reaction is occurring.

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Density of Carbon Dioxide Lab

Background InformationAlka Seltzer is a mixture of baking soda and citric acid. When these substances come into contact in water they react to produce carbon dioxide gas, water and sodium citrate.NaHCO3 + H3C6H5O7 H2O + CO2 + NaH2C6H5O7

Baking soda

Citric acid

Water Carbon dioxide

Sodium citrate

PurposeTo calculate the density of carbon dioxide

Procedure1. Obtain one Alka Seltzer tablet and break it into four

roughly equal sized pieces2. Place 10 mL of water into a flask3. Find the mass of the flask with the water 4. Weigh the ¼ piece of tablet (dry)5. Fill a graduated cylinder completely with water and

invert into a tub of room temperature water6. Place the tube from the flask into the up- turned

graduated cylinder7. Drop the tablet into the water and

immediately stopper the flask8. Collect the gas in the graduated cylinder9. Measure the volume of gas collected10. Measure the mass of the flask and the tablet after

the reaction is complete11. Complete procedure two more times for a total of three trials

DataTrial 1 Trial 2 Trial 3

Mass of ¼ tablet (g)

Mass of flask and water (g)Total beginning mass of tablet, flask and water (g)Mass of tablet, flask and water after reaction (g)Mass of CO2 (g)Volume of CO2 collected (mL)Volume of CO2 collected (L)Density of CO2 (g/L)

Average density of 3 trials

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CalculationsUse this space to show calculations for total beginning mass, mass of CO2, conversion from mL of CO2 to L CO2, density of CO2 and average density

Total beginning mass

Mass of CO2

Conversion from mL of CO2 to L CO2

Density of CO2

Average density

Questions1. You just collected a gas by water displacement. Describe the process in detail so someone not in

this class could understand what water displacement is.

2. Show and describe how the mass of the gas was calculated?

3. What is density? Why is it useful to scientists?

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Worksheet 1.1: Properties of Matter1. Identify the following as an extensive or an intensive property

Property Extensive or IntensiveMassvolume densitycolorViscosity (how “thick” a liquid is)

2. Identify the following about solids-liquids-gases (definite or indefinite)Solid Liquid Gas

VolumeShape

3. Draw a picture at the molecular level of a solid, a liquid and a gas.

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T & RSq & R

atom

R

molecule


Worksheet 1.2: Elements-Compounds-Mixtures

Classification of MatterHow do atoms combine to make different types of matter?Why? Look at the things in this room. They are all matter. That matter may be pure or it may be a mixture. Can you tell by looking at it? What if you looked at it under a microscope? Then could you tell? Something that looks pure may not really be pure. It depends on what type of particles that thing is made of. In this activity we will explore how the smallest chemical units of matter determine whether something is classified as an element, a compound, or a mixture.

Model 1

8 particles

5 particles

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Sq2R

S

?

?

TSq2R? SqR3 & TSq

moleculeatoms

molecule


5 particles1. Circle a molecule of RSq in Model 1. How many atoms are in a molecule of RSq?

2. Circle a molecule of TSq2R in Model 1. a) How many different types of atoms are found in a molecule of TSq2R?

b) How many Sq atoms are in a molecule of TSq2R?

3. a) How many different types of atoms are found in a sample of SqR3 & TSq?

b) How many different types of molecules are found in a sample of SqR3 & TSq?

4. a) What does it mean when two atoms are touching in the drawings of Model 1?

b) What does it mean when two atoms or molecules are not touching in the drawings of Model 1?

5. a) Can a particle be a single atom?

b) Can a particle be a molecule?

c) How many particles are in the drawing representing T & RSq & R in Model 1?

6. Compare the codes listed at the top of each drawing in Model 1 with the shapes in that box.

a) What do the letters R, Sq and T in the codes represent?

b) What do the small numbers (subscripts) in the codes represent?

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c) When atoms are touching, how is that communicated in the code?

d) When atoms or molecules are not touching, how is that communicated in the code?

e) In Model 1 there are three drawings that are labeled “?”. Write codes to properly label these drawings.

7. The manager should appoint one group member to cut apart Model 1 to separate the nine drawings. As a team, sort the pictures into those where all the particles in the drawing are identical, and those that have more than one type of particle in the drawing.

Read This!Matter is classified as a pure substance when all of the particles are the identical. Matter is classified as a mixture if there are different particles present.

8. Identify which set of drawings from #7 are pure substances and which set are mixtures. List the codes for each set here.

Pure Substances Mixtures ____________ ____________ ____________

____________ ____________ ____________

____________ ____________ ____________

9. How are the codes (chemical formulas) for pure substances different from those for mixtures?

10. As a team, take the set of pure substances drawings from #8 and sort them into those containing only one type of atom and those with two or more types of atoms.

Read This!

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Elements are defined as substances made from only one type of atom. Compounds are defined as substances made from two or more types of atoms.

11. Identify which set of drawings from #10 are elements and which set are compounds. List the codes for each set here.

Elements Compounds ____________ ____________

____________ ____________

____________ ____________

12. How are the codes (chemical formulas) for elements different from those for compounds?

13. Use what you have just learned about chemical formulas to identify the following as element, compound or mixture.

a. Br2 b. NaHCO3 c. C6H12O6 & H2O

d. Cu & Zn e. CO2 f. Al

Extension Questions

14. Often times it is useful to separate matter. For example, you strain cooked pasta to get the liquid out. In a fuel cell, water is separated into hydrogen and oxygen.

a) Which type of matter can be separated by physical methods (no bonds need to break) such as filtering or distillation?

b) Which type of matter needs to be separated by chemical methods (breaking of bonds required) such as electrolysis or decomposition?

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15. Students in a chemistry course were asked the following question on a unit exam: “Draw a diagram representing an element using circles as atoms.”

a) The following diagrams represent the two types of answers given by students. Which drawing is the best representation of an element? Explain.

Drawing A Drawing B

b) If Drawing B was a sample from the substances in Model 1, which substance(s) could be represented? Is a single atom a good representation of any of them?

1. Classify each as a homogeneous or heterogeneous mixture: Put a check in the appropriate boxHomogeneous

Heterogeneous

bloodchocolate chip ice cream brass (a blend of copper and zinc)motor oilBlack Coffee

2. Classify each as an element or a mixture: Put a check in the appropriate boxElement Mixture

SilverPine Tree Orange JuiceOxygenIced TeaAir

3. List the names of elements in each of the following compounds.Elements (Example, Nitrogen, Chromium, et)

Ammonium Chloride (NH4Cl)Potassium Permanganate (KMnO4) Isopropyl Alcohol (C3H7OH)Calcium Iodide (CaI2)

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4. Identify each of the following as a mixture or a compound. For the mixtures, classify each as homogeneous or heterogeneous.

Mixture or Compound

If a mixture: Homogeneous or Heterogeneous

Justify your answer

SodaSucrose (table sugar)motor oil (a mixture of hydrocarbons)Black InkIceGasolineGraniteMuddy WaterTossed SaladCandle WaxSodium chlorideCarbon dioxide

Worksheet 1.3: Chemical and Physical Changes1. List the four indicators of a chemical change.

a.b.c.d.

2. Classify each of the following as a physical or chemical change.Physical Chemical

Bending a piece of wire.Burning coalCooking a steakCutting grassVinegar and baking soda mixing.

3. How do you know that each of these is a chemical changeReason

Food spoils

A foaming antacid tablet fizzes in water.A ring of scum forms around your bathtub.A firecracker explodes

Worksheet 1.4: The Importance of Measurement

1. Identify the following as quantitative or qualitative.Qualitative or quantitative

A flame is hot

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A candle has a mass of 90 g Wax is softA candle’s height decreases 4.2 cm/hr

2. Write the following numbers in scientific notationIn Scientific Notation

720000000 meters0.000000065 grams 54300 L0.015 moles

3. Write the following numbers in regular notation.In Regular Notation

6.02 1015 mL3.02 10-6 mg 3.00 10-7 M2.98 108 m/s

4. Rank each of the following in order from smallest to largest.2.2x 104 27 x 103 2.9 x 10-2 0.0027 2.1 x 10-3

Worksheet 1.5: Precision - Sig. Figs1. Three students made multiple weightings of a copper rod, each using a different balance. The correct mass

of the cylinder had been previously determined to be 47.32g. Describe the accuracy and precision of each student’s measurements.

Marie Albert Ernest

Weigh 1 47.13 47.45 47.95

Weigh 2 47.94 47.39 47.91

Weigh 3 46.83 47.42 47.89

Weigh 4 47.47 47.41 47.93

Marie:

Albert:

Ernest:

2. Three scientists measure the standard meter bar kept at the International Bureau of Standards. Their measurements are 1.09 m, 1.09 m, and 1.08 m. Are their measurements accurate, precise, or both? Why?

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3. An archer shoots three arrows at a target and each lands within 1 cm of the others but none of the arrows is within 30 cm of the bull's-eye. Discuss both the accuracy and the precision of the archer.

4. Determine the number of significant figures in each of the following measurements:a. 1.0 cm b. 3.05 cm c. 2500 cm

d. 4050 cm e. 4.050 cm f. 0.0602 cm

5. Why would a measurement be reported as 18.0 mL instead of 18 mL?

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Worksheet 1.6 Significant Figure CalculationsPerform the following calculations and report each answer to the correct number of significant figures:Addition and Subtraction Problems Calculator Answer Rounded to the correct

number of significant figures162.1 g + 38.73 g + 1.554 g

21.9 m + 6.34 m + 157 m

0.004 dm + 0.12508 dm

0.025 mol + 0.0267 mol + 0.00287 mol

9.88 s - 7.2 s

44.7 kg - 2.7 kg

20 L - 20.0 L

3.00 g- 2.89 g

9.23 mL – 8.8943 mL

Multiplication and Division Problems Calculator Answer Rounded to the correct number of significant figures: don’t forget the units

6.5 cm x 2.1 cm

2.33 m x 5.15 m

12.65m x 42.1 m

3.02 cm x 6.3 cm x 8.225 cm

40.1 kg x 0.2453 m2

340m / 0.1257 s

1.29 g / 29.20 cm3

3.244 m / 1.4 s

62 g / 1.62 cm3

45.4 g / (0.012 cm x 0.444 cm x 0.221 cm)

( 3 x 105 m) (2 x 107m)

(4.2 x 107kg)( 3.09 x 10-2m)

- 34 -


(5.21 x 10-5nm)/(3.623 x 104 s)

(2.05 x 10-2 mol)/ (2.03 x 10-1L)

- 35 -

Worksheet 1.7: SI-Density-Temperature1. List the dimensions for the following measurements:

Measurement Dimension (length, mass, time, temperature, etc): Note that some may

have multiple dimensions-for those list all dimensions)

55m

4.3 10-2 sec

43.2 mol

0.0021 µm

2.0 L

32.0 gal

161 lb

1 light year

43 Kelvin

6000 lumens

12.5 m2

16 miles per hour

0.0032 kg m/sec2

235 g/mol

2. Convert the following temperatures:Measurement Dimension (length, mass, time, temperature, etc): Note that some may

have multiple dimensions-for those list all dimensions)

24˚C into Kelvin

0˚C into Kelvin

-273˚C into Kelvin

300 K into ˚C

0 K into ˚C

373 K into ˚C

Unit 1 Packet Name WPHS Period Worksheet 1.8: Dimensional Analysis (Single Dimensions)

You must show all of your work !1. 132.5 cm = ? in.

2. 3 m = ? in

3. 14 cm = ? m

4. Convert 14 mm to m.

5. Convert 35 kg to g.

6. 116.5 m = ? km

7. Convert 57 mL to L

8. Convert 15.9 mm to km.

9. 0.0006394 km = ? m

10. Convert 0.0982 mg to kg.

11. 8.4 x 10-6 g = ? mg

12. 1.47 x 105 mm = ? km

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13. 182 oz = ? lb

14. Convert 13,455 g to kg

15. 4.7 kg = ? lb

16. 138.4 oz = ? g

17. 65.5 km = ? mi

18. 23.6 ft = ? cm

19. 2.36 x 104 s = ? days

20. 13.6 L = ? qt

21. 5.00 km = ? ft

22. 100.0 cm = ? yd

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Worksheet 1.9: Dimensional Analysis (Multi-Dimensional)

1. 100. km/hr = ? miles/hr (mph)

2. Convert a speed of 35.8 mi/hr to m/s.

3. 80.0 mph = ? mi/s

4. 62.3 mph = ? m/s

5. 20.6 km/hr = ? mi/hr

6. 0.058 m/s = ? cm/s

7. Convert a speed of 73.5 km/hr to m/s

8. Convert a speed of 88 m/s to cm/s.

9. 3.49 km/hr = ? m/s

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10. Convert a density of 4.52 g/mL to kg/L.

11. Convert a speed of 73.5 km/hr to m/s.

12. Convert 0.044 m3 to cm3

13. Convert 5.4 10-6 m3 to in3

14. The speed of light is 3.0 x 1010 cm/s into miles per hour

15. Convert a density of 13.6 g/mL to lb/ft3.

16. 8.05 x105 lb/ft3 = ? kg/L

- 40 -

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