WEBSITE

2. WEBSITE • http://teacherweb.com/MI/BattleCreek/Gonzales/

3. The Big Ideas of Physical Science • Space and Time—Earth Science • Matter and Change—Chemistry—Matter has volume and mass, and usually takes the form of a solid, liquid, or gas. • Forces and Motion—Physics—If you push on something that is sitting still, it starts to move. If you push on something that is already moving, you will change its motion. Force = work. • Energy—All Sciences—Energy exists in many forms.

4. Chemistry 1. the study of a. composition b. structure c. properties of matter d. changes or reactions

5. Three good reasons why you should study chemistry in high school. Learning chemistry will increase your understanding of science, and labs will give you an opportunity to follow methods to make conclusions for yourself. (and blow things up!) In today's world, it's useful to know chemistry. Chemicals (legal & illegal) are all around you. Most important: I LOVE CHEMISTRY and so will you!

7. The goal of all science is to expand knowledge. • The use of knowledge to solve practical problems is technology. • The goal of technology is to apply that knowledge. • Think back to the 1700s, when there were no televisions, cars, antibiotics, or electricity.

8. The telephone, was invented in 1876. Within two years, the first telephone operators were connecting calls by hand. The first coin-operated phones appeared in 1889. By 1927, it was possible to make a phone call from New York to London. • World War II saw the development of the first mobile phones, which paved the way for modern cellular phones. Today, you can communicate by telephone between almost any two places in the world.

9. You won't know until you look. Science is a system of knowledge and the methods you use to find that knowledge. What will you find when you flip over a rock? Science begins with curiosity and often ends with discovery. Curiosity provides questions but is seldom enough to achieve scientific results. Methods such as observing and measuring provide ways to find the answers.

10. Design a paper airplane. We will test them tomorrow to see which fly the best

11. Observations – information gathered by using the 5 senses

12. A) 2 types 1. qualitative: it describes physical characteristics no measurements shapes color odor

13. 2. quantitative:numerical measurements how big, tall, little, fast

14. Extensive v Intensive • Physical properties of matter are categorized as either Intensive or Extensive: • Intensive - Properties that do not depend on the amount of the matter present. • Extensive - Properties that do depend on the amount of matter present.

15. Color • Odor • Luster - How shiny a substance is. • Malleability - The ability of a substance to be beaten into thin sheets.

16. Ductility - The ability of a substance to be drawn into thin wires. • Conductivity - The ability of a substance to allow the flow of energy or electricity. • Hardness - How easily a substance can be scratched. • Melting/Freezing Point - The temperature at which the solid and liquid phases of a substance are in equilibrium at atmospheric pressure.

17. Boiling Point - The temperature at which the vapor pressure of a liquid is equal to the pressure on the liquid (generally atmospheric pressure). • Density - The mass of a substance divided by its volume

18. Mass - A measurement of the amount of matter in a object (grams). • Weight - A measurement of the gravitational force of attraction of the earth acting on an object. • Volume - A measurement of the amount of space a substance occupies. (liter) • Length (meter)

19. Some experiments are impossible to observe (like the creation of the universe.) However, scientists can use the evidence of the universe around them to envision how this event occurred.

20. What happens to a candle when it is lit? • What do you predict will happen when it is covered? • Explain how you decided using chemical terms.

21. Scientists working in the field, or in a laboratory, like those in the picture below, are trained to use safe procedures when carrying out investigations. Laboratory work may involve flames or hot plates, electricity, chemicals, hot liquids, sharp instruments, and breakable glassware.

22. Use your senses—which ones?—to observe— (qualitative & quantitative) and the equipment provided at your lab bench (beakers, scales, stirring rods) to carryout your first lab.

23. An organized plan for gathering, organizing, and communicating information is called the scientific method. The steps to follow are: • Make observations • Ask questions • Develop a hypothesis • Experiment to test your hypothesis • Collect and organize data • Draw conclusions • Revise hypothesis if necessary • Develop a theory

25. Make observation – 5 senses • Ask questions—Identify the problem. (What are you being asked to do?) • Develop a hypothesis—a proposed answer to the ? based on observations • Experiment to test your hypothesis controlled experiment-only change 1 variable • Collect and organize data –charts, tables, equations and graphs

26. Draw conclusions —based on your data. Was your hypothesis supported?—if it was, then do more trials to validate the results. • Revise hypothesis if your data did not support your hypothesis make a new one and do the experiment over. • Develop a theory —a well-tested explanation—we will not develop “real” theories in this class.

27. A scientific law describes an observed pattern in nature without attempting to explain it. The explanation of such a pattern is provided by a scientific theory. For example, Newton's law of gravity describes how two objects attract each other by means of a gravitational force. This law has been verified over and over. However, scientists have yet to agree on a theory that explains how gravity works.

28. Scientific notation is a way of expressing a value as the product of a number between 1 and 10 and a power of 10. Scientific notation makes very large or very small numbers easier to work with. Ex: 300,000,000 is 3.0 × 108. (right of #) Ex: 0.00086 8.6 × 10−4. (left of #)

29. When multiplying numbers in scientific notation, you multiply the numbers and add the exponents. (3.0 x 108 m/s) x (5.0 x 102 s) =15 x 1010 m = 1.5 x 1011m • When dividing numbers in scientific notation, you divide the numbers and subtract the exponents. 1.5 x 1011m = 1.5 x 1011-8 s = 0.5 x 103 s = 5.0 x 102 s 3.0 x 108 m/s 3.0

30. 1.14 x 104 m2 1. (7.6 × 10−4 m) × (1.5 × 107 m) = 2. 0.00053 ÷ 29 = 5.3 x 10-4 ÷ 2.9 x 101 = 3. Calculate how far light travels in 8.64 × 104 seconds. (Hint: The speed of light is about 3.0 × 108 m/s.) 3.0 × 108 m x 8.64 × 104 seconds = 1 sec 4. A rectangular parking lot has a length of 1.1 × 103 meters and a width of 2.4 × 103 meters. What is the area of the parking lot? 1.1 × 103 m x 2.4 × 103 m = 5.3/2.9 x 10 (-4-1) = 1.8 x 10-5 2.6 x 1013m 2.6 x 106 m2

32. Kittens kilo • Hate hecto • Dogs deka • Because base • Dogs deci • Can’t centi • Meow milli

33. kilo hecto deca deci centi milli 103 102 10 1 10-1 10-2 10-3 base 1. Put a decimal point behind the number of your measurement. 2. Find the column of your measurement. 3. Then, find the column of the metric measurement you want to convert to. 4. Count how many spaces you moved and the direction you went (left or right). 5. Move the decimal point that many spaces (adding zeros if necessary) in the same direction.

34. The easiest way to convert from one unit of measurement to another is to use conversion factors. A conversion factor is a ratio of equivalent measurements. Convert the height of Mount Everest, 8848 meters, into kilometers. The prefix kilo-, means 1 kilometer =1000 meters. This ratio gives you two possible conversion factors. 1km 1000m 1000m 1km and

35. When you convert, you always start with your GIVEN. Since you are given8848 meters you put that # down first: given conversion factor 8848 meters 1km = 8848 km = 1000 m 1000 8.848 km converting from meters to kilometers, the number should get smaller.

36. In Chemistry & Physics you will use the conversion factors a lot. • This is called the factor label method. • Conversion factor: 1 in = 2.54 cm What is the length of a 12 in. object in cm? m? km? What is the length of a 3 in. object in cm? m? km? Convert your final answer (km) into scientific notation.

37. 2.75 x 105 cm 275,000 cm Convert : 1.) 2.75 km to cm 2.) 455 mg to g 3.) 45 dm to m    4.) 3.5 μg to g    5.) 67 mm to m    6.) 0.005 kg to μg 0.455 g 4.55 x 101 g 4.5 x 100 m 4.5 m .0000035 g 3.5 x 10-6 g 6.7 x 10-2 m 0.067 m 5.0 x 106 μg 5,000,000 μg

38. 6.35 x 102 Write the following in scientific notation: 7.) 635.000 8.) 22,000 9.)  5201 10.)   81  11.) 0.00073 12.) 0.0000023 2.2 x 104 5.201 x 103 8.1 x 101 7.3 x 10-4 2.3 x 10-6

39. Scientists use a set of measuring units called SI, or the International System of Units. Seven metric base units make up the foundation of SI.

40. Additional SI units, called derived units, are made from combinations of the 7 base units

41. Specific combinations of SI base units yield derived units. Density is a derived unit. It is the ratio of an object's mass to its volume. m = d·v D= m v m * most times: m = mass (g) v = volume (ml) units of DENSITY : g/ml or g/cm3 V= m D v D

42. DEMONSTRATION DIET COKE / COKE Balls

43. 1. A shiny, gold colored bar weighs 57.3 g and has a volume of 4.7 cm3. Is the bar made of pure gold? (D of Au = 19.32g/cm3) D= m/v 57.3 g 4.7 cm3 No it is not made of gold. D ≠ 2. Oxygen will sink Nitrogen will float = 12.19 g/cm3

44. 80 g 160cm3 0.5g/cm3 80/0.5 29 cm3 0.759g/cm3 .759x29 22 g >1.0 13 g 12 cm3 1.083x12 1.083 g/cm3 40 & 51 are left >G 29 cm3 40 g 40/29 1.38 g/cm3 >2.7 51/18 51 g 18 cm3 2.83 g/cm3

45. Orange: D= 0.5g/cm3 m = 80g v = 160cm3 Purple: D= 0.75g/cm3 m = 22g v = 29cm3 Green: D= 1.083g/cm3 m = 13g v = 12cm3 White: D= 1.38g/cm3 m = 40g v = 29cm3 Black: D= 2.83g/cm3 m = 51g v = 18cm3

46. Limits of measurement • Which would you want? Accuracy or precision?

47. Accuracy vs. Precision • Accuracy: how close a measured value is to an accepted value 2. Precision: the reproducibility or reliability —a gauge of how exact a measurement is. Can you do it again?

49. There are limits of measurement—accuracy v precision. Which is more accurate? Precise? Why?

50. The digital clock offers more precision. According to an analog clock, it might take you 5 minutes to eat your breakfast. Using a digital clock, however, you might measure 5 minutes and 15 seconds, or 5.25 minutes. The second measurement has more significant figures.