Chemistry X
Assignment Sheet: Chapters 1-3
Term I 2012
Date
Lecture Topics/ Class work/Labs
Homework (to be completed BEFORE class)
Tues.
9-4
Class expectations
branches of chemistry
observation/interpretation; qualitative/quantitative
mass vs. weight
Match and Candle Lab
Wed.
9-5
Quiz: Candle Lab
Scientific Method; theory vs. law
variables – dependent/independent
ozone; lab safety
SI units; density; metric system
scientific notation
Read: Ch. 1: pg. 2-13, 16 (skim 14-17)
Read: Ch. 2 pg. 25-33
Grack’s class – reading notes pg. 1-5
(omit sections labeled to be completed in class)
Thurs.
9-6
dimensional analysis
accuracy/precision; start uncertainties
Correct P.S. 1.1; Quiz
Read: Ch. 2: pg. 33-38
Hwk: Problem Set 1.1 (attached)
Grack’s class – reading notes pg. 6
Fri.
9-7
Uncertainties in measurement cont.
Accuracy/Precision Lab
% error
Correct P.S. 2.1; Quiz
Hwk: Problem Set 2.1 (attached)
Mon.
9-10
Significant figures
significant figures in calculations
Collect labs; Correct P.S 2.2 Quiz
Read: Ch. 2: pg. 38-42 (skim 43-45)
Hwk: Problem Set 2.2 (attached)
Tues.
9-11
Penny Lab
Matter diagram – mixture/ pure substance etc.
Correct P.S 2.3; Quiz
Read: Ch. 3: pg. 55-63; pg. 66-74
Hwk: Problem Set 2.3 (attached)
Grack’s class – reading notes pg. 10-11
Wed.
9-12
chemical/physical properties and changes
separation techniques
% composition
Start 3 natural laws
Hwk: Complete matter diagram with definitions
Thurs.
9-13
finish 3 natural laws
Definite Proportions Lab
Correct P.S. 3.1; Quiz
Read: Ch. 3: pg. 63-65; pg. 74-77
Hwk: Problem Set 3.1 (attached)
Grack’s class – reading notes pg. 12
Fri.
9-14
Finish Law of Multiple Proportions
Correct P.S. 3.2; Quiz
Hwk: Problem Set 3.2 (attached)
Fri.
9-15
TEST: Ch. 1-3
Essential Questions:
• How do scientists make observations, accurately collect and record data and
draw conclusions from scientific experiments?
• How can you describe the relationship between matter and chemistry?
• How can you differentiate between and classify types of matter?
• How can you use dimensional analysis to solve a problem?
• How can the existence of atoms explain the laws of constant composition,
definite proportions and multiple proportions?
Unit Objectives
Candle/Match Lab – Observation/Interpretation
1) Students will be able to identify quantitative observations as those with a number or those that make a
comparison to a known value.
2) Students will be able to make observation and identify them as qualitative/quantitative.
3) Students will be able to identify statements as observations or interpretations.
4) Students will be able to explain the difference between mass and weight.
5) Studetns will be able to explain why mass is loss after burning a match in terms of the gases (CO2 and H2O)
that are lost.
Problem Set 1.1 – Scientific Method/Safety
1) Students will be able to explain the steps of the scientific method including explain the following terms:
hypothesis, theory, law, model, observation, experiment, control, dependent/independent variable.
2) Students will be able to identify safety rules important in lab.
3) Students will be able to describe the formation of ozone in words/a chemical equation/pictures.
4) Students will be able to describe the depletion of ozone in words including the role of CFCs in its
depletion.
Problem Set 2.1 – Scientific Notation/Dimensional Analysis/ Metric System
1) Students will be able to identify the SI units for time (s), length (m), mass (kg), and temp (K). Student will
also be abel to recognize units for volume (cm3 or mL or L), for density (g/mL or g/cm3 or g/L etc.).
2) Students will know that 1 mL = 1 cm3.
3) Students will be able to explain the difference between the terms heavy and dense.
4) Students will be able to convert between normal and scientific notation.
5) Students will be able to do addition/subtraction/multiplication/division with numbers in scientific notation
without using a calculator.
6) Students will be able to use dimensional analysis to solve problems. (IMPORTANT!)
Problem Set 2.2 – Measurement/Uncertainties/Intro to Significant Figures
1) Students will be able to read any instrument (ruler, balance, graduated cylinder, thermometer etc.) to the
correct decimal place and with the proper uncertainty.
a. Students will know all measurement have one guessed digit.
b. Students will know that the uncertainty of a measurement is typically ½ the increment.
2) Students will know that when adding numbers with uncertainties the uncertainties add together and are then
rounded to one non-zero digit. The number must that round to the same place as the non-zero digit in the
uncertainty.
3) Students will be able to explain the role of significant figures in measurements. i.e. Significant figures
include all certain digits plus one doubtful digit.
Problem Set 2.3 – Significant Figures
1) Students will be able to count the number of significant figures in a number.
2) Students will be able to do addition/subtraction and round to the appropriate number of significant figures.
3) Students will be able to do multiplication/division and round to the appropriate number of significant
figures.
4) Students will be able to recognize that a count is exact (has infiinite significant figures) and conversions
within a system are exact (100 cm = 1m; 12 inches = 1 ft etc.)
Problem Set 3.1 – Matter Diagram, Chemical/Physical change, extensive/intensive properties, states of
matter, separation techniques
1) Students will be able to classify matter as a pure substance (element/compound) or a mixture
(homo/hetereogeneous). They will be able to describe on a molecular level why the matter fits its
classification.
2) Students will be able to draw pictures of mixtures/ pure substances using diagrams of atoms/molecules.
3) Students will be able to identify examples of chemical versus physical changes and explain the difference.
4) Students will be able to identify signs of a chemical change.
5) Students will be able to identify properties as extensive/intensive.
6) Students will be able to describe the differences between the states of matter – solids, liquids, and gases –
in terms of the particle spacing and degree of particle order.
Problem Set 3.2 – 3 Natural Laws
1) Students will be able to explain the law of conservation of mass.
2) Student will be able to explain how the existence of atoms (atomic theory) explains the law of conservation
of mass.
3) Students will be able to predict mass changes in chemical reactions based on the law of conservation of
mass.
4) Students will be able to explain the law of constant (definite) composition.
5) Student will be able to explain how the existence of atoms (atomic theory) explains the law of constant
(definite) composition.
6) Students will be able to use the law of constant (definite) composition to predict if two compounds are the
same (if given mass% data).
7) Students will be able to explain the law of multiple proportions.
8) Student will be able to explain how the existence of atoms (atomic theory) explains the law of multiple
proportions.
9) Students will be able to use the law of multiple proportions to predict the formulas of chemical compounds
if given mass data.