Unit 1: Physical and Chemical Properties of MatterUnit 1 Page 1: Objectives!

Unit 1 Page 2, Accuracy, Precision, and Percent ErrorContent Objective:I can collect data and make measurements with accuracy and precision.Criteria for Success:I can define and distinguish between accuracy and precision.I can explain how accuracy and precision relate to the lab setting.I can calculate the percent error of experimental measurements.

Unit 1 Page 3-4: Significant FiguresContent Objective:I can express and manipulate chemical quantities using scientific conventions and mathematical procedures, including significant figures.Criteria for Success:I can determine the number of significant figures in a measurement.I can perform mathematical calculations involving significant figures.

Unit 1 Page 5: Scientific NotationContent Objective:I can express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures.Criteria for Success:I can convert measurements between standard notation and scientific notation.I can perform mathematical operations involving standard notation and scientific notation.

Unit 1 Page 6: The Metric SystemContent Objective:I can collect data and make measurements with accuracy and precision.Criteria for Success:I can explain the importance of a standard.I can list the base units of measurement in the metric system for distance, volume, and mass.I can explain how to use a system of prefixes to represent multiples of ten or submultiples of ten of these base units.

Unit 1 Page 7: Conversions and Dimensional AnalysisContent Objective:I can express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures.

Criteria for Success:I can transform a statement of equality to a conversion factor.I can utilize conversion factors to perform single-step and multi-step calculations.

Unit 1 Page 8-9: States of MatterContent Objective:I can compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume.Criteria for Success:I can define compressibility, structure, shape, and volume.I can determine if something is a solid, liquid, or gas based on a picture of its particles.I can determine if something is a solid, liquid, or gas based on how it behaves when placed in different containers.

Unit 1 Page 10-13: Pure Substances and MixturesContent Objective:I can classify matter as pure substances or mixtures through investigation of their properties.Criteria for Success:I can identify a substance as an element, compound, homogeneous mixture or heterogeneous mixture.I can explain the difference between elements and compounds.I can explain the difference between heterogeneous and homogeneous mixtures.

Unit 1 Page 14: PropertiesContent Objective:I can differentiate between physical and chemical changes, physical and chemical properties, and intensive and extensive properties.Criteria for Success:I can identify a property or change as physical or chemical.I can explain why a property or change is physical or a chemical.I can define intensive and extensive properties.I can identify a property as intensive or extensive.

Unit 1 Page 16: ChangesContent Objective:I can differentiate between physical and chemical changes, physical and chemical properties, and intensive and extensive properties.Criteria for Success:I can define intensive property.I can explain how intensive properties can be used to determine the identity of a substance.I can recognize that density is an intensive property and be able to calculate density.I can manipulate the density formula to solve for either mass or volume.

Accuracy, Precision, & Percent ErrorUnit 1 Pg 2

A. _______________________ refers to the closeness of measurements to the correct or accepted value of the quantity measured.

B. _______________________ refers to the closeness of a set of measurements of the same quantity made in the same way.

Accuracy = how close the measurements are to ____ ____________ (_____________).

Precision = how close the measurements are to ____________ ____________.

________________ __________________ _________________ _________________

________________ _________________ __________________ __________________

C. ___________ _________ is a mathematical way to show whether or not your measurements in an experiment are accurate.

D. The higher your ___________ _________ is, the less accurate your experimental results are. (So a 90% error means your results are 90% away from the correct value.)

E. ___________ _________ is calculated by subtracting the accepted value from the experimental value, dividing the difference by the accepted value, and then multiplying by 100.

1. Percent error has a ___________ value if the accepted value is greater than the experimental value. 2. Percent error has a ____________ value if the accepted value is less than the experimental value.

Examples:Calculate percent error in an experimental mass measurement of 5g if the accepted value is 10g.

Calculate percent error in an experimental length measurement of 10cm if the accepted value is 5cm.

Significant FiguresUnit 1 Page 3

Significant FiguresA. It is important for scientists to know, when they’re working with data from someone else’s research, how

___________ the other scientists’ data is (meaning how _________ ________________ each of their measurements can get).

B. For example, if I am doing research and make calculations using someone else’s ______________ data, it will negatively affect my _______________ ______________.

C. Scientists use a system called _______________ __________ as a method to tell each other how ______________ their equipment was when they made a particular measurement.

D. _______________ __________ in a measurement consist of all the digits known with certainty plus one final digit, which is somewhat uncertain or is estimated.

a. In other words, _______________ __________ tell scientists which digits in a measurement were directly measured with their equipment.

b. The system works so that the final significant digit (furthest to the RIGHT) is ALWAYS an _____________.c. If you know which digit is the ___________________ one, you can easily figure out how good the other

scientists’ equipment was, and how close together (_______________) the markings on that equipment are.d. So, _______________ __________ are digits that are part of the measurement: either directly, or estimated.e. Any digits that are ______________________ were not part of the measurement, and are only there to

preserve _____________ ______________.OFFICIAL Rules for Determining Number of Significant Figures

SHORTCUT Rules for Determining Number of Significant Figures

There is a decimal point.

There is NO decimal point.

Look for nonzero digits. All are significant.

Look for zeroes between nonzero digits. They are significant.

Look for a decimal point.

Count all zeroes to the right of the last nonzero.

They are significant. Total number of significant figures.

1. If the decimal point is ____________ , start at the ______________ and move “inland.”

2. Move through all zeroes until you hit a _________ digit. Then STOP.( __________ = _____ a zero.)

3. Once you hit a _________ digit, that digit and all others after it (to the RIGHT) are ______________________.

1. If the decimal point is ____________ , start at the ______________ and move “inland.”

2. Move through all zeroes until you hit a _________ digit. Then STOP.( __________ = _____ a zero.)

3. Once you hit a _________ digit, that digit and all others after it (to the LEFT) are ______________________.

Ex: 10900000 mL

Using Significant Figures in Calculations

A. When ____________ or ______________, the answer must have the same PLACE VALUE for the estimated digit as the measurement with the least _______________ place value.

a. In other words, your answer can’t be more ____________ than the least _____________ measurement. If one value was measured with a worse “ruler” than the others, then that measurement isn’t as trustworthy as the others. You can’t say for sure if the mathematical sum/difference of that measurement is “true”.

b. So, look at PLACE VALUE. The measurement being added/subtracted with the most vague place value was measured with the worst “ruler.” That place value is where your answer should be rounded to!!

c. I’m not going to tell you how you are supposed to round your answers to math problems! You have to use significant figures to decide for yourself where you are supposed to round!

B. For _______________ or _______________, the answer can have no more significant figures than are in the measurement with the _____________ total number of significant figures.

C. So for _______________________________________ , you round based on __________ ____________. For __________________________________________ , you round based on _________ __________________ _____________.

D. _______________ _____________ are considered exact values and should not be used when determining significant figures in calculations. (More on those later.)

A note on taking measurements:

Some glassware is better for taking measurements than others. Because of the way that lab equipment is made, some equipment is able to make more precise measurements than others. The shape and size of certain equipment will also make it better for some uses than others.

For instance, if you want to measure a solution, you’ll need to use glassware that is longer and skinnier. Glassware shaped like this is better for measuring because it is easier for manufacturers to calibrate the markings they write on it.

1. If the decimal point is ____________ , start at the ______________ and move “inland.”

2. Move through all zeroes until you hit a _________ digit. Then STOP.( __________ = _____ a zero.)

3. Once you hit a _________ digit, that digit and all others after it (to the RIGHT) are ______________________.

1. If the decimal point is ____________ , start at the ______________ and move “inland.”

2. Move through all zeroes until you hit a _________ digit. Then STOP.( __________ = _____ a zero.)

3. Once you hit a _________ digit, that digit and all others after it (to the LEFT) are ______________________.

Ex: 10900000 mL

However, if you just want to mix and stir a solution, you’ll probably use glassware that is relatively large and possibly round, like these. These shapes allow you to have room to stir and mix with a low possibility of spilling or breaking things.

Notice that some of the “mixing and stirring” glassware still has measurement markings on it. Those markings are, at BEST, poor estimates. These types of glassware should NEVER be used for measuring because they are incredibly imprecise.

Scientific NotationUnit 1 Page 5

Scientific NotationA. To make very large or very small numbers easier to handle, scientists express them in a form known as ___________________ _______________, which uses powers of ______ to reduce the number of zeros to a minimum.

Converting Quantities to Scientific NotationStep 1. Move the decimal point in the quantity expressed in long form right or left until there is only one _____________ digit to the left of it. Step 2. Use the number that results as the _________________, M. Step 3. Count the number of decimal places moved, and call that number n, and use it as the _______________ of 10.

a. Make the exponent _________________ if the original number was LESS than ONE.Step 4. Your final quantity should be expressed in the form ___________________ (scientific notation).

Entering Quantities in Scientific Notation in your CalculatorA. ALWAYS enclose each quantity expressed in scientific notation in ______________ when handwriting it.B. There are many ways to enter quantities in scientific notation into your calculator. We will use a method that replaces the “ x10^ ” with _______. You will need to enter answers to your homework on Quest using this method as well. (The _____ means “exponent.”)

Example:6.02x1023

How it will look in your calculator and on your online homework:6.02E23

The Metric SystemUnit 1 Page 6

Base Units: The metric system simplifies measurement by using a single base unit for each quantity.

Table 1: Base UnitsQuantity Variable Base Unit Abbreviationdistance d meter mvolume V liter Lmass m gram g

Table 2: SI Prefixes and SymbolsPrefix Abbrev. Relationship Fraction Representation ExampleGiga-

G 1,000,000,000 (109) base in one Giga

1,000,000,000 base units

1 Giga unit

_10 9 bytes_ or 1 Gigabyte1 Gigabyte 109 bytes

Mega- M 1,000,000 (106) base in one Mega

1,000,000 base units1 Mega unit

_10 6 bytes_ or 1 Megabyte1 Megabyte 106 bytes

kilo- k 1,000 (103) base in one kilo

1,000 base units1 kilo unit

_10 3 grams_ or 1 kilogram1 kilogram 103 grams

hecto- h 100 (102) base in one hecto

100 base units1 hecto unit

_10 2 meters_ or 1 hectometer

1 hectometer 102 meterdeca- da 10 (101) base in one

deca10 base units1 deca unit

_10 1 Liters_ or 1 decaliter1 decaliter 101 Liters

BASE (meter, liter, gram)

m, L, or g (and we’ll learn

more!)

1 (100) base unit IS a base unit

1 base unit1 base unit 10 0 meter or 1 meter

1 meter 100 meter

deci-d 10 (101) deci in one

base

1 base unit10 deci units

10 1 decimeters or __1 meter__

1 meter 101

decimeter

centi- c 100 (102) centi in one base

1 base unit100 centi units

10 2 centimeters or __1 meter__

1 meter 102

centimeter

milli- m 1000 (103) milli in one base

1 base unit1,000 milli units

10 3 milligrams or __1 gram__ 1 gram 103

milligrams

micro- µ 1,000,000 (106) micro in one base

1 base unit1,000,000 micro units

10 6 microliters or __1 Liter___ 1 Liter 106

microliters

nano- n 1,000,000,000 (109) nano in one base

1 base unit1,000,000,000 nano

units

10 9 nanometers or __1 meter__

1 meter 109

nanometer

Notice! Within each fractional representation, there is a unit that is written with a “1” and a unit that is written with a power of 10.

Sometimes the unit with a 1 is the base unit, and sometimes it is not.

There IS a pattern! How do you know which unit in a fraction should get the “1” and which unit should get a power of 10???

The _______________ unit is written with a 1. The _________________ unit is written as a power of 10.

Base Unit

These SI units

are BIGGER

than the

base

These SI units are SMALLER than the base unit

Any time that you have to write such a fraction, ALWAYS be sure to put the 1 with the ______________ unit and the power of 10 with the ______________ unit.

Example: You can ask yourself, what’s ___________, a kilogram or a gram? Then write the fraction:

Conversions and Dimensional AnalysisUnit 1 Page 7

ConversionsA. A ___________________ of ____________ describes the relationship between two equivalent quantities expressed in different units.

B. A ___________________ ____________ is a __________ derived from a statement of equality that can be used to convert from one unit to the other.

1. Conversion factors are equal to ______. Therefore, when you convert you are not changing the amount of what you have, just the ________ you are using to represent the amount. 2. When completing conversion calculations, choose the conversion factor that will ____________ undesired units and leave desired units.

ExampleStatement of Equality Possible Conversion FactorsThere are 12 eggs in 1 dozen. 12 eggs 1 dozen

1 dozen 12 eggs

There are _____ minutes in _____ hour.

There are _____ inches in _____ foot.

years, months

gallons, quarts

centimeters, meters

grams, milligrams

= 1 =

Joules, kilojoules (Joules are a real unit! We’ll learn about them later!)

narfs, decinarfs (I made narfs up, but they’ll work the same as any other unit!)

States of MatterUnit 1 Page 8

Solids, Liquids, GasesSolid Liquid Gas

___________ Volume and Shape (volume and shape don’t depend on the container)

___________ Volume and takes shape of the part of the container

it occupies

Assumes Shape and Volume of its __________

Relatively _______ Kinetic Energy (only movement is

_____________)

_________________ amount of kinetic energy (particles can ___________

and slide)

Relatively ________ Kinetic Energy (particles can move

any way possible)

Relatively ___________ amount of order (particles are

_____________)

__________________ Amount of Order (particles have some

______________)

Relatively _____ order (particles have almost no

______________)

Very __________ Rate of Diffusion (particles mix ________) (think of

pouring sand into a bucket of salt)

__________________Rate of Diffusion (particles mix ___________) (think

milk into coffee)

Relatively ___________ rate of diffusion (particles mix

________) (think Axe Body Spray)

Relatively _____ Density (high mass in little volume)

______________ Density (medium mass for the volume it has)

Relatively ____ Density (small mass for large volume)

__________________ (can’t be squished)

Relatively _________________ (can squish a little, but enough pressure

will turn a liquid into a solid)

________________ Level of Compressibility (easily

squished)

__________ attractive force between particles

_______ attractive force between particles

______ attractive force between particles

COMPRESSIBILITY

__________

__________

__________

__________

________________________

______ ______ ______

______ ______ ______

Pure Substances and MixturesUnit 1 Page 10

Classifying Matter A. Materials are made of either a ______________ substance or a ______________________ of substances.

1. ________________ substances have a _______________ composition, and can NOT be separated by physical means (You can NOT separate by sorting, filtering, heating, cooling, magnetic properties, etc.) All the matter particles are _____________.

a. An ___________________ is a pure substance that is made up of just one type of atom. (All the atoms are the same identity as each other.)b. A ________________ is a pure substance with two or more elements combined inS a fixed proportion.

Each particle in a compound is called a ________________.

1. The law of ______________________ _______________________ states that a ______________________ contains the same elements in exactly the same proportions by mass regardless of the size or source of the ______________________. So no matter where your compound sample came from or how big it is, the smallest particles are all the same, from wherever in the universe it formed.

2. A __________________________ is a blend of two or more kinds of matter, each of which retains its own identity and properties and can be easily separated by physical means (You CAN separate by sorting, filtering, heating, cooling, magnetic properties, _________________, ___________________, ____________________, etc.).

a. A __________________________ mixture contains two or more substances blended evenly; also called a _____________________________. . A ________________ mixture is well-mixed; a sample taken from one area of the mixture will be the same as a sample from another area.

1. The substance doing the dissolving in a solution is called the __________________________.2. The substance being dissolved in a solution is called the ______________________________.

b. A ____________________________ mixture is a mixture of different and easily distinguishable materials; not the same throughout.

Physical and Chemical Properties of MatterUnit 1 Page 12

Methods for Separating a MixtureA. Both heterogeneous and homogeneous mixtures can be separated by ________________ means into the

component parts that make up the mixture.1. A solid and liquid mixture can be separated by pouring the mixture through a ____________ paper

designed to allow only the liquid to pass.2. A homogeneous mixture of liquids can be separated using _______________, a process in which the

mixture is heated and the more volatile (more easily vaporized) liquid is boiled off first. A condenser is then used to recollect the vaporized component.

3. Paper __________________ takes advantage of the fact that different components of a homogeneous mixture have different attractions to a solvent and paper.

Physical and Chemical Properties and Changes of MatterUnit 1 Page 14

Physical Properties/ChangesA. A ______________ property is a characteristic that can be observed or measured without changing the ___________ of the substance.

1. Color 2. ___________ 3. Malleability 4. Ductility 5. ___________ 6. Solubility 7. Mass 8. Volume 9. ___________ 10. Dissolving

B. When a ___________ change takes place, chemical bonds within compounds are NOT broken in the reactant and no new chemical bonds are formed in the products. The ___________ of the material does _______ change.

1. Changes of _________.2. Changes in ________.

Chemical Properties/ChangesA. A ______________ property relates to a substance’s ability to undergo changes that transform it into a _________________ substance(s).

1. ______________ 2. Flammability 3. Toxicity 4. ________ 5. Ability to Tarnish6. Ability to Ferment 7. Ability to Oxidize

B. When a ____________ change takes place, chemical bonds within the compound are broken in the reactants and new chemical bonds are formed in the products. The _______________ of the material changes.

1. __________ change.2. Production of a ______.3. Formation of a _____________.4. Formation of an __________.5. _________ change.

Intensive & Extensive PropertiesA. ______________ properties depend on the amount of matter present. Having more matter or less matter will change the value of the property.

1. Mass 2. Volume 3. ___________B. ______________ properties do NOT depend on the amount of matter present. Having more matter or less matter will NOT change the value of the property.

1. Color 2._________ 3. Malleability 4. Ductility 5. Luster6. Odor 7. Melting Pt. 8. Boiling Pt. 9. Conductivity

Density

Unit 1 Page 15DensityA. ____________________ is an intensive physical property that relates the ratio of ________________ to ____________________.

1. The derived units for density are typically in ______________ or _______________.2. Density is a characteristic, ____________________, ____________________ property of a substance and can be used to help ___________________ a substance. 3. An object will ___________________ if its density is less than the density of the fluid it is placed in.

a. Density of water is ____________________.

Density and States of MatterSolid Liquid Gas

¿Qué Dijo?Solid Density Liquid Density Gas Density

Butter 0.86 Gasoline 0.74 Helium 0.00018

Ice 0.92 Sunflower Oil 0.92 Methane 0.00069

Aluminum 2.70 Water 1.00 Air 0.00129

Copper 8.96 Milk 1.03 Oxygen 0.00143

Gold 19.28 Mercury 13.55 CO2 0.00198

Unit 1 Appendix—Polyatomic IonsUnit 1 Pg 16

A polyatomic ion is a group of elements, usually nonmetals, that are covalently bonded together. Due to unequal sharing of electrons, the overall group of elements will carry a charge. In most cases, the charges are negative, but sometimes they are positive.

This year, you will be required to memorize a list of polyatomic ions—both their formulas, and their ions. Each six weeks, there will be certain ions we memorize. You will be expected to know all old ions from previous six weeks as well as the new ions we add on each cycle.

For the first six weeks, you will have to memorize all the ions listed below:

Ion Name Formula Ion Name Formula

nitrate nitrite

carbonate (carbonite)

iodate iodite

chlorate chlorite

sulfate sulfite

phosphate phosphite

bromate bromite

You should notice a pattern between the “ate”s and the “ite”s of similar ions. How is an “ite” ion related to an “ate” ion?

__________________________________________________________________________________________________

There is a shortcut to memorizing all of these! Use the following sentence:

Nick the Camel ate an Icky Clam for Supper in Phoenix with his BrosThis sentence uses several tricks to represent things about the ions and their formulas! See if you can determine these:

The bolded letters: ___________________________________________________________________________________

The word “ate”: _____________________________________________________________________________________

The number of consonants in each word: _________________________________________________________________

The number of vowels in each word: ____________________________________________________________________

Please note: if you memorize the sentence wrong, you will not be able to properly determine the ion formulas! For instance, if you

spell “Phoenix” with the wrong number of vowels, or if you accidentally memorize it as “icky clams” instead of “AN icky clam,” or if you mistake Clam as standing for carbonate when it actually stands for chlorate.

Unit 1 Appendix—First Six Weeks QuizzesUnit 1 Pg 17

In Pre-AP Chemistry, we will take only two quizzes in class every Six Weeks. These two quizzes will both cover the same material as each other.

This material is not necessarily information that we are covering in the current unit. Rather, the materials on the quizzes will be content that the Pre-AP teachers feel is important for you to know and continue practicing all year long. These quizzes will build on each other as far as what they cover from one Six Weeks to the next.

We have a system in Pre-AP Chemistry to make retesting easier:

If you pass the first quiz of the six weeks (grade of 70+), great! Just make sure you study and also pass the second quiz. If you fail the first quiz of the six weeks (grade <70), make sure you study hard for the second quiz!

o If you pass the second quiz, we will count that as your retest for the failed quiz grade! So if you get a 30 on the first quiz and a 70 or higher on the second quiz, you will keep your second quiz

grade AND your first quiz grade will go up to a 70! If you don’t pass the second quiz but score higher than your original score, your first quiz grade will raise

to whatever you got on the second quiz. So if you got a 30 on the first quiz and a 60 on the second quiz, your first grade will still go up to a 60.

o If you fail the second quiz, you will have to come in before or after school to take a requiz. Use the testing schedule on my website (also posted outside my classroom) to know which room to go to

and when (every teacher will have a copy of the requiz for you to take, no matter when you go in) If you pass the requiz, all failing quiz grades you have will be raised to 70s. If you fail the requiz, your top 2 out of the 3 grades will go on your report card. As before, if you fail the requiz but score higher than either of your original quiz grades, your original

grades will go up to whatever you made on the requiz.

Feel free to ask any questions about this system that you may have.

First Six Weeks Quiz Material that YOU NEED TO STUDY:

Have all your polyatomic ions memorized and/or be able to use Nick the Camel to figure out the ions and formulas (including charges) (See Pg 16 of Unit 1—Appendix for Unit 1)

Be able to look at a number and figure out how many significant figures it has Be able to look at a measurement and figure out how many significant figures it should be written with Be able to do a calculation and figure out how many significant figures the answer should have, and round the answer

appropriately Be able to put a number into or out of scientific notation Memorize your metric units and prefixes, what powers of 10 they relate to, and what order the prefixes go in Be able to convert metric units from one prefix to another, or to a base unit