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NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
1
SCIENTIFIC METHOD
I. Scientific Method
A. A logical approach to the solution of scientific problems
B. A series of logical steps to follow in order to solve problems or answer questions
(critical thinking: applying logic and reason to observations and conclusions)
C. Begins with an observation (using your senses to obtain information directly) that
indicates a problems or raises a question
D. Steps:
1. Identify/state the problem; ask a question
2. Research: gather (background) information
3. Formulate a hypothesis
a. an educated guess: possible solution to the problem or answer to the question
b. an hypothesis can never be proved true beyond all doubt
c. hypothesizing: process of forming testable statements about observable phenomena;
predicting: stating in advance the result that will be obtained from testing a hypothesis
4. Experiment to test hypothesis
a. experimenting: process of testing a hypothesis or prediction by carrying out data-
gathering procedures under controlled conditions (conditions that eliminate extraneous
influences and allow close observations to be made)
b. a controlled experiment is based on a comparison of a control group/phase with an
experimental group/phase; the control group and the experimental group are designed
to be identical except for one factor: the experimental factor a/k/a independent variable
a/k/a manipulated variable (the “cause”)
c. dependent variable: the factor measured or observed in both the control and
experimental groups; a/k/a the responding variable (the “effect”)
d. Collect data: gather and record specific information based on observations (observing:
use of one or more of the five senses to perceive objects or events)
(i) quantitative data: measured quantities/amounts; measuring: process of
determining the dimensions of an object, the number of objects in a group, the
duration of an event, or other characteristics in precise units
(ii) qualitative data: information that uses modifying terms (adjectives and adverbs),
such as, “bubbles formed,” “the liquid turned blue,” “the solution felt warmer,” “it
smelled sour.”
e. sampling: technique of using a small part to represent an entire population
5. Organize and analyze data
a. organizing data: (involves) placing observations and measurements in some kind of
logical order, such as a graph, chart, table, or map
b. classifying: process of grouping objects, organisms, or phenomena into an established
organizational scheme, or developing new organizational schemes
c. analyzing data: process of determining whether data are reliable and whether they
support or refute a given prediction or hypothesis; using statistics, interpreting graphs,
determining relationships between variables, comparing the data to those obtained from
other studies, and determining possible sources of experimental error
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
2
6. Formulate conclusion/s
a. inferring: process of drawing conclusions on the basis of facts or premises
instead of direct perception
(i) facts might include data gathered in a field study or an experiment
(ii) premises might include conclusions drawn from previous knowledge or
from a past experience
b. modeling: involves constructing a representation of an object, a system, or a
process that helps show relationships between data; may be visual, verbal, or
mathematical
7. Communicate: share information with other scientists through notes, collections,
presenting, publishing, conferencing
II. Scientific theory
A. A broad and extensively tested explanation of why experiments give certain results; provides a
general explanation for the observations made by many scientists working in different areas of
research over a long period of time
1. a tested (repeatedly) possible explanation of a natural event
2. most probable explanation for a set of data, based on available evidence
3. validity: similar to reliability; must "pass" these tests:
a. must explain observations simply and clearly
b. experiments supporting theory must be repeatable
c. must be able to make predictions from the theory
B. Scientific theories are always changing and can never be proved because
new information or experiments might disprove it; however, a thoroughly
tested theory seldom has to be thrown out completely. Instead they are
usually modified
C. Scientific theories unify many pieces of information to produce a grand design
D. Useful in helping to understand the unseen
E. Help make predictions
F. Scientific theories and laws have to be changed or replaced as new discoveries are
made
III. Scientific law
A. A concise statement that summarizes the results of many observations and experiments
over time; a statement of fact without explanation
B. States a repeated observation about nature without explaining it
C. a summary of an observed natural event
D. May be
1. A qualitative statement: expressed in words
2. A quantitative statement: stated mathematically
F. Scientific theories and laws have to be changed or replaced as new discoveries are
made
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
3
IV. Organizing Data
A. Line graphs are best for continuous changes like those (changes) that occur over time
1. the horizontal (x-) axis usually shows the independent variable (intervals chosen by the
experimenter; the factor that is manipulated)
2. the vertical (y-) axis usually shows the dependent variable (its value depends on what
happens in the experiment)
B. Bar graphs are useful when you want to compare data for several individual items or events; a
bar graph often makes clearer how large or how small the differences in individual values are
C. A pie chart is ideal for displaying data that are parts of a whole.
Important vocabulary terms are bold.
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
4
There are seven steps to the scientific method. The sentences below describe a scientific experiment, but
the sequence of events is out of order. Sequence the events properly by listing the numbers of the
sentences in the correct order below: Then decide which step in the scientific method each sentence
describes. Write that step in the space next to the numbers.
1. The scientists reported their findings in several scientific journals.
2. The scientists thought that a certain artificial sweetener used in foods and soft drinks could be the
cause of changes in mood and sleep patterns in people who used those products frequently.
3. The amount of sweetener consumed by laboratory rats was carefully measured as was the amount
of a certain chemical in their brains. This chemical seemed to control behavior in the rats and was
used as an indicator of mood. These data were entered into a computer.
4. Because human subjects are difficult to study, laboratory rats were used. One group of laboratory
rats was given the artificial sweetener and another group was not. All the rats were given identical
diet and living conditions.
5. When the results were analyzed, the scientists found that the experimental rats had three times the
amount of indicator chemical in their brains compared to the control rats.
6. Scientists at a leading university were concerned about a new artificial sweetener on the market.
Did this sweetener cause side effects such as changes in mood and other emotional problems in
the people who consumed them?
7. The scientists read about all the tests that had been done on the sweetener before it had come onto
the market.
MAKE SURE YOU READ THE NOTES (* AND **) ON THE BOTTOM!
Correct
Order* Steps in the Scientific Method**
* These numbers will be out of order.
** Simply list the steps of the scientific method here. Then match each up to one of the
numbered steps above.
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
5
Read the following paragraph. Then complete statements 1-5 by writing the letter of the best answer in
the space to the left.
You are hired to investigate how a new medicine might affect the mass and sleeping time of those
taking the medicine. You obtain 100 rats of the same breed. One half are males and the other half are
females. You divide the rats into two groups each with the same number of males and females. Each rat
in Group A receives the same dose of medicine and is massed at the same time each day. Each rat in
Group B is massed at the same time as the rats in Group A, but does not receive any medicine. All rats
receive the same kind amount and kind of food. At the end of three months, you note that the rats that
received the medicine averaged 15 grams more mass and that the females receiving the medicine averaged
one-half hour more sleep each day than the rats that did not receive the medicine. You conclude that the
medicine may cause a gain in mass and may affect female sleep time differently than male sleep time.
___ 1. The purpose of the experiment was to determine
(A) if the medicine affects males and females differently
(B) the smallest effective dose of the medicine
(C) if the medicine changes the mass and sleeping time
_ 2. The control group of rats
(A) received the same dose of medicine as the experimental group of rats
(B) did not receive any medicine
(C) was allowed to eat as much as it wished
_ 3. The experimental group of rats was treated exactly like the control group
except
(A) for the amount of food given
(B) for the amount of medicine received
(C) for the number of males and females in the group
_ 4. The conclusion that the medicine may affect females differently than males
was based on
(A) sleeping time observations
(B) mass change observations
(C) comparing the amount of medicine given to males and females
_ 5. The standard of comparison for the experimental results was
(A) the control group of rats
(B) the experimental group of rats
(C) the experimental observations of mass change and sleeping time
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
6
In an experiment, plants are given varying amounts of gibberellic acid and their heights are
measured weekly. Specifically, what are the independent and dependent variables?
Independent variable: __________________________________________________________________
Dependent variable: ___________________________________________________________________
Give one example of each:
Qualitative Data _____________________________________________________________________
Quantitative Data: ____________________________________________________________________
WHICH GO TOGETHER? Write the letter of the appropriate choice.
_____ 1. Law A. Explanation
_____ 2. Theory B. Possible solution
_____ 3. Hypothesis C. Statement of fact
For each of the following, determine whether the statement is a scientific law or a scientific theory.
Write the term “law” or “theory” on the line provided.
____________________ Every object in this universe attracts every other object with a force which is
directly proportional to the product of their masses and inversely proportional
to the square of distance between their centers.
____________________ At constant temperature, the volume of a gas varies inversely with its pressure.
____________________ Phlogiston is a fire-like element contained within combustible bodies (such as
wood or charcoal) and released during combustion. Charcoal, for example,
leaves little residue upon burning because it is nearly pure phlogiston.
Smithers thinks that a special juice will increase the productivity of workers. He creates two
groups of 50 workers each and assigns each group the same task (in this case, they're supposed to
staple a set of papers). Group A is given the special juice to drink while they work. Group B is not
given the special juice. After an hour, Smithers counts how many stacks of papers each group has
made. Group A made 1,587 stacks, Group B made 2,113 stacks.
Identify the Control Group
Identify the Independent Variable
Dependent Variable
What should Smithers' conclusion be?
How could this experiment be improved?
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
7
For each item below, specify the independent variable (cause) and dependent variable (effect). Be specific
(use modifiers, for example: “amount of chemical X”).
1. A study was done to find if different tire treads affect the braking distance of a car.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
2. The time it takes to run a mile depends on the person’s running speed.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
3. The height of bean plants depends on the amount of water they receive.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
4. The higher the temperature of the air in the oven, the faster a cake will bake.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
5. Lemon trees receiving the most water produced the most lemons.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
6. Students measured the temperature of the water at different depths in Lake Skywalker and found
that the temperature varied.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
7. The amount of pollution produced by cars was measured for cars using gasoline containing
different amounts of lead.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
8. An investigation found that more bushels of potatoes were produced when the soil was fertilized
more.
Independent variable: __________________________________________________________
Dependent variable: __________________________________________________________
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
8
METRICS AND MEASUREMENT
I. The Importance of Measurement (Section 3.2, “The International System of Units (SI),” pp. 73-
76)
A. Why do we measure?
1. Making comparisons
2. Using correct proportions (cooking, chemistry, pharmacy, etc.)
3. Measurements are actually a comparison between the quantities being
measured and a certain standard quantity called a unit of measurement
4. For example, a volume of 10 L H2O means 10 x 1 L (standard unit) H2O
B. Basic types of measurement
1. Qualitative measurements or statements
a. Uses words
b. Hot, cold, tall, short, feverish, pale, flushed, large, small, red, colorless
2. Quantitative measurements or statements
a. Uses quantities
(i) Number and unit
(ii) Technical term for things that can be measured
b. 2.5 meters, 1.76 kilograms, 5.0 seconds, 37°C
C. Scientific notation vs. standard notation
1. Shorthand method used to represent very large or very small numbers
2. Written as the product of two numbers: a coefficient (multiplied by ) 10
raised to a power
3. M x 10n, where 1 ≤ M < 10 and n is an integer
4. Examples
a. 4 250 = 4.250 x 103
b. 1 000 000 = 1 x 106
c. 0.00034 = 3.4 x 10-4
II. The International System of Units
A. Why is it important that there be a universal system of measurement?
1. For communication throughout the scientific community
2. Le Système International d'Unités" a/k/a metric system (SI)
a. based on 10 (multiples or divisions of 10)
b. Established in France, 1790
c. Adopted by international agreement in 1960
d. Base units (seven); from these, all others are derived
(i) length meter (m)
(ii) mass kilogram (kg)
(iii) temperature kelvin (K)
(iv) Time second (s)
(v) Amount of substance mole (mol)
(vi) Luminous intensity candela (cd) Units in italics are not general-
(vii) Electric current ampere (A) ly used in chemistry
e. Note that some unit abbreviations are capitalized; this is because these
units were named after scientists.
3. All other "metric"/non-SI units are considered derived units; for example,
1 liter (L) = (0.1 m)3
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
9
4. Metric prefixes
giga G means 1 000 000 000
mega M means 1 000 000
kilo k means 1 000
hecto h means 100
deka da means 10
deci d means 0.1 or 1/10
centi c means 0.01 or 1/100
milli m means 0.001 or 1/1 000
micro μ means 0.000001 or 1/1 000 000
nano n means 0.000000001 or 1/1 000 000 000
pico p means 0.000000000001 or 1/1 000 000 000 000
B. Common non-SI units
1. volume: liter (L) and its multiples and divisions (note: L for liter is
capitalized so as to not confuse it with the number "1."
2. energy: joule (J) and its multiples and divisions
3. time: minutes, hours, etc.
4. temperature: degrees Celsius (°C) or Fahrenheit (°F)
5. pressure: atmospheres (atm) for atmospheric pressure and pascals (Pa)
6. heat: calorie (cal) and its multiples and divisions
Identify the appropriate SI base unit used for each measurement. Note: some quantities do NOT
have an SI base unit; in this case, write “N/A.”
1. the diameter of filter paper ____________________________________
2. the volume of water in a beaker ____________________________________
3. the mass of a quantity of NaCl ____________________________________
4. how long a “block” (period) is ____________________________________
5. gas pressure inside a balloon ____________________________________
Write what each of the following units measures (mass, length, temperature, volume, pressure,
amount of substance).
9. 100 mL ____________________________________
10. 30.56 g ____________________________________
11. 4.7 mol ____________________________________
12. 298 K ____________________________________
13. 103400 Pa ____________________________________
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
10
Write the abbreviation for each of the following measurements.
1. millimeter __________________________________________
2. centigram __________________________________________
3. mole __________________________________________
4. Kelvin __________________________________________
5. centimeter __________________________________________
6. grams __________________________________________
7. milliliter __________________________________________
8. Megagram __________________________________________
9. micrometer (a/k/a micron) __________________________________________
10. millisecond __________________________________________
Write the name of the measurement (volume, length, pressure, time, etc.) for each of the following
abbreviations.
11. ML __________________________________________
12. dg __________________________________________
13. daL __________________________________________
14. hm __________________________________________
15. mol __________________________________________
16. μs __________________________________________
17. kg __________________________________________
18. ns __________________________________________
19. km __________________________________________
20. mg __________________________________________
Write the answer to each of the following questions on the line provided.
21. How many bels are in one (1) decibel? _______________________________________
22. How many pascals are in one (1) kilopascal? _______________________________________
23. How many millibars are in one (1) bar? _______________________________________
24. How many bytes are in one (1) Gigabyte? _______________________________________
25. How many microns are in one (1) millimeter? _______________________________________
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
11
NOTE: The line following the letter representing the prefix should be replaced with the abbreviation of
the unit being used.
Sample problems:
A. Convert 5 500 m to km. Move the decimal point three places to the left.
5 500 m = 5.5 km
B. Convert 0.1 dag to mg. Move the decimal point four places to the right.
0.1 dag = 1 000 mg
1. 4.582 kg = ________________________________________ g.
2. 6892.549 cm = ________________________________________ dam
3. 749689.2104 mL = ________________________________________ daL
4. 1.34 km = ________________________________________ mm
5. 0.75487934 hg = ________________________________________ dg
Units of Measurement
1. What is one advantage to using the metric system?
2. The base unit of length in the metric system is the ___________________.
3. What unit of measurement would I use to measure the length of a Snickers bar?
____________________
Kilo-
(k_) Hecto-
(h_) Deka-
(da_)
Deci-
(d_) Centi-
(c_) Milli-
(m_)
(no prefix)
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
12
4. What unit of measurement would I use to measure the thickness of a nose hair?
____________________
5. What unit of measurement would I use to measure the distance from Brick to Trenton?
____________________
6. What unit of measurement would I use to measure a football field? ____________________
Convert the following units of measurement
7. 100cm = ____________________ m
8. 435 mm = ____________________ km
9. 45 km = ____________________ cm
10. 9873289 mm = ____________________ cm
11. 765 km = ____________________ cm and ____________________ m
Mass (weight) although similar, they are ___________________ not the same thing. Mass is the
amount of matter; weight is the pull of gravity on mass. They use different units.
12. The basic unit of Mass (weight) in the metric system is the ____________________.
13. What unit of Mass measurement would I use to measure a vitamin pill?
____________________
14. What unit of Mass measurement would I use to measure a person? ____________________
15. What unit of Mass measurement would I use to measure a small pebble?
____________________
Convert the following units of measurement
16. 254kg = ____________________ g
17. 453286mg = ____________________ g
18. 432g = ____________________ kg
19. 987653g = ____________________ mg
20. 4567kg = ____________________ mg
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
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Volume (kL=kiloliter, L=liters, cL=centiliters, mL=milliliters etc.)
21. The basic unit of measurement for Volume in the metric system is the ____________________.
22. To measure the amount of liquid in a soda can I would use _____________________
23. To measure the amount of water in a bucket I would use_______________________
24. To measure the amount of water in an eye dropper I would use_________________
Convert the following
25. 78 965 L = _____________________ kL
26. 78 789 mL = _____________________ L
27. 45kL = _____________________ L
28. 4 234kL = _____________________ mL
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
14
SCIENTIFIC (EXPONENTIAL) AND STANDARD NOTATION
The study of chemistry requires using very small numbers (like the diameter of a copper atom)
and very large numbers (like the number of water molecules in a drop). In order to express these numbers
more simply, scientific (exponential) notation is used. This eliminates errors in counting numbers of
leading or trailing zeroes in a standard number.
A number is written in scientific notation when it is expressed in the form shown below, where
M is greater than or equal to 1 and less than 10 (1 ≤ M < 10), and n is an integer. n tells you the power
that 10 must be raised to so that it is multiplied by M you get the same number as it is written in
standard notation.
M × 10n
Example problems:
Standard Notation Scientific Notation 26 000 2.6 × 104
4 700 000 4.7 × 106
*3 000 000 000 3 × 109
5.25 *5.25 × 100
* Remember that any number raised to the zero (0) power equals 1!
Scientific Notation Standard Notation 1.293 × 108 129,300,000
2.19 × 1011 219,000,000,000
4.181 × 10-1 0.4181
3.96 × 100 3.96
* Remember with any whole number – the understood decimal is at the end of the numbers!
The easiest way to convert from scientific notation—and vice versa—is to count the number of places that
the decimal place must be moved. That tells you the power. To determine the sign (+ or -), consider
whether the number is less than or greater than 1. Numbers greater than one get/have positive exponents;
numbers less than 1 get negative exponents. If the decimal place doesn’t move at all, the exponent is zero
(0).
Circle the numbers that are written in scientific notation:
1. 4.2 × 109
2. 0.7722 × 109
3. 934.67 × 109
4. 430 × 109
5. .0054 × 109
6. 10 × 109
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
15
Convert each of the following from standard notation to scientific notation or vice versa. Do not
drop any nonzero digits.
1. 632 = _______________ 21. 1.56 x 103 = _______________
2. 4.12 = _______________ 22. 6.274 x 105 = _______________
3. 7,562 = _______________ 23. 1.026 x 102 = _______________
4. 43 = _______________ 24. 1.9864 x 10-2 = _______________
5. 0.998 = _______________ 25. 2.004 x 10-1 = _______________
6. 34.885 = _______________ 26. 5.488 x 104 = _______________
7. 0.00045 = _______________ 27. 9.8385 x 10-3 = _______________
Convert to standard notation and scientific notation:
10. 8.54 x 102 _________________________ _________________________
11. 2101 x 10¯6 _________________________ _________________________
12. 305.1 x 103 _________________________ _________________________
13. 0.0000594 x 10¯4 _________________________ _________________________
14. 0.00000827 x 109 _________________________ _________________________
15. 386 x 10¯2 _________________________ _________________________
16. 2511 x 100 _________________________ _________________________
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
16
Math with Scientific Notation
Addition and Subtraction
Speaking realistically, the problems discussed below can all be done on a calculator. However, you need
to know how to enter values into the calculator, read your calculator screen, and round off to the proper
number of significant figures. Your calculator will not do these things for you.
All exponents MUST BE THE SAME before you can add and subtract numbers in scientific notation.
The actual addition or subtraction will take place with the numerical portion, NOT the exponent.
It might be advisable to point out again - DO NOT, under any circumstances, add the exponents.
If you need to change the exponent, n, to a higher number, you must reduce the value of the M number by
the same power of 10, i.e., you will need to move the decimal point to the left by the same number.
Conversely, if you need to change the exponent, n, to a lower number, you will need to move the decimal
point to the right by the same number.
Sample problem:
1.00 x 103 + 1.00 x 102
(A good rule to follow is to express all numbers in the problem in the highest power of ten.)
Convert 1.00 x 102 to 0.10 x 103, then add:
1.00 x 103
+ 0.10 x 103
= 1.10 x 103
The same rule follows for subtraction.
Calculate each of the following using scientific notation.
Addition: Subtraction:
1. 1.26 x 10201 + 3.3 x 10200 4. 3.0 x 10-1 - 1.2 x 10-2
2. 5.62 x 10-2 + 1.293 x 10-3 5. 4.96 x 104 - 3.29 x 102
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
17
3. 4.1 x 100 + 9.826 x 10-1 6. 5.62 x 102 - 4.99 x 100
Math with Scientific Notation
Multiplication
For multiplication, multiply the M numbers; add the n numbers. Remember to convert your final answer
to scientific notation.
Sample problem:
(3.40 x 1015) x (8.58 x 10¯10)
(3.40 × 8.58) × 10(15 + -10)
29.172 × 105→2.9172 × 106
Multiplication:
7. (6.21 x 102)(4.2 x 10-1)
8. (7.34 x 100)(1.8 x 101)
9. (9.999 x 102)(1.0 x 10-1)
Math with Scientific Notation
Division
For division, divide the M numbers; subtract the n numbers (top n –bottom n). Remember to convert
your final answer to scientific notation.
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
18
Sample problem:
(7.50 × 107)
(3.75 × 1015)
7.50 × 10(7-15)
3.75
2 × 10-8
Division:
10. 6.0 x 103
3 x 10-1
11. 7.5 x 102
1.5 x 104
12. 6.9 x 100
2.30 x 103
Mixed
13. (4.66 x 102)(3.4 x 101) (2.33 x 10-1)(1.7 x 100)
14. (3.75 x 10-2)(1.8 x 100)
(1.25 x 103)(6.0 x 10-4)
15. (6.4 x 100)(1.5 x 101)__
(3.20 x 10-1)(3.0 x 102)
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
19
Using your calculator for scientific notation.
Calculators vary in the way you input the data and in the way the data is displayed. You will have to
learn to use your personal calculator correctly. If you forget your calculator and have to borrow one
from a friend, you may have difficulties.
Data input:
1. Enter the first M number.
2. Push the scientific notation key. It will be usually be either EE, ×10n, or EXP.
3. Enter the n number. Note: if the n number has more than two digits, you will likely get an error
message. You may have to do this calculation the “old-fashioned way.”
4. Push the operation button (+, -, ×, ÷).
5. Enter the second M number.
6. Push the scientific notation key.
7. Enter the n number.
8. Push the equals (=) key. Note: you may have to repeat steps 4-7 until all your numbers have
been entered.
Reading the display”
Sometimes the display will show you the “× 10n,” but more than likely it will separate the M and n
numbers with the letter “E.” The “E” should be read/written as “× 10n.”
If you find that your answers are not coming out correctly, you may need to push the equals key (=)
between for each operation.
NAME _______________________________________________ DATE ____________ BLOCK ____
INTRODUCTORY PACKET - Chemistry
20
Links to interactives, quizzes, tutorials, podcasts, etc.
Scientific Method
https://www.youtube.com/watch?v=GKGtkzgKfkc (10:39 min podcast)
http://www.scholastic.com/teachers/activity/scientific-inquiry-4-studyjams-interactive-science-activities
http://sunshine.chpc.utah.edu/Labs/ScientificMethod/sci_method_main.html
https://www.flocabulary.com/unit/scientific-method/video/ and https://flocabulary.s3.amazonaws.com/pdfs/scientific-method.pdf (these two go together)
http://www.gowcsd.org/files/267778/Two%20Scientists%20Experiment%20Worksheets.pdf
Metrics and Measurement
https://www.youtube.com/watch?v=bqVRjnh6riw (21:46 min podcast)
https://www.learner.org/interactives/metric/symbols.html
http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm
http://www.visionlearning.com/en/library/General-Science/3/The-Metric-System/47 (also includes scientific notation)
http://www.glencoe.com/sites/common_assets/mathematics/mc1/cim/chapter_08/M1_13/M1_13_dev_100.html
http://farr-integratingit.net/Integration/General/Metric/games.htm
http://www.glencoe.com/sites/common_assets/mathematics/mc1/cim/chapter_08/M1_13/M1_13_dev_100.html
http://www.pbslearningmedia.org/resource/mgbh.math.md.metric/metric-system-basics/ (Click “Launch”)
Scientific Notation
https://www.youtube.com/watch?v=5aYDIgzktLc (16:27 min podcast)
http://www.screencast.com/users/CharleneBrooks/folders/Ms.%20Brooks'%20Chem/media/cdb65bc7-effb-452c-a04e-d17ca79e09ff (7:18 min podcast)
http://www.teachertube.com/video/podcast-31-scientific-notation-166247?utm_source=video-google&utm_medium=video-view&utm_term=video&utm_content=video-page&utm_campaign=video-view-page
http://www.sciencegeek.net/Activities/scientificnotation.html
http://www.mathgames.com/skill/8.22-convert-between-standard-and-scientific-notation
https://www.quia.com/quiz/382466.html (use ^ [Shift 6] for the exponent as in 4.3x10^2)
http://www.math-play.com/Scientific-Notation-Concentration/Scientific-Notation-Concentration.html
http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.EXPO&lesson=html/video_interactives/exponents/exponentsInteractive.html
http://www.learnalberta.ca/content/mejhm/html/video_interactives/exponents/printActivities.pdf