1 / 27

Chemistry I Unit 1B Test Preview

Chemistry I Unit 1B Test Preview. Ray Tedder NBC Chemistry Teacher. Unit 1B Test Preview.

lovey
Télécharger la présentation

Chemistry I Unit 1B Test Preview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chemistry IUnit 1B Test Preview Ray Tedder NBC Chemistry Teacher

  2. Unit 1B Test Preview • 1. The photo on the right is for a section of a pipet containing a liquid. If the pipet was originally filled to the 1.00 mL mark, and liquid has been dispensed to the level indicated in the illustration on the right, how much liquid was dispensed? Show all your work. (C-1.2) Look at the numbering system on the pipet. The smaller numbers are at the top. This means for a device like this, you subtract the starting amount (1.00 mL liquid) from the amount that you read on the pipet. The liquid level is between 4 mL and 5mL. The smaller markings between the 4 and the 5, a 1 mL amount. Therefore the smaller markings in between the 4 and the 5 must be for increments of a 10th of a mL.

  3. Unit 1B Test Preview • 1. The photo on the right is for a section of a pipet containing a liquid. If the pipet was originally filled to the 1.00 mL mark, and liquid has been dispensed to the level indicated in the illustration on the right, how much liquid was dispensed? Show all your work. (C-1.2) The bottom of the meniscus almost touches the smaller marking below the 4. This means that the liquid level doesn’t quite come to a 10th of a mL more than 4. Since we have markings for 4.0 and 4.1, we must estimate one more digit between those amounts. This estimate will be one more than a 10th… making it a 100th of a mL. The amount of liquid in the pipet now must be at the 4.09 mL point.

  4. Unit 1B Test Preview • 1. The photo on the right is for a section of a pipet containing a liquid. If the pipet was originally filled to the 1.00 mL mark, and liquid has been dispensed to the level indicated in the illustration on the right, how much liquid was dispensed? Show all your work. (C-1.2) Since the liquid is now at 4.09 mL and “was originally at the 1.00 mL mark,” we must subtract the 1.00 mL liquid amount from the 4.09 mL liquid.. Notice how all the digits have been lined up carefully. Since there are no “empty slots” above any of the digits in the final answer, there is no reason to do any rounding off in this case.

  5. Unit 1B Test Preview • 2. In what form should a hypothesis be written? In a “cause and effect” or “if/then” form.

  6. Unit 1B Test Preview • 3. Underline the part of the hypothesis below that identifies the dependent variable. If the amount of sodium chloride added to 40.0 mL tap water is increased, then the density of the water and salt solution will increase. The part of the experiment that you change is the independent variable. The part of the experiment that changes because of the change in the independent variable is the dependent variable.

  7. Unit 1B Test Preview • 4. Underline the part of the hypothesis below that identifies the independent variable. If the amount of sodium chloride added to 40.0 mL tap water is increased, then the density of the water and salt solution will increase. The part of the experiment that you change is the independent variable. The part of the experiment that changes because of the change in the independent variable is the dependent variable.

  8. Unit 1B Test Preview • 5. Write the definition of a scientific model. • A scientific model is an idealized description of how phenomena occur and how data or events are related. A scientific model is simply an idea that allows us to create explanations of how we think some part of the world works. Models are used to represent a concept or system so that the concept may be more easily understood and predictions can be made.

  9. Unit 1B Test Preview • 6. There are 110.984 grams of calcium chloride (CaCl2) in one mole of calcium chloride. If you are given 6.25 grams of calcium chloride how many moles would that be? Show all your work. • Recognize that the statement, “There are 110.984 grams of calcium chloride (CaCl2) in one mole of calcium chloride,” implies the following equality statement: • 110.984 g CaCl2 = 1 mol CaCl2 • You can use this equality statement to write conversion units.

  10. Unit 1B Test Preview • 6. There are 110.984 grams of calcium chloride (CaCl2) in one mole of calcium chloride. If you are given 6.25 grams of calcium chloride how many moles would that be? Show all your work. • Recognize that the question, “…given 6.25 grams of calcium chloride how many moles would that be?” implies that 6.25 g CaCl2 is the starting amount. Staring amounts always go over 1:

  11. Unit 1B Test Preview • 6. There are 110.984 grams of calcium chloride (CaCl2) in one mole of calcium chloride. If you are given 6.25 grams of calcium chloride how many moles would that be? Show all your work. • Put on the bottom of the conversion unit the side of the equality statement that matches units and species in the starting amount: • 110.984 g CaCl2 = 1 mol CaCl2

  12. Unit 1B Test Preview • 6. There are 110.984 grams of calcium chloride (CaCl2) in one mole of calcium chloride. If you are given 6.25 grams of calcium chloride how many moles would that be? Show all your work. • Cancel units and species and solve the problem: • Don’t forget to round off when appropriate.

  13. Unit 1B Test Preview • 7. The density of nitrogen (N2) is 1.25 g/L. If you are given a volume of nitrogen that takes up 2.40 L what is the mass of that sample of nitrogen? Show all your work. • Recognize that the statement, “The density of nitrogen (N2) is 1.25 g/L,” implies the following equality statement: • 1.25 g N2 = 1 L N2 • You can use this equality statement to write conversion units.

  14. Unit 1B Test Preview • 7. The density of nitrogen (N2) is 1.25 g/L. If you are given a volume of nitrogen that takes up 2.40 L what is the mass of that sample of nitrogen? Show all your work. • Recognize that the question, “… If you are given a volume of nitrogen that takes up 2.40 L what is the mass of that sample of nitrogen?” implies that 2.40 L N2 is the starting amount. Staring amounts always go over 1:

  15. Unit 1B Test Preview • 7. The density of nitrogen (N2) is 1.25 g/L. If you are given a volume of nitrogen that takes up 2.40 L what is the mass of that sample of nitrogen? Show all your work. • Put on the bottom of the conversion unit the side of the equality statement that matches units and species in the starting amount: • 1.25 g N2 = 1 L N2

  16. Unit 1B Test Preview • 7. The density of nitrogen (N2) is 1.25 g/L. If you are given a volume of nitrogen that takes up 2.40 L what is the mass of that sample of nitrogen? Show all your work. • Cancel units and species and solve the problem: • You have to know when an answer needs more digits than your calculator shows and fix the answer.

  17. Unit 1B Test Preview • 8. Below is a chart in which the amount of table salt (also called sodium chloride or NaCl) was changed in 40.0 mL of tap water. Using the data in the chart, create a table in the space to the right. Then, on the next page, create a graph for this same measurement data. Be sure to include all the things that you have been taught to include on a table and a graph.

  18. Unit 1B Test Preview Tables must have: Table numbers. Table descriptions. Column labels with units. Data cells with numbers can only have numbers (no units of measurement or other letters).

  19. Graphs must have: Titles Figure 1. The figure description should explain to the reader what the data shows and the analysis shows. The type of trend line allows you make analyses. It is your responsibility to develop your own figure description.

  20. Graphs must have: Axis labels that identify the measurements or calculations plotted on that axis Figure 1. The figure description should explain to the reader what the data shows and the analysis shows. The type of trend line allows you make analyses. It is your responsibility to develop your own figure description.

  21. Graphs must have: Axis labels that include units of measurement (usually in parentheses) Figure 1. The figure description should explain to the reader what the data shows and the analysis shows. The type of trend line allows you make analyses. It is your responsibility to develop your own figure description.

  22. Graphs must have: Number labels equally spaced on the axes and arranged so the data is spread out as much as possible. Figure 1. The figure description should explain to the reader what the data shows and the analysis shows. The type of trend line allows you make analyses. It is your responsibility to develop your own figure description.

  23. Graphs must have: Figure numbers and descriptions. Figure 1. The figure description should explain to the reader what the data shows and the analysis shows. The type of trend line allows you make analyses. It is your responsibility to develop your own figure description.

  24. Tables do NOT have: Units of measurement or other letters in cells with numbers. Units of measurement must be moved to the cells with the column label. The data cells and column label cells must be completely outlined.

  25. Figure 2. This graph illustrates the trend discovered from a comparison of the amount of table salt dissolved in water and the resulting density of those solutions . The pattern of data follows a straight linen with an upward slope

  26. End

More Related