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Prologue pp1 2012
1. Unit 1: Prologue
The Nature of Science
When it comes to looking
at life, I always tend to
round up, but in Science
I know to simply follow
the rounding procedure!
P.S. My name is Elle
2. Do Now: Free Write
-Looking back at the murder mystery case
that you cleverly solved… how was your
approach as a detective similar to being
a scientist?
3. 1.An Observation is:
• is the use of the 5 senses to learn
something about the environment.
4. a. When you observe, you use your
Senses
____________ to take in everything
that is happening around you, paying close
attention to detail
b. Examples:
• The rock is round and smooth.
5. Let’s make some observations
about our classroom…
• We have only one blackboard in our
room.
• What other observations can you make?
6. 2.INFERENCE:
-Are interpretations of your
observations.
-In other words, when you infer
you form a conclusion based on
something you observed.
7. b. An example of an inference is:
i. The round and smooth rocks must have
been carried here by running water.
8. b. Examples
ii. Since the dog is wagging his tail he
must be happy.
iii. Make an inference about something
your observe in the classroom.
9. 3. Prediction
• Lets looks at this picture again, what
will eventually happen to the circled
rock?
How is a prediction different than an
inference?
10. • An educated guess as to what will happen in
the near future based usually on your
observations and inferences.
• An example of a prediction:
i. An angular rock will eventually become rounded
if it stays in the stream.
ii. Ms. Gill will wear something stylish tomorrow.
11. 4. CLASSIFICATION:
• To put things into groups.
• We can organize or classify objects according
to some pattern or trend or common
characteristics.
13. Do Now: What are some
measurable properties?
Think on a daily basis, what might
be some of the things you
measure? Make a list… how do
you measure these variables?
-Mass -Area
-Temperature-Volume
-Density -Pressure
14. b. How do we make measurements?
• Our senses are limited by how sensitive
or by how accurate they are. To get
more detailed information, we use
instruments, such as rulers,
thermometers, x-rays and telescopes
15. c. Metric System & Unit Conversion
• The fundamental units of the metric
system are:
For Mass ______________________
Grams (g)
• For Length
______________________
Meters (m)
• For Liquid Volume ________________
milliliters (mL)
16. Prefix Fun!
• By changing the prefix used with
each unit you can change the size of
the unit. We will use the following
prefixes. (There are others for both
larger and smaller units.)
Kilo- Hecto- Deca- Basic Unit Deci- Centi- Milli-
(103) (102) (101) (100) (10-1) (10 )
-2 (10-3)
17. Prefix Fun!
• You can remember Kilo- (103)
this using the Hecto- (102)
following
sentence: Deca- (101)
• King Henry Basic Unit (100)
died, drinking Deci- (10-1)
chocolate milk Centi- (10-2)
Milli- (10-3)
18. • To convert from any unit to any other
unit count how many spaces are
between them and move the decimal
point that far in the same direction.
Let’s look at the meter stick! How many
1
meters (m) are in a meter (m) stick?___
How many centimeters (cm) are in a
meter(m)? 100
___________
19. • How many millimeters(mm) are in a
10
centimeter (cm) ?__________ Now if
there are 100cm in a meter and 10mm in
a cm how many mm are in a m?
1000
__________
20. • Decimals are used because they are easier to
convert than fractions! In the metric
system we use abbreviations! Let’s fill them
in below!
Length ___ Mass Liquid Volume
meter__________ gram_______
m g liter________
L
mm mg
millimeter_______ milligram______ milliliter______
mL
centimeter_______ ------------
cm
------------meter __________gram_________
m g L
liter_________ kilometer_______
km kg kL
kilogram______
kiloliter______
Please complete the practice questions 1-15
21. 6. Rounding:
• The first step in rounding is figuring out
what place to round to and where that
place is located. You must remember
these place values:
• 2 , 6 4 3 , 9 7 5 , 8 6 4 . 9 3 1
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22. Rounding Procedure:
• Step 1: Find the location of place that
you are asked to round to. Lets call it:
Sparky.
• Step 2: Look at the number to the right
of this place lets call it the Boss.
• Step 3: If the boss is a 4 or lower,
leave Sparky alone. If the Boss is 5 or
higher, round the Sparky up one value.
23. Rounding Procedure:
• Here is a rhyme to help you remember:
• “Four and below, let it go. Five and
above give it a shove”
• For Example: Round 7.289 to the
nearest tenth: Answer: 7.3
• Now complete practice problems 1-9!
24. Do Now:
• Take out HW, add 2pts on point
chart if complete
25. Do Now: In class notes
Section, Round the following
to the nearest TENTH!
• Also, take out HW, add 2pts on point
chart if complete
1) 8.678 = 8.7
2) 99.012 = 99.0
3) 784.555 =784.6
4) 10.99 = 11.0
5 )0.3567 = 0.4
26. Check your answers
1. 88 mm = 8.8 cm
2. 5.7 km = 5700 m
3. 18,500 ml = 18.5 L
4. 15,300 g = 15.3 kg
5. 0.023 kg = 23,000 mg
6. 0.3 cm = 3.0 mm
7. 5,287,945 mm= 5.287945 km
8. 12,300 ml = 12.3 L
9. 0.007 km = 7,000 mm
10. 0.008 km = 800 cm
28. Check your answers
20) 1.65656565: 1.657
21) 100.967: 100.967 (already there)
22) 0.011223: 0.011
23) List two numbers that would round to 8.7:
8.745 & 8.689
24) Explain why 7.93 rounds down to 7.9:
The number to the right of the tenth’s place is
less than 5
25) Explain why 2.85 rounds up to 2.9:
The number to right of the tenth’s place is
greater or equal to 5
29. 7. Scientific Notation
Scientific notation is simply a
method for expressing, and
working with, very large or very
small numbers. It is a short
hand method for writing
numbers, and an easy method
for calculations.
30. Numbers in scientific notation
are made up of three parts:
the coefficient, the base and
the exponent. Observe the
example below:
5.67 x 10 5
31. This is the scientific notation for the
standard number,
567 000.
Now look at the number again, with the
three parts labeled.
5.67 x 10 5
coefficient base exponent
32. In order for a number to be in
correct scientific notation, the
following conditions must be true:
• 1. The coefficient must be greater than or
equal to 1 and less than 10.
2. The base must be 10.
3. The exponent must show the number of
decimal places that the decimal needs to be
moved to change the number to standard
notation. A negative exponent means that
the decimal is moved to the left when
changing to standard notation
33. 8. MASS:
• Is the amount of matter in an object.
• It is how much “stuff” the object is
made of, the number of molecules in it.
34. How do we measure Mass
• Can we count the atoms? One by one? Lol
Nope! Instead we use a triple beam
balance which gives us a value usually in
grams.
Let’s click here for an interactive triple beam balance!
35. Is Weight the same as Mass?
Weight is NOT the same as mass, but
weight is used to measure the mass of an
object on the Earth.Think about what
would happen if you weighed your self on
the moon. You would weight less because
there is less gravity pulling you down onto
the scale, even though your mass did not
change.
Let’s check our our weight on the
MOON!!!
36. 9. Temperature:
• It is the amount of heat energy an
object has.
• Typically the faster the molecules
vibrate with in a sample of matter the
hotter it is.
37. English Units: Fahrenheit Degrees (F°)
• Water Freezes : 32°F.
• Water Boils: 212°F.
Metric Units: Celsius Degrees (°C)
• Water freezes: 0°C.
• Water boils: 100° C.
So can you memorize this by
tomorrow?!?
38. No Worries!!!
You have your handy
dandy ESRT!
Look at page 13,
what is the freezing
and boiling
temperature for
water in Kelvin?
39. Kelvin Units (K)
• Absolute zero: 0 Kelvin’s
• Water freezes: 273 Kelvin’s
• Water boils: 373 Kelvin’s
ABSOLUTE ZERO:
• The lowest possible temperature and
occurs when ALL heat is removed.
• It is equal to -272°C.
40. 10. States of matter:
What variable determines the different phases?
Temperature
What are three states, or phases of
matter?
• Solid (ice) Liquid (water) Gas (water
41. 11. Area:
• The amount of space a 2-dimensional object
takes up
• For squares and rectangles area is equal to:
L xW
• L: Length, the longer dimension of an 2 D
object usually measured in meters,
centimeters or millimeters.
• W: Width, the shorter dimension of a 2D
object.
• Note that the units will always end up
squared! Example: 4mm x 2mm = 8mm2
42. 11. Area:
Let’s practice using the following steps:
• Step 1: Write the formula
Example: Area = L x W
• Step 2: List all the variables
including the unknown, WITH UNITS.
Example: L = 4mm W= 2mm A= ?
43. 11. Area:
Let’s practice using the following steps:
• Step 3: Plug in the numbers,WITHUNITS.
Example: A=4mm x 2mm
• Step 4: Calculate WITH UNITS.
Example: A= 8mm2
• Practice the two examples on your own!
44. Activity!
• Take a ruler and ONE object from
the front desk
Try to measure the volume
45. Do Now
- HW on desk (2pts)
- Measurement “Do Now” Worksheet
46. 12. Volume:
• The amount of space an
object takes up
• For solid cubes and boxes,
Volume is equal to: L x W x H
Depending on the size of the
object the units may be
either cm3 or m3.
47. 12. Volume:
• But for liquids, volume is measured in
liters using a beaker or graduated
cylinder. There two rules:
1. Always read it at eye level
This is a beaker!
48. 12. Volume:
• 2. You must read the meniscus to obtain
an accurate result. Due to cohesion
(sticky) properties of fluids, the edges
of the fluid touching the glass will
slightly rise.
Meniscus = 73 mL
49. Fluid Displacement:
It is easier to measure
irregular shaped
objects using fluid
displacement. In order
to measure this
irregularly shaped rock
you would drop it in a
beaker filled with water
and measure the change
in volume.
50. What factors affect Volume?
• 1)Temperature
• Heating a material will cause it to expand and
take up more space because the molecules need
more room to move around. Therefore
increasing temperature will increase volume.
T V
• _________________
• Cooling a material will result in the opposite.
So decreasing temperature will decrease
volume. ____________________
T V
• Think about how your rings fit in the winter…
they seem to be bigger!
51. What factors affect Volume?
• 2) Pressure:
• Increasing pressure will force molecules
closer together there by decreasing
volume. ______________________
P V
• Decreasing pressure will allow molecules
to spread out and take up more space
thereby increasing volume.
_________________
P V
• Let’s model this with a sponge.
52. This week’s HW
Monday: Density HW page 1
Tuesday: Density HW pages 2-3
Wednesday: Density HW pages 4-5
Thursday: Density HW pages 6-7
Friday: No HW
Extra Help: Today after school and
tomorrow morning
53. 13. DENSITY
• The amount of matter (mass) in a given
amount of space (volume).
• It tells us how tightly packed the
molecules are, or how close to each
other they are.
• If they are packed tightly, the density
is high.
54. DENSITY UNITS
• The unit for measuring density is
grams per cubic centimeter, or g/cm³
• Density = Mass
Volume M
D V
55.
56. Step 1
• Write the formula
• Example: Density = Mass/Volume
or
D=M/V
57. Step 2
• List all the variables including the
unknown, WITH UNITS.
• Example: D=?
M = 38.0g
V = 12.0cm3
58. Step 3
• Plug in the numbers, WITH
UNITS.
• Example:
D=38.0g/12.0cm3
62. Do Now:
• Take out homework
• Take a review book (in box, on floor,
under do now desk)
• Take a marker
• Write your name really big along the
length of the book
• Also write your name on the inside
cover
63. 14. More on Density
• Each pure substance has its own particular
density and it can be used to help identify
that material at room temperature.
• For example, liquid water has a density of
1g/cm³ because 1cm³ of water weighs 1
gram. One cm³ of water also occupies 1ml.
• solid quartz has a density of 2.7 g/cm³
Mixtures do not have a precise density.
64. -Fluids tend to layer based on their
density, with less dense fluid on top of
more dense fluid. Can you think of any
examples?
Let’s check out this video!
• http://www.eram.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=17500&fileitem=4738&catfilter=445
65. Factors that affect Density
a. Temperature
• Cooling a material causes its molecules to
move closer together, making its volume
decrease and causing its density to
increase. T VD
• Heating a material causes its molecules to
move apart making its volume increase and
causing the density to decrease TVD
• Note that Mass is staying the same!!!
66. Factors that affect Density:
b. Pressure
• Increasing the pressure (squeeze) on a
material causes its molecules to get
pushed closer together, decreasing the
volume, making the density increase.
P VD
• Decreasing the pressure causes the
opposite effect, since molecules move
further apart, it becomes less dense.
• Again, note mass remains the same!
P VD
67. So why does density matter?
If a warm gust of wind meets
cold air, will the warm air go
above or below the cold air?
• Since hot air is less dense it will rise!
• And Cold air sinks because it is denser
than warm air
• This happens when
you boil water
68. This rising and sinking of fluids
due to density and temperature
differences is called…
A CONVECTION CURRENT!!!
We will touch upon this concept many
times through out the year
69. 15. Density at Different Phases
• As a material is heated, it changes from
solid to liquid.
• More heat changes the liquid to gas.
The molecules move farther apart, so
the volume increases, causing the
density to decrease.
• Solids are most dense, gases are least
dense
70. The exception to this rule is water
• As water cools, its volume decreases
until it reaches 4° C.
• As it cools from 4° C to 0° C, its volume
actually increases, so it becomes less
dense again.
• Water is most dense at 4°C, but is still
a liquid.
• This is due to my buddy Mr. Hydrogen
Bond, you will meet him in Chemistry
71. • Water at 0°C is solid ice, but is less
dense than water, so ice floats!!
• Water is the only material whose solid
form will float in its liquid form.
• This is why the top of a puddle, or a
lake freezes first.
72.
73. Do Now
Focused free write: Why does ice
float? Is the Dad’s explanation
correct?
74. Do Now: Take a look at my
awesome Lava Lamp
• Focused Free Write (goes in
class-work section) Why are
the colors separated? Why do
the blobs move rather than
settle? What processes in
earth science can we relate
this phenomenon to?
75. 16. Does size affect density of an object?
• You can NEVER change the density of a
material by cutting it into pieces.
• Since change both volume and mass, the
ratio will remain the same, therefore
each small piece will have the same
density as the original large one.
76. 17. Let review some crucial relationships!!!
• Temp. Volume Density
• Temp. Volume Density
You must understand and know these by heart!!!
77. Let review some crucial relationships!!!
• Pressure Vol. Density
• Pressure Vol. Density
You must understand and know these by heart!!!
78. Do Now
• Take out both labs! Put “Murder
Mystery lab” on top of the “Density,
Sweet Density Lab”
• Pass up procedure
• The rest of the density packet is due
tomorrow
79. 18. Graphing
• Direct Relationship: both variables
“move in the same direction” They both
increase or both decrease.
86. 21. Change:
• When something observed is different
from when it was last observed
87. Frames of reference to study
change.
• What has caused the change?
• Time and Space.
• An example is: The Earth’s moon
changes because we observe it in
different locations in the sky and in
different phases at different times
during a month.
88.
89. Rate of change
• How fast did
the change happen?
• How much a measurable aspect of the
environment, called a field, is altered
over a given amount of time – years,
hours, or seconds.
98. • Most changes are cyclic and they are
very good to use when we are trying
to make predictions
99. Non-cyclic Changes:
• Changes that do not repeat at all or do
not repeat in a known period of time.
• Some examples of these are:
• Earthquakes and Hurricanes.
100. Do Now
• Take out Density packet
• Take our Density of Gum Lab!
Pass up procedure!
• Do now is on the “Do Now
Desk”
101. Do Now: Copy HW for the Week
-Take an Answer Key and practice
problems from the “Do Now” Desk
-Check your answers to the LAB
102. Do Now: Draw this in your class
work section
Beaker filled with water: Density = 1.0 g/cm3
D= 1.0 D= 3.0
g/cm3 g/cm3
D= 1.5 D= 0.5
g/cm3 g/cm3
D= 0.8 D= 0.2
g/cm3 g/cm3
103. 21. Interfaces
• Changes cannot take place unless
there is a flow of energy from one
location, which loses its energy, to
another location, which gains the
energy.
• The energy flows across a boundary
where the two materials or systems
meet.
• This boundary is known as the
INTERFACE
104. Sharp Interfaces
• These interfaces are very easy to
locate.
• An example of an sharp interface is the
line where a wall meets the floor.
105.
106. DIFFUSE INTERFACE
• Some interfaces are not easy to see.
• An example is the boundary between
the Atlantic Ocean and the Pacific
Ocean.
107.
108. 22. Dynamic Equilibrium
• Sometimes many changes take place,
but often they “even” out. It is like
your science test grades: some high,
some low, but they even out.
• This is called DYNAMIC EQUILIBRIUM
109. • Our natural environment is normally in
a state of dynamic equilibrium, but
this balance can be upset. It is easy
to temporarily upset this balance,
especially on a small, local scale as can
happen just in the town of Long
Beach.
• Unfortunately, human activities tend
to cause permanent disruptions,
especially when we pollute.
110. POLLUTION:
• When the amount of ANY substance,
found ANYWHERE, becomes high
enough to affect people, their
properties, or plant or animal life.
population
pollution
111. How to make a graph!
It's probably better to do a graph in
pencil first, then in pen.
112. How to make a graph!
• 1. Collect your data. After you have it
all in one place, you should have one
independent variable (like time) and one
dependent variable (like something you
measure as a function of time).
113. Making a Graph
• Here are some points we will use as an
example; we've measured position of a
ball as a function of time:
time (s) position (cm)
1 3.0
2 3.4
3 4.8
4 5.0
5 5.3
114. Making a Graph
2. Determine the range of your data.
In order to determine how big a graph
to make, we need to determine how
much the numbers vary. In this case,
time varies from 1 to 5 seconds, and
position varies from 3.0 to 5.3 cm. We
have to make sure that there is enough
space on the graph to fit all the data
115. Making a Graph
3. The independent variable (time, in this
case) will go on the x-axis (the one
parallel to the bottom of the page), and
the dependent variable (position, in this
case) will go on the y-axis (parallel to
the left hand side of the page). So,
draw axes that are big enough for all
the data.
116. Making a Graph
4. Give your graph a Title. Titles of
graphs are usually "Y versus X"; so in
this case, our title is "Position versus
Time." (NOT position divided by time, or
position minus time.)
117. Making a Graph
5. Label your graph and your axes.
THIS IS VERY IMPORTANT! When
presented with your graph, other people
should be able to figure out what is
plotted without asking you.
118. Making a Graph
6. Labels on the axes must have units!
So, in this case, the label on the x axis
(the one on the bottom) should be "Time
(seconds)" and the label on the y axis
(the one on the left) should be "Position
(centimeters)."
119. Making a Graph
7.Remember to write the numbers on
the graph, too. The numbers should be
evenly and logically spaced - what I
mean by this is the following: for our
position data here, the y-axis should be
marked off in increments like
(1,2,3,4,5,6) or (2,4,6,8), NOT (1.3, 2.6,
4.8,...) or anything else weird.
120. Making a Graph
8. Plot your data. Now, go ahead and
place your data points on the graph.
Make them big enough to be seen, but
not big enough to look like you were
eating pizza while making your graph.
121. Making a Graph
9. Draw a "line of best fit." THIS DOES
NOT MEAN CONNECT THE DOTS! Only
rarely will a graph need to have the data
points connected by a jagged line. Usually, it
is best to guess at a (straight) line that goes
as near as possible to as many points as
possible. (See example.) THE ORIGIN IS
NOT ALWAYS INCLUDED AS A POINT! And,
sometimes there will be a LOT of scatter and
it might not be clear where a line should go.
Now you're done with your graph, but you're
not finished yet.
122. Making a Graph
10. Think
about what
your graph
means. What
type of
relationship
do the
variables
have?
123. 20. PERCENT DEVIATION
• This tells us how much error is in some
measurements when it is compared to
the true measurement. We find the
amount of error using the formula:
124. Difference between accepted and
measured value
_________________________ X 100
Accepted value
This formula is on the front page of the
ESRT.
125. Example:
• A student determines a room to be 17
ft long, but the blue print for the room
is 15 ft long. Find the % Deviation.
• 17-15ft /15 ft X 100% =
126. Example:
• A student weighs himself on his
bathroom scales at home where he is
125 lbs. At the Dr.’s office he actually
weighs 135 lbs. What is the % D. of the
bathroom scales?
• 135-125lbs / 135 lbs X 100 =
127. Example:
• •A student calculates that the density
of galena is 7.0 g/cm3. Use the back of
your reference table to calculate the %
deviation.
7.6-7.0 g/cm3 / 7.6 g/cm3 X 100 =
128. Do Now
• Take Answer Sheet from Do Now desk
Start checking your answers
