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INTRODUCTORY PACKET - Chemistry

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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

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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

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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.

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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.

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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

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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?

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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.



3. The height of bean plants depends on the amount of water they receive.



4. The higher the temperature of the air in the oven, the faster a cake will bake.



5. Lemon trees receiving the most water produced the most lemons.



6. Students measured the temperature of the water at different depths in Lake Skywalker and found

that the temperature varied.



7. The amount of pollution produced by cars was measured for cars using gasoline containing

different amounts of lead.



8. An investigation found that more bushels of potatoes were produced when the soil was fertilized

more.



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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

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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 ____________________________________

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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? _______________________________________

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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)

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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

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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

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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

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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 _________________________ _________________________

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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

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3. 4.1 x 100 + 9.826 x 10-1 6. 5.62 x 102 - 4.99 x 100


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)


Division

For division, divide the M numbers; subtract the n numbers (top n –bottom n). Remember to convert

your final answer to scientific notation.

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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)

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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.

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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.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

https://www.youtube.com/watch?v=GKGtkzgKfkc



http://sunshine.chpc.utah.edu/Labs/ScientificMethod/sci_method_main.html

https://www.flocabulary.com/unit/scientific-method/video/

https://flocabulary.s3.amazonaws.com/pdfs/scientific-method.pdf

http://www.gowcsd.org/files/267778/Two%20Scientists%20Experiment%20Worksheets.pdf

https://www.youtube.com/watch?v=bqVRjnh6riw

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



http://farr-integratingit.net/Integration/General/Metric/games.htm



http://www.pbslearningmedia.org/resource/mgbh.math.md.metric/metric-system-basics/

https://www.youtube.com/watch?v=5aYDIgzktLc

http://www.screencast.com/users/CharleneBrooks/folders/Ms.%20Brooks'%20Chem/media/cdb65bc7-effb-452c-a04e-d17ca79e09ff

http://www.screencast.com/users/CharleneBrooks/folders/Ms.%20Brooks'%20Chem/media/cdb65bc7-effb-452c-a04e-d17ca79e09ff




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







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