http://schoolwaxtv.com/op_video/1434/embed" width="450" height="337" frameborder="0" scrolling="no">">
Lab Instructions and Video
http://hhs.tsc.k12.in.us/webpages/teacherpages/teachers/bcreech/Lab1-1.pdf
Tuesday, August 31, 2010
Metrics Conversion Practice
Write the correct abbreviation for each metric unit.
1) Kilogram _____ 4) Milliliter _____ 7) Kilometer _____
2) Meter _____ 5) Millimeter _____ 8) Centimeter _____
3) Gram _____ 6) Liter _____ 9) Milligram _____
Try these conversions, using the ladder method.
1) 2000 mg = _______ g 6) 5 L = _______ mL 11) 16 cm = _______ mm
2) 104 km = _______ m 7) 198 g = _______ kg 12) 2500 m = _______ km
3) 480 cm = _____ m 8) 75 mL = _____ L 13) 65 g = _____ mg
4) 5.6 kg = _____ g 9) 50 cm = _____ m 14) 6.3 cm = _____ mm
5) 8 mm = _____ cm 10) 5.6 m = _____ cm 15) 120 mg = _____ g
Compare using <, >, or =.
16) 63 cm 6 m 17) 5 g 508 mg 18) 1,500 mL 1.5 L
19) 536 cm 53.6 dm 20) 43 mg 5 g 21
http://sciencespot.net/Media/metriccnvsn2.pdf
1) Kilogram _____ 4) Milliliter _____ 7) Kilometer _____
2) Meter _____ 5) Millimeter _____ 8) Centimeter _____
3) Gram _____ 6) Liter _____ 9) Milligram _____
Try these conversions, using the ladder method.
1) 2000 mg = _______ g 6) 5 L = _______ mL 11) 16 cm = _______ mm
2) 104 km = _______ m 7) 198 g = _______ kg 12) 2500 m = _______ km
3) 480 cm = _____ m 8) 75 mL = _____ L 13) 65 g = _____ mg
4) 5.6 kg = _____ g 9) 50 cm = _____ m 14) 6.3 cm = _____ mm
5) 8 mm = _____ cm 10) 5.6 m = _____ cm 15) 120 mg = _____ g
Compare using <, >, or =.
16) 63 cm 6 m 17) 5 g 508 mg 18) 1,500 mL 1.5 L
19) 536 cm 53.6 dm 20) 43 mg 5 g 21
http://sciencespot.net/Media/metriccnvsn2.pdf
Thursday, August 26, 2010
Significant Figures
The rules for identifying significant digits when writing or interpreting numbers are as follows:
All non-zero digits are considered significant. For example, 91 has two significant digits (9 and 1), while 123.45 has five significant digits (1, 2, 3, 4 and 5).
Zeros appearing anywhere between two non-zero digits are significant. Example: 101.12 has five significant digits: 1, 0, 1, 1 and 2.
Leading zeros are not significant. For example, 0.00052 has two significant digits: 5 and 2.
Trailing zeros in a number containing a decimal point are significant. For example, 12.2300 has six significant digits: 1, 2, 2, 3, 0 and 0. The number 0.000122300 still has only six significant digits (the zeros before the 1 are not significant). In addition, 120.00 has five significant digits. This convention clarifies the precision of such numbers; for example, if a result accurate to four decimal places is given as 12.23 then it might be understood that only two decimal places of accuracy are available. Stating the result as 12.2300 makes clear that it is accurate to four decimal places.
The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is accurate to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty. Various conventions exist to address this issue:
A bar may be placed over the last significant digit; any trailing zeros following this are insignificant. For example, has three significant digits (and hence indicates that the number is accurate to the nearest ten).
The last significant digit of a number may be underlined; for example, "20000" has two significant digits.
A decimal point may be placed after the number; for example "100." indicates specifically that three significant digits are meant.[1]
However, these conventions are not universally used, and it is often necessary to determine from context whether such trailing zeros are intended to be significant. If all else fails, the level of rounding can be specified explicitly. The abbreviation s.f. is sometimes used, for example "20 000 to 2 s.f." or "20 000 (2 sf)". Alternatively, the uncertainty can be stated separately and explicitly, as in 20 000 ± 1%, so that significant-figures rules do not apply.
All non-zero digits are considered significant. For example, 91 has two significant digits (9 and 1), while 123.45 has five significant digits (1, 2, 3, 4 and 5).
Zeros appearing anywhere between two non-zero digits are significant. Example: 101.12 has five significant digits: 1, 0, 1, 1 and 2.
Leading zeros are not significant. For example, 0.00052 has two significant digits: 5 and 2.
Trailing zeros in a number containing a decimal point are significant. For example, 12.2300 has six significant digits: 1, 2, 2, 3, 0 and 0. The number 0.000122300 still has only six significant digits (the zeros before the 1 are not significant). In addition, 120.00 has five significant digits. This convention clarifies the precision of such numbers; for example, if a result accurate to four decimal places is given as 12.23 then it might be understood that only two decimal places of accuracy are available. Stating the result as 12.2300 makes clear that it is accurate to four decimal places.
The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is accurate to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty. Various conventions exist to address this issue:
A bar may be placed over the last significant digit; any trailing zeros following this are insignificant. For example, has three significant digits (and hence indicates that the number is accurate to the nearest ten).
The last significant digit of a number may be underlined; for example, "20000" has two significant digits.
A decimal point may be placed after the number; for example "100." indicates specifically that three significant digits are meant.[1]
However, these conventions are not universally used, and it is often necessary to determine from context whether such trailing zeros are intended to be significant. If all else fails, the level of rounding can be specified explicitly. The abbreviation s.f. is sometimes used, for example "20 000 to 2 s.f." or "20 000 (2 sf)". Alternatively, the uncertainty can be stated separately and explicitly, as in 20 000 ± 1%, so that significant-figures rules do not apply.
Metrics practice
1. Rounded correctly, 2.000 cm × 10.0 cm =
20.000 cm2 20.00 cm2 20 cm2 20.0 cm2
2. The number of significant figures in 0.00230300 m is
9 6 4 3 8
3. 5.5234 mL of mercury is transfered to a graduated cylinder with scale marks 0.1 mL apart. Which of the following will be the correct reading taken from the graduated cylinder?
5.5234 mL 5.52 mL 5.523 mL 5 mL 5.5 mL
4. Correctly rounded, 20.0030 - 0.491 g =
19.5120 g 19.512 g 19.5 g 20 g 19.51 g
5. Correctly rounded, the quotient 2.000 g / 20.0 mL is
0.100 g/mL 0.1000 g/mL 0.1 g/mL 0.10 g/mL
20.000 cm2 20.00 cm2 20 cm2 20.0 cm2
2. The number of significant figures in 0.00230300 m is
9 6 4 3 8
3. 5.5234 mL of mercury is transfered to a graduated cylinder with scale marks 0.1 mL apart. Which of the following will be the correct reading taken from the graduated cylinder?
5.5234 mL 5.52 mL 5.523 mL 5 mL 5.5 mL
4. Correctly rounded, 20.0030 - 0.491 g =
19.5120 g 19.512 g 19.5 g 20 g 19.51 g
5. Correctly rounded, the quotient 2.000 g / 20.0 mL is
0.100 g/mL 0.1000 g/mL 0.1 g/mL 0.10 g/mL
Metrics
Learning objectives
Use the SI system.
Know the SI base units.
State rough equivalents for the SI base units in the English system.
Read and write the symbols for SI units.
Recognize unit prefixes and their abbreviations.
Build derived units from the basic units for mass, length, temperature, and time.
Convert measurements from SI units to English, and from one prefixed unit to another.
Use derived units like density and speed as conversion factors.
Use percentages, parts per thousand, and parts per million as conversion factors.
Use and report measurements carefully.
Consider the reliability of a measurement in decisions based on measurements.
Clearly distinguish between
precision and accuracy
exact numbers and measurements
systematic error and random error
Count the number of significant figures in a recorded measurement. Record measurements to the correct number of digits.
Estimate the number of significant digits in a calculated result.
Estimate the precision of a measurement by computing a standard deviation.
Lecture outline
Measurement is the collection of quantitative data. The proper handling and interpretation of measurements are essential in chemistry - and in any scientific endeavour. To use measurements correctly, you must recognize that measurements are not numbers. They always contain a unit and some inherent error. The second lecture focuses on an international system of units (the SI system) and introduces unit conversion. In the third lecture, we'll discuss ways to recognize, estimate and report the errors that are always present in measurements.
Measurement
quantitative observations
include 3 pieces of information
magnitude
unit
uncertainty
measurements are not numbers
numbers are obtained by counting or by definition; measurements are obtained by comparing an object with a standard "unit"
numbers are exact; measurements are inexact
mathematics is based on numbers; science is based on measurement
The National Institute of Standards and Technology (NIST) has published several online guides for users of the SI system.
The SI System
Le Systéme Internationale (SI) is a set of units and notations that are standard in science.
Four important SI base units (there are others)
Quantity SI
Base Unit English
Equivalent
length meter (m) 1 m = 39.36 in
mass kilogram (kg) 1 kg = 2.2 lbs
time second (s)
temperature kelvin (K) °F = 1.8(oC)+32
K = °C + 273.15
derived units are built from base units
Some SI derived units
Quantity Dimensions SI units Common name
area length × length m2 square meter
velocity length/time m/s
density mass/volume kg/m3
frequency cycles/time s-1 hertz (Hz)
acceleration velocity/time m/s2
force mass × acceleration kg m/s2 Newton (N)
work, energy, heat force × distance kg m2/s2 Joule (J)
Prefixes are used to adjust the size of base units
Commonly used SI prefixes (there are others).
Prefix Meaning Abbreviation Exponential
Notation
Giga- billion G 109
Mega- million M 106
kilo- thousand k 103
centi- hundredths of c 10-2
milli- thousandths of m 10-3
micro- millionths of µ 10-6
nano- billionths of n 10-9
pico- trillionths of p 10-12
several non-SI units are encountered in chemistry
Non SI unit Unit type SI conversion Notes
liter (L) volume 1 L = 1000 cm3 1 quart = 0.946 L
Angstrom (Å) length 1 Å = 10-10 m typical radius of an atom
atomic mass unit (u) mass 1 u = 1.66054×10-27 kg about the mass of a proton or neutron; also known as a 'dalton' or 'amu'
Arithmetic with units
addition and subtraction: units don't change
2 kg + 3 kg = 5 kg
412 m - 12 m = 400 m
consequence: units must be the same before adding or subtracting!
3.001 kg + 112 g = 3.001 kg + 0.112 kg = 3.113 kg
4.314 Gm - 2 Mm = 4.314 Gm - 0.002 Gm = 4.312 Gm
multiplication and division: units multiply & divide too
3 m × 3 m = 9 m2
10 kg × 9.8 m/s2 = 98 kg m/s2
consequence: units may cancel
5 g / 10 g = 0.5 (no units!)
10.00 m/s × 39.37 in/m = 393.7 in/s
Converting Units
5 step plan for converting units
identify the unknown, including units
choose a starting point
list the connecting conversion factors
multiply starting measurement by conversion factors
check the result: does the answer make sense?
Common variations
series of conversions
example: Americium (Am) is extremely toxic; 0.02 micrograms is the allowable body burden in bone. How many ounces of Am is this?
converting powers of units
converting compound units
starting point must be constructed
using derived units as conversion factors
mass fractions (percent, ppt, ppm) convert mass of sample into mass of component
density converts mass of a substance to volume
velocity converts distance traveled to time required
concentration converts volume of solution to mass of solute
Uncertainty in Measurements
making a measurement usually involves comparison with a unit or a scale of units
always read between the lines!
the digit read between the lines is always uncertain
convention: read to 1/10 of the distance between the smallest scale divisions
significant digits
definition: all digits up to and including the first uncertain digit.
the more significant digits, the more reproducible the measurement is.
counts and defined numbers are exact- they have no uncertain digits!
Tutorial: Uncertainty in Measurement
counting significant digits in a series of measurements
compute the average
identify the first uncertain digit
round the average so the last digit is the first uncertain digit
counting significant digits in a single measurement
convert to exponential notation
disappearing zeros just hold the decimal point- they aren't significant.
exception: zeros at the end of a whole number might be significant
Precision of Calculated Results
calculated results are never more reliable than the measurements they are built from
multistep calculations: never round intermediate results!
sums and differences: round result to the same number of fraction digits as the poorest measurement
products and quotients: round result to the same number of significant digits as the poorest measurement.
Quiz
Using Significant Figures
Precision vs. Accuracy
good precision & good accuracy
poor accuracy but good precision
good accuracy but poor precision
poor precision & poor accuracy
Precision Accuracy
reproducibility correctness
check by repeating measurements check by using a different method
poor precision results from poor technique poor accuracy results from procedural or equipment flaws
poor precision is associated with 'random errors' - error has random sign and varying magnitude. Small errors more likely than large errors. poor accuracy is associated with 'systematic errors' - error has a reproducible sign and magnitude.
Estimating Precision
Consider these two methods for computing scores in archery competitions. Which is fairer?
Score by distance from bullseye
Score by area or target
The standard deviation, s, is a precision estimate based on the area score: where
xi is the i-th measurement
is the average measurement
N is the number of measurements.
Sign up for a free monthly
newsletter describing updates,
new features, and changes
on this site.
Details
http://antoine.frostburg.edu/chem/senese/101/measurement/index.shtml
Use the SI system.
Know the SI base units.
State rough equivalents for the SI base units in the English system.
Read and write the symbols for SI units.
Recognize unit prefixes and their abbreviations.
Build derived units from the basic units for mass, length, temperature, and time.
Convert measurements from SI units to English, and from one prefixed unit to another.
Use derived units like density and speed as conversion factors.
Use percentages, parts per thousand, and parts per million as conversion factors.
Use and report measurements carefully.
Consider the reliability of a measurement in decisions based on measurements.
Clearly distinguish between
precision and accuracy
exact numbers and measurements
systematic error and random error
Count the number of significant figures in a recorded measurement. Record measurements to the correct number of digits.
Estimate the number of significant digits in a calculated result.
Estimate the precision of a measurement by computing a standard deviation.
Lecture outline
Measurement is the collection of quantitative data. The proper handling and interpretation of measurements are essential in chemistry - and in any scientific endeavour. To use measurements correctly, you must recognize that measurements are not numbers. They always contain a unit and some inherent error. The second lecture focuses on an international system of units (the SI system) and introduces unit conversion. In the third lecture, we'll discuss ways to recognize, estimate and report the errors that are always present in measurements.
Measurement
quantitative observations
include 3 pieces of information
magnitude
unit
uncertainty
measurements are not numbers
numbers are obtained by counting or by definition; measurements are obtained by comparing an object with a standard "unit"
numbers are exact; measurements are inexact
mathematics is based on numbers; science is based on measurement
The National Institute of Standards and Technology (NIST) has published several online guides for users of the SI system.
The SI System
Le Systéme Internationale (SI) is a set of units and notations that are standard in science.
Four important SI base units (there are others)
Quantity SI
Base Unit English
Equivalent
length meter (m) 1 m = 39.36 in
mass kilogram (kg) 1 kg = 2.2 lbs
time second (s)
temperature kelvin (K) °F = 1.8(oC)+32
K = °C + 273.15
derived units are built from base units
Some SI derived units
Quantity Dimensions SI units Common name
area length × length m2 square meter
velocity length/time m/s
density mass/volume kg/m3
frequency cycles/time s-1 hertz (Hz)
acceleration velocity/time m/s2
force mass × acceleration kg m/s2 Newton (N)
work, energy, heat force × distance kg m2/s2 Joule (J)
Prefixes are used to adjust the size of base units
Commonly used SI prefixes (there are others).
Prefix Meaning Abbreviation Exponential
Notation
Giga- billion G 109
Mega- million M 106
kilo- thousand k 103
centi- hundredths of c 10-2
milli- thousandths of m 10-3
micro- millionths of µ 10-6
nano- billionths of n 10-9
pico- trillionths of p 10-12
several non-SI units are encountered in chemistry
Non SI unit Unit type SI conversion Notes
liter (L) volume 1 L = 1000 cm3 1 quart = 0.946 L
Angstrom (Å) length 1 Å = 10-10 m typical radius of an atom
atomic mass unit (u) mass 1 u = 1.66054×10-27 kg about the mass of a proton or neutron; also known as a 'dalton' or 'amu'
Arithmetic with units
addition and subtraction: units don't change
2 kg + 3 kg = 5 kg
412 m - 12 m = 400 m
consequence: units must be the same before adding or subtracting!
3.001 kg + 112 g = 3.001 kg + 0.112 kg = 3.113 kg
4.314 Gm - 2 Mm = 4.314 Gm - 0.002 Gm = 4.312 Gm
multiplication and division: units multiply & divide too
3 m × 3 m = 9 m2
10 kg × 9.8 m/s2 = 98 kg m/s2
consequence: units may cancel
5 g / 10 g = 0.5 (no units!)
10.00 m/s × 39.37 in/m = 393.7 in/s
Converting Units
5 step plan for converting units
identify the unknown, including units
choose a starting point
list the connecting conversion factors
multiply starting measurement by conversion factors
check the result: does the answer make sense?
Common variations
series of conversions
example: Americium (Am) is extremely toxic; 0.02 micrograms is the allowable body burden in bone. How many ounces of Am is this?
converting powers of units
converting compound units
starting point must be constructed
using derived units as conversion factors
mass fractions (percent, ppt, ppm) convert mass of sample into mass of component
density converts mass of a substance to volume
velocity converts distance traveled to time required
concentration converts volume of solution to mass of solute
Uncertainty in Measurements
making a measurement usually involves comparison with a unit or a scale of units
always read between the lines!
the digit read between the lines is always uncertain
convention: read to 1/10 of the distance between the smallest scale divisions
significant digits
definition: all digits up to and including the first uncertain digit.
the more significant digits, the more reproducible the measurement is.
counts and defined numbers are exact- they have no uncertain digits!
Tutorial: Uncertainty in Measurement
counting significant digits in a series of measurements
compute the average
identify the first uncertain digit
round the average so the last digit is the first uncertain digit
counting significant digits in a single measurement
convert to exponential notation
disappearing zeros just hold the decimal point- they aren't significant.
exception: zeros at the end of a whole number might be significant
Precision of Calculated Results
calculated results are never more reliable than the measurements they are built from
multistep calculations: never round intermediate results!
sums and differences: round result to the same number of fraction digits as the poorest measurement
products and quotients: round result to the same number of significant digits as the poorest measurement.
Quiz
Using Significant Figures
Precision vs. Accuracy
good precision & good accuracy
poor accuracy but good precision
good accuracy but poor precision
poor precision & poor accuracy
Precision Accuracy
reproducibility correctness
check by repeating measurements check by using a different method
poor precision results from poor technique poor accuracy results from procedural or equipment flaws
poor precision is associated with 'random errors' - error has random sign and varying magnitude. Small errors more likely than large errors. poor accuracy is associated with 'systematic errors' - error has a reproducible sign and magnitude.
Estimating Precision
Consider these two methods for computing scores in archery competitions. Which is fairer?
Score by distance from bullseye
Score by area or target
The standard deviation, s, is a precision estimate based on the area score: where
xi is the i-th measurement
is the average measurement
N is the number of measurements.
Sign up for a free monthly
newsletter describing updates,
new features, and changes
on this site.
Details
http://antoine.frostburg.edu/chem/senese/101/measurement/index.shtml
Lab 1: Advertisement
Lab Safety ppt
Scientific Method ppt
Observations
Hypothesis
Experiment
Data
Conclusion
Students choose an advertisement. Using scientific method to "prove" the ad. Hypothesis must be testable.
Data can be qualitative or quantitative or both.
Scientific Method ppt
Observations
Hypothesis
Experiment
Data
Conclusion
Students choose an advertisement. Using scientific method to "prove" the ad. Hypothesis must be testable.
Data can be qualitative or quantitative or both.
Monday, August 23, 2010
First Day of School
A day, 3 pre-AP Chem classes, discussed syllabus and evaluated ourselves with Gardner's multiple intelligence. Assignment was to log into the class blog.
Sunday, August 22, 2010
Students Tips on How to Reach the Top
Tarrant County high schools are loaded with smart students, with infinitely small percentage points separating the best from the rest.
But the students who make it to the top of their high school graduating class don't get there by accident. Well before they enter their freshman year, these students have figured out what it takes to be valedictorian or salutatorian.
"Ever since I was in elementary school, I have been very focused on keeping high grades," said Katie Skinner, valedictorian at Calvary Christian Academy in Fort Worth.
Before Skinner and several other top 2010 graduates packed up and headed off to college, the Star-Telegram asked them to outline eight strategies and traits to earn a top ranking.
Some of the qualities are common sense.
When teachers say it's smart to get plenty of rest before a big test, believe them. Pulling an all-nighter to cram does more harm than good.
Participate in class.
Don't cheat.
Here are other ways to think like a valedictorian .
Go for it
Choose your courses carefully and don't settle for the "recommended" path to graduation.
When Dat Nguyen's family moved from Vietnam in 2004, he spent three months at the Fort Worth school district's International Newcomer Academy. After less than a year at Meadowbrook Middle School's Language Center, he finished eighth grade among the top students in his class and in 2010 was Dunbar High School's valedictorian.
"It's about making a goal and sticking with it. It's all about the mindset at the beginning," he said. "I just kind of looked around to see who is No. 2 and No. 3, and I always wanted to get a better grade."
Nguyen, 18, will study biomedical engineering at the University of Texas at Arlington.
Load up on advanced classes
Understand how grade-point average is calculated, because fractions of a point can be the difference. It's not enough to be a straight-A student. Many schools use a weighted GPA system to calculate class rank, with higher points for more-challenging courses.
Several valedictorians said they took as many Advanced Placement and honors courses as they could handle.
And they stayed away from unweighted courses that bring down GPAs.
Students in the Arlington school district who meet certain criteria can exclude certain courses from GPA calculations.
Bowie High School valedictorian Kosisio Mora and her twin sister, Ifunanya Mora, the Arlington school's salutatorian, both used that option for a nonhonors anatomy course.
"It wasn't that it was too hard; it just wouldn't help me," said Ifunanya Mora, 18.
The Mora twins, of Grand Prairie, left Thursday for University of the Incarnate Word in San Antonio. Both plan to major in biology/pre-med.
Challenge yourself
Don't get sidetracked by hanging out with friends, then try to tackle a semester project in one weekend.
Working toward valedictorian helped motivate the students to keep academics their top priority.
"I decided I wanted to be valedictorian as a freshman. I thought if I set a high goal for myself, it would help me stay focused and keep me from slacking off," said Skinner, 18, who will major in telecommunications and media studies at Texas A&M University in College Station. "I prayed about it daily. I would ask God to help me keep the right mindset and keep the right goals."
Don't settle for less
Be proactive. If you get stuck with a bad teacher, transfer to another class. If your guidance counselor is not effective, ask for a different one.
Keller Central High School valedictorian Forrest Ripley said he researched which teachers were best at their subject before signing up for classes. He asked upperclassmen and his two older brothers for advice on what teachers to avoid.
But he was assigned to six different counselors in four years of high school, leaving him largely on his own in selecting classes, Ripley said.
"My counselors were not very helpful, so I didn't rely on them," said Ripley, 19, who will study business at the University of Texas at Austin. "So much is getting the schedule that you want. Be prepared to be involved."
Homework and extra credit
Students say it's important to go beyond assigned class work and homework.
Always do extra credit, and research subjects that pique your interest.
Asked whether he had studied a lot, Nguyen replied, "Not really."
We disagree.
Nguyen said that after he finished his assigned reading, math problems and other homework, he would study two more hours each day to prepare for classes and tests.
Students say it's critical to study every day and to plan ahead for big tests.
And never turn in work late.
Pay attention to details
Read the requirements of each assignment. Review main course points with the teacher and ask what will be on tests. Use a planner to keep track of assignment due dates, upcoming tests and long-term projects. Double-check your work.
Kosisio Mora had a PowerPoint presentation graded down because she did not follow instructions to put a photograph in every slide.
"I did everything right," she said. "But since I didn't pay attention to that detail, it cost me."
Work with others
Take responsibility for your schoolwork, but it's smart to cultivate teachers and upperclassmen as allies, get tutoring in weaker subjects and study with other high-achieving classmates.
"You can't understand everything. You can't be a genius in everything, so if you help someone else out, then they're more apt to help you," said Brooke Awtry, 18, salutatorian of the first graduating class at Westlake Academy charter school.
"Have some friends over, study for a couple hours and then watch a movie or have dinner," said Awtry, a Keller resident who will study English and international affairs at Southern Methodist University in Dallas. "That was a way to easily put together studying and having a life."
Get parents involved
Parents who are plugged into their children's school help them succeed.
They meet and communicate regularly with teachers and administrators and are often involved in booster clubs and parent-teacher organizations. That's where they find out about scholarships, tutoring and other opportunities.
"The parents are aware of what is going on. If there is an opportunity for a kid to take, it's the parents that are around there talking to one another and talking to teachers," said Jennifer Latu, lead counselor at Fossil Ridge High School in the Keller district.
Read more: http://www.star-telegram.com/2010/08/21/2417308_p2/how-to-become-a-valedictorian.html#ixzz0xLAXWk5s
Read more: http://www.star-telegram.com/2010/08/21/2417308/how-to-become-a-valedictorian.html#my-headlines-default#ixzz0xLAQkOEj
http://www.star-telegram.com/2010/08/21/2417308/how-to-become-a-valedictorian.html#my-headlines-default
But the students who make it to the top of their high school graduating class don't get there by accident. Well before they enter their freshman year, these students have figured out what it takes to be valedictorian or salutatorian.
"Ever since I was in elementary school, I have been very focused on keeping high grades," said Katie Skinner, valedictorian at Calvary Christian Academy in Fort Worth.
Before Skinner and several other top 2010 graduates packed up and headed off to college, the Star-Telegram asked them to outline eight strategies and traits to earn a top ranking.
Some of the qualities are common sense.
When teachers say it's smart to get plenty of rest before a big test, believe them. Pulling an all-nighter to cram does more harm than good.
Participate in class.
Don't cheat.
Here are other ways to think like a valedictorian .
Go for it
Choose your courses carefully and don't settle for the "recommended" path to graduation.
When Dat Nguyen's family moved from Vietnam in 2004, he spent three months at the Fort Worth school district's International Newcomer Academy. After less than a year at Meadowbrook Middle School's Language Center, he finished eighth grade among the top students in his class and in 2010 was Dunbar High School's valedictorian.
"It's about making a goal and sticking with it. It's all about the mindset at the beginning," he said. "I just kind of looked around to see who is No. 2 and No. 3, and I always wanted to get a better grade."
Nguyen, 18, will study biomedical engineering at the University of Texas at Arlington.
Load up on advanced classes
Understand how grade-point average is calculated, because fractions of a point can be the difference. It's not enough to be a straight-A student. Many schools use a weighted GPA system to calculate class rank, with higher points for more-challenging courses.
Several valedictorians said they took as many Advanced Placement and honors courses as they could handle.
And they stayed away from unweighted courses that bring down GPAs.
Students in the Arlington school district who meet certain criteria can exclude certain courses from GPA calculations.
Bowie High School valedictorian Kosisio Mora and her twin sister, Ifunanya Mora, the Arlington school's salutatorian, both used that option for a nonhonors anatomy course.
"It wasn't that it was too hard; it just wouldn't help me," said Ifunanya Mora, 18.
The Mora twins, of Grand Prairie, left Thursday for University of the Incarnate Word in San Antonio. Both plan to major in biology/pre-med.
Challenge yourself
Don't get sidetracked by hanging out with friends, then try to tackle a semester project in one weekend.
Working toward valedictorian helped motivate the students to keep academics their top priority.
"I decided I wanted to be valedictorian as a freshman. I thought if I set a high goal for myself, it would help me stay focused and keep me from slacking off," said Skinner, 18, who will major in telecommunications and media studies at Texas A&M University in College Station. "I prayed about it daily. I would ask God to help me keep the right mindset and keep the right goals."
Don't settle for less
Be proactive. If you get stuck with a bad teacher, transfer to another class. If your guidance counselor is not effective, ask for a different one.
Keller Central High School valedictorian Forrest Ripley said he researched which teachers were best at their subject before signing up for classes. He asked upperclassmen and his two older brothers for advice on what teachers to avoid.
But he was assigned to six different counselors in four years of high school, leaving him largely on his own in selecting classes, Ripley said.
"My counselors were not very helpful, so I didn't rely on them," said Ripley, 19, who will study business at the University of Texas at Austin. "So much is getting the schedule that you want. Be prepared to be involved."
Homework and extra credit
Students say it's important to go beyond assigned class work and homework.
Always do extra credit, and research subjects that pique your interest.
Asked whether he had studied a lot, Nguyen replied, "Not really."
We disagree.
Nguyen said that after he finished his assigned reading, math problems and other homework, he would study two more hours each day to prepare for classes and tests.
Students say it's critical to study every day and to plan ahead for big tests.
And never turn in work late.
Pay attention to details
Read the requirements of each assignment. Review main course points with the teacher and ask what will be on tests. Use a planner to keep track of assignment due dates, upcoming tests and long-term projects. Double-check your work.
Kosisio Mora had a PowerPoint presentation graded down because she did not follow instructions to put a photograph in every slide.
"I did everything right," she said. "But since I didn't pay attention to that detail, it cost me."
Work with others
Take responsibility for your schoolwork, but it's smart to cultivate teachers and upperclassmen as allies, get tutoring in weaker subjects and study with other high-achieving classmates.
"You can't understand everything. You can't be a genius in everything, so if you help someone else out, then they're more apt to help you," said Brooke Awtry, 18, salutatorian of the first graduating class at Westlake Academy charter school.
"Have some friends over, study for a couple hours and then watch a movie or have dinner," said Awtry, a Keller resident who will study English and international affairs at Southern Methodist University in Dallas. "That was a way to easily put together studying and having a life."
Get parents involved
Parents who are plugged into their children's school help them succeed.
They meet and communicate regularly with teachers and administrators and are often involved in booster clubs and parent-teacher organizations. That's where they find out about scholarships, tutoring and other opportunities.
"The parents are aware of what is going on. If there is an opportunity for a kid to take, it's the parents that are around there talking to one another and talking to teachers," said Jennifer Latu, lead counselor at Fossil Ridge High School in the Keller district.
Read more: http://www.star-telegram.com/2010/08/21/2417308_p2/how-to-become-a-valedictorian.html#ixzz0xLAXWk5s
Read more: http://www.star-telegram.com/2010/08/21/2417308/how-to-become-a-valedictorian.html#my-headlines-default#ixzz0xLAQkOEj
http://www.star-telegram.com/2010/08/21/2417308/how-to-become-a-valedictorian.html#my-headlines-default
Friday, August 20, 2010
Week 1 Bellringers
1. The statement, "A chemical reaction never creates products that weigh more or less than the reactants", is based on three centuries of experimental observation. The statement is an example of:
a. a hypothesis b. a theory c. a datum d. a law
2. A hypothesis is
a. obeyed under any circumstances.
b. a theory that has been proved
c. a tentative explanation for a natural phenomenon
d. a description of a pattern or relationship in experimental data
3. A number of people become ill after eating dinner in a restaurant. Which of the following statements is a hypothesis?
a. The cooks felt really bad about it.
b. Everyone who ate oysters got sick.
c. Bacteria in the oysters may have caused the illness.
d. Symptoms include nausea and dizziness
e. People got sick whether the oysters were raw or cooked.
4.A natural law is
a. a description of a pattern or relationship in experimental data
b. an explanation that has been proved
c. a tentative explanation for a natural phenomenon
d. obeyed under any circumstances.
5. Which of the following is least important to know about a liquid solution you are using during a laboratory investigation?
a. price of the solution per mL
b. flammability of the solution
c. first aid procedures to follow for skin contact
d. recommended procedures for appropriate Disposal
a. a hypothesis b. a theory c. a datum d. a law
2. A hypothesis is
a. obeyed under any circumstances.
b. a theory that has been proved
c. a tentative explanation for a natural phenomenon
d. a description of a pattern or relationship in experimental data
3. A number of people become ill after eating dinner in a restaurant. Which of the following statements is a hypothesis?
a. The cooks felt really bad about it.
b. Everyone who ate oysters got sick.
c. Bacteria in the oysters may have caused the illness.
d. Symptoms include nausea and dizziness
e. People got sick whether the oysters were raw or cooked.
4.A natural law is
a. a description of a pattern or relationship in experimental data
b. an explanation that has been proved
c. a tentative explanation for a natural phenomenon
d. obeyed under any circumstances.
5. Which of the following is least important to know about a liquid solution you are using during a laboratory investigation?
a. price of the solution per mL
b. flammability of the solution
c. first aid procedures to follow for skin contact
d. recommended procedures for appropriate Disposal
Chapter 1 Vocabulary
biochemistry
The chemistry of living things, including the structure and function of biological molecules and the mechanism and products of their reactions.
chemistry
The study of matter and its transformations. See What is chemistry? for other definitions.
computer-assisted drug design
Using computational chemistry to discover, enhance, or study drugs and related biologically active molecules.
computational chemistry
A branch of chemistry concerned with the prediction or simulation of chemical properties, structures, or processes using numerical techniques.
dependent variable
Compare with independent variable.
A dependent variable changes in response to changes in independent variables. For example, in an experiment where the vapor pressure of a liquid is measured at several different temperatures, temperature is the independent variable and vapor pressure is the dependent variable.
environmental chemistry
chemical ecology
The study of natural and man-made substances in the environment, including the detection, monitoring, transport, and chemical transformation of chemical substances in air, water, and soil.
experiment
An experiment is direct observation under controlled conditions. Most experiments involve carefully changing one variable and observing the effect on another variable (for example, changing temperature of a water sample and recording the change volume that results).
geochemistry
geological chemistry
The study of materials and chemical reactions in rocks, minerals, magma, seawater, and soil.
hypothesis
hypotheses Compare with theory
A hypothesis is a conjecture designed to guide experimentation. Hypotheses are extremely useful in problem solving, and are essential in developing new theories.
independent variable
Compare with dependent variable.
An independent variable that can be set to a known value in an experiment. Several independent variables may be controlled in an experiment. For example, in an experiment where the vapor pressure of a liquid is measured at several different temperatures, temperature is the independent variable and vapor pressure is the dependent variable.
inorganic chemistry.
The study of inorganic compounds, specifically their structure, reactions, catalysis, and mechanism of action.
law
natural law; scientific law
Natural laws summarize patterns that recur in a large amount of data. Unlike human laws, natural laws don't forbid or permit; they describe.
matter
Matter is anything that has mass. Air, water, coffee, fire, human beings, and stars are matter. Light, X-rays, photons, gravitons, information, and love aren't matter.
medicinal chemistry
A branch of chemistry concerned with the discovery, design, synthesis, and investigation of biologically active compounds and reactions that these compounds undergo in living things.
organic chemistry
The study of compounds that contain carbon chemically bound to hydrogen, including synthesis, identification, modelling, and reactions of those compounds.
pharmacology
The study of drugs, which includes determination of biological activity, biological effects, breakdown and synthesis, and delivery.
pharmacognosy. Identification, isolation, and characterization of biologically active substances in living things.
physical chemistry
chemical physics
A branch of chemistry that studies chemical phenomena from a physical and mathematical perspective. Physical chemistry includes chemical thermodynamics, kinetics, spectroscopy, quantum chemistry, and statistical mechanics.
scientific notation
exponential notation.
A system for reporting very small or very large numbers by writing the number as a decimal number between 1 and 10, multiplied by a power of 10. For example, 602000000000000000000000 is written in scientific notation as 6.02 x 1023. 0.000323 is written in scientific notation as 3.23 x 10-4.
theory. theories
Compare with hypothesis.
Theories are well-established explanations for experimental data. To become established, the theory must experimentally tested by many different investigators. Theories usually can not be proven; a single contrary experiment can disprove a theory.
toxicology
The study of poisons, including identification, isolation, biological effects, mechanism of action, and development of antidotes.
variable
Compare with independent variable and dependent variable.
A quantity that can have many possible values. In designing experiments, variables that affect measurements must be identified and controlled. For example, an experiment that measures reaction rates must control temperature, because temperature is a variable that can change the rate of reaction.
The chemistry of living things, including the structure and function of biological molecules and the mechanism and products of their reactions.
chemistry
The study of matter and its transformations. See What is chemistry? for other definitions.
computer-assisted drug design
Using computational chemistry to discover, enhance, or study drugs and related biologically active molecules.
computational chemistry
A branch of chemistry concerned with the prediction or simulation of chemical properties, structures, or processes using numerical techniques.
dependent variable
Compare with independent variable.
A dependent variable changes in response to changes in independent variables. For example, in an experiment where the vapor pressure of a liquid is measured at several different temperatures, temperature is the independent variable and vapor pressure is the dependent variable.
environmental chemistry
chemical ecology
The study of natural and man-made substances in the environment, including the detection, monitoring, transport, and chemical transformation of chemical substances in air, water, and soil.
experiment
An experiment is direct observation under controlled conditions. Most experiments involve carefully changing one variable and observing the effect on another variable (for example, changing temperature of a water sample and recording the change volume that results).
geochemistry
geological chemistry
The study of materials and chemical reactions in rocks, minerals, magma, seawater, and soil.
hypothesis
hypotheses Compare with theory
A hypothesis is a conjecture designed to guide experimentation. Hypotheses are extremely useful in problem solving, and are essential in developing new theories.
independent variable
Compare with dependent variable.
An independent variable that can be set to a known value in an experiment. Several independent variables may be controlled in an experiment. For example, in an experiment where the vapor pressure of a liquid is measured at several different temperatures, temperature is the independent variable and vapor pressure is the dependent variable.
inorganic chemistry.
The study of inorganic compounds, specifically their structure, reactions, catalysis, and mechanism of action.
law
natural law; scientific law
Natural laws summarize patterns that recur in a large amount of data. Unlike human laws, natural laws don't forbid or permit; they describe.
matter
Matter is anything that has mass. Air, water, coffee, fire, human beings, and stars are matter. Light, X-rays, photons, gravitons, information, and love aren't matter.
medicinal chemistry
A branch of chemistry concerned with the discovery, design, synthesis, and investigation of biologically active compounds and reactions that these compounds undergo in living things.
organic chemistry
The study of compounds that contain carbon chemically bound to hydrogen, including synthesis, identification, modelling, and reactions of those compounds.
pharmacology
The study of drugs, which includes determination of biological activity, biological effects, breakdown and synthesis, and delivery.
pharmacognosy. Identification, isolation, and characterization of biologically active substances in living things.
physical chemistry
chemical physics
A branch of chemistry that studies chemical phenomena from a physical and mathematical perspective. Physical chemistry includes chemical thermodynamics, kinetics, spectroscopy, quantum chemistry, and statistical mechanics.
scientific notation
exponential notation.
A system for reporting very small or very large numbers by writing the number as a decimal number between 1 and 10, multiplied by a power of 10. For example, 602000000000000000000000 is written in scientific notation as 6.02 x 1023. 0.000323 is written in scientific notation as 3.23 x 10-4.
theory. theories
Compare with hypothesis.
Theories are well-established explanations for experimental data. To become established, the theory must experimentally tested by many different investigators. Theories usually can not be proven; a single contrary experiment can disprove a theory.
toxicology
The study of poisons, including identification, isolation, biological effects, mechanism of action, and development of antidotes.
variable
Compare with independent variable and dependent variable.
A quantity that can have many possible values. In designing experiments, variables that affect measurements must be identified and controlled. For example, an experiment that measures reaction rates must control temperature, because temperature is a variable that can change the rate of reaction.
Definition of Chemistry
chem·is·try n., pl. -tries. 1. the science that systematically studies the composition, properties, and activity of organic and inorganic substances and various elementary forms of matter. 2. chemical properties, reactions, phenomena, etc.: the chemistry of carbon. 3. a. sympathetic understanding; rapport. b. sexual attraction. 4. the constituent elements of something; the chemistry of love. [1560-1600; earlier chymistry].
The first definition captures many of the essential ingredients of chemistry (although definitions 3 and 4 might make a more entertaining paper):
Chemistry is a science. There is only one sanctioned procedure for determining whether a statement about matter is really chemistry: the exhaustive, inefficient, but highly successful scientific method. Chemists often arrive at new results by nonscientific means (like luck or sheer creativity), but their work isn't chemistry unless it can be reproduced and verified scientifically.
Chemistry is a systematic study. Chemists have devised several good methods for solving problems and making observations. For example, analytical chemists often use protocols (thoroughly tested recipes) for determining the concentrations of substances in a sample. Chemists use well-defined techniques like spectroscopy and chromatography to study new or unknown substances.
Chemistry is the study of the composition and properties of matter. Chemistry answers questions like, "What kind of stuff is this sample made of? What does the sample look like on a molecular scale? How does the structure of the material determine its properties? How do the properties of the material change when I increase temperature, or pressure, or some other environmental variable?"
Chemistry is the study of the reactivity of substances. One material can be changed into another by a chemical reaction. A complex substance can by made from simpler ones. Chemical compounds can break down into simpler substances. Fuels burn, food cooks, leaves turn in the fall, cells grow, medicines cure. Chemistry is concerned with the essential processes that make these changes happen.
Chemistry is the study of organic and inorganic substances. Organic substances contain hydrogen combined with carbon; inorganic substances don't. It was once believed that organic compounds were exclusively produced by living things, but today chemists can synthesize many organic materials from inorganic ones. Carbon can link with itself and other atoms in many diverse ways, and its chemistry is far more complex than that of other elements. So while the organic/inorganic distinction is artificial, it's still useful.
Chemistry is the study of connections between the everyday world and the molecular world. Chemists use atoms and molecules to explain properties and behaviors of matter. For example, you can find molecular explanations for flavor and color changes elsewhere on this site.
If you'd like some historical perspective, a good reference is The Enlighment of Matter: The Definition of Chemistry from Agricola to Lavoisier, by Marco Baretta.
Author: Fred Senese senese@antoine.frostburg.edu
The first definition captures many of the essential ingredients of chemistry (although definitions 3 and 4 might make a more entertaining paper):
Chemistry is a science. There is only one sanctioned procedure for determining whether a statement about matter is really chemistry: the exhaustive, inefficient, but highly successful scientific method. Chemists often arrive at new results by nonscientific means (like luck or sheer creativity), but their work isn't chemistry unless it can be reproduced and verified scientifically.
Chemistry is a systematic study. Chemists have devised several good methods for solving problems and making observations. For example, analytical chemists often use protocols (thoroughly tested recipes) for determining the concentrations of substances in a sample. Chemists use well-defined techniques like spectroscopy and chromatography to study new or unknown substances.
Chemistry is the study of the composition and properties of matter. Chemistry answers questions like, "What kind of stuff is this sample made of? What does the sample look like on a molecular scale? How does the structure of the material determine its properties? How do the properties of the material change when I increase temperature, or pressure, or some other environmental variable?"
Chemistry is the study of the reactivity of substances. One material can be changed into another by a chemical reaction. A complex substance can by made from simpler ones. Chemical compounds can break down into simpler substances. Fuels burn, food cooks, leaves turn in the fall, cells grow, medicines cure. Chemistry is concerned with the essential processes that make these changes happen.
Chemistry is the study of organic and inorganic substances. Organic substances contain hydrogen combined with carbon; inorganic substances don't. It was once believed that organic compounds were exclusively produced by living things, but today chemists can synthesize many organic materials from inorganic ones. Carbon can link with itself and other atoms in many diverse ways, and its chemistry is far more complex than that of other elements. So while the organic/inorganic distinction is artificial, it's still useful.
Chemistry is the study of connections between the everyday world and the molecular world. Chemists use atoms and molecules to explain properties and behaviors of matter. For example, you can find molecular explanations for flavor and color changes elsewhere on this site.
If you'd like some historical perspective, a good reference is The Enlighment of Matter: The Definition of Chemistry from Agricola to Lavoisier, by Marco Baretta.
Author: Fred Senese senese@antoine.frostburg.edu
Introduction
Learning objectives
• State the central objectives of chemistry (and this course).
• Outline the scientific method.
o Classify statements and explanations as observations, experimental data, laws , hypotheses , or theories . Quiz
o Understand the importance of making controlled comparisons and obtaining reproducible data.
Lecture outline
The introductory lecture discusses the scope, objectives, and methods of chemistry.
What is Chemistry?
• the study of matter and its transformations
• the study of connections between molecular and macroscopic events
Why Study Chemistry?
• learn fundamental physical models
• gain technical perspective on current events
• develop problem solving skills
• appreciate life's little mysteries
The Scientific Method
• a systematic procedure for solving problems and exploring natural phenomena
• Observations (data)
o are the foundation of the scientific method
o data can be qualitative or quantitative.
o data is most useful when collected under controlled conditions (experiments )
o experiments must be repeatable and reproducible
• Natural laws
o compactly summarize patterns in a large amount of data
o often apply only under special conditions
o are descriptions of nature, not facts or explanations
• Hypotheses
o tentative explanations designed to guide experimentation
o a useful hypothesis must be testable
o must be rejected or corrected when they conflict with experiment
• Theories
o a well-tested explanation for experimental data based on a set of hypotheses.
o must be discarded or refined when they can't explain new experimental results
o scientific theories have three aspects: philosophical, mathematical, and empirical.
Understand all three, or risk misusing the theory!
o a good theory...
explains currently available data
is as simple as possible (but no simpler!)
accurately predicts results of future experiments
suggests new lines of work and new ways to think
clearly shows underlying connections
• Serendipity and intuition
o Many important scientific discoveries were not arrived at using the scientific method
Charles Goodyear - vulcanization of rubber
Teflon
Plastics
Saccharin
http://antoine.frostburg.edu/chem/senese/101/intro/index.shtml
• State the central objectives of chemistry (and this course).
• Outline the scientific method.
o Classify statements and explanations as observations, experimental data, laws , hypotheses , or theories . Quiz
o Understand the importance of making controlled comparisons and obtaining reproducible data.
Lecture outline
The introductory lecture discusses the scope, objectives, and methods of chemistry.
What is Chemistry?
• the study of matter and its transformations
• the study of connections between molecular and macroscopic events
Why Study Chemistry?
• learn fundamental physical models
• gain technical perspective on current events
• develop problem solving skills
• appreciate life's little mysteries
The Scientific Method
• a systematic procedure for solving problems and exploring natural phenomena
• Observations (data)
o are the foundation of the scientific method
o data can be qualitative or quantitative.
o data is most useful when collected under controlled conditions (experiments )
o experiments must be repeatable and reproducible
• Natural laws
o compactly summarize patterns in a large amount of data
o often apply only under special conditions
o are descriptions of nature, not facts or explanations
• Hypotheses
o tentative explanations designed to guide experimentation
o a useful hypothesis must be testable
o must be rejected or corrected when they conflict with experiment
• Theories
o a well-tested explanation for experimental data based on a set of hypotheses.
o must be discarded or refined when they can't explain new experimental results
o scientific theories have three aspects: philosophical, mathematical, and empirical.
Understand all three, or risk misusing the theory!
o a good theory...
explains currently available data
is as simple as possible (but no simpler!)
accurately predicts results of future experiments
suggests new lines of work and new ways to think
clearly shows underlying connections
• Serendipity and intuition
o Many important scientific discoveries were not arrived at using the scientific method
Charles Goodyear - vulcanization of rubber
Teflon
Plastics
Saccharin
http://antoine.frostburg.edu/chem/senese/101/intro/index.shtml
Saturday, August 7, 2010
First Week of School
I. Introductions, Room Orientation, Technology
II. Icebreaker
III. Syllabus and class rules
IV. Why study chemistry? What is chemistry?
V. Matter Concept Map
VI. Language of science
Lab Journals
VII. Lab safety
II. Icebreaker
III. Syllabus and class rules
IV. Why study chemistry? What is chemistry?
V. Matter Concept Map
VI. Language of science
Lab Journals
VII. Lab safety
Student Expectations
Expectations of Me
1. I will always do my best.
2. I will show respect for myself, my teacher, my peers, and materials.
3. I have read, understood, and agreed to the terms of the safety contract.
4. I will take responsibility for my grade.
5. I will seek help if I need it. I understand everyone gets confused, but Mrs. Tran doesn’t know when to help you if you don’t ask.
6. I will take pride in being a South Hills Scorpion!
7. I choose to make it an awesome year!
What I can expect from Mrs. Tran
1. She will treat me fairly.
2. She is concerned about me and my education.
3. She will update me on my progress and grades.
4. She will expect a lot from me.
5. She will teach me the things I’m willing to learn.
6. She will be honest with me.
Where to go for help
Please visit the classroom for help between these hours:
email address: myscienceclass@yahoo.com
website: http://scienceeinstein.blogspot.com
1. I will always do my best.
2. I will show respect for myself, my teacher, my peers, and materials.
3. I have read, understood, and agreed to the terms of the safety contract.
4. I will take responsibility for my grade.
5. I will seek help if I need it. I understand everyone gets confused, but Mrs. Tran doesn’t know when to help you if you don’t ask.
6. I will take pride in being a South Hills Scorpion!
7. I choose to make it an awesome year!
What I can expect from Mrs. Tran
1. She will treat me fairly.
2. She is concerned about me and my education.
3. She will update me on my progress and grades.
4. She will expect a lot from me.
5. She will teach me the things I’m willing to learn.
6. She will be honest with me.
Where to go for help
Please visit the classroom for help between these hours:
email address: myscienceclass@yahoo.com
website: http://scienceeinstein.blogspot.com
Lab Safety Contract
Science is a hands-on laboratory class. Students will be doing many laboratory activities that may require the use of chemicals, laboratory equipment, and other items which, if used incorrectly, can be hazardous. Safety in the science classroom is the number 1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. The student and a parent must sign their copy. Please read the entire contract before you sign. Students will not be allowed to perform experiments until all their contracts are signed and given to the teacher.
GENERAL GUIDELINES
1. Conduct yourself in a responsible manner at all times in the classroom.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
4. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed.
5. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
6. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe.
7. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments.
8. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others.
CLOTHING
9. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE!
10. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on chemical lab days.
ACCIDENTS AND INJURIES
11. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic.
HANDLING CHEMICALS
12. Do not taste, or smell any chemicals.
13. Do not return unused chemicals to their original container unless specifically instructed by your teacher.
14. Never remove chemicals or other materials from the laboratory area.
QUESTIONS (answers are confidential)
15. Do you wear contact lenses? Yes_______ No______
16. Are you color blind? Yes _______ No______
17. Do you have allergies? Yes _______ No ______
If so, please list specific allergies _____________________________________________________________________________
_____________________________________________________________________________
AGREEMENT
I, __________________________________ (student's name) have read and agree to follow all of the safety rules set forth in this contract. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action.
Student signature Date
----------------------------------------------------------------------------------------------------------------------------
GENERAL GUIDELINES
1. Conduct yourself in a responsible manner at all times in the classroom.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
4. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed.
5. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
6. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe.
7. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments.
8. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students or interfere with the laboratory experiments of others.
CLOTHING
9. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE!
10. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on chemical lab days.
ACCIDENTS AND INJURIES
11. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic.
HANDLING CHEMICALS
12. Do not taste, or smell any chemicals.
13. Do not return unused chemicals to their original container unless specifically instructed by your teacher.
14. Never remove chemicals or other materials from the laboratory area.
QUESTIONS (answers are confidential)
15. Do you wear contact lenses? Yes_______ No______
16. Are you color blind? Yes _______ No______
17. Do you have allergies? Yes _______ No ______
If so, please list specific allergies _____________________________________________________________________________
_____________________________________________________________________________
AGREEMENT
I, __________________________________ (student's name) have read and agree to follow all of the safety rules set forth in this contract. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from the lab classroom, detention, receiving a failing grade, and/or further disciplinary action.
Student signature Date
----------------------------------------------------------------------------------------------------------------------------
Lab Journal Rubric
LAB REPORT RUBRIC
Note: Points will be deducted for punctuation & capitalization.
Note: You must use black or blue pen. Mark only one line through errors…do not scribble anything out.
Category
Proficient Scoring Criteria
Points
Student #1 Evaluator:
Student #2 Evaluator:
Teacher Notes:
General Info.
Title, Name, Group members, Period, Start date, End date.
5
Problem
Purpose/Objective of the experiment is written in a question format.
5
Background
Explained prior knowledge on topic in paragraph form.
List Control Variables, Independent/Manipulated Variable, Dependent/Responding Variable, Control Group, Experimental Group, & Control Variables
5
Hypothesis
“If…Then…” Statement of
what you think will happen.
5
Materials
List of supplies needed for the experiment in bullet format.
5
Procedures
List of detailed & clear step-by-step
written procedures…must be numbered!
15
Data Table 10, Graph 10, Analysis 10
Easy to read data table(s) with title.
Easy to read graph(s) with title.
The analysis is a word explanation of the graph(s).
30
Conclusion
Restate hypothesis.
Was it accepted or rejected?
Explain how results of experiment relate to hypothesis.
Use data to support explanation.
Any human error?
How could you increase the validity of this experiment?
List at least 2 questions! (Don’t answer them…just ponder!)
20
Initial Score
ADD ALL ABOVE POINTS TOGETHER
=90
Lab Participation
To be graded by the teacher.
10
Total Score
100
You will lose points for the following: improper spacing, not using proper punctuation and capitalization, scribbling instead of using one line to cross out a mistake, & not using pen (you must use pen NOT pencil).
Note: Points will be deducted for punctuation & capitalization.
Note: You must use black or blue pen. Mark only one line through errors…do not scribble anything out.
Category
Proficient Scoring Criteria
Points
Student #1 Evaluator:
Student #2 Evaluator:
Teacher Notes:
General Info.
Title, Name, Group members, Period, Start date, End date.
5
Problem
Purpose/Objective of the experiment is written in a question format.
5
Background
Explained prior knowledge on topic in paragraph form.
List Control Variables, Independent/Manipulated Variable, Dependent/Responding Variable, Control Group, Experimental Group, & Control Variables
5
Hypothesis
“If…Then…” Statement of
what you think will happen.
5
Materials
List of supplies needed for the experiment in bullet format.
5
Procedures
List of detailed & clear step-by-step
written procedures…must be numbered!
15
Data Table 10, Graph 10, Analysis 10
Easy to read data table(s) with title.
Easy to read graph(s) with title.
The analysis is a word explanation of the graph(s).
30
Conclusion
Restate hypothesis.
Was it accepted or rejected?
Explain how results of experiment relate to hypothesis.
Use data to support explanation.
Any human error?
How could you increase the validity of this experiment?
List at least 2 questions! (Don’t answer them…just ponder!)
20
Initial Score
ADD ALL ABOVE POINTS TOGETHER
=90
Lab Participation
To be graded by the teacher.
10
Total Score
100
You will lose points for the following: improper spacing, not using proper punctuation and capitalization, scribbling instead of using one line to cross out a mistake, & not using pen (you must use pen NOT pencil).
Lab Safety Rules
Safety in the Chemistry Laboratory
Working in the chemistry laboratory is an interesting and rewarding experience. During your labs, you will be actively involved from beginning to end – from setting some change in motion to drawing some conclusions. In the laboratory, you will be working with equipment and materials that can cause injury if they are not handled properly. However, the laboratory is a safe place to work if you are careful. Accidents do not just happen they are caused – by carelessness, haste, disregard of safety rules and practices. Safety rules to be followed in the laboratory are listed below. Before beginning any lab work, read the rules carefully, learn them, and follow them faithfully.
General
Be prepared to work when you arrive at the laboratory. If instructed to do so by your teacher, familiarize yourself with the lab procedures before beginning the lab.
Perform only those lab activities assigned by your teacher. Never do anything in the laboratory that is not called for in the laboratory procedures or by your teacher.
Work areas should be kept clean and tidy at all times. Only lab manuals and notebooks should be brought to the work area. Other books, purses, brief cases, etc. should be left at a designated area.
Clothing should be appropriate for working in the lab. Jackets, ties, and other loose garments should be removed. Long sleeves should be rolled up or secured in some manner.
Long Hair should be tied back, especially in the vicinity of open flame.
Jewelry that might present a safety hazard, such as dangling necklaces, chains, medallions, or bracelets should not be worn in the lab.
Follow all instructions, both written and oral, carefully.
Safety goggles and lab aprons should be worn at all times.
Set up apparatus as described in the lab instructions or by your teacher. Never use makeshift arrangements.
Always use the prescribed instrument (tongs, test tube holder, forceps, etc. for handling apparatus or equipment.
Keep all combustible material away from open flame.
Never touch or taste any substance in the lab unless specifically instructed to do so by your teacher.
Never put your face near the mouth of a container that is holding chemicals.
When testing for odors, use a wafting motion to direct the odors to your nose.
Any activity involving poisonous vapors should be conducted in the fume hood.
Dispose of waste materials as instructed by your teacher.
Clean up all spills immediately.
Clean and wipe dry all work surfaces at the end of class. Wash your hands thoroughly.
Know the location of emergency equipment (first aid kit, fire extinguisher, fire blanket, shower, eye wash, etc.) and how to use them.
Report all accidents to the teacher immediately.
Handling Chemicals
Read and double check labels on reagent bottles before removing any reagent. Take only as much reagent as you need.
Do not return unused reagent to stock bottles.
When transferring chemical reagents from one container to another, hold the containers out away from your body.
When mixing an acid and water, always add the acid to the water.
Avoid touching chemicals with your hands. If chemicals do come in contact with your hands, wash them immediately.
Handling Glassware
Glass tubing, especially long pieces, should be carried in a vertical position to minimize the likelihood of breakage and to avoid stabbing anyone.
Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Dispose of the glass as directed by your teacher.
Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) with water or glycerin before attempting to insert it in a stopper.
Never apply force when inserting or removing glassware from a topper. Use a twisting motion. If a piece of glassware becomes “frozen” in a stopper, take it to your teacher.
Do not place hot glassware directly on the lab table. Always use an insulating pad of some sort.
Allow plenty of time for hot glass to cool before touching it. Hot glass can cause painful burns. (Remember: Hot glass looks cool.)
Working in the chemistry laboratory is an interesting and rewarding experience. During your labs, you will be actively involved from beginning to end – from setting some change in motion to drawing some conclusions. In the laboratory, you will be working with equipment and materials that can cause injury if they are not handled properly. However, the laboratory is a safe place to work if you are careful. Accidents do not just happen they are caused – by carelessness, haste, disregard of safety rules and practices. Safety rules to be followed in the laboratory are listed below. Before beginning any lab work, read the rules carefully, learn them, and follow them faithfully.
General
Be prepared to work when you arrive at the laboratory. If instructed to do so by your teacher, familiarize yourself with the lab procedures before beginning the lab.
Perform only those lab activities assigned by your teacher. Never do anything in the laboratory that is not called for in the laboratory procedures or by your teacher.
Work areas should be kept clean and tidy at all times. Only lab manuals and notebooks should be brought to the work area. Other books, purses, brief cases, etc. should be left at a designated area.
Clothing should be appropriate for working in the lab. Jackets, ties, and other loose garments should be removed. Long sleeves should be rolled up or secured in some manner.
Long Hair should be tied back, especially in the vicinity of open flame.
Jewelry that might present a safety hazard, such as dangling necklaces, chains, medallions, or bracelets should not be worn in the lab.
Follow all instructions, both written and oral, carefully.
Safety goggles and lab aprons should be worn at all times.
Set up apparatus as described in the lab instructions or by your teacher. Never use makeshift arrangements.
Always use the prescribed instrument (tongs, test tube holder, forceps, etc. for handling apparatus or equipment.
Keep all combustible material away from open flame.
Never touch or taste any substance in the lab unless specifically instructed to do so by your teacher.
Never put your face near the mouth of a container that is holding chemicals.
When testing for odors, use a wafting motion to direct the odors to your nose.
Any activity involving poisonous vapors should be conducted in the fume hood.
Dispose of waste materials as instructed by your teacher.
Clean up all spills immediately.
Clean and wipe dry all work surfaces at the end of class. Wash your hands thoroughly.
Know the location of emergency equipment (first aid kit, fire extinguisher, fire blanket, shower, eye wash, etc.) and how to use them.
Report all accidents to the teacher immediately.
Handling Chemicals
Read and double check labels on reagent bottles before removing any reagent. Take only as much reagent as you need.
Do not return unused reagent to stock bottles.
When transferring chemical reagents from one container to another, hold the containers out away from your body.
When mixing an acid and water, always add the acid to the water.
Avoid touching chemicals with your hands. If chemicals do come in contact with your hands, wash them immediately.
Handling Glassware
Glass tubing, especially long pieces, should be carried in a vertical position to minimize the likelihood of breakage and to avoid stabbing anyone.
Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Dispose of the glass as directed by your teacher.
Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) with water or glycerin before attempting to insert it in a stopper.
Never apply force when inserting or removing glassware from a topper. Use a twisting motion. If a piece of glassware becomes “frozen” in a stopper, take it to your teacher.
Do not place hot glassware directly on the lab table. Always use an insulating pad of some sort.
Allow plenty of time for hot glass to cool before touching it. Hot glass can cause painful burns. (Remember: Hot glass looks cool.)
Classroom Rules
Classroom Rules
1. No electric devices! This means cell phones, IPods, DSD and hair irons.
I do not even want to see ear buds or head sets. If your cell phone is picked up, it will be taken to the front office where you will have to pay $15 to have it returned.
2. No food or drink. Classroom sinks are being clogged with candy wrappers and trash is being left in the sinks without you taking the responsibility to dispose of it.
Attendance Policy
1. If you are tardy, you must sign the Tardy Log. Here’s a breakdown of weekly tardy consequences:
a. 1 tardy = 15 lunch detention
b. 2 tardies = 30 minute lunch detention
c. 3 tardies = 1 hr classroom service
If you do not show up for detention, then you will receive an infraction.
Student Commitment
I commit to following the classroom rules.
I commit to being on time.
I commit to paying attention in class.
I commit to turning in my assignments when they are due.
I commit to respecting my teacher and classmates.
1. No electric devices! This means cell phones, IPods, DSD and hair irons.
I do not even want to see ear buds or head sets. If your cell phone is picked up, it will be taken to the front office where you will have to pay $15 to have it returned.
2. No food or drink. Classroom sinks are being clogged with candy wrappers and trash is being left in the sinks without you taking the responsibility to dispose of it.
Attendance Policy
1. If you are tardy, you must sign the Tardy Log. Here’s a breakdown of weekly tardy consequences:
a. 1 tardy = 15 lunch detention
b. 2 tardies = 30 minute lunch detention
c. 3 tardies = 1 hr classroom service
If you do not show up for detention, then you will receive an infraction.
Student Commitment
I commit to following the classroom rules.
I commit to being on time.
I commit to paying attention in class.
I commit to turning in my assignments when they are due.
I commit to respecting my teacher and classmates.
Welcome Back to School!
Welcome back students! We are in for another exciting and challenging year with some changes that enhance your learning. South Hills HS is on A/B block schedule. This will benefit you in many ways for most importantly enhancing instructional time.
Basically, you will have periods 1-8, 1-4 on A and 5-8 on B days.
Don't worry, schedules will be posted in the classroom and I can remind you which day it is should you forget.
Basically, you will have periods 1-8, 1-4 on A and 5-8 on B days.
Don't worry, schedules will be posted in the classroom and I can remind you which day it is should you forget.
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