LBC Chapter 1 Review Assignment

​Chapter 1 Review

By Jess Racine

For more in-depth review:

Check the Chapter 1 Study Guide and Study Resources Guide (Under the Topic Study Guides by Chapter) on Google Classroom.

Main Learning Objectives:

• difference between mass and volume (lesson 3)

• reading the volume on a graduated cylinder using the meniscus (lesson 4)

• how to measure the volume of an object using water displacement (lesson 4)

• intensive versus extensive properties (lesson 5)

• calculations involving the density formula (lesson 5)

• recognize common chemistry tools and equipment that will be used in the course 

• find all the safety equipment in the laboratory and understand its use 

• understand and explain lab safety rules and procedures.

​Lesson 1: Tools of the Trade

Multiple Choice

Most containers in chemisty made of glass and not plastic. Which of the following is NOT a reason why?

• glass is easier to clean and reuse than plastic.

• glass is less likely to break/chip than plastic

• tempered glass can withstand temperature changes better than plastic

• glass is more resitant to damage from lab chemicals

Match

Match the following images of lab equipment to the correct label.

Graduated cylinder

beaker

electronic balance

flask

hot plate

• Graduated cylinder

• beaker

• electronic balance

• flask

• hot plate

Categorize

Options (8)

longer hair tied back

close toed shoes

long pants

goggles

sandals or crocs

bulky clothing

shorts/skirts

dangling hair/jewelry

Categorize the foloowing as appropriate or not appropriate lab wear.

appropriate

not appropriate

• I can observe a procedure and write observations.

• I can define a hypothesis and formulate a hypothesis to explain observed phenomena

• I can define chemistry and begin to describe what chemists study.

  ​

Lesson 2: A Penny for Your Thoughts.

Match

Match the vocabulary term to the definiton

• possible explanation for an observation

• early science that tried to transform gold into lead

• the study of matter and the changes it can undergo

• characteristics

• something that can be detected by the five senses

hypothesis

alchemy

chemisty

properties

observation

• hypothesis

• alchemy

• chemisty

• properties

• observation

Multiple Choice

Which of the following is an example of a hypothesis?

• The plant has a length of 18 inches.

• If a plant gets more water, the more it will grow.

• A plant has a mass of 40 g.

• The plant gets 30 mL of water a day.

Multiple Choice

Which of the following is an example of an observation?

• The mass of the plant is 30 g.

• If a plant gets more light, it should grow more.

• If a plant gets less fertilizer, it will grow less.

• If a plant gets less water, it will grow more.

• LO 1.1 I can differentiate between “matter” or “not matter”. 

• I can define matter as anything that has both mass and volume.

• I can identify tools used to measure mass and volume.

• I can describe how to accurately measure volume using the meniscus.

Lesson 3: What's the Matter?

Categorize

Options (12)

an idea

sunlight

wind

air

an atom

a bacteria

sound

heat

your breath

rain

emotions

the sun

Categorize the following as examples of "matter" or "not matter."

Matter

Not matter

Open Ended

Does an object with a higher mass always have a larger volume? Explain your answer with an example.

Labelling

Label each graduated cylinder with the correct volume. Note: Not ever label will be used.

Drag labels to their correct position on the image

6.6 mL

11 mL

6.5 mL

24 mL

25 mL

13mL

7 mL

• LO 1.2 I can explain the difference between mass, weight and volume and use the correct units to describe each

• LO 1.3 I can identify the SI unit that is associated with a particular quantity (i.e., I can state that unit associated with temperature is the kelvin) and the value of common SI Prefixes (ex: the prefix “milli-” means “one-thousandth” or 10^-3 meters) using scientific notation

• LO 1.4 I can identify the proper conversion factor to use in a conversion (units you convert TO on TOP) and use conversion factors to convert between units

• LO 1.5 I can explain how water displacement can be used to calculate the volume and density of an irregularly shaped solid

Lesson 4: Mass Communication

Match

Match the following equal measurements.

• 1 L

• 500 g

• 2 g

• 250 mL

• 1.5 L

1000 mL

0.5 kg

2000 mg

0.25 L

1500 mL

• 1000 mL

• 0.5 kg

• 2000 mg

• 0.25 L

• 1500 mL

Match

Match the following SI units to the quanitity they measure

• time

• mass

• length

• temperature

• amount of substance

second

kilogram

meter

kelvin

mole

• second

• kilogram

• meter

• kelvin

• mole

Fill in the Blanks

Fill in the Blanks

Multiple Choice

100 cm = 1 m.

What conversion factor would be used to convert 120 centimeters into meters?

• $$\frac{120\ cm}{1\ m}$$  

• $$\frac{1\ m}{120\ cm}$$  

• $$\ \frac{100\ cm}{1\ m}$$  

• $$\frac{100\ m}{1\ cm}$$  

• $$\frac{1\ m}{100\ cm}$$  

Multiple Choice

Identify the conversion factor needed to calculate the following conversion:

350 mL = __?__ liters (L)

• $$\ \frac{1\ mL}{1000\ L}$$  

• $$\frac{1\ mL}{100\ L}$$  

• $$\frac{1\ L}{1000\ mL}$$  

• $$\frac{1000\ L}{1\ mL}$$  

Match

Match the following measurements to the correct number of significant figures:

• 0.00001 m

• 120 m

• 12.0 m

• 12.01 m

• 1.0001 m

1 significant figure

2 significant figures

3 significant figures

4 significant figures

5 significant figures

• 1 significant figure

• 2 significant figures

• 3 significant figures

• 4 significant figures

• 5 significant figures

LO 1.6 I can use the definition of density to determine the mass, density, or volume of a substance when given two of the following: mass, volume, and/or density

LO 1.7 I can identify the number of significant figures in a measurement and report an answer rounded to the correct number of significant figures (add/subtract: least amount of decimal places; multiply/divide: least number of significant figures

LO 1.8 I can differentiate between intensive and extensive properties and give examples of each

LO 1.9 I can use the intensive property of density to help identify a substance

LO 1.10 I can explain at the particulate level what it means when comparing the densities of two substances

Lesson 5: Density

Open Ended

Define the term "intensive property"

Open Ended

Define the term "extensive property." Can extensive properties be used to identiy a substance?

Categorize

Options (11)

density

boiling point

melting point

hardness

solubility

conductivity

mass

volume

length

amount of substance

surface area

Categorize the following as intensive or extensive properties. ​ ​ ​

Intensive properties

Extensive Properties

Multiple Choice

The mass of the rock is 200 g. What is the density of the rock?

• 4 g/mL

• 50 mL

• 4 mL

• 4 g

Open Ended

A coin has a mass of 7.6 g and a volume of 3.1 cm3. If the density of gold is 19.3 g/cm3 , is the coin made of solid gold? Explain your answer.

Open Ended

What is the volume of a 2.00 kg block of lead?

Open Ended

What is the mass of a piece of zinc with a volume of 25.6 g/cm3?

Open Ended

An archeology student found a copper-colored coin at a dig. She determined that the mass of the coin is 5.24 g and its volume is 0.58 cm3. Is the coin copper? Explain your thinking.