2.  Today I will be able to: ◦ Identify the equipment used in the chemistry laboratory. ◦ Analyze the relevance of scientific notation by completing an activity. ◦ Calculate multiplication and division problems using scientific notation. ◦ Understand the metric system and how it is used to make measurements ◦ Apply the metric system to problem solving  Informal assessment – monitoring student interactions and questions as they complete the lab and practice  Formal assessment – analyzing the lab, scientific notation practice and exit ticket  Common Core Connection ◦ Make sense of problem and persevere in solving them ◦ Reason abstractly and quantitatively

3.  Evaluate: Warm Up  Explore: Equipment Lab  Engage: Small Group Discussion  Engage: Small Group Scientific Notation Activity  Explain: Scientific Notation Notes  Elaborate: Scientific Notation Practice  Evaluate: Scientific Notation Activity  Explain: Metric System  Evaluate: Exit Ticket

4.  What are you expected to be doing when the bell rings?  When is an acceptable time to use the bathroom?  What happens if I am late to class?  When is make up work due?  What must be worn to participate in lab?  Sign Pride Pact  Turn in Bubble Lab

5.  Today I will be able to: ◦ Identify the equipment used in the chemistry laboratory. ◦ Analyze the relevance of scientific notation by completing an activity. ◦ Calculate multiplication and division problems using scientific notation. ◦ Understand the metric system and how it is used to make measurements ◦ Apply the metric system to problem solving

6.  Signed Syllabus  Finish Scientific Notation/ Dimensional Analysis Practice

7.  Warm Up  Equipment Lab  Small Group Discussion  Small Group Scientific Notation Activity  Scientific Notation Notes  Scientific Notation Practice  Scientific Notation Activity  Metric System and Dimensional Analysis Notes  Dimensional Analysis Practice  Exit Ticket

8. Travel to each station in the lab and identify the equipment. When you finish identifying the equipment complete the worksheet titled “Lab Equipment” we will review as a class.

10.  What is scientific notation?

11.  So what?

12.  In groups, brainstorm 3 examples of things that scientists/ engineers could study that would be large enough or small enough for scientific notation to be used to describe them

13.  Each group has an envelope containing numbers in scientific notation and standard notation.  Put the numbers in order from smallest to largest on your desk.

14.  A way to write numbers that are too big or too small to conveniently write in decimal notation  Standard scientific notation format ◦ 6.02 x 10 23  Notice there is only one number before the decimal

15.  Standard Notation – numbers that are in decimal form  When given a number in standard notation move the decimal to the left or right until there is only one number before the decimal  The number of spaces moved to the left or right becomes the exponent  The sign on the exponent is ◦ Positive – moved the decimal to the left ◦ Negative – moved the decimal to the right

16.  Examples ◦ 489000000 (Standard Notation)  Move the decimal to the left, exponent is positive ◦ 4.89 x 10 8 (Scientific Notation) ◦ 0.000123 (Standard Notation)  Move the decimal to the right, exponent is negative ◦ 1.23 x 10 -4 (Scientific Notation)

17.  Start with number in scientific notation  Look at the sign on the exponent ◦ If positive, move the decimal to the right ◦ If negative, move the decimal to the left  Use the exponent to tell you how many places to the move the decimal point

18.  Examples ◦ 3.47 x 10 5 (Scientific Notation)  Exponent is positive, move to the right ◦ 347000 (Standard Notation) ◦ 7.82 x 10 -4 (Scientific Notation)  Exponent is negative, move to the left ◦ 0.000782 (Standard Notation)

19.  Multiply or divide the numbers first ◦ (don’t include x 10 exp )  When multiplying, add the exponents together  When dividing, subtract the exponents  Make sure there is only one number before the decimal place in scientific notation. You may have to move the decimal so there is only one

20.  Examples  (2.0 x 10 5 )(7.0 x10 4 )= ◦ 1.40 x 10 10  (6.0 x 10 7 ) / (3.0 x 10 9 )= ◦ 2.0 x 10 -2

21. Complete the practice at your desk. We will review selected problems as a class.

22.  Find your matching partner with the same number in Standard form or Scientific Notation!

24.  International System of Units (SI)  Easy to use mathematically  More divisions – improves accuracy of measurements  Used internationally – easier to communicate

25.  Giga (G) – 10 9  Mega (M) – 10 6  Kilo (k) – 10 3  Hecto (h) – 10 2  Deka (D) - 10 1  Base Unit – 1  Deci (d) – 10 -1  Centi (c) – 10 -2  Milli (m) – 10 -3  Micro (u) – 10 -6  Nano (n) – 10 -9  Pico (p) – 10 -12

26.  Length = meter (m)  Mass = kilogram (kg) - Gram is commonly used (g)  Time = seconds (s)  Temperature = Kelvin (K)  Count/Quantity = mole (mol)  Electric Current = ampere (A)  Luminous Intensity = candela (cd)

27.  Come from combinations of SI base units  Volume – space an object takes up - Solids – cubic centimeter (cm 3 ) - Liquids – Liter (L) - 1000 cm 3 = 1 L - 1 cm 3 = 1 ml

28.  Density = mass/volume - g/cm 3 or kg/cm 3 or g/ml

29.  Kids Have Dropped Over Dead Converting Metrics  K = Kilo  H = Hecto  D = Deka  O = One (base unit) – 1 gram, 1 liter, 1 meter  D = Deci  C = Centi  M = Milli

30.  Ms. Ose will hold up 3 pieces of lab equipment. Write down the scientific name and the function and which unit would be the most effective to measure it in.