Math For Science

Scientific Notation Significant Digits Conversion Problems Metric Conversions Temperature Conversions Density

Teacher Presentations, Student Notes, Worksheets, Quizzes, Answer Keys

Math for Science: Scientific Notation

MATH for SCIENCE Scientific Notation

I. Scientists ~ 1. Deal with: 1. Some very large numbers 2. Some extremely small numbers These numbers can be quite cumbersome to work with. To make it easier scientists frequently use Scientific Notation. 2. Scientific Notation: 1. A numerical shorthand frequently used for writing very large and extremely small numbers. 3. Converting Decimal format to Scientific Notation format: 1. Scientific Notation sets up numbers with: a. Only the leading, non-zero digit/number to the left of the decimal point in the units place. b. All the remaining numbers are placed to the right of the decimal point. c. Then that number is multiplied by 10n. d. The power/exponent n will correspond to : i. the number of places. ii. the direction in which the decimal point was moved. e. The power n is: i. positive (+) when the original number is greater than 1. ii. negative (-) when the original number is less than 1. f. For numbers greater than 1: i. count the number of places the decimal point was moved to the left until you have only one non-zero number/digit to the left of the decimal point. ii. that number becomes the power/exponent that goes to the upper right of the 10n.

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Math for Science: Scientific Notation

g. Examples: # i. 98765

Moving the Decimal Pt. 9.8765

4321

Answer 9.8765 x 104 1.23 x 102 4.680 x 103

ii. 123 iii. 4680

1.23
21

4.680
321

h. For numbers less than 1: i. count the number of places the decimal point was moved to the right until you have only one non-zero number/digit to the left of the decimal point. ii. the negative of that number becomes the power/exponent that goes to the upper right of the 10n. i. Examples: # Moving the Decimal Pt. Answer i. 0.00012 0.0001.2
1234

1.2 x 10-4 3.45 x 10-8 6.7 x 10-2

ii. 0.0000000345 iii. 0.067

0.00000003.45
12345678

0.06.7
12

D.

Converting Scientific Notation format to Decimal format: 1. For numbers with 10+n : a. Move the decimal point to the right to make the number bigger (greater than 1). b. When you move the decimal point and there are no numbers left, fill the counting loops in with zeros. 2. Examples: # Moving the Decimal Pt. Answer i. 7.43 x 105 7.43000.
12345

743,000. 215.3 68,000.

ii. 2.153 x 102 iii. 6.8 x 104

2.15.3
12

6.8000.
1234

3. For numbers with 10 -n : a. Move the decimal point to the left to make the number smaller (less than 1). 4. Examples: # Moving the Decimal Pt. Answer i. 3.75 x 10-2 .03.75 0.0375
21

ii. 8.4 x 10-5 iii. 1.26 x 10-3

.00008.4
54321

0.000084 0.00126

.001.26
321

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Math for Science: Scientific Notation

II.

Computations with Scientific Notation ~ When multiplying or dividing with two or more numbers in Scientific Notation format, the process is done in two stages. A. Multiplication: 1. Stage 1 has 2 steps: a. Step 1: Multiply the two leading numbers together. b. Step 2: Multiply the base 10 numbers together. (Remember, this means you just add the powers/exponents.) c. Example: (2.5 x 103) (5.0 x 102) (2.5 x 5.0) (103 x 102) 12.5 x 105 2. Stage 2 has 2 steps: These two steps are determined by which format, decimal or Scientific Notation, is required for the answer. Decimal Format Scientific Notation Format a. Step 3: Move the decimal point the number Step 3: Take the decimally formatted first of places and the direction indicated number and change it to Scientific n by the x 10 exponent. Notation. b. Step 4: Fill in the blank loops/spaces with Step 4: Multiply the number from step 3 zeros. with the base 10 number from step 2 12.5 x 105 12.5 x 105 12.50000. (1.25 x 101) (105)
12345

1,250,000. B. Examples: 1. (3.3 x 10-2) (4.5 x 105) (3.3 x 4.5) (10-2 x 105) 14.85 x 103 Decimal Format 14.85 x 103 14.850.
123

1.25 x 106

Scientific Notation Format 14.85 x 103 (1.485 x 101) (103) 1.485 x 104

14,850. 2. (8.2 x 10-3) (3.6 x 10-2) (8.2 x 3.6) (10-3 x 10-2) 29.52 x 10-5 Decimal Format 29.52 x 10-5 .00029.52
54321

Scientific Notation Format 29.52 x 10-5 (2.952 x 101) (10-5) 2.952 x 10-4

0.0002952 3. (6.95 x 104) (2.3 x 10-7) (6.95 x 2.3) (104 x 10-7) 15.985 x 10-3 Decimal Format 15.985 x 10-3

Scientific Notation Format 15.985 x 10-3

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Atlantic Union Conference Teacher Bulletin

Math for Science: Scientific Notation

.015.985
321

(1.5985 x 101) (10-3) 1.5985 x 10-2

0.015985 C.

D. 1.

Division: 1. Stage 1 has 2 steps: a. Step 1: Divide the two leading numbers, then b. Step 2: Divide the base 10 numbers. (Remember, this means you just subtract the exponents/powers.) 2. Stage 2: Convert the result of stage 1 to either or both decimal format &/or Scientific Notation. Examples: 96.24 x 10-3 96.24 x 10-3 80.2 x 10-3 (-5) = 80.2 x 102 = 8.02 x 103 or 8020 1.2 x 10-5 1.2 10-5 8.2 x 105 8.2 x 105 1.2 x 103 or 1,200 6.0 x 102 6.0 102 1.92 x 104 1.92 x 104 0.3048 x 107 = (3.048 x 10-1) (107) = 3.048 x 106 or 6.3 x 10-3 6.3 10-3 3,048,000. Addition & Subtraction: 1. To add or subtract any numbers in Scientific Notation, each number MUST: a. Be converted back to decimal format. b. Line up the decimal points. c. Then, add or subtract the numbers. Examples: 1. 1.4 x 103 + 3.0516 x 104 + 9.723 x 102 1.4 x 103 1400. 3.0516 x 104 30516. 9.723 x 102 + 972.3 32,888.3 3.28883 x 104 2. 4.0125 x 103 - 6.375 x 102 4.0125 x 103 4012.5 2 6.375 x 10 - 637.5 3375.0

2.

3.

E.

F.

3.3750 x 103

3.

1.3842 x 102 + 4.965 x 101 + 8.6 x 10-2 1.3842 x 102 138.42 4.965 x 101 49.65 -2 8.6 x 10 + .086 188.156 1.88156 x 102 7.385 x 10-2 - 8.126 x 10-3 7.385 x 10-2 0.07386 -3 8.126 x 10 - 0.008126 0.065734

4.

6.5734 x 10-2
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Math for Science: Scientific Notation

Note for Teachers: The highlighted areas in the Presentation are the areas left blank in the Student Notes. These highlighted areas act as the grading key for the Student Notes. It is recommended that each word or numbers the student successfully records on his/her Notes sheets be given either one half (0.5) of a point or one point. Giving students points for recording important information encourages them to stay focused during class and helps to ensure that students have complete information to study.

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Math for Science: Significant Digits

Significant Digits ~ Student Notes

Name: _______________________________ Date: _________________ Grade: _______________ II. Introduction: A. In science different instruments are used to take measurements. There are different scales that can be used to find the mass of an object. For example, a table scale accurate to milligrams may be used for small objects, but a floor scale accurate to just grams may be used for a large object. A micrometer may be used to find the length of a microscopic object, but a kilometer may be used for measuring a road. Thus, the _______________ of each measuring ________________ determines the ________ that can be measured accurately. When taking measurements, the ___________________________ recorded depends on the __________________ of the instrument. 1. The ______ digit is always an estimate and therefore is called the _____________ or estimated digit. 2. The digits that _______ the last digit are considered the exact or ______ digits. 3. The certain/exact digits and the one uncertain/estimated digit are called the ______________________.

Rules for Determining the Number of Significant Digits

Type of Number 1. Nonzero digits 2. Zeros before nonzero digits (Leading Zeros) 3. Zeros between two nonzero digits (Trapped Zeros) 4. Zeros following last nonzero digits (Trailing Zeros) 5. Scientific Notation # of Digits to Count All nonzero digits None of the leading zeros All of the trapped zeros, plus the nonzero digits Trailing zeros are counted only if there is a decimal point All of the digits Examples 12,345 0.00678 0.000089 36.0002 14003 700 4000. 0.0200 5.3 x 104 4.60 x 10-3 # of Significant Digits 5 sig. dig. 3 sig. dig. 2 sig. dig. 6 sig. dig. 5 sig. dig. 1 sig. dig. 4 sig. dig. 3 sig. dig. 2 sig. dig. 3 sig. dig.

B.

When doing multiplication and division calculations with measured numbers: 1. The _____________________ recorded for the answer must ____ indicate more _____________ than the tool/instrument being used is capable of measuring. 2. Also, the result can ______ have ________ significant digits than the measurement with the ___________ significant digits. 3. For example: a. The length, width and height of a box are each measured to a tenth of a centimeter, l = 12.3 cm, w = 8.7 cm, h = 4.8 cm; b. When these numbers are multiplied together the result is______________. This would indicate that the instruments were capable of measuring to a ______________________ of a centimeter. c. To accurately reflect the instrument s level of precision, the answer must
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Math for Science: Significant Digits

not go past the ___________________________. d. Since two of the numbers have only two significant digits, the answer must have only _____________________ ____________ cm3. C. Examples: 1. 12.53 m (__ sig. dig.) x 3.7 m (__ sig. dig.) = 46._____________ m2 This number must be rounded to ____ sig. dig. = _______ m2 2. 7.19 g (__ sig. dig.) x 1.3 ml/g (__ sig. dig.) = ____________ ml This number will be rounded to __ sig. dig. = __________ ml 3. 60.517 ml (__ sig. dig.) 5.73 ml (__ sig. dig.) = __________________ This number will be rounded to __ sig. dig. = ________ D. Counting the number of significant digits when adding and subtracting. 1. The number of significant digits in the answer is _________________ by the measurement with the ____________ decimal places. 2. When doing the calculations, __________ all the __________ along until the ______ when the ___________ answer is determined. Examples: 1. 25.341 + 3.68 = _______________ __________ 2. 8.1 + 4.375 = ____________ __________ 3. 348.19674 + 142.256 = ____________ ___________

E.

Significant Digits Worksheet

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Math for Science: Conversion Problems

Conversion Problems ~ Student Notes

Name: ____________________________________ Date: _____________ Grade: ________________ II. Introduction ~ A. In science many problems require conversions from one set of _________ to another. Some people use many proportions to do these conversions. This method can be quite confusing when there are multiple conversions to be done. The most efficient and easiest method to understand is called ______________________________ or factor-label method. B. Dimensional analysis requires students to understand _____ concepts. 1. ______________________ must be used with their __________. For example, weight of an object would be 8 g and not just 8. 2. All standard or situational equivalents can be represented by _____________________. The choice depends on what units are originally given in the problem. For example: 1 minute = 60 seconds 1 minute 60 seconds or 60 seconds 1 minute ___________ 1 foot ____________

1 foot = 12 inches

__________ 12 inches

or

1 meter = 100 centimeter __________

or

3.

This method can be used for problems that are one step, two steps, three steps, and more. It can accommodate any number of ___________________ as one ________________________, moving one step at a time. Each step directs the set-up for the _____________________ until the goal units are reached. Problem-Solving Scheme Given Data x Specific Fractional Equivalent(s) = What Your Looking For The units in the numerator of the first item (________________) determine the units for the ______________________ of the next fraction. When these units are the _____________, they will cancel each other out. This also, chooses which one of the two forms of the specific fractional equivalents you will need to use.

4.

C.

One Step Conversions 1. How many minutes are in five hours? Given Data: 5 hrs

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Math for Science: Conversion Problems

Fractional Equivalent: 1 hour = 60 min Looking For: # minutes

1 hour 60 min

or

60 min 1 hour

Given Data x Specific Fractional Equivalent = Looking For 5 hours x 60 min = 300 min 1 hour Notice how the hour units canceled each other out. . 2. If a turtle walked 20 yards in one hour, how many inches did he walk in that hour? Given Data: __________________ Specific Fractional Equivalents: 1 yard = 36 inches _________ or __________ 36 in 1 yd Looking For: ________________ Given Data x Specific Fractional Equivalent = Looking For 20 yards x ___________ = ______ inches 1 hr 1 yard 1 hr 3. A nugget of gold found in the river weighs 6.5 ounces. How many grams will that weigh? Given Data: _______________ Specific Fractional Equivalents: 1 ounce = 28.33 grams __________ or __________ Looking For: ____________________ Given Data x Specific Fractional Equivalent = Looking For 6.5 ounces x ____________ = ________________ grams

D.

Two Step Conversions ~ Type 1 Remember the units in the previous _________________ will determine which form of the two _______________________________ will be used. 1. Two students were using a computer program for their research data. One of their study observations took 5 hours. Their computer program however, will only let them enter the time in seconds. How many seconds should they enter? Given Data: 5 hours Specific Fractional Equivalents: 1 hour = 60 minutes _____________ or _____________

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Math for Science: Conversion Problems

1 minute = 60 seconds Looking For: # seconds

_____________

or

_____________

Given Data x Specific Fractional Equivalents = Looking For 5 hours x _________. x _________ = ____________________ sec 1 hour 2. Convert 2,250 grams to # pounds. Given Data: ___________________ Specific Fractional Equivalents: 1 gram = 0.0353 ounces ______________ 16 ounces = 1 pound ______________

or or

______________ ______________

Looking For: ______________________ 2,250 grams x __________ x ____________ = _____________ lbs

3. Convert 2.5 meters to # inches. Given Data: _________________ Specific Fractional Equivalents: 1 meter = 3.28 feet _____________

or

______________

1 foot = 12 inches

_____________

or

______________

Looking For: _______________ 2.5 meters x ____________ x ____________ = ____________ inches

E.

Two Step Conversions ~ Type 2 These problems involve converting not just the numerator given, but also the denominator. 1. Do the usual conversion of the numerator. 2. Then, convert the denominator. To do this, the units in the original denominator determine the units in the later numerator. Thus, by having the same units in the denominator and then in the later numerator, the units once again will cancel each other out. 1. Convert 50 miles/hour to # kilometers/minute. Given Data: 50 miles/hour Specific Fractional Equivalents: 1 mile = 1.61 km

___________

or

_____________
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Math for Science: Conversion Problems

1 hour = 60 min

___________

or

_____________

2.5 miles x 1.61 km x 1 hr = 0.067 km 1 hour 1 mile 60 min 1 min 2. Convert 20 yards/minute to # inches/second. Given Data: ________ yd/min Specific Fractional Equivalents: 1 yard = 36 inches ___________

or

___________

1 minute = 60 seconds

___________

or

___________

Looking For: # inches/second 20 yd x ___________ x 1 min 1 min 1 yd = _______ in 1 sec

3. Convert 100 ounces/gallon to # grams/liter. Given Data: _____________________ Specific Fractional Equivalents: 1 gram = 0.0353 ounces or 1 ounce = 28.33 grams 1 liter = 0.2642 gallons or 1 gallon = 3.785 liters Looking For: __________________ 100 oz x __________ x ___________ gal = ___________grams 1 gal oz 1L OR 100 oz x _______________ x _______________ = ______________ 1 gal

G.

Three Step Conversion Problems Remember the units in the previous numerator will determine which form of the two Fractional Equivalents will be used. Some Problems may also include changing the denominators units, as well. The same sequence of actions would apply: change the numerators units; then change the denominators units. 1. Convert 3 days to # seconds. Given Data: _________________________ Specific Fractional Equivalents: 1 day = 24 hours ____________

or

____________

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Math for Science: Conversion Problems

1 hour = 60 minutes 1 minute = 60 seconds

____________ ____________

or or

____________ ____________

Looking For: ___________________ 3 days x 24 hrs x 60 min x 60 sec = _______________ sec 1 day 1 hr 1 min 2. Convert 18 kilometers/hour to # meters/second. Given Data: _______________ Specific Fractional Equivalents: 1 km = 1,000 m ___________ or 1 hr = 60 min 1 min = 60 sec Looking For: ____________________ 18 km x __________ x ___________ x __________ = ___________ 1 hr 3. Convert 9,000 grams/centimeter to # pounds/inch. Given Data: ____________________ Specific Fractional Equivalents: 28.33 g = 1 oz _____________ or

_____________

____________

16 oz = 1 lb

_____________

or

____________

2.54 cm = 1 in

_____________

or

____________

Looking For: _____________________ 9,000 g x __________ x __________ x ___________ = ___________ 1 cm

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Math for Science: Metric Conversions

Metric Conversion Worksheet

Name: _________________________________________ Date: _____________ Grade: ___________ For the following conversions, first, do the conversions using the chart method, then, use the mathematical, linear conversion method. Attach the work for the linear conversion to the back of this sheet. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 1.5 km = ? cm 487.5 ml = ? L 0.063 Mg = ? dag 25 dg = ? hg 14,750 m = ? m 3.4 hl = ? dl 3,762.3 mg = ? kg 5.17 m = ? cm 0.0072 dal = ? ml 8.91 cg = ? g 0.318 kg = ? dg 3.56 dm = ? m 147 cg = ? mg 0.0082 Ml = ? L 78 L = ? kl 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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Math for Science: Metric Conversions

Metric Conversion Quiz

Name: ______________________________________ Date: ________________ Grade: ___________

1. _____

Which of the following represents the prefix and values for a? A. Maga; 100,000; 105 B. Milli; 1,000,000; 103 C. Micro; 10,000; 106 D. Mega; 1,000,000; 106 Which of the following represents the prefix and values for b? A. deka; 10; 101 B. deci; 0.1; 10-1 C. deka; - 1; 10-1 D. deci; 0.01; 101 Which of the following represents the prefix and values for c? A. Micro; 0.000001; 10-6 B. Mega; 1,000,000; 106 C. Milli; 0.001; 10-6 D. Mega; 0.0000001; 10-3 Which of the following represents the prefix and values for d? A. hecto; 100; 10-3 B. deci; 0.001; 10-3 C. kilo; 1,000; 103 D. hecto; 1,000; 103
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2. _____

3. _____

4. _____

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Math for Science: Metric Conversions

5. _____

Which of the following represents the prefix and values for e? A. hecto; 100; 102 B. centi; 0.01; 10-2 C. centi; 0.001; 10-3 D. deci; 0.1; 10-2 Which of the following represents the prefix and value s for f? A. hecto; 1; 100 B. deka; 10; 101 C. deci; 10; 101 D. deci; 0.1; 10-1 Which of the following represents the prefix and values for g? A. Milli; 0.001; 10-3 B. Mega; 1,000; 103 C. Micro; 0.001; 10-3 D. Milli; 1,000; 103 Which of the following represents the prefix and values for h? A. centi; 100; 102 B. kilo; 1,000; 103 C. deka; 10; 101 D. hecto; 100; 102 Convert 273 mg to # dg. A. 0.273 dg B. 27.3 dg C. 27,300 dg D. 2.73 dg Convert 0.437 kg to # cg. A. 437 cg B. 0.00000437 cg C. 43,700 cg D. 0.00437 cg Convert 4,951 ml to # dal. A. 49,510,000 dal B. 0.4951 dal C. 495.1 dal D. 0.00004951 dal 1 meter equals ________ cm. A. 0.01 B. 1,000 C. 100 D. 0.1
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6. _____

7. _____

8. _____

9. _____

10. _____

Convert 8.52 hm to # Mm. A. 0.000852 Mm B. 0.0852 Mm C. 85,200 Mm D. 8,520 Mm Convert 62.5 mg to # g. A. 62500 g B. 0.0625 g C. 625 g D. 0.0000625 g

11. _____

12. _____

13. _____

14.

1 Kg equals __________ grams. A. 100 B. 10 C. 0.001 D. 1,000

15. _____

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Math for Science: Temperature Conversions

Temperature Conversions Worksheet Answer Key

Name: __________________________________ Date: ___________________ Grade: ____________ A. Convert the following Fahrenheit temperatures to Celsius degrees and then to Kelvin degrees. 1. 3. 5. 7. 9. B. 10 oF 72 F 0 oF 85 oF 50 oF
o

1. 3. 5. 7. 9.

_______________ _______________ _______________ _______________ _______________

2. 4. 6. 8. 10.

65 oF 25 F 100 oF - 10 oF 110 oF
o

2. 4. 6. 8.

________________ ________________ ________________ ________________

10. ________________

Convert the following Celsius temperature to Fahrenheit degrees and then to Kelvin degrees. 11. 13. 15. 17. 19. 10 oC 11. 18 oC 42 oC 10 oC 32 C
o

_______________ _______________ _______________ _______________ _______________

12. 14. 16. 18.

0 oC 25 oC 60 oC
o

12. 14. 16.

________________ ________________ ________________ ________________

13. 15. 17. 19.

20 oC 18.

20. 70 C

20. ________________

C.

Complete the chart below with the missing temperatures. Fahrenheit Celsius 21. 177 oC 35 oC 25. 153 oC 27. 40.6 oC 29. 35 oC 105 oF 24. 308 oK 120 oK 28. 313.6 oK 238 oK Kelvin 450 oK

22. 350 oF 23. 95 oF 26. -243.4 oF 30. 63 oF

1.

C = 5(10 -- 32) 9 o C = 5(-22) 9 o C = -12.2 oC

o

2.

C = 5(65 -- 32) 9 o C = 5(33) 9 o C = 18.3 oC

o

3.

C = 5(72 -- 32) 9 o C = 5(40) 9 o C = 22.2 oC

o o

K = -12.2 + 273 o K = 260.7 oK

K = 18.3 + 273 o K = 291.3 oK

K = 22.2 + 273 K = 295.2 oK

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Math for Science: Temperature Conversions

4.

C = 5(25 - 32) 9 o C = 5(-7) 9 o C = -3.9 oC

o

5.

C = 5(0 - 32) 9 o C = 5(-32) 9 o C = -17.8 oC

o

6.

C = 5(100 - 32) 9 o C = 5(68) 9 o C = 37.8 oC

o o

K = -3.9 + 273 o K = 269.1 oK 7.

o

K = -17.8 + 273 o K = 255.2 oK 8.

o

K = 37.8 + 273 K = 310.8 oK

C = 5(85 - 32) 9 o C = 5(53) 9 o C = 29.4 oC

o

C = 5(-10 - 32) 9 o C = 5(-42) 9 o C = -23.3 oC

o

9.

C = 5(50 - 32) 9 o C = 5(18) 9 o C = 20 oC

o o

K = 29.4 + 273 o K = 302.4 oK 10.

o

K = -23.3 + 273 o K = 249.7 oK 11.

o

K = 20 + 273 K = 293 oK

C = 5(110 - 32) 9 o C = 5(78) 9 o C = 43.3 oC o K = 43.3 + 273 o K = 316.3 oK

o

F = 9(-10) + 32 5 o F = -18 + 32 o F = 14 oF
o o

12.

F = 9(0) + 32 5 o F = 32 oF
o o

K = -10 + 273 K = 263 oK 15.

K = 0 + 273 K = 273 oK

13.

F = 9(18) + 32 5 o F = 32.4 + 32 o F = 64.4 oF

o

14.

F = 9(25) + 32 5 o F = 45 + 32 o F = 77 oF
o

F = 9(42) + 32 5 o F = 75.6 + 32 o F = 107.6 oF

o o

K = 18 + 273 o K = 291 oK 16.

o

K = 25 + 273 o K = 298 oK 17.

o

K = 42 + 273 K = 315 oK

F = 9(60) + 32 5 o F = 108 + 32 o F = 140 oF

o o

F = 9(10) + 32 5 o F = 18 + 32 o F = 50 oF
o o

18.

F = 9(-20) + 32 5 o F = -36 + 32 o F = - 4 oF
o o

K = 60 + 273 K = 333 oK 20.

K = 10 + 273 K = 283 oK 21.

K = -20 + 273 K = 253 oK

19.

F = 9(32) + 32 5 o F = 57.6 + 32 o F = 89.6 oF

o o

F = 9(70) + 32 5 o F = 126 + 32 o F = 158 oF

o o

o o

C = 450 - 273 C = 177 oC

K = 32 + 273 K = 305 oK

K = 70 + 273 K = 343 oK
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Atlantic Union Conference Teacher Bulletin

Math for Science: Temperature Conversions

22.

F = 9(177) + 32 5 o F = 318.6 + 32 o F = 350.6 oF

o o

23.

F = 9(35) + 32 5 o F = 63 + 32 o F = 95 oF
o

24.

o o

K = 35 + 273 K = 308 oK

25.

C = 120 273 C = - 153 oC

26.

F = 9(-153) + 32 5 o F = - 275.4 + 32 o F = - 243.4 oF

o

27.

C = 5(105 32) 9 o C = 5(73) 9 o C = 40.6 oC

o

28.

K = 40.6 + 273 o K = 313.6 oK

29.

C = 238 273 o C = - 35 oC

30.

F = 9(- 35) + 32 5 o F = - 63 + 32 o F = - 31 oF
Correct Answer (1 pt each) Total Points (4 pts each) (120 pts Possible)

Worksheet Grading Rubric:

# Correct 1st Equation (1 pt each)

120/120 Points
Correct Calculations (1 pt each) Correct 2nd Equation (1 pt each)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Totals

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Math for Science: Density

Density ~ Student Notes

Name: ____________________________________ Date: ________________ Grade: _____________ I. Density Defined ~ A. Density is a _____________________ that relates a ratio of the mass of a substance to its unit volume. B. The equation for this relationship is: Density = Mass of a substance Volume C. D. D = ____

E.

F.

In chemistry, the commonly used units for mass are __________ and for volume are _________________________________. The SI units are __________________ for mass and ______________ for volume. These SI units are very large, so the smaller gram and cm3 units are used for everyday laboratory measurements and calculations. In the metric system, _____________ can be expressed by _____ different sets of units; forms of liters or forms of meters cubed. For example, _______________ = ________________________ . These two units are_____________________ . Mass and volume units are ____________________ proportional. 1. This means whenever one of the units_____________ , so does the other one. Conversely, when one _______________ so does the other. 2. For example, the graph below demonstrates that the _______ of mass/ volume _______ the ________ of the line. This slope is always __________ for a specific substance regardless of the _______ or _________ of the object. 3. This means the ____________ is always the _______ for each specific substance. _____________ thus becomes a tool to ________ what substance is present.

Water Density
5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 1

4 3 2 1

Mass (g)

3 Volume (ml)

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Math for Science: Density

G.

The ___________________ can be manipulated to solve for either ______ or ______. 1. To solve for mass: a. _____________ both sides by volume (V). This will cancel the volume in the denominator. V*D=M*V V*D=M or M=V*D V 2. To solve for volume: a. ____________ both sides by volume (V), like you did in the previous step. V *D = M * V V*D=M V b. ____________ both sides by density (D). This will cancel the density on the left side of the equation, leaving volume (V) by its self. V *D = M V=M D D D 3. The three resulting equations are: D=M M=V*D V=M V D To find To find To find Density Mass Volume Examples. 1. A rod of iron measures 6.5 cm long, 2.2 cm wide, and 4.1 cm high. Find the rods volume. If the iron rod weighs 461.4 grams, what is irons density? a. V=? V = LWH L = 6.5 cm V = (_____ cm)(______ cm)(______ cm) W = 2.2 cm V = __________ cm3 H = 4.1 cm b. D=? D=M D= g D = ___g/cm3 M = 461.4 g V cm3 3 V = 58.63 cm 2. A decorative copper pin displaced a volume of 3.5 cm3. Whats this pins mass given coppers density is 8.92 g/cm3? D = 8.92 g/cm3 M=V*D M=? M = (_____ cm3)(____ g) M = ______ g 3 V = 3.5 cm 1 cm3 3. A sugar cube (sucrose) measuring 3.0 cm long by 1.5 cm wide by 1.0 cm high weighs 7.1 grams. What is the density of sugar? a. V=? V = LWH L = ______ cm V = (______ cm)(______ cm)(______cm) W = ______cm V = _______ cm3 H = ______ cm b. D=? D=M D= g M = ______ g V cm3 V = ______ cm3 D = _______ g/cm3

H.

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Math for Science: Density

4. A cylinder container filled with table salt (sodium chloride) has hardened. The cylinder has a diameter of 4 cm and a height of 8.5 cm. What is its volume? The density of table salt is 2.16 g/cm3. Find the mass of the salt in the cylinder. a. V=? V = r2 h r = 2 cm V = (______)(_____ cm)2(_______ cm) h = 8.5 cm V = _________ cm3

5. Students in a lab were given 3 test tubes with clear liquid in each. The students were told to determine if the test tubes have the same or different substances. The liquid in each of the 3 test tubes was poured into 3 graduated cylinders. Liquid A measured 3.6 ml, liquid B measured 4.8 ml, and liquid C measured 4.1 ml. Then the students wanted to find out how much each liquid weighed. They had already weighed the empty graduated cylinders and each weighed 15.8 grams. The cylinder with liquid A weighed 20.6 grams. The cylinder with liquid B weighed 22.2 grams. The cylinder with liquid C weighed 22.9 grams. Now, calculate the density for each liquid to determine if the liquids are the same or different. a. Liquid A D=? M = 20.6 15.8 = _____ g V = _______ ml D = M = ______ g V ml D = ________ g/ml Results: b. Liquid B D=? M = 22.2 15.8 = ________ V = ________ ml D = M = ______ g V ml D = ________ g/ml c. Liquid C D=? M = 22.9 15.8 = _______g V = _________ ml D = M = _______ g V ml D = _________ g/ml

_____________________________________________________.

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Math for Science: Density

Density Quiz
Name: ______________________________________ Date: _______________ Grade: ____________ Complete the chart by solving for the missing data. Show all work. # 1. 2. 3. 4. 5. 6. 7. 8. Mass 250 g 65 g 620 g 137.4 g 48.5 g Volume 300 ml 120 ml 535 ml 47.26 ml 65.5 ml Density 1.43 g/ml 2.68 g/ml 9.81 g/ml 5.24 g/ml

Students were given a block of salt. They were told to find its volume and mass. After carefully measuring the blocks dimensions at 15 cm long by 8 cm wide by 12 cm high, they put the block in water. Suddenly, they remembered they were supposed to weigh the block BEFORE they put it in the water. How can they still find the mass of the block even though it is dissolving in the pot of water? (Hint: Salts density is 2.16g/cm3.) Find the mass. Students are given a solid, black cylinder and asked to determine if it is iron or some other metal. The cylinder has a diameter of 3 cm and a height of 7 cm. The cylinder weighs 400 g. Irons density is 7.87 g/cm3. Students are given 2 tiny blocks of white substances. They must determine which block is sugar (sucrose), which has a density of 1.58 g/cm3, and which is salt (sodium chloride), which has a density of 2.16 g/cm3. Block A measures 3 cm long by 1.5 cm wide by 4 cm high and weighs 28.5 g. Block B measures 2.5 cm long by 2 cm wide by 3 cm high and weighs 32.4 g.

9.

10.

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