Science 10 Course OutlineTeacher: Mr. Lendvay Room: 114 Email: klendvay@gscs.ca Website : stjscience10.weebly.com

Course Overview:Throughout the semester, we will be exploring Chemical Reactions, Forces and Motion in Our World, as well as Climate and Ecosystem Dynamics.

Evaluation/Assessment:We will be engaging with an assessment method called Outcomes Based Assessment.

As always, you will be assessed and evaluated on numerous assignments, activities, projects, quizzes, and exams, which will be placed into the appropriate outcome (sometimes multiple outcomes will be met with one assignment) and weighted accordingly.

For labs, projects, and assignments there will be additional time built into the teacher assigned deadline. Therefore, students are expected to meet the assigned deadline and hand in the assessment at the beginning of class. Students that are not able to hand in the assessment on time will be given an alternative assessment (based on the same outcome) and will be expected to complete it during that class period.

Here is the list of outcomes for Science 10:

Career Investigation

SCI10-CI1 Investigate career paths related to various science disciplines and sub-disciplines.

Climate and Ecosystem Dynamics

SCI10-CD1 Assess the consequences of human actions on the local, regional, and global climate and the sustainability of ecosystems.SCI10-CD2 Investigate factors that influence Earth’s climate system, including the role of the natural greenhouse effect.

SCI10-CD3 Examine biodiversity through the analysis of interactions among populations within communities.

SCI10-CD4 Investigate the role of feedback mechanisms in biogeochemical cycles and in maintaining stability in ecosystems.

Chemical Reactions

SCI10-CR1 Explore the characteristics of a variety of chemical reactions, including the role of energy changes.

SCI10-CR2 Name and write formulas for common ionic and molecular chemical compounds, including acids and bases.SCI10-CR3 Represent chemical reactions and conservation of mass symbolically using models, word and skeleton equations, and balanced chemical equations.

SCI10-CR4 Investigate the rates of chemical reactions, including factors that affect the rate.

Force and Motion in Our World

SCI10-FM1 Explore the development of motion-related technologies and their impacts on self and society.

SCI10-FM2 Investigate and represent the motion of objects that travel at a constant speed in a straight line.

SCI10-FM3 Investigate and represent the motion of objects that experience constant acceleration.

SCI10-FM4 Explore the relationship between force and motion for objects moving in one and two dimensions.

Classroom Expectations: *Be respectful of everyone including yourself.

*If you miss a class it is your responsibility to catch up!! Take the initiative to talk to me and check to see what handouts you may have missed.

*If you miss an exam, a time to write will be decided by your teacher. If your absence is unexcused, a rewrite will not be offered.

*Cell phones have a time and place. They tend to hinder student learning and performance, so please do NOT used them during class without permission. There MAY be opportunities to use them throughout the semester but this is a PRIVELAGE. Cell phones used inappropriately will be brought down to the office.

Keys to Success

- Engagement – Arriving prepared and using class time effectively- Respect – Respecting the learning environment and the rights of others- Responsibility – Completing work on time

My Commitment to YouI want you to be successful and I am committed to assisting you in reaching your goals and finding success. If you EVER need help or have questions, please don’t hesitate to ask! I am available for extra help in the mornings.

____________________________________ _________________________________Student Signature Date

____________________________________ _________________________________Parent Signature Date

Science 10CR1 Assignment

In this assignment you need to research the ways in which a certain times/cultures have used chemistry as a way of applying their understanding and knowledge to transform materials and make new substances. In this assignment, you should also include why this time/culture had a desire to understand the chemistry it was learning and how it benefitted their society.

To demonstrate your knowledge and show your findings, you must provide a 3 minute presentation to the class in a form of your preference. You are allowed to work alone or in groups up to a maximum of 3. Some examples of this presentation could be a poster, diorama, video, skit, demonstration, song, commercial, or a combination of these. If you have an idea that fits outside of these examples, make sure that you clear it with your teacher.

Things to consider when making your presentation: Be organized Make sure to include a full list of references Use the rubric on the back of this page to assist you in getting the best grade

possible. Include the following things:

o What time/culture are you researching?o How did they understand/use chemistry?o Did they have a desire to understand or control nature?o Was the chemistry that they were doing used to create new products, or to

benefit society, or both? Was it successful?

Some examples of times and cultures include:

Greeks Romans EgyptiansFirst Nations and Métis Alchemy Bronze AgeIron Age Industrial Revolution Nazi GermanyModern Chemistry

Make sure that you see your teacher to sign up for a topic. Topics will be distributed on a first come first serve basis.

CR1 Review

I. What does WHMIS stand for? What is the purpose of WHMIS?

II. Name each of the following symbols and give 2 examples of chemicals that would have that label on its container.

III. What is the purpose of the Material Safety Data Sheets?

IV. Answer the following:

a) The tank of helium at a child’s birthday party is labeled with what symbol?

b) Your lab partner inhaled an unknown substance while you stepped out of the room. When you get back your partner is unconscious. What symbol should have been on the label of this substance?

c) During the lab you spill a liquid on your hand and you immediately feel a burning sensation and it is turning dark red. What symbol is on the label of this chemical?

d) You are at the doctor to have blood work done. After the doctor is finished they throw the needle in to a container that has a ______________________________ symbol on the outside.

e) A fire breaks out in the classroom so you grab the beaker beside you that looks like water. When you throw it on the fire the flames grow bigger instead. The beaker should have been labeled with what symbol?

f) Today you were super lucky and had a Science 10 lab all day. You saw that the chemicals were labeled with ______________________________________, but you did not pay too much attention to the safety concerns. Later that night you wish you would have when you start feeling nauseous and have a headache.

g) You take a stick and hit an unknown chemical, which then blows up. If you went in to the lab to find out what substance it was, the symbol on the label would be _________________________________.

V. Answer Physical Change (P) or Chemical Change (C).

______ Changing the size and shapes of pieces of wood

______ Evaporation of a liquid water in to a gas

______ Freezing of liquid mercury

______ Burning wood

______ Combining hydrogen and oxygen to make water

______ Breaking up concrete

______ Sand being washed out to sea from the beach

______ Red velvet ice cream with kit kat, M&M’s and peanuts melts

______ Acid rain damaging a marble statue

VI. Write the reactants and the products of this chemical equation. Distinguish if the reaction is endothermic or exothermic? How do you know?

6CO2 + 6H2O + light C6H12O6 + 6O2

Reactants: Products:

C3H8 + 5O2 4H2O + 3CO2 + energy

Reactants: Products:

VII. Write the reactants and the products of this chemical equation

A. Aluminum bromide decomposes to form aluminum and bromide.

B. An aqueous solution of Potassium Iodide is added to an aqueous solution of Lead (II) Nitrate forming Lead (II) Iodide and Potassium Nitrate.

Science 10 - ChemistryAtoms and Elements

Name Symbol Atomic Number

Atomic Mass

# Neutron

#Protons

# Electron

AluminumCu

43Magnesium

CVanadium

73S

Xenon30

WIodine

19Ne

Indium59

HeLanthanum

3P

Holmium40

ChromiumPu

Curium

Science 10Ions Worksheet

Name Symbol Atomic Mass

Atomic Number

# Proton

# Neutron

# Electron

BromideV+5

17 18Beryllium ion

Cr+3

Nitride38 36

P-3

Sodium ion27 25

Zn+2

Iodide9 10

Copper (I) ion3 2

Ag+1

Iron (III) ion26 24

Sn+4

Oxide54 54

H+1

Calcium ion13 10

H-1

Potassium ion55 54

Mg+2

Beryllium ion

Science 10Binary Ionic Compounds

1. Write the chemical formula and name the compound.

Cation Anion Chemical Formula

Compound Name

Cr3+ O2-

Fe2+ Br-

Na+ Se2-

Rb+ N3-

Mn2+ S2-

Al3+ I-

Li+ P3-

Cu2+ O2-

Ag+ S2-

Zn2+ N3-

2. Write the chemical formula for each of the following compounds.

Tin (IV) chlorideMagnesium oxide

Copper (II) bromideChromium (III) sulfide

Cobalt (II) nitrideLithium chloride

Potassium nitridePlatinum (II) phosphide

Tin (II) chlorideBeryllium oxide

Manganese (III) fluorideNickel (II) nitrideLead (II) nitrideCopper (I) oxideCesium sulfideIron (III) oxide

Science 10Ionic Compounds

A. Write the chemical formula for the following compounds.

1. Magnesium chloride 2. Iron (III) chloride

3. Barium fluoride 4. Iron (III) oxide

5. Nickel Sulfide 6. Chromium(III) nitride

7. Copper (I) phosphide 8. Calcium sulfide

9. Potassium oxide 10. Tin (IV) sulfide

11. Iron (III) iodide 12. Aluminum bromide

13. Lithium nitride 14. Silver oxide

15. Iron (II) chloride

B. Name each of the following compounds.

1. FeO 2. MgCl2

3. Na2O 4. Li3N

5. Ca3P2 6. CrN

7. CuO 8. Cu2S

9. CoF2 10. SnO2

11. NaI 12. MgI2

13. CuF2 14. K3P

15. Li2S

Science 10Binary Molecular Nomenclature

A. Fill out the following tables.

Compound Name Compound FormulaCarbon dioxide

Carbon monoxideDiphosphorus pentoxide

Dinitrogen monoxideSilicon dioxide

Carbon tetrabromideSulfur dioxide

Phosphorus pentabromideIodine trichlorideNitrogen triiodideDinitrogen trioxide

Compound Formula Compound NameN2O4

SO3

NONO2

As2O5

PCl3CCl4H2OSeF6

B. Fill out the following table. Be careful as some of the compounds are ionic.

Compound Name Ionic/Molecular Compound FormulaN2O4

Dinitrogen TetrahydrideSF6

Chromium (II) OxalateH2OPbCl2

Dinitrogen HexafluoridePCl5

Nitrogen TrihydrideAluminum Sulphate

S2F10

H3PO4

Magnesium PhosphateP2S3

Tin (IV) SulfidePH3

Barium HydrideIron (III) Oxide

(NH4)2SCuCl2

Science 10Structural Formulas

Fill out the following chart!Elements Lewis Dot

StructureStructural Formula

Chemical Formula and

Chemical Name

N & F

C & Cl

B & I

S & Br

Se & O

N & N

P & I

O & F

Si & O

As & F

C & Br

Science 10Naming Acids & Bases

Fill out the following chart.

Name Chemical FormulaHydrochloric acid

HNO3

Chlorous acidMg(OH)2

Hydrobromic acidHNO2

Sulfuric acidNH4OH

Phosphoric acidHCN

Sulfurous acidAl(OH)3

Hydrofluoric acidCu(OH)2

Phosphorous acidHI

Tin (IV) hydroxideH2CO3

Acetic acidHClO4

Science 10

CR2 – “Consumer Reports: Best Buy Lab”

Background Information

AntacidsOne of the simplest medicines to understand in terms of its chemical action is the antacid tablet. Commercial antacids are advertised as a means of relieving upset stomach. One brand claims that it consumes 47 times its own weight in excess stomach acid. This claim raises several questions: What is stomach acid? What is excess stomach acid? What does “consumes” mean?Your stomach contains hydrochloric acid to prepare protein for digestion and to kill bacteria entering your stomach. The digestive juices normally have a pH of about 3, but they can become too acidic. Excess acid exists when the pH value of the stomach contents falls below 3, causing symptoms such as heartburn and indigestion. An antacid is a weak base that “consumes”, or neutralizes excess stomach acid. It is not healthy to take a lot of antacid tablets, particularly strong ones, because if you neutralize too much acid, your body will supply more acid to the stomach. Therefore, too much antacid can cause a vicious cycle and produce ulcers.

Which Antacid is the Best Buy?In this activity you will use a form of titration to test different antacids to see which can neutralize the most acid. The antacid that neutralizes the most acid for the lowest price is called the “best buy.” Titration is an important laboratory procedure used in performing chemical analyses. In this acid-base titration, an acid is added to a weakly basic antacid tablet; the titration is stopped when the indicator changes color, showing that the reaction is complete.

MaterialsVarious antacid tablets mortar and pestle100 mL graduated cylinder stirring rod250 mL flask Congo Red indicator (0.1%)micropipette hydrochloric acid (10%)white paper electronic balance

Procedure1. Use the chart below to collect your data.

2. Record the mass of an antacid tablet.3. Use a clean pestle to crush an antacid tablet in a clean mortar.4. Add 50 mL of water to the mortar. Stir to dissolve the tablet, then pour the

contents of the mortar into a 250 mL flask. Rinse the mortar with another 50 mL of water. Again, pour the contents into the flask.

5. Add 6 drops of Congo Red indicator to the flask.6. Carefully add hydrochloric acid, drop by drop, while gently swirling the flask

over a sheet of white paper until the contents of the flask turn a light purplish blue. Record the number of drops of acid neutralized by the tablet.

7. Repeat steps 2 to 6 for a different brand of antacid as directed by your teacher.8. Your teacher will provide price information for the different brands of tablets

investigated by the class.

Note: There are 25 drops of acid in each mL.

Discussion1. Which antacid tablet neutralized the most acid?2. Calculate the number of drops of acid neutralized per gram of tablet. Which

brand of tablet was the most effective per gram? Rank the tablets in order of effectiveness, with the most effective at the top of the list.

3. Calculate the number of mL of acid neutralized per penny ($0.01) spent. Which tablet was the most effective per penny? Rank the tablets in order of cost with the most economical at the top of the list.

4. Which antacid tablet would you rate as the “best buy” (highest effectiveness coupled with low cost)?

Tablet 1 Tablet 2 Tablet 3 Tablet 4

Brand Name

Mass of Tablet Used

Cost per Tablet

Drops of Acid Required

mL of Acid Required

Acid Neutralized per gram of

Tablet (mL/g)

Science 10

CR2 Review

1. Name the three subatomic particles and then state their mass, charge, and location.

2. Fill out the following chart for the elements below.Name Symbol Atomic

NumberAtomic Mass

Number of

Electrons

Number of

Neutrons

Number of

Protons

Carbon8

Fe12

18Hydroge

n

3. Fill out the following chart for the ions below.Name Symbol Atomic

NumberAtomic Mass

Number of

Electrons

Number of

Neutrons

Number of

ProtonsBromide

9 10Lithium

ion18 15

Iodide

4. Write the proper chemical formula and then name the compound.

a) Mg+2 I-1

b) Cr+3 F-1

c) Fe+3 SO4-2

d) Al+3 CH3COO-1

e) NH4+1 P-3

5. Name each of the following compounds. Make sure that you identify which is ionic and molecular before hand.

a) CuBr b) PbCrO4

c) CrPO4 d) Cr3(PO4)2

e) CBr4 f) Si3N4

g) PCl5 h) NO3

i) CO j) SrS

6. Show Lewis Dot Structures for each of the following elements and ions.

H Cl O Ar He N

N3- Li+ Br- Mg2+ Ne Rb+

7. Write Lewis Dot bonding diagrams for each of the following ionic compounds.

Al & Br

Mg & O

Li & S

Ca & P8. Fill out the following chart for these molecular compounds!

Elements Lewis Dot Structure

Structural Formula

Chemical Formula and

Chemical Name

P & F

C & Br

B & Cl

O & I

C & O

9. List 5 characteristics of acids and bases each and also provide an example.

10. Name the following acids and bases.

Mg(OH)2 H2SO4 H2SO3 HBr

Science 10 Writing Equations

Write out the following chemical reactions.

1. Calcium reacts with oxygen to produce calcium oxide.

2. Phosphorous reacts with chlorine to make phosphorous dichloride.

3. Iron (III) hydroxide decomposes and forms iron (III) oxide and water.

4. Dinitrogen pentaoxide and water form hydrogen nitrate.

5. Chlorine dioxide and water come together to produce hydrogen chlorite and hydrogen chlorate.

6. Bromine and potassium iodide react to make potassium bromide and iodine.

7. Aluminum and nitrogen mix to produce aluminum nitride.

8. Iron (III) oxalate breaks down and produces iron (II) oxalate and carbon dioxide.

9. Hydrogen nitrite breaks down to form hydrogen nitrate, nitrogen monoxide, and water.

10. Sodium and water come together to make sodium hydroxide and hydrogen gas.

Science 10

Molecular Model SetsBalancing Equations Activity

Use the molecular model sets to build the following chemical equations. Under each equation, draw a picture of what you build to show your understanding and replace the question marks with numbers. Use springs to connect the molecules. Each hole in the ball must be filled in order for it to be completely bonded. Remember that in a molecular compound, elements can have a single, double, or triple bond. If you get confused when building your trying to build your molecules, use Lewis Dot diagrams to help you out.

Red ball (2 holes) OxygenYellow ball (1 hole) Hydrogen

Black ball (4 holes) Carbon

2 H2 + 1 O2 ? H2O

1 CH4 + 2 O2 ? CO2 + ? H2O

Science 10Balancing Equations

A. Balance the following equations by placing the coefficient in the appropriate place.

1. Mg + O2 MgO

2. Fe + HCl FeCl2 + H2

3. Fe + O2 Fe2O3

4. Sb + Cl2 SbCl3

5. NaClO3 NaCl + O2

6. Al + H2SO4 Al2(SO4)3 + H2

7. H2 + O2 H2O

8. Fe + Cl2 FeCl3

9. LiCl Li + Cl2

10. NaI + Cl2 NaCl + I2

11. NaCl + H2SO4 Na2SO4 + HCl

12. N2 + H2 NH3

13. Al2O3 Al + O2

14. O2 + Cl2 OCl2

15. AsCl3 + H2S As2S3 + HCl

16. NaOH + H2SO4 Na2SO4 + H2O

17. CO + Fe2O3 FeO + CO2

18. CH4 + O2 CO2 + H2O

19. CaC2 + H2O C2H2 + Ca(OH)2

20. C2H2 + O2 CO2 + H2O

21. Fe + S Fe2S3

22. H3PO4 + Ca(OH)2 Ca3(PO4)2 + H2O

23. (NH4)2SO4 + Pb(NO3)2 NH4NO3 + PbSO4

24. C4H10 + O2 CO2 + H2O

25. Na3PO4 + BaCl2 NaCl + Ba3(PO4)2

26. C2H6O + O2 CO2 + H2O

27. Al + Zn(NO3)2 Al(NO3)3 + Zn

28. Ag + HNO3 AgNO3 + NO2 + H2O

29. HClO4 + P2O5 H3PO4 + Cl2O7

30. FeS2 + O2 Fe2O3 + SO2

31. Fe3O4 + H2 Fe + H2O

32. P4 + S8 P2S5

33. HgCl2 + SnCl2 HgCl + SnCl4

34. Al + Br2 AlBr3

35. FeCl3 + H2S FeCl2 + HCl + S

36. KMnO4 + HCl KCl + MnCl2 + H2O + Cl2

37. Na + H2O NaOH + H2

38. SO2 + O2 SO3

39. KI + Br2 KBr + I2

40. NaOH + H2SO4 H2O + Na2SO4

Science 10WRITING CHEMICAL EQUATIONS

Write the following word equations as formula equations and balance correctly.

1. Sodium + sulfur → sodium sulfide

2. Magnesium + hydrogen monochloride → magnesium chloride + hydrogen

3. Hydrogen nitrate + sodium hydroxide → sodium nitrate + water

4. Ammonium chloride + calcium hydroxide → calcium chloride + nitrogen trihydride

+ water

5. When hydrogen and oxygen react, the product is water.

6. Silver nitrate reacts with copper to form copper (II) nitrate and silver.

7. Aluminum and oxygen react together to produce aluminum oxide.

8. Sodium and water combine to produce sodium hydroxide and hydrogen.

9. Carbon combines with oxygen to produce carbon monoxide.

10. Hydrogen and sulfur combine to make dihydrogen monosulfide.

11. Chlorine plus sodium bromide produces sodium chloride and bromine.

12. Copper reacts with iron (II) sulfate to produce iron and copper (I) sulfate.

13. Sodium metal combines with gaseous chlorine to produce sodium chloride.

14. When copper reacts with silver nitrate the products are copper (II) nitrate and

silver.

15. The reaction between iron (III) oxide and carbon monoxide produces iron and

carbon dioxide gas.

16. The reaction of zinc with hydrogen monochloride produces zinc chloride and

hydrogen gas.

17. Water decomposes by electrolysis to form hydrogen and oxygen gas.

18. Carbon disulfide reacts with oxygen gas to produce carbon dioxide gas and sufur

dioxide gas.

19. Zinc metal reacts with hydrogen sulfate to produce zinc sulfate and hydrogen gas.

20. Chlorine gas and potassium iodide react to form potassium chloride plus solid

iodine.

Science 10Balancing and Classifying Reactions

Balance each reaction and identify the type of reaction that is occurring.

1. Fe + H2S04 Fe2(SO4)3 + H2

2. C2H6 + O2 H2O + CO2

3. KOH + H3PO4 K3PO4 + H2O

4. SnO2 + H2 Sn + H2O

5. Cu3N2 Cu + N2

6. KNO3 + H2CO3 K2CO3 + HNO3

7. B2Br6 + HNO3 B(NO3)3 + HBr

8. BF3 + Li2SO3 B2(SO3)3 + LiF

9. (NH4)3PO4 + Pb(NO3)4 Pb3(PO4)4 + NH4NO3

10. SeCl6 + O2 SeO2 + Cl2

11. AgI + Na2S Ag2S + NaI

12. Na3PO4 + HCl NaCl + H3PO4

13. Ba3N2 + H2O Ba(OH)2 + NH3

14. TiCl4 + H2O TiO2 + HCl

15. CaCl2 + Na3PO4 Ca3(PO4)2 + NaCl

16. NaBr + Cl2 NaCl + Br2

17. Mg(OH)2 + HCl MgCl2 + H2O

18. Al + F2 AlF3

19. PCl5 + H2O H3PO4 + HCl

20. C2H6O + O2 CO2 + H2O

Science 10 CR3-Making Observations from a Chemical Reaction

Purpose: To examine the reactions between solid aluminum and an aqueous copper (II) chloride solution.To predict and write a balanced equation from the reaction of solid aluminum and an aqueous copper (II) chloride solution.

Materials: Aluminum50 mL of a 0.100M solution of copper (II) chlorideStirring RodThermometer250 mL beakerBalance

Procedure: 1. Obtain a piece of aluminum.2. Use your 250 mL beaker to obtain approximately 50 mL of copper (II) chloride solution.3. Make as many qualitative and quantitative observations as you can and record them in a table similar to the one shown below.4. Carefully place the piece of aluminum into the copper (II) chloride solution and again make as many qualitative and quantitative observations as you can. For observations, consider the materials that you are being provided with.5. To dispose of your solutions, carefully pour all of your materials into the container labeled ‘waste’ that is found in the fume hood.6. Clean up all of your glassware and your work area.7. Answer the questions provided.

Observations:Before During After

Qualitative ObservationsQuantitative Observations

Questions:1. During the experiment, a single replacement reaction occurred. Based

on this, what were the products in the reaction?2. Write a balanced reaction for this experiment.3. Does this experiment demonstrate the Law of Conservation of Matter?

How can you tell?4. What happened to the temperature during this experiment? Is this an

example of an endothermic reaction or an exothermic reaction? Explain.

Science 10CR3 - Classifying Chemical Reactions Lab

Purpose: How can you show your understanding of the different types of chemical reactions?

Background: You will conduct splint tests in parts 2 and 3. When you conduct a splint test, quickly insert a burning splint into the test tube being used. If O2 is present, the splint will glow brighter. If CO2 is present, the splint will go out promptly. If H2 is present, you will here a ‘pop.’

PART 1

Materials: Bunsen Burner, Crucible Tongs, 2 cm of Mg(s)

Procedure: 1) Record as many observations as possible in the table that was provided.2) Your teacher will hold the magnesium ribbon in the flame.3) Make as many observations as possible.

PART 2

Materials: Test tube and test tube rack, rubber stopper, dilute HCl(aq), mossy Zn(s), wooden splint

Procedure: 1) Record as many observations about the reactants as possible in the table that was provided.2) Place approximately 5 drops of HCl into the clean test tube. Add a small piece of Zn into the acid solution. 3) Place a stopper on top of the test tube. Use a burning splint to test for the presence of gas.4) Make as many observations as possible.

PART 3

Materials: Test tube and test tube rack, rubber stopper, H2O2(aq), MnO2(s), wooden splint

Procedure: 1) Record as many observations about the reactants as possible in the table that was provided.2) Place approximately 5 drops of H2O2 into the clean test tube. Add a small scoop of MnO2 into the solution. Be sure to have the test tube pointing away from anyone when doing this!3) Place a stopper on top of the test tube. Use a burning splint to test for the presence of gas.4) Make as many observations as possible.

PART 4

Materials: Test tube and test tube rack, CuCl2(aq), Mg(s)

Procedure: 1) Record as many observations about the reactants as possible in the table that was provided.2) Place approximately 5 drops of CuCl2 into the clean test tube. Add a small piece of Mg into the solution. 3) Wait a few minutes for it to react and then make as many observations as possible.

PART 5

Materials: Test tube and test tube rack, NH4NO3(s), Ba(OH)2(s), glass rod

Procedure: 1) Record as many observations about the reactants as possible in the table that was provided.2) Place a small scoop of NH4NO3 into the clean test tube. Add an equal amount of Ba(OH)2 into the test tube. 3) Use a glass stirring rod to grind the reactants together and note the chemical change.4) Make as many observations as possible.

HINT H2O(l) is a product of this reaction.

PART 6

Materials: Test tube and test tube rack, AgNO3(aq), NaCl(aq)

Procedure: 1) Record as many observations about the reactants as possible in the table that was provided.2) Place approximately 5 drops of AgNO3 into the clean test tube. Add an equal amount of NaCl into the test tube as well.3) Make as many observations as possible.

Science 10 CR4 – Factors Affecting Chemical Reaction Rate

Part 1

Problem: How does the particle size of the reactant affect the reaction rate?

Materials: 250 mL Erlenmeyer flask, 100 mL graduated cylinder, mortar and pestle, balance, stopwatch, 1 effervescent tablet, water.

Procedure: 1) Using the materials listed above, design an experiment to investigate the relationship

between particle size and reaction rate. Consider how you will use the same mass throughout and be prepared to graph the data that you collect after completing the lab.

2) Discuss your planned procedure with your instructor prior to performing the lab. 3) When complete, dispose of the chemicals as directed by your teacher.

Part 2

Problem: How does the temperature affect the reaction rate?

Materials: 250 mL Erlenmeyer flask, 100 mL graduated cylinder, hot plate, stopwatch, 1 effervescent tablet, water.

Procedure: 1) Using the materials listed above, design an experiment to investigate the relationship

between temperature and reaction rate. You will need to have at least three sets of data to conclude a proper investigation and be prepared to graph the data that you collect after completing the lab.

2) Discuss your planned procedure with your instructor prior to performing the lab. 3) When complete, dispose of the chemicals as directed by your teacher.

Part 3

Problem: How does the concentration of the reactants affect the reaction rate?

Materials: 2 beakers (250 mL), 100 mL graduated cylinder, stopwatch, 3 pieces of magnesium ribbon, dilute Hydrochloric Acid and 3 varying concentrations.

Procedure: 1) Using the materials listed above, design an experiment to investigate the relationship

between concentration and reaction rate. Be prepared to graph the data that you collect after completing the lab.

2) Discuss your planned procedure with your instructor prior to performing the lab. 3) When complete, dispose of the chemicals as directed by your teacher.

Science 10 CR4 Reaction Rate Lab

PART 1

PART 3

PART 2

Write a statement to describe how the rate of reaction is affected by changing:

A. Surface Area

B. Temperature

C. Concentration

List 2 Possible Sources of Error in this lab. 1.

2.

CR4 Quiz Review

1. Define the rate of a reaction.

2. Define Collision Theory. (Hint: Do all collisions result in the increase of chemical reactions?)

3. Describe the effects of the following factors on the rate of a reaction. (Hint: how does it affect AE, energy or number of collisions)

a) Concentration b) Temperaturec) Surface Area

4. What substance is the catalyst? What are the properties of a catalyst?

2H2O2 + MnO2 2H2O + O2

5. a) Which factor (concentration, pressure, temperature or surface area) describes both of these graphs? (Hint: Which factor affects the energy) b) Is the Activation Energy changed by this factor? c) What changes the value of the activation energy for a reaction?

6. Show how the activation energy would be different on the diagram with the addition of a catalyst.

Science 10FM1 - Canadian Technologies Presentation

Your Task:

Give an oral presentation, in groups of two or three, explaining the history of and science behind a Canadian motion-related technology. You must use your knowledge of motion as learned in this unit (in addition to any other learned physical concepts) to explain how your object works.

Requirements:

1. Choose a Canadian motion-related technology/device from the list below. If you have another idea, it must be discussed and approved by your teacher before you begin your research. There is only one group allowed per technology. The group that signs up for a topic first will be the group that is allowed to research the topic.

a) The Jolly Jumper – a device for bouncing infants, invented by Olivia Poole

b) The Sanivan garbage truck – developed by Rinaldo Boissonault and Sicard, Inc.

c) Light rail transport systems, manufactured by Bombardier, Inc.

d) The “giraffe truck” motorized elevated platform, by W.E. Thornton-Trump.

e) The Nodwell carrier off-road cargo vehicle, by Bruce Nodwell of Calgary, AB

f) Fuel-cell technology, developed by Ballard Power Systems of Vancouver, B.C.

g) The Canadarm remote manipulator used on the Space Shuttle and its successor on the International Space Station Project.

h) The rotary internal combustion engine.

i) The variable pitch propeller – developed by Wallace Turnbull.

j) The G-suit – developed by Dr. W.R. Franks at the University of Toronto to prevent pilots from losing consciousness during high-speed manoeuvres

k) The Ski-Doo – developed by Armand Bombardier

l) The rotary plough (pre-cursor to today’s snowblowers) – by George Bury

m) The kayak – Inuit people

n) Self-propelled combine – developed by Thomas Carroll

o) The STEM antenna for space vehicles – developed by George Klein

p) Snowblower – developed by Arthur Sicard

q) Open project - Some other Canadian made motion technology you find yourself. Get approval from the teacher before you go ahead with an original technology.

2. Prepare a three minute presentation to explain your technology to your classmates. Your presentation must include the following information:

- The background of the scientist or inventor.

- The particular problem being investigated and why.

- How and when the device was developed.

- How the device works (the ‘physics’ of the device). Do more than just give a mechanical explanation of how the device works. Try to touch on the scientific ideas that make the device possible. (Eg. If your device was the “rubber ball”, you should look up the physics of what makes things bounce and explain it as part of your presentation.)

- Improvements or refinements that have been made since the device was first invented. How has the device changed since then?

Your presentation should not consist of only reading information from an overhead, powerpoint presentation, or cue cards. Think about asking questions, or present in a non-traditional way (ex: skit, demo). Make sure you include visual aids.

- Ask the class if there are any questions at the end of your talk and be prepared to answer them well!

- You must submit a list of sources of information (ie: website, books, journals, magazines) to your teacher before your begin your presentation. You must have a minimum of 5 sources.

- All group members contribute presenting or will not be given a mark.

Notes regarding using technology:

- You will not be guaranteed access to the internet to do your presentation, so don’t assume you can show an online video. You are the star, not the internet.

- Your presentation should be loaded on a USB flash drive.

- Reading a PowerPoint word-for-word makes the teacher cry. Don’t do this. You will get a really bad mark as everyone hates this. Good presentations are made up of mostly pictures (with perhaps a few key points) and explaining the images.

Science 10Metric Conversion

a. 453mL= L aa. 20cm2= m2

b. 0.78dm= cm bb. 0.5m2= cm2

c. 0.00045km= m cc. 120m2= dm2

d. 838mm= m dd. 0.000005km2= m2

e. 127cm= dam ee. 90000cm2= m2

f. 0.0028hm= dm ff. 780cm2= mm2

g. 2.4cm= m gg. 943000 mμ 2= mm2

h. 34.2mm= m hh. 23dam2= m2

i. 139000nm= mm ii. 0.0005km2= hm2

j. 2.0GB= MB jj. 6900hm2= km2

k. 850 m=μ nm kk. 257mm3= cm3

l. 0.00045mm= m ll. 0.0007cm3= mm3

m. 35cm= m mm. 0.000005m3= cm3

n. 0.0098cm= mm nn. 78200cm3= m3

o. 982km= Mm oo. 50m3= dam3

p. 832mm= cm pp. 0.075hm3= dam3

q. 0.0000654km= m qq. 50m3= hm3

r. 80m= hm rr. 0.5m3= cm3

s. 1234L= mL ss. 7850dam3= km3

t. 9835000 m=μ m tt. 0.000035m3= mm3

u. 0.000078km= Mm uu. 740000m3= km3

Science 10Scientific Notation

Do not use your calculator for any of this assignment!A. Write the following in proper Scientific Notation.

1. 0.0000013 2. 0.000058

3. 966.32 4. 69000

5. 0.0021 6. 642000000

7. 0.000024 8. 0.333600

9. 3200100000 10. 60000

11. 300 × 106 12. 0.0025 × 10-6

13. 4500 × 10-17 14. 0.00065 × 1012

B. Write the following in standard form.

1. 2.30 × 103 2. 2.36 × 10-4

3. 0.00367 × 105 4. 23.6 × 10-3

5. 6.8 × 106 6. 6.02 × 1023

7. 3.01 × 1012 8. 0.0025 × 10-4

9. 32.1 × 10-3 10. 3.25 × 102

C. Add or subtract the following (do not use your calculator).

1. (5.00 × 10-3) + (3.00 × 10-2)

2. (6.3 × 109) + (5.6 × 108)

3. (5.5 × 106) - (2.1 × 105)

4. (6.0 × 10-6) - (3.0 × 10-7)

5. (9.6 × 105) + (1.2 × 106)

D. Multiply or divide the following (do not use your calculator).

1. (3.00 × 10-3)(5.00 × 106)

2. (8.0 × 107)(2.0 × 10-2)

3. (6 × 10-4)(5 × 10-7)

4. (7.0 × 10-8) ÷ (2.0 × 10-6)

5. (3.00 × 106) ÷ (6.00 × 1012)

Science 10 - Significant Figures

1. Indicate the number of significant figures in each of the following.

a) 8b) 1122c) 10.50d) 235.00e) 0.350f) 0.0030500g) 3.59210h) 92080i) 0.080j) 0.93700k) 61030

l) 3.05104

m)6.300105

n) 420000o) 10600.p) 30020100q) 0.0089003r) 5.20001018

2. For each of the following, solve such that the product or quotient has the correct number of significant figures.

a) 15.22 3.52b) 9.30 6.250c) 8.500 560d) 850 90e) 0.00250 0.030f) 0.00250 0.0350g) 0.00250 0.03500h) 0.002500 0.03500i) 120 / 0.0003j) 120 / 0.00030k) 100.00 / 2.00l) 100.00 / 250m)75.00 / 5.00n) 1250 / 250

o) 1250 / 25.00p) 15.3528976 / 2.50q) 3.6152 + 8.211 + 91.3 – 5.104r) 9.27855 + 35 + 2.85s) 5.215 + 4.38210 + 8.235t) 7.000 4.00u) 8.150 2.0000v) 6.0000 / 2.000w) 60.000 / 2.000x) 15.00 / 20y) 100 2.000z) 1000. 2.00aa) 3.500 100.bb) 190000 100.000cc) 4200000 / 15.00dd) 16000 / 4000.0000

3. Write the following numbers such that they have the indicated number of significant figures.

a) 6321 to 2 sf.b) 6321to 1 sf.c) 0.00800 to 2 sf.d) 0.02 to 5 sf.e) 900 to 3 sf.f) 0.4550 to 1 sf.g) 0.01004 to 2 sf.h) 9000 to 2 sf.

Science 10 FM1 Practice Quiz

1. Convert the following. (/10)

a. 262 mL = ____________ L

b. 0.0026 m = ___________ cm

c. 23.6 A = _____________ mA

d. 69000 g = ____________ kg

e. 0.25 dam = ___________ hm

f. 0.0006 ML = ___________ daL

g. 6500 µm2 = ____________ mm2

h. 369 mm3 = ____________ cm3

i. 3.63 m2 = __________ dm2

j. 0.0369 km3 = ___________ dam3

2. Put the following into proper scientific notation. (/5)

a. 36.90

b. 36000000

c. 0.0302

d. 36.5

e. 0.00000000000690

f. 369 × 109

3. Put the following scientific notation into “normal” notation. (/2)

a. 3.6 × 107

b. 8.6 × 10-6

4. Indicate the number of significant figures in each of the following. (/3)

a. 360

b. 0.00200

c. 300.

d. 3.0 × 109

e. 0.00021020

f. 8.8 × 10-23

5. Write the following numbers such that they have the indicated number of significant figures. (/5)

a. 632 to 2 sf

b. 0.00500 to 2 sf

c. 500 to 3 sf

d. 0.4920 to 1 sf

e. 5000 to 2 sf

6. Solve the following with the proper number of significant figures. (/10)

a. (3.00)(10.0)

b. 2.000 / 16.00

c. 5.90 + 0.0787

d. 142000 – 87000

e. (7.00)(8)

f. 12 / 0.00030

g. (5.0 × 10-12) (2.0 × 10-5)

h. (2.45 × 10-7) + (2.15 × 10-6)

i. (1.5 × 102) - (2.0 × 101)

j. (6.0 × 109) ÷ (3.0 × 10-2)

Science 10Vector Addition Assignment

Find the resultant displacement for the following. Make sure to use the head to tail method and use your protractor to find the angle.

1. A person walks:a. 5.0 km [E], then 10.0 km [W]b. 3.0 blocks [N], then 7.5 blocks [W]c. 2.5 m [E], then 6.0 m [N]d. 6.5 hm [W], 6.5 hm [N], 9.0 hm [E], then 7.5 hm [S]e. 3.4 hm [W], 6.4 hm [N], 8.3 hm [E], then 5.0 hm [S]f. 600 m [E], then 1000 m [S]

2. A boat travels north across a river at a velocity of 7.5m/s. At the same time, the current in the river is moving at 12.0m/s [E]. Find the resultant of the trip.

3. Find the resultant vector when a person walks 80.0 m [N] and then walks 50.0 m [W].

Vector Addition – Mathematical Methods

Find the displacement/velocity for each of the following, and make sure to pay attention to units.1. 67.2 m [E]; 23.3 m [N]2. 24.2 km/h [W]; 6.4 km/h [S]3. 50 cm [S]; 2.1 m [E]4. 350 m [N]; 1.8 km [W]5. 4.5 km [S]; 3.5 km [E]; 1.2 [S]6. 5.8 m [N]; 6.7 m [W]; 14.7 m [S]7. 380 m [S]; 0.750 km [W]; 1150 m [N]8. 450 cm [W]; 3450 mm [E]; 0.750 m [W]

Science 10 – Uniform Motion LabProblem: Is it possible for a person to move with uniform motion?

Materials: recording timer, 1m ticker tape

Procedure:

1. Set up the timer and thread one end of the tape into it. 2. Holding on to the end of the tape, walk several steps while your partner

operates the times. Pull the tape as smoothly and steadily as possible. 3. Analyze the tape as follows:

a. Select a convenient unit of time. A timer may have a period of 1/60s. then six dots would represent 0.10s, a convenient unit.

b. Draw a line across the tape through the first dot on the tape. c. Draw a line through every sixth dot all the way along the tape.

d. Determine the position at the end of each 0.10s interval. This is done by measuring from the first dot to the end of the interval in question.

4. Record this information in a data table similar to this:Time (s) 0 0.10 0.20 0.30 0.40 0.50

Position 0

** If the recording timer you are using vibrates at a frequency other than 60 Hz, it will take a different amount of time to make 6 ticks!

5. Construct a position-time graph, plotting time horizontally and position vertically. Make the graph as large as possible.

Questions:1. Was your velocity uniform? How can you tell?2. Find the average velocity for your motion.3. How would the graph change if you repeated the experiment but moved more

quickly? More slowly?

Science 10Speed Calculations

Speed of Light = 3.00 x 108 m/s Speed of Sound = 332 m/s

1. A car travels 20.0 m in 3.0s. What is the speed of the car?

2. A train is travelling 33.2 km/h. How far will the train travel in 3.5 h?

3. A baseball is thrown 99.8 mph. If it travels for 0.050 minutes, what distance will go?

4. A baseball is hit and an onlooker hears the crack of the bat 4.15 s later. How far is the onlooker from homeplate?

5. A person is 1080 m from a construction site. If this person sees a hammer hit a nail, how long will it takes before they hear a sound?

6. The average distance from the sun to the Earth is 1.5 × 108 km. How long does it take for sunlight to reach the Earth?

7. Light from the planet Uranus takes 14520s to reach the Earth. Calculate the distance from the Earth to Uranus.

8. A radar pulse traveling at the speed of light is sent to Mars. If it takes light 12 minutes and 40 seconds to get there, how far is Mars from the radar transmitter?

9. In communicating with an automatic space station, radio signals traveling at the speed of light must travel a distance of 8.7 × 109 m each way. How long does it take for a radio signal to travel to the station and back?

10. The distance to the moon can be found with the help of mirrors left on the moon by astronauts. A pulse of light is sent to the moon and returns to Earth in 2.562 s. Using the defined speed of light, calculate the distance to the moon.

Science 10 –FM2 Review

1. What is the difference between distance, displacement, and position?2. What is the difference between speed and velocity?3. A student in Mr. Lendvay’s classroom walks 5.2 m [W] followed by 3.2 m [N]

and finally 80. cm [E]. What is the students:(a) distance travelled? (b) displacement? (c) position?

{Use the ‘Head to Tail Method’}4. Use mathematical methods to find out the distance and displacement of a ball

that rolls 25.2 m [N] followed by 4.2 m [W].5. What will finding the slope of the following graphs tell you?

a. Distance vs. timeb. Displacement vs. time

6. Use the graph below to calculate the slope at each indicated interval.

0 1 2 3 4 5 6 7 8 9 100

2

4

6

8

10

12

14

Graph of Displacement vs Time

Time (s)

Dis

pla

cem

ent

(m)

[N]

A

B

C

7. If a vehicle travels at a speed of 72 km/h for 30. minutes, how far will the vehicle go?

8. If a ball is hit and travels west for 52 m in 0.25 s, what is the velocity of the ball?

9. If a students yells from the top of a cliff and hears their own echo from an adjacent cliff 2.6 s later, how far is the student from the adjacent cliff? (NOTE: speed of sound is 332 m/s)

10. Light travels 3.00 x 108 m/s. How long would it take light to travel from Saskatoon to Munich, Germany (7423 km)?

ANSWERS1. Dist – magnitude; Disp. – magnitude and direction; Pos. – mag., direction, and reference pt.2. velocity has a direction (disp./time) 3a. 9.2 m b. 5.4 m [W 36.0° N] c. 5.4 m [W 36.0° N] from Mr. Lendvay’s classroom 4. Distance – 29.4 m Displacement – 26 m [N 9.5° W] 5a. speed b. velocity 6a. 3 m/s [N] b. 0 m/s c. 2 m/s [S]7. 36 km 8. 210 m/s [W] 9. 430 m 10. 0.0247 s

Science 10Acceleration Questions

Name:_________________

1. A ball rolls down a ramp for 15 seconds.  If the initial velocity of the ball was 0.8 m/s and the final velocity was 7 m/s, what was the acceleration of the ball?

2. A meteoroid changed velocity from 1,000,000 m/s to 1,800,000 m/s in 0.03 seconds. What is the acceleration of the meteoroid?

3. A car going 22.35 m/s accelerates to pass a truck. Five seconds later the car is going 35.76 m/s. Calculate the acceleration of the car.

4. The space shuttle releases a space telescope into orbit around the earth. The telescope goes from being stationary and accelerates at 68 m/s2 [W] for 25 seconds. What is the velocity of the satellite?

5. A ball is rolled at a velocity of 12 m/s.  After 36 seconds, it comes to a stop.  What is the acceleration of the ball?

6. A dragster in a race accelerated from stop to 60. m/s by the time it reached the finish line. The dragster moved in a straight line and traveled from the starting line to the finish line in 8.0 sec. What was the acceleration of the dragster?

7. A car is said to go "zero to sixty (mph) [26.8 m/s] in six point seven seconds.”

a. What is its acceleration in m/s2?b. The driver can't release his foot from the gas pedal. (The gas pedal is

also known as the accelerator. Coincidence? I think not.) How many additional seconds would it take for the driver to reach 80 mph (26.82 m/s)[assuming the acceleration hasn't changed]?

c. A car moving at 80 mph has a speed of 35.8 m/s. What acceleration would it have if it took 5.0 s to come to a complete stop?

8. A baseball is pitched at 40. m/s (90. mph) in a Major League game. The batter hits the ball on a line drive straight toward the pitcher at 50. m/s (110 mph). Determine the acceleration of the ball if it was in contact with the bat for 1/30. s.

Science 10 - Acceleration Lab

Investigation: What type of motion does a cart released from rest on an inclined plane experience?

Materials: Recording timer, ticker tape, cart, ramp

Accelerating a cart down a ramp:

Procedure:1. Set up the ramp, making it steep enough that the cart will speed up considerably on

the way down. Use the recording timer to make a record of this motion on a 1.0 m length of ticker tape.

2. To analyze the tape, divide it into convenient time intervals, as you did in the last lab. In this investigation however, measure the displacement travelled during each interval, and not the total displacement for the trip.

3. If each time interval consists of six dots, each representing 1/60s, then each interval lasts for 0.10s (6 x 1/60s = 0.10s). Use this time to calculate the velocity for each interval.

4. Prepare a date table such as the following:

5. Record your displacement and time measurements in the data table. Compare the table by calculating the average velocity for each interval.

6. Use this table to plot a velocity-time graph, with the time on the x- axis as before. 7. Examine the plotted points. The graph should be linear. Draw a straight line that best

fits the plotted data and calculate the slope using appropriate significant figures and units.

Questions:1. Describe the cart’s motion as it rolled down the ramp.2. Use your graph to determine the cart’s acceleration. Record this answer and show all

of your calculations. 3. Is this an example of increasing, constant, or decreasing velocity?4. Is this an example of increasing, constant or decreasing acceleration?

Time t (s) 0.1 0.2 0.3 0.4 0.5Displacementduring interval

d (cm) 1.7 3.0 3.9 4.9 ….

Average velocity for interval

v (cm/s) 17 30 39 49 ….

Science 10 – Kinematic EquationsFrom Physics Classroom

a. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is finally lifts off the ground. Determine the distance traveled before takeoff.

b. A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a distance of 110 m. Determine the acceleration of the car.

c. Upton Chuck is riding the Giant Drop at Great America. If Upton free falls for 2.6 seconds, what will be his final velocity and how far will he fall?

d. A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47 seconds. Determine the acceleration of the car and the distance traveled.

e. A feather is dropped on the moon from a height of 1.40 meters. The acceleration of gravity on the moon is 1.67 m/s2. Determine the time for the feather to fall to the surface of the moon.

f. Rocket-powered sleds are used to test the human response to acceleration. If a rocket-powered sled is accelerated to a speed of 444 m/s in 1.8 seconds, then what is the acceleration and what is the distance that the sled travels?

g. A bike accelerates uniformly from rest to a speed of 7.10 m/s over a distance of 35.4 m. Determine the acceleration of the bike.

h. An engineer is designing the runway for an airport. Of the planes that will use the airport, the lowest acceleration rate is likely to be 3 m/s2. The takeoff speed for this plane will be 65 m/s. Assuming this minimum acceleration, what is the minimum allowed length for the runway?

i. A car traveling at 22.4 m/s skids to a stop in 2.55 s. Determine the skidding distance of the car (assume uniform acceleration).

j. A kangaroo is capable of jumping to a height of 2.62 m. Determine the takeoff speed of the kangaroo.

k. If Michael Jordan has a vertical leap of 1.29 m, then what is his takeoff speed and his hang time (total time to move upwards to the peak and then return to the ground)?

l. A bullet leaves a rifle with a muzzle velocity of 521 m/s. While accelerating through the barrel of the rifle, the bullet moves a distance of 0.840 m. Determine the acceleration of the bullet (assume a uniform acceleration).

Science 10Acceleration Due to Gravity Lab Challenge

In class, we used recording timers to figure out if we could achieve uniform motion. Then we used recording timers again to find out how a cart rolling down a ramp would accelerate.

In this activity, you must in groups of 3-4 to design an experiment to find out the acceleration due to gravity on an object. By the end of the lab, you should include everything that a typical lab would involve (ie. problem, hypothesis, materials, procedure, observations, calculations, conclusion, and sources of error). You are welcome to use any materials that you want as long as it does not include using a recording timer! Be creative, but remember that accuracy counts!

Today, your job is to write up a proposal. This means that on a scrap piece of paper, you need to write a problem, make a hypothesis, list materials that you will require, and then write out a procedure for your experiment. When you are done, hand it to your teacher for approval.

The following day, you will be conducting your experiment in order to try and calculate the speed of gravity. In the calculation part of your lab write up, you should show all of your work for how you calculated acceleration due to gravity. Then you will need to find out your experimental error using the formula provided below. Recall that acceleration due to gravity has been calculated at a value of 9.80 m/s2 (this is what you would use as the theoretical value).

It is okay to ask lots of questions! I will do my best to guide you without giving you answers though. Good luck, have fun, and LEARN!

Experimental Error = |exp erimental−theoretical

theoretical|x 100%

Newton's Laws - Lesson 1 - Newton's First Law of MotionNewton's First LawIn a previous chapter of study, the variety of ways by which motion can be described (words, graphs, diagrams, numbers, etc.) was discussed. In this unit (Newton's Laws of Motion), the ways in which motion can be explained will be discussed. Isaac Newton (a 17th century scientist) put forth a variety of laws that explain why objects move (or don't move) as they do. These three laws have become known as Newton's three laws of motion. The focus of Lesson 1 is Newton's first law of motion - sometimes referred to as the law of inertia.Newton's first law of motion is often stated as:An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.Two Clauses and a ConditionThere are two clauses or parts to this statement - one that predicts the behavior of stationary objects and the other that predicts the behavior of moving objects. The two parts are summarized in the following diagram.

The behavior of all objects can be described by saying that objects tend to "keep on doing what they're doing" (unless acted upon by an unbalanced force). If at rest, they will continue in this same state of rest. If in motion with an eastward velocity of 5 m/s, they will continue in this same state of motion (5 m/s, East). If in motion with a leftward velocity of 2 m/s, they will continue in this same state of motion (2 m/s, left). The state of motion of an object is maintained as long as the object is not acted upon by an unbalanced force. All objects resist changes in their state of motion - they tend to "keep on doing what they're doing."There is an important condition that must be met in order for the first law to be applicable to any given motion. The condition is described by the phrase "... unless acted upon by an unbalanced force." As the long as the forces are not unbalanced - that is, as long as the forces are balanced - the first law of motion applies. This concept of a balanced versus and unbalanced force will be discussed in more detail later in Lesson 1.

Suppose that you filled a baking dish to the rim with water and walked around an oval track making an attempt to complete a lap in the least amount of time. The water would have a tendency to spill from the container during specific locations on the track. In general the water spilled when:• the container was at rest and you attempted to move it• the container was in motion and you attempted to stop it• the container was moving in one direction and you attempted to change its direction.

The water spills whenever the state of motion of the container is changed. The water resisted this change in its own state of motion. The water tended to "keep on doing what it was doing." The container was moved from rest to a high speed at the starting

line; the water remained at rest and spilled onto the table. The container was stopped near the finish line; the water kept moving and spilled over container's leading edge. The container was forced to move in a different direction to make it around a curve; the water kept moving in the same direction and spilled over its edge. The behavior of the water during the lap around the track can be explained by Newton's first law of motion.Everyday Applications of Newton's First LawThere are many applications of Newton's first law of motion. Consider some of your experiences in an automobile. Have you ever observed the behavior of coffee in a coffee cup filled to the rim while starting a car from rest or while bringing a car to rest from a state of motion? Coffee "keeps on doing what it is doing." When you accelerate a car from rest, the road provides an unbalanced force on the spinning wheels to push the car forward; yet the coffee (that was at rest) wants to stay at rest. While the car accelerates forward, the coffee remains in the same position; subsequently, the car accelerates out from under the coffee and the coffee spills in your lap. On the other hand, when braking from a state of motion the coffee continues forward with the same speed and in the same direction, ultimately hitting the windshield or the dash. Coffee in motion stays in motion.Have you ever experienced inertia (resisting changes in your state of motion) in an automobile while it is braking to a stop? The force of the road on the locked wheels provides the unbalanced force to change the car's state of motion, yet there is no unbalanced force to change your own state of motion. Thus, you continue in motion, sliding along the seat in forward motion. A person in motion stays in motion with the same speed and in the same direction ... unless acted upon by the unbalanced force of a seat belt. Yes! Seat belts are used to provide safety for passengers whose motion is governed by Newton's laws. The seat belt provides the unbalanced force that brings you from a state of motion to a state of rest. Perhaps you could speculate what would occur when no seat belt is used.

There are many more applications of Newton's first law of motion. Several applications are listed below. Perhaps you could think about the law of inertia and provide explanations for each application.• Blood rushes from your head to your feet while quickly stopping when riding on a descending elevator.• The head of a hammer can be tightened onto the wooden handle by banging the bottom of the handle against a hard surface.• A brick is painlessly broken over the hand of a physics teacher by slamming it with a hammer. (CAUTION: do not attempt this at home!)• To dislodge ketchup from the bottom of a ketchup bottle, it is often turned upside down and thrusted downward at high speeds and then abruptly halted.• Headrests are placed in cars to prevent whiplash injuries during rear-end collisions.• While riding a skateboard (or wagon or bicycle), you fly forward off the board when hitting a curb or rock or other object that abruptly halts the motion of the skateboard.

Inertia and Mass

Newton's first law of motion states that "An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force." Objects tend to "keep on doing what they're doing." In fact, it is the natural tendency of objects to resist changes in their state of motion. This tendency to resist changes in their state of motion is described as inertia. Inertia: the resistance an object has to a change in its state of motion. Newton's conception of inertia stood in direct opposition to more popular conceptions about motion. The dominant thought prior to Newton's day was that it was the natural tendency of objects to come to a rest position. Moving objects, so it was believed, would eventually stop moving; a force was necessary to keep an object moving. But if left to itself, a moving object would eventually come to rest and an object at rest would stay at rest; thus, the idea that dominated people's thinking for nearly 2000 years prior to Newton was that it was the natural tendency of all objects to assume a rest position.Galileo and the Concept of Inertia Galileo, a premier scientist in the seventeenth century, developed the concept of inertia. Galileo reasoned that moving objects eventually stop because of a force called friction. In experiments using a pair of inclined planes facing each other, Galileo observed that a ball would roll down one plane and up the opposite plane to approximately the same height. If smoother planes were used, the ball would roll up the opposite plane even closer to the original height. Galileo reasoned that any difference between initial and final heights was due to the presence of friction. Galileo postulated that if friction could be entirely eliminated, then the ball would reach exactly the same height.Galileo further observed that regardless of the angle at which the planes were oriented, the final height was almost always equal to the initial height. If the slope of the opposite incline were reduced, then the ball would roll a further distance in order to reach that original height.

 

Galileo's reasoning continued - if the opposite incline were elevated at nearly a 0-degree angle, then the ball would roll almost forever in an effort to reach the original height. And if the opposing incline was not even inclined at all (that is, if it were oriented along the horizontal), then ... an object in motion would continue in motion... .

  

Forces Don't Keep Objects Moving

Isaac Newton built on Galileo's thoughts about motion. Newton's first law of motion declares that a force is not needed to keep an object in motion. Slide a book across a table and watch it slide to a rest position. The book in motion on the table top does not come to a rest position because of the absence of a force; rather it is the presence of a force - that force being the force of friction - that brings the book to a rest position. In the absence of a force of friction, the book would continue in motion with the same speed and direction - forever! (Or at least to the end of the table top.) A force is not required to keep a moving book in motion. In actuality, it is a force that brings the book to rest.Mass as a Measure of the Amount of InertiaAll objects resist changes in their state of motion. All objects have this tendency - they have inertia. But do some objects have more of a tendency to resist changes than others? Absolutely yes! The tendency of an object to resist changes in its state of motion varies with mass. Mass is that quantity that is solely dependent upon the inertia of an object. The more inertia that an object has, the more mass that it has. A more massive object has a greater tendency to resist changes in its state of motion.

Suppose that there are two seemingly identical bricks at rest on the physics lecture table. Yet one brick consists of mortar and the other brick consists of Styrofoam. Without lifting the bricks, how could you tell which brick was the Styrofoam brick? You could give the bricks an identical push in an effort to change their state of motion. The brick that offers the least resistance is the brick with the least inertia - and therefore the brick with the least mass (i.e., the Styrofoam brick).A common physics demonstration relies on this principle that the more massive the object, the more that object resist changes in its state of motion. The demonstration goes as follows: several massive books are placed upon a teacher's head. A wooden board is placed on top of the books and a hammer is used to drive a nail into the board. Due to the large mass of the books, the force of the hammer is sufficiently resisted (inertia). This is demonstrated by the fact that the teacher does not feel the hammer blow. (Of course, this story may explain many of the observations that you previously have made concerning your "weird physics teacher.") A common variation of this demonstration involves breaking a brick over the teacher's hand using the swift blow of a hammer. The massive bricks resist the force and the hand is not hurt. (CAUTION: do not try these demonstrations at home.)

Check Your Understanding

1. Imagine a place in the cosmos far from all gravitational and frictional influences. Suppose that you visit that place (just suppose) and throw a rock. The rock willa. gradually stop. b. continue in motion in the same direction at constant speed.

2. A 2-kg object is moving horizontally with a speed of 4 m/s. How much net force is required to keep the object moving at this speed and in this direction?3. Supposing you were in space in a weightless environment, would it require a force to set an object in motion?4. Fred spends most Sunday afternoons at rest on the sofa, watching pro football games and consuming large quantities of food. What affect (if any) does this practice have upon his inertia? Explain.5. Ben Tooclose is being chased through the woods by a bull moose that he was attempting to photograph. The enormous mass of the bull moose is extremely intimidating. Yet, if Ben makes a zigzag pattern through the woods, he will be able to use the large mass of the moose to his own advantage. Explain this in terms of inertia and Newton's first law of motion.6. Two bricks are resting on edge of the lab table. Shirley Sheshort stands on her toes and spots the two bricks. She acquires an intense desire to know which of the two bricks are most massive. Since Shirley is vertically challenged, she is unable to reach high enough and lift the bricks; she can however reach high enough to give the bricks a push. Discuss how the process of pushing the bricks will allow Shirley to determine which of the two bricks is most massive. What difference will Shirley observe and how can this observation lead to the necessary conclusion?

Science 10Forces and Acceleration Assignment

Name:_________________

1. A force of 20. N acts upon a 5.0 kg block. Calculate the acceleration of the object.

2. An object of mass 300. kg is observed to accelerate at the rate of 4.0 m/s2. Calculate the force required to produce this acceleration.

3. A 5.0 kg block is pulled across a table by a horizontal force of 40. N with a frictional force of 8.0 N opposing the motion. Calculate the acceleration of the object.

4. An object of mass 30.0 kg is in free fall in a vacuum where there is no air resistance. Determine the acceleration of the object.

5. A student pushes on a crate with a force of 100 N directed to the right and it accelerates at 0.50 m/s2. What force does the crate exert on the student?

6. A force of 200. N is exerted on an object of mass 40. kg that is located on a sheet of perfectly smooth ice.

a. Calculate the acceleration of the object.b. If a second object identical to the first object is placed on top

of the first object, what acceleration would the 200. N force produce?

7. What is the mass of an object when it accelerates at 4.95 m/s2? The force being exerted is 35.5 N and friction is resisting at 9.4 N.

8. A net force of 15 N is exerted on an encyclopedia to cause it to accelerate at a rate of 5 m/s2. Determine the mass of the encyclopedia.

Newton's Third Law

Identifying Action and Reaction Force Pairs

A force is a push or a pull that acts upon an object as a results of its interaction with another object. Forces result from interactions! As discussed in Lesson 2, some forces result from contact interactions (normal, frictional, tensional, and applied forces are examples of contact forces) and other forces are the result of action-at-a-distance interactions (gravitational, electrical, and magnetic forces). According to Newton, whenever objects A and B interact with each other, they exert forces upon each other. When you sit in your chair, your body exerts a downward force on the chair and the chair exerts an upward force on your body. There are two forces resulting from this interaction - a force on the chair and a force on your body. These two forces are called action and reaction forces and are the subject of Newton's third law of motion. Formally stated, Newton's third law is:

For every action, there is an equal and opposite reaction.The statement means that in every interaction, there is a pair of forces acting on the two interacting objects. The size of the forces on the first object equals the size of the force on the second object. The direction of the force on the first object is opposite to the direction of the force on the second object. Forces always come in pairs - equal and opposite action-reaction force pairs.

Examples of Interaction Force PairsA variety of action-reaction force pairs are evident in nature. Consider the propulsion of a fish through the water. A fish uses its fins to push water backwards. But a push on the water will only serve to accelerate the water. Since forces result from mutual interactions, the water must also be pushing the fish forwards, propelling the fish through the water. The size of the force on the water equals the size of the force on the fish; the direction of the force on the water (backwards) is opposite the direction of the force on the fish (forwards). For every action, there is an equal (in size) and opposite (in direction) reaction force. Action-reaction force pairs make it possible for fish to swim.

Consider the flying motion of birds. A bird flies by use of its wings. The wings of a bird push air downwards. Since forces result from mutual interactions, the air must also be pushing the bird upwards. The size of the force on the air equals the size of the force on the bird; the direction of the force on the air (downwards) is opposite the direction of the force on the bird (upwards). For every action, there is an equal (in size) and opposite (in direction) reaction. Action-reaction force pairs make it possible for birds to fly.

Consider the motion of a car on the way to school. A car is equipped with wheels that spin. As the wheels spin, they grip the road and push the road backwards. Since forces result from mutual interactions, the road must also be pushing the wheels forward. The size of the force on the road equals the size of the force on the wheels (or car); the direction of the force on the road (backwards) is opposite the direction of the force on the wheels (forwards). For every action, there is an equal (in size) and opposite (in direction) reaction. Action-reaction force pairs make it possible for cars to move along a roadway surface.

Check Your Understanding

1. While driving down the road, a firefly strikes the windshield of a bus and makes a quite obvious mess in front of the face of the driver. This is a clear case of Newton's third law of motion. The firefly hit the bus and the bus hits the firefly. Which of the two forces is greater: the force on the firefly or the force on the bus?

2. For years, space travel was believed to be impossible because there was nothing that rockets could push off of in space in order to provide the propulsion necessary to accelerate. This inability of a rocket to provide propulsion is because ...a. ... space is void of air so the rockets have nothing to push off of.b. ... gravity is absent in space.c. ... space is void of air and so there is no air resistance in space.d. ... nonsense! Rockets do accelerate in space and have been able to do so for a long time.

3. Many people are familiar with the fact that a rifle recoils when fired. This recoil is the result of action-reaction force pairs. A gunpowder explosion creates hot gases that expand outward allowing the rifle to push forward on the bullet. Consistent with Newton's third law of motion, the bullet pushes backwards upon the rifle. The acceleration of the recoiling rifle is ...a. greater than the acceleration of the bullet.b. smaller than the acceleration of the bullet.c. the same size as the acceleration of the bullet.

4. In the top picture (below), Kent Budgett is pulling upon a rope that is attached to a wall. In the bottom picture, Kent is pulling upon a rope that is attached to an elephant. In each case, the force scale reads 500 Newton. Kent is pulling ...

a. with more force when the rope is attached to the wall.b. with more force when the rope is attached to the elephant.c. the same force in each case.

Adapted from physicsclassroom.com

FM4 Review

1. Define the following.

Kinematics -Dynamics – Force – Inertia – Friction –

2. If you are riding in a vehicle and the brakes are applied, what causes you to lean forward?

3. As Ted stands, he applies a force of 850 N on the ground. What is the force that the ground is applying on Ted?

4. A force of 250 N [N] is applied to a box. If there is a 25 N frictional force, what is the FNET?

5. A force of 250 N [N] is applied to a box. If there is a 350 N frictional force, what overall motion will the box experience?

6. Assuming the force remains constant, if the mass of an object is tripled, what would happen to the acceleration?

7. Assuming the force remains constant, if the mass of an object is quartered, what would happen to the acceleration?

8. If the mass of an object is unchanged and the force is tripled, the acceleration would do what as a result?

9. An object with a mass of 750 g on a frictionless surface is given an acceleration of 0.25 m/s2 [S]. What force was given to the object?

10. A hockey puck has a mass of 160 g. If the puck is shot from a stationary position with a force of 6.46 N [E], how quickly will the puck accelerate?

11. Mr. Lendvay applies a force of 210. N [W] on an a lawn mower with a mass of 26.3 kg. If the frictional opposing force is 222 N, what is the resulting acceleration of the object?

12. A curler applies a force of 75.5 N [S] on an object with a mass of 19.88 kg. If the frictional opposing force is 0.75 N, what is the resulting acceleration of the rock?

13. An object accelerates to the east from rest for 12.5 s and travels 245 m. If the force required to get the object moving was 1.2 N [E], what is the mass of the object?

Science 10 - Owl Pellet Dissection Activity

Goals of this activity/lab:

Review Owls are predators. Most larger owls feed on small mammals, birds and reptiles.

Owls usually swallow their food whole or in large chunks. The owl’s digestive system cannot digest fur/hair, bones, teeth, feathers, etc. Rather, a portion of the owl’s stomach compresses these parts to form the pellet. The pellet does not pass into the intestine of the owl; instead, the owl regurgitates (coughs up and spits out) the pellet. In an owl pellet, in addition to bones, you may find the exoskeletons of insects, feathers, fur/hair, fish scales, small white grubs and various types of seeds. By examining what is found in the pellet, you, as well as scientists, can tell what and how much an owl has eaten.

You will understand that within ecosystems, complex interactions exist between organisms and the physical environment. Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. Some source of energy is needed for all organisms to stay alive and grow.

You will be able to dissect an owl pellet and you will be able to identify the animal skulls and other bones found in the pellet.

Materials:

Owl pellets; forceps; probes; glue, paper, bone sorting chart.

Procedure:

1. Using your fingers or a probe, very gently break each pellet in half. You must be very careful when teasing out the bones from each pellet; the bones are easily broken.

2. Continue to separate small sections of each pellet and remove fur/hair to disclose the bones. Remember: the bones are small and delicate, so you must be very slow and careful in extracting any bones from the pellet. Also, if your pellet has a skull, you will need to pick away all the fur/hair in order to expose the entire skull. You can then try to identify which type of animal the skull came from using your Owl Pellet Bone Chart which shows skulls from four different animals.

3. Gently rub small pieces of each pellet between your fingers until you have completely taken apart and examined the entire pellet and removed all the bones. There are many tiny ribs and vertebrae that should not be overlooked. You have to be very focused so that you do not miss any bones. Set aside any other materials you find in each pellet that are not bones or fur/hair.

4. Match the bones you have found to the bone sorting chart. Go slowly and carefully. As you are doing this, attempt to reconstruct the skeleton found in your pellet. Arrange on a piece of paper.

Define exactly what these terms mean and give an example of each. a. Threatenedb. Vulnerablec. Endangeredd. Extincte. Extirpated

Science 10Severe Weather Presentation

In this assignment you need to research a severe weather pattern and demonstrate your understanding and knowledge to the class.

To demonstrate your knowledge and show your findings, you must provide a 5-10 minute presentation to the class in a form of your preference. You are allowed to work in groups of anywhere between 3-5. Some examples of this presentation could be a poster, diorama, video, skit, demonstration, song, commercial, or a combination of these. If you have an idea that fits outside of these examples, make sure that you clear it with your teacher.

Things to consider when making your presentation: Be organized Make sure to include a full list of references Use the rubric on the back of this page to assist you in getting the best grade

possible. Include the following things:

o What severe weather phenomena are you studying?o How would meteorological instruments such as (thermometers,

barometers, relative humidity sensors, wind vanes, anemometers, etc.) would be useful in describing the severe weather that you are researching?

o How does Climate Change impact your topic?o Do winds and the Coriolis Effect impact your topic?o Do high and low pressure systems impact your topic?o How is the severe weather measured and reported?

Some examples of severe weather include:

thunderstorms (including lightning) tornadoes hurricanes/cyclone blizzards hail monsoons drought

Make sure that you see your teacher to sign up for a topic. Topics will be distributed on a first come first serve basis.