Introduction to density spring 2013-day 2
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1) The document provides instructions for a density assignment, including materials needed and assignment due dates. 2) Students are asked to illustrate concepts like cubes of different volumes and substances, and the process of displacement. 3) A chart is included to help identify substances based on their chemical symbol, density, and physical attributes.
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Introduction to density spring 2013-day 2
1) The document provides instructions and materials for a lesson on density, including a pencil, notes from the previous class, tasks to complete for today's lesson, opportunities to retake a test, and illustrations to study.
2) Students are asked to identify substances using a provided chart with samples, chemical symbols, densities, and physical attributes.
3) The document contains questions for students to answer related to concepts of volume, density and mass.
Introduction to Density Fall 2012-Day 2
This document provides instructions and materials for a lesson on density including:
1) Materials needed such as pencils and a notes page on density.
2) Announcements about tests and parent conferences.
3) A series of illustration exercises and sample density problems to work through involving cubes of various substances.
4) A chart identifying common substances with their chemical symbol, density in g/cm3, and physical attributes.
Introduction to Density Fall 2012
This document provides instructions and materials for a lesson on density. It includes:
1) A list of materials needed for the lesson, including pencils, paper, and a density introduction page.
2) Practice problems on density, volume, and states of matter.
3) Instructions for an identifying volume lab and examples comparing objects with the same and different volumes, masses, and densities to understand these concepts.
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1) The students will need supplies like pencils and colored markers for an activity on chemical reactions. There are also reminders about tests and missing work.
2) Chemical reactions involve substances changing identity as their atoms are rearranged. Four reaction types - synthesis, decomposition, single replacement, and double replacement - are defined along with examples.
3) The class will watch a movie on chemical reactions and complete a chart identifying reaction types using a color-coding system. Homework includes finishing any missing work and a worksheet.
Activites the unit1º(matter)
This document contains a reading passage and questions about the states of matter (solid, liquid, gas) and the structure of matter at the atomic level.
The passage defines solids, liquids and gases, and their properties including shape, volume, and particle movement. Solids have a fixed shape and volume, liquids take the shape of their container but have a fixed volume, and gas particles move freely.
The passage also explains that matter is made up of tiny particles called atoms, which can combine to form molecules. Water contains two kinds of atoms, oxygen is made of one kind of atom. Atoms are the smallest unit of matter.
The questions test understanding of key terms like properties, states of matter
Recommended
Introduction to density spring 2013-day 2
1) The document provides instructions and materials for a lesson on density, including a pencil, notes from the previous class, tasks to complete for today's lesson, opportunities to retake a test, and illustrations to study.
2) Students are asked to identify substances using a provided chart with samples, chemical symbols, densities, and physical attributes.
3) The document contains questions for students to answer related to concepts of volume, density and mass.
Introduction to Density Fall 2012-Day 2
This document provides instructions and materials for a lesson on density including:
1) Materials needed such as pencils and a notes page on density.
2) Announcements about tests and parent conferences.
3) A series of illustration exercises and sample density problems to work through involving cubes of various substances.
4) A chart identifying common substances with their chemical symbol, density in g/cm3, and physical attributes.
Introduction to Density Fall 2012
This document provides instructions and materials for a lesson on density. It includes:
1) A list of materials needed for the lesson, including pencils, paper, and a density introduction page.
2) Practice problems on density, volume, and states of matter.
3) Instructions for an identifying volume lab and examples comparing objects with the same and different volumes, masses, and densities to understand these concepts.
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The document provides information about the parts of an atom including labels for the proton, neutron, and nucleus locations. It also summarizes important scientists and their discoveries relating to atomic structure from Democritus' idea of atoms to Bohr's model of the atom. Tables are included that classify elements by their groups and provide examples as well as information about their typical reactivity and valence electrons.
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The document is a quiz about states of matter and properties of solids, liquids, and gases. It contains 15 multiple choice questions about the three main states of matter, natural and artificial light sources, properties of solids like having a rigid structure and fixed shape, properties of liquids like having a fixed volume but not shape, and properties of gases like not having a fixed volume and tendency to expand. It also asks about what matter is, that it is made of atoms, what a plasma is, and examples of artificial light sources.
Year 8 Chemistry - Formula writing
The document discusses polyatomic ions, writing chemical formulas, and naming compounds. It provides examples of common polyatomic ions like hydroxide (OH-) and nitrate (NO3-). It explains the rules for writing formulas, such as grouping hydrogen atoms together. It then outlines two main rules for naming compounds: 1) The first element is the prefix and the second element with the number of atoms is the suffix ending in -ide, and 2) Compounds with more than two elements end with -ate. Examples are provided like calcium carbonate (CaCO3) and zinc nitrate (Zn(NO3)2).
Chem reactions
1) The students will need supplies like pencils and colored markers for an activity on chemical reactions. There are also reminders about tests and missing work.
2) Chemical reactions involve substances changing identity as their atoms are rearranged. Four reaction types - synthesis, decomposition, single replacement, and double replacement - are defined along with examples.
3) The class will watch a movie on chemical reactions and complete a chart identifying reaction types using a color-coding system. Homework includes finishing any missing work and a worksheet.
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This document contains a reading passage and questions about the states of matter (solid, liquid, gas) and the structure of matter at the atomic level.
The passage defines solids, liquids and gases, and their properties including shape, volume, and particle movement. Solids have a fixed shape and volume, liquids take the shape of their container but have a fixed volume, and gas particles move freely.
The passage also explains that matter is made up of tiny particles called atoms, which can combine to form molecules. Water contains two kinds of atoms, oxygen is made of one kind of atom. Atoms are the smallest unit of matter.
The questions test understanding of key terms like properties, states of matter
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The document provides a quick review of density concepts including:
- The metric unit for mass is the kilogram. Mass of a substance depends on its composition and volume.
- Pieces of the same substance with different volumes will have different masses, while pieces with the same volume but different substances can have different densities.
- Density is identified by a unit of kg/m3 and measures the mass per unit volume of a substance. Substances with the same volume but different compositions can have different densities.
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The document provides instructions and information for a lesson on density, including:
1) Materials needed such as pencils, highlighters, and the SAS curriculum and Cornell notes.
2) A table with examples of common substances and their densities.
3) An activity where students will calculate the density of cubes with different masses and volumes and identify unknown substances using the provided density chart.
Intro to Density Day 1
This document provides instructions and information for a lesson on density including:
1) Materials needed such as pencils and a density chart
2) Directions to copy the density chart into notes and calculate the density of samples
3) Assigning group roles for an oral presentation such as managers and materials managers
Introduction to Density
The document provides a review of various physics concepts including:
- The metric unit for mass is grams. Matter with freely moving particles is a gas. The x-axis variable in data tables is usually represented by x.
- Volume units include mL and cm3. Physical changes do not alter the identity of matter.
- Density is a measure of mass within a volume. It is affected by how tightly packed particles are. Objects with the same volume but different masses have different densities.
Introduction to Density
The document provides a review of key concepts related to volume, density, and mass including:
1) It defines density as a measure of the mass of a substance within a certain volume, and explains how tightly packed molecules affect density.
2) It reviews vocabulary terms like volume, density, and mass and provides examples of how these concepts relate for objects with the same or different volumes/masses.
3) It includes a chart listing common substances with their densities to help identify unknown materials.
1011 23 41 cm1 cm1 cm1 cmHow many.docx
101
1 2
3 4
1 cm
1 cm
1 cm
1 cm
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one.
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
B. Which of these samples seems to have crystals of a valuable chemical element? _______ What element? _______
C. rEFLECT & DISCUSS Based on your observations in this activity—what is a rock, and how are rocks related to minerals
and crystals?
A c t i v i t Y 3.1 Mineral and rock Inquiry
Name: ______________________________________ Course/Section: ______________________ Date: ___________
A. All of the samples below are rocks from Earth’s crust. Record how many crystals you see in each sample (Write 1, 2, 3, or
many). Then make a numbered list of how many different kinds of minerals are in the sample and describe each one in your
own words. Complete parts B and C.
M03_AGI4511_01_SE_C03.indd 101 12/10/13 1:54 PM
cbentley
Pencil
cbentley
Pencil
cbentley
Pencil
102
A. Indicate whether the luster of each of the following materials looks metallic (M) or nonmetallic (NM):
1. a mirror: __________ 2. butter: __________ 3. ice: __________ 4. a rusty nail: __________
B. What is the streak color (i.e., color in powdered form) of each of the following substances?
1. salt: ________________ 2. wheat: _________________ 3. pencil lead: ____________________
C. What is the crystal form (FIGURE 3.4) of the:
1. quartz in FIGURE 3.1B? __________________ 2. native copper in FIGURE 3.6? __________________
D. Look up quartz in the Mineral Database (FIGURE 3.21, page 93) to find a list of the varieties (var.) of quartz. Then identify
each quartz variety below, and write its name beneath the image.
var. _________________ var. _________________ var. _________________ var. _________________
E. A mineral can be scratched by a masonry nail or knife blade but not by a wire (iron) nail (FIGURE 3.9).
1. Is this mineral hard or soft? _______________
2. What is the hardness number of this mineral on Mohs Scale? __________
3. What mineral on Mohs Scale has such a hardness? ____________________
F. A mineral can scratch calcite, and it can be scratched by a wire (iron) nail.
1. What is the hardness number of this mineral on Mohs Scale? __________
2. Which mineral on Mohs Scale has this hardness? ____________________
G. The brassy, opaque, metallic mineral in FIGURE 3.7A is the same as the mineral in FIGURE 3.8. What is this mineral’s hardness,
and how can you tell?
H. Analyze the mineral samples and figure caption in FIGURE 3.16.
1. What ...
2nd 6 weeks study guide answers1
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Na empresa, na família, na escola, em todos os lugares a educação referente ao uso ético e responsável das redes sociais é importante e fundamental para o contexto atual.
Esta palestra propõe uma reflexão sobre o tema e busca conscientizar a todos sobre a importância do cuidado com a reputação nas redes sociais.
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Este documento describe la cultura ciudadana y sus componentes clave. Define la cultura ciudadana como el tejido simbólico compartido por los miembros de una comunidad. Explora las normas de una cultura ciudadana desarrollada como la participación, el cumplimiento de las leyes, y la búsqueda de soluciones colectivas. Finalmente, discute los esfuerzos del gobierno para fomentar la cultura ciudadana a través de programas culturales, recreativos y deportivos.
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2010 High density hydrogen storage in nanocavities
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Similar to Introduction to density spring 2013-day 2
Introduction to Density Day 2
The document provides a quick review of density concepts including:
- The metric unit for mass is the kilogram. Mass of a substance depends on its composition and volume.
- Pieces of the same substance with different volumes will have different masses, while pieces with the same volume but different substances can have different densities.
- Density is identified by a unit of kg/m3 and measures the mass per unit volume of a substance. Substances with the same volume but different compositions can have different densities.
Intro to density day 1
The document provides instructions and information for a lesson on density, including:
1) Materials needed such as pencils, highlighters, and the SAS curriculum and Cornell notes.
2) A table with examples of common substances and their densities.
3) An activity where students will calculate the density of cubes with different masses and volumes and identify unknown substances using the provided density chart.
Intro to Density Day 1
This document provides instructions and information for a lesson on density including:
1) Materials needed such as pencils and a density chart
2) Directions to copy the density chart into notes and calculate the density of samples
3) Assigning group roles for an oral presentation such as managers and materials managers
Introduction to Density
The document provides a review of various physics concepts including:
- The metric unit for mass is grams. Matter with freely moving particles is a gas. The x-axis variable in data tables is usually represented by x.
- Volume units include mL and cm3. Physical changes do not alter the identity of matter.
- Density is a measure of mass within a volume. It is affected by how tightly packed particles are. Objects with the same volume but different masses have different densities.
Introduction to Density
The document provides a review of key concepts related to volume, density, and mass including:
1) It defines density as a measure of the mass of a substance within a certain volume, and explains how tightly packed molecules affect density.
2) It reviews vocabulary terms like volume, density, and mass and provides examples of how these concepts relate for objects with the same or different volumes/masses.
3) It includes a chart listing common substances with their densities to help identify unknown materials.
1011 23 41 cm1 cm1 cm1 cmHow many.docx
101
1 2
3 4
1 cm
1 cm
1 cm
1 cm
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one.
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
How many crystals do you see in this sample? _____
List the number of different minerals in the sample
and give a description of each one:
B. Which of these samples seems to have crystals of a valuable chemical element? _______ What element? _______
C. rEFLECT & DISCUSS Based on your observations in this activity—what is a rock, and how are rocks related to minerals
and crystals?
A c t i v i t Y 3.1 Mineral and rock Inquiry
Name: ______________________________________ Course/Section: ______________________ Date: ___________
A. All of the samples below are rocks from Earth’s crust. Record how many crystals you see in each sample (Write 1, 2, 3, or
many). Then make a numbered list of how many different kinds of minerals are in the sample and describe each one in your
own words. Complete parts B and C.
M03_AGI4511_01_SE_C03.indd 101 12/10/13 1:54 PM
cbentley
Pencil
cbentley
Pencil
cbentley
Pencil
102
A. Indicate whether the luster of each of the following materials looks metallic (M) or nonmetallic (NM):
1. a mirror: __________ 2. butter: __________ 3. ice: __________ 4. a rusty nail: __________
B. What is the streak color (i.e., color in powdered form) of each of the following substances?
1. salt: ________________ 2. wheat: _________________ 3. pencil lead: ____________________
C. What is the crystal form (FIGURE 3.4) of the:
1. quartz in FIGURE 3.1B? __________________ 2. native copper in FIGURE 3.6? __________________
D. Look up quartz in the Mineral Database (FIGURE 3.21, page 93) to find a list of the varieties (var.) of quartz. Then identify
each quartz variety below, and write its name beneath the image.
var. _________________ var. _________________ var. _________________ var. _________________
E. A mineral can be scratched by a masonry nail or knife blade but not by a wire (iron) nail (FIGURE 3.9).
1. Is this mineral hard or soft? _______________
2. What is the hardness number of this mineral on Mohs Scale? __________
3. What mineral on Mohs Scale has such a hardness? ____________________
F. A mineral can scratch calcite, and it can be scratched by a wire (iron) nail.
1. What is the hardness number of this mineral on Mohs Scale? __________
2. Which mineral on Mohs Scale has this hardness? ____________________
G. The brassy, opaque, metallic mineral in FIGURE 3.7A is the same as the mineral in FIGURE 3.8. What is this mineral’s hardness,
and how can you tell?
H. Analyze the mineral samples and figure caption in FIGURE 3.16.
1. What ...
2nd 6 weeks study guide answers1
This document provides information about the parts of an atom including the location, charge, and particles. It lists many of the scientists who contributed to our understanding of atoms such as Democritus, Dalton, Thomson, Rutherford, and Bohr. The document also categorizes different types of elements into groups based on their properties including alkali metals, alkaline earth metals, transition metals, non-metals, halogens, metalloids and noble gases.
SAS Curriculum Density #11- Day 2
1) The document provides instructions for completing a density curriculum assignment from the SAS Curriculum #11 resource.
2) Students are instructed to collect pages from the resource on Monday and Friday of the given week and complete various tables and calculations involving mass, volume, density of different objects and liquids.
3) The assignment involves determining densities, identifying whether objects will float or sink, and layering liquids in a graduated cylinder based on their densities.
Introduction to Density
The document provides information about cooperative group roles and an introduction to density. It defines density as a ratio of mass to volume and explains that density remains the same even if the volume of a substance changes. It lists common materials and their densities and includes sample density problems and a chart to complete.
Carbon chemistry
The document provides instructions for laboratory experiments and activities related to carbon chemistry and organic chemistry. In carbon chemistry, students will make models of carbon allotropes, describe the greenhouse effect, prepare carbon dioxide in the laboratory, and describe the carbon cycle. In organic chemistry, students will name and draw alkanes, explain trends in alkane melting and boiling points, describe fractional distillation of alkanes, and write combustion equations. Additional experiments include drawing and naming alkenes and writing polymerization equations.
P.S. Chapter 4 PowerPoint.pptx
This document discusses atomic structure and the modern atomic theory. It covers:
1) Early thinkers like Democritus who proposed atoms and Aristotle who disagreed.
2) John Dalton developed the theory that elements are composed of atoms that combine in fixed ratios.
3) Experiments provided evidence of subatomic particles like the cathode ray tube experiment.
3) The gold foil experiment provided evidence for the nuclear model of the atom with a small, dense nucleus surrounded by electrons.
SAS Curriculum Density #11- Day 1
This document provides instructions for completing a density curriculum assignment involving calculating densities of various objects and liquids. Students are instructed to:
1) Access the density curriculum assignment from the specified date range and hyperlink.
2) Complete tables collecting mass, volume, and density data for various objects and liquids.
3) Calculate densities by dividing mass by volume.
4) Analyze how different liquids would layer in a graduated cylinder based on their densities.
chem_11_tr_ans_key_unit_3.pdf
This document contains a student textbook passage and accompanying questions about quantities in chemical reactions and the mole concept. It includes definitions of key terms like the mole, molar mass, atomic mass and molecular mass. Sample questions assess understanding of calculating moles from mass and vice versa, and relating particles, moles and masses in chemical formulas. The passage emphasizes that the mole is a practical unit for measuring substances at the macroscopic scale that relates to particles at the microscopic scale.
This is quite a broad question. I will try to acc.pdf
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends on
\"ligands\" (complexing molecule/ion). e.g. Co2+ in water is pink [Co(H2O)6]2+, while Co2+ in
NH3 is blue [Co(NH3)4]2+. See \"spectrochemical series\" for more detail about this. 6. To find
\"exact\" color of metal ions, you need a supercomputer to do so. (I\'m not sure whether today
computer can calculate it). So, it\'s better to memorize the colors. Personally, I think you\'ll
understand about metal\'s color when you study transition metals, like Crystal Field Theory, and
Ligand Field Theory.
Solution
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends .
Metals
The document discusses various properties and processes related to metals. It describes the solidification process where liquid metal cools and forms crystalline structures known as dendrites. It also discusses how modifying the cooling rate and impurities can affect grain size, with rapid cooling producing smaller grains. Heat treatment processes are covered, as well as different metallic bonding structures like body-centered cubic and face-centered cubic.
Definition of matter lab day 2
The document provides instructions for several science class activities and assignments:
1) Students are asked to turn in a signed and corrected Test #1 and can schedule times to retake the test between certain dates.
2) Students will complete an assignment involving drawing and labeling examples of solids, liquids, and gases, and identifying their characteristics.
3) Additional assignments include completing pages in the textbook about physical properties of matter, shading areas on the periodic table to represent different states, and a worksheet on finding percents.
4) Homework assigned is to finish pages 1, 2, 5, and 6 as students are behind if not completed.
Chem class(2may)
This document contains information about various topics including:
- Physical properties of elements across period 3 of the periodic table, including decreasing atomic size, transition from metal to non-metal, and decreasing conductivity.
- Increasing electronegativity and ability to accept electrons across period 3.
- Basic, amphoteric, and acidic properties of oxides.
- Properties of transition metals such as shiny surfaces, ductility, high melting points, density, and heat and electricity conductivity.
T13 IB Chemistry Periodic trends
This document provides an outline for a lesson on transition metals and complex ions. It includes:
1) A review of trends in the d-block elements from Topic 3.
2) An explanation of what defines a transition metal and their common properties.
3) A discussion of how transition metals can form complex ions with variable oxidation states and an investigation of complex ions.
4) An explanation of why complex ions are often colored due to d-orbital splitting effects.
SAS Curriculum Density #11- Day 2
This document provides instructions for a density lab assignment. It includes:
1) A list of materials needed for the assignment which are a pencil, calculator, progress notice, and SAS curriculum worksheet.
2) Tables with data collected from previous experiments measuring the mass, volume, and calculating density of various objects and liquids.
3) Instructions for filling out the density worksheet which involves using the provided tables to answer questions about densities of different substances. The assignment is due on Monday.
8 materials - metals and non-metals
This document discusses the physical and chemical properties of metals and non-metals. It describes experiments where students observe that metals like iron and aluminum can be flattened when hit with a hammer, showing they are malleable, while substances like coal and pencil lead break instead. Metals are also good conductors of heat and electricity, can be drawn into wires, and produce ringing sounds when struck. Chemical tests show that rust formed from iron is acidic, and burning magnesium produces an alkaline ash. Based on these properties, the document defines metals and non-metals.
Similar to Introduction to density spring 2013-day 2 (20)
This is quite a broad question. I will try to acc.pdf
This is quite a broad question. I will try to acc.pdf
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More from jmori (20)
Introduction to density spring 2013-day 2
- 1. You will Need: 1)Pencil, Colored Pencil, Calculator 2) Introduction to Density & One Page of notes – Picked up and done yesterday 3) Finding Volume – Due Today 4)ORAL PRESENTERS – Log on to Learning Point & open PPT
- 2. Test #1 Takes and Retakes – Schedule w/me – 7 opportunities to complete
- 3. 1. Name, Date & Period 2. Number 1-5 1 2 3 4 5
- 4. 1. Illustrate two cubes of the same substance, but different volumes 2. Illustrate the sublimation of CO2(s) 3. Illustrate two cubes of a different substance with the same volume 4. Illustrate the process of displacement of an irregular shaped object 5. Illustrate the difference in particle movement between a brick and lemonade.
- 5. You will need this chart to ID substances. Sample Chemical Density Physical Symbol g/cm3 Attribute Lead Pb 11.3 Heaviest Mass Copper Cu 8.9 Orange Iron Fe 7.9 Magnetic/Rusts Brass Cu & Zn 8.6 Yellow Aluminum Al 2.7 Lightest Mass Zinc Zn 7.1 Dull Gray
- 6. Substance Mass Volume Density (g) (cm3) (g/cm3) 4. Cube 1= _________ 5. Cube 2 = _________ 6. Cube 3 = _________ 7. Cube 4 = _________ 8. Cube 5 = _________ 9. Cube 6 = _________
- 7. Copy chart onto Cornell Notes Sample Chemical Density Physical Symbol g/cm3 Attribute Lead Pb 11.3 Heaviest Mass Copper Cu 8.9 Orange Iron Fe 7.9 Magnetic/Rusts Brass Cu & Zn 8.6 Yellow Aluminum Al 2.7 Lightest Mass Zinc Zn 7.1 Dull Gray
- 8. 1. THINK about the concepts of VOLUME, DENSITY and MASS. 2. Circle same or different. 3. Explain WHY.
- 9. 1. THINK about the concepts of VOLUME, DENSITY and MASS. 2. Circle same or different. 3. Explain WHY. A B Iron Iron #5. Objects A and B have the same or different densities because They are the same substance & the particles are packed the same way
- 10. 1. Introduction to Density due tomorrow at the beginning of class I. Staple notes to the back of worksheet 2. Test #1 Signature & Corrections – Due Thur.