The document provides an introduction and overview for a science class. It includes definitions and examples of key science concepts like observation, inference, prediction, classification, measurement, mass, temperature, states of matter, and scientific notation. The summary also notes vocabulary terms that will be covered. Overall, the document outlines foundational science concepts and vocabulary to prepare students for the upcoming class.
The slideshow has 47 slides of sea animals and unusual sea creatures. This slideshow can be used for English, science, or social studies. The design and pictures are very colorful, it's a treat for the kids to watch, they loved it!
The slideshow has 47 slides of sea animals and unusual sea creatures. This slideshow can be used for English, science, or social studies. The design and pictures are very colorful, it's a treat for the kids to watch, they loved it!
Learning ObjectivesDefine the International System of.docxwashingtonrosy
Learning Objectives
Define the International System of Units (measurement system).
Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in
-meter
. You have probably heard this word before, but what does it mean? Meter at the end of a word means
measure
. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are
base 10
- meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of
10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.
Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. .
Lab 1 Measurement Accuracy and Precision Lab Materi.docxsmile790243
Lab 1: Measurement: Accuracy and Precision
Lab Materials:
Rulers
Non-programmable calculator
1 Sheet of notebook paper
Scissors
Stopwatch
Kitchen Balance (measures to nearest 1g)
Plastic cups
Measuring spoons
Water
2
Name: ___________________________ Date: _____________
Measurement: Accuracy and Precision
When scientists collect data, they must determine the accuracy and precision of their measurements.
Accuracy refers to how close the measured quantities are to the actual or true value. Precision refers to
the closeness of each of the data sets to one another. To distinguish between these two terms, it is
useful to think of a target and the position of the measurements on the target. If the measurements are
clustered together but away from the center of the target, then we would say the measurements are
precise, but not accurate. If the data hits the center on the target, the measurements are precise and
very accurate, i.e. the values collected are close to the true value one should obtain. In today’s lab,
you will make measurements and perform calculations to the appropriate number of significant figures.
You will then determine if your measurements are precise and/or accurate. Before doing this though,
you will have several exercises that test your knowledge of significant figures.
Significant Figures
In any given measurement, non-place holding digits are referred to as significant digits or most often
“sig figs” (for significant figures). The greater the number of sig figs, the greater the precision in the
measurement. To determine the number of significant figures in a given quantity, follow these rules:
1. All nonzero numbers are significant.
2. Zeroes located between two numbers are significant.
3. Zeroes located after a decimal point are significant
4. Zeroes located to the left of the first nonzero number are NOT significant; therefore, the
number 0.002 has only 1 significant figure since the 3 zeroes prior to the number 2 are
serving only as place holders.
5. Zeroes located at the end of a number but before a decimal point are ambiguous. For
instance, we cannot determine the number of sig figs in say, 6350. To avoid this
confusion, we either write 6350. or 6.350 x 103 to indicate that the zero is significant.
6. Exact numbers (numbers obtained from counting or numbers originating from defined
quantities, such as 12 inches = 1 foot) have infinite number of significant digits.
1. For the following examples, determine the number of significant figures.
a. 4762 __________
b. 902 __________
c. 0.0000438 __________
d. 987,000,000,000 __________
e. 0.000834 __________
3
f. 4.32 x 10
4
__________
g. 9.2735 x 10
-5
__________
h. 6,049,071 __________
i. 678.20 __________
j. 903,089,932,000. __________
Significant Figures in Calculations
One important concep ...
Exercise 1 Measurements and the MicroscopesBreak-out Group NuBetseyCalderon89
Exercise 1: Measurements and the Microscopes
Break-out Group Number:
Section:
Student Names (First and Last)
Student Panther ID #s
Johana Rodriguez
6173932
Jason Charles
6123334
jiuyi huang
6126684
iffat mahmood
3994473
_____________________________________________________________________________
OBJECTIVES:
1. Understand measurements and conversions of the metric system.
2. Learn how to properly use both compound and dissecting microscopes.
_____________________________________________________________________________
INTRODUCTION:
Numbers and measurements impact every part of our lives, and are tools that scientists, engineers, astronauts, chefs and doctors use to analyze data, build bridges, fly orbiters into space, adjust recipes, and prescribe medication. Collecting and analyzing data allows us to understand patterns in the natural world that are not easily observed with the naked eye, and the natural variation that is inherent to all organisms is the major reason we need measurements. In today’s lab you will learn about basic measurements and common instruments used by scientists on a daily basis. Your ability to learn and use these concepts will be tested and reinforced throughout the semester.
____________________________________________________________________________
Task 1 - MEASUREMENTS IN SCIENCE: Familiarize yourself with the metric system.
Recall from last week that a key component of the scientific method is experimentation. This step is necessary for the collection of data that will either lend support to, or lead to the rejection of, the hypothesis being tested. In general, data can be qualitative or quantitative. Qualitative data describe variables based on quality (e.g. smell, appearance, texture, etc) and are usually gathered through interviews, pictures, field notes and/or surveys. Quantitative data define the quantity of a variable through measurements (e.g. length, area, cost, height, age, etc.). The main disadvantage of qualitative data is that they are often too subjective (what smells good to one individual might not smell equally well to another). Therefore, quantitative data, which can be statistically manipulated and analyzed, are the preferred choice of most scientists because they provide objective, less biased measures. However, we will examine both types of data in greater detail throughout the semester.
The metric system is used as the international standard to make measurements worldwide. It is based on units of ten (see Table 1 and 2). In contrast, the Imperial Units of Measurement is based on historical precedent, e.g., a foot was first measured as the length of a man’s foot. Because the metric system is widely employed throughout the scientific arena, it will be covered in this lab.
Table 1:
Prefix
Abbreviation
Division or Multiple of Metric Unit
Pico
p
0.000000000001
Nano
n
0.000000001
Micro
µ
0.000001
Milli
m
0.001
Centi
c
0.01
Deci
d
0.1
Base unit
-----
1
Deka
da
10
Hector
h
100
Kilo
k ...
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
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All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Empowering NextGen Mobility via Large Action Model Infrastructure (LAMI): pav...
Prologue np1 2012
1. Unit 1: Prologue
The Nature of Science
When it comes to looking
at life, I always tend to
round up, but in Science I
know to simply flow
directions and the rounding
procedure! P.S. My name is
Elle
Regents Earth Science
Ms. Gill
Note Packet #1
Name:_______________________ Per:____ Date: ________
2. Unit 1: Prologue The Nature of Science Note Packet #1
Vocabulary:
Area
Bar Graph
Change
Cyclic Change
Classification
Constant Variable
Convection Current
Density
Direct Relationship
Dynamic Equilibrium
Fluid Displacement
Inertia
Inference
Interfaces
Inverse Relationship
Length
Mass
Matter
Measurement
Meniscus
Metric System
Non-cyclic Change
Observation
Parabola
Phases of Matter
Percent Deviation
Pie Graph
Prediction
Pressure
Rate of Change
Rounding
Temperature
Volume
Page #___
3. Unit 1: Prologue The Nature of Science Note Packet #1
1. An observation is:
__________________________________________________________________
____________________________________________________________
When you observe, you use your ____________ to take in everything that is happening
around you, paying close attention to detail.
Examples:
i. The rock is smooth and round.
ii. Our Classroom has only one blackboard.
iii. Make an observation: ____________________________________________
2. An inference is
__________________________________________________________________
____________________________________________________________
In other words, when you infer, you form a conclusion based on something you
____________________.
Examples:
i. The round and smooth rocks must have been carried here by running water.
ii. Since the dog is wagging his tail, he must be happy.
iii. Make an inference: ______________________________________________
3. A prediction is:
__________________________________________________________________
____________________________________________________________
Examples:
i. An angular rock will eventually become rounded if it stays in the stream.
ii. Ms. Gill will wear something stylish tomorrow.
4. Classification: _________________________________________________
We can organize or classify objects according to some pattern or trend or common
characteristics.
Page #___
4. Unit 1: Prologue The Nature of Science Note Packet #1
5. Measurements: The purpose of this guide is to guide you through converting units
in the metric system!
a. What are some measurable properties?
__________________ __________________ __________________
__________________ __________________ __________________
b. How do we make measurements?
•Our senses are limited by how sensitive or by how accurate they are. To get more
detailed information, we use instruments, such as rulers, thermometers, x-rays and
telescopes
c. The Metric System & Unit Conversion:
The fundamental units of the metric system are:
For Mass ______________________
For Length ______________________
For Liquid Volume __________________
By changing the prefix used with each unit you can change the size of the unit. We will
use the following prefixes. (There are others for both larger and smaller units.)
_________ _________ _________ basic unit ________ ________ _________
You can remember this by the following sentence.
__________ ________ _________ _______ ________ ________ _________
To convert from any unit to any other unit count how many spaces are between
them and move the decimal point that far in the same direction.
Let’s look at the meter stick! How many meters (m) are in a meter (m) stick?___
How many centimeters (cm) are in a meter (m)? ___________
How many millimeters (mm) are in a centimeter (cm) ?__________ Now if there are
100 cm in a meter and 10 mm in a cm how many mm are in a m? __________
Page #___
5. Unit 1: Prologue The Nature of Science Note Packet #1
Decimals are used because they are easier to convert than fractions! In the metric
system we use abbreviations! Let’s fill them in below!
Length Mass Liquid Volume
meter__________ gram__________ liter__________
millimeter_______ milligram______ milliliter______
centimeter______ --------------
-------------kilometer_______ kilogram_______
kiloliter________
Let’s practice some unit conversions now! Convert the following!
1. 10 mm= ________________ cm 2. 1 km = ________________ m
3. 1000 ml = ________________ L 4. 12 g = ________________ kg
6. Rounding: The first step in rounding is figuring out what place to round to and where
that place is located. You must remember these place values:
2 , 6 4 3 , 9 7 5 , 8 6 4 . 9 3 1
Rounding Procedure:
Step 1: Find the location of place that you are asked to round to. Lets call it: Sparky.
Step 2: Look at the number to the right of this place lets call it the Boss.
Step 3: If the boss is a 4 or lower, leave Sparky alone. If the Boss is 5 or higher, round
the Sparky up one value.
Here is a rhyme to help you remember:
“Four and below, let it go. Five and above give it a shove”
For Example: Round 7.289 to the nearest tenth: Answer: 7.3
Page #___
6. Unit 1: Prologue The Nature of Science Note Packet #1
Practice: Round to the nearest Round to the nearest
Round to the nearest tenth: hundredth: ones:
1) 29.45: _______ 4) 0.745: ________ 7) 30.19: __________
2) 711.319: ________ 5) 1.67234: _______ 8) 8,799.99: ________
3) 9.999: _________ 6) 10.4637: _______ 9) 2.94: __________
7. Scientific Notation
Scientific notation is simply a method for expressing, and working with, very large or
very small numbers. It is a short hand method for writing numbers, and an easy method
for calculations.
Numbers in scientific notation are made up of three parts: the coefficient, the base and
the exponent. Observe the example below:
5
5.67 x 10
This is the scientific notation for the standard number: 567,000
In order for a number to be in correct scientific notation, the following conditions must
be true:
1. The coefficient must be greater than or equal to 1 and less than 10.
2. The base must be 10.
3. The exponent must show the number of decimal places that the decimal needs to be
moved to change the number to standard notation. A negative exponent means that the
decimal is moved to the left when changing to standard notation
Practice:
Convert into Scientific Notation Convert out of Scientific Notation
4,600,000,000.0: _______________ 3.01 x 107: _______________
5,700: ________________ 23.782 x 104: ________________
678,900,000: __________________ 1.0x 1015: __________________
Page #___
7. Unit 1: Prologue The Nature of Science Note Packet #1
8. Mass :
__________________________________________________________________
____________________________________________________________
•It is how much “stuff” the object is made of, the number of atoms in it.
a. How do we measure mass? Can we count the atoms one by one?
Nope!!! Instead we use a triple beam balance that gives us a value usually in grams.
b. Is Weight the same as Mass?
Weight is NOT the same as mass, but weight is used to measure the mass of an
object on the Earth. Think about what would happen if you weighed your self on the
moon. You would weight less because there is less gravity pulling you down onto the
scale, even though your mass did not change.
To play with an interactive virtual triple beam balance like we did in class go to:
http://www.touchspin.com/chem/DisplayTBB.html
To find out your weight on other planets and moons visit this site:
http://www.exploratorium.edu/ronh/weight/
9. Temperature:
Page #___
8. Unit 1: Prologue The Nature of Science Note Packet #1
__________________________________________________________________
____________________________________________________________
Typically the faster the molecules vibrate with in a sample of
matter the hotter it is. Let’s model this with our hands!
There are 3 different systems to measure temperature:
1) English Units: Fahrenheit Degrees (F°)
2) Metric Units: Celsius Degrees (°C)
3) Kelvin Units (K)
Fahrenheit Celsius Kelvin
Water Freezes
Water Boils
Absolute zero
10. States of matter
What variable determines the 3 states of
Matter? ________________________
The three phases of Matter are:
___________________
___________________
___________________
See page 13 in your ESRT!!!
11. Area:
Page #___
9. Unit 1: Prologue The Nature of Science Note Packet #1
__________________________________________________________________
__________________________________________________________________
Formula for Area= L x W
L: Length, the longer dimension of an 2 D object usually measured in meters,
centimeters or millimeters.
W: Width, the shorter dimension of a 2D object.
Note that the units will always end up squared! Example: 4mm x 2mm = 8mm2
Lets practice finding the area! Always follow these Steps:
Step 3: Plug inStepnumbers, the formula
the 1: Write
WITH UNITS.Example: Area = L x W
Example: A=4mm x 2mm
Step 2: List all the variables
Step 4: Calculate WITHthe unknown, WITH UNITS.
including
UNITS. Example:Example: 2 = 4mm W= 2mm A= ?
A= 8mmL
7 cm 4m
9m
Step 1:__________________ Step cm
7 1:__________________
Step 2: _________________ Step 2: _________________
Step 3: _________________ Step 3: _________________
Step 4:__________________ Step 4:__________________
12.
Page #___
10. Unit 1: Prologue The Nature of Science Note Packet #1
Volume:
-The amount of _______ an object takes up!
Meniscus: 73
mL
-For solid cubes and boxes Volume is equal to: ____________. Depending on the size
of the object the units may be either cm3 or m3.
-But for liquids, volume is measured in _________ using a beaker or graduated cylinder.
1. Read it at eye level 2. Fluid Displacement
Factors that affect Volume: You must read the meniscus to obtain an accurate
1) Temperature result. Due to cohesionis easier to measure of fluids, the
•It (sticky) properties irregular
Heating a material will cause it to expand of the fluid touching the glass willfluid
edges and shaped objects using slightly rise.
take up more space because the molecules need displacement.
more room to move around. Therefore
increasing temperature will increase volume.
_________________ In order to measure
Cooling a material will result in the opposite. this irregularly shaped rock you
So decreasing temperature will decrease would drop it in a beaker filled
volume. ____________________ with water and measure the
Think about how your rings fit in the winter… change in volume.
they seem to be bigger!
2) Pressure:
Increasing pressure will force molecules closer
together there by decreasing volume.
______________________
Decreasing pressure will allow molecules to
spread out and take up more space thereby
increasing volume. _________________
Let’s model this with a sponge. There are rules to reading beaker or
graduated cylinder:
Page #___
11. Unit 1: Prologue The Nature of Science Note Packet #1
13. Density:
__________________________________________________________________
____________________________________________________________
• It tells us how tightly packed the molecules are, or how close to each other they are.
If they are packed tightly, the density is high.
•The unit for measuring density is
grams per cubic centimeter, or g/cm³
•Density = Mass
Volume
So how do you solve a math problem in science class using a formula?
Step 1: Write the formula
Example: Density = Mass/Volume or D=M/V
Step 2: List all the variables including the unknown, WITH UNITS.
Example: D=?
M = 38.0g
V = 12.0cm3
Step 3: Plug in the numbers, WITH UNITS.
Example: D=38.0g/12.0cm3
Step 4: Calculate WITH UNITS.
Page #___
12. Unit 1: Prologue The Nature of Science Note Packet #1
Example: D=3.2g/cm3
Example: If an object has a mass of 13.4 grams and a volume 5.7 cm3 what is the
density? Write out each step next to the corresponding number
1. 3.
2. 4.
14. More on Density:
•Each pure substance has its own particular density and it can be used to help identify
that material at room temperature.
•For example, liquid water has a density of 1g/cm³ because 1cm³ of water weighs 1
gram. One cm³ of water also occupies 1ml.
•Solid quartz has a density of 2.7 g/cm³ Mixtures do not have a precise density.
-Fluids tend to layer based on their density,
Factors that affect Density with less dense fluid on top of more dense
A. Temperature: fluid. Can you think of any examples?
•Cooling a material causes its ____________________________
molecules to move closer together,
making its volume decrease and Let’s check out this video:
causing its density to increase. •http://www.eram.k12.ny.us/education/compo
___________________ nents/docmgr/default.php?
•Heating a material causes its
molecules to move apart making its
volume increase and causing the
density to decrease.
___________________
•Note that Mass is staying the same!!!
B. Pressure:
•Increasing the pressure (squeeze) on
a material causes its molecules to get
pushed closer together, decreasing
the volume, making the density
increase. __________________
•Decreasing the pressure causes the
opposite effect, since molecules move
Page #___
further apart, it becomes less dense.
•Again, note mass remains the same!
______________________________________________
13. Unit 1: Prologue The Nature of Science Note Packet #1
sectiondetailid=17500&fileitem=4738&catfilter=445
15. Density at Different Phases
Why does density matter?
If a warm gust of wind meets cold air, •As a material is heated, it changes from
will the warm air go above or below the solid to liquid.
cold air?
•Since hot air is less dense it will rise! • More heat changes the liquid to gas.
•And Cold air sinks because it is denser The molecules move farther apart, so
than warm air the volume increases, causing the
•A similar process happens when density to decrease.
you boil water
General Rule of Thumb: Solids are
most dense, gases are least dense
The ONLY exception to this rule is water!!!
•As water cools, its volume decreases until it
reaches 4° C.
This rising and sinking of fluids due to • As it cools from 4° C to 0° C, its volume actually
density and temperature differences is increases, so it becomes less dense again.
called _________________________.
We will touch upon this concept many •Water is most dense at 4°C, but is still a liquid.
times through out the year.
•This is due to my buddy Mr. Hydrogen Bond, you
will meet him in Chemistry
•Water at 0°C is solid ice, but is less dense than
water, so ice floats!!
•Water is the only material whose solid form will
float in its liquid form.
•This is why the top of a puddle, or a lake freezes
first.
Page #___
14. Unit 1: Prologue The Nature of Science Note Packet #1
16. Does size affect density of an object?
•You can NEVER change the density of a material by cutting it into pieces.
•Since change both volume and mass, the ratio will remain the same, therefore
each small piece will have the same density as the original large one.
17. Let review some crucial relationships!!!
•Temp. Volume Density
•Temp. Volume Density
•Pressure Volume Density
•Pressure Volume Density
You must understand and know these by heart!!!
Page #___
15. Unit 1: Prologue The Nature of Science Note Packet #1
18. Graphing:
•Direct Relationship: •Inverse Relationship: Variables
both variables “move in the same “move in opposite directions”. One
direction” They both increase or both variable goes up and the other goes
decrease. down.
•Constant Variable: •Parabola:
One variable changes, but the other remains As one variable increases, the
the same. other increases and then
decreases.
19. More on charts and Graphs:
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20. Change:
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•When something observed is different from when it was last observed
Frames of reference to study change: Rate of Change:
•What has caused the change? •How fast did the change happen?
•Time and Space.
•An example is: The Earth’s moon How much a measurable aspect of the
changes because we observe it in environment, called a field, is altered
different locations in the sky and in over a given amount of time – years,
different phases at different times hours, or seconds.
during a month.
Formula:
Rate of = ________________
Change
•Formula is on p. 1 in ESRT
“Change in Field Value” is the difference
in what you are measuring.
Cyclic Change Non-cyclic Changes:
•Changes that repeat over and over in a •Changes that do not repeat at all or do
known period of time. not repeat in a known period of time.
•Examples are: seasons, sun motions,
moon and tides •Some examples are: Earthquakes and
•Most changes are cyclic and they are Hurricanes.
very good to use when we are trying to
make predictions
Cyclic: repeats at known intervals
21. Interfaces:
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•Changes cannot take place unless there is a flow of energy from one location, which
loses its energy, to another location, which gains the energy.
•The energy flows across a boundary where the two materials or systems meet.
•This boundary is known as the INTERFACE
Sharp Interface: Diffuse Interface:
•These interfaces are very easy to •Some interfaces are not easy to see.
locate.
•An example of an sharp interface •An example is the boundary between
is the line where a wall meets the the Atlantic Ocean and the Pacific
floor. Ocean.
22. Dynamic Equilibrium:
•Sometimes many changes take place, but often they “even” out. It is like your science
test grades: some high, some low, but they even out.
•This is called DYNAMIC EQUILIBRIUM
Pollution:
•When the amount of ANY substance,
•Our natural environment is normally in a
found ANYWHERE, becomes high
state of dynamic equilibrium, but this
enough to affect people, their
balance can be upset. It is easy to
properties, or plant or animal life.
temporarily upset this balance, especially
on a small, local scale as can happen just in
the town of Long Beach.
Unfortunately, human activities tend to
cause permanent disruptions, especially
when we pollute …
23. How to make a graph
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It's probably better to do a graph in pencil first, then in pen.
1. 1. Collect your data. After you have it all in one place, you should have one
independent variable (like time) and one dependent variable (like something you measure
as a function of time). Here are some points we will use as an example; we've measured
position of a ball as a function of time:
2. time (s) position (cm)
3. 1 3.0
4. 2 3.4
5. 3 4.8
6. 4 5.0
7. 5 5.3
8.
9. 2. Determine the range of your data. In order to determine how big a graph to
make, we need to determine how much the numbers vary. In this case, time varies from 1
to 5 seconds, and position varies from 3.0 to 5.3 cm. We have to make sure that there is
enough space on the graph to fit all the data.
10. 3.The independent variable (time, in this case) will go on the x-axis (the one
parallel to the bottom of the page), and the dependent variable (position, in this case)
will go on the y-axis (parallel to the left hand side of the page). So, draw axes that are
big enough for all the data.
11. 4. Give your graph a Title. Titles of graphs are usually "Y versus X"; so in this
case, our title is "Position versus Time." (NOT position divided by time, or position minus
time.)
12. 5. Label your graph and your axes. THIS IS VERY IMPORTANT! When
presented with your graph, other people should be able to figure out what is plotted
without asking you.
13. 6. Labels on the axes must have units! So, in this case, the label on the x axis
(the one on the bottom) should be "Time (seconds)" and the label on the y axis (the one
on the left) should be "Position (centimeters)."
14. 7.Remember to write the numbers on the graph, too. The numbers should be
evenly and logically spaced - what I mean by this is the following: for our position data
here, the y-axis should be marked off in increments like (1,2,3,4,5,6) or (2,4,6,8), NOT
(1.3, 2.6, 4.8,...) or anything else weird.
8. Plot your data. Now, go ahead and place your data points on the graph. Make
them big enough to be seen, but not big enough to look like you were eating pizza while
making your graph.
9. Draw a "line of best fit." THIS DOES NOT MEAN CONNECT THE DOTS!
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Only rarely will a graph need to have the data points connected by a jagged line. Usually,
it is best to guess at a (straight) line that goes as near as possible to as many points as
possible. (See example.) THE ORIGIN IS NOT ALWAYS INCLUDED AS A POINT! And,
sometimes there will be a LOT of scatter and it might not be clear where a line should
go. Now you're done with your graph, but you're not finished yet.
10. Think about what your graph means. What type of relationship do the
variables have?
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