SCH 4U(2023) GRADE 12 UNIVERSITY CHEMISTRY

DIGNEM

Pine Ridge Common Commitments

At Pine Ridge we are committed to inclusive, positive learning spaces. We strive to provide programming that engages all
students needs, abilities and pathways. We are committed to respectful interactions between all members of our community. In
addition, we are committed to upholding the DDSB Human Rights, Anti-Racism and Anti-Discrimination policies as well as the Safe
and Respectful Workplace policies as outlined in our Student Agenda.

Course Title: GRADE 12 UNIVERSITY Department: SCIENCE

CHEMISTRY

Course Code: SCH 4 Prerequisite: SCH 3U

School Year: 2023-2024 Teacher: Ms. Dignem

Contact Information: 905 420-1885

Course Description: This course enables students to deepen their understanding of chemistry through the study of organic chemistry,
the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems,
and electrochemistry. Students will further develop their problem-solving and investigation skills as they
investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will
be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology
on the environment.

Overall Expectations/Strands Organic Chemistry

B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course
of action to reduce the use of compounds that are harmful to human health and the environment; B2. investigate
organic compounds and organic chemical reactions, and use various methods to represent the compounds; B3.
demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each
class of organic compounds.
Structure and Properties of Matter
C1. assess the benefits to society and evaluate the environmental impact of products and technologies that apply
principles related to the structure and properties of matter; C2. investigate the molecular shapes and physical
properties of various types of matter; C3. demonstrate an understanding of atomic structure and chemical
bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic
substances.
Energy Changes and Rates of Reactions
D1. analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms
of their efficiency and their effects on the environment; D2. investigate and analyse energy changes and rates of
reaction in physical and chemical processes, and solve related problems; D3. demonstrate an understanding of
energy changes and rates of reactions.
Chemical Systems and Equilibrium
E1. analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological
systems; E2. investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve
related problems; E3. demonstrate an understanding of the concept of dynamic equilibrium and the variables
that cause shifts in the equilibrium of chemical systems.
Electrochemistry
F1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and
safety, and the environment; F2. investigate oxidation-reduction reactions using a galvanic cell, and analyse
electrochemical reactions in qualitative and quantitative terms; F3. demonstrate an understanding of the
principles of oxidation-reduction reactions and the many practical applications of electrochemistry.
.

Course Materials, Fees and Binder, paper, coloured pens and highlighters, scientific calculator & Chromebook
Requirements
 Assessment and Evaluation Values:
Test and Quizzes 40%
Conversations/Observations/Labs/Assignments 30%
Summative Assessments 30%
Attendance for summative assessments is mandatory: (a) A lab exam will be scheduled between Monday, January 8 and
Tuesday, January 23, 2024, inclusively. (b) The exam period is from January 24 to January 30, 2024.

Assessment and Evaluation:

Our school assessment and evaluation policy outlines student, parent/guardian and staff responsibilities with respect to
assessment and evaluation including our school policy on lates, absences, extended absences, mark reporting, etc. All
parents/guardians and students are expected to become familiar with these policies. This information is reviewed at the
beginning of the semester in class and students will sign off confirming that they have read and understand these policies and
procedures. This information can be found in our Student Handbook on our School Website: https://pineridgess.ddsb.ca

Learning Skills and Work Habits:

The following Learning Skills and Work Habits are evaluated regularly using a scale of Excellent(E), Good(G), Satisfactory(S) or
Needs Improvement(N): Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation
These skills are crucial to student success, not only in secondary school, but also in post-secondary pursuits such as the workplace,
college and university.

Extra Help:
Extra help is always available upon request. Extra help is also offered by Academic Resource and other school initiatives.

Additional Information
Classroom Safety: The DDSB Science Safety Procedures contract must be followed at all times.
The course material and calendar is on the Google Classroom.

Pine Ridge Assessment and Evaluation –all classes

Pine Ridge Assessment & Evaluation Contract:

All students must read, initial, and sign the following contract regarding assessment expectations or complete a form for
their teacher to acknowledge that they have read and understand the Assessment and Evaluation policies and
procedures.
• I have read the Pine Ridge assessment policy.
• I understand how my final grade will be calculated and how teachers will assess my work (I have read through
the Course Outline).
• I recognize my responsibilities to submit assigned work on time and to attend class for all quizzes and tests.
• I will communicate my absences to the teacher ahead of time.
• I understand the potential consequences for failing to meet these expectations.
• I will uphold academic integrity throughout the course.
• I will communicate with my teacher if I need help or am struggling with any of the assigned tasks
• I understand that there will be consequences for academic misconduct.

Student Signature : ___________________________________ Date : ___________________

UNIT 1: STRUCTURE & PROPERTIES OF MATTER ( Chapters: 3 & 4) ~ 16 classes
BIG IDEAS Key terms/concepts associated with section
3.1 Nuclear Model of Atom Dalton, Thomson, Bohr, Rutherford, EM spectrum, emission/line spectrum
3.2 Quantum Mechanical Model of Atom Quantum numbers (orbit/shape/spin/magnetic)
3.3 Electron Configuration & Periodic Table Electron configuration/orbital diagrams, Hund’s rule, s, p, d, f block of PT, atomic radii,
ionization energy, electron affinity
4.1 Models of Chemical Bonding EN, metals, bonding-ionic, covalent, hybrid orbitals
4.2 Shapes, Intermolecular Forces & Properties of Lewis structures, octet, drawing molecules, VSEPR, predicting shapes of molecules,
molecule shapes and polarity, dipoles
Molecules

UNIT 2: ORGANIC CHEMISTRY ( Chapters: 1 & 2) ~ 16 classes

BIG IDEAS Key terms/concepts associated with section
1.1 Introduction Organic Chemistry Inorganic/organic chemistry, isomers, diagrams, models
1.2 Hydrocarbons alkanes, alkenes, alkynes, aromatic, cyclic hydrocarbons
1.3 Hydrocarbon Derivatives alcohols, haloalkanes, aldehydes, ketones, carboxylic acid, esters, ethers, amines,
amides
2.1 Types Organic Reactions addition, substitution, elimination, condensation, hydrolysis, esterification, oxidation,
reduction, combustion
2.2 Polymer Equations Polymers, monomers, polymerization, plastics, industry

UNIT 3: QUANTITIES IN CHEMICAL REACTIONS ( Chapters: 5 & 6) ~ 16 classes

BIG IDEAS Key terms/concepts associated with section
5.1 Nature of Energy & Heat Heat, Q=mcT, thermodynamics, enthalpy, enthalphy of solution
5.2 Thermodynamic Equations & Calorimetry Enthalpy diagrams, calculating enthalpy, calorimetry,
5.3 Hess’s Law Enthalpy changes, calculations, enthalpy of formation,
5.4 Energy Efficiency & Energy Resources %efficiency calculations, energy sources
6.1 Chemical Reaction Rates Rate equation, average/instantaneous rate, calculating rates in reactions,
6.2 Collision Theory & Factors Affecting Rates of Effective collisions, potential energy diagrams, activation energy, factors, catalysts
Reaction
6.3 Reaction Rates & Reaction Mechanisms 1st 2nd order reactions, rate calculations

UNIT 4: CHEMICAL SYSTEMS AND EQUILIBRIUM ( Chapters: 7 & 8) ~ 16 classes

BIG IDEAS Key terms/concepts associated with section
7.1 Chemical Systems in Balance Reversable reactions, equilibrium, constants, calculations, hetero/homogenous systems
7.2 Effects of External Changes in Equilibrium Le Châtelier principle, changing systems at equilibrium
7.3 Calculating Equilibrium Constants Keq and others, calculations, ICE tables, reaction quotients Qeq and others
7.4 Applications of Equilibrium Systems Diving, CO poisoning, industry examples
8.1 Acid-Base Equilibrium Acid/base, dissociation, hydronium, hydroxide, ionization, conjugate acid/base, pH, pOH
8.2 Acid-Base Strength & Acid dissociation Strong/weak acid/base, acid dissociation constant Ka, polyprotic acids, calculations
8.3 Base Ionization Base ionization constant Kb, calculating base pH
8.4 Salts, Buffers, Titration & Solubility Hydrolysis, salts, acid/base solutions, titration, calculations, precipitate,

UNIT 5: ELECTROCHEMISTRY ( Chapters: 9 & 10) ~ 16 classes

BIG IDEAS Key terms/concepts associated with section
9.1 Oxidation & Reduction Oxidation, reduction, Redox, reducing/oxidizing agent,
9.2 Reduction Reactions Involving Ionic Compounds Half reactions, balancing equations (electrons, ions…)
9.3 Reduction Reactions Involving Molecular Oxidation numbers, redox recations
Compounds
10.1 Galvanic Cells Circuit, galvanic cell, salt bridge, cathode/anode, net ionic equation, cell potential calc.
10.2 Application Galvanic Cells Battery, primary/secondary cells, fuel cells
10.3 Driving Non-spontaneous Reactions Electrolytic cell, galvanic cell, standard cell potential calculation,
Pine Ridge Secondary School Science Department

SUMMARY OF THE ASSESSMENT AND EVALUATION POLICY (SEPTEMBER 2015)

Second chance assessment opportunities will almost always be made available to students who have earned a failing grade, have not submitted work by the
absolute deadline or have been given a zero on the work due to skipping or cheating. If the student demonstrates at least Level 1 achievement on the second
attempt, the student will receive a passing grade, i.e., 50%. Second chance assessment opportunities are not offered for formative daily assessments.

MISSED WORK - NO LEGITIMATE REASON, NO NOTE

Formative Daily Assignments
(Question/Assignment/Quiz/HW,-due Long-term or Major Assignments Labs Major Quizzes/Tests
period assigned or next period)
NM entered for absences for up to 25% Second chance available after NM for practical mark Opportunity to rewrite with maximum
of total assignments absolute deadline. of 50% on rewrite
Zero normally assigned for assignments Maximum of 50% on second chance Second chance available for lab Students who skip a test will be sent
missed in excess of 25% of total. assignment report after absolute deadline to the office.
Marks entered only in Communication Absolute deadline is almost always Maximum of 50% on second Consequences for skipping a class may
Category, but must be completed in full, the time at which work is returned chance lab report also include a meeting with parents,
with best effort, and according to to class. detentions and suspension
instructions.

MISSED WORK - LEGITIMATE REASON CONFIRMED BY PARENT, DOCTOR OR VP’S NOTE ON FIRST DAY BACK AFTER ABSENCE
• Notes are to be provided well before a student’s absence for scheduled events or, for emergencies, on the first day back after the student’s absence.
• Major tests and quizzes not subject to 50% maximum
• For Major Assignments and Labs, the 50% maximum still applies unless it was impossible for the student to have the work turned in between the due date
and the absolute deadline.

CREDIT COMPLETION AND COURSE FAILURES

Students who have a mark from 40% - 49% in a science course after the exam may be given the opportunity to earn a 50%, on the scheduled credit completion
day or on their own time over several days, subject to a deadline established by the teacher. Credit completion consists of a final chance to redo one or two
major assignments or a test as determined by the teacher. Participating in credit completion does not guarantee a pass.

THE FULL SCIENCE DEPARTMENT ASSESSMENT AND EVALUATION POLICY IS POSTED IN EACH SCIENCE CLASSROOM AND AVAILABLE TO PARENTS AND
STUDENTS UPON REQUEST.
_______________________________ _______________________________
Student Signature Parent/Guardian Signature
SCH 4U CHEMISTRY SAFETY: MAP OF THE SCIENCE CLASSROOM NAME:
DIGNEM

ON THE MAP BELOW, LOCATE THE FOLLOWING ITEMS, AND CREATE A LEGEND OF SOMR SORT TO DESCRIBE WHAT
EACH IS AND HOW/WHAT IT IS USED FOR: eyewash station, shower, fire extinguisher(s) [water and chemical], first aid
kit, fire blanket, automatic power shutoff, glass disposal box, mini dustpan and broom, all the doors….

QUESTIONS TO THINK ABOUT:

1. Why does a science classroom have more than one door?

2. Read the yellow fire safety signs. What are the instructions?

3. What is the first thing you should do if an accident occurs during a lab?
 4. What does the expression: “we are only as safe as the least safe person” mean?
SCH 4U SAFETY CONTRACT

STUDENT LABORATORY SAFETY RULES AGREEMENT

Standards of Conduct in the Science Laboratory

1. Conduct yourself in a responsible manner at all times in the laboratory. Horseplay, throwing items and pranks are prohibited.
2. Always prepare for an experiment by reading the instructions and safety precautions ahead of time. All verbal and written instructions are to be followed.
3. Do not touch any equipment, chemicals or supplies in the laboratory unless you have been instructed to do so.
4. Eating, drinking, chewing gum, application of cosmetics, manipulation of contact lenses is unsafe and are not permitted in the laboratory.
5. Never work in the laboratory unless the instructor is present. Entering chemical storage areas is prohibited.
6. Never operate or use any equipment without instructions from your teacher.
7. Unauthorized experiments are not permitted.

Standards of Housekeeping
1. Observe good housekeeping practices.
2. Backpacks, books and coats are not permitted at the lab benches.
3. Work areas should be kept uncluttered, clean and tidy at all times.
4. All equipment, chemicals and supplies must be put away and the counters cleaned at the end of the laboratory period.
5. Immediately clean up any small spills.
6. Dispose of all waste materials only as instructed by the teacher.

Personal Safety
1. Approved eye protection must be worn at all times in the laboratory wherever chemicals, glassware and heat are used.
2. Report any accident, injury or spill at once, no matter how trivial they may seem.
3. Appropriate dress for the laboratory include
• Clothing which covers and protects your torso, legs and upper arms.
• Avoiding loose and baggy clothing
• Shoes that cover and protect your feet
• Loose or dangly jewelry
• Tying back long hair
4. Know the location and how to use all safety equipment in the science laboratory.
5. Wash hands with soap and water after handling chemicals, organisms, plants or dissection materials.

Date: _______________________________________________

Student Signmature ______________________________________

Parent Signature ____________________________________________

SCH 4U WHMIS AND HHPS SAFETY SYMBOLS
DIGNEM

The Workplace Hazardous Materials Information System (WHMIS) is Canada’s national hazard communication standard. The key
elements of the system are cautionary labeling on containers of WHMIS “controlled products”, the provision of material safety data
sheets (MSDSs) and worker education and training programs. The WHMIS system groups hazardous materials into six classes or
categories based on the type of hazard they represent. These materials are also called controlled products. Each category has its
own hazard symbol and it is important that the student or worker be able to recognize these.

A - COMPRESSED GAS
A compressed gas is a material which is a gas at normal room temperature (20 °C) and pressure but is packaged as
a pressured gas, dissolved gas or gas liquefied by compression or refrigeration. The hazard from these materials,
aside from their chemical nature, arises from sudden loss of integrity of the container. A compressed gas cylinder is
usually quite heavy and when ruptured can become a projectile with the potential to cause significant damage.

Acetylene and oxygen are examples of compressed gases.

B - FLAMMABLE AND COMBUSTIBLE MATERIAL

Flammable or combustible materials will ignite and continue to burn if exposed to a flame or source of ignition.

Methane, acetone, aniline, and lithium hydride are examples of flammable materials.

C - OXIDIZING MATERIAL
An oxidizing material may or may not burn itself, but will release oxygen or another oxidizing substance, and
thereby causes or contributes to the combustion of another material.

Ozone, chlorine, and nitrogen dioxide are oxidizing materials. These chemicals will support a fire and are highly
reactive.

D - POISONOUS AND INFECTIOUS MATERIAL

D1- Materials Causing Immediate and Serious Toxic Effects

These materials may be classified as toxic or very toxic based on information such as LD50 or LC50. (Lethal
dose/concentration that would kill 50% of the population)
Examples: Styrene and hydrogen cyanide are very toxic substances.

D2 - Materials Causing Other Toxic Effects

A pure substance or mixture that may be any one of the following: a carcinogen, reproductive toxin, respiratory
tract sensitizer, irritant or chronic toxic hazard.
Examples: Asbestos causes cancer, ammonia is an irritant.

D3 – Biohazardous Infectious Material

This classification includes any organisms and the toxins produced by these organisms that have been shown
to cause disease or are believed to cause disease in either humans or animals. For example, a blood sample
containing the Hepatitis B virus is a biohazardous infectious material. It may cause hepatitis in persons
exposed to it.
E - CORROSIVE MATERIAL
Corrosive materials can corrode metals or cause permanent damage to human tissues such as the skin and
eyes on contact. Burning, scarring, and blindness may result from skin or eye contact. Corrosive materials
may also cause metal containers or structural materials to become weak and eventually to leak or collapse.

Ammonia, fluorine, and hydrochloric acid are examples of corrosive substances.

F - DANGEROUSLY REACTIVE MATERIAL

Dangerously reactive materials may undergo vigorous polymerization, decomposition or condensation
reactions. They may react violently under conditions of shock or an increase in pressure or temperature.
They may also react vigorously with water to release a toxic gas. Ozone, hydrazine, and benzoyl peroxide
are examples of dangerously reactive materials.

HHPS HAZARDOUS HOUSEHOLD PRODUCTS SYMBOLS

Many products, ranging from household cleaners to spray paints, are labelled with Hazardous Products Symbols (HHPS). These
symbols are shown BELOW

You may have noticed these symbols on products used at home in the laundry
room or garden.
Each hazard symbol provides two kinds of warnings:
• whether the hazard is the container or its contents, shown by the shape of the border
• the type of hazard—explosive, corrosive, flammable, or poisonous—shown by an image at the centre of the symbol

TAKE A LOOK AT THESE NEXT 6 SCENARIOS. IDENTIFY AREAS OF RISK AND THREATS OF SAFETY TO THE CLASS. LET’S
DISCUSS THIS WHEN YOU ARE DONE.
SCH 4U CHEMISTRY LOCKER EQUIPMENT LIST
 SCH4U - Bunsen Burner Use and Safety
Using a Bunsen burner

• Tie any long hair to the back to avoid it catching fire.

• Make sure your clothing does not get in the way of the flame and don’t lean over a flame when lighting
it or reaching other apparatus
• Wear eye protection
• Place the Bunsen burner on a heat-resistant surface 30 to 40 cm from the edge of the bench.
• Do not allow solids to drop in the Bunsen burner to clog the gas jet or the collar at the top of the
chimney.
• Make sure the air hole and gas valve on the Bunsen burner are closed
• Attach the gas tubing to the gas tap.
• Practice using the spark lighter upside-down over the Bunsen burner and keep it on hand after you
master the technique. You might have to use two hands on the spark lighter..
• Open the gas valve on the Bunsen burner one quarter turn (your thumb on the valve should rotate one
quarter turn).
• Turn on the gas tap.
• Keeping your head well away from the Bunsen burner, place the spark lighter inverted over the Bunsen
burner and light the escaping gas. Try three times. If you do not succeed turn off the Bunsen burner at
the valve. Call the teacher. Wait for the unburnt gas to clear from the vicinity. Try again under
teacher supervision.
• Never leave the Bunsen burner unattended.

When you have finished:

• Make sure the air is closed and the flame is yellow

• Switch the gas off at the tap on the bench and wait until the gas stops burning. The flame will
become very small before it goes out completely.
• Do not touch the hot chimney of the Bunsen burner.
• Remove the tubing by putting your fingers on the tubing around the gas tap nozzle and pulling.
Don’t pull the tubing off by stretching it.
SCH 4U SCIENCE VS. PSEUDOSCIENCE
DIGNEM

It is important to make the distinction between what is Science and what is Pseudoscience. And this is so important
given the time we live in during this pandemic.
As you are learning Science in high school and starting to really understand the Scientific Method of:

• asking questions,
• developing a hypothesis,
• planning a way to test that hypothesis,
• gather data,
• analyze the data,
• then form conclusions and summaries

it is important to make this distinction clear between Science and Pseudoscience.

Science Pseudoscience
• looks for evidence to prove itself false • looks for evidence to support its claims
• seeks ‘falsifications’ • seeks ‘confirmations’
• will make claims that can be proven false • will make claims that can fit with any
(where you could establish what outcomes imaginable set of observable outcomes (so
would be impossible if the claim were true) you could do a test to show a scientific claim
• will give you a logical explanation for things you is false, but there is no test (conceivably) that
observe prove a pseudo-scientific claim to be false
• you can test Science • you cannot test Pseudoscience
• has been peer reviewed • has not been peer reviewed
• is driven by evidence • is driven by social, cultural or economical
• Science experiments CAN: test a hypothesis, forces
verify results, and replicate the study to keep • Pseudoscience experiments CAN NOT: test a
getting the same results (over and over again). hypothesis, verify results and replicate the
• Science is non-biased study to keep getting the same results (over
• Science ‘wants to be’ questioned, analyzed, and over again—it would get different results
criticized and scrutinized in detail each time).
• Values knowledge over belief • Often pseudoscience is biased and is driven by
ulterior motives
• Pseudoscience ‘does NOT want to be’
questioned, analyzed, criticized and
scrutinized in detail
• Values belief over knowledge

If you would like to read more about this topic, you could begin with this academic article that describes in greater
detail the difference between the two.

**remember to always check your source of information. Books, academic journals, university press is often the
safest place to get accurate science.
https://blogs.scientificamerican.com/doing-good-science/drawing-the-line-between-science-and-pseudo-science/#

TIME TO REFLECT YOURSELF…

1. Can you think of an example of each: Science and Pseudoscience that you have read/heard lately? How are you
able to determine which is which? Share your thoughts with your classmates.
SCH 4U QUANTITAIVE VS. QUALITATIVE DATA IN SCIENCES
DIGNEM

In Science and Research data that is gathered can be classified into two categories: quantitative or qualitative.

QUANTITATIVE Is numerical in how it describes something, and it can either be counted or measured. E.g. The
piece of zinc had a mass of 3.2 g, or there are eight planets in the solar system.
QUALITATIVE Is descriptive in how it describes something, and it relies on words and observations alone. E.g. the
potassium is a solid metal, or the chemical reaction gave off heat and light.

YOUR TURN..

Classify the following statements as being either quantitative or qualitative.

1. The diameter of the Earth is 12,756 km.
2. Aqueous copper sulphate is a blue clear solution.
3. The apple was sour.
4. The distance between the Earth and the Sun is 150,000,000 km.
5. At a temperature of 100 °C water boils.
6. A solid precipitate material formed after mixing two liquid solutions.
7. Light that is shifted towards the red end of the spectrum means the object is moving away from you.
8. The solid metal had a metallic lustre.
9. The parallel circuit had three different pathways with three different bulbs and switches.
10. There are four spheres in the study of ecology.
SCH 4U HOW TO DO CALCULATIONS IN SCIENCE USING ‘GRASP’ METHOD.
DIGNEM

Whenever you do any calculation in Science class; whether it be a density calculation, a resistance calculation,
or percent efficiency calculation, you need to follow the GRASP method.

G = GIVEN
R = REQUIRED
A = ANALYSIS
S = SUBSTITUTE AND SOLVE
P = PARAPHRASE

GIVEN What information are you given in the question? List everything and include units.
REQUIRED What are you being asked to find/solve? List the item and include units.
ANALYSIS Use the equation and show re-arranging if necessary.
SUBSTITUTE AND Substitute your given variables with their units into the equation, then solve the
SOLVE equation, and be sure you show cancelling or combining of units (or whichever may
be the case).
PARAPHRASE This is the ‘therefore’ sentence using ∴

LET’S DO ONE TOGETHER…

Let’s do a density calculation question together D=m/V equation.

1. What is the density of the clay brick, if it has a mass of 886 g, and it has the following dimensions: 8 cm
x 12 cm x 5 cm? Be sure you use GRASP and show all your work, units and substitutions.

G: m = 886 g, volume dimensions 8 cm x 12 cm x 5 cm (Ha! An extra step!)

R: find density (D) g/cm3
A: We use the equation D = m/V **but first need to find the Volume (given the dimensions)
V=LxWxH
S: V=LxWxH
V = 8 cm x 12 cm x 5 cm
V = 480 cm3
Now we can do the density calculation…
D = m/V
D = 886 g/480 cm3
D = 1.85 g/cm3
P: ∴ the density of the clay brick is 1.85 g/cm3
YOUR TURN…
1. What is the density of the cube of lead, if it has a mass of 38 g, and it has the following dimensions: 1.2
cm x 1.2 cm x 1.2 cm? Be sure you use GRASP and show all your work, units and substitutions.
SCH 4U CONVERSION CALCULATIONS
DIGNEM

!!!!!Remember for every ‘step’ you go up/down, it is a multiple of ten. E.g. if you go up two steps, you don’t multiply by 20, you multiply be 100 (as its 10 x 10).

PRACTICE with converting the following. Show the calculation you did beside your work.

14 L = _____________mL 2.99 g = _____________mg 14 hg = _____________cg 1 g = _____________kg

2.2 dag =
0.23 kg = ____________mg 7 mg = _____________g 564 kg = _____________g
_____________dg
SCH 4U SCIENTIFIC NOTATION
DIGNEM

QUICK RECALL…

SCIENTIFIC NOTATION
A number is expressed in scientific notation if it is the product of two factors and the first factor is a number greater
than or equal to 1 but less than 10 and the second factor is a power of 10.

Changing from Scientific Notation to Ordinary Numbers

If the exponent is a POSITIVE number, move the decimal place to the RIGHT the number of times indicated by the
exponent.
E.g. 4.7 x 102 is 470
If the exponent is a NEGATIVE number, move the decimal place to the LEFT the number of times indicated by the
exponent.
E.g. 2.8 X 10-2 is 0.028

Changing Ordinary Numbers to Scientific Notation

If the number is GREATER than 0, place the decimal to the right of the first number. Count from the new decimal
place to the old decimal place to determine the exponent of 10. Because you moved to the LEFT, the exponent is
POSITIVE.
E.g. 285 is 2.85 x 102
If the number is LESS than 0, place the decimal to the right of the first number. Count from the new decimal place to
the old decimal place to determine the exponent of 10. Because you moved to the RIGHT, the exponent is NEGATIVE.
E.g. 0.007 is 7 x 10-3
Source: http://www.yorktech.com/department/tutor/Scaned%20Handouts/Scientific%20Notation.bmp

RULES FOR ADDING AND SUBTRACTING SCIENTIFIC NOTATION

When adding or subtracting in scientific notation, you must express the numbers as the same power of 10. This will
often involve changing the decimal place of the coefficient. In order to add or subtract scientific notation, the exponent
needs to be the same.

Eg. 1.4 x 103 + 2.3 x 103 Express your answer in scientific notation.
SOLUTION → 1.4 x 103 + 2.3 x 103
3
= (1.4 + 2.3) x 10 *Notice you keep the base 10 and exponent 3, and you simply
= 3.7 x 103 add the two whole numbers (1.4 and the 2.3)

Eg. 3.8 x 105 - 1.1 x 104 Express your answer in scientific notation.
SOLUTION → 3.8 x 105 - 1.1 x 104 Notice here you have two different exponents. Make them both
the same; either raise the 4 to 5, or decrease the 5 to 4.
= 3.8 x 105 - 0.11 x 105 Here I chose to raise the 4 to 5. And since I raised the exponent,
= (3.8 – 0.11) x 105 That means the decimal place goes to the left. Inverse also true.
= 3.69 x 105 *Notice you keep the base 10 and exponent 5, and you simply
subtract the two whole numbers (3.8 and the 0.11)

RULES FOR MULTIPLYING AND DIVIDING SCIENTIFIC NOTATION

When multiplying or dividing in scientific notation, the numbers do not need to be expressed as the same power of 10.
For multiplying scientific notation, you must ADD the exponents together (after multiplying the whole numbers). For
dividing scientific notation, you must SUBTRACT the exponents from each other: denominator exponent from numerator
exponent (after dividing the whole numbers).

Eg. 4.2 x 104 x 2.0 x 102

SOLUTION → =(4.2 x 2.0) 104 + 2 Here the exponents get added (4 + 2 =6) and then you multiply
= 8.4 x 106 the whole numbers 4.2 x 2.0

Eg. 6.5 x 1015 ÷ 1.3 x 109

SOLUTION → =(6.5 ÷ 1.3) 1015 - 9 Here the exponents get subtracted (15-9 =6) and then you divide
= 5.0 x 106 the whole numbers 6.5 ÷ 1.3

HOPEFULLY THIS HELPS WITH YOUR CALCULATOR...

Using exponents on your calculator- use the special “EE” or “EXP” key!
You should have a scientific calculator that makes it easier to perform calculations with exponents. In order to do this, you use a special key
labeled “EE” (for most TI calculators this is the 2nd function of the “,”) or “EXP”. This one key means “x 10 raised to the power” or “x 10 ^” Always
use the EE or EXP key to enter a number in scientific notation! Never use the x 10 ^ keys to do scientific notation!
Thus, to enter 3 x 105 into the calculator (3 x 10 raised to the power 5) on a TI you would press only 4 keys: “3” “2nd” “EE” “5”. On other
calculators you may need only 3 keys!: “3” “EXP” “5”.

YOUR TURN AGAIN ...

Solve the following practice questions.

2.56 x 103 + 6.964 x 103 2.18 x 10-8 x 3.2 x 10-5 2.0 x 1029 – 1.2 x 1031 480 x 10-2 x 3 x 105

1.5 x 1010 ÷ 1.3 x 102 8.9 x 109 – 9.8 x 105 5.67 x 1021 + 4.82 x 1019 1.21 x 105 – 1.22 x 106

2.31 x 105 – 29.8 x 103 4.32 x 10-8 ÷ 1.3 x 10-9 4.2 x 10-2 x 3.1 x 105 3.7 x 108 ÷ 4.3 x 109

Express the following in either scientific notation or standard form.

a) 780, 000 b) 0.00055 c) 0.012345

d) 9.64 x 103 e) 4 x 103 f) 8.77 x 10-3

SCH 4U SIGNIFICANT DIGITS
DIGNEM

SOURCE: https://www.physics.uoguelph.ca/tutorials/sig_fig/SIG_dig.htm
The number of significant digits in an answer to a calculation will depend on the number of significant digits in
the given data, as discussed in the rules below. Approximate calculations (order-of-magnitude estimates)
always result in answers with only one or two significant digits.
When are Digits Significant?
Non-zero digits are always significant. Thus, 22 has two significant digits, and 22.3 has three significant digits.
With zeroes, the situation is more complicated:
a. Zeroes placed before other digits are not significant; 0.046 has two significant digits.
b. Zeroes placed between other digits are always significant; 4009 kg has four significant digits.
c. Zeroes placed after other digits but behind a decimal point are significant; 7.90 has three significant
digits.
d. Zeroes at the end of a number are significant only if they are behind a decimal point as in (c).
Otherwise, it is impossible to tell if they are significant. For example, in the number 8200, it is not clear
if the zeroes are significant or not. The number of significant digits in 8200 is at least two, but could be
three or four. To avoid uncertainty, use scientific notation to place significant zeroes behind a decimal
point:
8.200 x 103 has four significant digits
8.20 x 103 has three significant digits
8.2 x 103 has two significant digits
Significant Digits in Multiplication, Division, Trig. functions, etc.
In a calculation involving multiplication, division, trigonometric functions, etc., the number of significant digits
in an answer should equal the least number of significant digits in any one of the numbers being multiplied,
divided etc.
Thus in evaluating sin(kx), where k = 0.097 m-1 (two significant digits) and x = 4.73 m (three significant digits),
the answer should have two significant digits.
Note that whole numbers have essentially an unlimited number of significant digits. As an example, if a hair
dryer uses 1.2 kW of power, then 2 identical hairdryers use 2.4 kW:
1.2 kW {2 sig. dig.} x 2 {unlimited sig. dig.} = 2.4 kW {2 sig. dig.}

Significant Digits in Addition and Subtraction

When quantities are being added or subtracted, the number of decimal places (not significant digits) in the
answer should be the same as the least number of decimal places in any of the numbers being added or
subtracted.
Example:
5.67 J (two decimal places)
1.1 J (one decimal place)
+0.9378 J (four decimal place)
7.7 J (one decimal place)

Keep One Extra Digit in Intermediate Answers

When doing multi-step calculations, keep at least one more significant digit in intermediate results than
needed in your final answer.
For instance, if a final answer requires two significant digits, then carry at least three significant digits in
calculations. If you round-off all your intermediate answers to only two digits, you are discarding the
information contained in the third digit, and as a result the second digit in your final answer might be
incorrect. (This phenomenon is known as "round-off error.")
The Two Greatest Sins Regarding Significant Digits
1. Writing more digits in an answer (intermediate or final) than justified by the number of digits in the
data.
2. Rounding-off, say, to two digits in an intermediate answer, and then writing three digits in the final
answer.

YOUR TURN…
COUNT HOW MANY SIGNIFICANT DIGITS EACH OF THE FOLLOWING HAVE. AND BESIDE WRITE ‘WHY’.

967 54 000 45.908 9

5 000 000 000 16 222 3.00

0.023 780.000 670 000 0.50

CALCULATE THE FOLLOWING QUESTIONS AND USE THE CORRECT NUMBER OF SIGNIFICANT DIGITS.

5.86 x 0.03275 = 865.32 / 43.21 = 523 + 4.5 =

547.32 – 76.6 = 955 - 2.5 = 49.6 / 5.82 =

NOW TRY THESE:

1. ab/c = ?, where a = 483 J, b 2. x + y + z = ?, where x = 3. m - n - p = ?, where m =
= 73.67 J, and c = 15.67 48.1, y = 77, and z = 65.789 25.6, n = 21.1, and p = 2.43

Watch Bozeman Science on SIG DIG: http://www.bozemanscience.com/significant-digits 11:19