Measurements
&
Problem Solving
Announcements
No Lecture on Monday (Labor Day)
Lecture will resume on Wednesday
No Lab for either section next week.
Make sure you complete the lab safety and lab equipment quizzes.
If you do not pass the lab safety quiz you cannot continue forward with this
class.
Worksheets are posted on Canvas for Chapter 2.
Problem set to follow at the end of the week.
Quiz 1 will be in class next Wednesday
Covers the syllabus and chapter 1 material.
Study the slides for chapter 1 material.
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2.2 – Scientific Notation
Scientific Notation is used to write very large or very small numbers efficiently.
Scientists and engineers often deal with numbers that are so large or small that it is impractical
to work with them in their standard notation.
For example:
The speed of light is 299,792,458 meters per second.
The mass of the sun is ~4,000,000,000,000,000,000,000,000,000,000 lbs
A single drop of water is made up of ~1,670,000,000,000,000,000,000
A single molecule of oxygen is .000000000316 meters (or 0.0000000012441 inches)
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2.2 – Scientific Notation
Scientific Notation is used to write very large or very small numbers efficiently.
When writing scientific notation there are TWO parts…
1) Decimal Part… — must be a SINGLE digit number, from 1 up to 9…
2) Exponent Part… — this is where we see the magnitude of the number, it is 10 raised
to an exponent, n.
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2.2 – Scientific Notation
When n is positive it means that the decimal is multiplied by 10 and the number is
very large.
When n is negative it means that the decimal is divided by 10 and the number is
very small.
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2.2 – Scientific Notation
There are two steps to writing values using scientific notation:
1) Move the decimal to get a single digit number… between 1 and 9…
2) 2) To the number from step 1, add To find n… use the number of places you moved the decimal
point…
— If the decimal is moved to the LEFT then n is POSITIVE
— If the decimal is moved to the RIGHT then n is NEGATIVE
Example ‣ Write the following in scientific notation: 5983.
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2.2 – Scientific Notation
We can also go from scientific notation back to decimal notation…
1. We need to figure out how many decimal places the decimal was moved to get it into scientific
notation…
— If the exponent is POSITIVE that means that it was moved to the left to get it into scientific
notation…so we need to undo that by moving the decimal to the RIGHT!
— If the exponent is NEGATIVE that means that it was moved to the right to get it into scientific
notation… so we need to undo that by moving the decimal to the LEFT!
2. Move your decimal as many places to the left or right that are needed. Fill in any blank spots with zero’s
as needed
Example ‣ Write the following in decimal notation: 4.2 𝑥 10−4
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2.2 – Scientific Notation
Additional Examples:
Write the following numbers into scientific notation:
a) 830
b) 0.94862
c) 0.00000004515
d) 5930000
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2.2 – Scientific Notation
Additional Examples:
Write the following numbers into decimal notation:
a) 9.45 x 10-7
b) 1.21 x 103
c) 1.1 x 104
d) 5.67 x 10-3
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2.2 – Significant Figures
Significant Figures (sig figs) are very important to all STEM disciplines…
— As scientists, we have a standard way to report measured quantities that gives insight as to the
uncertainty of values.
Numbers are written so that the uncertainty is indicated in the LAST digit
So, all digits of the value are certain… except for the last one.
i.e. 45.872
The number of digits reported is dependent on the measuring device…
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2.2 – Significant Figures
The number of digits reported is dependent on the measuring device…
The last digit is estimated
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2.3 – Counting Significant Figures
Significant Figures are non-place holding digits and they are significant in telling us not only the value of a number
but also the uncertainty/accuracy.
To determine the number of significant figures; we follow these rules:
1. All non-zero digits are significant
2. Zeroes between nonzero digits are significant
3. Zeroes to the left of the first nonzero digits; zeroes that only indicate the position of the decimal point.
Also known as “leading zeros.”
4. Zeroes that appear after all nonzero digits are called trailing zeros. A number with trailing zeros that
lacks a decimal point may or may not be significant. Use scientific notation to indicate the appropriate
number of significant figures.
5. Trailing zeroes in a number with a decimal point are significant. This is true whether the zeroes occur
before or after the decimal point.
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2.3 – Counting Significant Figures
Rule #1- All non-zero digits are significant
237 has three significant figures.
1.897 has four significant figures.
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2.3 – Counting Significant Figures
Rule #2- Zeroes between nonzero digits are significant
39,004 has five significant figures.
5.02 has three significant figures.
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2.3 – Counting Significant Figures
Rule #3- Zeroes to the left of the first nonzero digits; zeroes that only indicate the
position of the decimal point. Also known as “leading zeros.”
0.008 has one significant figure.
0.000416 has three significant figures.
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2.3 – Counting Significant Figures
Rule #4- Zeroes that appear after all nonzero digits are called trailing zeros.
A number with trailing zeros that lacks a decimal point may or may not be significant.
Use scientific notation to indicate the appropriate number of significant figures.
1400 is ambiguous.
1.4×103 has two significant figures.
1.40×103 three significant figures.
1.400×103 has four significant figures.
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2.3 – Counting Significant Figures
Rule #5- Trailing zeros in a number with a decimal point are significant. This is true
whether the zeros occur before or after the decimal point.
620.0 has four significant figures.
19.000 has five significant figures.
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2.3 – Counting Significant Figures
Examples: State the number of sig figs for each number below.
a) 1.30 x 104
b) 0.000156
c) 147.0372
d) 4970
e) 792.00
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2.3 – Counting Significant Figures
Examples: State the number of sig figs for each number below.
a) 1.30 x 104
b) 0.000156
c) 147.0372
d) 4970
e) 792.00
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2.4 – Significant Figures in Calculations
When using measured quantities in calculations - we need to reflect the precision of
those values. We have the following rules to follow.
Rounding
To round to the correct number of significant figures…
If the last (leftmost) digit is 4 or LESS… we round DOWN.
ex: 2.33
If the last (leftmost) digit is 5 or MORE… we round U
ex: 5.19
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2.4 – Significant Figures in Calculations
Multiplication & Division
The answer you obtain after multiplying or dividing numbers is the one with the
fewest number of significant figures.
ex: 10.02 x 0.0302 x 2.40 =
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2.4 – Significant Figures in Calculations
Addition & Subtraction
The answer you obtain for addition and subtraction is one that will have the
same number of decimals as the value with the fewest decimal places
ex: 1.2 + 4.41
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2.4 – Significant Figures in Calculations
When dealing with calculations that require both addition/subtraction and
multiplication/division follow the order of operations and follow the rules for finding
the correct number of sig figs.
(3.489) x (5.67 – 2.3)
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2.5 – Basic Units of Measure
• There are two common unit systems:
• English/Imperial - mainly used in the United States
• inches, yards, pounds ℉
• Metric - used by most of the rest of the world
• meters, kilometers, kilograms, ℃
• The metric system is also most convenient for scientists and it is the basis of the International
System of units (also known as SI units)
• These are the standardized units that are generally used across all scientific disciplines.
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2.5 – Basic Units of Measure
• Table 2.1 shows a few common SI base units.
• Each of these base units has been precisely defined!
• A meter is the distance that light travels In 1/299,792,458 seconds (length)
• A kilogram is the mass of a physical block and is kept in France (mass)
• A second is defined using a radioactive atomic standard
• We are all pretty familiar with length, time and temperature*… but what about mass?
• Mass is the measurement of the quantity of matter within it.
• Mass is different from the weight of an object.
• The weight of an object is the measure of the gravitational pull on an object.
* We will cover temperature in chapter 3 25
2.5 – Basic Units of Measure
Prefix Multipliers are used by the SI system. They change the value of a unit by powers of 10.
Prefix multipliers allow us to express a wide range of measurements while keeping things efficient.
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2.5 – Basic Units of Measure
The most commonly used multipliers are highlighted below. These will be some of the few things
you will be expected to have memorized
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2.5 – Basic Units of Measurement
Derived Units are formed from other units. Many derived units are used for volume.
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2.6 – Problem Solving and Unit Conversions
• Units are CRITICAL to calculations and problem solving.
• This is one of the core skills you are expected to take away from this
class.
TIPS:
1. Always write every number with its associated unit!
2. Always include units in your calculations, dividing them and
multiplying them as you go through the problem, as if they were
algebraic quantities.
3. Your units should make logical sense. Don’t drop units off or
make any up.
• To convert units from one to the other we will need to employ
conversion factors
Hint: We will use Table 2.2 and 2.3 to get conversion factors!
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2.6 – Problem Solving and Unit Conversions
We will rarely be able to calculate values without having to convert units along the way.
Many of the calculations we do will involve dimensional analysis.
Dimensional analysis is the conversion between an amount in one unit to the corresponding amount
in a desired unit using various conversion factors.
This is quite possibly the most valuable tool we will learn this semester.
No simple formula applies to every problem, yet you can learn problem-solving strategies
and begin to develop some chemical intuition.
Many of the problems can be thought of as unit conversion problems, in which you are
given one or more quantities and asked to convert them into different units.
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2.6 – Problem Solving and Unit Conversions
We will rarely be able to calculate values without having to convert units along the
way. Many of the calculations we do will involve dimensional analysis.
Dimensional analysis is the conversion between an amount in one unit to the corresponding
amount in a desired unit using various conversion factors.
Units are multiplied, divided, and canceled like any other algebraic quantities.
Using units as a guide to solving problems is called dimensional analysis.
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2.6 – Problem Solving and Unit Conversions
When using dimensional analysis remember:
Always write every number with its associated unit.
Always include units in your calculations, dividing them and multiplying them as if
they were algebraic quantities.
Do not let units appear or disappear in calculations. Units must flow logically from
beginning to end.
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2.6 – Problem Solving and Unit Conversions
For most conversion problems, we are given a quantity in some units and asked to
convert the quantity to another unit. These calculations take the form:
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2.6 – Problem Solving and Unit Conversions
Conversion factors are constructed from any two quantities known to be equivalent
We construct the conversion factor by dividing both sides of the equality by 1 in.
and canceling the units.
The quantity 2.54 cm
1 in
is equal to 1 and can be used to convert between inches and
centimeters
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2.6 – Problem Solving and Unit Conversions
In solving problems, always check if the final units are correct, and consider
whether or not the magnitude of the answer makes sense.
Conversion factors can be inverted because they are equal to 1 and the inverse of 1
is 1.
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2.6 – Problem Solving and Unit Conversions
Using a solution map is a good way to plan out your strategy for solving the
problem.
For unit conversion, the solution map focuses on units and how to convert from
one unit to another.
Before you make a solution map, it is always best to collect the information you are
given and identify what you are being asked for.
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2.6 – Problem Solving and Unit Conversions
Whenever you are doing any kind of problem solving… You should be asking yourself the following questions:
1. Identify the starting point… “What am I given?”
2. Identify the end point… “What do I want?” or “What am I looking for?”
3. Determine a “road map” to get there…
Sort the information in a problem; Determine what values you are given and what values that you need to find.
Strategize. (This is the difficult part) How can you get from the given information to the desired information? Break this down into simple
conversions…
Solve. Carry out the mathematical operations to get from the given information to the desired information that you devised in your
solution map. Don’t forget to include proper significant figures!!!
Check. Ask yourself… “Does this answer make physical sense?” And “Do my units look correct?”
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2.6 – Problem Solving and Unit Conversions
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2.6 – Problem Solving and Unit Conversions
Example:
Convert .6381 meters (m) to millimeters (mm).
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2.7 – Solving Multi-Step Conversion Problems
Example:
Some conversions require multiple steps. Convert 67.09 meters (m) to feet (ft).
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2.7 – Solving Multi-Step Conversion Problems
Values with units that are in both the numerator and denominator can also be used
as conversion factors themselves.
Unit rates are often used in real life situations, like when we need to convert
between measurement systems such as distance and time.
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2.7 – Solving Multi-Step Conversion Problems
Example:
The estimated mileage of a Toyota Prius is 48.0 mi/gal (miles/gallon). What would the mileage be in km/L
(kilometers/L)? Conversions: 1 mi = 1.609 km; 1 gal = 3.785 L.
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2.7 – Solving Multi-Step Conversion Problems
Example:
A car is traveling at a velocity of 65 km/hr. (kilometers/hour). What is the velocity in m/s (meters/second)?
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2.8 – Units Raised to a Power
Previously we saw some measurements used units which were raised to a power.
Volume for instance is usually measured in m3 or cm3.
Units raised to a power require that we raise the conversion factor to that power as
well.
Example 2.13
A circle has an area of 2659 cm2 . What is the area in square meters?
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2.8 – Units Raised to a Power
Example:
Lake Tahoe has a surface area of 191 miles2 . What is the area in km2 ?
1 km = 0.6214 mi
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2.8 – Units Raised to a Power
Example 2.14:
The average per person crude oil consumption in the U.S. is 15,615 dm3. What is the value in cubic
inches?
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2.9 – Density
Density (ρ) is a physical property found by dividing the mass
of an object by its volume.
In other words density tells us how much material is packed
into a certain volume (3D space).
Density is defined as the ratio of a substance’s mass to its
volume.
All materials/substances have a density and the value for the
density will vary from one substance to another.
This is how we can figure out if something can float in water!
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2.9 – Density
Density is generally given in units of g/cm3 or g/mL.
Density can be determined by an equation, but it
will generally be simpler to use dimensional
analysis.
mass
Density=
volume
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2.9 – Density
Example 2.15: A customer claims to have a platinum ring. A jeweler places the ring on the scale and determines
its mass to be 9.67 g. They also determine it displaces a volume of 0.452 mL. The density of platinum is 21.4
g/cm3. Is the ring genuine?
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2.9 – Density
The density of a substance can be used to convert between mass and volume.
Example:
Calculate the volume (in mL) of a liquid with a mass of 68.4 g and a density of 1.32 g/cm3.
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2.9 – Density
Example 2.16:
A drop of acetone (nail polish remover) has a mass of 35 mg and a density of 0.788 g/cm3. What is the
volume of the drop in mL?
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