ࡱ> LN  !"#$%&'()+,-./0123456789:;<=>?@ABCDEFGHIJKORF(_xMWorkbookOBook *[BSummaryInformation( %\p Norman Herr Ba==dX,L88X@"1Geneva1Geneva1Geneva1Geneva1Geneva1 Geneva1$Geneva1QGeneva1QGeneva1 Geneva1Geneva1Times1 Geneva1Times1Times1Times1Times1 Geneva1Geneva1Geneva1Symbol1Times"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_) 0.0%                + ) , *                8  8P  8@  8  @ @  a @ @  8P@  8@  8  8@ @  8 @  8  8@  8  8  8  8@  8@ @  8@@  8@  8 @  a < @  8 @  8  8   8@      8  8@ @  8 @  8 @  8@  8  8  8@@  8@  8  @  8@@  8 @  8@  8  8@  8@  8P@  8  8  8@  8P@    8  8@ @  8P@  8@ @  8@  `K Speed Datay)Density3Length qDMassaiP$ 3  @@  5ZV Table 10 Thinking Metricallymass'object with approximately the same massobject of unknown mass relative error of estimate1 g thumbtackpencil10 g this book100 g can of soda1 kg2 liter soda bottleestimated mass (g)measured mass (g)3Table 12 Identifying a Substance by its Densityvolumedensitylikely identity Unknown 1 Unknown 2 Unknown 3Table 13 Densities SubstanceDensity at 20C (g/mL)  icenickelwatercopperaluminumsilverzincleadironmercury speed (mph)Human Growth Rate mphAverage Snail 0.01 mphAverage Walking Pace 3 mphFirst Gasoline Automobile 9 mphFastest Human 22 mph 1908 Model T Ford 40 mphCheetahs Top Speed 65 mphFastest Horsefly 90 mphFastest Roller Coaster 100 mphFastest Falcon Species 105 mphFastest Skier 154 mphHigh Speed Train 186 mphDodge Viper s Top Speed 212 mphFastest Wind 318 mphSpeed of Sound 750 mphMach 3 2250 mphFastest Fighter Jet 4500 mphSpeed of Light 670,000,000 mphComparison of Speeds DirectionsH(2) Delete other high values and press the comparison tab to replot dataH(1) Delete the speed of light and press the comparion tab to replot dataTable 2 Estimates of LengthYour estimateYour measurementPercent errorlength of room width of room your heightheight of doorlength of pencil or penthickness of 50 sheets of paper #Table 1 "Benchmarks" for length Metric unit2approximately the same length as this common item: millimeter centimetermeter0Table 5 Indirect Measurement of Surface Areaobjectestimated area (number of boxes enclosed)indirectly measured area.leafhand your figureR kH"rPPE;! Đ"ex3!QܿC&4R3PX_5Z 40@8Tim`gorX 2 C0!&Q]v@40@8vW0`HHD LH ؐ"4`$HD8oJDHIGnIG^Ht0P*xԿ`!ThH`D8@Hڰ8CvHL0D8H88v L0D8p,H8 (K8Hp?N3@@_?N<8Ҝ 3HpC8`83 Կ`CHD8 %   dMbP?_*+%MzHH(Fg(HH(d'`"d??U } } h0<    ? "TEXBv  0K 7 $ %A:9> &~ ? '~ @ (~ "@ )~ 6@ *~ D@ +~ @P@ ,~ V@ -~ Y@ .~ @Z@ /~ @c@ 0~ @g@ 1~ j@ 2~ s@ 3~ p@ 4~ @ 5~ @ 6A 8  :  9 2B  H0( VԊ`   6 XPP?" ]4@H HJX80eB :<;Norman Herr: delete this and click on comparison chart tab< J  :rj  0NMM?v r]`  %"??3h #h #h #E3d23 M NM4 3QQ ;Q ;Q3_4E4 3QQ ;Q ;Q3_4E4D $% MP3O&Q4$% MP3O&Q4FA < 3O<  3 b#M43*#M4523  43" z`3O% M`3OQ4444% K 3O&Q Comparison of Speeds'44ee          e  Norman Herrd>@ % 5*-  dMbP?_*+%"??U  0@O@A@   =>>>?1 2 2 2 3 &&&& &&&& &&&& = >>? 4 5 5 6~ 7V@ 8~ 9Ћ@ 8~ :? ;~ <@ ;~ :p@ ;~ <%@ ;~ :P@ ; ~ <@ ;!~ :@ ;"~ <@@ ;# H B 88888 ( 3f3f3 l  s *@  @v; h]`@ <Density is an intensive physical property of matter, meaning that it does not depend upon the amount of matter present. Thus the density of one drop of water is the same as the density of a glass full. Intrinsic physical properties like density, boiling point, melting point, ductility , malleability, color, crystal shape and refractive index can be used to identify substances. In this case you will use density to identify the composition of certain unknown metals provided by your instructor. Fill a graduated cylinder approximately one third full with water and record the level of the meniscus to the nearest tenth of a milliliter (see Figure L). Record the mass of the cylinder and water to the nearest tenth of a gram. Add enough metal shot, rods, or coins until the water level is near the top of the graduations and measure the volume and the mass as before. The mass of the metal is the difference between the first and second weighing, and its volume is the difference between the first and second volumes. Report the mass, volume, and density of the unknowns in Table 12. Compare these values with those in Table 13 and predict the content of the unknown metals. < >@   % t49  dMbP?_*+%"?? lU } #}  }  } U } U @00@@O@A@ @  @   D@D@D@D@D@D@@fofogn@1@0K@ @HA BC !I J "K# "L# "M# @; DDA BHHC I < K> ? J = L @ A   ?  LLL B    C    D    E    F     @N DA EO P GRF QG "S  "T  "U 040[;;;;;*"0(  l  s *  @v]`  <Estimating length: To think in metric units it is helpful to have some easy-to-remember "benchmark" measures with which to compare. Use a meter stick and a ruler with millimeter divisions to find common objects that are approximately 1 millimeter, 1 centimeter and 1 meter in length. For example, the tip of a sharpened pencil may be approximately 1 mm in diameter, or the width of one of your fingernails may be approximately 1 cm. Identify the items you have chosen in the spaces provided in the Table 1. < ll  s *  @ !a]`԰ <Using these "benchmarks", estimate some the following distances in the appropriate metric units. After you have written your estimates, measure the distances and calculate the percentage error for each: [(estimate - measured)/(measured)]x 100%. Enter your answer in Table 2.< ll  s *d  @ S]`d "<# Indirect measurement of irregular surface area: The surface area of an irregular shaped two dimensional object can be estimated by counting the number of squares within its boundary as illustrated in Figures D and E. This technique provides an estimate, but it is rather tedious and time consuming. In this activity you will perform a less tedious and more accurate indirect measurement of surface area (Figures F). Measure the dimensions of a plain sheet (without holes) of photocopy or drawing paper. Measure the length and width of the paper and calculate its area. Weigh the paper on the most sensitive balance available (sensitivity of .01 grams or better) and calculate the area to mass ratio. Now trace the irregular shape to be measured ( a leaf, the palm of your hand, etc.) onto the paper and cut out and weigh the trace. Multiply the mass of the cutout by the area/mass ratio for the paper to indirectly measure the area of the object. If you do not have a sensitive balance, you may wish to carryout the process using heavy cardboard. < ">@:    %  -E%H  dMbP?_*+%"??U  @0@O@A@1@ -...../ M MO M   MNNPN G GN $ %( % (0DDD ' *+ , (0DDD ' &( ) (0DDD ' &( ) (0DDDx$^8ndd@ ( 3f3f3  l  s *  @ ']`P <: Linguists say that a person is fluent in a language when they can "think" in that language. A person is fluent in Japanese if he or she can think in Japanese terms rather than thinking in their native language, and then translating their thoughts into Japanese. All countries of the world except the United States, Liberia, and Burma (Myanmar) have adopted the metric system as their official measurement system, and consequently children growing up in these countries learn to think in metric terms. Americans, however, grow up in a world where English units predominate, and consequently think in English terms. When they read that an object has a mass of 5 kilograms, they may mentally convert it to 11 pounds to understand its relative magnitude. To become fluent in the metric system, it is essential to think in metric terms rather than converting to English. To do this, it is important to develop some common reference standards. For example, if you know that a thumbtack has a mass of approximately 1 gram, then you can easily imagine that a mass of 15 grams is roughly equivalent to the mass of 15 thumbtacks. Using your double pan balance or a commercial balance, find common household items that have a mass of approximately 1 gram, 10 grams, and 1 kilogram. After you have developed a set of reference masses, use these to estimate the mass of a dime, a pencil, this book, a can of soda, and a 2-liter soda bottle. Measure the masses of these and determine the relative error of your estimates.< >@  2 @*\p Norman Herr [B'b=dX,L88X@"1Geneva1Geneva1Geneva1Geneva1Geneva1 Geneva1$Geneva1QGeneva1QGeneva1 Geneva1Geneva1Times1 Geneva1Times1Times1Times1Times1 Geneva1Geneva1Geneva1Symbol1Times"$"#,##0_);\("$"#,##0\)"$"#,##0_);[Red]\("$"#,##0\) "$"#,##0.00_);\("$"#,##0.00\)%""$"#,##0.00_);[Red]\("$"#,##0.00\)5*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_),))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)=,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)4+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)0.0%                + ) , *                8 @  8 @@  8 @H@  8  @I@  a @I@  8 @@ 8 @H@  8 @@  8 @M@  8 @E  8 @@  8 @H@  8 @  8 @@  8 @ 8 @ 8 @I@ 8 @ @8 @8 @A  a < @E  8 @ 8  8   8 @     8  8 @M@  8 @E  8 @E  8 @H@  8 @@  8 @@ 8 @8 8 8 @8 A 8 @8 @ 8 8 @8 @@8 @ 8 8 @8 @@ 8 8 I@ 8 @H@ 8 I@ 8 H@ Followed Hyperlink  Hyperlink8dq:F3ffff̙3f3fff3f3f33333f33333t Speed DataDensity &Length V7Mass @*  h  dMbP?_*+%MzHH(Fg(HH(d'`"d??U } }  h<>   B   @ 3@<XB <0MComparison of Speeds speed (mph)Human Growth Rate mphA:9>Average Snail 0.01 mph~ ?"Average Walking Pace 3 mph~ @'First Gasoline Automobile 9 mph~ "@Fastest Human 22 mph ~ 6@ 1908 Model T Ford 40 mph~ D@" Cheetahs Top Speed 65 mph~ @P@ Fastest Horsefly 90 mph~ V@& Fastest Roller Coaster 100 mph~ Y@& Fastest Falcon Species 105 mph~ @Z@ Fastest Skier 154 mph~ @c@ High Speed Train 186 mph~ @g@'Dodge Vipers Top Speed 212 mph~ j@Fastest Wind 318 mph~ s@Speed of Sound 750 mph~ p@Mach 3 2250 mph~ @$Fastest Fighter Jet 4500 mph~ @&Speed of Light 670,000,000 mphA Directions PH(1) Delete the speed of light and press the comparion tab to replot data PH(2) Delete other high values and press the comparison tab to replot data 2 3049/24188/29.0)6<&d]>v r@A@ l  @*B'"v??3E323   4 3QQ;Q;34E4 3QQ;Q;34E4D FA < 3O<  3 #43*#4523  43" z`3O%3OQ44$%3O&Q444%K3O&Q Comparison of Speeds'44 $  !!""## @:Norman Herr: delete this and click on comparison chart tab=dX,L88X> " @* ?n!  dMbP?_*+%"??dnU    @@@E$ I'_E  ;=3Table 12 Identifying a Substance by its Density>>>?1 2mass2volume2density3likely identity Unknown 1&&&& Unknown 2&&&& Unknown 3&&&&=Table 13 Densities >>?4 Substance#5Density at 20C (g/mL)  5 Substance#6Density at 20C (g/mL)  ~ 7V@ 8ice~ 9Ћ@8nickel~ :? ;water~ <@;copper~ :p@;aluminum~ <%@;silver~ :P@ ;zinc~ <@ ;lead~ :@ ;iron~ <@@;mercury QZ'''2x=?B<]v; h @  Density is an intensive physical property of matter, meaning that it does not depend upon the amount of matter present. Thus the density of one drop of water is the same as the density of a glass full. Intrinsic physical properties like density, boiling point, melting point, ductility , malleability, color, crystal shape and refractive index can be used to identify substances. In this case you will use density to identify the composition of certain unknown metals provided by your instructor. Fill a graduated cylinder approximately one third full with water and record the level of the meniscus to the nearest tenth of a milliliter (see Figure L). Record the mass of the cylinder and water to the nearest tenth of a gram. Add enough metal shot, rods, or coins until the water level is near the top of the graduations and measure the volume and the mass as before. The mass of the metal is the difference between the first and second weighing, and its volume is the difference between the first and second volumes. Report the mass, volume, and density of the unknowns in Table 12. Compare these values with those in Table 13 and predict the content of the unknown metals. o =dX,L88X>   @* '{.  dMbP?_*+%" ??U } #}  }  } U } U  @0@ @@@ E@   @I o DE@D @ D@D@D@D@ @ -@@@+@#Table 1 "Benchmarks" for lengthA BC! Metric unit:2approximately the same length as this common item:" millimeter#" centimeter# "meter#' @Table 2 Estimates of Length DDA BHHC I Your  KYour measurement Percent  J estimate L error length of room    fo  LLL width of room    your height   height of door   length of pencil or pen   'thickness of 50 sheets of paper    8@0Table 5 Indirect Measurement of Surface Area DAEobjectestimated area !Gindirectly measured area.F"(number of boxes enclosed)G "leaf  "hand " your figure 09U ;K9dFDGPXJR:]Vv @wwEstimating length: To think in metric units it is helpful to have some easy-to-remember "benchmark" measures with which to compare. Use a meter stick and a ruler with millimeter divisions to find common objects that are approximately 1 millimeter, 1 centimeter and 1 meter in length. For example, the tip of a sharpened pencil may be approximately 1 mm in diameter, or the width of one of your fingernails may be approximately 1 cm. Identify the items you have chosen in the spaces provided in the Table 1. a ]l !a @t4t$Using these "benchmarks", estimate some the following distances in the appropriate metric units. After you have written your estimates, measure the distances and calculate the percentage error for each: [(estimate - measured)/(measured)]x 100%. Enter your answer in Table 2. ]x S @"ho Indirect measurement of irregular surface area: The surface area of an irregular shaped two dimensional object can be estimated by counting the number of squares within its boundary as illustrated in Figures D and E. This technique provides an estimate, but it is rather tedious and time consuming. In this activity you will perform a less tedious and more accurate indirect measurement of surface area (Figures F). Measure the dimensions of a plain sheet (without holes) of photocopy or drawing paper. Measure the length and width of the paper and calculate its area. Weigh the paper on the most sensitive balance available (sensitivity of .01 grams or better) and calculate the area to mass ratio. Now trace the irregular shape to be measured ( a leaf, the palm of your hand, etc.) onto the paper and cut out and weigh the trace. Multiply the mass of the cutout by the area/mass ratio for the paper to indirectly measure the area of the object. If you do not have a sensitive balance, you may wish to carryout the process using heavy cardboard.  "=dX,L88X> " a @*  8;  dMbP?_*+%"??U   @ @4@0@0E@(- Table 10 Thinking Metrically...../ Mmass/M'object with approximately the same massOMobject of unknown mass estimated mass (g)measured mass (g)"Mrelative error of estimateNNPN    N $1 g% thumbtack(%pencil %0kcrDDD '10 g *+, this book %0DDD '100 g &() can of soda %0DDD '1 kg &()2 liter soda bottle %0DDDxB6xjm]L ' @||: Linguists say that a person is fluent in a language when they can "think" in that language. A person is fluent in Japanese if he or she can think in Japanese terms rather than thinking in their native language, and then translating their thoughts into Japanese. All countries of the world except the United States, Liberia, and Burma (Myanmar) have adopted the metric system as their official measurement system, and consequently children growing up in these countries learn to think in metric terms. Americans, however, grow up in a world where English units predominate, and consequently think in English terms. When they read that an object has a mass of 5 kilograms, they may mentally convert it to 11 pounds to understand its relative magnitude. To become fluent in the metric system, it is essential to think in metric terms rather than converting to English. To do this, it is important to develop some common reference standards. For example, if you know that a thumbtack has a mass of approximately 1 gram, then you can easily imagine that a mass of 15 grams is roughly equivalent to the mass of 15 thumbtacks. Using your double pan balance or a commercial balance, find common household items that have a mass of approximately 1 gram, 10 grams, and 1 kilogram. After you have developed a set of reference masses, use these to estimate the mass of a dime, a pencil, this book, a can of soda, and a 2-liter soda bottle. Measure the masses of these and determine the relative error of your estimates.` =dX,L88X>     Oh+'08@Th ' Norman Herr Norman HerrMicrosoft Excel@w< ՜.+,08@ PX ` 'CSUNsof  Speed DataDensityLengthMass  WorksheetsDocumentSummaryInformation8CompObjXFMicrosoft Excel Worksheet8FIBExcel.Sheet.5