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St. Joseph Science 10 Course Outline
J. Nicholson Room 117
Email: [email protected]
Website: http://nicholsonchem.weebly.com
Text: Grace, E. et al. (2000). Sciencepower 10. Toronto, Ontario: McGraw-Hill Ryerson
Science 10 Outcomes
Chemical Reactions
CR1 Explore the properties of chemical reactions, including the role of energy changes, and
applications of acids and bases.
CR2 Name and write formulas for common ionic and molecular chemical compounds, including acids and bases.
CR3 Represent chemical reactions and conservation of mass symbolically using model, word and
skeleton equations and balanced chemical equations.
CR4 Investigate the rates of chemical reactions, including factors that affect the rate.
Force and Motion
FM1 Explore the development of motion‐related technologies and their impacts on self and society.
FM2 Investigate and represent the motion of objects that travel at a constant speed in a straight
line.
FM3 Investigate and represent the motion of objects that undergo acceleration.
FM4 Explore the relationship between force and motion for objects moving in one and
two dimensions.
Climate and Ecosystem Dynamics
CD1 Assess the implicatons of human actions on the local and global climate and the
sustainability of ecosystems.
CD2 Investigate factors that influence Earth's climate system, including the role of the
natural greenhouse effect.
CD3 Examine biodiversity through the analysis of interactions among populations within comm
unities.
CD4 Investigate the role of feedback mechanisms in biogeochemical cycles and in maintaining st
ability in ecosystems.
Assessment
CD 3+4 14%
CR 1+2 14%
CR 3+4 14%
FM 1+2 14%
FM 3+4 14%
CD 1+2 on final
Final Exam 30 %
Total 100 %
St. Joseph Science 10 Classroom Expectations
Materials
Each student should bring to class with them each day:
a binder with dividers, a pen (blue or black), a pencil, an eraser, a ruler, a calculator, and a text if
applicable.
Attendance
Regular attendance is essential for success. Research has shown that your mark decreases with
each absence by about 1 % on average. An excessive number of absences may result in you
being asked to discontinue the class. If you are absent, have a parent or guardian phone the
attendance desk - in advance if possible. (659-7656) You may not make up exams or class work
done on a day for which you have an unexcused absence. If you are late for class, come in
discretely and catch up on what you missed. Persons with habitual lates will be dealt with on an
individual basis.
Assignments
If you are absent from class, you are responsible for catching up in your notes and assignments.
Ask a friend (or me) what you have missed, and if possible, see me in advance - I may be able to
give you an assignment early. Assignments are due at the beginning of the period and late
assignment deductions are 5 % per day. Homework checks will be performed at random and will
count for marks. If you have an excused absence on a day I perform a homework check, you can
show me the completed work at a later time, or I can omit that particular check.
Exams
It is important that you write the exams at the time scheduled. If you have a legitimate reason to
miss an exam, you must see me before the day of the exam to make arrangements to write it. (the
earlier the better) If you miss an exam without prior consultation, you will need to complete a
make up assignment before you may write the exam. The requirements of the assignment will
depend on the circumstances of your absence. Skipping an exam may result in a grade of 0 %.
There are no re-writes for exams.
General
1. No food or drinks are allowed in the classroom. (water bottles are an exception)
2. Cell phones need to be off and away at all times.
3. Be respectful of other people and their right to learn. Listen attentively when someone else is
speaking.
4. Be respectful of your classroom - use the garbage/recycling bin and be responsible for the
cleanliness of your station and desk.
5. You are expected to actively participate in classroom activities and discussions. Always give
your best effort.
6. You should use the washroom before or after class. If you must leave during class, use your
judgment as to whether it appropriate to go. Abuse of this responsibility will result in it being
taken away.
7. You will be treated with respect and you will learn all the things.
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Selected Polyatomic Ions:
H3O+ hydronium
NH4+ ammonium
Hg2 2+ mercury (I)
ClO − hypochlorite
ClO2− chlorite
ClO3− chlorate
ClO4− perchlorate
NO3− nitrate
NO2− nitrite
OH− hydroxide
CH3COO− acetate (also C2H3O2−)
HCO3− bicarbonate (hydrogen carbonate)
HSO4− bisulfate (hydrogen sulfate)
HSO3− bisulfite (hydrogen sulfite)
CN− cyanide
SCN− thiocyanate
CrO4 2− chromate
Cr2O7 2− dichromate
MnO4− permanganate
H2PO4− dihydrogen phosphate
SO4 2− sulfate
SO3 2−
sulfite
CO3 2− carbonate
HPO4 2− hydrogen phosphate
C2O4 2− oxalate
O2 2− peroxide
PO4 3− phosphate
PO3 3− phosphite
Chemistry CR1/CR2 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I can identify WHMIS symbols and apply safe practices.
I can identify changes as chemical or physical.
I can identify reactants and products in a chemical reaction.
I can identify a reaction as exothermic or endothermic.
I can draw Bohr diagrams.
I can write and interpret nuclear symbols.
I can draw Lewis structures.
I can write the formulas of ionic compounds from their names.
I can write the formulas of molecular compounds from their names.
I can write the names of ionic compounds from their formulas.
I can write the names of molecular compounds from their formulas.
I can identify acids and bases and their common uses.
I am familiar with the pH scale and how it applies to acids and bases.
Chemistry CR3/CR4 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I understand the Law of Conservation of Mass and can apply it to
chemical reactions.
I can balance chemical equations.
I can write word equations from formula equations.
I can write formula equations from word equations.
I can identify the type of a chemical reaction.
Using collision theory, I can predict how changes in temperature,
concentration, surface area, and catalysts affect reaction rates.
Physics FM1/FM2 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I know the metric prefixes and units.
I can convert metric units.
I can properly use significant figures.
I can use scientific notation.
I can solve displacement vector problems both using scale diagrams and
math.
I understand the terms scalar, vector, position, displacement, velocity, and
acceleration.
I can construct motion graphs.
I can analyze motion graphs.
I can solve speed-distance-time problems.
I can solve velocity-displacement-time problems.
Physics FM3/FM4 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I can solve kinematic problems for all variables.
I can construct graphs of acceleration.
I can analyze graphs of acceleration.
I can solve force-mass-acceleration problems.
I can add force vectors in 2 dimensions to find the net force.
I understand the role of friction in the motion of objects.
I can recite and use Newton’s three laws of motion.
Climate and Ecology CD1/CD2 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I can describe the effects of human action on climate change.
I can provide examples of positive and negative feedback in climate
systems.
I can explain how scientist measure climate change and its forcings.
I can reflect on individual choices that can minimize hGHGs.
I can describe the greenhouse effect.
I can differentiate between weather and climate.
I can explain the causes of weather such as:
axial tilt, revolution around the Sun, and the uneven heating of the Earth
the Coriolis effect and prevailing wind patterns
the jet streams
the thermohaline cycle
El Nino and La Nina oscillations
I can explain cloud types and extreme weather.
I know the longitude and latitude of important lines.
I can explain how cold and warm fronts are formed.
Climate and Ecology CD3/CD4 Name:
I have it
mastered
I could
improve
I need to
improve
I am
struggling
I have no
idea what
I’m doing
I can describe biodiversity, productivity, and resilience.
I can give examples of biotic and abiotic factors of biomes.
I can explain population density, population trends and population graphs.
I can explain carrying capacity and growth rate.
I can define terms such as at risk, vulnerable, and extinct.
I can identify herbivores, carnivores, omnivores, and detritivores
I can explain bioaccumulation and eutrophication.
I can draw from memory the nitrogen cycle.
I can draw from memory the carbon-oxygen cycle.
I can draw from memory the water cycle.
I can describe the processes of photosynthesis and cellular respiration.
1
CD 3 Semi Notes: Biodiversity and Population Interactions Biodiversity
Biological diversity is a measure of the number of different ___________ in an ecosystem.
Extreme conditions tend to _________ biodiversity. For example, there would be __________
species in an arctic than in a rainforest ecosystem. The more species there are in a food web, the
more _________ it becomes, and it can __________ to stress more easily. For example, if a food
supply in a small food web is ______________, its consumers will __________. If however,
those consumers have many food sources, the absence of one of them will not cause their
________________. Both _______________ and _____________________ reduce biodiversity.
This reduces an ecosystem's ability to respond to stress and jeopardizes its _________________.
Populations
A population is the all the individuals of one ___________ that occupy a certain area during a
certain time. The number of individuals in a given ___________ or volume is called the
population density. The __________ of an organism is the place where it lives and gathers
resources. ex) trout - clean water The niche of an organism is its total ________ in the
environment. ex) beaver - to feed on plants, dam streams be food for wolves, and be bitten by
deer flies Animals that share a similar niche and habitat will ____________. Competition causes
fluctuations in _______________. Population density is the number of ______________ per unit
area. ex) 40 deer in 200 km2 = 40/200 = 0.2 deer/km2
There are 4 factors that cause population to change: ___________, __________,
_________________ (moving into), and ____________________ (moving out of). How much
the population has changed in 1 year is known as the annual ________________.
growth rate = births - deaths + immigration - emigration x100 %
initial population
ex) herd of elk = 23b - 14d + 11i - 8e x100 % = 10 % growth rate
120 init
2
Canada = 10.28b/1000 , 8.42 d/1000, net migration 5.66/1000 (2015 CIA World Factbook)
Canada = % South Sudan = 4.02 % Latvia = -1.06 %
Germany = -0.17 % China = % Ukraine = -0.66 %
Iraq = 2.93 % India = 1.22 % World = %
The doubling time is the time it takes for the population to double.
At 1 % = ____ years 2 % = ____ years 3 % =____ years 4 % = ___ years
There is a maximum population that an environment can ________based on space and resources.
This is called the __________________. As populations approach or even surpass the carrying
capacity, stress is placed on both
the population and environment.
High populations are decreased by
____________ and
______________, sometimes in a
dramatic crash in population.
Sustainability of Ecosystems
Ecology is the study of the ______________ of organisms with their ______________ and with
each other. An ___________ is a living being that depends on its components or organs to
survive, while its environment is the surroundings of that organism, including all the _______
and ________ factors. The biotic factors in an environment are the components that are (or were
once) __________, such as animals and plants. The abiotic factors are the ________________
components, such as __________, ______________, and ________________.
Energy usually enters an environment as plants use ____________ to produce their own food by
_____________________. We call these organisms producers and _________________. (self-
3
nourishment, or self-feeder) Organisms that need to feed on others to get their energy are called
consumers and ________________. (other-feeder) In a food chain, we number these consumers
in order of feeding as ____________, secondary, tertiary, quaternary, etc. The feeding level that
an organism occupies is known as the ________ _________. Producers make up the first trophic
level, primary ____________________ make up the second trophic level, and so on.
We can also classify animals by that on which they _______. For example, a ____________
feeds on plants; a ________________ feeds on animals; an ________________ feeds on both
plants and animals; ___________________ feed on waste and dead matter from plants and
animals. Detrivores would include beetles and worms, as well as _______________ such as
fungi and bacteria. Although less visible, detrivores play an important part in food chains and are
one of the largest components by ___________. (fig 1.4, p8)
The energy used by an organism is used to stay alive, but most of it is ______ to the environment
as waste or heat. Each trophic level only retains _________ % of its available energy to be
passed on to other ______________. (fig 1.5A, 1.5B, p9)
Ecological Pyramids
A Pyramid of Numbers considers the _____________ of organisms at a particular trophic level
in a food chain. Using this, one can see that the higher the levels on a food chain, the _________
animals can be supported. (fig 1.7, 1.8, p14)
A Pyramid of Biomass considers the total biomass of organisms at each trophic level in a food
web. This pyramid is a good indicator of the amount of energy available at each level.
4
A Pyramid of Energy considers the total chemical __________ that flows through each trophic
level. Passing only about ____ % of the energy to the next level, food chains are usually kept to
_________ levels or less.
Some animals have developed a method to sustain populations by altering their _____________.
For example, when food is scarce, a female wolf might not ______________, and keep the
population down until resources improve. Conversely, in a year of abundant food, she might give
birth to more pups than usual. Fewer resources causes ________________ between organisms. If
the competition is between members of the same species, it is called _____________________
competition; If it occurs between species, it is called ____________________ competition.
Productivity
Plant productivity refers to the amount of new _____________ produced each year per unit area.
Plants need ____________, _______, ______, ____, ______, and warm temperatures to grow.
Ecosystems with the highest productivity have warm, humid conditions, with many nutrients -
such as a _____________. Ecosystems with similar characteristics can exist in different
geographical locations if the amounts of these _________ factors are the same.
Not all food produces the same amount of ________ per square metre of land use. By changing
our diet, we could greatly ____________ the number of people that could be fed by a given
agricultural area. (fig 1.20, p25; activity, p6)
5
Planting the same crop in large amount creates a ______________. This artificially creates an
_______________ food resource for certain animals and insects, which ______________
rapidly. These are called ________ - organisms that people consider harmful or inconvenient in a
situation, such as weeds, insects, fungi and rodents. To control pests, people have used
_______________, which can have harmful effects throughout a food chain.
Bioaccumulation
When substances such as pesticides are introduced into a food chain, increasing concentrations
of that toxin _________________ in the bodies of the consumers at each succeeding trophic
level. This is known as ______________ or _____________________. (p30) An important
example of this is the pesticide dichloro-diphenyl-trichloroethane or ________. This insecticide
can have a ______________ (remain active) for up to 15 years. DDT is fat soluble, highly toxic
and has devastated populations, especially by interfering with _________________.
Pesticides also affect humans, as the WHO estimates that pesticides cause ___________ deaths
and ________________ poisonings yearly. Even though harmful pesticides such as DDT have
been _______________ in Canada, they are still used in developing countries, because they are
effective and __________. This can affect food chains all over the world due to _____________,
imports and exports.
Science 10 Biodiversity Digital Scrapbook
The goal of this assignment is for students to learn how to
identify common species around the school. Each student
will create a digital scrapbook of a few species they identify
and provide some basic information about them. Students
will submit the scrapbook via their GSCS e-mail in the form
of a PowerPoint or PDF file. Vulpes vulpes beside the ramp
Instructions:
Identify 4 species around the school – 3 plants (e.g. tree, grass, weed, shrub, etc.)
– 1 animal (e.g. mammal, bird, insect, etc. no humans)
Provide for each species:
- A clear photo. Try to take the photo your self, if not possible, talk to your instructor
- Common name and taxonomy
- A brief description of the species including identifying characteristics
- Native geographical range (could use a map)
- Approximate number found around the school (may use random sampling extrapolation)
- Trophic relationships in the ecosystem (e.g. what eats it, what is eaten by it)
At the end, describe how one of your chosen species would be affected by a specific change in
one of the biogeochemical cycles. For example, how would Picea pungens respond to an
increase in nitrogen in the soil from fertilizer?
As a collective, we want to document as many species as possible, so try to pick species that no
one else has. Unintentional duplication is fine.
Developing Growing Proficient Exceptional
Biodiversity
D.S.
D- D G- G G+ P- P P+ E- E E+
Student has rarely
demonstrated the criteria for
achieving this outcome, group
of outcomes, or learning area
Student has inconsistently
demonstrated the criteria for
achieving this outcome, group of
outcomes, or learning area
Student has consistently
demonstrated the criteria for
achieving this outcome, group of
outcomes, or learning area
Student has shown their
understanding of this outcome,
group of outcomes, or learning
area in novel situations or at a
level of thinking beyond what is
expected by the defined criteria.
Learning
Outcome(s)
CD3 + CD4 - Photos are insufficient to
identify species. Photos may be
missing labels.
- Common names and
taxonomy of organisms is
incorrect or incomplete.
- Student provides only a
limited amount of information
about each species.
- Little effort is made to
accurately describe the
population of each organism
around the school.
- The trophic relationships are
not described sufficiently.
- Student displays limited
understanding of how a species
may react to changes in
biogeochemical cycles.
- Student includes a variety of own
photos showing the identifying
characteristics of each species.
Pictures are clearly labelled.
- Student provides the accurate
common name and taxonomy of
all four organisms.
- Student includes a detailed and
accurate description of the
organism including identifying
characteristics and native
geographical range.
- Student details the use of an
analytic technique to provide
population data as accurately as
possible.
- Student describes the trophic
relationships with sufficient detail
and accuracy.
- Student displays a proficient
understanding of how a species
may react to a particular change in
a biogeochemical cycle.
Achievement:
Science 10 - Owl Pellet Dissection Activity
Goals of this activity/lab:
• Review: You will understand that within ecosystems, complex interactions exist between organisms and the physical environment. Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. Some source of energy is needed for all organisms to stay alive and grow.
• You will be able to dissect an owl pellet and you will be able to identify the animal skulls and other bones found in the pellet.
• Predict what you will find in the pellet: _____________________________________________________ ___________________________________________________________
Materials:
Owl pellets; metric ruler; forceps; probes; hand lens, glue, cardboard, bone sorting chart.
Procedure:
1. Weigh your pellet and record the mass in grams here : ___________ 2. Using your fingers or a probe, very gently break each pellet in half. You must be very
careful when teasing out the bones from each pellet; the bones are easily broken. 3. Continue to separate small sections of each pellet and remove fur/hair to disclose the
bones. Remember: the bones are small and delicate, so you must be very slow and careful in extracting any bones from the pellet. Also, if your pellet has a skull, you will need to pick away all the fur/hair in order to expose the entire skull. You can then try to identify which type of animal the skull came from using your Owl Pellet Bone Chart which shows skulls from four different animals.
4. Gently rub small pieces of each pellet between your fingers until you have completely taken apart and examined the entire pellet and removed all the bones. There are many tiny ribs and vertebrae that should not be overlooked. You have to be very focused so that you do not miss any bones. Set aside any other materials you find in each pellet that are not bones or fur/hair.
5. Match the bones you have found to the bone sorting chart. Go slowly and carefully. As you are doing this, attempt to reconstruct the skeleton found in your pellet. Arrange on a piece of paper.
Prepare a top view of the skeleton retrieved in your owl pellet. Label as many of the bone types as possible. Neatness and accuracy count. (10 marks)
1
CD4 Semi Notes: Biogeochemical Cycles
Biogeochemical cycles flow in various forms from the nonliving (________) components of the
biosphere to the living (________) components and back. In order for the living components of a
major ecosystem (e.g., a lake or a forest) to survive, all the chemical __________ that make up
living cells must be ____________ continuously. Each biogeochemical cycle can be considered
as having a __________ (nutrient) pool—a larger, ___________, usually abiotic portion—and an
exchange (cycling) pool—a smaller but more-active portion concerned with the rapid exchange
between the biotic and abiotic aspects of an ecosystem. Ex: the _________________________
Feedback Mechanisms
A Feedback mechanism is a process that occurs in a feedback _______ in which the effects of a
small ______________ on a system cause the disturbance to increase or ___________.
• A __________________________: results in an increase in the effects of the disturbance
Example: agriculture and human population – the _________ the agricultural production,
the ____________ the human population, which causes more agriculture and so on.
• A __________________________: results in a decrease in the effects of the disturbance
Example: human body temperature – if a body becomes too _______, it responds by
shivering and warming up; if a body becomes too _____, it sweats and cools off.
The Carbon and Oxygen Cycles (fig 2.4, p46)
Carbon and oxygen cycles are closely ___________, and are often discussed together. Oxygen is
_________ by animals and decomposers, and is __________ in producers. Carbon (in the form
of carbon dioxide) is taken in by _________ and decomposers, and is released by __________.
Carbon is also passed in ___________ when one organism consumes another.
Photosynthesis is the process by which producers take in _____________, __________, and
_______________ from the sun and use them to produce carbohydrates and oxygen.
6 CO2 + __________ + energy → ________ + 6 O2 Photosynthesis takes place in _______________ (green-leaf), which absorbs mostly red and blue
light, reflecting the green and yellow light. This is why plants are ____________.
Cellular respiration is the process by which organisms take in _____________ and ___________
and use them to produce ______________, ___________, and ___________.
__________ + 6 O2 → 6 CO2 + ________ + energy
Photosynthesis and cellular respiration are ______________ processes. While only ___________
carry out photosynthesis, all organisms undergo _________________ in order to supply energy
to their cells. When plants and animals die, much carbon remains. This is passed on if eaten, or it
is released as ________ when decomposers use the carbon to carry out their respiration.
Each year, producers convert about ____% of the CO2 in the atmosphere into _______________.
If the CO2 were not replaced, it would run out in ____ years. However, the amount of CO2
produced by ____________________ has always been roughly equal to the amount used for
_________________. Over the last 150 years, the production of ______ from burning fossil
fuels has increased by _____ times. This increase of atmospheric CO2 (a ___________ gas),
causes the global temperature to rise.
2
The Nitrogen Cycle (fig 2.11, p54)
Nitrogen is an important abiotic factor in _____________________. Nitrogen is needed for the
production of _____________, and is required in the synthesis ________________ acid. (DNA)
Nitrogen is a very stable molecule [ : N N : ] and it only reacts under specific conditions.
Although the atmosphere is about ____ % N2, most organisms cannot absorb nitrogen directly
from the air. This problem is "fixed" by ______________, a process in which nitrogen combines
with hydrogen or oxygen to form usable ions such as ___________(NH4+) and _______. (NO3
⎯)
This process is carried out by ___________ and nitrogen __________________. In lightning, the
extremely high temperatures allow atmospheric N2 and O2 to react to form __________, which
fall to the ground with the rain. Nitrogen fixing bacteria is found in _________, in roots, and in
_______. In roots, for example, the bacteria supplies a supply of usable _________ to the plant,
while the plant supplies the bacteria with ___________, which it needs to make nitrates.
Once the nitrates are taken into the producers, animals ____ it, and use it to produce _________.
Nitrogen is passed to other consumers through the _________, and is returned to the soil through
waste and dead organisms. Urea is first converted into ammonia (____), then into NH4+, and then
H O H into _______ by nitrifying bacteria in a process called _________.
Nitrates can be _______ in plants, or _____________ to the air by
⎯ ⎯ C ⎯ N ⎯ H denitrification. In this process, anaerobic bacteria convert NO3⎯
into __________ (NO2⎯), then to N2. _______________ can reduce ozone levels and produce
________________ (N2O), a greenhouse gas.
The carbon/oxygen and nitrogen cycles occur in _______________ ecosystems in much the
same way as they do in _______________ systems. (fig 2.7, p50; 2.12, p55)
3
Humans and the Nitrogen Cycle
During the twentieth century, humans ________________ fertilizers, and greatly increased crop
productivity. We are now able to grow crops in less fertile areas, and ensure a higher yield,
despite poor weather. The consequence is _______________ tonnes of excess nitrogen cycling
through ecosystems. This nitrogen overload has effects on the __________, _______________,
fresh water, and marine ecosystems.
Excess nitrogen increases the ______________ in soils, and damages tree roots, _________ tree
growth, and causes their needles to yellow and _______ off. The increased acidity can cause the
soil to dissolve toxic metals, such as aluminum, which further _______ roots and soil organisms.
Nitrogen gases are ejected into the atmosphere from industrial smokestacks, _______________,
and vehicle exhausts. These gases combine with water and form ____________ (HNO3), which
falls as acid precipitation. In eastern North America, rainwater can have the pH of __________.
The nitric acid destroys the waxy __________ of leaves, and prevents tree growth by stealing
nutrients. In eastern Canada, __________ lakes have been damaged and __________ are labeled
acidified, where fish and birds have been __________ by acid.
Excess __________ and ___________ in rivers, lakes, and oceans causes rapid growth of _____
and weeds. This buildup of nutrients in an aquatic ecosystem is called _____________________.
This can disrupt other plant _____________, which removes the first level on the food chain.
Also, oxygen levels in the water _________, and some fish that didn't _________, die from lack
of oxygen. Nitrates can also ____________ into the ground water, and in humans (as nitrites),
can cause _____________. (fig 2.19, p59)
1
CR1 Semi Notes
WHMIS Stands for:
____________________________________________________________________
GHS stands for:
____________________________________________________________________
1. Pictograms (see handout)
Graphic images that show the user of a hazardous product and what __________________ is present.
Most are surrounded by a ________________.
2. Labels
Suppliers are responsible for placing this on the container. Must have:
Product identifier Hazard statement(s)
Initial Supplier Identifier Precautionary statement(s)
Pictogram(s) Supplemental label information.
Signal word
3. SDS (formerly MSDS) stands for:
___________________________________________________________________
- Provides ______________________________ about the chemicals being used such as:
melting point, boiling point, _____________________________________________,
possible reactions, risk phrases, safe-handling procedures, etc.
3. Symbols – See Handout
Importance of Chemistry
There are several reasons that chemistry has been studied over the years. Here are just a few.
1. Helps ______________________________ the world around you.
(why are ___________________ and why do they change colour? How does ____________
work?)
2. Helps to read and understand ______________. Keeps you ___________!
3. Helps you to make ____________________________________________.
4. Chemistry is heavily involved in things such as _________________________.
5. Helps you to stay ______________________…
6. There are several ____________________________ in chemistry.
Physical and Chemical Changes
Chemical Change – change that results in formation of a new _________________________________.
Temperature, colour, odour, precipitate, bubbling
• ____________________________________
• ____________________________________
• ____________________________________
Physical Change – _______________________ molecules but doesn’t change the
____________________________.
Texture, Colour, Temperature, Shape, Change of State.
• ____________________________________
• ____________________________________
2
• ____________________________________
Physical or Chemical Change?
a. Freezing liquid mercury
b. Adding blue and yellow to make green
c. Dropping an orange into hydrochloric acid
d. Filling a balloon with air
e. Shattering glass with a baseball
f. Fireworks exploding
g. Cooking eggs
h. Scratching a car with a key
i. MacBook falling out of a car window
j. Making a sand castle
k. Cutting diamonds
Chemical and Physical changes can be difficult to distinguish.
Some reactions are _______________________________ (ie. Pencil breaking) whereas others are
_______________________ (ie. Electrolysis of water)
Sugar and water – ________________________ change as sugar stays bonded.
Salt and water – ________________________ as salt dissociates in water (breaks into ions), but will
________________________ once water evaporates.
Reactants and Products
Reactants – this is the substance(s) that are present _________________ the chemical reaction takes
place. (typically to the ________________________________)
Products – this is the substance(s) that are present at the ____________________ of the chemical
reaction. (typically to the ________________________________)
Endothermic and Exothermic
Exothermic – ________________________ in the forms of heat, light, or sound.
example:
Endothermic – need to ___________________________ in order to proceed. A temperature _________
is seen.
example:
The majority of reactions are _________________________________.
Globally Harmonized System of Classification and Labelling of Chemicals (GHS)
GHS Label
Saftey Data Sheets (SDS) →
National Fire Protection
Association Labels (NFPA, US)
Science 10
Compounds Formed From Ions
Cl- CO32- ClO3
- PO43- OH- MnO4
-
H+
Cu2+
Ca2+
Al3+
NH4+
Sn4+
Science 10
Ionic Compounds
A. Write the chemical formula for the following compounds.
1. magnesium chloride 2. iron(III) chloride
3. barium fluoride 4. iron(III) oxide
5. nickel(II) sulfide 6. chromium(III) nitride
7. copper(I) phosphide 8. calcium sulfide
9. potassium oxide 10. tin(IV) sulfide
11. iron(III) iodide 12. aluminum bromide
13. lithium nitride 14. silver oxide
15. iron(II) chloride
B. Name each of the following compounds.
1. FeO 2. MgCl2
3. Na2O 4. Li3N
5. Ca3P2 6. CrN
7. CuO 8. Cu2S
9. CoF2 10. SnO2
11. NaI 12. MgI2
13. CuF2 14. K3P
15. Li2S
Science 10 Binary Molecular Nomenclature
A. Fill out the following tables.
Compound Name Compound Formula
carbon dioxide
carbon monoxide
diphosphorus pentoxide
dinitrogen monoxide
silicon dioxide
carbon tetrabromide
sulfur dioxide
phosphorus pentabromide
iodine trichloride
nitrogen triiodide
dinitrogen trioxide
Compound Formula Compound Name
N2O4
SO3
NO
NO2
As2O5
PCl3
CCl4
H2O
SeF6
B. Fill out the following table. Be careful as some of the compounds are ionic.
Compound Name Ionic/Molecular Compound Formula N2O4
dinitrogen tetrahydride SF6
chromium (II) oxalate H2O PbCl2
dinitrogen hexafluoride PCl5
nitrogen trihydride aluminum sulphate
S2F10 H3PO4
magnesium phosphate P2S3
tin (IV) sulfide PH3
barium hydride iron (III) oxide
(NH4)2S CuCl2
Scie 10
Give the names for these compounds:
1) Na2CO3
2) NaOH
3) MgBr2
4) CO
5) ICl
6) KNO2
7) FeCl2
8) OCl2
9) FeCl3
10) Zn(OH)2
11) BeSO3
12) CrF2
13) CCl4
14) Al2S3
15) PbO
16) SI3
17) Li3PO4
18) CO2
19) Ti(HCO3)4
20) Co3N2
21) NBr3
22) Mg3P2
23) SeCl2
24) P4O10
25) N2O3
26) CS2
27) P2O5
28) SO3
29) Ga(NO3)3
30) Ag2SO4
31) SF6
32) NH4OH
33) Al2(CO3)3
34) Be(CH3COO)2
Give the formula for the following compounds:
1) magnesium nitrate
2) dinitrogen pentoxide
3) lead(II) sulfate
4) calcium nitrite
5) tetraphosphorus decoxide
6) ammonium sulfate
7) silver bicarbonate
8) phosphorus trichloride
9) aluminum sulfide
10) beryllium chloride
11) copper(I) arsenide
12) iron(III) oxide
13) dinitrogen monoxide
14) gallium nitride
15) carbon monoxide
16) iron(II) bromide
17) dinitrogen trioxide
18) vanadium(V) phosphate
19) calcium oxide
20) silicon dioxide
21) magnesium acetate
22) aluminum sulfite
23) tellurium trioxide
24) copper(I) carbonate
25) ammonium oxide
26) barium chlorate
27) carbon tetrachloride
28) silver bromide
29) lead(IV) nitrate
30) carbon disulfide
Sc 10 ANSWERS
Give the names for these compounds:
1) Na2CO3 sodium carbonate
2) NaOH sodium hydroxide
3) MgBr2 magnesium bromide
4) CO carbon monoxide
5) ICl iodine monochloride
6) KNO2 potassium nitrite
7) FeCl2 iron(II) chloride
8) OCl2 oxygen dichloride
9) FeCl3 iron(III)chloride
10) Zn(OH)2 zinc hydroxide
11) BeSO3 beryllium sulfite
12) CrF2 chromium(II) fluoride
13) CCl4 carbon tetrachloride
14) Al2S3 aluminum sulfide
15) PbO lead(II) oxide
16) SI3 sulfur triiodide
17) Li3PO4 lithium phosphate
18) CO2 carbon dioxide
19) Ti(HCO3)4 titanium(IV) bicarbonate
20) Co3N2 cobalt(II) nitride
21) NBr3 nitrogen tribromide
22) Mg3P2 magnesium phosphide
23) SeCl2 selenium dichloride
24) P4O10 tetraphosphorus decoxide
25) N2O3 dinitrogen trioxide
26) CS2 carbon disulfide
27) P2O5 diphosphorous pentoxide
28) SO3 sulfur trioxide
29) Ga(NO3)3 gallium nitrate
30) Ag2SO4 silver sulfate
31) SF6 sulfur hexafluoride
32) NH4OH ammonium hydroxide
33) Al2(CO3)3 aluminum carbonate
34) Be(CH3COO)2 beryllium acetate
Give the formula for the following compounds:
31) magnesium nitrate Mg(NO3)2
32) dinitrogen pentoxide N2O5
33) lead(II) sulfate PbSO4
34) calcium nitrite Ca(NO2)3
35) tetraphosphorus decoxide P4O10
36) ammonium sulfate (NH4)2SO4
37) silver bicarbonate AgHCO3
38) phosphorus trichloride PCl3
39) aluminum sulfide Al2S3
40) beryllium chloride BeCl2
41) copper(I) arsenide Cu3As
42) iron(III) oxide Fe2O3
43) dinitrogen monoxide N2O
44) gallium nitride GaN
45) carbon monoxide CO
46) iron(II) bromide FeBr2
47) dinitrogen trioxide N2O3
48) vanadium(V) phosphate V3(PO4)5
49) calcium oxide CaO
50) silicon dioxide SiO2
51) magnesium acetate Mg(CH3COO)2
52) aluminum sulfite Al2(SO3)3
53) tellurium trioxide TeO3
54) copper(I) carbonate Cu2CO3
55) ammonium oxide (NH4)2O
56) barium chlorate Ba(ClO3)2
57) carbon tetrachloride CCl4
58) silver bromide AgBr
59) lead(IV) nitrate Pb(NO3)4
60) carbon disulfide CS2
Science 10 Naming Acids & Bases
Fill out the following chart.
Name Chemical Formula Hydrochloric acid
HNO3 Chlorous acid
Mg(OH)2 Hydrobromic acid
HNO2 Sulfuric acid
NH4OH Phosphoric acid
HCN Sulfurous acid
Al(OH)3 Hydrofluoric acid
Cu(OH)2 Phosphorous acid
HI Tin (IV) hydroxide
H2CO3 Acetic acid
HClO4
Science 10 Themochemistry
Science 10 Themochemistry Solutions
1
CR2 Semi Notes
Chemistry is the study of the composition, ___________ and structure of substances, and the
changes they undergo. In order to understand matter, we must examine its _____________.
Some definitions:
___________: a small "particle" made from protons, neutrons, and electrons.
______________: a particle that consists of 2 or more atoms covalently bonded together.
_____________: a pure substance that cannot be decomposed into simpler substances. They are
made of identical atoms. ex) gold, carbon, hydrogen
_______________: a pure substance made from the atoms of 2 or more elements
that are chemically bonded. ex) water - H2O ; sucrose - C12H22O11
The Atom
The 3 principle subatomic particles are the _____________________________________.
a Bohr diagram
The mass number of an atom is the total of
the protons and neutrons in the nucleus.
mass number = _________________
In the above example, 6 p+ + 8 no = 14
The mass number of this atom is 14. (Because
electrons are relatively _________, their _______
can be ignored) Atoms are neutral because they
have the same number of protons and electrons.
An atom can become charged by adding or
removing ______________ only.
Drawing Bohr Diagrams
When drawing a Bohr diagram, begin with the __________ and indicate how many protons and
neutrons. Then place _________ around the nucleus on rings starting inside and working out.
You must ______ each shell before moving to the ________. The shells can hold 2 ,8, 18, 32, 32,
18, 8 electrons respectively
Type charge mass location
proton positive nucleus
no charge 1 amu nucleus
electron 1/1836
amu
orbiting
nucleus
2
Nuclear Symbols
This is an efficient method to show much information about that atom.
C
Name | Symbol | p+ | no | e-
Carbon | 146C
4+ | | |
Isotopes
The previous example is carbon-14, an isotope of carbon. __________ are atoms of the same
element that have different numbers of __________ and therefore, different ___________.
Valence Electrons
These are the electrons in the _______________. These electrons determine the ____________
of the elements and can be used to predict formulas. Excluding the transition elements, the
number of valence electrons increases by _____ across the period (left to right), and all elements
of the same family have the __________ number of valence electrons.
Family Li Be B C N O F Ne
Valence
electrons
1
2
3
4
5
6
7
8
Lewis Diagrams
These are similar to Bohr diagrams, but show only ____________ electrons and an elemental
symbol. Family Li Be B C N O F Ne
electron
dot
Drawing Lewis Structures
Count the total number of _____________.
Draw a skeleton structure using shared pairs of __________ to show bonding.
Use ___________ for the central atom, otherwise use the least ___________________ element.
_____ is always on the end, and in oxyacids, H is on _________
Add unshared pairs of electrons so that each atom (that will accept them) is surrounded by _____
Fill octets outside in; if there are extra electrons, give them to the ___________ atom
Multiple pairs of electrons may be shared between 2 atoms, forming __________ and _________
bonds, to satisfy the ___________ rule.
If there is more than 1 possible location for a _________ bond, use ______________ structures
to show all possibilities; separate resonance structures with double arrows.
Periodic Table
The periodic table arranges the elements into vertical groups or families, as well as horizontal
rows or ________. Because all elements in a family have the same number of ______________,
their properties will be related and they will usually react in similar ways. The table is split by a
zigzag line which separates the __________ on the left from the ____________ on the right.
3
Metals tend to be ________ at room temperature, shiny, good conductors of heat and electricity,
___________ (can be hammered into sheets) and ____________ (can be made into a wire).
Non-metals tend to be either solid or ______ at room temperature, dull, ________ conductors of
heat and electricity, brittle, and not ductile.
Ionic vs Molecular Compounds
Ionic compounds are made from _____ Molecular compounds are made from _________
(metal-nonmetal) (nonmetal-nonmetal)
ex) NaCl H2O
Ionic Charges
Compounds will tend to form by gaining, losing, or sharing ____________ so that the valence
shell of each atom is satisfied. This is known as the ___________ rule, and even though there are
many exceptions, it is a useful concept.
Sodium has 1 ___________ electron and will lose that electron in a reaction to become Na+.
Notice that Na+ has a full valence shell.
Chlorine has 7 valence electrons and will ____________ 1 electron to complete its octet → Cl−
Family Li Be B C N O F Ne
Group
charge
1+
2+
3+
4
3−
2−
1−
n/a
Naming Compounds
1. Formula to Name: Ionic Compounds (metal + non-metal ; polyatomic Ions)
Cations have the same name as the element Anions end with -ide
Ca2+ calcium O2- oxide CaO :
Na+ sodium Cl- chloride NaCl :
Zn2+ zinc F- fluoride ZnF2 :
Ag+ silver S2- sulfide Ag2S :
Al3+ aluminum N3- nitride AlN :
Many transition metals will make more than 1 stable ion. Use roman numerals to identify:
Fe3+ iron(____)
Fe2+ iron(___)
Cu+ copper(___)
Cu2+ copper(___)
V5+ vanadium(_____)
4
Roman numerals are only used for cations Anions will always get the group charge
manganese(VII) is ____ sulfide is ______ not S6+ or S4+
Oxidation Numbers charges oxidation states
• describe the electron distribution in a particle Li+ Li+1
• are usually the same as the ionic charge Ba2+ Ba+2
• are not physically real like a charge S2- S-2
Cu+ Cu+1
Br - Br -1
If the metal makes ________ than one oxidation state, we use a ___________ numeral in the
name to indicate which one it is:
FeO iron(II) oxide (roman numeral needed)
ZnO zinc oxide (no roman numeral needed)
Polyatomic Ions are atoms that are ____________ bonded with an overall ___________.
Most polyatomic ions end with “ate” or “ite”. See Polyatomic Ion Handout
NH4+ _________________ SO4
2− _________________
ClO3− chlorate CO3
2− carbonate
NO3− _________________ PO4
3− _________________
OH− hydroxide
CH3COO− _________________
HCO3− hydrogen carbonate (bicarbonate)
If you see a polyatomic ion in the formula, name it as the ion:
Na2SO4 sodium _____________ LiNO3 lithium ___________
Ca3(PO4)2 calcium _____________
Name ionic compounds using the ionic names:
MgCl2 → ___________________ Al2O3 → ___________________ If there are polyatomic ions, name them in full. Na2CO3 → ___________________ (NH4)2SO4 → ___________________ If there are metals that have more than one oxidation state, use roman numerals to represent
which charge was used. To find this, work back from the known anion. We always know the
anion charge because the more electronegative element (on the right) gets its group charge.
Fe2O3 → iron( ) oxide ? -2
Fe2O3 Fe is +3, iron (III) oxide
+6 -6
SnCl4 → Sn4+ Cl− → ___________________
Cu(C2H3O2)2 → Cu2+ C2H3O2− → copper(II) acetate
MnO2 → Mn4+ O2− → ___________________
5
Name the following formulas:
1. LiCl 11. Ba(OH)2 21. SO2
2. K2S 12. Na2SO4 22. CS2
3. Sr3N2 13. Cs3PO4 23. N2O4
4. Ga2O3 14. Sc(NO3)3 24. Cl2O
5. ZrF4 15. Rb2S 25. P4O10
6. NiBr2 16. Mn(CH3COO)2 26. Co(C2H3O2)2
7. FeO 17. Cu(ClO3)2 27. NH4HCO3
8. Co2S3 18. Ti2(SO4)3 28. Zr3P4
9. Mn3N2 19. NH4F 29. H2SO4
10. CrO3 20. Fe2(CO3)3 30. BF3
2. Formula to Name: Molecular Compounds (non-metals + non-metals)
Use prefixes to identify the number of each element
P2O5 → ___________________
As2S3 → ___________________
1 – mono 5 – penta 9 – ________
2 – ________ 6 – ________ 10 – deca Prefixes for binary
3 – tri 7 – hepta molecular compounds
4 – ________ 8 – ________
You may omit “mono” on the first element, but never on the second:
CO2 → ___________________ CO → ___________________
NI3 → ___________________ N2O → ___________________
3. Name to Formula: Ionic compounds (___________ + ______________; polyatomic Ions)
The ions can be derived from the names. Then, using subscripts to balance charges, a formula
can be obtained. Recall: all compounds must have a net ionic charge of _______. The charges
can be found by the group on the periodic table, from _________________, or from memory
(polyatomic ions).
calcium chloride sodium sulfate Ca2+ Cl− → __________ Na+ SO4
2- → __________
iron(III) oxide magnesium hydroxide
Fe3+ O2− → __________ Mg2+ OH- → __________
titanium(VI) oxide
Ti4+ O2− → ___________
6
Give the formula for the following compounds:
1. sodium chloride 11. sodium chlorate 21. sulfur trioxide
2. calcium fluoride 12. calcium nitrate 22. dinitrogen tetroxide
3. magnesium sulfide 13. aluminum sulfate 23. carbon tetraiodide
4. aluminum oxide 14. silver phosphate 24. diphosphorous pentachloride
5. zinc oxide 15. ammonium chloride 25. carbon dioxide
6. chromium(II) oxide 16. iron(II) hydroxide 26. beryllium nitrate
7. copper(II) bromide 17. nickel(III) acetate 27. phosphorous(V) fluoride
8. manganese(VII) oxide 18. titanium(IV) carbonate 28. cobalt(III) sulfate
9. tin(IV) iodide 19. sodium bicarbonate 29. dihydrogen monoxide
10. iron(III) oxide 20. uranium(III) oxide 30. potassium hydroxide
4. Name to Formula: Molecular compounds (non-metal + non-metal)
If the compound name has a prefix(es), it is molecular. Simply turn the prefixes into subscripts
for that element. If there is no prefix, it is single. DO NOT SWITCH __________________.
dinitrogen pentoxide → ________
carbon tetrachloride → ________
tetraphosphorous decoxide → ________
Naming Common Organic Compounds
Shown is a list of prefixes used to name
________________________________.
The general formula for ______________
(single bonded hydrocarbons) is CnH2n+2 and they
end in ‘-___________’
Ex. Propane
Octane
Acids and Bases There are a few ways to define acids and bases. We will use the
Arrhenius definitions:
Acids
An acid is a substance that, when dissolved in water, increases the
_________ ion concentration.
HCl(g) + H2O(l) → Acids have a _________ taste (acidus, L. - sharp). Some acids react with _____________ to
release hydrogen gas, and many conduct an electric current (electrolyte). Strong acid are strong
electrolytes. Many acids are ______________: will destroy body tissue and clothing. Many are
also _________________.
Number
of
Carbon
Atoms
Name Formula
1 Methane
2
C2H6
3 Propane
4
C4H10
5 Pentane
6
C6H14
7 Heptane
8
C8H18
9 Nonane
10
C10H22
7
Some common acids:
Binary acids Oxyacids
HF hydrofluoric acid CH3COOH acetic acid
HCl _______________ H2CO3 _______________
HBr hydrobromic acid HNO3 nitric acid
HI _______________ H3PO4 _______________
H2S hydrosulfuric acid H2SO4 sulfuric acid
Binary acids contain ___________ and one of the more electronegative elements. Oxyacids
contain hydrogen, _______________ and a third element, usually a nonmetal.
ATE-IC ITE-OUS
Bases
A base is a substance that, when dissolved in water, increases the __________ ion concentration.
NaOH(s) −→
A base will either dissociate into _______ ions, like sodium hydroxide, or it will remove a
hydrogen from water, leaving OH− ions, like ammonia.
NH3(aq) + H2O(l) →
Bases have a _________ taste, and like acids, will conduct electric current. Dilute bases feel
_________________, such as soap. Many bases are _____________: will attack skin and tissues,
causing severe burns.
pH Scale
To describe how acidic or how basic a solution is, we use the pH scale. pH (puissance? potenz?
potens?) of hydrogen ranges from ______ (very acidic) to _______ (very basic), with _______
being neutral.
Science 10
Lewis Structures
Fill out the following chart
Chemical Formula Lewis Structure
NF3
CCl4
BI3
SBr2
SeO
N2
PI3
OF2
SiO2
AsF3
CBr4
Selected Polyatomic Ions:
+1/ +2
H3O+ hydronium
NH4+ ammonium
Hg2 2+ mercury (I)
−1
ClO − hypochlorite
ClO2− chlorite
ClO3− chlorate
ClO4− perchlorate
NO3− nitrate
NO2− nitrite
OH− hydroxide
CH3COO− acetate (also C2H3O2−)
HCO3− bicarbonate (hydrogen carbonate)
HSO4− bisulfate (hydrogen sulfate)
HSO3− bisulfite (hydrogen sulfite)
CN− cyanide
SCN− thiocyanate
MnO4− permanganate
H2PO4− dihydrogen phosphate
−2
CrO4 2− chromate
Cr2O7 2− dichromate
SO4 2− sulfate
SO3 2− sulfite
CO3 2− carbonate
HPO4 2− hydrogen phosphate
C2O4 2− oxalate
O2 2− peroxide
−3
PO4 3− phosphate
PO3 3− phosphite
Science 10
Binary Ionic Compounds
1. Write the chemical formula and name the compound.
Cation Anion Chemical Formula
Compound Name
Cr3+ O2-
Fe2+ Br- Na+ Se2-
Rb+ N3- Mn2+ S2-
Al3+ I- Li+ P3-
Cu2+ O2-
Ag+ S2- Zn2+ N3-
2. Write the chemical formula for each of the following compounds.
Tin (IV) chloride
Magnesium oxide Copper (II) bromide
Chromium (III) sulfide
Cobalt (III) nitride Lithium chloride
Potassium nitride Platinum (II) phosphide
Tin (II) chloride
Beryllium oxide Manganese (II) fluoride
Nickel (II) nitride Lead (II) nitride
Copper (I) oxide Cesium sulfide
Iron (III) oxide
1
CR3 + CR4 Semi Notes
A chemical reaction is a change in which substances are converted into different substances.
magnesium and oxygen react to form magnesium oxide (word equation)
We use symbols and formulas to write equations:
"reacts with" "to produce"
Mg(s) + O2(g) → MgO(s) (formula equation)
reactants products
The (s) and (g) refer to the state of the substance.
(s) solid
(l) liquid
(g) gaseous
(aq) aqueous (dissolved in water)
Notice that oxygen when it is by itself is O2. Oxygen is a diatomic element, which exists in pairs
in nature. The following form polyatomic molecules, which you need to remember:
H2 N2 O2 F2 Cl2 Br2 I2 P4 S8
Law of Conservation of Mass: The total mass of the reactants must equal the total mass of the
products in a chemical reaction.
As a result of this law, we must balance all chemical equations using coefficients (large numbers
in front of the symbol). You may not change the formulas of the substances, just the ratio at
which they react.
2Mg + O2 → 2MgO balanced (no "1" is used)
Coefficients multiply through the entire compound.
2NaCl = 2 Na, 2 Cl
3MgCl2 3 Mg, 6 Cl
2H2SO4 4 H, 2 S, 8 O
3Ca(NO3)2 3 Ca, 6 N, 18 O
5Mg(CH3COO)2 5 Mg, 20 C, 30 H, 20 O
Balancing Equations
• When balancing, (adding coefficients to make both sides have equal number of atoms) look
for polyatomic ions or elements that appear just once on each side - balance those first.
• You may need to change coefficients several times, so use a pencil.
• If you run into an element that is difficult to balance, leave it and come back to it. Fractions
may be useful in some cases.
• Do not include "1" as a coefficient.
• Reduce coefficients to the lowest whole number ratio.
• Double check by recounting.
2
____Zn + ____HCl → ZnCl2 + ____H2
____C3H6 + ____O2 → ____CO2 +____ H2O
____Al4C3 + ____H2O → ____CH4 + ____Al(OH)3
Types of Chemical Reactions Activity Series
We will study 5 types of reactions: synthesis, decomposition, single replacement, Li
double replacement, and combustion. Rb
K
1) Synthesis Reaction: where 2 or more simple substances __________ to form a more Ba
complex substance. A + B → AB Sr
2Na + Cl2 → ___________ sodium + chlorine → sodium chloride Ca
Na
2) Decomposition Reaction: where a complex substance _____________ into 2 or more Mg
simpler substances. AB → A + B Al
2NaCl → ______________ sodium chloride → sodium + chlorine Mn
Zn
3) Single Replacement Reaction: (Single Displacement) where an uncombined element Cr
________________ an element that is part of a compound. A + BX → AX + B Fe
Mg + 2HCl → _________________ Cd
magnesium + hydrochloric acid → magnesium chloride + hydrogen Co
Ni
2Na + 2H2O → 2NaOH + H2 Sn
sodium + water → sodium hydroxide + hydrogen Pb
Note: single replacement reactions will only occur if the element doing the replacing H2
is more active (reactive) than the element being replaced. Sb
Mg + 2HCl → MgCl2 + H2 Mg + NaCl → NR Bi
Cu
4) Double Replacement Reaction: (Double Displacement) where different atoms in Hg
2 different compounds replace each other, or when 2 compounds react to form Ag
2 new compounds. Double replacement reactions will always occur to some Pt
extent. Au
AX + BY → AY + BX
FeS + 2HCl → __________________
iron(II) sulfide + hydrochloric acid → dihydrogen monosulfide + iron(II) chloride
Na2SO4 + Ca(NO3)2 → NaNO3 + CaSO4
sodium sulfate + calcium nitrate → sodium nitrate + calcium sulfate
3
5) Combustion Reaction: where a substance combines with ___________ and releases energy in
the form of heat and light. CXHy + O2 → CO2 + H2O (for hydrocarbons)
C3H8 + 5O2 → _________________ propane + oxygen → carbon dioxide + water
Hydrocarbons are compounds made only of _________ and ____________. They are central to
organic chemistry. Common hydrocarbons:
Reaction Rates
According to the kinetic molecular theory, chemical reactions take place when particles _______
with enough ____________ to overcome the intramolecular forces, so that chemical bonds are
_____________ new molecules are formed. A ____________________ describes the speed at
which a reaction occurs. Reaction rates can be affected by factors such as ________________,
___________________, and _______________________.
Temperature: In general, _____________ temperature _____________ reaction rates.
Raising the temperature causes the particles to move _________. This means that the particles
will collide more often and with more force, which increases the chance they will break and
reform bonds.
Concentration: In general, _______________ concentration ______________ reaction
rates. A more concentrated solution has ___________ particles of solute by volume. Having
more particles around means they are more likely to _______________ and react.
Pressure is related to concentration – High pressure is like high _________________ for
gases. Increasing the pressure on a gas will ______________ the chances of collisions taking
place. This means that if you increase the pressure of a gas, the reaction rate will ____________.
Surface Area: In general, ____________ surface area ______________ reaction rates.
Surface area is the area of the substance that is _____________ to react. Having more area
means more ________________ able to react at a higher reaction rate.
4
A catalyst is a substance that speeds up a reaction without being consumed. It is not a reactant,
and is written above the arrow. Pt
NH3(g) + O2(g) → NO(g) + H2O(l)
A catalyst increases reaction rates by lowering the amount of energy needed to break bonds
(activation energy).
Science 10
Writing Equations
Write out the following chemical reactions.
1. Calcium reacts with oxygen to produce calcium oxide.
2. Phosphorous reacts with chlorine to make phosphorous dichloride.
3. Iron (III) hydroxide decomposes and forms iron (III) oxide and water.
4. Dinitrogen pentoxide and water form hydrogen nitrate.
5. Chlorine dioxide and water come together to produce hydrogen chlorite and
hydrogen chlorate.
6. Bromine and potassium iodide react to make potassium bromide and iodine.
7. Aluminum and nitrogen mix to produce aluminum nitride.
8. Iron (III) oxalate breaks down and produces iron (II) oxalate and carbon dioxide.
9. Hydrogen nitrite breaks down to form hydrogen nitrate, nitrogen monoxide, and
water.
10. Sodium and water come together to make sodium hydroxide and hydrogen gas.
Science 10
Balancing Equations
A. Balance the following equations by placing the coefficient in the appropriate place.
1. Mg + O2 ➔ MgO
2. Fe + HCl ➔ FeCl2 + H2
3. Fe + O2 ➔ Fe2O3
4. Sb + Cl2 ➔ SbCl3
5. NaClO3 ➔ NaCl + O2
6. Al + H2SO4 ➔ Al2(SO4)3 + H2
7. H2 + O2 ➔ H2O
8. Fe + Cl2 ➔ FeCl3
9. LiCl ➔ Li + Cl2
10. NaI + Cl2 ➔ NaCl + I2
11. NaCl + H2SO4 ➔ Na2SO4 + HCl
12. N2 + H2 ➔ NH3
13. Al2O3 ➔ Al + O2
14. O2 + Cl2 ➔ OCl2
15. AsCl3 + H2S ➔ As2S3 + HCl
16. NaOH + H2SO4 ➔ Na2SO4 + H2O
17. CO + Fe2O3 ➔ FeO + CO2
18. CH4 + O2 ➔ CO2 + H2O
19. CaC2 + H2O ➔ C2H2 + Ca(OH)2
20. C2H2 + O2 ➔ CO2 + H2O
21. Fe + S ➔ Fe2S3
22. H3PO4 + Ca(OH)2 ➔ Ca3(PO4)2 + H2O
23. (NH4)2SO4 + Pb(NO3)2 ➔ NH4NO3 + PbSO4
24. C4H10 + O2 ➔ CO2 + H2O
25. Na3PO4 + BaCl2 ➔ NaCl + Ba3(PO4)2
26. C2H6O + O2 ➔ CO2 + H2O
27. Al + Zn(NO3)2 ➔ Al(NO3)3 + Zn
28. Ag + HNO3 ➔ AgNO3+ NO2 + H2O
29. HClO4 + P2O5 ➔ H3PO4 + Cl2O7
30. FeS2 + O2 ➔ Fe2O3 + SO2
31. Fe3O4 + H2 ➔ Fe + H2O
32. P4 + S8 ➔ P2S5
33. HgCl2 + SnCl2 ➔ HgCl + SnCl4
34. Al + Br2 ➔ AlBr3
35. FeCl3 + H2S ➔ FeCl2 + HCl + S
36. KMnO4 + HCl ➔ KCl + MnCl2 + H2O + Cl2
37. Na + H2O ➔ NaOH + H2
38. SO2 + O2 ➔ SO3
39. KI + Br2 ➔ KBr + I2
40. NaOH + H2SO4 ➔ H2O + Na2SO4
Science 10
WRITING AND BALANCING CHEMICAL EQUATIONS Write the following word equations as formula equations and balance correctly.
1. Sodium + sulfur → sodium sulfide
2. Magnesium + hydrogen momochloride → magnesium chloride + hydrogen
3. Hydrogen nitrate + sodium hydroxide → sodium nitrate + water
4. Ammonium chloride + calcium hydroxide → calcium chloride + nitrogen trihydride + water
5. When hydrogen and oxygen react, the product is water.
6. Silver nitrate reacts with copper to form copper (II) nitrate and silver.
7. Aluminum and oxygen react together to produce aluminum oxide.
8. Sodium and water combine to produce sodium hydroxide and hydrogen.
9. Carbon combines with oxygen to produce carbon monoxide.
10. Hydrogen and sulfur combine to make dihydrogen monosulfide.
11. Chlorine plus sodium bromide produces sodium chloride and bromine.
12. Copper reacts with iron (II) sulfate to produce iron and copper (I) sulfate.
13. Sodium metal combines with gaseous chlorine to produce sodium chloride.
14. When copper reacts with silver nitrate the products are copper (II) nitrate and silver.
15. The reaction between iron (III) oxide and carbon monoxide produces iron and carbon dioxide gas.
16. The reaction of zinc with hydrogen monochloride produces zinc chloride and hydrogen gas.
17. Water decomposes by electrolysis to form hydrogen and oxygen gas.
18. Carbon disulfide reacts with oxygen gas to produce carbon dioxide gas and sulfur dioxide gas.
19. Zinc metal reacts with hydrogen sulfate to produce zinc sulfate and hydrogen gas.
20. Chlorine gas and potassium iodide react to form potassium chloride plus solid iodine.
Science 10
Balancing and Classifying Reactions
Balance each reaction and identify the type of reaction that is occurring.
1. Fe + H2S04 ➔ Fe2(SO4)3 + H2
2. C2H6 + O2 ➔ H2O + CO2
3. KOH + H3PO4 ➔ K3PO4 + H2O
4. SnO2 + H2 ➔ Sn + H2O
5. Cu3N2 ➔ Cu + N2
6. KNO3 + H2CO3 ➔ K2CO3 + HNO3
7. B2Br6 + HNO3 ➔ B(NO3)3 + HBr
8. BF3 + Li2SO3 ➔ B2(SO3)3 + LiF
9. (NH4)3PO4 + Pb(NO3)4 ➔ Pb3(PO4)4 + NH4NO3
10. SeCl6 + O2 ➔ SeO2 + Cl2
11. AgI + Na2S ➔ Ag2S + NaI
12. Na3PO4 + HCl ➔ NaCl + H3PO4
13. Ba3N2 + H2O ➔ Ba(OH)2 + NH3
14. TiCl4 + H2O ➔ TiO2 + HCl
15. CaCl2 + Na3PO4 ➔ Ca3(PO4)2 + NaCl
16. NaBr + Cl2 ➔ NaCl + Br2
17. Mg(OH)2 + HCl ➔ MgCl2 + H2O
18. Al + F2 ➔ AlF3
19. PCl5 + H2O ➔ H3PO4 + HCl
20. C2H6O + O2 ➔ CO2 + H2O
Classifying Chemical Reactions Lab Date: Pd: Full Names:
PART REACTANT TYPE OF REACTION
BALANCED CHEMICAL EQUATION
1
Mg(s) + O2(g)
2
Zn(s) + HCl(aq)
4
H2O2(aq)
5
CuCl2(aq) + Mg(s)
7
NH4NO3(s) + Ba(OH)2(s)
8
AgNO3(aq) + NaCl(aq)
Classifying Chemical Reactions Lab Date: Pd: Full Names:
DESCRIPTION OF REACTANTS
DESCRIPTION OF PRODUCTS
1
2
4
5
7
8
1
FM1 Semi Notes
The Metric System
• The metric system conveniently uses the _________________________________
factor.
• We commonly use _______________ to write very large and very small numbers
_________________________.
What do they stand for?
• T – ___________ 1 x 1012 (1,000,000,000,000)
• G – ___________ 1 x 109 (1,000,000,000)
• M – __________ 1 x 106 (1,000,000)
• k – ___________ 1 x 103 (1,000)
• h – ___________ 1 x 102 (100)
• da – __________ 1 x 101 (10)
• d – ___________ 1 x 10-1 (0.1)
• c – ____________ 1 x 10-2 (0.01)
• m – ___________ 1 x 10-3 (0.001)
• μ – ____________ 1 x 10-6 (0.000001)
• n – ____________ 1 x 10-9 (0.000000001)
• p – ____________ 1 x 10-12 (0.000000000001)
Examples:
1) 100 cm = ____________ dm
2) 53 kL = ____________ daL
3) 0.025 MA = __________ hA
4) 50 m = ____________ cm
5) 0.000046 mΩ = __________ ųΩ
6) 600 W = _____________ kW
7) 200 mm = _____________ m
8) 0.0072 ML = ____________ hL
9) 45.3 mL = _____________ L
10) 0.00096 mW = ___________ ųW
11) 150 cm2 = ____________ m2
12) 0.0025 cm3 = ____________ mm3
13) 60000 m3 = __________ hm3
14) 0.03 km2 = ____________ m2
15) 620 cm3 = __________L
Conversion Factors
2
Significant Figures
Significant figures include all measured digits that are __________, plus the one that
is _____________________. The last measured digit is always uncertain.
Three rules to remember
1) All digits ________________________________, and 0 may or may not be.
2) _______________ zeros are never significant.
3) _______________ zeros are significant (only if a decimal is present).
Examples: Identify the number of significant figures in each of the following:
1) 57.09
2) 0.000852
3) 0.0006930
4) 400
5) 690.
6) 6.02 × 1023
Rules for Addition and Subtraction:
Check the decimal place and round off to the ________________________________.
Addition Subtraction
1) 627.1 2) 536.1
659. - 64.039
+ 27.25
3) 14 000 + 8 000 + 590 = 4) 7.945 + 82.3 – 0.02 =
Rules for Multiplication and Division:
Count the ____________________ in each factor. The answer should have the same
number of sig. figs. as the _____________________________________________.
Multiplication Division
27.1 0.035860
× 2.3 0.153
4.0 ÷ 8.0 = 550 × 2 = 12 ÷ 0.0030
Scientific Notation
• Are used to write very _____________________________________ numbers
more easily.
• Only one digit 1-9 should be written
____________________________________.
Ex. 308,000,000 =
0.00000075 =
380 × 10-9 =
0.000026 × 1011 =
Addition and Subtraction with Scientific Notation
1. (3.2 × 10-9) + (4.5 × 10-8) 2. (3.6 × 108) – (2.5 × 107)
Multiplication and Division with Scientific Notation
1. (3.0 × 10-5)(6 × 1011) 2. (3.0 × 10-7) ÷ (6.00 × 10-2)
Science 10 Metric Conversion
a. 453 mL= L aa. 20 cm2= m2 b. 0.78 dm= cm bb. 0.5 m2= cm2 c. 0.00045 km= m cc. 120 m2= dm2 d. 838 mm= m dd. 0.000005 km2= m2 e. 127 cm= dam ee. 90000 cm2= m2 f. 0.0028 hm= dm ff. 780 cm2= mm2 g. 2.4 cm= m gg. 943000 μm2= mm2 h. 34.2 mm= m hh. 23 dam2= m2 i. 139000 nm= mm ii. 0.0005 km2= hm2 j. 2.0 GB= MB jj. 6900 hm2= km2 k. 850 μm= nm kk. 257 mm3= cm3 l. 0.00045 mm= m ll. 0.0007 cm3= mm3 m. 35 cm= m mm. 0.000005 m3= cm3 n. 0.0098 cm= mm nn. 78200 cm3= m3 o. 982 km= Mm oo. 50 m3= dam3 p. 832 mm= cm pp. 0.075 hm3= dam3 q. 0.0000654 km= m qq. 50 m3= hm3 r. 80 m= hm rr. 0.5 m3= cm3 s. 1234 L= mL ss. 7850 dam3= km3 t. 9835000 μm= m tt. 0.000035m3= mm3 u. 0.000078 km= Mm uu. 740000m3= km3
Science 10 Speed Calculations
Speed of Light = 3.00 x 108 m/s Speed of Sound = 332 m/s
1. A car travels 20.0 m in 3.0 s. What is the speed of the car?
2. A train is travelling 33.2 km/h. How far will the train travel in 3.5 h?
3. A baseball is thrown 99.8 km/h. If it travels for 0.050 minutes, what distance will go?
4. A baseball is hit and an onlooker hears the crack of the bat 4.15 s later. How far is the onlooker from home plate?
5. A person is 1080 m from a construction site. If this person sees a hammer hit a nail, how long will it take before they hear a sound?
6. The average distance from the sun to the Earth is 1.5 × 108 km. How long does it take for
sunlight to reach the Earth?
7. Light from the planet Uranus takes 14520 s to reach the Earth. Calculate the distance from the Earth to Uranus.
8. A radar pulse traveling at the speed of light is sent to Mars. If it takes light 12 minutes
and 40 seconds to get there, how far is Mars from the radar transmitter?
9. In communicating with an automatic space station, radio signals traveling at the speed of light must travel a distance of 8.7 × 109 m each way. How long does it take for a radio signal to travel to the station and back?
10. The distance to the moon can be found with the help of mirrors left on the moon by
astronauts. A pulse of light is sent to the moon and returns to Earth in 2.562 s. Using the defined speed of light, calculate the distance to the moon.
Answers:
1. 6.7 m/s
2. 120 km
3. 0.083 km
4. 1380 m
5. 3.25 s
6. 5.0 x 102 s
7. 4.36 x 1012 m
8. 3.8 x 108 m
9. 58 s
10. 3.84 x 108 m
Science 10 Velocity Problems
1. Hoppy the hoparoo races to save Pebbles from a perilous cliff and covers 153 m [N] in 21.0 s.
Calculate his velocity.
2. Stewie walks to pick up his mind control gun from the evil genius laboratory. He walks 5 km
[N], then 3 km [E], and it took him 2 hours. Calculate his velocity and his speed.
3. The airspeed indicator on a 737 reads 789 km/h [W]. If there is a headwind of 74 km/h [E],
what is the plane’s velocity relative to a stationary Earth?
4. Mr. Cooney runs a lap of the 400.0 m Griffith track in 54.59 s. Calculate his average speed and
velocity.
5. A sailboat travels 14 km [E] then turns and travels 16 km [S]. The journey took 4.7 hours.
Calculate the boat’s average speed and velocity.
1. 7.29 m/s [N] 4. v = 7.327 m/s
2. v = 4 km/h v = 0 v = 3 km/h [NE] 5. v = 6.4 km/h
3. 715 km/h [W] v = 4.5 km/h [SE]
Name: ___________________________________ Date: _______ Period: ____ Complete the following conversions. (do not worry about sig figs just yet) Conversion Factors 1 L = 1000 cm3 = 1000 ml 1 ml = 1 cm3 1 inch = 2.54 cm 1 m = 39.37 inches 1 oz = 28.35 g 1 mi = 1.609 km 1 h = 60 min 1 min = 60 s
l pound = 454 g 1 kg = 2.205 pounds 1 L = 1.064 quarts 1 mile = 5280 feet 1 gallon (US) = 3.785 L
1) 72 in = __________________ cm 2) 92 mi = __________________ km
3) 60 m = __________________ cm 4) 386 ft = __________________ mi 5) 88 lbs = __________________ g 6) 179 cm = __________________ in 7) 43.5 kg = __________________ lbs 8) 128 oz = __________________ g 9) 750 g = __________________ lbs 10) 4.8 cm3 = __________________ L 11) 7.35 gal = __________________ L 12) 0.00411 km = __________________ in 13) 0.416 mi = __________________ cm 14) 94.52 mm = __________________ in 15) 32.8 m/s = __________________ km/h 16) 36 miles/gallon = __________________ L/100 km
Name: ___________________________________ Date: _______ Period: ____ Solutions 1) 72 in = _____182.88_____ cm 2) 92 mi = ____147.2_______ km
3) 60 m = _____6 000______ cm 4) 386 ft = ____0.073 106 06__ mi 5) 88 lbs = ____39 952___ g 6) 179 cm = ____70.472 440 94______ in 7) 43.5 kg = ____95.9175___ lbs 8) 128 oz = _____3 628.8_____________ g 9) 750 g = _______1.651 982 379____ lbs 10) 4.8 cm3 = _____0.0048__ L 11) 7.35 gal = _____27.5625_____ L 12) 0.00411 km = _____161.8107____ in 13) 0.416 mi = _____66 934.4___ cm 14) 94.52 mm = _____3.721 259 843____ in 15) 32.8 m/s = _____118.08____ km/h 16) 36 miles/gallon = ______6.534 424 418____ L/100 km
Science 10 - Significant Figures
A. Indicate the number of significant figures in each of the following.
1) 8
2) 1122
3) 10.50
4) 235.00
5) 0.350
6) 0.0030500
7) 3.59210
8) 92080
9) 0.080
10) 0.93700
11) 61030
12) 3.05104
13) 6.300105
14) 420000
15) 10600.
16) 30020100
17) 0.0089003
18) 5.20001018
B. For each of the following, solve such that the product or quotient has the correct
number of significant figures.
1) 15.22 3.52
2) 9.30 6.250
3) 8.500 560
4) 850 90
5) 0.00250 0.030
6) 0.00250 0.0350
7) 0.00250 0.03500
8) 0.002500 0.03500
9) 120 / 0.0003
10) 120 / 0.00030
11) 100.00 / 2.00
12) 100.00 / 250
13) 75.00 / 5.00
14) 1250 / 250
15) 1250 / 25.00
16) 15.3528976 / 2.50
17) 3.6152 + 8.211 + 91.3 – 5.104
18) 9.27855 + 35 + 2.85
19) 5.215 + 4.38210 + 8.235
20) 7.000 4.00
21) 8.150 2.0000
22) 6.0000 / 2.000
23) 60.000 / 2.000
24) 15.00 / 20
25) 100 2.000
26) 1000. 2.00
27) 3.500 100.
28) 190000 100.000
29) 4200000 / 15.00
30) 16000 / 4000.0000
C. Write the following numbers such that they have the indicated number of significant
figures.
1) 6321 to 2 sf.
2) 6321to 1 sf.
3) 0.00800 to 2 sf.
4) 0.02 to 5 sf.
5) 900 to 3 sf.
6) 0.4550 to 1 sf.
7) 0.01004 to 2 sf.
8) 9000 to 2 sf.
Answers:
A
1) 1
2) 4
3) 4
4) 5
5) 3
6) 5
7) 6
8) 4
9) 2
10) 5
11) 1
12) 3
13) 4
14) 2
15) 5
16) 6
17) 5
18) 5
B
1) 53.6
2) 58.1
3) 4800
4) 80 000
5) 0.000 075
6) 0.000 087 5
7) 0.000 087 5
8) 0.000 087 50
9) 400 000
10) 4.0 × 105
11) 50.0
12) 0.40
13) 15.0
14) 5.0
15) 50.0
16) 6.14
17) 98.0
18) 47
19) 17.832
20) 28.0
21) 16.30
22) 3.000
23) 30.00
24) 0.8
25) 200
26) 2.00 × 103
27) 3.50 × 102
28) 1.9 × 107
29) 280 000
30) 4.0
C
1) 6300
2) 6000
3) 0.0080
4) 0.020 000
5) 9.00 × 102
6) 0.5
7) 0.010
8) 9.0 × 103
Science 10 Scientific Notation
A. Write the following in proper scientific notation.
1. 0.0000013
2. 0.000058
3. 966.32
4. 69000
5. 0.0021
6. 642000000
7. 0.000024
8. 0.333600
9. 3200100000
10. 60000
11. 300 × 106
12. 0.0025 × 10-6
13. 4500 × 10-17
14. 0.00065 × 1012
B. Write the following in standard form.
1. 2.3 × 103
2. 2.36 × 10-4
3. 0.00367 × 105
4. 23.6 × 10-3
5. 6.8 × 106
6. 6.02 × 1023
7. 3.01 × 1012
8. 0.0025 × 10-4
9. 32.1 × 10-3
10. 3.25 × 102
C. Add or subtract the following. (do not worry about sig figs)
1. (5.00 × 10-3) + (3.00 × 10-2)
2. (6.3 × 109) + (5.6 × 108)
3. (5.5 × 106) - (2.1 × 105)
4. (6.0 × 10-6) - (3.0 × 10-7)
5. (9.6 × 105) + (1.2 × 106)
D. Multiply or divide the following. (do not worry about sig figs)
1. (3.00 × 10-3)(5.00 × 106)
2. (8.0 × 107)(2.0 × 10-2)
3. (6 × 10-4)(5 × 10-7)
4. (7.0 × 10-8) ÷ (2.0 × 10-6)
5. (3.00 × 106) ÷ (6.00 × 1012)
Answers:
A
1) 1.3 × 10-6
2) 5.8 × 10-5
3) 9.6632 × 102
4) 6.9 × 104
5) 2.1 × 10-3
6) 6.42 × 108
7) 2.4 × 10-5
8) 3.33600 × 10-1
9) 3.2001 × 109
10) 6 × 104
11) 3 × 108
12) 2.5 × 10-9
13) 4.5 × 10-14
14) 6.5 × 108
B
1) 2300
2) 0.000 236
3) 367
4) 0.0236
5) 6 800 000
6) 602 000 000 000 000 000 000 000
7) 3 010 000 000 000
8) 0.000 000 25
9) 0.0321
10) 325
C
1) 3.5× 10-2
2) 6.9 × 109
3) 5.3 × 106
4) 5.7 × 10-6
5) 2.2 × 106
D
1) 1.50 × 104
2) 1.6 × 106
3) 3 × 10-10
4) 3.5 × 10-2
5) 5.00 × 10-7
1
FM 2 Semi Notes
Motion
• _______________ is the continuing change of position of a body
________________ to some other body.
Ex. You are driving along in your car. You are in motion
_______________________, but not with respect __________________.
• Uniform motion is the simplest type - it is constant motion in a _______________
• One must distinguish between the two terms below:
______________ ➔ rate of motion
______________ ➔ rate of motion with a direction
Distance, Position, and Displacement
1. Distance
➔ length of path traveled by an object from location A to location B. There is
_______________________ required (_____________).
symbol ➔ SI unit ➔ metre
Home School
➔ consider Peter which must go to school as shown. Peter travels a distance of 5 km
which can be written as: d = ___________
Note: ____________________________
2. Position
➔ the location of an object ______________________________. Direction must be
specified (_______________).
symbol ➔ SI unit ➔ metre
ex. The position of the school is d = 5 km east of Peter’s home.
Note 3 things: a) a size or magnitude (5 km)
b) a direction (east)
c) a reference point (home)
3. Displacement
➔ is the change of _____________ and the _______________ (vector).
symbol ➔ SI unit ➔ metre
➔ you do not need to mention a _______________________.
Ex. Displacement = d = 5 km [E]
2 Vectors
Scalar➔ units of measurement that involve ___________________________
(_____________________________________________).
Vector➔ a physical quantity having both _______________________________
(_____________________________________________).
Vector Addition – Head to Tail Method
• To add vectors, draw the ____________________________ vector at the
________________________________ vector.
• Draw the ___________________ vector from the _____________ of the first
vector to the _____________ of the second vector.
• The resultant vector is the ____________ of the first vectors.
Sample Problem A ➔ A helicopter takes off from a point A and flies due east 30. km and
then lands. If the helicopter takes off again and flies 40. km in a straight line, how far is
it from its original position?
We _____________________________ information, so let’s consider the
possibilities.
1) If the second displacement is in the same direction as the first, the displacement
would be:
2) If the second displacement is opposite in direction, the helicopter would be 10 km
west of it’s original position.
3) If the helicopter went due north after landing, the problem gets tougher.
• R represents the _________________________________ (the displacement of
the helicopter). Use your ruler to find ____________.
• We can also use a protractor to find the direction that the helicopter went. When
you measure this angle, we find it is _______.
• Therefore resultant is: ___________________
3 Sample Problem B ➔ A man walks 6 blocks east and then 8 blocks south. What is the
resultant displacement? (Solve using the vector addition method)
Sample Problem C ➔ A boy delivering papers covers his route by traveling 3 blocks
west, 4 blocks north, then 6 blocks east. Find his final displacement.
Vector Addition – Mathematical Methods
◼ If two vectors are at right angles to each other, R can be calculated using the
Pythagorean Theorem, and the direction can be determined using a trigonometric
function (sine, cosine, and tangent), rather than using your protractor.
__________________________________________________.
Sample Problem 1 ➔ A pilot is flying north at a speed of 80.0 km/h however the wind is
blowing at 40.0 km/h from west to east. Determine the velocity of the plane
mathematically.
To find magnitude, we use:
4 Sample Problem 2 ➔ A boat crosses a river at a velocity of 26.3 km/h [S]. If the river is
flowing a velocity of 5.6 km/h [W], what is the resultant velocity of the boat?
Graphing Rules
1) Identify the independent and the dependent variables.
a) Independent is the variable that the experimenter changes (usually time) and is
always plotted on the x-axis.
b) Dependent variable is the variable that changes as a result of the experiment
and is always plotted on the y-axis.
2) Label each axis with the name of the variable and the unit.
3) Title your graph (“A Graph of Dependent vs. Independent”) y vs x
4) Include your name, date, class, and period on the top right hand corner of your
graph.
5) Choose your scale carefully and make your graph as large as possible.
6) It is NOT necessary that the graph always go through the origin.
7) Make sure to use a best fit line if the graph is linear. Use a smooth (free-hand)
curve if the graph is a curved one.
8) Calculate the slope (linear graph only).
Examples
Distance-Time Graphs for Uniform Motion
Sample Problem 1 A table shows the position of a
car at 5 second intervals. Graph:
Time (s) Speed(m/s)
0.0 3.6
1.0 8.7
2.0 13.3
3.0 17.9
4.0 23.8
Time (s) Distance
(m)
0.0 20.1
2.0 24.1
4.0 27.8
6.0 32.4
8.0 36.8
5
Graph of Distance vs. Time
0
100
200
300
400
500
600
700
800
900
1000
0 5 10 15 20 25 30 35 40 45 50
Time (s)
Dis
tan
ce
(m
)
Graph of Distance vs. Time
0
5
10
15
20
25
30
35
40
45
50
0 5 10 15 20
Time (s)
Dis
tan
ce
(m
)
The distance-time graph for uniform speed is a straight line which has the same slope all
along its path.
1. How far would the car travel
during a 20 second interval?
2. How far would it travel between
25 s and 50 s?
3. How long would it take the
car to travel 450 m?
Sample Problem 2 The motion of two cars A and B is represented by the following graph.
What can we learn about the motion of the cars from the graph?
Calculate the slope for both graphs.
You should notice that the units are in ____________, therefore the slope is telling us the
_______________________________.
Also notice, _________________________________________________.
What can you conclude from this graph?
1. Vehicles _________________________________________.
2. Vehicles _________________________________________.
3. Vehicles _________________________________________.
4. Vehicles end at _________________________________
______________________________________.
5. Distance is ______________________________________.
Graph of Distance vs. Time
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35 40
Time (s)
Dis
tan
ce
(m
)
Car A
Car B
6
Graph of Distance vs. Time
0
1
2
3
4
5
6
7
8
9
0 5 10 15 20 25 30 35 40 45
Time (s)
Dis
tan
ce
(m
)
Speed and Direction
What observations can you make from this graph?
________________________________________________
________________________________________________
Calculate slope of the 3 intervals: A-C.
Interval A ➔
Interval B ➔
Interval C ➔
*We see that the _____________________________________ indicating that it is
traveling in the _________________________. The object has ___________________
to its original starting position at a _________________________.
Speed Calculations
Speed = distance traveled OR v = d
interval of time t
Problems: Let us suppose that a car is traveling at 20.0 m/s.
1) How far does the car travel in 5.0 s?
2) Calculate the time required to travel 140 m.
3) Light travels at 3.00 x 108 m/s. If Regina is 265 km away, how long will it take to get
there?
4) A large ship uses its sonar to find the depth of the water. If sound in water travels at
1482 m/s, what is the depth of water when it takes 0.25 s for the detector to receive the
signal?
7 Velocity Calculations
Velocity = Change in displacement OR v = d
interval of time t
1. Calculate the velocity of a car that travels 556 km northeast in 3.4 hours. Leave your
answer in km/h.
2. Which object has a greater velocity, a ball rolling down a 3.4 metre hill in six
seconds or a fish swimming upstream and covering 5.4 metres in 0.4 minutes?
3. If a projectile flies north 387 metres in 5.8 seconds, what is its velocity?
4. Calculate the velocity of a mountain climber if that climber is moving northeast at a
pace of 1.6 km in 1.4 hours?
Science 10 Vector Addition Assignment
Find the resultant displacement for the following. Make sure to use the head to tail
method and give direction such as [N].
1. A person walks:
a. 5.0 km [E], then 10.0 km [W]
b. 3.0 blocks [N], then 7.5 blocks [W]
c. 2.5 m [E], then 6.0 m [N]
d. 6.5 hm [W], 6.5 hm [N], 9.0 hm [E], then 7.5 hm [S]
e. 3.4 hm [W], 6.4 hm [N], 8.3 hm [E], then 5.0 hm [S]
f. 600 m [E], then 1000 m [S]
2. A boat travels north across a river at a velocity of 7.5 m/s. At the same time, the
current in the river is moving at 12.0 m/s [E]. Find the resultant of the trip.
3. Find the resultant vector when a person walks 80.0 m [N] and then walks 50.0 m
[W].
Answers:
1. a) 5.0 km [W] b) 8.1 blocks [NW] c) 6.5 m [NE] d) 2.7 hm [SE] e) 5.1 hm [NE]
f) 1166 m [SE]
2. 14.2 m/s [NE]
3. 94.3 m [NE]
Vector Addition – Mathematical Methods
Find the displacement/velocity for each of the following, and make sure to pay attention
to units.
1. 67.2 m [E]; 23.3 m [N]
2. 24.2 km/h [W]; 6.4 km/h [S]
3. 50 cm [S]; 2.1 m [E]
4. 350 m [N]; 1.8 km [W]
5. 4.5 km [S]; 3.5 km [E]; 1.2 km [S]
6. 5.8 m [N]; 6.7 m [W]; 14.7 m [S]
7. 380 m [S]; 0.750 km [W]; 1150 m [N]
8. 450 cm [W]; 3450 mm [E]; 0.750 m [W]
Answers:
1. 71.1 m [NE]
2. 25.0 km/h [SW]
3. 2.2 m [SE]
4. 1.8 km [NW]
5. 6.7 km [SE]
6. 11.1 [SW]
7. 1100 m [NW]
8. 180 cm [W]
Scie 10 Graphing Assignment
Graph 1: A rocket is launched and the speed is measured every 10 seconds.
time since
liftoff (s)
0 10 20 30 40 50 60
speed
(km/h)
0 400 900 1500 2200 3000 3900
1. What is the speed of the rocket at 15 seconds?
2. What is the speed of the rocket at 65 seconds?
3. At what time does the rocket have a speed of 2000 km/h?
Graph 2: A penny is dropped from the C.N. Tower, and the speed is measured every second.
time (s) 0 1 2 3 4 5 6 7 8 9 10
speed (m/s) 0 9.5 19.5 29.0 40.5 51.0 61.0 72.0 80.5 89.5 100.5
1. What is the slope of the line? (include units) What does this slope mean?
Graph 3: An athlete runs the 100 m in the Olympics. The speed is measured every 10 m.
distance (m) 10 20 30 40 50 60 70 80 90 100
speed (m/s) 5.4 9.8 10.5 11.2 11.4 11.6 11.8 11.2 11.0 10.6
1. At a distance of 45 m, what is the speed of the athlete? What is this process called?
2. Why does the speed decrease after 70 m?
Graph 4: An UFO is flying away from an observer; the distance is measured every 20 seconds.
time (s) 0 20 40 60 80 100 120 140 160
distance (km) 0.0 2.8 5.4 8.9 11.8 14.4 16.8 19.2 22.4
1. Find the speed of the UFO
Formula Manipulation
Solve the following formulas for the variable in bold.
1) 𝑣 =𝒅
𝑡
2) 𝑣 =𝑑
𝒕
3) 𝐴 = 𝝅𝑟2
4) 𝐴 = 𝜋𝒓2
5) ℎ𝑖
𝒉𝒐=
𝑑𝑖
𝑑𝑜
6) ℎ𝑖
ℎ𝑜=
𝑑𝑖
𝒅𝒐
7) 𝑉𝑓 = 𝑉𝑖 + 𝒂𝑡
8) 𝑎 =𝑽2
𝑟
9) 𝑇2 =𝑚4𝜋2𝑅
𝑭
10) 𝐾. 𝐸. =1
2𝑚𝒗2
11) 𝑣 = √2𝒂𝑠
12) 𝑣 = √2𝑎𝒔𝑘
Answers:
1) 𝑑 = 𝑣𝑡
2) 𝑡 =𝑑
𝑣
3) 𝜋 =𝐴
𝑟2
4) 𝑟 = ±√𝐴
𝜋
5) ℎ𝑜 =ℎ𝑖𝑑𝑜
𝑑𝑖
6) 𝑑𝑜 =𝑑𝑖ℎ𝑜
ℎ𝑖
7) 𝑎 =𝑉𝑓−𝑉𝑖
𝑡
8) 𝑣 = ±√𝑎𝑟
9) 𝐹 =𝑚4𝜋2𝑅
𝑇2
10) 𝑣 = ±√2𝐾.𝐸.
𝑚
11) 𝑎 =𝑣2
2𝑠
12) 𝑠 =𝑣2
2𝑎𝑘
Rearranging Equations Worksheet
Solve each equation below for the given variable.
1. d = vt 2. a = v/t 3. d = ½ at2
v = v = a =
t = t = t =
4. I = P/A 5. a = v2/r 6. P = I2R
P = v = I =
A = r = R =
7. T = 1/f 8. d = vt + ½ at2 9. T = 2(L/g)1/2
f = v = L =
a = g =
t =
10. vf = vi + at 11. PE = mgh 12. F = Gm1m2/d2
vi = m = m1 =
a = g = m2 =
t = h = d =
Rearranging Equations Worksheet
Solve each equation below for the given variable.
1. d = vt 2. a = v/t 3. d = ½ at2
v = d v = at a = 2d
t t2
t = d t = v t = 2d
v a a
4. I = P/A 5. a = v2/r 6. P = I2R
P = IA v = ra I = P
R
A = P r = v2 R = P
I a I2
7. T = 1/f 8. d = vt + ½ at2 9. T = 2(L/g)1/2
f = 1 v = d-1/2at2 L = gT2
T t 42
a = 2(d-vt) or 2d-2vt g = 42L
t2 t2 T2
t = -vv2+2ad
a
10. vf = vi + at 11. PE = mgh 12. F = Gm1m2/d2
vi = vf - at m = PE m1 = d2F
gh Gm2
a = vf - vi g = PE m2 = d2F
t mh Gm1
t = vf - vi h = PE d = Gm1m2
a mg F
FM3 Semi Notes
Acceleration
➔ objects that _______________________________________ are all said to have
accelerated (all of these are a change in velocity).
Acceleration = change in velocity
Interval of time
a = v
t
➔ speeding up in a car or an elevator represents a
________________________________ and therefore is considered acceleration
➔ a car traveling around a
_______________________________________________________________
acceleration due to the change in direction.
Question ➔ You are traveling on a bus at 25 m/s [N]. In two seconds, the bus accelerates
to 30 m/s [N]. What is the acceleration?
➔ when speed increases, _________________________________.
➔ when speed decreases, ________________________________ (also known as
deceleration) Examples
1. A student runs to the store at a speed of 3.2 m/s [E]. Over the course of the next
10.0 s, the student slows down to 2.7 m/s [E]. What is the acceleration?
2. A vehicle is starting from rest and accelerates at 2.5 m/s [W]. If the final velocity
is 35.0 m/s [W], how long did this take?
3. A person jumps out of plane and falls for 4.5 s. If gravity is 9.8 m/s2, how fast will
the person be travelling?
Velocity vs. Time
0
5
10
15
20
25
30
35
40
0 1 2 3 4 5
Time (s)
Vel
oci
ty (
m/s
)
Non-Uniform Acceleration
➔ this is when objects _______________
______________________________.
What is happening in this graph?
1. Vehicle is ______________________
______________________.
2. Velocity is _________________.
3. Vehicle is not _________________
_______________________________.
• This would be like a person learning to
___________________
________________________________
________________________________
________________________________.
Uniformly Accelerated Motion
➔ is motion which the change in
_______________________________________
_______________________________________.
This represents an object
_______________________________________.
Question ➔ How quickly is it accelerating?
Slope = rise/run =
Notice that the _________ of a velocity-time graph gives you the
___________________________________________.
1-D Kinematic Equations
There are five kinematic equations: There are five kinematic variables
(Missing)
1) d = (vi + vf) t a acceleration
2
2) vf = vi + (a t) d displacement
3) vf2
= vi
2 +
a d t time
4) d= (vi t) +
½ (a t2) vf final velocity
5) d= (vf t) – ½ (a t2) vi initial velocity
Acceleration due to gravity on Earth is on average 9.81 m/s2 [down]
Velocity vs. Time
0
10
20
30
40
0 1 2 3 4 5
Time (s)
Ve
loc
ity
(m
/s)
1. A car rolls down a hill starting from rest. If it accelerates at 1.5 m/s2 for 12.0 s, what is
its final speed?
2. The observation deck of tall skyscraper is 370 m above the street. Determine the time
required for a penny to free fall from the deck to the street below.
3. A plane on a runway 310. m long accelerates at 9.0 m/s2. If its final speed before
take-off is 75 m/s:
a. What was the plane’s initial speed?
b. How long was the plane on the ground?
4. A car accelerates uniformly at 0.57 m/s2. If the car’s initial speed is 3.1 m/s and it’s
final speed is 14.7 m/s, what distance is covered?
Science 10 Acceleration Questions (Vector directions in this assignment are all forward)
1. A ball rolls down a ramp for 15 seconds. If the initial velocity of the ball was 0.8
m/sec and the final velocity was 7 m/s, what was the acceleration of the ball?
2. A satellite changed velocity from 1.0 km/s to 1.8 km/s in 0.03 seconds. What is the
acceleration of the satellite?
3. A Porsche going 50 m/s accelerates to pass a truck. Five seconds later the car is going
80 m/s. Calculate the acceleration of the car.
4. The space shuttle releases a space telescope into orbit around the earth. The telescope
goes from being stationary and accelerates at 68 m/s2 for 25 seconds. What is the velocity
of the satellite?
5. A ball is rolled at a velocity of 12 m/s. After 36 s, it comes to a stop. What is the
acceleration of the ball?
6. A dragster in a race accelerated from stop to 60.0 m/s by the time it reached the finish
line. The dragster moved in a straight line and traveled from the starting line to the
finish line in 8.0 sec. What was the acceleration of the dragster?
7. A Mazda Miata goes from zero to 100.0 km/h in 6.7 seconds.
a. What is its acceleration in m/s2?
b. The driver can't release his foot from the accelerator pedal. How many additional
seconds would it take for the driver to reach 130.0 km/h (assuming the acceleration
hasn't changed)?
c. The Miata is moving at 129 km/h has a speed of 35.8 m/s. What acceleration would it
have if it took 5.0 s to come to a complete stop?
8. A baseball is pitched at 40.0 m/s in a Major League game. The batter hits the ball on a
line drive straight toward the pitcher at 50.0 m/s. Determine the acceleration of the ball if
it was in contact with the bat for 1/30. s.
Answers
1) 0.4 m/s2
2) 30 km/s2
3) 6 m/s2
4) 1700 m/s
5) -0.33 m/s2
6) 7.5 m/s2
7a) 4.1 m/s2 b) 2.0 s c) -7.2 m/s2
8) 2700 m/s2
Science 10 Kinematics Problems
(for gravity you may use ag = 9.81 m/s2 and round all answers to 3 sig figs)
(Missing)
1) d = (vi + vf) t a acceleration
2
2) vf = vi + (a t) d displacement
3) vf2
= vi
2 +
a d t time
4) d= (vi t) +
½ (a t2) vf final velocity
5) d= (vf t) – ½ (a t2) vi initial velocity
a) An airplane accelerates from rest down a runway at 3.20 m/s2 for 32.8 s until is finally lifts off
the ground. Determine the distance traveled before takeoff.
b) A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a distance of
110. m. Determine the acceleration of the car.
c) Upton Chuck is riding the Giant Drop at Great America. If Upton free falls for 2.6 seconds,
how far will he fall?
d) A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47 seconds. Determine the
acceleration of the car.
e) A feather is dropped on the moon from a height of 1.40 metres. The acceleration of gravity on
the moon is 1.67 m/s2. Determine the time for the feather to fall to the surface of the moon.
f) Rocket-powered sleds are used to test the human response to acceleration. If a rocket-powered
sled is accelerated to a velocity of 444 m/s in 1.8 seconds, then what is its acceleration?
g) A bike accelerates uniformly from rest to a velocity of 7.10 m/s over a distance of 35.4 m.
Determine the acceleration of the bike.
h) An engineer is designing the runway for an airport. Of the planes that will use the airport, the
lowest acceleration rate is likely to be 3 m/s2. The takeoff velocity for this plane will be 65 m/s.
Assuming this minimum acceleration, what is the minimum allowed length for the runway?
i) A car traveling at 22.4 m/s skids to a stop in 2.55 s. Determine the skidding distance of the car
(assume uniform acceleration).
j) A kangaroo is capable of jumping to a height of 2.62 m. Determine the takeoff velocity of the
kangaroo.
k) If Michael Jordan has a vertical leap of 1.29 m, then what is his hang time (total time to move
upwards to the peak and then return to the ground)?
l) A bullet leaves a rifle with a muzzle velocity of 521 m/s. While accelerating through the barrel
of the rifle, the bullet moves a distance of 0.840 m. Determine the acceleration of the bullet
(assume a uniform acceleration and that the maximum velocity is at the end of the barrel).
m) A baseball is popped straight up into the air and has a hang-time of 6.25 s. Determine the
height to which the ball rises before it reaches its peak. (Hint: the time to rise to the peak is one-
half the total hang-time.)
n) The observation deck of tall skyscraper is 370 m above the street. Determine the time required
for a penny to free fall from the deck to the street below. (ignore resistance)
o) A bullet is moving at a velocity of 367 m/s when it embeds into a lump of moist clay. The
bullet penetrates for a distance of 0.0621 m. Determine the acceleration of the bullet while
moving into the clay. (assume a uniform acceleration.)
p) A stone is dropped into a deep well and is heard to hit the water 3.41 s after being dropped.
Determine the depth of the well.
q) It was recorded that a Jaguar left skid marks that were 290 m in length. Assuming that the
Jaguar skidded to a stop with a constant acceleration of -3.90 m/s2, determine the velocity of the
Jaguar before it began to skid.
r) A plane has a takeoff velocity of 88.3 m/s and requires 1365 m to reach that velocity.
Determine the time required to reach this velocity.
s) A dragster accelerates to a velocity of 112 m/s over a distance of 398 m. Determine the
acceleration (assume uniform) of the dragster.
t) With what velocity in km/h must an object be thrown to reach a height of 91.5 m (equivalent to
one football field)? Ignore air resistance.
Problems taken from physicsclassroom.com and detailed solutions are available here:
http://www.physicsclassroom.com/class/1dkin/u1l6d.cfm
Answers:
a) 1720 m
b) 8.10 m/s2
c) 33.2 m
d) a = 11.2 m/s2,
e) 1.29 s
f) a = 247 m/s2,
g) 0.712 m/s2
h) 704 m
i) 28.6 m
j) 7.17 m/s
k) t =1.03 s (t x 2)
l) 1.62 x 105 m/s2
m) 47.9 m
n) 8.69 s
o) -1.08 x 106 m/s2
p) 57.0 m
q) 47.6 m/s
r) t = 30.9 s
s) 15.8 m/s2
t) vi = 42.4 m/s
or 153 km/h
FM4 Semi Notes
Newton’s Laws of Motion
➔ _________________ is the study of ___________________________, but not why
they ___________.
➔ Sir Isaac Newton turned his attention to ____________________.
➔ __________________ is the study of _________________________ moves the way
that it does. Includes such concepts as: mass, force, momentum, kinetic force, etc.
Newton’s First Law of Motion
➔ also known as the _________________________.
“A body continues in its state of ____________________________________ unless an
external unbalanced ___________________________.”
In order to fully understand, we must look at
________________________________________.
Force
➔ a force is a __________________________________ on an object.
This could result in
________________________________________________________________, or
changing direction.
➔ A force depends on _____________________________, therefore it is a __________
quantity.
➔ often, there are _________________________ on a single object. The motion of the
object is determined by the ____________________________________.
Inertia
➔ the property of a body that tends to _________________ in its state if in rest or
motion.
Ex. If you are standing in a bus __________________, you are thrown ___________. If
the bus ____________, you will be thrown to ____________. A table cloth can be
______________________ _______________________________________.
In the first two situations, ________ wants to keep you moving at the
___________________ _____________. In the last situation, the
____________________, so they want to ______________.
Due to the ___________________, a moving body continues to move unless external
forces stop it. This external force is ___________________________.
Unbalanced Force
➔ most objects usually undergo several ________________________.
ex. _______________________________________________ (external)
➔ in order to study this, we need to review how to find the _______________________
also known as the_____________________.
The symbol used is: _____________
➔ the rules for __________________________ apply here!
Sample Problems
1.Two forces of 5 N [E] and 10 N [E] are acting upon an object. Find the net force.
2. Two boys pull in opposite directions on a toy. One pulls with a force of 15 N [E] and
the other with 5 N [W]. Find the net force.
3. For each case below, determine the net force and state its value (with a direction).
4. An object is being pushed with a force of 250 N [E]. If the frictional force is 75 N,
what is the net force?
Friction
➔ is the ____________________ that is usually present when an object is moving on or
______________________________.
If we can find out how large friction is, we can
___________________________________.
➔ The easiest type of friction to understand is when something
_______________________ something else. (ex. book over _______________)
This type of friction is ________________________.
Does not depend on ________________
Does depend on the _______________
Does depend on the __________________________________
➔ the ____________________________ and the ____________ the force pushing them
together, the larger the ______________________________.
➔ friction always ___________________, therefore as a vector, it should always be
drawn ______________________________________________________.
Newton’s Second Law of Motion
“ If an unbalanced force acts upon an ____________, then the object ________________
in the direction of the force and the acceleration so produced varies _______________
with the unbalanced __________ and
___________________________________________________.”
Summary:
1) a F
➔ this means that if a ___________________ is applied, the
__________________________________.
➔ if the _______________________, the acceleration _______________________.
2) a 1/m
➔ this means that a __________________________________________.
➔ If acceleration _________________________________ (assuming that the force is
constant).
3)Putting these two proportions together, we get:
a F/m OR F = (m)(a)
Units ➔ F = m a
= (kg)(m/s2)
= 1 newton
Sample Problems
1. A mass of 4.00 kg on a frictionless surface is given an acceleration of 3.8 m/s2. What
force was given to the object?
2. A Honda has a mass of 2050 kg. When starting from rest, the motor can exert a force
of 4.0 103 N, which pushes the car forward. How quickly can the car accelerate?
3. A worker applies a force of 40.0 N [E] on an object with a mass of 50.0 g. If the
frictional opposing force is 34.0 N, what is the resulting acceleration of the object?
Newton’s Third Law of Motion
➔ States that to every action there is
_______________________________________________.
Ex.1) If a hand pushes on a table, the table
_______________________________________________.
2) A person pushing off a boat causes the
_____________________________________________.
3) When a package is tossed by someone, the package _______________________
on the person which __________________________________________.
Scie 10 Force problems The vector direction for all gravity problems is [down].
1. On Mercury, the acceleration due to gravity is 3.52 m/s2. What would be the force
acting on a 5.36 kg chair here?
2. What mass is a freezer that has 399.5 N of force acting on it from Venus, where the
acceleration due to gravity is 8.52 m/s2?
3. Calculate the acceleration due to gravity on Earth if a penny (1.00 g) falls from the
C.N. Tower pulled by a force of only 9.81 x 10-3 kg m/s2.
4. A television set is held down to Mars by 39.06 N of force. If Mars has an acceleration
due to gravity of 3.72 m/s2, what is the mass of the TV?
5. Jupiter exerts what force on a 512 kg horse, if Jupiter's ag is 26.1 m/s2?
6. What is the ag on Saturn if it exerts 1.6605 x 10-3 kg m/s2 of force down on a paper clip
that has a mass of 0.150 g?
7. What is the mass of a Rolex watch in grams on Uranus, which has an ag of 10.5 m/s2
[down] and exerts 2 622 000 μN on the watch?
8. Neptune has an ag of 13.8 m/s2. What force in kN would it exert on a 201 hg bag of
flour?
9. Find the acceleration due to gravity on Pluto if an 11 tonne bus there weighs
3.41 x 10-3 MN. (1 tonne = 1000 kg)
10. Calculate the weight in newtons of a 151 pound person on each of the 9 planets.
(1 kg = 2.205 lbs)
11. What is the mass of a package that when dropped, accelerates from rest to 18.56 m/s
in 4.99 seconds, if the force causing this is 6.211 N? On what planet did this happen?
Challenge:
12. A grade 10 student drops an egg from the top of a 64.4 m building. The average
velocity for the fall is 12.1 m/s, and the egg hits the ground at a final velocity of 52.2 m/s
[down]. If the egg had a mass of 56.5 g, what force was acting on the egg when it fell?
On what planet was this building?
Answers:
1. 18.9 N 10. Mercury 241 N 11. 1.67 kg, Mars
2. 46.9 kg Venus 583 N 12. 0.554 N, Earth
3. 9.81 m/s2 Earth 672 N
4. 10.5 kg Mars 255 N
5. 13 400 N Jupiter 1790 N
6. 11.1 m/s2 Saturn 7.60 x 102 N
7. 2.50 x 102 g Uranus 719 N
8. 277 N Neptune 945 N
9. 0.31 m/s2 Pluto 21.2 N
CD 1 Semi Notes
The Greenhouse Effect
• Greenhouse gases keep the Earth warm
through a process called the
__________________
__________________.
• If it were not for greenhouse gases
trapping heat in the atmosphere, the
Earth would be
_________________________.
• The Earth gets energy from the sun in
the form of ________________
_________________________________.
• The Earth's surface _________________ some of this energy and heats up.
• That's why the _________________________________ can feel hot even after the sun has gone
down—because it has _________________ a lot of energy from the sun.
• The Earth cools down by giving off a different form of energy, called ________________
_____________________. Before all of this radiation can escape to outer space, greenhouse gases in
the atmosphere _____________ some of it, which makes the atmosphere __________________.
• As the atmosphere gets warmer, it makes the ______________________________.
Earth’s Constant Temperature
Earth maintains an energy balance and a
temperature balance by ______________
____________________________________________
____________________________________________.
The energy transformations that occur between the time solar radiation is absorbed and the time it is
re-emitted as infrared radiation are the transformations that drive our
_____________________________ (and therefore give us different data for our weather lab).
Milankovitch Cycles
Are 3 cycles that cause natural climate change.
• ______________________: (period 100 000 yrs) how elliptical the Earth’s orbit is. Can vary the solar
heating by __________%
• _______________________: (period 41 000 yrs) how tilted the Earth’s axis is. Varies from 22.1 to
24.5 - less tilt – ___________ glaciation
• _______________________: (period 23 000 yrs) where the tilt is pointing during the revolution. Can
cause summer when Earth is closest or furthest from Sun.
The Important Greenhouse Gases
It comes from:
• Burning _______________ to produce
____________________________________.
• Burning ______________ and other fossil fuels to run
__________________.
• Cutting down and burning ____________.
• ____________________.
• CO2 can stay in the atmosphere _________________
years!
• Fires could turn Amazon rainforest into a
_____________ as human activity and climate change
threaten 'lungs of the world', says study . . .
Methane
Where does it come from?
Raising livestock (________________________ produce methane as they digest food)
_________________.
Producing/transporting ____________________ (leaks in gas pipes, etc).
Mining _____________.
CH4 stays in the atmosphere about 12 years.
It traps ____________________ more heat than same amount of CO2.
Nitrous Oxide
From:
Farming practices that use _________________ (extra nitrogen) to the soil.
Burning ____________________.
Stays in the atmosphere about ___________________!!!
It traps about ______________________ more heat than the same amount of CO2.
Fluorinated Gases
Come from leaky coolants (________________________________________________________).
Some of these gases can stay in atmosphere for ________________________________.
Can trap up to __________________________ more heat than carbon dioxide.
Positive Feedback Loop
An example:
Water vapour is a gas in our atmosphere (varies from
___________________).
BIG effect on ________________________________.
As the planet gets warmer, more water evaporated from the
earth’s surface becomes vapor in the atmosphere. Water
vapor is a greenhouse gas, so more water vapour in the
atmosphere leads to even
___________________________________.
This is an example of a positive feedback loop, which
happens when warming causes
______________________________________________________.
Anthropogenic
• Environmental pollution chiefly originating from ________________________.
Temperature
How __________________ it is.
Earth’s average temp has increase by ____________________ in last 100 yrs.
Temperature increase influences _________________ levels and __________ speeds.
We have already discussed some of the major effects of ___________________________.
Cloud Cover
Clouds are tiny ________________________.
Cloud types/formations are affected by _____________, _______________, & ________________.
How Do Clouds Influence Weather?
Some clouds ________ the Earth, others keep Earth _________.
Supply water to surface of planet through ______________________.
Can you get a sunburn when it is cloudy?
__________________________________________________________________________________
__________ _______________________________________________________________________
UVA/UVB
The ______________________ ozone layer absorbs most of the ________________ ultraviolet (UV)
radiation emitted by the sun.
How much UV reaches the earth's surface depends on the amount of ______________ overhead,
____________, small particles or aerosols, and ____________________.
UVA and UVB and three different wavelengths of UV radiation.
Did you know? In small amounts, _____________ radiation is helpful for production of
__________________.
Since the 1970s humans have attempted to stop _____________________________.
1
CD2 Semi Notes: Factors that Influence the Earth’s Climate
Meteorology
Meteorology is the study of the Earth's atmosphere and weather systems. The atmosphere is the
layer of gases that surround the Earth which extends to an altitude of about ______ km. Weather
occurs in the troposphere, (up to about ____km) and is defined as the sum of the atmospheric
conditions in a given place at a given time. (fig 13.14, p442)
The Causes of Weather: Heat and Energy Transfer
Weather is caused by __________________________________. Because the Earth is spherical,
rotating, and varied in composition, some areas receive and store much of the sun's energy, while
other areas receive little. In general, the Earth's surface will absorb about 50% of the solar
radiation that enters the atmosphere. The other half is absorbed by the atmosphere (20%) or
reflected by clouds and ground (30%). (fig 13.4, p424)
Snow and clouds have high albedo values (~0.8 or 80 %) and are very effective in reflecting the
sun's radiation. The albedo effect (reflecting the sun's energy) lessens heating of the Earth's
surface, and can also influence weather.
Rays of light that are perpendicular to the surface on which they shine provide much more heat
than rays at a shallow angle. (fig 13.3, p424) When the rays are perpendicular, such as it is at the
equator, the Sun delivers 1367 J/m2s. Near the poles, this number is significantly less.
Different substances have different abilities to hold heat, or ______________. Compare the heat
capacities of sand (295 J/kgC) with that of water (4186 J/kgC). Because water has such a high
heat capacity, it takes regions near water longer to heat up or cool off. The water cycle has a
large effect on weather, as water is the principle mechanism for heat transfer. (fig 13.10, p434)
The fact that the Earth is _____________ means that at any given time, half of the Earth is being
heated, (unevenly), and the other half is being cooled. (also unevenly) This difference in energy
distribution is the cause of virtually all weather phenomena.
Seasons are caused by the _______ of the Earth's rotational ________ with respect to its plane of
orbit. The Earth currently maintains a ________ tilt from its plane, which means that when the
northern hemisphere is tilted towards the sun, it receives more direct light for longer. This is our
summer. During the winter, we are tilted _______ from the sun, receiving less intense light for
less time. The equator would receive close to the same amount of light, with the same intensity
all year, and would thus not experience seasons the way we do. (fig 14.5, p456)
Important Lines
_________________ is a measure of the distance north or south from the equator. The equator is
set to 0 and the poles are 90N and 90S.
___________________ is a measure of the distance east or west from the __________ meridian,
an imaginary line that runs from pole to pole through Greenwich, England. (0) On the other side
of the world is the International Date Line (180), and distances are designated east or west as if
observing from off the Earth. Using these lines, you can locate any point on Earth. (fig 14.2,
p454)
2
The Arctic/Antarctic circles are ________from their respective poles and mark the polar zones.
These lines also mark the regions where there is 24 light or darkness at the solstices (June 21 and
Dec. 21). The Tropic of _________ and the Tropic of ___________ are 23.5 north and south of
the equator respectively. These mark the boundaries between the temperate zones and the central
tropical zone. (p460)
Wind
Wind is caused by the mixing of ______________ air. Because warm air is less dense than cool
air, it rises, and vice versa. Cool, dense air exerts pressure on warmer air and pushes it up, out of
the way. When the warm air rises, it expands, cools, and falls back to the ground. This creates a
circulatory movement of a mass of air, caused by temperature difference and hence density. This
is called ________________. (fig 13.13, p441)
Prevailing Winds and the Coriolis Effect
Convection occurs on a global scale. If the Earth were a smaller sphere, the warm air near the
equator would rise, and the cold dense air from the poles would rush in to replace it. This would
cause _________________ winds in the northern hemisphere. (fig 14.8, p462)
However, because the Earth is so large, by the time the warm air from the equator reaches 30N,
it has cooled so much, it falls to the ground. Some returns to the equator, and some is pushed
north. Meanwhile, cold air from the north is heated and by 60N, it rises. This causes 3 distinct
patterns: 0-30N - northerly, 30-60N - southerly, 60-90N - northerly. (fig 14.8, p463)
Because of the ___________ of the Earth, if air were not moving with it, you would feel a
constant wind of about 1000 km/h. You don't, therefore in general, the air molecules rotate with
the Earth. The molecules are moving faster at 30 than 60N. As the southerly convection current
pushes the air north, the air that was moving east at 30 will move faster than the air at 60N.
This difference is felt as wind. We call a prevailing wind moving from west to east - westerly.
This change in the motion of moving objects on the surface of a rotating body is called the
______________ effect. (fig 14.10, p464)
Due to the Coriolis effect, prevailing winds are:
0-30N - _______________ trade winds (trade winds blow toward the equator)
30-60N - ______________
60-90N - ______________ (fig 14.11, p466)
Jet Streams
A jet stream is a ribbon of fast moving air caused by the contrast between warm and cool air. Jet
streams move air at a minimum of 100 km/h, average around 300 and can be as fast as _______
km/h in the winter. These "streams" are not always a clearly defined strip. They may be several
_______________ wide, but are only a few kilometres deep. Because jet streams are caused by
differences in temperatures, the jets form at the boundaries between the climatic zones. There are
4 jet streams: the _______ jet → 60N ; the ____________ jet → 30N; and the same in the
southern hemisphere. All jet streams move from west to east, but meander north and south,
pulled by the rotation of high and low pressure systems.
3
Jet Streams Influence Weather
Jet streams have a major impact weather patterns. They act as a ___________ to warm and cool
systems. When a jet stream drops down to the south, it allows systems with _______ air to move
in from the north. Conversely, when a jet moves north, it allows ______ air systems to come up
from the south. In Saskatoon (52N), this difference is especially prominent in the winter and
spring. The jet stream's average position will move north or south depending on the time of year
and the angle of the sun's light.
(fig 14.15, p467)
Chinook
Chinook is a First Nations word that means "____________". When the mountains cause moist
pacific air to rise and condense, much rain or snow fall in the mountains. Water changes from
vapour to liquid to snow, which releases thermal energy, warming the air. When this blows
across the prairies in the winter, it can change conditions dramatically in a short time. On
January 6, 1966, a chinook raised the temperature in parts of Alberta by 21C in 4 minutes!
Cloud Types
When water evaporates into the atmosphere, it rises, cools, and condenses. This forms clouds.
There are 3 main types of clouds:
___________ (L. heap) - Cotton like clouds, formed when air rises quickly over a small area.
___________ (L. covering or blanket) - Grey, flat clouds that usually cover the whole sky,
formed when air rises over a large area.
____________ (L. curl) White wispy clouds formed very high, made of ice crystals.
Nimbus (L. rain cloud) - a descriptor of a cloud that produces rain.
Alto - a descriptor that means middle
Cloud types can be made from a combination of these. (fig 15.5, p490)
Low Clouds (0-2000 m)
Stratus, Nimbostratus, Stratocumulus
Middle Clouds (2000-6000 m)
Altostratus, Altocumulus
High Clouds (6000+ m)
Cirrus, cirrostratus, cirrocumulus
All Levels
Cumulus, Cumulonimbus
Weather Systems
A weather system is a set of temperature, wind, pressure, and moisture conditions for a region
that move as a unit for a period of days. Two types of weather systems are ________ and
____________ pressure.
Low pressure systems typically result in ____________ and stormy weather. They are caused by
_________ air, either by solar heating, or by a frontal low. When air rises, it condenses and
forms clouds. Where warm and cool air masses meet, a front forms. Fast flowing air from the jet
stream pulls air out of both air masses and causes the air to rise. (frontal low, fig 15.18, p501)
Due to the Coriolis effect, the rising air rotates counterclockwise in the northern hemisphere. The
leading edge of the warm air is called a ___________, and the cool air's - a __________. The
4
cold front moves about __________ as fast as the warm front, and pushes it up as it goes. This
usually produces __________ clouds, but if the cold front is moving rapidly, cumulonimbus
clouds and intense thunderstorms follow. (fig 15.12, p497)
At the same time, the warm front rises gently over the cool air. This usually produces _________
clouds, followed by altostratus and cirrus as it climbs higher. (fig 15.13, p497) Once the cold
front catches up with the warm front, the low is cut off from the warm air and the lifting effects
of the jet stream. This is known as an ___________ front, and the low starts to weaken.
Both warm and cold fronts can cause ______________, Cold fronts are typically heavier storms,
that are over quickly, leaving the temperature cooler. Warm fronts may last for days, are less
intense, and may leave the temperature warmer.
High pressure systems usually result in ________ skies. They are caused by air that cools,
becomes more dense, and falls. Highs rotate _______________ in the northern hemisphere, and
may be hundreds of kilometres across. Because they are so large, they could mean similar
weather conditions for several days.
Ocean Currents
________________set the oceans in motion. For example, a westerly wind would cause water
below it to also flow toward the east. Figure 14.17 on p469 has the major ocean currents and
their relative temperatures. Notice the similarity to the pattern of prevailing wind. When wind
moves water in one direction, water rushes in to replace it. This causes circular water patters
called _________. In general, gyres are ________________ in the northern hemisphere, and
counter clockwise in the southern hemisphere. The water on the east side of a gyre tends to be
cooler, which also makes the air above it cooler (warm water also causes warmer air). Cooler air
holds less moisture, and if that air moves over land, will not produce much precipitation.
Conversely, if warm moist air moves over land, it creates a humid, rainy environment.
El Nino and La Nina
El Nino is the name given to an area of ___________ than normal water off the coast of Ecuador
and Peru. This area is 1.5 times the size of Canada and is the world's second largest driver of
weather (next to seasons). El Ninos usually occur every 2 to 7 years and last for 12 to 18 months.
The name El Nino means "the child (boy)" and is named after the Christ child because they
typically begin in December.
An El Nino is a reversal of the normal weather patterns that usually see warm water near
Australia and cooler water near Peru. This is because trade winds blow the warm water near the
equator to the west. The sea level is 0.5-1.5 m _________ near Australia than near Peru. This
current pulls colder water from below on the eastern side to replace the warmer water
(upwelling). For an unknown reason, the trade winds reverse and blow the "pile" of warm water
across the ocean. (Fig 14.21, p476)
In Saskatoon, an El Nino causes a __________, ___________ winter. The El Nino of 1997-98
was the strongest on record (5°C above normal), and caused droughts, crop failures and even a
December fire on the prairies. El Nino was also blamed for a massive ice storm in eastern
5
Canada that January. The previous strongest El Nino caused Australia's worst drought in 200
years, 18 billion dollars in damage, and 2000 deaths.
La Nina, "the girl," is a _________ of the water near Ecuador and Peru by as much as 4°C below
normal. La Ninas occur less frequently than El Ninos, at about every 4 to 5 years. The effects of
La Nina are less pronounced than, and usually opposite to El Nino. In Saskatoon, La Nina
causes a ___________ winter with __________ snow. It also tends to promote Atlantic
hurricanes, whereas El Nino suppresses them.
Severe Weather Lightning
We have already learned how thunderstorms form. Lightning occurs because charges have built
up in the clouds, perhaps from friction among the moving water and ice pellets in a storm.
Electrons flow from areas of negative charge to positive, which is usually cloud to ground, but
may be the reverse. A typical bolt is _________ km long, but it can easily travel 40-65 km before
turning downward. Under ideal conditions, _______ km from the strike is the farthest you will
hear thunder, but it may be as low as 3 km. If you can hear thunder, you can be struck. You can
use the 3 seconds/km rule for calculating distance to a strike. Lightning can travel with lethal
charge through the ground for about _____ m and in water for about ______ m. Most lightning is
about _____wide and is around _________C, 5 times hotter than the surface of the sun. Around
the world, there are nearly 40 000 thunderstorms per day, and even though 90% of lightning is
within the clouds, lightning hits the ground about _____ times per second. Lightning only kills
about 10% of its victims, but one third of the survivors suffer long term medical problems.
(NLSI)
Tornadoes
Scientists aren't sure how tornadoes form, but most theories involve a cell that begins to rotate.
An area of low pressure at the centre draws the cyclone downward and it narrows. In doing so,
its speed increases the same way a figure skater speeds up by pulling the arms in. Tornadoes are
classified from _____ to ______ on the Enhanced Fujita scale based on their wind speed and
damage. (table 15.1, p507) Tornadoes occur on every continent except Antarctica. On average,
Saskatchewan sees 23 tornadoes per year.
Hurricanes
Although hurricanes don't have the wind speeds of some tornadoes, but they can be 500 km
across, and last for days. As a result, they can cause much more extensive destruction. The name
"hurricane" may come from the Mayan god of wind, __________. In the western Pacific, they
are called typhoons and in the Indian Ocean, tropical cyclones. However, they are essentially the
same. Just like normal low pressure systems, hurricanes spin counterclockwise in the northern
hemisphere, and clockwise in the southern. Hurricanes do not form over the equator because the
_________ effect is absent there. Intense low pressure at the centre of the hurricane creates a
"pile" of water, that, when it hits land, creates a storm surge. A storm surge can be as high as 6 m
higher than sea level, and cause many of the fatalities. Hurricane wind strength ranges from
_____ km/h (category 1) to 250 km/h + (category 5). This compares with a minimum 37 km/h
for a tropical depression, and 65 km/h for a tropical storm. (fig 15.26, p509)
Science 10 Final Review
CR1 and CR2
1. Name each GHS symbol
A ___________________ C ___________________ E ___________________ G ___________________
B ___________________ D ___________________ F ___________________ H ___________________
2. MSDS stands for _______________________________
WHMIS stands for _______________________________
3. Identify each as a chemical or physical change:
• painting a car _____
• folding a page _____
• a nail rusting _____
• heating a pan _____
• forming a precipitate _____
• a spoiling egg _____
• boiling water _____
• oil poured into water _____
• fireworks exploding _____
• CaCl2 dissolving in water _____
• digesting an apple _____
• an erupting baking soda and vinegar
volcano _____
4. Consider the equation: C + O2 CO2 + heat
Identify the reactants ___________________ Identify the products ___________________
Is it exothermic or endothermic? ___________________ Sketch an energy diagram for this reaction.
5. Fill in the chart: particle charge mass location
proton _____ _____ _____
neutron _____ _____ _____
electron _____ _____ _____
6. Draw Bohr diagrams for a) nitrogen-15 b) sodium-23 c)
7. Complete:
Element Symbol Protons Neutrons Electrons
Magnesium
13 12
54
74 54
15 16 18
8. Naming practice:
a) CrF2 k) copper(I) arsenide
b) CCl4 l) iron(III) oxide
c) Al2S3 m) dinitrogen monoxide
d) PbO n) gallium nitride
e) SI3 o) carbon monoxide
f) Li3PO4 p) iron(II) bromide
g) CO2 q) dinitrogen trioxide
h) Ti(HCO3)4 r) vanadium(V) phosphate
i) C4H10 s) pentane
j) H2SO4 (acid name) t) acetic acid
CR3 and CR4
9. Balance:
a) ___ Na2CO3 + ___ H3PO4 → ___ Na3PO4 + ___ H2CO3 ____________________________
b) ___ C3H8 + ___ O2 → ___ CO2 + ___ H2O ____________________________
c) ___Cr + ___ SnCl4 → ___ CrCl3 + ___Sn ____________________________
d) ___ KClO3 → ___ KCl + ___O2 ____________________________
e) ___Li + ___S8 → ___ Li2S ____________________________
10. Write the balanced chemical equation:
a) Aqueous ammonium sulfide reacts with aqueous zinc chloride to form aqueous ammonium chloride and
solid zinc sulfide.
b) Solid iron reacts with oxygen gas to form solid iron(III) oxide.
c) Aqueous lithium hydroxide reacts with aqueous iron(III) nitrate to form solid iron(III) hydroxide and
aqueous lithium nitrate.
11. Explain how changes in temperature, concentration, surface area, pressure, and the addition of catalysts
affect reaction rates.
12.a) 400 ng = ___________________ mg f) 0.048 daN = ___________________ dN
b) 2.6 m = ___________________ m g) 5.97 x 1024 kg = ___________________ Tg
c) 35.5 cL = ___________________ mL h) 1.67 x 10−27 kg = ___________________ pg
d) 17 000 m = ___________________ hm i) 14.0 m/s = ___________________ km/h
e) 650 MB = ___________________ GB j) 15.0 inches = ___________________ cm (1 in = 25.4 mm)
FM1 and FM2
13. Answer with correct sig figs.
a) 5040 cm – 120.7 cm = ___________________
b) 1.30 x 104 m 2.1 x 103 s = ___________________
c) 0.002 34 g + 0.001 g + 0.0099 g = ___________________
d) 500.0 mm x 20.0 mm = ___________________
e) (0.20 m x 14.72 m) - (1.394 m2 + 0.33 m2) = ___________________
14. Convert to or from scientific notation:
a) 966.32 ___________________ g) 2.36 × 10-4 ___________________
b) 69000 ___________________ h) 3.67 × 105 ___________________
c) 0.0021 ___________________ i) −6.8 × 106 ___________________
d) 0.000024 ___________________ j) 2.5 × 10-4 ___________________
e) 0.333600 ___________________ k) 3.21 × 10-3 ___________________
f) 60000 ___________________ l) 3.25 × 102 ___________________
15. Calculate the displacement:
a) 650 m [N]; 1.8 km [W]
b) 4.5 km [S]; 3.5 km [E]; 1.2 km [S]
c) 5.8 m [N]; 6.7 m [W]; 14.7 m [S]
d) 26 m [N]; 14 m [W]; 54 m [S]; 38 m [E]
16. Graph the following date and calculate the slope:
t (s) 0 5 10 15 20 25 30 35 40 45 50
d (m) 0 100 200 300 400 500 600 700 800 900 1000
17. Solve:
a) If you take off from Saskatoon International Airport (YXE) and fly to Tokyo, Japan (NRT), a distance of
8274 km, and it takes you 8.38 h to do this, what is your average velocity?
b) A runner covers 25.0 m in 2.55 s. What is this runner's speed in m/s, and in km/h?
c) How far will light travel in 1.0 hours if the speed of light in 299 792 458 m/s?
d) How many seconds does it take a Lamborghini Murciélago to cover a football field
(a distance of 105 m) at a speed of 317 km/h?
e) A student walks to school at 4.45 km/h, which is 14.94 km away and up hill all the way. How long in
seconds did this take?
f) What is the average speed you would travel if you drove the 257 km to Regina in a time of 2.35 h,
including a 0.25 h stop for gas? How fast were you actually driving?
g) Stewie walks to pick up his mind control gun from the local evil genius laboratory. He walks 5 km [N],
then 3 km [E], and it took him 2 hours. Calculate his velocity and speed.
h) A 737 flies with an airspeed of 789 km/h [W]. If there is a headwind of 74 km/h [E], what is the plane's
displacement after 2.5 hours?
(FM3 and FM4)
i) A Ferrari 458 will accelerate from 0 to 27.8 m/s (100 km/h) in 3.3 s. What is this acceleration in m/s2?
j) A cheetah can accelerate at 10.0 m/s2. How long would it take this cat to reach 20.0 m/s?
k) In a car accident, forensic scientists calculated that the impact lasted 0.40 s, and resulted in an
acceleration of -54.3 m/s2. If the car came to a rest in the impact, what was the car's initial velocity?
l) Rocket-powered sleds are used to test the human response to acceleration. If a rocket-powered sled is
accelerated to a speed of 444 m/s in 1.8 seconds, then find the acceleration of the sled.
m) A bike accelerates uniformly from rest to a speed of 7.10 m/s over a distance of 35.4 m. Determine the
acceleration of the bike.
n) The observation deck of tall skyscraper 370 m above the street. Determine the time required for a penny
to free fall from the deck to the street below.
o) A bullet is moving at a speed of 367 m/s when it embeds into a lump of moist clay. The bullet penetrates
for a distance of 0.0621 m. Determine the acceleration of the bullet while moving into the clay. (Assume a
uniform acceleration.)
p) With what speed in km/h must an object be thrown to reach a height of 91.5 m (equivalent to one
football field)? Assume negligible air resistance.
q) What mass is a freezer that has 399.5 N [down] of force acting on it from Venus, where the acceleration
due to gravity is 8.52 m/s2 [down]?
r) Calculate the acceleration due to gravity on Earth if a penny (1.00 g) falls from the C.N. Tower pulled
by a force of only 9.81 x 10 -3 kg•m/s2 [down].
s) A television set is held down to Mars by 39.06 N of force. If Mars has an acceleration due to gravity of
3.72 m/s2 [down], what is the mass of the TV?
t) Jupiter exerts what force on a 512 kg horse, if Jupiter's gravitational acceleration is 26.1 m/s2 [down]?
CD1 and CD2
18. Using a diagram, explain the greenhouse effect. List some of the gases involved.
19. Using a diagram, explain the causes of the seasons.
20. Using a diagram, explain the Milankovitch cycles.
21. Explain the difference between weather and climate.
22. Give examples of positive and negative feedback loops in nature.
23. What is the albedo effect?
24. Name and locate important lines of latitude and longitude.
25. Using a diagram, explain how the Coriolis effect causes prevailing wind patterns on Earth.
26. Using a diagram, explain the jet stream.
27. Using a diagram, explain how cold and warm fronts develop.
28. Using a diagram, explain how a Chinook forms.
29. Explain the types of clouds and how they form.
30. Using a diagram, explain ocean currents.
31. Using a diagram, explain how El Nino and La Nina develop and their influence on our weather.
CD3 and CD4
32. Draw and label the carbon-oxygen cycle.
33. Draw and label the nitrogen cycle.
34. What is biodiversity?
35. List the taxonomic levels in order beginning with Domain.
36. Calculate the population growth rate to the nearest percent if there are 25 births, 18 deaths, 18
immigrants and 10 emigrants per year in a population of 165 deer.
37. Draw a graph of the populations of a cougar and deer in a predator-prey relationship over several years.
What are the patterns and how are they related?
38. Write the chemical equations for photosynthesis and cellular respiration.
39. Explain the effects on the environment of excessive nutrients such as nitrates and phosphates.
Science 10 Final Review Answers
1. A) Compressed Gas B) Flammable and Combustible Material C) Oxidizing Material D) Immediate and
Serious Toxic Effects E) Chronic Toxin F) Biohazardous Infectious Material G) Corrosive Material H)
Dangerously Reactive Materials
2. MSDS: Material Safety Data Sheets WHMIS: Workplace Hazardous Materials Information System
3. painting a car __P___
folding a page __P___
a nail rusting __C___
heating a pan __P___
forming a precipitate __C___
a spoiling egg __C___
boiling water __P___
oil poured into water __P___
fireworks exploding __C___
CaCl2 dissolving in water __P___
digesting an apple __P___
an erupting baking soda and vinegar volcano
__C___
4. reactants: C + O2 products: CO2 + heat
5. particle charge mass location
proton + 1 amu nucleus
neutron neutral 1 amu nucleus
electron − 1/1836 orbiting the nucleus
6. a) b) c)
7.
8. a) chromium(II) fluoride
b) carbon tetrachloride
c) aluminum sulfide
d) lead(II) oxide
e) sulfur triiodide
f) lithium phosphate
g) carbon dioxide
h) titanium(IV) bicarbonate
i) butane
j) sulfuric acid
k) Cu3As
l) Fe2O3
m) N2O
n) GaN
o) CO
p) FeBr2
q) N2O3
r) V3(PO4)5
s) C5H12
t) CH3COOH
Element Symbol Protons Neutrons Electrons
Nickel
28 30 28
Magnesium
12 13 12
chlorine
17 18 18
Xenon 54
74 54
Plutonium
94 151 90
Phosphorus
15 16 18
Bromine
35 44 36
Graph of Distance vs. Time
0
100
200
300
400
500
600
700
800
900
1000
0 5 10 15 20 25 30 35 40 45 50
Time (s)
Dis
tan
ce
(m
)
9. a) 3Na2CO3 + 2H3PO4 → 2Na3PO4 + 3H2CO3 double replacement
b) C3H8 + 5 O2 → 3 CO2 + 4 H2O combustion
c) 4Cr + 3 SnCl4 → 4 CrCl3 + 3Sn single replacement
d) 2 KClO3 → 2 KCl + 3O2 decomposition
e) 16Li + S8 → 8Li2S synthesis
10. a) (NH4)2S(aq) + ZnCl2(aq) 2NH4Cl(aq) + ZnS(s)
b) 4Fe(s) + 3O2(g) 2Fe2O3(s)
c) 3LiOH(aq) + Fe(NO3)3(aq) Fe(OH)3(s) + 3LiNO3(aq)
11. Temperature: increasing temperature increases the reaction rate; decreasing temperature decreases it.
Concentration: increasing concentration increases the reaction rate; decreasing concentration decreases it.
Surface area: increasing surface area increases the reaction rate; decreasing surface area decreases it.
Pressure: increasing pressure increases the reaction rate; decreasing pressure decreases it.
Adding a catalyst: a catalyst increases the reaction rate; removing a catalyst would increase it.
12. a) 0.0004
b) 0.000 0026
c) 355
d) 170
e) 0.65
f) 4.8
g) 5.97 x 1015
h) 1.67 x 10−12
i) 50.4
j) 38.1
13. a) 4919 cm
b) 6.2 m/s
c) 0.013 g
d) 1.00 x 104 mm
e) 1.2 m2 Name, date
14. a) 9.6632 x 102
b) 6.9 x 104
c) 2.1 x 10−3
d) 2.4 x 10−5
e) 3.336 x 10−1
f) 6 x 104
g) 0.000236
h) 367 000
i) −6 800 000
j) 0.00025
k) 0.003 21
l) 325
15. a) 1900 m [NW]
b) 6.7 km [SE]
c) 11.1 m [SW]
d) 3.0 x 101 m [SE]
16. see graph, slope = 20 m/s
17. a) 987 km/h
b) 9.80 m/s, 35.3 km/h
c) 1.1 x 1012 m
d) 1.19 s
e) 12 100 s
f) 109 km/h, 122 km/h
g) speed = 4 km/h, velocity = 3 km/h
h) 1800 km [W]
i) 8.4 m/s2
j) 2.00 s
k) 21.7 m/s
l) 247 m/s2
m) 0.712 m/s2
n) 8.69 s
o) -1.08 x 106 m/s2
p) 152 km/h
q) 46.9 kg
r) 9.81 m/s2
s) 10.5 kg
t) 134 000 N [down]
18. The Earth gets energy from the sun in the form of sunlight. The Earth's surface absorbs some of this
energy and heats up. The Earth cools down by giving off a different form of energy, called infrared
radiation. But before all this radiation can escape to outer space, greenhouse gases in the atmosphere absorb
some of it, which makes the atmosphere warmer. As the atmosphere gets warmer, it makes the Earth's
surface warmer, too. Some important greenhouse gases include water, CO2, CH4 and N2O.
19. For diagram see text p. 456. Seasons are caused by the tilt of the Earth's rotational axis with respect to
its plane of orbit. The Earth currently maintains a 23.5 tilt from its plane, which means that when the
northern hemisphere is tilted towards the sun, it receives more direct light for longer. This is our summer.
During the winter, we are tilted away from the sun, receiving less intense light for less time. The equator
would receive close to the same amount of light, with the same intensity all year, and would thus not
experience seasons the way we do.
20. Milankovitch Cycles are 3 cycles that cause natural climate change.
Eccentricity: (period 100 000 y) how elliptical the Earth’s orbit is. Can vary the
solar heating by 20-30%
Obliquity: (period 41 000 y) how tilted the Earth’s axis is. Varies from 22.1 to
24.5 - less tilt – more glaciation
Precession: (period 23 000 y) where the tilt is pointing during the revolution.
Can cause summer when Earth is closest or furthest from Sun.
21. The difference between weather and climate is a measure of time. Weather is
what conditions of the atmosphere are over a short period of time, and climate is the atmospheric conditions
over relatively long periods of time – 30 years or more.
22. Positive feedback example: When increasing the global temperature leads to more evaporation of water,
a greenhouse gas. Increasing this gas then leads to an increase in global temperatures.
Negative feedback example: When increasing the global temperature leads to more evaporation of water,
which causes more clouds. More clouds block solar radiation and cause global cooling.
23. An object’s albedo value is the amount of radiation that it reflects and ranges from 0 (none reflected) to
1 (all reflected). The albedo effect is the property of reflecting light from the Sun, which influences how
much radiation is absorbed and therefore affects how quickly a substance heats up.
24. the equator (0° Lat) the Arctic circle (66.5° north) the North Pole (90° north)
the Tropic of Cancer (23.5° north) the Antarctic circle (66.5° south) the South Pole (90° south)
the Tropic of Capricorn (23.5° south) the international date line (180° Lon) the prime meridian (0° Lon)
25. Diagram on p.466 of text. Convection occurs on a global scale. If the Earth were a smaller sphere, the
warm air near the equator would rise, and the cold dense air from the poles would rush in to replace it. This
would cause southerly winds in the northern hemisphere. However, because the Earth is so large, by the
time the warm air from the equator reaches 30N, it has cooled so much, it falls to the ground. Some returns
to the equator, and some is pushed north. Meanwhile, cold air from the north is heated and by 60N, it rises.
This causes 3 distinct patterns: 0-30N - northerly, 30-60N - southerly, 60-90N - northerly. In general, the
air molecules rotate with the Earth. The molecules are moving faster at 30 than 60N. As the southerly
convection current pushes the air north, the air that was moving east at 30 will move faster than the air at
60N. This difference is felt as wind. We call a prevailing wind moving from west to east - westerly. This
change in the motion of moving objects on the surface of a rotating body is called the Coriolis effect
26. Diagram on p.467 of text. A jet stream is a ribbon of fast moving air caused by the contrast between
warm and cool air. Jet streams move air at a minimum of 100 km/h, average around 300 and can be as fast
as 500 km/h in the winter. These "streams" are not always a clearly defined strip. They may be several
hundred kilometres wide, but are only a few kilometres deep. Because jet streams are caused by differences
in temperatures, the jets form at the boundaries between the climatic zones. There are 4 jet streams: the
polar jet → 60N ; the subtropical jet → 30N; and the same in the southern hemisphere. All jet streams
move from west to east, but meander north and south, pulled by the rotation of high and low pressure
systems.
27. Diagram on p.497 of text. Where warm and cool air masses meet, a front forms. Fast flowing air from
the jet stream pulls air out of both air masses and causes the air to rise. Due to the Coriolis effect, the rising
air rotates counter clockwise in the northern hemisphere. The leading edge of the warm air is called a warn
front, and the cool air's - a cold front. The cold front moves about twice as fast as the warm front, and
pushes it up as it goes. This usually produces cumulus clouds, but if the cold front is moving rapidly,
cumulonimbus clouds and intense thunderstorms follow. At the same time, the warm front rises gently over
the cool air. This usually produces stratus clouds, followed by altostratus and cirrus as it climbs higher.
Once the cold front catches up with the warm front, the low is cut off from the warm air and the lifting
effects of the jet stream. This is known as an occluded front, and the low starts to weaken. Both warm and
cold fronts can cause precipitation, Cold fronts are typically heavier storms, that are over quickly, leaving
the temperature cooler. Warm fronts may last for days, are less intense, and may leave the temperature
warmer.
28. Diagram on p.488 of text. Chinook is a First Nations word that means "snow eater". When the
mountains cause moist pacific air to rise and condense, much rain or snow fall in the mountains. Water
changes from vapour to liquid to snow, which releases thermal energy, warming the air. When this blows
across the prairies in the winter, it can change conditions dramatically in a short time.
29. When water evaporates into the atmosphere, it rises, cools, and condenses. This forms clouds. There are
3 main types of clouds:
Cumulus clouds are cotton like clouds, formed when air rises quickly over a small area. Cumulus and its
variants are typically caused by cold fronts, which push the air up quickly.
Stratus clouds are grey, flat clouds that usually cover the whole sky. Stratus clouds and its variants are
typically caused by warm fronts, which push air up over a large area.
Cirrus clouds are white wispy clouds formed when clouds rise very high, made of ice crystals.
30. Diagram on p.469 of text. Surface winds set the oceans in motion. For example, a westerly wind would
cause water below it to also flow toward the east. Notice the similarity to the pattern of prevailing wind.
When wind moves water in one direction, water rushes in to replace it. This causes circular water patters
called gyres. In general, gyres are clockwise in the northern hemisphere, and counter clockwise in the
southern hemisphere. The water on the east side of a gyre tends to be cooler, which also makes the air
above it cooler (warm water also causes warmer air). Cooler air holds less moisture, and if that air moves
over land, will not produce much precipitation. Conversely, if warm moist air moves over land, it creates a
humid, rainy environment.
31. Diagram on p.476 of text. El Nino is the name given to an area of warmer than normal water off the
coast of Ecuador and Peru. An El Nino is a reversal of the normal weather patterns that usually see warm
water near Australia and cooler water near Peru. This is because trade winds blow the warm water near the
equator to the west. The sea level is 0.5-1.5 m higher near Australia than near Peru. This current pulls
colder water from below on the eastern side to replace the warmer water (upwelling). For an unknown
reason, the trade winds reverse and blow the "pile" of warm water across the ocean. In Saskatoon, an El
Nino causes a warmer, dryer winter. La Nina is a cooling of the water near Ecuador and Peru by as much as
4°C below normal. La Ninas occur less frequently than El Ninos, at about every 4 to 5 years. The effects of
La Nina are less pronounced than, and usually opposite to El Nino. In Saskatoon, La Nina causes a colder
winter with more snow. It also tends to promote Atlantic hurricanes, whereas El Nino suppresses them.
32. Diagram on p.46 of text.
33. Diagram on p.54 of text.
34. Biological diversity is a measure of the number of different species in an ecosystem. The more species
there are in a food web, the more stable it becomes, and it can adapt to stress more easily.
35. Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
36. 9%
37. Dia similar to in notes. As the pop of the prey goes up and down, so does the predator but with a lag.
38. photo: 6CO2 + 6H2O + energy → C6H12O6 + 6O2 resp: C6H12O6 + 6O2 → 6CO2 + 6H2O + energy
39. Diagram on p.59 of text. Excess nitrogen and phosphate in rivers, lakes, and oceans causes rapid growth
of algae and weeds. This buildup of nutrients in an aquatic ecosystem is called eutrophication. This can
disrupt other plant production, which removes the first level on the food chain. Also, oxygen levels in the
water drop, and some fish that didn't starve, can die from lack of oxygen.
