NOTE: Some students were absent when this lesson was taught in-class prior to March Break 2020. If you have not completed this lesson, or need a refresher, please follow along. If you are comfortable with your knowledge of significant digits and the grasp method, complete the consolidation assignment, then continue on to the next lesson.
Review the learning goals and success criteria for Topic 1: Significant Digits and the GRASP Method
Review the minds on, action, and consolidation sections of the lesson, completing any tasks as outlined.
Complete the fill-in-the-blanks handouts that have been provided to you. They have been linked below.
Practice and apply what you've learned by completing the practice tasks outlined at the end of the lesson.
I am learning to ...
understand how two atoms of the same element can have different masses
describe what a “mole” is as and how it relates to chemistry
use the concept of a “mole” is conversion calculations
I am able to ...
use significant digits appropriately in calculations
describe the term isotope and how it is related to the atomic abundance
describe the concept of the mole as 6.02 × 1023 particles (such as atoms or molecules) of a sample
use the mole to perform conversion calculations
Counting. You use familiar counting quantities every day. For example, it is far more convenient to say how many dozen eggs you have instead of the actual amount.
If you have 24 eggs, you are far more inclined to state that you have two dozen eggs. If you say you have two dozen eggs, it is very clear that you actually have 24 eggs, because one dozen consists of 12 eggs.
When is the last time you had to measure an amount of something? In the home, measurements are most often made in the kitchen when we’re baking or cooking. Although specific amounts are important in the kitchen, there are times when the measurement is much more crucial.
If someone with diabetes injects himself with too much insulin, there can be serious side effects - in some cases, death.
A pharmacist who is preparing medicine for her patients must be very careful to measure the exact amounts of the drugs that have been prescribed.
Devices used to perform roadside breathalyzer tests must be properly calibrated so they can accurately measure the concentration of alcohol in someone’s body.
Water treatment plants must be able to accurately detect chemicals like mercury and lead that would be toxic to those ingesting it.
Items that are purchased in large quantities are often grouped for convenience and ease of counting. As mentioned, it is common to purchase eggs by the dozen, and ‘dozen’ is a common word that is understood as meaning ‘12’ of something.
Can you think of some other common groupings that are used for convenience? Use your own experience, or print or electronic resources to find out how many items are represented by each of the following:
A pair of shoes
A ream of paper
A gross of pencils
Consider the following question: Why do you think these counting words are used instead of the numbers they represent?
Similar to using dozens to count eggs, chemists have devised a familiar quantity that represents the number of particles (such as atoms or molecules) in a sample of a substance. The reason for this is that atoms are incredibly small, and a small amount of a substance can have a very large number of atoms or molecules. For example, in one litre of pure water, there are about 33460000000000000000000000 water molecules (H2O molecules) in a 1-litre bottle of water! Instead of writing out this very large number, we can say that a 1-litre bottle of water contains 3.346 × 1025 water molecules.
An ordinary quarter contains about 97,700,000,000,000,000,000,000 atoms.
The average size of an atom is about 0.00000003 centimeters across.
Very large or very small numbers like these when written in standard notation makes them awkward to work with.
Scientific notation is a shorthand way of writing such numbers.
To express any number in scientific notation, write it as the product of a power of ten and a number greater than or equal to 1 but less than 10.
Example: In scientific notation the number of atoms in a quarter is 9.77x1022, and the size of each atom is 3.0x10–8 centimeters across.
Complete the following practice questions. Then, check your answers.
Write each number in standard notation.
1.72x104
6.9x10–3
Write each number in scientific notation.
0.0053
57,000,000
Order the follow numbers from least to greatest.
2 x10–4, 9x10–5, 7x10–5
Some key things to remember:
non-zero digits (numbers that are not a 0) are always significant
zeros are only considered significant if they come after a non-zero digit, otherwise they are just placeholders
zeros after a non-zero digit (with no decimal) are not significant
zeros after a non-zero digit (with a decimal) are significant
When multiplying or dividing, the final answer must have the same number of significant digits as the original number with the fewest significant digits (we can’t be any more certain than we were to begin with)
When adding or subtracting, the final answer must have the same number of decimal places as the original number with the fewest number of decimal places
We will use the GRASP method to solve chemical calculations throughout this unit. What does GRASP stand for?
List what is known from the question, draw diagrams if you need
List what you are required to find. This will be outlined in the question. What is the unknown that you are trying to identify?
Write out the formula that you will use to solve the question.
Plug in your known values into the formula.
Now that you have determined the identity of the unknown value, state your answer using a therefore statement.
Use the GRASP method to solve the following question:
A rectangular box has a length of 41.2 m and a width of 25.0 m. Find the perimeter and area of the rectangle.
This lesson is now complete. Return to D2L - Brightspace and complete the assigned tasks to consolidate your learning.