• Chapter 10: Mass Number vs. Average Atomic Mass
Choose an element from the periodic table that has an average atomic mass with 1 or more digits after the decimal. Explain the difference between the mass number of a single atom of YOUR ELEMENT and the average atomic mass of YOUR ELEMENT. Include 2 or more supporting images with your explanation.
  • ASSIGNMENT 8: Solubility Graph
Description: Follow the directions on this file to graph the data on this file. When done, take a snapshot of the graph (Shift+apple+4) and place the picture of the completed graph as a new assignment on your wiki (like the one below). Next, type a couple of sentences explaining which solute is a solid, which is a gas, and how you can tell by looking at the graph. Don't forget to turn in the completed question sheet to your teacher.
  • ASSIGNMENT 7: Matter Flowchart Concept Map
Description: Open this file, follow the instructions to create your own concept map. When done, save the completed file as a new assignment on your wiki.
  • ASSIGNMENT 6: Physical and Chemical Properties and Changes
a. Look at your notes, text, or Internet to find out what physical and chemical properties and physical and chemical changes are.
b. Find and copy 4 pictures to your desktop: 1 showing a physical property, 1 showing a chemical property, 1 showing a physical change, 1 showing a chemical change.
c. Place the images on your wiki as a new assignment and include a 1 sentence description for each
Note: each image is worth 3 points and each correct sentence is worth 2 points for a total of 20 points.

1983r.jpg7-1.jpgacid-rain-2a.jpgThe color of this Monte Carlo is a physical property.

A physical change takes place when the car is painted black. The plastic body of the car is still the same substance after the color is changed. We could even melt that plastic into a liquid, and it would still be the same substance because a phase change is also a physical change.

other physical properties include: size, shape, texture, odor, etc.

Corrosivity is a chemical property of acid rain water.

When acid rain water reacts with certain metals, a chemical change takes place (rusting) and the acid rain + metal forms a new substance (rust).

other chemical properties include: flammability, reactivity, pH balance, etc.


  • ASSIGNMENT 5: "Student Favorites" Graphing
Description: Take the "Student Favorites" survey. Follow ALL directions at the beginning of the survey. Place your two graphs as a new assignment on your wiki. Each Graph is worth 10 points

  • ASSIGNMENT 4: Mass vs. Weight
Description: On YOUR wiki, under a new assignment heading, list 3 differences between mass and weight. You can include the definition of each, physical science units used to measure each, pictures, etc. Use your textbook, Internet, etc.
  • ASSIGNMENT 3: Measuring Length Activity Summary
Description: Go to the class wiki under "student pages ", find your lab group picture, copy and paste it under YOUR NEW HEADING "ASSIGNMENT 3: Measuring Length Activity Summary" within YOUR OWN wiki. In NO LESS THAN 3 sentences, briefly explain what you did during the lab and what the outcome was. HINT: What will determine the detail of any measurement you make? What was your measurement of lab table height in meters? How about centimeters? How about millimeters?
  • ASSIGNMENT 2: Reflex Test Experiment Conclusions
Description: Go to your wiki and explain the class data results from the reflex test experiment. Include the title of the assignment: "Assignment 2: Reflex Test Experiment Conclusions." Explain the data results and whether or not they support or reject the hypothesis. Explain any other important info discovered during the experiment. State any new questions and future experiments that may be conducted.

A true inquiry-based honors challenge and worthy of extra credit..... With identical 1 L water bottles, beakers, balances, water, math, your skills, brain and anything else you think you may need (Internet excluded). Answer the question: What is the PRECISE volume of water that should be placed in this bottle so that when it is finished freezing, the bottle will be filled PRECISELY to capacity? It will not be cracked, broken, etc. There are various ways of solving this problem. You may begin by brainstorming, or perhaps by experimenting with water, ice, lab equipment, etc. before trying to work with the math. All that I will tell you to point you in the right direction is that:
  1. The problem INVOLVES the demonstration of the melting ice from Friday
  2. The problem INVOLVES at least 2 or 3 major concepts we've worked with already this school year.
  3. Each group will label their own bottle and add what they believe to be the PRECISE amount of water necessary.
  4. I will then freeze the bottles and we will see which group was "closest" to the "desired" ice level.
  5. Awards will not be based strictly on this "closest, desired" level since there are additional factors that come into play with an experiment such as this. Instead, awards may also be based on a mathematical solution to this question.
Good Luck!