Category: My Classroom Material

Metric System

1.When and by whom was the metric system developed?

2. The metric system is based on powers of ________.

3. Where is the metric system used?

4. The metric system is especially used by what group?

5. How is the metric system abbreviated & how did it get this abbreviation?

Metric Prefixes 

6. Regardless of the ________, the metric system uses the __________ prefixes.

7. Give 3 of the most common metric prefixes and their value.

8. One meter equals how many centimeters?         How many millimeters?

Length, Mass, and Volume

9. Define length.

10. What is the SI base unit for length?

11. _________ sticks or __________ rulers are used to determine length in the metric system.

12. Define mass.

13. If two object are the same size, will theyhave the same mass? Explain your answer.

14. What is the SI unit for mass?

15. What common object has approximately the mass of one gram?

16. How could you change the mass of an object?

17. A ___________ ___________ __________ is a scale used to measure metric masses.

18. Why will a triple beam balance give the same mass for an object no matter what planet it is on?

19. Define weight.

20. Explain why the weight of an object can change?

21. What is the SI unit for measuring weight?

22. What is gravity?

23. The force of gravity depends on what 2 things?

24. The greater the distance, gravity _________ so weight would be ____________.

25. The more mass an object has, the pull of gravity is _________ so the object will have ___________ weight.

26. How much less gravity does the moon have than the Earth?

27. If you had a mass of 36 kilograms on Earth, what would be your mass on the moon?

28. If you had a weight of 60 Newtons on Earth, what would be your weight on the moon?

29. What planet has 2.5 times more gravity than the Earth?

30. Would your mass be the same on Jupiter?    your weight?

31. Define volume.

32. How do you find the volume of a box?

33. The units for the volume of a box would be _________ centimeters.

34. Find the volume of a cube that is 3 cm on all sides.

35. What is the base unit for the volume of a liquid?

36. What scientific equipment is used to measure the volume of liquids?

37. Liquids make a curved upper surface when poured into graduated cylinders, so you must read the _____________ of the curve known as the ________________.

38. In the metric system, 1 cm3 equals __________________ of water having a mass of ________________.

Water Displacement and Density

39. ____________ ______________ is a method used to tell the volume of irregularly shaped objects.

40. If a rock causes the water level in a graduated cylinder to rise from 8.8 to 10 ml, what is the volume of the rock?

41. What is the mass of 25 ml of water? (Hint: look back at your answer to question #38.)

42. What is the mass of 1 liter of water?

43. Define density.

44. When finding the density of an object, the ___________ of an object measured in ___________ is divided by its _____________ measured in ______________ or ______________.

45. What are the units of measurement for density?

46. Sketch the density wheel that can be used to solve density problems.

47. If you know the mass and density, how can you determine the volume using the density wheel?

48. Find the density if the mass of an object is 24 g and the volume is 8 cm3.

49. Find the volume if the density is 3g/cm3 and the mass is 24 grams.

50. Find the mass if the density is 2g/cm3 and the volume is 8cm3 .

51. What is the density of 1 gram of water?

52. What is the volume of .5 kg of water?

53. In terms of density, why do some objects float?

54. Objects with a density less than __________ will float on top of water.

55. A toy boat has a density of 1.5 g/ml. Will the toy boat float?

56. What is true about objects that have a density equal to water?

57. How do fish and submarines that are denser than water float?

58. Why did the Titanic float before it hit the iceberg?

59. Why did the Titanic sink after hitting the iceberg?

Cells and Transport Teaching Resources · High school biology; AP extensions where noted.

This introductory investigation uses a printed lowercase letter to teach microscope handling before students observe biological specimens. Allow about one class period, adjusted for equipment and student experience.

Objectives and prerequisites

Students will prepare a wet mount, bring a specimen into focus safely, calculate total magnification, and describe how the image changes when the slide moves. First identify the parts in the microscope reference.

Materials and safety

• Compound light microscope and its operating instructions
• Clean slide and coverslip, dropper, water, paper towel
• A small printed lowercase “e” on thin paper and scissors
• Notebook and pencil

Follow the school’s eye-protection policy. Handle glass by the edges; report broken glass and use the designated sharps procedure. Keep water away from plugs and cords. A teacher-prepared slide is an alternative for students who cannot handle glass. No stains or biological samples are needed.

Procedure

1. Carry and set up the microscope using the manufacturer’s instructions. Locate the lowest-power objective and read the eyepiece and objective markings.
2. Place the paper letter on the slide in its normal reading orientation. Add one small drop of water. Lower a coverslip at an angle to reduce trapped air; blot excess liquid at the edge.
3. Secure the slide and center the letter above the light opening.
4. Begin at the lowest power. Watch from the side while positioning the objective near the slide, leaving clearance. Follow the model-specific focusing method so the objective cannot strike the coverslip.
5. Look through the eyepiece and focus gently. Adjust illumination for comfortable contrast. Draw the letter as observed and note whether its orientation differs from the uncovered letter.
6. Move the slide a small distance to the right. Record the image’s direction of movement. Repeat upward, then recenter the letter.
7. With the specimen centered and in focus, switch to the next approved objective. Use fine focus only. Record how much of the letter is visible.
8. Remove the slide, clean the work area, and store the microscope as directed. Wash hands after cleanup.

Student record

For each objective, record: eyepiece power; objective power; calculated total magnification; a labeled sketch; visible fraction of the letter; and a note on image orientation. Also record the direction the image moves when the slide moves right and upward. Include units when adding a measured field diameter.

Analysis and teaching notes

• Why start at low power? The larger field makes locating and centering the specimen easier, and the working distance is generally greater.
• What happens when the slide moves right? In a typical compound microscope the image moves left. Let observations establish the relationship; digital display settings can alter orientation.
• Does higher power always improve an image? No. Focus, illumination, resolution, and specimen preparation still matter.

Assess handling with a brief demonstration: the student must find the letter, center it, change power safely, and explain a magnification calculation. Students can give an oral explanation or annotate a photograph instead of drawing by hand.

AP extension: Measure field diameter using a calibrated slide or suitable ruler at low power. Estimate the higher-power field diameter using the inverse magnification relationship; identify why this estimate is less dependable across different optical configurations.

Continue the unit

• Review microscope parts and functions
• Prepare to identify cell structures

Sources and further reading

• OpenStax Biology 2e: studying cells