chapters 1, 2, and three – Flashcards
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| matter |
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| anything that has mass and occupies space |
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| chemistry |
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| the study and composition of matter and the changes that matter undergoes |
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| organic chemistry |
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| the study of all chemicals containing carbon |
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| inorganic chemistry |
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| the study of chemicals that, in general do not contain carbon. found mainly in nonliving things like rocks |
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| biochemistry |
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| the study of processes that take place in organisms |
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| analytical chemistry |
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| the area of study that focuses on the composition of matter |
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| physical chemistry |
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| the area that deals with mechanism, the rate, and the energy transfer that occurs when matter undergoes a change |
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| pure chemistry |
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| the pursuit of chemical knowledge for its own sake. no immediate practical use for the knowledge |
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| applied chemistry |
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| research that is directed towards a practical goal or application |
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| technology |
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| the means by which a society provides its members with those things needed and desired |
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| macroscopic world |
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| the world of objects that are large enough to see with the unaided eye |
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| microscopic world |
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| the world of objects that can only be seen under magnification |
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| chemists design materials to fit specific needs. |
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| when chemists develop new materials, whats their goal? |
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| they play an essential rold in finding way to conserve, produce, and store energy. |
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| name three ways chemists help meet the demand for energy |
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| chemistry supplies the medicines, materials, and technology that doctors use to treat their patientts |
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| how does chemistry help doctors treat patients? |
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| chemistry supplies the medicines, materials, and technology that doctors use to treat their patientts |
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| how does chemistry help doctors treat patients? |
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| chemists help to develop more productive crops and safer more effective ways to protect crops. |
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| what role do chemists play in agriculture? |
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| chemists help to identify pollutants and prevent pollution. |
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| how do chemists help protect the enviorment? |
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| to study the universe, chemists gather data from afar and analyze matter that is brought back to earth. |
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| desribe two ways that chemists study the universe. |
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| biotechnology |
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| applies science to the production of biological research |
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| pollutant |
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| a material found in air, water, or soil that is harmful to humans or other organisms |
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| alchemists developed the tools and techniques for working with chemicals |
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| what did alchemists contribute to the development of chemistry? |
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| lavoiser helped to transform chemistry from a science of observation to the science of measurement that it is today. |
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| how did lavoisier revolutionize the science of chemistry? |
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| steps in the scientific method include making observations, testing hypotheses, and developing theories |
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| name three steps in the scientific method. |
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| steps in the scientific method include making observations, testing hypotheses, and developing theories |
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| name three steps in the scientific method. |
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| when scientists collaborate and communicate, they increase the likelihood of a successful outcome. |
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| explain why collaboration and communication are important in science. |
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| observation |
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| when you use your senses to obtain information you make this |
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| hypothesis |
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| a proposed explanation for an observation |
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| experiment |
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| a procedure that is used to test a hypothesis |
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| manipulated or independent variable |
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| the variable that you change during an experiment |
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| responding variable |
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| the variable that is observed during the experiment |
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| theory |
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| a well tested explanation for a broad set of observations |
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| scientific law |
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| a consice statement that summarizes the results of many observations and experiments |
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| effective problem solving always involved developing a plan and then implementing that plan |
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| what are the two general steps in problem solving? |
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| the steps for solving a numeric word problem are analyze, calculate, and evaluate. |
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| list the three steps for solving numeric problems |
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| the steps for solving a conceptual problem are analyze and solve. |
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| list the two steps for solving conceptual problems |
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| the steps for solving a conceptual problem are analyze and solve. |
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| list the two steps for solving conceptual problems |
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| properties used to describe matter can be classified as extensive or intensive. |
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| name two categories used to classify properties of matter |
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| every sample of a given substance that has identical intensive properties because every sample has the same composition |
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| explain why all samples of a given substance have the same intensive properties. |
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| every sample of a given substance that has identical intensive properties because every sample has the same composition |
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| explain why all samples of a given substance have the same intensive properties. |
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| three states of matter are solid, liquid, and gas |
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| name three states of matter. |
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| physical changes can be classified as reversible or irreversible. |
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| describe the two categories used to classify physical changes |
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| mass |
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| a measure of the amount of matter the object contains |
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| volume |
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| the measure of the space occupied by the object |
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| extensive property |
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| a property that depends on the type of matter in a sample, not the amount of matter. |
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| substance |
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| matter that has a uniform and a definite composition |
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| physical property |
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| a quality or condition of a substance that can be observed or measure withouth changing the substances composition |
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| physical property |
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| a quality or condition of a substance that can be observed or measure withouth changing the substances composition |
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| physical change |
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| some properties of a material change, but the composition of the material does not change. |
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| physical change |
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| some properties of a material change, but the composition of the material does not change. |
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| based on the the distribution of their components , mixtures can classified as heterogeneous or as homogeneous. |
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| how are mixtures classified? |
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| differences in physical properties can be used to seperate mixtures. |
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| what type of properties can be used to seperate mixtures? |
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| heterogeneous mixture |
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| a mixture in which the composition is not uniform throughout |
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| homogeneous mixture |
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| a mixture in which the composition is uniform throughout |
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| compounds can be broken down into simpler substances by chemical means, but elements cannot. |
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| how is a compound different from and element? |
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| compounds can be broken down into simpler substances by chemical means, but elements cannot. |
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| how is a compound different from and element? |
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| if the compostion of a material is fixed, the material is a substance. if the compostion of a material may vary, the material is a mixture. |
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| how can you distinguish a substance from a mixture? |
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| chemists ude chemical symbols to represent elements, and chemical formulas to represent compounds. |
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| what are chemical symbols and chemical formulas used for? |
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| chemical symbol |
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| each element is represented by this, one or two letters, the first letter is capital, the second is lowercase. |
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| chemical property |
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| the ability of a substance to undergo a specific change |
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| during a chemical change the compostion of matter always changes. |
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| how does a chemical change affect the composition of matter? |
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| possible clues to chemical change include a transfer of energy, a change in color, the production of gas, or the formation of a precipitate. |
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| name four possible clues that a chemical change has taken place. |
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| during any chemical reaction, the mass of the products is always equal to the mass of the reactants. |
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| in a chemical reaction, how does the mass of the reactants compare with the mass of the products? |
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| during any chemical reaction, the mass of the products is always equal to the mass of the reactants. |
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| in a chemical reaction, how does the mass of the reactants compare with the mass of the products? |
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| chemical reaction |
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| one or more substances change into one or more new substances |
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| reactant |
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| a substance present at the start of the reaction |
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| product |
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| a substance produced in the reaction |
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| precipitate |
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| a solid that forms and settles out of a liquid mixture |
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| law of conservation of mass |
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| states that in any physical change or chemical reaction mass is conserved |
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| measurements are fundamental to the experimental sciences.for that reason, it is important to be able to make measurements and to decide whether a measurement is correct. |
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| how do measurements relate to experimental science? |
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| to evaluate the accuracy of a measurement, the measured value must be compared to the correct value. to evaluate the precision of a measurement, you must compare the values of two or more repated meausrements. |
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| how are accuracy and precision evaluated? |
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| measurements must always be reported to the correct number of sig figs because calculated answers often depend on the number of sig figs in the values used in the calculations. |
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| why must a given measurement always be reported to the correct number if sig figs? |
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| in general, a calculated answer cannot be more precise than the least precise meausrement from which it was calculated. |
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| how does the precision of a calculated answer compare to the precision of the measurements used to obtain it? |
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| in general, a calculated answer cannot be more precise than the least precise meausrement from which it was calculated. |
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| how does the precision of a calculated answer compare to the precision of the measurements used to obtain it? |
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| precision |
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| a measure of how close a series of measurements are to one another |
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| precision |
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| a measure of how close a series of measurements are to one another |
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| accepted values |
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| the correct value based on reliable references |
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| experimental value |
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| the value measured in the lab |
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| percent error |
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| the absolute value of the error divided by the accepted value, multiplied by 100% |
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| significant figures |
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| include all of the digits that are known, plus a last digit that is estimated, in a measurement |
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| the five SI units commonly used by chemists are the meter, the kilogram, the kelvin, the second, and the mole. |
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| which five SI base units are commonly used in chemistry? |
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| meter, liter, cubic centimeter, gram, degrees celcius, kelvin, joule, calorie. |
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| which metric units are commonly used to measure length, volume, mass, temperature, and energy? |
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| international system of units |
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| a revised version of the metric system |
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| meter |
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| in SI, the basic unit of length, or linear measure |
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| liter |
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| the volume of a cube that is 10cm along each edge |
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| kilogram |
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| the mass of an object is measure in comparison to a standard mass of one of these, which is the basic SI unit of mass |
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| kilogram |
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| the mass of an object is measure in comparison to a standard mass of one of these, which is the basic SI unit of mass |
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| gram |
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| 1/1000 of a kilogram |
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| weight |
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| the force that measure the pull on a given mass by gravity |
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| temperature |
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| a measure of how hot or cold an object is |
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| temperature |
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| a measure of how hot or cold an object is |
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| celsius scale |
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| sets the freezing point of water at 0c and the boiling point of water at 100c |
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| kelvin scale |
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| the freezing point of water is 273.5 kelvins and the boiling point is 373.15 kelvins |
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| absolute zero |
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| the zero point on the kelvin scale |
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| energy |
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| the capacity to do work or to produce heat |
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| joule |
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| the SI unit of energy |
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| calorie |
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| the quantity of heat that raises the temperature of 1g of pure water by 1c |
