3.3
3 Conversion Problems
1 FOCUS
Objectives
3.3.1 Construct conversion factors
from equivalent measurements.
3.3.2 Apply the technique of dimen-
sional analysis to a variety of
conversion problems.
3.3.3 Solve problems by breaking
the solution into steps.
3.3.4 Convert complex units, using
dimensional analysis.
Guide for Reading
Build Vocabulary L2
Paraphrase Have students write defi-
nitions of the vocabulary terms in their
own words. (Acceptable answers include
conversion factor: a ratio of equivalent
measurements used to convert a quan-
tity from one unit to another, and
dimensional analysis: a technique of
problem-solving that uses the units that
are part of a measurement to solve the
problem.)
L2
Reading Strategy
Sequence As the students read the
Analyze and Calculate sections of Sam-
ple Problems 3.5–3.9, have them write
word sequences using the appropriate
conversion factors for each problem.
2 INSTRUCT
Have students examine the photo-
graph that opens the section. Ask if any
of them has ever noticed a chart or
table in a bank or in the newspaper
relating the values of foreign currency
to the U.S. dollar. Explain that these are
conversion tables that allow people to
relate one currency to another. Ask,
How would you decide which
amount of money would be worth
more—75 euros or 75 British
pounds? (Convert these values to a
familiar currency—U.S. dollars.)
80 Chapter 3
3.
Guide for Reading
Key Concepts
• What happens when a
measurement is multiplied by a
conversion factor?
• Why is dimensional analysis
useful?
• What types of problems are
easily solved by using
dimensional analysis?
Vocabulary
conversion factor
dimensional analysis
Reading Strategy
Monitoring Your Understanding
Preview the Key Concepts, the
section heads, and boldfaced
terms. List three things you expect
to learn. After reading, state what
you learned about each item
listed.
Animation 3 Learn how to
select the proper conversion
factor and how to use it.
with ChemASAP
80 Chapter 3
Section Resources
Print
• Guided Reading and Study Workbook,
Section 3.3
• Core Teaching Resources, Section 3.3
Review
• Transparencies, T31–T37
Perhaps you have traveled
abroad or are planning to do so. If so, you know—or will soon discover—
that different countries have different currencies. As a tourist, exchanging
money is essential to the enjoyment of your trip. After
all, you must pay for your meals, hotel, trans-
portation, gift purchases, and tickets to
exhibits and events. Because each
country’s currency compares differ-
ently with the U.S. dollar, knowing
how to convert currency units cor-
rectly is very important. Conversion
problems are readily solved by a
problem-solving approach called
dimensional analysis.
Conversion Factors
If you think about any number of everyday situations, you will realize that a
quantity can usually be expressed in several different ways. For example,
consider the monetary amount $1.
1 dollar  4 quarters  10 dimes  20 nickels  100 pennies
These are all expressions, or measurements, of the same amount of money.
The same thing is true of scientific quantities. For example, consider a dis-
tance that measures exactly 1 meter.
1 meter  10 decimeters  100 centimeters  1000 millimeters
These are different ways to express the same length.
Whenever two measurements are equivalent, a ratio of the two mea-
surements will equal 1, or unity. For example, you can divide both sides of
the equation 1 m  100 cm by 1 m or by 100 cm.
1 m  100 cm  1 1m 100 cm
1m 1m or 100 cm  100 cm  1
conversion factors
A conversion factor is a ratio of equivalent measurements. The ratios
100 cm/1 m and 1 m/100 cm are examples of conversion factors. In a con-
version factor, the measurement in the numerator (on the top) is equivalent
to the measurement in the denominator (on the bottom). The conversion
factors above are read “one hundred centimeters per meter” and “one
meter per hundred centimeters.” Figure 3.11 illustrates another way to look
at the relationships in a conversion factor. Notice that the smaller number is
part of the measurement with the larger unit. That is, a meter is physically
larger than a centimeter. The larger number is part of the measurement
with the smaller unit.
Technology
• Interactive Textbook with ChemASAP,
Animation 3, Problem-Solving 3.28, 3.30,
3.33, 3.35, 3.37, Assessment 3.3
 1 meter 100 centimeters
Conversion Factors
1m = 10 20 30 40 50 60 70 80 90
Use Visuals L1
Figure 3.11 Have students inspect the
Smaller number 1 m Larger unit
figure. Emphasize that a conversion
factor relates two equivalent measure-
ments. Ask, What two parts does
Larger number
100 cm Smaller unit every measurement have? (a number
and a unit) Point out that if this is so,
every conversion factor must contain
A Conversion Factor
two numbers and two units so that
one number and its unit equal another
Conversion factors are useful in solving problems in which a given Figure 3.11 The two parts of a number and its unit.
measurement must be expressed in some other unit of measure. When conversion factor, the numerator
a measurement is multiplied by a conversion factor, the numerical value is and the denominator, are equal.
Dimensional Analysis
generally changed, but the actual size of the quantity measured remains the
same. For example, even though the numbers in the measurements 1 g and
10 dg (decigrams) differ, both measurements represent the same mass. In
addition, conversion factors within a system of measurement are defined
CLASS Activity
quantities or exact quantities. Therefore, they have an unlimited number of
significant figures, and do not affect the rounding of a calculated answer. Expanding a Recipe L2
Here are some additional examples of pairs of conversion factors writ- Purpose To use dimensional analysis
ten from equivalent measurements. The relationship between grams and
kilograms is 1000 g  1 kg. The conversion factors are:
to convert common units
1000 g 1 kg
Materials copies of a recipe, lists of
and equivalents and conversions among
1 kg 1000 g
The scale of the micrograph in Figure 3.12 is in nanometers. Using the rela- the following measurements: tea-
tionship 109 nm  1 m, you can write the following conversion factors. spoon, tablespoon, 1/4 cup, 1/2 cup, and
109 nm 1m
1 cup (These lists are found in most
and
1m 109 nm cookbooks.)
Common volumetric units used in chemistry include the liter and Procedure Distribute the recipe and
the microliter. The relationship 1 L  106 µL yields the following conversion the conversion list to pairs of students.
factors.
Explain that the students must rewrite
1L 106 mL the recipe so that it can feed six times
and Figure 3.12 In this computer
106 mL 1L
image of atoms, distance is the number of serving sizes suggested
Based on what you know about metric prefixes, you should be able to marked off in nanometers (nm).
Inferring What conversion by the recipe. Point out that it would
easily write conversion factors that relate equivalent metric quantities.
factor would you use to convert be tedious to have to measure out a
Checkpoint How many significant figures does a conversion factor within nanometers to meters? particular ingredient (pick out one) in
a system of measurement have? teaspoons or tablespoons six times, so
students must rewrite the recipe in
Dimensional Analysis appropriately larger units. After stu-
No single method is best for solving every type of problem. Several good dents have rewritten the recipe, have
approaches are available, and generally one of the best is dimensional student pairs exchange and compare
analysis. Dimensional analysis is a way to analyze and solve problems using recipes.
the units, or dimensions, of the measurements. The best way to explain this
problem-solving technique is to use it to solve an everyday situation.
Expected Outcome Students should
use the conversion lists to write simple
Section 3.3 Conversion Problems 81 conversion factors, such as 3 tea-
spoons/1 tablespoon, and then rewrite
the recipe using larger measurements.

Facts and Figures

Monetary Exchange Rates
The conversion of chemical units is similar to
the exchange of currency. Americans who
travel outside the United States must
exchange U.S. dollars for foreign currency at
a given rate of exchange. These exchange
rates vary from day to day. The daily
exchange rates affect all international
monetary transactions. Each time one type
of money is exchanged for another, the cur-
rent exchange rate serves as a conversion
factor. International currency traders keep
track of exchange rates 24 hours a day Answers to...
through a linked computer network.
Figure 3.12 1 m/109 nm
Checkpoint unlimited

Scientific Measurement 81
Section 3.3 (continued) SAMPLE PROBLEM 3.5

Discuss L2 Using Dimensional Analysis

Explain that measurements are often
made using one unit and then con-
verted into a related unit before being
used in calculations. For example, stu-
dents might measure volume in liters
or milliliters in the laboratory, but
express it as cubic centimeters in a cal-
culation. Explain to the students that
conversions are done using conversion
factors. Emphasize that these conver-
sion factors are ratios of equivalent
physical quantities, such as 1 mL/1 cm3.
Sample Problem 3.5
Answers
28. 1.0080 × 104 min
29. 1.44000 × 105 s
Practice Problems Plus L2
At Earth’s farthest point from the sun,
sunlight takes 8.5 minutes to reach
Earth. How many weeks is this?
(8.4 × 10–4 weeks)
Math Handbook
For a math refresher and practice,
direct students to dimensional
analysis, page R66.
Math
Handbook
For help with dimensional
analysis, go to page R66.
Problem-Solving 3.28 Solve
Problem 28 with the help of an
interactive guided tutorial.
with ChemASAP
How many seconds are in a workday that lasts exactly eight hours?
Analyze List the knowns and the unknown.
Knowns
• time worked ⫽ 8 h
• 1 hour ⫽ 60 min
• 1 minute ⫽ 60 s
Unknown
• seconds worked ⫽ ? s
The first conversion factor must be written with the unit hours in the
denominator. The second conversion factor must be written with the
unit minutes in the denominator. This will provide the desired unit
(seconds) in the answer.
Calculate Solve for the unknown.
Start with the known, 8 hours. Use the first relationship (1 hour ⫽
60 minutes) to write a conversion factor that expresses 8 hours as
minutes. The unit hours must be in the denominator so that the
known unit will cancel. Then use the second conversion factor to
change the unit minutes into the unit seconds. This conversion factor
must have the unit minutes in the denominator. The two conversion
factors can be used together in a simple overall calculation.
8 h ⫻ 60 min ⫻ 60 s ⫽ 28,800 s
1h 1 min
⫽ 2.8800 ⫻ 104 s
Practice Problems
Evaluate Does the result make sense?
The answer has the desired unit (seconds). Since the second is a small
unit of time, you should expect a large number of seconds in 8 hours.
Before you do the actual arithmetic, it is a good idea to make sure that
the units cancel and that the numerator and denominator of each
conversion factor are equal to each other. The answer is exact since the
given measurement and each of the conversion factors is exact.
Practice Problems
28. How many minutes are there 29. How many seconds are in
in exactly one week? exactly a 40-hour work week?

There is usually more than one way to solve a problem. When you first
read Sample Problem 3.5, you may have thought about different and
equally correct ways to approach and solve the problem. Some problems
are easily worked with simple algebra. Dimensional analysis provides
you with an alternative approach to problem solving. In either case, you
should choose the problem-solving method that works best.

82 Chapter 3

82 Chapter 3
SAMPLE PROBLEM 3.6 Sample Problem 3.6

Using Dimensional Analysis Conversion Problems

Answers
The directions for an experiment ask each student to measure 1.84 g of A conversion factor is a ratio 30. 67 students
copper (Cu) wire. The only copper wire available is a spool with a mass of two quantities that are 31. 86.4°F
of 50.0 g. How many students can do the experiment before the copper equal to one another. When
runs out? doing conversions, write the Practice Problems Plus L2
conversion factors so that the
Analyze List the knowns and the unknown. Chapter 3 Assessment problem 84 is
unit of a given measurement
cancels, leaving the correct related to Sample Problem 3.6.
Knowns
unit for your answer. Note
• mass of copper available ⫽ 50.0 g Cu
that the equalities needed to
1.84 g Cu write a particular conversion
• each student needs 1.84 grams of copper, or .
student may be given in the problem.
Unknown In other cases, you will need
• number of students ⫽ ? to know or look up the neces- Conversion Problems
sary equalities.
From the known mass of copper, calculate the number of students that Remind students that they often
can do the experiment by using the appropriate conversion factor. The Math Handbook convert from one unit to another,
desired conversion is mass of copper ¡ number of students. both inside and outside of chemis-
For help with conversion
Calculate Solve for the unknown. problems, go to page R66. try class. They convert money from
Because students is the desired unit for the answer, the conversion cents to dollars and time from
factor should be written with students in the numerator. Multiply the minutes to hours. Start out by giv-
mass of copper by the conversion factor. ing them practice with everyday
50.0 g Cu ⫻ 1 student ⫽ 27.174 students ⫽ 27 students
examples. Ask, A chicken needs
1.84 g Cu
to be cooked 20 minutes for
Note that because students cannot be fractional, the result is shown each pound it weighs. How long
rounded down to a whole number.
should the chicken be cooked if
Practice
Evaluate Problems
Does the result make sense? it weighs 4.5 pounds? (4.5 lb × 20
The unit of the answer (students) is the one desired. The number of min/lb = 90 min; 90 min × 1 h/60
students (27) seems to be a reasonable answer. You can make an min = 1.5 h. Most students will auto-
approximate calculation using the following conversion factor.
matically relate 90 minutes to 1.5
1 student
2 g Cu hours. This may help them become
Multiplying the above conversion factor by 50 g Cu gives the approxi- comfortable with the process.) If
mate answer of 25 students, which is close to the calculated answer. students are having difficulty with
conversion factors, you may wish
Practice Problems to have them list several conver-
30. An experiment requires that
sion factors on the chalkboard.
31. A 1.00-degree increase on the
each student use an 8.5-cm Celsius scale is equivalent to a Divide the class in half and have
length of magnesium ribbon. 1.80-degree increase on the each group challenge the other to
How many students can do Fahrenheit scale. If a tempera- Problem-Solving 3.30 Solve write the conversion factor given
Problem 30 with the help of an
the experiment if there is a ture increases by 48.0°C, what two related units. Remind them
interactive guided tutorial.
570-cm length of magnesium is the corresponding tempera-
with ChemASAP
that each conversion factor can
ribbon available? ture increase on the Fahren-
heit scale?
appear in two forms depending on
which value they put in the
numerator.

Section 3.3 Conversion Problems 83 Math Handbook

Differentiated Instruction
Less Proficient Readers
Provide as much class time as possible for
students to work on problem assignments in
cooperative learning groups. Have students
explore their own problem-solving styles.
Encourage students to draw a diagram or
For a math refresher and prac-
tice, direct students to conver-
sion problems, page R66.
L1
picture of the problem to be solved when-
ever possible. Some students may want to
read the problem aloud or have a partner
read it to them. Some may want to work with
symbols and equations.

Scientific Measurement 83
Converting Between
Units
CLASS Activity
Sports Stats L2
Purpose To use dimensional analysis
to convert between English and metric
units
Materials copies of media guides
containing vital statistics, such as
heights and weights, of players on a
sports team (These guides are avail-
able from local sports franchises.)
Procedure Group students. Distribute
the media guides and assign each
group a set of players. Ask the group to
convert heights and weights into
heights and masses expressed in meters
and kilograms, respectively. Have stu-
dents document their approach, includ-
ing dimensional analysis expressions,
conversion factors, and calculations.
Expected Outcome Students
should use conversion factors, such
as 2.54 cm/1 inch and 454 g/1 lb to
convert their measurements.
Sample Problem 3.7
Answers
32. a. 44 m b. 4.6 x 10–3 g
c. 10.7 cg
33. a. 1.5 × 10–2 L b. 7.38 × 10–3 kg
c. 6.7 × 103 ms d. 9.45 × 107 µg
Practice Problems Plus L2
Make the following conversions.
a. 0.045 L to cubic centimeters
(4.5 × 101 cm3)
b. 14.3 mg to grams (1.43 × 10–2 g)
c. 0.0056 m to micrometers
(5.6 × 103 µm)
d. 0.035 cm to millimeters
(3.5 × 10–1 mm)
84 Chapter 3
Converting Between Units
In chemistry, as in many other subjects, you often need to express a mea-
surement in a unit different from the one given or measured initially.
Problems in which a measurement with one unit is converted to an
equivalent measurement with another unit are easily solved using dimen-
sional analysis.
Suppose that a laboratory experiment requires 7.5 dg of magnesium
metal, and 100 students will do the experiment. How many grams of mag-
nesium should your teacher have on hand? Multiplying 100 students by
7.5 dg/student gives you 750 dg. But then you must convert dg to grams.
Sample Problem 3.7 shows you how to do the conversion.
SAMPLE PROBLEM 3.7
Converting Between Metric Units
Express 750 dg in grams.
Analyze List the knowns and the unknown.
Knowns Unknown
• mass ⫽ 750 dg • mass ⫽ ? g
• 1 g ⫽ 10 dg
The desired conversion is decigrams ¡ grams. Using the expres-
sion relating the units, 10 dg ⫽ 1 g, multiply the given mass by the
proper conversion factor.
Calculate Solve for the unknown.
The correct conversion factor is shown below.
1g
10 dg
Note that the known unit is in the denominator and the unknown unit
is in the numerator.
1g
750 dg ⫻ ⫽ 75 g
10 dg
Evaluate Does the result make sense?
Because the unit gram represents a larger mass than the unit
decigram, it makes sense that the number of grams is less than the
given number of decigrams. The unit of the known (dg) cancels, and
the answer has the correct unit (g). The answer also has the correct
number of significant figures.
Practice Problems
Practice Problems
32. Using tables from this chap- 33. Convert the following.
ter, convert the following. a. 15 cm3 to liters
Problem-Solving 3.33 Solve
Problem 33 with the help of an
a. 0.044 km to meters b. 7.38 g to kilograms
b. 4.6 mg to grams c. 6.7 s to milliseconds
interactive guided tutorial.
c. 0.107 g to centigrams d. 94.5 g to micrograms
with ChemASAP
84 Chapter 3
Multistep Problems Many complex tasks in your everyday life are best Discuss L2
handled by breaking them down into manageable parts. For example, if
you were cleaning a car, you might first vacuum the inside, then wash the
Explain that dimensional analysis is an
Scientific Notation extremely powerful problem-solving
exterior, then dry the exterior, and finally put on a fresh coat of wax. Simi-
larly, many complex word problems are more easily solved by breaking the A It is often convenient to tool. Learning this method requires
express very large or very
solution down into steps. extra effort on the part of students.
small numbers in scientific
When converting between units, it is often necessary to use more than notation. The distance They must often use multiple conver-
one conversion factor. Sample Problem 3.8 illustrates the use of multiple between the sun and Earth is
conversion factors.
sion factors. The extra effort can be jus-
150,000,000 km, which can
be written as 1.5 ⫻ 108 km. tified because the proper manipulation
Checkpoint What problem-solving methods can help you solve complex The diameter of a gold atom of the units assures accurate manipula-
word problems? is 0.000 000 000 274 m, or tion of the numbers.
2.74 ⫻ 10⫺10 m.
When multiplying numbers Emphasize that students should use
written in scientific notation, dimensional analysis as a tool for solv-
SAMPLE PROBLEM 3.8 add the exponents. When
dividing numbers written in ing all of the problems they encounter
Converting Between Metric Units scientific notation, subtract in chemistry. Their first question about
What is 0.073 cm in micrometers? the exponent in the denomi- any quantity should be “What are the
nator from the exponent in
the numerator. units of this quantity?” By comparing
Analyze List the knowns and the unknown.
the units of various quantities in a
Knowns Unknown Math Handbook problem, students can discover
• length ⫽ 0.073 cm ⫽ 7.3 ⫻ 10⫺2 cm • length ⫽ ? µm
• 102 cm ⫽ 1 m For help with scientific whether they need to perform any unit
• 1 m ⫽ 106 µm notation, go to page R56. conversions before proceeding.
The desired conversion is from centimeters to micrometers. The prob-
lem can be solved in a two-step conversion. Sample Problem 3.8
Calculate Solve for the unknown. Answers
First change centimeters to meters; then change meter to microme-
ters: centimeters ¡ meters ¡ micrometers. Each conversion Problem-Solving 3.35 Solve 34. 2.27 × 10–8 cm
factor is written so that the unit in the denominator cancels the unit in
Problem 35 with the help of an
interactive guided tutorial.
35. 1.3 × 108 dm
the numerator of the previous factor.
with ChemASAP Practice Problems Plus L2
1 m ⫻ 10 mm ⫽ 7.3 ⫻ 102 mm
6
7.3 ⫻ 10 -2 cm ⫻ 1m Chapter 3 Assessment problem
102 cm
70 is similar to Sample Problem 3.8.
Evaluate Does the result make sense?
Because a micrometer is a much smaller unit than a centimeter, the
answer should be numerically larger than the given measurement. The
units have canceled correctly, and the answer has the correct number
of significant figures. Remind students that writing a
number in scientific notation does
Practice Problems
not change the actual size of the
34. The radius of a potassium 35. The diameter of Earth is number. In Sample Problem 3.8,
atom is 0.227 nm. Express this 1.3 ⫻ 104 km. What is the the given measurement 0.073 cm
radius in the unit centimeters. diameter expressed in can be written as 7.3 × 10–2 cm.
decimeters?

Math Handbook
For a math refresher and prac-
tice, direct students to scientific
Section 3.3 Conversion Problems 85 notation, page R56.

Differentiated Instruction
Less Proficient Readers L1
Students may benefit from a reminder that
certain key words and phrases in each word
problem indicate the unknown quantity and
its units. Some of these phrases are: Answers to...
• How much
• What is
Checkpoint Break the solu-
• How long
• Determine tion down into steps. Use more than
• Find one conversion factor if necessary.

Scientific Measurement 85
 Sample Problem 3.9
Answers
36. 1.93 × 104 kg /m3
37. 7.0 × 1012 RBC/L
Practice Problems Plus L2
1.00 L of neon gas contains 2.69 × 1022
neon atoms. How many neon atoms
are in 1.00 mm3 of neon gas under
the same conditions? (2.69 × 1016
atoms)
Math
Handbook
For a math refresher and practice,
direct students to dimensional anal-
ysis, page R66.
Quick LAB
Dimensional Analysis L2
Objective After completing this activ-
ity, students will be able to
• develop conversion factors using
dimensional analysis.
Students may think that because a
conversion factor equals unity, it
doesn’t matter whether the conversion
factor or its reciprocal is used in a cal-
culation. Remind students that a given
pair of equivalent measurements
yields two different conversion factors,
only one of which can be used to
obtain the correct conversion.
Skills Focus Calculating
Prep Time 5 minutes
Materials 3 inch × 5 inch index cards
(or paper cut to approximately the
same size)
Class Time 15 minutes
Expected Outcome Students should
derive appropriate conversion factors
among metric units using standard
metric quantities and prefixes.
86 Chapter 3
Converting Complex Units Many common measurements are expressed
as a ratio of two units. For example, the results of international car races
often give average lap speeds in kilometers per hour. You measure the den-
sities of solids and liquids in grams per cubic centimeter. You measure the
gas mileage in a car in miles per gallon of gasoline. If you use dimensional
analysis, converting these complex units is just as easy as converting single
units. It will just take multiple steps to arrive at an answer.
SAMPLE PROBLEM 3.9
Converting Ratios of Units
The mass per unit volume of a substance is a property called density.
The density of manganese, a metallic element, is 7.21 g/cm3. What is the
density of manganese expressed in units kg/m3?
Analyze List the knowns and the unknown.
Knowns
• density of manganese ⫽ 7.21 g/cm3
• 103 g ⫽ 1 kg
• 106 cm3 ⫽ 1 m3
Unknown
• density manganese ⫽ ? kg/m3
The desired conversion is g/cm3 ¡ kg/m3. The mass unit in the
numerator must be changed from grams to kilograms: g ¡ kg.
In the denominator, the volume unit must be changed from cubic
centimeters to cubic meters: cm3 ¡ m3. Note that the relationship
between cm3 and m3 was determined from the relationship
between cm and m. Cubing the relationship 102 cm ⫽ 1 m yields
(102 cm)3 ⫽ (1 m)3, or 106 cm3 ⫽ 1 m3.
Calculate Solve for the unknown.
Math Handbook
7.21 g 1 kg 106 cm3
⫻ 3 ⫻ ⫽ 7.21 ⫻ 103 kg/m3
For help with dimensional 1 cm3 10 g 1 m3
analysis, go to page R66.
Evaluate Does the result make sense?
Because the physical size of the volume unit m3 is so much larger than
Practice Problems
cm3 (106 times), the calculated value of the density should be larger
than the given value even though the mass unit is also larger (103
times). The units cancel, the conversion factors are correct, and the
answer has the correct ratio of units.
Practice Problems
36. Gold has a density of 37. There are 7.0 ⫻ 106 red blood
Problem-Solving 3.37 Solve 19.3 g/cm3. What is the cells (RBC) in 1.0 mm3 of
Problem 37 with the help of an density in kilograms per blood. How many red blood
interactive guided tutorial.
cubic meter? cells are in 1.0 L of blood?
with ChemASAP
86 Chapter 3
Analyze and Conclude For Enrichment L3
1. If a measurement of a quantity is being con- Have students express the ratio in scientific nota-
verted, the unit changes. If the equivalence of tion between the largest and smallest units
a quantity is being found, the conversion fac- listed in each table. (Table 3.3: 1 × 1012,
tor changes the quantity itself. Table 3.4: 1 × 106; Table 3.5: 1 × 109 )
2. a. 0.785 m b. 56 cm3 c. 7.7 × 107 mg
d. 9.8 × 10–10 dm e. 9.6 × 103 µm
f. 6.7 × 103 nm
Quick LAB
Dimensional Analysis
Purpose
To apply the problem-
solving technique of
dimensional analysis to
conversion problems.
Materials
• 3 inch
5 inch index
cards or paper cut to
approximately the same
size
• pen
Procedure
A conversion factor is a ratio of equivalent
measurements. For any relationship, you
can write two ratios. On a conversion fac-
tor card you can write one ratio on each
side of the card.
1. Make a conversion factor card for each
metric relationship shown in Tables 3.3,
3.4, and 3.5. Show the inverse of the
conversion factor on the back of
each card.
2. Use the appropriate conversion factor
cards to set up solutions to Sample
Problems 3.7 and 3.8. Notice that in
each solution, the unit in the denomi-
nator of the conversion factor cancels
the unit in the numerator of the previ-
ous conversion factor.
3 ASSESS
Evaluate Understanding L2
To determine students’ grasp of con-
version factors, ask, What is the rela-
tionship between the numerator
and the denominator of any mea-
surement conversion factor? (They
are equivalent so that the ratio of numer-
ator to denominator equals 1.)
Analyze and Conclude
1. What is the effect of multiplying a Reteach L1
given measurement by one or more
conversion factors?
Model the conversion of 2 L to
2000 mL. Suggest that students check
2. Use your conversion factor cards to set
up solutions to these problems. the answer by explaining that when
a. 78.5 cm  ? m using a conversion factor, such as
b. 0.056 L  ? cm3 1 L = 1000 mL, the measurement
c. 77 kg  ? mg
expressed with the smaller unit (mL)
d. 0.098 nm  ? dm
e. 0.96 cm  ? µm should have a larger number associ-
f. 0.0067 mm  ? nm ated with it (2000) than the measure-
ment expressed with the larger unit (L).

3.3 Section Assessment
38. Key Concept What happens to the numerical
value of a measurement that is multiplied by a
conversion factor? What happens to the actual
size of the quantity?
39. Key Concept Why is dimensional analysis
useful?
40. Key Concept What types of problems can be
solved using dimensional analysis?
41. What conversion factor would you use to convert
between these pairs of units?
a. minutes to hours
b. grams to milligrams
c. cubic decimeters to milliliters
42. Make the following conversions. Express your
answers in standard exponential form.
a. 14.8 g to micrograms
b. 3.72
103 kg to grams
c. 66.3 L to cubic centimeters
43. An atom of gold has a mass of 3.271
1022 g. How
many atoms of gold are in 5.00 g of gold?
44. Convert the following. Express your answers in
scientific notation.
a. 7.5
104 J to kilojoules
b. 3.9
105 mg to decigrams
c. 2.21
104 dL to microliters
45. Light travels at a speed of 3.00
1010 cm/sec.
What is the speed of light in kilometers/hour?
Problem-Solving Skills Reread the passage on
solving numeric problems in Section 1.4. Explain
how the three-step process might apply to conver-
sion problems that involve dimensional analysis.
Assessment 3.3 Test yourself
on the concepts in Section 3.3.
with ChemASAP
Connecting Concepts
Acceptable answers include
(a) analyze the known and
unknowns, devise a set of conver-
sions steps that yields the desired
final units, and write a conversion
factor for each step; (b) calculate by
multiplying (making sure that the
appropriate units cancel); and (c)
evaluate the magnitude and units of
the calculated answer.
If your class subscribes to the
Interactive Textbook, use it to
review key concepts in Section 3.3.
with ChemASAP

Section 3.3 Conversion Problems 87

Section 3.3 Assessment

38. The numerical value (and the unit) 42. a. 1.48 × 107 µg b. 3.72 g
changes; the actual size does not change. c. 6.63 × 104 cm3
39. Dimensional analysis provides an alterna- 43. 1.53 × 1022 atoms of gold
tive approach to problem solving. 44. a. 7.5 × 101 kJ b. 3.9 × 103 dg
40. conversion problems c. 2.21 × 101 µL
41. a. 1 hour / 60 min b. 103 mg / 1 g 45. 1.08 × 109 km/hr
c. 103 mL / 1 dm3

Scientific Measurement 87
Scale Models
A scale factor is a ratio that equals the Scale Models
ratio of the model’s dimensions to the
structure’s dimension. Ask, What is the A scale model is a physical or conceptual representation of an
height of a building if it is repre- object that is proportional in size to the object it represents.
sented by a 1.30 m model using a Examples include model trains, model airplanes, and dollhouses.
scale factor of 1:48? (62.4 m) Most model trains are built to a scale of 1:87. This ratio means that
1
Computerized design (CAD) programs the model is 87 the size of an actual train. On the model, 1 cm
have replaced many tedious aspects of represents 87 cm on the train.
technical design. A CAD program usu- Scale models aren’t just for hobbyists—scientists and engineers
ally permits a designer to begin with a use them, too. A simple scientific model in the classroom is a globe,
few important elements and measure- which is a small-scale model of Earth. (A globe with a diameter of
ments of the object being designed. As 30 cm has a scale of 1:42,500,000. ) Applying Concepts How do
the design progresses, the program you use the scale of a model as a conversion factor?
computes the dimensions of the
added elements and produces draw-
ings of the object from any perspec-
tive. The introduction of CAD programs
has reduced the time needed to design
complex items as well as the number
of errors that plague such projects.

88 Chapter 3
Answers to...
Applying Concepts The scale of
a model can be used as a conversion
factor by expressing it as a fraction Differentiated Instruction
of equivalent measurements. For
Gifted and Talented L3
example, if a globe has a scale of
1:42,500,000, you can write the con- Have students prepare a display on current
version factor 42,500,000 cm CAD applications. Local colleges or technical
(actual)/1 cm (model). If the globe schools that teach CAD are good sources of
has a 30-cm diameter, you can cal- information. Other possibilities include
culate the actual diameter of Earth library research or articles in magazines or
as follows: newspapers.
3.0 × 101 cm × 42,500,000 cm = 1.3 × 10 9cm
1 cm
Figure 3.13 lead

88 Chapter 3