Chapters 1–4 Resources - Wikispaces · PDF fileChapters 1-4 Resources ... Read and complete the lab safety form. 2. ... 4 Chemistry: Matter and Change • Chapter 1 ChemLab and MiniLab

Chapters 1–4 Resources

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Chemistry: Matter and Change program. Any other reproduction, for sale or other use, is expressly prohibited.

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ISBN: 978-0-07-878760-7MHID: 0-07-878760-2

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 045 11 10 09 08 07

iii

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapters 1-4 Resources

Reproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 1

Introduction to Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2

Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter 3

Matter—Properties and Changes . . . . . . . . . . . . . . . . . . . . 51

Chapter 4

The Structure of the Atom . . . . . . . . . . . . . . . . . . . . . . . . 81

Teacher Guide and Answers

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Table ofContents

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Lab Safety Form

vi

Name:

Date:

Lab type (circle one) : Launch Lab MiniLab ChemLab

Lab Title:

Read carefully the entire lab and then answer the following questions. Your teacher must initial this form before you begin the lab.

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No

4. Describe the safety procedures and additional warnings that you must follow as you perform this investigation.

5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.

Teacher Approval Initials

Date of Approval

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Chapter 1 Introduction to ChemistryMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Table ofContents

1

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2 Chemistry: Matter and Change • Chapter 1 ChemLab and MiniLab Worksheets

Developing Observation SkillsObserving and Inferring A chemist’s ability to make careful and accurate observationsis developed early. The observations often are used to make inferences. An inference isan explanation or interpretation of observations.

Materials petri dish (2), graduated cylinder, whole milk, water, vegetable oil, four dif-ferent food colorings, toothpick (2), dishwashing detergent

Procedure 1. Read and complete the lab safety form.

2. Add water to a petri dish to a height of 0.5 cm. Add 1 mL of vegetable oil.

3. Dip the end of a toothpick in liquid dishwashing detergent.

4. Touch the tip of the toothpick to the water at the center of the petri dish. Recordyour detailed observations.

5. Add whole milk to a second petri dish to a height of 0.5 cm.

6. Place one drop each of four different food colorings in four different locations on thesurface of the milk. Do not put a drop of food coloring in the center.

7. Repeat steps 3 and 4.

Analysis

1. Describe what you observed in step 4.

2. Describe what you observed in step 7.

3. Infer Oil, the fat in milk, and grease belong to a class of substances called lipids. Whatcan you infer about the addition of detergent to dishwater?

4. Explain why observations skills were important in this chemistry lab.

mini LAB 1

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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 1 3

CHEMLAB 1

Safety Precautions• Always wear safety goggles and a lab apron. • Washing soda is a skin and eye irritant.

ProblemHow can hard water besoftened? How do hardand soft water differ intheir ability to clean?

Objectives• Compare the effect of

distilled water, hard water, and soft water onthe production of suds.

• Calculate the hardness of a water sample.

Materials3 large test tubes

with stopperstest-tube rackgrease pencil25-mL graduated

cylinderdistilled waterdropper

hard water250-mL beakerdish detergentmetric ruler

Identify the Water SourceThe contents of tap water vary among communities. In some

areas, the water is hard. Hard water is water that contains largeamounts of calcium or magnesium ions. Hardness can be measured inmilligrams per liter (mg/L) of calcium or magnesium ions. Hard watermakes it difficult to get hair, clothes, and dishes clean. In this lab, youwill learn how hard water is softened and how softening wateraffects its ability to clean. You will also collect, test, and classify localsources of water.

Pre-Lab

1. Read the entire CHEMLAB.

2. Hypothesize about the effect hard and soft water will have on the ability of a detergent to produce suds. Then, predict the relative sudsiness of the three soap solutions.

3. Use the data table on the next page.

4. Are there any other safety precautions you needto consider?

5. Suppose you accidentally add more than one dropof detergent to one of the test tubes. Is there away to adjust for this error or must you discardthe sample and start over?

Analyze and Conclude

1. Compare and Contrast Which sample produced the most suds? Which sample produced the least amount of suds?

2. Conclude Soft water produces more suds than hard water. Use the table on the next pageto determine from which community each water sample originated.

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6. The American Society of Agricultural Engineers,the U.S. Department of the Interior, and the WaterQuality Association agree on the following classi-fication of water hardness. GPG stands for grainsper gallon. One GPG equals 17.1 mg/L. If a sam-ple of water has 150 mg/L of magnesium ions,what is its hardness in grains per gallon?

Procedure

1. Read and complete the lab Safety form.

2. Use a grease pencil to label three large test tubes D (for distilled water), 1 (for Sample 1), and 2 (for Sample 2).

3. Use a 25-mL graduated cylinder to measure out20-mL of distilled water. Pour the water into TestTube D. Stopper the tube.

4. Place Test Tube 1 next to Test Tube 2 and make amark on Test Tube H that corresponds to theheight of the water in Test Tube D.

5. Obtain about 50-mL of water sample 1 in abeaker from your teacher. Slowly pour the watersample into Test Tube 1 until you reach themarked height.

6. Obtain about 50-mL of water Sample 2 in abeaker from your teacher. Slowly pour waterSample 2 into Test Tube 2 until you reach themarked height.

7. Add one drop of dish detergent to each test tube.Stopper the tubes tightly. Then shake each samplefor 30s to produce suds. Use a metric ruler tomeasure the height of the suds.

Cleanup and Disposal

1. Use some of the soapy solutions to remove thegrease marks from the test tubes.

2. Rinse all of the liquids down the drain with lotsof tap water. Return all lab equipment to its des-ignated location.

CHEMLAB 1

Classification mg/L GPG

Soft 0–60 0–3.5

Moderate 61–120 3.5–7

Hard 121–180 7–10.5

Very hard � 180 � 10.5

Classification of Water Hardness

Sample Level of Suds (cm)

Distilled water

Sample 1

Sample 2

Production of Suds

3. Calculate If the 50 mL of hard water that you obtained contained 7.3 mg of magnesium,how hard would the water be according to the table below (50 mL = 0.05 L)?

4. Apply Scientific Methods Identify the independent and dependent variables in this lab.Was there a control in this lab? Explain. Did all your classmates have the same results asyou? Why or why not?

5. Error Analysis Could the procedure be changed to make the results more quantitative?Explain.

Inquiry Extension

Investigate There are a number of products that claim to soften water. Visit a grocerystore or home-improvement store to find these products and design an experiment to testtheir claims.

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CHEMLAB 1

Classification mg of Calcium or Magnesium /L

Soft 0–60

Moderate 61–120

Hard 121–180

Very hard >180

Classification of Water Hardness

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6 Chemistry: Matter and Change • Chapter 1 Teaching Transparency Masters

500

100

75

50

25

0

Thermosphere

Exosphere

Alt

itu

de

(km

)

Mesosphere

Stratosphere

Troposphere

Earth’s AtmosphereEarth’s Atmosphere

TEACHING TRANSPARENCY MASTER

Use with Chapter 1,Section 1.1

1

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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 1 7

1. In which layer of Earth’s atmosphere do commercial airplanes fly?

2. In which layer of Earth’s atmosphere would you find the peaks of mountains?

3. In which layer of Earth’s atmosphere would you find the ozone layer?

4. In which layer of Earth’s atmosphere would you find the air you breathe?

5. In which layer of Earth’s atmosphere does ozone form? Explain how it forms.

6. Over which region(s) of Earth are the highest concentrations of ozone found? Overwhich region(s) of Earth are the lowest concentrations of ozone found?

7. What is the source for the ultraviolet radiation in Earth’s atmosphere?

8. How does ultraviolet radiation affect Earth’s surface?

9. How does ultraviolet radiation affect humans and other organisms?

10. How does the ozone layer protect Earth from ultraviolet radiation?

Earth’s AtmosphereEarth’s Atmosphere

TEACHING TRANSPARENCY WORKSHEET


1

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EXPERIMEN

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REVIS

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HYPOTH

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A Scientific MethodA Scientific Method



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1. Define the term scientific method.

2. What is typically the first step in a scientific method? Give two examples.

3. What is a hypothesis?

4. Compare and contrast a hypothesis and a theory.

5. Distinguish between an independent variable and a dependent variable.

6. Suppose you observe that tadpoles hatched in stagnant water have a lower rate of survivalthan tadpoles hatched in water that is churned and aerated. Write a possible hypothesisyou might test based on your observations. How might you test your hypothesis?

7. You notice that when salt is sprinkled on an icy sidewalk, the ice melts even when thetemperature is below freezing. Write a possible hypothesis you might test based on yourobservation. How might you test your hypothesis?

A Scientific MethodA Scientific Method Use with Chapter 1,Section 1.3

TEACHING TRANSPARENCY WORKSHEET 2

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Laboratory SafetyLaboratory Safety



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1. What should you do before entering the lab? List at least three things.

2. What should you do if a chemical comes in contact with your skin?

3. When should you read the label on a chemical container?

4. What is the proper way to prepare an acid solution?

5. When should you wear safety goggles? Gloves?

6. What kind of clothing should NOT be worn in the lab?

7. What should you do when you have completed an assignment in the lab?

Laboratory SafetyLaboratory Safety



3

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12 Chemistry: Matter and Change • Chapter 1 Study Guide

Introduction to ChemistryIntroduction to Chemistry

Section 1.1 A Story of Two SubstancesIn your textbook, read about the ozone layer.

Use each of the terms below just once to complete the passage.

Earth’s (1) is made up of several layers. The air we breathe

makes up the lowest level. This layer is called the (2) . The next layer

up is called the (3) . This level contains a protective

(4) layer.

Ozone forms when (5) is struck by ultraviolet radiation in the

upper part of the stratosphere. The ozone forms a layer around Earth, which absorbs

(6) . Without ozone, you are more likely to get a sunburn or

possibly skin cancer. The thinning of the ozone layer, called the (7) ,

is worrisome because without ozone all organisms on Earth are subject to harm from too

much radiation.

In your textbook, read about chlorofluorocarbons.

For each statement below, write true or false.

8. CFC is another name for a chlorofluorocarbon.

9. CFCs are made up of carbon, fluorine, and cesium.

10. All CFCs are synthetic chemicals.

11. CFCs usually react readily with other chemicals.

12. CFCs were developed as replacements for toxic refrigerants.

STUDY GUIDECHAPTER 1

atmosphere oxygen gas ozone ozone hole

stratosphere troposphere ultraviolet radiation

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Study Guide Chemistry: Matter and Change • Chapter 1 13

Section 1.2 Chemistry and MatterIn your textbook, read about chemistry and matter.

Define each term.

1. chemistry

2. matter

3. mass

Write each term below under the correct heading. Use each term only once.

Made of Matter Not Made of Matter

4. 10.

5. 11.

6. 12.

7. 13.

8. 14.

9. 15.


16. The mass of an object can vary with the object’s location.

17. A mass measurement includes the effect of Earth’s gravitational pull onthe object being measured.

18. Scientists measure the amount of matter in terms of mass.

19. Subtle differences in weight exist at different locations on Earth.

20. Your mass on the Moon would be smaller than your mass on Earth.


air magnetic field car feeling heat human body

light radio radio wave flashlight textbook thought

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Identify each branch of chemistry described.

21. The study of the matter and processes of living things

22. The study of carbon-containing chemicals

23. The study of the components and composition of substances

24. The study of matter that does not contain organic chemicals

25. The study of the behavior and changes of matter and the related energy changes

For each branch of chemistry in Column A, write the letter of the item in Column B thatpertains to that branch.

Column A Column B

26. Organic chemistry

27. Physical chemistry

28. Biochemistry

29. Analytical chemistry

30. Inorganic chemistry

Answer the following questions.

31. Compare the macroscopic world with the submicroscopic world.

32. Why are chemists interested in the submicroscopic description of matter?

Section 1.2 continued


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Section 1.3 Scientific MethodsIn your textbook, read about a systematic approach that scientists use.

Use the words below to complete the concept map. Write your answers in the spacesbelow the concept map.

1.

2.

3.

4.

5.

For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

6. Refers to physical characteristics such as color, odor, or shape

7. Refers to mass, volume, and temperature measurements

8. A variable controlled by the experimenter

9. The act of gathering information

10. Changes in value based on the value of the controlledvariable

STUDY GUIDE CHAPTER 1

conclusions experiments hypothesis scientific law theory

a. observation

b. qualitative data

c. quantitative data

d. independent variable

e. dependent variable

REVISED

REVISED THEORY

TH

EORY

Hypothesissupported by manyexperiments

Facts of nature acceptedas truth

Testable statement orprediction

OBSERVATIONSExisting knowledgeQualitative dataQuantitative data EXPERIM

ENTS

1.

4.

5.

2.

3.

HYPOTHESIS

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Circle the letter of the choice that best completes the statement.

11. A constant is a factor that

a. changes during an experiment. c. is affected by the dependent variable.

b. changes from one lab group to another. d. is not allowed to change during an experiment.

12. A control is a

a. variable that changes during an experiment. c. type of dependent variable.

b. standard for comparison. d. type of experiment.

13. A hypothesis is a(n)

a. set of controlled observations. c. tentative explanation of observations.

b. explanation supported by many experiments. d. law describing a relationship in nature.

14. A theory is a(n)

a. set of controlled observations. c. tentative explanation of observations.

b. explanation supported by many experiments. d. law describing a relationship in nature.

15. A model is a(n)

a. visual, verbal, and/or mathematical explanation of how things occur.

b. explanation that is supported by many experiments.

c. description of a relationship in nature.

d. tentative explanation about what has been observed.

In the space at the left, write the word or phrase in parentheses that correctly completesthe statement.

16. Molina and Rowland used a (model, scientific method) to learnabout CFCs in the atmosphere.

17. Their hypothesis was that CFCs break down in the stratospheredue to interactions with (ultraviolet light, oxygen).

18. Molina and Rowland thought that these interactions produced achemical that could break down (chlorine, ozone).

19. To test their (data, hypothesis), Molina and Rowland examinedinteractions that occur in the stratosphere.

20. Based on their data, Molina and Rowland developed a(hypothesis, model) that explained how CFCs destroy ozone.

21. Molina and Rowland concluded that (chlorine, radiation) formedby the breakdown of CFCs in the stratosphere reacts with ozoneand destroys it.



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Section 1.4 Scientific ResearchIn your textbook, read about types of scientific investigations.

For each description below, write A for applied research or P for pure research.

1. Is undertaken to solve a specific problem

2. Seeks to gain knowledge for the sake of knowledge itself

3. Is used to find CFC replacements

4. Was conducted by Molina and Rowland

In your textbook, read about students in the laboratory and the benefits of chemistry.


5. When should you read the label on a chemical container?

6. What do scientists usually do when a scientific problem first arises?

7. What kinds of clothing should not be worn in the lab?

8. What is technology?

9. Which type of research would you be more interested in working in—pure research orapplied research? Why?


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24 Chemistry: Matter and Change • Chapter 1

Student Recording Sheet

Name Date Class

Standardized Test PracticeMultiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.

1. 3. 5. 7.

2. 4. 6.

Short Answer

Answer each question with complete sentences.

8.

9.

10.

11.

12.

Extended Response


13.

14.

SAT Subject Test: Chemistry

15. 17. 19.

16. 18. 20.

CHAPTER 1

Assessment

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Chapter 2 Analyzing DataMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27


Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38



Table ofContents

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mini LAB 2Determine Density

Measuring To calculate density, you need to know both the mass and volume of anobject. You can find the volume of an irregular solid by displacing water.

Materials balance, graduated cylinder, water, washer or other small object


2. Obtain several unknown objects from your teacher. Note: Your teacher will identifyeach object as A, B, C, and so on.

3. Create a data table to record your observations.

4. Measure the mass of the object using a balance. Record the mass and the identity ofthe object in your data table.

5. Add about 15-mL of water to a graduated cylinder. Measure and record the initialvolume in your data table. Because the surface of the water in the cylinder is curved,make volume readings at eye level and at the lowest point on the curve, as shown inthe figure. The curved surface is called a meniscus.

6. Tilt the graduated cylinder, and carefully slide the object down the inside of the cylin-der. Be sure not to cause a splash. Measure and record the final volume in your datatable.

Analysis

1. Calculate Use the initial and final volume readings to calculate the volume of eachmystery object.

2. Calculate Use the calculated volume and the measured mass to calculate the densityof each unknown object.

3. Explain Why can’t you use the water displacement method to find the volume of a sugar cube?

4. Describe how you can determine a washer’s volume without using the water displace-ment method. Note that a washer is similar to a short cylinder with a hole through it.

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CHEMLAB 2

Safety Precautions• Always wear safety goggles and a lab apron.

ProblemHow can you use density todetermine whether apenny was minted before1982?

Objectives• Predict whether the pre-

1982 or the post-1982pennies will have a high-er mass and volume

• Measure the volume andmass of pennies

• Draw conclusions basedon your analysis.

Materialswater 100-mL graduated

cylinder smallplastic cup

balance Pre-1982 pennies

(25) Post-1982 pennies

(25)

Metric ruler pencil graph paper graphing calculator

(optional)

Use Density to Date A CoinApenny that has had its date scratched off is found at a crime scene.

The year the coin was minted is important to the case. A forensicstechnician claims she can determine if the coin was minted before 1982without altering the coin in any way. Knowing that pennies mintedfrom 1962 to 1982 are 95% copper and 5% zinc, whereas those mintedafter 1982 are 97.5% zinc and 2.5% copper, hypothesize about what thetechnician will do

Pre-Lab


2. Prepare all written materials that you will takeinto the laboratory. Be sure to include safety pre-cautions and procedure notes.

3. Review the equation for density. What would bethe impact on density of increasing mass whilekeeping volume constant?

4. Increasing the amount of the heavier element inan object would increase the density of the object.Do you expect the pre-1982 pennies or the post-1982 pennies would have the higher density?

5. What was the make-up of pennies before 1962?How would you expect the density of pre-1962pennies compare to pennies made post-1982?Between 1962 and 1982?

6. Large objects cannot be placed in water to deter-mine their volume. Determine a procedure thatcould be used to calculate the density of such anobject.

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Trial Mass of Total Total Mass Total VolumePennies Number of of Pennies of Water

Added (g) Pennies (g) Displaced (mL)

1 5

2 10

3 15

4 20

5 25

Data Table for the Density of a Penny

7. Review the equation to calculate percent error.

Procedure

1. Read and complete the lab safety form.

2. Record all measurements in your data table.

3. Measure the mass of the plastic cup.

4. Pour about 50-mL of water into the graduatedcylinder. Record the actual volume.

5. Add 5 pre-1982 pennies to the cup, and measurethe mass again.

6. Add the 5 pennies to the graduated cylinder, andread the volume.

7. Repeat steps 5 and 6 four times. After five trialsthere will be 25 pennies in the graduated cylinder.

8. Cleanup and Disposal Pour the water from thegraduated cylinder down the drain, being carefulnot to lose any of the pennies. Dry the pennieswith a paper towel.

9. Repeat steps 3 through 7, using post-1982 pennies.

CHEMLAB 2


1. Calculate Complete the data table by calculating the total mass and the total volume ofwater displaced for each trial.

2. Make and Use Graphs Graph total mass verses total volume for the pre-1982 and post- 1982 pennies. Plot and label two lines on the graph, one for pre-1982 pennies andone for post-1982 pennies.

3. Make and Use Graphs Draw a best-fit line through each set of points. Use two points oneach line to calculate the slope.

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4. Infer Examine the units for the slopes of the lines. Verifying the slopes of the lines giveyou the density of the pre-1982 pennies and density of the post-1982 pennies.

5. Apply Can you determine if a penny was minted before or after 1982 if you know only itsmass? Explain how the relationship among volume, mass, and density support using amass-only identification technique.

6. Error Analysis Determine the percent error in the density of each coin.

Inquiry Extension

Compare your results with those from the rest of the class. Are they consistent? If not,explain how you could refine your investigation to ensure more accurate results. Calculatea class average density of the pre–1982 pennies and the density of the post–1982 pennies.Determine the percent error of each average.

CHEMLAB 2

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Converting UnitsConverting Units



4

CountryCurrency unitsper U.S. dollar

Exchange Rates

Belgium

Britain

Canada

France

Germany

Italy

Switzerland

Euro

42.70

0.66

1.48

6.98

2.07

2,051

1.64

1.06Source: The Economist, July 15, 2000

139.40 Swiss francs593.30 French francs175.95 German marks90.10 euros

29020 06280 2

0

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Exchange rates fluctuate daily. The ones shown on the transparency are for July 15,2000. Show your work when necessary.

1. How much does the portable radio cassette player cost in U.S. dollars?

2. Which currency listed is closest to the value of the U.S. dollar?

3. Assume that you have only British pounds. How many pounds would the portable radiocassette player cost? Show your work.

4. While traveling in Germany and France, you buy ice cream cones. The French cones sellfor 10 French francs. The German cones sell for 1.25 German marks. Which cone costsyou more U.S. dollars?

Suppose on January 15, 2001, the exchange rates have changedas shown to the right. Use these exchange rates to answer questions 5 and 6. Show your work when necessary.

5. A video game costs 570 French francs on January 15, 2001.What is its price in U.S. dollars? Has the price risen or droppedsince July 15, 2000?

6. A department store has stores in both Germany and inSwitzerland. A Swiss shopper pays 12 Swiss francs for a candle. A German shopper pays 12 German marks for the identical candle.

a. Which shopper gets the better deal?

b. What is the advantage of using the euro in both Germanyand Switzerland?

Converting UnitsConverting Units



Exchange Rates

Currency units Country per U.S. dollar

Belgium 42.95

Britain 0.71

Canada 1.37

France 6.51

Germany 2.09

Italy 2,085

Switzerland 1.61

euro 1.02

4

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Precision and AccuracyPrecision and Accuracy



5

Ho

lePa

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2 4

3 4

4 4

5 3

6 5

7 4

8 3

9 4

Sco

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36

10 4

11 3

12 5

13 4

14 4

15 4

16 3

17 5

18 4

Sco

re

36

Sco

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72Tota

l

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In golf, a player tries to use the fewest swings, or strokes, of a club to hit a ball into a seriesof holes. The player keeps score by counting the number of strokes used for each hole. Theplayer’s final score is the total number of strokes. The lower the number of strokes used, thebetter the score.

Par is a term that refers to the target score for a particular hole. It is the number of strokes that a player is expected to use to hit the ball into that hole. A player’s accuracy isrelated to how closely his or her score comes to par. The closer a player’s score is to par, themore accurate the player. A player’s precision refers to the consistency of his or her score in comparison with par. A player whose score deviates consistently from par at each hole ismore precise than one whose score deviates inconsistently.

1. Which player’s overall game was most accurate?

2. Which player’s overall game was both accurate and precise?

3. Use the terms accurate and precise to describe Marguerite’s overall game.

4. Which player seems to be neither accurate nor precise in his or her golf play?

5. At the end of a golf game, which is more important: precision or accuracy? Explain your answer.

6. Compare and contrast the results of a golf game to the data from an experiment.

Precision and AccuracyPrecision and Accuracy Use with Chapter 2,Section 2.3


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200

150

100

50

0

Sound qualityPrice

Pric

e (i

n d

olla

rs) Excellent

Very Good

Good

Fair

Poor

Brands of Stereo Speakers

Mag

nas

ou

nd

Hi-

tech

nic

Ven

us

Tho

reau

Wo

lfvo

x

K-S

on

ic

Wal

’s B

est

Sou

nd

qu

alit

y

Interpreting GraphsInterpreting Graphs



6

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1. What kind of graph is this?

2. What variables are compared in the graph?

3. Which product has the best sound quality? Which has the poorest sound quality?

4. Which product costs the most? The least?

5. If there are no limits on the amount of money you can spend, which product would youbuy? Why?

6. If you can spend only $120, which product would you buy? Why?

7. If you can spend up to $200, which product would you buy? Why?

8. Which product is the best deal? Which is the worst deal?

Interpreting GraphsInterpreting Graphs



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36 Chemistry: Matter and Change • Chapter 2 Math Skills Transparency Masters

Independent50%

Democrat25%

Republican19%

Other 6%

Political SupportersPolitical affiliation among 18- to 21-year-olds

Source of Data: The Economist, July 15, 2000

Interpreting and Drawing GraphsInterpreting and Drawing Graphs

MATH SKILLS TRANSPARENCY MASTER


1

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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 2 37

1. What kind of graph is shown on the transparency?

2. What does the circle represent?

3. Based on the data shown, what percentage of 18- to 21-year-olds think of themselves asRepublicans? As Democrats?

4. Which group do most 18- to 21-year-olds say they belong to?

5. The data on the right shows the politicalaffiliations for the general population.Make a graph that compares the politicalaffiliations of 18- to 21-year-olds withthose of the general population. Labelthe appropriate parts of your graph.

Use the graph you made in question 5 to answer the following questions.

6. What kind of graph did you make?

7. Compare the responses of the general population with those of 18- to 21-year-olds. Howare they alike? How are they different?

8. What is the greatest difference between the responses of the general population and thoseof 18- to 21-year-olds?

Interpreting and Drawing GraphsInterpreting and Drawing Graphs

MATH SKILLS TRANSPARENCY WORKSHEET


1

Political Supporters

Political affiliationPercent of general population who identify with the affiliation

Republican 25

Democrat 31

Independent 36

Other party 8

Source: The Economist, July 15, 2000

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Analyzing DataAnalyzing Data

Section 2.1 Units and MeasurementIn your textbook, read about SI units.

Complete the following table.

In your textbook, read about base units and derived units.

For each SI unit in Column A, write the letter of the matching item from Column B.

Column A Column B

5. second

6. meter

7. kilogram

8. cubic meter

9. Use Table 2–2 in your textbook to arrange the following prefixes in order from largest to smallest.

centi- giga- kilo- mega- milli- nano- pico-

10. List the symbols and factors that the following prefixes represent.

a. centi-

b. kilo-

c. milli-


Quantity Base unit Unit abbreviation

1. s

2. Mass

3. kelvin

4. Length

SI Base Units

a. A platinum-iridium cylinder that is stored at constant temperature andhumidity

b. The microwave frequency given off by a cesium-133 atom

c. A cube whose sides all measure exactly one meter

d. The distance that light travels through a vacuum in 1/299 792 458 second

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11. Which temperature scale will you use for your experiments in this class? Is this an SI unit?

12. How many grams are in a kilogram?

13. How many liters are in a megaliter?

14. How many centimeters are in a meter?

15. What is the difference between a base unit and a derived unit?

16. What is density?

17. Explain in terms of density why a grocery bag containing all canned goods is harder tolift than a grocery bag containing all paper goods.

18. How can you obtain an object’s volume if you know its density and its mass?

19. What is the three-part process for problem solving?

20. How are degrees Celsius converted to kelvins?



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Section 2.2 Scientific Notation and Dimensional AnalysisIn your textbook, read about scientific notation.

1. Circle the figures that are written in scientific notation.

1.61 � 102 1.61 � 10 � 10

1.61 � 100 161 km

1.627 62 � 10�27 kg 9.109 39 � 10�31 kg

2.8 � 10�8 1,380,000

2. Change the following data into scientific notation.

a. 5,000,000 km c. 0.000421 g

b. 8,394,000,000 s d. 0.03 cm

In your textbook, read about dimensional analysis.


3. What is a conversion factor?

4. What is dimensional analysis?

Complete the following dimensional analysis problems.

5. Convert 50 kilograms into grams.

50 � 1000 /1 � 50,000

6. Convert 5 meters into centimeters.

5 � 100 /1 � 500

7. Convert 5 liters into kiloliters.

5 � 1 /1000 � 0.0005

8. Convert 5 centimeters into meters.

5 � 1 /100 � 0.05

9. Convert 55 kilometers per hour into meters per second. Use the conversion factor 1 km = 1000 m.

55 / � 1000 /1 � 1 /60

� 1 /60 � 15


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Section 2.3 Uncertainty in DataIn your textbook, read about accuracy and precision.

1. Use the terms precise and accurate to describe the following figures. You may use bothterms for some figures. If a term does not apply to a figure, leave the space blank.

a. b. c.

Circle the letter of the choice that best completes the statement or answers the question.

2. The difference between an accepted value and an experimental value is called a(n)

a. error. c. measured value.

b. percent error. d. precise measurement.

3. The ratio of an error to an accepted value is called a(n)

a. accuracy-to-precision value. c. percent error.

b. accuracy. d. precision.

4. When you calculate percent error, you can ignore the

a. accepted values. c. experimental values.

b. measured values. d. plus and minus signs.

5. If two measurements are very close to each other, then they are

a. accurate. c. both accurate and precise.

b. precise. d. accepted values.

6. Which of the following is most likely to produce data that are not precise?

a. a balance that is not set to zero

b. not reading a graduated cylinder at eye level

c. altering the procedure during an experiment

d. making the same error with each trial


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In your textbook, read about significant figures.

Use each of the terms below just once to complete the statements.

7. The digits that are reported in an answer are called .

8. The numeral 9.66 has three significant figures, two known figures and one

figure.

9. numbers are always significant.

10. All final to the right of the decimal place are significant.

11. Zeros that act as are not significant.

12. have an infinite number of significant figures.

13. When you convert to , you remove the placeholder zeros.

In your textbook, read about rounding off numbers.

14. Round the following to four significant figures.

a. 12.555 km b. 1.0009 c. 99.999 d. 23.342999

15. Round 12.783 456 to the requested number of significant figures.

a. 2 significant figures c. 6 significant figures

b. 5 significant figures d. 7 significant figures

16. Round 120.752416 to the requested number of significant figures.

a. 3 significant figures c. 5 significant figures

b. 4 significant figures d. 7 significant figures

17. Complete the following calculations. Round off the answers to the correct number of significant figures.

a. 51.2 kg � 64.44 kg

b. 6.435 cm � 2.18 cm

c. 16 m � 2.82 m � 0.05 m

d. 3.46 m/1.82 s



counting numbers estimated non-zero zeros

scientific notation significant figures placeholders

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Section 2.4 Representing DataIn your textbook, read about graphing.

Label each kind of graph shown.

1. 2.

Answer the following questions about the graphs.

3. What percent of the sources of chlorine in the stratosphere are CFCs?

4. During which month of the year does Jacksonville usually get the most precipitation?The least?

In your textbook, read about line graphs.

Sequence the following steps. Write 1 beside the first step in plotting a line graph. Write 2 beside the second step, and so on.

5. Give the graph a title.

6. Choose the ranges for the axes.

7. Identify the independent and dependent variables.

8. Plot the data points.

9. Determine the range of the data that needs to be plottedfor each axis.

10. Draw the “best fit” line for the data.

11. Number and label each axis.

Jan

0

1

2

3

4

5

6

7

8

Months

Precipitation in Jacksonville (1961–1990)

Feb

Mar Apr

May Ju

n JulAug

Sep

OctNov

Dec

Ave

rag

e p

reci

pit

atio

n (

inch

es)

Carbontetrachloride

12%

CFC–1123%

CFC–1228%

CFC–1136%

HCFC–223%

Methylchloroform

10%Methyl

chloride 15% Hydrochloricacid 3%

Manufacturedcompounds

Natural sources

Sources of Chlorine in the Stratosphere


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CHAPTER 2

Assessment



1. 4. 7. 10.

2. 5. 8. 11.

3. 6. 9.

Short Answer


12.

13.

14.

15.

16.


17. 18. 19. 20.

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Chapter 3 Matter—Properties and ChangesMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53


Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 64

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68



Table ofContents

51

Reproducible Pages

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mini LAB 3Observe Dye Separation

Applying Concepts Chromatography is an important diagnostic tool for chemists.Many types of substances can be separated and analyzed using this technique. In thisexperiment, you will use paper chromatography to separate the dyes in water-solubleblack ink.

Materials 9-oz wide-mouth plastic cups (2); round filter paper; 1⁄4 piece of 11-cm roundfilter paper; scissors; pointed object, approximately 3–4 mm diameter; water-solubleblack felt pen or marker


2. Fill one of the wide-mouth plastic cups with water to about 2 cm from the top.Wipe off any water drops on the lip of the cup.

3. Place the round filter paper on a clean, dry surface. Make a concentrated inkspot in the center of the paper by firmly pressing the tip of the pen or markeronto the paper.

4. Use a sharp object to create a small hole, approximately 3–4 mm or about the diameter of a pen tip, in the center of the ink spot.

5. Roll the 1/4 piece of filter paper into a tight cone. This will act as a wick to drawthe ink. Work the pointed end of the wick into the hole in the center of theround filter paper.

6. Place the paper/wick apparatus on top of the cup of water, with the wick in thewater. The water will move up the wick and outward through the round paper.

7. When the water has moved to within about 1 cm of the edge of the paper(about 20 minutes), carefully remove the paper from the water-filled cup andput it on the empty cup.

Analysis

1. Record the number of distinct dyes you can identify on a drawing of the round filterpaper. Label the color bands.

2. Infer why you see different colors at different locations on the filter paper.

3. Compare your chromatogram with those of your classmates. Explain any differencesyou might observe.

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CHEMLAB 3

Safety Precautions• Always wear safety goggles, gloves, and a lab apron.• Silver nitrate is toxic and will harm skin and clothing.• Use caution around a flame.

ProblemIs there evidence of achemical reaction betweencopper and silver nitrate? Ifso, which elements reactedand what is the name ofthe compound theyformed?

Objectives• Observe the reactants as

they change into product.• Separate a mixture by

filtration.• Predict the names of the

products.

Materialscopper wireAgNO3 solutionsandpaperstirring rod50-mL graduated

cylinder50-mL beakerfunnelfilter paper

250-mL Erlenmeyerflask

ring standsmall iron ringplastic petri dishpaper clipBunsen burnertongs

Identify the Products of a Chemical ReactionOne of the most interesting characteristics of matter, and one that drives the study and

exploration of chemistry, is the fact that matter changes. By examining a dramaticchemical reaction, such as the reaction of the element copper and the compound silvernitrate in a water solution, you can readily observe chemical change. Drawing on one of thefundamental laboratory techniques introduced in this chapter, you can separate the prod-ucts. Then, you will use a flame test to confirm the identity of the products.

Pre-Lab


2. Prepare all written materials that you will takeinto the laboratory. Be sure to include safety precautions and procedure notes. Use the datatable on the next page.

3. Define the terms physical property and chemicalproperty. Give an example of each.

4. Form a hypothesis regarding what you mightobserve if a. a chemical change occurs.

b. a physical change occurs.

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5. Distinguish between a homogeneous mixture anda heterogeneous mixture.

Procedure


2. Obtain 8 cm of copper wire. Rub the copperwire with the sandpaper until it is shiny.

3. Measure approximately 25 mL AgNO3 (silvernitrate) solution into a 50-mL beaker. CAUTION: Do not allow to contact skin orclothing.

4. Make and record an observation of the physicalproperties of the copper wire and AgNO3solution.

5. Coil the piece of copper wire to a length thatwill fit into the beaker. Make a hook on the endof the coil to allow the coil to be suspendedfrom the stirring rod.

6. Hook the coil onto the middle of the stirringrod. Place the stirring rod across the top of thebeaker immersing some of the coil in theAgNO3 solution.

7. Make and record observations of the wire andthe solution every five minutes for 20 minutes.

8. Use the ring stand, small iron ring, funnel,Erlenmeyer flask, and filter paper to set up a filtration apparatus. Attach the iron ring to thering stand. Adjust the height of the ring so theend of the funnel is inside the neck of theErlenmeyer flask.

9. To fold the filter paper, examine the diagramabove. Begin by folding the circle in half, thenfold in half again. Tear off the lower right cor-ner of the flap that is facing you. This will helpthe filter paper stick better to the funnel. Openthe folded paper into a cone. Place the filterpaper cone in the funnel.

10. Remove the coil from the beaker and dispose ofit as directed by your teacher. Some of the solidproduct may form a mixture with the liquid inthe beaker. Decant the liquid by slowly pouringit down the stirring rod into the funnel. Solidproduct will be caught in the filter paper.Collect the filtrate—the liquid that runs throughthe filter paper—in the Erlenmeyer flask.

11. Transfer the clear filtrate to a petri dish.

12. Adjust a Bunsen burner flame until it is blue.Hold the paper clip with tongs in the flame untilno additional color is observed. CAUTION: Thepaper clip will be very hot.

13. Using tongs, dip the hot paper clip in the filtrate. Then, hold the paper clip in the flame.Record the color you observe.

CHEMLAB 3

Tear corner

Time (min) Observations

5

10

15

20

Reaction Observations

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Analyze and Conclude1. Observe and Infer Describe the changes you observed in step 6. Is there

evidence a chemical change occurred? Why?

2. Compare Use resources such as the CRC Handbook of Chemistry and Physics, the MerckIndex, or the Internet to determine the colors of silver metal and copper nitrate in water.Compare this information with your observations of the reactants and products in step 6.

3. Identify Copper emits a blue-green light. Do your observations confirm the presence ofcopper in the filtrate collected in step 11?

4. Classify Which type of mixture is silver nitrate in water? Which type of mixture isformed in step 6? Explain.

Inquiry Extension

Compare your recorded observations with those of several other lab teams. Form ahypothesis to explain any differences; design an experiment to test it.

CHEMLAB 3

Cleanup and Disposal

1. Dispose of materials as directed by your teacher.

2. Clean and return all lab equipment to its proper place.

3. Wash hands thoroughly.

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Liq

uid

sta

te

Gas

eou

s st

ate

Solid

sta

te

States of MatterStates of Matter



7

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1. Name the physical states in which almost all matter exists.

2. In which state(s) of matter are the molecules most compressed?

3. In which state(s) of matter do the molecules fill the entire volume of a container?

4. In which state(s) does matter take the shape of a container?

5. Compare the distance between the molecules of a gas in a very small container with thedistance between the molecules of the same gas in a very large container. Explain youranswer.

6. What happens to the volume of a liquid when it is poured from a small container into alarge container?

7. Suppose you fill a glass with ice cubes. When the ice cubes melt, is the glass still full?Explain your answer.

8. Suppose you fill a container with steam and then seal the container. When the steam inthe container changes to liquid water at room temperature, will the container still be full?Explain your answer.

States of MatterStates of Matter



7

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Conservation of MassConservation of Mass


Use with Chapter 3,Sections 3.2

8

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1. What happens when mercury(II) oxide is heated?

2. What does the law of conservation of mass state?

3. Write the law of conservation of mass in mathematical terms.

4. Assume that the test tube shown in the transparency started out having 15.00 g ofmercury(II) oxide. After heating the test tube, you find no mercury(II) oxide left and 1.11 g of oxygen gas. What mass of liquid mercury was produced by the chemical reaction? Show your work.

5. Assume that the test tube shown started out having 10.00 g of mercury(II) oxide. Afterheating the test tube briefly, you find 1.35 g mercury(II) oxide left and 8.00 g of liquidmercury. How much oxygen gas was produced by the chemical reaction? Show your work.

6. Suppose you heat some mercury(II) oxide in a test tube similar to the one shown. Afterthe chemical reaction, you find 12.5 g of liquid mercury and 1.0 g of oxygen gas. Thereis no mercury(II) oxide left in the test tube. How much mercury(II) oxide did you startwith? Show your work.

Conservation of MassConservation of Mass


Use with Chapter 3,Sections 3.2

8

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Heterogeneousmixtures

dirt, blood,milk

lemonade, gasoline,steel

oxygen, gold,iron

salt, baking soda,sugar

Homogeneousmixtures ElementsCompounds

Matter

Mixtures

Can it be separatedby physical means?

Is the compositionuniform?

Can it be brokendown by ordinarychemical means?

Pure substances

yes no

yes no yes no

Types of MatterTypes of Matter



9

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1. Into what two broad classes can all matter be divided?

2. What is the difference between a mixture and a pure substance?

3. What is the difference between a compound and an element?

4. Can a compound be a heterogeneous mixture? Explain your answer by referring to thediagram.

5. A list of compounds and elements is given below. Circle the substances that are elements.

gold aluminum water

sugar oxygen platinum

salt chlorine brass

6. How can you tell the difference between a homogeneous mixture and a heterogeneousmixture?

7. Label each mixture below as either homogeneous or heterogeneous.

a. air e. finger paint

b. clay f. vinegar

c. homemade lemonade (with pulp) g. soil

d. oatmeal raisin cookie

8. List three methods that are commonly used to separate mixtures into their componentsubstances.

Types of MatterTypes of Matter



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Chem

ical

Com

posi

tion

of

Sucr

ose

(by

mas

s)

Oxy

gen

51.3

0%

Carb

on42

.20%

Hyd

roge

n6.

50%

mas

s pe

rcen

tage

of

an e

lem

ent

(%) �

m

ass

of e

lem

ent

� 1

00%

mas

s of

com

poun

d

Mass Percentage and theLaw of Definite ProportionsMass Percentage and the Law of Definite Proportions



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1. Suppose you analyze the composition of an unnamed compound. Your analysis showsthat the compound is 51.30% oxygen, 42.20% carbon, and 6.50% hydrogen by mass.What can you conclude about the compound?

2. What is the mass percentage of carbon in 5.000 g of sucrose? 50.00 g of sucrose? 500.0 g of sucrose? Explain.

3. How many grams of oxygen are in 50.00 g of sucrose? Show your work.

4. How many grams of carbon are in 100.0 g of sucrose? Show your work.

5. How many grams of hydrogen are in 6.0 g of sucrose? Show your work.

6. A 20.00-g sample of ordinary table salt contains 12.13 g of chlorine and 7.87 g ofsodium. Calculate the mass percentage of each element in salt.

7. Draw a circle graph to represent your answer to question 7.

Mass Percentage and theLaw of Definite ProportionsMass Percentage and theLaw of Definite Proportions



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++

Wat

er,

H2O

Pota

ssiu

m,

K

Rea

ctan

tsPr

od

uct

s

Hyd

rog

en,

H2

Pota

ssiu

m h

ydro

xid

e,K

OH

Visualizing the Conservation of MassVisualizing the Conservation of Mass



2

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1. How many potassium atoms are in the reactants of the chemical reaction shown? How

many are in the products?

2. How many oxygen atoms are in the reactants of the chemical reaction shown? How many

are in the products?

3. How many hydrogen atoms are in the reactants of the chemical reaction shown? How

many are in the products?

4. Assume that the chemical reaction shown started out having a total of 15 g of potassiumand water. How much potassium hydroxide and hydrogen gas will be produced by thechemical reaction? Show your work.

5. Assume that the chemical reaction shown started out having 6 atoms of potassium and 6 molecules of water. How many molecules of potassium hydroxide will be produced bythe chemical reaction? How many hydrogen atoms will result?

6. Assume that you are working with a chemical reaction that decomposes water intohydrogen and oxygen. You begin with 36 grams of water and end with 32 grams of oxy-gen. If all of the water decomposes, how many grams of hydrogen gas will result?

7. Assume that you are working with a chemical reaction that synthesizes salt from sodiumand chlorine. You begin with 70.9 g of chlorine. You synthesize 116.90 grams of salt. Ifall of the reactants were used up, how many grams of sodium did you begin with?

Visualizing the Conservation of MassVisualizing the Conservation of Mass



2

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Car

bo

n8.

44 g

carb

on

Hyd

rog

en1.

30 g

hyd

rog

en

Oxy

gen

10.2

6 g

oxy

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Tota

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.00

gsu

cro

se51

.30%

51.3

0%10

.26

g o

xyg

en�

100

% �

20.0

0 g

su

cro

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42.2

%

6.50

%

1.30

g h

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� 1

00%

�

20

.00

g s

ucr

ose

8.44

g c

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00%

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.00

g s

ucr

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42.2

%

6.50

%

carb

on

hyd

rog

en

oxy

gen

Finding Percent by Mass Finding Percent by Mass



3

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1. What percentage of the 20.0 g sample does sugar (sucrose) represent?

2. What is the percent by mass of oxygen in sugar? Of carbon? Of hydrogen?

3. How many grams of oxygen are in 100 g of sucrose?

4. How many grams of carbon are in 30.0 g of sucrose? Show your work.

5. A sample of baking soda contains 34.48 g of sodium, 1.51 g of hydrogen, 18.02 g of carbon, and 72.00 g of oxygen.

a. What is the total mass of the sample?

b. What is the mass by percent of each element in baking soda?

Sodium

Hydrogen

Carbon

Oxygen

6. Draw a circle graph to represent your answer to Question 7.

7. Complete the following statement by underlining the correct words in parentheses.

To calculate percent by mass, you first divide (a part, a whole) by (a part, the whole).Then you multiply by 100%.

Finding Percent by Mass Finding Percent by Mass



3

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Matter—Properties and ChangesMatter—Properties and Changes

Section 3.1 Properties of MatterIn your textbook, read about physical properties and chemical properties of matter.

Use each of the terms below just once to complete the passage.

Matter is anything with (1) and volume. A

(2) is a form of matter with a uniform and unchanging composition.

Substances have specific, unchanging (3) that can be observed.

Substances have both physical and chemical properties. (4)

properties can be observed without changing a substance’s chemical composition. Color,

hardness, and (5) are examples. Other properties cannot be

observed without changing the composition of a substance. These are called

(6) properties. An example is the tendency of iron to form

rust when exposed to air.

Label each property as either physical or chemical.

7. Chemical formula H2O

8. Forms green carbonate when exposed to moist air

9. Remains unchanged when in the presence of nitrogen

10. Colorless

11. Solid at normal temperatures and pressures

12. Ability to combine with another substance

13. Melting point

14. Liquid at normal temperatures and pressures

15. Boiling point is 100°C

16. Conducts electricity

17. Density is 1g�cm3


chemical mass physical

density properties substance

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In your textbook, read about states of matter.

Label each drawing with one of these words: solid, liquid, gas.

18.

19.

20.


21. All matter that we encounter in everyday life exists in one of threephysical forms.

22. A solid has definite shape and volume.

23. A liquid has a definite shape and takes on the volume of its container.

24. A gas has both the shape and the volume of its container.

25. The particles in a gas cannot be compressed into a smaller volume.

26. Liquids tend to contract when heated.

27. The particles in a solid are spaced far apart.

28. The words gas and vapor can be used interchangeably.



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Section 3.2 Changes in Matter In your textbook, read about physical change and chemical change.

What kinds of changes do these words indicate? Write each word under the correctheading. Use each word only once.

Physical Change Chemical Change

1. 9.

2. 10.

3. 11.

4. 12.

5. 13.

6. 14.

7. 15.

8. 16.


Column A Column B

17. The new substances that are formed in a chemical reaction

18. A chemical reaction that involves one or more substanceschanging into new substances

19. Shows the relationship between the reactants and products in achemical reaction

20. States that mass is neither created nor destroyed in any process

21. The starting substances in a chemical reaction

Answer the following question. Write an equation showing conservation of mass of reactants and products.

22. In a laboratory, 178.8 g of water is separated into hydrogen gas and oxygen gas. Thehydrogen gas has a mass of 20.0 g. What is the mass of the oxygen gas produced?


boil crumple crush explode

burn ferment freeze grind

condense melt oxidize rot

corrode rust tarnish vaporize

a. chemical change

b. reactants

c. products

d. chemical equation

e. law of conservationof mass

Name Date Class

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Section 3.3 Mixtures of Matter In your textbook, read about pure substances and mixtures.

Use the words below to complete the concept map.

In your textbook, read about separating mixtures.


Column A Column B

7. Separates substances on the basis of the boiling points ofthe substances

8. Separates by formation of solid, pure particles from asolution

9. Separates substances based on their movement through aspecial paper

10. Separates solids from liquids by using a porous barrier

matter

homogeneousmixtures

substances 1.

3.2.

4. 5.

6.

mixtures


heterogeneous salt–water mixture sand–water mixture

mixtures solutions water

a. filtration

b. distillation

c. crystallization

d. chromatography

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Section 3.4 Elements and CompoundsIn your textbook, read about elements and compounds.

Circle the letter of the choice that best completes the statement or answers the question.

1. A substance that cannot be separated into simpler substances by physical or chemicalmeans is a(n)

a. compound. b. mixture. c. element. d. period.

2. A chemical combination of two or more different elements is a(n)

a. solution. b. compound. c. element. d. period.

3. Which of the following is an example of an element?

a. water b. air c. sugar d. oxygen

4. Which of the following is an example of a compound?

a. gold b. silver c. aspirin d. copper

5. What are the horizontal rows in the periodic table called?

a. block elements b. groups or families c. grids d. periods

6. What are the vertical columns in the periodic table called?

a. block elements b. groups or families c. grids d. periods

Label each substance as either an element or a compound.

7. silicon 10. nickel

8. sodium chloride 11. ice

9. francium

Write the symbol for each element. Use the periodic table on pages 72–73 in your textbook if you need help.

12. neon 15. titanium

13. calcium 16. fluorine

14. iron

In your textbook, read about the law of definite proportions.

Use the law of definite proportions and the equation below to answer the questions.

The law of definite proportions states that regardless of the amount, a compound isalways composed of the same elements in the same proportion by mass.

Mass percentage of an element (%) � � 100%

17. A 20.0-g sample of sucrose contains 8.4 g of carbon. What is the mass percentage of car-bon in sucrose? Show your work.

mass of element��mass of compound


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18. Sucrose is 51.50% oxygen. How many grams of oxygen are in 20.0 g of sucrose? Showyour work.

19. A 2-g sample of sucrose is 6.50% hydrogen. What is the mass percentage of hydrogen in300 g of sucrose? Explain your reasoning.

20. Two compound samples are found to have the same mass percentages of the same ele-ments. What can you conclude about the two samples?

In your textbook, read about the law of multiple proportions.

Use the law of multiple proportions to answer the questions and complete the table below.

The law of multiple proportions states that if the elements X and Y form two compounds, the different masses of Y that combine with a fixed mass of X can be expressed as a ratio of small whole numbers.

21. Two compound samples are composed of the same elements, but in different proportions.What can you conclude about the two samples?

For each compound in the table, fill in the ratio of the mass of oxygen to the mass ofhydrogen.

24. Write a brief statement comparing the two mass ratios from the table.

25. Are H2O and H2O2 the same compound? Explain your answer.



Compound Mass of Oxygen Mass of Hydrogen Mass O/Mass H

H2O 16 g 2 g 22.

H2O2 32 g 2 g 23.

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1. 4. 7.

2. 5. 8.

3. 6. 9.

Short Answer


10.

11.

12.

13.

14.

15.

16.


17. 18. 19.

CHAPTER 3

Assessment

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Chapter 4 The Structure of the AtomMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83


Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 94

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Table ofContents

Reproducible Pages

81

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mini LAB 4Model Isotopes

Formulating Models Because they have different compositions, pre- and post-1982pennies can be used to model an element with two naturally occurring isotopes. Fromthe penny “isotope” data, the mass of each penny isotope and the average mass of apenny can be determined.

Materials bag of pre- and post-1982 pennies, balance

Procedure1. Read and complete the lab safety form.

2. Get a bag of pennies from your teacher, and sort the pennies by date into twogroups: pre-1982 pennies and post-1982 pennies. Count and record the total numberof pennies and the number of pennies in each group.

3. Use the balance to determine the mass of ten pennies from each group. Record eachmass to the nearest 0.01 g. Divide the total mass of each group by ten to get theaverage mass of a pre- and post-1982 penny “isotope.”

Analysis

1. Calculate the percentage abundance of each group using data from step 2. To do this,divide the number of pennies in each group by the total number of pennies.

2. Determine the atomic mass of a penny using the percentage abundance of each “isotope” and data from step 3. To do this, use the following equation:

mass contribution = (% abundance)(mass)

Total the mass contributions to determine the atomic mass. Remember that the percentabundance is a percentage.

3. Infer whether the atomic mass would be different if you received another bag of penniescontaining a different mixture of pre- and post-1982 pennies. Explain your reasoning.

4. Explain why the average mass of each type of penny was determined by measuring 10pennies instead of by measuring and using the mass of a single penny from each group.

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CHEMLAB 4

Safety Precautions• Warning: Do not eat the food used in the lab work.

ProblemHow are the atomic massesof the natural isotopic mix-tures calculated?

Objectives• Observe the impact of

the weights of differentsub-atomic particles onthe element.

• Infer the importance ofeach type of particle tothe final weight of theelement.

• Calculate theaverage mass ofyour element.

• Compare this element with elementsobserved innature.

Materialsbalancecalculatorbag of snack mix

Calculate the Atomic Mass ofthe Element “Snackium”Background: Most elements in nature occur as a mixture of iso-

topes. The weighted average atomic mass of an element can bedetermined from the atomic mass and the relative abundance ofeach isotope. In this activity, you will model isotopes of the imagi-nary element “Snackium.” The measurements you make will beused to calculate a weighted average mass that represents the aver-age atomic mass of “Snackium.”

Pre-Lab


2. What sub-atomic particles do the different types of snacks represent?

3. The mass of neutrons and protons is much greater than the mass of electrons; therefore the mass of an element is dominated by the mass of the nucleus. Predict which, if any, types of snacks will dominate themass of your imaginary element.

4. How will the mass of an isotope differ from the mass of the element?

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5. You will need to record the data that you collect during the lab. Use the data table below.

CHEMLAB 4

Item Quantity Mass Notes

1

2

3

4

5

Procedure


2. Create a table to record your data. The table will contain the mass and the Abundance of each type ofsnacks present in the mixture.

3. Open your snack mix bag. Handle the pieces with care.

4. Organize the snack pieces into groups based on their types.

5. Count the number of snack pieces in each of your groups.

6. Record the number of snack pieces in each group and the total number of snack pieces in your data table.

7. Measure the mass of one piece from each group and record the mass in your Data table.

8. Cleanup and Disposal Dispose of the snack pieces as directed by your teacher. Return all equipment toits designated location.


1. Calculate Find the percent abundance of the pieces by dividing the individual piece quantity by the total number of snack pieces.

2. Calculate Use the isotopic percent abundance of the snack pieces and the mass toCalculate the weighted average atomic mass for your element “Snackium.”

3. Interpret Explain why the weighted average atomic mass of the element “Snackium” isnot equal to the mass of any of the pieces.

Name Date Class

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CHEMLAB 4

4. Peer Review Gather the average atomic mass data from the other lab groups. Explain the differences between your data and the data obtained by other groups.

5. Error Analysis Why are the atomic masses on the periodic table not expressed as wholenumbers like the mass number of an element?

6. Research Look in a chemical reference book to determine whether all elements in theperiodic table have isotopes. What is the range of the numbers of isotopes chemical elements have?

7. Error Analysis What sources of error could have led the lab groups to different final values? What modifications could you make in this investigation to reduce the incidenceerror?

Inquiry Extension

Based on your experience in this lab, look up the atomic masses of several elements on theperiodic table and predict the most abundant isotope for each element.

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Electricallycharged plates

��

�

S

N

Magnet

��Voltage source

Hole

AnodeGas at

low pressureCathode

��

A

C

B

Cathode Ray ExperimentsCathode Ray Experiments



11

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1. What is a cathode ray?

2. What do the experiments in A, B, and C have in common?

3. Examine the cathode ray experiment in A. Describe the path of the cathode ray from itsorigin to its termination.

4. Compare the experimental setup in B with the setup in C. How do the two setups differ?What do both experiments show in terms of the cathode ray’s charge?

5. Examine the cathode ray experiment in B. What does this experiment show?

6. Examine the cathode ray experiment in C. Explain why the cathode ray bends.

Cathode Ray ExperimentsCathode Ray Experiments



11

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Electrons

Alpha particle path

Evenly distributedpositive charge

�

��

�

�

�

��

�

�

��

Electrons

Alpha particle path

Nucleus�

��

�

�

�

��

��

�

�

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Diagram A

Diagram B

Understanding Rutherford’s Gold Foil ExperimentUnderstanding Rutherford’s Gold Foil Experiment



12

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1. What kind of particles do the arrows represent? What is the charge of the particles?

2. Which diagram depicts the plum pudding model of an atom?

3. Which diagram depicts Rutherford’s actual results from his gold foil experiment? Howdid the actual results differ from the expected results?

4. What did Rutherford conclude from the results of his experiment?

5. Explain why Rutherford expected the alpha particles to pass through the plum puddingmodel of the atom with little or no deflection.

Understanding Rutherford’s Gold Foil ExperimentUnderstanding Rutherford’s Gold Foil Experiment



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Pro

ton

sN

eutr

on

sEl

ectr

on

s

Pota

ssiu

m-3

919 20 19

Pota

ssiu

m-4

019 21 19

Pota

ssiu

m-4

119 22 19

19e�

19p

�19

p�

19p

�

19e�

19e�

20n

021

n0

22n

0

IsotopesIsotopes



13

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IsotopesIsotopes



13

1. What do the following symbols represent?

a. e�

b. n0

c. p�

2. Which subatomic particles are found in an atom’s nucleus?

3. Which subatomic particle identifies an atom as that of a particular element?

4. Explain why atoms are neutral even though they contain charged particles.

5. What do the numbers 39, 40, and 41 after the element name potassium refer to?

6. Write the symbolic notation for each of the following isotopes.

a. potassium-39

b. potassium-40

c. potassium-41

7. Write an equation showing the relationship between an atom’s atomic number and itsmass number.

8. Lithium has two isotopes: lithium-6 and lithium-7. Draw a diagram, like those shown onthe transparency, for each lithium isotope. Label the protons, electrons, neutrons, andelectron cloud in each diagram.

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Rad

iati

on T

ype

Com

posi

tion

Hel

ium

nu

clei

(alp

ha

par

ticl

es)

42�

Alp

ha

Sym

bol

Char

acte

rist

ics

of A

lpha

, Bet

a, a

nd G

amm

a R

adia

tion

Mas

s (a

mu)

Char

ge

4 He

2

Elec

tro

ns

(bet

a p

arti

cles

)1/

1840

1�B

eta

Hig

h-e

ner

gy

elec

tro

mag

net

icra

dia

tio

n0

0G

amm

a��

��

� �

Posi

tive

pla

te

Ho

leLe

ad b

lock

Rad

ioac

tive

sou

rce

Gam

ma

rays

(no

ch

arg

e)

Zin

c su

lfid

eco

ated

scr

een

Bet

ap

arti

cles

(1�

ch

arg

e)

Alp

ha

par

ticl

es(2

� c

har

ge)

Neg

ativ

e p

late

Radioactive ParticlesRadioactive Particles



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1. Which radioactive emission has the greatest mass? Least mass?

2. Why do you think gamma rays are drawn as wavy lines?

3. Which charged plate are the alpha particles attracted to? Explain.

4. Which charged plate are the beta particles attracted to? Why do the beta particles have agreater curvature than the alpha particles do?

5. Explain why the gamma rays do not bend toward one of the electrically charged plates.

Radioactive ParticlesRadioactive Particles



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Calculating Atomic MassCalculating Atomic Mass



4

Given the data in the table, calculate the atomic mass of unknown element X.Then, identify the unknown element,which is used medically to treat somemental disorders.

Analyze the Problem

You are given the data in the table. Calculate the atomic mass by multiplying the mass of each isotope by its percentabundance and summing the results. Use the periodic table to confirm the calculation and identify the element.

Known Unknown

For isotope 6X: atomic mass of X � ? amumass � 6.015 amu name of element X � ?abundance � 7.50% � 0.0750

For isotope 7X:mass � 7.016 amuabundance � 92.5% � 0.925

Solve for the Unknown

Calculate each isotope’s contribution to the atomic mass.

For 6X: Mass contribution � (mass)(percent abundance)mass contribution � (6.015 amu)(0.0750) � 0.451 amu

For 7X: Mass contribution � (mass)(percent abundance)mass contribution � (7.016 amu)(0.925) � 6.490 amu

Sum the mass contribution to find the atomic mass.Atomic mass of X � (0.451 amu � 6.490 amu) � 6.941 amu

Use the periodic table to identify the element.The element with a mass of 6.941 amu is lithium (Li).

Evaluate the Answer

The result of the calculation agrees with the atomic mass given in the periodic table. The masses of the isotopes have four significant figures, so the atomic mass is also expressed with four significant figures.

Isotope Abundance for Element X

Isotope Mass Percent (amu) abundance

6X 6.015 7.50%7X 7.016 92.5%

1.

2.

3.

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1. Look at the data table. What do the numbers 6 and 7 in 6X and 7X represent?

2. Look at step 1. What does amu stand for? What does it mean?

3. Look at step 2. Why is each isotope’s mass multiplied by the isotope’s percent abundance?

4. In step 3, why isn’t the answer a whole number?

5. Assume that a new lithium isotope, 8Li, is identified. It is a trace isotope, meaning that itexists in a very tiny quantity. How will this discovery affect the atomic mass of lithium?

6. Calculate the atomic mass of the unknown element. Then identify the element.

7. Calculate the atomic mass of the unknown element. Then identify the element.

Calculating Atomic MassCalculating Atomic Mass



4

Isotope Mass (amu) Percent abundance

185X 184.953 37.40

187X 186.956 62.60

Isotope Mass (amu) Percent abundance

113X 112.904 4.30

115X 114.904 95.70

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The Structure of the AtomThe Structure of the Atom

Section 4.1 Early Ideas About MatterIn your textbook, read about the philosophers, John Dalton, and defining the atom.


1. Ancient philosophers regularly performed controlled experiments.

2. Philosophers formulated explanations about the nature of matter based ontheir own experiences.

3. Both Democritus and Dalton suggested that matter is made up of atoms.

4. Dalton’s atomic theory stated that atoms separate, combine, or rearrangein chemical reactions.

5. Dalton’s atomic theory stated that matter is mostly empty space.

6. Dalton was correct in thinking that atoms could not be divided intosmaller particles.

7. Dalton’s atomic theory stated that atoms of different elements combine insimple whole-number ratios to form compounds.

8. Dalton thought that all atoms of a specific element have the same mass.

9. Democritus proposed that atoms are held together by chemical bonds, butno one believed him.

10. Dalton’s atomic theory was based on careful measurements and extensiveresearch.


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Section 4.2 Defining the AtomIn your textbook, read about the electron and the nuclear atom.


Column A Column B

1. Proposed the nuclear atomic model

2. Determined the mass-to-charge ratio of an electron

3. Calculated the mass of an electron

Draw and label a diagram of each atomic model.

4. plum pudding model

5. nuclear atomic model

In your textbook, read about the discovery of protons and neutrons.

Complete the following table of proton, electron, and neutron characteristics.

STUDY GUIDE CHAPTER 4

a. Thomson

b. Millikan

c. Rutherford

Particle Symbol Location Relative Charge Relative Mass

6. Proton

7. n

8. 1/1840

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Section 4.3 How Atoms DifferIn your textbook, read about atomic number.


1. The number of neutrons in an atom is referred to as its atomic number.

2. The periodic table is arranged by increasing atomic number.

3. Atomic number is equal to the number of electrons in an atom.

4. The number of protons in an atom identifies it as an atom of aparticular element.

5. Most atoms have either a positive or a negative charge.


6. Lead has an atomic number of 82. How many protons and electrons does lead have?

7. Oxygen has 8 electrons. How many protons does oxygen have?

8. Zinc has 30 protons. What is its atomic number?

9. Astatine has 85 protons. What is its atomic number?

10. Rutherfordium has an atomic number of 104. How many protons and electrons does it have?

11. Polonium has an atomic number of 84. How many protons and electrons does it have?

12. Nobelium has an atomic number of 102. How many protons and electrons does it have?

In your textbook, read about isotopes and mass number.

Determine the number of protons, electrons, and neutrons for each isotope described below.

13. An isotope has atomic number 19 and mass number 39.

14. An isotope has 14 electrons and a mass number of 28.

15. An isotope has 21 neutrons and a mass number of 40.


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16. An isotope has an atomic number 51 and a mass number 123.

Answer the following question.

17. Which of the isotopes in problems 13–16 are isotopes of the same element? Identify theelement.

Write each isotope below in symbolic notation. Use the periodic table to determine theatomic number of each isotope.

18. neon-22 20. cesium-133

19. helium 21. uranium-234

Label the mass number and the atomic number on the following isotope notation.

22.

23.

In your textbook, read about mass of individual atoms.

Circle the letter of the choice that best completes the statement.

24. The mass of an electron is

a. smaller than the mass of a proton. c. a tiny fraction of the mass of an atom.

b. smaller than the mass of a neutron. d. all of the above.

25. One atomic mass unit is

a. 1/12 the mass of a carbon-12 atom.

b. 1/16 the mass of an oxygen-16 atom.

c. exactly the mass of one proton.

d. approximately the mass of one proton plus one neutron.

26. The atomic mass of an atom is usually not a whole number because it accounts for

a. only the relative abundance of the atom’s isotopes.

b. only the mass of each of the atom’s isotopes.

c. the mass of the atom’s electrons.

d. both the relative abundance and the mass of each of the atom’s isotopes.



2412Mg

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Use the figures to answer the following questions.

27. What is the atomic number of osmium?

28. What is the chemical symbol for niobium?

29. What is the atomic mass of osmium?

30. What units is the atomic mass reported in?

31. How many protons and electrons does an osmium atom have? A niobium atom?

Calculate the atomic mass of each element described below. Then use the periodic tableto identify each element.

32.

33.

Osmium

76

Os190.23

Niobium

41

Nb92.906



Isotope Mass (amu) Percent Abundance

63X 62.930 69.17

65X 64.928 30.83

Isotope Mass (amu) Percent Abundance

35X 34.969 75.77

37X 36.966 24.23

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�

�

�

�

�

Positive plate

HoleLead block

Radioactivesource

Gamma rays(no charge)

Zinc sulfidecoated screen

Betaparticles

(1� charge)

Alphaparticles

(2� charge)Negative plate

Section 4.4 Unstable Nuclei and Radioactive DecayIn your textbook, read about radioactivity.


Column A Column B

1. The rays and particles that are emitted by a radioactive material

2. A reaction that involves a change in an atom’s nucleus

3. The process in which an unstable nucleus loses energyspontaneously

4. Fast-moving electrons

In your textbook, read about types of radiation.

Use the diagram to answer the questions.

5. Which plate do the beta particles bend toward? Explain.

6. Explain why the gamma rays do not bend.

7. Explain why the path of the beta particles bends more than the path of the alpha particles.

Complete the following table of the characteristics of alpha, beta, and gamma radiation.


a. nuclear reaction

b. beta radiation

c. radiation

d. radioactive decay

Radiation Type Composition Symbol Mass (amu) Charge

8. Alpha

9. 1/1840

10. High-energy electromagnetic radiation

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CHAPTER 4

Assessment



1. 4. 7. 10.

2. 5. 8.

3. 6. 9.

Short Answer


11.

12.

13.

Extended Response


14.

15.

16.


17. Statement 1:

Statement 2:

18. Statement 1:

Statement 2:

19. Statement 1:

Statement 2:

20. Statement 1:

Statement 2:

21. Statement 1:

Statement 2:


Chapters 1–4 Resources - Wikispaces · PDF fileChapters 1-4 Resources ... Read and complete the lab safety form. 2. ... 4 Chemistry: Matter and Change • Chapter 1 ChemLab and MiniLab

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