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Chapters 1 4 Resources

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Glencoe Chemistry: Matter and Change program. Any other reproduction, for
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Table of
Contents
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
MatterProperties and Changes . . . . . . . . . . . . . . . . . . . . 51
Chapter 4

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Teacher Guide and Answers


Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

iii

To the Teacher
This booklet contains resource materials to help you teach more effectively. You will
find the following in the chapters:

Reproducible Pages
Hands-on Activities
MiniLab and ChemLab Worksheets: Each activity in this book is an expanded version of
each lab that appears in the Student Edition of Glencoe Chemistry: Matter and Change.
All materials lists, procedures, and questions are repeated so that students can read and
complete a lab in most cases without having a textbook on the lab table. All lab questions are reprinted with lines on which students can write their answers. In addition,
for student safety, all appropriate safety symbols and caution statements have been
reproduced on these expanded pages. Answer pages for each MiniLab and ChemLab are
included in the Teacher Guide and Answers section at the back of this book.

Transparency Activities

Math Skills Transparency Masters and Worksheets: These transparencies relate to mathematical concepts that will benefit from an extra visual learning aid. Most of the transparencies contain art or photos directly from the Student Edition, or extend concepts
put forth in the textbook. There are 42 Math Skills Transparencies, provided here as
black-and-white masters accompanied by worksheets that review the concepts presented
in the transparencies. Answers to worksheet questions are provided in the Teacher
Guide and Answers section at the back of this book.

Intervention and Assessment


Study Guide: These pages help students understand, organize, and compare the main
chemistry concepts in the textbook. The questions and activities also help build strong
study and reading skills. There are six study guide pages for each chapter. Students will
find these pages easy to follow because the section titles match those in the textbook.
Italicized sentences in the study guide direct students to the related topics in the text.

The Study Guide exercises employ a variety of formats including multiple-choice,


matching, true/false, labeling, completion, and short answer questions. The clear, easyto-follow exercises and the self-pacing format are geared to build your students confidence in understanding chemistry. Answers or possible responses to all questions are
provided in the Teacher Guide and Answers section at the back of this book.
iv

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Teaching Transparency Masters and Worksheets: These transparencies relate to major


concepts that will benefit from an extra visual learning aid. Most of the transparencies
contain art or photos that extend the concepts put forth in the textbook. Others contain
art or photos directly from the Student Edition. There are 73 Teaching Transparencies,
provided here as black-and-white masters accompanied by worksheets that review the
concepts presented in the transparencies. Answers to worksheet questions are provided
in the Teacher Guide and Answers section at the back of this book.

To the Teacher

continued

Chapter Assessment: Each chapter assessment includes several sections that assess
students understandings at different levels.

The Reviewing Vocabulary section tests students knowledge of the chapters vocabulary. A variety of formats are used, including matching, true/false, completion, and
comparison of terms.
The Understanding Main Ideas section consists of two parts: Part A tests recall and
basic understanding of facts presented in the chapter, while Part B is designed to be
more challenging and requires deeper comprehension of concepts than does Part A.
Students may be asked to explain chemical processes and relationships or to make
comparisons and generalizations.
The Thinking Critically section requires students to use several different higher-order
learning skills, such as interpreting data and discovering relationships in graphs and
tables, as well as applying their understanding of concepts to solve problems, compare and contrast situations, and to make inferences or predictions.
The Applying Scientific Methods section puts students into the role of researcher. They
may be asked to read about an experiment, simulation, or model and then apply their
understanding of chapter concepts and scientific methods to analyze and explain the
procedure and results. Many of the questions in this section are open-ended, giving
students the opportunity to demonstrate both reasoning and creative problem-solving skills.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Answers or possible responses to all questions are provided in the Teacher Guide and
Answers section at the back of this book.
STP Recording Sheet: Recording Sheets allow students to use the Standardized Test
Practice questions in the Student Edition as a practice for standardized tests. STP
Recording Sheets give them the opportunity to use bubble answer grids and numbers
grids for recording answers. Answers for the STP Recording Sheets can be found in the
Teacher Wraparound Edition on Standardized Test Practice pages.
Teacher Guide and Answers: Answers or possible answers for questions in this booklet
can be found in the Teacher Guide and Answers section. Materials, teaching strategies, and content background, along with chapter references, are also provided where
appropriate.

Teacher Approval Initials


Date of Approval

Lab Safety Form


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.

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.

vi

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. What is the purpose of the investigation?

Table of
Contents

Reproducible Pages

Chapter 1 Introduction to Chemistry


MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Name

Date

Class

mini LAB 1

Developing Observation Skills


Observing and Inferring A chemists ability to make careful and accurate observations
is developed early. The observations often are used to make inferences. An inference is
an explanation or interpretation of observations.

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

Procedure
1.
2.
3.
4.

Read and complete the lab safety form.


Add water to a petri dish to a height of 0.5 cm. Add 1 mL of vegetable oil.
Dip the end of a toothpick in liquid dishwashing detergent.
Touch the tip of the toothpick to the water at the center of the petri dish. Record
your 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 the
surface of the milk. Do not put a drop of food coloring in the center.
7. Repeat steps 3 and 4.

Analysis

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. What
can you infer about the addition of detergent to dishwater?

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

Chemistry: Matter and Change Chapter 1

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. Describe what you observed in step 4.

Name

CHEMLAB

Date

Class

Identify the Water Source

he contents of tap water vary among communities. In some


areas, the water is hard. Hard water is water that contains large
amounts of calcium or magnesium ions. Hardness can be measured in
milligrams per liter (mg/L) of calcium or magnesium ions. Hard water
makes it difficult to get hair, clothes, and dishes clean. In this lab, you
will learn how hard water is softened and how softening water
affects its ability to clean. You will also collect, test, and classify local
sources of water.

Problem

Objectives

Materials

How can hard water be


softened? How do hard
and soft water differ in
their ability to clean?

Compare the effect of


distilled water, hard
water, and soft water on
the production of suds.
Calculate the hardness of
a water sample.

3 large test tubes


with stoppers
test-tube rack
grease pencil
25-mL graduated
cylinder
distilled water
dropper

hard water
250-mL beaker
dish detergent
metric ruler

Safety Precautions

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Always wear safety goggles and a lab apron.


Washing soda is a skin and eye irritant.

Pre-Lab
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.
1.

3.

4.

Are there any other safety precautions you need


to consider?

5.

Suppose you accidentally add more than one drop


of detergent to one of the test tubes. Is there a
way to adjust for this error or must you discard
the sample and start over?

Use the data table on the next page.

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 1

Name

Date

CHEMLAB
6.

The American Society of Agricultural Engineers,


the U.S. Department of the Interior, and the Water
Quality Association agree on the following classification of water hardness. GPG stands for grains
per gallon. One GPG equals 17.1 mg/L. If a sample of water has 150 mg/L of magnesium ions,
what is its hardness in grains per gallon?

Classification of Water Hardness


Classification
Soft
Moderate
Hard
Very hard

Class

mg/L

GPG

Obtain about 50-mL of water sample 1 in a


beaker from your teacher. Slowly pour the water
sample into Test Tube 1 until you reach the
marked height.
6. Obtain about 50-mL of water Sample 2 in a
beaker from your teacher. Slowly pour water
Sample 2 into Test Tube 2 until you reach the
marked height.
7. Add one drop of dish detergent to each test tube.
Stopper the tubes tightly. Then shake each sample
for 30s to produce suds. Use a metric ruler to
measure the height of the suds.
5.

060

03.5

61120

3.57

Cleanup and Disposal

121180

710.5

 180

 10.5

Use some of the soapy solutions to remove the


grease marks from the test tubes.
2. Rinse all of the liquids down the drain with lots
of tap water. Return all lab equipment to its designated location.

Procedure
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 out
20-mL of distilled water. Pour the water into Test
Tube D. Stopper the tube.
4. Place Test Tube 1 next to Test Tube 2 and make a
mark on Test Tube H that corresponds to the
height of the water in Test Tube D.

1.

1.

Production of Suds
Sample

Level of Suds (cm)

Sample 1
Sample 2

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 page
to determine from which community each water sample originated.

Chemistry: Matter and Change Chapter 1

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Distilled water

Name

CHEMLAB
3.

Date

Class

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)?

Classification of Water Hardness


Classification
Soft

060

Moderate

61120

Hard

121180

Very hard

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mg of Calcium or Magnesium /L

>180

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 as
you? 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 grocery
store or home-improvement store to find these products and design an experiment to test
their claims.

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 1

Name

Date

TEACHING TRANSPARENCY MASTER

Earths Atmosphere

Class

1
Use with Chapter 1,
Section 1.1

Exosphere
500
Thermosphere

Altitude (km)

100

75

Mesosphere

50

Stratosphere

25

Troposphere

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chemistry: Matter and Change Chapter 1

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Earths Atmosphere

Use with Chapter 1,


Section 1.1

1. In which layer of Earths atmosphere do commercial airplanes fly?

2. In which layer of Earths atmosphere would you find the peaks of mountains?

3. In which layer of Earths atmosphere would you find the ozone layer?

4. In which layer of Earths atmosphere would you find the air you breathe?

5. In which layer of Earths atmosphere does ozone form? Explain how it forms.

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

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

which region(s) of Earth are the lowest concentrations of ozone found?

7. What is the source for the ultraviolet radiation in Earths atmosphere?

8. How does ultraviolet radiation affect Earths surface?

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

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

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 1

Chemistry: Matter and Change Chapter 1

EXP
E

E
PO VIS E D
THE
SIS

NTS
ME
I
R

TH
E
TH VIS E D
EO
RY

RY
EO

SCIENTIFIC
LAW
Facts of nature
accepted as
truth

THEORY
Hypothesis
supported
by many
experiments

Date

TEACHING TRANSPARENCY MASTER

A Scientific Method

NCLUSION
S
CO

R
HY

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

HYPOTHESIS
Testable
statement or
prediction

OBSERVATIONS
Existing knowledge
Qualitative data
Quantitative data

Name
Class

Use with Chapter 1,


Section 1.3

PERIMENTS
EX

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Use with Chapter 1,


Section 1.3

A Scientific Method
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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 survival

than tadpoles hatched in water that is churned and aerated. Write a possible hypothesis
you 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 the

temperature is below freezing. Write a possible hypothesis you might test based on your
observation. How might you test your hypothesis?

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 1

Name

Date

TEACHING TRANSPARENCY MASTER

3
Use with Chapter 1,
Section 1.4

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Laboratory Safety

Class

10

Chemistry: Matter and Change Chapter 1

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Laboratory Safety

Use with Chapter 1,


Section 1.4

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?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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?

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 1

11

Name

Date

CHAPTER

Class

STUDY GUIDE

Introduction to Chemistry
Section 1.1

A Story of Two Substances

In your textbook, read about the ozone layer.

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

oxygen gas

ozone

ozone hole

stratosphere

troposphere

ultraviolet radiation

is made up of several layers. The air we breathe

Earths (1)

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


up is called the (3)

. The next layer

. This level contains a protective


layer.

(4)

is struck by ultraviolet radiation in the

Ozone forms when (5)

upper part of the stratosphere. The ozone forms a layer around Earth, which absorbs
. Without ozone, you are more likely to get a sunburn or

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

,
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

(6)

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.

12

Chemistry: Matter and Change Chapter 1

Study Guide

Name

Date

CHAPTER

Section 1.2

Class

STUDY GUIDE

Chemistry and Matter

In 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.
air

magnetic field

car

feeling

heat

human body

light

radio

radio wave

flashlight

textbook

thought

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Made of Matter

Not Made of Matter

4.

10.

5.

11.

6.

12.

7.

13.

8.

14.

9.

15.

For each statement below, write true or false.


16. The mass of an object can vary with the objects location.
17. A mass measurement includes the effect of Earths gravitational pull on

the 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.

Study Guide

Chemistry: Matter and Change Chapter 1

13

Name

Date

CHAPTER

Class

STUDY GUIDE

Section 1.2 continued


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 that
pertains to that branch.
Column A

Column B

26. Organic chemistry


Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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?

14

Chemistry: Matter and Change Chapter 1

Study Guide

Name

Date

CHAPTER

Class

STUDY GUIDE

Scientific Methods

Section 1.3

In your textbook, read about a systematic approach that scientists use.

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

OBSERVATIONS
Existing knowledge
Qualitative data
Quantitative data

hypothesis

scientific law

Testable
statement or
prediction

E
TH VIS E D
EO
RY

5.

R
HY

EV
PO ISE D
THE
SIS

PERIMENTS
EX

2.

Hypothesis
supported
by many
experiments

RY
EO

3.
1.

theory
4.

TH

conclusions

Facts of
nature
accepted
as truth

1.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

a. observation
b. qualitative data

7. Refers to mass, volume, and temperature measurements


8. A variable controlled by the experimenter

c. quantitative data
d. independent variable

9. The act of gathering information

e. dependent variable

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

variable

Study Guide

Chemistry: Matter and Change Chapter 1

15

Name

Date

CHAPTER

Class

STUDY GUIDE

Section 1.3 continued


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.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

d. tentative explanation about what has been observed.

In the space at the left, write the word or phrase in parentheses that correctly completes
the statement.
16. Molina and Rowland used a (model, scientific method) to learn

about CFCs in the atmosphere.


17. Their hypothesis was that CFCs break down in the stratosphere

due to interactions with (ultraviolet light, oxygen).


18. Molina and Rowland thought that these interactions produced a

chemical that could break down (chlorine, ozone).


19. To test their (data, hypothesis), Molina and Rowland examined

interactions 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) formed

by the breakdown of CFCs in the stratosphere reacts with ozone


and destroys it.

16

Chemistry: Matter and Change Chapter 1

Study Guide

Name

Date

CHAPTER

Section 1.4

Class

STUDY GUIDE

Scientific Research

In 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.

Answer the following questions.


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

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 inpure research or

applied research? Why?

Study Guide

Chemistry: Matter and Change Chapter 1

17

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Introduction to Chemistry
Reviewing Vocabulary
Match the definition in Column A with the term in Column B.
Column A

Column B

1. A systematic approach used in all scientific study

a. chemical

2. Anything that takes up space and has mass

b. chlorofluorocarbon

3. A chemical that protects organisms from UV radiation

c. model

4. Any substance with a definite composition

d. matter

5. A visual, verbal, or mathematical explanation of how

e. ozone

6. The study of matter and the changes it undergoes


7. The act of gathering information
8. A judgment based on the information obtained during an

experiment
9. The practical use of scientific research

f.

scientific method

g. conclusion
h. technology
i.

chemistry

j.

observation
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

things occur

10. A chemical made up of chlorine, fluorine, and carbon

Compare and contrast each pair of related terms.


11. qualitative data, quantitative data

12. hypothesis, theory

13. dependent variable, independent variable

18

Chemistry: Matter and Change Chapter 1

Chapter Assessment

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part A)


Circle the letter of the choice that best completes the statement or answers the question.
1. Which of the following is NOT matter?
a. atoms

b. ultraviolet radiation

c. air

d. the Sun

2. At the end of an experiment, the scientist forms a conclusion based on the


a. variable.

b. scientific law.

c. data obtained.

d. control.

3. Which of the following is a set of controlled observations that tests a hypothesis?


a. mass

b. experiment

c. weight

d. constant

4. The branch of chemistry that focuses on carbon-containing chemicals is called


a. analytical chemistry. b. inorganic chemistry.

c. biochemistry.

d. organic chemistry.

5. How should you prepare an acid solution?


a. Add the water to the acid all at once.

c. Add the water to the acid very slowly.

b. Add the acid to the water all at once.

d. Add the acid to the water very slowly.

Answer the following questions.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Compare the macroscopic world with the submicroscopic world.

7. Explain the relationship between CFCs and the depletion of the ozone layer.

8. What effects might the ozone hole have on humans and other organisms? Explain.

9. List three safety precautions you can take before entering the laboratory.

Chapter Assessment

Chemistry: Matter and Change Chapter 1

19

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part B)


Identify each piece of data as either qualitative or quantitative.
1. red
2. 100 pounds
3. 105C
4. tall
5. round
6. smells like bananas
7. 40 mph
8. pink with purple polka dots
9. cold
10. 78 books

Identify each kind of investigation as an example of pure research or applied research.

12. Researchers study the components of living cells.

13. Researchers look for a vaccine to prevent AIDS infection.

14. A researcher works on ways to improve agricultural yields.

15. A researcher observes chimpanzees in their natural habitat to learn about their behavior.

16. A researcher analyzes the composition of Jupiters atmosphere.

17. A researcher designs a more efficient internal-combustion engine.

20

Chemistry: Matter and Change Chapter 1

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

11. A researcher analyzes different compounds that might be sources of cancer drugs.

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Thinking Critically

Chlorine concentration (parts per billion)

In 1988, the international community formed an agreement to limit the production of CFCs.
More than 140 countries agreed to phase out the production of the chemicals, starting in 1996.
The graph below compares the predicted chlorine concentrations in the stratosphere with and
without the 1996 phase-out of CFCs.
Concentration of Chlorine in the Stratosphere
Without phase-out of CFCs
With phase-out of CFCs

14
12
10
8
6
4
2

1985 1990 1995 2000 2005 2010 2015 2020 2025 2030
Year

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. What does the graph predict will happen to chlorine concentrations if CFCs are phased out?

2. What is the independent variable in these predictions? What is the dependent variable in

these predictions? Explain.

3. What conclusion can be made based on the predicted data?

4. Write a hypothesis scientists might test based on the graph.

Chapter Assessment

Chemistry: Matter and Change Chapter 1

21

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Applying Scientific Methods


A chemist is studying the effects of minerals on plant growth. She knows that phosphorus
stimulates plant growth. She decides to test the effects of different phosphorus concentrations
on corn plants over a 20-day period.
1. What hypothesis might the chemist be testing?

2. What is the independent variable in the chemists experiment? What is the dependent

variable?

4. What quantitative data is the chemist likely to collect over the course of her experiment?

5. What qualitative data is the chemist likely to collect over the course of her experiment?

6. The chemist decides to apply the following concentrations of phosphorus to the corn

plants: 0% phosphorus, 10% phosphorus, 25% phosphorus, and 50% phosphorus. Draw a
table that the chemist might use to record her data over the course of her experiment.

22

Chemistry: Matter and Change Chapter 1

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. List three possible constants in the chemists experiment.

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Applying Scientific Methods, continued


After 20 days, the chemist organized her data into the following graph.
Effects of Phosphorus Concentration on Corn-Plant Growth

Plant growth (height in cm)

30

25

50% phosphorus

20

25% phosphorus

15

10
10% phosphorus

5
no phosphorus

0
0

10

15

20

25

Day

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Based on the graph, what conclusions might the chemist make?

8. What practical application might the chemists experiment have?

9. What subsequent experiment might the chemist want to conduct to build on her experiment?

Chapter Assessment

Chemistry: Matter and Change Chapter 1

23

Name

Date

Class

CHAPTER 1

Student Recording Sheet

Assessment

Standardized Test Practice


Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.
1.

3.

5.

2.

4.

6.

7.

Short Answer

Answer each question with complete sentences.


8.
9.
10.
11.
12.
Extended Response

Answer each question with complete sentences.

14.

SAT Subject Test: Chemistry


15.

17.

19.

16.

18.

20.

24

Chemistry: Matter and Change Chapter 1

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

13.

Table of
Contents

Reproducible Pages

Chapter 2 Analyzing Data


MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Math Skills Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

25

Name

Date

Class

mini LAB 2

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

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


Procedure
1. Read and complete the lab safety form.
2. Obtain several unknown objects from your teacher. Note: Your teacher will identify
each 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 of
the object in your data table.
5. Add about 15-mL of water to a graduated cylinder. Measure and record the initial
volume 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 in
the figure. The curved surface is called a meniscus.
6. Tilt the graduated cylinder, and carefully slide the object down the inside of the cylinder. Be sure not to cause a splash. Measure and record the final volume in your data
table.

Analysis

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

3. Explain Why cant you use the water displacement method to find the volume of a
sugar cube?

4. Describe how you can determine a washers volume without using the water displacement method. Note that a washer is similar to a short cylinder with a hole through it.

26

Chemistry: Matter and Change Chapter 2

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Name

CHEMLAB

Date

Class

Use Density to Date A Coin


penny that has had its date scratched off is found at a crime scene.

AThe year the coin was minted is important to the case. A forensics

technician claims she can determine if the coin was minted before 1982
without altering the coin in any way. Knowing that pennies minted
from 1962 to 1982 are 95% copper and 5% zinc, whereas those minted
after 1982 are 97.5% zinc and 2.5% copper, hypothesize about what the
technician will do

Problem

Objectives

Materials

How can you use density to


determine whether a
penny was minted before
1982?

Predict whether the pre1982 or the post-1982


pennies will have a higher mass and volume
Measure the volume and
mass of pennies
Draw conclusions based
on your analysis.

water
100-mL graduated
cylinder small
plastic cup
balance
Pre-1982 pennies
(25)
Post-1982 pennies
(25)

Metric ruler
pencil
graph paper
graphing calculator
(optional)

Safety Precautions

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Always wear safety goggles and a lab apron.

Pre-Lab
Read the entire CHEMLAB.
2. Prepare all written materials that you will take
into the laboratory. Be sure to include safety precautions and procedure notes.
1.

3.

4.

5.

What was the make-up of pennies before 1962?


How would you expect the density of pre-1962
pennies compare to pennies made post-1982?
Between 1962 and 1982?

6.

Large objects cannot be placed in water to determine their volume. Determine a procedure that
could be used to calculate the density of such an
object.

Review the equation for density. What would be


the impact on density of increasing mass while
keeping volume constant?

Increasing the amount of the heavier element in


an object would increase the density of the object.
Do you expect the pre-1982 pennies or the post1982 pennies would have the higher density?

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 2

27

Name

Date

CHEMLAB
7.

Class

Review the equation to calculate percent error.

5. Add 5 pre-1982 pennies to the cup, and measure


6.
7.
8.

Procedure
1. Read and complete the lab safety form.
2. Record all measurements in your data table.

9.

3. Measure the mass of the plastic cup.


4. Pour about 50-mL of water into the graduated

the mass again.


Add the 5 pennies to the graduated cylinder, and
read the volume.
Repeat steps 5 and 6 four times. After five trials
there will be 25 pennies in the graduated cylinder.
Cleanup and Disposal Pour the water from the
graduated cylinder down the drain, being careful
not to lose any of the pennies. Dry the pennies
with a paper towel.
Repeat steps 3 through 7, using post-1982
pennies.

cylinder. Record the actual volume.


Data Table for the Density of a Penny
Mass of
Pennies
Added (g)

Total
Number of
Pennies

10

15

20

25

Total Mass
of Pennies
(g)

Total Volume
of Water
Displaced (mL)

Analyze and Conclude


Complete the data table by calculating the total mass and the total volume of
water displaced for each trial.

1. Calculate

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 and
one for post-1982 pennies.

2. Make and Use Graphs

Draw a best-fit line through each set of points. Use two points on
each line to calculate the slope.

3. Make and Use Graphs

28

Chemistry: Matter and Change Chapter 2

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Trial

Name

Date

CHEMLAB

Class

Examine the units for the slopes of the lines. Verifying the slopes of the lines give
you the density of the pre-1982 pennies and density of the post-1982 pennies.

4. Infer

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

5. Apply

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,

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

explain how you could refine your investigation to ensure more accurate results. Calculate
a class average density of the pre1982 pennies and the density of the post1982 pennies.
Determine the percent error of each average.

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 2

29

Name

Date

Class

TEACHING TRANSPARENCY MASTER

Converting Units

Use with Chapter 2,


Section 2.2

139.40
Swiss
francs
593.30
French
francs
175.95
Germ
an ma
rks
90.10
euros

29020

06280

Exchange Rates
Currency units
per U.S. dollar

Country
Belgium

42.70

Britain

0.66

Canada

1.48

France

6.98

Germany

2.07

Italy

2,051

Switzerland

1.64

Euro

1.06

Source: The Economist, July 15, 2000

30

Chemistry: Matter and Change Chapter 2

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Converting Units

Use with Chapter 2,


Section 2.2

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 radio

cassette player cost? Show your work.

4. While traveling in Germany and France, you buy ice cream cones. The French cones sell

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

for 10 French francs. The German cones sell for 1.25 German marks. Which cone costs
you more U.S. dollars?

Suppose on January 15, 2001, the exchange rates have changed


as 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 dropped
since July 15, 2000?

Exchange Rates
Country

Currency units
per U.S. dollar

Belgium

42.95

Britain

0.71

Canada

1.37

France

6.51

Germany

2.09

Italy

6. A department store has stores in both Germany and in

Switzerland. A Swiss shopper pays 12 Swiss francs for a


candle. A German shopper pays 12 German marks for the
identical candle.

2,085

Switzerland

1.61

euro

1.02

a. Which shopper gets the better deal?

b. What is the advantage of using the euro in both Germany

and Switzerland?

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 2

31

Hole
Par

32

3
4

4
3

5
5

6
4

7
3

8
4

36

36

72

Total
9 Score 10 11 12 13 14 15 16 17 18 Score Score

Date

TEACHING TRANSPARENCY MASTER

Precision and Accuracy

Chemistry: Matter and Change Chapter 2

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Name
Class

Use with Chapter 2,


Section 2.3

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Precision and Accuracy

Use with Chapter 2,


Section 2.3

In golf, a player tries to use the fewest swings, or strokes, of a club to hit a ball into a series
of holes. The player keeps score by counting the number of strokes used for each hole. The
players final score is the total number of strokes. The lower the number of strokes used, the
better 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 players accuracy is
related to how closely his or her score comes to par. The closer a players score is to par, the
more accurate the player. A players 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 is
more precise than one whose score deviates inconsistently.
1. Which players overall game was most accurate?

2. Which players overall game was both accurate and precise?

3. Use the terms accurate and precise to describe Marguerites overall game.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 2

33

Name

Date

Class

TEACHING TRANSPARENCY MASTER

Interpreting Graphs

Use with Chapter 2,


Section 2.4

150

Very Good

100

Good

Wals Best

K-Sonic

Wolfvox

Poor
Thoreau

0
Venus

Fair
Hi-technic

50

Sound quality
Price

34

Chemistry: Matter and Change Chapter 2

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Excellent
Sound quality

200

Magnasound

Price (in dollars)

Brands of Stereo Speakers

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Interpreting Graphs

Use with Chapter 2,


Section 2.4

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 you

buy? Why?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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?

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 2

35

Name

Date

Class

MATH SKILLS TRANSPARENCY MASTER

Interpreting and Drawing Graphs

Use with Chapter 2,


Section 2.4

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

Other 6%

Independent
50%

Democrat
25%

Source of Data: The Economist, July 15, 2000

36

Chemistry: Matter and Change Chapter 2

Math Skills Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Republican
19%

Name

Date

Class

MATH SKILLS TRANSPARENCY WORKSHEET

Interpreting and Drawing Graphs

Use with Chapter 2,


Section 2.4

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 as

Republicans? As Democrats?

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

5. The data on the right shows the political

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

affiliations for the general population.


Make a graph that compares the political
affiliations of 18- to 21-year-olds with
those of the general population. Label
the appropriate parts of your graph.

Political Supporters
Political affiliation

Percent of general population


who identify with the affiliation

Republican

25

Democrat

31

Independent

36

Other party

Source: The Economist, July 15, 2000

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. How

are they alike? How are they different?

8. What is the greatest difference between the responses of the general population and those

of 18- to 21-year-olds?

Math Skills Transparency Worksheets

Chemistry: Matter and Change Chapter 2

37

Name

Date

CHAPTER

Class

STUDY GUIDE

Analyzing Data
Section 2.1

Units and Measurement

In your textbook, read about SI units.

Complete the following table.


SI Base Units
Quantity

Base unit

Unit abbreviation

1.

2. Mass
3.

kelvin

4. Length
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

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


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

7. kilogram
8. cubic meter

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

9. Use Table 22 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. centib. kiloc. milli-

38

Chemistry: Matter and Change Chapter 2

Study Guide

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

humidity

6. meter

Name

CHAPTER

Date

Class

STUDY GUIDE

Section 2.1 continued


Answer the following questions.
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 to
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

lift than a grocery bag containing all paper goods.

18. How can you obtain an objects 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?

Study Guide

Chemistry: Matter and Change Chapter 2

39

Name

Date

CHAPTER

Section 2.2

Class

STUDY GUIDE

Scientific Notation and Dimensional Analysis

In 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  1027 kg

9.109 39  1031 kg

2.8  108

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.

Answer the following questions.


3. What is a conversion factor?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What is dimensional analysis?

Complete the following dimensional analysis problems.


5. Convert 50 kilograms into grams.

 1000

50

 50,000

/1

6. Convert 5 meters into centimeters.

 100

/1

 500

7. Convert 5 liters into kiloliters.

1

/1000

 0.0005

8. Convert 5 centimeters into meters.

1

/100

 0.05

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

55
1

40

 1000

/
/60

/1

1

/60

 15

Chemistry: Matter and Change Chapter 2

Study Guide

Name

Date

CHAPTER

Section 2.3

Class

STUDY GUIDE

Uncertainty in Data

In your textbook, read about accuracy and precision.


1. Use the terms precise and accurate to describe the following figures. You may use both

terms 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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Study Guide

Chemistry: Matter and Change Chapter 2

41

Name

Date

CHAPTER

Class

STUDY GUIDE

Section 2.3 continued


In your textbook, read about significant figures.

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

estimated

non-zero

scientific notation

significant figures

placeholders

zeros

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.
numbers are always significant.

9.
10. All final

to the right of the decimal place are significant.

11. Zeros that act as

are not significant.


have an infinite number of significant figures.

12.
13. When you convert to

, you remove the placeholder zeros.

In your textbook, read about rounding off numbers.

a. 12.555 km

b. 1.0009

c. 99.999

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

14. Round the following to four significant figures.


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

42

Chemistry: Matter and Change Chapter 2

Study Guide

Name

Date

CHAPTER

Class

STUDY GUIDE

Representing Data

Section 2.4

In your textbook, read about graphing.

Label each kind of graph shown.


Sources of Chlorine in the Stratosphere

Precipitation in Jacksonville (19611990)


8

CFC113
6%
CFC11
23%

HCFC22
3%

Methyl
chloroform
Carbon
10%
tetrachloride
Methyl
12%
chloride 15% Hydrochloric
acid 3%

7
6
5
4
3
2
1
0
Ja
n
Fe
b
M
ar
A
pr
M
ay
Ju
n
Ju
l
A
ug
Se
p
O
ct
N
ov
D
ec

CFC12
28%

Manufactured
compounds

2.
Average precipitation (inches)

1.

Natural sources

Months

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 plotted

for each axis.


10. Draw the best fit line for the data.
11. Number and label each axis.

Study Guide

Chemistry: Matter and Change Chapter 2

43

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Analyzing Data
Reviewing Vocabulary
Match each term in Column A with its definition in Column B.
Column A

Column B

1. base unit

a. Refers to how close a series of measurements are to one another

2. derived unit

b. A ratio of equivalent values used to express the same quantity in

different units

3. graph
4. scientific notation

c. The ratio of an error to an accepted value


d. A defined unit in a system of measurement that is based on an

5. accuracy

object or event in the physical world

6. conversion factor

e. Refers to how close a measured value is to an accepted value

7. dimensional

f.

analysis

A unit in a system of measurement that is defined by combining


base units

8. kelvin

g. The SI base unit of temperature

9. percent error

h. A means of expressing numbers as a multiple of two factors: a


i.

A method of problem-solving that focuses on the units used to


describe matter, often using conversion factors

j.

A visual display of data that may include plotting data on x- and


y-axes

Use the following terms to complete the statements.


density

liter

kilogram

significant figures

meter

second

11. The SI base unit of time is the

12. The SI base unit for length is the


13. The SI base unit for mass is the
14. The SI derived unit for volume is the

.
.
.

15.

is a ratio that compares the mass of an object to its volume.

16.

include all known digits plus one estimated digit.

44

Chemistry: Matter and Change Chapter 2

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

number between 1 and 10; and ten raised to a power, or exponent

10. precision

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part A)


In the space at the left, write true if the statement is true; if the statement is false,
change the italicized word or phrase to make it true.
1. In an answer that has four significant figures, two are

estimated and two are known.


2. The liter is the base unit of density.
3. The prefix deci- indicates a larger number than the

prefix centi-.
4. The number 1,234,000 in scientific notation is equal to

1.234  105.
Answer the following questions. Show your work when a calculation is needed.
5. You live 6 kilometers from your school. How many meters do you live from school?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. How many seconds are there in a millisecond?

7. How many nanograms are in 34 g?

8. Solve the following problem: (2  109)  (5  105).

9. Solve the following problem: (12  109)  (6  105).

10. Convert 100 km/h to m/s.

11. Add: 3  109  5  1010.

12. Subtract: 5.01  107  30  109

Chapter Assessment

Chemistry: Matter and Change Chapter 2

45

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part B)


Circle the letter of the choice that best answers the question. Use the following figure for
questions 1 and 2.
1. What can you conclude about the figure?
a. The arrow locations represent precision.
b. The arrow locations represent both high accuracy and

good precision.

1 2 3 4 5 6 7 8 9 10

c. The arrows have been thrown accurately toward the

bulls-eye.
d. The arrow locations represent neither accuracy

nor precision.
2. What can you conclude about the figure?
a. To be accurate, all the arrows would have to be inside the ring labeled 2.
b. To be precise, half of the arrows would need to be inside the ring labeled 9.
c. To be accurate, all the arrows would need to be near the ring labeled 10.
d. It is not possible to be both accurate and precise at the same time.
3. You calculate that 213,000 m/s is the answer to a problem. What can you conclude about

your answer?
b. It has three significant figures.
c. Its not possible to know how many significant figures are in an answer

without knowing its accepted value.


d. It is not possible to know how many significant figures are in an answer

without knowing its percent error.


4. You calculate that 215,000 g is the answer to a problem. You are asked to write your

answer in scientific notation. What can you conclude about your answer?
a. It has six significant figures.
b. You should round the 1 up to 2 because it is followed by a 5.
c. The answer is too small to be written in scientific notation.
d. It has three significant figures.
5. You calculate that 319,000,000 m is the answer to a problem. You are asked to write your

answer in scientific notation. Which answer is correct?


a. 3.19  108

b. 31.9  1010

c. 32  1010

d. both b and c

6. You calculate the following answer to a problem: 12.655 cm. You are asked to round

your answer to four significant figures. Which answer is correct?


a. 12.66 cm

46

b. 12.65 cm

Chemistry: Matter and Change Chapter 2

c. 12.60 cm

d. 12.70 cm

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

a. It has six significant figures.

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Thinking Critically
A tennis racket needs to be both strong and stiff. But it also needs to be lightweight. Tennis
rackets can be made of a number of different materials. The graphs below show some of the
advantages and disadvantages of different materials that are used in tennis racket frames. Use
the graphs to answer the questions.

Density (g/cm3)

Strength (GPa)

Carbon-fiberreinforced plastic

50

Nylon

Wood

100

Steel

150

Aluminum

Carbon-fiberreinforced plastic

Nylon

200

Wood

250

Aluminum

2.0
1.8
1.6
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0

Steel

Carbon-fiberreinforced plastic

Nylon

Wood

Aluminum

Steel

Stiffness (GPa)

1. Which material is the strongest?


2. Which material is the stiffest?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Aluminum, steel, and wood all cost about the same. Nylon costs twice as much as aluminum,

steel, and wood. Carbon-fiber-reinforced plastic costs three times as much as aluminum, steel,
and wood. Make a graph to present the relative cost of these materials.

4. Is steel a good material for a tennis racket frame? Explain your answer.

5. Assume that you have no limit on the amount of money you can spend on a tennis

racket. What kind of racket would you buy? Explain your answer.

Chapter Assessment

Chemistry: Matter and Change Chapter 2

47

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Applying Scientific Methods


A chemistry student is given the task of analyzing three unknown samples. Her data is listed
in Data Table 1. Use Data Table 1 to answer the questions below.
Data Table 1
Sample A
Trial

Sample B

Sample C

Mass (in grams) Volume (in mL) Mass (in grams) Volume (in mL) Mass (in grams)

Volume (in mL)

Trial 1

80.72

10.01

95.41

10.72

72.28

10.00

Trial 2

80.64

10.00

92.33

10.51

72.32

9.99

Trial 3

80.91

10.05

93.78

10.62

72.34

9.95

Average

80.76

10.02

93.84

10.62

72.30

9.98

1. Based on the data given, what is the density of each sample? Follow the rules for

significant figures and rounding for your answers.


Sample A
Sample B
Sample C
2. Compare the data collected for each trial and each sample in Data Table 1. Which

3. The student compares her data to the following chart in the back of her textbook. Can she

identify Samples A, B, and C based on the data she recorded?


Table A Properties of Common Metals
Color at room temperature

Density (g/cm3)

Aluminum

silver metal

2.701

Copper

red metal

8.92

Iron

silver metal

7.86

Nickel

silver metal

8.90

Tin

white metal

7.28

Name

48

Chemistry: Matter and Change Chapter 2

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

sample(s) did the student measure precisely? Explain your answer.

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Applying Scientific Methods, continued


4. What information would you suggest the student obtain so that she can more accurately

identify the samples?

5. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. What is the

percent error of the students data?

6. What kind of graph would best compare the densities of the three samples? Explain your

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

answer.

7. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. Which sam-

ple(s) did the student measure accurately? Explain your answer. What does this tell you
about conclusions drawn from the data?

8. What advice would you give this student to produce more precise and accurate data next time?

Chapter Assessment

Chemistry: Matter and Change Chapter 2

49

Name

Date

Class

CHAPTER 2

Student Recording Sheet

Assessment

Standardized Test Practice


Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.
1.

4.

7.

10.

2.

5.

8.

11.

3.

6.

9.

Short Answer

Answer each question with complete sentences.


12.
13.
14.
15.
16.

19.

20.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

SAT Subject Test: Chemistry


17.
18.

50

Chemistry: Matter and Change Chapter 2

Table of
Contents

Reproducible Pages

Chapter 3 MatterProperties and Changes


MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Math Skills Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . .

64

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

51

Name

Date

Class

mini LAB 3

Observe 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 this
experiment, you will use paper chromatography to separate the dyes in water-soluble
black ink.

Materials 9-oz wide-mouth plastic cups (2); round filter paper; 14 piece of 11-cm round
filter paper; scissors; pointed object, approximately 34 mm diameter; water-soluble
black felt pen or marker

1. Read and complete the lab safety form.


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 ink
spot in the center of the paper by firmly pressing the tip of the pen or marker
onto the paper.
4. Use a sharp object to create a small hole, approximately 34 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 draw
the ink. Work the pointed end of the wick into the hole in the center of the
round filter paper.
6. Place the paper/wick apparatus on top of the cup of water, with the wick in the
water. 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 and
put it on the empty cup.

Analysis
1. Record the number of distinct dyes you can identify on a drawing of the round filter
paper. 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 differences
you might observe.

52

Chemistry: Matter and Change Chapter 3

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Procedure

Name

Date

CHEMLAB

Class

Identify the Products of a


Chemical Reaction

ne 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 dramatic
chemical reaction, such as the reaction of the element copper and the compound silver
nitrate in a water solution, you can readily observe chemical change. Drawing on one of the
fundamental laboratory techniques introduced in this chapter, you can separate the products. Then, you will use a flame test to confirm the identity of the products.

Problem

Objectives

Materials

Is there evidence of a
chemical reaction between
copper and silver nitrate? If
so, which elements reacted
and what is the name of
the compound they
formed?

Observe the reactants as


they change into product.
Separate a mixture by
filtration.
Predict the names of the
products.

copper wire
AgNO3 solution
sandpaper
stirring rod
50-mL graduated
cylinder
50-mL beaker
funnel
filter paper

250-mL Erlenmeyer
flask
ring stand
small iron ring
plastic petri dish
paper clip
Bunsen burner
tongs

Safety Precautions

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Always wear safety goggles, gloves, and a lab apron.


Silver nitrate is toxic and will harm skin and clothing.
Use caution around a flame.

Pre-Lab
Read the entire CHEMLAB.
2. Prepare all written materials that you will take
into the laboratory. Be sure to include safety
precautions and procedure notes. Use the data
table on the next page.
3. Define the terms physical property and chemical
property. Give an example of each.
1.

4.

Form a hypothesis regarding what you might


observe if
a. a chemical change occurs.

b.

ChemLab and MiniLab Worksheets

a physical change occurs.

Chemistry: Matter and Change Chapter 3

53

Name

Date

CHEMLAB

Class

Distinguish between a homogeneous mixture and


a heterogeneous mixture.

5.

8.

9.

Procedure
1.
2.
3.

4.

5.

6.

7.

Read and complete the lab safety form.


Obtain 8 cm of copper wire. Rub the copper
wire with the sandpaper until it is shiny.
Measure approximately 25 mL AgNO3 (silver
nitrate) solution into a 50-mL beaker.
CAUTION: Do not allow to contact skin or
clothing.
Make and record an observation of the physical
properties of the copper wire and AgNO3
solution.
Coil the piece of copper wire to a length that
will fit into the beaker. Make a hook on the end
of the coil to allow the coil to be suspended
from the stirring rod.
Hook the coil onto the middle of the stirring
rod. Place the stirring rod across the top of the
beaker immersing some of the coil in the
AgNO3 solution.
Make and record observations of the wire and
the solution every five minutes for 20 minutes.

10.

11.
12.

13.

Use the ring stand, small iron ring, funnel,


Erlenmeyer flask, and filter paper to set up a
filtration apparatus. Attach the iron ring to the
ring stand. Adjust the height of the ring so the
end of the funnel is inside the neck of the
Erlenmeyer flask.
To fold the filter paper, examine the diagram
above. Begin by folding the circle in half, then
fold in half again. Tear off the lower right corner of the flap that is facing you. This will help
the filter paper stick better to the funnel. Open
the folded paper into a cone. Place the filter
paper cone in the funnel.
Remove the coil from the beaker and dispose of
it as directed by your teacher. Some of the solid
product may form a mixture with the liquid in
the beaker. Decant the liquid by slowly pouring
it down the stirring rod into the funnel. Solid
product will be caught in the filter paper.
Collect the filtratethe liquid that runs through
the filter paperin the Erlenmeyer flask.
Transfer the clear filtrate to a petri dish.
Adjust a Bunsen burner flame until it is blue.
Hold the paper clip with tongs in the flame until
no additional color is observed. CAUTION: The
paper clip will be very hot.
Using tongs, dip the hot paper clip in the
filtrate. Then, hold the paper clip in the flame.
Record the color you observe.

Reaction Observations
Time (min)

Observations

5
10
15
20

54

Chemistry: Matter and Change Chapter 3

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Tear corner

Name

CHEMLAB

Date

Class

Cleanup and Disposal


Dispose of materials as directed by your teacher.
2. Clean and return all lab equipment to its proper place.
3. Wash hands thoroughly.
1.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analyze and Conclude


1.

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 Merck
Index, 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 of
copper in the filtrate collected in step 11?

4.

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

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

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 3

55

Name

Date

TEACHING TRANSPARENCY MASTER

States of Matter

Class

Liquid state

Solid state

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Gaseous state

Use with Chapter 3,


Section 3.1

56

Chemistry: Matter and Change Chapter 3

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

States of Matter

Use with Chapter 3,


Section 3.1

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 the

distance between the molecules of the same gas in a very large container. Explain your
answer.

6. What happens to the volume of a liquid when it is poured from a small container into a
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

large 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 in

the container changes to liquid water at room temperature, will the container still be full?
Explain your answer.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 3

57

Name

Date

TEACHING TRANSPARENCY MASTER

8
Use with Chapter 3,
Sections 3.2

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Conservation of Mass

Class

58

Chemistry: Matter and Change Chapter 3

Teaching Transparency Masters

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Conservation of Mass

Use with Chapter 3,


Sections 3.2

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 of

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mercury(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. After

heating the test tube briefly, you find 1.35 g mercury(II) oxide left and 8.00 g of liquid
mercury. 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. After

the chemical reaction, you find 12.5 g of liquid mercury and 1.0 g of oxygen gas. There
is no mercury(II) oxide left in the test tube. How much mercury(II) oxide did you start
with? Show your work.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 3

59

Name

Date

Class

TEACHING TRANSPARENCY MASTER

Types of Matter

Use with Chapter 3,


Section 3.4

Matter

Can it be separated
by physical means?
no

Mixtures

Pure substances

Is the composition
uniform?

Can it be broken
down by ordinary
chemical means?

yes

no

yes

no

Homogeneous
mixtures

Heterogeneous
mixtures

Compounds

Elements

lemonade, gasoline,
steel

dirt, blood,
milk

salt, baking soda,


sugar

oxygen, gold,
iron

60

Chemistry: Matter and Change Chapter 3

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

yes

Name

Date

Class

TEACHING TRANSPARENCY WORKSHEET

Types of Matter

Use with Chapter 3,


Section 3.4

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 the

diagram.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 heterogeneous

mixture?

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 component

substances.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 3

61

62

Chemistry: Matter and Change Chapter 3

Oxygen
51.30%

TEACHING TRANSPARENCY MASTER

Mass Percentage and the


Law of Definite Proportions

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mass of element
 100%
mass of compound

Date

mass percentage of an element (%) 

Hydrogen
6.50%

Carbon
42.20%

Chemical Composition of Sucrose


(by mass)

Name
Class

10

Use with Chapter 3,


Section 3.4

Name

Date

Class

10

TEACHING TRANSPARENCY WORKSHEET

Mass Percentage and the


Law of Definite Proportions

Use with Chapter 3,


Section 3.4

1. Suppose you analyze the composition of an unnamed compound. Your analysis shows

that 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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 of

sodium. Calculate the mass percentage of each element in salt.

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

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 3

63

Name

Date

Class

MATH SKILLS TRANSPARENCY MASTER

Visualizing the
Conservation of Mass

64

Chemistry: Matter and Change Chapter 3

Math Skills Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Products
Reactants

Potassium hydroxide,
KOH
Potassium,
K

Water,
H2O

Hydrogen,
H2

Use with Chapter 3,


Section 3.2

Name

Date

Class

MATH SKILLS TRANSPARENCY WORKSHEET

Visualizing the
Conservation of Mass

Use with Chapter 3,


Section 3.2

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 potassium

and water. How much potassium hydroxide and hydrogen gas will be produced by the
chemical reaction? Show your work.

5. Assume that the chemical reaction shown started out having 6 atoms of potassium and

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6 molecules of water. How many molecules of potassium hydroxide will be produced by


the chemical reaction? How many hydrogen atoms will result?

6. Assume that you are working with a chemical reaction that decomposes water into

hydrogen and oxygen. You begin with 36 grams of water and end with 32 grams of oxygen. 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 sodium

and chlorine. You begin with 70.9 g of chlorine. You synthesize 116.90 grams of salt. If
all of the reactants were used up, how many grams of sodium did you begin with?

Math Skills Transparency Worksheets

Chemistry: Matter and Change Chapter 3

65

66

Chemistry: Matter and Change Chapter 3

10.26 g
oxygen

Hydrogen

Oxygen

Total

1.30 g
hydrogen

Carbon

51.30%

20.00 g sucrose

10.26 g oxygen

20.00 g sucrose

1.30 g hydrogen

20.00 g sucrose

8.44 g carbon

6.50%

42.2%

 100% 

 100% 

 100% 

oxygen

51.30%

hydrogen

6.50%

carbon

42.2%

Date

MATH SKILLS TRANSPARENCY MASTER

Finding Percent by Mass

Math Skills Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

20.00 g
sucrose

8.44 g
carbon

Name
Class

Use with Chapter 3,


Section 3.4

Name

Date

Class

MATH SKILLS TRANSPARENCY WORKSHEET

Finding Percent by Mass

Use with Chapter 3,


Section 3.4

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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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%.
Math Skills Transparency Worksheets

Chemistry: Matter and Change Chapter 3

67

Name

Date

CHAPTER

Class

STUDY GUIDE

MatterProperties and Changes


Section 3.1

Properties of Matter

In your textbook, read about physical properties and chemical properties of matter.

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

mass

physical

density

properties

substance

and volume. A

Matter is anything with (1)

is a form of matter with a uniform and unchanging composition.

(2)

Substances have specific, unchanging (3)

that can be observed.

Substances have both physical and chemical properties. (4)


properties can be observed without changing a substances chemical composition. Color,
hardness, and (5)

are examples. Other properties cannot be

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

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

properties. An example is the tendency of iron to form

(6)

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 100C
16. Conducts electricity

1g
cm

17. Density is 
3

68

Chemistry: Matter and Change Chapter 3

Study Guide

Name

CHAPTER

Date

Class

STUDY GUIDE

Section 3.1 continued


In your textbook, read about states of matter.

Label each drawing with one of these words: solid, liquid, gas.
18.

19.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

20.

For each statement below, write true or false.


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

physical 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.

Study Guide

Chemistry: Matter and Change Chapter 3

69

Name

Date

CHAPTER

Section 3.2

Class

STUDY GUIDE

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 correct
heading. Use each word only once.
boil

crumple

crush

explode

burn

ferment

freeze

grind

condense

melt

oxidize

rot

corrode

rust

tarnish

vaporize

Chemical Change

1.

9.

2.

10.

3.

11.

4.

12.

5.

13.

6.

14.

7.

15.

8.

16.

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

Column B

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

a. chemical change

18. A chemical reaction that involves one or more substances

b. reactants

changing into new substances


19. Shows the relationship between the reactants and products in a

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

c. products
d. chemical equation
e. law of conservation

of mass

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. The

hydrogen gas has a mass of 20.0 g. What is the mass of the oxygen gas produced?

70

Chemistry: Matter and Change Chapter 3

Study Guide

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Physical Change

Name

Date

CHAPTER

Section 3.3

Class

STUDY GUIDE

Mixtures of Matter

In your textbook, read about pure substances and mixtures.

Use the words below to complete the concept map.


heterogeneous

saltwater mixture

sandwater mixture

mixtures

solutions

water

matter

substances

1.

homogeneous
mixtures

3.

2.

mixtures

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4.

5.

6.

In your textbook, read about separating mixtures.

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

Column B

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

the substances

a. filtration
b. distillation

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

solution
9. Separates substances based on their movement through a

c. crystallization
d. chromatography

special paper
10. Separates solids from liquids by using a porous barrier

Study Guide

Chemistry: Matter and Change Chapter 3

71

Name

Date

CHAPTER

Section 3.4

Class

STUDY GUIDE

Elements and Compounds

In 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 chemical

means 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

7. silicon

10. nickel

8. sodium chloride

11. ice

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Label each substance as either an element or a compound.

9. francium

Write the symbol for each element. Use the periodic table on pages 7273 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 is
always composed of the same elements in the same proportion by mass.
mass of element  100%
Mass percentage of an element (%)  
mass of compound
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.

72

Chemistry: Matter and Change Chapter 3

Study Guide

Name

Date

CHAPTER

Class

STUDY GUIDE

Section 3.4 continued


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

your work.

19. A 2-g sample of sucrose is 6.50% hydrogen. What is the mass percentage of hydrogen in

300 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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 of
hydrogen.
Compound

Mass of Oxygen

Mass of Hydrogen

Mass O/Mass H

H2O

16 g

2g

22.

H2O2

32 g

2g

23.

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

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

Study Guide

Chemistry: Matter and Change Chapter 3

73

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

MatterProperties and Changes


Reviewing Vocabulary
Match the definition in Column A with the term in Column B.
Column A

a. law of multiple

proportions

2. States that mass is neither created nor destroyed in a chemical

reaction
3. States that regardless of the amount, a compound is always

composed of the same elements in the same proportion by mass

b. percent by mass
c. periodic table
d. law of conservation

of mass

4. States that different masses of one element combine with the

same relative mass of another element to form different


compounds
5. The grid organizing elements into periods and groups
6. The ratio of the mass of each element to the total mass of

the compound

e. law of definite

proportions
f.

solution

g. crystallization

7. Three physical forms that describe all matter that exists on Earth

h. chromatography

8. A separation technique that results in the formation of

i.

states of matter

j.

solid

pure solid particles from a solution


9. A technique that separates the components of a mixture

k. liquid

10. A form of matter with a constant volume that takes the

shape of its container


11. A form of matter with a definite shape and volume

Compare and contrast each pair of related terms.


12. chemical property, physical property

13. substance, mixture

74

Chemistry: Matter and Change Chapter 3

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. A homogeneous mixture

Column B

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part A)


Identify each property as either physical or chemical. Tell whether each physical
property is extensive or intensive.
1. color
2. tendency to rust
3. boiling point
4. density
5. mass
6. ability to burn
7. malleability
8. ability to conduct electricity

Match each term in Column A with its example in Column B.


Column A

Column B

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. alloy

a. gold

10. element

b. methane

11. gas

c. steam

12. vapor

d. sterling silver (silver and copper)

Circle the item that is an example of the term.


13. compound

salt

air

nickel

air

nickel

brass

aluminum

14. homogeneous mixture

silicon
15. element

salt

Chapter Assessment

Chemistry: Matter and Change Chapter 3

75

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part B)


Identify each change as either physical or chemical.
1. breaking a pencil in half
2. wood burning
3. silver tarnishing
4. ice melting
5. hard-boiling an egg
6. grinding coffee beans
7. burning gasoline

Identify each mixture as either homogeneous or heterogeneous.


8. stainless steel
9. granite
10. air
11. blood
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

12. hand lotion


13. oil and water
14. wild bird seed
15. chunky peanut butter
16. dirt
17. vinegar
18. gasoline

Identify the technique you would use to separate each mixture.


19. two substances with different boiling points

20. sand from water

76

Chemistry: Matter and Change Chapter 3

Chapter Assessment

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Thinking Critically
Answer the following questions.
1. If 2 g of element X combines with 7 g of element Y to form compound XY, how many

grams of Y are needed to form compound XY2? Explain your reasoning.

2. A 24-g sample of carbon combines with 64 g of oxygen to form CO2.


a. What is the mass of the reactants?

b. What is the mass of the product?

c. Which law do these data support?

3. A 58.33-g sample of milk of magnesia, Mg(OH)2, always contains 24.31 g of magne-

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

sium, 32.00 g of oxygen, and 2.02 g of hydrogen. Find the mass percentage of each element in milk of magnesia.

a. Mg

b. O

c. H

d. Which law do these data support?

Chapter Assessment

Chemistry: Matter and Change Chapter 3

77

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Applying Scientific Methods


A chemist recorded the following data in an experiment to determine the composition of four
similar samples extracted from four different sites.
Data Table
Sample

Mass of sample (g)

Mass of A (g)

Mass of B (g)

9.63

6.42

3.21

95.62

63.75

31.87

40

32

25.5

17.0

8.5

Mass A/Mass B

1. What is the ratio of the mass of A to the mass of B in each sample? Write your answers

in the appropriate column of the data table.

3. What can you conclude about the samples?

4. Assume that the chemist was looking for a compound that is 66.67% A and 33.33% B.

How could the chemist determine whether he was successful in finding this compound?

78

Chemistry: Matter and Change Chapter 3

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. How do these ratios compare?

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Applying Scientific Methods, continued


5. Calculate the mass percentage of A in each of the chemists samples. Show your

calculations.
a. Sample 1

b. Sample 2

c. Sample 3

d. Sample 4

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Did the chemist locate the compound he was looking for? How do you know?

7. Explain how the data support the law of multiple proportions.

Chapter Assessment

Chemistry: Matter and Change Chapter 3

79

Name

Date

Class

CHAPTER 3

Student Recording Sheet

Assessment

Standardized Test Practice


Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.
1.

4.

7.

2.

5.

8.

3.

6.

9.

Short Answer

Answer each question with complete sentences.


10.
11.
12.
13.
14.
15.
16.

17.

80

18.

Chemistry: Matter and Change Chapter 3

19.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

SAT Subject Test: Chemistry

Table of
Contents

Reproducible Pages

Chapter 4 The Structure of the Atom


MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Math Skills Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . .

94

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

81

Name

Date

Class

mini LAB 4

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

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


Procedure
1. Read and complete the lab safety form.
2. Get a bag of pennies from your teacher, and sort the pennies by date into two
groups: pre-1982 pennies and post-1982 pennies. Count and record the total number
of pennies and the number of pennies in each group.
3. Use the balance to determine the mass of ten pennies from each group. Record each
mass to the nearest 0.01 g. Divide the total mass of each group by ten to get the
average mass of a pre- and post-1982 penny isotope.

Analysis

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 percent
abundance is a percentage.

3. Infer whether the atomic mass would be different if you received another bag of pennies
containing 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 10
pennies instead of by measuring and using the mass of a single penny from each group.

82

Chemistry: Matter and Change Chapter 3

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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.

Name

Date

CHEMLAB

Class

Calculate the Atomic Mass of


the Element Snackium
ackground: Most elements in nature occur as a mixture of iso-

topes. The weighted average atomic mass of an element can be


determined from the atomic mass and the relative abundance of
each isotope. In this activity, you will model isotopes of the imaginary element Snackium. The measurements you make will be
used to calculate a weighted average mass that represents the average atomic mass of Snackium.

Problem

Objectives

How are the atomic masses


of the natural isotopic mixtures calculated?

Observe the impact of


the weights of different
sub-atomic particles on
the element.
Infer the importance of
each type of particle to
the final weight of the
element.

Materials
Calculate the
average mass of
your element.
Compare this
element with
elements
observed in
nature.

balance
calculator
bag of snack mix

Safety Precautions

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Pre-Lab
Read the entire CHEMLAB.
2. What sub-atomic particles do the different types of snacks represent?
1.

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 the
mass of your imaginary element.

4.

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

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 4

83

Name

Date

CHEMLAB
5.

Class

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

Item

Quantity

Mass

Notes

1
2
3
4
5

1.
2.
3.
4.
5.
6.
7.
8.

Read and complete the lab safety form.


Create a table to record your data. The table will contain the mass and the Abundance of each type of
snacks present in the mixture.
Open your snack mix bag. Handle the pieces with care.
Organize the snack pieces into groups based on their types.
Count the number of snack pieces in each of your groups.
Record the number of snack pieces in each group and the total number of snack pieces in your data table.
Measure the mass of one piece from each group and record the mass in your Data table.
Cleanup and Disposal Dispose of the snack pieces as directed by your teacher. Return all equipment to
its designated location.

Analyze and Conclude


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 to
Calculate the weighted average atomic mass for your element Snackium.

3.

Interpret Explain why the weighted average atomic mass of the element Snackium is
not equal to the mass of any of the pieces.

84

Chemistry: Matter and Change Chapter 4

ChemLab and MiniLab Worksheets

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Procedure

Name

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CHEMLAB

Date

Class

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 whole
numbers like the mass number of an element?

6.

Research Look in a chemical reference book to determine whether all elements in the
periodic 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 incidence
error?

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

ChemLab and MiniLab Worksheets

Chemistry: Matter and Change Chapter 4

85

Name

Date

Class

11

TEACHING TRANSPARENCY MASTER

Cathode Ray Experiments

Use with Chapter 4,


Section 4.2

Voltage source


Hole
N

Anode
Gas at
low pressure

Electrically
charged plates




C

86

Chemistry: Matter and Change Chapter 4

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Cathode

Magnet

Name

Date

Class

11

TEACHING TRANSPARENCY WORKSHEET

Cathode Ray Experiments

Use with Chapter 4,


Section 4.2

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 its

origin to its termination.

4. Compare the experimental setup in B with the setup in C. How do the two setups differ?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What do both experiments show in terms of the cathode rays 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.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 4

87

Name

Date

Class

12

TEACHING TRANSPARENCY MASTER

Understanding Rutherfords
Gold Foil Experiment

Use with Chapter 4,


Section 4.2

Evenly distributed
positive charge

Electrons

Alpha particle path







Diagram A
Electrons

Alpha particle path








Nucleus

Diagram B
88

Chemistry: Matter and Change Chapter 4

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Name

Date

Class

12

TEACHING TRANSPARENCY WORKSHEET

Understanding Rutherfords
Gold Foil Experiment

Use with Chapter 4,


Section 4.2

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 Rutherfords actual results from his gold foil experiment? How

did 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 pudding
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

model of the atom with little or no deflection.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 4

89

90

Chemistry: Matter and Change Chapter 4

19p
20n0

Protons
Neutrons
Electrons

19p
21n0

19e

19p
22n0

19
21
19

Potassium-40

19e

19
22
19

Potassium-41

Date

TEACHING TRANSPARENCY MASTER

Isotopes

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19e

19
20
19

Potassium-39

Name
Class

13

Use with Chapter 4,


Section 4.3

Name

Date

Class

13

TEACHING TRANSPARENCY WORKSHEET

Isotopes

Use with Chapter 4,


Section 4.3

1. What do the following symbols represent?


a. e
b. n0
c. p
2. Which subatomic particles are found in an atoms 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.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 atoms atomic number and its

mass number.

8. Lithium has two isotopes: lithium-6 and lithium-7. Draw a diagram, like those shown on

the transparency, for each lithium isotope. Label the protons, electrons, neutrons, and
electron cloud in each diagram.

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 4

91

92

Chemistry: Matter and Change Chapter 4

High-energy
electromagnetic
radiation

Gamma

Alpha
particles
(2 charge)

Gamma rays
(no charge)

Beta
particles
(1 charge)

1

2

Zinc sulfide
coated screen

Charge

Radioactive Particles

Negative plate

1/1840

Mass (amu)

Date

TEACHING TRANSPARENCY MASTER

Teaching Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Radioactive
source

Hole

Electrons
(beta particles)

Beta

Lead block

4
2He

Helium nuclei
(alpha particles)

Alpha

Positive plate

Symbol

Composition

Radiation Type

Characteristics of Alpha, Beta, and Gamma Radiation

Name
Class

14

Use with Chapter 4,


Section 4.4

Name

Date

Class

14

TEACHING TRANSPARENCY WORKSHEET

Radioactive Particles

Use with Chapter 4,


Section 4.4

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 a

greater curvature than the alpha particles do?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Teaching Transparency Worksheets

Chemistry: Matter and Change Chapter 4

93

Name

Date

Class

MATH SKILLS TRANSPARENCY MASTER

Calculating Atomic Mass


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 some
mental disorders.

1.

Use with Chapter 4,


Section 4.3

Isotope Abundance for


Element X
Isotope

Mass
(amu)

6X

6.015

7X

7.016

Percent
abundance
7.50%
92.5%

Analyze the Problem

Known

Unknown

For isotope 6X:


mass  6.015 amu
abundance  7.50%  0.0750
For isotope 7X:
mass  7.016 amu
abundance  92.5%  0.925

atomic mass of X  ? amu


name of element X  ?

2. Solve for the Unknown

Calculate each isotopes 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).
3. 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.

94

Chemistry: Matter and Change Chapter 4

Math Skills Transparency Masters

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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

Name

Date

Class

MATH SKILLS TRANSPARENCY WORKSHEET

Calculating Atomic Mass

Use with Chapter 4,


Section 4.3

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 isotopes mass multiplied by the isotopes percent abundance?

4. In step 3, why isnt the answer a whole number?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Assume that a new lithium isotope, 8Li, is identified. It is a trace isotope, meaning that it

exists 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.
Isotope

Mass (amu)

Percent abundance

185X

184.953

37.40

187X

186.956

62.60

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

Mass (amu)

Percent abundance

113X

112.904

4.30

115X

114.904

95.70

Math Skills Transparency Worksheets

Chemistry: Matter and Change Chapter 4

95

Name

Date

CHAPTER

Class

STUDY GUIDE

The Structure of the Atom


Section 4.1

Early Ideas About Matter

In your textbook, read about the philosophers, John Dalton, and defining the atom.

For each statement below, write true or false.


1. Ancient philosophers regularly performed controlled experiments.
2. Philosophers formulated explanations about the nature of matter based on

their own experiences.


3. Both Democritus and Dalton suggested that matter is made up of atoms.
4. Daltons atomic theory stated that atoms separate, combine, or rearrange

in chemical reactions.
5. Daltons atomic theory stated that matter is mostly empty space.
6. Dalton was correct in thinking that atoms could not be divided into

smaller particles.
7. Daltons atomic theory stated that atoms of different elements combine in

simple whole-number ratios to form compounds.


Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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, but

no one believed him.


10. Daltons atomic theory was based on careful measurements and extensive

research.

96

Chemistry: Matter and Change Chapter 4

Study Guide

Name

Date

CHAPTER

Section 4.2

Class

STUDY GUIDE

Defining the Atom

In your textbook, read about the electron and the nuclear atom.

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

Column B

1. Proposed the nuclear atomic model

a. Thomson

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

b. Millikan

3. Calculated the mass of an electron

c. Rutherford

Draw and label a diagram of each atomic model.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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.


Particle

Symbol

Location

Relative Charge

Relative Mass

6. Proton
7.
8.

Study Guide

n
1/1840

Chemistry: Matter and Change Chapter 4

97

Name

Date

CHAPTER

Section 4.3

Class

STUDY GUIDE

How Atoms Differ

In your textbook, read about atomic number.

For each statement below, write true or false.


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 a


particular element.

5.

Most atoms have either a positive or a negative charge.

Answer the following questions.


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?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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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Chemistry: Matter and Change Chapter 4

Study Guide

Name

CHAPTER

Date

Class

STUDY GUIDE

Section 4.3 continued


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

Answer the following question.


17. Which of the isotopes in problems 1316 are isotopes of the same element? Identify the

element.

Write each isotope below in symbolic notation. Use the periodic table to determine the
atomic 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.

24Mg
12

23.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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 atoms isotopes.
b. only the mass of each of the atoms isotopes.
c. the mass of the atoms electrons.
d. both the relative abundance and the mass of each of the atoms isotopes.

Study Guide

Chemistry: Matter and Change Chapter 4

99

Name

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CHAPTER

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STUDY GUIDE

Section 4.3 continued


Use the figures to answer the following questions.
Osmium
76

Niobium
41

Os

Nb

190.23

92.906

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 table
to identify each element.

33.

100

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

Chemistry: Matter and Change Chapter 4

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

32.

Study Guide

Name

Date

CHAPTER

Section 4.4

Class

STUDY GUIDE

Unstable Nuclei and Radioactive Decay

In your textbook, read about radioactivity.

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

Column B

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

a. nuclear reaction

2. A reaction that involves a change in an atoms nucleus

b. beta radiation

3. The process in which an unstable nucleus loses energy

c. radiation

spontaneously

d. radioactive decay

4. Fast-moving electrons
In your textbook, read about types of radiation.

Use the diagram to answer the questions.


Lead block

Beta
particles
(1 charge)

Positive plate

Hole


Gamma rays
(no charge)

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Alpha
particles
(2 charge)

Radioactive
source




Negative plate
Zinc sulfide
coated screen

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.
Radiation Type

Composition

Symbol

Mass (amu)

Charge

8. Alpha
9.
10.
Study Guide

1/1840
High-energy electromagnetic radiation

Chemistry: Matter and Change Chapter 4

101

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

The Structure of the Atom


Reviewing Vocabulary
Match each definition in Column A with the term in Column B.
Column A

Column B

1. Radiation deflected toward the positively charged plate

a. atom

2. Atoms with the same number of protons but different numbers

b. nucleus

3. High-energy radiation that has no charge and no mass


4. The smallest particle of an element that retains the properties

of that element

c. atomic mass
d. isotopes
e. gamma ray

alpha radiation

5. The weighted average mass of an elements isotopes

f.

6. The center-most part of an atom where the protons and neutrons

g. beta radiation

are contained

h. atomic mass

unit

7. Radiation deflected toward the negatively charged plate


8. The rays and particles emitted by radioactive material

i.

radiation

9. Equal to 1/12 the mass of a carbon-12 atom

j.

Daltons atomic
theory

10. Ray of radiation traveling from the cathode to the anode


11. Process (not requiring energy) by which unstable nuclei lose energy
12. States that all matter is composed of atoms
13. Process whereby some substances spontaneously emit radiation

k. cathode ray
l.

radioactivity

m. radioactive

decay

Compare and contrast each pair of related terms.


14. mass number, atomic number

15. nuclear reaction, nuclear equation

102

Chemistry: Matter and Change Chapter 4

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

of neutrons

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part A)


Use the periodic table to identify each element described below.
1. atomic number 65
2. 78 protons
3. 44 protons and 44 electrons
4. atomic number 24
5. 21 protons
6. atomic number 55

In the space at the left, write true if the statement is true; if the statement is false,
change the italicized term to make it true.
7. An atoms nucleus contains its protons and electrons.
8. Neutrons have no electrical charge.
9. Beta particles have a charge of 2.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10. An alpha particle consists of two protons and two electrons.

Complete the table below.


Isotope

Symbolic Notation

11. Hydrogen-1
12.

14. Copper-65

Chapter Assessment

Number of Electrons
1

Number of Neutrons
0

3H
1

13.

15.

Number of Protons

10
36

235U
92

Chemistry: Matter and Change Chapter 4

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Name

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CHAPTER

Class

CHAPTER ASSESSMENT

Understanding Main Ideas (Part B)


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

Column B
a. 178O

1. Isotope in which the number of neutrons is six more than the

isotopes atomic number

b. 63
29Cu

2. Copper-63

c. 126C

3. Copper with seven neutrons more than its atomic number

d. 50
24Cr

4. Isotope that has one neutron more than its number of protons

e. 146C

5. Carbon with equal numbers of neutrons, protons, and electrons

f.

6. Carbon with two more neutrons than its number of protons

65Cu
29

g. 52
24Cr

7. Chromium with two more neutrons than its number of protons

h. 54
24Cr

8. Isotope in which the difference between the neutrons and number

of protons is 4
Answer the following questions.
9. Calculate the atomic mass of gallium (Ga). Gallium has two isotopes: 69Ga and 71Ga.

has a relative abundance of 60.12% and an atomic mass of 68.9257 amu. 71Ga has a
relative abundance of 39.88% and an atomic mass of 70.9249 amu. Show all your work.

10. Calculate the atomic mass of the element X. Then use the periodic table to identify the

element. Show all your work.

104

Isotope

Mass (amu)

Percent Abundance

27X

27.977

92.23

28X

28.976

4.67

29X

29.974

3.10

Chemistry: Matter and Change Chapter 4

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

69Ga

Name

CHAPTER

Date

Class

CHAPTER ASSESSMENT

Thinking Critically
Antimony (Sb) has two stable isotopes. 121Sb has a mass of 120.90 amu. 123Sb has a mass of
122.90 amu.
1. What is antimonys atomic mass? Use the periodic table.

2. Write an equation to describe the relationship between the percent abundance of 121Sb

and the percent abundance of 123Sb. Assume that no other isotopes exist.

3. Write an equation that you can use to calculate the percent abundance of each isotope.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Calculate the percent abundance for each isotope of antimony. Show all your work.

Chapter Assessment

Chemistry: Matter and Change Chapter 4

105

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Applying Scientific Methods


Data Table I is a chemists record of data about six isotopes.
Data Table I
Isotope

Number of Protons

Number of Electrons

Number of Neutrons

Mass (amu)

Isotope 1

24

24

26

49.946

Isotope 2

24

24

28

51.941

Isotope 3

26

26

30

55.999

Isotope 4

24

24

29

52.941

Isotope 5

24

24

30

53.939

Isotope 6

26

26

31

56.969

1. Which of the isotopes listed are the same element? Explain your reasoning.

Upon further research, the chemist determined the percent abundance of each isotope. These
are listed in Data Table II below.
Data Table II
Isotope

Percent Abundance

Isotope 1

4.35

Isotope 2

83.80

Isotope 3

81.32

Isotope 4

9.50

Isotope 5

2.35

Isotope 6

18.68

106

Chemistry: Matter and Change Chapter 4

Chapter Assessment

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Explain why the mass of each isotope is not a whole number.

Name

Date

CHAPTER

Class

CHAPTER ASSESSMENT

Applying Scientific Methods, continued


3. Assume that Isotope 1 is an isotope of element X and that all the isotopes of X are listed

in Data Table II. Determine the atomic mass of X. Show all your work.

4. Which isotope of X is most abundant? Least abundant?

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Which isotope of X has the greatest effect on the atomic mass of X? Explain why.

6. If the chemist later discovered the following isotope, what could you conclude?
Isotope
Isotope 7

Chapter Assessment

Number of Protons
24

Number of Electrons

Number of Neutrons

Mass (amu)

24

31

54.939

Chemistry: Matter and Change Chapter 4

107

Name

Date

Class

CHAPTER 4

Student Recording Sheet

Assessment

Standardized Test Practice


Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.
1.

4.

7.

2.

5.

8.

3.

6.

9.

10.

Short Answer

Answer each question with complete sentences.


11.
12.
13.
Extended Response

Answer each question with complete sentences.


14.

16.

SAT Subject Test: Chemistry


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:

108 Chemistry: Matter and Change Chapter 4

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

15.

TEACHER GUIDE AND ANSWERS

CHAPTER 1
MiniLab 1 Developing Observation
Skills
Analysis
1. The oil moved away from the detergent.
2. The colors moved to the outside of the dish.
3. It helps remove grease and oil from items

being washed.
4. If observations are not made carefully, there

might not be enough information to explain or


infer what is occurring.
Expected Results: When the toothpick touches
the milk, the detergent temporarily destroys the
surface tension. The colors move to the outside of
the dish. The detergent emulsifies any fat in the
milk. Convection-like currents are established,
causing the colors to move from the outside
toward the center.

ChemLab 1 Identify the Water


Source
Pre-Lab

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Students might hypothesize that hard water and

detergent produces fewers suds and that relative


sudsiness: distilled water > soft water > hard
water.
4. Safety glasses and lab apron; washing soda can

irritate the skin and eyes.


5. You could adjust by adding the same number of

additional drops of detergent to the other tubes.


6. 8.8 GPG
Analyze and Conclude
1. Answers will depend on which sample is soft

water and which is hard water. The soft water


produces the most suds. The hard water
produces the least suds.
2. According to the background introduction, the

soft water came from Community A. The hard


water came from Community B.
3. 7.3 mg Mg/0.05L = 147 mg Mg/L; hard
4. Independent variable, volume of water samples

and amount of detergent; dependent variable,


amount of suds produced; No, there was not a
control in this experiment. Distilled water could
Chemistry: Matter and Change

have been used as a control because it does not


have minerals dissolved in it. Comparison of
results will vary.
5. The volume of the liquids and the detergent

could be measured with more precision.


Inquiry Extension

There are a number of products that claim to


soften water. Visit a grocery store or home
improvement store to find these products and
design an experiment to test their claims.
Student designs will vary but should include an
independent variable, dependant variable, and a
control.

Teaching Transparency 1
Earths Atmosphere
1. the troposphere
2. the troposphere
3. the stratosphere
4. the troposphere
5. Ozone forms in the stratosphere when oxygen

gas is struck by ultraviolet radiation. The energy


from the radiation breaks apart the gas
molecules, which then can interact to form
ozone.
6. The highest concentrations of ozone are found

over the equator. The lowest concentrations are


found over the north and south poles.
7. the Sun
8. Ultraviolet radiation helps to warm Earths

surface.
9. Answers will vary. Ultraviolet radiation can

cause sunburn, skin cancer, and cataracts in


humans. It can also harm plants and animals,
affecting the food supply.
10. The ozone layer absorbs much of the ultraviolet

radiation before it reaches Earths surface.

Teaching Transparency 2 A
Scientific Method
1. A scientific method is a systematic, organized

approach used in all scientific study to do


research and verify the work of others.

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

109

TEACHER GUIDE AND ANSWERS

information gathered by using the five senses or


by making measurements.
3. Answers should include that a hypothesis is a

testable, tentative statement of explanation for


observations.
4. Both are tentative explanations of scientific

phenomena, subject to revision based on new


data. However, a theory is supported by many
experiments and lines of evidence.
5. An independent variable is a variable that is

controlled by the experimenter. The dependent


variable is the variable that may change in
response to the changes in the independent
variable.
6. Answers will vary. One possible hypothesis is

that the stagnant water kills tadpoles. One way


to test the hypothesis is to raise tadpoles in
aquariums that have different levels of aeration.
7. Answers will vary. One possible hypothesis is

that the salt lowers the freezing point of water.


One way to test the hypothesis is to compare
the temperatures at which ice freezes with salt
and without salt.

Teaching Transparency 3
Laboratory Safety
1. Answers may include any of the following: read

the entire lab assignment, read all caution


statements, review all safety symbols, ask the
teacher questions if necessary, dress
appropriately, tie back long hair, and remove
contact lenses.
2. Flush the area immediately with large quantities

of cool, running water and inform the teacher


of the incident.
3. The label should be read three times: before

picking up the container, while holding the


container, and when putting the container back.
4. Always add the acid slowly to water.
5. Safety goggles should be worn whenever a

person is working in the lab. Gloves should be


worn when chemicals are used that cause
irritations or can be absorbed through the skin.
6. Very loose-fitting clothes, long sleeves, open-

toed shoes, and dangling jewelry should not be


worn in the lab.

110

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

7. Clean and put away all equipment, clean the

work area, make sure the gas and water faucets


are turned off, and wash your hands with soap
and water.

Study Guide Chapter 1


Introduction to Chemistry
Section 1.1 A Story of Two Substances
1. atmosphere
2. troposphere
3. stratosphere
4. ozone
5. oxygen gas
6. ultraviolet radiation
7. ozone hole
8. true
9. false
10. true
11. false
12. true
Section 1.2 Chemistry and Matter
1. Chemistry is the study of matter and the

changes that it undergoes.


2. Matter is anything that has mass and takes up

space.
3. Mass is a measure of the amount of matter.
4. air
5. radio
6. car
7. flashlight
8. textbook
9. human body
10. light
11. magnetic field
12. radio wave
13. feeling
14. heat
15. thought
16. false
17. false

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Making observations; examples include any

TEACHER GUIDE AND ANSWERS

18. true

17. ultraviolet light

19. true

18. ozone

20. false

19. hypothesis

21. biochemistry

20. model

22. organic chemistry

21. chlorine

23. analytical chemistry

Section 1.4 Scientific Research

24. inorganic chemistry

1. A

25. physical chemistry

2. P

26. c

3. A

27. a

4. P

28. d

5. before picking up the container, while holding

29. e
30. b
31. The macroscopic world can be seen without the

aid of a microscope. The submicroscopic world


is so small that it cannot be seen with the types
of microscopes used in the biology lab.
32. Macroscopic events depend on events at the

atomic and subatomic (submicroscopic) levels.


By understanding the submicroscopic events of
matter, chemists hope to explain and better
understand macroscopic events.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Section 1.3 Scientific Methods


1. hypothesis
2. experiments
3. conclusions
4. theory
5. scientific law
6. b

the container, and when returning the container


to its place
6. Scientists usually look to see what pure research

has been done in the area related to the


problem.
7. contact lenses, loose clothing, open-toed shoes,

and dangling jewelry


8. Technology is the practical use of scientific

information obtained from both pure and


applied research.
9. Answers will vary. Students may say that they

are more interested in working in pure research


because they are curious about nature and do
not want to be guided by a specific problem.
Others may say that they would prefer to work
in applied research because its purpose and
benefits are immediately evident.

Chapter Assessment - Chapter 1


Introduction to Chemistry

7. c

Reviewing Vocabulary

8. d

1. f

9. a

2. d

10. e

3. e

11. d

4. a

12. b

5. c

13. c

6. i

14. b

7. j

15. a

8. g

16. scientific method

9. h

Chemistry: Matter and Change

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

111

TEACHER GUIDE AND ANSWERS

10. b

3. quantitative

11. Both describe matter. Qualitative data is

4. qualitative

nonnumerical information such as color and


odor. Quantitative data is numerical
information that describes variables that can be
measured, such as mass and volume.
12. Both are explanations of observations. A

hypothesis is a tentative explanation. A theory is


an explanation that is supported by many
experiments.
13. Both are quantities that can have multiple

values. The value of the independent variable in


an experiment is controlled by the
experimenter. The value of the dependent
variable depends on the value of the
independent variable.
Understanding Main Ideas (Part A)

5. qualitative
6. qualitative
7. quantitative
8. qualitative
9. qualitative
10. quantitative
11. applied research
12. pure research
13. applied research
14. applied research
15. pure research
16. pure research

2. c

Thinking Critically

3. b

1. Chlorine concentrations will gradually decrease.

4. d

2. The independent variable is the phasing out of

5. d
6. Answers will vary. The two are different levels

of matter. People see the macroscopic level, not


the submicroscopic; however, chemical events
that occur at the submicroscopic, or atomic,
level affect what people see.
7. When ultraviolet radiation from the Sun causes

CFCs in the atmosphere to break down, the


chlorine in the CFCs destroys the ozone in the
atmosphere, thus depleting the ozone layer
around Earth.
8. The thinning of the ozone layer causes

organisms to be overexposed to the Suns


ultraviolet radiation, which may lead to
sunburn, skin cancer, cataracts, lowering of
crop yields, and disrupted food chains.
9. Answers will vary and may include the

following: study the lab assignment, tie back


long hair, remove contact lenses, and avoid
wearing loose clothing or dangling jewelry.
Understanding Main Ideas (Part B)
1. qualitative
2. quantitative

112

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

the production of CFCs because it is the


variable being controlled. The dependent
variable is the concentration of chlorine in the
stratosphere because it depends on the phasing
out of CFCs.
3. The agreement to phase out CFC production

will result in lower levels of chlorine in the


stratosphere.
4. Answers will vary. A possible hypothesis is that

with decreased concentrations of chlorine in


the stratosphere, the ozone layer will stop
thinning or will replenish itself.
Applying Scientific Methods
1. Answers may vary. A possible hypothesis is that

plants receiving higher concentrations of


phosphorus grow faster than plants receiving
lower concentrations of phosphorus.
2. The independent variable is the concentration

of phosphorus applied to the plants. The


dependent variable is the amount of plant
growth.
3. Possible answers include the type of plant

grown, the age of the plants, the amount and


frequency of water given to the plants, the type

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. applied research

1. b

TEACHER GUIDE AND ANSWERS

of soil and pots the plants are grown in, the


amount of sunlight received by the plants, the
weather conditions the plants are subjected to,
and so on.
4. the mass and height of each plant every day for

the hole from the area of the washer and


multiply the answer by the thickness of the
washer.
Expected Result: Density is determined in

g/mL by dividing mass by volume.

20 days
5. the appearance of each plant, possibly including

its color and the texture of its leaves


6. Data tables should indicate which plant received

which concentration of phosphorus and should


include a place to record the growth and
appearance of each plant over 20 days.
7. Corn-plant growth increases with increased

concentration of phosphorus up to a point.


Applying 50% phosphorus does not enhance
plant growth any more than does applying 25%
phosphorus.
8. Answers might include using phosphorus

supplements to increase the food supply or to


increase the cost effectiveness of growing corn
plants. For example, if applying 25%
phosphorus is as effective as applying 50%
phosphorus, then farmers can save money by
applying only 25% phosphorus to their corn
crops.
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. Possible answers include conducting an

experiment to find the exact level at which


increased phosphorus concentration stops
enhancing plant growth, by using smaller
increments in phosphorus concentration. A
second experiment might test whether too
much phosphorus retards plant growth. A third
experiment might test whether the results from
the original experiment would be repeated if
other types of plants were used.

CHAPTER 2
MiniLab 2 Determine Density
Analysis
1. Vobject = Vfinal Vinitial
2. Answers will vary depending on object chosen.

Students will use the equation, mass =


volume/density.
3. The sugar cube would dissolve in the water.
4. Measure the outside diameter of the washer and

ChemLab 2 Use Density to Date a


Coin
Pre-Lab
3. Increasing the mass of an object will increase

the density if the volume is held constant.


4. The post-1982 pennies should be more dense

since they contain more Zinc.


5. From 1864 to 1962 pennies were 95% copper

and 5% tin and zinc. Since tin is heavier than


zinc, the pre-1962 pennies will be more dense.
6. The mass of the object could be calculated after

determining the composition of the object, and


then density could be calculated.
7. % error = observed value true value *100%
true value
Analyze and Conclude
1. Refer to the Solutions Manual.
2. Refer to the Solutions Manual.
3. The slope for pre1982 penny is 7.1g/mL. The

slope for post1982 penny is 9.0 g/mL.


4. Verifying the slopes of the lines give you the

density of the pre1982 pennies and density of


the post1982 pennies.
5. Both pennies have similar volume but the mass

is different, therefore the density is different.


Mass can be used to identify both pre and post
1982 pennies.
6. Pre 1982 pennies (9.0 - 8.96)/8.96 100 = 0.45%

error
Post 1982 pennies (7.1 - 7.16)/7.16 100 = 0.84%
error
Inquiry Extension

The results should be consistent. More accurate


results could be achieved with a graduated
cylinder that reads a more accurate volume.
Make sure the pennies are dry before they are
massed.

calculate its area. Measure the diameter of the


hole and calculate its area. Subtract the area of
Chemistry: Matter and Change

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

113

TEACHER GUIDE AND ANSWERS

Teaching Transparency 4
Converting Units
1. Students should use any of the conversions

shown to calculate that the item costs $85.


2. At 1.06 per dollar, the euro is closest in value to

that of the U.S. dollar.


3. 56.10. $85 multiplied by 0.66 pounds/dollar =

56.10.
4. 10 FF divided by 6.98 FF/dollar = $1.43. 1.25

DM (German marks) divided by 2.07


DM/dollar = $0.60. Therefore, the French cone
costs more U.S. dollars.
5. The game costs slightly more today than it

would have six months ago. 570 FF divided by


6.51 FF/dollar = $87.56.
6. a. The German shopper gets the better deal. 12

SF divided by 1.61 SF/dollar = $7.45 and 12


DM divided by 2.09 DM/dollar = $5.74.
b. If the price is in euros, then the cost is the

same for each shopper.

Teaching Transparency 6
Interpreting Graphs
1. It is a bar graph.
2. The graph compares sound quality and price

for different brands of speakers.


3. Magnasound has the best sound quality. Wals

Best has the worst.


4. Wolfvox costs the most. Wals Best costs the

least.
5. Accept all answers that are supported by the

data. Students might choose Magnasound


because it has the best sound quality.
6. Accept all answers that are supported by the

data. Students might choose Thoreau because it


has the best sound quality for the given price.
7. Accept all answers that are supported by the

data. Students might choose Hi-technic because


it has the best sound quality below $200. The
only product with (slightly) better sound
quality costs more than $200.

1. Shegeckis game was most accurate.


2. Anne-Maries game was most accurate and

precise.
3. Marguerites game is precise, but not accurate.
4. Jon is neither accurate nor precise in his golf

game.
5. Accept all supported answers. Students may say

that accuracy is more important because it


determines the winner. Students may say that
precision is more important because it is a
better gauge of a players skill and a better
predictor of his or her performance on future
games.
6. Answers will vary. Students should recognize

the similarity between accepted value in an


experiment and par in golf. They should note,
however, that in golf, variables are not held
constant as they are in experiments. Also, the
way in which data are produced in multiple
experimental trials does not vary, whereas the
way in which the results of a golf game are
reached does vary.

data. Students might say that Thoreau is the


best deal because it has the highest sound
quality per dollar. Others might say that Hitechnic is the best deal because it offers almost
the highest sound quality of all the products,
but at a lower price than Magnasound. Students
might suggest that Wolfvox is the worst deal
because it costs the most, but has only average
sound quality. There are products with better
sound quality available at a lower price.

Math Skills Transparency 1


Interpreting and Drawing Graphs
1. The graph shown is a circle graph.
2. The circle represents the total number of people

aged 1821 who responded to the survey.


3. 19% think of themselves as Republicans; 25%

think of themselves as Democrats.


4. Most 18- to 21-year-olds (50%) say they are

independent.
5. graph
6. Answers may vary, but a bar graph would be a

clear way of presenting the comparison of data.


7. Both groups are divided among affiliations in a

similar manner: most say they are independent.

114

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. Accept all answers that are supported by the

Teaching Transparency 5 Precision


and Accuracy

TEACHER GUIDE AND ANSWERS

However, a smaller portion of the general


population says they are independent.
8. The greatest difference is the decrease in the

percentage of people in the general population


who say they are independent.

Study Guide - Chapter 2 Analyzing


Data
Section 2.1 Units and Measurement
1. Time, Second
2. Kilogram, kg

20. Add 273 to degrees Celsius.


Section 2.2 Scientific Notation and
Dimensional Analysis
1. 1.61  102

1.627 62  10-27 kg
2.8  10-8
9.10939  10-31 kg
2. a. 5  106 km

3. Temperature, K

b. 8.394  109 s

4. Meter, m

c. 4.  10-4 g

5. b

d. 3  10-2 cm

6. d

3. A conversion factor is a ratio of equivalent

7. a

values used to express the same quantity in


different units.

8. c
9. The correct order is: giga-, mega-, kilo-, centi-,

milli-, nano-, pico-.


10. a. c; 1/100
b. k; 1000
c. m; 1/1000
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19. analyze, solve, and evaluate

11. Celsius; no, the SI unit for temperature is the

kelvin.
12. 1000 g
13. 1,000,000 liters

4. a method of problem solving that often uses

conversion factors
5. kg; g; kg; g
6. m; cm; m; cm
7. L; kL; L; kL
8. cm; m; cm; m
9. km; h; m; km; h; min; min; s; m/s
Section 2.3 Uncertainty in Data
1. a. (blank)

14. 100 cm

b. precise

15. Base units are defined units based on specific

c. accurate, precise

objects or events in the physical world. Derived


units are defined by combining base units.
16. Density is a ratio that compares the mass of an

object to its volume.


17. Canned goods are more dense than paper

goods. They have more mass per unit volume.


Thus, for the same volume, the canned goods
have more mass than the paper goods. The
greater mass is more difficult to lift.
18. Answers may vary. Students should note that

density is defined as the mass of an object


divided by its volume. Thus, algebraically, you
can determine that an objects volume is equal
to its mass divided by its density.

Chemistry: Matter and Change

2. a
3. c
4. d
5. b
6. c
7. significant figures
8. estimated
9. Non-zero
10. zeros
11. placeholders
12. counting numbers
13. scientific notation

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

115

TEACHER GUIDE AND ANSWERS

6. b

b. 1.001

7. i

c. 100.0

8. g

d. 23.34
15. a. 13
b. 12.738

9. c
10. a
11. second
12. meter

c. 12.7835

13. kilogram

d. 12.78346

14. liter

16. a. 121

15. Density

b. 120.8

16. Significant figures

c. 120.75

Understanding Main Ideas (Part A)

d. 120.7524
17. a. 115.6 kg
b. 4.25 cm
c. 2 m3
d. 1.90 m/s

1. one is estimated and three are known


2. derived unit of volume
3. true
4. 1.234  106
5. Answers may vary: 6 km (1  103 m/1 km) =

6  103 m or 6 km  1000 m/1 km = 6000 m

Section 2.4 Representing Data

6. 1 s (1  103 ms/s) = 1  103 s

1. circle graph

7. 34 g  109ng/g = 3.4  1010ng

2. bar graph

8. 1  1015 or 1,000,000,000,000,000

3. 60%

9. 2  104 or 20,000

4. August; November

10. (100 km/h)  (1000 m/1 km)  (1 h /60 min) 

(1 min/60 s) = 27.8 m/s = 30 m/s

5. 7

11. 0.3  1010 + 5  109 = 5.3  1010 = 5  1010

6. 3

12. 5.01  10-7 30  10-9 = 5.01  10-7 0.3 10-7

7. 1

= 4.  10-7 = 4.7  10-7

8. 5

Understanding Main Ideas (Part B)

9. 2

1. d

10. 6

2. c

11. 4

3. b

Chapter Assessment Chapter 2


Analyzing Data
Reviewing Vocabulary
1. d

4. d
5. a
6. a
Thinking Critically

2. f
3. j

1. carbon-fiber-reinforced plastic

4. h

2. steel

5. e

3. Accept any graph that displays the data given

116

and is labeled properly. Students may make a


Teacher Guide and Answers
Fast Files, Chapters 1-4 Resources

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

14. a. 12.56 km

TEACHER GUIDE AND ANSWERS

bar graph, in which aluminum, steel, and wood


have bars of length 1, nylon has a bar of length
2, and carbon-fiber-reinforced plastic has a bar
of length 3.
4. No; although steel is strong, stiff, and

inexpensive, it is also very dense.


5. Answers will vary. Students may say that they

would prefer a racket with a frame made of


carbon-fiber-reinforced plastic because it is
strong, stiff, and not very dense.
Applying Scientific Methods

percent error can be misleading. Conclusions


drawn from the data on Samples A and B could
lead to misidentification of the metals. Only the
data for Sample C is reliable.
8. Accept all reasonable answers. Students may

suggest that she note the appearance of her


samples next time, that she measure only the
sample and not the container it is in, that she
use proper rounding conventions when
recording data, or that she ensure that her
equipment is calibrated so that her
measurements will be more accurate.

1. Sample A: 8.060 g/mL

Sample B: 8.836 g/mL


Sample C: 7.24 g/mL
2. The students measurements for Samples A and

C are very precise. The data for these two


samples is consistent.
3. Accept all supported answers. Students may

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

suggest that Sample A could be iron, Sample B


could be either copper or nickel, and Sample C
could be tin. Students should suggest that
additional information is needed and perhaps
further tests need to be made before the
samples can be identified accurately.
4. Students may suggest noting the color of each

metal. Color is probably the most practical and


distinguishing feature of the metals.
5. percent error = error/accepted value  100%

percent error of sample A = 8.92 g/mL 8.060


g/mL 8.92 g/mL  100% = 9.64% percent
error of sample B = 8.90 g/mL 8.836 g/mL
8.90 g/mL  100% = 0.719 % percent error of
sample C = 7.28 g/mL 7.24 g/mL 7.28 g/mL
 100% = 0.549%
6. A bar graph would best compare the densities

of each sample because the relative heights of


the bars would compare the density of each
sample. A pie chart would not make sense in
this case because there are no parts or whole.
Students may also make a case for line graphs;
however, the curves will be difficult to compare
because the data points are very close.
7. Although both Samples B and C have a low

percent error based on average mass and


density, only Sample C was measured
accurately. Looking only at the averages and

Chemistry: Matter and Change

CHAPTER 3
MiniLab 3 Observe Dye Separation
Analysis
1. Drawings should show the filter paper with the

ink spot in the center and different dyes


spreading out from the center.
2. Different components of the ink have varying

attraction for the filter paper. Therefore, the


colors that comprise the ink will be deposited at
different distances from the center of the paper.
3. Answers will vary. Different makes and types of

black ink have different dyes in them.


Expected Results: As the water spreads out on

the paper, different dyes in the ink will spread out


from the center and be deposited on the filter
paper at different distances from the center.

ChemLab 3 Identify the Products of


a Chemical Reaction
Pre-Lab
3. A physical property is a characteristic that can

be observed or measured without changing the


substances compositionfor example, color,
shape, or mass. A chemical property is the
ability of a substance to combine with or
change into one or more other substancesfor
example, reactivity with water.
4. a. You might observe a change in color or

odor, the evolution of heat or light, the


absorption of energy, or the formation of a
gas, liquid, or different solid. A different
product will form.

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

117

TEACHER GUIDE AND ANSWERS

b. You might observe a change in shape or in

physical state, such as boiling, condensing,


freezing, melting, evaporating, dissolving, or
crystallizing.
5. A homogeneous mixture is one in which one or

more substances are evenly distributed


throughout another substance. A heterogeneous
mixture is one in which there is an observable
separation of component substances.
Reaction Observations
Time

Observations

(min)
5

Students should observe gradual formation of gray solid


on the copper

10

wire. The solution will turn blue-green.

15

6. The liquids volume remains the same,

regardless of the size of the container.


7. When the ice cubes melt, the resulting liquid

water will not fill the glass because there were


air spaces within the ice cubes. The liquid will
conform to the shape of the container and fill it
only partially.
8. The liquid water will not fill the container

because the molecules of the liquid will be


much closer together than the molecules of the
steam were.

Teaching Transparency 8
Conservation of Mass
1. A chemical reaction occurs in which

mercury(II) oxide becomes liquid mercury and


oxygen gas.
2. Mass is neither created nor destroyed in any

Flame test: blue-green color

Analyze and Conclude


1. A grayish solid formed on the wire. The

solution turned blue-green. Yes, a solid formed


and a color change occurred. The products are
silver and copper nitrate.
2. Silver metal is white to gray. Copper nitrate is

blue-green.
3. Experimental results should agree with blue-

green light.
4. homogeneous; heterogeneous and

homogeneous
Inquiry Extension

The copper wire might not have been clean.


The better observations will be more detailed.

Teaching Transparency 7 States of


Matter
1. solid, liquid, gas

process.
3. Massreactants = Massproducts
4. Massreactants = Massproducts

Massmercury(II) oxide = Massmercury + Massoxygen


15.00 g = Massmercury + 1.11 g
Massmercury = 13.89 g
5. Massreactants = Massproducts

Massmercury(II) oxide used in the reaction = Massmercury


+ Massoxygen
10.00 g 1.35 g = 8.00 g + Massoxygen
Massoxygen = 0.65 g
6. Massreactants = Massproducts

Massmercury(II) oxide = Massmercury + Massoxygen


Massmercury(II) oxide = 12.5 g + 1.0 g
Massmercury(II) oxide = 13.5 g

Teaching Transparency 9 Types of


Matter

2. solid

1. mixtures and pure substances

3. gas

2. A mixture can be separated into its component

4. liquid and gas


5. The gas molecules will be spaced farther apart

in a large container than in a small container


because the molecules in a gas spread out to fill
the entire volume of a container.

118

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

substances by physical means; however, a pure


substance cannot.
3. A compound can be broken down chemically

into smaller substances; however, an element


cannot.

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

20

TEACHER GUIDE AND ANSWERS

4. No; according to the diagram, a heterogeneous

mixture can be separated into its components


by physical means. A compound cannot be
separated into its components by physical
means.
5. gold, aluminum, oxygen, chlorine, platinum
6. A homogeneous mixture has a uniform

composition, whereas a heterogeneous mixture


does not. Thus, if you can see the different
components in a mixture, then it is a
heterogeneous mixture.
7. a. homogeneous
b. heterogeneous
c. heterogeneous
d. heterogeneous
e. homogeneous
f. homogeneous
g. heterogeneous
8. Separation methods include filtration,

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

distillation, crystallization, and


chromatography.

Teaching Transparency 10 Mass


Percentage and the Law of Definite
Proportions
1. It is sucrose.
2. 42.20%; the mass percentage of carbon is

consistent regardless of the amount of sucrose;


this is the law of definite proportions.
3. mass percentage of oxygen = mass of

mass of hydrogen = 6.50%  6.0 g/100% =


0.39 g
6. mass percentage of an element (%) = mass of

element/mass of compound  100%


mass percentage of chlorine = 12.13 g/20.00 g 
100% = 60.65%
mass percentage of sodium = 7.87 g/20.00 g 
100% = 39.35%
7. Students should show a circle graph divided

into two wedges: one representing


approximately 60% of the circle and one
representing approximately 40% of
the circle.

Math Skills Transparency 2


Visualizing the Conservation of Mass
1. 2; 2
2. 2; 2
3. 4; 4
4. Massreactants = Massproducts

If the reactants total 15 g, then the products will


total 15g.
5. Massreactants = Massproducts

There will be 6 molecules of potassium


hydroxide and 12 atoms of hydrogen.
6. Massreactants =Massproducts

Masswater = Masshydrogen + Massoxygen


Masshydrogen = Masswater Massoxygen
Masshydrogen = 36 g 32 g = 4 g
7. Massreactants = Massproducts

oxygen/mass of sucrose  100%

Masssodium + Masschloride = Masssodium chloride

51.30% = mass of oxygen/50.00 g  100%

Masssodium = Masssodium chloride Masschloride

mass of oxygen = 51.30%  50.00 g/100% =


25.65 g

Masssodium = 116.90 g 70.9 g = 46.0 g

4. mass percentage of carbon = mass of

carbon/mass of sucrose  100%

Math Skills Transparency 3 Finding


Percent by Mass

42.20% = mass of carbon/100.0 g  100%

1. 100%

mass of carbon = 42.20%  100.0 g/100% =


42.20 g

2. 51.30% oxygen; 42.2% carbon; 6.50% hydrogen

5. mass percentage of hydrogen = mass of

3. Mass percentage of oxygen = mass of

oxygen/mass of sucrose  100

hydrogen/mass of sucrose  100%

51.30% = (mass of oxygen/100)  100

6.50% = mass of hydrogen/6.0 g  100%

(mass of oxygen = 51.30  100)/100 = 51.30 g

Chemistry: Matter and Change

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

119

TEACHER GUIDE AND ANSWERS

17. physical

carbon/mass of sucrose  100

18. gas

42.2% = mass of carbon/30.0  100

19. solid

mass of oxygen = 42.2/30.0  100 = 140.7


g = 141 g

20. liquid

5. a. 34.48 g + 1.51 g + 18.02 g + 72.00 g =

126.01 g
b. Mass percentage of element = mass of

element/mass of baking soda  100


Mass percentage of sodium =
(34.48/126.01)  100 = 27.36%
Mass percentage of hydrogen =
(1.51/126.01)  100 = 1.20%
Mass percentage of carbon = (18.02/126.01)
 100 = 14.30%
Mass percentage of oxygen = (72.00/126.01)
 100 = 57.14%
6. Students should show a circle graph divided

into four wedges: sodium, 27.36%; hydrogen,


1.20%; carbon, 14.30%; and oxygen, 57.14%.
7. a part, the whole

Study Guide Chapter 3 Matter


Properties and Changes
Section 3.1 Properties of Matter

21. true
22. false
23. true
24. false
25. false
26. false
27. false
28. false
Section 3.2 Changes in Matter
1. boil
2. freeze
3. condense
4. vaporize
5. melt
6. grind
7. crumple
8. crush
9. explode

1. mass

10. rust

2. substance

11. oxidize

3. properties

12. corrode

4. Physical

13. tarnish

5. density

14. ferment

6. chemical

15. burn

7. physical

16. rot

8. chemical

17. c

9. chemical

18. a

10. physical

19. d

11. physical

20. e

12. chemical

21. b

13. physical

22. Masswater = Masshydrogen + Massoxygen; 178.8 g

14. physical
15. physical

water = 20.0 g hydrogen + Massoxygen;


Massoxygen = 178.8 g 20.0 g; Massoxygen =
158.8 g

16. physical

120

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Mass percentage of carbon = mass of

TEACHER GUIDE AND ANSWERS

Section 3.3 Mixtures of Matter


1. mixtures
2. water
3. heterogeneous
4. sand-water mixture
5. solutions
6. salt-water mixture

is two times the mass ratio of oxygen to


hydrogen in H2O. This follows the law of
multiple proportions.

25. No; they have different proportions of hydrogen

and oxygen.

Chapter Assessment - Chapter 3


MatterProperties and Changes

7. b

Reviewing Vocabulary

8. c

1. f

9. d

2. d

10. a

3. e

Section 3.4 Elements and Compounds

4. a

1. c

5. c

2. b

6. b

3. d

7. i

4. c

8. g

5. d

9. h

6. b

10. k

7. element

11. j

8. compound

12. Both are characteristics of substances. A

9. element
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

24. The mass ratio of oxygen to hydrogen in H2O2

10. element
11. compound
12. Ne
13. Ca
14. Fe

physical property can be observed without


changing the composition of the substance. A
chemical property is the ability or tendency of a
substance to change into another substance.
13. Both are kinds of matter. A substance cannot be

separated into other substances by physical


means. A mixture can be separated into two or
more substances.

15. Ti
16. F
17. 8.4 g carbon/20.0 g sucrose  100% = 42.00%

carbon
18. 51.50% oxygen = Massoxygen/20.0 g sucrose 

100%; 51.50% oxygen  20.0 g sucrose/100% =


Massoxygen = 10.3 g

19. 6.50%; because the mass percentage is

consistent regardless of the amount of sucrose


20. They are the same compound.
21. They are not the same compound.
22. 8 g O/1g H
23. 16 g O/1g H

Chemistry: Matter and Change

Understanding Main Ideas (Part A)


1. physical, intensive
2. chemical
3. physical, intensive
4. physical, intensive
5. physical, extensive
6. chemical
7. physical, intensive
8. physical, intensive
9. d
10. a
11. b

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

121

TEACHER GUIDE AND ANSWERS

12. c

c. Using the mass percentage equation: (2.02 g

hydrogen)58.33 g milk of magnesia  100%


= 3.46% hydrogen

14. air
15. aluminum

d. law of definite proportions

Understanding Main Ideas (Part B)

Applying Scientific Methods

1. physical

1. Sample 1: 2.00 g A/1.00 g B

2. chemical
3. chemical
4. physical
5. chemical
6. physical
7. chemical
8. homogeneous
9. heterogeneous
10. homogeneous
11. heterogeneous

Sample 2: 2.000 g A/1.000 g B


Sample 3: 4 g A/1 g B
Sample 4: 2.0 g A/1.0 g B
2. Samples 1, 2, and 4 have the same ratio. Sample

3 has a different ratio.


3. Samples 1, 2, and 4 are the same compound,

according to the law of definite proportions.


Sample 3 is a different compound because its
ratio of mass A to mass B differs from the ratios
in samples 1, 2, and 4.
4. The chemist could calculate the mass

13. heterogeneous

percentage of A or B in each sample and


compare the percentages with the percentages
of the desired compound.

14. heterogeneous

5. a. (6.42 g A)9.63 g sample  100% = 66.67% A

12. homogeneous

15. heterogeneous
16. heterogeneous

b. (63.75 g A)95.62 g sample  100%

= 66.67% A

17. homogeneous

c. (32 g A)40 g sample  100% = 80% A

18. homogeneous

d. (17.0 g A)25.5 g sample  100% = 66.67% A

19. distillation
20. filtration
Thinking Critically
1. 14 g; by looking at the chemical formulas for

the two compounds, students should know that


the subscript 2 of the Y component indicates
that twice as much Y is needed for XY2 as for
XY.
2. a. 24 g carbon + 64 g oxygen = 88 g

b. 88 g CO2
c. law of conservation of mass
3. a. Using the mass percentage equation: (24.31

g magnesium)58.33 g milk of magnesia 


100% = 41.68% magnesium

6. Yes; the compound the chemist was looking for

is in samples 1, 2, and 4. In all three samples,


the mass percentage of A is 66.67%. According
to the law of definite proportions, a compound
is always composed of the same elements in the
same proportions.
7. The data show that there are two different

compounds represented in the chemists


samples. Samples 1, 2, and 4 are the same
compound. Sample 3 is a different compound
made up of the same elements. By comparing
the ratio of the mass of A to the mass of B in
sample 3 with that in sample 1 (or sample 2 or
4), one arrives at a small whole number, as
follows: (mass ratio of sample 3)(mass ratio of
sample 1) = 4/2 = 2

b. Using the mass percentage equation: (32.00

g oxygen)58.33 g milk of magnesia  100%


= 54.86% oxygen

122

Teacher Guide and Answers


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Chemistry: Matter and Change

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13. salt

TEACHER GUIDE AND ANSWERS

CHAPTER 4
MiniLab 4 Model Isotopes
Analysis
1. The relative number of pre- and post-1982

pennies in the bag determines the percentage


abundance of each group.
2. The atomic mass of a penny depends upon the

mixture of pennies each student receives.


Sample data is shown here.
mass contribution (pre-1982) = (55.0%)(3.11
g) = 1.71 g
mass contribution (post-1982) = (45.0%)(2.55
g) = 1.15 g
atomic mass = (1.71 g + 1.15 g) = 2.86 g
3. A different mixture would have a different

relative abundance and a different atomic mass.


4. Masses of individual pennies will vary due to

wear.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Expected Results:

Pre-1982 pennies have a greater mass than post1982 pennies.


Mass of ten pre-1982 pennies = 31.10 g
Average mass of a pre-1982 penny = 3.11g
Mass of ten post-1982 pennies = 25.48 g
Average mass of a post-1982 penny = 2.55 g
The atomic mass depends on the mixture analyzed.

ChemLab 4 Calculate the Atomic


Mass of the Element Snackium
Pre-Lab
2. protons, neutrons, and electrons
3. Answers will vary.
4. If there are more heavy subatomic particles, the

isotope will be heavier. If there are fewer heavy


subatomic particles, the isotope will be lighter.
Analyze and Conclude
1. Answers will vary depending on the type of

snack bags.
2. Answers will vary depending on the type of

snack bags. If the snacks all have similar masses,


the average atomic mass will be closest to the
most abundant snack.

Chemistry: Matter and Change

3. Answers will vary. The students should find

that the atomic mass is closest to the most


abundant piece. In the sample data, the atomic
mass is closer to the chex pieces than the
pretzels or bagel chips due to their high percent
4. Answers will vary. Students should realize that

the small sample size and difference in samples


will lead to differences.
5. The atomic mass is different from the mass

number because it is an average and therefore


will not be a whole number.
6. Answers will vary depending on the reference

sources used. They should find most elements


have numerous natural isotopes.
7. The error in the lab is due to small sample size.

The experiment could be modified by starting


with a much larger sample size.
Inquiry Extension

Answers will vary. The students should be able


to predict the most abundant element based on
the atomic mass listed on the periodic table.

Teaching Transparency 11 Cathode


Ray Experiments
1. A cathode ray is a beam of negatively charged

particles or electrons.
2. Answers may vary. All three experiments have a

voltage source, a cathode, an anode, gas at low


pressure, and a phosphor that allows the
position of the cathode ray to be determined.
3. The cathode ray travels from the cathode

toward the anode, passing through the hole in


the anode and traveling in a straight line
through the tube, where it strikes the phosphor
screen.
4. In B, the cathode ray passes through a magnetic

field, whereas in C, the cathode ray passes


between two electrically charged plates. Both
experiments show that the cathode ray is made
of charged particles.
5. The experiment shows that the cathode ray

consists of charged particles that are affected by


a magnetic field.
6. The negatively charged cathode ray bends

toward the positively charged plate due to


electrical forces of attraction.

Teacher Guide and Answers


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123

TEACHER GUIDE AND ANSWERS

1. The arrows represent alpha particles, which

have a positive (2+) charge.


2. diagram A
3. diagram B; some of the alpha particles were

deflected at large angles.


4. Rutherford concluded that the plum pudding

model of the atom was incorrect. He also


concluded that an atom is made mostly of
empty space with a tiny, dense, centrally located
nucleus that is positively charged and contains
almost all of the atoms mass.
5. The massive alpha particles were expected to be

largely unaffected by the much less massive


electrons. The weak, diffusely distributed
positive charge inside the atom was also not
expected to affect the positively charged alpha
particles.

Teaching Transparency 13 Isotopes


1. a. electron
b. neutron
c. proton
2. Protons and neutrons are in the nucleus.
3. The number of protons in an atom identify the

atom as a particular element.


4. The protons and electrons in an atom have

opposite charges and are equal in number.


Because of this, the net charge on an atom is
zero.
5. The numbers refer to the mass numberthe

sum of protons and neutrons in each atoms


nucleus. They are an approximate value of each
atoms mass.
6. a. 39
19K
b. 40
19K
c. 41
19K
7. Mass number = atomic number + number of

neutrons

124

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

8. Students should draw two atomic nuclei, each

surrounded by an electron cloud. Both atoms


should have three protons in the nucleus and
three electrons in the electron cloud. One of the
atoms should have three neutrons in the
nucleus; the other should have four neutrons in
the nucleus.

Teaching Transparency 14
Radioactive Particles
1. Alpha particles have the greatest mass. Gamma

rays have no mass.


2. Answers may vary. Answers should include the

fact that gamma rays have no mass and are


often characterized as light (waves).
3. Because they have opposite charges, the

positively charged alpha particles are attracted


to the negatively charged plate.
4. The beta particles are attracted to the positively

charged plate. Their curvature is greater because


they have a much smaller mass than alpha
particles do and are therefore more greatly
affected by the electric field.
5. Gamma rays have no charge; therefore, they are

not attracted to either charged plate.

Math Skills Transparency 4


Calculating Atomic Mass
1. The numbers are the mass number of each

isotope. The mass numbers refer to the sum of


each isotopes protons and neutrons, which
make up most of the mass of an atom.
2. It stands for atomic mass unit. The mass of 1

amu is defined as 1/12 the mass of a carbon-12


atom.
3. Atomic mass is a weighted average of the

masses of an atoms isotopes. This means that


7X, which occurs 92.5% of the time, has a larger
effect in determining the elements atomic mass
than does 6X, which occurs 7.5% of the time.
4. Accept either of the following answers: The

mass of 1 amu is slightly less than the mass of a


proton or a neutron. The atomic mass is a
weighted average.

Chemistry: Matter and Change

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Teaching Transparency 12
Understanding Rutherfords Gold
Foil Experiment

TEACHER GUIDE AND ANSWERS

5. The discovery of 8Li will have a very small effect

on lithiums atomic mass because the percent


abundance of 8Li is so small.
6. Mass contribution = (mass)(percent

The pit should be labeled nucleus and should


include labeled protons and neutrons. The
outer circle of the peach should be labeled
electrons.

abundance)
185X:

(184.953 amu)(0.3740) = 69.17 amu

187X:

(186.956 amu)(0.6260) = 117.0 amu

Atomic mass of X = 69.17 amu 1 117.0 amu =


186.2 amu
7. Mass contribution = (mass)(percent

Particle

Symbol

Location

Relative Charge

Relative Mass

6. Proton

p

In the nucleus

1

7. Neutron

n0

In the nucleus

8. Electron

e

In the space surrounding

1

1/1840

the nucleus

abundance)
113X:

(112.904 amu)(0.0430) = 4.86 amu

115X:

(114.904 amu)(0.9570) = 110.0 amu

Atomic mass of X = 4.86 amu + 110.0 amu =


114.9 amu
The element is indium.

Section 4.3 How Atoms Differ


1. false
2. true
3. true
4. true

Study Guide Chapter 4 The


Structure of the Atom
Section 4.1 Early Ideas About Matter
1. false
2. true

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. true
4. true
5. false
6. false
7. true
8. true
9. false
10. true
Section 4.2 Defining the Atom

5. false
6. 82 protons; 82 electrons
7. 8 protons
8. 30
9. 85
10. 104 protons; 104 electrons
11. 84 protons; 84 electrons
12. 102 protons; 102 electrons
13. 19 protons, 19 electrons, 20neutrons
14. 14 protons, 14 electrons, 14 neutrons
15. 19 protons, 19 electrons, 21 neutrons
16. 51 protons, 51 electrons, 72 neutrons
17. The two isotopes with atomic number 19 are

both isotopes of potassium.

1. c

22Ne
18. 10

2. a

19. 24He

3. b

20. 133
55Cs

4. Drawing should look like a ball of chocolate

21. 234
92U

chip cookie dough. The chocolate chips should


be labeled with negative charge or as electrons.
The dough should be labeled as evenly
distributed positive charges.
5. Drawing should look like a peach with a pit.

Chemistry: Matter and Change

22. mass number


23. atomic number
24. d
25. a

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

125

TEACHER GUIDE AND ANSWERS

26. d

Chapter Assessment - Chapter 4


The Structure of the Atom

27. 76
28. Nb

Reviewing Vocabulary

29. 190.2

1. g

30. atomic mass units

2. d

31. osmium: 76 protons, 76 electrons; niobium: 41

3. e

protons, 41 electrons.

4. a

32. Mass contribution = (mass)(percent

5. c

abundance)

6. b

63X:

(62.930 amu)(69.17%) = 43.53 amu

7. f

65X:

(64.928 amu)(30.83%) = 20.02 amu

8. i

Atomic mass of X = 43.53 amu + 20.02 amu =


63.55 amu

9. h

The element is copper.

10. k
11. m

33. Mass contribution = (mass)(percent

12. j

abundance)
35X:

(34.969 amu)(75.77%) = 26.50 amu

13. l

37X:

(36.966 amu)(24.23%) = 8.957 amu

14. Both pertain to atoms. The mass number is the

Atomic mass of X = 26.50 amu + 8.957 amu =


35.46 amu
The element is chlorine.

sum of the protons and neutrons in the nucleus


of a given atom. The atomic number is the
number of protons in an atom.
reaction involves a change in an atoms nucleus.
A nuclear equation shows the atomic number
and mass number of the particles involved in a
reaction.

Section 4.4 Changes to the Nucleus


Nuclear Reactions
1. c
2. a

Understanding Main Ideas (Part A)

3. d

1. terbium

4. b

2. platinum

5. the positive plate, because beta particles are

3. ruthenium

negatively charged
6. Gamma rays have no charge.

4. chromium

7. The beta particles have less mass than the alpha

5. scandium

particles and ar more greatly affected by the


electric field.
Radiation Type

Composition

Symbol

Mass (amu)

6. cesium
7. neutrons
Charge

8. true
9. Alpha

8.

Alpha

Helium nuclei, or alpha particles

9.

Beta

Electrons, or beta particles

10.

Gamma

High-energy electromagnetic radiation

4He
2

0
1

0
0

2

1/1840

1

10. neutrons
11. 11H
12. Hydrogen-3, 1, 1, 2
13. Oxygen-18, 18
8 O, 8

126

Teacher Guide and Answers


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15. Both concern changes in atoms. A nuclear

TEACHER GUIDE AND ANSWERS

14. 65
29Cu, 29, 29

1.140 amu = 2x amu

15. Uranium-235, 92, 92, 143

x = 0.570

Understanding Main Ideas (Part B)


1. h
2. b
3. f
4. a
5. c
6. e
7. d
8. g
9. Mass contribution = (mass)(percent

abundance)
69Ga: (68.9257 amu)(60.12%) = 41.44 amu
71Ga: (70.9249 amu)(39.88%) = 28.28 amu
Atomic mass of Ga = 41.44 amu + 28.28 amu =
69.72 amu
10. Mass contribution = (mass)(percent

abundance)
For 27X: (27.977 amu)(92.23%) = 25.80 amu

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

For 28X: (28.976 amu)(4.67%) = 1.35 amu


For 29X: (29.974 amu)(3.10%) = 0.929 amu
Atomic mass of X = 25.80 amu + 1.35 amu +
0.929 amu = 28.08 amu
The element is silicon.
Thinking Critically
1. 121.760 amu
2. Percent abundance of 121Sb + Percent

abundance of 123Sb = 100%, or 1


3. Atomic mass of Sb = (mass of 121Sb)(percent
abundance of 121Sb) + (mass of
123Sb)(percent abundance of 123Sb)
4. Assume:

Percent abundance of 121Sb = x


Percent abundance of 123Sb = 1 x
Then solve:

Percent abundance of 121Sb = 57.0%


Percent abundance of 123Sb = 1 x = 1 0.570
= 43.0%
Applying Scientific Methods
1. Isotopes 1, 2, 4, and 5 are the same element;

they all have 24 protons. Isotopes 3 and 6 are


another element; they both have 26 protons.
2. Answers may vary. Although the masses of

protons and neutrons, which make up most of


the mass of an atom, are very close to 1 amu,
they are not exactly 1 amu. Thus, the mass of
each isotope is very close to a whole number,
but is not exactly a whole number.
3. Mass contribution = (mass)(percent

abundance)
Isotope 1: (49.946 amu)(4.35%) = 2.17 amu
Isotope 2: (51.941 amu)(83.80%) = 43.53 amu
Isotope 4: (52.941 amu)(9.50%) = 5.03 amu
Isotope 5: (53.939 amu) (2.35%) = 1.27 amu
Atomic mass of X = 2.17 amu + 43.53 amu +
5.03 amu + 1.27 amu = 52.00 amu
4. Isotope 2; Isotope 5
5. Isotope 2; because the atomic mass of an

element is a weighted average, the isotope that


is the most abundant generally has the greatest
effect on the atomic mass of the element.
6. Answers will vary. Students should include in

their conclusions that Isotope 7, because it has


24 protons, is an isotope of element X. They
may also conclude that the percent abundance
of each isotope of X in Data Table II and the
atomic mass of X calculated in question 3 may
be inaccurate if Isotope 7 occurs in more than a
trace amount. Students may suggest that the
atomic mass of X should be greater than the
calculation in question 3 suggests. Accept all
other reasonable conclusions based on the data
provided.

Atomic mass of Sb = 121.760 amu = (120.90


amu)x + (122.90 amu)(1 x) = 120.90x amu +
122.90 amu 122.90x amu

Chemistry: Matter and Change

Teacher Guide and Answers


Fast Files, Chapters 1-4 Resources

127

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