Professional Documents
Culture Documents
Table of
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
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.
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.
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.
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
Table of
Contents
Reproducible Pages
Name
Date
Class
mini LAB 1
Materials petri dish (2), graduated cylinder, whole milk, water, vegetable oil, four different food colorings, toothpick (2), dishwashing detergent
Procedure
1.
2.
3.
4.
Analysis
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?
Name
CHEMLAB
Date
Class
Problem
Objectives
Materials
hard water
250-mL beaker
dish detergent
metric ruler
Safety Precautions
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.
5.
Name
Date
CHEMLAB
6.
Class
mg/L
GPG
060
03.5
61120
3.57
121180
710.5
180
10.5
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
Sample 1
Sample 2
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.
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)?
060
Moderate
61120
Hard
121180
Very hard
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.
Name
Date
Earths Atmosphere
Class
1
Use with Chapter 1,
Section 1.1
Exosphere
500
Thermosphere
Altitude (km)
100
75
Mesosphere
50
Stratosphere
25
Troposphere
Name
Date
Class
Earths Atmosphere
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
10. How does the ozone layer protect Earth from ultraviolet radiation?
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
A Scientific Method
NCLUSION
S
CO
R
HY
HYPOTHESIS
Testable
statement or
prediction
OBSERVATIONS
Existing knowledge
Qualitative data
Quantitative data
Name
Class
PERIMENTS
EX
Name
Date
Class
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?
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?
Name
Date
3
Use with Chapter 1,
Section 1.4
Laboratory Safety
Class
10
Name
Date
Class
Laboratory Safety
1. What should you do before entering the lab? List at least three things.
7. What should you do when you have completed an assignment in the lab?
11
Name
Date
CHAPTER
Class
STUDY GUIDE
Introduction to Chemistry
Section 1.1
Use each of the terms below just once to complete the passage.
atmosphere
oxygen gas
ozone
ozone hole
stratosphere
troposphere
ultraviolet radiation
Earths (1)
(4)
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.
12
Study Guide
Name
Date
CHAPTER
Section 1.2
Class
STUDY GUIDE
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
Made of Matter
4.
10.
5.
11.
6.
12.
7.
13.
8.
14.
9.
15.
Study Guide
13
Name
Date
CHAPTER
Class
STUDY GUIDE
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
14
Study Guide
Name
Date
CHAPTER
Class
STUDY GUIDE
Scientific Methods
Section 1.3
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
or shape
a. observation
b. qualitative data
c. quantitative data
d. independent variable
e. dependent variable
variable
Study Guide
15
Name
Date
CHAPTER
Class
STUDY GUIDE
12. A control is a
a. variable that changes during an experiment.
d. type of experiment.
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
16
Study Guide
Name
Date
CHAPTER
Section 1.4
Class
STUDY GUIDE
Scientific Research
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.
8. What is technology?
9. Which type of research would you be more interested in working inpure research or
Study Guide
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
a. chemical
b. chlorofluorocarbon
c. model
d. matter
e. ozone
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
18
Chapter Assessment
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
b. ultraviolet radiation
c. air
d. the Sun
b. scientific law.
c. data obtained.
d. control.
b. experiment
c. weight
d. constant
c. biochemistry.
d. organic chemistry.
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
19
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
15. A researcher observes chimpanzees in their natural habitat to learn about their behavior.
20
Chapter Assessment
11. A researcher analyzes different compounds that might be sources of cancer drugs.
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
Thinking Critically
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
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
Chapter Assessment
21
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
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
Chapter Assessment
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
30
25
50% phosphorus
20
25% phosphorus
15
10
10% phosphorus
5
no phosphorus
0
0
10
15
20
25
Day
9. What subsequent experiment might the chemist want to conduct to build on her experiment?
Chapter Assessment
23
Name
Date
Class
CHAPTER 1
Assessment
Select the best answer from the choices given, and fill in the corresponding circle.
1.
3.
5.
2.
4.
6.
7.
Short Answer
14.
17.
19.
16.
18.
20.
24
13.
Table of
Contents
Reproducible Pages
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.
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
1. Calculate Use the initial and final volume readings to calculate the volume of each
mystery object.
Name
CHEMLAB
Date
Class
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
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
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.
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.
27
Name
Date
CHEMLAB
7.
Class
Procedure
1. Read and complete the lab safety form.
2. Record all measurements in your data table.
9.
Total
Number of
Pennies
10
15
20
25
Total Mass
of Pennies
(g)
Total Volume
of Water
Displaced (mL)
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.
Draw a best-fit line through each set of points. Use two points on
each line to calculate the slope.
28
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
Inquiry Extension
Compare your results with those from the rest of the class. Are they consistent? If not,
explain how you could refine your investigation to ensure more accurate results. Calculate
a class average density of the pre1982 pennies and the density of the post1982 pennies.
Determine the percent error of each average.
29
Name
Date
Class
Converting Units
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
30
Name
Date
Class
Converting Units
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?
3. Assume that you have only British pounds. How many pounds would the portable radio
4. While traveling in Germany and France, you buy ice cream cones. The French cones sell
for 10 French francs. The German cones sell for 1.25 German marks. Which cone costs
you more U.S. dollars?
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
2,085
Switzerland
1.61
euro
1.02
and Switzerland?
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
Name
Class
Name
Date
Class
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?
3. Use the terms accurate and precise to describe Marguerites overall game.
4. Which player seems to be neither accurate nor precise in his or her golf play?
6. Compare and contrast the results of a golf game to the data from an experiment.
33
Name
Date
Class
Interpreting Graphs
150
Very Good
100
Good
Wals Best
K-Sonic
Wolfvox
Poor
Thoreau
0
Venus
Fair
Hi-technic
50
Sound quality
Price
34
Excellent
Sound quality
200
Magnasound
Name
Date
Class
Interpreting Graphs
3. Which product has the best sound quality? Which has the poorest sound quality?
5. If there are no limits on the amount of money you can spend, which product would you
buy? Why?
6. If you can spend only $120, which product would you buy? Why?
7. If you can spend up to $200, which product would you buy? Why?
35
Name
Date
Class
Political Supporters
Political affiliation among 18- to 21-year-olds
Other 6%
Independent
50%
Democrat
25%
36
Republican
19%
Name
Date
Class
3. Based on the data shown, what percentage of 18- to 21-year-olds think of themselves as
Republicans? As Democrats?
Political Supporters
Political affiliation
Republican
25
Democrat
31
Independent
36
Other party
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
8. What is the greatest difference between the responses of the general population and those
of 18- to 21-year-olds?
37
Name
Date
CHAPTER
Class
STUDY GUIDE
Analyzing Data
Section 2.1
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
7. kilogram
8. cubic meter
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
Study Guide
humidity
6. meter
Name
CHAPTER
Date
Class
STUDY GUIDE
15. What is the difference between a base unit and a derived unit?
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.
18. How can you obtain an objects volume if you know its density and its mass?
Study Guide
39
Name
Date
CHAPTER
Section 2.2
Class
STUDY GUIDE
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
c. 0.000421 g
b. 8,394,000,000 s
d. 0.03 cm
1000
50
50,000
/1
100
/1
500
1
/1000
0.0005
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
Study Guide
Name
Date
CHAPTER
Section 2.3
Class
STUDY GUIDE
Uncertainty in Data
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.
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.
c. percent error.
b. accuracy.
d. precision.
c. experimental values.
b. measured values.
5. If two measurements are very close to each other, then they are
a. accurate.
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
41
Name
Date
CHAPTER
Class
STUDY GUIDE
Use each of the terms below just once to complete the statements.
counting numbers
estimated
non-zero
scientific notation
significant figures
placeholders
zeros
8. The numeral 9.66 has three significant figures, two known figures and one
figure.
numbers are always significant.
9.
10. All final
12.
13. When you convert to
a. 12.555 km
b. 1.0009
c. 99.999
c. 6 significant figures
b. 5 significant figures
d. 7 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
Study Guide
Name
Date
CHAPTER
Class
STUDY GUIDE
Representing Data
Section 2.4
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
The least?
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
Study Guide
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
2. derived unit
different units
3. graph
4. scientific notation
5. accuracy
6. conversion factor
7. dimensional
f.
analysis
8. kelvin
9. percent error
j.
liter
kilogram
significant figures
meter
second
.
.
.
15.
16.
44
Chapter Assessment
10. precision
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
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?
Chapter Assessment
45
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
good precision.
1 2 3 4 5 6 7 8 9 10
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
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
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
46
b. 12.65 cm
c. 12.60 cm
d. 12.70 cm
Chapter Assessment
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)
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
47
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
Sample B
Sample C
Mass (in grams) Volume (in mL) Mass (in grams) Volume (in mL) Mass (in grams)
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
3. The student compares her data to the following chart in the back of her textbook. Can she
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
Chapter Assessment
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
5. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. What is the
6. What kind of graph would best compare the densities of the three samples? Explain your
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
49
Name
Date
Class
CHAPTER 2
Assessment
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
19.
20.
50
Table of
Contents
Reproducible Pages
64
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
51
Name
Date
Class
mini LAB 3
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
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
Procedure
Name
Date
CHEMLAB
Class
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?
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
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.
b.
53
Name
Date
CHEMLAB
Class
5.
8.
9.
Procedure
1.
2.
3.
4.
5.
6.
7.
10.
11.
12.
13.
Reaction Observations
Time (min)
Observations
5
10
15
20
54
Tear corner
Name
CHEMLAB
Date
Class
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.
55
Name
Date
States of Matter
Class
Liquid state
Solid state
Gaseous state
56
Name
Date
Class
States of Matter
3. In which state(s) of matter do the molecules fill the entire volume 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?
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.
57
Name
Date
8
Use with Chapter 3,
Sections 3.2
Conservation of Mass
Class
58
Name
Date
Class
Conservation of Mass
4. Assume that the test tube shown in the transparency started out having 15.00 g of
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.
59
Name
Date
Class
Types of Matter
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
oxygen, gold,
iron
60
yes
Name
Date
Class
Types of Matter
diagram.
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?
e. finger paint
b. clay
f. vinegar
g. soil
substances.
61
62
Oxygen
51.30%
mass of element
100%
mass of compound
Date
Hydrogen
6.50%
Carbon
42.20%
Name
Class
10
Name
Date
Class
10
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?
3. How many grams of oxygen are in 50.00 g of sucrose? Show your work.
4. How many grams of carbon are in 100.0 g of sucrose? Show your work.
5. How many grams of hydrogen are in 6.0 g of sucrose? Show your work.
6. A 20.00-g sample of ordinary table salt contains 12.13 g of chlorine and 7.87 g of
63
Name
Date
Class
Visualizing the
Conservation of Mass
64
Products
Reactants
Potassium hydroxide,
KOH
Potassium,
K
Water,
H2O
Hydrogen,
H2
Name
Date
Class
Visualizing the
Conservation of Mass
1. How many potassium atoms are in the reactants of the chemical reaction shown? How
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
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?
65
66
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
20.00 g
sucrose
8.44 g
carbon
Name
Class
Name
Date
Class
4. How many grams of carbon are in 30.0 g of sucrose? Show your work.
Sodium
Hydrogen
Carbon
Oxygen
6. Draw a circle graph to represent your answer to Question 7.
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
67
Name
Date
CHAPTER
Class
STUDY GUIDE
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
(2)
(6)
1g
cm
17. Density is
3
68
Study Guide
Name
CHAPTER
Date
Class
STUDY GUIDE
Label each drawing with one of these words: solid, liquid, gas.
18.
19.
20.
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
69
Name
Date
CHAPTER
Section 3.2
Class
STUDY GUIDE
Changes in Matter
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
a. chemical change
b. reactants
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
hydrogen gas has a mass of 20.0 g. What is the mass of the oxygen gas produced?
70
Study Guide
Physical Change
Name
Date
CHAPTER
Section 3.3
Class
STUDY GUIDE
Mixtures of Matter
saltwater mixture
sandwater mixture
mixtures
solutions
water
matter
substances
1.
homogeneous
mixtures
3.
2.
mixtures
4.
5.
6.
For each item in Column A, write the letter of the matching item in Column B.
Column A
Column B
the substances
a. filtration
b. distillation
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
71
Name
Date
CHAPTER
Section 3.4
Class
STUDY GUIDE
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.
b. compound.
c. element.
d. period.
b. air
c. sugar
d. oxygen
b. silver
c. aspirin
d. copper
b. groups or families
c. grids
d. periods
b. groups or families
c. grids
d. periods
7. silicon
10. nickel
8. sodium chloride
11. ice
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-
72
Study Guide
Name
Date
CHAPTER
Class
STUDY GUIDE
your work.
19. A 2-g sample of sucrose is 6.50% hydrogen. What is the mass percentage of hydrogen in
20. Two compound samples are found to have the same mass percentages of the same ele-
Use the law of multiple proportions to answer the questions and complete the
table below.
The law of multiple proportions states that if the elements X and Y form two
compounds, the different masses of Y that combine with a fixed mass of X can
be expressed as a ratio of small whole numbers.
21. Two compound samples are composed of the same elements, but in different proportions.
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
73
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
a. law of multiple
proportions
reaction
3. States that regardless of the amount, a compound is always
b. percent by mass
c. periodic table
d. law of conservation
of mass
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
i.
states of matter
j.
solid
k. liquid
74
Chapter Assessment
1. A homogeneous mixture
Column B
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
Column B
9. alloy
a. gold
10. element
b. methane
11. gas
c. steam
12. vapor
salt
air
nickel
air
nickel
brass
aluminum
silicon
15. element
salt
Chapter Assessment
75
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
76
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
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
Chapter Assessment
77
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
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
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
Chapter Assessment
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
calculations.
a. Sample 1
b. Sample 2
c. Sample 3
d. Sample 4
6. Did the chemist locate the compound he was looking for? How do you know?
Chapter Assessment
79
Name
Date
Class
CHAPTER 3
Assessment
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
17.
80
18.
19.
Table of
Contents
Reproducible Pages
94
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
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.
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
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
Problem
Objectives
Materials
Calculate the
average mass of
your element.
Compare this
element with
elements
observed in
nature.
balance
calculator
bag of snack mix
Safety Precautions
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?
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.
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
Procedure
Name
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.
85
Name
Date
Class
11
Voltage source
Hole
N
Anode
Gas at
low pressure
Electrically
charged plates
C
86
Cathode
Magnet
Name
Date
Class
11
3. Examine the cathode ray experiment in A. Describe the path of the cathode ray from its
4. Compare the experimental setup in B with the setup in C. How do the two setups differ?
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.
87
Name
Date
Class
12
Understanding Rutherfords
Gold Foil Experiment
Evenly distributed
positive charge
Electrons
Diagram A
Electrons
Nucleus
Diagram B
88
Name
Date
Class
12
Understanding Rutherfords
Gold Foil Experiment
1. What kind of particles do the arrows represent? What is the charge of the particles?
3. Which diagram depicts Rutherfords actual results from his gold foil experiment? How
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.
89
90
19p
20n0
Protons
Neutrons
Electrons
19p
21n0
19e
19p
22n0
19
21
19
Potassium-40
19e
19
22
19
Potassium-41
Date
Isotopes
19e
19
20
19
Potassium-39
Name
Class
13
Name
Date
Class
13
Isotopes
4. Explain why atoms are neutral even though they contain charged particles.
5. What do the numbers 39, 40, and 41 after the element name potassium refer to?
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.
91
92
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
Radioactive
source
Hole
Electrons
(beta particles)
Beta
Lead block
4
2He
Helium nuclei
(alpha particles)
Alpha
Positive plate
Symbol
Composition
Radiation Type
Name
Class
14
Name
Date
Class
14
Radioactive Particles
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
5. Explain why the gamma rays do not bend toward one of the electrically charged plates.
93
Name
Date
Class
1.
Mass
(amu)
6X
6.015
7X
7.016
Percent
abundance
7.50%
92.5%
Known
Unknown
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
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
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?
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
95
Name
Date
CHAPTER
Class
STUDY GUIDE
In your textbook, read about the philosophers, John Dalton, and defining the atom.
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
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
research.
96
Study Guide
Name
Date
CHAPTER
Section 4.2
Class
STUDY GUIDE
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
a. Thomson
b. Millikan
c. Rutherford
Symbol
Location
Relative Charge
Relative Mass
6. Proton
7.
8.
Study Guide
n
1/1840
97
Name
Date
CHAPTER
Section 4.3
Class
STUDY GUIDE
2.
3.
4.
5.
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?
Determine the number of protons, electrons, and neutrons for each isotope described below.
13. An isotope has atomic number 19 and mass number 39.
98
Study Guide
Name
CHAPTER
Date
Class
STUDY GUIDE
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.
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.
Study Guide
99
Name
Date
CHAPTER
Class
STUDY GUIDE
Niobium
41
Os
Nb
190.23
92.906
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
32.
Study Guide
Name
Date
CHAPTER
Section 4.4
Class
STUDY GUIDE
For each item in Column A, write the letter of the matching item in Column B.
Column A
Column B
a. nuclear reaction
b. beta radiation
c. radiation
spontaneously
d. radioactive decay
4. Fast-moving electrons
In your textbook, read about types of radiation.
Beta
particles
(1 charge)
Positive plate
Hole
Gamma rays
(no charge)
Alpha
particles
(2 charge)
Radioactive
source
Negative plate
Zinc sulfide
coated screen
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
101
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
Column B
a. atom
b. nucleus
of that element
c. atomic mass
d. isotopes
e. gamma ray
alpha radiation
f.
g. beta radiation
are contained
h. atomic mass
unit
i.
radiation
j.
Daltons atomic
theory
k. cathode ray
l.
radioactivity
m. radioactive
decay
102
Chapter Assessment
of neutrons
Name
CHAPTER
Date
Class
CHAPTER ASSESSMENT
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.
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
103
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
Column B
a. 178O
b. 63
29Cu
2. Copper-63
c. 126C
d. 50
24Cr
4. Isotope that has one neutron more than its number of protons
e. 146C
f.
65Cu
29
g. 52
24Cr
h. 54
24Cr
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
104
Isotope
Mass (amu)
Percent Abundance
27X
27.977
92.23
28X
28.976
4.67
29X
29.974
3.10
Chapter Assessment
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.
4. Calculate the percent abundance for each isotope of antimony. Show all your work.
Chapter Assessment
105
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
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
Chapter Assessment
Name
Date
CHAPTER
Class
CHAPTER ASSESSMENT
in Data Table II. Determine the atomic mass of X. Show all your work.
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
107
Name
Date
Class
CHAPTER 4
Assessment
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
16.
15.
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
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
surface.
9. Answers will vary. Ultraviolet radiation can
Teaching Transparency 2 A
Scientific Method
1. A scientific method is a systematic, organized
109
Teaching Transparency 3
Laboratory Safety
1. Answers may include any of the following: read
110
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
18. true
19. true
18. ozone
20. false
19. hypothesis
21. biochemistry
20. model
21. chlorine
1. A
2. P
26. c
3. A
27. a
4. P
28. d
29. e
30. b
31. The macroscopic world can be seen without the
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
9. h
111
10. b
3. quantitative
4. qualitative
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
4. d
5. d
6. Answers will vary. The two are different levels
112
1. b
20 days
5. the appearance of each plant, possibly including
CHAPTER 2
MiniLab 2 Determine Density
Analysis
1. Vobject = Vfinal Vinitial
2. Answers will vary depending on object chosen.
error
Post 1982 pennies (7.1 - 7.16)/7.16 100 = 0.84%
error
Inquiry Extension
113
Teaching Transparency 4
Converting Units
1. Students should use any of the conversions
56.10.
4. 10 FF divided by 6.98 FF/dollar = $1.43. 1.25
Teaching Transparency 6
Interpreting Graphs
1. It is a bar graph.
2. The graph compares sound quality and price
least.
5. Accept all answers that are supported by the
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
independent.
5. graph
6. Answers may vary, but a bar graph would be a
114
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
7. a
8. c
9. The correct order is: giga-, mega-, kilo-, centi-,
kelvin.
12. 1000 g
13. 1,000,000 liters
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
c. accurate, precise
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
115
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
c. 120.75
d. 120.7524
17. a. 115.6 kg
b. 4.25 cm
c. 2 m3
d. 1.90 m/s
1. circle graph
2. bar graph
8. 1 1015 or 1,000,000,000,000,000
3. 60%
9. 2 104 or 20,000
4. August; November
5. 7
6. 3
7. 1
8. 5
9. 2
1. d
10. 6
2. c
11. 4
3. b
4. d
5. a
6. a
Thinking Critically
2. f
3. j
1. carbon-fiber-reinforced plastic
4. h
2. steel
5. e
116
14. a. 12.56 km
CHAPTER 3
MiniLab 3 Observe Dye Separation
Analysis
1. Drawings should show the filter paper with the
117
Observations
(min)
5
10
15
Teaching Transparency 8
Conservation of Mass
1. A chemical reaction occurs in which
blue-green.
3. Experimental results should agree with blue-
green light.
4. homogeneous; heterogeneous and
homogeneous
Inquiry Extension
process.
3. Massreactants = Massproducts
4. Massreactants = Massproducts
2. solid
3. gas
118
20
1. 100%
119
17. physical
18. gas
19. solid
20. liquid
126.01 g
b. Mass percentage of element = mass of
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
14. physical
15. physical
16. physical
120
and oxygen.
7. b
Reviewing Vocabulary
8. c
1. f
9. d
2. d
10. a
3. e
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
9. element
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
10. element
11. compound
12. Ne
13. Ca
14. Fe
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
121
12. c
14. air
15. aluminum
1. physical
2. chemical
3. chemical
4. physical
5. chemical
6. physical
7. chemical
8. homogeneous
9. heterogeneous
10. homogeneous
11. heterogeneous
13. heterogeneous
14. heterogeneous
12. homogeneous
15. heterogeneous
16. heterogeneous
= 66.67% A
17. homogeneous
18. homogeneous
19. distillation
20. filtration
Thinking Critically
1. 14 g; by looking at the chemical formulas for
b. 88 g CO2
c. law of conservation of mass
3. a. Using the mass percentage equation: (24.31
122
13. salt
CHAPTER 4
MiniLab 4 Model Isotopes
Analysis
1. The relative number of pre- and post-1982
wear.
Expected Results:
snack bags.
2. Answers will vary depending on the type of
particles or electrons.
2. Answers may vary. All three experiments have a
123
neutrons
124
Teaching Transparency 14
Radioactive Particles
1. Alpha particles have the greatest mass. Gamma
Teaching Transparency 12
Understanding Rutherfords Gold
Foil Experiment
abundance)
185X:
187X:
Particle
Symbol
Location
Relative Charge
Relative Mass
6. Proton
p
In the nucleus
1
7. Neutron
n0
In the nucleus
8. Electron
e
1
1/1840
the nucleus
abundance)
113X:
115X:
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
1. c
22Ne
18. 10
2. a
19. 24He
3. b
20. 133
55Cs
21. 234
92U
125
26. d
27. 76
28. Nb
Reviewing Vocabulary
29. 190.2
1. g
2. d
3. e
protons, 41 electrons.
4. a
5. c
abundance)
6. b
63X:
7. f
65X:
8. i
9. h
10. k
11. m
12. j
abundance)
35X:
13. l
37X:
3. d
1. terbium
4. b
2. platinum
3. ruthenium
negatively charged
6. Gamma rays have no charge.
4. chromium
5. scandium
Composition
Symbol
Mass (amu)
6. cesium
7. neutrons
Charge
8. true
9. Alpha
8.
Alpha
9.
Beta
10.
Gamma
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
14. 65
29Cu, 29, 29
x = 0.570
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
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
127