chemistry matter of change

Chapters 1–4 Resources

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

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

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

Printed in the United States of America.

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

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

Chapters 1-4 Resources

Reproducible Student Pages

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

Chapter 1

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

Chapter 2

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

Chapter 3

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

Chapter 4

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

Teacher Guide and Answers

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

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

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

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

Table ofContents

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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 ActivitiesMiniLab 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 ques-tions 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 ActivitiesTeaching 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.

Math Skills Transparency Masters and Worksheets: These transparencies relate to math-ematical concepts that will benefit from an extra visual learning aid. Most of the trans-parencies 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 AssessmentStudy 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, easy-to-follow exercises and the self-pacing format are geared to build your students’ confi-dence 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.

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

• The Reviewing Vocabulary section tests students’ knowledge of the chapter’s vocabu-lary. 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, com-pare 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-solv-ing 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 strate-gies, and content background, along with chapter references, are also provided where appropriate.

To the Teacher continued

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Lab Safety Form

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Name:

Date:

Lab type (circle one) : Launch Lab MiniLab ChemLab

Lab Title:

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

1. What is the purpose of the investigation?

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

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

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

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

Teacher Approval Initials

Date of Approval

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

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

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

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

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

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

Table ofContents

1

Reproducible Pages

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

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

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

Procedure 1. Read and complete the lab safety form.

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

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

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

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

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

7. Repeat steps 3 and 4.

Analysis

1. Describe what you observed in step 4.

2. Describe what you observed in step 7.

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

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

mini LAB 1

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

CHEMLAB 1

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

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

Objectives• Compare the effect of

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

• Calculate the hardness of a water sample.

Materials3 large test tubes

with stopperstest-tube rackgrease pencil25-mL graduated

cylinderdistilled waterdropper

hard water250-mL beakerdish detergentmetric ruler

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

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

Pre-Lab

1. Read the entire CHEMLAB.

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

3. Use the data table on the next page.

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

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

Analyze and Conclude

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

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

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

Procedure

1. Read and complete the lab Safety form.

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

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

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

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

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

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

Cleanup and Disposal

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

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

CHEMLAB 1

Classification mg/L GPG

Soft 0–60 0–3.5

Moderate 61–120 3.5–7

Hard 121–180 7–10.5

Very hard � 180 � 10.5

Classification of Water Hardness

Sample Level of Suds (cm)

Distilled water

Sample 1

Sample 2

Production of Suds

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

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

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

Inquiry Extension

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

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CHEMLAB 1

Classification mg of Calcium or Magnesium /L

Soft 0–60

Moderate 61–120

Hard 121–180

Very hard >180

Classification of Water Hardness

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

500

100

75

50

25

0

Thermosphere

Exosphere

Alt

itu

de

(km

)

Mesosphere

Stratosphere

Troposphere

Earth’s AtmosphereEarth’s Atmosphere

TEACHING TRANSPARENCY MASTER

Use with Chapter 1,Section 1.1

1

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

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

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

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

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

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

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

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

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

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

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

Earth’s AtmosphereEarth’s Atmosphere

TEACHING TRANSPARENCY WORKSHEET


1

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EXPERIMEN

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REVIS

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CONCLUSIONS

HYPOTH

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REVIS

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EXPERIMENTS

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A Scientific MethodA Scientific Method



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1. Define the term scientific method.

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

3. What is a hypothesis?

4. Compare and contrast a hypothesis and a theory.

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

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

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

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

TEACHING TRANSPARENCY WORKSHEET 2

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Laboratory SafetyLaboratory Safety



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

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

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

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

5. When should you wear safety goggles? Gloves?

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

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

Laboratory SafetyLaboratory Safety



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12 Chemistry: Matter and Change • Chapter 1 Study Guide

Introduction to ChemistryIntroduction to Chemistry

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

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

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

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

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

(4) layer.

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

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

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

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

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

much radiation.

In your textbook, read about chlorofluorocarbons.

For each statement below, write true or false.

8. CFC is another name for a chlorofluorocarbon.

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

10. All CFCs are synthetic chemicals.

11. CFCs usually react readily with other chemicals.

12. CFCs were developed as replacements for toxic refrigerants.

STUDY GUIDECHAPTER 1

atmosphere oxygen gas ozone ozone hole

stratosphere troposphere ultraviolet radiation

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Study Guide Chemistry: Matter and Change • Chapter 1 13

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

Define each term.

1. chemistry

2. matter

3. mass

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

Made of Matter Not Made of Matter

4. 10.

5. 11.

6. 12.

7. 13.

8. 14.

9. 15.


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

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

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

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

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


air magnetic field car feeling heat human body

light radio radio wave flashlight textbook thought

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Identify each branch of chemistry described.

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

22. The study of carbon-containing chemicals

23. The study of the components and composition of substances

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

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

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

Column A Column B

26. Organic chemistry

27. Physical chemistry

28. Biochemistry

29. Analytical chemistry

30. Inorganic chemistry

Answer the following questions.

31. Compare the macroscopic world with the submicroscopic world.

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

Section 1.2 continued


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

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

1.

2.

3.

4.

5.

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

Column A Column B

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

7. Refers to mass, volume, and temperature measurements

8. A variable controlled by the experimenter

9. The act of gathering information

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

STUDY GUIDE CHAPTER 1

conclusions experiments hypothesis scientific law theory

a. observation

b. qualitative data

c. quantitative data

d. independent variable

e. dependent variable

REVISED

REVISED THEORY

TH

EORY

Hypothesissupported by manyexperiments

Facts of nature acceptedas truth

Testable statement orprediction

OBSERVATIONSExisting knowledgeQualitative dataQuantitative data EXPERIM

ENTS

1.

4.

5.

2.

3.

HYPOTHESIS

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

11. A constant is a factor that

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

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

12. A control is a

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

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

13. A hypothesis is a(n)

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

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

14. A theory is a(n)

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

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

15. A model is a(n)

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

b. explanation that is supported by many experiments.

c. description of a relationship in nature.

d. tentative explanation about what has been observed.

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

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

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

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

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

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

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



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

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

1. Is undertaken to solve a specific problem

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

3. Is used to find CFC replacements

4. Was conducted by Molina and Rowland

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


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

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

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

8. What is technology?

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


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18 Chemistry: Matter and Change • Chapter 1 Chapter Assessment

Introduction to ChemistryIntroduction to Chemistry

Reviewing VocabularyMatch the definition in Column A with the term in Column B.

Column A Column B

1. A systematic approach used in all scientific study

2. Anything that takes up space and has mass

3. A chemical that protects organisms from UV radiation

4. Any substance with a definite composition

5. A visual, verbal, or mathematical explanation of howthings occur

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 anexperiment

9. The practical use of scientific research

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

CHAPTER ASSESSMENTCHAPTER 1

a. chemical

b. chlorofluorocarbon

c. model

d. matter

e. ozone

f. scientific method

g. conclusion

h. technology

i. chemistry

j. observation

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Chapter Assessment Chemistry: Matter and Change • Chapter 1 19

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.


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.


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Understanding Main Ideas (Part B)

Identify each piece of data as either qualitative or quantitative.

1. red

2. 100 pounds

3. 105°C

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.

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

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 Jupiter’s atmosphere.

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


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Thinking CriticallyIn 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 andwithout the 1996 phase-out of CFCs.

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 inthese predictions? Explain.

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

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

Ch

lori

ne

con

cen

trat

ion

(p

arts

per

bill

ion

)

Year

Concentration of Chlorine in the Stratosphere

1985 1990 1995 2000 2005 2010 2015 2020 2025 2030

With phase-out of CFCs

Without phase-out of CFCs

14

12

10

8

6

4

2


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Applying Scientific MethodsA chemist is studying the effects of minerals on plant growth. She knows that phosphorusstimulates plant growth. She decides to test the effects of different phosphorus concentrationson corn plants over a 20-day period.

1. What hypothesis might the chemist be testing?

2. What is the independent variable in the chemist’s experiment? What is the dependentvariable?

3. List three possible constants in the chemist’s experiment.

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


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After 20 days, the chemist organized her data into the following graph.

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

8. What practical application might the chemist’s experiment have?

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

Effects of Phosphorus Concentration on Corn-Plant Growth

0 5 10 15 20 25

30

25

20

15

10

5

0

Plan

t g

row

th (

hei

gh

t in

cm

)

Day

50% phosphorus

25% phosphorus

10% phosphorus

no phosphorus

Applying Scientific Methods, continued


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24 Chemistry: Matter and Change • Chapter 1

Student Recording Sheet

Name Date Class

Standardized Test PracticeMultiple Choice

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

1. 3. 5. 7.

2. 4. 6.

Short Answer

Answer each question with complete sentences.

8.

9.

10.

11.

12.

Extended Response


13.

14.

SAT Subject Test: Chemistry

15. 17. 19.

16. 18. 20.

CHAPTER 1

Assessment

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

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


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

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



Table ofContents

25

Reproducible Pages

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mini LAB 2Determine Density

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

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


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

3. Create a data table to record your observations.

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

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

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

Analysis

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

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

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

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

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CHEMLAB 2

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

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

Objectives• Predict whether the pre-

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

• Measure the volume andmass of pennies

• Draw conclusions basedon your analysis.

Materialswater 100-mL graduated

cylinder smallplastic cup

balance Pre-1982 pennies

(25) Post-1982 pennies

(25)

Metric ruler pencil graph paper graphing calculator

(optional)

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

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

Pre-Lab


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

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

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

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

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

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

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

1 5

2 10

3 15

4 20

5 25

Data Table for the Density of a Penny

7. Review the equation to calculate percent error.

Procedure

1. Read and complete the lab safety form.

2. Record all measurements in your data table.

3. Measure the mass of the plastic cup.

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

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

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

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

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

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

CHEMLAB 2


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

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

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

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

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

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

Inquiry Extension

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

CHEMLAB 2

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Converting UnitsConverting Units



4

CountryCurrency unitsper U.S. dollar

Exchange Rates

Belgium

Britain

Canada

France

Germany

Italy

Switzerland

Euro

42.70

0.66

1.48

6.98

2.07

2,051

1.64

1.06Source: The Economist, July 15, 2000

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

29020 06280 2

0

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

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

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

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

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

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

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

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

a. Which shopper gets the better deal?

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

Converting UnitsConverting Units



Exchange Rates

Currency units Country per U.S. dollar

Belgium 42.95

Britain 0.71

Canada 1.37

France 6.51

Germany 2.09

Italy 2,085

Switzerland 1.61

euro 1.02

4

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Precision and AccuracyPrecision and Accuracy



5

Ho

lePa

r1 5

2 4

3 4

4 4

5 3

6 5

7 4

8 3

9 4

Sco

re

36

10 4

11 3

12 5

13 4

14 4

15 4

16 3

17 5

18 4

Sco

re

36

Sco

re

72Tota

l

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

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

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

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

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

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

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

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

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


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200

150

100

50

0

Sound qualityPrice

Pric

e (i

n d

olla

rs) Excellent

Very Good

Good

Fair

Poor

Brands of Stereo Speakers

Mag

nas

ou

nd

Hi-

tech

nic

Ven

us

Tho

reau

Wo

lfvo

x

K-S

on

ic

Wal

’s B

est

Sou

nd

qu

alit

y

Interpreting GraphsInterpreting Graphs



6

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1. What kind of graph is this?

2. What variables are compared in the graph?

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

4. Which product costs the most? The least?

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

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

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

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

Interpreting GraphsInterpreting Graphs



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

Independent50%

Democrat25%

Republican19%

Other 6%

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

Source of Data: The Economist, July 15, 2000

Interpreting and Drawing GraphsInterpreting and Drawing Graphs

MATH SKILLS TRANSPARENCY MASTER


1

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

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

2. What does the circle represent?

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

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

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

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

6. What kind of graph did you make?

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

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

Interpreting and Drawing GraphsInterpreting and Drawing Graphs

MATH SKILLS TRANSPARENCY WORKSHEET


1

Political Supporters

Political affiliationPercent of general population who identify with the affiliation

Republican 25

Democrat 31

Independent 36

Other party 8

Source: The Economist, July 15, 2000

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Analyzing DataAnalyzing Data

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

Complete the following table.

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

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

Column A Column B

5. second

6. meter

7. kilogram

8. cubic meter

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

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

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

a. centi-

b. kilo-

c. milli-


Quantity Base unit Unit abbreviation

1. s

2. Mass

3. kelvin

4. Length

SI Base Units

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

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

c. A cube whose sides all measure exactly one meter

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

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

12. How many grams are in a kilogram?

13. How many liters are in a megaliter?

14. How many centimeters are in a meter?

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

16. What is density?

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

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

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

20. How are degrees Celsius converted to kelvins?



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

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

1.61 � 102 1.61 � 10 � 10

1.61 � 100 161 km

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

2.8 � 10�8 1,380,000

2. Change the following data into scientific notation.

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

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

In your textbook, read about dimensional analysis.


3. What is a conversion factor?

4. What is dimensional analysis?

Complete the following dimensional analysis problems.

5. Convert 50 kilograms into grams.

50 � 1000 /1 � 50,000

6. Convert 5 meters into centimeters.

5 � 100 /1 � 500

7. Convert 5 liters into kiloliters.

5 � 1 /1000 � 0.0005

8. Convert 5 centimeters into meters.

5 � 1 /100 � 0.05

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

55 / � 1000 /1 � 1 /60

� 1 /60 � 15


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

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

a. b. c.


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

a. error. c. measured value.

b. percent error. d. precise measurement.

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

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

b. accuracy. d. precision.

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

a. accepted values. c. experimental values.

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

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

a. accurate. c. both accurate and precise.

b. precise. d. accepted values.

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

a. a balance that is not set to zero

b. not reading a graduated cylinder at eye level

c. altering the procedure during an experiment

d. making the same error with each trial


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In your textbook, read about significant figures.

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

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

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

figure.

9. numbers are always significant.

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

11. Zeros that act as are not significant.

12. have an infinite number of significant figures.

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

In your textbook, read about rounding off numbers.

14. Round the following to four significant figures.

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

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

a. 2 significant figures c. 6 significant figures

b. 5 significant figures d. 7 significant figures

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

a. 3 significant figures c. 5 significant figures

b. 4 significant figures d. 7 significant figures

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

a. 51.2 kg � 64.44 kg

b. 6.435 cm � 2.18 cm

c. 16 m � 2.82 m � 0.05 m

d. 3.46 m/1.82 s



counting numbers estimated non-zero zeros

scientific notation significant figures placeholders

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Section 2.4 Representing DataIn your textbook, read about graphing.

Label each kind of graph shown.

1. 2.

Answer the following questions about the graphs.

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

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

In your textbook, read about line graphs.

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

5. Give the graph a title.

6. Choose the ranges for the axes.

7. Identify the independent and dependent variables.

8. Plot the data points.

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

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

11. Number and label each axis.

Jan

0

1

2

3

4

5

6

7

8

Months

Precipitation in Jacksonville (1961–1990)

Feb

Mar Apr

May Ju

n JulAug

Sep

OctNov

Dec

Ave

rag

e p

reci

pit

atio

n (

inch

es)

Carbontetrachloride

12%

CFC–1123%

CFC–1228%

CFC–1136%

HCFC–223%

Methylchloroform

10%Methyl

chloride 15% Hydrochloricacid 3%

Manufacturedcompounds

Natural sources

Sources of Chlorine in the Stratosphere


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Analyzing DataAnalyzing Data

Reviewing VocabularyMatch each term in Column A with its definition in Column B.

Column A Column B

1. base unit

2. derived unit

3. graph

4. scientific notation

5. accuracy

6. conversion factor

7. dimensional analysis

8. kelvin

9. percent error

10. precision

Use the following terms to complete the statements.

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.


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

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

c. The ratio of an error to an accepted value

d. A defined unit in a system of measurement that is based on anobject or event in the physical world

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

f. A unit in a system of measurement that is defined by combiningbase units

g. The SI base unit of temperature

h. A means of expressing numbers as a multiple of two factors: anumber between 1 and 10; and ten raised to a power, or exponent

i. A method of problem-solving that focuses on the units used todescribe matter, often using conversion factors

j. A visual display of data that may include plotting data on x- andy-axes

density liter kilogram

significant figures meter second

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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 areestimated 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 to1.234 � 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?

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 � 10�7 � 30 � 10�9


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Circle the letter of the choice that best answers the question. Use the following figure forquestions 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 andgood precision.

c. The arrows have been thrown accurately toward thebulls-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 aboutyour answer?

a. It has six significant figures.

b. It has three significant figures.

c. It’s 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 youranswer 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 youranswer 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 roundyour answer to four significant figures. Which answer is correct?

a. 12.66 cm b. 12.65 cm c. 12.60 cm d. 12.70 cm


1 2 3 4 5 6 7 8 910

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Thinking CriticallyA tennis racket needs to be both strong and stiff. But it also needs to be lightweight. Tennisrackets can be made of a number of different materials. The graphs below show some of theadvantages and disadvantages of different materials that are used in tennis racket frames. Usethe graphs to answer the questions.

1. Which material is the strongest?

2. Which material is the stiffest?

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

Density (g/cm3) Strength (GPa) Stiffness (GPa)

8

7

6

5

4

3

2

1

0

2.01.81.61.41.21.00.80.60.40.20.0

250

200

150

100

50

0

Stee

l

Stee

l

Stee

l

Alu

min

um

Alu

min

um

Alu

min

um

Wo

od

Wo

od

Wo

od

Nyl

on

Nyl

on

Nyl

on

Carb

on-f

iber

-re

info

rced

pla

stic

Carb

on-f

iber

-re

info

rced

pla

stic

Car

bo

n-f

iber

-re

info

rced

pla

stic


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Applying Scientific MethodsA chemistry student is given the task of analyzing three unknown samples. Her data is listedin Data Table 1. Use Data Table 1 to answer the questions below.

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

3. The student compares her data to the following chart in the back of her textbook. Can sheidentify Samples A, B, and C based on the data she recorded?


Data Table 1

Sample A Sample B Sample C

Trial 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

Table A Properties of Common Metals

Name 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

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4. What information would you suggest the student obtain so that she can more accuratelyidentify the samples?

5. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. What is thepercent error of the student’s data?

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

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 youabout conclusions drawn from the data?

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



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CHAPTER 2

Assessment



1. 4. 7. 10.

2. 5. 8. 11.

3. 6. 9.

Short Answer


12.

13.

14.

15.

16.


17. 18. 19. 20.

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

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


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

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



Table ofContents

51

Reproducible Pages

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mini LAB 3Observe Dye Separation

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

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


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

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

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

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

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

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

Analysis

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

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

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

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CHEMLAB 3

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

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

Objectives• Observe the reactants as

they change into product.• Separate a mixture by

filtration.• Predict the names of the

products.

Materialscopper wireAgNO3 solutionsandpaperstirring rod50-mL graduated

cylinder50-mL beakerfunnelfilter paper

250-mL Erlenmeyerflask

ring standsmall iron ringplastic petri dishpaper clipBunsen burnertongs

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

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

Pre-Lab


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

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

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

b. a physical change occurs.

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5. Distinguish between a homogeneous mixture anda heterogeneous mixture.

Procedure


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

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

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

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

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

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

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

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

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

11. Transfer the clear filtrate to a petri dish.

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

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

CHEMLAB 3

Tear corner

Time (min) Observations

5

10

15

20

Reaction Observations

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

evidence a chemical change occurred? Why?

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

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

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

Inquiry Extension

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

CHEMLAB 3

Cleanup and Disposal

1. Dispose of materials as directed by your teacher.

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

3. Wash hands thoroughly.

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Liq

uid

sta

te

Gas

eou

s st

ate

Solid

sta

te

States of MatterStates of Matter



7

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

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

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

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

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

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

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

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

States of MatterStates of Matter



7

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Conservation of MassConservation of Mass


Use with Chapter 3,Sections 3.2

8

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

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

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

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

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

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

Conservation of MassConservation of Mass


Use with Chapter 3,Sections 3.2

8

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Heterogeneousmixtures

dirt, blood,milk

lemonade, gasoline,steel

oxygen, gold,iron

salt, baking soda,sugar

Homogeneousmixtures ElementsCompounds

Matter

Mixtures

Can it be separatedby physical means?

Is the compositionuniform?

Can it be brokendown by ordinarychemical means?

Pure substances

yes no

yes no yes no

Types of MatterTypes of Matter



9

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

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

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

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

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

gold aluminum water

sugar oxygen platinum

salt chlorine brass

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

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

a. air e. finger paint

b. clay f. vinegar

c. homemade lemonade (with pulp) g. soil

d. oatmeal raisin cookie

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

Types of MatterTypes of Matter



9

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Chem

ical

Com

posi

tion

of

Sucr

ose

(by

mas

s)

Oxy

gen

51.3

0%

Carb

on42

.20%

Hyd

roge

n6.

50%

mas

s pe

rcen

tage

of

an e

lem

ent

(%) �

m

ass

of e

lem

ent

� 1

00%

mas

s of

com

poun

d

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



10

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

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

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

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

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

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

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

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



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++

Wat

er,

H2O

Pota

ssiu

m,

K

Rea

ctan

tsPr

od

uct

s

Hyd

rog

en,

H2

Pota

ssiu

m h

ydro

xid

e,K

OH

Visualizing the Conservation of MassVisualizing the Conservation of Mass



2

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

many are in the products?

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

are in the products?

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

many are in the products?

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

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

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

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

Visualizing the Conservation of MassVisualizing the Conservation of Mass



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Car

bo

n8.

44 g

carb

on

Hyd

rog

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30 g

hyd

rog

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gen

10.2

6 g

oxy

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51.3

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0 g

su

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6.50

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Finding Percent by Mass Finding Percent by Mass



3

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

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

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

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

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

a. What is the total mass of the sample?

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

Sodium

Hydrogen

Carbon

Oxygen

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

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

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

Finding Percent by Mass Finding Percent by Mass



3

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Matter—Properties and ChangesMatter—Properties and Changes

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

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

Matter is anything with (1) and volume. A

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

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

Substances have both physical and chemical properties. (4)

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

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

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

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

rust when exposed to air.

Label each property as either physical or chemical.

7. Chemical formula H2O

8. Forms green carbonate when exposed to moist air

9. Remains unchanged when in the presence of nitrogen

10. Colorless

11. Solid at normal temperatures and pressures

12. Ability to combine with another substance

13. Melting point

14. Liquid at normal temperatures and pressures

15. Boiling point is 100°C

16. Conducts electricity

17. Density is 1g�cm3


chemical mass physical

density properties substance

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In your textbook, read about states of matter.

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

18.

19.

20.


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

22. A solid has definite shape and volume.

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

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

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

26. Liquids tend to contract when heated.

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

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



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

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

Physical Change Chemical Change

1. 9.

2. 10.

3. 11.

4. 12.

5. 13.

6. 14.

7. 15.

8. 16.


Column A Column B

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

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

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

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

21. The starting substances in a chemical reaction

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

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


boil crumple crush explode

burn ferment freeze grind

condense melt oxidize rot

corrode rust tarnish vaporize

a. chemical change

b. reactants

c. products

d. chemical equation

e. law of conservationof mass

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

Use the words below to complete the concept map.

In your textbook, read about separating mixtures.


Column A Column B

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

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

9. Separates substances based on their movement through aspecial paper

10. Separates solids from liquids by using a porous barrier

matter

homogeneousmixtures

substances 1.

3.2.

4. 5.

6.

mixtures


heterogeneous salt–water mixture sand–water mixture

mixtures solutions water

a. filtration

b. distillation

c. crystallization

d. chromatography

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


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

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

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

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

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

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

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

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

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

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

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

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

Label each substance as either an element or a compound.

7. silicon 10. nickel

8. sodium chloride 11. ice

9. francium

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

12. neon 15. titanium

13. calcium 16. fluorine

14. iron

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

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

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

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

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

mass of element��mass of compound


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

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

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

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

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

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

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

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

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

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



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

H2O 16 g 2 g 22.

H2O2 32 g 2 g 23.

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Matter—Properties and ChangesMatter—Properties and Changes

Reviewing VocabularyMatch the definition in Column A with the term in Column B.

Column A Column B

1. A homogeneous mixture

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

3. States that regardless of the amount, a compound is alwayscomposed of the same elements in the same proportion by mass

4. States that different masses of one element combine with thesame relative mass of another element to form differentcompounds

5. The grid organizing elements into periods and groups

6. The ratio of the mass of each element to the total mass ofthe compound

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

8. A separation technique that results in the formation ofpure solid particles from a solution

9. A technique that separates the components of a mixture

10. A form of matter with a constant volume that takes theshape of its container

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


12. chemical property, physical property

13. substance, mixture


a. law of multipleproportions

b. percent by mass

c. periodic table

d. law of conservationof mass

e. law of definiteproportions

f. solution

g. crystallization

h. chromatography

i. states of matter

j. solid

k. liquid

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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

9. alloy

10. element

11. gas

12. vapor

Circle the item that is an example of the term.

13. compound

salt air nickel

14. homogeneous mixture

silicon air nickel

15. element

salt brass aluminum


a. gold

b. methane

c. steam

d. sterling silver (silver and copper)

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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

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


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Thinking CriticallyAnswer the following questions.

1. If 2 g of element X combines with 7 g of element Y to form compound XY, how manygrams 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-sium, 32.00 g of oxygen, and 2.02 g of hydrogen. Find the mass percentage of each ele-ment in milk of magnesia.

a. Mg

b. O

c. H

d. Which law do these data support?


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Applying Scientific MethodsA chemist recorded the following data in an experiment to determine the composition of foursimilar samples extracted from four different sites.

1. What is the ratio of the mass of A to the mass of B in each sample? Write your answersin the appropriate column of the data table.

2. How do these ratios compare?

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?


Sample Mass of sample (g) Mass of A (g) Mass of B (g) Mass A/Mass B

1 9.63 6.42 3.21

2 95.62 63.75 31.87

3 40 32 8

4 25.5 17.0 8.5

Data Table

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5. Calculate the mass percentage of A in each of the chemist’s samples. Show your 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?

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



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1. 4. 7.

2. 5. 8.

3. 6. 9.

Short Answer


10.

11.

12.

13.

14.

15.

16.


17. 18. 19.

CHAPTER 3

Assessment

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

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


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

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

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

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

Table ofContents

Reproducible Pages

81

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mini LAB 4Model Isotopes

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

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

Procedure1. Read and complete the lab safety form.

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

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

Analysis

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

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

mass contribution = (% abundance)(mass)

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

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

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

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CHEMLAB 4

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

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

Objectives• Observe the impact of

the weights of differentsub-atomic particles onthe element.

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

• Calculate theaverage mass ofyour element.

• Compare this element with elementsobserved innature.

Materialsbalancecalculatorbag of snack mix

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

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

Pre-Lab


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

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

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

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

CHEMLAB 4

Item Quantity Mass Notes

1

2

3

4

5

Procedure


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

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

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

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

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

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

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


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

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

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

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CHEMLAB 4

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

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

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

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

Inquiry Extension

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

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Electricallycharged plates

��

�

S

N

Magnet

��Voltage source

Hole

AnodeGas at

low pressureCathode

��

A

C

B

Cathode Ray ExperimentsCathode Ray Experiments



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1. What is a cathode ray?

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

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

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

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

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

Cathode Ray ExperimentsCathode Ray Experiments



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Electrons

Alpha particle path

Evenly distributedpositive charge

�

��

�

�

�

��

�

�

��

Electrons

Alpha particle path

Nucleus�

��

�

�

�

��

��

�

�

�

Diagram A

Diagram B

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



12

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

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

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

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

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

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



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Pro

ton

sN

eutr

on

sEl

ectr

on

s

Pota

ssiu

m-3

919 20 19

Pota

ssiu

m-4

019 21 19

Pota

ssiu

m-4

119 22 19

19e�

19p

�19

p�

19p

�

19e�

19e�

20n

021

n0

22n

0

IsotopesIsotopes



13

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IsotopesIsotopes



13

1. What do the following symbols represent?

a. e�

b. n0

c. p�

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

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

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

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

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

a. potassium-39

b. potassium-40

c. potassium-41

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

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

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Rad

iati

on T

ype

Com

posi

tion

Hel

ium

nu

clei

(alp

ha

par

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es)

42�

Alp

ha

Sym

bol

Char

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rist

ics

of A

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, Bet

a, a

nd G

amm

a R

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Mas

s (a

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Char

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Radioactive ParticlesRadioactive Particles



14

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

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

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

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

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

Radioactive ParticlesRadioactive Particles



14

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Calculating Atomic MassCalculating Atomic Mass



4

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

Analyze the Problem

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

Known Unknown

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

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

Solve for the Unknown

Calculate each isotope’s contribution to the atomic mass.

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

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

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

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

Evaluate the Answer

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

Isotope Abundance for Element X

Isotope Mass Percent (amu) abundance

6X 6.015 7.50%7X 7.016 92.5%

1.

2.

3.

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

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

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

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

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

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

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

Calculating Atomic MassCalculating Atomic Mass



4

Isotope Mass (amu) Percent abundance

185X 184.953 37.40

187X 186.956 62.60

Isotope Mass (amu) Percent abundance

113X 112.904 4.30

115X 114.904 95.70

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The Structure of the AtomThe Structure of the Atom

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


1. Ancient philosophers regularly performed controlled experiments.

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

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

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

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

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

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

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

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

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


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


Column A Column B

1. Proposed the nuclear atomic model

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

3. Calculated the mass of an electron

Draw and label a diagram of each atomic model.

4. plum pudding model

5. nuclear atomic model

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

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

STUDY GUIDE CHAPTER 4

a. Thomson

b. Millikan

c. Rutherford

Particle Symbol Location Relative Charge Relative Mass

6. Proton

7. n

8. 1/1840

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


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

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

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

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

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


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

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

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

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

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

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

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

In your textbook, read about isotopes and mass number.

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

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

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

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


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

Answer the following question.

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

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

18. neon-22 20. cesium-133

19. helium 21. uranium-234

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

22.

23.

In your textbook, read about mass of individual atoms.

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

24. The mass of an electron is

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

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

25. One atomic mass unit is

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

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

c. exactly the mass of one proton.

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

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

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

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

c. the mass of the atom’s electrons.

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



2412Mg

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Use the figures to answer the following questions.

27. What is the atomic number of osmium?

28. What is the chemical symbol for niobium?

29. What is the atomic mass of osmium?

30. What units is the atomic mass reported in?

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

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

32.

33.

Osmium

76

Os190.23

Niobium

41

Nb92.906



Isotope Mass (amu) Percent Abundance

63X 62.930 69.17

65X 64.928 30.83


35X 34.969 75.77

37X 36.966 24.23

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�

�

�

�

�

Positive plate

HoleLead block

Radioactivesource

Gamma rays(no charge)

Zinc sulfidecoated screen

Betaparticles

(1� charge)

Alphaparticles

(2� charge)Negative plate

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


Column A Column B

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

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

3. The process in which an unstable nucleus loses energyspontaneously

4. Fast-moving electrons

In your textbook, read about types of radiation.

Use the diagram to answer the questions.

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

6. Explain why the gamma rays do not bend.

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

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


a. nuclear reaction

b. beta radiation

c. radiation

d. radioactive decay

Radiation Type Composition Symbol Mass (amu) Charge

8. Alpha

9. 1/1840

10. High-energy electromagnetic radiation

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The Structure of the AtomThe Structure of the Atom

Reviewing VocabularyMatch each definition in Column A with the term in Column B.

Column A Column B

1. Radiation deflected toward the positively charged plate

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

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

5. The weighted average mass of an element’s isotopes

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

7. Radiation deflected toward the negatively charged plate

8. The rays and particles emitted by radioactive material

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

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


14. mass number, atomic number

15. nuclear reaction, nuclear equation


a. atom

b. nucleus

c. atomic mass

d. isotopes

e. gamma ray

f. alpha radiation

g. beta radiation

h. atomic massunit

i. radiation

j. Dalton’s atomictheory

k. cathode ray

l. radioactivity

m. radioactivedecay

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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 atom’s nucleus contains its protons and electrons.

8. Neutrons have no electrical charge.

9. Beta particles have a charge of 2�.

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

Complete the table below.


Isotope Symbolic Notation Number of Protons Number of Electrons Number of Neutrons

11. Hydrogen-1 1 1 0

12. 31H

13. 8 10

14. Copper-65 36

15. 23592U

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

Column A Column B

1. Isotope in which the number of neutrons is six more than theisotope’s atomic number

2. Copper-63

3. Copper with seven neutrons more than its atomic number

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

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

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

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

8. Isotope in which the difference between the neutrons and numberof protons is 4


9. Calculate the atomic mass of gallium (Ga). Gallium has two isotopes: 69Ga and 71Ga.69Ga has a relative abundance of 60.12% and an atomic mass of 68.9257 amu. 71Ga has arelative 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 theelement. Show all your work.


a. 178O

b. 6329Cu

c. 126C

d. 5024Cr

e. 146C

f. 6529Cu

g. 5224Cr

h. 5424Cr


27X 27.977 92.23

28X 28.976 4.67

29X 29.974 3.10

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Thinking CriticallyAntimony (Sb) has two stable isotopes. 121Sb has a mass of 120.90 amu. 123Sb has a mass of122.90 amu.

1. What is antimony’s atomic mass? Use the periodic table.

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


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Applying Scientific MethodsData Table I is a chemist’s record of data about six isotopes.

Data Table I

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

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

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

Data Table II


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

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

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3. Assume that Isotope 1 is an isotope of element X and that all the isotopes of X are listedin Data Table II. Determine the atomic mass of X. Show all your work.

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

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 Number of Protons Number of Electrons Number of Neutrons Mass (amu)

Isotope 7 24 24 31 54.939

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CHAPTER 4

Assessment



1. 4. 7. 10.

2. 5. 8.

3. 6. 9.

Short Answer


11.

12.

13.

Extended Response


14.

15.

16.


17. Statement 1:

Statement 2:

18. Statement 1:

Statement 2:

19. Statement 1:

Statement 2:

20. Statement 1:

Statement 2:

21. Statement 1:

Statement 2:


Chemistry: Matter and Change Teacher Guide and Answers 109Fast Files, Chapters 1-4 Resources

TEACHER GUIDE AND ANSWERS

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CHAPTER 1

MiniLab 1 – Developing ObservationSkills

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, theremight not be enough information to explain orinfer what is occurring.

Expected Results: When the toothpick touchesthe milk, the detergent temporarily destroys thesurface tension. The colors move to the outside ofthe dish. The detergent emulsifies any fat in themilk. Convection-like currents are established,causing the colors to move from the outsidetoward the center.

ChemLab 1 – Identify the WaterSource

Pre-Lab

2. Students might hypothesize that hard water anddetergent produces fewers suds and that relativesudsiness: distilled water > soft water > hardwater.

4. Safety glasses and lab apron; washing soda canirritate the skin and eyes.

5. You could adjust by adding the same number ofadditional drops of detergent to the other tubes.

6. 8.8 GPG


1. Answers will depend on which sample is softwater and which is hard water. The soft waterproduces the most suds. The hard waterproduces the least suds.

2. According to the background introduction, thesoft water came from Community A. The hardwater came from Community B.

3. 7.3 mg Mg/0.05L = 147 mg Mg/L; hard

4. Independent variable, volume of water samplesand amount of detergent; dependent variable,amount of suds produced; No, there was not acontrol in this experiment. Distilled water could

have been used as a control because it does nothave minerals dissolved in it. Comparison ofresults will vary.

5. The volume of the liquids and the detergentcould be measured with more precision.

Inquiry Extension

There are a number of products that claim tosoften water. Visit a grocery store or homeimprovement store to find these products anddesign an experiment to test their claims.Student designs will vary but should include anindependent variable, dependant variable, and acontrol.

Teaching Transparency 1 – Earth’s Atmosphere

1. the troposphere

2. the troposphere

3. the stratosphere

4. the troposphere

5. Ozone forms in the stratosphere when oxygengas is struck by ultraviolet radiation. The energyfrom the radiation breaks apart the gasmolecules, which then can interact to formozone.

6. The highest concentrations of ozone are foundover the equator. The lowest concentrations arefound over the north and south poles.

7. the Sun

8. Ultraviolet radiation helps to warm Earth’ssurface.

9. Answers will vary. Ultraviolet radiation cancause sunburn, skin cancer, and cataracts inhumans. It can also harm plants and animals,affecting the food supply.

10. The ozone layer absorbs much of the ultravioletradiation before it reaches Earth’s surface.

Teaching Transparency 2 – AScientific Method

1. A scientific method is a systematic, organizedapproach used in all scientific study to doresearch and verify the work of others.

109_130_CMC_FF_878760.qxd 04/14/2007 12:46 PM Page 109 Printer PDF

110 Teacher Guide and Answers Chemistry: Matter and ChangeFast Files, Chapters 1-4 Resources

2. Making observations; examples include anyinformation gathered by using the five senses orby making measurements.

3. Answers should include that a hypothesis is atestable, tentative statement of explanation forobservations.

4. Both are tentative explanations of scientificphenomena, subject to revision based on newdata. However, a theory is supported by manyexperiments and lines of evidence.

5. An independent variable is a variable that iscontrolled by the experimenter. The dependentvariable is the variable that may change inresponse to the changes in the independentvariable.

6. Answers will vary. One possible hypothesis isthat the stagnant water kills tadpoles. One wayto test the hypothesis is to raise tadpoles inaquariums that have different levels of aeration.

7. Answers will vary. One possible hypothesis isthat the salt lowers the freezing point of water.One way to test the hypothesis is to comparethe temperatures at which ice freezes with saltand without salt.

Teaching Transparency 3 – Laboratory Safety

1. Answers may include any of the following: readthe entire lab assignment, read all cautionstatements, review all safety symbols, ask theteacher questions if necessary, dressappropriately, tie back long hair, and removecontact lenses.

2. Flush the area immediately with large quantitiesof cool, running water and inform the teacherof the incident.

3. The label should be read three times: beforepicking up the container, while holding thecontainer, and when putting the container back.

4. Always add the acid slowly to water.

5. Safety goggles should be worn whenever aperson is working in the lab. Gloves should beworn when chemicals are used that causeirritations or can be absorbed through the skin.

6. Very loose-fitting clothes, long sleeves, open-toed shoes, and dangling jewelry should not beworn in the lab.

7. Clean and put away all equipment, clean thework area, make sure the gas and water faucetsare turned off, and wash your hands with soapand 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 thechanges that it undergoes.

2. Matter is anything that has mass and takes upspace.

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


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18. true

19. true

20. false

21. biochemistry

22. organic chemistry

23. analytical chemistry

24. inorganic chemistry

25. physical chemistry

26. c

27. a

28. d

29. e

30. b

31. The macroscopic world can be seen without theaid of a microscope. The submicroscopic worldis so small that it cannot be seen with the typesof microscopes used in the biology lab.

32. Macroscopic events depend on events at theatomic and subatomic (submicroscopic) levels.By understanding the submicroscopic events ofmatter, chemists hope to explain and betterunderstand macroscopic events.

Section 1.3 Scientific Methods

1. hypothesis

2. experiments

3. conclusions

4. theory

5. scientific law

6. b

7. c

8. d

9. a

10. e

11. d

12. b

13. c

14. b

15. a

16. scientific method

17. ultraviolet light

18. ozone

19. hypothesis

20. model

21. chlorine

Section 1.4 Scientific Research

1. A

2. P

3. A

4. P

5. before picking up the container, while holding the container, and when returning the containerto its place

6. Scientists usually look to see what pure researchhas been done in the area related to theproblem.

7. contact lenses, loose clothing, open-toed shoes,and dangling jewelry

8. Technology is the practical use of scientificinformation obtained from both pure andapplied research.

9. Answers will vary. Students may say that theyare more interested in working in pure researchbecause they are curious about nature and donot want to be guided by a specific problem.Others may say that they would prefer to workin applied research because its purpose andbenefits are immediately evident.

Chapter Assessment - Chapter 1 —Introduction to Chemistry

Reviewing Vocabulary

1. f

2. d

3. e

4. a

5. c

6. i

7. j

8. g

9. h


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10. b

11. Both describe matter. Qualitative data isnonnumerical information such as color andodor. Quantitative data is numericalinformation that describes variables that can bemeasured, such as mass and volume.

12. Both are explanations of observations. Ahypothesis is a tentative explanation. A theory isan explanation that is supported by manyexperiments.

13. Both are quantities that can have multiplevalues. The value of the independent variable inan experiment is controlled by theexperimenter. The value of the dependentvariable depends on the value of theindependent variable.


1. b

2. c

3. b

4. d

5. d

6. Answers will vary. The two are different levelsof matter. People see the macroscopic level, notthe submicroscopic; however, chemical eventsthat occur at the submicroscopic, or atomic,level affect what people see.

7. When ultraviolet radiation from the Sun causesCFCs in the atmosphere to break down, thechlorine in the CFCs destroys the ozone in theatmosphere, thus depleting the ozone layeraround Earth.

8. The thinning of the ozone layer causesorganisms to be overexposed to the Sun’sultraviolet radiation, which may lead tosunburn, skin cancer, cataracts, lowering ofcrop yields, and disrupted food chains.

9. Answers will vary and may include thefollowing: study the lab assignment, tie backlong hair, remove contact lenses, and avoidwearing loose clothing or dangling jewelry.


1. qualitative

2. quantitative

3. quantitative

4. qualitative

5. qualitative

6. qualitative

7. quantitative

8. qualitative

9. qualitative

10. quantitative

11. applied research

12. pure research



15. pure research

16. pure research


Thinking Critically

1. Chlorine concentrations will gradually decrease.

2. The independent variable is the phasing out ofthe production of CFCs because it is thevariable being controlled. The dependentvariable is the concentration of chlorine in thestratosphere because it depends on the phasingout of CFCs.

3. The agreement to phase out CFC productionwill result in lower levels of chlorine in thestratosphere.

4. Answers will vary. A possible hypothesis is thatwith decreased concentrations of chlorine inthe stratosphere, the ozone layer will stopthinning or will replenish itself.

Applying Scientific Methods

1. Answers may vary. A possible hypothesis is thatplants receiving higher concentrations ofphosphorus grow faster than plants receivinglower concentrations of phosphorus.

2. The independent variable is the concentrationof phosphorus applied to the plants. Thedependent variable is the amount of plantgrowth.

3. Possible answers include the type of plantgrown, the age of the plants, the amount andfrequency of water given to the plants, the type


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of soil and pots the plants are grown in, theamount of sunlight received by the plants, theweather conditions the plants are subjected to,and so on.

4. the mass and height of each plant every day for20 days

5. the appearance of each plant, possibly includingits color and the texture of its leaves

6. Data tables should indicate which plant receivedwhich concentration of phosphorus and shouldinclude a place to record the growth andappearance of each plant over 20 days.

7. Corn-plant growth increases with increasedconcentration of phosphorus up to a point.Applying 50% phosphorus does not enhanceplant growth any more than does applying 25%phosphorus.

8. Answers might include using phosphorussupplements to increase the food supply or toincrease the cost effectiveness of growing cornplants. For example, if applying 25%phosphorus is as effective as applying 50%phosphorus, then farmers can save money byapplying only 25% phosphorus to their corncrops.

9. Possible answers include conducting anexperiment to find the exact level at whichincreased phosphorus concentration stopsenhancing plant growth, by using smallerincrements in phosphorus concentration. Asecond experiment might test whether toomuch phosphorus retards plant growth. A thirdexperiment might test whether the results fromthe original experiment would be repeated ifother types of plants were used.

CHAPTER 2

MiniLab 2 – Determine DensityAnalysis

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 andcalculate its area. Measure the diameter of thehole and calculate its area. Subtract the area of

the hole from the area of the washer andmultiply the answer by the thickness of thewasher.

Expected Result: Density is determined ing/mL by dividing mass by volume.

ChemLab 2 – Use Density to Date aCoin

Pre-Lab

3. Increasing the mass of an object will increasethe density if the volume is held constant.

4. The post-1982 pennies should be more densesince they contain more Zinc.

5. From 1864 to 1962 pennies were 95% copperand 5% tin and zinc. Since tin is heavier thanzinc, the pre-1962 pennies will be more dense.

6. The mass of the object could be calculated afterdetermining the composition of the object, andthen density could be calculated.

7. % error =


1. Refer to the Solutions Manual.

2. Refer to the Solutions Manual.

3. The slope for pre–1982 penny is 7.1g/mL. Theslope for post–1982 penny is 9.0 g/mL.

4. Verifying the slopes of the lines give you thedensity of the pre–1982 pennies and density ofthe post–1982 pennies.

5. Both pennies have similar volume but the massis different, therefore the density is different.Mass can be used to identify both pre and post1982 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 accurateresults could be achieved with a graduatedcylinder that reads a more accurate volume.Make sure the pennies are dry before they aremassed.

observed value – true valuetrue value *100%


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Teaching Transparency 4 –Converting Units

1. Students should use any of the conversionsshown to calculate that the item costs $85.

2. At 1.06 per dollar, the euro is closest in value tothat 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. 1.25DM (German marks) divided by 2.07DM/dollar = $0.60. Therefore, the French conecosts more U.S. dollars.

5. The game costs slightly more today than itwould have six months ago. 570 FF divided by6.51 FF/dollar = $87.56.

6. a. The German shopper gets the better deal. 12SF divided by 1.61 SF/dollar = $7.45 and 12DM divided by 2.09 DM/dollar = $5.74.

b. If the price is in euros, then the cost is thesame for each shopper.

Teaching Transparency 5 – Precision and Accuracy

1. Shegecki’s game was most accurate.

2. Anne-Marie’s game was most accurate andprecise.

3. Marguerite’s game is precise, but not accurate.

4. Jon is neither accurate nor precise in his golfgame.

5. Accept all supported answers. Students may saythat accuracy is more important because itdetermines the winner. Students may say thatprecision is more important because it is abetter gauge of a player’s skill and a betterpredictor of his or her performance on futuregames.

6. Answers will vary. Students should recognizethe similarity between accepted value in anexperiment and par in golf. They should note,however, that in golf, variables are not heldconstant as they are in experiments. Also, theway in which data are produced in multipleexperimental trials does not vary, whereas theway in which the results of a golf game arereached does vary.

Teaching Transparency 6 – Interpreting Graphs

1. It is a bar graph.

2. The graph compares sound quality and pricefor different brands of speakers.

3. Magnasound has the best sound quality. Wal’sBest has the worst.

4. Wolfvox costs the most. Wal’s Best costs theleast.

5. Accept all answers that are supported by thedata. Students might choose Magnasoundbecause it has the best sound quality.

6. Accept all answers that are supported by thedata. Students might choose Thoreau because ithas the best sound quality for the given price.

7. Accept all answers that are supported by thedata. Students might choose Hi-technic becauseit has the best sound quality below $200. Theonly product with (slightly) better soundquality costs more than $200.

8. Accept all answers that are supported by thedata. Students might say that Thoreau is thebest deal because it has the highest soundquality per dollar. Others might say that Hi-technic is the best deal because it offers almostthe highest sound quality of all the products,but at a lower price than Magnasound. Studentsmight suggest that Wolfvox is the worst dealbecause it costs the most, but has only averagesound quality. There are products with bettersound 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 peopleaged 18–21 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 areindependent.

5. graph

6. Answers may vary, but a bar graph would be aclear way of presenting the comparison of data.

7. Both groups are divided among affiliations in asimilar manner: most say they are independent.


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However, a smaller portion of the generalpopulation says they are independent.

8. The greatest difference is the decrease in thepercentage of people in the general populationwho say they are independent.

Study Guide - Chapter 2 – AnalyzingData

Section 2.1 Units and Measurement

1. Time, Second

2. Kilogram, kg

3. Temperature, K

4. Meter, m

5. b

6. d

7. a

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

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

12. 1000 g

13. 1,000,000 liters

14. 100 cm

15. Base units are defined units based on specificobjects or events in the physical world. Derivedunits are defined by combining base units.

16. Density is a ratio that compares the mass of anobject to its volume.

17. Canned goods are more dense than papergoods. They have more mass per unit volume.Thus, for the same volume, the canned goodshave more mass than the paper goods. Thegreater mass is more difficult to lift.

18. Answers may vary. Students should note thatdensity is defined as the mass of an objectdivided by its volume. Thus, algebraically, youcan determine that an object’s volume is equalto its mass divided by its density.

19. analyze, solve, and evaluate

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

b. 8.394 � 109 s

c. 4. � 10-4 g

d. 3 � 10-2 cm

3. A conversion factor is a ratio of equivalentvalues used to express the same quantity indifferent units.

4. a method of problem solving that often usesconversion 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)

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


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14. a. 12.56 km

b. 1.001

c. 100.0

d. 23.34

15. a. 13

b. 12.738

c. 12.7835

d. 12.78346

16. a. 121

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

Section 2.4 Representing Data

1. circle graph

2. bar graph

3. 60%

4. August; November

5. 7

6. 3

7. 1

8. 5

9. 2

10. 6

11. 4

Chapter Assessment – Chapter 2 —Analyzing Data


1. d

2. f

3. j

4. h

5. e

6. b

7. i

8. g

9. c

10. a

11. second

12. meter

13. kilogram

14. liter

15. Density

16. Significant figures


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

6. 1 s ÷ (1 � 103 ms/s) = 1 � 103 s

7. 34 g � 109ng/g = 3.4 � 1010ng

8. 1 � 1015 or 1,000,000,000,000,000

9. 2 � 104 or 20,000

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

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

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

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

= 4. � 10-7 = 4.7 � 10-7


1. d

2. c

3. b

4. d

5. a

6. a

Thinking Critically

1. carbon-fiber-reinforced plastic

2. steel

3. Accept any graph that displays the data givenand is labeled properly. Students may make a


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bar graph, in which aluminum, steel, and woodhave bars of length 1, nylon has a bar of length2, and carbon-fiber-reinforced plastic has a barof length 3.

4. No; although steel is strong, stiff, andinexpensive, it is also very dense.

5. Answers will vary. Students may say that theywould prefer a racket with a frame made ofcarbon-fiber-reinforced plastic because it isstrong, stiff, and not very dense.


1. Sample A: 8.060 g/mL

Sample B: 8.836 g/mL

Sample C: 7.24 g/mL

2. The student’s measurements for Samples A andC are very precise. The data for these twosamples is consistent.

3. Accept all supported answers. Students maysuggest that Sample A could be iron, Sample Bcould be either copper or nickel, and Sample Ccould be tin. Students should suggest thatadditional information is needed and perhapsfurther tests need to be made before thesamples can be identified accurately.

4. Students may suggest noting the color of eachmetal. Color is probably the most practical anddistinguishing feature of the metals.

5. percent error = error/accepted value � 100%percent error of sample A = 8.92 g/mL 8.060g/mL ÷ 8.92 g/mL � 100% = 9.64% percenterror of sample B = 8.90 g/mL – 8.836 g/mL ÷8.90 g/mL � 100% = 0.719 % percent error ofsample C = 7.28 g/mL – 7.24 g/mL ÷ 7.28 g/mL� 100% = 0.549%

6. A bar graph would best compare the densitiesof each sample because the relative heights ofthe bars would compare the density of eachsample. A pie chart would not make sense inthis case because there are no parts or whole.Students may also make a case for line graphs;however, the curves will be difficult to comparebecause the data points are very close.

7. Although both Samples B and C have a lowpercent error based on average mass anddensity, only Sample C was measuredaccurately. Looking only at the averages and

percent error can be misleading. Conclusionsdrawn from the data on Samples A and B couldlead to misidentification of the metals. Only thedata for Sample C is reliable.

8. Accept all reasonable answers. Students maysuggest that she note the appearance of hersamples next time, that she measure only thesample and not the container it is in, that sheuse proper rounding conventions whenrecording data, or that she ensure that herequipment is calibrated so that hermeasurements will be more accurate.

CHAPTER 3

MiniLab 3 – Observe Dye SeparationAnalysis

1. Drawings should show the filter paper with theink spot in the center and different dyesspreading out from the center.

2. Different components of the ink have varyingattraction for the filter paper. Therefore, thecolors that comprise the ink will be deposited atdifferent distances from the center of the paper.

3. Answers will vary. Different makes and types ofblack ink have different dyes in them.

Expected Results: As the water spreads out onthe paper, different dyes in the ink will spread outfrom the center and be deposited on the filterpaper at different distances from the center.

ChemLab 3 – Identify the Products ofa Chemical Reaction

Pre-Lab

3. A physical property is a characteristic that canbe observed or measured without changing thesubstance’s composition—for example, color,shape, or mass. A chemical property is theability of a substance to combine with orchange into one or more other substances—forexample, reactivity with water.

4. a. You might observe a change in color orodor, the evolution of heat or light, theabsorption of energy, or the formation of agas, liquid, or different solid. A differentproduct will form.


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b. You might observe a change in shape or inphysical state, such as boiling, condensing,freezing, melting, evaporating, dissolving, orcrystallizing.

5. A homogeneous mixture is one in which one ormore substances are evenly distributedthroughout another substance. A heterogeneousmixture is one in which there is an observableseparation of component substances.


1. A grayish solid formed on the wire. Thesolution turned blue-green. Yes, a solid formedand a color change occurred. The products aresilver 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 andhomogeneous

Inquiry Extension

The copper wire might not have been clean.The better observations will be more detailed.

Teaching Transparency 7 – States ofMatter

1. solid, liquid, gas

2. solid

3. gas

4. liquid and gas

5. The gas molecules will be spaced farther apartin a large container than in a small containerbecause the molecules in a gas spread out to fillthe entire volume of a container.

6. The liquid’s volume remains the same,regardless of the size of the container.

7. When the ice cubes melt, the resulting liquidwater will not fill the glass because there wereair spaces within the ice cubes. The liquid willconform to the shape of the container and fill itonly partially.

8. The liquid water will not fill the containerbecause the molecules of the liquid will bemuch closer together than the molecules of thesteam were.

Teaching Transparency 8 –Conservation of Mass

1. A chemical reaction occurs in whichmercury(II) oxide becomes liquid mercury andoxygen gas.

2. Mass is neither created nor destroyed in anyprocess.

3. Massreactants = Massproducts


Massmercury(II) oxide = Massmercury + Massoxygen

15.00 g = Massmercury + 1.11 g

Massmercury = 13.89 g


Massmercury(II) oxide used in the reaction = Massmercury+ Massoxygen

10.00 g – 1.35 g = 8.00 g + Massoxygen

Massoxygen = 0.65 g


Massmercury(II) oxide = Massmercury + Massoxygen

Massmercury(II) oxide = 12.5 g + 1.0 g

Massmercury(II) oxide = 13.5 g

Teaching Transparency 9 – Types ofMatter

1. mixtures and pure substances

2. A mixture can be separated into its componentsubstances by physical means; however, a puresubstance cannot.

3. A compound can be broken down chemicallyinto smaller substances; however, an elementcannot.


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Time Observations

(min)

5 Students should observe gradual formation of gray solid on the copper

10 wire. The solution will turn blue-green.

15

20

Flame test: blue-green color

Reaction Observations



4. No; according to the diagram, a heterogeneousmixture can be separated into its componentsby physical means. A compound cannot beseparated into its components by physicalmeans.

5. gold, aluminum, oxygen, chlorine, platinum

6. A homogeneous mixture has a uniformcomposition, whereas a heterogeneous mixturedoes not. Thus, if you can see the differentcomponents in a mixture, then it is aheterogeneous mixture.

7. a. homogeneous

b. heterogeneous

c. heterogeneous

d. heterogeneous

e. homogeneous

f. homogeneous

g. heterogeneous

8. Separation methods include filtration,distillation, crystallization, andchromatography.

Teaching Transparency 10 – MassPercentage and the Law of DefiniteProportions

1. It is sucrose.

2. 42.20%; the mass percentage of carbon isconsistent regardless of the amount of sucrose;this is the law of definite proportions.

3. mass percentage of oxygen = mass ofoxygen/mass of sucrose � 100%

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

mass of oxygen = 51.30% � 50.00 g/100% =25.65 g

4. mass percentage of carbon = mass ofcarbon/mass of sucrose � 100%

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

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

5. mass percentage of hydrogen = mass ofhydrogen/mass of sucrose � 100%

6.50% = mass of hydrogen/6.0 g � 100%

mass of hydrogen = 6.50% � 6.0 g/100% = 0.39 g

6. mass percentage of an element (%) = mass ofelement/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 dividedinto two wedges: one representingapproximately 60% of the circle and onerepresenting approximately 40% ofthe circle.

Math Skills Transparency 2 –Visualizing the Conservation of Mass

1. 2; 2

2. 2; 2

3. 4; 4


If the reactants total 15 g, then the products willtotal 15g.


There will be 6 molecules of potassiumhydroxide and 12 atoms of hydrogen.

6. Massreactants =Massproducts

Masswater = Masshydrogen + Massoxygen

Masshydrogen = Masswater – Massoxygen

Masshydrogen = 36 g – 32 g = 4 g


Masssodium + Masschloride = Masssodium chloride

Masssodium = Masssodium chloride – Masschloride

Masssodium = 116.90 g – 70.9 g = 46.0 g

Math Skills Transparency 3 – FindingPercent by Mass

1. 100%

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

3. Mass percentage of oxygen = mass ofoxygen/mass of sucrose � 100

51.30% = (mass of oxygen/100) � 100

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


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4. Mass percentage of carbon = mass ofcarbon/mass of sucrose � 100

42.2% = mass of carbon/30.0 � 100

mass of oxygen = 42.2/30.0 � 100 = 140.7 g = 141 g

5. a. 34.48 g + 1.51 g + 18.02 g + 72.00 g =126.01 g

b. Mass percentage of element = mass ofelement/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 dividedinto 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

1. mass

2. substance

3. properties

4. Physical

5. density

6. chemical

7. physical

8. chemical

9. chemical

10. physical

11. physical

12. chemical

13. physical

14. physical

15. physical

16. physical

17. physical

18. gas

19. solid

20. liquid

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

10. rust

11. oxidize

12. corrode

13. tarnish

14. ferment

15. burn

16. rot

17. c

18. a

19. d

20. e

21. b

22. Masswater = Masshydrogen + Massoxygen; 178.8 gwater = 20.0 g hydrogen + Massoxygen;Massoxygen = 178.8 g – 20.0 g; Massoxygen =158.8 g


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Section 3.3 Mixtures of Matter

1. mixtures

2. water

3. heterogeneous

4. sand-water mixture

5. solutions

6. salt-water mixture

7. b

8. c

9. d

10. a

Section 3.4 Elements and Compounds

1. c

2. b

3. d

4. c

5. d

6. b

7. element

8. compound

9. element

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 �100%; 51.50% oxygen � 20.0 g sucrose/100% =Massoxygen = 10.3 g

19. 6.50%; because the mass percentage isconsistent 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

24. The mass ratio of oxygen to hydrogen in H2O2is two times the mass ratio of oxygen tohydrogen in H2O. This follows the law ofmultiple proportions.

25. No; they have different proportions of hydrogenand oxygen.

Chapter Assessment - Chapter 3 —Matter––Properties and Changes


1. f

2. d

3. e

4. a

5. c

6. b

7. i

8. g

9. h

10. k

11. j

12. Both are characteristics of substances. Aphysical property can be observed withoutchanging the composition of the substance. Achemical property is the ability or tendency of asubstance to change into another substance.

13. Both are kinds of matter. A substance cannot beseparated into other substances by physicalmeans. A mixture can be separated into two ormore substances.


1. physical, intensive

2. chemical



5. physical, extensive

6. chemical



9. d

10. a

11. b


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12. c

13. salt

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

12. homogeneous

13. heterogeneous

14. heterogeneous

15. heterogeneous

16. heterogeneous

17. homogeneous

18. homogeneous

19. distillation

20. filtration

Thinking Critically

1. 14 g; by looking at the chemical formulas forthe two compounds, students should know thatthe subscript 2 of the Y component indicatesthat twice as much Y is needed for XY2 as forXY.

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: (24.31g magnesium)58.33 g milk of magnesia �100% = 41.68% magnesium

b. Using the mass percentage equation: (32.00g oxygen)58.33 g milk of magnesia � 100%= 54.86% oxygen

c. Using the mass percentage equation: (2.02 ghydrogen)58.33 g milk of magnesia � 100%= 3.46% hydrogen

d. law of definite proportions


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

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. Sample3 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 itsratio of mass A to mass B differs from the ratiosin samples 1, 2, and 4.

4. The chemist could calculate the masspercentage of A or B in each sample andcompare the percentages with the percentagesof the desired compound.

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

b. (63.75 g A)95.62 g sample � 100% = 66.67% A

c. (32 g A)40 g sample � 100% = 80% A

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

6. Yes; the compound the chemist was looking foris in samples 1, 2, and 4. In all three samples,the mass percentage of A is 66.67%. Accordingto the law of definite proportions, a compoundis always composed of the same elements in thesame proportions.

7. The data show that there are two differentcompounds represented in the chemist’ssamples. Samples 1, 2, and 4 are the samecompound. Sample 3 is a different compoundmade up of the same elements. By comparingthe ratio of the mass of A to the mass of B insample 3 with that in sample 1 (or sample 2 or4), one arrives at a small whole number, asfollows: (mass ratio of sample 3)(mass ratio ofsample 1) = 4/2 = 2


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CHAPTER 4

MiniLab 4 – Model IsotopesAnalysis

1. The relative number of pre- and post-1982pennies in the bag determines the percentageabundance of each group.

2. The atomic mass of a penny depends upon themixture of pennies each student receives.Sample data is shown here.

mass contribution (pre-1982) = (55.0%)(3.11g) = 1.71 g

mass contribution (post-1982) = (45.0%)(2.55g) = 1.15 g

atomic mass = (1.71 g + 1.15 g) = 2.86 g

3. A different mixture would have a differentrelative abundance and a different atomic mass.

4. Masses of individual pennies will vary due towear.

Expected Results: Pre-1982 pennies have a greater mass than post-1982 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 AtomicMass of the Element “Snackium”

Pre-Lab

2. protons, neutrons, and electrons

3. Answers will vary.

4. If there are more heavy subatomic particles, theisotope will be heavier. If there are fewer heavysubatomic particles, the isotope will be lighter.


1. Answers will vary depending on the type ofsnack bags.

2. Answers will vary depending on the type ofsnack bags. If the snacks all have similar masses,the average atomic mass will be closest to themost abundant snack.

3. Answers will vary. The students should findthat the atomic mass is closest to the mostabundant piece. In the sample data, the atomicmass is closer to the chex pieces than thepretzels or bagel chips due to their high percent

4. Answers will vary. Students should realize thatthe small sample size and difference in sampleswill lead to differences.

5. The atomic mass is different from the massnumber because it is an average and thereforewill not be a whole number.

6. Answers will vary depending on the referencesources used. They should find most elementshave numerous natural isotopes.

7. The error in the lab is due to small sample size.The experiment could be modified by startingwith a much larger sample size.

Inquiry Extension

Answers will vary. The students should be ableto predict the most abundant element based onthe atomic mass listed on the periodic table.

Teaching Transparency 11 – CathodeRay Experiments

1. A cathode ray is a beam of negatively chargedparticles or electrons.

2. Answers may vary. All three experiments have avoltage source, a cathode, an anode, gas at lowpressure, and a phosphor that allows theposition of the cathode ray to be determined.

3. The cathode ray travels from the cathodetoward the anode, passing through the hole inthe anode and traveling in a straight linethrough the tube, where it strikes the phosphorscreen.

4. In B, the cathode ray passes through a magneticfield, whereas in C, the cathode ray passesbetween two electrically charged plates. Bothexperiments show that the cathode ray is madeof charged particles.

5. The experiment shows that the cathode rayconsists of charged particles that are affected bya magnetic field.

6. The negatively charged cathode ray bendstoward the positively charged plate due toelectrical forces of attraction.


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Teaching Transparency 12 –Understanding Rutherford’s GoldFoil Experiment

1. The arrows represent alpha particles, whichhave a positive (2+) charge.

2. diagram A

3. diagram B; some of the alpha particles weredeflected at large angles.

4. Rutherford concluded that the plum puddingmodel of the atom was incorrect. He alsoconcluded that an atom is made mostly ofempty space with a tiny, dense, centrally locatednucleus that is positively charged and containsalmost all of the atom’s mass.

5. The massive alpha particles were expected to belargely unaffected by the much less massiveelectrons. The weak, diffusely distributedpositive charge inside the atom was also notexpected to affect the positively charged alphaparticles.

Teaching Transparency 13 – Isotopes1. a. electron

b. neutron

c. proton

2. Protons and neutrons are in the nucleus.

3. The number of protons in an atom identify theatom as a particular element.

4. The protons and electrons in an atom haveopposite charges and are equal in number.Because of this, the net charge on an atom iszero.

5. The numbers refer to the mass number—thesum of protons and neutrons in each atom’snucleus. They are an approximate value of eachatom’s mass.

6. a. 3919K

b. 4019K

c. 4119K

7. Mass number = atomic number + number ofneutrons

8. Students should draw two atomic nuclei, eachsurrounded by an electron cloud. Both atomsshould have three protons in the nucleus andthree electrons in the electron cloud. One of theatoms should have three neutrons in thenucleus; the other should have four neutrons inthe nucleus.

Teaching Transparency 14 –Radioactive Particles

1. Alpha particles have the greatest mass. Gammarays have no mass.

2. Answers may vary. Answers should include thefact that gamma rays have no mass and areoften characterized as light (waves).

3. Because they have opposite charges, thepositively charged alpha particles are attractedto the negatively charged plate.

4. The beta particles are attracted to the positivelycharged plate. Their curvature is greater becausethey have a much smaller mass than alphaparticles do and are therefore more greatlyaffected by the electric field.

5. Gamma rays have no charge; therefore, they arenot attracted to either charged plate.

Math Skills Transparency 4 –Calculating Atomic Mass

1. The numbers are the mass number of eachisotope. The mass numbers refer to the sum ofeach isotope’s protons and neutrons, whichmake up most of the mass of an atom.

2. It stands for atomic mass unit. The mass of 1amu is defined as 1/12 the mass of a carbon-12atom.

3. Atomic mass is a weighted average of themasses of an atom’s isotopes. This means that7X, which occurs 92.5% of the time, has a largereffect in determining the element’s atomic massthan does 6X, which occurs 7.5% of the time.

4. Accept either of the following answers: Themass of 1 amu is slightly less than the mass of aproton or a neutron. The atomic mass is aweighted average.


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5. The discovery of 8Li will have a very small effecton lithium’s atomic mass because the percentabundance of 8Li is so small.

6. Mass contribution = (mass)(percentabundance)185X: (184.953 amu)(0.3740) = 69.17 amu187X: (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)(percentabundance)113X: (112.904 amu)(0.0430) = 4.86 amu115X: (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.

Study Guide – Chapter 4 – TheStructure of the AtomSection 4.1 Early Ideas About Matter

1. false

2. true

3. true

4. true

5. false

6. false

7. true

8. true

9. false

10. true

Section 4.2 Defining the Atom

1. c

2. a

3. b

4. Drawing should look like a ball of chocolatechip cookie dough. The chocolate chips shouldbe labeled with negative charge or as electrons.The dough should be labeled as evenlydistributed positive charges.

5. Drawing should look like a peach with a pit.

The pit should be labeled nucleus and shouldinclude labeled protons and neutrons. Theouter circle of the peach should be labeledelectrons.

Section 4.3 How Atoms Differ

1. false

2. true

3. true

4. true

5. false

6. 82 protons; 82 electrons

7. 8 protons

8. 30

9. 85




13. 19 protons, 19 electrons, 20neutrons

14. 14 protons, 14 electrons, 14 neutrons



17. The two isotopes with atomic number 19 areboth isotopes of potassium.

18. 2210Ne

19. 42He

20. 13355Cs

21. 23492U

22. mass number

23. atomic number

24. d

25. a



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Particle Symbol Location Relative Charge Relative Mass

6. Proton p� In the nucleus 1� 1

7. Neutron n0 In the nucleus 0 1

8. Electron e� In the space surrounding 1� 1/1840

the nucleus



26. d

27. 76

28. Nb

29. 190.2

30. atomic mass units

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

32. Mass contribution = (mass)(percentabundance)63X: (62.930 amu)(69.17%) = 43.53 amu65X: (64.928 amu)(30.83%) = 20.02 amu


The element is copper.

33. Mass contribution = (mass)(percentabundance)35X: (34.969 amu)(75.77%) = 26.50 amu37X: (36.966 amu)(24.23%) = 8.957 amu


The element is chlorine.

Section 4.4 Changes to the Nucleus—Nuclear Reactions

1. c

2. a

3. d

4. b

5. the positive plate, because beta particles arenegatively charged

6. Gamma rays have no charge.

7. The beta particles have less mass than the alphaparticles and ar more greatly affected by theelectric field.

Chapter Assessment - Chapter 4 —The Structure of the Atom


1. g

2. d

3. e

4. a

5. c

6. b

7. f

8. i

9. h

10. k

11. m

12. j

13. l

14. Both pertain to atoms. The mass number is thesum of the protons and neutrons in the nucleusof a given atom. The atomic number is thenumber of protons in an atom.

15. Both concern changes in atoms. A nuclearreaction involves a change in an atom’s nucleus.A nuclear equation shows the atomic numberand mass number of the particles involved in areaction.


1. terbium

2. platinum

3. ruthenium

4. chromium

5. scandium

6. cesium

7. neutrons

8. true

9. Alpha

10. neutrons

11. 11H

12. Hydrogen-3, 1, 1, 2

13. Oxygen-18, 188 O, 8


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Radiation Type Composition Symbol Mass (amu) Charge

8. Alpha Helium nuclei, or alpha particles 42He 4 2�

9. Beta Electrons, or beta particles �10� 1/1840 1�

10. Gamma High-energy electromagnetic radiation 00� 0 0



14. 6529Cu, 29, 29

15. Uranium-235, 92, 92, 143


1. h

2. b

3. f

4. a

5. c

6. e

7. d

8. g

9. Mass contribution = (mass)(percentabundance) 69Ga: (68.9257 amu)(60.12%) = 41.44 amu71Ga: (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)(percentabundance)

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

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 + Percentabundance of 123Sb = 100%, or 1

3. Atomic mass of Sb = (mass of 121Sb)(percentabundance of 121Sb) + (mass of123Sb)(percent abundance of 123Sb)

4. Assume:

Percent abundance of 121Sb = x

Percent abundance of 123Sb = 1 – x

Then solve:

Atomic mass of Sb = 121.760 amu = (120.90amu)x + (122.90 amu)(1 – x) = 120.90x amu +122.90 amu 122.90x amu

1.140 amu = 2x amu

x = 0.570

Percent abundance of 121Sb = 57.0%

Percent abundance of 123Sb = 1 – x = 1 0.570= 43.0%


1. Isotopes 1, 2, 4, and 5 are the same element;they all have 24 protons. Isotopes 3 and 6 areanother element; they both have 26 protons.

2. Answers may vary. Although the masses ofprotons and neutrons, which make up most ofthe mass of an atom, are very close to 1 amu,they are not exactly 1 amu. Thus, the mass ofeach isotope is very close to a whole number,but is not exactly a whole number.

3. Mass contribution = (mass)(percentabundance)

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 anelement is a weighted average, the isotope thatis the most abundant generally has the greatesteffect on the atomic mass of the element.

6. Answers will vary. Students should include intheir conclusions that Isotope 7, because it has24 protons, is an isotope of element X. Theymay also conclude that the percent abundanceof each isotope of X in Data Table II and theatomic mass of X calculated in question 3 maybe inaccurate if Isotope 7 occurs in more than atrace amount. Students may suggest that theatomic mass of X should be greater than thecalculation in question 3 suggests. Accept allother reasonable conclusions based on the dataprovided.


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chemistry matter of change

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