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CHEMISTRY-CP, PERIOD 4, MS. WACK
CHAPTER 4, DAILY PLANNER, THE ATOM
DAY
1
10/5
2
3
4
5
6
7
8
9
10
CLASSWORK
Matter, Observations and Mixtures
HOMEWORK
HW1: Worksheet A
Daily Quiz
Lab: Substances & Mixtures
Substances & Mixtures Lab Due (30 Points)
Vocabulary Quiz (20 Points)
Pure Substances: Elements & Compounds
Element Scramble Game
Daily Quiz
Begin Researching Atomic Models Project
Element Symbol Quiz (10 Points)
Continue working on Atomic Models Project
Opposites Attract Lab (15 Points)
Complete Atomic Models Project
Finish Today’s Lab
Study for Vocabulary Quiz
HW2: Worksheet B
Study for Element Symbol Quiz (1st 4 rows of periodic table)
HW3: Read the article “SEARCHING FOR THE 6TH,
TEVATRON REVEALS TRUTH ABOUT PARTICLES” and
answer the questions on Worksheet C
Finish Atomic Models Project, Presentations Begin Tomorrow
Atomic Models Presentations/Projects Due (45 Points)
Class Presentations
Complete Class Presentations
Atomic Number & Mass Number
Atomic Mass of Candium Lab
Daily Quiz
Atomic Mass & Isotopes
FINISH DAILY QUIZ (25 POINTS)
HW4: Worksheet D
Complete Today’s Lab
HW5 & HW6 : Worksheet E & F
HW7: Worksheet G
Study for Chapter 4 Test
HOMEWORK PACKETS DUE (50 POINTS)
Review Game
11
12
Tent. 10/20
Review for test
TEST CHAPTER 4 (100 POINTS)
Study for Chapter 4 Test
Top Groups for Chapter 3: Period 4-Rachel Janney & Ryan Stanley; Period 5-Caity Gallagher & Justin Griesel
TOTAL POSSIBLE POINTS FOR CHAPTER 4: 295POINTS + 20 POINTS EXTRA CREDIT
EXTRA CREDIT:
HOMEWORK GRADE
A
50/50
B
45/50
C
40/50
D
35/50
E
33/50
F
30/50
No grade
0/50
ALL HW COMPLETE
5/5 HW
4.5/5 HW COMPLETE
4/5 HW COMPLETE
3.5/5 HW COMPLETE
3/5 HW COMPLETE
3 Points: Worksheet H
3 Points: Worksheet I
5 Points: Identify 10 elements that have symbols not directly related to
their names. Research the origin of the name and symbol and display the
information on an 8x11 poster board. The more creative you are with
displaying the information, the more points you will get!
2.5/5 HW COMPLETE
5 Points: Identify 10 elements named after either a person or place.
Create a poster board illustrating the elements, their symbols and the
person or place. The more creative you are, the more points you will get!
LESS THAN 2.5/5 HW COMPLETE
4 Points: Worksheet J
WORKSHEET A
PHYSICAL/CHEMICAL
Place an X in the box that corresponds to the correct type of property.
Physical
Chemical
Sodium hydroxide dissolves
A pellet of sodium is soft & silver
Milk sours
Water evaporates
Lemons taste sour
Blue color
Solubility
Density
Melts at 23C
Supports combustion
Matches burn
2. Classify each of the following as a heterogeneous or homogeneous mixture. Place an X in the appropriate box.
Homogeneous Mixture
Heterogeneous Mixture
Oxygen dissolved in water
Carbon mixed with sand
Filtered apple juice
Vegetable soup
Fresh squeezed lemonade (with pulp)
For questions 3-6 use the data table of physical properties below.
Substance
Color
Melting Point (C)
Boiling Point (C)
Bromine
Red-brown
-7
59
Chlorine
Green-yellow
-101
-34
Ethanol
Colorless
-117
78
Mercury
Silvery-white
-39
357
Neon
Colorless
-249
-246
Sulfur
Yellow
115
445
Water
Colorless
0
100
3. Which colorless substance is a liquid at -30C?______________________________________________________________
4. Which colorless substance is a gas at 60C?________________________________________________________________
5. Which substance is a solid at 7C?________________________________________________________________________
6. As the temperature rises, which solid will melt before mercury boils?______________________________________________
WORKSHEET B
1. Classify each of the following as an element, compound or mixture. Place an X in the appropriate box.
Element
Compound
Mixture
An Egg
Dry Ice (CO2)
Iron Powder
A Cake
Sugar (sucrose)
Hot Tea
Salt (NaCl)
3. Write the chemical symbol for each of the following elements.
a. lithium
________
b. chlorine
_______
c. sulfur
__________
d. sodium
________
e. argon
_______
f. silver
__________
4. Write the name of the element each symbol represents.
a. Pb ________________________
b. H
___________________________
c. K______________________
d. Mn ________________________
e. Sb ___________________________
f. Mg_____________________
Multiple Choice Write the letter of the correct answer on the line.
_____ 1. A physical property of zinc metal is
a. its color
b. how it reacts with nitrogen gas
c. whether it burns
d. whether it changes when placed into acid
_____ 2. The best way to understand the submicroscopic world is with
a. powerful microscopes
b. physical properties
c. very accurate measuring devices
d. models
_____ 3. Which of the following materials cannot be broken down into a simpler form?
a. compound
b. mixture
c. solution
d. element
c. sugar
d. concrete
c. 4.5 g/mL
d. d = 13.6 g/L
_____ 4. An example of a pure substance in everyday life is
a. pond water
b. a cola drink
_____ 6. An example of a chemical formula is
a. Na
b. H2SO4
_____ 7. Which of the following is not an element?
a. copper
b. sulfur
c. ammonia
d. helium
Fermilab advances the understanding of the fundamental nature of matter and energy by providing leadership and resources for
qualified researchers to conduct basic research at the frontiers of high energy physics.
Searching for the Sixth:
Tevatron Reveals Truth about Particles
Meet the Quarks – a guide to their identities
Millions of dollars worth of equipment, a four-mile ring buried in a maze of tangled wire, particles hurtling at one another, and
scientists monitoring it all from their computer screens...What's all the commotion about?
The answer to this question is simple: particles. Particles are the building blocks for all matter, from paper to primordial ooze. To
better understand the forces of nature and the behavior of matter, scientists are attempting to learn all they can about particles using
devices called accelerators.
The Tevatron, although it sounds like some kind of doomsday robot, is the name of the superconducting particle accelerator at
Fermilab. The Tevatron is a four-mile ring buried in a tunnel twenty feet underground. Inside this ring, protons whiz through the
accelerator at nearly the speed of light. By crashing protons into antiprotons or into fixed targets, researchers can create new and
different particles to study. Creating a new particle, however, requires an enormous amount of energy. The Tevatron is unique because
it can accelerate particles to energies higher than those of any other accelerator in the world. The Tevatron's energy is essential in
discovering the universe's heaviest particles, such as the top quark.
No new particles could exist without some type of collision. Scientists control the speedy particles using magnets in the accelerator to
steer the particles into each other or into a fixed target. Observing these particles is a difficult task because they are too small to be
seen by the human eye. To do this, researchers have designed and built special detectors to monitor and record particle interactions.
With these detectors, scientists hope to observe, among other things, particles called quarks (see box below). Physicists believe that
there are six types of quarks, all of which can result from the proton-antiproton collisions that take place in accelerators like the
Tevatron.
The existence of the sixth quark was expected long before it was actually created because physicists believe that quarks come in pairs.
After the discovery of the fifth quark, bottom, at Fermilab in 1977, the search for the sixth was the next logical step. The 1994
discovery of the top quark at Fermilab proved that physicists were on the right track with their theory about quarks, the Standard
Model.
Just as philosophers discover their own truths through self-examination, scientists discover universal truths through experimentation at
Fermilab. That's what it's all about!
Name
Date Discovered
General Information
Up
1964
Down
1964
Strange
1964
Charm
1975
(Stanford Linear
Accel.)
Scientists readily accepted the data which indicated a fourth quark because they expected a partner for
the strange quark. As a result of this data, the quark theory became more believable. (How charming!)
Bottom
1977
(Fermilab)
Leon Lederman and a Fermilab team discovered yet another! Because this quark and its expected
partner were to be the object of intense scrutiny and searching, many wanted to name them Truth and
Beauty.
Top
1994
(Fermilab)
Finally Fermilab found the last piece of the puzzle. To the scientists' surprise, the mass of this quark
was very different from that of the others. Why? A researcher's work is never done...
By the early '60's, physicists had gathered sufficient data to indicate the presence of these quarks. The
first people to interpret this data in the form of a quark theory were Murray Gell-Mann and George
Zweig.
WORKSHEET C—BASED ON “SEARCHING FOR THE 6TH, TEVATRON REVEALS TRUTH
ABOUT PARTICLES”
1. Are the protons, electrons and neutrons the only subatomic particles? Explain.
2. What is the Tevatron? Why is it important for the development of the atom?
3. How does a particle accelerator allow you to “see” the particles in an atom?
1. How is the motion of the particles in a particle accelerator controlled?
2. How many quarks do physicists believe there are?
3. Who were the first scientists to develop the quark theory?
4. What are the names of the quarks?
5. When was the last quark discovered?
9. Have scientists discovered all there is to know about the atom? Explain.
WORKSHEET D (© Prentice Hall)
MATCHING (Each letter may be used once, more than once or not at all.)
A. Democritus
B. Lavoisier
C. Proust
D. Dalton
E. Franklin
F. Faraday
_____ 1. Matter is neither created nor destroyed in chemical reactions.
_____ 2. A given compound always has the same relative numbers and kinds of atoms.
_____ 3. All atoms of a given element are identical, but they differ from those of any other element.
_____ 4. A given compound always contains the same elements in the same proportions by mass.
_____ 5. Each element is composed of extremely small particles called atoms.
_____ 6. The scientist who discovered that the structure of the atom was somehow related to electricity
_____ 7. Atoms are neither created nor destroyed in chemical reactions.
TRUE/FALSE
_____ 8. There are about 5000 elements, which combine to form the vast number of different substances in the world around
us.
_____ 9. Like other well-known Greek philosophers of the time, Aristotle agreed with Democritus’ ideas about atoms.
_____ 10. The study of atoms has led to technological advances such as televisions and computers.
_____ 11. Ancient philosophers regularly performed controlled experiments.
_____ 12. Both Democritus and Dalton suggested that matter is made up of atoms.
_____ 13. Dalton was correct in thinking that atoms could not be divided into smaller particles.
_____ 14. The smallest particle of an element that retains the properties of that element is called an atom.
LAW OF CONSTANT COMPOSITION
Tanya wanted to verify Proust’s law of constant composition. She heated different masses of magnesium powder in the
presence of oxygen. Tanya then recorded the mass of each product in the table below.
Original Mass of
Total Mass of
Calculated Mass of
Magnesium (grams)
Product-Magnesium
Oxygen
% Magnesium
% Oxygen
oxide (grams)
2.00
3.34
2.40
3.98
2.80
4.64
3.20
5.30
Tanya concluded that the product she had made was a magnesium oxide. She used the following formulas to calculate the
percent composition of magnesium and oxygen by mass.
Mass of magnesium  100% = percent magnesium
Mass of product
Mass of oxygen  100% = percent oxygen
Mass of product
Tanya also concluded that the product, magnesium oxide, always contained 60% magnesium and 40% oxygen.
6.
Calculate the mass of oxygen in each compound and write your answers in the data table.
7.
Evaluate Tanya’s conclusion by calculating the percent composition of each product (Record it in the data table).
correct?_________
8.
How did Tanya’s investigation support Proust’s law of constant composition?
Was she
WORKSHEET E
TRUE/FALSE
_____ 1. There are no instruments powerful enough to magnify atoms so that they can be seen.
_____ 2. The submicroscopic world of the atom includes exotic particles called quarks and gluons.
_____ 3. The neutron was the first subatomic particle discovered.
_____ 4. According to Rutherford, the whole atom is dense.
_____ 5. Millikan determined the charge and mass of an electron in his oil-drop experiment.
MATCHING
A. Thomson
B. Millikan
C. Rutherford
D. Becqueral
E. The Curies
_____ 6. Proposed the nuclear atomic model.
_____ 7. Determined that cathode rays were made of negatively charged particles.
_____ 8. Discovered radioactivity while working with a sample of uranium.
_____ 9. Calculated the mass of an electron.
_____ 10. Disproved Thomson’s model of the atom.
DRAW and label a diagram of each atomic model below.
11) Plum-Pudding Model
12) Nuclear Atomic Model
13. Why was the discovery of radioactivity important to the development of the atom?
CONCEPT MASTERY
In 1897, J.J. Thomson constructed a Cathode Ray Tube (like the one pictured on the front of your note packet) filled with gas at
very low pressure. When a high voltage is applied to the electrodes, a glowing beam is projected toward the fluorescent screen,
creating a pinpoint glow. The position of the glow shows that the beam is deflected down when the magnet is put in place and up
when a charge is applied to the plates near the fluorescent screen.
13. William Crookes had already demonstrated the deflection of the beam caused by the magnet. The deflection established an
important fact about the glowing beam. Why was the deflection significant?
_____________________________________________________________________________________________
14. After passing the magnet, the beam is redirected by the field between the charged plates. What is the significance of the fact
that the beam is deflected up toward the positively charged plate?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
15. The model of the atom proposed by John Dalton had to be considerably altered to account for the discoveries of J.J.
Thomson. What is the major difference between Dalton’s model and the model proposed by Thomson?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
16. Thomson’s model of the atom allows an atom to gain a net electrical charge. What is a charged atom called, and how is it
different from a neutral atom?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
WORKSHEET F
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
_______________________________________________
Answer the following questions.
7. Lead has an atomic number of 82. How many protons and electrons does lead have?
_____________________________________________________________________________________________
8.
Oxygen has 8 electrons. How many protons does oxygen have?__________________
9.
Zinc has 30 protons. What is its atomic number?______________________________
10. Astatine has 85 protons. What is its atomic number?___________________________
11. Nobelium has an atomic number of 102. How many protons and electrons does it have?
_____________________________________________________________________________________________
TRUE/FALSE
For each statement below, write true or false.
_______________ 16. The number of neutrons in an atom is referred to as its atomic number.
_______________ 17. The periodic table is arranged by increasing atomic number.
_______________ 18. Atomic number is equal to the number of electrons in an atom.
_______________ 19. The number of protons in an atom identifies it as an atom of a particular element.
_______________ 20. Most atoms have either a positive or negative charge.
COMPLETE
Complete the following table.
Element
Symbol
Atomic #
Mass #
How Many?
Name
Protons
26
S
Neutrons
56
16
7
7
146
6
F
Electrons
6
19
92
WORKSHEET G
Complete the following chart
Element/Ion
Atomic #
Atomic Mass
Mass Number
H
1
H
2
# of Protons
# of Neutrons
# of Electrons
12
C
6
7
Li
3
35
Cl
17
As
74
Ag
24
60
Mg
12
MATCHING
_____ 1. Mass Number
A. atoms that have the same number of protons but different numbers of neutrons
_____ 2. Atomic Mass
B. Weighted average of the masses of the isotopes of an element
_____ 3. Atomic Number
C. The total number of protons and neutrons in an atom
_____ 4. Isotopes
D. The number of protons in the nucleus of an atom
Determine the number of protons, electrons and neutrons for each isotope described below.
5. An isotope has atomic number 19 and mass number 39.
Protons = __________ Electrons = _________ Neutrons = ________
6. An isotope has 14 electrons and a mass number of 28.
Protons = __________ Electrons = _________ Neutrons = ________
7. An isotope has 21 neutrons and a mass number of 40.
Protons = __________ Electrons = _________ Neutrons = ________
8. Which of the atoms in problems 5-7 are isotopes of the same element? Identify the element.
_____________________________________________________________________________
Calculate the atomic mass of the elements described below. Then use the periodic table to identify each element.
9.
10.
Isotope
Mass Number
Percent
Isotope
Mass Number
Abundance
63
X
63
65
65
X
Percent
Abundance
69.17
35
X
35
75.77
30.83
37
37
24.23
X
Atomic Mass = _________________________
Atomic Mass = ______________________
Element = _____________________________
Element = __________________________
WORKSHEET H--EXTRA CREDIT—ATOMIC DIMENSIONS WORKSHEET © PRENTICE HALL
The following examples are designed to help you become more familiar with the size of atoms, which are very, very small! By
working through these examples, you may better understand how the parts of the atom are related to one another.
What is the size of one atom?
1. It is estimated that about 1 trillion (1,000,000,000,000) atoms would fit into a period at the end of this sentence. If all the
atoms were carbon atoms of the same size, and if the period had an approximate volume of 0.000,000,06 cm3, what would be
the approximate size in cubic centimeters of just 1 atom? Now just think how many atoms it would take to make a colon!
Answer:_________________________________________________________________
2. If you inhaled 1000 cm3 of air with one breath, about 200 cm3 would be oxygen. The rest is mostly nitrogen. One molecule
of oxygen is about 0.000,000,000,000,000,000,04 cm3 in volume. About how many molecules of oxygen did you just inhale?
Answer: ___________________________________________________ (This is not just a lot of hot air!)
3.
A nucleus occupies a very small amount of space inside the atom. From the nucleus to an electron is approximately 10,000
times the radius of the nucleus. Imagine the nucleus of an atom to be a ball 10 cm in diameter. How far away from this
ball would the nearest hypothetical electron be? Could you throw the ball that distance so it reaches the electron?
4.
The atomic mass unit, amu, represents a very small amount of mass and is actually 0.000,000,000,000,000,000,000,001,67
g. Calculate your mass in grams, and then convert your mass to amu.
5.
An electron is only 1/1836 the mass of a proton. If your mass was 50 kg, what would be the mass of something 1836
times smaller than you? Try it the other way. What would be the mass of something 1836 times larger than you?
WORKSHEET I—EXTRA CREDIT
_____ 1. An atom of carbon-12 and an atom of carbon-14 differ in
a) atomic number
b) mass number
c) nuclear charge
d) number of electrons
_____ 2. Hydrogen has 3 isotopes with a mass number of 1, 2 and 3 and has an average of atomic mass of 1.01. This
information indicates that
a) equal numbers of each isotope are present
b) more isotopes have a mass of 2 or 3 than 1
c) more isotopes have a mass of 1 than 2 or 3
d) isotopes only have an atomic mass of 1
_____3. What is the total charge of the nucleus in a carbon-12 atom?
a) -6
b) 0
c) +6
d) +12
c. phosphorus
d. silicon
_____4. Which substance can be decomposed by chemical means?
a. ammonia
b. oxygen
_____ 5. A dilute, aqueous potassium nitrate solution is best classified as a
a. homogeneous compound
b. homogeneous mixture
c. heterogeneous compound
d. heterogeneous mixture
_____ 6. Which two substances can not be broken down by chemical change?
a. C and CuO
b. C and Cu
c. CO2 and CuO
d. CuO and Cu
_____ 7. In 1820, Hans Christian Oersted was presenting a demonstration on electric currents in wires. He was surprised to
notice that the current produced a magnetic field around the wire. What is true about his observations?
a.
His observations were not important because he did not first develop a hypothesis about them
b.
Other scientists should not consider his observations because they were unexpected.
c.
Although the observations were unexpected, they could be the basis of future experiments.
d.
Only expected observations that were part of his demonstrations should be reported.
Base your answers to questions 7 & 8 on the information below.
In living organisms, the ratio of the naturally occurring isotopes of carbon, Carbon-12 to Carbon-13 to Carbon-14, is
fairly consistent. When an organism such as a woolly mammoth died, it stopped taking in carbon, and the amount of
Carbon-14 present in the mammoth began to decrease. For example, one fossil of a woolly mammoth is found to have
of the amount of Carbon-14 found in a living organism.
8
Identify the type of nuclear reaction that caused the amount of Carbon-14 in the wooly mammoth to decrease after the
organism died.
9
State in terms of subatomic particles how an atom of Carbon-13 is different from an atom of Carbon-12.
WORKSHEET J—EXTRA CREDIT
Jim’s teacher gave him samples of several mixtures. Jim’s assignment was to design methods to separate the substances of each
mixture by applying the concepts that he had learned in science class. Jim began by going to reference books and researching as
much as possible about the substances in the various mixtures. He then proposed a method of separation for each mixture. Using
science books, the internet or other reference material, find out as much as you can about the physical and chemical characteristics of
each of the substances in the given mixtures. Record the information in the table below.
Mixture
A
Substances present
Information about the substances
Tin
Carbon
B
Those found in pen ink
C
Sulfur
Sodium chloride
D
Sulfur
Sand
Iron Filings
E
Sulfur
Sodium Chloride
Sand
Now that you have researched the physical and chemical properties of the substances in the different mixtures, propose a separation
method for each mixture. Record the methods in the following chart.
Mixture
A. Tin & Carbon
B. Pen Ink
C. Sulfur and Sodium Chloride
D. Sulfur, Sand and Iron Filings
E. Sulfur, Sodium Chloride & Sand
Separation Method