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APPLIED CHEMISTRY, MS. WACK
UNIT B—ATOMIC STRUCTURE
DAILY PLANNER
DAY
1
10/5
2
3
4
5
6
8
9
CLASSWORK
What’s Inside Activity (5 Points)
Movie: Atom
Define Vocabulary Terms
Notes: Atomic Theory, Law of Conservation of Mass
Law of Conservation of Mass Mini-Lab (5 Points)
Notes: Law of Constant Composition, Dalton
Begin Indirect Evidence Lab
Indirect Evidence Lab (25 Points)
Vocabulary Quiz (20 Points)
Notes: Thomson & Rutherford
Notes & Practice: Atom Basics, Atomic #, Mass #
Practice Handout (3 Points)
Notes & Practice: Isotopes & Atomic Mass
Homework Packet & Extra Credit Due (20 Points)
Atomic Mass of Candium Lab
Review Homework
HOMEWORK
Finish definitions for vocabulary terms
Finish today’s mini-lab
Complete questions for the parts you completed in class
today
Finish today’s lab
HW1 & HW2: Worksheets A & B
HW3: Worksheet C
HW4: Worksheet D
Finish Review Worksheets
“Have you Met Objectives” Worksheets (5 Points)
10
11
Tent. 10/22
Go over Review Worksheet
Study for Test
Game
Unit B Test (100 Points)
Congratulations to the following top pairs for Chapter 1:
Period 1: Jessica Rabenold & Max Krug
Period 2: Carmela Adamo & Teresa Jimenez Fuentes
Homework Grades
20/20 (A)
4/4 Homeworks Complete
15/20 (B)
3/4 Homeworks Complete
10/20 (C)
2/4 Homeworks Complete
0/15 (F)
Less than 2/4 Homeworks
Complete
Total Possible Points this Chapter:
178 Points + 15 Extra Credit Points
Extra Credit
5 Points: Worksheet E
5 Points: Workhseet F
5 Points: Read the article “Searching for the 6th, Tevatron
reveals truth about particles” and answer the questions on
Worksheet G
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!
WORKSHEET A
Thomson’s Experiment Revisited
While Fred was babysitting his younger brother, Phil, he noticed that Phil was trying to stick a magnet on the screen of their
black-and-white television. The magnet did not stick to the glass, but the picture seemed to be distorted. The closer he
held the magnet to the screen, the more the images bent. Fred asked Phil if he could try an experiment with the magnet.
When Fred touched the magnet to the screen, the image curved away from the magnet in one direction. When he turned
the magnet around and tried again, the image curved away in the other direction. When he waved the magnet back and
forth across a part of the screen, the distortion in the images followed the magnet. (CAUTION: Do not try this activity on
your own television screen at home.)
1. The image on a television screen is produced when electrons hit the phosphorus coating and cause it to glow. Why did
Fred’s magnet affect the image on the screen?
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2. Why did the image curve away from the magnet in a different direction when the magnet was reversed?
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3. If Fred had two bar magnets, could he have placed them near the screen without causing any distortion in the image?
Explain.
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4. Describe the effects a stronger magnet would have had on the television image.
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5. How is this experiment similar to the experiment J.J. Thomson did to discover the electron?
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WORKSHEET B
MATCHING
Match the following with the definitions/ideas/theories given. Write the letter which corresponds to the answer on the line. The same answer may be
used more than once.
_____ 1. He said that electrons can be found in energy levels.
A. Dalton
_____ 2. The word atom came from him (“atomos”)
B. Thomson
_____ 3. He found that cathode ray particles are negatively charged particles
C. Bohr
called electrons
_____ 4. He said that each atom contains a small, dense, positively charged
D. Rutherford
central portion or nucleus
E. Democritus
_____ 5. He said that electrons around the nucleus like planets move around the sun
_____ 6. He gave the Plum-Pudding Model
_____ 7. He did the gold foil experiment.
_____ 8. These two scientists said that the atom is indivisible and indestructible.
_____ 9. Stated that all atoms of a given element are identical, but they
differ from every other element
10-11 DIAGRAMS: Draw a diagram of 2 of the 4 models described in the table below.
Thomson’s Plum
Bohr’s Planetary Model
Rutherford’s Model
Bohr’s Model
Pudding Model
Diagram
of Model
12. Above is a Cathode Ray Tube like that used in J.J. Thomson’s experiment. The black lines in the cathode ray tube seen above represent
beams of light in that cathode ray tube. What charge does this beam of light have? Why?
13. Choose two models of the atom and describe how they differ from each other.
WORKSHEET C
Use the periodic table to identify each element described below.
1. atomic number 65
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2. 78 protons
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3. 44 protons and 44 electrons
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4. atomic number 24
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5. 21 protons
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6. atomic number 55
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Answer the following questions.
7. Lead has an atomic number of 82. How many protons and electrons does lead have?
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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?
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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
Atomic #
Mass #
How Many?
Protons
26
56
16
32
6
Fluorine
Neutrons
6
19
61
Iodine
Electrons
127
238
146
47
WORKSHEET D
Complete the following chart
Element/Ion
Atomic #
Atomic Mass
H
Mass Number
# of Protons
# of Neutrons
# of Electrons
1
H
1
12
C
6
7
Li
3
35
Cl
17
As
75
Ag
24
61
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
ISOTOPES OR DIFFERENT ELEMENTS
In each of the following statements, you are given a pair of elements and important information about each. Use this information to determine
if the pair of elements are isotopes or different elements. Put a check mark in the correct box
Isotopes
Different Elements
Element D has 6 protons and 7 neutrons
Element F has 7 protons and 7 neutrons
Element J has 27 protons and 32 neutrons
Element L has 27 protons and 33 neutrons
Element X has 17 protons and 18 neutrons
Element Y has 18 protons and 17 neutrons
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.___________________________________
WORKSHEET E—EXTRA CREDIT
Write the correct answer on the line.
_____ 1. What was concluded about the structure of the atom as a result of the gold-foil experiment?
a) A positively charged nucleus is surrounded by positively charged particles
b) A positively charged nucleus is surrounded by mostly empty space
c) A negatively charged nucleus is surrounded by positively charged particles
d) A negatively charged nucleus is surrounded by mostly empty space
_____ 2. An atom is electrically neutral because the
a) Number of protons equals the number of electrons
b) Number of protons equals the number of neutrons
c) Ratio of the number of electrons to the number of neutrons is 1:1
d) Ratio of the number of neutrons to the number of protons is 2:1
_____ 3. Which two particles make up most of the mass of a hydrogen-2 atom?
a) electron and neutron
c) electron and proton
b) proton and neutron
d) proton and positron
_____ 4. Which two particles each have a mass of approximately one atomic mass unit?
a) electron and neutron
c) electron and positron
b) proton and electron
d) proton and neutron
_____ 5. What is the total number of neutrons in an atom of
a) 26
b) 31
c) 57
_____ 6.
a)
b)
c)
d)
57
26Fe?
d) 83
A positive charge will
attract another positive charge
repel another positive charge
repel a negative charge
neither attract nor repel a negative charge
_____ 7. Electrons were discovered by
a) Thomson, in his studies of magnetic and electric fields on cathode rays
b) Franklin, in his kite-flying experiment
c) Rutherford, in his experiments with alpha-particle beams and gold foil
d) Becquerel, in his oil-drop experiment
_____ 8. Isotopes contain different numbers of
a) electrons
b) protons
c) neutrons
d) nuclei
_____ 9. Who first proposed that matter is composed of tiny, indivisible particles?
a) Aristotle
b) Democritus
c) Franklin
d) Rutherford
_____ 10. Which scientist developed the atomic theory of matter?
a) Antoine Lavoisier
b) John Dalton
c) Aristotle
d) J.J. Thomson
WORKSHEET F—EXTRA CREDIT
In this activity you will explore the concept of weighted averages.
Procedure
1. Examine the chemistry test scores listed for Students A & B below.
2. Find the average grade for each student by adding together each student’s scores and dividing by the number of
test scores. Place this value in the space provided.
Test
Student A
Student B
1
95
89
2
74
88
3
95
87
4
95
88
5
74
88
6
95
88
Average Grade
QUESTIONS
1. If you know a student’s average grade, can you tell what that person’s individual scores were? Explain.
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2. Suppose that student C had an average grade of 88. The student’s individual scores on each test were either 92 or
68. Which score do you think occurred more often. Why?
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3. Suppose that the students’ chemistry teacher decided that Test 6 would count for 50 percent of each student’s final
grade and each of the other tests would count for 10 percent of the final grade. Calculate the weighted average for
students A and B based on the chemistry teacher’s formula. How do these averages compare to the averages you
entered into the table in Step 2.
Weighted Average of Student A = _____________
Weighted Average of Student B = ________
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4. The mass given for each element on the periodic table is also a weighted average. Based on this information answer
the following question:
There are two isotopes of chlorine, chlorine-35 and chlorine-37. The atomic mass of chlorine given in the periodic
table is 35.45. Which of these isotopes of chlorine is most abundant? Explain.
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WORKSHEET G EXTRA CREDIT
BASED ON “SEARCHING FOR THE 6TH, TEVATRON REVEALS TRUTH ABOUT PARTICLES”
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.
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?
4. How is the motion of the particles in a particle accelerator controlled?
5. How many quarks do physicists believe there are?
6. Who were the first scientists to develop the quark theory?
7. What are the names of the quarks?
8. When was the last quark discovered?
9. Have scientists discovered all there is to know about the atom? Explain.