Chemistry Matter of Change

Chapters 1– 4 Resources
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1 2 3 4 5 6 7 8 9 10 045 11 10 09 08 07
Table of
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapters 1-4 Resources

Reproducible Student Pages
Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chapter 1
Introduction to Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2
Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 3
Matter—Properties and Changes . . . . . . . . . . . . . . . . . . . . 51
Chapter 4
The Structure of the Atom . . . . . . . . . . . . . . . . . . . . . . . . 81
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Guide and Answers
Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
iii
To the Teacher
This booklet contains resource materials to help you teach more effectively. You will
find the following in the chapters:
Reproducible Pages
Hands-on Activities
MiniLab and ChemLab Worksheets: Each activity in this book is an expanded version of
each lab that appears in the Student Edition of Glencoe Chemistry: Matter and Change.
All materials lists, procedures, and questions are repeated so that students can read and
complete a lab in most cases without having a textbook on the lab table. All lab 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 Activities
Teaching Transparency Masters and Worksheets: These transparencies relate to major
concepts that will benefit from an extra visual learning aid. Most of the transparencies
contain art or photos that extend the concepts put forth in the textbook. Others contain
art or photos directly from the Student Edition. There are 73 Teaching Transparencies,
provided here as black-and-white masters accompanied by worksheets that review the
concepts presented in the transparencies. Answers to worksheet questions are provided
in the Teacher Guide and Answers section at the back of this book.

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 Assessment

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

matching, true/false, labeling, completion, and short answer questions. The clear, 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.
iv
To the Teacher continued
Chapter Assessment: Each chapter assessment includes several sections that assess
students’ understandings at different levels.
• The Reviewing Vocabulary section tests students’ knowledge of the 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.
v
Teacher Approval Initials
Date of Approval
Lab Safety Form

Name:
Date:
Lab type (circle one) : Launch Lab MiniLab ChemLab
Lab Title:
Read carefully the entire lab and then answer the following questions. Your teacher must initial
this form before you begin the lab.
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.
vi
Table of Reproducible Pages
Contents
Chapter 1 Introduction to Chemistry

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

1
Name Date Class
mini LAB 1
Developing Observation Skills
Observing and Inferring A chemist’s ability to make careful and accurate observations
is developed early. The observations often are used to make inferences. An inference is
an explanation or interpretation of observations.
Materials petri dish (2), graduated cylinder, whole milk, water, vegetable oil, four 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. Record
your detailed observations.
5. Add whole milk to a second petri dish to a height of 0.5 cm.
6. Place one drop each of four different food colorings in four different locations on the
surface of the milk. Do not put a drop of food coloring in the center.
7. Repeat steps 3 and 4.
Analysis
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. What
can you infer about the addition of detergent to dishwater?
4. Explain why observations skills were important in this chemistry lab.
2 Chemistry: Matter and Change • Chapter 1 ChemLab and MiniLab Worksheets

Name Date Class
CHEMLAB 1
Identify the Water Source

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

How can hard water be • Compare the effect of 3 large test tubes hard water
softened? How do hard distilled water, hard with stoppers 250-mL beaker
and soft water differ in water, and soft water on test-tube rack dish detergent
their ability to clean? the production of suds. grease pencil metric ruler
• Calculate the hardness of 25-mL graduated
a water sample. cylinder
distilled water
dropper
Safety Precautions
• Always wear safety goggles and a lab apron.
• Washing soda is a skin and eye irritant.
Pre-Lab
1. Read the entire CHEMLAB. 4. Are there any other safety precautions you need
2. Hypothesize about the effect hard and soft to consider?
water will have on the ability of a detergent to
produce suds. Then, predict the relative sudsiness
of the three soap solutions.
5. Suppose you accidentally add more than one drop

of detergent to one of the test tubes. Is there a
way to adjust for this error or must you discard
the sample and start over?
3. Use the data table on the next page.
ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 1 3

Name Date Class
CHEMLAB 1
6. The American Society of Agricultural Engineers, 5. Obtain about 50-mL of water sample 1 in a
the U.S. Department of the Interior, and the Water beaker from your teacher. Slowly pour the water
Quality Association agree on the following classi- sample into Test Tube 1 until you reach the
fication of water hardness. GPG stands for grains marked height.
per gallon. One GPG equals 17.1 mg/L. If a sam- 6. Obtain about 50-mL of water Sample 2 in a
ple of water has 150 mg/L of magnesium ions, beaker from your teacher. Slowly pour water
what is its hardness in grains per gallon? Sample 2 into Test Tube 2 until you reach the
marked height.
7. Add one drop of dish detergent to each test tube.
Classification of Water Hardness Stopper the tubes tightly. Then shake each sample
Classification mg/L GPG for 30s to produce suds. Use a metric ruler to
measure the height of the suds.
Soft 0–60 0–3.5
Moderate 61–120 3.5–7 Cleanup and Disposal

Hard 121–180 7–10.5 1. Use some of the soapy solutions to remove the
Very hard 180 10.5 grease marks from the test tubes.
2. Rinse all of the liquids down the drain with lots
of tap water. Return all lab equipment to its des-
Procedure ignated location.
1. Read and complete the lab Safety form.

2. Use a grease pencil to label three large test tubes
Production of Suds
D (for distilled water), 1 (for Sample 1), and
Sample Level of Suds (cm)
2 (for Sample 2).
3. Use a 25-mL graduated cylinder to measure out Distilled water

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

1. Compare and Contrast Which sample produced the most suds? Which sample
produced the least amount of suds?
2. Conclude Soft water produces more suds than hard water. Use the table on the next page
to determine from which community each water sample originated.

Name Date Class
CHEMLAB 1
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)?
Classification of Water Hardness

Classification mg of Calcium or Magnesium /L
Soft 0–60
Moderate 61–120
Hard 121–180
Very hard >180
4. Apply Scientific Methods Identify the independent and dependent variables in this lab.
Was there a control in this lab? Explain. Did all your classmates have the same results as
you? Why or why not?
5. Error Analysis Could the procedure be changed to make the results more quantitative?
Explain.
Inquiry Extension
Investigate There are a number of products that claim to soften water. Visit a grocery
store or home-improvement store to find these products and design an experiment to test
their claims.

Name Date Class
TEACHING TRANSPARENCY MASTER 1

Earth’s Atmosphere Use with Chapter 1,
Section 1.1
Exosphere
500
Thermosphere
100
Altitude (km)
Mesosphere
75
50 Stratosphere
25 Troposphere
6 Chemistry: Matter and Change • Chapter 1 Teaching Transparency Masters

Name Date Class
TEACHING TRANSPARENCY WORKSHEET 1

Earth’s Atmosphere Use with Chapter 1,
Section 1.1
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? Over
which 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?
Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 1 7

8
Name
OBSERVATIONS THEORY
Existing knowledge Hypothesis
Qualitative data supported
NTS RY by many
Chemistry: Matter and Change • Chapter 1

Quantitative data IME EO
R
TH
E
experiments
A Scientific Method
EX
CO
EXP
NCLUSION
PERIMENTS
R
S
E SCIENTIFIC
R
E
HY
HYPOTHESIS PO VIS E D TH VIS E D LAW
Testable THE
SIS EO
RY Facts of nature
Date
statement or accepted as
TEACHING TRANSPARENCY MASTER
prediction truth
Class
Section 1.3
Teaching Transparency Masters

Use with Chapter 1,

Name Date Class

Use with Chapter 1,
A Scientific Method Section 1.3
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 survival
than tadpoles hatched in water that is churned and aerated. Write a possible hypothesis
you might test based on your observations. How might you test your hypothesis?
7. You notice that when salt is sprinkled on an icy sidewalk, the ice melts even when the
temperature is below freezing. Write a possible hypothesis you might test based on your
observation. How might you test your hypothesis?

Name Date Class

Laboratory Safety Use with Chapter 1,
Section 1.4

Name Date Class

Laboratory Safety Use with Chapter 1,
Section 1.4
1. What should you do before entering the lab? List at least three things.
2. What should you do if a chemical comes in contact with your skin?
3. When should you read the label on a chemical container?
4. What is the proper way to prepare an acid solution?
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?

Name Date Class
CHAPTER 1 STUDY GUIDE
Introduction to Chemistry
Section 1.1 A Story of Two Substances
In your textbook, read about the ozone layer.
Use each of the terms below just once to complete the passage.
atmosphere oxygen gas ozone ozone hole

stratosphere troposphere ultraviolet radiation
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.
12 Chemistry: Matter and Change • Chapter 1 Study Guide

Name Date Class
Section 1.2 Chemistry and Matter

In your textbook, read about chemistry and matter.
Define each term.
1. chemistry
2. matter
3. mass
Write each term below under the correct heading. Use each term only once.
air magnetic field car feeling heat human body

light radio radio wave flashlight textbook thought
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 on

the object being measured.
18. Scientists measure the amount of matter in terms of mass.
19. Subtle differences in weight exist at different locations on Earth.
20. Your mass on the Moon would be smaller than your mass on Earth.
Study Guide Chemistry: Matter and Change • Chapter 1 13

Name Date Class

Section 1.2 continued
Identify each branch of chemistry described.
21. The study of the matter and processes of living things
22. The study of carbon-containing chemicals
23. The study of the components and composition of substances
24. The study of matter that does not contain organic chemicals
25. The study of the behavior and changes of matter and the related energy changes
For each branch of chemistry in Column A, write the letter of the item in Column B that
pertains to that branch.
Column A Column B
26. Organic chemistry
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?

Name Date Class
Section 1.3 Scientific Methods

In your textbook, read about a systematic approach that scientists use.
Use the words below to complete the concept map. Write your answers in the spaces
below the concept map.
conclusions experiments hypothesis scientific law theory
4.
OBSERVATIONS
Existing knowledge Hypothesis
Qualitative data supported
RY
Quantitative data 2. EO by many
TH
experiments
EX
PERIMENTS
3.
EV 5.
R
E
HY
1. PO ISE D
R
THE TH VIS E D Facts of
Testable SIS EO nature
RY
statement or accepted
prediction as truth
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, a. observation

or shape
b. qualitative data
7. Refers to mass, volume, and temperature measurements
c. quantitative data
8. A variable controlled by the experimenter
d. independent variable
9. The act of gathering information
e. dependent variable
10. Changes in value based on the value of the controlled
variable

Name Date Class

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 completes
the statement.
16. Molina and Rowland used a (model, scientific method) to learn
about CFCs in the atmosphere.
17. Their hypothesis was that CFCs break down in the stratosphere
due to interactions with (ultraviolet light, oxygen).
18. Molina and Rowland thought that these interactions produced a
chemical that could break down (chlorine, ozone).
19. To test their (data, hypothesis), Molina and Rowland examined
interactions that occur in the stratosphere.
20. Based on their data, Molina and Rowland developed a
(hypothesis, model) that explained how CFCs destroy ozone.
21. Molina and Rowland concluded that (chlorine, radiation) formed
by the breakdown of CFCs in the stratosphere reacts with ozone
and destroys it.

Name Date Class
Section 1.4 Scientific Research

In your textbook, read about types of scientific investigations.
For each description below, write A for applied research or P for pure research.
1. Is undertaken to solve a specific problem
2. Seeks to gain knowledge for the sake of knowledge itself
3. Is used to find CFC replacements
4. Was conducted by Molina and Rowland
In your textbook, read about students in the laboratory and the benefits of chemistry.

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 or
applied research? Why?

Name Date Class
CHAPTER 1 CHAPTER ASSESSMENT
Reviewing Vocabulary
Match the definition in Column A with the term in Column B.
Column A Column B
1. A systematic approach used in all scientific study a. chemical
2. Anything that takes up space and has mass b. chlorofluorocarbon
3. A chemical that protects organisms from UV radiation c. model
4. Any substance with a definite composition d. matter
5. A visual, verbal, or mathematical explanation of how e. ozone

things occur
f. scientific method
6. The study of matter and the changes it undergoes
g. conclusion
7. The act of gathering information
h. technology
8. A judgment based on the information obtained during an
experiment i. chemistry
9. The practical use of scientific research j. observation

10. A chemical made up of chlorine, fluorine, and carbon
Compare and contrast each pair of related terms.

11. qualitative data, quantitative data
12. hypothesis, theory
13. dependent variable, independent variable
18 Chemistry: Matter and Change • Chapter 1 Chapter Assessment

Name Date Class
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.
Chapter Assessment Chemistry: Matter and Change • Chapter 1 19

Name Date Class
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.

Name Date Class
Thinking Critically
In 1988, the international community formed an agreement to limit the production of CFCs.
More than 140 countries agreed to phase out the production of the chemicals, starting in 1996.
The graph below compares the predicted chlorine concentrations in the stratosphere with and
without the 1996 phase-out of CFCs.
Chlorine concentration (parts per billion)
Concentration of Chlorine in the Stratosphere
Without phase-out of CFCs

With phase-out of CFCs
14
12
10
8
6
4
2
1985 1990 1995 2000 2005 2010 2015 2020 2025 2030
Year
1. What does the graph predict will happen to chlorine concentrations if CFCs are phased out?
2. What is the independent variable in these predictions? What is the dependent variable in
these predictions? Explain.
3. What conclusion can be made based on the predicted data?
4. Write a hypothesis scientists might test based on the graph.

Name Date Class
Applying Scientific Methods

A chemist is studying the effects of minerals on plant growth. She knows that phosphorus
stimulates plant growth. She decides to test the effects of different phosphorus concentrations
on corn plants over a 20-day period.
1. What hypothesis might the chemist be testing?
2. What is the independent variable in the chemist’s experiment? What is the dependent
variable?
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 corn
plants: 0% phosphorus, 10% phosphorus, 25% phosphorus, and 50% phosphorus. Draw a
table that the chemist might use to record her data over the course of her experiment.

Name Date Class

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

30
25
50% phosphorus
Plant growth (height in cm)
20 25% phosphorus
15
10
10% phosphorus
5
no phosphorus
0
0 5 10 15 20 25
Day
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?

Name Date Class
CHAPTER 1
Assessment Student Recording Sheet
Standardized Test Practice
Multiple 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.
24 Chemistry: Matter and Change • Chapter 1

Contents
Chapter 2 Analyzing Data

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Math Skills Transparency

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

25
Name Date Class
mini LAB 2
Determine Density
Measuring To calculate density, you need to know both the mass and volume of an
object. You can find the volume of an irregular solid by displacing water.
Materials balance, graduated cylinder, water, washer or other small object
Procedure
2. Obtain several unknown objects from your teacher. Note: Your teacher will identify
each object as A, B, C, and so on.
3. Create a data table to record your observations.
4. Measure the mass of the object using a balance. Record the mass and the identity of
the object in your data table.
5. Add about 15-mL of water to a graduated cylinder. Measure and record the initial
volume in your data table. Because the surface of the water in the cylinder is curved,
make volume readings at eye level and at the lowest point on the curve, as shown in
the figure. The curved surface is called a meniscus.
6. Tilt the graduated cylinder, and carefully slide the object down the inside of the cylin-
der. Be sure not to cause a splash. Measure and record the final volume in your data
table.
Analysis
1. Calculate Use the initial and final volume readings to calculate the volume of each
mystery object.

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

Name Date Class
CHEMLAB 2
Use Density to Date A Coin

penny that has had its date scratched off is found at a crime scene.
AThe year the coin was minted is important to the case. A forensics
technician claims she can determine if the coin was minted before 1982
without altering the coin in any way. Knowing that pennies minted
from 1962 to 1982 are 95% copper and 5% zinc, whereas those minted
after 1982 are 97.5% zinc and 2.5% copper, hypothesize about what the
technician will do

How can you use density to • Predict whether the pre- water Metric ruler
determine whether a 1982 or the post-1982 100-mL graduated pencil
penny was minted before pennies will have a high- cylinder small graph paper
1982? er mass and volume plastic cup graphing calculator
• Measure the volume and balance (optional)
mass of pennies Pre-1982 pennies
• Draw conclusions based (25)
on your analysis. Post-1982 pennies
(25)
Safety Precautions
• Always wear safety goggles and a lab apron.
Pre-Lab
1. Read the entire CHEMLAB.
2. Prepare all written materials that you will take
into the laboratory. Be sure to include safety pre-
cautions and procedure notes. 5. What was the make-up of pennies before 1962?
How would you expect the density of pre-1962
pennies compare to pennies made post-1982?
3. Review the equation for density. What would be Between 1962 and 1982?
the impact on density of increasing mass while
keeping volume constant?
6. Large objects cannot be placed in water to deter-
mine their volume. Determine a procedure that
could be used to calculate the density of such an
object.
4. Increasing the amount of the heavier element in
an object would increase the density of the object.
Do you expect the pre-1982 pennies or the post-
1982 pennies would have the higher density?

Name Date Class
CHEMLAB 2
7. Review the equation to calculate percent error. 5. Add 5 pre-1982 pennies to the cup, and measure
the mass again.
6. Add the 5 pennies to the graduated cylinder, and
read the volume.
7. Repeat steps 5 and 6 four times. After five trials
there will be 25 pennies in the graduated cylinder.
8. Cleanup and Disposal Pour the water from the
Procedure graduated cylinder down the drain, being careful
1. Read and complete the lab safety form. not to lose any of the pennies. Dry the pennies
with a paper towel.
2. Record all measurements in your data table.
9. Repeat steps 3 through 7, using post-1982
3. Measure the mass of the plastic cup.
pennies.
4. Pour about 50-mL of water into the graduated
cylinder. Record the actual volume.
Data Table for the Density of a Penny

Trial Mass of Total Total Mass Total Volume
Pennies Number of of Pennies of Water
Added (g) Pennies (g) Displaced (mL)
1 5
2 10
3 15
4 20
5 25

1. Calculate Complete the data table by calculating the total mass and the total volume of
water 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 and
one for post-1982 pennies.
3. Make and Use Graphs Draw a best-fit line through each set of points. Use two points on
each line to calculate the slope.

Name Date Class
CHEMLAB 2
4. Infer Examine the units for the slopes of the lines. Verifying the slopes of the lines give
you the density of the pre-1982 pennies and density of the post-1982 pennies.
5. Apply Can you determine if a penny was minted before or after 1982 if you know only its
mass? Explain how the relationship among volume, mass, and density support using a
mass-only identification technique.
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. Calculate
a class average density of the pre–1982 pennies and the density of the post–1982 pennies.
Determine the percent error of each average.

Name Date Class

Converting Units Use with Chapter 2,
Section 2.2
139.40
Swiss
francs
593.30
French
175.95 francs
Germ
an ma
90.10 rks
euros
0
29020
06280
2

Exchange Rates
Currency units
Country per U.S. dollar
Belgium 42.70
Britain 0.66
Canada 1.48
France 6.98
Germany 2.07
Italy 2,051
Switzerland 1.64
Euro 1.06
Source: The Economist, July 15, 2000

Name Date Class

Converting Units Use with Chapter 2,
Section 2.2
Exchange rates fluctuate daily. The ones shown on the transparency are for July 15,
2000. Show your work when necessary.
1. How much does the portable radio cassette player cost in U.S. dollars?
2. Which currency listed is closest to the value of the U.S. dollar?
3. Assume that you have only British pounds. How many pounds would the portable radio
cassette player cost? Show your work.
4. While traveling in Germany and France, you buy ice cream cones. The French cones sell
for 10 French francs. The German cones sell for 1.25 German marks. Which cone costs
you more U.S. dollars?
Suppose on January 15, 2001, the exchange rates have changed

as shown to the right. Use these exchange rates to answer Exchange Rates
questions 5 and 6. Show your work when necessary. Currency units
Country per U.S. dollar
5. A video game costs 570 French francs on January 15, 2001.
Belgium 42.95
What is its price in U.S. dollars? Has the price risen or dropped
since July 15, 2000? Britain 0.71
Canada 1.37
France 6.51
Germany 2.09
Italy 2,085
6. A department store has stores in both Germany and in Switzerland 1.61
Switzerland. A Swiss shopper pays 12 Swiss francs for a
candle. A German shopper pays 12 German marks for the euro 1.02
identical candle.
a. Which shopper gets the better deal?
b. What is the advantage of using the euro in both Germany

and Switzerland?

32
Name
Total
Hole 1 2 3 4 5 6 7 8 9 Score 10 11 12 13 14 15 16 17 18 Score Score
Par 5 4 4 4 3 5 4 3 4 36 4 3 5 4 4 4 3 5 4 36 72

Precision and Accuracy
Date

Class
Section 2.3

Use with Chapter 2,

Name Date Class

Precision and Accuracy Use with Chapter 2,
Section 2.3
In golf, a player tries to use the fewest swings, or strokes, of a club to hit a ball into a series
of holes. The player keeps score by counting the number of strokes used for each hole. The
player’s final score is the total number of strokes. The lower the number of strokes used, the
better the score.
Par is a term that refers to the target score for a particular hole. It is the number of
strokes that a player is expected to use to hit the ball into that hole. A player’s accuracy is
related to how closely his or her score comes to par. The closer a player’s score is to par, the
more 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 is
more 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.

Name Date Class

Interpreting Graphs Use with Chapter 2,
Section 2.4
Brands of Stereo Speakers
200 Excellent
Price (in dollars)
Sound quality
150 Very Good
100 Good
50 Fair

0 Poor
Magnasound
Hi-technic
Venus
Thoreau
Wolfvox
K-Sonic
Wal’s Best
Sound quality
Price

Name Date Class

Interpreting Graphs Use with Chapter 2,
Section 2.4
1. What kind of graph is this?
2. What variables are compared in the graph?
3. Which product has the best sound quality? Which has the poorest sound quality?
4. Which product costs the most? The least?
5. If there are no limits on the amount of money you can spend, which product would you
buy? Why?
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?

Name Date Class
MATH SKILLS TRANSPARENCY MASTER 1

Interpreting and Drawing Graphs Use with Chapter 2,
Section 2.4
Political Supporters
Political affiliation among 18- to 21-year-olds
Republican
19%

Other 6% Independent
50%
Democrat
25%
Source of Data: The Economist, July 15, 2000
36 Chemistry: Matter and Change • Chapter 2 Math Skills Transparency Masters

Name Date Class
MATH SKILLS TRANSPARENCY WORKSHEET 1

Interpreting and Drawing Graphs Use with Chapter 2,
Section 2.4
1. What kind of graph is shown on the transparency?
2. What does the circle represent?
3. Based on the data shown, what percentage of 18- to 21-year-olds think of themselves as
Republicans? As Democrats?
4. Which group do most 18- to 21-year-olds say they belong to?
5. The data on the right shows the political

Political Supporters
affiliations for the general population.
Make a graph that compares the political Percent of general population
Political affiliation
who identify with the affiliation
affiliations of 18- to 21-year-olds with
those of the general population. Label Republican 25
the appropriate parts of your graph. Democrat 31
Independent 36
Other party 8
Source: The Economist, July 15, 2000
Use the graph you made in question 5 to answer the following questions.
6. What kind of graph did you make?
7. Compare the responses of the general population with those of 18- to 21-year-olds. How
are they alike? How are they different?
8. What is the greatest difference between the responses of the general population and those
of 18- to 21-year-olds?
Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 2 37

Name Date Class
Analyzing Data
Section 2.1 Units and Measurement
In your textbook, read about SI units.
Complete the following table.
SI Base Units
Quantity Base unit Unit abbreviation
1. s
2. Mass
3. kelvin
4. Length
In your textbook, read about base units and derived units.
For each SI unit in Column A, write the letter of the matching item from Column B.
Column A Column B
5. second a. A platinum-iridium cylinder that is stored at constant temperature and

humidity
6. meter

b. The microwave frequency given off by a cesium-133 atom
7. kilogram
c. A cube whose sides all measure exactly one meter
8. cubic meter
d. The distance that light travels through a vacuum in 1/299 792 458 second
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-

Name Date Class

11. Which temperature scale will you use for your experiments in this class? Is this an SI unit?
12. How many grams are in a kilogram?
13. How many liters are in a megaliter?
14. How many centimeters are in a meter?
15. What is the difference between a base unit and a derived unit?
16. What is density?
17. Explain in terms of density why a grocery bag containing all canned goods is harder to
lift 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?

Name Date Class
Section 2.2 Scientific Notation and Dimensional Analysis

In your textbook, read about scientific notation.
1. Circle the figures that are written in scientific notation.

1.61 102 1.61 10 10
1.61 100 161 km
1.627 62 1027 kg 9.109 39 1031 kg
2.8 108 1,380,000
2. Change the following data into scientific notation.
a. 5,000,000 km c. 0.000421 g
b. 8,394,000,000 s d. 0.03 cm
In your textbook, read about dimensional analysis.

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

Name Date Class
Section 2.3 Uncertainty in Data

In your textbook, read about accuracy and precision.
1. Use the terms precise and accurate to describe the following figures. You may use both
terms for some figures. If a term does not apply to a figure, leave the space blank.
a. b. c.
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

Name Date Class

In your textbook, read about significant figures.
Use each of the terms below just once to complete the statements.
counting numbers estimated non-zero zeros

scientific notation significant figures placeholders
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

Name Date Class
Section 2.4 Representing Data

In your textbook, read about graphing.
Label each kind of graph shown.
1. Sources of Chlorine in the Stratosphere 2. Precipitation in Jacksonville (1961–1990)

CFC–12 8
Average precipitation (inches)

28% 7
CFC–113
6% 6
CFC–11 5
HCFC–22
23%
3% 4
Methyl
3
chloroform
10% Carbon 2
Methyl tetrachloride
chloride 15% Hydrochloric 12% 1
acid 3%
0
ay
ug
ar
ov
pr
ec
b
p
n
ct
n
l
Manufactured Natural sources
Ju
Fe
Se
Ju
Ja
O
M
A
D
M
N
A
compounds Months
Answer the following questions about the graphs.
3. What percent of the sources of chlorine in the stratosphere are CFCs?

4. During which month of the year does Jacksonville usually get the most precipitation?
The least?
In your textbook, read about line graphs.
Sequence the following steps. Write 1 beside the first step in plotting a line graph.
Write 2 beside the second step, and so on.
5. Give the graph a title.
6. Choose the ranges for the axes.
7. Identify the independent and dependent variables.
8. Plot the data points.
9. Determine the range of the data that needs to be plotted

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

Name Date Class
Analyzing Data
Match each term in Column A with its definition in Column B.
Column A Column B
1. base unit a. Refers to how close a series of measurements are to one another
2. derived unit b. A ratio of equivalent values used to express the same quantity in
different units
3. graph
c. The ratio of an error to an accepted value
4. scientific notation
d. A defined unit in a system of measurement that is based on an
5. accuracy object or event in the physical world
6. conversion factor e. Refers to how close a measured value is to an accepted value
7. dimensional f. A unit in a system of measurement that is defined by combining
analysis base units
8. kelvin g. The SI base unit of temperature
9. percent error h. A means of expressing numbers as a multiple of two factors: a
10. precision number between 1 and 10; and ten raised to a power, or exponent

i. A method of problem-solving that focuses on the units used to
describe matter, often using conversion factors
j. A visual display of data that may include plotting data on x- and
y-axes
Use the following terms to complete the statements.
density liter kilogram

significant figures meter second
11. The SI base unit of time is the .
12. The SI base unit for length is the .
13. The SI base unit for mass is the .
14. The SI derived unit for volume is the .
15. is a ratio that compares the mass of an object to its volume.
16. include all known digits plus one estimated digit.

Name Date Class

In the space at the left, write true if the statement is true; if the statement is false,
change the italicized word or phrase to make it true.
1. In an answer that has four significant figures, two are
estimated and two are known.
2. The liter is the base unit of density.
3. The prefix deci- indicates a larger number than the

prefix centi-.
4. The number 1,234,000 in scientific notation is equal to
1.234 105.
Answer the following questions. Show your work when a calculation is needed.
5. You live 6 kilometers from your school. How many meters do you live from school?
6. How many seconds are there in a millisecond?

7. How many nanograms are in 34 g?
8. Solve the following problem: (2 109) (5 105).
9. Solve the following problem: (12 109) (6 105).
10. Convert 100 km/h to m/s.
11. Add: 3 109 5 1010.
12. Subtract: 5.01 107 30 109

Name Date Class

Circle the letter of the choice that best answers the question. Use the following figure for
questions 1 and 2.
1. What can you conclude about the figure?
a. The arrow locations represent precision.
b. The arrow locations represent both high accuracy and
good precision. 1 2 3 4 5 6 7 8 9 10
c. The arrows have been thrown accurately toward the

bulls-eye.
d. The arrow locations represent neither accuracy
nor precision.
2. What can you conclude about the figure?
a. To be accurate, all the arrows would have to be inside the ring labeled 2.
b. To be precise, half of the arrows would need to be inside the ring labeled 9.
c. To be accurate, all the arrows would need to be near the ring labeled 10.
d. It is not possible to be both accurate and precise at the same time.
3. You calculate that 213,000 m/s is the answer to a problem. What can you conclude about
your answer?
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 your
answer in scientific notation. What can you conclude about your answer?
a. It has six significant figures.
b. You should round the 1 up to 2 because it is followed by a 5.
c. The answer is too small to be written in scientific notation.
d. It has three significant figures.
5. You calculate that 319,000,000 m is the answer to a problem. You are asked to write your
answer in scientific notation. Which answer is correct?
a. 3.19 108 b. 31.9 1010 c. 32 1010 d. both b and c
6. You calculate the following answer to a problem: 12.655 cm. You are asked to round
your answer to four significant figures. Which answer is correct?
a. 12.66 cm b. 12.65 cm c. 12.60 cm d. 12.70 cm

Name Date Class
Thinking Critically
A tennis racket needs to be both strong and stiff. But it also needs to be lightweight. Tennis
rackets can be made of a number of different materials. The graphs below show some of the
advantages and disadvantages of different materials that are used in tennis racket frames. Use
the graphs to answer the questions.
8 2.0 250
1.8
Steel
7
reinforced plastic 1.6 200
6
Steel
1.4
Aluminum
Carbon-fiber-
5 1.2 150
Aluminum
reinforced plastic
reinforced plastic
4 1.0
Carbon-fiber-
Carbon-fiber-
Aluminum
0.8 Steel 100
3
Nylon
0.6
Wood
2
Wood
Wood
Nylon
0.4 50
Nylon
1 0.2
0 0.0 0
Density (g/cm3) Strength (GPa) Stiffness (GPa)
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 tennis
racket. What kind of racket would you buy? Explain your answer.

Name Date Class

A chemistry student is given the task of analyzing three unknown samples. Her data is listed
in Data Table 1. Use Data Table 1 to answer the questions below.
Data Table 1
Sample A 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
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 she
identify Samples A, B, and C based on the data she recorded?
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

Name Date Class

4. What information would you suggest the student obtain so that she can more accurately
identify the samples?
5. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. What is the
percent error of the student’s data?
6. What kind of graph would best compare the densities of the three samples? Explain your
answer.
7. Assume that Sample A is copper, Sample B is nickel, and Sample C is tin. Which sam-
ple(s) did the student measure accurately? Explain your answer. What does this tell you
about conclusions drawn from the data?
8. What advice would you give this student to produce more precise and accurate data next time?

Name Date Class
CHAPTER 2
Multiple Choice
1. 4. 7. 10.
2. 5. 8. 11.
3. 6. 9.
Short Answer
12.
13.
14.
15.
16.

17. 18. 19. 20.

Contents
Chapter 3 Matter—Properties and Changes

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 64
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

51
Name Date Class
mini LAB 3
Observe Dye Separation
Applying Concepts Chromatography is an important diagnostic tool for chemists.
Many types of substances can be separated and analyzed using this technique. In this
experiment, you will use paper chromatography to separate the dyes in water-soluble
black ink.
Materials 9-oz wide-mouth plastic cups (2); round filter paper; 1⁄4 piece of 11-cm round
filter paper; scissors; pointed object, approximately 3–4 mm diameter; water-soluble
black felt pen or marker
Procedure
2. Fill one of the wide-mouth plastic cups with water to about 2 cm from the top.
Wipe off any water drops on the lip of the cup.
3. Place the round filter paper on a clean, dry surface. Make a concentrated ink
spot in the center of the paper by firmly pressing the tip of the pen or marker
onto the paper.
4. Use a sharp object to create a small hole, approximately 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 draw
the ink. Work the pointed end of the wick into the hole in the center of the
round filter paper.
6. Place the paper/wick apparatus on top of the cup of water, with the wick in the
water. The water will move up the wick and outward through the round paper.
7. When the water has moved to within about 1 cm of the edge of the paper
(about 20 minutes), carefully remove the paper from the water-filled cup and

put it on the empty cup.
Analysis
1. Record the number of distinct dyes you can identify on a drawing of the round filter
paper. Label the color bands.
2. Infer why you see different colors at different locations on the filter paper.
3. Compare your chromatogram with those of your classmates. Explain any differences
you might observe.

Name Date Class
CHEMLAB 3
Identify the Products of a

Chemical Reaction
O ne of the most interesting characteristics of matter, and one that drives the study and
exploration of chemistry, is the fact that matter changes. By examining a dramatic
chemical reaction, such as the reaction of the element copper and the compound silver
nitrate in a water solution, you can readily observe chemical change. Drawing on one of the
fundamental laboratory techniques introduced in this chapter, you can separate the prod-
ucts. Then, you will use a flame test to confirm the identity of the products.

Is there evidence of a • Observe the reactants as copper wire 250-mL Erlenmeyer
chemical reaction between they change into product. AgNO3 solution flask
copper and silver nitrate? If • Separate a mixture by sandpaper ring stand
so, which elements reacted filtration. stirring rod small iron ring
and what is the name of • Predict the names of the 50-mL graduated plastic petri dish
the compound they products. cylinder paper clip
formed? 50-mL beaker Bunsen burner
funnel tongs
filter paper
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.
Pre-Lab 4. Form a hypothesis regarding what you might

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

Name Date Class
CHEMLAB 3
5. Distinguish between a homogeneous mixture and

a heterogeneous mixture.
Tear corner
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 the
ring stand. Adjust the height of the ring so the
end of the funnel is inside the neck of the
Erlenmeyer flask.
Procedure 9. To fold the filter paper, examine the diagram
above. Begin by folding the circle in half, then
1. Read and complete the lab safety form. fold in half again. Tear off the lower right cor-
2. Obtain 8 cm of copper wire. Rub the copper ner of the flap that is facing you. This will help
wire with the sandpaper until it is shiny. the filter paper stick better to the funnel. Open
the folded paper into a cone. Place the filter
3. Measure approximately 25 mL AgNO3 (silver
paper cone in the funnel.
nitrate) solution into a 50-mL beaker.
CAUTION: Do not allow to contact skin or 10. Remove the coil from the beaker and dispose of
clothing. it as directed by your teacher. Some of the solid
product may form a mixture with the liquid in
4. Make and record an observation of the physical
the beaker. Decant the liquid by slowly pouring
properties of the copper wire and AgNO3
it down the stirring rod into the funnel. Solid
solution.
product will be caught in the filter paper.
5. Coil the piece of copper wire to a length that Collect the filtrate—the liquid that runs through
will fit into the beaker. Make a hook on the end

the filter paper—in the Erlenmeyer flask.
of the coil to allow the coil to be suspended
11. Transfer the clear filtrate to a petri dish.
from the stirring rod.
12. Adjust a Bunsen burner flame until it is blue.
6. Hook the coil onto the middle of the stirring
Hold the paper clip with tongs in the flame until
rod. Place the stirring rod across the top of the
no additional color is observed. CAUTION: The
beaker immersing some of the coil in the
paper clip will be very hot.
AgNO3 solution.
13. Using tongs, dip the hot paper clip in the
7. Make and record observations of the wire and
filtrate. Then, hold the paper clip in the flame.
the solution every five minutes for 20 minutes.
Record the color you observe.
Reaction Observations
Time (min) Observations
10
15
20

Name Date Class
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.

1. Observe and Infer Describe the changes you observed in step 6. Is there
evidence a chemical change occurred? Why?
2. Compare Use resources such as the CRC Handbook of Chemistry and Physics, the Merck
Index, or the Internet to determine the colors of silver metal and copper nitrate in water.
Compare this information with your observations of the reactants and products in step 6.
3. Identify Copper emits a blue-green light. Do your observations confirm the presence of
copper in the filtrate collected in step 11?
4. Classify Which type of mixture is silver nitrate in water? Which type of mixture is
formed in step 6? Explain.
Inquiry Extension
Compare your recorded observations with those of several other lab teams. Form a
hypothesis to explain any differences; design an experiment to test it.

Name Date Class

States of Matter Use with Chapter 3,
Section 3.1
Gaseous state

Solid state
Liquid state

Name Date Class

States of Matter Use with Chapter 3,
Section 3.1
1. Name the physical states in which almost all matter exists.
2. In which state(s) of matter are the molecules most compressed?
3. In which state(s) of matter do the molecules fill the entire volume of a container?
4. In which state(s) does matter take the shape of a container?
5. Compare the distance between the molecules of a gas in a very small container with the
distance between the molecules of the same gas in a very large container. Explain your
answer.
6. What happens to the volume of a liquid when it is poured from a small container into a
large container?
7. Suppose you fill a glass with ice cubes. When the ice cubes melt, is the glass still full?
8. Suppose you fill a container with steam and then seal the container. When the steam in
the container changes to liquid water at room temperature, will the container still be full?

Name Date Class

Conservation of Mass Use with Chapter 3,
Sections 3.2

Name Date Class

Conservation of Mass Use with Chapter 3,
Sections 3.2
1. What happens when mercury(II) oxide is heated?
2. What does the law of conservation of mass state?
3. Write the law of conservation of mass in mathematical terms.
4. Assume that the test tube shown in the transparency started out having 15.00 g of
mercury(II) oxide. After heating the test tube, you find no mercury(II) oxide left and
1.11 g of oxygen gas. What mass of liquid mercury was produced by the chemical
reaction? Show your work.
5. Assume that the test tube shown started out having 10.00 g of mercury(II) oxide. After
heating the test tube briefly, you find 1.35 g mercury(II) oxide left and 8.00 g of liquid
mercury. How much oxygen gas was produced by the chemical reaction? Show your work.
6. Suppose you heat some mercury(II) oxide in a test tube similar to the one shown. After
the chemical reaction, you find 12.5 g of liquid mercury and 1.0 g of oxygen gas. There
is no mercury(II) oxide left in the test tube. How much mercury(II) oxide did you start
with? Show your work.

Name Date Class

Types of Matter Use with Chapter 3,
Section 3.4
Matter
Can it be separated
by physical means?
yes no
Mixtures Pure substances
Is the composition Can it be broken

uniform? down by ordinary
chemical means?
yes no yes no
Homogeneous Heterogeneous
Compounds Elements
mixtures mixtures
lemonade, gasoline, dirt, blood, salt, baking soda, oxygen, gold,

steel milk sugar iron

Name Date Class

Types of Matter Use with Chapter 3,
Section 3.4
1. Into what two broad classes can all matter be divided?
2. What is the difference between a mixture and a pure substance?
3. What is the difference between a compound and an element?
4. Can a compound be a heterogeneous mixture? Explain your answer by referring to the

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

sugar oxygen platinum
salt chlorine brass
6. How can you tell the difference between a homogeneous mixture and a heterogeneous
mixture?
7. Label each mixture below as either homogeneous or heterogeneous.

a. air e. finger paint
b. clay f. vinegar
c. homemade lemonade (with pulp) g. soil
d. oatmeal raisin cookie
8. List three methods that are commonly used to separate mixtures into their component
substances.

62
Name
Chemical Composition of Sucrose

(by mass)
Carbon
Hydrogen

42.20%
6.50%
Mass Percentage and the
Oxygen
Date
Law of Definite Proportions
51.30%
mass of element
mass percentage of an element (%) 100%
Class
mass of compound
10
Section 3.4

Use with Chapter 3,

Name Date Class

Mass Percentage and the Use with Chapter 3,
Section 3.4
Law of Definite Proportions
1. Suppose you analyze the composition of an unnamed compound. Your analysis shows
that the compound is 51.30% oxygen, 42.20% carbon, and 6.50% hydrogen by mass.
What can you conclude about the compound?
2. What is the mass percentage of carbon in 5.000 g of sucrose? 50.00 g of sucrose?

500.0 g of sucrose? Explain.
3. How many grams of oxygen are in 50.00 g of sucrose? Show your work.
4. How many grams of carbon are in 100.0 g of sucrose? Show your work.
5. How many grams of hydrogen are in 6.0 g of sucrose? Show your work.
6. A 20.00-g sample of ordinary table salt contains 12.13 g of chlorine and 7.87 g of
sodium. Calculate the mass percentage of each element in salt.
7. Draw a circle graph to represent your answer to question 7.

Name Date Class

Visualizing the Use with Chapter 3,
Section 3.2
Conservation of Mass
Hydrogen,
H2
Products
+
Potassium hydroxide,
KOH

Water,
H2O
Reactants
+
Potassium,
K

Name Date Class

Visualizing the Use with Chapter 3,
Section 3.2
1. How many potassium atoms are in the reactants of the chemical reaction shown? How
many are in the products?
2. How many oxygen atoms are in the reactants of the chemical reaction shown? How many
are in the products?
3. How many hydrogen atoms are in the reactants of the chemical reaction shown? How
many are in the products?
4. Assume that the chemical reaction shown started out having a total of 15 g of potassium
and water. How much potassium hydroxide and hydrogen gas will be produced by the
chemical reaction? Show your work.
5. Assume that the chemical reaction shown started out having 6 atoms of potassium and
6 molecules of water. How many molecules of potassium hydroxide will be produced by
the chemical reaction? How many hydrogen atoms will result?
6. Assume that you are working with a chemical reaction that decomposes water into
hydrogen and oxygen. You begin with 36 grams of water and end with 32 grams of 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 sodium
and chlorine. You begin with 70.9 g of chlorine. You synthesize 116.90 grams of salt. If
all of the reactants were used up, how many grams of sodium did you begin with?

66
Name
8.44 g carbon 42.2%

Carbon 8.44 g
carbon 100%
20.00 g sucrose
carbon
1.30 g hydrogen 6.50%

Hydrogen 1.30 g 100%

hydrogen 20.00 g sucrose
hydrogen
Finding Percent by Mass
10.26 g oxygen 51.30%

10.26 g
Oxygen 100%
oxygen
Date
20.00 g sucrose
oxygen
MATH SKILLS TRANSPARENCY MASTER
42.2%
20.00 g 51.30%
Total
sucrose
6.50%
Class
Math Skills Transparency Masters

Section 3.4
Use with Chapter 3,

Name Date Class

Finding Percent by Mass Use with Chapter 3,
Section 3.4
1. What percentage of the 20.0 g sample does sugar (sucrose) represent?
2. What is the percent by mass of oxygen in sugar? Of carbon? Of hydrogen?
3. How many grams of oxygen are in 100 g of sucrose?
4. How many grams of carbon are in 30.0 g of sucrose? Show your work.
5. A sample of baking soda contains 34.48 g of sodium, 1.51 g of hydrogen, 18.02 g of

carbon, and 72.00 g of oxygen.
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%.

Name Date Class
Matter—Properties and Changes

Section 3.1 Properties of Matter
In your textbook, read about physical properties and chemical properties of matter.
Use each of the terms below just once to complete the passage.
chemical mass physical

density properties substance
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

1g
17. Density is 3
cm

Name Date Class

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 three
physical forms.
22. A solid has definite shape and volume.
23. A liquid has a definite shape and takes on the volume of its container.
24. A gas has both the shape and the volume of its container.
25. The particles in a gas cannot be compressed into a smaller volume.
26. Liquids tend to contract when heated.
27. The particles in a solid are spaced far apart.
28. The words gas and vapor can be used interchangeably.

Name Date Class
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 correct
heading. Use each word only once.
boil crumple crush explode

burn ferment freeze grind
condense melt oxidize rot
corrode rust tarnish vaporize
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 a. chemical change
18. A chemical reaction that involves one or more substances b. reactants

changing into new substances
c. products
19. Shows the relationship between the reactants and products in a
d. chemical equation
chemical reaction
e. law of conservation
20. States that mass is neither created nor destroyed in any process
of mass
21. The starting substances in a chemical reaction
Answer the following question. Write an equation showing conservation of mass of

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

Name Date Class
Section 3.3 Mixtures of Matter

In your textbook, read about pure substances and mixtures.
Use the words below to complete the concept map.
heterogeneous salt–water mixture sand–water mixture

mixtures solutions water
matter
substances 1.
3. homogeneous
2.
mixtures mixtures
4. 5.
6.
In your textbook, read about separating mixtures.
Column A Column B
7. Separates substances on the basis of the boiling points of a. filtration

the substances
b. distillation
8. Separates by formation of solid, pure particles from a
solution c. crystallization
9. Separates substances based on their movement through a d. chromatography

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

Name Date Class
Section 3.4 Elements and Compounds

In your textbook, read about elements and compounds.
1. A substance that cannot be separated into simpler substances by physical or chemical

means is a(n)
a. compound. b. mixture. c. element. d. period.
2. A chemical combination of two or more different elements is a(n)

a. solution. b. compound. c. element. d. period.
3. Which of the following is an example of an element?

a. water b. air c. sugar d. oxygen
4. Which of the following is an example of a compound?

a. gold b. silver c. aspirin d. copper
5. What are the horizontal rows in the periodic table called?

a. block elements b. groups or families c. grids d. periods
6. What are the vertical columns in the periodic table called?

a. block elements b. groups or families c. grids d. periods
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 is
always composed of the same elements in the same proportion by mass.
mass of element 100%
Mass percentage of an element (%)
mass of compound
17. A 20.0-g sample of sucrose contains 8.4 g of carbon. What is the mass percentage of car-
bon in sucrose? Show your work.

Name Date Class

18. Sucrose is 51.50% oxygen. How many grams of oxygen are in 20.0 g of sucrose? Show
your work.
19. A 2-g sample of sucrose is 6.50% hydrogen. What is the mass percentage of hydrogen in
300 g of sucrose? Explain your reasoning.
20. Two compound samples are found to have the same mass percentages of the same ele-
ments. What can you conclude about the two samples?
In your textbook, read about the law of multiple proportions.
Use the law of multiple proportions to answer the questions and complete the
table below.
The law of multiple proportions states that if the elements X and Y form two
compounds, the different masses of Y that combine with a fixed mass of X can
be expressed as a ratio of small whole numbers.
21. Two compound samples are composed of the same elements, but in different proportions.
What can you conclude about the two samples?
For each compound in the table, fill in the ratio of the mass of oxygen to the mass of
hydrogen.
Compound Mass of Oxygen Mass of Hydrogen Mass O/Mass H
H2O 16 g 2g 22.
H2O2 32 g 2g 23.
24. Write a brief statement comparing the two mass ratios from the table.
25. Are H2O and H2O2 the same compound? Explain your answer.

Name Date Class
Matter—Properties and Changes

Match the definition in Column A with the term in Column B.
Column A Column B
1. A homogeneous mixture a. law of multiple

proportions
2. States that mass is neither created nor destroyed in a chemical
reaction b. percent by mass
3. States that regardless of the amount, a compound is always c. periodic table

composed of the same elements in the same proportion by mass
d. law of conservation
4. States that different masses of one element combine with the of mass
same relative mass of another element to form different
compounds e. law of definite
proportions
5. The grid organizing elements into periods and groups
f. solution
6. The ratio of the mass of each element to the total mass of
the compound g. crystallization
7. Three physical forms that describe all matter that exists on Earth h. chromatography
i. states of matter

8. A separation technique that results in the formation of
pure solid particles from a solution j. solid
9. A technique that separates the components of a mixture k. liquid
10. A form of matter with a constant volume that takes the
shape of its container
11. A form of matter with a definite shape and volume
12. chemical property, physical property
13. substance, mixture

Name Date Class

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 a. gold
10. element b. methane

11. gas c. steam
12. vapor d. sterling silver (silver and copper)
Circle the item that is an example of the term.
13. compound
salt air nickel
14. homogeneous mixture

silicon air nickel
15. element
salt brass aluminum

Name Date Class

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

Name Date Class
Thinking Critically
1. If 2 g of element X combines with 7 g of element Y to form compound XY, how many

grams of Y are needed to form compound XY2? Explain your reasoning.
2. A 24-g sample of carbon combines with 64 g of oxygen to form CO2.

a. What is the mass of the reactants?
b. What is the mass of the product?
c. Which law do these data support?
3. A 58.33-g sample of milk of magnesia, Mg(OH)2, always contains 24.31 g of magne-

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?

Name Date Class

A chemist recorded the following data in an experiment to determine the composition of four
similar samples extracted from four different sites.
Data Table
Sample Mass of sample (g) Mass of A (g) Mass of B (g) 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
1. What is the ratio of the mass of A to the mass of B in each sample? Write your answers
in the appropriate column of the data table.
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?

Name Date Class

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.

Name Date Class
CHAPTER 3
Multiple Choice
1. 4. 7.
2. 5. 8.
3. 6. 9.
Short Answer
10.
11.
12.
13.
14.
15.
16.

17. 18. 19.

Contents
Chapter 4 The Structure of the Atom

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 94
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

81
Name Date Class
mini LAB 4
Model Isotopes
Formulating Models Because they have different compositions, pre- and post-1982
pennies can be used to model an element with two naturally occurring isotopes. From
the penny “isotope” data, the mass of each penny isotope and the average mass of a
penny can be determined.
Materials bag of pre- and post-1982 pennies, balance
Procedure
2. Get a bag of pennies from your teacher, and sort the pennies by date into two
groups: pre-1982 pennies and post-1982 pennies. Count and record the total number
of pennies and the number of pennies in each group.
3. Use the balance to determine the mass of ten pennies from each group. Record each
mass to the nearest 0.01 g. Divide the total mass of each group by ten to get the
average mass of a pre- and post-1982 penny “isotope.”
Analysis
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 percent
abundance is a percentage.
3. Infer whether the atomic mass would be different if you received another bag of pennies
containing a different mixture of pre- and post-1982 pennies. Explain your reasoning.
4. Explain why the average mass of each type of penny was determined by measuring 10
pennies instead of by measuring and using the mass of a single penny from each group.

Name Date Class
CHEMLAB 4
Calculate the Atomic Mass of

the Element “Snackium”
ackground: Most elements in nature occur as a mixture of iso-
B topes. The weighted average atomic mass of an element can be
determined from the atomic mass and the relative abundance of
each isotope. In this activity, you will model isotopes of the imagi-
nary element “Snackium.” The measurements you make will be
used to calculate a weighted average mass that represents the aver-
age atomic mass of “Snackium.”

How are the atomic masses • Observe the impact of • Calculate the balance
of the natural isotopic mix- the weights of different average mass of calculator
tures calculated? sub-atomic particles on your element. bag of snack mix
the element. • Compare this
• Infer the importance of element with
each type of particle to elements
the final weight of the observed in
element. nature.
Safety Precautions
• Warning: Do not eat the food used in the lab work.
Pre-Lab
1. Read the entire CHEMLAB.

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

Name Date Class
CHEMLAB 4
5. You will need to record the data that you collect during the lab. Use the data table below.
Item Quantity Mass Notes
Procedure
2. Create a table to record your data. The table will contain the mass and the Abundance of each type of
snacks present in the mixture.
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 to
its 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 to
Calculate the weighted average atomic mass for your element “Snackium.”
3. Interpret Explain why the weighted average atomic mass of the element “Snackium” is
not equal to the mass of any of the pieces.

Name Date Class
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 whole
numbers like the mass number of an element?
6. Research Look in a chemical reference book to determine whether all elements in the
periodic table have isotopes. What is the range of the numbers of isotopes chemical
elements have?
7. Error Analysis What sources of error could have led the lab groups to different final
values? What modifications could you make in this investigation to reduce the incidence
error?
Inquiry Extension
Based on your experience in this lab, look up the atomic masses of several elements on the
periodic table and predict the most abundant isotope for each element.

Name Date Class

Cathode Ray Experiments Use with Chapter 4,
Section 4.2
Voltage source

S
Hole
Anode Magnet
Gas at
Cathode
low pressure B

A
Electrically
charged plates


Name Date Class

Cathode Ray Experiments Use with Chapter 4,
Section 4.2
1. What is a cathode ray?
2. What do the experiments in A, B, and C have in common?
3. Examine the cathode ray experiment in A. Describe the path of the cathode ray from its
origin to its termination.
4. Compare the experimental setup in B with the setup in C. How do the two setups differ?
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.

Name Date Class

Understanding Rutherford’s Use with Chapter 4,
Section 4.2
Gold Foil Experiment
Evenly distributed
Electrons positive charge

Alpha particle path

Diagram A

Electrons

Alpha particle path

Nucleus

Diagram B
Name Date Class

Understanding Rutherford’s Use with Chapter 4,
Section 4.2
Gold Foil Experiment
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? How
did the actual results differ from the expected results?
4. What did Rutherford conclude from the results of his experiment?
5. Explain why Rutherford expected the alpha particles to pass through the plum pudding
model of the atom with little or no deflection.

90
Name
Isotopes
Potassium-39 Potassium-40 Potassium-41
Protons 19 19 19
Neutrons 20 21 22
Electrons 19 19 19
19e 19e 19e

Date
19p 19p 19p

20n0 21n0 22n0
Class
13
Section 4.3

Use with Chapter 4,

Name Date Class

Isotopes Use with Chapter 4,
Section 4.3
1. What do the following symbols represent?

a. e
b. n0
c. p
2. Which subatomic particles are found in an 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 its
mass number.
8. Lithium has two isotopes: lithium-6 and lithium-7. Draw a diagram, like those shown on
the transparency, for each lithium isotope. Label the protons, electrons, neutrons, and
electron cloud in each diagram.

92
Name
Characteristics of Alpha, Beta, and Gamma Radiation

Radiation Type Composition Symbol Mass (amu) Charge
Helium nuclei 4
Alpha 2He 4 2
(alpha particles)
Electrons
Beta 1/1840 1
(beta particles)
High-energy

Gamma electromagnetic 0 0
Radioactive Particles
radiation
Beta
Positive plate particles
(1 charge)

Lead block Hole
Date

Gamma rays
(no charge)

Alpha
particles
Radioactive (2 charge)
source Negative plate Zinc sulfide
Class
coated screen
14
Section 4.4

Use with Chapter 4,

Name Date Class

Radioactive Particles Use with Chapter 4,
Section 4.4
1. Which radioactive emission has the greatest mass? Least mass?
2. Why do you think gamma rays are drawn as wavy lines?
3. Which charged plate are the alpha particles attracted to? Explain.
4. Which charged plate are the beta particles attracted to? Why do the beta particles have a
greater curvature than the alpha particles do?
5. Explain why the gamma rays do not bend toward one of the electrically charged plates.

Name Date Class

Calculating Atomic Mass Use with Chapter 4,
Section 4.3
Isotope Abundance for

Given the data in the table, calculate Element X
the atomic mass of unknown element X.
Then, identify the unknown element, Isotope Mass Percent
(amu) abundance
which is used medically to treat some
6X 6.015 7.50%
mental disorders.
7X 7.016 92.5%
1. Analyze the Problem

You are given the data in the table. Calculate the atomic
mass by multiplying the mass of each isotope by its percent
abundance and summing the results. Use the periodic table
to confirm the calculation and identify the element.
Known Unknown
For isotope 6X: atomic mass of X ? amu
mass 6.015 amu name of element X ?
abundance 7.50% 0.0750
For isotope 7X:
mass 7.016 amu

abundance 92.5% 0.925
2. 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).
3. Evaluate the Answer

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

Name Date Class

Calculating Atomic Mass Use with Chapter 4,
Section 4.3
1. Look at the data table. What do the numbers 6 and 7 in 6X and 7X represent?
2. Look at step 1. What does amu stand for? What does it mean?
3. Look at step 2. Why is each 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 it
exists in a very tiny quantity. How will this discovery affect the atomic mass of lithium?
6. Calculate the atomic mass of the unknown element. Then identify the element.
Isotope Mass (amu) Percent abundance

185X 184.953 37.40
187X 186.956 62.60
7. Calculate the atomic mass of the unknown element. Then identify the element.
Isotope Mass (amu) Percent abundance

113X 112.904 4.30
115X 114.904 95.70

Name Date Class
The Structure of the Atom

Section 4.1 Early Ideas About Matter
In your textbook, read about the philosophers, John Dalton, and defining the atom.
1. Ancient philosophers regularly performed controlled experiments.
2. Philosophers formulated explanations about the nature of matter based on

their own experiences.
3. Both Democritus and Dalton suggested that matter is made up of atoms.
4. Dalton’s atomic theory stated that atoms separate, combine, or rearrange

in 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 into
smaller particles.
7. Dalton’s atomic theory stated that atoms of different elements combine in
simple 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, but
no one believed him.
10. Dalton’s atomic theory was based on careful measurements and extensive
research.

Name Date Class
Section 4.2 Defining the Atom

In your textbook, read about the electron and the nuclear atom.
Column A Column B
1. Proposed the nuclear atomic model a. Thomson
2. Determined the mass-to-charge ratio of an electron b. Millikan
3. Calculated the mass of an electron c. Rutherford
Draw and label a diagram of each atomic model.

4. plum pudding model
5. nuclear atomic model
In your textbook, read about the discovery of protons and neutrons.
Complete the following table of proton, electron, and neutron characteristics.
Particle Symbol Location Relative Charge Relative Mass
6. Proton
7. n
8. 1/1840

Name Date Class
Section 4.3 How Atoms Differ

In 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 a
particular 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.

Name Date Class

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 the
element.
Write each isotope below in symbolic notation. Use the periodic table to determine the
atomic number of each isotope.
18. neon-22 20. cesium-133
19. helium 21. uranium-234
Label the mass number and the atomic number on the following isotope notation.
22. 24Mg
12
23.
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.

Name Date Class

Use the figures to answer the following questions.
Osmium Niobium
76 41
Os Nb
190.23 92.906
27. What is the atomic number of osmium?
28. What is the chemical symbol for niobium?
29. What is the atomic mass of osmium?
30. What units is the atomic mass reported in?
31. How many protons and electrons does an osmium atom have? A niobium atom?
Calculate the atomic mass of each element described below. Then use the periodic table
to identify each element.
32. Isotope Mass (amu) Percent Abundance
63X 62.930 69.17

65X 64.928 30.83
33.
Isotope Mass (amu) Percent Abundance
35X 34.969 75.77
37X 36.966 24.23

Name Date Class
Section 4.4 Unstable Nuclei and Radioactive Decay

In your textbook, read about radioactivity.
Column A Column B
1. The rays and particles that are emitted by a radioactive material a. nuclear reaction
2. A reaction that involves a change in an atom’s nucleus b. beta radiation
3. The process in which an unstable nucleus loses energy c. radiation

spontaneously
d. radioactive decay
4. Fast-moving electrons
In your textbook, read about types of radiation.
Use the diagram to answer the questions. Beta

Positive plate particles
(1 charge)
Lead block Hole
Gamma rays
(no charge)

Alpha
particles
Radioactive (2 charge)
source Negative plate

Zinc sulfide
coated screen
5. Which plate do the beta particles bend toward? Explain.
6. Explain why the gamma rays do not bend.
7. Explain why the path of the beta particles bends more than the path of the alpha particles.
Complete the following table of the characteristics of alpha, beta, and gamma radiation.
8. Alpha
9. 1/1840
10. High-energy electromagnetic radiation

Name Date Class
The Structure of the Atom

Match each definition in Column A with the term in Column B.
Column A Column B
1. Radiation deflected toward the positively charged plate a. atom
2. Atoms with the same number of protons but different numbers b. nucleus
of neutrons
c. atomic mass
3. High-energy radiation that has no charge and no mass
d. isotopes
4. The smallest particle of an element that retains the properties
of that element e. gamma ray
5. The weighted average mass of an element’s isotopes f. alpha radiation
6. The center-most part of an atom where the protons and neutrons g. beta radiation
are contained h. atomic mass
7. Radiation deflected toward the negatively charged plate unit
8. The rays and particles emitted by radioactive material i. radiation
9. Equal to 1/12 the mass of a carbon-12 atom j. Dalton’s atomic

theory
10. Ray of radiation traveling from the cathode to the anode
k. cathode ray
11. Process (not requiring energy) by which unstable nuclei lose energy
l. radioactivity
12. States that all matter is composed of atoms
m. radioactive
13. Process whereby some substances spontaneously emit radiation decay
14. mass number, atomic number
15. nuclear reaction, nuclear equation

Name Date Class

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
3H
12. 1
13. 8 10
14. Copper-65 36
235U
15. 92

Name Date Class

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 the a. 178O
isotope’s atomic number
b. 63
29Cu
2. Copper-63
c. 126C
3. Copper with seven neutrons more than its atomic number
d. 50
24Cr
4. Isotope that has one neutron more than its number of protons
e. 146C
5. Carbon with equal numbers of neutrons, protons, and electrons 65Cu
f. 29
6. Carbon with two more neutrons than its number of protons
g. 52
24Cr
7. Chromium with two more neutrons than its number of protons
h. 54
24Cr
8. Isotope in which the difference between the neutrons and number
of protons is 4

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 a

relative abundance of 39.88% and an atomic mass of 70.9249 amu. Show all your work.
10. Calculate the atomic mass of the element X. Then use the periodic table to identify the
element. Show all your work.
Isotope Mass (amu) Percent Abundance

27X 27.977 92.23
28X 28.976 4.67
29X 29.974 3.10

Name Date Class
Thinking Critically
Antimony (Sb) has two stable isotopes. 121Sb has a mass of 120.90 amu. 123Sb has a mass of
122.90 amu.
1. What is antimony’s atomic mass? Use the periodic table.
2. Write an equation to describe the relationship between the percent abundance of 121Sb
and the percent abundance of 123Sb. Assume that no other isotopes exist.
3. Write an equation that you can use to calculate the percent abundance of each isotope.
4. Calculate the percent abundance for each isotope of antimony. Show all your work.

Name Date Class

Data Table I is a chemist’s record of data about six isotopes.
Data Table I
Isotope Number of Protons Number of Electrons Number of Neutrons Mass (amu)

Isotope 1 24 24 26 49.946
Isotope 2 24 24 28 51.941
Isotope 3 26 26 30 55.999
Isotope 4 24 24 29 52.941
Isotope 5 24 24 30 53.939
Isotope 6 26 26 31 56.969
1. Which of the isotopes listed are the same element? Explain your reasoning.
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. These Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
are listed in Data Table II below.

Data Table II
Isotope Percent Abundance

Isotope 1 4.35
Isotope 2 83.80
Isotope 3 81.32
Isotope 4 9.50
Isotope 5 2.35
Isotope 6 18.68

Name Date Class

3. Assume that Isotope 1 is an isotope of element X and that all the isotopes of X are listed
in Data Table II. Determine the atomic mass of X. Show all your work.
4. Which isotope of X is most abundant? Least abundant?
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

Name Date Class
CHAPTER 4
Multiple Choice
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:

TEACHER GUIDE AND ANSWERS
CHAPTER 1 have been used as a control because it does not

have minerals dissolved in it. Comparison of
MiniLab 1 – Developing Observation results will vary.
Skills 5. The volume of the liquids and the detergent
Analysis could be measured with more precision.
1. The oil moved away from the detergent. Inquiry Extension
2. The colors moved to the outside of the dish. There are a number of products that claim to
3. It helps remove grease and oil from items soften water. Visit a grocery store or home
being washed. improvement store to find these products and
design an experiment to test their claims.
4. If observations are not made carefully, there
Student designs will vary but should include an
might not be enough information to explain or
independent variable, dependant variable, and a
infer what is occurring.
control.
Expected Results: When the toothpick touches
the milk, the detergent temporarily destroys the Teaching Transparency 1 –
surface tension. The colors move to the outside of Earth’s Atmosphere
the dish. The detergent emulsifies any fat in the
1. the troposphere
milk. Convection-like currents are established,
causing the colors to move from the outside 2. the troposphere
toward the center. 3. the stratosphere
4. the troposphere
ChemLab 1 – Identify the Water
Source 5. Ozone forms in the stratosphere when oxygen
gas is struck by ultraviolet radiation. The energy
Pre-Lab
from the radiation breaks apart the gas
2. Students might hypothesize that hard water and molecules, which then can interact to form
detergent produces fewers suds and that relative ozone.
sudsiness: distilled water > soft water > hard
6. The highest concentrations of ozone are found

water.
over the equator. The lowest concentrations are
4. Safety glasses and lab apron; washing soda can found over the north and south poles.
irritate the skin and eyes.
7. the Sun
5. You could adjust by adding the same number of
8. Ultraviolet radiation helps to warm Earth’s
additional drops of detergent to the other tubes.
surface.
6. 8.8 GPG
9. Answers will vary. Ultraviolet radiation can
Analyze and Conclude cause sunburn, skin cancer, and cataracts in
humans. It can also harm plants and animals,
1. Answers will depend on which sample is soft
affecting the food supply.
water and which is hard water. The soft water
produces the most suds. The hard water 10. The ozone layer absorbs much of the ultraviolet
produces the least suds. radiation before it reaches Earth’s surface.
2. According to the background introduction, the
Teaching Transparency 2 – A
soft water came from Community A. The hard
water came from Community B.
Scientific Method
1. A scientific method is a systematic, organized
3. 7.3 mg Mg/0.05L = 147 mg Mg/L; hard
approach used in all scientific study to do
4. Independent variable, volume of water samples research and verify the work of others.
and amount of detergent; dependent variable,
amount of suds produced; No, there was not a
control in this experiment. Distilled water could
Chemistry: Matter and Change Teacher Guide and Answers 109

Fast Files, Chapters 1-4 Resources
2. Making observations; examples include any 7. Clean and put away all equipment, clean the
information gathered by using the five senses or work area, make sure the gas and water faucets
by making measurements. are turned off, and wash your hands with soap
3. Answers should include that a hypothesis is a and water.
testable, tentative statement of explanation for
observations. Study Guide – Chapter 1 –
4. Both are tentative explanations of scientific
Section 1.1 A Story of Two Substances
phenomena, subject to revision based on new
data. However, a theory is supported by many 1. atmosphere
experiments and lines of evidence. 2. troposphere
5. An independent variable is a variable that is 3. stratosphere
controlled by the experimenter. The dependent
4. ozone
variable is the variable that may change in
response to the changes in the independent 5. oxygen gas
variable. 6. ultraviolet radiation
6. Answers will vary. One possible hypothesis is 7. ozone hole
that the stagnant water kills tadpoles. One way 8. true
to test the hypothesis is to raise tadpoles in
aquariums that have different levels of aeration. 9. false
7. Answers will vary. One possible hypothesis is 10. true

that the salt lowers the freezing point of water. 11. false
One way to test the hypothesis is to compare 12. true
the temperatures at which ice freezes with salt
and without salt. Section 1.2 Chemistry and Matter
1. Chemistry is the study of matter and the
Teaching Transparency 3 – changes that it undergoes.
Laboratory Safety

2. Matter is anything that has mass and takes up
1. Answers may include any of the following: read space.
the entire lab assignment, read all caution
3. Mass is a measure of the amount of matter.
statements, review all safety symbols, ask the
teacher questions if necessary, dress 4. air
appropriately, tie back long hair, and remove 5. radio
contact lenses.
6. car
2. Flush the area immediately with large quantities
7. flashlight
of cool, running water and inform the teacher
of the incident. 8. textbook
3. The label should be read three times: before 9. human body

picking up the container, while holding the 10. light
container, and when putting the container back. 11. magnetic field
4. Always add the acid slowly to water.
12. radio wave
5. Safety goggles should be worn whenever a 13. feeling
person is working in the lab. Gloves should be
worn when chemicals are used that cause 14. heat
irritations or can be absorbed through the skin. 15. thought
6. Very loose-fitting clothes, long sleeves, open- 16. false
toed shoes, and dangling jewelry should not be 17. false
worn in the lab.
110 Teacher Guide and Answers Chemistry: Matter and Change

18. true 17. ultraviolet light

19. true 18. ozone
20. false 19. hypothesis
21. biochemistry 20. model
22. organic chemistry 21. chlorine
23. analytical chemistry Section 1.4 Scientific Research
24. inorganic chemistry 1. A
25. physical chemistry 2. P
26. c 3. A
27. a 4. P
28. d 5. before picking up the container, while holding
29. e the container, and when returning the container
30. b to its place
31. The macroscopic world can be seen without the 6. Scientists usually look to see what pure research
aid of a microscope. The submicroscopic world has been done in the area related to the
is so small that it cannot be seen with the types problem.
of microscopes used in the biology lab. 7. contact lenses, loose clothing, open-toed shoes,
32. Macroscopic events depend on events at the and dangling jewelry
atomic and subatomic (submicroscopic) levels. 8. Technology is the practical use of scientific
By understanding the submicroscopic events of information obtained from both pure and
matter, chemists hope to explain and better applied research.
understand macroscopic events. 9. Answers will vary. Students may say that they
Section 1.3 Scientific Methods are more interested in working in pure research
because they are curious about nature and do
1. hypothesis
not want to be guided by a specific problem.
2. experiments Others may say that they would prefer to work
3. conclusions in applied research because its purpose and
benefits are immediately evident.
4. theory
5. scientific law Chapter Assessment - Chapter 1 —
6. b Introduction to Chemistry
7. c Reviewing Vocabulary
8. d 1. f
9. a 2. d
10. e 3. e
11. d 4. a
12. b 5. c
13. c 6. i
14. b 7. j
15. a 8. g
16. scientific method 9. h

10. b 3. quantitative
11. Both describe matter. Qualitative data is 4. qualitative
nonnumerical information such as color and 5. qualitative
odor. Quantitative data is numerical
6. qualitative
information that describes variables that can be
measured, such as mass and volume. 7. quantitative
12. Both are explanations of observations. A 8. qualitative
hypothesis is a tentative explanation. A theory is 9. qualitative
an explanation that is supported by many
10. quantitative
experiments.
11. applied research
13. Both are quantities that can have multiple
values. The value of the independent variable in 12. pure research
an experiment is controlled by the 13. applied research
experimenter. The value of the dependent
variable depends on the value of the
independent variable. 15. pure research
16. pure research
1. b
2. c Thinking Critically
3. b 1. Chlorine concentrations will gradually decrease.
4. d 2. The independent variable is the phasing out of

the production of CFCs because it is the
5. d
variable being controlled. The dependent
6. Answers will vary. The two are different levels variable is the concentration of chlorine in the
of matter. People see the macroscopic level, not stratosphere because it depends on the phasing
the submicroscopic; however, chemical events out of CFCs.

that occur at the submicroscopic, or atomic,
3. The agreement to phase out CFC production
level affect what people see.
will result in lower levels of chlorine in the
7. When ultraviolet radiation from the Sun causes stratosphere.
CFCs in the atmosphere to break down, the
4. Answers will vary. A possible hypothesis is that
chlorine in the CFCs destroys the ozone in the
with decreased concentrations of chlorine in
atmosphere, thus depleting the ozone layer
the stratosphere, the ozone layer will stop
around Earth.
thinning or will replenish itself.
8. The thinning of the ozone layer causes
organisms to be overexposed to the Sun’s Applying Scientific Methods
ultraviolet radiation, which may lead to 1. Answers may vary. A possible hypothesis is that
sunburn, skin cancer, cataracts, lowering of plants receiving higher concentrations of
crop yields, and disrupted food chains. phosphorus grow faster than plants receiving
9. Answers will vary and may include the lower concentrations of phosphorus.
following: study the lab assignment, tie back 2. The independent variable is the concentration
long hair, remove contact lenses, and avoid of phosphorus applied to the plants. The
wearing loose clothing or dangling jewelry. dependent variable is the amount of plant
growth.
3. Possible answers include the type of plant
1. qualitative
grown, the age of the plants, the amount and
2. quantitative frequency of water given to the plants, the type

of soil and pots the plants are grown in, the the hole from the area of the washer and
amount of sunlight received by the plants, the multiply the answer by the thickness of the
weather conditions the plants are subjected to, washer.
and so on. Expected Result: Density is determined in
4. the mass and height of each plant every day for g/mL by dividing mass by volume.
20 days
5. the appearance of each plant, possibly including ChemLab 2 – Use Density to Date a
its color and the texture of its leaves Coin
6. Data tables should indicate which plant received Pre-Lab
which concentration of phosphorus and should 3. Increasing the mass of an object will increase
include a place to record the growth and the density if the volume is held constant.
appearance of each plant over 20 days. 4. The post-1982 pennies should be more dense
7. Corn-plant growth increases with increased since they contain more Zinc.
concentration of phosphorus up to a point. 5. From 1864 to 1962 pennies were 95% copper
Applying 50% phosphorus does not enhance and 5% tin and zinc. Since tin is heavier than
plant growth any more than does applying 25% zinc, the pre-1962 pennies will be more dense.
phosphorus.
6. The mass of the object could be calculated after
8. Answers might include using phosphorus determining the composition of the object, and
supplements to increase the food supply or to then density could be calculated.
increase the cost effectiveness of growing corn
7. % error = observed value – true value *100%
plants. For example, if applying 25% true value
phosphorus is as effective as applying 50%
phosphorus, then farmers can save money by Analyze and Conclude
applying only 25% phosphorus to their corn
1. Refer to the Solutions Manual.
crops.
2. Refer to the Solutions Manual.
9. Possible answers include conducting an
3. The slope for pre–1982 penny is 7.1g/mL. The
experiment to find the exact level at which

increased phosphorus concentration stops slope for post–1982 penny is 9.0 g/mL.
enhancing plant growth, by using smaller 4. Verifying the slopes of the lines give you the
increments in phosphorus concentration. A density of the pre–1982 pennies and density of
second experiment might test whether too the post–1982 pennies.
much phosphorus retards plant growth. A third
5. Both pennies have similar volume but the mass
experiment might test whether the results from
is different, therefore the density is different.
the original experiment would be repeated if
Mass can be used to identify both pre and post
other types of plants were used.
1982 pennies.
6. Pre 1982 pennies (9.0 - 8.96)/8.96 100 = 0.45%
CHAPTER 2
error
MiniLab 2 – Determine Density Post 1982 pennies (7.1 - 7.16)/7.16 100 = 0.84%
Analysis error
1. Vobject = Vfinal – Vinitial Inquiry Extension
2. Answers will vary depending on object chosen. The results should be consistent. More accurate
Students will use the equation, mass = results could be achieved with a graduated
volume/density. cylinder that reads a more accurate volume.
3. The sugar cube would dissolve in the water. Make sure the pennies are dry before they are
massed.
4. Measure the outside diameter of the washer and
calculate its area. Measure the diameter of the
hole and calculate its area. Subtract the area of
Teaching Transparency 4 – Teaching Transparency 6 –

Converting Units Interpreting Graphs
1. Students should use any of the conversions 1. It is a bar graph.
shown to calculate that the item costs $85. 2. The graph compares sound quality and price
2. At 1.06 per dollar, the euro is closest in value to for different brands of speakers.
that of the U.S. dollar. 3. Magnasound has the best sound quality. Wal’s
3. £56.10. $85 multiplied by 0.66 pounds/dollar = Best has the worst.
£56.10. 4. Wolfvox costs the most. Wal’s Best costs the
4. 10 FF divided by 6.98 FF/dollar = $1.43. 1.25 least.
DM (German marks) divided by 2.07 5. Accept all answers that are supported by the
DM/dollar = $0.60. Therefore, the French cone data. Students might choose Magnasound
costs more U.S. dollars. because it has the best sound quality.
5. The game costs slightly more today than it 6. Accept all answers that are supported by the
would have six months ago. 570 FF divided by data. Students might choose Thoreau because it
6.51 FF/dollar = $87.56. has the best sound quality for the given price.
6. a. The German shopper gets the better deal. 12 7. Accept all answers that are supported by the
SF divided by 1.61 SF/dollar = $7.45 and 12 data. Students might choose Hi-technic because
DM divided by 2.09 DM/dollar = $5.74. it has the best sound quality below $200. The
b. If the price is in euros, then the cost is the only product with (slightly) better sound
same for each shopper. quality costs more than $200.
8. Accept all answers that are supported by the
Teaching Transparency 5 – Precision data. Students might say that Thoreau is the
and Accuracy best deal because it has the highest sound
1. Shegecki’s game was most accurate. quality per dollar. Others might say that Hi-
technic is the best deal because it offers almost
2. Anne-Marie’s game was most accurate and
the highest sound quality of all the products,

precise. but at a lower price than Magnasound. Students
3. Marguerite’s game is precise, but not accurate. might suggest that Wolfvox is the worst deal
4. Jon is neither accurate nor precise in his golf because it costs the most, but has only average
game. sound quality. There are products with better
sound quality available at a lower price.
5. Accept all supported answers. Students may say
that accuracy is more important because it Math Skills Transparency 1 –
determines the winner. Students may say that
Interpreting and Drawing Graphs
precision is more important because it is a
better gauge of a player’s skill and a better 1. The graph shown is a circle graph.
predictor of his or her performance on future 2. The circle represents the total number of people
games. aged 18–21 who responded to the survey.
6. Answers will vary. Students should recognize 3. 19% think of themselves as Republicans; 25%
the similarity between accepted value in an think of themselves as Democrats.
experiment and par in golf. They should note, 4. Most 18- to 21-year-olds (50%) say they are
however, that in golf, variables are not held independent.
constant as they are in experiments. Also, the
way in which data are produced in multiple 5. graph
experimental trials does not vary, whereas the 6. Answers may vary, but a bar graph would be a
way in which the results of a golf game are clear way of presenting the comparison of data.
reached does vary. 7. Both groups are divided among affiliations in a
similar manner: most say they are independent.

However, a smaller portion of the general 19. analyze, solve, and evaluate
population says they are independent. 20. Add 273 to degrees Celsius.
8. The greatest difference is the decrease in the
Section 2.2 Scientific Notation and
percentage of people in the general population
Dimensional Analysis
who say they are independent.
1. 1.61 102
Study Guide - Chapter 2 – Analyzing 1.627 62 10-27 kg
Data
2.8 10-8
Section 2.1 Units and Measurement
9.10939 10-31 kg
1. Time, Second
2. a. 5 106 km
2. Kilogram, kg
b. 8.394 109 s
3. Temperature, K
4. Meter, m c. 4. 10-4 g
5. b d. 3 10-2 cm
6. d 3. A conversion factor is a ratio of equivalent
7. a values used to express the same quantity in
different units.
8. c
4. a method of problem solving that often uses
9. The correct order is: giga-, mega-, kilo-, centi-,
conversion factors
milli-, nano-, pico-.
5. kg; g; kg; g
10. a. c; 1/100
6. m; cm; m; cm
b. k; 1000
7. L; kL; L; kL
c. m; 1/1000 8. cm; m; cm; m
11. Celsius; no, the SI unit for temperature is the 9. km; h; m; km; h; min; min; s; m/s
kelvin.
Section 2.3 Uncertainty in Data
12. 1000 g
1. a. (blank)
13. 1,000,000 liters
14. 100 cm b. precise
15. Base units are defined units based on specific c. accurate, precise
objects or events in the physical world. Derived 2. a
units are defined by combining base units.
3. c
16. Density is a ratio that compares the mass of an
4. d
object to its volume.
5. b
17. Canned goods are more dense than paper
goods. They have more mass per unit volume. 6. c
Thus, for the same volume, the canned goods 7. significant figures
have more mass than the paper goods. The
8. estimated
greater mass is more difficult to lift.
9. Non-zero
18. Answers may vary. Students should note that
density is defined as the mass of an object 10. zeros
divided by its volume. Thus, algebraically, you 11. placeholders
can determine that an object’s volume is equal
12. counting numbers
to its mass divided by its density.
13. scientific notation

14. a. 12.56 km 6. b
b. 1.001 7. i
c. 100.0 8. g
9. c
d. 23.34
10. a
15. a. 13
11. second
b. 12.738
12. meter
c. 12.7835 13. kilogram
d. 12.78346 14. liter
16. a. 121 15. Density
b. 120.8 16. Significant figures
c. 120.75 Understanding Main Ideas (Part A)

d. 120.7524 1. one is estimated and three are known
17. a. 115.6 kg 2. derived unit of volume

3. true
b. 4.25 cm
4. 1.234 106
c. 2 m3
5. Answers may vary: 6 km (1 103 m/1 km) =
d. 1.90 m/s 6 103 m or 6 km 1000 m/1 km = 6000 m
Section 2.4 Representing Data 6. 1 s ÷ (1 103 ms/s) = 1 103 s
1. circle graph 7. 34 g 109ng/g = 3.4 1010ng
2. bar graph 8. 1 1015 or 1,000,000,000,000,000
3. 60% 9. 2 104 or 20,000

4. August; November 10. (100 km/h) (1000 m/1 km) (1 h /60 min)
5. 7 (1 min/60 s) = 27.8 m/s = 30 m/s
11. 0.3 1010 + 5 109 = 5.3 1010 = 5 1010
6. 3
12. 5.01 10-7 –30 10-9 = 5.01 10-7 –0.3 10-7
7. 1
= 4. 10-7 = 4.7 10-7
8. 5
9. 2 Understanding Main Ideas (Part B)
10. 6 1. d
2. c
11. 4
3. b
Chapter Assessment – Chapter 2 — 4. d
Analyzing Data
5. a
6. a
1. d
2. f Thinking Critically
3. j 1. carbon-fiber-reinforced plastic
4. h 2. steel
5. e 3. Accept any graph that displays the data given

and is labeled properly. Students may make a

bar graph, in which aluminum, steel, and wood percent error can be misleading. Conclusions
have bars of length 1, nylon has a bar of length drawn from the data on Samples A and B could
2, and carbon-fiber-reinforced plastic has a bar lead to misidentification of the metals. Only the
of length 3. data for Sample C is reliable.
4. No; although steel is strong, stiff, and 8. Accept all reasonable answers. Students may
inexpensive, it is also very dense. suggest that she note the appearance of her
5. Answers will vary. Students may say that they samples next time, that she measure only the
would prefer a racket with a frame made of sample and not the container it is in, that she
carbon-fiber-reinforced plastic because it is use proper rounding conventions when
strong, stiff, and not very dense. recording data, or that she ensure that her
equipment is calibrated so that her
Applying Scientific Methods measurements will be more accurate.
1. Sample A: 8.060 g/mL
Sample B: 8.836 g/mL CHAPTER 3
Sample C: 7.24 g/mL
MiniLab 3 – Observe Dye Separation
2. The student’s measurements for Samples A and
Analysis
C are very precise. The data for these two
samples is consistent. 1. Drawings should show the filter paper with the
ink spot in the center and different dyes
3. Accept all supported answers. Students may
spreading out from the center.
suggest that Sample A could be iron, Sample B
could be either copper or nickel, and Sample C 2. Different components of the ink have varying
could be tin. Students should suggest that attraction for the filter paper. Therefore, the
additional information is needed and perhaps colors that comprise the ink will be deposited at
further tests need to be made before the different distances from the center of the paper.
samples can be identified accurately. 3. Answers will vary. Different makes and types of
4. Students may suggest noting the color of each black ink have different dyes in them.
metal. Color is probably the most practical and Expected Results: As the water spreads out on
distinguishing feature of the metals. the paper, different dyes in the ink will spread out
5. percent error = error/accepted value 100% from the center and be deposited on the filter
percent error of sample A = 8.92 g/mL 8.060 paper at different distances from the center.
g/mL ÷ 8.92 g/mL 100% = 9.64% percent
error of sample B = 8.90 g/mL – 8.836 g/mL ÷ ChemLab 3 – Identify the Products of
8.90 g/mL 100% = 0.719 % percent error of a Chemical Reaction
sample C = 7.28 g/mL – 7.24 g/mL ÷ 7.28 g/mL Pre-Lab
100% = 0.549%
3. A physical property is a characteristic that can
6. A bar graph would best compare the densities be observed or measured without changing the
of each sample because the relative heights of substance’s composition—for example, color,
the bars would compare the density of each shape, or mass. A chemical property is the
sample. A pie chart would not make sense in ability of a substance to combine with or
this case because there are no parts or whole. change into one or more other substances—for
Students may also make a case for line graphs; example, reactivity with water.
however, the curves will be difficult to compare
4. a. You might observe a change in color or
because the data points are very close.
odor, the evolution of heat or light, the
7. Although both Samples B and C have a low absorption of energy, or the formation of a
percent error based on average mass and gas, liquid, or different solid. A different
density, only Sample C was measured product will form.
accurately. Looking only at the averages and

b. You might observe a change in shape or in 6. The liquid’s volume remains the same,
physical state, such as boiling, condensing, regardless of the size of the container.
freezing, melting, evaporating, dissolving, or 7. When the ice cubes melt, the resulting liquid
crystallizing. water will not fill the glass because there were
5. A homogeneous mixture is one in which one or air spaces within the ice cubes. The liquid will
more substances are evenly distributed conform to the shape of the container and fill it
throughout another substance. A heterogeneous only partially.
mixture is one in which there is an observable 8. The liquid water will not fill the container
separation of component substances. because the molecules of the liquid will be
Reaction Observations much closer together than the molecules of the
steam were.
Time Observations
(min)
Teaching Transparency 8 –
5 Students should observe gradual formation of gray solid
on the copper
1. A chemical reaction occurs in which
10 wire. The solution will turn blue-green.
mercury(II) oxide becomes liquid mercury and
15 oxygen gas.
20 2. Mass is neither created nor destroyed in any
Flame test: blue-green color
process.
3. Massreactants = Massproducts
1. A grayish solid formed on the wire. The
solution turned blue-green. Yes, a solid formed Massmercury(II) oxide = Massmercury + Massoxygen
and a color change occurred. The products are 15.00 g = Massmercury + 1.11 g
silver and copper nitrate.
Massmercury = 13.89 g
2. Silver metal is white to gray. Copper nitrate is
blue-green.

Massmercury(II) oxide used in the reaction = Massmercury
3. Experimental results should agree with blue-
+ Massoxygen
green light.
10.00 g – 1.35 g = 8.00 g + Massoxygen
4. homogeneous; heterogeneous and
homogeneous Massoxygen = 0.65 g
Inquiry Extension
Massmercury(II) oxide = Massmercury + Massoxygen
The copper wire might not have been clean.
The better observations will be more detailed. Massmercury(II) oxide = 12.5 g + 1.0 g
Massmercury(II) oxide = 13.5 g
Teaching Transparency 7 – States of
Matter Teaching Transparency 9 – Types of
1. solid, liquid, gas Matter
2. solid 1. mixtures and pure substances
3. gas 2. A mixture can be separated into its component

substances by physical means; however, a pure
4. liquid and gas
substance cannot.
5. The gas molecules will be spaced farther apart
3. A compound can be broken down chemically
in a large container than in a small container
into smaller substances; however, an element
because the molecules in a gas spread out to fill
cannot.
the entire volume of a container.

4. No; according to the diagram, a heterogeneous mass of hydrogen = 6.50% 6.0 g/100% =
mixture can be separated into its components 0.39 g
by physical means. A compound cannot be 6. mass percentage of an element (%) = mass of
separated into its components by physical element/mass of compound 100%
means.
mass percentage of chlorine = 12.13 g/20.00 g
5. gold, aluminum, oxygen, chlorine, platinum 100% = 60.65%
6. A homogeneous mixture has a uniform mass percentage of sodium = 7.87 g/20.00 g
composition, whereas a heterogeneous mixture 100% = 39.35%
does not. Thus, if you can see the different
7. Students should show a circle graph divided
components in a mixture, then it is a
heterogeneous mixture. into two wedges: one representing
approximately 60% of the circle and one
7. a. homogeneous representing approximately 40% of
b. heterogeneous the circle.
c. heterogeneous Math Skills Transparency 2 –
d. heterogeneous Visualizing the Conservation of Mass
e. homogeneous 1. 2; 2
2. 2; 2
f. homogeneous
3. 4; 4
g. heterogeneous
8. Separation methods include filtration,
distillation, crystallization, and If the reactants total 15 g, then the products will
chromatography. total 15g.
Teaching Transparency 10 – Mass There will be 6 molecules of potassium
Percentage and the Law of Definite hydroxide and 12 atoms of hydrogen.
Proportions 6. Massreactants =Massproducts

1. It is sucrose.
Masswater = Masshydrogen + Massoxygen
2. 42.20%; the mass percentage of carbon is
Masshydrogen = Masswater – Massoxygen
consistent regardless of the amount of sucrose;
this is the law of definite proportions. Masshydrogen = 36 g – 32 g = 4 g
3. mass percentage of oxygen = mass of 7. Massreactants = Massproducts
oxygen/mass of sucrose 100% Masssodium + Masschloride = Masssodium chloride
51.30% = mass of oxygen/50.00 g 100% Masssodium = Masssodium chloride – Masschloride
mass of oxygen = 51.30% 50.00 g/100% = Masssodium = 116.90 g – 70.9 g = 46.0 g
25.65 g
4. mass percentage of carbon = mass of Math Skills Transparency 3 – Finding
carbon/mass of sucrose 100% Percent by Mass
42.20% = mass of carbon/100.0 g 100% 1. 100%
mass of carbon = 42.20% 100.0 g/100% = 2. 51.30% oxygen; 42.2% carbon; 6.50% hydrogen
42.20 g 3. Mass percentage of oxygen = mass of
5. mass percentage of hydrogen = mass of oxygen/mass of sucrose 100
hydrogen/mass of sucrose 100% 51.30% = (mass of oxygen/100) 100
6.50% = mass of hydrogen/6.0 g 100% (mass of oxygen = 51.30 100)/100 = 51.30 g

4. Mass percentage of carbon = mass of 17. physical

carbon/mass of sucrose 100 18. gas
42.2% = mass of carbon/30.0 100 19. solid
mass of oxygen = 42.2/30.0 100 = 140.7 20. liquid
g = 141 g
21. true
5. a. 34.48 g + 1.51 g + 18.02 g + 72.00 g =
22. false
126.01 g
23. true
b. Mass percentage of element = mass of
element/mass of baking soda 100 24. false
25. false
Mass percentage of sodium =
(34.48/126.01) 100 = 27.36% 26. false
Mass percentage of hydrogen = 27. false

(1.51/126.01) 100 = 1.20% 28. false
Mass percentage of carbon = (18.02/126.01) Section 3.2 Changes in Matter
100 = 14.30%
1. boil
Mass percentage of oxygen = (72.00/126.01) 2. freeze
100 = 57.14%
3. condense
6. Students should show a circle graph divided
4. vaporize
into four wedges: sodium, 27.36%; hydrogen,
1.20%; carbon, 14.30%; and oxygen, 57.14%. 5. melt
7. a part, the whole 6. grind
7. crumple
Study Guide – Chapter 3 – Matter—
8. crush
Properties and Changes

9. explode
Section 3.1 Properties of Matter
10. rust
1. mass
11. oxidize
2. substance
12. corrode
3. properties
13. tarnish
4. Physical
5. density 14. ferment
15. burn
6. chemical
16. rot
7. physical
8. chemical 17. c
18. a
9. chemical
19. d
10. physical
11. physical 20. e
21. b
12. chemical
22. Masswater = Masshydrogen + Massoxygen; 178.8 g
13. physical
water = 20.0 g hydrogen + Massoxygen;
14. physical Massoxygen = 178.8 g – 20.0 g; Massoxygen =
15. physical 158.8 g
16. physical

Section 3.3 Mixtures of Matter 24. The mass ratio of oxygen to hydrogen in H2O2
1. mixtures is two times the mass ratio of oxygen to
hydrogen in H2O. This follows the law of
2. water
multiple proportions.
3. heterogeneous
25. No; they have different proportions of hydrogen
4. sand-water mixture and oxygen.
5. solutions
Chapter Assessment - Chapter 3 —
6. salt-water mixture
Matter––Properties and Changes
7. b Reviewing Vocabulary
8. c 1. f
9. d 2. d
10. a 3. e
Section 3.4 Elements and Compounds 4. a
1. c 5. c
2. b 6. b
3. d 7. i
4. c 8. g
5. d 9. h
6. b 10. k
7. element 11. j
8. compound 12. Both are characteristics of substances. A
9. element physical property can be observed without
changing the composition of the substance. A
10. element
chemical property is the ability or tendency of a
11. compound substance to change into another substance.
12. Ne 13. Both are kinds of matter. A substance cannot be
13. Ca separated into other substances by physical
means. A mixture can be separated into two or
14. Fe
more substances.
15. Ti
16. F
1. physical, intensive
17. 8.4 g carbon/20.0 g sucrose 100% = 42.00%
carbon 2. chemical
18. 51.50% oxygen = Massoxygen/20.0 g sucrose 3. physical, intensive
100%; 51.50% oxygen 20.0 g sucrose/100% = 4. physical, intensive
Massoxygen = 10.3 g 5. physical, extensive
19. 6.50%; because the mass percentage is
6. chemical
consistent regardless of the amount of sucrose
20. They are the same compound.
21. They are not the same compound.
9. d
22. 8 g O/1g H
10. a
23. 16 g O/1g H
11. b

12. c c. Using the mass percentage equation: (2.02 g

13. salt hydrogen)58.33 g milk of magnesia 100%
= 3.46% hydrogen
14. air
d. law of definite proportions
15. aluminum
1. Sample 1: 2.00 g A/1.00 g B
1. physical
2. chemical
Sample 2: 2.000 g A/1.000 g B
3. chemical
Sample 3: 4 g A/1 g B
4. physical
Sample 4: 2.0 g A/1.0 g B
2. Samples 1, 2, and 4 have the same ratio. Sample
5. chemical
3 has a different ratio.
6. physical
3. Samples 1, 2, and 4 are the same compound,
7. chemical according to the law of definite proportions.
8. homogeneous Sample 3 is a different compound because its
9. heterogeneous ratio of mass A to mass B differs from the ratios
in samples 1, 2, and 4.
10. homogeneous
4. The chemist could calculate the mass
11. heterogeneous
percentage of A or B in each sample and
12. homogeneous compare the percentages with the percentages
13. heterogeneous of the desired compound.
14. heterogeneous 5. a. (6.42 g A)9.63 g sample 100% = 66.67% A
15. heterogeneous b. (63.75 g A)95.62 g sample 100%
16. heterogeneous = 66.67% A
c. (32 g A)40 g sample 100% = 80% A

17. homogeneous
18. homogeneous d. (17.0 g A)25.5 g sample 100% = 66.67% A
19. distillation 6. Yes; the compound the chemist was looking for
20. filtration is in samples 1, 2, and 4. In all three samples,
the mass percentage of A is 66.67%. According
Thinking Critically to the law of definite proportions, a compound
1. 14 g; by looking at the chemical formulas for is always composed of the same elements in the
the two compounds, students should know that same proportions.
the subscript 2 of the Y component indicates 7. The data show that there are two different
that twice as much Y is needed for XY2 as for compounds represented in the chemist’s
XY. samples. Samples 1, 2, and 4 are the same
2. a. 24 g carbon + 64 g oxygen = 88 g compound. Sample 3 is a different compound
made up of the same elements. By comparing
b. 88 g CO2 the ratio of the mass of A to the mass of B in
c. law of conservation of mass sample 3 with that in sample 1 (or sample 2 or
4), one arrives at a small whole number, as
3. a. Using the mass percentage equation: (24.31
follows: (mass ratio of sample 3)(mass ratio of
g magnesium)58.33 g milk of magnesia sample 1) = 4/2 = 2
100% = 41.68% magnesium
b. Using the mass percentage equation: (32.00
g oxygen)58.33 g milk of magnesia 100%
= 54.86% oxygen

CHAPTER 4 3. Answers will vary. The students should find

that the atomic mass is closest to the most
MiniLab 4 – Model Isotopes abundant piece. In the sample data, the atomic
Analysis mass is closer to the chex pieces than the
pretzels or bagel chips due to their high percent
1. The relative number of pre- and post-1982
pennies in the bag determines the percentage 4. Answers will vary. Students should realize that
abundance of each group. the small sample size and difference in samples
will lead to differences.
2. The atomic mass of a penny depends upon the
mixture of pennies each student receives. 5. The atomic mass is different from the mass
Sample data is shown here. number because it is an average and therefore
will not be a whole number.
mass contribution (pre-1982) = (55.0%)(3.11
g) = 1.71 g 6. Answers will vary depending on the reference
sources used. They should find most elements
mass contribution (post-1982) = (45.0%)(2.55 have numerous natural isotopes.
g) = 1.15 g
7. The error in the lab is due to small sample size.
atomic mass = (1.71 g + 1.15 g) = 2.86 g The experiment could be modified by starting
3. A different mixture would have a different with a much larger sample size.
relative abundance and a different atomic mass.
Inquiry Extension
4. Masses of individual pennies will vary due to
wear. Answers will vary. The students should be able
to predict the most abundant element based on
Expected Results:
the atomic mass listed on the periodic table.
Pre-1982 pennies have a greater mass than post-
1982 pennies. Teaching Transparency 11 – Cathode
Mass of ten pre-1982 pennies = 31.10 g Ray Experiments
Average mass of a pre-1982 penny = 3.11g 1. A cathode ray is a beam of negatively charged
Mass of ten post-1982 pennies = 25.48 g particles or electrons.
Average mass of a post-1982 penny = 2.55 g 2. Answers may vary. All three experiments have a
The atomic mass depends on the mixture analyzed. voltage source, a cathode, an anode, gas at low
pressure, and a phosphor that allows the
ChemLab 4 – Calculate the Atomic position of the cathode ray to be determined.
Mass of the Element “Snackium” 3. The cathode ray travels from the cathode
Pre-Lab toward the anode, passing through the hole in
2. protons, neutrons, and electrons the anode and traveling in a straight line
through the tube, where it strikes the phosphor
3. Answers will vary.
screen.
4. If there are more heavy subatomic particles, the
4. In B, the cathode ray passes through a magnetic
isotope will be heavier. If there are fewer heavy
field, whereas in C, the cathode ray passes
subatomic particles, the isotope will be lighter.
between two electrically charged plates. Both
Analyze and Conclude experiments show that the cathode ray is made
1. Answers will vary depending on the type of of charged particles.
snack bags. 5. The experiment shows that the cathode ray
2. Answers will vary depending on the type of consists of charged particles that are affected by
snack bags. If the snacks all have similar masses, a magnetic field.
the average atomic mass will be closest to the 6. The negatively charged cathode ray bends
most abundant snack. toward the positively charged plate due to
electrical forces of attraction.

Teaching Transparency 12 – 8. Students should draw two atomic nuclei, each

Understanding Rutherford’s Gold surrounded by an electron cloud. Both atoms
Foil Experiment should have three protons in the nucleus and
three electrons in the electron cloud. One of the
1. The arrows represent alpha particles, which
atoms should have three neutrons in the
have a positive (2+) charge.
nucleus; the other should have four neutrons in
2. diagram A the nucleus.
3. diagram B; some of the alpha particles were
deflected at large angles. Teaching Transparency 14 –
Radioactive Particles
4. Rutherford concluded that the plum pudding
model of the atom was incorrect. He also 1. Alpha particles have the greatest mass. Gamma
concluded that an atom is made mostly of rays have no mass.
empty space with a tiny, dense, centrally located 2. Answers may vary. Answers should include the
nucleus that is positively charged and contains fact that gamma rays have no mass and are
almost all of the atom’s mass. often characterized as light (waves).
5. The massive alpha particles were expected to be 3. Because they have opposite charges, the
largely unaffected by the much less massive positively charged alpha particles are attracted
electrons. The weak, diffusely distributed to the negatively charged plate.
positive charge inside the atom was also not
4. The beta particles are attracted to the positively
expected to affect the positively charged alpha
charged plate. Their curvature is greater because
particles.
they have a much smaller mass than alpha
particles do and are therefore more greatly
Teaching Transparency 13 – Isotopes
affected by the electric field.
1. a. electron
5. Gamma rays have no charge; therefore, they are
b. neutron not attracted to either charged plate.
c. proton
Math Skills Transparency 4 –

2. Protons and neutrons are in the nucleus. Calculating Atomic Mass
3. The number of protons in an atom identify the 1. The numbers are the mass number of each
atom as a particular element. isotope. The mass numbers refer to the sum of
4. The protons and electrons in an atom have each isotope’s protons and neutrons, which
opposite charges and are equal in number. make up most of the mass of an atom.
Because of this, the net charge on an atom is 2. It stands for atomic mass unit. The mass of 1
zero. amu is defined as 1/12 the mass of a carbon-12
5. The numbers refer to the mass number—the atom.
sum of protons and neutrons in each atom’s 3. Atomic mass is a weighted average of the
nucleus. They are an approximate value of each masses of an atom’s isotopes. This means that
atom’s mass. 7X, which occurs 92.5% of the time, has a larger
6. a. 39 effect in determining the element’s atomic mass

19K
than does 6X, which occurs 7.5% of the time.
b. 40
19K
4. Accept either of the following answers: The
c. 41
19K mass of 1 amu is slightly less than the mass of a
7. Mass number = atomic number + number of proton or a neutron. The atomic mass is a
neutrons weighted average.

5. The discovery of 8Li will have a very small effect The pit should be labeled nucleus and should
on lithium’s atomic mass because the percent include labeled protons and neutrons. The
abundance of 8Li is so small. outer circle of the peach should be labeled
electrons.
6. Mass contribution = (mass)(percent
abundance)
185X: (184.953 amu)(0.3740) = 69.17 amu Particle Symbol Location Relative Charge Relative Mass
187X: (186.956 amu)(0.6260) = 117.0 amu 6. Proton p In the nucleus 1 1
Atomic mass of X = 69.17 amu 1 117.0 amu = 7. Neutron n0 In the nucleus 0 1

186.2 amu
8. Electron e In the space surrounding 1 1/1840
the nucleus
abundance)
113X: (112.904 amu)(0.0430) = 4.86 amu
Section 4.3 How Atoms Differ
115X: (114.904 amu)(0.9570) = 110.0 amu
1. false
Atomic mass of X = 4.86 amu + 110.0 amu =
114.9 amu 2. true
The element is indium. 3. true

4. true
Study Guide – Chapter 4 – The 5. false
Structure of the Atom
6. 82 protons; 82 electrons
Section 4.1 Early Ideas About Matter
7. 8 protons
1. false
8. 30
2. true
9. 85
3. true
4. true

5. false
6. false
13. 19 protons, 19 electrons, 20neutrons
7. true
14. 14 protons, 14 electrons, 14 neutrons
8. true
9. false
10. true
17. The two isotopes with atomic number 19 are
Section 4.2 Defining the Atom both isotopes of potassium.
1. c 22Ne
18. 10
2. a 19. 24He
3. b 20. 133
55Cs
4. Drawing should look like a ball of chocolate 21. 234
92U
chip cookie dough. The chocolate chips should 22. mass number
be labeled with negative charge or as electrons.
The dough should be labeled as evenly 23. atomic number
distributed positive charges. 24. d
5. Drawing should look like a peach with a pit. 25. a

26. d Chapter Assessment - Chapter 4 —

27. 76 The Structure of the Atom
28. Nb Reviewing Vocabulary
29. 190.2 1. g
30. atomic mass units 2. d
31. osmium: 76 protons, 76 electrons; niobium: 41 3. e

protons, 41 electrons. 4. a
32. Mass contribution = (mass)(percent 5. c
abundance) 6. b
63X: (62.930 amu)(69.17%) = 43.53 amu 7. f
65X: (64.928 amu)(30.83%) = 20.02 amu 8. i
Atomic mass of X = 43.53 amu + 20.02 amu = 9. h
63.55 amu
10. k
The element is copper.
11. m
abundance) 12. j
35X: (34.969 amu)(75.77%) = 26.50 amu 13. l
37X: (36.966 amu)(24.23%) = 8.957 amu 14. Both pertain to atoms. The mass number is the
sum of the protons and neutrons in the nucleus
Atomic mass of X = 26.50 amu + 8.957 amu = of a given atom. The atomic number is the
35.46 amu number of protons in an atom.
The element is chlorine. 15. Both concern changes in atoms. A nuclear
Section 4.4 Changes to the Nucleus— reaction involves a change in an atom’s nucleus.
Nuclear Reactions A nuclear equation shows the atomic number

and mass number of the particles involved in a
1. c
reaction.
2. a
3. d
1. terbium
4. b
2. platinum
5. the positive plate, because beta particles are
negatively charged 3. ruthenium
6. Gamma rays have no charge. 4. chromium
7. The beta particles have less mass than the alpha 5. scandium
particles and ar more greatly affected by the 6. cesium
electric field. 7. neutrons
8. true
9. Alpha
4He
8. Alpha Helium nuclei, or alpha particles 4 2
2
10. neutrons
9. Beta Electrons, or beta particles 1
0
1/1840 1 11. 11H
10. Gamma High-energy electromagnetic radiation 0
0 0 0 12. Hydrogen-3, 1, 1, 2
13. Oxygen-18, 18
8 O, 8

14. 65
29Cu, 29, 29
1.140 amu = 2x amu
15. Uranium-235, 92, 92, 143 x = 0.570
Percent abundance of 121Sb = 57.0%
Percent abundance of 123Sb = 1 – x = 1 0.570
1. h
= 43.0%
2. b
3. f
1. Isotopes 1, 2, 4, and 5 are the same element;
4. a
they all have 24 protons. Isotopes 3 and 6 are
5. c another element; they both have 26 protons.
6. e 2. Answers may vary. Although the masses of
7. d protons and neutrons, which make up most of
8. g the mass of an atom, are very close to 1 amu,
they are not exactly 1 amu. Thus, the mass of
9. Mass contribution = (mass)(percent each isotope is very close to a whole number,
abundance) but is not exactly a whole number.
69Ga: (68.9257 amu)(60.12%) = 41.44 amu
71Ga: (70.9249 amu)(39.88%) = 28.28 amu abundance)
Atomic mass of Ga = 41.44 amu + 28.28 amu = Isotope 1: (49.946 amu)(4.35%) = 2.17 amu
69.72 amu Isotope 2: (51.941 amu)(83.80%) = 43.53 amu
10. Mass contribution = (mass)(percent Isotope 4: (52.941 amu)(9.50%) = 5.03 amu
abundance)
Isotope 5: (53.939 amu) (2.35%) = 1.27 amu
For 27X: (27.977 amu)(92.23%) = 25.80 amu
Atomic mass of X = 2.17 amu + 43.53 amu +
For 28X: (28.976 amu)(4.67%) = 1.35 amu 5.03 amu + 1.27 amu = 52.00 amu
For 29X: (29.974 amu)(3.10%) = 0.929 amu 4. Isotope 2; Isotope 5
Atomic mass of X = 25.80 amu + 1.35 amu + 5. Isotope 2; because the atomic mass of an
0.929 amu = 28.08 amu element is a weighted average, the isotope that
The element is silicon. is the most abundant generally has the greatest
effect on the atomic mass of the element.
Thinking Critically
6. Answers will vary. Students should include in
1. 121.760 amu
their conclusions that Isotope 7, because it has
2. Percent abundance of 121Sb + Percent 24 protons, is an isotope of element X. They
abundance of 123Sb = 100%, or 1 may also conclude that the percent abundance
3. Atomic mass of Sb = (mass of 121Sb)(percent of each isotope of X in Data Table II and the
abundance of 121Sb) + (mass of atomic mass of X calculated in question 3 may
123Sb)(percent abundance of 123Sb) be inaccurate if Isotope 7 occurs in more than a
trace amount. Students may suggest that the
4. Assume:
atomic mass of X should be greater than the
Percent abundance of 121Sb = x calculation in question 3 suggests. Accept all
Percent abundance of 123Sb = 1 – x other reasonable conclusions based on the data
provided.
Then solve:
Atomic mass of Sb = 121.760 amu = (120.90
amu)x + (122.90 amu)(1 – x) = 120.90x amu +
122.90 amu 122.90x amu


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Chapters 1– 4 Resources

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Chapters 1-4 Resources

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

Teacher Guide and Answers

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Intervention and Assessment

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

Lab Safety Form

Lab type (circle one) : Launch Lab MiniLab ChemLab

1. What is the purpose of the investigation?

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

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Chapter 1 Introduction to Chemistry

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

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

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

Identify the Water Source

Problem Objectives Materials

5. Suppose you accidentally add more than one drop

3. Use the data table on the next page.

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

Moderate 61–120 3.5–7 Cleanup and Disposal

1. Read and complete the lab Safety form.

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Analyze and Conclude

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

Classification of Water Hardness

Very hard >180

ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 1 5

TEACHING TRANSPARENCY MASTER 1

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

TEACHING TRANSPARENCY WORKSHEET 1

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

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?

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

Chemistry: Matter and Change • Chapter 1

Teaching Transparency Masters

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TEACHING TRANSPARENCY WORKSHEET 2

1. Define the term scientific method.

4. Compare and contrast a hypothesis and a theory.

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

Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 1 9

TEACHING TRANSPARENCY MASTER 3

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

TEACHING TRANSPARENCY WORKSHEET 3

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?

Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 1 11

CHAPTER 1 STUDY GUIDE

atmosphere oxygen gas ozone ozone hole

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