Chapter 4 Glencoe El Atomo

Chapter 4Understanding the Atom

LEVELED ASSESSMENT Chapter Review

Chapter Tests

Test A (Below Level) BL

Test B (On Level) OL

Test C (Advanced Learner) AL

LABS For leveled labs, use the

CD-ROM.

Lab worksheets from Student Edition Labs

MiniLab

Lab: Version A (Below Level) BL

Lab: Version B (On Level) OL (Advanced Learner) AL

UNIVERSAL ACCESS/LEVELED RESOURCES Target Your Reading

Chapter Content Mastery English (Below Level) BL

Chapter Content Mastery Spanish (Below Level) BL

Reinforcement (On Level) OL

Enrichment (Advanced Learner) AL

READING SUPPORT Content Vocabulary

Chapter Outline

TEACHER SUPPORT AND PLANNING Chapter Outline for Teaching

Teacher Guide and Answers

Includes:

CHAPTER RESOURCES

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Glencoe Science

Photo CreditsCover: Roger Ressmeyer/CORBIS

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

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ISBN-13: 978-0-07-875460-9ISBN-10: 0-07-875460-7

Printed in the United States of America.

2 3 4 5 6 7 8 9 10 009 11 10 09 08 07 06

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Table of Contents

Additional Assessment Resources available with Glencoe Science:

ExamView Assessment Suite Assessment Transparencies Performance Assessment in the Science Classroom Standardized Test Practice Booklet MindJogger Videoquizzes Vocabulary PuzzleMaker at science.glencoe.com Interactive Classroom The Glencoe Science Web site at science.glencoe.com An interactive version of this textbook along with assessment resources are

available online at mhln.com.

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivReproducible Student Pages

Hands-On ActivitiesMiniLab: How big are the particles in an atom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2MiniLab: How do electrons move? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Lab Version A: Build an Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab Version B: Build an Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Meeting Individual NeedsBelow, On, Advanced

Target Your Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Spanish Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Content Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Chapter Outline Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Teacher Support and PlanningChapter Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

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Student Lab/Activity Safety Form

Student Name: ________________________________

Date: ________________________________

Lab/Activity Title: ________________________________

In order to show your teacher that you understand the safety concerns of this lab/activity, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the activity/lab.

1. How would you describe what you will be doing during this lab/activity?

2. What are the safety concerns associated with this lab/activity (as explained by your teacher)?

3. What additional safety concerns or questions do you have?

Teacher Approval Initials

Date of Approval

Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc. Used with Permission.

Understanding the Atom 1

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2 Understanding the Atom

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Name __________________________________________________ Date _____________________ Class ____________

MiniLabProtons and neutrons are about 1,836 times heavier than an electron. How can you model the proportions?

Procedure 1. Read and complete a lab safety form. 2. To represent a proton, measure 1,836 mL

of water into a large container. Label the container proton.

3. To represent a neutron, label another large container neutron. Fill it with 1,836 mL of water.

4. Measure 1 mL of water into a teaspoon. This represents the electron.

5. Record what you see in the Data and Observations section below.

Data and Observations

CHAPTER 4How big are the particles in an atom?

Analysis 1. Assess whether this model is a good comparison of protons and neutrons. What is good about

it? What is negative about it? How would you improve it?

2. Calculate the mass of water that should be used for an atom of lithium. Lithium has 3 protons, 4 neutrons, and 3 electrons. Use the chart below to show your work.

Number of Protons 1,836 mL

Number of Neutrons 1,836 mL

Number of Electrons 1 mL

Total Mass of Water

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Name __________________________________________________ Date _____________________ Class ____________


MiniLab 1. Complete a lab safety form. 2. Draw a straight line down the center of a

10-cm 10-cm block of foam with a ruler. 3. Break 20 toothpicks in half. Poke the halves

into the foam so they are like the nucleus of an atom.

4. Use round, dried peas as electrons. Aim and flick the peas down the center line on the block.

5. Make a diagram in the Data and Observations section below to show where the electrons came out. Use a protractor to measure the angle the electrons made compared to the center line, which is the path they would have followed if they did not hit any atoms.

Procedure

Analysis 1. Describe how your arrangement of toothpicks was like the nuclei of atoms in a block of metal.

Why did the toothpicks represent just the nuclei instead of the whole atoms?

2. Describe problems you had with this experiment.

CHAPTER 4

How do electrons move?

Data and Observations

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Name __________________________________________________ Date _____________________ Class ____________

Problem You have learned about the people who developed a picture of what atoms look like and you have learned the parts of an atom. Now, create an atom. Use craft materials to design and produce your own model of an atom.

Materials

Select a Model 1. Read and complete a lab safety form. 2. Choose an element. 3. Draw an atomic structure diagram for that

element in your Science Journal.

Hint: The atomic structure should include the number of protons, neutrons, and electrons. You can find this information in a periodic table.

Remember that the atomic number tells the number of protons in the element. The number of protons and the number of electrons is always the same.

Draw the protons and neutrons located in the nucleus, and the electrons located outside the nucleus.

4. List everything you know about protons, neutrons, electrons, and their behavior.

Plan Your Model 5. How will you model the atom? Decide

what materials you will use for the atom. How will you arrange the electrons outside

the nucleus? Do you want to put electrons on wire or in balloon clouds?

Hint: Think about what you know about electron clouds. How do electrons move? Where are most electrons likely to be located?

What type of objects will you use to show protons, electrons, and neutrons?

6. Make sure your teacher has approved your model before you proceed.

Build Your Model 7. Create your atomic model. 8. Show and discuss your model with your

classmates.

Build an Atom


Lab CHAPTER 4VERSION A

dried peassmall balloonsmedium balloonslarge balloons

craft wiresmall pompomsjelly beansglue

Safety Precautions

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

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Name __________________________________________________ Date _____________________ Class ____________


Lab: Version A CONTINUEDAnalyze and Conclude 1. Describe how you represented the nucleus in your model. Do you think this worked well?

2. Describe how you represented electrons in your model. Explain how your model mimics how electrons behave.

3. Write a paragraph describing two of your classmates models. What did you like about their models? What do you think they could have done better?

4. Explain how your model would work if you decided to make a smaller atom. Would another model work better? What if you tried to make a larger atom?

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Lab: Version A CONTINUED

CommunicatePeer Review With your classmates, compare and contrast your models. Discuss the best features of each model and ways that each might be improved. Vote on which model does the best job representing: particles of the nucleus electrons size of the nucleus distance of electrons from the nucleus movement of electrons electron levelsBe prepared to defend your vote for each category. Can you explain why you voted the way you did?

5. Infer How do the mass and distance ratios of your model compare with reality?

6. Error Analysis What could have been better about your model? Explain in detail how you could improve it.

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Name __________________________________________________ Date _____________________ Class ____________


Problem You have learned about the people who developed a picture of what atoms look like and you have learned the parts of an atom. Now, create an atom. Use craft materials to design and produce your own model of an atom.

Materials

Lab

dried peassmall balloonsmedium balloonslarge balloons

craft wiresmall pompomsjelly beansglue

Build an AtomCHAPTER 4

VERSION B

Safety Precautions

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

Select a Model 1. Read and complete a lab safety form. 2. Choose an element. 3. Draw an atomic structure diagram for that

element in your Science Journal. 4. List everything you know about protons,

neutrons, electrons, and their behavior.

Plan Your Model 5. How will you model the atom? Decide

what materials you will use for the atom. How will you arrange the electrons outside

the nucleus? Do you want to put electrons on wire or in balloon clouds? What type of objects will you use to show protons, electrons, and neutrons?

6. Make sure your teacher has approved your model before you proceed.

Build Your Model 7. Create your atomic model. 8. Show and discuss your model with your

classmates.

Analyze and Conclude 1. Describe how you represented the nucleus in your model. Do you think this worked well?

2. Describe how you represented electrons in your model. Explain how your model mimics how electrons behave.

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Lab: Version B CONTINUED 3. Write a paragraph describing two of your classmates models. What did you like about their

models? What do you think they could have done better?

4. Explain how your model would work if you decided to make a smaller atom. Would another model work better? What if you tried to make a larger atom?

5. Infer How do the mass and distance ratios of your model compare with reality?

6. Error Analysis What could have been better about your model? Explain in detail how you could improve it.

Going Further

Challenge 7. Pretend a student from another class created a model of carbon. He smashed six white mini

marshmallows together in the center of the model. Around the mini marshmallows, he strung six large marshmallows on a piece of circular wire. Assess this model of carbon. Suggest ways the model could be improved.

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Name __________________________________________________ Date _____________________ Class ____________


Lab: Version B CONTINUED 8. Decide which aspects of the atom were most difficult to model. Determine what made this

problematic.

9. Suppose you were to model an isotope of your element. How might your model change?

Extension You have learned that scientists have determined that protons, neutrons, and electrons are small particles that comprise an atom. Did you know there are even smaller particles in an atom? Scientists are researching these now using tools such as a particle accelerator. Scientists have named two types of subatomic particles leptons and quarks. Research the properties of these two types of subatomic particles. Write a paragraph telling the properties of each type.

CommunicatePeer Review With your classmates, compare and contrast your models. Discuss the best features of each model and ways that each might be improved. Vote on which model does the best job representing: particles of the nucleus electrons size of the nucleus distance of electrons from the nucleus movement of electrons electron levelsBe prepared to defend your vote for each category. Can you explain why you voted the way you did?


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Name __________________________________________________ Date _____________________ Class ____________

Target Your Reading

Name __________________________________________________ Date _____________________ Class ____________

Use this to focus on the main ideas as you read the chapter. 1. Before you read the chapter, respond to the statements below on your worksheet or on a

numbered sheet of paper. Write an A if you agree with the statement. Write a D if you disagree with the statement.

2. After you read the chapter, look back to this page to see if youve changed your mind about any of the statements. If any of your answers changed, explain why. Change any false statements into true statements. Use your revised statements as a study guide.

Before You Read

A or DStatement

After You Read

A or D1. An atom is the smallest particle of matter.

2. The idea of an atom was already being discussed by the Greeks in 400 B.C.

3. Daltons atom is a uniform sphere of matter.

4. Thomson discovered a positively charged particle called an electron.

5. Rutherford demonstrated that the atom was mostly empty space.

6. In the current model of the atom, the nucleus of the atom is at the center of an electron cloud.

7. A filled outer energy level means that an atom will combine with other atoms.

8. You can determine the number of protons, neutrons, and electrons from the mass number.

9. Isotopes of the same element have the same number of protons but different numbers of electrons.

Understanding the AtomCHAPTER 4

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Name __________________________________________________ Date _____________________ Class ____________

Chapter Content Mastery

Directions: Study the following diagram. Then label each part using the correct term from the list.

electron neutron nucleus proton

1.

2.

3.

4.

p

pp n

nn

e

e

e

Directions: Complete the following sentences using the terms listed below.

atoms electron matter neutron proton

5. is anything that has mass and takes up space.

6. Most types of matter are made up of small particles called .

7. A(n) is a particle with a positive charge.

8. A(n) is a particle with no charge at all.

9. A (n) is a particle with a negative charge.

Directions: Match the scientist with his contribution to the atomic theory.

Dalton Democritus Lavoisier Proust

10. was the first to use the term atom. He thought atoms were indivisible small, solid spheres.

11. proposed the law of conservation of mass, which states that the mass of the products always equals the mass of what you started with.

12. proposed the law of definite proportions, which states that pure compounds always contain the same elements in the same proportion by mass.

13. invented symbols for known elements.

AtomsBasic Units of MatterCHAPTER 4

LESSON 1

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Directions: Number the following steps that led to our current understanding of the atom in the order in which they occurred.

1. J. J. Thomson discovered the existence of the electron.

2. John Dalton thought that each type of matter is made up of only one type of atom.

3. James Chadwick discovered neutrons in the nucleus.

4. Niels Bohr improved the atom model by including electron energy levels.

5. Ernest Rutherford suggested that electrons are scattered in the mostly empty space around an atoms nucleus.

6. Democritus devised the theory that the universe is composed of tiny bits of matter he called atoms.

Directions: Complete the concept map using the terms listed below.

electrons negative neutrons nucleus positive protons

Discovering Parts of the AtomCHAPTER 4

LESSON 2

atoms

7.

10.

8. a

9. charge

11.

that have a

12. charge

are made up of

that do not have a charge

that containsthat have a

and

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Directions: Complete each sentence by filling in the blank with one of the terms provided.

atomic number average atomic mass column compounds

electrons element ion isotopes

neutrons nucleus periodic table protons

1. A(n) is a material that contains only one type of atom.

2. The is equal to the number of protons.

3. The is equal to the mass of the protons, neutrons, and electrons.

4. The is a tool scientists use to organize the elements and to understand the relationships between their chemical properties.

5. In the periodic table, elements are arranged in increasing numerical order by the number of

found in the nucleus of each.

6. Elements in the same of the periodic table have similar chemical properties.

7. Atoms of the same element have the same number of protons. Atoms of the same element

might have different numbers of .

8. Atoms of the same element that have different numbers of neutrons are

called .

9. An elements atomic number is the number of protons in its .

10. Neutral atoms have equal numbers of protons and .

11. An atom that has an electrical charge from gaining or losing electrons is called

a(n) .

12. Positive and negative ions attract each other and form chemical .

Elements, Isotopes, and IonsHow Atoms Differ

CHAPTER 4

LESSON 3

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14 Comprendiendo el tomo

Nombre _______________________________________________ Fecha _____________________ Clase ____________

Instrucciones: Estudia el siguiente diagrama. Entonces etiqueta cada parte usando el trmino correcto de la lista.

electrn neutrn ncleo protn

1.

2.

3.

4.

p

pp n

nn

e

e

e

Instrucciones: Completa las siguientes oraciones usando los trminos abajo.

tomos electrn materia neutrn protn

5. es algo que tiene masa y ocupa espacio.

6. La mayora de la materia es hecha de partculas chicas que se llaman .

7. Un(a) es una partcula con una carga positiva.

8. Un(a) es una partcula que no tiene una carga.

9. Un(a) es una partcula con una carga negativa.

Instrucciones: Coincide el cientfico con su contribucin a la teora atmica.

Dalton Democritus Lavoisier Proust

10. fue el primero para usar el trmino tomo. l pensaba que los tomos eran esferas chicas, slidas y indivisibles.

11. propuso la ley de la conservacin de la masa, que indica que la masa de los productos siempre igual a la masa con la que comenzaste.

12. propuso la ley de proporciones definitivas, que indica que los compuestos puros siempre contienen los mismos elementos en la misma proporcin por la masa.

13. invent los smbolos para los elementos conocidos.

Los tomoslas unidades bsicas de la materia

CAPTULO 4

LECCIN 1Dominio del

contenido

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Comprendiendo el tomo 15

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Instrucciones: Ordena los siguientes pasos que llevaron a nuestra comprensin actual del tomo en el orden en que ocurrieron.

1. J. J. Thomson descubri la existencia del electrn.

2. John Dalton pens que cada clase de materia est hecha de solamente una clase de tomo.

3. James Chadwick descubri los neutrones en el ncleo.

4. Niels Bohr mejor el modelo del tomo incluyendo los niveles de la energa electrnica.

5. Ernest Rutherford sugiri que los electrones estn sueltos en el espacio que est casi vaco alrededor del ncleo del tomo.

6. Democritus desarrollo la teora que el universo est compuesto de pedacitos pequeos de materia que l llam tomos.

Instrucciones: Completa el mapa de conceptos usando los trminos abajo.

electrones negativa neutrones ncleo positiva protones

Descubriendo las partes del tomo

CAPTULO 4

LECCIN 2

los tomos

7.

10.

8.

9.

11.

12.

estan hechos de

que no tienen una carga

que contieneque tienen una carga

y

que tienen una carga

Dominio del contenido

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16 Comprendiendo el tomo


Instrucciones: Completa cada oracin usando los siguientes trminos.

columna compuestos electrnes elemento

ion istopos masa atmica media neutrones

ncleo nmero atmico protones tabla peridica

1. Un(a) es un material que contiene solamente una clase de tomos.

2. El (La) es igual al nmero de protones.

3. El (La) es igual a la masa de los protones, los neutrones y los electrones.

4. El (La) es una herramienta que los cientficos usan para organizar los elementos y para entender las relaciones entre sus propiedades qumicas.

5. En la tabla peridica, los elementos estn ordenados en orden numrico creciente por el

nmero de que se encuentran en el ncleo de cada uno.

6. Los elementos en la misma de la tabla peridica tienen propiedades qumicas similares.

7. Los tomos del mismo elemento tienen el mismo nmero de protones. Los tomos del mismo

elemento quizs tendrn diferentes nmeros de .

8. Los tomos del mismo elemento que tienen diferentes nmeros de neutrones se

llaman .

9. El nmero atmico de un elemento es el nmero de los protones en

su .

10. Los tomos neutrales tienen iguales nmeros de protones y .

11. Un tomo que tienen una carga elctrica por haber ganado o perdido electrones se llama

un(a) .

12. Los iones positivos y negativos se atraen uno al otro y forman qumicas.

CAPTULO 4

LECCIN 3Dominio del

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Name __________________________________________________ Date _____________________ Class ____________

Reinforcement


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AtomsBasic Units of Matter

Directions: Use the clues below to complete the crossword puzzle.

Across

2. has mass and takes up space 4. positively charged particle in the nucleus of an atom 7. made up of the same type of atoms 8. the central part of an atom that contains the protons and neutrons

11. The law of of matter states that matter can neither be created nor destroyed.

Down

1. scientist who was the first person to use atomic symbols

3. The atoms of different elements have different and properties.

5. Atoms of different elements combine in whole-number . 6. negatively charged particle in an atom 9. uncharged particle in the nucleus of an atom 10. Most matter on Earth is made up of these small particles.

CHAPTER 4

LESSON 1

1

2

3

4 5

6

7 8

9

10

11

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Name __________________________________________________ Date _____________________ Class ____________

Reinforcement


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Discovering Parts of the Atom

Directions: Using the letters A, B, C, and D, label the atomic models shown below in order from the first created to the last created. Label the earliest model with the letter A, and the most recent model with the letter D.

1. 2. 3. 4.

Directions: Briefly explain one way in which each scientist added to our knowledge of the atom.

5. Thomson

6. Rutherford

7. Bohr

Directions: Leave each true statement as it appears. If a statement is false, rewrite it so that it is correct.

8. If an electron is heated or electrified, it will give off light energy as it moves from a lower to a higher electron energy level.

9. Each energy level can hold an unlimited number of electrons.

10. Atoms with the same outer level electron pattern have similar properties.

11. Atoms that have a full outer energy level combine with other atoms.

CHAPTER 4

LESSON 2

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Reinforcement


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.Elements, Isotopes, and IonsHow Atoms Differ

Directions: Circle the two terms in each group that are related. Then explain why the terms are related.

1. electron, neutron, proton

2. atom, amu, element

3. atomic number, proton, neutron

4. atomic mass, compound, isotope

5. electron, ion, neutron

6. atomic number, isotope, radioactive

7. compound, ion, proton

8. energy level, neutron, spectral line

Directions: Circle the term that correctly completes each sentence.

9. The number of protons in an atom determines its (atomic number/nucleus).

10. An elements (atomic number/atomic mass) is the average mass of the different isotopes of the element.

11. A(n) (compound/element) is matter that is made up of only one type of atom.

12. (Ions/Isotopes) are atoms of the same element with different numbers of neutrons.

13. A(n) (compound/element) is a substance whose smallest unit is made up of more than one element.

14. (Ions/Isotopes) are atoms that have gained or lost electrons.

15. The (chemical symbol/periodic table) is a way of organizing the elements according to their chemical properties.

CHAPTER 4

LESSON 3

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Enrichment

Though all elements are made up of tiny atoms, and all atoms are made up of tinier protons, electrons, and neutrons, there are even smaller particles. These particles are called subatomic particles, and neutrinos are one type of subatomic particle. Just as scientists theorized about the structure of the atom and the placement of electrons within atoms, other scientists have recently hypothesized about the existence of neutrinos and conducted experiments to confirm these theories.

Three Types of NeutrinosTrillions of neutrinos cross Earthand

move through youevery second. They have less than a fraction of the mass of an electron and they are neutral. There are three types of neutrinos: electron-neutrinos, muon-neutrinos, and tau-neutrinos. Physicists have been studying neutrinos since the 1930s. The most important discoveries are listed here.

1930 Based on observations of radioactive decay, Wolfgang Pauli hypothesizes that neutrinos exist.1956 Clyde Cowan and Fred Reines discover neutrinos by using a nuclear reactor.195657 Bruno Pontecorvo, Shoichi Sakata, and other physicists suggest that neutrinos oscillate, or change form.1964 John Bahcall and Ray Davis propose measuring neutrinos from the Sun.1965 Neutrinos produced in the atmosphere are first observed by Fred Reines and other physicists in a gold mine in South Africa.1976 Scientists design new neutrino detectors in Hawaii.1980s First massive underground instrument for neutrino detection is built 600 m underground in a salt mine near Cleveland, Ohio. An experiment begins in Kamioka, Japan in a zinc mine.1986 The Kamioka group observes solar neutrinos.1996 A U.S.-Japan team uses Super-Kamiokande, the largest detector ever built, to search for neutrino interactions.1998 The Super-Kamiokande team reports oscillations, or changes in form.1999 The Super-Kamiokande team detects a neutrino that had been produced artificially.

Tiny MatterCHAPTER 4

LESSON 1

Directions: Answer each question or respond to each statement.

1. Investigate Use encyclopedias and other library resources to describe the first 25 years of neutrino studies. Use a separate sheet of paper.

2. Speculate Based on the types of neutrinos, what kinds of changes do you think the scientists observed in 1998?

3. Hypothesize Will the study of neutrinos change scientists understanding of the atom? Explain on a separate sheet of paper.


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Enrichment

After Danish physicist Niels Bohr received a doctorate from the University of Copenhagen in 1911, he worked with J. J. Thomson, the British physicist who discovered the electron. By 1912, Bohr was working with Ernest Rutherford, who developed the nuclear theory of the atom. In 1913, Bohr published his own theory about the structure of the atom.

Bohrs ProposalRutherford had shown that the nucleus of an

atom is dense, containing most of the mass of the atom. His experiments also showed that the nucleus is small in comparison with the space occupied by the electrons, and that a lot of the space taken up by an atom is just thatempty space. Bohr proposed that the electrons in this atomic space could occupy only specific and separate energy levels as they swirl around the nucleus. He also thought that the farther away an electron is from the nucleus, the more energy the electron needs to stay in that level. Electrons are usually located in the lowest energy level available, which is called the ground state. Figure 1 shows the hydrogen atom in its ground state.

Energy for the JumpBohr suggested that when an electron

absorbs enough energyfor example, when it is heated to a high temperatureit moves to a higher energy level. Then the electron is in what is called an excited state. Figure 2 shows the hydrogen atom in an excited state.

When the energy source is removed, the electron drops back down to the ground state and gives off all the absorbed energy in one unit. These units are specific amounts of energy. One of these units is called a quantum.

Changing Energy LevelsBohrs theory said an electron cant exist

between energy levelslike an elevator stuck between floors. If the electron has enough energy to move to another level, it does. Otherwise, it remains in the lower level.

Bohrs theory was not perfect. His calculations worked well for the hydrogen atom, which has only one electron, but they didnt work well for bigger atoms. However, Bohrs ideas helped other scientists develop what is known today as quantum mechanics, a field of physics that explains the structure and some of the behaviors of more complex atoms. This structure and behavior is explained by mathematics.

Figure 1 Figure 2

The Bohr Model of the AtomCHAPTER 4

LESSON 2

Directions: Respond to each statement on the lines provided.

1. Contrast the Bohr model of the atom with the Rutherford model.

2. Explain why an atom absorbs or releases energy in very specific units. Use what you know about atoms and energy levels.

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Enrichment The Geiger Counter

IonGas atom

Metal wall

ElectronFilament

Early in the twentieth century, German physicist Hans Geiger developed an instrument to detect radiation from various isotopes. Prospectors can use Geiger counters to detect uranium and other radioactive elements. Scientists and other professionals use Geiger counters to detect the presence of radiation and to measure the level of the radiation. People who work with radiation can use a Geiger counter as a safety check.

A Basic DesignGeiger counters come in many different sizes

and shapes, but the essential design is always the same. A typical Geiger counter consists of a cylindrical metal tube filled with an inert gas that can be readily ionized. (Inert gases have

full outer energy levels.) Stretched along this tube is a filament, or fine wire. The filament and the metal wall serve as electrodes. The filament is positively charged, and the wall is negatively charged.

An electric field exists between the filament and the wall of the tube. However, because the inert gas does not conduct electricity, an electric current is produced only when the inert gas is ionized. Radiation entering the chamber of the Geiger counter collides with the gas atoms, causing the inert gas to lose electrons. The negatively charged electrons rush toward the positively charged filament. These electrons free more electrons, resulting in an avalanche of ions.

The Sound of Electric PulseThe electrons spread out along the central

filament and create an electric pulse. The electric pulse is counted by a meter. Even one particle results in a full pulse on the filament. Therefore, when the level of radiation increases, the clicking becomes louder and more frequent. The familiar static and clicking sounds identified with a Geiger counter result from the meter counting the pulses created by the electrons.

CHAPTER 4

LESSON 3

Directions: Answer each question or respond to each statement on the lines provided.

1. Distinguish Name two important properties of the gas used in the chamber of a Geiger counter and describe why they are important.

2. Interpret What causes the atoms in the chamber to ionize?

3. If you were a worker in a nuclear power plant, you would be required to wear a radiation-sensitive badge to measure your exposure to radiation over time. Theorize about how this type of badge works.

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Content Vocabulary

Directions: Write T or F on the line in front of each definition. If the definition is false, write the term that correctly matches the definition on the blank line after the statement.

atom atomic number average atomic mass electromagnetic spectrum

electron electron cloud element energy level

ion isotope mass number neutron

nucleus proton spectral line

1. A(n) element is a small particle that makes up all matter.

2. An elements average atomic mass is the weighted average of the masses of all

isotopes of the element.

3. The electromagnetic spectrum is the entire range of electromagnetic waves with

different frequencies and wavelengths.

4. A(n) ion is a negatively charged particle that moves in the space surrounding the

nucleus.

5. A(n) spectral line indicates where the electrons are most likely to be found in an

atom.

6. A(n) element is a pure substance that can be identified by the number of protons in

the nucleus of its atoms.

7. A(n) electron cloud is a distance from the nucleus with a specific energy in which an

electron can move.

8. A(n) isotope is an atom that no longer is neutral because it has gained or lost

electrons.

CHAPTER 4

Understanding the Atom

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Content Vocabulary CONTINUEDatom atomic number average atomic mass electromagnetic spectrum

electron electron cloud element energy level

ion isotope mass number neutron

nucleus proton spectral line

9. Atoms of the same element that contain different numbers of neutrons are called

isotopes.

10. An atoms atomic number is the sum of the number of protons and neutrons it has.

11. The neutron is a region that is located at the center of an atom and contains most of

the atoms mass.

12. The neutral particle located in the nucleus is a(n) proton.

13. The positively charged particle located in the nucleus is a(n) proton.

14. The spectral line is the light pattern observed after the light energy from heated

elements passes through a prism.

15. The number of protons is the atomic number.

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Chapter Review

Part A. Vocabulary Review

Directions: Identify the item in Column II that matches the description in Column I by writing the correct letter in the space provided.

CHAPTER 4


A. atoms

B. atomic number

C. average atomic mass

D. electromagnetic spectrum

E. electron

F. electron cloud

G. element

H. energy levels

I. ion

J. isotopes

K. mass number

L. nucleus

M. neutron

N. proton

O. spectral lines

1. matter that is made up of only one type of atom

2. a negatively charged particle that orbits the nucleus of an atom

3. a positively charged particle that is present in the nucleus of an atom

4. an uncharged particle in the nucleus of an atom

5. region around the nucleus in which the electrons move about

6. the number of protons in the nucleus of an elements atom

7. a wavelength pattern of visible light produced when elements are heated or electrified

8. the number of neutrons plus protons in the nucleus of an atom

9. the weighted average mass of the mixture of the isotopes for an element

10. small particles that make up matter

11. the massive part of an atom that contains protons and neutrons

12. an atom that has lost or gained electrons

13. paths around the nucleus that electrons follow

14. the entire range of electromagnetic waves with different frequencies

15. atoms of the same element that have different numbers of neutrons


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Chapter Review CONTINUEDPart B. Concept Review

Directions: Draw the Bohr model of an atom below. Label the parts of the atom using the terms and numbers below. Indicate which parts have a negative, positive, or neutral charge. Use your diagram to answer questions 1720.

16. Current Atomic Model

Terms: 6 electrons 7 neutrons 1 nucleus 7 protons

17. Examine What is the atomic number of your atom?

18. Use the chart to the right to calculate the atomic

mass of the atom you drew. 19. Decide Is your atom model an ion? Yes or No If yes, what is the charge of the ion?

Directions: Choose the correct answer for each question.

20. Two atoms of hydrogen always combine with one atom of oxygen to form water.

This is an example of . A. atomic mass B. periodic table laws C. the law of definite proportions D. the law of conservation of mass

21. All atoms of a particular element always have the same number

of . A. protons B. electrons C. neutrons D. neutrinos

22. is anything that has mass and takes up space. A. Matter B. An atom C. A nucleus D. An electron

23. developed a model called the atomic theory of matter. A. Dalton B. Thomson C. Rutherford D. Democritus

24. Atoms with the same number of electrons in their outer energy level

have . A. similar properties B. the same mass unit C. the same atomic mass D. the same atomic number

Particle Mass (amu)

Proton 1.007316

Neutron 1.008701

Electron 0.000549

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Chapter Outline

Lesson 1: AtomsBasic Units of Matter

A. What is the current atomic model?

1. is anything that has mass and takes up space.

2. A(n) is a small particle that makes up all matter.

3. Atoms are mostly space surrounding a massive central region of

the atom called the .

4. Atoms contain kinds of particles, two in

the , and one outside the center of the atom.

a. In an atoms nucleus, positively charged particles are .

b. A(n) is a neutral particle located in the nucleus of an atom.

c. are negatively charged particles that move in the space outside an atoms nucleus.

5. An electron has about the mass of a neutron or protron.

B. Is there historical evidence of atoms?

1. The Greek philosopher coined the word atom, based on the Greek word atoma, meaning indivisible.

a. Democritus proposed that atoms were small, spheres.

b. The atom as Democritus described it was , meaning it was the smallest possible piece of matter that could not be cut into smaller pieces.

2. The French scientist Antoine conducted experiments that led to

the law of conservation of . It says that in any chemical reaction, the mass of the products of the reaction will always be equal to the mass of the materials at the beginning of the reaction.

3. The law of , uncovered by French chemist J. L. Proust, states that pure compounds always contain the same elements in the same proportions by mass.

CHAPTER 4



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Chapter Outline CONTINUED 4. English schoolteacher and scientist did many experiments on

gases that led to a new and more complete model of the atom.

a. All is made up of atoms.

b. Atoms are neither nor in chemical reactions.

c. of different elements combine in whole-number ratios.

d. Each element is made of type of atom.

e. The atoms of different elements have different

and .

5. Dalton used to represent different elements, making it easier to write and communicate about the elements.

Lesson 2: Discovering Parts of the Atom

A. How were electrons discovered?

1. In 1897, English scientist discovered electrons while doing an

experiment to see how currents affected cathode rays.

2. J. J. Thomson proposed a new model to explain his observations:

a solid sphere through which charge was spread evenly.

B. RutherfordDiscovering the Nucleus

1. When two students of Ernest Rutherford shot particles through gold foil, most particles passed straight through the foil, but some were scattered or even

bounced .

2. Rutherford interpreted the unexpected results to mean that the alpha particles

were hitting something with a charge and a relatively

large .

3. Based on this information and further experiments, Rutherford developed a revised

of the atom.

a. Rutherfords model showed the atom as mostly space, with the

in the middle.

b. Rutherford discovered the positively charged particle, the , which is found in an atoms nucleus.

c. Rutherford predicted the existence of another particle, with electric charge, in the nucleus of atoms.

d. Rutherfords model did not accurately explain how are arranged in the atom.

C. Bohr and the Hydrogen Atom

1. A Danish scientist, , studied the hydrogen atom and then proposed a new model for the arrangement of electrons in an atom.

a. A(n) is a single wavelength of light that can be seen when the light from an excited element is passed through a prism.

b. A(n) is a region in space corresponding to a certain energy through which an electron moves.

c. Bohr proposed that electrons moved in around the nucleus.

d. Bohr thought that electrons fill the energy levels of an atom

first, and start filling the next energy level away from the after an inner level is full.

e. An element will react with other elements to try to receive a

full .

f. Bohrs model of circular orbits for electrons did not explain the behavior of electrons in

outer .

D. The Electron Cloud

1. Today, scientists think of an electron in an atom as being in a(n) , which is a region surrounding an atomic nucleus where an electron is

to be found.

Lesson 3: Elements, Isotopes, and IonsHow Atoms Differ

A. Different ElementsDifferent Numbers of Protons

1. A(n) is a pure substance that can be identified by the number of protons in the nucleus of its atoms.


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Chapter Outline CONTINUED

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2. Each atom of a particular element has the same number of protons in its nucleus. This

number is called the elements .

B. Atomic Number and the Periodic Table

1. In a chart called the , elements are arranged horizontally by increasing atomic number and vertically in rows of elements with similar chemical properties.

2. Elements in the periodic table are metals, nonmetals, and .

C. IsotopesDifferent Numbers of Neutrons

1. All atoms of an element have the same number of . Different

atoms of the same element can have different numbers of .

2. The of an atom is the total number of neutrons and protons in the atom.

3. Atoms of the same element that contain different numbers of neutrons are

called .

a. Some isotopes of certain elements are , meaning they spontaneously decay and release particles and/or energy.

b. Hydrogen has three isotopes, called protium, ,

and .

4. The of an element is the weighted average of the mixture of an elements isotopes.

D. IonsGaining or Losing Electrons

1. A(n) is an atom that no longer is neutral because it has gained or lost electrons.

a. If an element loses a(n) , it then has more protons than

electrons and has a positive charge. An atom with a charge is called a positive ion.

b. When an atom gains an electron, it forms an ion with a charge because it has more electrons than protons. The resulting ion is called

a .


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Chapter Outline CONTINUED

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Glencoe Focus on Physical ScienceContents in Brief Table of ContentsIntroduction to Investigation and ExperimentationWhat is science?Tools of the Physical ScientistCase Study: Wind Turbines for the Birds

Unit 1: Motion and ForcesChapter 1: MotionStart-Up ActivitiesGet Ready to ReadLesson 1: Determining PositionMiniLab: Negative Positions

DataLab: How can a graph show relative positions?Lesson 2: Speed, Velocity, and AccelerationMiniLab: Can you measure average speed?Lesson 3: Graphing MotionDataLab: What can you learn from a graph?Design Your Own Lab: Graphing MotionReal World ScienceChapter 1 Study GuideChapter 1 ReviewChapter 1 California Standards Assessment

Chapter 2: ForcesStart-Up ActivitiesGet Ready to ReadLesson 1: Combining ForcesDataLab: Can you add vertical forces?Lesson 2: Types of ForcesMiniLab: Elastic Force

MiniLab: Can you measure the force of friction?Lesson 3: Unbalanced Forces and AccelerationMiniLab: Does water exert a force?

Design Your Own Lab: Comparing Mass and WeightReal World ScienceChapter 2 Study GuideChapter 2 ReviewChapter 2 California Standards Assessment

Chapter 3: Density and BuoyancyStart-Up ActivitiesGet Ready to ReadLesson 1: DensityDataLab: Can you calculate the density?Lesson 2: Pressure and the Buoyant ForceMiniLab: Can you feel the buoyant force?Lesson 3: Sinking and FloatingMiniLab: Do cold things float?Design Your Own Lab: A Homemade HydrometerReal World ScienceChapter 3 Study GuideChapter 3 ReviewChapter 3 California Standards Assessment

Unit 1 Reading on Your Own...Unit 1 Test

Unit 2: Structure of MatterChapter 4: Understanding the AtomStart-Up ActivitiesGet Ready to ReadLesson 1: AtomsBasic Units of MatterMiniLab: How big are the particles in an atom?Lesson 2: Discovering Parts of the AtomMiniLab: How do electrons move?

Lesson 3: Elements, Isotopes, and IonsHow Atoms DifferDataLab: How do atoms differ? Design Your Own Lab: Build an AtomReal World ScienceChapter 4 Study GuideChapter 4 ReviewChapter 4 California Standards Assessment

Chapter 5: Combining Atoms and MoleculesStart-Up ActivitiesGet Ready to ReadLesson 1: How Atoms Form CompoundsMiniLab: How can you model molecules?Lesson 2: Forming SolidsDataLab: How are ionic radii and lattice energies of salts related?Lab: Growing CrystalsReal World ScienceChapter 5 Study GuideChapter 5 ReviewChapter 5 California Standards Assessment

Chapter 6: States of MatterStart-Up ActivitiesGet Ready to ReadLesson 1: Solids, Liquids, and GasesMiniLab: Observing Fluid Motion

Lesson 2: Changes in States of MatterMiniLab: Sensing Evaporation

DataLab: How are boiling point and atmospheric pressure related?Lab: Does change of state take longer for some liquids?Real World ScienceChapter 6 Study GuideChapter 6 ReviewChapter 6 California Standards Assessment

Chapter 7: The Periodic Table and Physical PropertiesStart-Up ActivitiesGet Ready to ReadLesson 1: Organization of the Periodic TableMiniLab: Can you guess the element?Lesson 2: Isotopes and RadioactivityDataLab: How can you show a visual explanation of half-life?Lesson 3: Physical Properties and ChangesMiniLab: Which parachute will drop first?Lab: Investigating Physical ChangesReal World ScienceChapter 7 Study GuideChapter 7 ReviewChapter 7 California Standards Assessment


Unit 3: Chemical InteractionsChapter 8: Chemical ReactionsStart-Up ActivitiesGet Ready to ReadLesson 1: Chemical Properties and ChangesMiniLab: How can you tell a chemical change from a physical change?Lesson 2: Chemical EquationsDataLab: Where does the tablet go?

MiniLab: Can you model the burning of methane?Lesson 3: Energy and Chemical ChangeDataLab: How does temperature change as chemicals react?Design Your Own Lab: Dirty JewelryReal World ScienceChapter 8 Study GuideChapter 8 ReviewChapter 8 California Standards Assessment

Chapter 9: Acids and Bases in SolutionStart-Up ActivitiesGet Ready to ReadLesson 1: SolutionsDataLab: How do solubilities differ?Lesson 2: Acidic, Basic, and Neutral SolutionsMiniLab: How can you determine pH?Design Your Own Lab: Solubility and pHReal World ScienceChapter 9 Study GuideChapter 9 ReviewChapter 9 California Standards Assessment

Chapter 10: Chemistry of Living SystemsStart-Up ActivitiesGet Ready to ReadLesson 1: Chemistry of LifeMiniLab: How much water is in celery?

Lesson 2: Carbon CompoundsMiniLab: Modeling Organic Compounds

Lesson 3: Compounds of LifeDataLab: Which fat is healthy for you?Lab: Polarity and Living SystemsReal World ScienceChapter 10 Study GuideChapter 10 ReviewChapter 10 California Standards Assessment


Unit 4: Earth in SpaceChapter 11: Our Solar SystemStart-Up ActivitiesGet Ready to ReadLesson 1: Structure of the Solar SystemMiniLab: How do planets move?

Lesson 2: The Sun-Earth-Moon SystemMiniLab: How does the Moon change its shape in the sky?Lesson 3: The Planets and Their MoonsDataLab: How large are the planets?

Lesson 4: Asteroids, Comets, and MeteoroidsMiniLab: How do craters appear?

Lab: Model the Solar SystemReal World ScienceChapter 11 Study GuideChapter 11 ReviewChapter 11 California Standards Assessment

Chapter 12: Stars and GalaxiesStart-Up ActivitiesGet Ready to ReadLesson 1: StarsDataLab: Can you identify elements in a star?Lesson 2: How Stars ShineMiniLab: Modeling the Size of Nebulae

Lesson 3: GalaxiesDataLab: How fast is the universe expanding?Design Your Own Lab: A Star is BornReal World ScienceChapter 12 Study GuideChapter 12 ReviewChapter 12 California Standards Assessment


At-Home-Standards PracticeStudent ResourcesScience Safety Skill HandbookTechnology Skill HandbookMath Skill HandbookMath ReviewScience Applications

Reference HandbookUsing a CalculatorUnderstanding Scientific TermsScience Reference GuidePhysical Science Reference TablesPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Student WorksheetsChapter ResourcesMotion; Grade 8 Chapter 1Hands-On ActivitiesMiniLab: Negative PositionsMiniLab: Can you measure average speed?Lab Version A: Graphing MotionLab Version B: Graphing Motion

Meeting Individual NeedsTarget Your ReadingChapter Content MasterySpanish Chapter Content MasteryReinforcementEnrichmentContent VocabularyChapter Outline Worksheets

AssessmentChapter Review

Forces; Grade 8 Chapter 2Hands-On ActivitiesMiniLab: Elastic ForceMiniLab: Can you measure the force of friction?MiniLab: Does water exert a force?Lab Version A: Comparing Mass and WeightLab Version B: Comparing Mass and Weight



Density and Buoyancy; Grade 8 Chapter 3Hands-On ActivitiesMiniLab: Can you feel the buoyant force?MiniLab: Do cold things float?Lab Version A: A Homemade HydrometerLab Version B: A Homemade Hydrometer



Understanding the Atom; Grade 8 Chapter 4Hands-On ActivitiesMiniLab: How big are the particles in an atom?MiniLab: How do electrons move?Lab Version A: Build an AtomLab Version B: Build an Atom



Combining Atoms and Molecules; Grade 8 Chapter 5Hands-On ActivitiesMiniLab: How can you model molecules?Lab Version A: Growing CrystalsLab Version B: Growing Crystals



States of Matter; Grade 8 Chapter 6Hands-On ActivitiesMiniLab: Observing Fluid MotionMiniLab: Sensing EvaporationLab Version A: Does change of state take longer for some liquids?Lab Version B: Does change of state take longer for some liquids?



The Periodic Table and Physical Properties; Grade 8 Chapter 7Hands-On ActivitiesMiniLab: Can you guess the element?MiniLab: Which parachute will drop first?Lab Version A: Investigating Physical ChangesLab Version B: Investigating Physical Changes



Chemical Reaction; Grade 8 Chapter 8Hands-On ActivitiesMiniLab: How can you tell a chemical change from a physical change?MiniLab: Can you model the burning of methane?Lab Version A: Forensics: Dirty JewelryLab Version B: Forensics: Dirty Jewelry



Acids and Bases in Solution; Grade 8 Chapter 9Hands-On ActivitiesMiniLab: How can you determine pH?Lab Version A: Solubility and pHLab Version B: Solubility and pH



Chemistry of Living Systems; Grade 8 Chapter 10Hands-On ActivitiesMiniLab: How much water is in celery?MiniLab: Modeling Organic CompoundsLab Version A: Polarity and Living SystemsLab Version B: Polarity and Living Systems



Our Solar System; Grade 8 Chapter 11Hands-On ActivitiesMiniLab: How do planets move?MiniLab: How does the Moon change its shape in the sky?MiniLab: How do craters appear?Lab Version A: Model the Solar SystemLab Version B: Model the Solar System



Stars and Galaxies; Grade 8 Chapter 12Hands-On ActivitiesMiniLab: Modeling the Size of NebulaeLab Version A: A Star Is BornLab Version B: A Star Is Born



California Reading EssentialsTo the StudentChapter 1: MotionChapter 2: ForcesChapter 3: Density and BuoyancyChapter 4: Understanding the AtomChapter 5: Combining Atoms and MoleculesChapter 6: States of MatterChapter 7: The Periodic Table and Physical PropertiesChapter 8: Chemical ReactionsChapter 9: Acids and Bases in SolutionChapter 10: Chemistry of Living SystemsChapter 11: Our Solar SystemChapter 12: Stars and Galaxies

Science NotebookNote-Taking TipsUsing Your Science NotebookChapter 1: MotionChapter Preview1-11-21-3Wrap-Up

Chapter 2: ForcesChapter Preview2-12-22-3Wrap-Up

Chapter 3: Density and BuoyancyChapter Preview3-13-23-3Wrap-Up

Chapter 4: Understanding the AtomChapter Preview4-14-24-3Wrap-Up

Chapter 5: Combining Atoms and MoleculesChapter Preview5-15-2Wrap-Up

Chapter 6: States of MatterChapter Preview6-16-2Wrap-Up

Chapter 7: The Periodic Table and Physical PropertiesChapter Preview7-17-27-3Wrap-Up

Chapter 8: Chemical ReactionsChapter Preview8-18-28-3Wrap-Up

Chapter 9: Acids and Bases in SolutionChapter Preview9-19-2Wrap-Up

Chapter 10: Chemistry of Living SystemsChapter Preview10-110-210-3Wrap-Up

Chapter 11: Our Solar SystemChapter Preview11-111-211-3Wrap-Up

Chapter 12: Stars and GalaxiesChapter Preview12-112-212-3Wrap-Up

California Grade 8 4-in-1 Lab ManualTo the StudentGetting StartedLaboratory EquipmentSafety SymbolsStudent Laboratory and Safety GuidelinesStudent Science Laboratory Safety ContractSI Reference SheetLaboratory ActivitiesChapter 1: Motion and Forces1: Pushing People Around2: Motion of a Bowling Ball

Chapter 2: Forces1: Projectile Motion2: Velocity and Momentum

Chapter 3: Density and Buoyancy1: Density of a Liquid2: Floating in Freshwater and in Ocean Water

Chapter 4: Understanding the Atom1: Chemical Bonds2: Isotopes and Atomic Mass

Chapter 5: Combining Atoms and Molecules1: Mixtures and Compounds2: Constructing Compounds

Chapter 6: States of Matter1: States of Matter2: The Behavior of Gases

Chapter 7: The Periodic Table and Physical Properties1: Relationships Among Elements2: Periodicity

Chapter 8: Chemical Reactions1: Conservation of Mass2: Chemical Reactions

Chapter 9: Acids and Bases in Solution1: Acids, Bases, and Indicators2: Acid Rain

Chapter 10: Chemistry of Living Systems1: Carbohydrates: Chemistry and Identification2: Proteins: Chemistry and Identification

Chapter 11: Our Solar System1: The Behavior of Comets2: Modeling the Orbits of Planets

Chapter 12: Stars and Galaxies1: Absolute and Apparent Magnitudes2: Spectral Analysis

Inquiry ActivitiesLab 1: Acids and BasesLab 2: Identifying Metals and NonmetalsLab 3: Isotopes and Atomic MassLab 4: Evaluating SolventsLab 5: Chemical Reactions Based on pH LevelsLab 6: Electrolytes and Conductivity

Forensics ActivitiesLab 1: The Physics FinalLab 2: The Case of the Sabotaged Boat RaceLab 3: Who released Jumbo?Lab 4: 49er FeverLab 5: Who served the botulism?

Probeware ActivitiesGetting Started with ProbewareLab 1: How are distance and light intensity related?Lab 2: How fast do you walk?Lab 3: Transforming EnergyLab 4: Endothermic and Exothermic ProcessesLab 5: Let the races begin!

California Mathematics Skill ActivitiesCalifornia Mathematics StandardsNumber and OperationsActivity 1Activity 2Activity 3

AlgebraActivity 4Activity 5Activity 6

GeometryActivity 7Activity 8Activity 9

MeasurementActivity 10Activity 11

Data Analysis and ProbabilityActivity 12Activity 13Activity 14

Problem SolvingActivity 15Activity 16

Reasoning and ProofActivity 17Activity 18

CommunicationActivity 19Activity 20Activity 21

ConnectionsActivity 22Activity 23

RepresentationActivity 24Activity 25Activity 26

California Reading and Writing Skill ActivitiesTo the StudentCalifornia Standards for English Language ArtsActivity 1: Reading ComprehensionActivity 2: Reading ComprehensionActivity 3: Form and Express an OpinionActivity 4: Reading ComprehensionActivity 5: Organization and Focus in WritingActivity 6: Reading ComprehensionActivity 7: Analyze and Interpret InformationActivity 8: Reading ComprehensionActivity 9: Share KnowledgeActivity 10: Reading ComprehensionActivity 11: Analyze and Interpret InformationActivity 12: Organization and Focus in WritingActivity 13: Language MasteryActivity 14: Write a NarrativeActivity 15: Reading ComprehensionActivity 16: Form and Express an OpinionActivity 17: Communicate InformationActivity 18: Understanding a ConceptActivity 19: Evaluate the TextActivity 20: Reading ComprehensionActivity 21: Word Analysis and Vocabulary DevelopmentActivity 22: Analyze and Interpret InformationActivity 23: Understand and Interpret DataActivity 24: Express an OpinionActivity 25: Reading ComprehensionActivity 26: Express an Opinion

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Chapter 4 Glencoe El Atomo

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