Lesson 104:
ATOMS & MATTER
A review of the properties of atoms and all forms of matter.
Fundamental Questions
Attempting to give thorough and reasonable answers to the following questions will help you gauge your level of understanding this lesson.
Students that can confidently answer these questions have mastered the concepts of this lesson.
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How are atoms, elements, and matter all related to
each other?
How is a molecule like a basketball team?
How is an atom like a church and a radio?
Make a list of things that are matter.
Make a list of things that are elements.
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Make a list of things that are compounds.
What is the difference between matter and energy?
Why does matter change or does it?
How are you different from a rock? How are you the
same?
Lesson Objectives
At the end of this lesson, students should have mastered the objectives listed below.
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Students understand that atoms are the building blocks of all matter.
Students understand the relationship between matter and energy discovered by Einstein (E = mc2).
Students can use the periodic table to determine the number of protons, electrons, and neutrons that an atom of any
element has.
Students can easily identify the name of an element based on its chemical symbol and vice versa.
Students can draw and label the parts of an atom.
Students recognize that electrons are nearly weightless and move randomly at nearly the speed of light.
Students can calculate density and can describe how the density of a substance would change if the mass, volume,
or temperature of the substance were to change.
Students recognize that water is one of the few substances known to be a denser liquid than solid.
Students can name and describe the four states of matter.
Students understand that the temperature of an object usually dictates the state it is in.
Students understand that more heat means faster atomic vibrations, but that pressure can limit molecular movement.
Students are familiar with the six phase changes of matter.
Students understand density and how it is affected by phase changes.
Students can compare and contrast an atom and a molecule.
Students can describe the electrical charges of atomic particles and ions and how they interact with each other.
Students can explain how elements are different than compounds.
Students know that the density of pure liquid water is 1.0 g/mL and pure ice is 0.92 g/mL and can explain why ice is
less dense.
Honors students can determine the mass of each element in a 100 gram sample of water or another compound.
Students are familiar with the abundance of elements on Earth and throughout the universe.
Important Terms
The following terms are some of the vocabulary that students should be familiar with in order to fully master this lesson.
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E = mc2
matter
atoms
elements
the atomic model
nucleus
electrons
protons
neutrons
isotopes
carbon-14
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periodic table
atomic number
atomic mass
mass number
chemical
properties
17. physical
properties
18. chemical
properties
19. solid
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melting
sublimation
liquid
evaporation
freezing
gases
condensation
deposition
plasma
molecule
compound
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covalent bond
ions
ionic bond
cations
anions
metallic bond
mixtures
solutions
energy level
crystal
Assessment Questions
The following are examples of questions that students should be able to answer. These or similar questions are likely to appear on the exam.
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What is an element?
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Printed on 10/26/2014
What particles make up atoms?
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What are isotopes?
What are compounds and why do they form?
How do chemical bonds differ?
Compare and contrast solids, liquids, and gases.
The isotopes of carbon have from 2 to 16
neutrons. Use this information to make a table
that shows the 15 isotopes of carbon and the
atomic number and mass number of each.
What are the relative masses of the particles that
make up an atom?
The elements magnesium and calcium have
similar chemical properties. Explain why?
The atomic mass for the element carbon © is
12.011 amu. Explain how this number indicates
that carbon is a mixture of isotopes. What is the
mass number of the most common, naturallyoccurring isotope of carbon?
Oxygen is often found in chemical combinations
with other elements, such as magnesium. Using
the concepts of valence electrons and energy
levels, explain why oxygen might combine easily
with magnesium.
The element copper (Cu) has 29 electrons. Draw
a diagram of an atom of copper that shows the
placement of its electrons in the correct energy
levels and the number of protons it has.
Which two elements are most common on Earth?
Which two elements are most common in the
entire Universe?
Compare and contrast elements and compounds.
Why are negative ions usually larger than
positive ions?
Explain why molecules held together by covalent
bonds don't have electrical charges.
Compare and contrast mixtures and compounds.
What determines the shape of a crystal?
Draw a chart that shows the 3 main phases of
matter (ignoring plasma), the 6 phase changes ,
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and the thermal energy required for each phase
change.
How many electrons, protons, and neutrons does
an atom of chlorine have?
What is the average atomic mass of uranium?
What is the chemical symbol for silicon?
Describe, in detail, how a Galilean thermometer
is able to accurately display what the temperature
of the air is in our classroom. In other words, how
does a Galilean thermometer work?
The chemical formula for water is H2O. A 100millilter sample of water has a mass of
approximately 100 grams. If you separate all of
the hydrogen atoms from the oxygen atoms, what
is the mass of the pile of hydrogen atoms? What
is the mass of the pile of oxygen atoms? Show
your work
You have discovered a substance in your kitchen
that has a mass of 225.00 grams. Through
experimentation, you have determined that the
substance is a compound consisting of two
elements, and the mass of a single molecule of
the substance (molecular mass) is 58.44 amu. If
you separate the two elements into two piles of
atoms, you will find that one pile has a mass of
88.51 grams and the other pile has a mass of
136.49 grams. What are the two elements that
the substance is made of? What is the
substance? Write your answer on the back of
this paper. Show all of your work on the back of
this paper.
Explain what Einstein’s famous equation, E =
mc2, means and why it is important to science?
Determine the density of a substance that has a
mass of 42.8 grams and a volume of 2.0
milliliters.
Which element’s atom has 5 protons in its
nucleus?
Related Web Sites
The following are some web sites that are related to this lesson. You are encouraged to check out these sites to obtain additional information.
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http://www.britannica.com/EBchecked/topic/41549/atom
http://www.nobelprize.org/educational/physics/matter/1.html
http://sciencespot.net/Pages/kdzchem.html
http://en.wikipedia.org/wiki/Atom
http://www.projectcrystal.org/m-cos-atomsandmatter.html
http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/basicstructure.htm
Related Book Pages
The following are the pages from your book that correspond to this lesson.
Comprehensive E.S. Book
pp. 34-43
Intensive/Honors E.S. Book
pp. 52-75
Meteorology/GIS Book
N/A
Massachusetts Standards
The following are the Massachusetts Framework Standards that correspond to this lesson.
Earth Science Learning Standard(s) 1.x
What’s Next?
2
V. What is Matter and what is it made of?
A. Matter
1. Matter is anything that has mass and takes up space.
2. This paper, the sun, the air you breathe, the food you eat, and everyone you know are examples of matter.
3. All types of matter are essentially made of the same stuff: atoms.
B. Atoms
1. Atoms are the "building blocks" of matter.
2. The arrangement of atoms and the types of atoms that are connected together give matter its properties.
3. There are over a hundred different kinds of atoms.
4. An atom is the smallest particle of matter that has all the characteristics of an element and cannot be broken down into
smaller particles by ordinary chemical processes.
C. Elements
1. Some forms of matter contain only one type of atom. These substances are called elements.
2. Because there are over 100 different types of atoms, there are also over 100 different types of elements (118 are known)
3. Examples of elements are gold, copper, oxygen, silicon, neon, hydrogen, and helium. Water, air, gasoline, and salt are
common examples of matter that are used everyday, but they are not elements because they are made of more than
one kind of element.
D. The Atomic Model
1. Atoms are far too small to be seen with the naked eye. Even ordinary microscopes cannot allow us to see what an atom
looks like. Individual atoms have been seen using scanning electron microscopes, but the structure of an atom (what
the atom is made of and how it is constructed) remains unseen. However, scientists have been able to construct a
model of the atom by observing how an atom reacts to other atoms and to all forms of light.
2. The Nucleus
a. Like a comet, an atom has a nucleus that is located at its center.
b. The nucleus of the atom is usually composed of two kinds of particles: protons and neutrons.
c. Protons are tiny particles that have a positive (+) electrical charge.
d. Neutrons are particles that have no electrical charge, so they are considered neutral.
3. Electrons
a. Electrons are negatively (-) charged particles that move around the nucleus of an atom at tremendous speeds
(nearly the speed of light).
b. For elements, the number of electrons an atom has is exactly the same as the number of protons the atom has.
c. The mass of an electron is 9.09 x 10-28 grams.
d. Contrary to traditional teachings, electrons do not move around the nucleus in clearly defined orbits like planets
revolving around the sun. Instead, the movement of electrons is undeterminable. Part of the reason that the
movements of electrons cannot be predicted is because electrons do not move in direct lines such as a bullet or a
planet. Electron motion is similar to the motion of light - electrons move like a wave.
4. Isotopes
a. If the number of protons in an atom is changed then a new and different element forms. However, changing the
number of neutrons in an atom will not change the element, although the mass of the atom will change.
b. Atoms of the same element that have different numbers of neutrons in their nuclei are called isotopes.
c. Isotopes, such as carbon-14, are often used to determine the ages of really old rocks, bones, artifacts, etc.
VI. The Periodic Table
A. The periodic table is a tabular arrangement of all the known elements. It is organized based on increasing atomic number
and similarities in chemical properties.
B. Atomic Number
1. The atomic number of an atom is equal to the number of protons in the nucleus of the atom.
2. Because elements are electrically neutral, the atomic number also equals the number of electrons an element has.
3. All atoms of the same element have the same atomic number. For example, the atomic number for carbon is 6 so all
carbon atoms will always have six protons.
C. Atomic Mass
1. The atomic mass (or mass number) of an atom is equal to the number of protons and neutrons an atom has. The
more particles an atom has, the more atomic mass it has. Electrons are not counted when determining the mass
number of an atom because the mass of electrons is much, much smaller than protons and neutrons.
2. If you look at the periodic table, you will see that carbon ordinarily has a mass number of about 12.011. This number
can be rounded to the nearest whole number, so the mass number for an ordinary carbon atom is 12. The mass number
tells us that there are 12 particles in the nucleus of a carbon atom. But how many protons and how many neutrons are
there? To determine how many protons there are, all we have to do is look at what the atomic number is. The atomic
number for carbon is always 6, so there are always 6 protons in a carbon atom. To figure out how many neutrons there
are in a carbon atom having a mass number of 12, all we have to do is subtract the atomic number from the mass
number. Therefore, there are also 6 neutrons in an ordinary carbon atom.
VII. Properties of Matter
A.
The way two different elements combine to make something new is result of chemical properties of the elements.
Elements/compounds are often identified by their chemical properties.
B.
Properties of element/compound that can be observed without changing substance into new substance are physical properties.
C.
Density
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Density is physical property of matter that can be used to describe or identify a substance.
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Density - the mass of a substance per unit of volume. In other words, density is the measure of how much stuff (matter) is
inside a specific amount of space.
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Mathematical definition for density is D = m/V, where D is density of substance, m is its mass, and V is its volume.
4.
In general, the density of substance is less when in gaseous state, and most dense when in solid form. Water (H2O) is an
exception.
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When an object that is not very dense is placed into substance that’s more dense than the object, object will float. When
object that is very dense is placed into substance that is less dense than object, object will sink.
VIII. States and State Changes of Matter
A.
Solids
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have definite shape and volume.
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In solid state, individual atoms of a substance vibrate, but they cannot switch positions relative to each other.
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Atoms in a solid have the strongest attraction to one another.
4.
To change from solid to liquid (melting) energy must be added to substance. To change from solid to gas (sublimation) even
more energy must be added to substance.
B.
Liquids
1.
In liquid state, individual atoms of a substance vibrate more than in solid state, and can switch positions with each other which
allows the liquid to flow.
2.
Liquids do not have a definite shape (they take the shape of their container), but do have definite volume.
3.
To change from liquid to gas (evaporation) energy must be added to substance. To change from liquid to solid (freezing)
energy must be taken away from the substance.
4.
Gases
1.
In gaseous state, individual atoms of substance vibrate freely and have little attraction for one another.
2.
Gases do not have a definite shape or volume – they fill their container completely.
Do gases have a definite density then?
3.
To change from gas to liquid (condensation) energy must be taken away from the substance. To change from gas to solid
(deposition) even more energy must be taken away from the substance.
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Plasma
1.
Most matter is in plasma state.
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composed of ions and electrons
3.
Most common example of substance made of plasma: stars
4.
Plasma substance on Earth: lightning bolts
IX. Combinations of Atoms
A. Molecules and Compounds
1. Molecules
a. Atoms of the same element and of different elements can combine together to form a molecule.
b. A molecule is the smallest particle of matter that is made up of two or more atoms that have combined.
2. Compounds
a. A compound is a type of matter that is made up of two or more kinds of elements.
b. Compounds have properties that are different from the properties of each of the elements in it.
c. Compounds are always made from molecules.
3. Examples of some of the most abundant compounds on Earth: water and quartz
a. Water is composed of the elements hydrogen (H) and oxygen (O) which are normally gases on the Earth, but they form a
liquid when they combine chemically. A molecule of water consists of two hydrogen atoms bonded to one oxygen atom.
b. Quartz is one of the most common minerals (“rocks”) found on Earth. It is composed of silicon (Si) and oxygen (O) atoms,
the two most abundant elements on earth. A molecule of quartz consists of two oxygen atoms bonded to one silicon atom.
B. Covalent Bonds and Ions
1. Atoms can combine in a few different ways. One of the ways involves elements forming a molecule by sharing one or more
electrons. When this type of combination occurs, the atoms are said to have formed a covalent bond.
2. Other molecules are formed by atoms that have become positively or negatively charged and are then attracted to atoms that
have the opposite electrical charge. Electrically charged atoms are called ions.
a. Normally, atoms of elements are neutral, meaning that they have no electrical charge. This is because the negative
charges of the electrons are normally balanced by the positive charges of the protons. However, sometimes atoms lose or
gain electrons, giving the atom an electric charge.
b. When an atom gains one or more electron, the electrical charge of the atom is negative. Atoms with negative electrical
charges are called anions.
c. When an atom loses one or more electrons, the electrical charge of the atom is positive. Atoms with positive electrical
charges are called cations.
C. Mixtures and Solutions
1. Mixtures are combinations of different substances in which each of the components in the mixture keeps their own physical and
chemical properties despite being mixed.
An example of a mixture would be the books, pens, notebooks, etc. in your book bag. Each of the items in your bag can
be easily removed from the mixture and the properties of the item due not change.
2. Solutions are a type of mixture that involves the dissolving of one substance into another.
a. Seawater is an excellent example of a solution. Seawater is ordinary water with several different types of salts dissolved
into it. The salts that dissolve into the water seem to disappear because a water molecule separates each atom of the salt
from each other. This gives the solution the same appearance of ordinary water, but the salt atoms are still present so the
water is not pure.
b. Solutions are the same throughout. In other words, the substance that is dissolved in the solution is evenly distributed
throughout the mixture.
Amorphous
Anion
Atoms
Cation
Compounds
Crystal
Electrons
Elements
Energy
Gas
Ions
Isotopes
Energy
Liquid
Matter
Matter
Mixtures
Molecules
Neutrons
Nucleus
Plasma
Protons
Solid
Solutions
States of Matter
Types of Matter
Neutrons
Protons
1. An atom is like a feather because:
2. An atom is like a church because:
3. An atom is like the solar system because:
4. An atom is like an earthquake because:
5. An atom is like ice cream because:
6. An atom is like Lord of the Rings, the Matrix, The
Grudge, and Pirates of the Caribbean because:
7. An atom is like a radio because:
8. An atom is like the letters E, E, G, H, I, N, R, T, V, and Y
because:
9. An atom is like a dollar in Bill Gates’ savings account
because:
10. An atom is like George Bush’s brain because:
H
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C C C
C C C
C C C
C C C
C C C
C C C
C C C
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B
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Ar
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E
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p+
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D C
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OPTICAL ILLUSION PROJECT
40 Points
Due Date _____________
For this project, you will research optical illusions and create a digital poster of an illusion. Your poster will present the illusion along with an explanation
for why the illusion is able to trick the human mind into thinking that it is real.
Your project poster must meet the following requirements:
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You will construct the poster digitally using computer software such as Photoshop, GIMP, CorelDraw, PowerPoint, LibreOffice Draw, etc.
The final product must be either a PDF or JPEG graphics file that can be opened on any computer.
The name of your file should be First Name Last Name Illusion Project. For example, if your name is John Smiffy, then the file name
should be John Smiffy Illusion Project.
By the specified due date, you will either email your project to jroberts@stonehamschools.org or save the project to the Student Drop
drive.
The dimensions of your poster should be exactly 13” x 19”. The orientation of your poster can be either landscape or portrait.
Your poster should be only 1-page long. That means you will need to fit all information onto one 13” x 19” page.
The poster must be easily readable from 3 feet away.
Your name should be subtly displayed in a corner of your poster.
Your poster should have an obvious title.
The poster should display the illusion.
The illusion is unique or at least uncommon. Try to pick something that other students won’t use.
The illusion should work.
The illusion should not be a video or animation. It must be an illusion that works when the poster is printed out onto paper.
The poster should include clear and concise directions on how to see the illusion.
The poster should include a basic scientific explanation for why the illusion works. In other words, how is the illusion able to trick our
eyes and brains?
You may add any other information you choose, but any additional information added to your poster should be relevant to your illusion.
DO NOT ADD ADDITIONAL ILLUSIONS UNLESS THEY ARE DIRECTLY RELATED TO YOUR MAIN ILLUSION!
Your poster should look like a professional made it. Creating a professional-looking poster will take time, vision, technique, and talent.
Study several professional posters to see what they did to improve the poster’s appearance and try to copy their techniques.
Your grade will be based on how well your illusion works, how professional your poster appears, the accuracy of your directions and explanation, and
how unique your illusion is. The following is the rubric that will be used to grade your project:
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PROJECT REQUIREMENT MET?
The poster is turned in on time.
The poster is constructed digitally.
The final digital file is either a PDF or JPEG file.
The file name has your name in it and is written as instructed.
The file is either emailed to Mr. Roberts or saved to the Student Drop.
The dimensions of your poster are exactly 13” x 19”.
The poster is a single page.
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The poster is easily readable on a 20” computer screen from 3 feet away.
Your name is subtly displayed in a corner of the poster.
The poster has an appropriate title.
The title is obvious and easy to find.
The poster displays your illusion.
The illusion is unique or at least uncommon.
The illusion works for most people viewing your poster.
The poster does not contain any video or animation.
The poster displays clear and concise directions on how to see the illusion.
The poster displays a basic scientific explanation for why the illusion works.
The directions and/or scientific explanation are not plagiarized.
The scientific explanation is easy to understand.
Any additional information on your poster is relevant and directly related to your illusion.
21. The poster has a neat line or border around the entire poster.
22. Font, line, polygon, background, and image colors work well together so that the poster is easy to read and interesting to
look at without creating a “sensory overload”.
23. The illusion image and all other images are high-resolution images, free from pixilation.
24. The poster is free from “dead spots” where there is too much empty space.
25. The poster is not overloaded with information and/or graphics.
26. The fonts on the poster are consistent, infrequently changing style and/or size.
27. The poster is eye-catching, but not in a way that creates sensory overload.
28. The arrangement of the poster is intuitive and easy to follow.
29. The poster looks like a professional graphic artist could have made it.
NO
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YES
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