N O T E B O O K
T H E C O M P O S I T I O N O F M AT T E R
Atoms and Elements OBSERVING PHENOMENA
1. Record the mass of the balloons before and after you inflated them. Then, determine the mass of the air in each balloon. Balloon
Mass of Balloon Before (g)
# of Breaths
A
2
B
3
C
4
D
5
Mass of Balloon After (g)
Mass of Air in Balloon (g)
Phenomenon: Balloons have more mass when filled with air, despite air being invisible to the eye.
2. What questions do you have about this phenomenon?
Š Teachers’ Curriculum Institute
Atoms and Elements
1
N O T E B O O K I N V E S T I G AT I O N 1
1. Sort the objects that you saw in your classroom by whether or not they are made of matter. Matter
Non-Matter
2. List the objects in the video that can be classified as matter or non-matter. Matter
Non-Matter
3. Describe the difference between matter and energy to your partner.
2
Atoms and Elements
Š Teachers’ Curriculum Institute
N O T E B O O K 1 - Atoms
1. Look carefully at the list of objects and number them from smallest to largest, with “1” being the smallest and “5” being the largest. ant atom cell dust particle ping pong ball I N V E S T I G AT I O N 2
1. Record how many times you could cut the foil in half.
2. Record the following numbers in standard form. Scientific Notation
Standard Form
2.23 x 1022 atoms 1.43 x 10-10 meters 3. Record the following numbers in scientific form in your notebook. Standard Form
Scientific Notation
11,100,000,000,000,000,000,000 cuts 3,500,000,000,000 centuries 3,500,000,000,000 centuries as years © Teachers’ Curriculum Institute
Atoms and Elements
3
N O T E B O O K
4. Record the size category you were given here.
5. Choose five objects and sort them by the size category you were given. Objects
4
Atoms and Elements
Predicted Order
Actual Order
Š Teachers’ Curriculum Institute
N O T E B O O K 2 - Engineering Tools to Observe Atoms
1. Heinrich Rohrer and Gerd Binnig were trying to solve the problem of seeing atoms directly. List the criteria and constraints of the problem they were trying to solve. Criteria
Constraints
2. Suppose you were an engineer trying to solve the problem of identifying the element of an atom. You need to build a tool to do so. What are your criteria? What constraints do you think you might have? Criteria
Š Teachers’ Curriculum Institute
Constraints
Atoms and Elements
5
N O T E B O O K I N V E S T I G AT I O N 3
1. Record your topic here.
2. Record the elements related to your topic here.
3. What important information will you include in your periodic table? Record your notes here.
4. Organize your lists into groups. Record the name of each group in the top row, and list all of the elements in the group below.
6
Atoms and Elements
Š Teachers’ Curriculum Institute
N O T E B O O K
5. Create your periodic table below. Be sure to include a key so everyone can read your table.
3 - Classifying Elements
1. Copper, silver, and gold are three elements often grouped together. They are also often called coinage metals. Why do you think that is?
Š Teachers’ Curriculum Institute
Atoms and Elements
7
N O T E B O O K 4 - The Periodic Table
1. Many scientists organized elements into tables. Compare Dmitry Mendeleev’s periodic table to John Newlands’ periodic table. What similarities do you notice? What differences do you notice? Write a paragraph explaining your observations.
Dmitry Mendeleev’s periodic table
John Newlands’ periodic table
8
Atoms and Elements
© Teachers’ Curriculum Institute
N O T E B O O K 5 - Using the Periodic Table
Use the periodic table to answer the questions that follow.
Š Teachers’ Curriculum Institute
Atoms and Elements
9
N O T E B O O K
1. What are the names of the following elements? • Cu • Li • Ni • O • Pd • Po • Pt • S • Zn 2. Look closely at the location of each of these elements on the periodic table. Make a prediction: which elements have similar properties to each other and why?
10
Atoms and Elements
© Teachers’ Curriculum Institute
N O T E B O O K MAKING SENSE OF PHENOMENA
Phenomenon: Balloons have more mass when filled with air, despite air being invisible to the eye. 1. Use what you have learned to explain this phenomenon.
2. Record your notes from your internet research on one of the following categories of the periodic table: • • • • •
Noble gases Radioactive Elements Transition Metals Semi-metals Non-Metals
© Teachers’ Curriculum Institute
Atoms and Elements
11
N O T E B O O K
3. Write a paragraph that describes what makes them similar to each other, and different form other groups of elements.
4. List the common uses of the category you researched.
12
Atoms and Elements
Š Teachers’ Curriculum Institute