Name: Honors Page 1 of 31

Class: Honors Chemistry

1: Up and Atom
Topics/ Daily Outline:
Day A B Content: TEXT CW #: HW #:
1 9/28 9/29 The beginning of everything -- 1, 2 --
2 9/30 10/1 Evidence for the big bang -- 3, 4 --
3 10/4 10/5 Waves 5.3 4, 5 --
4 10/6 10/7 Atomic emission spectra 5.3 6 1
5 10/8 10/11 Flame test, Element creation, Quiz 5.3 7, 8 2
6 10/12 10/13 Atomic structure 25.3 9, 10 3
7 10/14 10/15 Atomic structure, Isotopes 4.3 11 4
8 10/18 10/19 Review, Unit test 4.3 -- --

Homework:
1. HW 1: Review for Quiz
2. HW 2: Nuclear Chemistry
3. HW 3: Isotopes Practice
4. HW 4: Review for Unit Test

Important Due Dates:

 Flame Test Lab Report, 10/14 (A Day) and 10/15 (B Day)

For tutorials and additional resources:

www.leffellabs.com
If you are absent, use this sheet to determine what you missed and collect the appropriate
materials from your teacher. Get help from a friend, the link above, or the instructor.
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CW 1: The Beginning of Everything

Link: http://www.youtube.com/watch?v=wNDGgL73ihY

1. What evidence helped change scientist’s minds that the universe was infinite and
ageless?

2. If the big bang wasn’t an explosion, what was it?

3. During the quark era, what was the relationship between energy and matter? Why?

4. What happened to the particles as the universe cooled during the nucleosynthesis era?

5. How were the first stars formed?

6. How does the universe “experience itself?”

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CW 2: Just a Theory
The word theory, unfortunately, is misused in everyday language.

Link: http://www.youtube.com/watch?v=gklQ3GbmufI

1. What are the four requirements of a scientific theory?

2. Why is the phrase “evolution is just a theory” incorrect?

3. Can a scientific theory be changed?

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CW 3: Evidence of the Big Bang

Waves
1. Considering the diagram of a wave below:

a. Define the crest and through of a wave.

b. Define the frequency of a wave.

c. Define the wavelength of a wave.

2. Sketch an example of a wave:

a. with a long wavelength.

b. with a short wavelength.

c. Which one would have a higher frequency? Why?

3. Another way to represent waves is shown below. What is the relationship between this
wave diagram and the previous wave diagram?
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Doppler Lab
4. Navigate to this page: https://bit.ly/3BDWzW5. Click on Begin.
a. Scroll down and note the arrows, used to adjust the object speed, wave speed, and
the frequency of the wave. Keep these set to 30 m/s, 70 m/s, and 1.0 Hz.

b. Press Start. Pause once the object has flown into the middle of the simulation.

c. Take a screenshot showing the object in the middle of the simulation.

d. Provide an explanation for why the wavelengths are shorter in front of the object,
but longer behind the object.

5. Click on End. Adjust the object speed to 60 m/s, the wave speed to 70 m/s, and the
frequency to 1.0 Hz.
a. Take a screenshot showing the object in the middle of the simulation.

b. Compare this diagram to the previous screenshot. Provide an explanation for any
differences between the diagrams.
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6. Consider the diagrams below, which show the object flying towards Earth and away
from Earth.

a. If the object is flying towards Earth, would you observe a wavelength that is smaller
than or larger than if the object was holding still? Explain.

b. If the object is flying away from Earth, would you observe a wavelength that is
smaller than or larger than if the object was holding still? Explain.

c. The diagram below represents the wavelength of red light and of blue light. When
the object is flying away from Earth, are the wavelengths blue-shifted or red-shifted?
Explain.
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7. When sodium is burned on
Earth, it emits light waves at
589 nm and 590 nm.
a. Compare the wavelength
that sodium emits on Earth
versus a distant star. Is the
wavelength red-shifted or
blue-shifted?

b. Based on this data, is the

distant star moving
towards Earth or away
from Earth?

Composition of the Universe

8. Using powerful telescopes, scientists discovered
that the most abundant element in the universe is
Hydrogen. By mass, the universe is about 74%
hydrogen and 24% helium.
a. What is the ratio between hydrogen and
helium?

b. What is the ratio of hydrogen and helium to all other elements? 

c. Using complete sentences to describe the relationship between the amount of

hydrogen and helium in the universe to the amount of all the other elements.

Journal Write 1
Summarize the concept of red-shift/ blue-shift and how this evidence supports the theory of
the big bang.
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CW 4: Waves
Properties of Waves
Electromagnetic waves carry vibrations in electrical and magnetic fields. The entire wave can
be thought of as extending infinitely in both directions. The wavelength (λ) is the distance
between two consecutive peaks (or troughs) in the wave. The frequency (f) of a wave is
defined as the number of wavelengths per second which travel past a given point.

Figure 1 Figure 2

1. On each figure above, draw a line connecting two points whose separation is equal to
the wavelength. If there is more than one way to do this, draw a second line.

2. If both waves are travelling at the same speed, which one has a greater frequency?

3. For a wave traveling at a given velocity (v), how does the frequency depend on the
wavelength, if at all?

Wavelength (nm) Frequency (1/s or s-1) Energy (J)

333.1 9.00x1014 5.963x10-19
499.7 6.00x1014 3.976x10-19
999.3 3.00x1014 1.988x10-19
Table 1

4. Based on the information in Table 1,

a. As the frequency of a wave increases, the energy _______________________.
This relationship is proportional / inversely proportional (circle one).
b. As the wavelength of a wave increases, the energy _______________________.
This relationship is proportional / inversely proportional (circle one).
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Visible Light Spectrum

5. Why are the color labels plural (i.e., “Reds” rather than “Red”)?

6. What is the speed of light? Does it change for different colors?

7. Which color corresponds to the longest wavelengths? The shortest wavelengths?

8. Which is the more energetic, a red photon or a blue photon? Explain.

9. Write a sentence that describes the relationship between wavelength and energy of
light.
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The Wave Equation

Waves are described by their velocity (v), frequency (f), and wavelength (λ). In a vacuum
(empty space) all electromagnetic waves travel at approximately 3.0x108 m/s (the speed of
light, c), the fastest speed possible. The frequency of a wave is represented by hertz, which
1
has unit of s or s-1. Wavelength is measured in meters. For visible light, nanometers are
typically used.
8
v=fλ v=speed of light ( c ) =3.0× 10 m/s

Light can be thought of as electromagnetic radiation having a particular wavelength and

frequency. Electromagnetic radiation can be viewed as a stream of particles known as
photons, each of which has a specific amount of energy associated with it.
E photon=hf h=6.626 ×10
−34
J ∙s

10.Define each of the following terms.

Variable Name Units

Constant Name Value

c Speed of light

h Planck’s constant

11.What is the frequency of green light, which has a wavelength of 490 nm?
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12.Which is the more energetic, a red photon (λ ~ 700 nm) or a blue photon (λ ~ 400 nm)?
Calculate both energies.

13.A photon has a frequency of 1.50x1014 s–1. What is its wavelength in nm, and what
region of the electromagnetic spectrum would it be found in?

14.A photon has a wavelength of 1.00x10–9 m. What is the energy and frequency of this
photon?
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CW 5: Spectroscopy of the Stars

Video link: http://www.youtube.com/watch?v=n_KyYFYNvpI

1. What happens when you heat up or burn a chemical element?

2. What does the spectrum of light from our sun look like? What is unusual?

3. What is the relationship between the absorption lines on spectrum and the light emitted
by our sun?

4. How can we determine which elements are being burned by a star?

5. What is the same, wherever we look across space?

Journal Write 2
From observing the light of many galaxies, scientists have found that the ratio of elements
throughout our observable universe is constant. This means that the chemical elements in the
cosmos are very well mixed. How does this support the Big Bang theory? Explain.
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CW 6: Atomic Emission Spectra

Navigate to unit 1 on www.leffellabs.com. Download the “1 Atomic Emission Spectra” file.
View the PowerPoint as a slide show, answering the questions as you progress.

1. What is electromagnetic radiation?

2. How does a spectrum form?

3. Why is the spectrum formed by a helium lamp different than the spectrum formed by a
white light bulb?

4. Can you identify the element(s) present in the

unknown? Justify your answer and explain how
you came to it.

5. Why did Bohr choose to study hydrogen?

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6. What happens to the distance between energy levels as they increase?

7. Draw and label the Bohr model of the atom. Summarize the basics.

8. Explain how the picture relates to atoms and the Bohr model.

9. Compare the ground state and the excited state.

10.Explain how electrons move between energy levels.

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11.Only certain frequencies of light are visible to the human eye. List all the visible energy
transitions found in hydrogen and the color of light they give off.

12.Compare the energy transitions in the ultraviolet and infrared frequencies. Then circle
the correct words in the sentence below.
The energy given off during an infrared transition is too (small/large) to be seen by the
human eye, whereas the energy given off during an ultraviolet transition is too (small/large)
to be seen by the human eye.

13.Use the emission spectrum to explain why the color given off by copper is blue green.

14.What is a flame test? Explain.

Journal Write 3
Explain the relationship between wavelength of light given off when an electron returns to its
ground state and the energy levels present in an atom.
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CW 7: Flame Test Lab

Lab Report
Your final lab report should be typed. The following sections should be completed, in order, as
they appear below.

COVER SHEET: A cover sheet with nothing else but:

 Title of the lab: A short, descriptive, title that tells the reader what the lab is about.
 Your name
 Your partners’ first and last names
 Due date of the lab report
 Class period

PURPOSE: What are we trying to determine/ do in this experiment?

PROCEDURE: A paraphrased procedure for setting up the experiment and collecting data over
the course of the experiment. Underline any materials you will need once you have written the
procedure. This should be a paragraph explaining what you did, especially any changes to the
original written procedure.

DATA: Organize ALL data into a neat data table. This means you will need in depth
observations. Things to observe:
 Color of each of the flames (knowns and unknowns)
 Color of each of the solutions (knowns and unknowns)
 Anything unusual, hard to see, unclear, etc.

CONCLUSION: Answer the following questions using complete sentences. You will be graded
on the quality, completeness, correctness, and style of your writing.
1. Use the Bohr model of the atom to explain how electrons move between energy levels
and emit light. What supplied the energy for the electrons to move between energy
levels in this experiment?
2. In this lab, you observed that each metal ion produced a different color flame. Explain
why each flame was a unique color. In your answer, include
a. discussion of the electromagnetic spectrum
b. the relationship between wavelength, energy, and color
c. an application of this phenomena (search online, cite source)
3. Does the flame test provide a good method for identifying unknown elements? Explain
and justify your answer.
4. Correctly identify the two unknown samples and explain how you identified them.
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Grading Rubric
Cover Page
 Title of the lab
 Your name
/2.5
 Your partners’ names
 Due date of the lab report
 Class period
Purpose
/2.5
 Clear statement about what we set out to do with this lab
Procedure
 Repeatable, clear
 Paragraph form /5
 Materials are underlined in procedure
 Complete, no steps skipped or assumed
Data
 Table is neat, organized, readable, complete
/10
 Reflects student understanding of lab concepts and practices
 Quality/ completeness of observations
Conclusion
 Question 1: 5 points
 Question 2: 10 points /25
 Question 3: 5 points
 Question 4: 5 points
Mechanics
 Academic, 3rd person, passive voice writing style
/5
 Cite any sources using a major style (APA, MLA, etc.)
 Correct format

TOTAL:
/50
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CW 8: Star Death and the Creation of Elements

Video Link: http://www.youtube.com/watch?v=DEw6X2BhIy8

1. What is the relationship between outward pressure, the energy released in a core of a
star, and the force of gravity?

2. What occurs during “stage 1” of the fusion process?

3. What needs to happen before “stage 2” can start?

4. What two things happen during helium fusion?

5. Why will our sun die after it runs out of helium?

6. Why are more massive stars required to make elements heavier than oxygen?

7. What happens when the core of the star has been converted into iron?
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CW 9: Modeling Fission and Fusion

Fusion
Fusion is the combining of elementary particles (protons and neutrons) to form nuclei. Using
marshmallows, you will demonstrate nuclear fusion, which took place in the first seconds of
the big bang and is still happening today in stars throughout the universe.

Materials needed:  Mini marshmallows, pasta pieces, table of elements, long balloon, scissors

1. Find hydrogen and helium on the periodic table.  Look at the big whole numbers above
them. That number represents the number of protons in the element.
a. How many proton(s) does hydrogen have?

b. How many proton(s) does helium have?

c. How many proton(s) does beryllium have?

2. Each marshmallow will represent a proton. Protons have positive charges, so they repel
each other and don’t want to stick together, and you will need to force the protons
together.
a. Take two marshmallows and hold them in your hand.

b. What element from the periodic table to EACH of the protons represent?

3. During the big bang, the universe was hotter and denser than the center of the sun.
These conditions are needed to overcome the repulsion between nuclei and allow
fusion to happen.
a. Squeeze the two marshmallows together in the palm of your hand until they become
one atom.

b. Is your hand a good model of the conditions during the big bang? Explain.

c. What atom have you formed by combining two marshmallows together?

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4. During a fusion reaction, a large amount of energy is released, which we will represent
using a piece of pasta. You experience that energy in the form of the sun’s light and
heat.
a. Place one pasta piece next to the atom you just created.

b. Repeat the fusion process and make a second helium nucleus, don’t forget the
energy.

c. Now that you have two helium nuclei make a beryllium nucleus.

d. Compare the amount of energy released when two hydrogen atoms fuse to make
helium to the energy used when two helium atoms fuse to make beryllium.

e. Lithium has three protons in its nucleus. Provide a hypothesis about how this atom
may be formed by fusion.

f. The majority (about 99%) of the elements in the universe are hydrogen and
helium. Based on what you learned in this activity why does that make sense?
Explain.
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Fission
Fission is the opposite of fusion, where large nuclei split apart into smaller nuclei.  Like during
fusion energy is released during this process. Using a balloon, you will demonstrate fission.

5. Blow up the long balloon. Do not overinflate!

a. The balloon represents a large atom that is going to undergo fission. Twist the
balloon near the center of the balloon. Hold both ends of the balloon so it remains
twisted.

b. Have a group member cut the balloon at the twist (making fission happen). Release
the ends as the balloon is cut.

c. What evidence of energy release did you see during the fission reaction?

d. Pick up the balloon pieces and throw them and the marshmallow elements away.
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CW 10: Atomic Structure

Isotope Notation

12 13 14
6 C 6 C 6 C
Carbon-12 Carbon-13 Carbon-14
Protons: _____ Protons: _____ Protons: _____
Neutrons: _____ Neutrons: _____ Neutrons: _____

1. Based on the pictures above, complete the table below.

Particle Charge Location
Proton

Neutron

Electron

2. Look at the notation: 126C .

a. The bottom number is called the atomic number. What does this number
represent? What is the atomic number always equal to?

b. The top number is the mass number. How do you get this number?

3. What is always the same for an atom of carbon – mass number or atomic number?

4. What can vary for an atom of carbon – mass number or atomic number?
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Ions: Charged Particles
In a neutral (uncharged) atom, the number of protons is equal to the number of electrons.
Ions are charged particles that are formed when an atom gains or loses electrons.
 When an atom loses electrons, its charge becomes positive (a cation).
 When an atom gains electrons, its charge becomes negative (an anion).

5. Look at the carbon atoms on the previous page. All the atoms are neutral, or
unchanged. Using the number of protons and electrons, explain how we know that
these atoms are neutral.

6. An atom has 11 protons and 10 electrons. What is the identity of the atom and what is
its charge?

When an atom has a charge, the charge is written as a superscript number after the element
symbol. If the atom is neutral, there will be no number. The mass number and atomic number
may or may not be included, depending on what information is needed.
23
11
+1
Na Na
+1 23
11 Na Na

7. Complete the table below.

# of Were electron gained or lost? Cation, Anion, Neutral?
# of Protons
Electrons
O

Cl-1

Cu+2

Cu+3

S-2
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8. Using the information provided and the table of elements, complete the table below.
Cation,
Element Atomic # of # of # of Mass Net
Anion, or
Symbol Number Protons Neutrons Electrons Number Charge
Neutral
12
6 C0 6 6 6

20 24 20 44

17 17 18 17

1 1 0 0

17 17 37

8 8 8 16 0

20 18 40
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CW 11: What are Isotopes?

 Access the Isotopes and Atomic Mass Simulation (http://bit.ly/3ucasbi).
 Click on the picture.
 Press the green plus symbols next to “Symbol” and “Abundance in Nature”.
 Change the scale to read Atomic Mass (amu).

1. Look at the isotopes on the scale. This is hydrogen-1. Hydrogen-2 and hydrogen-3 can
be made by dragging and adding neutrons. For each isotope of hydrogen, complete the
table below.
# of # of Atomic
Mass
Isotope Protons Neutrons Number Symbol Mass (amu) Abundance
Number
(red) (gray)
Hydrogen
-1

Hydrogen
-2

Hydrogen
-3

2. Each type of hydrogen above is called an isotope. What is the same for isotopes? What
is different? Write a definition for “isotope”.

3. Which isotope of hydrogen is most abundant in nature?

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Weighted Average of Isotopes

 Choose the “Mixtures” from the bottom of the screen.
 Press the green plus symbols next to “Percent Composition” and “Average Atomic
Mass”. This may already be done for you. If so, it will appear as a red minus symbol.
 Check to make sure your screen is toggled to “My Mix” by clicking the correct button.

4. Select Si from the table of elements. Look at the three containers of isotopes. What are
the isotopes of Si?

5. Find Si on the table of elements. What is the name of Si?

6. Use the key on the table of elements to find the atomic mass of Si. What is the atomic
mass of Si?

7. Add one of each isotope of Si to the black box.

8. What happens to the average atomic mass if more silicon-30 is added to the mix?

9. What happens to the average atomic mass if more silicon-28 is added to the mix?

10.Using at least one of each isotope, try to make the average atomic mass match the
value you found on the table of elements (question 6). YOU WILL NOT HAVE 33.33%
FOR ANY OF THE ISOTOPES!!!

11.Toggle the screen to “Nature’s Mix”. Compare the percentages of each isotope.
Isotope My Mix Nature’s Mix
Silicon-28
Silicon-29
Silicon-30

12.Give evidence to support or dispute: “In nature, the chance of finding each isotope of an
element is equal.”
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Weighted Average Calculations
13.Magnesium has three isotopes. Find the average atomic mass of magnesium if:
 Isotope A has an abundance of 78.99%, with a mass of 23.99 amu,
 Isotope B has an abundance of 10.00%, with a mass of 24.99 amu,
 Isotope C has an abundance of 11.01%, with a mass of 25.98 amu.

Isotope % Abundance Decimal Atomic Mass of Weighted Mass

Isotope
A

SUM:

14.The element copper has naturally occurring isotopes. Copper-63 has a relative
abundance of 69.2% and a mass of 62.93 amu. Copper-65 has a relative abundance of
30.8% and a mass of 64.93 amu. Calculate the average atomic mass of copper.

15.Calculate the average atomic mass of bromine. One isotope of bromine has an atomic
mass of 78.92 amu and a relative abundance of 50.69%. The other major isotope of
bromine has an atomic mass of 80.92 amu and a relative abundance of 49.31%.

16.There are two naturally occurring isotopes of gallium: Gallium-69 with a mass of 68.93
amu and Gallium-71 with a mass of 70.92 amu. Without doing any calculations, look at
the periodic table and determine which isotope of gallium has the higher natural
abundance. Explain your answer.