AGC/United Learning • 1560 Sherman Ave.

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ELEMENTS,
COMPOUNDS,
AND ATOMS

Produced By…
Dr. Brian A. Jerome, Ph.D.
Written and Directed By…
Dr. Brian A. Jerome, Ph.D.
Study Guide Written By…
Dr. Brian A. Jerome, Ph.D.
Stephanie Zak Jerome

Published & Distributed by…

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24-Hour Fax No. 847-328-6706
Website: http://www.unitedlearning.com
E-Mail: bistern@interaccess.com
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Elements, Compounds, and Atoms

Teacher’s Guide
Table of Contents

Introduction ............................................................1
Links to Curriculum Standards ...........................1
Summary of the Video ..........................................1
Pretest ......................................................................2
Video Quiz ..............................................................2
Instructional Notes ................................................2
Student Preparation...............................................3
Introducing the Video ...........................................3
Student Objectives .................................................3
View the Video .......................................................4
Safety .......................................................................4
Discussion Questions ............................................4
Blackline Masters ...................................................5
Extended Learning Activities...............................6
Answer Key ............................................................7
Script of Video Narration ...................................13

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pany it for the purpose of teaching in conjunction with this
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Elements, Compounds, and Atoms

Teacher’s Guide
Grades 5-8

Introduction

This video is geared towards students in grades 5 - 8. The

goal of theprogram is to familiarize students with the prin-
ciples of physical science, by exploring elements, com-
pounds, and atoms. Through numerous examples, stu-
dents will learn about elements and the chemical symbols
used to represent them. They will also learn how elements
combine to form compounds, as well as the difference be-
tween atoms and molecules. This video exposes students
to the language of chemistry and to the written symbols
which are used to represent elements and compounds. The
general structure of the atom are revealed and some of the
major historical scientific contributions made to the under-
standing of the atom are discussed.

Links to Curriculum Standards

This video correlates to the following:

A. National Science Education Standards for Grades 5-8
Physical Science (Content Standard B)
Properties and Changes of Properties of Matter
B. Benchmark for Science Literacy (American Association
for the Advancement of Science - Project 2061) - for
Grades 6-8 - The Physical Setting: 4D The Structure
of Matter

Summary of the Video

Elements, compounds, and atoms are necessary parts of our daily

environment; they shape the world in which we live. This video
closely examines different types of matter such as elements and
compounds. In addition, it explores the basic structure of the
atom. 5
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The video is vocabulary-rich and defines key terminology such

as pure substance, element, electron, nucleus, electron cloud, com-
pound, molecule, atom, chemical symbol, and chemical formula.
Numerous colorful and easy-to-understand graphics greatly en-
hance student understanding of the key concepts involved with
learning about elements, compounds, and atoms.

Pretest

An optional pretest is provided (Blackline Master #1) . This

test will help you determine the level of student compre-
hension prior to participating in this lesson. An Answer
Key appears on pages 7-11 of this Teachers Guide.

Video Quiz

The video concludes with a ten-question Video Quiz which

may be used to gage student comprehension immediately
after the presentation of the video. Blackline Master #2:
Video Quiz provides students with a printed copy of the
questions and a list from which to choose correct answers.

Instructional Notes

Before presenting this lesson to your students, we suggest

that you preview the video and review this guide, and the
accompanying blackline master activities in order to famil-
iarize yourself with their content.

As you review the materials presented in this guide, you

may find it necessary to make some changes, additions, or
deletions to meet the specific needs of your class. We en-
courage you to do so, for only by tailoring this program to
your class will they obtain the maximum instructional ben-
efits afforded by the materials.

It is also suggested that the video presentation take place

before the entire group under your supervision. The les-
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son activities grow out of the context of the video, there-

fore, the presentation should be a common experience for
all students.

Student Preparation

You may want students to look up the vocabulary words

addressed in the video, have them write down the defini-
tions, and review their spelling and pronunciations. Terms
such as pure substance, element, electron, nucleus, electron cloud,
compound, molecule, atom, chemical symbol, and chemical for-
mula, as well as concepts such as Dalton's Model of the Atom,
Thomson's Model of the Atom, Rutherford's Model of the Atom,
and Bohr's Model of the Atom, may be unfamiliar to students,
and studying them before viewing the video will enhance
student understanding.

Introducing the Video

Introduce the video by asking students to take out a scrap

piece of paper. Ask them to tear the paper in half. Then
ask them to tear one of the pieces in half again. Do this
many times until students have created the smallest pos-
sible piece of paper. Ask students if they think the paper
can be divided any further. Ask them if they know what
the smallest piece of paper might look like. Could it be seen
with the naked eye? Ask them what the characteristics of
the smallest paper would be. Tell students to watch the
video closely to develop an understanding of the charac-
teristics of smallest pieces of matter.

Student Objectives

After viewing the video and completing the lessons and

activities, students will be able to do the following:
• Provide everyday examples of pure substances.
• Define the vocabulary words pure substance, element, elec-
tron, nucleus, electron cloud, compound, molecule, atom, chemi-
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cal symbol, and chemical formula.

• Describe Bohr's Model of the Atom.
• Describe Dalton's Model of the Atom and its four-part theory.
• Describe Thomson's Model of the Atom.
• Describe Rutherford's Model of the Atom.
• Identify the parts of an atom.
• Provide everyday examples of compounds.
• Identify the chemical symbols for copper, sulfur, oxygen, hy-
drogen.
• Provide the chemical formulas of several common substances.

View the Video

This video is approximately eighteen minutes in length.

Safety

Explain to students that the demonstrations in the video

should not be conducted unless supervised closely by a
supervising adult, and that proper safety clothing, eye pro-
tection, and procedures should be adhered to closely.

FOLLOW-UP ACTIVITIES

Discussion Questions

Following the video, students may have additional ques-

tions. Allow time for students to air their questions. Avoid
answering the students' questions directly. Ask them addi-
tional questions leading them to the answers on their own,
or encourage other students in the class to answer ques-
tions.

There are numerous issues which may warrant further

questions. As a class you may want to discuss the ques-
tions, which appear on Blackline Master #3: Discussion
Questions, which may be distributed prior to class discus-
sion. 8
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Answers to these questions appear in the Answer Key on

pages 7-11 of this guide.
1. Describe the characteristics of a pure substance.
2. Describe the characteristics of a compound.
3. Describe Dalton's four part theory about the atom.
4. Describe Thomson's Model of the Atom.
5. Describe Rutherford's Model of the Atom.
6. Describe Bohr's Model of the Atom.
7. Provide examples of chemical symbols.
8. Provide examples of chemical formulas.

Blackline Masters

The following Blackline Master activity sheets are included

with this guide. You may replicate and distribute them as
needed. An Answer Key appears on pages 7-11 of this
guide.

(1.) Blackline Master #1: Pre-Test is to be given to your

students prior to viewing the video to assess their prior
knowledge of the topic.

(2.) Blackline Master #2 is the sheet corresponding to

the Video Quiz questions found at the end of the video.
You may want to stop the video before the Quiz in order to
distribute this sheet. Students should select the answers
from the list at the bottom of the page. Review the ques-
tions and answers as a group, or collect the Quizzes for
grading; they will help you determine student comprehen-
sion immediately following the video but before executing
the Follow-up Activities.

(3.) Blackline Master #3: Discussion Questions corre-

sponds with the questions presented in the previous sec-
tion, and may be distributed prior to class discussion.

(4.) Blackline Master #4: Word Search is a vocabulary

exercise. Once the words have been located on the grid,
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students should write their own definitions of each term

on the sheet. Discuss their definitions, correcting any mis-
conceptions.

(5.) Blackline Master #5 is an Internet Lesson which

helps students to understand elements, compounds, and
atoms.

(6.) Blackline Master #6: Gum Drop Molecules is a hands-

on experiments for the students to complete in class to fur-
ther stress the concepts of compounds, elements, and at-
oms. You will need to supply about fifteen gumdrops per
students: seven red, five blue, one yellow, one green, one
orange. You may need to change the color-element assign-
ments based on color availability.

(7.) Blackline Masters #7a-7b: Post-Test is to be given

to your students after viewing the video and completing
the accompanying exercise to assess their knowledge of the
topic. Total point value is 100.

Extended Learning Activities

1. Observation Skills - Have the students observe objects

in the classroom and then write down all the elements that
they see. After completing this task, have them find the
corresponding chemical symbol and write it next to the el-
ement. After each student has completed this process, com-
pile a class list of all the elements in the classroom.
2. Career Connection - There are many professions which
require knowledge of elements and compounds. Machin-
ists, hair dressers, scientists, nurses, landscapers, and farm-
ers are just a few of the occupations that require some
knowledge of chemistry. Have students conduct a ten or
fifteen minute interview of an adult who uses some type
of basic chemistry in his or her work. Students should ask
the person how he or she uses elements and compounds in
his or her job. Students should write the results of their
interview in a one page report.
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3. Creative Writing - Have students write a short story

about how they might go about creating a new type of
bubble gum that does not lose its flavor and does not be-
come stiff. Students should write how they would go about
identifying the properties of the old gum, and then improve
on it to create a better bubble gum product.

Answer Key

Blackline Master #1: Pre-Test

1. F
2. T
3. T
4. F
5. T
6. T
7. F
8. T
9. F
10. T

Blackline Master #2: Video Quiz

1. same
2. element
3. atom
4. electrons
5. nucleus
6. cloud
7. compound
8. molecule.
9. symbols
10. formulas

Blackline Master #3: Discussion Questions

1. A pure substance is made up of only one kind of mate-
rial which has definite properties.
2. A compound is a pure substance which is made up of
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more than one element.

3. Dalton's four part theory about the atom states the fol-
lowing: a. All matter is made of atoms that can be com-
bined; b. Atoms of the same element are exactly alike; c.
Atoms of different elements are different; d. Atoms of two
or more elements can be combined to form new substances.
4. Thomson's Model of the Atom states that atoms are not
simple spheres, but contain electrons -- negatively charged
particles located outside the nucleus.
5. Rutherford's Model of the Atom states that all of an atom's
positively charged particles are in the nucleus and nega-
tively charged particles are scattered outside the nucleus
around the perimeter of the atom.
6. Bohr's Model of the Atom found that electrons have a
fixed amount of energy and that they orbit with in energy
levels. They form rings around the nucleus similar to the
layers of skin around an onion.
7. Examples of chemical symbols include S-sulfur, Cu-cop-
per, H-hydrogen, O-oxygen.
8. Examples of chemical formulas include H 2O-water,
H2SO4-sulfuric acid

Blackline Master #4: Word Search

1. atom - smallest complete piece of matter that cannot be bro-
ken down further
2. chemical formula - abbreviated way of symbolizing chemical
substances
3. chemical symbol - scientist-developed system of letters and
numbers used to represent elements
4. compound - pure substance which is made of more than one
element
5. electron - negatively charged particles located outside the
nucleus
6. electron cloud - region where electrons would probably be
found swirling around the nucleus of an atom
7. element - a simple pure substance that cannot be changed into
a simpler substance
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8. Ernest Rutherford - scientist who discovered the existence of

the nucleus in 1911
9. J.J. Thomson - English scientist who discovered the existence
of electrons in the late 1900s
10. John Dalton - English chemist who conducted an experiment
in the early 1800s which lead to the widespread acceptance of
the idea of the existence of atoms
11. molecule - two or more atoms with specific properties that
have bonded together
12. nucleus - small, dense positively charged center of the atom
13. pure substance - type of substance made of one kind of mate-
rial with definite properties
e c h e m i c a l f o r m u l a
r h o j o j
n e m j l p o
e m p t e u h
s i o h c r n
t c u o u e d
r a e l e m e n t m l s a
u l d s e u l
t s n o m b t
h y o n o s o
e m r t t n
r b t a
f o c n u c l e u s n
o l e c
r l e
d e l e c t r o n c l o u d

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Blackline Master #5: Internet Lesson

1. Air pollution from the burning of fossil fuels
2. sulfur dioxide (Sox) and nitrogen oxides (NOx)
3. Acid rain forms high in the clouds
4. Sox and NOx mix with water, oxygen, and oxidants
5. Rainwater, snow, and fog
6. 22.7 million tons
7. Electric utilities (84%), industrial/manufacturing combustion
(12.7%), industry combustion (11.6%), transportation (3.7%), and
other combustion (2.6%)
8. 23.2 million tons
9. Highway vehicles (32%), electric utilities (32%), other (19%),
off-road vehicles (12%), and industrial sources (5%)
10. smog and visibility degradation

Blackline Master #6: Experiment - Gum Drop Molecules

3. a. Water is a very common substance that all living things need
to live. Humans use water to drink, cook, wash, swim, and for
transportation.
b. Hydrogen is an element common in the atmosphere. It is used
in the formation of a variety of very important compounds, such
as water. Hydrogen is also used in fuel for rockets.
c. Ammonia is commonly used as a cleaner for floors and win-
dows.
d. Carbon dioxide is exhaled by humans. During photosynthe-
sis, plants take in carbon dioxide and produce oxygen that hu-
mans need to live.
e. Sulfur dioxide is a common compound produced by the burn-
ing of oil and coal, which can contribute to air pollution.
Conclusion
The molecular models assembled by students are similar to ac-
tual compounds in that they mimic the shape and atomic struc-
ture of those molecules. The molecular models are dissimilar in
that they are many times larger, do not have the chemical compo-
sition of the actual molecules, and do not possess the bonding
properties of actual molecules. Despite these shortcomings, sci-
entists find it useful to create molecular models because it helps
them visualize the atomic make-up of molecules otherwise in-
visible to the naked eye.
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Blackline Masters #7a-7b: Post- Test

1. pure
2. atom
3. a. All matter is made of atoms that can be combined.
b. Atoms of the same element are exactly alike.
c. Atoms of different elements are different.
d. Atoms of two or more elements can be combined to
form new substances.
4. electron
5. nucleus
6. electron cloud
7. element
8 a. 2 atoms of hydrogen
b. 1 atom of sulfur
c. 4 atoms of oxygen
9. False
10. True
11. True
12. False
13. False
14. c
15. a
16. d
17. a
18. b
19. b
20. d

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ELEMENTS, COMPOUNDS, AND ATOMS

SCRIPT OF NARRATION

Throughout the centuries, people have experimented with different

substances to create desired reactions. Here, a hole is being drilled in
the ground in which an explosive will be placed so that underlying
rock can be loosened and mined. The charge is a mix of different chemi-
cals that is put to use in this quarry to cause the explosion.
During the next few minutes, we are going to take a look at the differ-
ent types of matter, such as elements and compounds. We will also
explore the basic structure of the atom.
Do you have any idea what these three substances have in common?
Ice, the solid form of water; helium gas filling this balloon; and dry ice
made of carbon dioxide. They are all pure substances. A pure substance
is made up of one kind of material which has definite properties. It is
the same throughout. Let us take salt, for example. Salt is a pure sub-
stance that has a definite square-shaped crystal. Salt has a white color.
And it has a salty taste. These are just a few of its properties.
Many pure substances are made up of simple pure substances called
elements. Aluminum is an element in this can. An element is a simple
pure substance. An element cannot be changed into a simpler sub-
stance. There are over one hundred known elements that make up the
matter in our surroundings, and all matter is made of elements. This
jewelry contains the element silver, a shiny metal used in making jew-
elry. And this screw is made up mostly of the element iron - a metal
that rusts over time.
We know that all objects are made of matter, and that matter has mass
and volume. This liquid is mercury. As you can see, it can be divided
into smaller and smaller drops. Do you think it is possible to create
the smallest piece of mercury that cannot be divided any further? Or
what do think the smallest piece of matter these rocks can be crushed
into?
It is impossible with the naked eye to see the smallest particle of mat-
ter. But through the ages, people have attempted to find the building
blocks of matter through indirect evidence. For example, how do we
know the wind exists? We cannot see wind, but we can see the effect of
wind moving objects. And we can hear wind whistling through the
trees. And we can even feel wind.
Scientists have had to make similar indirect observations about build-
ing blocks of matter since the time of the ancient Greeks, who con-
cluded that matter could not be divided into smaller pieces forever,
but the smallest possible piece of matter could be obtained. They used
the Greek word atomos, which means “not to cut” or “indivisible,” to
describe the smallest piece of matter. Today we call it the atom.
This rock contains an element called copper. Copper is commonly used
in pipes to carry water, and in wires that carry electricity. What do you
think we would end up with if we cut up this piece of copper to its
smallest piece? With the assistance of very specialized equipment,
eventually you would end up with the smallest piece of the element
copper, called an atom. This is a diagram of an atom magnified many
times. An atom is the smallest piece of matter than cannot be com-
monly broken down. Atoms of the same element are alike, for example
this chain contains gold atoms.

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Nearly 2000 years after the ancient Greeks made their initial theories
of the atom, an English chemist by the name of John Dalton conducted
an experiment in the early 1800s leading to the widespread acceptance
of the idea of the existence of atoms. Conducting experiments with
gases, he decided that elements have particles that combine in simple
ways. He pictured that particles as simple spheres.
Dalton’s theories had the following parts: First, all matter is made of
atoms that can be combined. Second, atoms of the same element are
exactly alike. Third, atoms of different elements are different. Fourth,
atoms of two or more elements can be combined to form new sub-
stances. Dalton made tremendous contributions to the understanding
of the atom, but his discoveries were not complete.
Toward the end of the nineteenth century, J.J. Thompson, an English
scientist, found that atoms were not simple solid spheres. He discov-
ered a very important component of the atom that we put to use every-
day in the form of electricity and in magnets. He discovered electrons.
Electrons are small particles located outside the nucleus that have a
negative charge - and cause the magnetic needle in the compass to
point north.
In 1911, Ernest Rutherford added more to our understanding of the
atom. He fired a stream of positively charged particles at a thin sheet
of gold foil. He found that most particles passed right through the gold
atoms in the sheet of foil. He concluded that the atoms were mostly
made of space. Some particles, however, were deflected by the gold
foil. He concluded that the atom had a small dense positively charged
center that repelled the positively charged “bullets.” He called the
center of the atom the nucleus. The nucleus is very tiny compared to
the atom as a whole, equivalent in ratio to a marble in a stadium. Ruth-
erford stated that all of an atom’s positively charged particles were in
the nucleus and negatively charged particles were scattered outside
the nucleus around the perimeter of the atom.
A couple of years after Rutherford’s contributions to the understand-
ing of the atom, Niels Bohr proposed that electrons orbit around the
nucleus. He stated that each electron has a fixed amount of energy,
and that the electrons orbit within energy levels. forming rings around
the nucleus, similar to the layers of skin around an onion. The energy
levels in Bohr’s model can be compared to a ladder with rungs. As you
climb the rungs of the ladder away from the nucleus, the amount of
energy increases. By absorbing or releasing energy, an electron can
move between energy levels, similar to climbing up or down a ladder.
While today scientists agree that electrons orbit the nucleus in energy
levels, they do not do so in regular paths. Instead, electrons dart in
ever-changing paths within energy levels. They form what is referred
to as an electron cloud. The electron cloud represents the region where
electrons would probably be found swirling around the nucleus of an
atom.
This bright flame in this flare is generated by a combination of ele-
ments. The active ingredients are a blend of more than one element. A
compound is a pure substance that is made of more than one element.
Nearly everything you come in contact with is made of different com-
binations of elements, or compounds. There are millions of compounds!
While some compounds, such as water, are made of hydrogen and
oxygen, others are quite complex, such as plastics, made of dozens of
compounds. Compounds are made of molecules. If we were to break
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down this piece of salt into the smallest piece of matter that still had
the properties of salt we would have a molecule. A molecule is two or
more atoms with specific properties that have bonded together. It is
the smallest piece of a compound that still has the properties of a com-
pound. These are salt molecules with a large atom of chlorine and a
small atom of sodium. If we were to break apart this salt molecule, we
would have sodium and chlorine atoms, but we would not have a salt
molecule.
It is possible to separate a molecule of water. For example, by passing
an electric current through this blue-colored water, the water molecules
are separated into oxygen and hydrogen gas, as seen by these rising
bubbles.
In order to work more easily with elements, scientists have developed
a system of letters and numbers or chemical symbols used to repre-
sent elements. Chemical symbols use one or two letters from the name
of the element. For example, the element sulfur, shown here, is sym-
bolized by the letter “S.” Sometimes two letters are used. Such is the
case with copper, symbolized by the two letters “Cu.” Sometimes the
chemical symbols are derived from the Latin word for the element, as
is the case with lead, which has the chemical symbol “Pb,” from the
word “plumbonium.”
As we discussed earlier, elements can be represented by chemical sym-
bols. Chemical symbols can be placed together to make a chemical lan-
guage. Different chemical symbols can be placed together to make a
chemical formula which can represent a compound, such as copper
sulfate. A chemical formula is an abbreviated way of symbolizing
chemical substances. For example, you may already be familiar with
the chemical formula for water - H2O. The “H” stands for hydrogen
and the “O” stands for oxygen. What does the “2” stand for? The “2”
means that there are two atoms of hydrogen. The small “2” is called a
subscript. A subscript is a small number written below a letter or num-
ber. It indicates the number of atoms in the compound.
Here you can see sulfuric acid reacting with a piece of metal. Sulfuric
acid is important in making fertilizers, fabrics, and plastics. The chemi-
cal formula for sulfuric acid is H2SO4. It is made of two atoms of hy-
drogen, one atom of sulfur, and four atoms of oxygen.
In summary, we have explored how all matter is made of elements,
and how each element has a definite atomic structure In many cases,
elements combine to form compounds that can be represented with
chemical symbols and chemical formulas So next time you see some
interesting matter, think about the elements and compounds which
make it up. You might just look at your world a little differently.
Fill in the correct word when you hear this tone. Good luck and let’s
get started.
1. A pure substance is the _______ throughout.
2. An ________ is a simple pure substance that cannot be changed into
a simpler substance.
3. An _____ is the smallest piece of matter that cannot be commonly
broken down.
4. _________ are the negatively charged particles in the atom.
5. The ________ is the center of an atom.
6. The electron _______ is the region where electrons would probably
be found.
7. A _________ is a pure substance made of more than one element.
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8. A _______ is two or more atoms that have bonded together.

9. Chemical _________ are used to represent elements.
10. Chemical _______ are used to represent chemical substances such
as compounds.

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