It’s Chemical: Density in Gases
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING IT’S CHEMICAL: DENSITY IN GASES
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
More or Less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Crooked Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Liquid Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Vocabulary Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
SE C T I O N 1
SECTION 2
SE C T I O N 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .26
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
1
© Copyright 1998 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 1998 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 1998 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 1998 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language pre p a re d n e s s ,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 1998 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 1998 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: w o rds, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
AFTER VIEWING THE
PROGRAM
SECTION 4
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
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© Copyright 1998 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
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© Copyright 1998 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabular y
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 1998 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 1998 AIMS Multimedia
It’s Chemical: Density in Gases
THEMES
As gases move throughout our atmosphere, they experience changes in
density whenever they are affected by
temperature and pressure. In It’s
Chemical: Density in Gases, students
explore different ways in which air
and other gases function in their environment.
OVERVIEW
Each gas has its own density and
reacts to certain situations in a distinct
way. The volume of a gas is determined by the size of its container.
Mass is determined by the number of
protons and neutrons in each atom
and by the number of atoms in the
container. In addition, changes in volume and pressure can affect the density of gases. These are the basic
principles discussed in It’s Chemical:
Density in Gases.
OBJECTIVES
To explain the concepts of mass,
volume, and density and their
interrelationship.
To show how heat and pressure
affect volume and density.
To show how mass affects density.
To illustrate some common gases,
their uses and their differences.
To introduce basic concepts of
chemistry without using algebra.
To present chemistry experiments
that can be safely reproduced in
the classroom or in the home.
To demystify science and scientific
techniques.
11
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
INTRODUCTION TO
THE PROGRAM
Does the air we breathe have weight?
Does it take up space? (Yes, air has
weight and takes up space.)
Since most gases are invisible, their
properties often go unnoticed. We
may not be able to see air, but we
can see that it takes up space. Air
bubbles in water and the air that fill a
parachute prove that air takes up
space. If we weigh a balloon filled
with air and an empty balloon, we
can see that air has weight. If air has
weight and takes up space, then air
also has density.
INTRODUCTION TO
VOCABULARY
Write the words size and weight on
the board. What is the common relationship between the two? If an object
increases in size, will it always
increase in weight? What are some
exceptions? (No. A hot-air balloon
increases in size because air in the
balloon is heated and expands. The
volume of the balloon increases, but
its mass stays the same.)
FOCUS
Ask students to spend a few days
thinking about the gases they come
into contact with each day. Oxygen,
water vapor and carbon dioxide are
just a few. Tell them they are about to
learn more about the hidden properties of these gases, and about the
effects of density on the gases in our
environment.
DISCUSSION IDEAS
If carbon dioxide is a gas, why does
it fall onto a fire when it’s released
from a fire extinguisher? Why is food
easier to smell when it is cooking?
Why does a helium-filled balloon
rise in the air while an oxygen-filled
balloon falls to the ground? The
answer to each question lies in density. (Carbon dioxide falls to the
ground because it is more dense than
oxygen. Cooking food is easier to
smell because its warm molecules are
traveling more quickly. Helium balloons rise because helium is less
dense than oxygen.)
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
JUMP RIGHT IN
HOW TO USE THE
IT’S CHEMICAL: DENSITY IN GASES AIMS TEACHING MODULE
Preparation
Read It’s Chemical: Density in
Gases Themes, Overview, and
Objectives to become familiar
with program content and expectations.
Use Preparation for Viewing
suggestions to introduce the topic
to students.
Viewing IT’S CHEMICAL: DENSITY IN
After Viewing
GASES
DENSITY IN GASES
Set up viewing monitor so that all
students have a clear view.
Depending on your classroom
size and learning range, you may
choose to have students view t’s
Chemical: Density in Gases
together or in small groups.
Some students may benefit from
viewing the video more than one
time.
IT’S CHEMICAL:
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
SUGGESTED ACTIVITIES
Connection to Science
The air surrounding the earth is called the atmosphere. The atmosphere is divided into four layers. From bottom to top, these layers are the troposphere, the stratosphere, the mesosphere
and the thermosphere. Each level of the atmosphere has less air pressure than the level below
it. What kind of effect would students expect this drop in pressure to have on the air’s density?
25 Minutes
What do people mean when they talk about high altitudes having thinner air? (As pressure
decreases in the atmosphere, so does density. Thin air refers to air that has less pressure, and
therefore less density.)
Cultural Exchange
People who live in high altitudes breathe air that is less dense than the air at sea level. When
the air is less dense, it is easier to get “out of breath” during exercise. Why would this be true?
(Less dense air contains less oxygen, which the body needs more of during exercise.)
35 Minutes
Ask students to investigate the lifestyles of people who live in high altitudes, paying special
attention to the effects of thin air.
Critical Thinking
Smoke from a fire rises in the air, even though it contains tiny solid particles that make it heavier than regular air. What makes the smoke rise? What do you think happens to the smoke
after it cools down? (Smoke rises because it is hotter than the air around it. When smoke cools
down, the tiny solid particles fall to the ground.)
20 Minutes
In the Newsroom
Put simply, weather is the movement of less dense gases and more dense gases within the
atmosphere. Ask each student to find a news article dealing with weather and present it to the
class. Tell them to look for stories about hurricanes, tornadoes or thunderstorms. How do the
articles relate to less dense gases (low pressure) and more dense gases (high pressure)? If possible, allow students to make video or audio recordings of their presentations.
45 Minutes
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Hands On
Bring an empty soda bottle and a bag of balloons to class. Give each student a balloon. Will
they be able to blow up their balloon after it is placed inside the glass bottle? Give each student a chance to place their balloon inside the bottle, with the open end of the balloon turned
down over the bottle’s mouth. No matter how hard they blow, the students won’t be able to
inflate the balloons. Why won’t the balloons inflate? (The inside of the bottle is filled with air
molecules. There is no room left for the balloon to take up. Even though we can’t feel the density of the air around us, or inside an empty bottle, it is always there.)
25 Minutes
Meeting Individual Needs
Ask students to look up the word air in the encyclopedia. What is mentioned about the weight,
density and pressure of air? What are some ways that these properties can affect our daily
lives? What elements compose the air around us? (Air is composed of nitrogen, oxygen, argon
and trace amounts of other gases.)
30 Minutes
Link to the World
Blow up a balloon for the class, keeping the opening tightly closed. If the opening is released,
in which direction will the balloon travel? Give students a chance to make guesses and explain
their answers. Release the balloon. As the tightly packed molecules inside the balloon are
released, they create a dense stream of air. The stream of air is an energy source that pushes
the balloon in the opposite direction. What other phenomenon works this way? (Jet engines
in airplanes work the same way.)
25 Minutes
Connection to History
Many great scientists devoted their lives to exploring the densities of gases. In 1643, Italian
scientist Evangelista Torricelli was the first to prove that air had weight and took up space. In
1783, Joseph and Jacques Montgolfier invented the hot-air balloon after noticing that hot
smoke rises in the air. Later in 1783, J.A.C. Charles invented the gas balloon by using hydrogen.
1 hour
Ask students to learn more about one of these scientists by writing a short paper on their work
with gases. What other contributions did the men make to science?
Culminating Activity
Ask students to watch for changes in the density of the gases around them. Tell them to keep
a list of what they see. They might mention warm air escaping from the oven, cold air falling
from the freezer, steam building in the bathroom during a shower, or the hiss of a soda bottle opening.
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
1 day
Name
VOCABULARY
The following vocabulary words are from It’s Chemical: Density in Gases. Fill in the number of each
word next to its closest definition.
1.
heat
7.
gas
2.
electrons
8.
air
3.
nucleus
9.
pressure
4.
atom
10.
mass
5.
molecule
11.
density
6.
matter
12.
volume
___
particles in an atom that surround the nucleus and determine volume
___
anything that takes up space and has weight
___
a powerful force pushing against a surface; can be created by a gas
___
amount of space that an object takes up
___
energy that can change the form of matter
___
amount of matter that an object contains
___
very small particles that make up matter
___
mass of an object divided by the object’s volume
___
smallest building block of all matter
___
mixture of invisible gases we breathe
___
matter that has no definite shape or size
___
part of an atom that determines mass; made of protons and neutrons
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
There are two factors in the density of gas, volume and _____1_____ . Volume is determined by the
size of the _____2_____ . Mass is determined by the number of _____3_____ in each atom and the
number of _____4_____ in the container. Heating air molecules causes them to _____5_____ . This
makes the gases in the air _____6_____ . If gas molecules are cooled, they _____7_____ . A more
dense gas will _____8_____ a less dense gas. Carbon dioxide, which is _____9_____ than oxygen,
will sink below air and _____10_____ the flame of a candle.
1.
A.
B.
C.
D.
matter
size
air
mass
6.
A.
B.
C.
D.
more dense
less dense
cooler
equally dense
2.
A.
B.
C.
D.
room
container
earth
electrons
7.
A.
B.
C.
D.
fly off into space
get closer together
move farther apart
break apart
3.
A.
B.
C.
D.
protons and neutrons
molecules
electrons
air pockets
8.
A.
B.
C.
D.
sink below
mix with
rise above
dissolve
4.
A.
B.
C.
D.
water molecules
electrons
atoms
gases
9.
A. less dense
B. lighter
C. warmer
D. more dense
5.
A.
B.
C.
D.
get closer together
move more slowly
form a liquid
move farther apart
10. A.
B.
C.
D.
ignite
put out
fuel
not affect
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
MORE OR LESS
For each example below, write “MORE” if the gas is becoming more dense and “LESS” if the gas is
becoming less dense.
1.
Air in a heating oven
________________________
2.
Air being released from a soda bottle
3.
Air inside a sealed plastic bag on a cold day
4.
Air being blown into a small balloon
5.
Hot smoke mixing with cool air
________________________
6.
Steam filling a closed bathroom
________________________
7.
Air inside a football sitting in the sun
________________________
8.
Air being cooled by an air conditioner
________________________
9.
Helium in a balloon with a small hole
________________________
10.
Air a hiker breathes as he climbs a mountain
________________________
________________________
________________________
________________________
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© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
CROOKED PUZZLE
Fill in each blank using the clues below.
4.
___
7.
1.
_D_
___
___
___
___
___
___
2.
___
_E_
___
___
3.
___
_N_
___
___
___
___
___
___
___
___
_S_
___
___
___
___
5.
___
_I_
___
6.
___
_T_
___
___
___
___
_Y_
___
___
___
___
1.
Air that is heated will _________________________ in density.
2.
When _________________________ is applied to molecules, they move farther apart.
3.
If the volume of a gas remains the same and pressure is increased, the density of the gas will
_________________________ .
4.
_________________________ is a powerful force that pushes against a surface.
5.
Helium is more dense than _________________________ , causing a helium-filled
balloon to rise.
6.
The smallest building block of all matter is called an _________________________ .
7.
Fire extinguishers work because carbon dioxide molecules push _________________________
molecules away from the flames.
20
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
TRUE OR FALSE
Place a “T” next to the statements that are true, and an “F” next to the statements that are false.
1.
___ Carbon dioxide has less density than oxygen.
2.
___ The amount of material in an object is called volume.
3.
___ Volume and mass determine the density of a gas.
4.
___ Helium and oxygen have the same number of molecules.
5.
___ Food molecules in the freezer don’t send out a smell because they are moving too
quickly.
6.
___ Mass is determined by the number of particles in the nucleus.
7.
___ Electrons have nothing to do with atomic mass.
8.
___ The air around us only has density if it is placed under pressure.
9.
___ If two objects have the same mass, but one is bigger, the bigger object has more
density.
10.
___ Helium has more mass than oxygen.
21
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
LIQUID SCRAMBLE
Unscramble the words below to make complete sentence. Write the answer on the line below.
1.
Density its has every own gas.
______________________________________________________________________________
2.
Cool density has a hot less one than a gas.
______________________________________________________________________________
3.
Air dioxide than more is carbon dense.
______________________________________________________________________________
4.
Mass neutrons and atom determine the of an protons.
______________________________________________________________________________
5.
Container of volume by its gas the determined a is.
______________________________________________________________________________
7.
Cooled in if decreases it gas volume a is.
______________________________________________________________________________
8.
Mass oxygen than helium have molecules less molecules.
______________________________________________________________________________
9.
Mass density and determine volume.
______________________________________________________________________________
10. Farther molecules move heated apart.
______________________________________________________________________________
22
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
VOCABULARY SEARCH
Look up, down, diagonally and backwards to find the words below.
electron
nucleus
atom
molecule
matter
gas
air
mass
density
volume
D
R
A
L
O
C
M
W
T
R
I
A
L
Q
A
J
S
J
O
A
M
J
K
U
P
V
T
D
M
G
L
S
T
P
B
E
J
X
O
L
B
E
E
K
W
T
T
R
W
N
M
L
U
A
C
Z
B
G
E
T
K
U
S
O
U
K
U
Q
C
N
O
R
S
C
C
G
N
M
L
M
L
E
T
Q
O
L
M
E
E
L
E
C
T
R
O
N
D
E
N
S
I
T
Y
A
Q
L
V
S
R
U
R
L
I
P
C
L
T
G
A
S
U
S
H
B
A
X
N
P
D
V
Z
A
M
Y
B
N
Q
Z
I
F
Y
L
F
M
23
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
TEST
Circle the phrase which best answers the question.
1.
The actual amount of material in an object is called:
• weight.
• volume.
• mass.
• density.
2.
If a gas is heated, its molecules:
• move closer together.
• become more dense.
• move more slowly.
• move farther apart.
3.
If the volume of an object increases and its mass stays the same or decreases, then:
• its density decreases.
• its density stays the same.
• its density increases.
• its weight increases.
4.
The size of the container that holds a gas determines its:
• mass.
• weight.
• volume.
• color.
5.
At the same temperature and pressure, the distance between gas molecules is:
• different for all gases.
• more for some gases.
• the same for all gases.
• the same for most gases.
24
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
Name
TEST (CONTINUED)
6.
The mass of a gas is determined by:
• the number of particles in the nuclei of the atoms.
• the number of electrons in the atoms.
• the number of protons, but not neutrons in the atoms.
• the volume of the particles outside each atom.
7.
Each proton and neutron has an atomic mass unit of:
• 1.
• 0.
• 4.
• 2.
8.
An oxygen molecule has 16 protons and 16 neutrons, giving it an atomic mass of:
• 16.
• 2.
• 8.
• 32.
9.
A helium balloon rises in the air because it:
• is less dense than oxygen.
• has a greater atomic mass than oxygen.
• is more dense than oxygen.
• has the same atomic mass as oxygen.
10. If the air inside a balloon cools and the mass of the air stays the same:
• the density of the air stays the same.
• the density of the air increases.
• the density of the air decreases if the room is warm.
• the density of the air decreases.
25
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
It’s Chemical: Density in Liquids
It’s Chemical: Density in Solids
It’s Chemical: Phase Changes
Learning About Liquids, Solids and Gases
26
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 17
VOCABULARY
The following vocabulary words are from It’s Chemical: Density in Gases. Fill in the number of each
word next to its closest definition.
1.
heat
7.
gas
2.
electrons
8.
air
3.
nucleus
9.
pressure
4.
atom
10.
mass
5.
molecule
11.
density
6.
matter
12.
volume
2
___
particles in an atom that surround the nucleus and determine volume
6
___
anything that takes up space and has weight
9
___
a powerful force pushing against a surface; can be created by a gas
12
___
amount of space that an object takes up
1
___
energy that can change the form of matter
10
___
amount of matter that an object contains
5
___
very small particles that make up matter
11
___
mass of an object divided by the object’s volume
4
___
smallest building block of all matter
8
___
mixture of invisible gases we breathe
7
___
matter that has no definite shape or size
3
___
part of an atom that determines mass; made of protons and neutrons
27
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 18
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
There are two factors in the density of gas, volume and _____1_____ . Volume is determined by the
size of the _____2_____ . Mass is determined by the number of _____3_____ in each atom and the
number of _____4_____ in the container. Heating air molecules causes them to _____5_____ . This
makes the gases in the air _____6_____ . If gas molecules are cooled, they _____7_____ . A more
dense gas will _____8_____ a less dense gas. Carbon dioxide, which is _____9_____ than oxygen,
will sink below air and _____10_____ the flame of a candle.
1.
2.
3.
4.
5.
A.
B.
C.
D.
matter
size
air
mass
A.
B.
C.
D.
room
container
earth
electrons
A.
B.
C.
D.
protons and neutrons
molecules
electrons
air pockets
A.
B.
C.
D.
water molecules
electrons
atoms
gases
A.
B.
C.
D.
get closer together
move more slowly
form a liquid
move farther apart
6.
A.
B.
C.
D.
more dense
less dense
cooler
equally dense
7.
A.
B.
C.
D.
fly off into space
get closer together
move farther apart
break apart
8.
A. sink below
B. mix with
C. rise above
D. dissolve
9.
A.
B.
C.
D.
less dense
lighter
warmer
more dense
10. A. ignite
B. put out
C. fuel
D. not affect
28
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 19
MORE OR LESS
For each example below, write “MORE” if the gas is becoming more dense and “LESS” if the gas is
becoming less dense.
MORE
________________________
1.
Air in a heating oven
2.
Air being released from a soda bottle
3.
Air inside a sealed plastic bag on a cold day
4.
Air being blown into a small balloon
5.
Hot smoke mixing with cool air
LESS
________________________
6.
Steam filling a closed bathroom
MORE
________________________
7.
Air inside a football sitting in the sun
MORE
________________________
8.
Air being cooled by an air conditioner
LESS
________________________
9.
Helium in a balloon with a small hole
LESS
________________________
10.
Air a hiker breathes as he climbs a mountain
LESS
________________________
LESS
________________________
MORE
________________________
LESS
________________________
29
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 20
CROOKED PUZZLE
Fill in each blank using the clues below.
4.
_P_
7.
1.
_D_
_E_
_C_
2.
_H_
_E_
_A_
_T_
3.
_I_
_N_
_C_
_R_
_E_
_S_
_S_
5.
_A_
_I_
_R_
6.
_A_
_T_
_O_
_M_
_O_
_X_
_Y_
_G_
_E_
_R_
_E_
_A_
_S_
_R_
_E_
_A_
_S_
_E_
_U_
_R_
_E_
_E_
_N_
1.
Air that is heated will _________________________ in density.
2.
When _________________________ is applied to molecules, they move farther apart.
3.
If the volume of a gas remains the same and pressure is increased, the density of the gas will
_________________________ .
4.
_________________________ is a powerful force that pushes against a surface.
5.
Helium is more dense than _________________________ , causing a helium-filled
balloon to rise.
6.
The smallest building block of all matter is called an _________________________ .
7.
Fire extinguishers work because carbon dioxide molecules push _________________________
molecules away from the flames.
30
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 21
TRUE OR FALSE
Place a “T” next to the statements that are true, and an “F” next to the statements that are false.
1.
F Carbon dioxide has less density than oxygen.
___
2.
F The amount of material in an object is called volume.
___
3.
T Volume and mass determine the density of a gas.
___
4.
T Helium and oxygen have the same number of molecules.
___
5.
F Food molecules in the freezer don’t send out a smell because they are moving too
___
quickly.
6.
T Mass is determined by the number of particles in the nucleus.
___
7.
T Electrons have nothing to do with atomic mass.
___
8.
F The air around us only has density if it is placed under pressure.
___
9.
F If two objects have the same mass, but one is bigger, the bigger object has more
___
density.
10.
T Helium has more mass than oxygen.
___
31
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 22
LIQUID SCRAMBLE
Unscramble the words below to make complete sentence. Write the answer on the line below.
1.
Density its has every own gas.
EVERY GAS HAS ITS OWN DENSITY
______________________________________________________________________________
2.
Cool density has a hot less one than a gas.
A HOT GAS HAS LESS DENSITY THAN A COOL ONE
______________________________________________________________________________
3.
Air dioxide than more is carbon dense.
CARBON DIOXIDE IS MORE DENSE THAN AIR
______________________________________________________________________________
4.
Mass neutrons and atom determine the of an protons.
PROTONS AND NEUTRONS DETERMINE THE MASS OF AN ATOM
______________________________________________________________________________
5.
Container of volume by its gas the determined a is.
THE VOLUME OF A GAS IS DETERMINED BY ITS CONTAINER
______________________________________________________________________________
7.
Cooled in if decreases it gas volume a is.
IF A GAS IS COOLED IT DECREASES IN VOLUME
______________________________________________________________________________
8.
Mass oxygen than helium have molecules less molecules.
HELIUM MOLECULES HAVE LESS MASS THAN OXYGEN MOLECULES
______________________________________________________________________________
9.
Mass density and determine volume.
VOLUME AND MASS DETERMINE DENSITY
______________________________________________________________________________
10. Farther molecules move heated apart.
HEATED MOLECULES MOVE FARTHER APART
______________________________________________________________________________
32
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 23
VOCABULARY SEARCH
Look up, down, diagonally and backwards to find the words below.
electron
nucleus
atom
molecule
matter
gas
air
mass
density
volume
D
R
A
L
O
C
M
W
T
R
I
A
L
Q
A
J
S
J
O
A
M
J
K
U
P
V
T
D
M
G
L
S
T
P
B
E
J
X
O
L
B
E
E
K
W
T
T
R
W
N
M
L
U
A
C
Z
B
G
E
T
K
U
S
O
U
K
U
Q
C
N
O
R
S
C
C
G
N
M
L
M
L
E
T
Q
O
L
M
E
E
L
E
C
T
R
O
N
D
E
N
S
I
T
Y
A
Q
L
V
S
R
U
R
L
I
P
C
L
T
G
A
S
U
S
H
B
A
X
N
P
D
V
Z
A
M
Y
B
N
Q
Z
I
F
Y
L
F
M
33
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 24
TEST
Circle the phrase which best answers the question.
1.
The actual amount of material in an object is called:
• weight.
• volume.
• mass.
• density.
2.
If a gas is heated, its molecules:
• move closer together.
• become more dense.
• move more slowly.
• move farther apart.
3.
If the volume of an object increases and its mass stays the same or decreases, then:
• its density decreases.
• its density stays the same.
• its density increases.
• its weight increases.
4.
The size of the container that holds a gas determines its:
• mass.
• weight.
• volume.
• color.
5.
At the same temperature and pressure, the distance between gas molecules is:
• different for all gases.
• more for some gases.
• the same for all gases.
• the same for most gases.
34
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases
ANSWER KEY for page 25
TEST (CONTINUED)
6.
The mass of a gas is determined by:
• the number of particles in the nuclei of the atoms.
• the number of electrons in the atoms.
• the number of protons, but not neutrons in the atoms.
• the volume of the particles outside each atom.
7.
Each proton and neutron has an atomic mass unit of:
• 1.
• 0.
• 4.
• 2.
8.
An oxygen molecule has 16 protons and 16 neutrons, giving it an atomic mass of:
• 16.
• 2.
• 8.
• 32.
9.
A helium balloon rises in the air because it:
• is less dense than oxygen.
• has a greater atomic mass than oxygen.
• is more dense than oxygen.
• has the same atomic mass as oxygen.
10. If the air inside a balloon cools and the mass of the air stays the same:
• the density of the air stays the same.
• the density of the air increases.
• the density of the air decreases if the room is warm.
• the density of the air decreases.
35
© Copyright 1998 AIMS Multimedia It’s Chemical: Density in Gases