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Honors Chemistry<br />
Class Policies and Grading<br />
The students will receive a Unit Outline at the beginning of each Unit. It will<br />
have information about the assignments that they will do, what it’s grade<br />
classification will be, what action they will need to do to complete the<br />
assignment and when it is due.<br />
The students will receive a Weekly Memo of the activities they will be<br />
responsible for that week. It will serve to inform the students of the learning<br />
goal for the week. It will also give the students any special information<br />
about that week.<br />
The students will also receive daily lectures and assignments that are<br />
designed to teach and re-enforce information related to the learning goal.<br />
This will be time in which new material will be taught and reviewed and will<br />
give the students the opportunity to ask questions regarding the concepts<br />
being taught.<br />
The students will work with a Lab partner and also be in a Lab group, but it<br />
will be up to the individual student to do his or her part of all assignments<br />
and the individual student will ultimately be responsible for all information<br />
presented in the class.<br />
The students will be required to follow all District and School Policies and to<br />
follow all Lab Safety Procedures, which they will be given and will sign,<br />
while performing labs. Students should come to class on time and with the<br />
supplies needed for that class.<br />
The following grading policy will be used.<br />
Percent of Final Grade<br />
<strong>Notebook</strong> 40%<br />
Test/Projects 30%<br />
Labs/Quizzes 20%<br />
Work 10%<br />
The students will be given a teacher generated Mid Term and a District<br />
Final.
Unit 1<br />
Measurement Lab<br />
Separation of Mixtures Lab with Lab Write Up<br />
Unit 2<br />
Flame Test Lab<br />
Nuclear Decay Lab<br />
Element Marketing Project<br />
Unit 3<br />
Golden Penny Lab with Lab Write Up<br />
Molecular Geometry<br />
Research Presentation on a Chemical<br />
Mid Term<br />
Unit 4<br />
Double Displacement Lab<br />
Stoichiometry Lab with Lab Write Up<br />
Mole Educational Demonstration Project<br />
Unit 5<br />
Gas Laws Lab with Lab Write Up<br />
States of Matter Lab<br />
Teach a Gas Law Project<br />
Unit 6<br />
Dilutions Lab<br />
Titration Lab<br />
District Final
Unit 1 (22 days)<br />
Chapter 1 Introduction to Chemistry<br />
Honors Chemistry<br />
2016/2017 Syllabus<br />
3 days<br />
1.1 The Scope of Chemistry 1.3 Thinking Like a Scientist<br />
1.2 Chemistry and You 1.4 Problem Solving in Chemistry<br />
Chapter 2 Matter and Change<br />
2.1 Properties of Matter 2.3 Elements and Compounds<br />
2.2 Mixtures 2.4 Chemical Reactions<br />
Chapter 3 Scientific Measurement<br />
9 days<br />
10 days<br />
3.1 Using and Expressing Measurements 3.3 Solving Conversion Problems<br />
3.2 Units of Measurement<br />
Unit 2 (15 days)<br />
Chapter 4 Atomic Structure<br />
5 days<br />
4.1 Defining the Atom 4.3 Distinguishing Among Atoms<br />
4.2 Structure of the Nuclear Atom<br />
Chapter 5 Electrons in Atoms<br />
5 days<br />
5.1 Revising the Atomic Model 5.2 Electron Arrangement in Atoms<br />
5.3 Atomic Emission Spectrum and the Quantum Mechanical Model<br />
Chapter 6 The Periodic Table<br />
6.1 Organizing the Elements 6.3 Periodic Trends<br />
6.2 Classifying Elements<br />
Unit 3 (22 days)<br />
Chapter 25 Nuclear Chemistry<br />
25.1 Nuclear Radiation 25.3 Fission and Fusion<br />
25.2 Nuclear Transformations 25.4 Radiation in Your Life<br />
Chapter 7 Ionic and Metallic Bonding<br />
7.1 Ions 7.3 Bonding in Metals<br />
7.2 Ionic Bonds and Ionic Compounds<br />
Chapter 8 Covalent Bonding<br />
5 days<br />
6 days<br />
8 days<br />
8 days<br />
8.1 Molecular Compounds 8.3 Bonding Theories<br />
8.2 The Nature of Covalent Bonding 8.4 Polar Bonds and Molecules<br />
Unit 4 (14 days)<br />
Chapter 9 Chemical Names and Formulas<br />
6 days<br />
9.1 Naming Ions 9.3 Naming & Writing Formulas Molecular Compounds<br />
9.2 Naming and Writing Formulas for Ionic Compounds 9.4 Names for Acids and Bases<br />
Chapter 22 Hydrocarbons Compounds<br />
22.1 Hydrocarbons 22.4 Hydrocarbon Rings<br />
Chapter 23 Functional Groups<br />
4 days<br />
4 days<br />
23.1 Introduction to Functional Groups 23.4 Alcohols, Ethers, and Amines
Unit 5 (28 days)<br />
Chapter 10 Chemical Quantities 8 days<br />
10.1 The Mole: A Measurement of Matter 10.3 % Composition & Chem. Formulas<br />
10.2 Mole-Mass and Mole-Volume Relationships<br />
Chapter 11 Chemical Reactions 8 days<br />
11.1 Describing Chemical Reactions 11.3 Reactions in Aqueous Solutions<br />
11.2 Types of Chemical Reactions<br />
Chapter 12 Stoichiometry 12 days<br />
12.1 The Arithmetic of Equations 12.3 Limiting Reagent and % Yield<br />
12.2 Chemical Calculations<br />
Unit 6 (22 days)<br />
Chapter 13 States of Matter 6 days<br />
13.1 The Nature of Gases 13.3 The Nature of Solids<br />
13.2 The Nature of Liquids 13.4 Changes in State<br />
Chapter 14 The Behavior of Gases 10 days<br />
14.1 Properties of Gases 14.3 Ideal Gases<br />
14.2 The Gas Laws 14.4 Gases: Mixtures and Movement<br />
Chapter 15 Water and Aqueous Systems 6 days<br />
15.1 Water and its Properties 15.3 Heterogeneous Aqueous Systems<br />
15.2 Homogeneous Aqueous Systems<br />
Unit 7 (18 days)<br />
Chapter 16 Solutions 8 days<br />
16.1 Properties of Solutions 16.3 Colligative Properties of Solutions<br />
16.2 Concentrations of Solutions 16.4 Calc. Involving Colligative Property<br />
Chapter 17 Thermochemistry 5 days<br />
17.1 The Flow of Energy 17.3 Heat in Changes of State<br />
17.2 Measuring and Expressing Enthalpy Change 17.4 Calculating Heats in Reactions<br />
Chapter 18 Reaction Rates and Equilibrium 5 days<br />
18.1 Rates of Reactions 18.3 Reversible Reaction & Equilibrium<br />
18.2 The Progress of Chemical Reactions 18.5 Free Energy and Entropy<br />
Unit 8 (14 days)<br />
Chapter 19 Acid and Bases 10 days<br />
19.1 Acid-Base Theories 19.4 Neutralization Reactions<br />
19.2 Hydrogen Ions and Acidity 19.5 Salts in Solutions<br />
19.3 Strengths of Acids and Bases<br />
Chapter 20 Oxidation-Reduction Reactions 4 days<br />
20.1 The Meaning of Oxidation and Reduction 20.3 Describing Redox Equations<br />
20.2 Oxidation Numbers
Lorenzo Walker Technical High School<br />
MUSTANG LABORATORIES<br />
Chemistry Safety<br />
Safety in the MUSTANG LABORATORIES - Chemistry Laboratory<br />
Working in the chemistry laboratory is an interesting and rewarding experience. During your labs, you will be actively<br />
involved from beginning to end—from setting some change in motion to drawing some conclusion. In the laboratory, you<br />
will be working with equipment and materials that can cause injury if they are not handled properly.<br />
However, the laboratory is a safe place to work if you are careful. Accidents do not just happen; they are caused—by<br />
carelessness, haste, and disregard of safety rules and practices. Safety rules to be followed in the laboratory are listed<br />
below. Before beginning any lab work, read these rules, learn them, and follow them carefully.<br />
General<br />
1. Be prepared to work when you arrive at the lab. Familiarize yourself with the lab procedures before beginning the lab.<br />
2. Perform only those lab activities assigned by your teacher. Never do anything in the laboratory that is not called for in<br />
the laboratory procedure or by your teacher. Never work alone in the lab. Do not engage in any horseplay.<br />
3. Work areas should be kept clean and tidy at all times. Only lab manuals and notebooks should be brought to the work<br />
area. Other books, purses, brief cases, etc. should be left at your desk or placed in a designated storage area.<br />
4. Clothing should be appropriate for working in the lab. Jackets, ties, and other loose garments should be removed. Open<br />
shoes should not be worn.<br />
5. Long hair should be tied back or covered, especially in the vicinity of open flame.<br />
6. Jewelry that might present a safety hazard, such as dangling necklaces, chains, medallions, or bracelets should not be<br />
worn in the lab.<br />
7. Follow all instructions, both written and oral, carefully.<br />
8. Safety goggles and lab aprons should be worn at all times.<br />
9. Set up apparatus as described in the lab manual or by your teacher. Never use makeshift arrangements.<br />
10. Always use the prescribed instrument (tongs, test tube holder, forceps, etc.) for handling apparatus or equipment.<br />
11. Keep all combustible materials away from open flames.<br />
12. Never touch any substance in the lab unless specifically instructed to do so by your teacher.<br />
13. Never put your face near the mouth of a container that is holding chemicals.<br />
14. Never smell any chemicals unless instructed to do so by your teacher. When testing for odors, use a wafting motion to<br />
direct the odors to your nose.<br />
15. Any activity involving poisonous vapors should be conducted in the fume hood.<br />
16. Dispose of waste materials as instructed by your teacher.<br />
17. Clean up all spills immediately.<br />
18. Clean and wipe dry all work surfaces at the end of class. Wash your hands thoroughly.<br />
19. Know the location of emergency equipment (first aid kit, fire extinguisher, fire shower, fire blanket, etc.) and how to use them.<br />
20. Report all accidents to the teacher immediately.<br />
Handling Chemicals<br />
21. Read and double check labels on reagent bottles before removing any reagent. Take only as much reagent as you<br />
need.<br />
22. Do not return unused reagent to stock bottles.<br />
23. When transferring chemical reagents from one container to another, hold the containers out away from your body.<br />
24. When mixing an acid and water, always add the acid to the water.<br />
25. Avoid touching chemicals with your hands. If chemicals do come in contact with your hands, wash them immediately.<br />
26. Notify your teacher if you have any medical problems that might relate to lab work, such as allergies or asthma.<br />
27. If you will be working with chemicals in the lab, avoid wearing contact lenses. Change to glasses, if possible, or notify<br />
the teacher.<br />
Handling Glassware<br />
28. Glass tubing, especially long pieces, should be carried in a vertical position to minimize the likelihood of breakage and<br />
to avoid stabbing anyone.<br />
29. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Dispose of the<br />
glass as directed by your teacher.
30. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) with water or glycerin before attempting to insert<br />
it into a rubber stopper.<br />
31. Never apply force when inserting or removing glassware from a stopper. Use a twisting motion. If a piece of glassware<br />
becomes "frozen" in a stopper, take it to your teacher.<br />
32. Do not place hot glassware directly on the lab table. Always use an insulating pad of some sort.<br />
33. Allow plenty of time for hot glass to cool before touching it. Hot glass can cause painful burns. (Hot glass looks cool.)<br />
Heating Substances<br />
34. Exercise extreme caution when using a gas burner. Keep your head and clothing away from the flame.<br />
35. Always turn the burner off when it is not in use.<br />
36. Do not bring any substance into contact with a flame unless instructed to do so.<br />
37. Never heat anything without being instructed to do so.<br />
38. Never look into a container that is being heated.<br />
39. When heating a substance in a test tube, make sure that the mouth of the tube is not pointed at yourself or anyone<br />
else.<br />
40. Never leave unattended anything that is being heated or is visibly reacting.<br />
First Aid in the MUSTANG LABORATORIES - Chemistry Laboratory<br />
Accidents do not often happen in well-equipped chemistry laboratories if students understand safe laboratory procedures<br />
and are careful in following them. When an occasional accident does occur, it is likely to be a minor one.<br />
The instructor will assist in treating injuries such as minor cuts and burns. However, for some types of injuries, you must<br />
take action immediately. The following information will be helpful to you if an accident occurs.<br />
1. Shock. People who are suffering from any severe injury (for example, a bad burn or major loss of blood) may be in a<br />
state of shock. A person in shock is usually pale and faint. The person may be sweating, with cold, moist skin and a weak,<br />
rapid pulse. Shock is a serious medical condition. Do not allow a person in shock to walk anywhere—even to the campus<br />
security office. While emergency help is being summoned, place the victim face up in a horizontal position, with the feet<br />
raised about 30 centimeters. Loosen any tightly fitting clothing and keep him or her warm.<br />
2. Chemicals in the Eyes. Getting any kind of a chemical into the eyes is undesirable, but certain chemicals are<br />
especially harmful. They can destroy eyesight in a matter of seconds. Because you will be wearing safety goggles at all<br />
times in the lab, the likelihood of this kind of accident is remote. However, if it does happen, flush your eyes with water<br />
immediately. Do NOT attempt to go to the campus office before flushing your eyes. It is important that flushing with water<br />
be continued for a prolonged time—about 15 minutes.<br />
3. Clothing or Hair on Fire. A person whose clothing or hair catches on fire will often run around hysterically in an<br />
unsuccessful effort to get away from the fire. This only provides the fire with more oxygen and makes it burn faster. For<br />
clothing fires, throw yourself to the ground and roll around to extinguish the flames. For hair fires, use a fire blanket to<br />
smother the flames. Notify campus security immediately.<br />
4. Bleeding from a Cut. Most cuts that occur in the chemistry laboratory are minor. For minor cuts, apply pressure to the<br />
wound with a sterile gauze. Notify campus security of all injuries in the lab. If the victim is bleeding badly, raise the<br />
bleeding part, if possible, and apply pressure to the wound with a piece of sterile gauze. While first aid is being given,<br />
someone else should notify the campus security officer.<br />
5. Chemicals in the Mouth. Many chemicals are poisonous to varying degrees. Any chemical taken into the mouth<br />
should be spat out and the mouth rinsed thoroughly with water. Note the name of the chemical and notify the campus<br />
office immediately. If the victim swallows a chemical, note the name of the chemical and notify campus security<br />
immediately.<br />
If necessary, the campus security officer or administrator will contact the Poison Control Center, a hospital emergency<br />
room, or a physician for instructions.<br />
6. Acid or Base Spilled on the Skin.<br />
Flush the skin with water for about 15 minutes. Take the victim to the campus office to report the injury.<br />
7. Breathing Smoke or Chemical Fumes.<br />
All experiments that give off smoke or noxious gases should be conducted in a well-ventilated fume hood. This will make<br />
an accident of this kind unlikely. If smoke or chemical fumes are present in the laboratory, all persons—even those who<br />
do not feel ill—should leave the laboratory immediately. Make certain that all doors to the laboratory are closed after the<br />
last person has left. Since smoke rises, stay low while evacuating a smoke-filled room. Notify campus security<br />
immediately.
MUSTANG LABORATORIES<br />
COMMITMENT TO SAFETY IN THE LABORATORY<br />
As a student enrolled in Chemistry at Lorenzo Walker Technical High<br />
School, I agree to use good laboratory safety practices at all times. I<br />
also agree that I will:<br />
1. Conduct myself in a professional manner, respecting both my personal safety and the safety of<br />
others in the laboratory.<br />
2. Wear proper and approved safety glasses or goggles in the laboratory at all times.<br />
3. Wear sensible clothing and tie back long hair in the laboratory. Understand that open-toed shoes<br />
pose a hazard during laboratory classes and that contact lenses are an added safety risk.<br />
4. Keep my lab area free of clutter during an experiment.<br />
5. Never bring food or drink into the laboratory, nor apply makeup within the laboratory.<br />
6. Be aware of the location of safety equipment such as the fire extinguisher, eye wash station, fire<br />
blanket, first aid kit. Know the location of the nearest telephone and exits.<br />
7. Read the assigned lab prior to coming to the laboratory.<br />
8. Carefully read all labels on all chemical containers before using their contents, remove a small<br />
amount of reagent properly if needed, do not pour back the unused chemicals into the original<br />
container.<br />
9. Dispose of chemicals as directed by the instructor only. At no time will I pour anything down the<br />
sink without prior instruction.<br />
10. Never inhale fumes emitted during an experiment. Use the fume hood when instructed to do so.<br />
11. Report any accident immediately to the instructor, including chemical spills.<br />
12. Dispose of broken glass and sharps only in the designated containers.<br />
13. Clean my work area and all glassware before leaving the laboratory.<br />
14. Wash my hands before leaving the laboratory.<br />
NAME__________________________<br />
Arnaldo <strong>Salazar</strong>-Gomez<br />
PERIOD ________________________<br />
2<br />
PARENT NAME ____________________________<br />
Cornelia Gomez-Hernandez<br />
PARENT NUMBER _________________________<br />
(239) 384-8095<br />
SIGNATURE ____________________________<br />
DATE ____________________________________<br />
August 25, 2016
Chapter 1<br />
Unit 1<br />
Introduction to Chemistry<br />
The students will learn why and how to solve problems using<br />
chemistry.<br />
Identify what is science, what clearly is not science, and what superficially<br />
resembles science (but fails to meet the criteria for science).<br />
Students will identify a phenomenon as science or not science.<br />
Inference<br />
Hypothesis<br />
Science<br />
Observation<br />
Identify which questions can be answered through science and which<br />
questions are outside the boundaries of scientific investigation, such as<br />
questions addressed by other ways of knowing, such as art, philosophy, and<br />
religion.<br />
Students will differentiate between problems and/or phenomenon that can and<br />
those that cannot be explained or answered by science.<br />
Students will differentiate between problems and/or phenomenon that can and<br />
those that cannot be explained or answered by science.<br />
Observation<br />
Inference<br />
Hypothesis<br />
Theory<br />
Controlled experiment<br />
Describe how scientific inferences are drawn from scientific observations<br />
and provide examples from the content being studied.<br />
Students will conduct and record observations.<br />
Students will make inferences.<br />
Students will identify a statement as being either an observation or inference.<br />
Students will pose scientific questions and make predictions based on<br />
inferences.<br />
Inference<br />
Observation<br />
Hypothesis<br />
Controlled experiment<br />
Identify sources of information and assess their reliability according to the<br />
strict standards of scientific investigation.<br />
Students will compare and assess the validity of known scientific information<br />
from a variety of sources:
Print vs. print<br />
Online vs. online<br />
Print vs. online<br />
Students will conduct an experiment using the scientific method and compare<br />
with other groups.<br />
Controlled experiment<br />
Investigation<br />
Peer Review<br />
Accuracy<br />
Precision<br />
Percentage Error<br />
Chapter 2<br />
Matter and Change<br />
The students will learn what properties are used to describe<br />
matter and how matter can change its form.<br />
Differentiate between physical and chemical properties and physical and<br />
chemical changes of matter.<br />
Students will be able to identify physical and chemical properties of various<br />
substances.<br />
Students will be able to identify indicators of physical and chemical changes.<br />
Students will be able to calculate density.<br />
mass<br />
physical property<br />
volume<br />
chemical property<br />
vapor<br />
extensive property<br />
Chapter 3<br />
mixture<br />
intensive property<br />
solution<br />
element<br />
compound<br />
Scientific Measurements<br />
The students will be able to solve conversion problems using<br />
measurements.<br />
Determine appropriate and consistent standards of measurement for the<br />
data to be collected in a survey or experiment.<br />
Students will participate in activities to collect data using standardized<br />
measurement.<br />
Students will be able to manipulate/convert data collected and apply the data<br />
to scientific situations.<br />
Scientific notation<br />
International System of Units (SI)<br />
Significant figures<br />
Accepted value<br />
Experimental value<br />
Percent error<br />
Dimensional analysis
To use the Stair-Step method, find the prefix the original measurement starts with. (ex. milligram)<br />
If there is no prefix, then you are starting with a base unit.<br />
Find the step which you wish to make the conversion to. (ex. decigram)<br />
Count the number of steps you moved, and determine in which direction you moved (left or right).<br />
The decimal in your original measurement moves the same number of places as steps you moved and in the<br />
same direction. (ex. milligram to decigram is 2 steps to the left, so 40 milligrams = .40 decigrams)<br />
If the number of steps you move is larger than the number you have, you will have to add zeros to hold the<br />
places. (ex. kilometers to meters is three steps to the right, so 10 kilometers would be equal to 10,000 m)<br />
That’s all there is to it! You need to be able to count to 6, and know your left from your right!<br />
1) Write the equivalent<br />
a) 5 dm =_______m 0.5 b) 4 mL = ______L 0.004 c) 8 g = _______mg 80<br />
d) 9 mg =_______g 0.9 e) 2 mL = ______L 0.002 f) 6 kg = _____g 6000<br />
g) 4 cm =_______m 0.4 h) 12 mg = ______ 0.0012 g i) 6.5 cm 3 = _______L 0.0065<br />
j) 7.02 mL =_____cm 7.02 3 k) .03 hg = _______ 30 dg l) 6035 mm _____cm 603.5<br />
m) .32 m = _______cm 32 n) 38.2 g = 0.0382 _____kg
2. One cereal bar has a mass of 37 g. What is the mass of 6 cereal bars? Is that more than or less<br />
than 1 kg? Explain your answer.<br />
The mass of 6 cereal bars is 0.222 kilograms. This is less than 1 kilogram because 1 is not equal<br />
to .222 kilograms. 1 kilograms is 0.78 kilograms greater than 0.222 kilograms.<br />
3. Wanda needs to move 110 kg of rocks. She can carry l0 hg each trip. How many trips must she<br />
make? Explain your answer.<br />
Wanda must make 100 trips because 1 kilogram is equal to 10 hectagrams. Since she can only carry 1<br />
kilograms per trip, it would be 110 trips.<br />
4. Dr. O is playing in her garden again She needs 1 kg of potting soil for her plants. She has 750 g.<br />
How much more does she need? Explain your answer.<br />
Dr. O needs 250 more grams because 1 kilogram equals 1000 grams. 1000-750 equals 250 grams.<br />
5. Weather satellites orbit Earth at an altitude of 1,400,000 meters. What is this altitude in kilometers?<br />
The altitude in kilometers is 1,400.00<br />
6. Which unit would you use to measure the capacity? Write milliliter or liter.<br />
a) a bucket __________<br />
liter<br />
b) a thimble __________<br />
milliliter<br />
c) a water storage tank__________<br />
liter<br />
d) a carton of juice__________<br />
milliliter<br />
7. Circle the more reasonable measure:<br />
a) length of an ant 5mm or 5cm<br />
b) length of an automobile 5 m or 50 m<br />
c) distance from NY to LA 450 km or 4,500<br />
km<br />
d) height of a dining table 75 mm or 75 cm<br />
8. Will a tablecloth that is 155 cm long cover a table that is 1.6 m long? Explain your answer.<br />
No. The table cloth will only be 1.55 m long, which is 0.05 less than 1.6m<br />
9. A dollar bill is 15.6 cm long. If 200 dollar bills were laid end to end, how many meters long would<br />
the line be?<br />
The line would be 31.2 meters ling because each bill is 15.6, and 15.6*200 would equal 31.2 meters<br />
10. The ceiling in Jan’s living room is 2.5 m high. She has a hanging lamp that hangs down 41 cm.<br />
Her husband is exactly 2 m tall. Will he hit his head on the hanging lamp? Why or why not?<br />
Her husband will NOT hit his head on the hanging lamp because he is only 2 meters tall, with .09 of a<br />
meter still left before he hits his head.
Using SI Units<br />
Match the terms in Column II with the descriptions in Column I. Write the letters of the correct term in<br />
the blank on the left.<br />
Column I Column II<br />
_____ k 1. distance between two points<br />
a. time<br />
_____<br />
e<br />
2. SI unit of length<br />
b. volume<br />
_____ m 3. tool used to measure length<br />
_____ g 4. units obtained by combining other units<br />
_____ b 5. amount of space occupied by an object<br />
_____ h 6. unit used to express volume<br />
_____ f 7. SI unit of mass<br />
_____<br />
c<br />
8. amount of matter in an object<br />
_____ d 9. mass per unit of volume<br />
_____ o 10. temperature scale of most laboratory thermometers<br />
_____ l 11. instrument used to measure mass<br />
_____ a 12. interval between two events<br />
_____ j 13. SI unit of temperature<br />
_____<br />
i<br />
14. SI unit of time<br />
_____ n 15. instrument used to measure temperature<br />
c. mass<br />
d. density<br />
e. meter<br />
f. kilogram<br />
g. derived<br />
h. liter<br />
i. second<br />
j. Kelvin<br />
k. length<br />
1. balance<br />
m. meterstick<br />
n. thermometer<br />
o. Celsius<br />
Circle the two terms in each group that are related. Explain how the terms are related.<br />
16. Celsius degree, mass, Kelvin _____________________________________________________<br />
Both are units to measure temperature<br />
________________________________________________________________________________<br />
17. balance, second, mass __________________________________________________________<br />
Both are units to measure weight<br />
________________________________________________________________________________<br />
18. kilogram, liter, cubic centimeter __________________________________________________<br />
Both are units of volume<br />
________________________________________________________________________________<br />
19. time, second, distance __________________________________________________________<br />
Both are units to measure time<br />
________________________________________________________________________________<br />
20. decimeter, kilometer, Kelvin _____________________________________________________<br />
Both are units to measure distance<br />
________________________________________________________________________________
1. How many meters are in one kilometer? __________<br />
1000 meters<br />
2. What part of a liter is one milliliter? __________<br />
0.001 L<br />
3. How many grams are in two dekagrams? __________<br />
20 grams<br />
4. If one gram of water has a volume of one milliliter, what would the mass of one liter of water be in<br />
kilograms?_1_________<br />
5. What part of a meter is a decimeter? __________<br />
0.1 decimeters<br />
In the blank at the left, write the term that correctly completes each statement. Choose from the terms<br />
listed below.<br />
Metric SI standard ten<br />
prefixes ten tenth<br />
6. An exact quantity that people agree to use for comparison is a ______________<br />
standard ten<br />
.<br />
7. The system of measurement used worldwide in science is _______________ SI<br />
.<br />
8. SI is based on units of _______________ ten<br />
.<br />
9. The system of measurement that was based on units of ten was the _______________ Metric<br />
system.<br />
10. In SI, _______________ prefixes<br />
are used with the names of the base unit to indicate the multiple of ten<br />
that is being used with the base unit.<br />
11. The prefix deci- means _______________ tenth<br />
.
Standards of Measurement<br />
Fill in the missing information in the table below.<br />
Prefix<br />
S.I prefixes and their meanings<br />
Meaning<br />
milli<br />
0.001<br />
centi<br />
0.01<br />
deci- 0.1<br />
deka<br />
10<br />
hecto- 100<br />
kilo<br />
1000<br />
Circle the larger unit in each pair of units.<br />
1. millimeter, kilometer<br />
2. decimeter, dekameter<br />
4. centimeter, millimeter<br />
5. hectogram, kilogram<br />
3. hectogram, decigram<br />
6. In SI, the base unit of length is the meter. Use this information to arrange the following units of<br />
measurement in the correct order from smallest to largest.<br />
Write the number 1 (smallest) through 7 - (largest) in the spaces provided.<br />
_____ 7 a. kilometer<br />
_____ 2 b. centimeter<br />
_____ 4 c. meter<br />
_____ 6 e. hectometer<br />
_____ 1 f. millimeter<br />
_____ 3 g. decimeter<br />
_____ 5 d. dekameter<br />
Use your knowledge of the prefixes used in SI to answer the following questions in the spaces<br />
provided.<br />
7. One part of the Olympic games involves an activity called the decathlon. How many events do you<br />
think make up the decathlon?_____________________________________________________<br />
10<br />
8. How many years make up a decade? _______________________________________________<br />
10<br />
9. How many years make up a century? ______________________________________________<br />
100<br />
10. What part of a second do you think a millisecond is? __________________________________<br />
0.001
The Learning Goal for this assignment is:<br />
Determine appropriate and consistent standards of<br />
measurement for the data to be collected in a survey or<br />
experiment.<br />
Notes Section<br />
N X 10 A<br />
ANY NON-ZERO IS ALWAYS SIGNIFICANT<br />
1. 7,485 6. 1.683<br />
2. 884.2 7. 3.622<br />
3. 0.00002887 8. 0.00001735<br />
4. 0.05893 9. 0.9736<br />
5. 0.006162 10. 0.08558<br />
11. 6.633 X 10−⁴ 16. 1.937 X 10⁴<br />
12. 4.445 X 10−⁴ 17. 3.457 X 10⁴<br />
13. 2.182 X 10−³ 18. 3.948 X 10−⁵<br />
14. 4.695 X 10² 19. 8.945 X 10⁵<br />
15. 7.274 X 10⁵ 20. 6.783 X 10²
SCIENTIFIC NOTATION RULES<br />
How to Write Numbers in Scientific Notation<br />
Scientific notation is a standard way of writing very large and very small numbers so that they're<br />
easier to both compare and use in computations. To write in scientific notation, follow the form<br />
N X 10 ᴬ<br />
where N is a number between 1 and 10, but not 10 itself, and A is an integer (positive or negative<br />
number).<br />
RULE #1: Standard Scientific Notation is a number from 1 to 9 followed by a decimal and the<br />
remaining significant figures and an exponent of 10 to hold place value.<br />
Example:<br />
5.43 x 10 2 = 5.43 x 100 = 543<br />
8.65 x 10 – 3 = 8.65 x .001 = 0.00865<br />
****54.3 x 10 1 is not Standard Scientific Notation!!!<br />
RULE #2: When the decimal is moved to the Left the exponent gets Larger, but the value of the<br />
number stays the same. Each place the decimal moves Changes the exponent by one (1). If you<br />
move the decimal to the Right it makes the exponent smaller by one (1) for each place it is moved.<br />
Example:<br />
6000. x 10 0 = 600.0 x 10 1 = 60.00 x 10 2 = 6.000 x 10 3 = 6000<br />
(Note: 10 0 = 1)<br />
All the previous numbers are equal, but only 6.000 x 10 3 is in proper Scientific Notation.
RULE #3: To add/subtract in scientific notation, the exponents must first be the same.<br />
Example:<br />
(3.0 x 10 2 ) + (6.4 x 10 3 ); since 6.4 x 10 3 is equal to 64. x 10 2 . Now add.<br />
(3.0 x 10 2 )<br />
+ (64. x 10 2 )<br />
67.0 x 10 2 = 6.70 x 10 3 = 6.7 x 10 3<br />
67.0 x 10 2 is mathematically correct, but a number in standard scientific notation can only<br />
have one number to the left of the decimal, so the decimal is moved to the left one place and<br />
one is added to the exponent.<br />
Following the rules for significant figures, the answer becomes 6.7 x 10 3 .<br />
RULE #4: To multiply, find the product of the numbers, then add the exponents.<br />
Example:<br />
(2.4 x 10 2 ) (5.5 x 10 –4 ) = ? [2.4 x 5.5 = 13.2]; [2 + -4 = -2], so<br />
(2.4 x 10 2 ) (5.5 x 10 –4 ) = 13.2 x 10 –2 = 1.3 x 10 – 1<br />
RULE #5: To divide, find the quotient of the number and subtract the exponents.<br />
Example:<br />
(3.3 x 10 – 6 ) / (9.1 x 10 – 8 ) = ? [3.3 / 9.1 = .36]; [-6 – (-8) = 2], so<br />
(3.3 x 10 – 6 ) / (9.1 x 10 – 8 ) = .36 x 10 2 = 3.6 x 10 1
Convert each number from Scientific Notation to real numbers:<br />
1. 7.485 X 10³ 6. 1.683 X 10⁰<br />
7,485 1.683<br />
2. 8.842 X 10² 7. 3.622 10⁰<br />
884.2 3.662<br />
3. 2.887 X 10−⁵ 8. 1.735 X 10−⁵<br />
0.00002887 0.00001735<br />
4. 5.893 X 10−² 9. 9.736 X 10−¹<br />
0.05893 0.9736<br />
5. 6.162 X 10−³ 10. 8.558 X 10−²<br />
0.006162 0.08558<br />
Convert each number from a real number to Scientific Notation:<br />
11. 0.0006633 16. 1,937,000<br />
6.633 X 10 -4<br />
12. 0.0004445 17. 34,570<br />
4.445 X 10 -4 1.937 X 10 6<br />
15. 727,400 20. 678.3<br />
7.274 X 10 5 6.783 X 10 2<br />
3.457 X 10 4<br />
13. 0.002182 18. 0.00003948<br />
2.182 X 10 -3<br />
3.948 X 10 -5<br />
14. 469.5 19. 894,500<br />
4.695 X 10 2<br />
8.945 X 10 5
The Learning Goal for this assignment is:<br />
Determine appropriate and consistent standards of<br />
measurement for the data to be collected in a survey<br />
or experiment.<br />
Notes Section:<br />
When in scientific notation, just look at the<br />
numbers, not the 10 a because they are<br />
not significant.<br />
Question Sig Figs Question Add & Subtract Question Multiple & Divide<br />
1 4 1 55.36 1 20,000<br />
2 4 2 84.2 2 94<br />
3 3 3 115.4 3 300<br />
4 3 4 0.8 4 7<br />
5 4 5 245.53 5 62<br />
6 3 6 34.5 6 0.005<br />
7 3 7 74.0 7 4,000<br />
8 2 8 53.287 8 3,900,000<br />
9 2 9 54.876 9 2<br />
10 2 10 40.19 10 30,000,000<br />
11 3 11 7.7 11 1,200<br />
12 2 12 67.170 12 0.2<br />
13 3 13 81.0 13 0.87<br />
14 4 14 73.290 14 0.049<br />
15 4 15 29.789 15 2,000<br />
16 3 16 39.53 16 0.5<br />
17 4 17 70.58 17 1.9<br />
18 2 18 86.6 18 0.05<br />
19 2 19 64.990 19 230<br />
20 1 20 36.0 20 460,000
Significant Figures Rules<br />
There are three rules on determining how many significant figures are in a<br />
number:<br />
1. Non-zero digits are always significant.<br />
2. Any zeros between two significant digits are significant.<br />
3. A final zero or trailing zeros in the DECIMAL PORTION ONLY are<br />
significant.<br />
Please remember that, in science, all numbers are based upon measurements (except for a very few<br />
that are defined). Since all measurements are uncertain, we must only use those numbers that are<br />
meaningful.<br />
Not all of the digits have meaning (significance) and, therefore, should not be written down. In<br />
science, only the numbers that have significance (derived from measurement) are written.<br />
Rule 1: Non-zero digits are always significant.<br />
If you measure something and the device you use (ruler, thermometer, triple-beam, balance, etc.)<br />
returns a number to you, then you have made a measurement decision and that ACT of measuring<br />
gives significance to that particular numeral (or digit) in the overall value you obtain.<br />
Hence a number like 46.78 would have four significant figures and 3.94 would have three.<br />
Rule 2: Any zeros between two significant digits are significant.<br />
Suppose you had a number like 409. By the first rule, the 4 and the 9 are significant. However, to<br />
make a measurement decision on the 4 (in the hundred's place) and the 9 (in the one's place), you<br />
HAD to have made a decision on the ten's place. The measurement scale for this number would have<br />
hundreds, tens, and ones marked.<br />
Like the following example:<br />
These are sometimes called "captured zeros."<br />
If a number has a decimal at the end (after the one’s place) then all digits (numbers) are significant<br />
and will be counted.<br />
In the following example the zeros are significant digits and highlighted in blue.<br />
960.<br />
70050.
Rule 3: A final zero or trailing zeros in the decimal portion ONLY are<br />
significant.<br />
This rule causes the most confusion among students.<br />
In the following example the zeros are significant digits and highlighted in blue.<br />
0.07030<br />
0.00800<br />
Here are two more examples where the significant zeros are highlighted in blue.<br />
When Zeros are Not Significant Digits<br />
4.7 0 x 10−³<br />
6.5 0 0 x 10⁴<br />
Zero Type # 1 : Space holding zeros in numbers less than one.<br />
In the following example the zeros are NOT significant digits and highlighted in red.<br />
0.09060<br />
0.00400<br />
These zeros serve only as space holders. They are there to put the decimal point in its correct<br />
location.<br />
They DO NOT involve measurement decisions.<br />
Zero Type # 2 : Trailing zeros in a whole number.<br />
In the following example the zeros are NOT significant digits and highlighted in red.<br />
200<br />
25000<br />
For addition and subtraction, look at the decimal portion (i.e., to the right of the decimal point)<br />
of the numbers ONLY. Here is what to do:<br />
1) Count the number of significant figures in the decimal portion of each number in the problem. (The<br />
digits to the left of the decimal place are not used to determine the number of decimal places in the<br />
final answer.)<br />
2) Add or subtract in the normal fashion.<br />
3) Round the answer to the LEAST number of places in the decimal portion of any number in the<br />
problem<br />
The following rule applies for multiplication and division:<br />
The LEAST number of significant figures in any number of the problem determines the number of<br />
significant figures in the answer.<br />
This means you MUST know how to recognize significant figures in order to use this rule.
How Many Significant Digits for Each Number?<br />
4<br />
1) 2359 = ______<br />
2) 2.445 x 10−⁵= ______<br />
3) 2.93 x 10⁴= ______<br />
4) 1.30 x 10−⁷= ______<br />
4<br />
5) 2604 = ______<br />
3<br />
3<br />
6) 9160 = ______<br />
7) 0.0800 = ______<br />
2<br />
2<br />
8) 0.84 = ______<br />
9) 0.0080 = ______<br />
10) 0.00040 = ______<br />
11) 0.0520 = ______<br />
12) 0.060 = ______<br />
13) 6.90 x 10−¹= ______<br />
14) 7.200 x 10⁵= ______<br />
15) 5.566 x 10−²= ______<br />
16) 3.88 x 10⁸= ______<br />
17) 3004 = ______<br />
18) 0.021 = ______<br />
19) 240 = ______<br />
20) 500 = ______<br />
3<br />
2<br />
3<br />
2<br />
4<br />
2<br />
2<br />
1<br />
3<br />
4<br />
3<br />
4<br />
4<br />
3<br />
2.445 x 10 -5 =0.00002445
For addition and subtraction, look at the decimal portion (i.e., to the right of the decimal point) of the<br />
numbers ONLY. Here is what to do:<br />
1) Count the number of significant figures in the decimal portion of each number in the problem. (The<br />
digits to the left of the decimal place are not used to determine the number of decimal places in the<br />
final answer.)<br />
2) Add or subtract in the normal fashion.<br />
3) Round the answer to the LEAST number of places in the decimal portion of any number in the<br />
problem.<br />
Solve the Problems and Round Accordingly...<br />
1) 43.287 + 5.79 + 6.284 = _______<br />
84.2<br />
2) 87.54 - 3.3 = _______<br />
3) 99.1498 + 6.5397 + 9.7 = _______<br />
4) 5.868 - 5.1 = _______<br />
5) 59.9233 + 86.21 + 99.396 = _______<br />
6) 7.7 + 26.756 = _______<br />
7) 66.8 + 2.3 + 4.8516 = _______<br />
8) 9.7419 + 43.545 = _______<br />
9) 4.8976 + 48.4644 + 1.514 = _______<br />
10) 4.335 + 35.85 = _______<br />
11) 9.448 - 1.7 = _______<br />
12) 75.826 - 8.6555 = _______<br />
13) 57.2 + 23.814 = _______<br />
14) 77.684 - 4.394 = _______<br />
15) 26.4496 + 3.339 = _______<br />
16) 9.6848 + 29.85 = _______<br />
17) 63.11 + 2.5412 + 4.93 = _______<br />
18) 11.2471 + 75.4 = _______<br />
19) 73.745 - 8.755 = _______<br />
55.36<br />
115.4<br />
20) 6.5238 + 1.7 + 27.79 = _______
The following rule applies for multiplication and division:<br />
The LEAST number of significant figures in any number of the problem determines the number of<br />
significant figures in the answer.<br />
This means you MUST know how to recognize significant figures in order to use this rule.<br />
Solve the Problems and Round Accordingly...<br />
200<br />
1) 0.6 x 65.0 x 602 = __________<br />
2) 720 ÷ 7.7 = __________<br />
3) 929 x 0.3 = __________<br />
4) 300 ÷ 44.31 = __________<br />
5) 608 ÷ 9.8 = __________<br />
6) 0.06 x 0.079 = __________<br />
7) 0.008 x 72.91 x 7000 = __________<br />
8) 73.94 x 67 x 780 = __________<br />
9) 0.62 x 0.097 x 40 = __________<br />
10) 600 x 10 x 5030 = __________<br />
11) 5200 ÷ 4.46 = __________<br />
12) 0.0052 x 0.4 x 107 = __________<br />
13) 0.099 x 8.8 = __________<br />
14) 0.0095 x 5.2 = __________<br />
15) 8000 ÷ 4.62 = __________<br />
16) 0.6 x 0.8 = __________<br />
17) 2.84 x 0.66 = __________<br />
18) 0.5 x 0.09 = __________<br />
19) 8100 ÷ 34.84 = __________<br />
20) 8.24 x 6.9 x 8100 = __________
Dimensional Analysis<br />
This is a way to convert from one unit of a given substance to<br />
another unit using ratios or conversion units. What this video<br />
www.youtube.com/watch?v=aZ3J60GYo6U<br />
Let’ look at a couple of examples:<br />
1. Convert 2.6 qt to mL.<br />
First we need a ratio or conversion unit so that we can go from quarts to milliliters. 1.00 qt = 946 mL<br />
Next write down what you are starting with<br />
2.6 qt<br />
Then make you conversion tree<br />
2.6 qt<br />
Then fill in the units in your ratio so that you can cancel out the original unit and will be left with the<br />
unit you need for the answer. Cross out units, one at a time that are paired, and one on top one on<br />
the bottom.<br />
2.6 qt mL<br />
qt<br />
Now fill in the values from the ratio.<br />
2.6 qt 946 mL<br />
1.00 qt<br />
Now multiply all numbers on the top and multiply all numbers on the bottom and write them as a<br />
fraction.<br />
2.6 qt 946 mL = 2,459.6 mL<br />
1.00 qt 1.00<br />
Now divide the top number by the bottom number and write that number with the unit that was not<br />
crossed out.
1qt=32 oz 1gal = 4qts 1.00 qt = 946 mL 1L = 1000mL<br />
2. Convert 8135.6 mL to quarts<br />
8135.6 mL 1 qts<br />
946 mL<br />
=<br />
8135.6<br />
946<br />
8.6 qts<br />
3. Convert 115.2 oz to mL<br />
115.2 oz 1 qt<br />
32 oz<br />
946 mL<br />
1 qt<br />
=<br />
108979.2<br />
32 3405.6 mL<br />
4. Convert 2.3 g to Liters<br />
2.3 gal 4 qts<br />
1 gal<br />
946 mL<br />
1.00 qt<br />
1 L<br />
= 8703.2<br />
1000 mL<br />
1000<br />
8.7032 L<br />
5. Convert 8.42 L to oz<br />
8.42 L<br />
1000 mL<br />
1 L<br />
1 qt 32 oz<br />
946 mL<br />
=<br />
1 qt 946<br />
269440<br />
284.820296<br />
Go to http://science.widener.edu/svb/tutorial/ chose #7 “Converting Volume” and do 5 more in the<br />
space provided.<br />
1. Convert _________ 166.4 oz to _________ L<br />
166.4 oz 1 qt 946 mL<br />
32 oz 1 qt<br />
=<br />
1 L 157414.4<br />
1000 mL<br />
32000<br />
4.9192 L<br />
2. Convert _________ 8324.8 mL to _________ qt<br />
8324.8 mL 1.00 qts = 8324.8<br />
946 mL<br />
946<br />
8.8 qts<br />
3. Convert _________ 6.34 L to _________ qts<br />
=<br />
4. Convert _________ to _________<br />
=<br />
mL<br />
5. Convert _________ to _________<br />
=
Chapter 4<br />
Unit 2<br />
Atomic Structure<br />
The students will learn what makes up atoms and how are<br />
atoms of one element different from atoms of another element.<br />
Explore the scientific theory of atoms (also known as atomic theory) by<br />
describing changes in the atomic model over time and why those changes<br />
were necessitated by experimental evidence.<br />
<br />
<br />
<br />
Students will be able to draw/identify each atomic model.<br />
Students will be able to compare/contrast the different atomic models.<br />
Students will be able to describe how results of experimental evidence caused<br />
the atomic model to change.<br />
proton<br />
electron<br />
neutron<br />
nucleus<br />
electron cloud<br />
Explore the scientific theory of atoms (also known as atomic theory) by<br />
describing the structure of atoms in terms of protons, neutrons and<br />
electrons, and differentiate among these particles in terms of their mass,<br />
electrical charges and locations within the atom.<br />
<br />
Students will compare/contrast the characteristics of subatomic particles.<br />
atomic number<br />
mass number<br />
isotope<br />
atomic mass unit (amu)<br />
atomic mass<br />
28
Chapter 5<br />
Electrons in Atoms<br />
The students will be able to describe the arrangement of<br />
electrons in atoms and predict what will happen when<br />
electrons in atoms absorb or release energy.<br />
Describe the quantization of energy at the atomic level.<br />
Students will participate in activities to view emission spectrums using a<br />
diffraction grating or a spectroscope.<br />
Students will be able to explain how the spectrum lines relate to electron motion.<br />
energy level<br />
atomic orbital<br />
quantum mechanical model<br />
Chapter 6<br />
The Periodic Table<br />
The student will learn what information the periodic table<br />
provides and how periodic trends can be explained.<br />
Relate properties of atoms and their position in the periodic table to the<br />
arrangement of their electrons.<br />
Students will be able to compare and contrast metals, nonmetals, and metalloids.<br />
Students will be able to describe the traits of various families on the periodic<br />
table.<br />
Students will be able to explain periodicity.<br />
Students will write/represent electron configuration of various elements.<br />
Students will be able to use a periodic table to calculate the number of p + , e - , and<br />
n 0 .<br />
Students will be able to calculate the average weight of mass.<br />
periodic law<br />
halogen<br />
metals<br />
noble gas<br />
nonmetals<br />
transition metal<br />
metalloid<br />
atomic radius<br />
alkali metal<br />
ionization energy<br />
alkaline earth metal<br />
electronegativity<br />
29
The Learning Goal for this assignment is:<br />
Notes Section<br />
http://www.learner.org/interactives/periodic/basics_interactive.html<br />
30
Atoms Are Building Blocks<br />
Atoms are the basis of chemistry. They are the basis for everything in the Universe. You<br />
should start by remembering that matter is composed of atoms. Atoms and the study of<br />
atoms are a world unto themselves. We're going to cover basics like atomic structure<br />
and bonding between atoms.<br />
Smaller Than Atoms?<br />
Are there pieces of matter that are smaller than atoms?<br />
Sure there are. You'll soon be learning that atoms are<br />
composed of pieces like electrons, protons, and neutrons.<br />
But guess what? There are even smaller particles moving<br />
around in atoms. These super-small particles can be found<br />
inside the protons and neutrons. Scientists have many<br />
names for those pieces, but you may have heard of<br />
nucleons and quarks. Nuclear chemists and physicists<br />
work together at particle accelerators to discover the<br />
presence of these tiny, tiny, tiny pieces of matter.<br />
Even though super-tiny atomic particles exist, you only<br />
need to remember the three basic parts of an atom: electrons, protons, and neutrons.<br />
What are electrons, protons, and neutrons? A picture works best to show off the idea.<br />
You have a basic atom. There are three types of pieces in that atom: electrons, protons,<br />
and neutrons. That's all you have to remember. Three things! As you know, there are<br />
almost 120 known elements in the periodic table. Chemists and physicists haven't<br />
stopped there. They are trying to make new ones in labs every day. The thing that<br />
makes each of those elements different is the number of electrons, protons, and<br />
neutrons. The protons and neutrons are always in the center of the atom. Scientists call<br />
the center region of the atom the nucleus. The nucleus in<br />
a cell is a thing. The nucleus in an atom is a place where<br />
you find protons and neutrons. The electrons are always<br />
found whizzing around the center in areas called shells or<br />
orbitals.<br />
You can also see that each piece has either a "+", "-", or a<br />
"0." That symbol refers to the charge of the particle. Have<br />
you ever heard about getting a shock from a socket, static<br />
electricity, or lightning? Those are all different types of<br />
electric charges. Those charges are also found in tiny particles of matter. The electron<br />
always has a "-", or negative, charge. The proton always has a "+", or positive, charge. If<br />
the charge of an entire atom is "0", or neutral, there are equal numbers of positive and<br />
negative pieces. Neutral means there are equal numbers of electrons and protons. The<br />
third particle is the neutron. It has a neutral charge, also known as a charge of zero. All<br />
atoms have equal numbers of protons and electrons so that they are neutral. If there are<br />
more positive protons or negative electrons in an atom, you have a special atom called<br />
an ion.<br />
31
Looking at Ions<br />
We haven’t talked about ions before, so let’s get down to basics. The<br />
atomic number of an element, also called a proton number, tells you the<br />
number of protons or positive particles in an atom. A normal atom has a<br />
neutral charge with equal numbers of positive and negative particles.<br />
That means an atom with a neutral charge is one where the number of<br />
electrons is equal to the atomic number. Ions are atoms with extra<br />
electrons or missing electrons. When you are missing an electron or<br />
two, you have a positive charge. When you have an extra electron<br />
or two, you have a negative charge.<br />
What do you do if you are a sodium (Na) atom? You have eleven<br />
electrons — one too many to have an entire shell filled. You need to<br />
find another element that will take that electron away from you. When you lose that<br />
electron, you will you’ll have full shells. Whenever an atom has full shells, we say it is<br />
"happy." Let's look at chlorine (Cl). Chlorine has seventeen electrons and only needs<br />
one more to fill its third shell and be "happy." Chlorine will take your extra sodium<br />
electron and leave you with 10 electrons inside of two filled shells. You are now a happy<br />
atom too. You are also an ion and missing one electron. That missing electron gives you<br />
a positive charge. You are still the element sodium, but you are now a sodium ion (Na + ).<br />
You have one less electron than your atomic number.<br />
Ion Characteristics<br />
So now you've become a sodium ion. You have ten electrons.<br />
That's the same number of electrons as neon (Ne). But you<br />
aren't neon. Since you're missing an electron, you aren't really<br />
a complete sodium atom either. As an ion you are now<br />
something completely new. Your whole goal as an atom was<br />
to become a "happy atom" with completely filled electron<br />
shells. Now you have those filled shells. You have a lower<br />
energy. You lost an electron and you are "happy." So what<br />
makes you interesting to other atoms? Now that you have<br />
given up the electron, you are quite electrically attractive.<br />
Other electrically charged atoms (ions) of the opposite charge<br />
(negative) are now looking at you and seeing a good partner to<br />
bond with. That's where the chlorine comes in. It's not only chlorine. Almost any ion with<br />
a negative charge will be interested in bonding with you.<br />
32
Electrovalence<br />
Don't get worried about the big word. Electrovalence is just another word for something<br />
that has given up or taken electrons and become an ion. If you look at the periodic table,<br />
you might notice that elements on the left side usually become positively charged ions<br />
(cations) and elements on the right side get a negative charge (anions). That trend<br />
means that the left side has a positive valence and the right side has a negative<br />
valence. Valence is a measure of how much an atom wants to bond with other atoms. It<br />
is also a measure of how many electrons are excited about bonding with other atoms.<br />
There are two main types of bonding, covalent and electrovalent. You may have heard<br />
of the term "ionic bonds." Ionic bonds are electrovalent bonds. They are just groups of<br />
charged ions held together by electric forces. When in the presence of other ions, the<br />
electrovalent bonds are weaker because of outside electrical forces and attractions.<br />
Sodium and chlorine ions alone have a very strong bond, but as soon as you put those<br />
ions in a solution with H + (Hydrogen ion), OH - (Hydroxide), F - (Fluorine ion) or Mg ++<br />
(Magnesium ion), there are charged distractions that break the Na-Cl bond.<br />
Look at sodium chloride (NaCl) one more time. Salt is a very strong bond when it is<br />
sitting on your table. It would be nearly impossible to break those ionic/electrovalent<br />
bonds. However, if you put that salt into some water (H2O), the bonds break very<br />
quickly. It happens easily because of the electrical attraction of the water. Now you have<br />
sodium (Na + ) and chlorine (Cl - ) ions floating around the solution. You should remember<br />
that ionic bonds are normally strong, but they are very weak in water.<br />
33
Neutron Madness<br />
We have already learned that ions are atoms that are<br />
either missing or have extra electrons. Let's say an atom<br />
is missing a neutron or has an extra neutron. That type of<br />
atom is called an isotope. An atom is still the same<br />
element if it is missing an electron. The same goes for<br />
isotopes. They are still the same element. They are just a<br />
little different from every other atom of the same element.<br />
For example, there are a lot of carbon (C) atoms in the<br />
Universe. The normal ones are carbon-12. Those atoms have 6 neutrons. There are a<br />
few straggler atoms that don't have 6. Those odd ones may have 7 or even 8 neutrons.<br />
As you learn more about chemistry, you will probably hear about carbon-14. Carbon-14<br />
actually has 8 neutrons (2 extra). C-14 is considered an isotope of the element carbon.<br />
Messing with the Mass<br />
If you have looked at a periodic table, you may have noticed that the atomic mass of<br />
an element is rarely an even number. That happens because of the isotopes. If you are<br />
an atom with an extra electron, it's no big deal. Electrons don't have much of a mass<br />
when compared to a neutron or proton.<br />
Atomic masses are calculated by figuring out the<br />
amounts of each type of atom and isotope there are in<br />
the Universe. For carbon, there are a lot of C-12, a<br />
couple of C-13, and a few C-14 atoms. When you<br />
average out all of the masses, you get a number that is a<br />
little bit higher than 12 (the weight of a C-12 atom). The<br />
average atomic mass for the element is actually 12.011.<br />
Since you never really know which carbon atom you are<br />
using in calculations, you should use the average mass<br />
of an atom.<br />
Bromine (Br), at atomic number 35, has a greater variety of isotopes. The atomic mass<br />
of bromine (Br) is 79.90. There are two main isotopes at 79 and 81, which average out<br />
to the 79.90amu value. The 79 has 44 neutrons and the 81 has 46 neutrons. While it<br />
won't change the average atomic mass, scientists have made bromine isotopes with<br />
masses from 68 to 97. It's all about the number of neutrons. As you move to higher<br />
atomic numbers in the periodic table, you will probably find even more isotopes for<br />
each element.<br />
34
Summary<br />
35
36
Electron Configuration<br />
Color the sublevel:<br />
s = Red<br />
p = Blue<br />
d = Green<br />
f = Orange<br />
S<br />
S<br />
P<br />
D<br />
F<br />
Write in sublevels<br />
Write period, sublevel and super scripts.<br />
Ctrl Shift =<br />
gives you super scripts<br />
37
The Learning Goal for this assignment is:<br />
Relate properties of atoms and their position in the periodic table<br />
to the arrangement of their electrons.<br />
www.youtube.com/watch?v=jtYzEzykFdg<br />
www.youtube.com/watch?<br />
annotation_id=annotation_2076&feature=iv&src_vid=jtYzEzykFdg&v=cOlac8ruD_0<br />
www.youtube.com/watch?<br />
annotation_id=annotation_570977&feature=iv&src_vid=cOlac8ruD_0&v=lR2vqHZWb5A<br />
Notes Section<br />
38
Electron Configuration<br />
In order to write the electron configuration for an atom you must know the 3 rules of<br />
electron configurations.<br />
1. Aufbau<br />
Notation<br />
nO e<br />
where<br />
n is the energy level<br />
O is the orbital type (s, p, d, or f)<br />
e is the number of electrons in that orbital shell<br />
Principle<br />
electrons will first occupy orbitals of the lowest energy level<br />
2. Hund rule<br />
when electrons occupy orbitals of equal energy, one electron enters each orbital until<br />
all the orbitals contain one electron with the same spin.<br />
3. Pauli exclusion principle<br />
an orbital contains a maximum of 2 electrons and<br />
paired electrons will have opposite spin<br />
39
In the space below, write the unabbreviated electron configurations of the following elements:<br />
1) sodium ________________________________________________<br />
2) iron ________________________________________________<br />
3) bromine ________________________________________________<br />
4) barium ________________________________________________<br />
5) neptunium ________________________________________________<br />
In the space below, write the abbreviated electron configurations of the following elements:<br />
6) cobalt ________________________________________________<br />
7) silver ________________________________________________<br />
8) tellurium ________________________________________________<br />
9) radium ________________________________________________<br />
10) lawrencium ________________________________________________<br />
Determine what elements are denoted by the following electron configurations:<br />
11) 1s²s²2p⁶3s²3p⁴ ____________________<br />
12) 1s²2s²2p⁶3s²3p⁶4s²3d¹⁰4p⁶5s¹ ____________________<br />
13) [Kr] 5s²4d¹⁰5p³ ____________________<br />
14) [Xe] 6s²4f¹⁴5d⁶ ____________________<br />
15) [Rn] 7s²5f¹¹ ____________________<br />
Identify the element or determine that it is not a valid electron configuration:<br />
16) 1s²2s²2p⁶3s²3p⁶4s²4d¹⁰4p⁵ ____________________<br />
17) 1s²2s²2p⁶3s³3d⁵ ____________________<br />
18) [Ra] 7s²5f⁸ ____________________<br />
19) [Kr] 5s²4d¹⁰5p⁵ ____________________<br />
20) [Xe] ____________________<br />
1)sodium 1s 2 2s 2 2p 6 3s 1 2)iron 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 6<br />
3)bromine 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 5 4)barium 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 6 5s 2 4d 10 5p 6 6s 2<br />
5)neptunium 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 6 5s 2 4d 10 5p 6 6s 2 4f 14 5d 10 6p 6 7s 2 5f 5 6)cobalt [Ar] 4s 2 3d 7<br />
7)silver [Kr] 5s 2 4d 9 8)tellurium[Kr] 5s 2 4d 10 5p 4<br />
9)radium [Rn] 7s 2 10)lawrencium[Rn] 7s 2 5f 14 6d 1<br />
1s 2 2s 2 2p 6 3s 2 3p 4 sulfur 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 6 5s 1 rubidium<br />
[Kr] 5s 2 4d 10 5p 3 antimony [Xe] 6s 2 4f 14 5d 6 osmium<br />
[Rn] 7s 2 5f 11 einsteinium 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 4d 10 4p 5 not valid (take a look at “4d”)<br />
1s 2 2s 2 2p 6 3s 3 3d 5 not valid (3p comes after 3s) [Ra] 7s 2 5f 8 not valid (radium isn’t a noble gas)<br />
[Kr] 5s 2 4d 10 5p 5 valid iodine<br />
20)[Xe] not valid (an element can’t be its own electron configuration)<br />
40
41
Create groups for these Scientist and explain your groupings<br />
(use the information you got from your research)<br />
Discovered Radioactivity in Elements:<br />
Antoine Henri Becquerel<br />
Marie and Pierre Curie<br />
Knowledge of the atom and its parts (electrons, neutrons, protons, mass):<br />
Neils Bohr<br />
Louis de Broglie<br />
Hantaro Nagaoka<br />
J.J. Thomson<br />
Erwin Shrodinger<br />
Robert Millikan<br />
Eugene Goldstein<br />
James Chadwick<br />
Ernest Rutherford<br />
Formation of the Periodic Table:<br />
Glenn Seaborg<br />
Dmitri Mendeleev<br />
Lothar Meyer<br />
J.W. Dobereiner<br />
Contributed to the atomic theory:<br />
Democritus (Founder)<br />
John Dalton<br />
42
Research the Scientist and summarize their contributions to the Atomic Theory<br />
Antoine Henri Becquerel<br />
Niels Bohr He discovered that the electron is in a fixed position, and has shells of electrons on<br />
the outer part of the electron. He also contributed that the energy is transferred only in<br />
restricted amounts.<br />
Louis de BroglieThe French physicist predicted the electron's wave nature. He also created the waveparticle<br />
duality theorem, which states that any atom acts like a wave and a particle.<br />
Glenn Seaborg Glenn Seaborg discovered many elements that were described as "transuranium"<br />
elements. He discovered the transitional metals, and added to the periodic table<br />
of elements..<br />
Hantaro Nagaoka Hantaro Nagaoka proposed a model of the atom in which the nucleus was positively<br />
charged, and surrounded by electrons. His prediction of the electrons in rings around<br />
the nucleus was proven wrong by Ernest Rutherford.<br />
Democritus Democritus was the student of the original founder of the atomic theory, and he stated that<br />
atoms were small quantities of matter. He altered the original theory to prove it more<br />
systematic.<br />
Marie and Pierre Curie Marie and Pierre Curie added more to Becquerel's contribution to the atomic theory,<br />
in terms of the presence of radiation in the elements, such as uranium. Marie Curie<br />
also discovered two new radioactive elements (polonium and radium).<br />
Eugene Goldstein Eugene Goldstein was behind the discovery of protons. He also discovered that the<br />
electrons repel from the protons because they travel in opposite directions.<br />
Dmitri Mendeleev Dmitri Mendeleev was the first person to publish the first Period Table of Elements. He<br />
also created the Periodic Law, which stated that similar elements would appear in<br />
certain spaces or intervals.<br />
J.J. Thomson J.J. Thomson contributed to the atomic theory his discovery of the electron. He was able to<br />
discover that electrons are negatively charged, and discovered that protons are positively<br />
charged.<br />
James ChadwickJames Chadwick discovered the neutron. He was able to do so by attacking<br />
beryllium with alpha particles, and watched how they were repelled by the nucleus<br />
because of the neutral electrical charge.<br />
Erwin Shrodinger<br />
Erwin Shrodinger modified Niels Bohr's model of the atom. He used mathematical<br />
equations to describe how likely it is that an electron would be in a certain position.<br />
John Dalton<br />
theory.<br />
Lothar Meyer<br />
Ernest Rutherford<br />
The French scientist discovered the concept of radioactivity in elements. He<br />
was able to contribute this by using uranium and a photographic plate.<br />
John Dalton showed that common elements disintegrated into common elements. He also<br />
discovered that all things are made up of atoms, which is a fundamental concept of the atomic<br />
Lothar Meyer pioneered the development of the periodic table of elements. He worked with<br />
Rober Bunsen and Dmitri Mendeleev, and was one of the contributers to the development<br />
of the periods in the table.<br />
Robert Millikan Robert Millikan was the scientist who was behind the famous "Oil-Drop" experiment in<br />
which he was able to conclude what charge electrons have. He was able to determine<br />
that the electron has a negative charge.<br />
J.W. Dobereiner<br />
J.W. Dobereiner discovered families of elements with similar properties. There always<br />
seemed to be three elements in these families, which led him to call them triads.<br />
Ernest Rutherford decided to shoot positively-charged atoms at gold foil, and<br />
discovered that the particles passed through. Most of the particle has empty<br />
space, while the rest of the mass was in the heavy nucleus.<br />
43
The Learning Goal for this Assignment is<br />
Relate properties of atoms and their position in the periodic table to<br />
the arrangement of their electrons.<br />
Alkali Metals<br />
Alkali Earth Metals<br />
Transitional Metals<br />
Inter Transitional Metals<br />
Metals<br />
Metalloids<br />
Non Metals<br />
Noble Gases<br />
44
Using Wikipedia, define the 8 categories of elements on the<br />
left page.<br />
Color your periodic table similar to the one on<br />
pages 168—169 of your book.<br />
alkali metals<br />
alkaline metals<br />
other metals<br />
transitional metals<br />
lanthanoids<br />
metalloids<br />
non metals<br />
halogens<br />
noble gases<br />
unknown elements<br />
actinoids<br />
45
Define Atomic Size:<br />
Atomic Size<br />
Explanation:<br />
46
Ionization Energy<br />
Define Ionization Energy:<br />
Explanation:<br />
47
Define Electronegativity:<br />
Electronegativity<br />
Explanation:<br />
48
Ion Size<br />
Define Ion Size:<br />
Explanation:<br />
49
Unit 3<br />
Chapter 25 Nuclear Chemistry<br />
The students will learn what happens when an unstable<br />
nucleus decays and how nuclear chemistry affects their lives.<br />
Explore the theory of electromagnetism by comparing and contrasting the<br />
different parts of the electromagnetic spectrum in terms of wavelength,<br />
frequency, and energy, and relate them to phenomena and applications.<br />
<br />
<br />
<br />
Students will be able to compare and contrast the different parts of the<br />
electromagnetic spectrum.<br />
Students will be able to apply knowledge of the EMS to real world phenomena.<br />
Students will be able to quantitatively compare the relationship between energy,<br />
wavelength, and frequency of the EMS.<br />
amplitude<br />
wavelength<br />
frequency<br />
hertz<br />
electromagnetic radiation<br />
photon<br />
Planck’s constant<br />
Explain and compare nuclear reactions (radioactive decay, fission and<br />
fusion), the energy changes associated with them and their associated<br />
safety issues.<br />
<br />
<br />
<br />
Students will be able to compare and contrast fission and fusion reactions.<br />
Students will be able to complete nuclear decay equations to identify the type of<br />
decay.<br />
Students will participate in activities to calculate half-life.<br />
radioactivity<br />
nuclear radiation<br />
alpha particle<br />
beta particle<br />
gamma ray<br />
positron<br />
½ life<br />
transmutation<br />
fission<br />
fusion
Chapter 7<br />
Ionic and Metallic Bonding<br />
The students will learn how ionic compounds form and how<br />
metallic bounding affects the properties of metals.<br />
Compare the magnitude and range of the four fundamental forces<br />
(gravitational, electromagnetic, weak nuclear, strong nuclear).<br />
Students will compare/contrast the characteristics of each fundamental force.<br />
gravity<br />
electromagnetic<br />
strong<br />
weak<br />
Distinguish between bonding forces holding compounds together and other<br />
attractive forces, including hydrogen bonding and van der Waals forces.<br />
Students will be able to compare/contrast traits of ionic and covalent bonds.<br />
Students will be able to compare/contrast basic attractive forces between<br />
molecules.<br />
Students will be able to predict the type of bond or attractive force between<br />
atoms or molecules.<br />
ionic bond<br />
covalent bond<br />
metallic bond<br />
polar covalent bond<br />
hydrogen bond<br />
van der Waals forces<br />
London dispersion forces<br />
Chapter 8<br />
Covalent Bonding<br />
The students will learn how molecular bonding is different<br />
than ionic bonding and electrons affect the shape of a<br />
molecule and its properties.<br />
Interpret formula representations of molecules and compounds in terms of<br />
composition and structure.<br />
Students will be able to interpret chemical formulas in terms of # of atoms.<br />
Students will be able to differentiate between ionic and molecular compounds.<br />
Students will be able to list various VSEPR shapes and identify examples of<br />
each.<br />
Students will be able to predict shapes of various compounds.<br />
Molecule<br />
empirical formula<br />
Atom<br />
Electron<br />
Element<br />
Compound
Name ____________________<br />
Arnaldo <strong>Salazar</strong> Gomez<br />
Go to the web site www.darvill.clara.net/emag<br />
1. Click on “How the waves fit into the spectrum” and fill in this table:<br />
>: look out for the<br />
RED words on the web site!<br />
Low __________, frequency Long wavelength<br />
High frequency, Short ______________<br />
wavelength<br />
Radio Waves<br />
Microwaves Infra-red Visible Light Ultra-violet X-rays<br />
Gamma rays<br />
2. Click on “Radio waves”. They are used for _______________________<br />
mainly communications<br />
3. Click on “Microwaves”. They are used for cooking, mobile _________, wifi _______ speed cameras and _________. radar<br />
4. Click on “Infra-red”. These waves are given off by _____ hot _________. objects They are used for remote controls,<br />
cameras in police ____________ helicopters , and alarm systems.<br />
5. Click on “Visible Light”. This is used in DVD ___ players and _______ Laser printers, and for seeing where we’re going.<br />
6. “UV” stands for “ ________ Ultra ___________”. Violet This can damage the _________ retina in your eyes, and cause<br />
sunburn and even _______ skin cancer. Its uses include detecting forged ______ bank _______. notes<br />
7. X-rays are used to see inside people, and for _________ airport security.<br />
8. Gamma rays are given off by some ________________ radioactive substances. We can use them to kill ________ cancer cells,<br />
which is called R_______________ Radiotherapy .<br />
9. My Quiz score is 100 ____%.
10. Name ________________________________<br />
Go to the web site www.darvill.clara.net/emag<br />
Name How they’re made Uses Dangers<br />
Gamma rays<br />
X-Rays<br />
Ultra Violet<br />
Visible Light<br />
Infra Red<br />
Micro Waves<br />
Radio Waves<br />
Given off by stars, and by some<br />
radioactive substances<br />
These are made by stars and some X-ray<br />
machines.<br />
It's made by special lamps, and given off by<br />
the Sun in large quantities. UV attracts<br />
insects, and are electrocuted by UV.<br />
They're made by anything that is hot enough<br />
to glow. White light is made of all the colors<br />
mixed together<br />
These are given off by hot objects.<br />
These are also able to be given off<br />
by stars, lamps, flames, and anything<br />
else warm.<br />
These are made by various types of<br />
transmitters. In a phone, they're made by a<br />
transmitter chip and an antenna, and are<br />
also given off by stars, only measuring a<br />
couple of centimeters<br />
They're made by various types of<br />
transmitters, depending on the<br />
wavelength. They're given off by<br />
stars, sparks, and lightning.<br />
These can be used to kill cancer cells<br />
through radiotherapy, targeted radiotherapy,<br />
tracers, to sterilize food to keep it fresh<br />
longer, and to sterilize medical equipment.<br />
These are used to see inside of people, are<br />
used at airport security, and astronomers<br />
use them because many objects in the<br />
universe give off X-rays. These can also be<br />
used to scan the brain.<br />
It can be used for sun tans, detecting<br />
forged bank notes, making clothes glow in<br />
clubs, kill microbes, sterilize food and drug<br />
products, and produce a suitable amount of<br />
vitamin D.<br />
It allows people to see things, used by<br />
compact discs and DVD players, laser<br />
printers, and aircraft weapon aiming<br />
systems.<br />
Remote controls in TVs use them, video<br />
recorders, physiotherapists use them to<br />
heal sports injuries. These are also used for<br />
night sight, alarm systems, police<br />
helicopters, weather forecasts.<br />
It can be used to make substances hot,<br />
and is used to cook many types of food.<br />
Mobile phones generate these with a small<br />
antenna. These are also used by fixed<br />
traffic speed cameras, and radar.<br />
Radio waves are used mainly for<br />
communications, and have varying<br />
wavelengths. These can be used for FM,<br />
Police, Military Aircraft radios, and TV<br />
transmissions.<br />
These rays can cause cell<br />
damage, cause mutations in<br />
growing tissues, making<br />
unborn babies very vulnerable<br />
to them.<br />
These can cause cell<br />
damage and cancers, which<br />
is why doctors stand behind<br />
a shield to protect<br />
themselves.<br />
These rays can damage the<br />
retina, cause sunburns, and<br />
even skin cancer.<br />
Too much light can damage the<br />
retina, which can also happen when<br />
you look at something very bright.<br />
The damage can heal, and if it's too<br />
bad it might be permanent.<br />
The danger is overheating.<br />
Prolonged exposure to these is<br />
known to cause cataracts. Modern<br />
military planes can "cook" people<br />
because of powerful radar units. It<br />
can also cause brain damage<br />
Some dangers of radio waves<br />
are the large doses are<br />
believed to cause cancer,<br />
leukemia, and other disorders.<br />
_____ Low Frequency High _____ frequency,<br />
Short wavelength ______ Wavelength<br />
Short
Learning Goal for this section:<br />
Explain and compare nuclear reactions<br />
(radioactive decay, fission and fusion), the<br />
energy changes associated with them and<br />
their associated safety issues.<br />
Notes Section:<br />
Protons (+) have a mass of 1 Atomic Mass Unit<br />
Neutrons (/) have a mass of 1 Atomic Mass Unit. Neutrons have both positive and negative charge in<br />
order to be able to have a neutral charge (get it? because positive+negative=neutral).<br />
Electrons (-) have no mass (well, it actually does, but it's so small.<br />
Protons and neutrons have the same mass, but different charges.<br />
An ISOTOPE is an atom with an abnormal number of protons (whether too many, or too few). When talking<br />
about isotopes, it is always referred to as the element-mass (i.e. Carbon-14). When there is a greater<br />
difference of protons to neutrons, it could technically cause radiation. The end goal for all atoms is to stabilize,<br />
but isotopes are not stable. EVERYTHING THAT IS LIVING has a specific amount of Carbon-14 in it. This<br />
only applies to living things, not non-living things. Carbon dating is essentially taking a sample of Carbon-14<br />
and figuring out how much the organism has/had when they were first born. It is then necessary to be able to<br />
determine how many half-lifes the Carbon-14 has gone through. Once the amount of Carbon-14 is given,<br />
then the half-life lengths will indicate how many is left to determine the true age of the organism. Alpha<br />
particles are basically a helium atom (4/2He: Mass of 4 AMU and 2 Protons). A Helium is given off during<br />
Alpha radiation.<br />
EXAMPLE:<br />
Uranium-238. To go through Alpha (a) radiation, subtract 4 from mass and 2 from protons to produce<br />
Thorium-234 and Helium. Every Uranium-238 is ALWAYS going through an Alpha radiation. Radium-226 also<br />
goes through an Alpha particle radiation, Radon-226,<br />
Radon-224. There is truly no way to find out what every atom goes through.<br />
When an atom goes through an Alpha radiation, the atom ALWAYS goes down 2 elements. Example: When<br />
polonium undergoes Alpha radiation, it goes down to lead.<br />
Beta particles: There are negative AND positive beta particles.<br />
Example: Carbon-14 has 8 protons, and 6 neutrons. To make this even, a negative charge would have to be<br />
given off, but that charge would have to give it off from the nucleus. It is necessary to convert a neutron to a<br />
proton, but what would be left would be a negative charge.<br />
Every carbon-14 that undergoes a negative beta radiation, it would become Nitrogen. When going through a<br />
negative Beta radiation, it always goes up by one. Example: Carbon-14 becomes Nitrogen. Alpha particles<br />
have very minimal damage, but Beta particles have an increased amount of energy, and could go through<br />
paper, but not plastic. Positive Beta particles are called (Positrons). In positive beta radiatons, the atom<br />
changes a proton to a neutron, which gives off a positron. These ALWAYS go down by one. Example:<br />
Boron-8 becomes Berylium. Gamma radiation gives off nothing but energy. This HAS TO be associated with<br />
Alpha and Beta; it never goes individually as a form of nuclear radiation. This is ONLY given off as a<br />
byproduct. An Alpha particle is a Helium particle. This could be written as 4/2 He, where 4 is the atomic mass,<br />
and 2 is the number of protons. The mass is always the larger number, and the bottom number is always<br />
smaller because there are less protons than the atomic mass. In negative beta radiation, a neutron is<br />
converted into a proton, and negative energy is released in the form of a neutron. In positive beta radiation, a<br />
proton is converted into a neutron, and positive energy is released in the form of a positron (positive electron)<br />
Reference:<br />
Alpha Particles radiation ALWAYS decrease by 4 in mass, and 2 in protons. (Down by 2) (i.e. Sodium becomes Flourine)<br />
Negative Beta radiation ALWAYS increase by 1 in protons. (Up by 1) (i.e. Hydrogen becomes Helium)<br />
Positive Beta radiation ALWAYS decreases by 1 in protons (Down by 1) (i.e. Helium becomes Hydrogen).<br />
Gamma radiation is a byproduct of any of the three radiation listed above.<br />
Half-Life is the time it takes for a substance to lose half of the original mass.
The Nucleus<br />
A typical model of the atom is called the Bohr Model, in<br />
honor of Niels Bohr who proposed the structure in 1913. The Bohr atom consists of a central nucleus<br />
composed of neutrons and protons, which is surrounded by electrons which “orbit” around the nucleus.<br />
Protons carry a positive charge of one and have a mass of about 1 atomic mass unit or amu (1 amu =1.7x10-<br />
27 kg, a very, very small number). Neutrons are electrically “neutral” and also have a mass of about 1 amu. In<br />
contrast electron carry a negative charge and have mass of only 0.00055 amu. The number of protons in a<br />
nucleus determines the element of the atom. For example, the number of protons in uranium is 92 and the<br />
number in neon is 10. The proton number is often referred to as Z.<br />
Atoms with different numbers of protons are called elements, and are arranged in the periodic table with<br />
increasing Z.<br />
Atoms in nature are electrically neutral so the number of electrons orbiting the nucleus equals the number of<br />
protons in the nucleus.<br />
Neutrons make up the remaining mass of the nucleus and provide a means to “glue” the protons in place.<br />
Without neutrons, the nucleus would split apart because the positive protons would repel each other. Elements<br />
can have nucleii with different numbers of neutrons in them. For example hydrogen, which normally only has<br />
one proton in the nucleus, can have a neutron added to its nucleus to from deuterium, ir have two neutrons<br />
added to create tritium, which is radioactive. Atoms of the same element which vary in neutron number are<br />
called isotopes. Some elements have many stable isotopes (tin has 10) while others have only one or two. We<br />
express isotopes with the nomenclature Neon-20 or 20 Ne 10, with twenty representing the total number of<br />
neutrons and protons in the atom, often referred to as A, and 10 representing the number of protons (Z).<br />
Alpha Particle<br />
Decay<br />
Alpha decay is a radioactive process in which a<br />
particle with two neutrons and two protons is<br />
ejected from the nucleus of a radioactive atom. The particle is identical to the nucleus of a helium atom.<br />
Alpha decay only occurs in very heavy elements such as uranium, thorium and radium. The nuclei of these<br />
atoms are very “neutron rich” (i.e. have a lot more neutrons in their nucleus than they do protons) which makes<br />
emission of the alpha particle possible.<br />
After an atom ejects an alpha particle, a new parent atom is formed which has two less neutrons and two less<br />
protons. Thus, when uranium-238 (which has a Z of 92) decays by alpha emission, thorium-234 is created<br />
(which has a Z of 90).<br />
Because alpha particles contain two protons, they have a positive charge of two. Further, alpha particles are<br />
very heavy and very energetic compared to other common types of radiation. These characteristics allow alpha<br />
particles to interact readily with materials they encounter, including air, causing many ionizations in a very short<br />
distance. Typical alpha particles will travel no more than a few centimeters in air and are stopped by a sheet of<br />
paper.
Beta Particle Decay<br />
Beta decay is a radioactive process in which an electron is emitted from the nucleus of a radioactive<br />
atom Because this electron is from the nucleus of the atom, it is called a beta particle to distinguish it<br />
from the electrons which orbit the atom.<br />
Like alpha decay, beta decay occurs in isotopes which are “neutron rich” (i.e. have a lot more<br />
neutrons in their nucleus than they do protons). Atoms which undergo beta decay are located below<br />
the line of stable elements on the chart of the nuclides, and are typically produced in nuclear reactors.<br />
When a nucleus ejects a beta particle, one of the neutrons in the nucleus is transformed into a proton.<br />
Since the number of protons in the nucleus has changed, a new daughter atom is formed which has<br />
one less neutron but one more proton than the parent. For example, when rhenium-187 decays<br />
(which has a Z of 75) by beta decay, osmium-187 is created (which has a Z of 76). Beta particles<br />
have a single negative charge and weigh only a small fraction of a neutron or proton. As a result, beta<br />
particles interact less readily with material than alpha particles. Depending on the beta particles<br />
energy (which depends on the radioactive atom), beta particles will travel up to several meters in air,<br />
and are stopped by thin layers of metal or plastic.<br />
Positron emission or beta plus decay (β+ decay) is a subtype of radioactive decay called beta decay,<br />
in which a proton inside a radionuclide nucleus is converted into a neutron while releasing a positron<br />
and an electron neutrino (νe). Positron emission is mediated by the weak force.<br />
An example of positron emission (β+ decay) is shown with magnesium-23 decaying into sodium-23:<br />
23 Mg12 → 23 Na11 + e +<br />
Because positron emission decreases proton number relative to neutron number, positron decay<br />
happens typically in large "proton-rich" radionuclides. Positron decay results in nuclear transmutation,<br />
changing an atom of one chemical element into an atom of an element with an atomic number that is<br />
less by one unit.<br />
Positron emission should not be confused with electron emission or beta minus decay (β− decay),<br />
which occurs when a neutron turns into a proton and the nucleus emits an electron and an<br />
antineutrino.
Gamma<br />
Radiation<br />
After a decay reaction, the nucleus is often in an<br />
“excited” state. This means that the decay has<br />
resulted in producing a nucleus which still has<br />
excess energy to get rid of. Rather than emitting another beta or alpha particle, this energy is lost by<br />
emitting a pulse of electromagnetic radiation called a gamma ray. The gamma ray is identical in<br />
nature to light or microwaves, but of very high energy.<br />
Like all forms of electromagnetic radiation, the gamma ray has no mass and no charge. Gamma rays<br />
interact with material by colliding with the electrons in the shells of atoms. They lose their energy<br />
slowly in material, being able to travel significant distances before stopping. Depending on their initial<br />
energy, gamma rays can travel from 1 to hundreds of meters in air and can easily go right through<br />
people.<br />
It is important to note that most alpha and beta emitters also emit gamma rays as part of their decay<br />
process. However, their is no such thing as a “pure” gamma emitter. Important gamma emitters<br />
including technetium-99m which is used in nuclear medicine, and cesium-137 which is used for<br />
calibration of nuclear instruments.<br />
Half Life<br />
Half-life is the time required for the quantity of a<br />
radioactive material to be reduced to one-half its<br />
original value.<br />
All radionuclides have a particular half-life, some<br />
of which a very long, while other are extremely<br />
short. For example, uranium-238 has such a<br />
long half life, 4.5x109 years, that only a small fraction has decayed since the earth was formed. In<br />
contrast, carbon-11 has a half-life of only 20 minutes. Since this nuclide has medical applications, it<br />
has to be created where it is being used so that enough will be present to conduct medical studies.
The Learning Goal for this assignment is:<br />
Distinguish between bonding forces holding compounds together and other<br />
attractive forces, including hydrogen bonding and Van der Waals forces.<br />
Introduction to Ionic Compounds<br />
Those molecules that consist of charged ions with opposite charges are called IONIC. These ionic<br />
compounds are generally solids with high melting points and conduct electrical current. Ionic<br />
compounds are generally formed from metal and a non-metal elements. See Ionic Bonding below.<br />
Ionic Compound Example<br />
For example, you are familiar with the fairly benign unspectacular behavior of common white<br />
crystalline table salt (NaCl). Salt consists of positive sodium ions (Na + ) & negative chloride ions (Cl - ).<br />
On the other hand the element sodium is a silvery gray metal composed of neutral atoms which react<br />
vigorously with water or air. Chlorine as an element is a neutral greenish-yellow, poisonous, diatomic<br />
gas (Cl2).<br />
The main principle to remember is that ions are completely different in physical and chemical<br />
properties from the neutral atoms of the elements.<br />
The notation of the + and - charges on ions is very important as it conveys a definite meaning.<br />
Whereas elements are neutral in charge, IONS have either a positive or negative charge depending<br />
upon whether there is an excess of protons (positive ion) or excess of electrons (negative ion).<br />
Formation of Positive Ions<br />
Metals usually have 1-4 electrons in the outer energy level. The electron arrangement of a rare gas is<br />
most easily achieved by losing the few electrons in the newly started energy level. The number of<br />
electrons lost must bring the electron number "down to" that of a prior rare gas.<br />
How will sodium complete its octet?<br />
First examine the electron arrangement of the atom. The atomic number is eleven, therefore, there<br />
are eleven electrons and eleven protons on the neutral sodium atom. Here is the Bohr diagram and<br />
Lewis symbol for sodium:
This analysis shows that sodium has only one electron in its outer level. The nearest rare gas is neon<br />
with 8 electron in the outer energy level. Therefore, this electron is lost so that there are now eight<br />
electrons in the outer energy level, and the Bohr diagrams and Lewis symbols for sodium ion and<br />
neon are identical. The octet rule is satisfied.<br />
Ion Charge?<br />
What is the charge on sodium ion as a result of losing one electron? A comparison of the atom and<br />
the ion will yield this answer.<br />
Sodium Atom<br />
Sodium Ion<br />
11 p+ to revert to 11 p + Protons are identical in<br />
12 n an octet 12 n<br />
the atom and ion.<br />
Positive charge is<br />
11 e- lose 1 electron 10 e-<br />
caused by lack of<br />
0 charge + 1 charge<br />
electrons.<br />
Formation of Negative Ions<br />
How will fluorine complete its octet?<br />
First examine the electron arrangement of the atom. The atomic number is nine, therefore, there are<br />
nine electrons and nine protons on the neutral fluorine atom. Here is the Bohr diagram and Lewis<br />
symbol for fluorine:<br />
This analysis shows that fluorine already has seven electrons in its outer level. The nearest rare gas<br />
is neon with 8 electron in the outer energy level. Therefore only one additional electron is needed to<br />
complete the octet in the fluorine atom to make the fluoride ion. If the one electron is added, the Bohr<br />
diagrams and Lewis symbols for fluorine and neon are identical. The octet rule is satisfied.
Ion Charge?<br />
What is the charge on fluorine as a result of adding one electron? A comparison of the atom and the<br />
ion will yield this answer.<br />
Fluorine Atom Fluoride Ion *<br />
9 p+ to complete 9 p + Protons are identical in<br />
10 n octet 10 n<br />
9 e- add 1 electron 10 e-<br />
0 charge - 1 charge<br />
the atom and ion.<br />
Negative charge is<br />
caused by excess<br />
electrons<br />
* The "ide" ending in the name signifies a simple negative ion.<br />
Summary Principle of Ionic Compounds<br />
An ionic compound is formed by the complete transfer of electrons from a metal to a nonmetal and<br />
the resulting ions have achieved an octet. The protons do not change. Metal atoms in Groups 1-3<br />
lose electrons to non-metal atoms with 5-7 electrons missing in the outer level. Non-metals gain 1-4<br />
electrons to complete an octet.<br />
Octet Rule<br />
Elemental atoms generally lose, gain, or share electrons with other atoms in order to achieve the<br />
same electron structure as the nearest rare gas with eight electrons in the outer level.<br />
The proper application of the Octet Rule provides valuable assistance in predicting and explaining<br />
various aspects of chemical formulas.<br />
Introduction to Ionic Bonding<br />
Ionic bonding is best treated using a simple<br />
electrostatic model. The electrostatic model<br />
is simply an application of the charge<br />
principles that opposite charges attract and<br />
similar charges repel. An ionic compound<br />
results from the interaction of a positive and<br />
negative ion, such as sodium and chloride in<br />
common salt.<br />
The IONIC BOND results as a balance<br />
between the force of attraction between<br />
opposite plus and minus charges of the ions<br />
and the force of repulsion between similar<br />
negative charges in the electron clouds. In<br />
crystalline compounds this net balance of<br />
forces is called the LATTICE ENERGY.<br />
Lattice energy is the energy released in the<br />
formation of an ionic compound.<br />
DEFINITION: The formation of an IONIC<br />
BOND is the result of the transfer of one or<br />
more electrons from a metal onto a nonmetal.
Metals, with only a few electrons in the outer energy level, tend to lose electrons most readily. The<br />
energy required to remove an electron from a neutral atom is called the IONIZATION POTENTIAL.<br />
Energy + Metal Atom ---> Metal (+) ion + e-<br />
Non-metals, which lack only one or two electrons in the outer energy level have little tendency to lose<br />
electrons - the ionization potential would be very high. Instead non-metals have a tendency to gain<br />
electrons. The ELECTRON AFFINITY is the energy given off by an atom when it gains electrons.<br />
Non-metal Atom + e- --- Non-metal (-) ion + energy<br />
The energy required to produce positive ions (ionization potential) is roughly balanced by the energy<br />
given off to produce negative ions (electron affinity). The energy released by the net force of attraction<br />
by the ions provides the overall stabilizing energy of the compound.<br />
Notes Section:<br />
NH 4+ =Ammonium because it has 1 Nitrogen, and 4 Hydrogens. The purpose of all bonds is to<br />
become stabilized. Ammonium has 1 less electron.<br />
NH 3 =Ammonia because it is a compound.<br />
NaCl is the common formula for Table Salt. This forms an ionic bond because it is a bond between a<br />
metal and a nonmetal (Sodium is the metal, Chlorine is the nonmetal.<br />
Using the Lewis Dot Diagram, a visual representation of any element can be formed. The cation<br />
(sodium) is always given its elemental name, but the anion (chloride) is always given the suffix -ide.<br />
An ionic compound consists of charged atoms (of both positive and negative charges). These<br />
compounds are generally solids, have high melting points and conduct electrical current. These<br />
compounds are generally formed from metal and a non-metal bonds. Ions are completely different in<br />
physical and chemical properties from the neutral atoms of the elements. In other words, the atoms<br />
look vastly different than the actual ions for that given element. A key difference between stable<br />
elements and their ionic counterparts is that elements are stable (meaning hey have a balance<br />
between the number of electrons:protons), whereas the ions have a charge, whether that is positive<br />
or negative (an ion is positive if there are more protons than electrons (also called a cation), and is<br />
called negative if here are more electrons than protons (also called an anion)). For any element that<br />
has less than 4 valence electrons, these are bound to give up their electrons to meet the octet rule.<br />
EXAMPLE: Sodium has eleven (11) electrons, with only one (1) electron on its outer shell (commonly<br />
referred to as a valence electron). For sodium to meet the octet rule, it can either give up one electron<br />
or gain seven (although this is highly unlikely). When an electron is given up, sodium reaches its octet<br />
rule and has the same Lewis Dot Structure as Neon, the element with ten (10) electrons. For sodium<br />
to meet the octet rule, it had to achieve a full shell of eight (8) electrons, which can be realistically<br />
done by giving up an electron, giving sodium a positive one (1) charge because there is one more<br />
proton than electrons. This sodium that has met the octet rule can be written as Na^+.<br />
For any element that has more than four valence electrons, these are bound to gain electrons to meet<br />
the octet rule.<br />
EXAMPLE: Fluorine has nine (9) electrons, with seven (7) electrons on its outer shell. For fluorine to<br />
meet the octet rule, it can either gain one electron or give up seven (although this is highly unlikely).<br />
When an electron is gained, fluorine reaches its octet rule and has the same Lewis Dot Structure as<br />
Neon, the element with ten (10) electrons. For fluorine to meet the octet rule, it had to achieve a full<br />
shell of eight (8) electrons, which can be realistically done by gaining an electron, giving sodium a<br />
negative one (1) charge because there is one more electron than protons. This fluorine that has met<br />
the octet rule can be written as F^-. This new atom is also called Fluoride because it is a simple<br />
negative ion.<br />
Ionic compounds are a result of an attraction between a positive and a negative ion. In crystalline<br />
compound, this net balance of forces is called the LATTICE ENERGY. The energy required to remove<br />
an electron from a neutral atom is called the IONIZATION POTENTIAL.
The Learning Goal for this assignment is:<br />
Distinguish between bonding forces holding compounds together and other attractive forces, including<br />
hydrogen bonding and Van der Waals forces.<br />
Introduction to Covalent Bonding:<br />
Bonding between non-metals consists of two electrons shared between two atoms. Using the Wave<br />
Theory, the covalent bond involves an overlap of the electron clouds from each atom. The electrons<br />
are concentrated in the region between the two atoms. In covalent bonding, the two electrons shared<br />
by the atoms are attracted to the nucleus of both atoms. Neither atom completely loses or gains<br />
electrons as in ionic bonding.<br />
There are two types of covalent bonding:<br />
1. Non-polar bonding with an equal sharing of electrons.<br />
2. Polar bonding with an unequal sharing of electrons. The number of shared electrons depends on<br />
the number of electrons needed to complete the octet.<br />
NON-POLAR BONDING results when two identical non-metals equally share electrons between<br />
them. One well known exception to the identical atom rule is the combination of carbon and hydrogen<br />
in all organic compounds.<br />
Hydrogen<br />
The simplest non-polar covalent molecule is hydrogen. Each hydrogen<br />
atom has one electron and needs two to complete its first energy level.<br />
Since both hydrogen atoms are identical, neither atom will be able to<br />
dominate in the control of the electrons. The electrons are therefore<br />
shared equally. The hydrogen covalent bond can be represented in a<br />
variety of ways as shown here:<br />
The "octet" for hydrogen is only 2 electrons since the nearest rare gas is<br />
He. The diatomic molecule is formed because individual hydrogen atoms<br />
containing only a single electron are unstable. Since both atoms are<br />
identical a complete transfer of electrons as in ionic bonding is<br />
impossible.<br />
Instead the two hydrogen atoms SHARE both electrons equally.<br />
Oxygen<br />
Molecules of oxygen, present in about 20% concentration in air are<br />
also covalent molecules. See the graphic on the left of the Lewis Dot<br />
Structure.<br />
There are 6 electrons in the outer shell, therefore, 2 electrons are<br />
needed to complete the octet. The two oxygen atoms share a total of<br />
four electrons in two separate bonds, called double bonds.<br />
The two oxygen atoms equally share the four electrons.
POLAR BONDING results when two different non-metals unequally share electrons between them.<br />
One well known exception to the identical atom rule is the combination of carbon and hydrogen in all<br />
organic compounds.<br />
The non-metal closer to fluorine in the Periodic Table has a greater tendency to keep its own electron<br />
and also draw away the other atom's electron. It is NOT completely successful. As a result, only<br />
partial charges are established. One atom becomes partially positive since it has lost control of its<br />
electron some of the time. The other atom becomes partially negative since it gains electron some of<br />
the time.<br />
Hydrogen Chloride<br />
Hydrogen Chloride forms a polar covalent molecule. The graphic<br />
on the left shows that chlorine has 7 electrons in the outer shell.<br />
Hydrogen has one electron in its outer energy shell. Since 8<br />
electrons are needed for an octet, they share the electrons.<br />
However, chlorine gets an unequal share of the two electrons,<br />
although the electrons are still shared (not transferred as in ionic<br />
bonding), the sharing is unequal. The electrons spends more of the<br />
time closer to chlorine. As a result, the chlorine acquires a "partial"<br />
negative charge. At the same time, since hydrogen loses the<br />
electron most - but not all of the time, it acquires a "partial" charge.<br />
The partial charge is denoted with a small Greek symbol for delta.<br />
Water<br />
Water, the most universal compound on all of the earth, has the property of<br />
being a polar molecule. As a result of this property, the physical and<br />
chemical properties of the compound are fairly unique.<br />
Dihydrogen Oxide or water forms a polar covalent molecule. The graphic on<br />
the left shows that oxygen has 6 electrons in the outer shell. Hydrogen has<br />
one electron in its outer energy shell. Since 8 electrons are needed for an<br />
octet, they share the electrons.<br />
Notes Section:<br />
1. Count the Valence electrons.<br />
2. Find the central atom and bond the other atoms to it. Subtract the number of electrons in the<br />
bonds from the total. Add lone pairs to the terminal atoms. Add Lone Pairs to the central atom or<br />
double or triple bonds.<br />
3. Find the Formal Charges. Try to get the charges as close to the zero as possible by moving<br />
electrons and bonds.<br />
Equation:<br />
A=Central Atom, X=Things attached to the central atom, E=Lone Pairs<br />
Covalent bonds typically occur between two non-metals, and there is no loss or gain of<br />
electrons among the atoms. Non-polar binding is when there is an even share of electrons,<br />
while polar bonding is when there is an uneven number of electrons being shared. Hydrogen is<br />
the simplest non-polar molecule, as it only needs two (2) electrons to meet its octet rule since<br />
the nearest noble gas is helium, which only has two (2) electrons in total. When two hydrogens<br />
bonds, they share electrons equally. Oxygen needs two more electrons to complete the octet<br />
rule, and when they bond with one another, they need a double bond to meet their octet rule.<br />
These equally share the four electrons that are present in the double bonds. Hydrogen chloride<br />
is a polar covalent molecule because chlorine gets an unequal share of the two electrons, as<br />
the electrons spend more time with the chlorine, rather than the hydrogen. Water too is a<br />
covalent compound.
C 2 H 6 O Ethanol CH 3 CH 2 O<br />
Step 1<br />
Find valence e- for all atoms. Add them together.<br />
C: 4 x 2 = 8<br />
H: 1 x 6 = 6<br />
O: 6<br />
Total = 20<br />
Step 2<br />
Find octet e- for each atom and add them together.<br />
C: 8 x 2 = 16<br />
H: 2 x 6 = 12<br />
O: 8<br />
Total = 36<br />
Step 3<br />
Subtract Step 1 total from Step 2.<br />
Gives you bonding e-.<br />
36 – 20 = 16e-<br />
Step 4<br />
Find number of bonds by diving the number in step 3 by 2<br />
(because each bond is made of 2 e-)<br />
16e- / 2 = 8 bond pairs<br />
These can be single, double or triple bonds.<br />
Step 5<br />
Determine which is the central atom<br />
Find the one that is the least electronegative.<br />
Use the periodic table and find the one farthest<br />
away from Fluorine or<br />
The one that only has 1 atom.
Step 6<br />
Put the atoms in the structure that you think it will<br />
have and bond them together.<br />
Put Single bonds between atoms.<br />
Step 7<br />
Find the number of nonbonding (lone pairs) e-.<br />
Subtract step 3 number from step 1.<br />
20 – 16 = 4e- = 2 lone pairs<br />
Step 8<br />
Complete the Octet Rule by adding the lone<br />
pairs.<br />
Then, if needed, use any lone pairs to make<br />
double and triple bonds so that all atoms meet<br />
the Octet Rule.<br />
See Step 4 for total number of bonds.
Linear<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp AX 2 None 180<br />
BeCl 2<br />
Beryllium dichloride<br />
Cl<br />
Be<br />
Cl<br />
element bond lone pair<br />
C
Trigonal Planar<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 2 AX 3 None 120<br />
BF 3<br />
Boron triflouride<br />
F<br />
B<br />
F<br />
F<br />
element bond lone pair<br />
C
Bent<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 2 AX 2 E 1 116<br />
O 3<br />
Trioxide<br />
O<br />
O<br />
O<br />
element bond lone pair<br />
C
Tetrahedral<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 AX 4 None 109.5<br />
Phosphate<br />
PO 4<br />
3-<br />
O<br />
3-<br />
O<br />
P<br />
O<br />
O<br />
element bond lone pair<br />
C
Trigonal Pyramidal<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 AX 3 E 1 107<br />
PH 3<br />
Phosphorus trihydride<br />
H<br />
P<br />
H<br />
H<br />
element bond lone pair<br />
C
Bent<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 AX 2 E 2 2 104.5<br />
H 2 O<br />
Dihydrogen oxide<br />
H<br />
O<br />
H<br />
element bond lone pair<br />
C
Trigonal Bi Pyramidal<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 d AX 5 None 120/90<br />
PCl 5<br />
Cl<br />
Cl<br />
P<br />
Cl<br />
Cl Cl<br />
Phosphorus pentachloride<br />
element bond lone pair<br />
C
T-Shaped<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 d AX 3 E 2 2 90<br />
ClF 3<br />
F Cl<br />
F<br />
F<br />
Chlorine triflouride<br />
element bond lone<br />
C
Octahedral<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 d 2 AX 6 None 90<br />
SF 6<br />
F<br />
F<br />
F<br />
ulfur hexaflouride<br />
S<br />
F<br />
F<br />
F<br />
element bond lone pair<br />
C
Square Planar<br />
Molecular Geometry<br />
Orbital Equation Lone Pairs Angle<br />
sp 3 d 2 AX 4 E 2 2 90<br />
ICl 4<br />
-<br />
Ioion<br />
dine tetrachloride<br />
Cl<br />
Cl I<br />
Cl<br />
Cl<br />
element bond lone pair<br />
C
Orbitals Equation Lone Pairs<br />
Angle<br />
sp AX2 None 180<br />
sp 2 AX3 None 120<br />
sp 2 AX2E 1 116<br />
sp 3 AX4 None 109.5<br />
Linear<br />
Name<br />
Trigonal Planar<br />
Bent<br />
Tetrahedral<br />
sp 3 AX3E 1 107<br />
Trigonal Pyramidal<br />
sp 3 AX2E2 2 104.5<br />
Bent<br />
sp 3 d AX5 None 120/90<br />
Trigonal Bipyramidal<br />
sp 3 d AX3E2 2 90<br />
T-Shaped<br />
sp 3 d 2 AX6 None 90<br />
Octahedral<br />
sp 3 d 2 AX4E2 2 90<br />
Square Planar
Name Formula Charge<br />
Dichromate Cr₂O₇ 2-<br />
Sulfate SO₄ 2-<br />
Hydrogen Carbonate HCO₃ 1-<br />
Hypochlorite ClO 1-<br />
Phosphate PO₄ 3-<br />
Nitrite NO₂ 1-<br />
Chlorite ClO₂ 1-<br />
Dihydrogen phosphate H₂PO₄ 1-<br />
Chromate CrO₄ 2-<br />
Carbonate CO₃ 2-<br />
Hydroxide OH 1-<br />
Hydrogen phosphate HPO₄ 2-<br />
Ammonium NH₄ 1+<br />
Acetate C₂H₃O₂ 1-<br />
Perchlorate ClO₄ 1-<br />
Permanganate MnO₄ 1-<br />
Chlorate ClO₃ 1-<br />
Hydrogen Sulfate HSO₄ 1-<br />
Phosphite PO₃ 3-<br />
Sulfite SO₃ 2-<br />
Silicate SiO₃ 2-<br />
Nitrate NO₃ 1-<br />
Hydrogen Sulfite HSO₃ 1-<br />
Oxalate C₂O₄ 2-<br />
Cyanide CN 1-<br />
Hydronium H₃O 1+<br />
Thiosulfate S₂O₃ 2-
Chapter 9<br />
Unit 4<br />
Chemical Names and Formulas<br />
The students will learn how the periodic table helps them<br />
determine the names and formulas of ions and compounds.<br />
Chapter 22 Hydrocarbon Compounds<br />
The student will learn how Hydrocarbons are named and the<br />
general properties of Hydrocarbons.<br />
Describe how different natural resources are produced and how their rates<br />
of use and renewal limit availability.<br />
<br />
<br />
<br />
Students will explore local, national, and global renewable and nonrenewable<br />
resources.<br />
Students will explain the environmental costs of the use of renewable and<br />
nonrenewable resources.<br />
Students will explain the benefits of renewable and nonrenewable resources.<br />
Nuclear reactors<br />
Natural gas<br />
Petroleum<br />
Refining<br />
Coal<br />
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Chapter 23 Functional Groups<br />
The student will learn what effects functional groups have on<br />
organic compounds and how chemical reactions are used in<br />
organic compounds.<br />
Describe the properties of the carbon atom that make the diversity of carbon<br />
compounds possible.<br />
Identify selected functional groups and relate how they contribute to<br />
properties of carbon compounds.<br />
<br />
<br />
Students will identify examples of important carbon based molecules.<br />
Students will create 2D or 3D models of carbon molecules and explain why this<br />
molecule is important to life.<br />
covalent bond<br />
single bond<br />
double bond<br />
triple bond<br />
monomer<br />
polymer<br />
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80<br />
http://www.bbc.co.uk/education/guides/zm9hvcw/revision<br />
Learning Goal: Describe the properties of the carbon atom that<br />
make the diversity of carbon compounds possible.<br />
Identify selected functional groups and relate how they<br />
contribute to properties of carbon compounds.<br />
Notes: Homologous series contain hydrocarbons that have<br />
similar chemical properties and the same general formula.<br />
Alkanes are the first homologous. These all end in -ane.<br />
Examples of this are methane (which is a natural gas used<br />
for cooking and heating), propane (which is used in gas<br />
cylinders for BBQ, etc.), and octane (which is used in petrol<br />
for cars). The general formula for alkanes is CnH2n+2. The<br />
"n" in the formula represents the number of carbons in said<br />
molecule. Example: Methane has the formula CH4. When<br />
naming branched chain alkanes, there are several rules in<br />
place. The longest unbranched chain that contains the<br />
functional group is the parent molecule, or simply the<br />
longest unbranched chain for alkanes. However, these<br />
alkanes are bound to bending. The branches must also be<br />
names, as well as the number of them. The alkanes don't<br />
have a functional group and the branches are numbered<br />
from the end that gives the lowest set of numbers. Alkenes<br />
have the equation CnH2n. The position of the carbon to<br />
carbon double bond must be identified. Alkanes are<br />
SATURATED!!!!. Any that have double bonds are<br />
unsaturated. Cycloalkanes have the same properties as the<br />
alkenes.
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