Extra Credit

Choose a movie, any movie and write a one page summary how it relates to any kind of science.

Highly recommended: AVATAR the new movie in 3D! Worth the time and incredibly fun to watch.

Holiday Break

Dec 18 to January 5...see you next year!

Bellringer 5

Write the Lewis Dot structure for calcium.

Write the electron configuration for calcium using the Aufbau diagram.

Bellringer 4

Which of these is NOT an ionic compound?
a. KF
b. Na2SO4
c. SiO2
d. Na2O

-omework 4 Workbook page 139-143

Lab 1 - Stoichiometry

NaHCO3 (aq) + CH3COOH (aq) ----> CO2 (g) + H2O (l) + CH3COONa (aq)

What is the molar ratio of NaHCO3 to CH3COONa?
What is the molar mass of each of the reactants and products?
How many moles of H2O will be produced from 2 moles of CH3COOH?
how many grams of CH3COOH?
How many grams of CO2 is produced from 3.2 grams of NaHCO3?

In this lab you will measure out the required amount and perform the combine the ingredients in a ziploc bag. You will measure the mass of the bag with the entire contents before and after the reaction.

Does your experiment abide by the law of convervation of mass? Why or why not?

Electron Configuration Diagram

The Aufbau Principle - Electronic Structure and the Aufbau Principle

Stable atoms have as many electrons as they do protons in the nucleus. The electrons gather around the nucleus in quantum orbitals following four basic rules called the aufbau principle.

**no two electrons in the atom will share the same four quantum numbers n, l, m, and s.
**electrons will first occupy orbitals of the lowest energy level.
**electrons will fill an orbital with the same spin number until the orbital is filled before it will begin to fill of the opposite spin number.
**electrons will fill orbitals by the sum of the quantum numbers n and l. Orbitals with equal values of (n+l) will fill with the lower n values first.

The second and fourth rules are basically the same. The graphic shows the relative energy levels of the different orbitals. An example of rule four would be the 2p and 3s orbitals. A 2p orbital is n=2 and l=2 and a 3s orbital is n=3 and l=1. (n+l) = 4 in both cases, but the 2p orbital has the lower energy or lower n value and will get filled before the 3s shell.

Electron Configuration

Electron Configuration


http://www.teachersdomain.org/assets/wgbh/phy03/phy03_doc_qmechatom/phy03_doc_qmechatom.pdf

The electron configuration of an atom denotes the distribution of electrons among available shells. The standard notation lists the subshell symbols, one after another. The number of electrons contained in each subshell is stated explicitly. For example, the electron configuration of beryllium, with an atomic (and electron) number of 4, is 1s22s2 or [He]2s2.

Electron Dot Configurations, Lewis Dot Structures, Bohr Model and VESPR Theory

Electron Dot Configurations

http://www.uoregon.edu/~ch111/L12.htm

Contructing Lewis Dot StructuresStarting with a structure indicating only atom connections (single bonds), you can practice constructing a Lewis dot structure. Just click on the atom or bond you wish to modify. Nonzero formal charges are indicated for each atom in the structure once the total number of electrons is correct.
A recommended procedure might be:

Count the total number of valence electrons (N) needed to account for the atoms (based on the column of the atom in the periodic table) and charge (add one electrons for each negative charge; subtract one electron for each positive charge).
Draw the framework with single bonds. Some knowledge of the way the atoms are connected may be required.
Using lone pairs, complete octets around the noncentral atoms.
Count the number of electrons depicted (two for each bond and two for each lone pair). If this number is less than N, then add electrons to the central atom until the total number of electrons depicted is N.
If the octet rule is not satisfied for the central atom and lone-pair electrons are nearby, use those electrons to make double or triple bonds to the central atom.
Check each atom to see if it has a formal charge. (Singly bonded oxygen will require a negative charge, for example.)

BOHR MODEL
http://csep10.phys.utk.edu/astr162/lect/light/bohr.html

VESPR THEORYhttp://cost.georgiasouthern.edu/chemistry/general/molecule/vsepr.htm

Chapter 15-16 Vocabulary

Chapter 16 covers the nature of Covalent Bonds, Bonding Theory, Polar Bonds, Polar Molecules, and VSEPR Theory. Electron dot and Lewis Structure will be important information from chapter 15 in helping students to draw and understand single, double and triple bonds.


Chapter 15

coordination number
metallic bond

electron dot structure
octet rule

halide ion
valence electron

ionic bond




Chapter 16 (16.1-16.2)


antibonding orbital
paramagnetic

bond dissociation energy
pi bond

bonding orbital
polar bond

coordinate covalent bond
polar covalent bond

diamagnetic
polar molecule

dipole
resonance structure

dipole interaction
sigma bond

dispersion force
single covalent bond

double covalent bond
structural formula

hybridization
tetrahedral angle

hydrogen bond
triple covalent bond

molecular orbital
unshared pair

network solid
van der waals force

nonpolar covalent bond
VSEPR theory

Stoichiometry Review

For the questions on this worksheet, consider the following equation:

Ca(OH)2(s) + 2 HCl(aq) ---> CaCl2(aq) + 2 H2O(l)


1) What type of chemical reaction is taking place? _____________________

2) How many liters of 0.100 M HCl would be required to react completely with 5.00 grams of calcium hydroxide?


3) If I combined 15.0 grams of calcium hydroxide with 75.0 mL of 0.500 M HCl, how many grams of calcium chloride would be formed?


4) What is the limiting reagent from the reaction in problem #3? __________

5) How many grams of the excess reagent will be left over after the reaction in problem 3 is complete?


Solve the following stoichiometry grams-grams problems:

1) Using the following equation:

2 NaOH + H2SO4 ---> 2 H2O + Na2SO4

How many grams of sodium sulfate will be formed if you start with 200 grams of sodium hydroxide and you have an excess of sulfuric acid?


2) Using the following equation:

Pb(SO4)2 + 4 LiNO3 ---> Pb(NO3)4 + 2 Li2SO4

How many grams of lithium nitrate will be needed to make 250 grams of lithium sulfate, assuming that you have an adequate amount of lead (IV) sulfate to do the reaction?

Percent Yield Practice

1) Write the equation for the reaction of iron (III) phosphate with sodium sulfate to make iron (III) sulfate and sodium phosphate.

2) If I perform this reaction with 25 grams of iron (III) phosphate and an excess of sodium sulfate, how many grams of iron (III) sulfate can I make?


3) If 18.5 grams of iron (III) sulfate are actually made when I do this reaction, what is my percent yield?


4) Is the answer from problem #3 reasonable? Explain.


5) If I do this reaction with 15 grams of sodium sulfate and get a 65.0% yield, how many grams of sodium phosphate will I make?

Bellringer 3

Using the equation below, calcuate the following:
Molar ratio
Molar mass
Mole to mole (given 2 moles of HBr)
Mole to gram (given 43 grams of HBr)
Gram to Percent Yield

HBr + ___ KHCO3 --->___ H2O + ___ KBr + ___ CO2

Welcome Back from Thanksgiving Week

We are going to review stoichiometry and test this week.

More Stoichiometry-Homework 3

Workbook Pages 87-89

Stoichiometry Tutoring Link

go to this link to assist you with solving stoichiometry problems.

http://www.chemtutor.com/mols.htm

More Stoichiometry problems-Homework 2

1a) How many moles of chlorine gas (Cl2) would react with 5 moles of sodium (Na) according
to the following chemical equation? (Balance equation.)

Na + Cl2 --> NaCl

1b) Using the equation (after it is balanced) above, determine the amount of product that can be
produced from 24.7 g Na.

1c) How many molecules of product would be produced from 24.7g Na?

__________________________________________________________________________________

2a) In the reaction 2C8H18 + 25O2 --> 16CO2 + 18 H2O, the ratio of volumes of O2 to CO2
is _________________.

2b) If 27.3g of C8H18 are combusted, what mass of water will be produced?

2c) How many molecules of CO2 will be produced?

2d) How many atoms of H are in 2 mol of C8H18?

2e) What is the percentage, by mass, of the H in 2 mol of C8H18?

Thanksgiving Holiday

Week of November 23-29

Homework 1

Balance the following equations:

1) ___ N2 + ___ F2  ___ NF3

2) ___ C6H10 + ___ O2  ___ CO2 + ___ H2O

3) ___ HBr + ___ KHCO3  ___ H2O + ___ KBr + ___ CO2

4) ___ GaBr3 + ___ Na2SO3  ___ Ga2(SO3)3 + ___ NaBr

5) ___ SnO + ___ NF3  ___ SnF2 + ___ N2O3

Using the equation from problem 2 above, answer the following questions:

6) If I do this reaction with 35 grams of C6H10 and 45 grams of oxygen, how many grams of carbon dioxide will be formed?


7) What is the limiting reagent for problem 6? ___________

8) How much of the excess reagent is left over after the reaction from problem 6 is finished?


9) If 35 grams of carbon dioxide are actually formed from the reaction in problem 6, what is the percent yield of this reaction?

Berllringer 2 and In Class Assignment 1

Bellringer 2

Calculate the number of grams of NaCl produced as a result of 62.4 gram of sodium reacting with chlorine. The balance equation is :

Na + Cl ---> NaCl

2. Molar calculations

3. In Class Assignment - Chapter 9, pg 262 #33-40.

Third Six Weeks Begins/Bellringer 1

1. Bell Ringer

When 84.8 grams of iron (III) oxide reacts with an excess of carbon monoxide, 54.3 grams of iron is produced.

a. Write the equation for the reaction.
b. Balance the equation.
c. Calculate the mass of reactants and products.
d. Calculate the percent yield of this reaction.

2. All students will complete pages 81-85 (Sec 9.1-9.2) of AW Chemistry Workbook (found in the back glass cabinet). Turn in their work at the end of class in their period box.

Dimension Analysis and Stoichiometry

http://www.slideshare.net/neubla/atoms-molecules-stoichometry-i

Slide presentation of the atomic mole, molar mass and atomic units.

SPEED Dating - Primer for Chemistry Review

S tudent
P articipation
E ffort
E xcellence
D etermination

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Waiver Day

No Students

You have a break to review for six weeks exam. Take the information that was given to you Friday and make sure you understand how to determine valence numbers, oxidation number, name compounds and balance equations.

Chemistry 2nd Six Weeks Review

Review includes notes, bellringers, labs and vocabulary.

More review can be found at

http://misterguch.brinkster.net/worksheets.html

Bellringer 10

Balance the following equation:

HCl + NaOH => NaCl + H2O

Week of November 2-6 and November 9-13

Nov 2 Complete balancing equations
Nov 3-4 Lab 2: Conservation of Mass
Nov 5-6 Review for 2nd Six Weeks Exam


Nov 9 Waiver Day
Nov 10-11 Review for 2nd Six Weeks Exam
Nov 12-13 2nd Six Weeks Exam

Fitness Testing

Wednesday and Thursday, Fitness Testing
All Classes

In-Class Assignment 1

Read Chapter 8, define all the terms on page 231 and complete practice problems 1-9 on pages 206-209.

Bellringer 9

Calcium carbonate, when heated, form calcium oxide and carbon dioxide gas.

Answer: CaCO3(s) → CaO(s) + CO2(g)

Sulfuric acid, when heated, decomposes to water and sulfur trioxide.

Answer: H2SO4 → H2O(l) + SO3(g)

2Na(s) + 2H2O(l) → 2NaOH(aq) + H2(g)

Answer: sodium combined with water yields sodium hydroxide and hydrogen gas.

Writing Chemical Equations

http://www.chymist.com/Equations.pdf

Bellringer 8

Which of the following statements is NOT true about chemical reactions?
a. The atoms rearrange
b. Loss of mass
c. Change in energy
d. New product is formed

SPOOTAKSCULAR Review

Periodicity
Physical and Chemical Changes
Compounds, Mixtures and Substances
Scientific Method (Synthesis of Hypothesis and Conclusion)
Naming Compounds
Quantitative/Qualitative Data

(Taken from weak SE's from District 9 wk CBA)

More Balancing Equations

1
H2 + O2 => H2O
2
H3PO4 + KOH => K3PO4 + H2O
3
K + B2O3 => K2O + B
4
HCl + NaOH => NaCl + H2O
5
Na + NaNO3 => Na2O + N2
6
C + S8 => CS2
7
Na + O2 => Na2O2
8
N2 + O2 => N2O5
9
H3PO4 + Mg(OH)2 => Mg3(PO4)2 + H2O
10
NaOH + H2CO3 => Na2CO3 + H2O
11
KOH + HBr => KBr + H2O
12
H2 + O2 => H2O2
13
Na + O2 => Na2O
14
Al(OH)3 + H2CO3 => Al2(CO3)3 + H2O
15
Al + S8 => Al2S3
16
Cs + N2 => Cs3N
17
Mg + Cl2 => MgCl2
18
Rb + RbNO3 => Rb2O + N2
19
C6H6 + O2 => CO2 + H2O
20
N2 + H2 => NH3
21
C10H22 + O2 => CO2 + H2O
22
Al(OH)3 + HBr => AlBr3 + H2O
23
CH3CH2CH2CH3 + O2 => CO2 + H2O
24
C + O2 => CO2
25
C3H8 + O2 => CO2 + H2O
26
Li + AlCl3 => LiCl + Al
27
C2H6 + O2 => CO2 + H2O
28
NH4OH + H3PO4 => (NH4)3PO4 + H2O
29
Rb + P => Rb3P
30
CH4 + O2 => CO2 + H2O
31
Al(OH)3 + H2SO4 => Al2(SO4)3 + H2O
32
Na + Cl2 => NaCl
33
Rb + S8 => Rb2S
34
H3PO4 + Ca(OH)2 => Ca3(PO4)2 + H2O
35
NH3 + HCl => NH4Cl
36
Li + H2O => LiOH + H2
37
Ca3(PO4)2 + SiO2 + C => CaSiO3 + CO + P
38
NH3 + O2 => N2 + H2O
39
FeS2 + O2 => Fe2O3 + SO2
40
C + SO2 => CS2 + CO

Balancing Chemical Equations Worksheet

Balancing Chemical Equations Worksheet
1. _____ H2 + _____ O2 􀃆 _____ H2O
2. _____ N2 +_____ H2 􀃆_____ NH3
3. _____ S8 + _____ O2 􀃆 _____ SO3
4. _____ N2 + _____ O2 􀃆 _____ N2O
5. _____ HgO 􀃆 _____ Hg + _____ O2
6. _____ CO2 + _____ H2O 􀃆 _____ C6H12O6 + _____ O2
7. _____ Zn + _____ HCl 􀃆 _____ ZnCl2 + _____ H2
8. _____ SiCl4 + _____ H2O 􀃆 _____ H4SiO4 + _____ HCl
9. _____ Na + _____ H2O 􀃆 _____ NaOH + _____ H2
10. _____ H3PO4 􀃆 _____ H4P2O7 + _____ H2O
11. _____ C10H16 + _____ Cl2 􀃆 _____ C + _____ HCl
12. _____ CO2 + _____ NH3 􀃆 _____ OC(NH2)2 + _____ H2O
13. _____ Si2H3 + _____ O2 􀃆 _____ SiO2 + _____ H2O3
14. _____ Al(OH)3 + _____ H2SO4 􀃆 _____ Al2(SO4)3 + _____ H2O
15. _____ Fe + _____ O2 􀃆 _____ Fe2O3
16. _____ Fe2(SO4)3 + _____ KOH 􀃆 _____ K2SO4 + _____ Fe(OH)3
17. _____ C7H6O2 + _____ O2 􀃆 _____ CO2 + _____ H2O
18. _____ H2SO4 + _____ HI 􀃆 _____ H2S + _____ I2 + _____ H2O
19. _____ FeS2 + _____ O2 􀃆 _____ Fe2O3 + _____ SO2
20. _____ Al + _____ FeO 􀃆 _____ Al2O3 + _____ Fe
21. _____ Fe2O3 + _____ H2 􀃆 _____ Fe + _____ H2O
22. _____ Na2CO3 + _____ HCl 􀃆 _____ NaCl + _____ H2O + _____ CO2
23. _____ K + _____ Br2 􀃆 _____ KBr
24. _____ C7H16 + _____ O2 􀃆 _____ CO2 + _____ H2O
25. _____ P4 + _____ O2 􀃆 _____ P2O5

Creating An Atom Inventory

http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson81.htm

Creating an atom inventory.

How To Balance A Chemical Equation

http://richardbowles.tripod.com/chemistry/balance.htm

This link will give you the essentials of balancing a chemical equation.

Equation Problems

Skill Developing Problems

What is/are the product(s) containing carbon when methane, CH4, is burned in the air?
Hint . . .CO2

Generalization:Combustion of C containing compounds converts all C to CO2.

Use the common sense method to find the molecular formula for hydrogen sulfide, whose molecular weight is 34.1. (Atomic weight, H, 1.008; S, 32.066) Hint . . .H2S

Generalization:Sulfur and oxygen are group 6 elements, and they form H2O and H2S.

When 30.0 g of Al (atomic weight 27.0) is heated in oxygen (atomic mass 16.0), an aluminum oxide, Al2O3, is formed. How much oxide should be obtained. Hint . . .56.7 g A Variation:How much (in g) oxygen is required?

When KClO3 is heated, it decomposes to give solid KCl and oxygen gas. If 0.500 mol O2 is collected, how many grams of KCl should be obtained? (Atomic wt: K, 39.098; Cl, 35.453) Hint . . .24.9 g Method suggestion:

For the reaction:
2 KClO3 = 2 KCl + 3 O2 the formulation suggestion is: 2 mole KCl 74.6 g KCl
0.50 mol O2 ------------ ------------ = ??.? g KCl
3 mol O2 1 mol KCl

A solution containing pure BaCl2 is treated with excess amounts of H2SO4, and the precipitate BaSO4 is collected and dried. If 13.2 g of BaSO4 are collected, how many moles of Cl- ions are left in the solution?Atomic wt: H, 1.008; O, 16.00; S, 32.06; Cl, 35.45; Ba, 137.33. Hint . . .0.113 mol

Variations:How much (in g) BaCl2 is present in the solution?How much silver nitrate is required to precipitate all the chloride ions?

The reaction is:
BaCl2 + H2SO4 = BaSO4 + 2 H+ + 2 Cl-. 0.0566 mole of Ba correspond to 0.113 mol of Cl- in BaCl2. Method Suggestion 1 mol BaSO4 2 mol Cl-
13.2 g ----------- ----------- = 0.113 mol
233.39 g 1 mol BaSO4

A power plant burns coal, and this process is equivalent to burning 999 kg of sulfur a day. How many kg of SO2 is emitted per day if the power plant does not have pollution control devices to recover the sulfur? Atomic wt: C, 12.00; O, 16.00; S, 32.06. Hint . . .1998 kg

Further consideration:The molecular weight of SO2 is about twice the atomic weight of S. Thus the weight of SO2 is twice that of S. Variations: How much (in mole and L) SO2 is generated per day?If all SO2 is converted to H2SO4, how much (in mol and kg) sulfuric acid is produced? (3055 kg)

How many moles of water will be formed when one mole of propane C3H8 is burned in an excess amount of air? Hint . . .4 molesC3H8 + 5 O2 = 3 CO2 + 4 H2O Skill:Work out a balanced reaction equation.

Variations:How many grams of water will be produced?How many moles of CO2 will be produced?

A mixture containing Na2SO4, but no other sulfate, is analyzed by precipitation with BaCl2. A 2.37 g mixture sample gave a 2.57 g BaSO4 precipitate.

What is the percentage of Na2SO4 in the mixture? Hint . . .66.0 %

Skill:The problem illustrates a strategy for chemical analysis.

When 2.33 g of CaCl2 and Ca(NO3)2 mixture gives 2.22 g of AgCl when Ag(NO3) is used as a reagent to precipitate the chloride Cl- ions. What is the percentage of CaCl2 in the mixture?

Atomic wt: N, 14.0; O, 16.0; Cl, 35.5; Ca, 40.1; Ag, 107.9. Hint . . .36.9 %

Skill:This problem also illustrates a strategy for chemical analysis.
© CChieh@UWaterloo.ca

Lecture: Reactions and Equations

Reaction Equations

Key terms

Energy, exothermic reaction, endothermic reactionPhysical reactions, chemical reactions, phase transitionsReactants, productsReaction stoichiometry

Skills to develop
To distinguish chemical changes from physical changes.
To write chemical equations to describe a chemical reaction.
To balance chemical equations.
To calculate the quantities of reactants required or the quantities produced in a chemical reaction.

Chemical Reaction Equations

Changes in a material or system are called reactions, and they are divided into chemical and physical reactions.
Energy is the driving force of all changes, both physical and chemical reactions. Energy is always involved in these reactions. If a system is more stable by losing some energy, a reaction takes place, releasing energy. Such a reaction is said to be exothermic. Supplying energy to a system also causes a reaction. Energy absorbing reactions are called endothermic reactions. Sometimes, the amount of energy involved in a reaction may be so small that the change in energy is not readily noticeable.

An equation can be used to describe a physical reaction, which involves a change of states. For example, melting, sublimation, evaporation, and condensation can be represented as follow.

In these equations, (s) stands for solid, (l) for liquid (l), and (g) for gas,

H2O(s) ® H2O(l) . . . melting
H2O(s) ® H2O(g) . . . sublimation
C2H5OH(l) ® C2H5OH(g) . . . evaporation
NH3(g) ® NH3(l) . . . condensationIn these changes, no chemical bonds are broken or formed, and the molecular identities of the substances have not changed.

Is the phase transition between graphite and diamond is a chemical or physical reaction?
C(graphite) ® C(diamond).

The crystal structures of diamond and graphite are very different, and bonding between the carbon atoms are also different in the two solid states. Because chemical bonds are broken and new bonds are formed, the phase transition of diamond and graphite is a chemical reaction.
Chemicals or substances change converting to one or more other substances, and these changes are called chemical reactions. At the molecular level, atoms or groups of atoms rearrange resulting in breaking and forming some chemical bonds in a chemical reaction. The substances undergoing changes are called reactants, whereas substances newly formed are called products. Physical appearances of products are often different from reactants. Chemical reactions are often accompanied by the appearance of gas, fire, precipitate, color, light, sound, or odor.

These phenomena are related to energy and properties of the reactants and products. For example, the oxidation of propane releases heat and light, and a rapid reaction is an explosion,
C3H8 + 5 O2 ® 3 CO2 + 4 H2O A balanced equation also shows a macroscopic quantitative relationship. This balanced reaction equation shows that five moles of oxygen reacts with one mole of propane generating three moles of carbon dioxide and four moles of water, a total of 7 moles of products in the combustion reaction.

At the molecular level, this equation shows that for each propane molecule, 5 oxygen molecules are required. The three carbon atoms are converted to three molecules of carbon dioxide, whereas the 8 hydrogen atoms in propane are oxidized to 4 water molecules. The numbers of H, C, and O atoms are the same on both sides of the equation.

We study properties of substances so that we know how to make use of them. Tendencies of a substance to react, either by itself or with others, are important chemical properties. Via properties, we understand chemical reactions, which are best studied by experimentation and observation. After you have performed many experiments, you may generalize certain rules and facts. Knowing these rules and facts enable you to solve problems that you have not yet encountered.

The most important aspect of a chemical reaction is to know what are the reactants and what are the products. For this, the best description of a reaction is to write an equation for the reaction. A chemical reaction equation gives the reactants and products, and a balanced chemical reaction equation shows the mole relationships of reactants and products. Often, the amount of energy involved in the reaction is given. Dealing with the quantitative aspect of chemical reactions is called reaction stoichiometry.

For example, when clamshells, CaCO3, are heated, a gas CO2 will be released, leaving a white powder (solid CaO) behind. This reaction is represented by the reaction as depicted in the picture, and the equation of the reaction is written as:
CaCO3 ® CaO + CO2The equation indicates that one mole of CaCO3 gives one mole each of CaO and CO2. Amounts of substances represented by chemical formulas have been introduced on the two previous pages, and these concepts should help to figure out the stoichiometry of reactions when a reaction equation is given.


Example 1
When 10.0 g pure calcium carbonate is heated and converted to solid calcium oxide CaO, how much calcium oxide should be obtained? If the only 5.0 grams CaO is obtained, what is the actual yield? Hint:Under ideal condition, amounts of substance in the reaction equation is as indicated below:
CaCO3 ® CaO + CO2100.0 . . . . . 56 . . . 44 g/mol (formula weights) 1 mol CaCO3 1 mol CaO 56 g CaO
10.0 g CaCO3 ------------ ----------- --------- = 5.6 g CaO
100 g CaCO3 1 mol CaCO3 1 mol CaO
DiscussionAn inefficient conversion is given here, but the method shows the details of consideration. If the amount of CaO obtained is not 5.6 g, one can conclude that the sample may not be pure.

Example 2
When 10.0 g pure calcium carbonate is heated and converted to solid calcium oxide CaO, how much CO2 at standard condition is released? Hint:
CaCO3 ® CaO + CO2 1 mol CO2 22.4 L CO2
10.0 g CaCO3 ----------- ----------- = 2.24 L CO2
100 g CaCO3 1 mol CO2

Discussion

We have taken a short cut in this formulation compared to Example 1. Example 1 and 2 illustrate the evaluation of quantities in g and in L.

Writing Equations for Chemical Reactions
Chemical reaction equations truly represent changes of materials. For many reactions, we may only be able to write equations for the overall reactions. For example, common sense tells us that when sugar is fully oxidized, carbon dioxide and water are the final products. The oxidation reaction is the same as the combustion reaction. Thus we write
C12H22O11 + 12 O2 ® 12 CO2 + 11 H2O This illustrates the methods used for writing balanced reaction equations:

Determine the reactants and productsIn this case, the products are CO2 and H2O, determined by common sense. We know that.

Apply the fundamental principle of conservation of atomsNumbers of atoms of each kind must be the same before and after the reactions.
Balance one type of atoms at a timeBR> We may use H or C to begin. Since there are 12 C atoms on the left, the coefficient is 12 for CO2. Similarly, 22 H atoms produce 11 H2O molecules.
Balance the oxygen atoms on both sides. There are a total of 35 O atoms on the right hand, and the coefficient for O2 should be 11.

Example 3
The compound N2O5 is unstable at room temperature. It decomposes yielding a brown gas NO2 and oxygen. Write a balanced chemical reaction equation for its decomposition. Hint:The first step is to write an unbalanced equation indicating only the reactant and products:
N2O5 ® NO2 + O2 A N2O5 molecule decomposes into two NO2 molecule, and half of O2.
N2O5 ® 2 NO2 + 1/2O2 In order to give whole number stoichiometric coefficients to the equation, we multiply all the stoichiometric coefficients by 2.
2 N2O5 ® 4 NO2 + O2 DiscussionThis example illustrate the steps used in writing a balance equation for a chemical reaction. This balanced equation does not tell us how a N2O5 molecule decompose, it only illustrate the overall reaction.

Example 4
When solutions of CaCl2 and AgNO3 are mixed, a white precipitate is formed. The same precipitate is also observed when NaCl solution is mixed with AgCH3CO2 solution. Write a balanced equation for this the reaction between CaCl2 and AgNO3. Hint:The common ions between NaCl and CaCl2 are Cl- ions, and Ag+ ions are common between the two silver containing compounds. The question illustrates a scientific deduction used in the determination of products. The product is AgCl, and the balanced reaction is
CaCl2 + 2 AgNO3 ® 2 AgCl + Ca(NO3)2 DiscussionIn reality, solutions of salts contain ions. In this case, the solutions contain Ca2+, Cl-, Ag+, and NO3- ions. The Cl- and Ag+ ions form an insoluble solid, and a precipitate is formed,
Cl- + Ag+ ® AgCl(s) Ca2+ and NO3- are by-stander ions.

Chemical Reactions
One of the most important topics in chemistry is chemical reaction. In this page, we only concentrate on the stoichiometry conveyed by reaction equations.

Other topics related to chemical reactions are:
Excess and Limiting Reagents or reactants left over or used upFeatures of chemical reactions or classification of reactionsChemical kinetics or reaction ratesReaction mechanism or how actually reaction proceedThe first two topics are included in this group, but the later topics will be discussed in another course (CHEM123).
Balancing Redox Reactions Balancing oxidation and reduction reaction equations is a little more complicated than what we discussed here. You have to have the skills to assign oxidation states, explain oxidation and reduction in terms of oxidation-state change, and write half reaction euqations. Then you will be able to balance redox reactions. All these are given in the next module on Chemical Reactions.

http://www.science.uwaterloo.ca/~cchieh/cact/c120/reaction.html

Chapter 8 Vocabulary

activity series of metals
complete ionic equation
balanced equation
decomposition reaction
catalyst
double-replacement reaction
chemical equation
net ionic equation
coefficient
single-replacement reaction
combination reaction
skeleton equation
combustion equation
spectator ion

Law of Conservation of Mass

http://www.youtube.com/watch?v=dExpJAECSL8

District 9 Week Assessment

Thursday and Friday classes.

Bellringer 7

Name the following ionic compounds:

Ca3(PO4)2
Mn(NO3)3
CoCO3

Naming Compounds Practice Worksheets

http://misterguch.brinkster.net/ioniccovalentworksheets.html

Ionic Compound Names and Formulas

For the list on the left, name the compound. For the list on the right, give the chemical formula that corresponds to the name

Name Formula
1) NaF 13) potassium fluoride
2) K2CO3 14) ammonium sulfate
3) MgCl2 15) magnesium iodide
4) Be(OH)2 16) copper (II) sulfite
5) SrS 17) aluminum phosphate
6) Cu2S 18) lead (II) nitrite
7) ZnI2 19) cobalt (II) selenide
8) Ca3(PO4)2 20) silver cyanide
9) NH4I 21) copper (II) bicarbonate
10) Mn(NO3)3 22) iron (II) oxide
11) FePO4 23) lithium cyanide
12) CoCO3 24) lead (IV) sulfite


Naming Covalent Compounds Worksheet

Write the formulas for the following covalent compounds:

1) antimony tribromide __________________________________

2) hexaboron silicide __________________________________

3) chlorine dioxide __________________________________

4) hydrogen iodide __________________________________

5) iodine pentafluoride __________________________________

6) dinitrogen trioxide __________________________________

7) ammonia __________________________________

8) phosphorus triiodide __________________________________


Write the names for the following covalent compounds:

9) P4S5¬ __________________________________

10) O2 __________________________________

11) SeF6 __________________________________

12) Si2Br¬6 __________________________________

13) SCl4 __________________________________

14) CH4 __________________________________

15) B2Si __________________________________

16) NF3 __________________________________

Bellringer 6

Complete the following table:

Element # Electrons # Valence Electrons Oxidation # (Charge)
Na
S
He
Ar
Si

Bellringer 5

Valence electrons are the electrons that

a. orbit the outside shell.
b. are stable.
c. do not have a charge.
d. have no energy.

Bellringer 4

What is the difference between a monatomic and polyatomic ion?

Common Ions

http://www.sciencegeek.net/APchemistry/APpdfs/charges.pdf

Lab 2: Naming Chemical Compounds

Table top exercise to match name of chemical compound to its formula.

Naming Chemical Compounds

This link will provide with you a series of videos on naming chemical compounds:

http://www.onlinemathlearning.com/chemical-names.html

Lecture, Chapter 6

Compounds

A compound is a group of atoms with a specific number and type of atoms arranged in a specific way. Exactly the same elements in exactly the same proportions are in every bit of the compound.
Example: Water is a compound composed of one oxygen atom and two hydrogen atoms. Each hydrogen atom is attached to an oxygen atom by a chemical bond. H2O is the formula for the compound, water.

If any other elements are attached, it is not water. For example, H2S is hydrogen sulfide. Hydrogen sulfide does not have the same types of atoms as water, so it is a different compound.
If a different number of atoms of hydrogen or oxygen are attached, it is not water. H2O2 is the formula for hydrogen peroxide. It might have the right elements in it to be water, but it does not have them in the right proportion. A molecule is a single formula of a compound joined by covalent bonds.

The Law of Constant Proportions states that a given compound always contains the same proportion by weight of the same elements.

Electron Configuration and Valence Electrons
In a stable atom, the number of electrons is equal to the number of protons.
Electrons in atoms are present in discrete orbits or "shells" around the nucleus of the atom.
There is a ranking or heirarchy of the shells, with the shells further from the nucleus having a higher energy.
The innermost electron shell holds only two electrons.
The outermost shell contains the valence electrons. The maximum number of electrons that can occupy the outer shell is eight. When there are eight electrons in the outer shell, it is said to have an octet of electrons.
The valence of an atom is the likely charge it will take on as an ion.
A valence is the amount of positive or negative charge on an ion of an element.
Example: Hydrogen only has one electron. It can lose an electron to become H+, a hydrogen ion, or it can gain an electron to become H-, a hydride ion.

The Octet Rule
The octet rule states that atoms are most stable when they have a full shell of 8 electrons in the outside electron shell.
Octet = 8
An atom with eight electrons in the outer shell is more stable than an atom which as fewer electrons in the outer shell.

The exception to this is Helium (atomic number 2) which only has two electrons in its outer shell. It has a full shell, so it is a stable inert element.

Valence electrons are the only electrons involved in chemical bonds.

Atoms will form chemical bonds with other atoms by either sharing electrons, or by transferring electrons in order to complete their octet and get 8 electrons in the outer shell.

Ions
In a stable atom, the number of electrons is equal to the number of protons.
An atom which has a different number of electrons than it does protons is called an ion.

Ions are charged particles. Types of ions:

Cation - A positively charged ion.A cation is an atom or group of atoms with a net positive charge, caused by the loss of one or more electrons. Examples: Na+, NH4+, Mg+2

Anion - a negatively charged ion.An anion is an atom or group of atoms with a net negative charge, caused by the gain of one or more electrons.Examples: F-, S2-, NO3-

Polyatomic ion - a group of atoms which function as a group and which has a net positive or negative charge (cation or anion).Examples: NH4+ or NO3-

The Periodic Chart can show how the octet rule works. All of the Group I elements have one electron in the outside shell and they all have a valence of plus one. Group I elements will lose that one electron in the outside shell, to become a single positive ion with a full electron shell of eight electrons (an octet) in the s and p subshells under it.

Bonding
A bond is an attachment among atoms. Atoms may be held together for any of several reasons, but all bonds have to do with the electrons (particularly the outside electrons) of atoms.
There are several types of bonds:

Ionic bonds occur due to a full electrical charge difference attraction.

Covalent bonds occur due to sharing electrons.
There are bonds that come about from partial charges or the position or shape of electrons about an atom.

Ionic Bonds
The attraction between a positive ion and a negative ion is an ionic bond.

Some atoms (such as metals) tend to lose electrons to make the outside ring of electrons more stable. When an atom loses electrons it becomes a positive ion (or cation) because the number of protons exceeds the number of electrons.

Other atoms tend to gain electrons to complete the outside electron ring. The non-metal ions tend to gain electrons to fill out the outer shell. When the number of electrons exceeds the number of protons, the ion is negative. (Non-metal ions and most of the polyatomic ions have a negative charge.)

Ionic compounds - composed of cations and anions which are ionically bonded to each other due to attractions of opposite charges
1. Cations and anions combine in a ratio that produces a neutral compound; smallest whole number ratio is used for formula of an ionic compound.
e.g., Na+ + Cl- --> NaCl (one of each is needed to balance the charges: +1 and -1)
Mg+2 + Cl- ---> MgCl2(two Cl's are needed to balance the charges since Cl is -1 and Mg is +2 charge)
2. Cation is listed first, then anion in the formula

http://facstaff.gpc.edu/~pgore/PhysicalScience/Naming-chemical-compounds.html

Bellringer 3

Hydrogen can readily donate its electron to form a ________ .

a. anion
b. cation
c. lion
d. bionic atom

Six Weeks Exam RETAKE

You have the opportunity to retake the six weeks exam Tuesday/Wednesday in class.

STUDY this weekend!

Bellringers
Notes
Vocabulary

Monday Madness Bus Routes

Monday Madness Bus Routes

To South Hills High School
5:20 PM WORTH HEIGHTS ELEM 184
5:24 PM RICHARD WILSON ELEM 165
5:28 PM HUBBARD ELEM 137
5:34 PM GREENBRIAR ELEM 134
5:38 PM SEMINARY HILLS PARK 226
5:46 PM ALICE CONTRERAS ELEMENTARY 220
5:52 PM SOUTH HILLS ELEM 167
5:57 PM WESTCREEK ELEM 178
6:00 PM SOUTH HILLS HIGH

From South Hills High School
8:00 PM SOUTH HILLS HIGH
8:05 PM WESTCREEK ELEM 178
8:12 PM SOUTH HILLS ELEM 167
8:17 PM ALICE CONTRERAS ELEMENTARY 220
8:24 PM RICHARD WILSON ELEM 165
8:27 PM WORTH HEIGHTS ELEM 184
8:32 PM HUBBARD ELEM 137
8:37 PM SEMINARY HILLS PARK 226
8:40 PM GREENBRIAR ELEM 134

Monday Madness

If you are wanting some extra help in any content area, come to South Hills Scorpion’s Monday Madness. Bussing and snacks is provided.

2009 - 2010 Schedule

Dates
October 19, 2009
October 26, 2009
November 2, 2009
November 16, 2009
November 30, 2009
December 7, 2009
December 14, 2009
January 11, 2010

Student Goal Setting/Conference

Name: ____________________________________ Grade:________________________
Subject:___________________________________ Date:_________________________

TAKS Objective

2007-08 TAKS
2008-2009 TAKS
Student Goal
Assessment 1

Assessment 2
Correct/
Tested
Correct/
Tested
Correct/
Tested
Correct/
Tested
Correct/
Tested
1. Understand the nature of science
2. Understand organization of living systems
3. Understand the interdependence of organisms and the environment
4. Understand the properties and structures of matter
5. Understand motion, forces, and energy


Total
Reuired for Passing

Scale Score

Required for Passing
2100
2100
2100


Required for Commended
2400
2400
2400
Te objective(s) I struggled in was/were: _________________________________________________________________________________________
_________________________________________________________________________________________
Assessment
Objective Covered
SE Covered
1.
2.
3.
4.
5.

Planned interventions to promote success:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

My Grades/Attendance/Missing Assignments:
GOAL
1ST
2ND
3RD
4th
5th
6th
My Reflection/ Goals:

____________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________

I am committed to success… No excuses!

Teacher Name_________________________________________ Date:_________________________
Student Signature______________________________________ Date:_________________________
Parent Signature_______________________________________ Date:_________________________

Sulfalicious! Video

http://animoto.com/play/GajBb9eWlM4tHIRaMefqPg?utm_source=project_complete_email&utm_medium=email&utm_campaign=project_complete_email&utm_content=challenger

To Make Your Own Videos Via Animoto

Thanks for signing-up to use Animoto in the classroom!

Your Classroom Code is:A4E10909lab

To learn how to set you & your students up with All-Access via yourClassroom Code, go to:http://animoto.com/education/getting_started

To download a printable "How-to Use Your Classroom Code" guide foryour students, go to:http://biz.animoto.com/education/classcode_sm.pdf

Bellringer 2

Bass populations in North Texas lakes have been on a slow decline. Water samples from the area lake near a nuclear plant indicate a pH of 4 where a year prior it was at an optimum of pH 7. What information can you deduct from this information?

a. Bass are swimming elsewhere.
b. Bass are jumping out of the water.
c. The water is contaminated.
d. Overfishing.

Bellringer 1

Sucrose reacted with sulfuric acid to produce the following:

25 grams of carbon
12 grams of sulfur
9 grams of hydrogen
7 grams of oxygen

Calculate the percent produced of each product.

Homework 1: Chapter 6

Chapter 6, Page 47-48

Second Six Weeks Begins!

The second six weeks begins this week. Let's start out the some goals:

1. How am going to improve this six weeks?
2. What do I want to focus on?

Chapter 6 Vocabulary

Make sure you take the time to define the following words:

anion
ion
molecular formula
binary compound
ionic compound
molecule
cation
law of definite proportions
monatomic ion
chemical formula
law of multiple proportions
polyatomic ion
formula unit
molecular compound
ternary compound

Class Survey

Link to the following survey and complete it, earn a free homework pass.

http://www.surveymonkey.com/s.aspx?sm=rDN3C9W1qV17ulEIyZgEEA_3d_3d

Lab 1: pH

The pH scale ranges from 0 to 14. It measures the acidity or basicity of a solution.
A pH of 7 means it is a neutral solution. Pure water has a pH of 7.

A pH of less than 7 means the solution is acidic. A pH of more than 7 means the solution is basic.

The less pH, the more acidic the solution is. The more pH, the more basic the solution is.

pH stands for the power of H, or the amount of H+ ions acids or bases take or contribute in solution. pH equals the negative log of the concentration of H+.pH = -log[H+]When the concentration of H+ ions in a solution is 10-14, the pH is 14. In pure water, the average concentration of H+ ions is 10-7.

You will be performing a pH test on different solutions. You will determine the pH of the solutions with test strips and compare them to pH color chart. You will identify the similarities and differences of the different solutions.

For a chart of the pH scale, go to
http://staff.jccc.net/PDECELL/chemistry/phscale.html

http://www.johnkyrk.com/pH.html

Lab Journals Check

Lab Journals will be graded the week of Oct 5. Please make sure you have all labs and bellringers in your journal.

In-Class Assignment

Review Chapter 5
Problems, page 129 #42, page 131, #1-5
Write the question.

Library Lab Days

Due to scheduling conflicts, we will be going to the library Sept 30 "B" and Oct 5 "A" for project research.

Vocabulary: Water Unit

polarity
hydrogen bond
solvent
covalent bond
cohesion
adhesion
pH

1st Six Weeks Exam

Thursday and Friday, Oct. 1-2

Mixtures, Compounds and Elements
Periodic Table
Atomic Math
Atomic Theory

TAKS Benchmark

Bellringer 13

Which of the following statements accurately describes water?

I. Water is a polar molecule.
II. Water dissolves other polar substances.
III. Water has one positive and one negative end.
IV. Water is known as the universal solvent.

a. I, II
b. II, III
c. I, II, III
d. I, II, III, IV

The Water Molecule

This week we will discuss the properties of the water molecule. Due to its structure, the ability of the water molecule to bond with other substances makes it unique and the universal solvent for many substances.

The link will give you an overall view of the water molecule:

http://www.chem1.com/acad/sci/aboutwater.html

Lab 4: "We are Family"

Objective:

Today's lab will focus on the grouping of families of elements. Their characteristics and behavior are the same but their reactivity towards each other is different. You will be forming compounds with elements from the same family and observe its reaction.

Bellringer 12

Match the word to its definition.

Atomic Radius __
Electronegativity (Affinity) __
Ionization Energy __
Reactivity __

A. the amount of energy required to remove the outmost electron. It is closely related to electronegativity

B. an atom's 'desire' to grab another atom's electrons

C. refers to how likely or vigorously an atom is to react with other substances. This is usually determined by how easily electrons can be removed (ionization energy) and how badly they want to take other atom's electrons (electronegativity) because it is the transfer/interaction of electrons that is the basis of chemical reactions

D. an indication of the atom's volume

Bellringer 11

Which element is in Group 3, Period 4?

Which of the following element is NOT a metal?
a. Li
b. Mg
c. Al
d. Br

Which of the following element is NOT found in air?
a. C
b. O
c. Ne
d. H

Summary of Trends in the Periodic Table

SUMMARY OF TRENDS IN THE PERIODIC TABLE can be found at this site
http://www.avon-chemistry.com/p_table_lecture.html

Summary of Trends

Moving Left --> Right

Atomic Radius Decreases
Ionization Energy Increases
Electronegativity Increases

Moving Top --> Bottom
Atomic Radius Increases
Ionization Energy Decreases
Electronegativity Decreases

Periodic Table Vocabulary

VOCABULARY:
Isoelectronic Elements: are elements that have the same electron configuration.

Periodic Law: The properties of the elements are a periodic function of their atomic numbers.

Periodic Table: A pictorial arrangement of the elements based upon their atomic numbers and electron configurations.

Transition Element: An element whose highest energy electron is in the d orbital.

Lanthanoid Series: Fourteen elements beginning with lanthanum in which the highest energy electrons to be in the 4f sublevel.

Actinoid Series: Fourteen elements beginning with actinium in which the highest energy electrons to be in the 5f sublevel.

Period: A horizontal row on the periodic table.

Group: The elements of a vertical column in the periodic table.

Octet Rule: An especially stable arrangement of four pairs of electrons in the outer energy level of an atom.

Family: The elements composing a vertical column of the periodic table.

Metal: An element that tends to lose electrons in chemical reactions.

Nonmetal: An element that tends to gain electrons in chemical reactions.

Metalloid: An element that has properties characteristic of a metal and a nonmetal.

Period Table of Element....More trends....

Review
Period - a row of elements on the periodic table. Remember that sentences are written in rows and end with a period.

Group - a column of elements on the periodic table. Remember that group is spelled group and groups go up and down.

Atomic Radius - Atomic radius is simply the radius of the atom, an indication of the atom's volume.

Period - atomic radius decreases as you go from left to right across a period.
Why? Stronger attractive forces in atoms (as you go from left to right) between the opposite charges in the nucleus and electron cloud cause the atom to be 'sucked' together a little tighter.

Group - atomic radius increases as you go down a group.
Why? There is a significant jump in the size of the nucleus (protons + neutrons) each time you move from period to period down a group. Additionally, new energy levels of elections clouds are added to the atom as you move from period to period down a group, making the each atom significantly more massive, both is mass and volume.

Electronegativity - Electronegativity is an atom's 'desire' to grab another atom's electrons.

Period - electronegativity increases as you go from left to right across a period.
Why? Elements on the left of the period table have 1 -2 valence electrons and would rather give those few valence electrons away (to achieve the octet in a lower energy level) than grab another atom's electrons. As a result, they have low electronegativity. Elements on the right side of the period table only need a few electrons to complete the octet, so they have strong desire to grab another atom's electrons.

Group - electronegativity decreases as you go down a group.
Why? Elements near the top of the period table have few electrons to begin with; every electron is a big deal. They have a stronger desire to acquire more electrons. Elements near the bottom of the chart have so many electrons that loosing or acquiring an electron is not as big a deal. This is due to the shielding affect where electrons in lower energy levels shield the positive charge of the nucleus from outer electrons resulting in those outer electrons not being as tightly bound to the atom.

Ionization Energy - Ionization energy is the amount of energy required to remove the outmost electron. It is closely related to electronegativity.

Period - ionization energy increases as you go from left to right across a period.
Why? Elements on the right of the chart want to take others atom's electron (not given them up) because they are close to achieving the octet. The means it will require more energy to remove the outer most electron. Elements on the left of the chart would prefer to give up their electrons so it is easy to remove them, requiring less energy (low ionization energy).

Group - ionization energy decreases as you go down a group.
Why? The shielding affect makes it easier to remove the outer most electrons from those atoms that have many electrons (those near the bottom of the chart).

Reactivity - Reactivity refers to how likely or vigorously an atom is to react with other substances. This is usually determined by how easily electrons can be removed (ionization energy) and how badly they want to take other atom's electrons (electronegativity) because it is the transfer/interaction of electrons that is the basis of chemical reactions.

Metals

Period - reactivity decreases as you go from left to right across a period.

Group - reactivity increases as you go down a group
Why? The farther to the left and down the periodic chart you go, the easier it is for electrons to be given or taken away, resulting in higher reactivity.Non-metals

Period - reactivity increases as you go from the left to the right across a period. Group - reactivity decreases as you go down the group.
Why? The farther right and up you go on the periodic table, the higher the electronegativity, resulting in a more vigorous exchange of electron.

Ionic Radius vs. Atomic Radius

Metals - the atomic radius of a metal is generally larger than the ionic radius of the same element.
Why? Generally, metals loose electrons to achieve the octet. This creates a larger positive charge in the nucleus than the negative charge in the electron cloud, causing the electron cloud to be drawn a little closer to the nucleus as an ion.

Non-metals - the atomic radius of a non-metal is generally smaller than the ionic radius of the same element.
Why? Generally, non-metals loose electrons to achieve the octet. This creates a larger negative charge in the electron cloud than positive charge in the nucleus, causing the electron cloud to 'puff out' a little bit as an ion.

Melting Point

Metals - the melting point for metals generally decreases as you go down a group.

Non-metals - the melting point for non-metals generally increases as you go down a group.

from http://www.geocities.com/CapeCanaveral/Lab/4097/chem/chap4/periodictrends.html

Bellringer 10

The three major groups of elements on the periodic table are:

a. Metals, non-metals, gases
b. Metals, mettaloids, gases
c. Metals, alkalines, lactinides
d. Metals, alkaline earth metals, gases

In Class Assignment

Groups were assigned a period of the periodic table. They are to create a table listing each element of the period, the atomic number, mass, protons, neutrons and electrons.

Homework 3: Periodic Table Element Puzzle

http://sciencespot.net/Media/ptblpuzzle.pdf

Bellringer 9

Which statement is true?

a. There are 18 groups and 7 periods on the periodic table.
b. There are 18 periods and 7 groups on the periodic table.
c. There are 18 classes and 7 kingdoms on the periodic table.
d. There are 18 families and 7 groups on the periodic table.

Color Coding the Periodic Table

Color Coding the Periodic Table
Student Information Sheet

The Periodic Table is a list of all the known elements. It is organized by increasing atomic number. There are two main groups on the periodic table: metals and nonmetals. The left side of the table contains elements with the greatest metallic properties. As you move from the left to the right, the elements become less metallic with the far right side of the table consisting of nonmetals. The elements in the middle of the table are called “transition” elements because they are changed from metallic properties to nonmetallic properties. A small group whose members touch the zigzag line are called metalloids because they have both metallic and nonmetallic properties.
The table is also arranged in vertical columns called “groups” or “families” and horizontal rows called “periods.” Each arrangement is significant. The elements in each vertical column or group have similar properties. Group 1 elements all have the electron in their outer shells. This gives them similar properties. Group 2 elements all have 2 electrons in their outer shells. This also gives them similar properties. Not all of the groups, however, hold true for this pattern. The elements in the first period or row all have one shell. The elements in period 2 all have 2 shells. The elements in period 3 have 3 shells and so on.
There are a number of major groups with similar properties. They are as follows:
Hydrogen: This element does not match the properties of any other group so it stands alone. It is placed above group 1 but it is not part of that group. It is a very reactive, colorless, odorless gas at room temperature. (1 outer level electron)
Group 1: Alkali Metals – These metals are extremely reactive and are never found in nature in their pure form. They are silver colored and shiny. Their density is extremely low so that they are soft enough to be cut with a knife. (1 outer level electron)
Group 2: Alkaline-earth Metals – Slightly less reactive than alkali metals. They are silver colored and more dense than alkali metals. (2 outer level electrons)
Groups 3 – 12: Transition Metals – These metals have a moderate range of reactivity and a wide range of properties. In general, they are shiny and good conductors of heat and electricity. They also have higher densities and melting points than groups 1 & 2. (1 or 2 outer level electrons)
Lanthanides and Actinides: These are also transition metals that were taken out and placed at the bottom of the table so the table wouldn’t be so wide. The elements in each of these two periods share many properties. The lanthanides are shiny and reactive. The actinides are all radioactive and are therefore unstable. Elements 95 through 103 do not exist in nature but have been manufactured in the lab.
Group 13: Boron Group – Contains one metalloid and 4 metals. Reactive. Aluminum is in this group. It is also the most abundant metal in the earth’s crust. (3 outer level electrons)
Group 14: Carbon Group – Contains on nonmetal, two metalloids, and two metals. Varied reactivity. (4 outer level electrons)
Group 15: Nitrogen Group – Contains two nonmetals, two metalloids, and one metal. Varied reactivity. (5 outer level electrons)
Group 16: Oxygen Group – Contains three nonmetals, one metalloid, and one metal. Reactive group. (6 outer level electrons)
Groups 17: Halogens – All nonmetals. Very reactive. Poor conductors of heat and electricity. Tend to form salts with metals. Ex. NaCl: sodium chloride also known as “table salt”. (7 outer level electrons)
Groups 18: Noble Gases – Unreactive nonmetals. All are colorless, odorless gases at room temperature. All found in earth’s atmosphere in small amounts. (8 outer level electrons)
Color Coding the Periodic Table
Student Worksheet

This worksheet will help you understand how the periodic table is arranged. Your teacher will give you a copy of the periodic table to color. Using map pencils, color each group on the table as follows:

1. Color the square for Hydrogen pink.
2. Lightly color all metals yellow.
3. Place black dots in the squares of all alkali metals.
4. Draw a horizontal line across each box in the group of alkaline earth metals.
5. Draw a diagonal line across each box of all transition metals.
6. Color the metalloids purple.
7. Color the nonmetals orange.
8. Draw small brown circles in each box of the halogens.
9. Draw checkerboard lines through all the boxes of the noble gases.
10. Using a black color, trace the zigzag line that separates the metals from the nonmetals.
11. Color all the lanthanides red.
12. Color all the actinides green.

When you are finished, make a key that indicates which color identifies which group.

Period Table Assignments

http://www.nclark.net/PeriodicTable

Adopt An Element Project

Project Timeframe

Sept 18 Assignment- Begin Reading

Sept 30/Oct 1 Library Research

Due Oct 7

Requirements:

1) Complete an Adopt An Element information sheet. (60% of grade)

You may use a variety of reference sources. Possible ideas are encyclopedias (book

or CD Rom), science encyclopedias, science catalogs, magazines, and/or Internet sites*.

Information sheets must be neat, written in black ink, and contain all the information

requested. You also need to provide a list of your sources on the back of your

information sheet. A minimum of three sources are required.

2) Create an advertisement for your element. (40% of grade)

The advertisement must include the element’s name, symbol, atomic number,

atomic mass, cost, and an advertising slogan that describes one or more of its important

uses. Advertisements must be neat, colorful, and contain all the information listed

above. You may add pictures that relate to your advertisement theme.

Be sure to include:

Ö Element’s symbol

Ö Element’s name

Ö Atomic number

Ö Atomic mass

Ö Ad slogan

Ö Cost

Ö Your name

You may add pictures or

drawings that illustrate

the various uses for your

element.

Your ad must follow

the same format

as this example!

Atomic Number

33 74.9

As

Arsenic

Arsenic’s a sure fire way

to deal with a nasty rat,

It works better than

a mean old cat!

Cost = $3.20 for 1 gram

John Smith

Atomic Mass

Symbol & Name

Slogan

Cost

Name

Introduction to the Periodic Table

History

Mendeleev

Organization

Periods, Groups, Families

Trends

Atomic Radii

Ionization

Electricity

Bellringer 8

Determine the number of protons, neutrons and electrons for the following elements:

S

Cu

Fe

Periodic Table

Cool Periodic Table

http://www.ptable.com/

Atomic Math Games, Periodic Table and Videos

Link to the following for a copy of the periodic table:

http://www.nysedregents.org/testing/reftable/archreftable/chempertable.pdf

For Atomic Math Calculations Game, go to

http://education.jlab.org/elementmath/index.html

For a video to explain atomic number and mass, go to

http://www.nysedregents.org/testing/reftable/archreftable/chempertable.pdf

History of Development of the Atomic Theory

For history of the atomic theory and the scientists responsible for shaping the schools of thought, go to:

http://www2.gsu.edu/~mstjrh/atomictheory.html

Dalton's Atomic Theory

Dalton's Atomic Theory

1) All matter is made of atoms. Atoms are indivisible and indestructible.
2) All atoms of a given element are identical in mass and properties
3) Compounds are formed by a combination of two or more different kinds of atoms.
4) A chemical reaction is a rearrangement of atoms

Bellringer 7

Atoms contain

a. protons
b. electrons
c. neutrons
d. all of the above

Chapter 3, 5 Vocabulary

Chapter 5

alkali metals
group
nonmetal
alkaline earth metal
halogen
nucleus
atom
inner transition metal
period
atomic mass
isotope
periodic law
atomic mass unit (amu)
mass number
periodic table
atomic number
metal
proton
cathode ray
metalloid
representative element
Dalton’s atomic theory
neutron
transition metal
electron
noble gas


Chapter 3

absolute zero
hydrometer
qualitative measurement
accepted value
International System of Units (SI)
quantitative measurement
accuracy
Kelvin scale
scientific notation
Celsius scale
kilogram (kg)
significant figures
density
liter (L)
specific gravity
error
meter (m)
temperature
experiment
percent error
volume
gram (g)
precision
weight

Chapter & Section 14-1
inner transition metal
representative element
noble gas
transition metal

Extra Credit: Separation of Mixture Quiz

Go to this link, answer the quiz and print your results.

http://www.gcsescience.com/q/qelcomsep.html

Lab 3: Separation of Mixtures

Objective:

Separate a mixture by physical methods.

Differentiate between compounds, mixtures, substances and elements.

Materials:

a mixture of different substances

funnel

filter paper

beaker

hot plate

strainer

magnet

Procedure:

Lab group will seperate the mixture by physical methods and identify the substances.

Filtration

Boiling

Sifting

Questions:

What were the substances in your mixture?

Name one compound found in the mixture.

Name an element found in the mixture.

Diagram the mixture and the steps you took to separate it.

Bellringer 6

An element is a substance

a. with a low boiling point

b. with a high boiling point

c. composed of only one type of atom

d. composed of many types of atoms

Visuals of Elements, Compound and Mixture

Compounds, Mixtures and Elements

Here's a good resource for definitions of

compounds, mixtures, elements and seperation methods

http://www.docbrown.info/page01/ElCpdMix/EleCmdMix.htm#Introduction

Seperation Techniques

Distillation

METHODS of SEPARATING MIXTURES and purifying substances

---

Simple Distillation

Distillation involves 2 stages and both are physical state changes.

(1) The liquid or solution mixture is boiled to vaporise the most volatile component in the mixture (liquid ==> gas). The ant-bumping granules give a smoother boiling action.

(2) The vapour is cooled by cold water in the condenser to condense (gas ==> liquid) it back to a liquid (the distillate) which is collected.

This can be used to purify water because the dissolved solids have a much higher boiling point and will not evaporate with the steam, BUT it is too simple a method to separate a mixture of liquids especially if the boiling points are relatively close.

Fractional Distillation

Fractional Distillation

Fractional distillation involves 2 main stages and both are physical state changes. It can only work with liquids with different boiling points. However, this method only works if all the liquids in the mixture are miscible (e.g. alcohol/water, crude oil etc.) and do NOT separate out into layers like oil/water.

(1) The liquid or solution mixture is boiled to vaporise the most volatile component in the mixture (liquid ==>gas). The ant-bumping granules give a smoother boiling action.

(2) The vapour passes up through a fractionating column, where the separation takes place (theory at the end). This column is not used in the simple distillation described above.

(3) The vapour is cooled by cold water in the condenser to condense (gas ==> liquid) it back to a liquid (the distillate) which is collected.

This can be used to separate alcohol from a fermented sugar solution.

It is used on a large scale to separate the components of crude oil, because the different hydrocarbons have different boiling and condensation points (see oil).

FRACTIONAL DISTILLATION THEORY:

Imagine green liquid is a mixture of a blue liquid (boiling point 80^oC) and a yellow liquid (boiling point 100^oC), so we have a coloured diagram simulation of a colourless alcohol and water mixture! As the vapour from the boiling mixture enters the fractionating column it begins to cool and condense. The highest boiling or least volatile liquid tends to condense more i.e. the yellow liquid (water). The lower boiling more volatile blue liquid gets further up the column. Gradually up the column the blue and yellow separate from each other so that yellow condenses back into the flask and pure blue distils over to be collected. The 1st liquid, the lowest boiling point, is called the 1st fraction and each liquid distils over when the top of the column reaches its particular boiling point to give the 2nd, 3rd fraction etc.

To increase the separation efficiency of the tall fractionating column, it is usually packed with glass beads, short glass tubes or glass rings etc. which greatly increase the surface area for evaporation and condensation.

In the distillation of crude oil the different fractions are condensed out at different points in a huge fractionating column. At the top are the very low boiling fuel gases like butane and at the bottom are the high boiling big molecules of waxes and tar.

Chromatography

Paper or Thin Layer Chromatography

This method of separation is used to see what coloured materials make up e.g. a food dye analysis.

The material to be separated e.g. a food dye (6) is dissolved in a solvent and carefully spotted onto chromatography paper or a thin layer of a white mineral material on a glass sheet. Alongside it are spotted known colours on a 'start line' (1-5).

The paper is carefully dipped into a solvent, which is absorbed into the paper and rises up it. The solvent may be water or an organic liquid like an alcohol (e.g. ethanol) or a hydrocarbon, so-called non-aqueous solvents. For accurate work the distance moved by the solent is marked on carefully with a pencil and the distances moved by each 'centre' of the coloured spots is also measured. These can be compared with known substances BUT if so, the identical paper and solvent must be used (See R_f values below).

Due to different solubilities and different molecular 'adhesion' some colours move more than others up the paper, so effecting the separation of the different coloured molecules.

Any colour which horizontally matches another is likely to be the same molecule i.e. red (1 and 6), brown (3 and 6) and blue (4 and 6) match, showing these three are all in the food dye (6).

The distance a substance moves, compared to the distance the solvent front moves (top of grey area on 2nd diagram) is called the reference or R_f valueand has a value of 0.0 (not moved - no good), to 1.0 (too soluble - no good either), but R_f ratio values between 0.1 and 0.9 can be useful for analysis and identification.

R_f = distance moved by dissolved substance (solute) / distance moved by solvent.

Some technical terms: The substances (solutes) to be analysed must dissolve in the solvent, which is called the mobile phase because it moves. The paper or thin layer of material on which the separation takes place is called the stationary or immobile phase because it doesn't move.

It is possible to analyse colourless mixture if the components can be made coloured e.g. protein can be broken down into amino acids and coloured purple by a chemical reagent called Ninhydrin and many colourless organic molecules fluoresce when ultra-violet light is shone on them. These are called locating agents.

Thin layer chromatograpy (t.l.c) is where a layer of paste is thinly and evenly spread on e.g. a glass plate. The paste consists of the solid immobile phase like aluminium oxide dispersesd in a liquid such as water. The plate is allowed to dry and then used in the same way as paper chromatography.

Crystallization

Filtration

Go to this link to view seperation diagrams:

http://www.gcsescience.com/e4-mixture-separation.htm

Secret Words

P1 Ductile
P2 Density
P4 Viscosity
P5 Malleability
P7 Conductivity
P8 Matter

Chemistry Glossary and Homework Resource

For homework help, glossary and chemistry games, go to

http://highschoolace.com/ace/chemistry.cfm

Quiz 1-Friday Sept 4 (A) and Tuesday Sept 8 (B)

This will cover the content from week 1-3 of of school. This includes:
1. Lab Safety
2. Lab Equipment
3. Scientific Method
4. Metric System
5. Matter
6. Physical and Chemical Changes

Bellringer 5

Distinguish between density and viscosity and provide examples of each.

Physical and Chemical Properties

Physical Properties Can Be Described by its...

Boiling Point
Freezing Point
Ductile
Malleability
Conductivity
Viscosity
Density

Can you describe and differentiate these words?

5 Signs of Chemical Change:
1. Change in color
2. Production of gas
3. Change in mass
4. Form precipitate
5. Produce energy

Lab 2

Objectives
Differentiate between physical and chemical changes.
Make measurements using various types of lab equipment.
Compare density to viscosity.

Procedure
Lab teams will travel to six stations. At each station is a task to be performed by the lab team. Follow the instructions at each station and record your findings. Each team member will assume one of four roles – materials manager, facilitator, timer and recorder during this lab. All safety precautions should be taken to prevent any exposures to hazards.

Station 1 Density
Using the scale provided, weigh each bar of soap (mass). Using its dimensions (l x b x h), calculate its volume. Determine the density of each bar of soap. (D=m/v)

Question
What is different about the two bars of soap? Which bar of soap is a better value?

Station 2 Viscosity
Rank the substances by viscosity.
__ oil
__ water
__ honey
___ hair gel

Explain your choices.

Station 3
Crush the sample tablet. Place the pieces in the film canister. Add a little bit of water and quickly close the canister and turn it upside down. Step back from the canister and observe the reaction. Make sure you do not point the canister at any person. Goggles are needed during this experiment.

Question
Is this a chemical or physical change?

Station 4
Grab a handle of detergent. Do not let go. Dip your entire hand in the water bucket. Note the feeling in your hand and record your observations.

Question
What did you feel in your hand? Is this a chemical or physical change?

Station 5
Light a candle. Notice what is happening to the wax and record your observations.

Question
Is this a chemical or physical change?

Station 6

Place a small amount of sugar in the dish. Drop several drops of sulfuric acid to the sugar. Note the reaction and record your observations.

Question
Is this is chemical or physical change?

Homework 2: Section 2.2 of Guided Reading/Workbook

Classifying Mixtures, page 11-12

Mixtures, Compounds and Substances

Objective: Distinguish between mixtures, compounds and substances.

Separation of Mixtures Lab

Physical and Chemical Properties

Objective: Distinguish between physical and chemical changes

Physical and Chemical Changes Lab

Bellringer 4

Indicate if the following is a physical or chemical change:
a. carmelized sugar
b. melting of metal
c. diced tomatoes
d. mold on cheese
e. ice melting
f. alcohol burning
g. lathering soap
h. cutting down a tree

Homework 1: Metric Conversions

Metric Measurement Conversion



Directions: Write the equivalent measure for the problem.



1. 40 ml = _______ L
2. 5000 L = _______ kl
3. 8 g = _______ kg
4. 12000 L = _______ kl
5. 50 mg = _______ g
6. 6000 m = _______ km
7. 200 kg = _______ g
8. 10000 g = _______ kg
9. 500 ml = _______ L
10. 1 L = _______ ml
11. 4000 L = _______ kl
12. 400 cm = _______ m
13. 20 ml = _______ kl
14. 7000 ml = _______ L
15. 7 cm = _______ mm
16. 9000 L = _______ ml
17. 6 m = _______ mm
18. 1000 cm = _______ m
19. 11 km = _______ m
20. 80 mg = _______ kg
21. 3 m = _______ mm

Bellringer 3

Calculate the following conversions:

1. 643.34 cm = _____ m
2. 23.1 m = _____dm
3. 957.3 mm = _____ km
4. 34.2 in = ______ meter
5. 8.2 quarts = ____ liters

Round each to 3 significant figures

1. 23.35
2. 5.492
3. 96.26

Bellringer 2

Based on the graph, the density of Liquid A is
a. 0.25 g/mL
b. 4 g/mL
c. 15 g/mL
d. 100 g/mL
(D = m/v)

What is Matter?

Concept Mapping on Matter
Physical and Chemical Properties
Metrics, Measurement and Math in Science
Metric System, Significant Figures, Conversions, Charts, Graphs

Scientific Method Review

Instructions:

In each set below, you are to arrange the information in the logical order of the scientific method. Match each step with the following:

1- Problem
2- Hypothesis (educated guess before experimentation)
3- Experiment and observations
4- Conclusion (based on experimentation)


I. Moose
_______ Yes, I believe that a moose likes raspberries
_______ A moose does not like raspberries because he
Will not eat them even when they are placed in
His feeding area
_______ Locate a moose. Place in his usual feeding area
A large bowl of raspberries and observe for
Several feedings.
_______ Does a moose like raspberries?

II. Eagles
_______ How high do eagles nest?
_______ After measuring 3 nests, it seems they nest no
More than 50 feet off the ground
_______ Eagles nest at least 75 feet up on cliffs
_______ Spot a nest and climb toward it. When you
Reach it, start measuring with a tape measure
As you proceed back down.

III. Angel Fish
_______ After several days, 4 were left. Therefore cannibalism
Results when 50 angel fish are placed in a 5 gallon
Aquarium without food for several days
_______ Place 50 angel fish in a 5 gallon aquarium and observe
For several days without feeding them.
_______ No, cannibalism will not result.
_______ Will angel fish exhibit cannibalism when 50 are placed in
A 5 gallon aquarium without feeding for several days?

IV. Dog
_______ Based upon several observations, colored lights have no
Effect upon my dog’s feeding habits.
_______ Yes, my dog will eat better under red light.
_______ Does my dog eat better when exposed to a particular color
Of light?
_______ Observe the dog’s feeding habits for several days, using a
Different colored light each time.


V. Sponges
_______ Dive down and observe for several hours. Note the
Predators. Make photographs and then identify them
Later.
_______ After 3 days of study and observation with an underwater
Camera, only small tropical fish feed upon the sponge.
_______ What marine life feeds upon sponges?
_______ Sharks feed upon sponges.

Lab 1: Safety Scenes

Class divided into lab groups, identify the right/wrong of lab safety scenes.

Interactive Journals

Powerpoint- the creation of interactive journals and its application in writing science based experiments using scientific method.

Chapter 1 and 2 Vocabulary

Chapter 1

analytical chemistry	hypothesis	physical chemistry
biochemistry	inorganic chemistry	scientific law
chemistry	observation	scientific method
experiment	organic chemistry	theory

Chapter 2

chemical property	homogeneous mixture	physical change
chemical reaction	law of conservation of mass	physical property
chemical symbol	liquid	product
compound	mass	reactant
distillation	matter	solid
element	mixture	solution
gas	phase	substance
heterogeneous mixture		vapor