student guidebook luke & trisha gilkerson

STUDENT GUIDEBOOKLuke & Trisha Gilkerson

Experience Chemistry: Student Guidebook Intoxicated on Life

Copyright © 2021 by Trisha Gilkerson

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WELCOME TO EXPERIENCE CHEMISTRY

!is Student Guidebook was designed for students in the Experience Chemistry online course. Simply follow along with the weekly lecture videos and "ll in the blanks as you go. Sections for extra notes have been provided as well: use these to draw helpful diagrams or take extra notes you "nd particularly useful during the lecture. At the beginning of each lesson, you’ll "nd a list of terms that might be unfamiliar to you. Be sure to familiarize yourself with these terms and use them as you spend time studying each week.

Along the way, you’ll also "nd study guides for the quarterly exams. Each exam covers material from that quarter only, and these study guides will provide you with terms, questions, and concepts you should be familiar with before taking your exams.

We’re excited to have you join the adventure as we explore the world God made!

We’ll see you inside the course!

Trisha Gilkerson

LESSON 1

INTRODUCTION TO CHEMISTRY AND

THE SCIENTIFIC METHODIn this lesson, we will answer the questions “What is chemistry?” and “Why should we study chemistry?” !e scienti"c method is reviewed as it helps us study and explore the world around us. !e major themes of chemistry are introduced as we begin observing how God’s creation is beautifully organized, right down to the structure and behavior of atomic particles.

Vocabulary

EXPERIENCE CHEMISTRY LESSON 1 PAGE 1

Atom

Chemistry

Compound

Dependent variable

Electron

Element

Independent variable

!e law of conservation of energy

!e law of conservation of mass

Mass

Matter

Neutron

Proton

Qualitative

Quantitative

Scienti#c method

Weight

OUTLINE & NOTESLESSON 1A

I. The Study of Chemistry A. Chemistry is the _____________________________________________________ and the

____________________________________________

B. Matter is anything that has ___________________ and takes up ______________________

1. Mass is the measure of the _______________________________________ in a substance

2. Weight is the amount of force exerted on an object, due to _________________________

3. Mass is not ______________________________ , but weight is

C. Atoms: ___________________________________________________________________

1. Atoms are __________________ of three _____________________________________

a. ______________________________

b. ______________________________

c. ______________________________

PAGE 2 LESSON 1 EXPERIENCE CHEMISTRY

2. !e nucleus is the ___________________ of the atom and contains _________________

and ___________________________________

a. Protons are _________________________________________

b. Neutrons have ______________________________________

3. !e nucleus is ________________________ by ________________________ zipping

around in ______________________________

a. Electrons are ________________________________________

b. Atoms ____________________ with one another to _________________________

with ____________________

D. Element: a substance made up of _______________________________________________

(the ____________________ of ____________________ indicates the ______ of element)

E. Compound: _______________________________________________________________

II. Chemical ReactionsA. All ____________________ involve ____________________

B. !e law of ________________________________ : matter cannot be ______________ or

____________________ in a chemical reaction, but it can ___________________________

C. !e law of ________________________________ : energy cannot be ______________ or

____________________ in a chemical change, but it can ____________________________

1. ______________________ reaction: energy is __________________ or _____________

in a reaction

2. ______________________ reaction: energy is released or _______________ in a reaction

III. What are some ways chemistry impacts your life? ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


LESSON 1 EXPERIENCE CHEMISTRY

OUTLINE & NOTESLESSON 1B

I. Branches of ChemistryA. Organic: _________________________________________________________________

B. Analytical: ________________________________________________________________

__________________________________________________________________________

C. Physical: __________________________________________________________________

D. Inorganic: _________________________________________________________________

E. Biochemistry: ______________________________________________________________

II. Scientific MethodA. A set of _____________________ and _____________________ used to investigate a

_____________________ or _____________________

B. Steps in the scienti#c method

1. De#ne your _____________________ or ______________________________________

2. _____________________

3. Form a _____________________ based on research

a. A _____________________ predicting the _____________________

b. Written in _____________________ , _____________________ language

c. _____________________

4. _______________________________________________________________________

a. ___________________________________________________

(1) Qualitative data: ___________________________________________________

_________________________________________________________________

(2) Quantitative data: __________________________________________________

b. ______________________________

(1) Independent variable: ____________________________________ the researcher

_____________________ in their experiment

(2) Dependent variable: the variable that’s __________________________________

by the __________________________________________

5. _______________________________________________________________________


NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


LESSON 2

MATTER, MEASUREMENTS, & UNIT CONVERSIONS

Chemistry, like all other sciences, uses data based on measurements. Measurements are essential to the study of science, and scientists need to be able to convert units in these measurements to aid in under-standing and the sharing of data with other scientists. We will talk about measurements, standardized units, and using the factor-label method of unit conversion.

VocabularyConversion factor

Factor-label method of conversion

Grams

International System of Units (SI)

Kelvins

Liter

Meter

Metric system

Moles

Pascal

Qualitative data

Quantitative data

Ratio

Second

Standard units

Unit conversion

US Customary System (USCS)



I. Measurements and Standardized UnitsA. Standard units are units for ________________________ allowing data to be __________

and ________________________________

B. Two major systems for measurement

1. _______________________________________________________________________

2. _________________________________________________ which is a subset of units in

the _______________________________

C. How the USCS and the metric system di$er

1. _______________________________________________________________________

Quantities & Units

Measurement Base metric unit Base USC unit

Mass

Distance

Volume

Time


2. Base units ___________________________________________ between the two systems

Measurement USCS/Metric relationship

Mass

Distance

Volume

D. Understanding the metric system

1. Units have _____________________ and _____________________

2. !ere are several standard bases used

Metric System Units and Symbols

Measurement Base unit Symbol

Mass

Distance

Volume

Time

Thermodynamic temperature

Amount of substance

Pressure

3. _____________________ are used with _____________________ to make measurements

larger or smaller

a. Pre#xes _____________________________________________________________

b. Mnemonic can be used to help remember the order of major pre#xes: ____________

____________________________________________________________________

c. Pre#xes are written ____________________________________________________

Common prefixes for the metric system

Symbol Multiplier (traditional notation) Exponential

T 1,000,000,000,000 1012

G 1,000,000,000 109

M 1,000,000 106

k 1,000 103

h 100 102

da 10 101

b 1 100

d 1/10 10-1

c 1/100 10-2

m 1/1,000 10-3

µ 1/1,000,000 10-6

n 1/1,000,000,000 10-9

p 1/1,000,000,000,000 10-12


4. Amount of a substance: _______________

a. Moles are frequently used in ___________________________

b. Moles allow us to ____________________________________ otherwise too small

to have value

5. Mass: _____________________

a. Matter is anything that _____________________ and ________________________

b. Mass is the _____________________________ or _______________________ in an

_____________________

Mass vs. Weight

Mass Weight

II. Qualitative vs. Quantitative DataA. Quantitative data

1. Deals with _____________________ and _____________________________________

2. Examples: _______________________________________________________________

B. Qualitative data

1. Deals with _____________________ that _____________________________________

2. Examples: _______________________________________________________________



NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


I. Unit ConversionsA. Process of __________________________ a _______________________________ with

a __________________________________

B. A conversion factor is a _____________________ you need to _____________________ a

measurement in one set of units to the same measurement in another set of units

C. Ratio: comparison of _____________________ that indicates their ___________________

in relation to _______________________________________________________________

D. Unit conversions do not _____________________ the ___________________ but change

the way the ________________________________________________________________

II. Factor-Label Method of Unit ConversionA. !e factor-label method is a way to ____________________________________ using the

___________________________________


NOTES_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Use the _________________________________ to convert from _____________________

to ________________________________

Example: convert 4 inches to centimeters

1. Identify the _______________________ and the _______________________

a. Original = _____________________

b. New = ________________________

2. Identify your _____________________________

___________ cm = ___________ in

3. Write the _________________________ as a ________________ with the new unit as the

_____________________ (on top) and the original unit as the ___________ (on bottom)

4. Write the original value (4 inches) in ______________________ form

5. Multiply the original value by the conversion factor and cancel units to get your answer


C. Use the factor-label method within the _____________________________ when changing

______________________ but keeping the same __________________________________

Example: convert 230 millimeters to meters:

1. Identify the ______________________ and the ______________________

a. Original = ________________

b. New = ________________

2. Identify your ______________________

______ meter = ____________ mm

3. Write the ______________________ as a __________________ with the new unit as the

__________________ and the original unit as the __________________

4. Write the original value in ______________________ form

5. Multiply the original value by the conversion factor and cancel units to get your answer


D. Use ______________________ conversions when there is not a ______________________

to get the ___________________________

Example: convert 10 feet to centimeters

1. Identify the ________________________ and the ________________________ , but

remember we will need _________________________ for this

a. First, convert from ______________________ to ______________________

b. !en convert ______________________ to ______________________

2. Identify your #rst ______________________________

__________________________________

3. Write the #rst ______________________________ as a ___________________ with the

new unit in the ________________________ and the original unit in the ____________

__________________________________

4. Set up the conversion using your ________________________ and _________________,

but before multiplying, ________________________ and move to the next step

5. Identify your ____________________________________________________________

__________________________________

6. Write the second __________________________ as a _________________ with the new

unit in the _____________________ and the original unit in the ___________________

__________________________________


7. Set up your equation by taking the ____________________________ of your conversion

and ________________________ it by the _____________________________________

E. Mole conversions

1. 6.022 x 1023 ________________________ are in one _____________________________

2. !e measurement of moles allows us to talk about really small particles in a way we can

measure and ___________________________________________ of di$erent substances

3. !e _______________________________ of elements on the periodic table can be used

as ________________________________

a. Example: Convert 4.23 x 1024 atoms Cu into moles Cu

b. Example: Convert 7.02 moles Cu into grams Cu

III. Temperature ConversionsA. Cannot be made with the ____________________________________________________

B. Special __________________ must be used to convert between degrees _______________ ,

degrees ________________________ , and ________________________


Temperature Conversion Formulas

Degrees Celsius to degrees Fahrenheit

Degrees Fahrenheit to degrees Celsius

Kelvins to degrees Celsius

C. Convert 27° Celsius to degrees Fahrenheit

1. Choose the ________________________________ to convert degrees Celsius to degrees

Fahrenheit

__________________________________

2. Substitute in the value you are given and solve

D. Convert 1 Kelvin to degrees Fahrenheit

1. !ere is no ____________________________ to convert Kelvins to degrees Fahrenheit

2. First, convert Kelvins to degrees Celsius

a. Choose the ____________________________________ to convert Kelvins to degrees

Celsius

______________________________


b. Substitute in the value you are given and solve

3. !en convert degrees Celsius to degrees Fahrenheit

a. Choose the ____________________________________ to convert degrees Celsius to

degrees Fahrenheit

______________________________

b. Substitute in the value you are given and solve


NOTES______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LESSON 3

PRECISION & ACCURACY IN SCIENCE

Although as humans we are unable to make perfect measurements, scientists should always strive to be as accurate and precise as possible to create valid results. We will compare and contrast precision and accuracy in this lesson and look at how our analysis of measurements can determine percent error. To assist us in keeping and reporting the most accurate and precise data, we will learn how to use scienti"c notation and signi"cant digits in our measurements, calculations, and reporting of data.

Vocabulary


Accuracy

Density

Percent error

Precision

Scienti#c notation

Signi#cant digits


I. Accuracy and PrecisionA. Accuracy: how close you are to the __________________ or __________________ value

when measuring

1. Less __________________ = more __________________

2. Improving accuracy

a. Take ____________________________ measurement and ____________ the results

b. More than _______________________ take the measurements

B. Precision: how __________________ the values are

1. If you get nearly the ____________________ every time, the result is very ____________

2. Imprecise ____________________ can be caused by the __________________________

3. Improve precision by using instruments that o$er a ______________________________

and _______________________________

II. How to Calculate Accuracy and PrecisionA. Calculating accuracy: _______________________________

1. How far away the measurement is from the _____________________________________

2. Expressed as a __________________

3. More accurate = __________________ percent error

4. Percent error = |(measured value) - (accepted value)| x 100% (accepted value)

5. Example

a. You measure the mass of salt to use in an experiment as 13.56 grams. !e actual

amount that should have been measured was 14.50 grams. What is the percent error

for these measurements?


b. Set up your problem

c. Percent error = _________________

B. Calculations with precision

1. ____________________________ are used to ensure ________________________

a. Signi#cant digits are the number of digits known with

____________________________ and ____________________________ digit

b. !e number of signi#cant digits for a measurement shows how _________________

the measurement was

2. Rules for signi#cant digits

a. All ____________________________ digits are signi#cant

Example: 123 has ________ signi#cant digits

b. ___________________ between nonzero digits are signi#cant

Example: 4,308 contains ________ signi#cant digits

c. In a number without a decimal point, ___________________ are not signi#cant; the

zeros are placeholders to show where the decimal goes

Example: 580,000 has ________ signi#cant digits

d. In a number with a decimal point, _______________________ to the right of the last

nonzero digit are signi#cant

Example: 40.00 has ________ signi#cant digits

e. _______________________ are not signi#cant; the zeros are place holders to show

where the decimal goes

Example: 0.0560 L has ________ signi#cant digits


f. When a number is written in scienti#c notation, _____________________________

are all signi#cant

Example: 4.3200 x 104 has ________ signi#cant digits

3. Math operations with signi#cant digits

a. Complete the _______________________________________

b. Determine which number in your operation is the ___________________________ ,

the number with the __________________________________

c. ____________________ the answer to the ______________________ measurement

d. Addition example: add compounds weighing 0.06 g and 0.80 g

(1) !e least precise measurement is: __________

(2) Add: 0.06 g + 0.80 g = __________

(3) Round to the least precise measurement: __________

e. Multiplication example: What is the volume of a container measured 12.0 cm by

10.4 cm by 11 cm?

(1). !e least precise measurement is: __________

(2) Multiply: 12.0 x 10.4 x 11 = __________

(3) Round to the least precise measurement: __________


NOTES________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


NOTES___________________________________________________________________________________________________________________________________________________________________________________________________


I. Scientific Notation: _____________________________ _______________________________________________ _______________________________________________

A. !ree parts of scienti#c notation; example: 8 x 1063

1. 8 is the ____________________________

2. 10 is the ___________________________

3. 63 is the ___________________________

B. Correctly writing scienti#c notation

1. !e _______________________ must be greater than or equal to _____________ and less

than __________ and contain all ____________________________ , even ___________

2. !e base is always __________

3. !e _______________________ shows the number of _________________ the decimal

needs to ____________________ when the number is written in ___________________

a. !e exponent is _______________________ when we move it to the ____________

Example: 144.72 cm = ________________________________

b. !e exponent is _______________________ when we move it to the ____________

Example: 0.000085 g = ________________________________

C. Scienti#c notation examples

1. Convert the following into scienti#c notation from standard notation

Standard notation Scientific notation

35,929,000

10,000,000,000

0.0000731

0.258

2. Convert the following into standard notation from scienti#c notation

Scientific notation Standard notation

1.24 x 104

1.7 x 10-6

II. Calculating DensityA. Density is a physical property of substances, a ratio of the ______________ to __________

of a substance describing how tightly mass is ____________________

B. Equation: _________________________________________________________________



C. Example 1: What is the density of a container of rocks that has a volume of 0.254 m3 and a

mass of 0.52 kg?

1. Identify the equation: ______________________________________________________

2. Substitute in values: _______________________________________________________

3. Divide and label answer: ___________________________________________________

4. Apply signi#cant digits to answer

a. !e least precise measurement has ________ signi#cant digits

b. Round your answer to two signi#cant digits: ________________________________

D. Example 2: !e density of aluminum is 2.7 g/cm3. A piece of aluminum has a mass of 2 kg.

What is the volume?

1. !e units for ____________________ are not the same, so we #rst convert units.

a. Change kg to g using factor-label method: __________________________________

b.

2. Identify the equation: _________________

3. Substitute in values: _______________________________________________________

4. Use algebra to solve and label answer.

5. Apply signi#cant digits to answer.

a. !e least precise measurement has ________________________________________

b. Round the answer to ____________ signi#cant digit

____________________________________________________________________

6. Apply scienti#c notation: ___________________________________________________


NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LESSON 4

THE AMAZING ATOM!roughout the years, scientists have created models to represent their observations and theories. Atom-ic models have continued to change as we have improved technology and are better able to observe the world around us down to the smallest atomic particles.

Vocabulary


Atomic theory

Chemical change

Chemical properties

Combustion

Conductivity

De-excited electrons

Ductility

Energy level

Excited electrons

Ground state

Malleability

Orbitals

Oxidation

Physical change

Physical properties

Quantum theory of the atom

Scienti#c model


I. Scientific Models A. Made to ___________________ and ___________________ complex objects, ideas, or

systems

B. Make sense of ________________ and ___________________

C. Help us make ___________________

D. May ________________________________

E. !ey are not _________________________

II. Atomic Models That Shaped ChemistryA. Democritus: Greek philosopher (c. 460 - c. 370)

1. Matter is made of ______________________________________

2. Particles called “___________________ ,” where we get the term ___________________

3. Democritus believed the ___________________ was the _________________________

that existed and was not made of any __________________________________________

B. John Dalton: English school teacher (1766-1844)

1. Created #rst _________________________________ using _______________________ ,

not just philosophy

2. Proposed the ______________________________________

a. All substances are made of ___________________ , __________________________

called ___________________

b. All atoms of the __________________________________ have the _____________

___________________

c. Atoms combine in ________________ , ___________________________________

ratios to form ___________________

d. Atoms are neither ___________________ nor ___________________ in

______________________________


C. Joseph John (J.J.) !omson: English physicist (1856-1940)

1. Used ______________________________________________ to learn electron particles

have a __________________________________

2. Observations demonstrated the ___________________________________ had very little

___________________

3. Negative particles were named ___________________ by scientist __________________

in 1894

4. !omson’s atomic model: ___________________________________________________

a. ___________________ represented the “pudding” of _________________________

b. ___________________ represented _________________________________ plums

embedded in the pudding

D. Ernest Rutherford, physicist, professor at Cambridge University (1871-1931)

1. Tested the _________________________________________________________ using a

___________________________________________________

a. Alpha particles were aimed at a thin piece of gold foil

(1) Many particles went ______________________________ the foil

(2) Some particles ___________________________________

(3) Some particles were _______________________________ at large angles

b. Concluded the plum pudding model was not correct

(1) Atoms are mostly _________________________________

(2) Atoms have a ___________________ , ________________________________ -

the ___________________

(3) !e nucleus has ___________________ in it with a _______________________

2. Rutherford’s atomic model: _________________________________________________

a. ___________________ are not in the ___________________ but are ____________

___________________ with a lot of _____________________

b. Elements are typically ___________________ because there are ________________

______________________________________


E. James Chadwick, English physicist (1891-1974)

1. Alpha particles were aimed at a plate of beryllium

a. ___________________ radiation came through the other side

b. !ese ______________________________________ shot through para%n (wax) and

___________________ shot out the other side

2. Concluded the existence of another kind of subatomic particle

a. Atoms contain ______________________________________ we call ___________

in the ______________________________________

b. Neutrons are about the same ___________________ as a _____________________

NOTES______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



I. Modern Atomic Model: Niels Bohr, Danish Physicist (1885-1962)

A. Bohr was interested in learning about the ___________________ and why it was _______

______________________________________

B. Properties of electrons

1. Electrons move in ________________________________________________________

2. Orbitals are associated with speci#c ___________________________________________

a. Lowest _________________________ for an electron is called its _______________

______________________________

b. !e ___________________ the energy level, the ____________________________

from the ___________________ the electron is

c. ________________________________ , having absorbed energy, move to the

_____________________________________________

d. _______________________________________ , having lost or released energy,

move _________________________________________________

II. Quantum Theory of the AtomA. Heisenberg _______________________________________________________________

1. !eory states it is impossible to know both the _______________ and _______________

of an object _____________________________________________________________

2. Scientists discuss ___________________ of electrons in terms of ___________________

3. We may not know ___________________________________ are at speci#c times, but we

can tell where they ________________________________________________________

B. Instead of electrons _________________________________________ , each energy level is

______________________________________________ , called _____________________


1. Each _______________ can hold a certain amount of _______________ , and each has its

own ______________________________

a. __________________________ , it can hold

__________________________

b. !e shape of _________________________________ ,

it can hold __________________________________

c. !e shape of _________________________________ ,

it can hold __________________________________

d. !is shape occurs if you ________________________

_______________ , it can hold __________________

2. !e more _______________ and ____________________ an atom has, the harder it is to

___________________________ from those ___________________________________

On the next page, shade di$erent areas of the periodic table according to the s, p, d, and f blocks.


III. Electron Orbitals and PropertiesA. !e electrons and their ________________________________ determine the __________

and ___________________ of the substance

B. Physical properties: ___________________ or ______________________ of a substance

that are ___________________ without _________________________________________

1. Density: ________________________________________________________________

2. Malleability: _____________________________________________________________

_______________________________________________________________________

3. Ductility: _______________________________________________________________

4. Conductivity: ____________________________________________________________

_______________________________________________________________________

C. Chemical properties: the ___________________ of something to undergo a ____________

by ___________________ with something else

1. Oxidation: ______________________________________________________________

2. Combustion: ____________________________________________________________

_______________________________________________________________________

D. Physical changes

1. Changes in _______________________________________

2. !ey do not change the ___________________ or the ____________________________

3. ___________________________________

E. Chemical changes

1. Changes the __________________________________________________ of a substance

2. _______________________________________________________________________



LESSON 5

INTRODUCTION TO THE ELEMENTS

!e periodic table of elements isn’t just an organized list of elements but a scienti"c model that organizes the elements so we understand them better. It has been growing and morphing for over two centuries. We’ll begin exploring the story of that table and getting a more clear picture of the di#erences between elements, compounds, and mixtures in this lesson.

VocabularyColloid

Compound

Diatomic

Element

Heterogeneous mixture

Homogeneous mixture

Mixture

Monoatomic

Periodic table

Periodicity

Polyatomic

Pure substance

Suspension


I. Antoine Lavoisier: “The Father of Modern Chemistry” (1743-1794)

A. ________________________________________________________________________

________________________________________________________________________

B. Created the _________________________________________________________ in 1789

1. List included _______________________________

2. De#ned the term ____________________________ to describe substances that cannot

be ________________________________

3. Elements combine into ___________________

4. Elements were placed in four groups: _________________________________________

__________________________________

II. John Dalton: English School Teacher (1766-1844)A. Created a ____________________________________ a&er developing the atomic theory

1. Used a __________________________________________________________________

2. Many of Dalton’s ___________________ were later recognized as __________________

3. Dalton ___________________ his _________________________________ many times

B. Introduced ___________________ listed with their ________________________________

1. Atomic mass: ____________________________________________________________

2. Atomic mass is measured in _____________ or _________________________________

III. Johann Döbereiner: German Chemistry and Pharmacy Professor (1780-1849)

A. Discovered elements have ______________________ when listed by _________________

B. Attempted to classify elements that had similar properties, placing them in ______________

____________________________________

C. !is model was challenged when _____________________ were _____________________


D. Contributed to the idea of ___________________ : the tendency for elements to have

___________________________ at ___________________________

IV. John Newlands: Homeschooled British Chemist (1837-1898)

A. Organized _______ known elements by ________________________________________

B. Placed elements in ____________________________

1. Each of the eight groups had ___________________

2. He called this the ____________________________

C. !e model was rejected by ___________________ and by the ________________________

V. Dmitri Mendeleev: “The Father of the Periodic Table” (1834-1907)

A. Arranged the _______________________________ by ___________________

1. Periodic table started with ________________________

2. Le& ___________________ in his periodic table

a. Predicted discovery of other ________________________

b. Correctly predicted their ________________ and ___________________________

B. Published ______________________________ , which says the properties of elements vary

with their _________________________ in a ____________________________________

C. Mendeleev’s periodic table was the ___________________ to the _____________________

___________________ we currently use

VI. Henry Moseley: English Physicist (1887-1915)A. !e number of ___________________________________ , instead of atomic mass, should

determine an element’s ______________________________________________________

B. Created the modern periodic law which states, ____________________________________

__________________________________________________________________________


VII. Continued DiscoveriesA. ________________________ continued to be discovered until 1939

B. Starting in 1940, ______________________________________ began to create elements in

the lab

1. For a long time, these elements were known as __________________________________

2. !ese man-made elements are called ___________________

NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



I. Types of Substances

MATTER____________________________________________________________________________________

MIXTURE____________________________________________________________________________________

PURE SUBSTANCE____________________________________________________________________________________

HOMOGENEOUS____________________________________________________________________________________

ELEMENT____________________________________________________________________________________

HETEROGENEOUS____________________________________________________________________________________

COMPOUND____________________________________________________________________________________


II. Pure SubstancesA. Elements

1. Cannot be _____________________________ into simpler substances

2. !e _____________________________ is determined by the ______________________

____________________ in the atom

3. Every element has a _____________________________

a. Chemical symbols are made up of _____________________________

b. First letter is _____________________________ , if there is a second letter it is

_____________________________

4. Elements can be made of ______________ or __________________________________

a. Monatomic atom: _____________________________________________________

b. Diatomic atom: _______________________________________________________

____________________________________________________________________

c. Polyatomic atom: _____________________________________________________

____________________________________________________________________

d. It’s important to ___________________ the ________________________________

(1) Remember: ___________ and the _________________________

(a) HON - _______________________________________________________

(b) !e _____________________________ , or halogens, __________________ ,

the last halogen

(2) When you _____________ a diatomic atom, you do so with a _______________

a&er the _____________________________

(a) Example: _________ is two hydrogen atoms together

(b) Example: _________ is two chlorine atoms together


B. Compounds

1. Elements are _______________________________ as a result of a __________________

__________________

2. Represented by a _____________________________

3. Compounds can only be __________________ by _______________________________

III. Mixtures A. Mixtures can combine by _____________________________ and can be separated by

_____________________________

B. Two types of mixtures: homogeneous and heterogeneous

1. Homogeneous mixture

a. A mixture that has a _________________________________ throughout

b. Examples: __________________________________________

c. !e individual substances are ___________________________

2. Heterogeneous mixtures

a. !e composition is ____________________________________________________

______________________________

b. Suspensions: heterogeneous mixtures that have particles in a ___________________

that are _____________________________________________________________

c. Colloids: heterogeneous mixtures that include ______________________________

___________________________________________________


NOTES___________________________________________________________________________________________________________________________________________________________________________________________________


NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LESSON 6

THE PERIODIC TABLE— WHAT’S TRENDING?

!e periodic table is the most important tool in chemistry once you know how to use it. !is week you’ll

learn how to decipher the mysteries of the elements as explained by the periodic table.

Vocabulary


Atomic mass

Atomic mass unit

Atomic number

Atomic radius

Electron a%nity

Electronegativity

Groups

Hyphen notation

Ionization energy

Isotope

Nuclear notation

Periods

Valence electrons


I. How to Read the Periodic TableA. Each __________________ on the table has a ___________________________________

1. Chemical symbol: ______________________ with the #rst letter __________________

and the second letter __________________

2. Element name: many are based on __________________ terms for that element, a famous

__________________, or a __________________

3. Atomic number: tells us how many __________________ are in atoms of that element

4. Atomic mass: the _______________________ of _______________________ of an

__________________

a. !e__________________

of the mass of all the

__________________ ,

__________________ , and

__________________ in an atom

b. Mass is measured in _______________

_______________________________

B. Elements are __________________ in order of their _______________________________

C. Practice: what are the mass, chemical symbol, and atomic number

of mercury?

1. Chemical symbol = __________________

2. Mass = ____________________________

3. Atomic number = ____________________

80 mercury

200.59

HgPAGE 46 LESSON 6 EXPERIENCE CHEMISTRY

29 copper

63.546

Cu

D. !e periodic table provides information on the number of __________________ ,

__________________ , and __________________ in an atom of an element

1. !e ________________________ is equal to the number of _______________________

2. !e number of __________________ is __________________ to the number of

__________________ in an atom, as long as the atom is not carrying an extra positive or

negative charge

3. Use the equation _____________________ to #nd the number of neutrons

a. A = __________________________

b. Z = __________________________

c. N = __________________________

d. !e mass of one __________________ is so small that it ______________________

an element’s atomic mass and is considered equal to ________

e. !e mass of one __________________ is __________________

f. !e mass of one __________________ is __________________

4. Practice

a. How many protons are in an atom of barium?

__________________________________________

b. How many electrons does barium have?

__________________________________________

__________________________________________

c. How many neutrons does barium have?

__________________________________________

__________________________________________

__________________________________________

56 barium

137.327

Ba


E. Isotopes

1. Not all atoms of a _________________________ have the same ____________________ ;

some have ______________ neutrons. Some have _______________________________ .

2. Isotopes: atoms of ___________________________ that do not have the same number of

__________________ in the nucleus

3. Isotope __________________

a. ______________________________

b. ______________________________

c. Practice: Find the number of neutrons in this isotope

______________________________

______________________________

______________________________

______________________________

______________________________

d. Practice: Find the number of neutrons in this isotope

Oxygen-15 ______________________________

______________________________

______________________________

______________________________

______________________________

146C



I. Columns on the Periodic Table A. Columns are called ____________________

B. Groups are based on the number of _______________________ in the atom, the electrons

in the _______________________ of the atom

C. Group 1: ____________________________

1. “Alkali”: reacts with water to create ______________________ solutions, having a

__________________________________

2. _____ valence electron

3. _______________________ , while in group 1, is not considered an alkali metal, but it has

similar properties because it has only _______________________

4. __________________ , __________________ metals

5. Low __________________

6. Highly __________________ their ____________________________________ can easily

be _________________________ by other atoms

D. Group 18: ___________________________

1. All noble gases have ____________________________________ , having the maximum

number of __________________ in that orbital

2. Extremely _____________ , does not _____________ easily with other atoms

3. High _______________________ : when atoms must use more _____________ to

__________________________ from their outer shell than to keep their _____________

_____________

E. Group 17: ___________________________

1. _____ valence electrons

2. Highly _______________ : they are looking to get an _____________ to #ll their

____________________________


3. Halogens o&en gain a ____________________________ from an alkali metal so both

atoms are _____________

F. Group 2: __________________________________________________________________


2. A little ________________________ than alkali metals

3. Lose electrons _____________

4. So&, silver metals

G. Group 13

1. _____________ group


H. Group 14

1. _____________ group


I. Group 15

1. _____________ group


3. Also called _________________

J. Group 16

1. _____________ group


3. Also called _________________

K. Groups 3-12

1. __________________________________

2. !ese don’t follow the same valence orbital rules

II. Rows on the Periodic Table A. Rows are called _______________________

B. !e numbers correspond with the highest _______________________ the _____________

_____________ are in


C. _____________________ and __________________ are the only two series of elements

that are solely distinguished by the _____________ they are in

1. Lanthanides

a. Elements _____________

b. Also called __________________________________

c. Metals with a __________________________ when _____________

d. _____________ rapidly

e. _______________________________ quickly

2. Actinides

a. Elements _____________

b. Rare-earth metals that are __________________

c. _______________________________________ appearance

d. Mostly __________________

NOTES__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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OUTLINE & NOTESLESSON 6C

I. Periodic TrendsA. Atomic radius: the total distance from the atom’s _______________________ to its _______

___________________________

1. Atomic radii _______________________ as you move ___________________________

2. Atomic radii _______________________ as you move ___________________________

3. As you go across a period, there are more ______________________________________,

and these opposite charges _______________________; the more the _______________

attracts the ____________________________ , the _________________ the element gets

B. Electronegativity: a chemical property that pertains to an atom’s ability to _______________

_______________________ from another element in a _____________________________

1. Electronegativity _______________________ as you move ________________________

2. Electronegativity _______________________ as you move ________________________

3. !e _______________________ the atomic radius is, the _______________________

the _______________________ of other atoms can get to the nucleus, so the easier it is to

_______________________ them

4. Electrons between the _______________________ and the _______________________

are _______________________ each other and _______________________ the e$ect of

the nucleus on the outermost electrons, so the _______________________ isn’t as strong

5. _______________________ , _______________________ , and ___________________

do not follow electronegativity trends

C. Ionization energy: the _______________________________ required to remove an

_______________________ from an atom in its natural state, making it an _____________

1. Ionization energy _______________________ as you move _______________________

2. Ionization energy _______________________ as you move _______________________


3. !e _______________________ the atomic radius, the ___________________________

the _______________________________ are and the more electron ________________

there is, making it easier to pull o$ a valence electron, which means ionization energy

_______________________

4. For each successive electron _____________________ from an atom, the ____________

the ionization energy

D. Electron a%nity: an ________________________ to _______________________________

1. A measurement of the ____________________________________________ that occurs

when a neutral atom ___________________ an electron

2. !e more _____________________________ , the ____________________________ an

atom has for electrons

3. Electron a%nity _______________________ as you move ________________________

4. Atoms with a ____________________ radius have a greater chance of attracting

_____________________ because electrons that come along are able to get ___________

to the positively charged _______________________

5. Electron a%nity _______________________ as you move ________________________

II. Metallic CharacteristicsA. Characteristics

1. More _______________________

2. More _______________________

3. More _______________________

4. Tend to be _______________________ at room temperature

5. Tend to have _______________________

6. _______________________ with other chemicals in speci#c ways

B. Metallic characteristics _______________________ as you move from _________________

to _______________________

C. Metals: located mainly in _______________________ , with a few others


D. Metalloids: a _______________________ between the _______________________ and

_______________________ (boron, silicon, germanium, arsenic, antimony, tellurium, and

astatine)

1. _______________________ appearance

2. _______________________ solids

3. _______________________

E. Nonmetals

1. Located to the ____________________________________ , plus __________________

2. _______________________________________________________________________

3. _______________________________________________________________________

4. Used as _______________________

NOTES_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


LESSON 7

ELECTRIFYING ELECTRONS!Electrons. !e smallest subatomic particles in the atom. !ese tiny particles bind together through losing, gaining, and sharing electrons to form literally every kind of substance in the universe. In this lesson, we’ll be exploring several di#erent types of electron notations to help us further understand the small but mighty electron.

Vocabulary


Electron dot diagram

Electron con#guration

Noble gas notation

Orbital notation


I. Electron ReviewA. Characteristics

1. _______________________________________________________________________

2. _______________________________________________________________________

3. Located in ________________________________ outside the ____________________

B. !e octet rule

1. Valence electrons are the electrons in the ______________________________________

or ____________________

2. Most atoms want _____________________________________ to be _______________

3. Atoms ________________ , ________________ , or ________________ valence electrons

to ____________________

II. Electron Dot StructuresA. Electron dot structures represent _______________________________ as ____________

around the _____________________________

B. How to write electron dot structures

1. Find the ____________________ of the ____________________

Example: arsenic = _____________

2. Determine the ____________________ of _____________________________________

a. !e number of valence electrons an atom has is based on the ___________________

(1) Group 1 = ___________ valence electron

(2) Group 2 = ___________ valence electrons

(3) Skip groups ________________ because they have _______________________

depending on what they’re bonded to








b. You can never have more than _____________________________________ because

that’s what’s needed for a _______________________________________________

Example: Arsenic is in ___________ and has ______________________________

3. Draw the electron dot notation, placing _______________________________________

of the symbol before adding a _______________________________________________

C. Draw the electron dot notation for arsenic

D. Draw the electron dot notation for calcium

III. Electron ConfigurationsA. Shows how ____________________ are arranged in an atom’s _____________________ ,

an atom’s most ____________________ form or its “ _____________________________ ”

B. !ere are three parts of an electron con#guration

1. __________________________________

2. __________________________________

3. __________________________________

C. When writing electron con#gurations you read the _________________________ like a

_______________ : from _______________________ , then ____________ to the next row


D. Write the electron con#guration for:

1. Hydrogen

2. Phosphorus

3. Calcium

E. Exception: electrons in ____________________ will be in _____________________ energy

level than the ____________________ they’re in

1. Bromine

F. Exception: ___________________________

1. Lanthanides in ____________________ are in the _______________________________

2. Actinides in ____________________ are in the _________________________________



I. How Electron Configurations Help Us Understand Chemistry

A. Allows us to understand the _______________________ , _______________________ ,

_______________________ of matter

1. Because electrons are all ____________________ , they _________________ each other,

and they want to be as ____________________ from each other as possible

2. !is is why they’re ____________________ in __________________________________

3. In order to be ____________________ , electrons must be a “____________________”

____________________ from each other

B. Allows us to ________________________ : two atoms with _________________________

electron patterns can _________________ , form a chemical _________________ , and

create a ________________________________________

C. Gives us a better understanding of the ___________________________________________

II. Noble Gas NotationsA. Review: write the electron con#guration for francium

B. Noble gas notations provide a ____________________ for writing ____________________

____________________________________

C. !is notation type is based on the ____________________

1. ____________________ elements

2. ___________________________________ so they have ___________ outer energy levels


D. Writing noble gas notation

1. Example: phosphorus

a. Find the element on the _________________________

b. Move up ____________________ and to the _______________ to the last _______

___________ prior to the element; this is ________________

c. Put the __________________________ for that noble gas in brackets: ___________

d. By writing [Ne] we ____________________ the whole _______________________

____________________ up through that of ________________________________

e. Finish the ____________________ by writing the rest of the ___________________

______________________________

2. Example: calcium

3. Example: bromine


4. Example: francium

III. Orbital NotationA. Rules governing _______________________________

1. Au'au principle: __________________________________ are #lled with electrons

__________________________________

2. Pauli exclusion principle: __________________________________ can have the same set

of four _____________________________ , or electrons in the ____________________

have _____________________________

a. In orbital notations electrons are represented with _________________ , so some

arrows will face ________ and others __________ to represent _________________

b. Each _______________________ can hold __________________________ , which

are represented by ____________________ that are #lled in with _______________

c. If we have _______________________ in a blank, one must face ________ and one

must face _______________ to indicate electrons are _________________________

_______________________ in those suborbitals

3. Hund’s rule: orbitals of _______________________ are each occupied by ____________

______________ before any of them can be occupied by a ____________________ , and

all orbitals with _______________________ must have the ________________________

a. When the _________________ or _________________________ are #lled in, always

add the ______________________ in #rst before we add any __________________

b. It’s more ________________ to have electrons _______________________ between

suborbitals than to have them all in ______________ suborbital



B. Draw the orbital notation for:

1. Phosphorus: 1s22s22p63s23p3

2. Calcium: 1s22s22p63s23p64s2

3. Bromine: 1s22s22p63s23p64s23d104p5

Applied research

Atomic radius

Avogadro’s number

Basic research

Chemical change

Chemistry

Colloid

Electron a%nity

Electronegativity

Excited state

Ground state

Groups

Ionization energy

Isotopes

Law of conservation of mass

Matter

Periods

Physical change

Qualitative data

Quantitative data

Solution

Suspension

Valence electrons

LESSON 8

EXAM 1 STUDY GUIDEUse this guide to help you study for your "rst exam. It is also helpful to review the quizzes you’ve com-pleted so far.

Define the following terms:


Be able to answer the following questions: • What is the scienti#c method, and what are each of the steps of that method?

• Be familiar with the di$erent branches of chemistry (organic chemistry, physical chemistry, etc.).

• What are the three subatomic particles that make up an atom? Know their charges, relative masses, and roles in an atom.

• What are the metric units for each of the measurements we talked about (mass, length, etc.)?

• What are the SI pre#xes and their meanings? Be able to use them in conversion factors.

• How do you convert between grams, atoms, and moles?

• How do you convert between the di$erent units of temperature?

• How do you calculate percent di$erence for a measurement?

• What is the di$erence between accuracy and precision when making scienti#c measurements?

• Understand the rules for signi#cant digits and scienti#c notation and how to use them.

• What is the density equation? Understand how to use it.

• What is atomic theory? Know the scientists who contributed to this theory and their discoveries.

• How did Mendeleev and Moseley contribute to the periodic table we have today?

• How do the properties of metals and nonmetals di$er?

• What is the di$erence between a pure substance and a mixture? Be able to di$erentiate between the types (element, compound, homogeneous, and heterogeneous).

• What is the di$erence between a chemical and physical change? Be able to identify changes as either chemical or physical.

• Using just the periodic table, be able to #nd the atomic number, number of protons, neutrons, electrons, valence electrons, ion charge, average atomic mass, period, and group for any speci#c element.

• What are the trends for atomic radius, ionization energy, electron a%nity, and electronegativity on the periodic table? Why do they happen?

• What are the three parts of an electron con#guration, and what information do they give?

• What are the three rules governing electron con#guration?

• Know how to read and write an electron con#guration.

• What is the di$erence between a standard electron con#guration, noble gas notation, and orbital notation?

• How are the colors in a (ame test formed?

Don’t forget to study the quizzes and research questions!



LESSON 9

CHEMICAL BONDSValence electrons give atoms the ability to form bonds with other atoms. !ey determine the types of bonds that will form as well as the shape and polarity of the molecules they form. In this lesson, we will learn the e#ect these small particles have as they are shared or transferred from one atom to another.

VocabularyBent

Covalent bond

Dipole-dipole forces

Double bond

Hydrogen bond

Intermolecular forces

Ionic bond

Lewis structure

Linear

London-dispersion forces

Metallic bond

Molecular compound

Multiple bond

Nonpolar covalent bond

Nonpolar molecule

Octet rule

Polar covalent bond

Polar molecule

Resonance structure

Tetrahedral

Trigonal planar

Trigonal pyramidal

Triple bond


I. Types of BondsA. Ionic bond

1. Occurs between a ____________________ and a ____________________

2. Electrons are ____________________

a. Metals form ____________________ , or __________________________________

b. Nonmetals form ____________________ , or ______________________________

c. Atoms are held together by the attraction of ________________________________

3. Properties of ________________________________________

a. Mostly ____________________ at _______________________________________

b. High ____________________ and ____________________ points

c. Soluble in ____________________

d. Don’t conduct ____________________ as solids, but do when _________________

or ____________________ in water

B. Covalent bond

1. Occurs between _________________________

2. Electrons are ____________________ between atoms

3. O&en seen with _________________________

4. Compounds held together with __________________________ are called ___________

____________________

5. Properties of _______________________________

a. Much ______________ than ionic compounds, o&en found as

or ______________ at ________________________________

b. Low ______________ and ______________ points

c. Do not _________________ in water well


C. Metallic bond

1. Occurs between __________________________________________________________

2. Outer orbitals ______________ forming a _____________________________________:

electrons ____________________________ instead of staying with _________________

3. Properties of ____________________________

a. Good conductors of ________________

b. ________________ and ________________

ELECTRONEGATIVITY TABLE

II. Electronegativity and Bonding in AtomsA. Nonpolar covalent bonds

1. Electrons are __________________ between atoms

2. Electronegativity di$erence of __________________

3. Calculate the electronegativity di$erence between carbon and selenium


low medium high

NCB

PSiAl

AsGeGa

SbSnIn

BiPbTl

3.042.52.0

2.11.81.5

2.01.81.6

1.91.81.7

O

S

Se

Te

Po

3.5

2.5

2.4

2.1

2.01.91.91.8

Ca

Mg

Be

Sr

Ba

1.6

1.0

1.2

1.0

0.9

K

Na

Li

H

Rb

Cs

0.8

0.9

1.0

2.1

0.8

0.7Ra

Sc

Y

1.3

1.2

1.0

ZnCuNiCoFeMnCr

CdAgPdRhRuTcMo

HgAuPtIrOsReW

1.61.91.91.91.81.51.6

1.71.92.22.22.21.91.8

1.92.42.22.22.21.91.7

VTi

NbZr

TaHf

1.61.5

1.61.4

1.51.3

He

NeF

ArCl

KrBr

XeI

RnAt

.0

3.0

2.8

2.5

2.1

4.


B. Polar covalent bonds


2. Electronegativity di$erence of __________________

3. Calculate the electronegativity di$erence between nitrogen and oxygen

C. Ionic bonds


2. Electronegativity __________________ of __________

3. Calculate the electronegativity di$erence between hydrogen and (uorine

D. Practice

1. Determine the electronegativity di$erence and type of bond

a. Rubidium and bromine

(1) Electronegativity di$erence: ________________________

(2) Type of bond: ____________________________________

b. Silicon and phosphorus


(2) Type of bond: ____________________________________

c. Boron and iodine


(2) Type of bond: ____________________________________


III. Intermolecular ForcesA. Forces __________________ two or more __________________

B. Types of intermolecular forces

1. ____________________________________

a. Also known as ______________________________________

b. Found between ______________________________________

c. Formed from _______________________ : slightly __________________ and

__________________ ends of a molecule lasting only an instant due to __________

______________________________

d. __________________ of the three forces

2. __________________________________

a. Only found between __________________________________

b. Polar molecules have __________________________ , oppositely ______________

ends that __________________ each other

c. _______________________ compared to the other forces

3. __________________________________

a. Only found between _______________________ , when a __________________ is

bonded to a __________________ , __________________ , ___________________

—highly __________________________ elements

b. __________________ of the three forces

NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



I. Four Steps to Draw a Lewis StructureA. Step 1: Calculate ______________________ of __________________________________

1. Find the _________________________ for each individual ______________ and

_____________ them together

2. Example: Calculate the total number of valence electrons for water

B. Step 2: Draw the ___________________________

1. Place _________________ where they belong in the ______________________

2. Example: Draw the skeletal structure for water

C. Step 3: Ful#ll the ____________________

1. Almost all atoms want __________________________________ to be ______________

2. Exceptions to the octet rule

a. ____________________ and ____________________ want ______ valence electrons

b. ____________________ wants ______ valence electrons

c. ____________________ wants ______ valence electrons

3. Place dots around _______________ to ful#ll the ____________________


4. Example: Draw the dots around the skeletal structure for water

D. Step 4: _______________ and _______________

1. Make sure the number of _______________ matches the total number of ____________

_______________ from step 1

a. If it does, you’re _______________

b. If it doesn’t, create a ______________________ to f_______________

2. Example: Check and #x your structure for water

II. Example: Draw the Lewis structure for SO3

A. Step 1: Calculate the total number of valence electrons

B. Step 2: Draw the skeletal structure

C. Step 3: Ful#ll the octet rule

D. Step 4: Check and #x

E. Resonance structures

1. When a _____________________ can go in _____________________ in a molecule, you

need to draw structures showing _____________________ the double bond can go

2. Draw the resonance structures for SO3



III. Draw the Lewis structure for PO43-

A. Step 1: Calculate the total number of valence electrons: ____________________________

___________________________________

B. Step 2: Draw the skeletal structure

C. Step 3: Ful#ll the octet rule

D. Step 4: Check and #x; add brackets and charge

NOTES_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


OUTLINE & NOTESLESSON 9C

I. Analyzing Lewis Structures: GeometryA. Bent: ________________________ bonded to the __________________________ and a

___________________________ of electrons on the _____________________

Water Lewis structure Sketch shape

B. Linear: _____________________ bonded to the _____________________ and __________

_____________________ of electrons on the _____________________

Beryllium fluoride Lewis structure Sketch shape


C. Trigonal planar: _____________________ bonded to the _______________________ and

________________________________ of electrons on the _____________________

Sulfur trioxide Lewis structure Sketch shape

D. Trigonal pyramidal: _____________________ bonded to the _____________________ and

_________________________ of electrons on the _____________________

Ammonia Lewis structure Sketch shape

E. Tetrahedral: _____________________ bonded to the _____________________

Methane Lewis structure Sketch shape


II. Analyzing Lewis Structures: Polarity of MoleculesA. A molecule is ______________ if:

1. It has a __________________________________________ on the central atom

2. Or two __________________________________________ to the central atom

B. A molecule is ________________ if:

1. It has __________________________________________ on the central atom

2. And ______________________________ to the central atom are __________________


NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NOTES____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


LESSON 10

INTRODUCTION TO CHEMICAL FORMULAS

Most atoms are not stable on their own. !ey bond with other atoms by losing, gaining, or sharing elec-trons to form compounds. !ese compounds are most o$en expressed using chemical formulas. A$er this lesson, you’ll know how to read and write chemical formulas like a pro!

VocabularyCoe%cient

Fixed charge metal

Law of de#nite proportions

Roman numerals: I, II, III, IV, V, VI, VII, VIII, IX, X

Stock system

Subscript

Polyatomic ion

Pre#xes: mono, di, tri, tetra, penta, hexa, hepta, octa, nona, deca

Variable charge metal



I. Reading Chemical FormulasA. Chemical formulas show the ______________ and ______________ of atoms in a

_________________ using __________________________ and ____________________

1. Example: !e chemical formula for water is ______________

a. Two _________________ atoms + one ______________ atom = _______________

b. Ratio of atoms = ______________

2. Example: Atoms in Cu2S3: _____ copper atoms + _____ sulfur atoms = _____ total atoms

B. Polyatomic ions

1. A polyatomic ion is a ______________________________________________________

2. Ion charge is noted by ____________________

3. !ese ions usually include ____________________

Common Polyatomic Ions ammonium

(NH4)+

mercury (I)( Hg2)2+

hydronium(H3O)+

permanganate(MnO4)-

acetate(CH3COO)-

carbonate(CO3)2-

bromate( BrO3)-

chromate(CrO4)2-

chlorate( ClO3)-

dichromate(Cr2O7)2-

chlorite(ClO2)-

arsenate(AsO4)3-

cyanide(CN)-

oxalate(C2O4)2-

bicarbonate(HCO3)-

peroxide(O2)2-

hydroxide(OH)-

sulfate(SO4)2-

hypochlorite(ClO)-

sulfite(SO3)2-

nitrate(NO3)-

perchlorate(ClO4)-

nitrite(NO2)-

phosphate(PO4)3-


C. Example: K2SO4

1. Number of atoms: __________ potassium + __________ sulfur + __________ oxygen =

__________ total atoms

2. Ratio of atoms = __________

D. Example: Ca3(PO4)2

1. Subscripts ______________ of parentheses are ______________ by the subscripts

______________ parentheses

2. Number of atoms: _______ calcium + _______ phosphorus + _______ oxygen =

__________ total atoms

3. Ratio of atoms = _____________

4. Ratio of ions = __________

E. Coe%cients

1. Appear in __________ of ______________________________

2. Tell you the ______________ of ______________

3. Multiply each ________________ by the ________________ to #nd the _____________

__________________________________

4. Examples

a. 2H2O: _______ hydrogen atoms + _______ oxygen atoms = _______ total atoms

b. 5Cu(NO3)2 : _______ copper atoms + _______ nitrogen atoms + _______ oxygen

atoms = _______ total atoms

(1) Ratio of atoms = __________

(2) Ratio of ions = _______

II. Law of Definite ProportionsA. Developed by ______________________________

B. Samples of a _________________________________ are always composed of the same

________________________________________ , regardless of where they are

_____________________


NOTES___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



I. Writing Chemical Formulas from Names: Fixed Charge Ionic Compounds

A. !e ions these metals form will always have the _______________________ no matter what

they are bonding with

1. _______________________ form ions with a charge of +1

2. _______________________ form ions with a charge of +2

3. ________________ ions have a charge of +1



B. !ese compound names include the name of the ______________ + the name of the

______________ with the ending changed to -______________

C. Writing formulas

1. Steps to writing formulas for #xed charge ionic compounds

a. Write __________________________ and ______________ for each ___________ Example: Calcium (uoride

(1) Calcium element symbol and charge: ______________

(2) Fluoride element symbol and charge: ______________

(3) Symbols and charges together: ______________

b. Cross ______________ to become ________________ for each element Example: Calcium (uoride

______________

c. ______________ subscripts when necessary

2. Zinc oxide

a. Zinc oxide elements and charges: ______________

b. Formula with charges crossed: ______________

c. Final formula with subscripts reduced: ______________


3. Lithium nitride

a. Lithium nitride elements and charges: ______________

b. Lithium nitride formula: ______________

II. Writing Chemical Formulas from Names: Variable Charge Ionic Compounds

A. !e __________________________ uses __________________________ to show the

charge of the ______________ in a variable charged ionic compound (Roman numerals one

through 10: _____________________________________________________________ )

B. Steps to write formulas for variable charge ionic compounds

1. Write ___________________________ and ______________ for each ion

a. Roman numeral gives the ______________ of the ___________________________

b. Charge of the __________________________ comes from ____________________

2. Cross ______________ to become _________________ for each element

3. ______________ subscripts when necessary

C. Manganese (VII) oxide

1. Manganese element symbol and charge: ______________

2. Oxide element symbol and charge: ______________

3. Symbols and charges together: ______________

4. Manganese oxide formula: ______________

D. Copper (IV) sul#de

1. Element symbols and charges: ______________

2. Formula with charges crossed: ______________

3. Final formula with subscripts reduced: ______________

E. Iron (III) sulfate

1. Iron element symbol and charge: ______________

2. Sulfate formula and charge: ______________

3. Symbols and charges put together: ______________

4. Iron (III) sulfate formula: ______________


F. Copper (II) nitrate

1. Copper symbol and charge: ______________

2. Nitrate formula and charge: ______________

3. Symbols and charges put together: ______________

4. Copper (II) nitrate formula: ______________

III. Writing Chemical Formulas from Names: Molecular Compounds

A. In ______________________________ , the less _________________ element has a ____

______________________________

B. It’s most common to use _________________ for naming

1. One - ___________

2. Two - ___________

3. !ree - __________

4. Four - ___________

5. Five - ___________

6. Six - ____________

7. Seven - __________

8. Eight - __________

9. Nine - ___________

10. Ten - ___________

C. Steps to writing formulas for molecular compounds

1. Determine which ______________ are represented by the ______________

2. Write the element ______________

3. Write ______________ for elements based on the ______________ in front of them

4. Do not ____________________________!

D. Carbon dioxide

1. How many carbon atoms? ______________

2. How many oxygen atoms? ______________

3. Chemical formula: ______________EXPERIENCE CHEMISTRY LESSON 10 PAGE 89

E. Carbon monoxide

1. How many carbon atoms? ______________

2. How many oxygen atoms? ______________

3. Chemical formula: ______________

F. Diphosphorus hexachloride

1. How many phosphorus atoms? ______________

2. How many chlorine atoms? ______________


G. Pentanitrogen octatelluride

1. How many nitrogen atoms? ______________

2. How many tellurium atoms? ______________


H. Tetrasilicon nona(uoride

1. How many silicon atoms? ______________

2. How many (uoride atoms? ______________


Shade the #xed charge metals on the periodic table in blue and the variable charged metals in yellow. Write the charges above groups 1-2 and 13-18.


LESSON 11

WHAT’S IN A NAME? !e name of a compound can give you a lot of important information. It’s part of the identity of the com-pound, so it’s important to be able to name compounds correctly. !is week we’ll build o# of the knowl-edge from lesson 10 to learn how to name compounds.

Vocabulary


Acid Binary acid Oxyacid


I. Naming Fixed Charge Ionic CompoundsA. Compounds start with ________________________________ + ____________________

1. Write the ______________ of the __________________________

2. Write the name of the _________________________________ , change

__________________________________

B. Examples

1. Na2S: ______________________________

2. BaI2: ______________________________

3. Li(NO3): ___________________________ *don’t change the ending of polyatomic ions

II. Naming Variable Charge Ionic CompoundsA. Compounds that start with a __________________________

1. Name the __________________________

2. Name the ______________________________, change the ending to _______________

3. Put ______________ of #rst element as a ______________________________ in

parentheses between the two names

a. Find the ______________ of the last element/ion

b. ______________ by the ______________ to #nd the _________________________

c. !e __________________________ of the #rst element needs to _______________

the __________________________ of the second element

d. ______________ the overall charge of the #rst element by the __________________

to #nd the charge of that element

e. Write the charge as a __________________________ between names

B. Examples

1. Fe2O3: Fe = ______________; O = ______________


a. Charge of oxygen = -______________

b. Overall charge of oxygen = ______________

c. Overall charge of iron = ______________

d. Charge of iron = ______________

e. Name: ____________________________

2. HgS: Hg = ______________ ; S = ______________

a. Charge of sulfur = ______________

b. Overall charge of sulfur = ______________

c. Overall charge of mercury = ______________

d. Charge of mercury = ______________

e. Name: ____________________________

3. Mn2C2O4: Mn = ______________ ; C2O4 = ______________

a. Charge of oxalate = ______________

b. Overall charge of oxalate = ______________

c. Overall charge of manganese = ______________

d. Charge of manganese = ______________

e. Name: ____________________________

4. CrO3: Cr = ______________ ; O = ______________

a. Charge of oxygen = ______________

b. Overall charge of oxygen = ______________

c. Overall charge of chromium = ______________

d. Charge of chromium = ______________

e. Name: ____________________________

III. Naming Molecular CompoundsA. Compounds that start with a __________________

1. Find ______________ of each ______________

2. Change ______________ to ______________


B. Examples

1. As2O5

a. As = ______________

b. 2 = ______________

c. O = ______________

d. 5 = ______________

e. Name: ____________________________

2. NF6

a. N = ______________

b. F = ______________

c. 6 = ______________

d. Name: ____________________________ *Never use mono for #rst element in compound

3. P4I8

a. P = ______________

b. 4 = ______________

c. I = ______________

d. 8 = ______________

e. Name: ____________________________


NOTES_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


I. What Are Acids?A. An acid can ______________ a ______________ or a ______________

B. All acids contain ______________

C. Acids have a ______________ of ____________________

1. pH scale measures how ______________ or ______________ a substance is

2. Scale goes from _____ to ________

3. !e ______________ the ______ , the ______________ the ______________

II. Naming Binary AcidsA. Binary acids are composed of ______________________________

1. ______________

2. Electronegative element, usually a ______________

B. Steps to name a __________________________

1. Name the ______________ bonded to the hydrogen

2. Add ______________ as a pre#x to the element

3. Change the ending of the element to ______________

4. Add ______________ at the end

C. Examples

1. HCl

a. Cl = ______________

b. Name: _________________________

2. H2S

a. S = ______________

b. Name: _________________________


3. HF

a. F = ______________

b. Name: _________________________

III. Naming OxyacidsA. Oxyacids are composed of:

1. ______________

2. ______________ contained in a _________________________

B. Steps to name an oxyacid

1. Name the _________________________ bonded to the hydrogen

2. Change the ______________ of the ______________ ion (ate-ic ite-ous)

a. If it ends in ______________ , change to ______________

b. If it ends in ______________ , change to ______________

3. Add ______________ at the end

C. Examples

1. H2SO4

a. SO4 = ______________

b. Ending changes to ______________

c. Name: ____________________________

2. HNO3

a. NO3 = ______________

a. Ending changes to ______________

a. Name: ____________________________

3. H2SO3

a. SO3 = ______________


c. Name: ____________________________


4. HClO2

a. ClO2 = ______________


c. Name: ____________________________

5. CH3COOH

a. CH3COO = ______________


c. Name: ____________________________

IV. Writing Chemical Formulas for AcidsA. Steps

1. Determine if acid is ______________ or ______________

2. If binary, write _____ and the symbol for the ____________________________

3. If oxyacid, write H and the formula for the _________________________

4. Find ______________ for each one and cross to form ______________

B. Examples

1. Hydroiodic acid

a. Binary or oxyacid? ______________

b. Elements? ______________

c. Charges? ______________

d. Formula: ______________

2. Phosphoric acid


b. Ions? ______________

c. Charges? ______________

d. Formula: ______________


3. Hydrobromic acid


b. Elements? ______________

c. Charges? ______________

d. Formula: ______________

NOTES__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


student guidebook luke & trisha gilkerson

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