Chemistry in the Community Materials Sections A, B.1-B.10

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1 Chemistry in the Community Materials Sections A, B.1-B.10 W 9/9 TEST: Measurement, Sig Figs, Density Bring books tomorrow! R 9/10 Go over Test Intro Unit using Book p Penny Demo: Top pkt p 5 Chemical and Physical Changes Demos: Bottom pkt p 6 (no explanation) F 9/11 Chemical vs. Physical Changes Lab pkt p 7-8 Discuss Chemical and Physical Changes Demos M 9/14 Do Developing Skills A.3 Physical and Chemical Properties powerpoint as a class. Fill in pkt p 9 Begin HW T 9/15 Demo Cu + AgCl; pkt p 13 Vocab Organization: Matter Pyramid W 9/16 Late Start Day R 9/17 F 9/18 M 9/21 Pep Rally Discuss HW Modeling Matter Extension Activity pkt p Due at end of class? Go Over? Go over Modeling Matter if needed Metal-Non-Metal Lab Activity, pkt p Collect or Discuss Lab. Discuss It s Only Money Part 1 HW Begin PT powerpoint. STOP after Family Names, q. 1-9 on pkt p Go over homework pkt p 30 Continue Periodic Table powerpoint q on pkt p Begin Homework T 9/22 Go Over Homework, pkt p Finish PT powerpoint, pkt p Read Section B.10 Ions and Ionic Compounds in book on p Fill in worksheet pkt p 39 Begin Homework W 9/23 R 9/24 Work on Unit A and B Summary Questions to review for tomorrow s test. Record answers on pkt pages Section A: Book p : 1,2,3,4,5,7,8,9,12,13,15,16,17,18,19,22,23,24 Section B: Book p : 1,2,3,4,5,6,7,9,10,11,12,15,16,17,18,19,20 TEST on Materials Unit Sec A and B.1-B10 Complete pkt p 6 using textbook pages Closed toe shoes tomorrow! Read and define vocab words on book sections A.5 and A.6.(p 35-37) and Section D.1 (page ) on pkt p Bring books tomorrow! Complete Developing Skills A.7 Chemical Symbols and Formulas (book p 38) pkt p 14 Read A.8 Pictures in the Mind, book p Answer questions 1-3 on pkt p 15 Read A.9 The Elements (book p 41-42) Take Notes and define terms on pkt p 20 Closed Toe Shoes tomorrow! Finish lab. Read A.11, It s Only Money and record answers to questions on p 45 Part 1 only pkt p 26 Complete Periodic Table Homework worksheet, pkt p 30 Crossword Puzzle, pkt p 34; check answers pkt p35 Isotope Chart Worksheet, pkt p 36 NOT 4,6,OR 9 BRING BOOKS TOMORROW! Complete Ions Worksheet, pkt p. 40 Finish Isotope Chart Worksheet pkt p 36 #4,6 and 9 BRING BOOKS TOMORROW! Fill out and Parent Sign Objective Checklist on pkt p 3-4. STUDY FOR TEST Sec A, Sec B.1,B.2,B.3, B.4, B.5,(not B.6), B.7, B.8, (not B.9), B.10 1

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3 Chemistry Name: Period: Materials Unit: Sec. A, B.1-B.10 Objectives Checklist My action plan to help me improve my learning includes: Review labs, notes, packet and activities. Use the calendar to make sure everything is reviewed. Have a family member or friend quiz me orally. Meet with my teacher in the morning/afterschool for extra help. Use the magic calculator online to check your calculation answers to appropriate labs. Complete and review homework problems by reworking them and NOT just looking at them. Use Objective Checklist throughout unit to assess understanding Ask and answer questions during class. Start studying early! (Not just the night before the test.) Re-read or review all assigned sections from the book. Do online practice quizzes available through class website or through internet. Find a study buddy from Chemistry who understands the material and I can work well with. Use Objective Checklist as a study guide Use this checklist as your personal guide to assess your level of readiness for quizzes and the unit test. Circle the descriptor that best describes how you feel about your mastery of each objective. NOTE: IF IT IS NOT A, YOU PROBABLY ARE NOT READY FOR THE QUIZ/TEST!!!!! = I get it? = I need more practice/review! = I need to get help During Unit Before Test (An asterisk indicates an overarching theme from a past unit!) I feel confident that I?!?! can distinguish between a chemical and physical change and/or property?!?! can understand all vocabulary words about matter, and give examples for each?!?! can interpret symbols, formulas and other components of a chemical equation?!?! can draw and interpret models of matter?!?! understand the different properties of metals, non metals and metalloids?!?! can define isotope and understand relative abundance of various isotopes.?!?! can determine the mass number, number of protons, electrons and neutrons for an atom?!?! know the charges of all parts of the atom and understand that an atom is neutral 3

4 ?!?! can use the periodic table to obtain the following information about an element:?!?! Know the family names?!?! Define period and family (group). Understand and interpret information that can be gathered in regards to the period and family an element is in.?!?! Metal (including transition), nonmetal or metalloid?!?! The number of energy levels?!?! Symbol?!?! Number of electrons and protons?!?! Number of valence electrons?!?! Charge it forms as an ion?!?! can define valence electron and understand why and how an atom would become an ion?!?! can define ion, cation and anion Check off the study skills you USED to move from? or! to while studying for the test. Review labs, notes, packet and activities. Ask and answer questions during class. Use the calendar to make sure everything is reviewed. Have a family member or friend quiz me Start studying early! (Not just the night before orally. the test.) Meet with my teacher in the Re-read or review all assigned sections from the morning/afterschool for extra help. book. Use the magic calculator online to check Do online practice quizzes available through your calculation answers to appropriate class website or through internet. labs. Complete and review homework problems by reworking them and NOT just looking at them. Use Objective Checklist throughout unit to assess understanding Find a study buddy from Chemistry who understands the material and I can work well with. Use Objective Checklist as a study guide I have carefully self-assessed my work during this unit and have taken steps to get my questions answered before the quiz/test. Student Signature: Parent Signature: Date: 4

5 Materials Unit INTRODUCTION Penny Demo description: Explain how this demo represents the underlying themes of this unit. Chemical and Physical Changes: DEMOS (Record observations only. Discussion tomorrow). Paper: Lead + Heat: Magnesium + Heat: 5

6 Section A.4 Notes Take notes on textbook pages below. 6

7 Chemical vs. Physical Changes Purpose: To identify whether or not a chemical or physical change has occurred in an experiment. To come up with a list of observations that might indicate that a physical change has occurred. To come up with a list of observations that might indicate that a chemical change has occurred. BACKGROUND INFORMATION: Define chemical and physical change in the space below. SAFETY: Closed toe shoes and goggles. PROCEDURE: You will find all supplies needed on a tray in the middle of your bench. You will be sharing these supplies with another group, so you can do these experiments in any order. Just keep track of which one you are doing so you know where to record it in the data table. Do these for each step: Record initial observations of the materials in each experiment. Rinse/wash out your test tube between each experiment!! Using the small spatula, add a small amount of solid CuSO4 and place it in the test tube. Using a water bottle, add some water to this test tube. Mix. Record Observations. Decide if this was a chemical change or physical change and record. Waste: down the drain Add approximately one pipetful of the FeSO4 solution to the test tube. Now add approximately one pipetful of the NaOH solution. Mix. Let sit 1 min. Hold up the test tube in the light to view contents. Record Observations. Decide if this was a chemical change or physical change and record. Waste: down the drain Place a small piece of solid zinc in the bottom of the test tube. Add approximately one pipetful of the HCI solution. Record Observations. Decide if this was a chemical change or physical change and record. Waste: pour into waste beaker Light the candle using a match. Watch it for one minute. Pick it up and let it drip on the note card. Record Observations. Decide if this was a chemical change or physical change and record. Waste: Rinse the match under water and throw away Add approximately one pipetful of 6% H2O2 to the testtube. Using the small spatula, add a small amount of MnO2 to the test tube. Touch the bottom of the test tube. Record Observations. Decide if this was a chemical change or physical change and record. Waste: Drain 7

8 DATA TABLE: Initial Observations Observation of Changes Chemical or Physical change? CuSO 4 and water FeSO 4 and NaOH Zinc and HCl Candle H 2 O 2 and MnO 2 Conclusion: Make two lists below. One list should contain observations that indicate a physical change has occurred, the other should contain observations that indicate a chemical change has occurred. Physical Change Chemical Change 8

9 Section A.2 Properties Make the Difference Vocabulary Physical property Physical change Chemical property Chemical Change 9

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11 The Building Blocks of Chemistry Vocabulary Matter Atom Element Diatomic molecule (element) (find on p. 117). Compound (Pure) substance Molecule Chemical bonds Chemical symbols 11

12 Chemical formula Subscript Chemical equation Chemical reaction Reactants Products Balanced 12

13 DEMO and Discussion Copper (Cu) and Silver chloride (AgCl) Record your observations of the copper and the silver chloride solution. Copper: AgCl: Record your observations of what happens when the Cu and AgCl are mixed together. Did you observe a physical change or a chemical change? Explain your reasoning. Write out the complete chemical equation for this reaction. (As a class, use as many vocabulary words as possible for the reaction) What does this reaction look like at the molecular level? (draw it using symbols) 13

14 Developing Skills: A.7 Chemical Symbols and Formulas page, a. d. g. b. e. h. c. f a. b. c

15 Modeling Matter: Section A.8 Pictures in the Mind page a. b. 2. a. b. c. d. e

16 Chemistry Themed Name Modeling Matter-Extension Activity Part 1: Look at the contents of the following baggies. Answer the questions. 1. Baggie 1: Draw a picture of this model Per Circle the correct answer. Molecules or atoms? Element or compound? Circle the potential identities of this sample CO 2 NaCl H 2 Iron oxygen carbon 2. Baggie 2: Draw a picture of this model. Circle the correct answer. Molecules or atoms? Element or compound? Circle the potential identities of this sample CO 2 NaCl H 2 Iron oxygen carbon Part 2: Using your model kit, build the following models and answer the questions. 3. Build CaF 2 (calcium fluoride) Draw a picture of this model Circle the correct answer. Molecules or atoms? Element or compound? Which of the following could also be represented by the model you built? CO 2 NaCl H 2 Iron oxygen carbon 4. Build Nitrogen Draw a picture of this model Circle the correct answer. Molecules or atoms? Element or compound? Which of the following could also be represented by the model you built? CO 2 NaCl H 2 Iron oxygen carbon 16

17 Part 3: Actual samples of matter are in these baggies with their formula printed on the baggie. 5. Baggie 5: Draw a picture of what this sample might look like on the molecular level. Circle the correct answer. Molecules or atoms? Element or compound? Use as many of the vocabulary words from page to describe this sample of matter. 6. Baggie 6: Draw a picture of what this sample might look like on the molecular level. Circle the correct answer. Molecules or atoms? Element or compound? Use as many of the vocabulary words from page to describe this sample of matter. Answer the following questions: 7. The smallest identifiable unit of an element is a(n) and a compound is a(n). 8. True or False. If False, make the statement true. a. An element is a group of atoms chemically bonded together. b. All elements exist as atoms. 9. List the elements that exist as diatomic molecules. 17

18 10. For each of the following models of matter, answer the following questions: a. Element or compound? b. Atoms or molecules? c. Give on possibility by name or formula (ex: Carbon or C) for each a. b. c. a. b. c. a. b. c. a. b. c. 11. Substance Element or compound Atoms or molecules H2O Hydrogen Potassium chloride CO Gold Nitrogen dioxide 18

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20 Materials SECTION A: Building Blocks of Chemistry Book p 41-42: Read Section A.9: The Elements and take notes below. Be sure to define all vocabulary words. 20

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22 PERIODIC TABLE- Lab Activity Purpose: To investigate several properties of seven elements and then categorize them into two or more groups based on similar properties. Background Information: You will examine the color, luster, and form of each element and attempt to crush each sample with a hammer. You will also test the substance's ability to conduct electricity. Finally, you will determine the reactivity of each element with two solutions: hydrochloric acid, HCl(aq), and copper(ii) chloride, CuCl2(aq) Procedure: 1. PUT ON SAFETY GOGGLES. The unknown samples have been coded with letters A to G. You will rotate through various stations to perform the tests as indicated in the background information following the procedures below. Be sure to record your data for the appropriate station in a data table as described below. 2. Appearance: Observe and record the appearance of each element, including physical properties such as color, luster or no luster (shiny or dull), and form. You can record the form as crystalline (like table salt), noncrystalline (like baking soda), or metallic (like iron). 3. Conductivity: The solid wire or ribbon samples provided will be less than 1 cm in length. Touch both electrodes to the element sample (this is more difficult in a finely crushed sample, so be sure to try this a few times to be certain of the results). CAUTION: Avoid touching the bare electrode tips with your hands; some may deliver an uncomfortable electric shock. If both the red and green bulbs light, even dimly, electricity is flowing through the sample. Such a material is called a conductor. If the bulb fails to light, the material is a nonconductor. In between each sample, rinse off the electrodes using the de-ionized water bottle, catching the water drips in a large beaker. 4. Crushing: For samples A, B and C, take ONE (not two or three or even more!!) piece of the sample from the baggie. Place it on a scrap paper. Using a hammer or ring stand, GENTLY, tap it to see results. Dispose of in garbage. If it bends or flattens without shattering, it is malleable. If it shatters into pieces, it is brittle. For samples D-G, determine malleable vs brittle by trying to bend with your hands. If it already looks like it is bent, you can assume it is malleable. Put the sample back into the bag when finished. 5. Reactivity with acid a. Place your well plate onto a blank, white sheet of paper. b. Place a sample of each element into a well in the well plate. Make sure you know which well contains which sample. The solid wire or ribbon samples provided will be less than 1 cm in length. Other samples should be between 0.2 g and 0.4 g - you can estimate that as no larger than the size of a match head. c. Add 5 drops of 0.5 M HCl to each well that contains a sample. Use a clean toothpick to stir if necessary. CAUTION: 0.5 M hydrochloric acid (HCl) can chemically attack skin if allowed to remain in contact for a long time. If any hydrochloric acid accidentally spills on you, ask a classmate to notify your teacher immediately. Wash the affected area immediately with tap water and continue for several minutes. d. Observe and record each results. Decide which elements reacted with the hydrochloric acid and which did not. Record these results. e. Dispose of the larger pieces of material in the trash can. The rest can be rinsed down the drain with plenty of water. 22

23 6. Reactivity with copper(ii) chloride. a. Place your well plate onto a blank, white sheet of paper. b. Place a sample of each element into a well in the well plate. Make sure you know which well contains which sample. The solid wire or ribbon samples provided will be less than 1 cm in length. Other samples should be between 0.2 g and 0.4 g you can estimate that as no larger than the size of a match head. b. Add 5 drops of 0.1 M copper(ii) chloride (CuCl 2 ) to each sample. Use a clean toothpick to stir if necessary. c. Observe each system for three to five minutes - changes may be slow. Decide which elements reacted with the copper(ii) chloride and which did not. Record each result. e. Dispose of the larger pieces of material in the trash can. The rest can be rinsed down the drain with plenty of water. 7. Wash your hands thoroughly before leaving the laboratory. Element Appearance Conductivity Result of Crushing A Reaction with Acid Reaction with CuCl 2 (aq) B C D E F G 23

24 Questions 1. Classify each of the five properties tested in this activity as either a physical property or a chemical property. (HINT: look at the data table headings for the properties tested). Property Appearance Chemical or Physical Conductivity Crushing Reactivity with Acid Reactivity with CuCl2 2. Using the following information, classify each tested element as a metal, nonmetal, or metalloid. Metals have a luster, are malleable, and conduct electricity Many metals react with acids; many metals also react with copper(ii) chloride solution. Nonmetals are usually dull in appearance, are brittle, and do not conduct electricity. Metalloids have some properties of both metals and nonmetals. Sample A Metal, Non-metal, Metalloid B C D E F G 24

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26 Making Decisions: It's Only Money page 45 Part 1 1. a. b. c. d. 26

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28 1. Who invented the periodic table? The Periodic Table PowerPoint 2. How did he organize the periodic table? 3. Who organized the modern periodic table? 4. List the properties of a. Metals b. Non-metals c. Metalloids 5. Draw a diagram of an atom 28

29 6. Vertical columns are called. How are these elements similar? Why is this? 7. What is a valence electron? 8. Why are valence electrons important? 9. Name the families in the following groups 1) Group 1: 2) Group 2: 3) Group 3-12: 4) Group 17: 5) Group 18: 29

30 Periodic Table Homework 1. Who invented the first periodic table? 2. The modern periodic table is organized by increasing 3. Determine Metal, Non-Metal or Metalloid for the following elements: Metal, Non-Metal or Metalloid strontium neon germanium hydrogen oxygen 4. Determine Metal, Non-Metal or Metalloid for the following substances: Metal, Non-Metal or Metalloid Shiny, conducts electricity, reacts with acid Brittle, non-conductor, reacts with CuCl2 Non-reactive with acid, non-conductor, brittle Malleable, conductor, lustrous Dull, non-conductor, does not react with acid 5. Where do you find the following parts of the atom? a. Proton: b. Neutron: c. Electron: 6. Match the following chemical families with their column number: a. halogens group 1 b. alkaline earth metals group 2 c. alkali metals group 17 d. noble gases group What is a valence electron? 8. How many valence electrons are found in the following atoms? Atom # of valence e - Atom # of valence e - calcium carbon bromine nitrogen argon lithium helium gold 30

31 10. The horizontal rows are called. These rows tell you how many are present in an atom. Try These! 11. Find the element that has 3 energy levels and is a member of the halogen family. 12. Find the element that has 2 valence electrons and 3 energy levels. 13. Label the following terms on the element square provided: atomic number, atomic mass, symbol, element name 14. What is an isotope? 31

32 15. What is the weight of the following: Protons = Neutrons = Electrons = 16. Mass number = + Try These! (SHOW all work below, not just the final answer) 17. An atom of nitrogen has 8 neutrons. What is its mass number? 18. A uranium atom has a mass number of 235. How many neutrons does it have? 19. An element has a mass number of 56 and 30 neutrons. What element is it? 32

33 20. Write the isotopic symbol for Carbon-12 Try This! 21. Write the isotopic symbol for an isotope of calcium that has 21 neutrons. 22. Which isotope of boron is more abundant, Boron 10 or Boron 11? How do you 33

34 Periodic Table Puzzle Name Clues Down: 1: I have 26 protons 3: I am not really an alkali metal, but since I have only 1 electron I behave like them 4: I am a metal with 28 electrons 7: I am a member of group 3/13 and am the most abundant metal in earth s crust 8: I have six valence electrons in the 2 nd energy level 10: A am a member of group 4/14 often mistaken for the end of your pencil 12: I am a metal that is liquid at room temperature 14: My atomic number is 47 and I am used to make photographic film 15: I am an alkaline earth metal with 4 energy levels 16: I am a member of family 5/15 with 15 electrons 18: I am a gas with an atomic mass of amu 19: I am the first element in the fourth period used in making fertilizer 22: You can find me in group 4/14 in the fifth period Across: 2: My atomic mass is amu 5: I have 2 electrons in the 1 st shell, 8 in the 2 nd and 6 in the 3 rd 6: I am the head of column 4/14 known as the basis of life 9: My atomic number is 79 11: I am a transition metal with 25 electrons 13: I make up 78% of the air and am found in the 5/15 group 14: I am a silvery white metal used to make table salt 17: I am a member of the alkaline earth metals used to make fireworks and medicine 20: I am a noble gas with 2 electrons 21: I am the 2 nd most abundant element in earth s crust and have 14 protons 23: I am a member of the halogen family with 5 energy levels 24: I am a transition metal with 30 electrons useful in making paint 25: I am the only element in the halogen family that is a liquid 34

35 Periodic table crossword Puzzle answer key: Down: 1. Iron 3. Hydrogen 4.Nickel 7. Aluminum 8 Oxygen 10.Lead 12.Mercury 14.Silver 15.Calcium 16.Phosphorus 18.Fluorine 19.Potassium 22.tin Across: 2.Chlorine 5.Sulfur 6.Carbon 9.Gold 11.Manganese 13.Nitrogen 14.Sodium 17.Magnesium 20.Helium 21.Silicon 23.lodine 24.Zinc 25.Bromine 35

36 1. Atomic Number Mass Number Number of Protons Number of Neutrons 7 7 Number of Electrons Isotopic Symbol K Br Mg Si

37 23. What happens to an atom if you: a. Change the number of protons b. Change the number of neutrons c. Change the number of electrons 24. What is an ion? 25. Why do atoms form ions? 26. If an atom gains an electron, what happens to its charge? 27. If an atom loses an electron, what happens to its charge? 37

38 Try These! 28. Determine the charge of the following ions: a. Sodium ion b. Fluoride ion c. Bromide ion d. Calcium ion e. Copper ion 29. What elements are the exceptions to the pattern presented? What are these elements charges? 30. Write an isotopic symbol for a chlorine ion with a mass number of

39 B.10 Ions and Ionic Compounds Note Sheet 1. What is an ionic compound? How are they different than molecular compounds? 2. Potassium has 19 protons and 19 electrons as an atom. If potassium were to become an ion, what is its charge and why? 3. What is the overall charge of an ionic compound? 4. What is the chemical formula for table salt? Label the positive and negative portion of the formula. 5. A positive ion is called a(n). 6. A negative ion is called a(n). 7. What is a formula unit? 8. Why are ionic compounds often able to dissolve in water? 39

40 Ion Worksheet 1. What is a valence electron and why are they important to a chemist? 2. What is the periodic trend for valence electrons when looking at the representative elements (Groups 1 through 18)? 3. How many valence electrons are there in an atom of oxygen? 4. For each atom below determine what ion it becomes: a. Calcium b. Oxygen 5. Elements that are classified as tend to form cations and those elements that are classified as tend to form anions. 6. A cation electrons causing the ion to have a charge and an anion electrons causing it to have charge. 7. Fill in the information missing from the table below. Atom Atomic # # of protons # of neutrons Mass # # of valence e- Potassium 40 Number of energy levels # of e- lost or gained to become an ion Cation or anion and charge of ion Aluminum

41 Use these pages to answer the following: Section A: Book p : #1,2,3,4,5,7,8,9,12,13,15,16,17,18,19,22,23,24 Section B: Book p : #1,2,3,4,5,6,7,9,10,11,12,15,16,17,18,19,20 41

42 Use these pages to answer the following: Section A: Book p : #1,2,3,4,5,7,8,9,12,13,15,16,17,18,19,22,23,24 Section B: Book p : #1,2,3,4,5,6,7,9,10,11,12,15,16,17,18,19,20 42

43 Use these pages to answer the following: Section A: Book p : #1,2,3,4,5,7,8,9,12,13,15,16,17,18,19,22,23,24 Section B: Book p : #1,2,3,4,5,6,7,9,10,11,12,15,16,17,18,19,20 43

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