Everything you can feel is made of atoms! Chemistry!

Transcription

1 Everything you can feel is made of atoms Chemistry their structure and components The classification of substances as acids, bases, and salts, based on their characteristics, name, and formula The difference between organic and inorganic compounds Chemical reactions and the Law of conservation of mass How the rate of reaction is affected Radioactivity using modern atomic theory Vocabulary surface area, symbolic equations, synthesis, valence electron Our inquire into Everything you can feel is made of atoms will help us better understand: That the difference between atoms, ions, and molecules is caused by the difference in acids, alpha particle, atomic number, atoms, bases, beta particle, Bohr diagrams, bromothymol blue,catalyst, combustion, compounds, concentration, conservation of mass, covalent bonding, daughter isotope, decomposition, electron, fission, fusion, gamma radiation, half-life, indigo carmine, inorganic, ionic bonding, ions, isotope,lewis diagrams, light, litmus paper, mass number, methyl orange, molecules, neutralization (acid-base), neutron, organic, parent isotope, phenolphthalein, polyatomic, proton,radioactive decay, salts, single and double replacement, Note: If you lose this package it is your responsibility to print out a new copy from Ms. Veenstra s webpage: 1 of 23

2 Chapter 4 Learning Goal B D A E Reference 1. I can demonstrate knowledge of the three subatomic particles, their properties, and their location within the atom 2. I can define and give examples of ionic bonding and covalent bonding 3. I can with reference to elements 1 to 20 on the periodic table, draw and interpret Bohr models, including protons, neutrons, and electrons, of atoms (neutral), ions (charged), molecules - covalent bonding (e.g., O2, CH4 Chapter 4.1 Chapter 4.1 Chapter I can identify valence electrons using the periodic table Chapter I can draw and interpret Lewis diagrams showing single bonds for simple ionic compounds and covalent molecules 6. I can distinguish between lone pairs and bonding pairs of electrons in molecules 7. I can use the periodic table and a list of ions (including polyatomic ions)to name and write chemical formulae for common ionic compounds, using appropriate terminology 8. I can convert names to formulae and formulae to names for covalent compounds, using prefixes up to deca Chapter 4.1 Chapter 4.1 Chapter 4.2 Chapter I can define and explain the law of conservation of mass Chapter I can represent chemical reactions and the conservation of atoms using molecular models 11. I can write and balance (using the lowest whole number coefficients) chemical equations from formulae, word equations, or descriptions of experiments My estimate based on quizzes and assignments: LG = Mark = % Chapter 4.3 Chapter 4.3 "#$%%$%#& '"(")*+$%#&,--*.+)$/0"1& 23".+)456& Does not demonstrate a basic understanding of concepts. Demonstrates a basic understanding of concepts. Assign by Ms. V LG = Mark = % Demonstrates a solid understanding of concepts. Test result: % Demonstrates a complete and deep understanding of concepts && "#$%%$%#& '"(")*+$%#&,--*.+)$/0"1& 23".+)456& 72992:&;:,'2&& "#"$" %&""#""%" %'""#""(&""#""(""#""('" )"&""#")""#"")'" <2:=2>9,;2&& *" +*",-" --".*".-" /*" /-" 0*" 0-" 1*" 1-" 2**" 2 of 23

3 PART I: ATOM SCREEN Chapter 4.1 Atomic Theory Lab 4.1: Building an Atom (PhET simulation) 1. Go to the website: phet.colorado.edu. Click on HTML5 simulations on top right of screen and choose the Build an Atom simulation ( 2. Explore the Build an Atom simulation with your group. As you explore, talk about what you find. List two things your group observed in the simulation. a. b. 2. Click on the + sign for each of the boxes (element name, net charge and mass number) to view changes as you change the number of particles in the atom. 3. What particle(s) are found in the centre of the atom? 4. Play until you discover which particle(s) determine(s) the name of the element you build. 5. What is the name of the following atoms? a. An atom with 3 protons and 4 neutrons: b. An atom with 2 protons and 4 neutrons: c. An atom with 4 protons and 4 neutrons: 6. Play with the simulation to discover which particles affect the charge of an atom or ion. 7. Fill in the blanks below to show your results: a. Neutral atoms have the same number of protons and electrons. b. Positive ions have protons than electrons. c. Negative ions have protons than electrons. 8. Develop a relationship (in the form of a single sentence or equation) that can predict the charge based on the number and types of particle. 9. Play with the simulation to discover what affects the mass number of your atom or ion. a. What is a rule for determining the mass number of an atom or ion? 10. Fill in the blanks below to show your understanding of charge and mass: a. Protons have a mass of amu and a charge of. b. Neutrons have a mass of amu and a charge of. c. Electrons have a mass of nearly amu and a charge of. 11. Practice applying your understanding by playing 1 st and 2 nd levels on the game screen. 3 of 23

4 PART II: SYMBOL SCREEN 1. Using the Symbol readout box, figure out which particles affect each component of the atomic symbol and how the value of the numbers is determined. d ca b Position in symbol box Term to describe this information Particle used to determine this a Element symbol protons How the value is determined # of p will identify the element b c d Ion charge Atomic number Mass number 3. Practice applying your understanding by playing the 3 rd and 4 th game levels. Play until you can get all the questions correct on the 4 th level. Fill in the information here for your last screen of the 4 th game level: protons neutrons electrons PART III: REVIEW EXERCISES - USE PERIOD TABLE 1. The periodic table has a great deal of information about every atom. Using your periodic table, answer the following questions: a. What is the atomic number of chlorine (Cl)? c. How many protons are there in any Cl atom? b. What is the atomic number of tungsten (W)? d. How many protons are there in any Te atom? 2. Can you tell from your own periodic table exactly how many neutrons are in an atom? Explain your answer. 3. How will you use your periodic table to find the number of neutrons? 6. Complete the following table: Name Symbol Atomic number Mass Number Number of neutrons Number of Electrons hydrogen-2 2 H sodium Charge 107 fluorine of 23

5 PART IV: ATOMIC THEORY SUMMERY 1. Draw a model of a boron atom with a mass number of 10. Include and label all the subatomic particles, and indicate the charge of all the subatomic particles. 2. Fill out the the following table: Chapter 4.1 Bohr Models Notes Electron shells (orbitals, E levels) 1st shell holds only Valence shell: 2nd shell hold 3rd shell holds Valence electrons: 4th shell holds Example: Sodium Atom Shortcomings of model? Advantages of model? Particle Location Mass (Proton = 1) Charge 5 of 23

6 Stable: Unstable: Atoms will tend to gain or lose e- in order to become stable ION vs ATOM IMPORTANT NOTE: Protons are locked in the nucleus so the positive charge can t change...positive ions come from atoms that have lost e-, NOT from gaining protons Example Single e - in valence shell Unstable gain 7 or lose 1 e -? 6 of 23

7 Patterns in the periodic table activity 1 18 H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar K Ca 1. With your partner find as many patterns as possible. 7 of 23

8 4.1 Bohr Model Compounds Notes Forming Compounds Atoms wants to be stable (have a full valence shell). Atoms can become stable by 1. - metals tend to and become (called ) - non-metals tend to and become (called ) 2. A. Ionic Compounds Ionic bonds are formed between positive ions and negative ions. Generally, this is a metal (+) and a non-metal (-) ion. For example, lithium and oxygen form an ionic bond in the compound Li 2 O. Covalent Compounds Covalent bonds are formed between two or more non-metals. Electrons are shared between atoms. For example, hydrogen and fluoride form a covalent bond in the compound HF. Ionic vs. Covalent NOTE: Metals are found 8 of 23

9 Lewis Structures 4.1 Lewis diagram Notes Lewis diagrams illustrate chemical bonding by showing only an atom s valence electrons and the chemical symbol. Example Draw Lewis structure for Ca, a chlorine ion and a beryllium ion. NOTE: Square brackets are placed around each ion and the charge is added outside the bracket. Ionic Compounds Beryllium and chlorine can form an ionic compound: Let s try CaO: Covalent Compounds Lewis diagrams can also represent covalent bonds. The shared pairs of electrons are usually drawn as a straight line. Example: HF H2O 9 of 23

10 4.2 Names and Formulas for compounds insert periodic table for nomenclature 10 of 23

11 4.2 Type I Ionic Compounds (metal + non-metal) - contain a metal and a nonmetal - the metal that is present only forms one type of cation (shaded above with charges). - Both the metal and the non-metal form ions, which is why it is called an ionic compound. 1) From the following list, cross out those compounds that do NOT belong in the category for Type I binary ionic compounds. NaCl FeCl2 CaCl2 TiO2 MgO AlBr3 KCl K2S BeF2 Cu2O3 AgCl Zn3N2 Formula and name examples for Type I ionic compounds: KI = potassium iodide BaO = barium oxide ZnF2 = zinc fluoride Na2S = sodium sulfide Ag3N = silver nitride BeCl2 = beryllium chloride 2) What type of element is always listed first (metal or nonmetal)? second? 3) Is the name of the first element in the compound different from the element? (yes/no) 4) What is the common ending for all the names? 5) In zinc fluoride, there are 2 fluoride atoms, are they indicated in the name? (yes/no) 6) What is the charge on the zinc ion? 7) What is the charge on the fluoride ion? 8) Why do you need one zinc ion and two fluoride ions for the formula for zinc fluoride? 9) Why do you need two sodium ions for every sulfide ion in sodium sulfide? 10) As a team, determine the rules for naming type I binary ionic compound when given the formula. 11) As a team, determine the rules for writing the formula for a type I binary compound when given the name. 12) Name each of the type I binary ionic compounds listed in question 1. Finish Q on Worksheet 4.2 A + B p. 13 in note package. 11 of 23

12 4.2 Type II Ionic Compounds (transition metal +non-metal) - contain a metal and a non-metal - the metal that is present here can form more than one type of cation (blank in the periodic table above) - both the metal and the nonmetal form ions, and it is still called an ionic compound. 1) From the following list, cross out those compounds that do NOT belong in the category for Type II ionic compounds. AlP FeCl2 Ag2O VBr5 CoS SnF2 K3N SrF2 CuBr AuCl3 ZnO HgS Formula and name examples for Type II ionic compounds: Fe2O3 = iron(iii) oxide FeO = iron(ii) oxide CuS = copper(ii) sulfide CuCl = copper(i) chloride MnO2 = manganese(iv) oxide MnCl2 = manganese(ii) chloride 2) What type of element is always listed first (metal or nonmetal)? second? 3) Is the name of the first element in the compound different from the element? (yes/no) 4) What is the common ending for the nonmetal portion of the names? 5) In the compound FeO, what is the charge on iron? 6) In the compound Fe2O3, what is the charge on iron? 7) What does the Roman number after the metal name represent? 8) As a team, determine the rules for naming type II ionic compound when given the formula. 11) As a team, determine the rules for writing the formula for a type II compound when given the name. 12) Name each of the type II ionic compounds listed in Question 1 of Type II section. Finish Q on Worksheet 4.2 A + B p. 13 in note package. 12 of 23

13 Answer sheet for Worksheet 4.2 A + B (pink) 1. Obtain Worksheet 4.2 A + B from Ms. Veenstra 2. Write down the formula for the ions and compounds in the first three columns using Worksheet 4.2 A 3. Check your answers on worksheet 4.2 B 4. Write down the names for the compounds using worksheet 4.2 B 5. Check your answers using worksheet 4.2 A 1st Ion 2nd Ion Formula for compound Name 1 Ca Cl CaCl calcium chloride of 23

14 4.2 Compounds Containing Polyatomic Ions Polyatomic ions are ions that as a group have a set charge. Polyatomic ions are usually recognized in a formula by the grouping of more than one nonmetal elements after a metal. Your book has a table listing polyatomic ions. Use your book s table to fill in the following table with the appropriate names/formulas of the polyatomic ions. Name Formula Name Formula ammonium chlorite nitrate C 2 NO CrO OH carbonate Use your knowledge of Type I and Type II metals as well as the appropriate polyatomic name/ formula to fill in the following table. cyanide Name Formula Name Formula SO sodium carbonate Cu(NO iron(ii) nitrate calcium sulfate MnSO ammonium nitrate Check your work: Were the polyatomic ions correctly identified for the above table? Remember when you have parentheses, you must identify the polyatomic ions by looking inside the parentheses and the numbers outside the parentheses just indicate how many of that polyatomic ion you have. Are the compound formulas you filled into the table above neutral in charge? Do all type II metals in the table above have their charge indicated by either a Roman numeral or their Latin name with an ous or ic ending? Ca(ClO) Are all type I metals listed without a Roman numeral? Finish Q on Worksheet 4.2 A + B p. 15 in note package. KCN 14 of 23

15 Answer sheet for Worksheet 4.2 A + B (pink) 1st Ion 2nd Ion Formula for compound Name of 23

16 4.2 Covalent compounds (non-metal and non-metal) Compounds that do not contain metals have covalent bonds instead of ionic bonds. A covalent bond is formed by sharing one or more pairs of electrons. The pair of electrons is shared by both atoms. For example, in forming H2, each hydrogen atom contributes one electron to the single bond. 1) From the following list, cross out those compounds that do NOT belong in the category for binary compounds containing only nonmetals or metalloids. CCl4 AlCl3 CO SeF6 SiO2 SrI2 P4O10TiO2 SeO3 IrCl ZrO2 N2O5 Formula and name examples for covalent compounds: CO2 = carbon dioxide H2O = dihydrogen monoxide P4S10 = tetraphosphorus decasulfide NO = nitrogen monoxide IF5 = iodine pentafluoride BF3 = boron trifluoride 2) Which element is listed first in the name? 3) Is the name of the first element in the compound different from the element? (yes/no) 4) What is the common ending for all the names? 5) What do the prefixes (di-, mono-, penta-, tri-) in the names above mean? 6) Is the prefix mono- used when there is only one atom of the first element? (yes/no) 7) Is the prefix mono- used when there is one atom of the second element? (yes/no) 8) As a team, determine the rules for naming covalent compound when given the formula. 8) Name each of the covalent compounds listed above. 16 of 23

17 Answer sheet for Worksheet 4.2 C + D (Blue) Formula Name Formula Name of 23

18 Chemical Equation: Word equation: Chapter 4.3 Chemical Equations Symbolic equation: coefficient products subscript reactants States of Matter: 4.4 Conservation of Mass Activity 1. Make lego models of the two reactants in the chemical reaction represented below. Make a drawing in the table below. Na = H = C = O = 2. Find the mass of the reactants: g 3. Rearrange the lego to represent the products in the chemical reaction. Make a drawing in the table. 4. Find the mass of the reactants: g NaHCO HC CO H2 NaC Count the number of atoms in the reactants Na = H = C = O = Count the number of atoms in the products Na = H = C = O = Questions: 1. What does a lego piece represent? 2. What does a collection of lego blocks represent? 3. What can you say about the mass before and after the reaction? 4. What can you say about the number of lego pieces before and after the reaction? 18 of 23

19 Chapter 4.3 Lab The Mass of Reactants and Products Question: In a chemical reaction, will the reactants weigh the same as the products? Background: In this experiment, we will use the chemical equation for the reaction of vinegar (the chemical name for vinegar is acetic acid) and baking soda (the chemical name for baking soda is sodium bicarbonate): Baking soda + vinegar ----> carbon dioxide + water + sodium acetate NaHCO3 +HC2H3O2 ----> CO2 + H2O + NaC2H3O2 We will use this experiment to find out if the reactants (baking soda and vinegar) weigh the same as the products (carbon dioxide, water, and sodium acetate) Hypothesis: Materials: Ziploc bag Vinegar (CH3COOH) Spatula Baking Soda (NaHCO3) Balance Graduated Cylinder Procedure/Data/Observations: 1. Put on safety goggles. 2. Place a scoop of baking soda into the bag. 3. Mass the bag with baking soda in it. Record: (A) 4. Mass the empty graduated cylinder. Record: (B) 5. Measure about 10 ml of vinegar into the graduated cylinder. 6. Mass the graduated cylinder with vinegar in it. Record: (C) 7. Pour the vinegar into the bag and immediately zip it tightly shut. 19 of 23

20 8. Observe the chemical reaction. a. What do you notice? b. What is being produced? c. Is there a change in color? d. Feel the outside of the bag. Is there a change in temperature? 9. Wait until the reaction stops. Mass the bag (D) Analysis: For the REACTANTS: Mass of bag + mass of baking soda (A) + mass of vinegar in grad cylinder (C) mass of grad cylinder (B) (A) + (C) (B) = For the PRODUCTS: Mass of bag + resulting chemicals in bag D = Check: Does the mass of the reactants equal the mass of the products? Conclusion: Was your hypothesis correct? What is the law of conservation of mass? How does it relate to this experiment? Do you think there were any errors that may have changed the results that you should have gotten? 20 of 23

21 insert balancing equation activity 21 of 23

22 insert balancing activity 22 of 23

23 4.3 Tips for Balancing 23 of 23