This represents two isotopes of carbon:
1. Carbon-12: Has 6 protons and 6 neutrons. Neutral charge.
2. Carbon-13: Has 6 protons and 7 neutrons. Also neutral charge.
Carbon-13 is a stable isotope of carbon. The increased neutron number makes it an isotope. Both have 6 protons so they are the element carbon.
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
VIBRO Equipment & Parts Far East Co is a joint British/German owned and managed company operating from Subic Bay Freeport Zone, Philippines. We are an internationally focused company supporting the ground improvement industry.
We design, engineer and manufacture our range of Vibroflots, moving the way forward with a constant stream of innovative and fresh ideas, coupled with a strong will to succeed. We specialize
in offering complete equipment solutions to existing and new scenarios, catering for both on and off shore Job Sites.
Our entire range of Vibroflots and all of the associated attachments are completely designed and engineered in-house using the latest CAD software and the experience and knowledge of over 27 years in the Foundation and Ground Improvement Industries.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
I use this lab sequence over a couple of lessons to get to grips with some basics of different types of reactions, balancing, writing formulas and problem-solving.
In this formative in-class Criterion C task, we connect the content from the last unit with some basics on Forces, using the Red Bull Stratos jump as a basis.
This presentation is for my class to work through as teachers are on a series of PD days. It is based on a very bad One Direction joke cracked in a class about vectors.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
In the first week of High School, my Grade 9 Chemistry class were asked to put on a short show for the BBP and KA students (3-5 year-olds) about water. We used it as a chance to get to know each other and to formatively assess Criterion B: Communication and F: Attitudes in Science.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. σ-
O
H H
σ+ σ+
Atoms and Bonding
Intro to Chemistry
MrT
staylor@canacad.ac.jp
2. It has electrons and
protons in the nucleus
and neutrons outside.
The electrons are the
heaviest part, which is
why they’re outside.
The nucleus is overall
positive and the electrons
are negatively charged.
Clipart people from: http://www.clker.com/search/krug/1
3. Atoms and Bonding
Unit Questions: “How can we know what we cannot see?”
Enduring Understandings:
• Patterns and structures lead to predictability
Areas of interaction:
Human Ingenuity
The Periodic Table is an amazing feat of the scientific method and reason.
Criterion Assessment Tasks
B: Communication Sports Drinks Lab
C: Knowledge & Understanding Mystery elements bonding task (test conditions)
Quia Review Quizzes:
• 2.1 Atoms, ions, isotopes
• 2.2 Periodic Table and structure
• 2.3 Ionic and Covalent Bonding
• 2.4 Intermolecular forces
4. Atoms and Bonding
Assessment Statements
• Define valence electrons and outline the duet
• Describe the components of the atom
and octet rules.
(protons, neutrons, electrons), in terms of
• Draw Lewis dot structures for the valence
size and charge.
electrons of elements on the periodic table.
• Outline the structure of the atom.
• Deduce whether two elements will form an
• Distinguish between atomic number, mass
number and atomic mass.
ionic or covalent compounds from their
position on the periodic table
• Deduce the atomic number and mass
• Explain the formation of ionic bonds.
number of an element from its position on
• Describe the properties of ionic compounds.
the periodic table.
• Describe metallic bonds and their properties.
• Outline the formation of isotopes, using
• Define molecule.
examples.
• Explain the formation of covalent bonds,
• Distinguish between atoms and ions.
using Lewis dot structures.
• Explain how cations and anions are formed,
• Describe the properties of covalently bonded
with examples.
molecules.
• Outline the organisation of the periodic
• Outline how covalent bonding leads to polar
table in terms of groups, periods and
bonds and molecules.
families.
• Explain hydrogen bonding in water as an
• Describe the trend in atomic structure
through the periodic table.
example of dipole-dipole attractions.
• Describe Van der Waal's Forces.
5. Build an Atom
Run the simulation and build the following:
1. a hydrogen atom.
2. the hydrogen cation.
3. helium.
4. a stable isotope of helium.
5. an unstable istotope of helium.
Answer the following:
1. Which subatomic particle determines
the element’s atomic number? Build an Atom, from PhET. Click Run Now.
http://phet.colorado.edu/en/simulation/build-an-atom
2. Which two subatomic particles
determine the element’s mass number? If you’re done:
3. How is ionic charge (net charge) What level can you reach on the game?
determined and what makes an ion?
4. What is an isotope and how is it made?
Then test yourself (and research further):
http://www.quia.com/quiz/3320413.html
(firstnamelastname230, milk)
6. - Atom
Nucleus and electron cloud
Electron (e-)
(mass = negligible, charge: -1)
Neutron (n0)
+ (mass = 1amu*, charge: 0)
Nucleus
contains nucleons + Proton (p+)
(mass = 1amu, charge: +1)
Mass number is the Atomic number is Atomic mass is the
total number of the number of mean mass of an
protons plus protons. This element’s atom
neutrons. defines the based on isotopes.
element.
-
*atomic mass unit (neutrons are slightly more than 1amu)
7. -
Atomic number
is the number of protons.
2
He
+ helium
+
4.00
Atomic mass
is the mean mass of an
element’s atom based on
isotopes.
Different periodic tables place the atomic
number, atomic mass and mass number in
- different positions, so pay attention to the key.
9. What’s this? An atom of hydrogen has one
proton and one electron only.
1
+ H
hydrogen
1.01
Why the 1.01?
In nature some isotopes of hydrogen exist.
These have 1 neutron (deuterium, mass 2amu) or 2 neutrons (tritium, mass 3amu)
How would you change the diagram to show each of these isotopes?
10. What’s the mean number
of legs per person in:
• this class?
• the world?
Image: 'Stacked'
http://www.flickr.com/photos/17731548@N00/2153132167
Found on flickrcc.net
11. What’s the mean number
of legs per person in:
• this class?
• the world?
Slightly less than one!
Why?
Image: 'Stacked'
http://www.flickr.com/photos/17731548@N00/2153132167
Found on flickrcc.net
13. What’s this? This ion of hydrogen has one proton
only. An electron has been lost.
1
+ H +
hydrogen
1.01
The overall charge of this ion is +1.
It is a cation.
14. - What do you
think?
+
+
+
It has 2 e-, but 3n0, so it must
- be an isotope of helium
It has 3 p+, so it must
be an ion of lithium
It has 2 e-, so it must
be helium
16. -
+ +
+
-
An atom of hydrogen has one proton An atom of helium has two protons,
and one electron only. two neutrons and two electrons.
-
+
+ +
-
An ion of hydrogen has one This isotope of helium has two protons,
proton only – and therefore an one neutron and two electrons.
overall charge of +1
17. mass number = 12 13 What do you
? ? think?
atomic number = 6 Charge = 0 6 Charge = 0
They are both the same element,
but have different mass numbers,
so one must be an ion.
The atomic mass of the
second element is 13, so it
must be aluminium
Its atomic number is 6, so they
must both be carbon
18. Marshmallow Isotopes
neutrons
1. Make a hydrogen nucleus (a proton). nucleons
2. Make an alpha particle (helium nucleus) protons
Use a lick to stick.
Sticking forces in nuclei are weak. What are they? You need white and
pink marshmallows
This is called helium-4, as it has four nucleons.
3. Make a particle of the isotope helium-3. +
What is different? +
4. He-5 is an unstable isotope. The alpha-particle
Make it and then suggest why it is unstable.
5. C-12 is the main stable isotope of carbon. Make it.
What other isotopes of carbon are there? What are their uses?
6. In the first few minutes of the universe, alpha particles formed.
New elements can be made from combining alpha particles.
Combine your He-4 with a C-12. What element have you made?
Adapted from: http://www.lbl.gov/abc/marsh-nuclei/index.html Image from http://www.hancocks.co.uk/
19. Neutrons determine nuclear properties
Have a go at this at home if you need more consolidation on isotopes, neutrons and mass number.
Recreate some of the atoms and isotopes you
made in the marshmallow activity.
How does neutron number affect mass
number of the atom?
Are all isotopes of an element equally
abundant in nature?
What is nuclear ‘stability’?
Isotopes & Atomic Mass, from PhET. Click Run Now.
http://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
The number of neutrons does not always equal the number of protons in a stable
element. As proton number increases, an increasing number of neutrons is needed
to keep the atom stable. If there are too many or too few neutrons, it is unstable.
20. Not all periodic atomic number
tables organise the
numbers around the
elements in the same
way. mass number
symbol
You must pay name
attention to the key!
21. mass number = 127 131 What do you
? ? think?
atomic number = 53 Charge = 0 53 Charge = 0
Check the key! They are both isotopes of iodine.
They have different numbers of
neutrons and protons.
They are both isotopes of
iodine. They have different
numbers of neutrons.
They have the same atomic
numbers but different mass
numbers. They are ions.
22. Iodine has many isotopes.
mass number = 127 131
I I
atomic number = 53 Charge = 0 53 Charge = 0
Iodine-127 Iodine-131
Protons: 53 Protons: 53
Neutrons: 74 Neutrons: 78
Stable Unstable Radioisotope used in treating
Abundant Artifical thyroid cancer.
The number of neutrons does not always equal the number of protons in a stable
element. As proton number increases, an increasing number of neutrons is needed
to keep the atom stable. If there are too many or too few neutrons, it is unstable.
23. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1
?
1 Charge = +1
24. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238
H ?
1 Charge = +1 92 Charge = 0
H+ ion
25. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235
H U ?
1 Charge = +1 92 Charge = 0 92 Charge = 0
H+ ion Uranium
26. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U ?
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope
27. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U Co
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope Cobalt isotope
16
?
8 Charge = 2-
28. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U Co
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope Cobalt isotope
16 238
O ?
8 Charge = 2- 94 Charge = 0
Oxygen ion
29. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U Co
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope Cobalt isotope
16 238 40
O Pu ?
8 Charge = 2- 94 Charge = 0 20 Charge = 2+
Oxygen ion Plutonium isotope
30. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U Co
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope Cobalt isotope
16 238 40 47
O Pu Ca ?
8 Charge = 2- 94 Charge = 0 20 Charge = 2+ 20 Charge = 0
Oxygen ion Plutonium isotope Calcium ion
31. mass number = 12 Atom, Ion or
C Isotope?
atomic number = 6 Charge = 0
1 238 235 60
H U U Co
1 Charge = +1 92 Charge = 0 92 Charge = 0 27 Charge = 0
H+ ion Uranium Uranium isotope Cobalt isotope
16 238 40 47
O Pu Ca Ca
8 Charge = 2- 94 Charge = 0 20 Charge = 2+ 20 Charge = 0
Oxygen ion Plutonium isotope Calcium ion Calcium isotope
32. What are they?
How do we draw them?
IONS
How do we name them?
How do they make bonds?
33. Electrons determine chemical properties
An atom of helium has two protons, two
neutrons and two electrons. -
It is a small atom, with an electron ‘shell’ which 2p+
can hold only 2 electrons. 2n0
Because the ‘shell’ is full, He is stable and -
unreactive – it is a noble gas.
The inner shells ‘fill’ first, as the electrons are - -
attracted to the positive nucleus. -
Larger atoms have bigger shells. However, the
outermost shell holds maximum 8 electrons. 9p+ -
- 9n0 -
What is this atom?
How might it become more stable?
-
- -
34. Ions have unbalanced protons and electrons
-
H atom 1p+
0n0
- -
-
F atom
9p+ -
- 9n0 -
-
- -
35. Ions have unbalanced protons and electrons
H+ ion 1p+
0n0
Positively charged ions are cations.
(Think: cats make old ladies happy)
- -
-
F- ion
- 9p+ -
Negatively charged ions are anions.
- 9n0 -
(Think: A Negative ION)
-
- -
36. Octet Rule
Atoms in a compound will tend to have the
electron configuration of a noble gas:
Eight electrons in the outer (valence) shell.
Duet Rule
The inner shell can hold a maximum two electrons
– the configuration of helium.
37. Atoms and the periodic table
Group 1: Alkali metals
columns Group 2: Alkaline earth metals
are groups Group 7: Halogens (sometimes called 17)
Group 8: Noble gases (sometimes 18 or 0)
orphan
hydrogen
rows are
periods
Lanthanides
Actinoids
Interactive periodic table from: http://www.ptable.com/
38. Ions have unbalanced protons and electrons
Common ions:
Positively charged ions are cations. Negatively charged ions are anions.
(Think: cats make old ladies happy) (Think: A Negative ION)
What’s the difference between the ions in purple and those in black?
Compare the elemental ions to the periodic table. Can you describe a trend?
Can you explain why the elements above form these specific ions?
39. What’s the relationship between atomic structure and the periodic table?
+1 +2 Ionic charges are in red. +3 -3 -2 -1
metals non-metals
transition metals
Periodic Table from the IBDP Chemistry Data Booklet
40. What’s the relationship between atomic structure and the periodic table?
Interactive periodic table from: http://www.footprints-science.co.uk/flash/periodic2.swf
41. Atoms and the periodic table
Group 1: Alkali metals
columns Group 2: Alkaline earth metals
are groups Group 17: Halogens
Group 18: Noble gases
orphan
hydrogen
rows are
periods
Lanthanides
Actinoids
Interactive periodic table from: http://www.ptable.com/
42. Valence Electrons & Configurations
In the first period (H and He), there is one
small electron shell. It can hold up to two
electrons – a duet.
As we move down each period, we
add an electron shell.
The outer shell can hold
up to 8 electrons.
4 shells, 1 valence
electron
Valence electrons are the electrons in
the outer shell only. They are used in
bonding.
Once the outer shell is full, the atom is
stable. This is the octet rule.
Interactive periodic table from: http://www.ptable.com/
43. Complete the pattern…
H He
Li Be B C N O F Ne
What do the dots represent?
What is the relationship with periodic table?
Can you predict the pattern for aluminium?
44. Lewis dot configurations
These dots show the number of valence electrons in an atom.
H We can use them to predict bond types as well as the He
structure of a compound.
Li Be B C N O F Ne
What is the relationship with periodic table?
Elements in the same group have the same All the Lewis dots:
number of valence electrons.
Can you predict the pattern for aluminium?
Al
http://www.roymech.co.uk/Related/Chemistry/Lewis_dot_structure.html
45. What’s in your sports drinks?
Sports drinks contain ions to help with rehydration (if you really need it).
Two of their main ingredients are sugar (sucrose) and salt (sodium chloride).
In this investigation we will:
• Determine whether sugar or salt is ionic
• Compare the ion concentrations of two drinks
https://docs.google.com/presentation/d/1Hqs6AMjlx5KBGWWSzOLBSBbO2mzDqw17CkMSdB
hSAcQ
Pocari Sweat and Aquarius bottles from
http://jin.jcic.or.jp/en/ranking/near_water_small_pet_bottle_pouch/
46. Bonding is the attraction between atoms.
Atoms are stable when they have a full valence shell.
In ionic bonds, electrons are transferred to achieve this.
In covalent, electrons are shared.
The result are forces of attraction.
Bonds:
• Ionic
• Covalent
• Metallic
Inter-molecular forces:
• Dipole-dipole bonds
• Hydrogen bonds
• Van der Waal’s forces
http://www.kentchemistry.com/links/bonding/bondingflashes/bond_types.swf
47. Ionic or covalent bonds?
Binary compounds contain two elements.
Metal + non-metal, the bonding will be ionic.
If both are non-metals, bonding is covalent.
non-metals
metals
So what about these compounds?
lithium fluoride _____________ nitrogen dioxide _____________
carbon dioxide _____________ water _____________
magnesium oxide ____________ methane (CH4) _____________
sodium chloride _____________ lead iodide _____________
Periodic table from the BBC. http://goo.gl/1rrCk
48. Ionic or covalent bonds?
Binary compounds contain two elements.
Metal + non-metal, the bonding will be ionic.
If both are non-metals, bonding is covalent.
non-metals
metals
So what about these compounds?
lithium fluoride ionic nitrogen dioxide covalent
carbon dioxide covalent water covalent
magnesium oxide ionic methane (CH4) covalent
sodium chloride ionic lead iodide ionic
Periodic table from the BBC. http://goo.gl/1rrCk
49. Octet Rule
Atoms in a compound will tend to have the
electron configuration of a noble gas:
Eight electrons in the outer (valence) shell.
Duet Rule
The inner shell can hold a maximum two electrons
– the configuration of helium.
50. Ionic Bonding
Forms between a metal and a non-metal.
Metal cations(+) donate electron(s) to non-
metal anions(-).
Li F
+ -
cation Li F anion
The metal has lost its lone electron and the
non-metal has gained. They each now have
filled outer valence shells.
Cations attract anions – the atoms are held
together by this attraction – the ionic bond.
+ -
Li F
http://www.footprints-science.co.uk/ionic.htm
51. Almost full? Get some more. Almost empty? Get rid.
Draw the electron arrangements on these shells.
State the number of valence electrons and draw a Lewis dot configuration.
Deduce whether they will form an anion or a cation.
Oxygen Chlorine
Aluminium Beryllium
52. Almost full? Get some more. Almost empty? Get rid.
Draw the electron arrangements on these shells.
State the number of valence electrons and draw a Lewis dot configuration.
Deduce whether they will form an anion or a cation.
Oxygen Chlorine
8 protons, 8 electrons,
6 valence electrons.
Lewis dot: O
2-
O Almost full- gain two electrons
and form an anion.
Aluminium Magnesium
Al
53. Almost full? Get some more. Almost empty? Get rid.
Draw the electron arrangements on these shells.
State the number of valence electrons and draw a Lewis dot configuration.
Deduce whether they will form an anion or a cation.
Oxygen Chlorine
8 protons, 8 electrons,
6 valence electrons.
Lewis dot: O
2-
O Almost full- gain two electrons
and form an anion.
Aluminium Magnesium
13 protons, 13 electrons,
Al 3 valence electrons.
Lewis dot: Al
3+
Al Almost empty- lose three
electrons and form a cation.
54. Ionic Bonding
Cations Anions
+1 +2 +3 -3 -2 -1
+ 2+ 3+ 3- 2- -
H Mg Al N O Cl
Li+ Ca2+ Fe3+ P3- S2- Br-
In an ionic bond, the charges must balance. + 2+ 3- 2- -
Na Fe PO4 CO3 I
Ions can be elemental or polyatomic – it is K
+
Cu
2+
SO4
2-
NO3
-
the charge which matters. NH4
+
Zn
2+
HCO3
-
2+ -
Pb OH
What combinations of ions are needed to
make the following compounds?
• Sodium chloride
one of each ion gives a
• Lithium iodide Na+ Cl- balanced charge
• Calcium carbonate
• Sodium hydroxide
• Iron (III) oxide
Ionic bonding works in 3-D, so
ionic compounds form crystal
structures. They are strong and
can form aqueous solutions. They
are good electrical conductors
when dissolved or molten.
55. Ionic Bonding
Cations Anions
+1 +2 +3 -3 -2 -1
+ 2+ 3+ 3- 2- -
H Mg Al N O Cl
Li+ Ca2+ Fe3+ P3- S2- Br-
In an ionic bond, the charges must balance. + 2+ 3- 2- -
Na Fe PO4 CO3 I
Ions can be elemental or polyatomic – it is K
+
Cu
2+
SO4
2-
NO3
-
the charge which matters. NH4
+
Zn
2+
HCO3
-
2+ -
Pb OH
What combinations of ions are needed to
make the following compounds?
• Sodium chloride
• Lithium iodide Na+ Cl- Fe3+ Fe3+
• Calcium carbonate
• Sodium hydroxide
balance the charges: 6+ and 6-
• Iron (III) oxide O2- O2- O2-
Ionic bonding works in 3-D, so
ionic compounds form crystal
structures. They are strong
and can form aqueous
solutions. They are good
electrical conductors when
dissolved or molten.
http://en.wikipedia.org/wiki/Iron(III)_oxide
56. Ionic Bonding
Cations Anions
+1 +2 +3 -3 -2 -1
+ 2+ 3+ 3- 2- -
H Mg Al N O Cl
Li+ Ca2+ Fe3+ P3- S2- Br-
Practice drawing Lewis dot structures for + 2+ 3- 2- -
Na Fe PO4 CO3 I
these ionic bonds: K
+
Cu
2+
SO4
2-
NO3
-
+ 2+ -
NH4 Zn HCO3
• hydrogen chloride Pb
2+
OH
-
• iron (II) oxide
• potassium iodide
• copper sulphide (CuS)
• potassium nitride
57. Metallic Bonding
In bonds between metal atoms, electrons
become delocalised and move freely.
This makes them very malleable and
ductile. Freely-moving electrons makes
them very good electrical conductors.
From GCSE Bitesize: http://goo.gl/tJlVP
Animation from:
http://www.drkstreet.com/resources/m
etallic-bonding-animation.swf
58. The duet and octet rules
Hydrogen and helium follow the duet rule –
two valence electrons. They have a small H H
outer electron shell.
H2 (H-H) H H H H
Single covalent bond shared the line represents
electrons a pair of electrons.
59. The duet and octet rules
Hydrogen and helium follow the duet rule –
two valence electrons. They have a small H H
outer electron shell.
H2 (H-H) H H H H
Single covalent bond shared the line represents
electrons a pair of electrons.
Other elements follow the octet rule.
They will gain, lose or share electrons
until the outer shell has a full set of 8.
O O
We can work out how bonds will form by
adding up the total number of valence
O2 (O=O)
electrons and distributing them.
O O O O
Two oxygen atoms have a total of 12 valence
electrons. By sharing them in covalent bonds, shared shared
they can make up the 8 needed. electrons electrons
Double covalent bond each line represents a pair of electrons.
60. Diatomic molecules
These are molecules which are found as pairs of atoms,
H H sharing electrons. They can be elements or compounds.
H2 See if you can draw Lewis dot configurations
for these diatomic molecules.
H H
F F Cl Cl Br Br
O O F2 Cl2 Br
2
O2
O O N I I
NN I2
2
61. Covalent Bonding
Forms between non-metals.
Atoms share valence electrons in the outer shell.
They do not form large crystals like ionic compounds.
http://www.visionlearning.com/library/m
A single bond is the force between odule_viewer.php?mid=55 (animation)
two atoms which are sharing two electrons, e.g. H-H.
Double bonds are formed when
two atoms share four electrons, such as O=O.
Water is an example of a polar covalent bond.
Oxygen has more protons and pulls the shared
electrons more strongly.
The electrons are not σ-
shared equally.
http://www.allthingsscience.com/video/849/Ionic-
The oxygen side is slightly O and-covalent-bonding-animation
negative and the
hydrogens are
slightly positive. H H σ+
σ+
σ = “slightly”
63. Covalent Bonding Non-metals will share electrons
when they bond.
How many electrons does oxygen have in total?
O How many of these are valence electrons?
How about hydrogen?
Draw them on. Draw a Lewis Dot structure for each.
H
64. Covalent Bonding Non-metals will share electrons
when they bond.
Oxygen: 8 electrons, 6 valence electrons.
Hydrogen: 1 electron, 1 valence electron.
O
O H
Oxygen follows the octet rule and needs eight valence
electrons to be stable.
H Hydrogen follows the duet rule and needs two.
It has one already, so will share it with oxygen.
65. Covalent Bonding Non-metals will share electrons
when they bond.
H O
Oxygen follows the octet rule and needs eight valence
electrons to be stable.
H
O
Hydrogen follows the duet rule and needs two.
It has one already, so will share it with oxygen.
Now the hydrogen has a full valence shell…
… but the oxygen is one short.
66. Covalent Bonding Non-metals will share electrons
when they bond.
H
H O
H
Another hydrogen atom can share the final electron
needed to fill the valence shell of oxygen.
H
O
This gives water – H2O!
67. Polar Bonds Larger atoms exert a greater pull on shared electrons.
Oxygen has more protons than hydrogen.
This means there is a stronger attraction between
the shared electrons and oxygen than there is
with the nucleus of hydrogen.
The result is a polar bond. Electrons are pulled
slightly closer to the oxygen, making it slightly
negatively charged overall. The hydrogen ends up
σ+ slightly positively charged.
σ = “slightly”
This will happen in any covalently-bonded
molecule where there is a big difference in atomic
σ+ numbers. The bigger the difference, the stronger
the effect.
σ-
68. Hydrogen Bonding
This is really an inter-molecular force
σ- between polar molecules.
It is a dipole-dipole attraction
O involving H-O, H-F or H-N bonds.
Electrons in covalent bonds
can be unevenly shared, Animation from Sumanas:
H H http://goo.gl/rblz1
making the molecule polar.
σ+ σ+
These slight charges will attract opposites,
such as in water and DNA!
hydrogen bond
σ = “slightly” σ-
http://dna.microbiologyguide.com/s/10002/pics/dnabases.gif
69. Water molecules are attracted to each other with hydrogen bonds.
σ-
O
H H
σ+ σ+
hydrogen bond
σ = “slightly” σ-
70. The polar nature of water allows it to act as a solvent for ionic solids.
Annotate this model of water dissolving NaCl.
72. Carbon dioxide: double bonds
O C O
C Two double bonds are formed.
These are shorter and stronger
shared O than single bonds.
electrons
shared
electrons
O C O
Bonds and electrons can also be
By forming a double bond with each oxygen represented with these lines.
atom, carbon has shared four more electrons Each line represents two electrons.
in its valence shell and is stable.
73. Carbon monoxide: triple bonds
C O C
One triple bond is formed. These
are shorter and stronger than
single and double bonds.
The oxygen atom shares four electrons and
the carbon shares two. This gives six shared
electrons – a triple bond. O C
Bonds and electrons can also be
represented with these lines.
Each line represents two electrons.
74. Van der Waal’s Forces
When non-polar molecules come in very close contact with
each other, an attractive force called Van der Waal’s force can
be created. This is because an induced dipole is created.
It is is a very weak inter-molecular force,
but the cumulative total of Van der Waal’s
forces can be quite strong.
Gecko feet are thought to use VdW’s forces.
They have thousands of tiny hairs called spatulae,
which maximise the surface area for forces to act.
1μm
Read about how geckoes use Van der Waal’s forces here:
http://news.bbc.co.uk/2/hi/science/nature/781611.stm
75. Assessment: Knowledge and Understanding
MrT will give you two elements and the conclusion of a fictitious student.
Using all of your knowledge from Atoms and Bonding, explain how they will bond.
Analyse and evaluate the student’s conclusion.
Work through these steps:
• Draw atomic structure diagrams of each
• Identify the number of valence electrons
• Draw Lewis dot structures
• State whether they will bond ionically or covalently and why.
• If they bond ionically, explain which will form an anion and which will forma
cation and why.
• Draw diagrams to show how they will bond
• Show the final Lewsis Dot structures and state whether the bonds are single,
double or triple and why.
• If they bond covalently, try to determine if they will form a polar bond and
identify which part will be positive and which negative, and why.
Submit this on a separate piece of paper, along with this worksheet. It will be assessed for
criterion C: Knowledge and Understanding.
76. A H B C
O O
H
H
O H O D
H H
E F G + H
2-
H H H O
77. σ-
O
H H
σ+ σ+
hydrogen bond
σ = “slightly” σ-
78.
79. One World Issues: Group Poster Task
Explain the problem and outline how the use of Explain how the A-bomb worked
the bomb was thought to be a solution. and was used.
Identify the stakeholders. Evaluate and discuss the
Who are all the people or groups who were implications of the bomb.
affected in some way by the use of the bomb?
Discuss the use of the bomb, from multiple perspectives,
for each of these One World issues:
social moral ethical political
environmental economic cultural
This will help you write your own personal
essay on One World in Chemistry…
80. How do we use these radioisotopes?
Quick research and presentation:
- What is it and how is it an isotope?
- What is it used for?
- HOW is it used for this purpose?
Uranium-235
Cesium-137
Cobalt-60
81. Criterion A: One World “The role of radioisotopes in Science.”
Level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student states the effectiveness of science and its application in solving the problem or issue.
3–4 The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student describes the effectiveness of science and its application in solving the problem or issue.
The student describes the implications of the use and application of science interacting with at least one of the following factors: moral,
ethical, social, economic, political, cultural and environmental.
5–6 The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.
The student discusses the effectiveness of science and its application in solving the problem or issue.
The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following
factors: moral, ethical, social, economic, political, cultural and environmental.
Criterion B: Communication in Science
Level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student uses a limited range of scientific language correctly.
The student communicates scientific information with limited effectiveness.
When appropriate to the task, the student makes little attempt to document sources of information.
3–4 The student uses some scientific language correctly.
The student communicates scientific information with some effectiveness.
When appropriate to the task, the student partially documents sources of information.
5–6 The student uses sufficient scientific language correctly.
The student communicates scientific information effectively.
When appropriate to the task, the student fully documents sources of information correctly.
82. Ions have unbalanced protons and electrons
Common ions:
Cations Anions
+1 +2 +3 -3 -2 -1
+ 2+ 3+ 3- 2- -
H Mg Al N O Cl
Li+ Ca2+ Fe3+ P3- S2- Br-
+ 2+ 3- 2- -
Na Fe PO4 CO3 I
+ 2+ 2- -
K Cu SO4 NO3
+ 2+ -
NH4 Zn HCO3
2+ -
Pb OH
Positively charged ions are cations. Negatively charged ions are anions.
(Think: cats make old ladies happy) (Think: A Negative ION)
What’s the difference between the ions in purple and those in black?
Compare the elemental ions to the periodic table. Can you describe a trend?
Can you explain why the elements above form these specific ions?
83. What do you think?
Ideas based on
Concept Cartoons:
http://www.conceptcartoons.com
Clipart people from: http://www.clker.com/search/krug/1
84. South-West A South-West B
South-East A South-East B
North-East A North-East B
North-West A North-West B
MrT’s Chemistry Shop
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