The document provides instructions and materials for a chemistry lesson on chemical bonding, including ionic and covalent bonding, periodic tables, and practice questions to review electron configuration and bonding characteristics. Students are assigned roles such as materials manager and oral presenter for demonstrating a lesson on chemical bonding using video clips and examples of bonding in molecules like glucose and sucrose.
Electrons and Chemical Bonding Spring 2013 Day 2jmori
This document provides instructions and information for students regarding upcoming assignments, tests, and study materials. It includes the following key points:
1. Students are given instructions to complete assignments on building blocks of matter, test corrections, ionic and covalent bonding, and flashcards. Due dates are provided.
2. Information is provided on retaking a test, including the required score, date, and need for a parent signature.
3. Details are given on creating flashcards with questions on one side and answers on the other to study for an upcoming quiz.
4. Sample questions are provided to help students study key
All you need_to_know_about_additional_science[2]mcconvillezoe
This document provides an overview of additional science topics including atomic structure, bonding, properties of materials, quantitative chemistry concepts like moles and reacting masses, rates of reaction influenced by factors like concentration and catalysts, energy changes in reactions, electrolysis and information about acids, bases, salts and their reactions. It includes chapter outlines, explanations of concepts, diagrams and examples to illustrate essential ideas in chemistry.
Concept presentation on chemical bonding (iris lo)nahomyitbarek
This document outlines a 4-day lesson plan for teaching ionic and covalent bonding to grade 11 chemistry students according to Ontario curriculum expectations. The lesson plan includes an overview of key concepts, common student misconceptions, and activities to address them. Day 1 involves classifying compounds and demonstrations. Day 2 introduces bonding concepts. Day 3 focuses on ionic and covalent bonding through models and videos. Day 4 examines polar covalent bonding through a demonstration and building molecular models. Assessment strategies are provided for each day.
All you need_to_know_about_additional_science[1]lucywalshaw
Structures and bonding, properties of materials, quantitative chemistry and rates of reaction are discussed. Key topics covered include atomic structure, ionic and covalent bonding, properties of materials like conductivity and melting points, amounts of substances and moles, balancing chemical equations, factors that affect rates of reaction like temperature, concentration and surface area. The document provides an overview of content to be covered in additional science chapters on these core chemistry concepts.
The document provides instructions for students, including scheduling a test retake, collecting parent signatures on corrected tests, and completing assignments on atomic structure models and Lewis dot diagrams. Students are also assigned jobs like materials manager and oral presenter for an upcoming lesson. The document quizzes students on electron configuration, ionic and covalent bonding, and using the periodic table to draw Bohr models and Lewis dot diagrams.
This document provides an overview of key concepts from the first chapter of an introductory chemistry textbook. It discusses why chemistry is studied, the nature of chemistry, thinking like a chemist, the scientific method, the particulate nature of matter, physical states of matter, and classifying matter as elements, compounds, mixtures, homogeneous mixtures, or heterogeneous mixtures. The chapter outline and copyright information are also presented.
The document discusses metabolic processes and the chemistry of life. It explains that metabolic processes involve chemical reactions in cells that transform energy from food and build cellular structures. These reactions break down and synthesize substances, with wastes eliminated. It then discusses the basics of atoms, bonding, and solubility to provide context for understanding biochemical processes at the cellular level.
The document provides instructions and materials for a chemistry lesson on chemical bonding, including ionic and covalent bonding, periodic tables, and practice questions to review electron configuration and bonding characteristics. Students are assigned roles such as materials manager and oral presenter for demonstrating a lesson on chemical bonding using video clips and examples of bonding in molecules like glucose and sucrose.
Electrons and Chemical Bonding Spring 2013 Day 2jmori
This document provides instructions and information for students regarding upcoming assignments, tests, and study materials. It includes the following key points:
1. Students are given instructions to complete assignments on building blocks of matter, test corrections, ionic and covalent bonding, and flashcards. Due dates are provided.
2. Information is provided on retaking a test, including the required score, date, and need for a parent signature.
3. Details are given on creating flashcards with questions on one side and answers on the other to study for an upcoming quiz.
4. Sample questions are provided to help students study key
All you need_to_know_about_additional_science[2]mcconvillezoe
This document provides an overview of additional science topics including atomic structure, bonding, properties of materials, quantitative chemistry concepts like moles and reacting masses, rates of reaction influenced by factors like concentration and catalysts, energy changes in reactions, electrolysis and information about acids, bases, salts and their reactions. It includes chapter outlines, explanations of concepts, diagrams and examples to illustrate essential ideas in chemistry.
Concept presentation on chemical bonding (iris lo)nahomyitbarek
This document outlines a 4-day lesson plan for teaching ionic and covalent bonding to grade 11 chemistry students according to Ontario curriculum expectations. The lesson plan includes an overview of key concepts, common student misconceptions, and activities to address them. Day 1 involves classifying compounds and demonstrations. Day 2 introduces bonding concepts. Day 3 focuses on ionic and covalent bonding through models and videos. Day 4 examines polar covalent bonding through a demonstration and building molecular models. Assessment strategies are provided for each day.
All you need_to_know_about_additional_science[1]lucywalshaw
Structures and bonding, properties of materials, quantitative chemistry and rates of reaction are discussed. Key topics covered include atomic structure, ionic and covalent bonding, properties of materials like conductivity and melting points, amounts of substances and moles, balancing chemical equations, factors that affect rates of reaction like temperature, concentration and surface area. The document provides an overview of content to be covered in additional science chapters on these core chemistry concepts.
The document provides instructions for students, including scheduling a test retake, collecting parent signatures on corrected tests, and completing assignments on atomic structure models and Lewis dot diagrams. Students are also assigned jobs like materials manager and oral presenter for an upcoming lesson. The document quizzes students on electron configuration, ionic and covalent bonding, and using the periodic table to draw Bohr models and Lewis dot diagrams.
This document provides an overview of key concepts from the first chapter of an introductory chemistry textbook. It discusses why chemistry is studied, the nature of chemistry, thinking like a chemist, the scientific method, the particulate nature of matter, physical states of matter, and classifying matter as elements, compounds, mixtures, homogeneous mixtures, or heterogeneous mixtures. The chapter outline and copyright information are also presented.
The document discusses metabolic processes and the chemistry of life. It explains that metabolic processes involve chemical reactions in cells that transform energy from food and build cellular structures. These reactions break down and synthesize substances, with wastes eliminated. It then discusses the basics of atoms, bonding, and solubility to provide context for understanding biochemical processes at the cellular level.
1. Chemistry is central to understanding biological processes as we are composed of chemicals and chemical reactions drive life.
2. At the most basic level, all matter is composed of atoms that can bond through ionic or covalent bonds to form molecules and compounds.
3. Organic compounds that contain carbon, such as carbohydrates, lipids, proteins, and nucleic acids, are unique to living systems and are built through polymerization reactions involving monomers.
Bohr Model vs. Wave Model + Lewis Dot Diagrams - Day 2jmori
The document provides instructions for a chemistry lesson, listing the materials needed and homework assignments, including retaking a test, getting parent signatures on corrected work, and completing pages from the textbook on atomic models and chemical bonding by Thursday. Students are also asked to schedule a retake of Test #3 if they scored below a certain threshold.
The document is a study guide covering the structure of the atom including:
1) Matter is made up of elementary particles like atoms, molecules, and ions. Atoms are the basic unit that make up elements.
2) The structure of an atom includes subatomic particles like protons, neutrons, and electrons. Protons and neutrons are located in the nucleus while electrons surround it in shells.
3) Atoms are classified by their proton number and nucleon number. The electronic configuration determines an element's properties.
4) Elements are arranged in the periodic table based on their atomic structure. This allows prediction of an element's physical and chemical properties.
Mendeleev could have used an OWL ontology to help organize the periodic table by defining classes of elements and compounds based on their chemical properties. The ontology classified over 700 chemical classes with over 40,000 axioms. It was able to group many elements correctly based on properties like conductivity, ion formation, and reaction ratios. However, it had limitations in describing complex structures of salts and predicting unknown elements. While useful, fully modeling inorganic chemistry exceeds OWL's capabilities.
Electrons and chemical bonding spring 2013 day 4jmori
The document provides homework assignments on ionic and covalent bonding due the next day, informs students they can retake a test, and includes study questions on chemical bonding to be written on index cards for an upcoming quiz. It also links to videos explaining different types of bonds and electronegativity to help with the assignments.
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.
The document provides an overview of basic chemistry concepts for biologists, including defining atoms, elements, molecules, compounds, and bonds. It explains ionic and covalent bonding, including how hydrogen bonding is important for biological molecules like water and DNA. The document also covers acid-base chemistry, defining the pH scale and how living systems regulate pH to control chemical reactions.
The document provides information about the four fundamental forces and particles that make up everything in the universe:
1) Gravity and magnetism are the two forces that act on matter and charged particles respectively. Gravity always pulls while magnetism can pull or push.
2) All matter is made up of fundamental particles called protons, neutrons, and electrons that combine to form atoms. Protons and neutrons are found in the nucleus while electrons orbit around the nucleus.
3) Atoms can combine to form molecules, and everything in the universe from people to planets are made up of these fundamental forces and particles.
This document discusses different types of solids and their properties. It begins by introducing the three states of matter and describing how atoms in solids are held together more strongly than in gases and liquids.
It then summarizes the two main types of solids - amorphous and crystalline. Amorphous solids like glass have irregular atomic arrangements while crystalline solids have orderly, repeating patterns. Crystalline solids can further be classified based on the bonding forces between their constituent particles as ionic, covalent, molecular or metallic. Each type of bonding gives rise to distinct physical properties.
The document also describes space lattices and unit cells, which are the repeating arrangements of atoms that define crystalline structure. There
This document summarizes key concepts about atomic structure from Chapter 4. It discusses early atomic models proposed by Democritus and Dalton. Dalton's atomic theory stated that all matter is made of atoms that cannot be divided further. The document then explains discoveries of subatomic particles like electrons, protons, and neutrons. It describes Rutherford's gold foil experiment which showed that atoms have a small, dense nucleus. Finally, it defines atomic number, mass number, isotopes, and how average atomic masses are calculated based on isotope abundances.
The document summarizes key concepts from Chapter 4 of Nivaldo Tro's "Introductory Chemistry" textbook, including:
1) John Dalton proposed atoms as tiny, indivisible particles that combine in whole number ratios to form compounds.
2) Atoms are composed of protons, neutrons, and electrons, with protons and electrons determining an element's identity and charge.
3) Elements are arranged on the periodic table based on their atomic number, which is the number of protons in the nucleus.
The document discusses atomic structure and relates various atomic properties such as the number of protons, neutrons, and electrons to the atomic number, mass number, and charge. It also discusses electron configurations of the first 20 elements and how the charge on monatomic ions relates to their position on the periodic table. Finally, it mentions drawing Lewis diagrams of atoms, molecules, and ions.
Electrons and chemical bonding spring 2013 day 3jmori
The document provides instructions for students on assignments and tests, including completing corrections for Test 2, scheduling a retake if needed, making study cards for a quiz on Friday, and homework on ionic and covalent bonding due the next day. It also includes links to videos explaining bonding concepts and the electronegativity table to determine bond type.
csonn t1 atoms, molecules and stoichiometrycheeshengonn
Here are the key steps to solve this problem:
1) Isotope 35Cl has a relative abundance of 75.8%
2) Isotope 37Cl has a relative abundance of 24.2%
3) The relative atomic mass of 35Cl is 35 amu
4) The relative atomic mass of 37Cl is 37 amu
5) Use the formula: Relative Atomic Mass = Σ (Relative Abundance of isotope x Atomic Mass of isotope)
6) For 35Cl: Relative Abundance = 75.8%, Atomic Mass = 35 amu. So, contribution is 75.8% of 35 = 26.43
7) For 37Cl: Relative Abundance = 24
The document summarizes Dalton's atomic theory and provides information about atomic structure and subatomic particles. It discusses Dalton's four main postulates, including that atoms are indivisible and atoms of different elements combine in whole number ratios. The document also outlines the discoveries of key subatomic particles like electrons, protons, and neutrons by scientists such as Thomson, Rutherford, and Chadwick. It describes Bohr's model of the atom and introduces concepts like orbitals, electron configuration, and quantum numbers.
The document provides information about atoms and the structure of matter in three sections:
1. Atoms are the building blocks of matter and consist of protons, neutrons, and electrons. The arrangement of atoms determines the properties of different types of matter.
2. Atoms can combine to form compounds and molecules through chemical bonds. Compounds have unique properties that differ from their constituent elements.
3. Matter exists in four states - solid, liquid, gas, and plasma. The state depends on how tightly or freely the atoms and molecules are able to move. Solids have a fixed structure while gases spread freely.
Materials science and engineering involves the study of atomic structure and bonding in materials. There are three primary types of atomic bonding - ionic, covalent, and metallic. Crystalline solids can have face-centered cubic (FCC), body-centered cubic (BCC), or hexagonal close-packed (HCP) crystal structures which influence material properties. Crystalline materials can assemble into either crystalline or amorphous structures, and material properties depend on crystal orientation in single crystals but are isotropic in polycrystalline materials with randomly oriented grains.
1) The document provides an overview of key concepts in chemistry including the mole concept, chemical formulas and equations, and different types of chemical reactions.
2) It explains that the mole is a unit used to measure amounts of substances and is equal to 6.022x1023 particles. Molar mass refers to the mass of one mole of a substance.
3) Chemical equations are used to represent chemical reactions and must satisfy the law of conservation of mass by being balanced with the same number and type of atoms on each side of the reaction arrow.
Ch. 3 elements and the periodic table(sec.1,2and 3)Hamdy Karim
The document describes the structure of atoms including protons, neutrons, and electrons, and how they are arranged in the nucleus and electron shells. It also explains how elements are organized in the periodic table according to their atomic number and properties, with metals generally on the left side and non-metals on the right. Different groups of elements are discussed including their typical properties and common uses.
The document outlines requirements for a final cooperative group project that is due. Students must submit either a 3 page game board or 6 panel brochure, with additional required components including directions, 4 additional projects, and peer evaluations. Materials can be picked up from tables and all elements must have equal contribution. A chemistry vocabulary review, game, identification activity, and 3D atom model are provided as options for additional components. The final exam and binder check dates are also noted.
This document provides an overview of topics and materials for a science class. It includes:
1) A list of materials needed for an in-class activity on the definition of matter, including a lab worksheet and Cornell notes template.
2) Reminders about turning in test corrections and a lab assignment.
3) Examples and illustrations about the states of matter (gas, liquid, solid), including their characteristic properties and molecular movement.
4) Information on endothermic and exothermic chemical reactions in terms of heat transfer and temperature change.
5) A characteristic chart for students to complete comparing the properties of examples in different states of matter.
6) Homework assigned to finish the
This document provides instructions for several classroom assignments:
1. A binder check assignment requires students to follow the table of contents, include assignment logs and grade printouts, and create a computer-generated cover page and table of contents. It is worth 140 points and is due next Thursday.
2. Tests are cumulative and require students to create half a page of notes on target concepts from both old and new material. These notes are worth 20 points.
3. Quick writes will be graded for participation and honesty, not points. Students can use notes but not textbooks, and will self-grade with colored pencils within 9 minutes.
4. The document reviews elements, compounds, and mixtures,
1. Chemistry is central to understanding biological processes as we are composed of chemicals and chemical reactions drive life.
2. At the most basic level, all matter is composed of atoms that can bond through ionic or covalent bonds to form molecules and compounds.
3. Organic compounds that contain carbon, such as carbohydrates, lipids, proteins, and nucleic acids, are unique to living systems and are built through polymerization reactions involving monomers.
Bohr Model vs. Wave Model + Lewis Dot Diagrams - Day 2jmori
The document provides instructions for a chemistry lesson, listing the materials needed and homework assignments, including retaking a test, getting parent signatures on corrected work, and completing pages from the textbook on atomic models and chemical bonding by Thursday. Students are also asked to schedule a retake of Test #3 if they scored below a certain threshold.
The document is a study guide covering the structure of the atom including:
1) Matter is made up of elementary particles like atoms, molecules, and ions. Atoms are the basic unit that make up elements.
2) The structure of an atom includes subatomic particles like protons, neutrons, and electrons. Protons and neutrons are located in the nucleus while electrons surround it in shells.
3) Atoms are classified by their proton number and nucleon number. The electronic configuration determines an element's properties.
4) Elements are arranged in the periodic table based on their atomic structure. This allows prediction of an element's physical and chemical properties.
Mendeleev could have used an OWL ontology to help organize the periodic table by defining classes of elements and compounds based on their chemical properties. The ontology classified over 700 chemical classes with over 40,000 axioms. It was able to group many elements correctly based on properties like conductivity, ion formation, and reaction ratios. However, it had limitations in describing complex structures of salts and predicting unknown elements. While useful, fully modeling inorganic chemistry exceeds OWL's capabilities.
Electrons and chemical bonding spring 2013 day 4jmori
The document provides homework assignments on ionic and covalent bonding due the next day, informs students they can retake a test, and includes study questions on chemical bonding to be written on index cards for an upcoming quiz. It also links to videos explaining different types of bonds and electronegativity to help with the assignments.
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.
The document provides an overview of basic chemistry concepts for biologists, including defining atoms, elements, molecules, compounds, and bonds. It explains ionic and covalent bonding, including how hydrogen bonding is important for biological molecules like water and DNA. The document also covers acid-base chemistry, defining the pH scale and how living systems regulate pH to control chemical reactions.
The document provides information about the four fundamental forces and particles that make up everything in the universe:
1) Gravity and magnetism are the two forces that act on matter and charged particles respectively. Gravity always pulls while magnetism can pull or push.
2) All matter is made up of fundamental particles called protons, neutrons, and electrons that combine to form atoms. Protons and neutrons are found in the nucleus while electrons orbit around the nucleus.
3) Atoms can combine to form molecules, and everything in the universe from people to planets are made up of these fundamental forces and particles.
This document discusses different types of solids and their properties. It begins by introducing the three states of matter and describing how atoms in solids are held together more strongly than in gases and liquids.
It then summarizes the two main types of solids - amorphous and crystalline. Amorphous solids like glass have irregular atomic arrangements while crystalline solids have orderly, repeating patterns. Crystalline solids can further be classified based on the bonding forces between their constituent particles as ionic, covalent, molecular or metallic. Each type of bonding gives rise to distinct physical properties.
The document also describes space lattices and unit cells, which are the repeating arrangements of atoms that define crystalline structure. There
This document summarizes key concepts about atomic structure from Chapter 4. It discusses early atomic models proposed by Democritus and Dalton. Dalton's atomic theory stated that all matter is made of atoms that cannot be divided further. The document then explains discoveries of subatomic particles like electrons, protons, and neutrons. It describes Rutherford's gold foil experiment which showed that atoms have a small, dense nucleus. Finally, it defines atomic number, mass number, isotopes, and how average atomic masses are calculated based on isotope abundances.
The document summarizes key concepts from Chapter 4 of Nivaldo Tro's "Introductory Chemistry" textbook, including:
1) John Dalton proposed atoms as tiny, indivisible particles that combine in whole number ratios to form compounds.
2) Atoms are composed of protons, neutrons, and electrons, with protons and electrons determining an element's identity and charge.
3) Elements are arranged on the periodic table based on their atomic number, which is the number of protons in the nucleus.
The document discusses atomic structure and relates various atomic properties such as the number of protons, neutrons, and electrons to the atomic number, mass number, and charge. It also discusses electron configurations of the first 20 elements and how the charge on monatomic ions relates to their position on the periodic table. Finally, it mentions drawing Lewis diagrams of atoms, molecules, and ions.
Electrons and chemical bonding spring 2013 day 3jmori
The document provides instructions for students on assignments and tests, including completing corrections for Test 2, scheduling a retake if needed, making study cards for a quiz on Friday, and homework on ionic and covalent bonding due the next day. It also includes links to videos explaining bonding concepts and the electronegativity table to determine bond type.
csonn t1 atoms, molecules and stoichiometrycheeshengonn
Here are the key steps to solve this problem:
1) Isotope 35Cl has a relative abundance of 75.8%
2) Isotope 37Cl has a relative abundance of 24.2%
3) The relative atomic mass of 35Cl is 35 amu
4) The relative atomic mass of 37Cl is 37 amu
5) Use the formula: Relative Atomic Mass = Σ (Relative Abundance of isotope x Atomic Mass of isotope)
6) For 35Cl: Relative Abundance = 75.8%, Atomic Mass = 35 amu. So, contribution is 75.8% of 35 = 26.43
7) For 37Cl: Relative Abundance = 24
The document summarizes Dalton's atomic theory and provides information about atomic structure and subatomic particles. It discusses Dalton's four main postulates, including that atoms are indivisible and atoms of different elements combine in whole number ratios. The document also outlines the discoveries of key subatomic particles like electrons, protons, and neutrons by scientists such as Thomson, Rutherford, and Chadwick. It describes Bohr's model of the atom and introduces concepts like orbitals, electron configuration, and quantum numbers.
The document provides information about atoms and the structure of matter in three sections:
1. Atoms are the building blocks of matter and consist of protons, neutrons, and electrons. The arrangement of atoms determines the properties of different types of matter.
2. Atoms can combine to form compounds and molecules through chemical bonds. Compounds have unique properties that differ from their constituent elements.
3. Matter exists in four states - solid, liquid, gas, and plasma. The state depends on how tightly or freely the atoms and molecules are able to move. Solids have a fixed structure while gases spread freely.
Materials science and engineering involves the study of atomic structure and bonding in materials. There are three primary types of atomic bonding - ionic, covalent, and metallic. Crystalline solids can have face-centered cubic (FCC), body-centered cubic (BCC), or hexagonal close-packed (HCP) crystal structures which influence material properties. Crystalline materials can assemble into either crystalline or amorphous structures, and material properties depend on crystal orientation in single crystals but are isotropic in polycrystalline materials with randomly oriented grains.
1) The document provides an overview of key concepts in chemistry including the mole concept, chemical formulas and equations, and different types of chemical reactions.
2) It explains that the mole is a unit used to measure amounts of substances and is equal to 6.022x1023 particles. Molar mass refers to the mass of one mole of a substance.
3) Chemical equations are used to represent chemical reactions and must satisfy the law of conservation of mass by being balanced with the same number and type of atoms on each side of the reaction arrow.
Ch. 3 elements and the periodic table(sec.1,2and 3)Hamdy Karim
The document describes the structure of atoms including protons, neutrons, and electrons, and how they are arranged in the nucleus and electron shells. It also explains how elements are organized in the periodic table according to their atomic number and properties, with metals generally on the left side and non-metals on the right. Different groups of elements are discussed including their typical properties and common uses.
The document outlines requirements for a final cooperative group project that is due. Students must submit either a 3 page game board or 6 panel brochure, with additional required components including directions, 4 additional projects, and peer evaluations. Materials can be picked up from tables and all elements must have equal contribution. A chemistry vocabulary review, game, identification activity, and 3D atom model are provided as options for additional components. The final exam and binder check dates are also noted.
This document provides an overview of topics and materials for a science class. It includes:
1) A list of materials needed for an in-class activity on the definition of matter, including a lab worksheet and Cornell notes template.
2) Reminders about turning in test corrections and a lab assignment.
3) Examples and illustrations about the states of matter (gas, liquid, solid), including their characteristic properties and molecular movement.
4) Information on endothermic and exothermic chemical reactions in terms of heat transfer and temperature change.
5) A characteristic chart for students to complete comparing the properties of examples in different states of matter.
6) Homework assigned to finish the
This document provides instructions for several classroom assignments:
1. A binder check assignment requires students to follow the table of contents, include assignment logs and grade printouts, and create a computer-generated cover page and table of contents. It is worth 140 points and is due next Thursday.
2. Tests are cumulative and require students to create half a page of notes on target concepts from both old and new material. These notes are worth 20 points.
3. Quick writes will be graded for participation and honesty, not points. Students can use notes but not textbooks, and will self-grade with colored pencils within 9 minutes.
4. The document reviews elements, compounds, and mixtures,
1. The document provides instructions for multiple assignments including describing matter, completing lab sheets for a biotechnology lab, and conducting quick writes to answer questions about observations of unseen matter.
2. Students are instructed to complete descriptions of items in a supply bag by illustrating, coloring, and recording observations on sheets using suggested words.
3. As a group, students will orally present their descriptions of two items each and provide feedback, then sort items into a Venn diagram and answer analysis questions.
The document provides instructions for several science assignments. Students are asked to update their log, turn in an assignment on the periodic table, and work on an element booklet using construction paper and selecting elements by random draw. The element booklet is due on Wednesday along with a bibliography. An extra credit assignment called "Gold Dust Kid" is also listed and due by Friday. Students are told they can print their element booklets in color or black and white at home.
Students are asked to bring specific materials to chemistry class including their "Mission Possible" assignment from last week and writing utensils. They are reminded to sit in their same seats as last week and take out a pen or pencil. The document provides information on upcoming assignments that are due, including the "Mission Possible" lab report and an email assignment, as well as notes on homework expectations for the current and following days of class.
This document provides instructions for students to complete assignments related to a current event article and an upcoming test. Students are asked to:
1) Complete a quiz, turn it in, and return a manilla folder.
2) Create a half page of handwritten notes to study for Test #3 on Monday.
3) Get approval for their chosen article, and work on completing an outline, summary paragraph, and reaction paragraph for a current event article assignment due Tuesday.
1) The document provides instructions and reminders for science class, including needing a pencil/pen and logbook for the managers' instructions, and completing atomic structure power notes.
2) Test retakes are available until Thursday and students should check their grades for accuracy as progress notices will be printed that afternoon.
3) The power notes on atomic structure should be highlighted or marked and all pages reviewed and reflected on.
This document contains instructions and information for an assignment involving measurement tools used in chemistry. It includes a checklist of materials needed, illustrations of tools like thermometers and beakers with their uses, and explanations of units of measurement. The back of the sheets needs illustrations colored and tools matched to their functions. Conversions between units are explained using prefixes and moving the decimal point. Liquid volume is measured by reading the bottom of the curved surface and selecting the proper unit label.
This document provides instructions and guidelines for students to write a conclusion for a science lab on the effects of European corn borer (ECB) infestation levels on corn. Students are told to restate the purpose and challenge of the lab by identifying the independent and dependent variables. They should also summarize the major findings by looking at their graph, state whether their hypothesis was supported by evidence found, and suggest improvements to the experiment. The homework is to submit the completed lab sheets and draft and final conclusions.
This document contains instructions and reminders for students regarding assignments and assessments due. It mentions that progress notices are due, the last week to retake a test, and that quick writes will be ungraded but for participation. Students are allowed to use notes but not textbooks for quick writes. The document provides guidance on filling out questions from pages in the textbook and showing work. It includes a Venn diagram activity to organize characteristics of solids, liquids, and gases.
1. A final cooperative group project is due Friday with additional components picked up yesterday and a signed progress notice is due now.
2. Materials for a game board or brochure can be picked up from the middle tables as needed and four additional equal contribution components are due including a chemistry vocabulary, basic chemistry vocabulary game, who am I, and a 3D atom model.
3. Individual research is due Friday with an MLA bibliography and 1/2 page of notes on target concepts for the final exam to include on the game board. The final exam will take place on June 6th and 7th with binder check #4 also on the 6th.
1. The document provides instructions for an Earth Day recycling drive to collect water bottles and cans from April 29th to May 3rd. The materials collected will be turned into water filters to send to a school in Fiji.
2. Students are asked to bring recyclables from home to school and collect items already thrown away at school like Gatorade bottles and cans.
3. The proceeds will support Give Clean Water's effort to provide clean water in developing areas.
The document provides instructions and information about classroom activities related to density, including identifying volume and density labs that are due, a test on physical and chemical changes, and notes about rearranging seating and taking on new classroom roles. Students are given review questions to study physical and chemical changes as well as the structure of matter. Key concepts about density such as volume, mass, and the density formula are explained.
This document provides an agenda for a science class that includes reminders about upcoming assignments, topics to be covered for the class including Boyle's gas law and plasma, questions to review graphs and properties of matter, and homework assignments due the next day. Students are asked to complete the Definition of Matter Lab, review their Cornell notes, and finish any unfinished portions of the Definition of Matter Lab for homework. The class will cover Charles' gas law, relationships between pressure and volume, plasma properties, and review text definitions and examples of physical properties of matter.
The document summarizes key developments in the atomic theory model over time from ancient Greece to the 20th century. It discusses early ideas from Democritus and Dalton's first atomic theory. Major discoveries include Thomson discovering the electron and proposing the plum pudding model, Rutherford using the gold foil experiment to show the atom's structure with a dense nucleus, and Bohr introducing the planetary atomic model. Later, Schrodinger introduced the wave mechanic model and quantum theory. The basic atomic structure is then explained, identifying the subatomic particles - protons, neutrons, and electrons - and their properties. Key terms like atomic number, isotopes, and ions are also defined.
This document provides instructions and assignments for a science class. It includes:
1. A list of materials needed for today's class including pencils, lab sheets, and notes.
2. Instructions for completing corrections on Test #1 and getting parent signature, with the test due the next day.
3. Assignments defining physical properties of matter with examples, and shading a periodic table to represent the different states of matter.
The document provides direction on several classroom activities and assignments for the students.
This science class document outlines the day's assignments and tasks which include:
- Updating assignment grades in log #1
- Working on Cornell notes and a virtual biotechnology lab
- Completing an organizing data crossword for extra credit
- Continuing a virtual biotechnology lab that involves collecting test data and organizing it into a chart and graph
- The homework is to finish the virtual lab that will be due at the beginning of the next class.
Elements, Compounds & Mixtures Day 4 fall 2012jmori
The document provides instructions for students to complete several assignments:
1. Staple an Elements, Compounds and Mixtures worksheet to pages 1-6 and turn it in the next day.
2. Log into Learning Point and take Quiz #2 as a group without looking at answers.
3. Complete a comprehension check on elements, compounds, and mixtures using a word box to fill in a chart and providing 2 additional examples.
4. Solve a chemistry problem to calculate how much KNO3 will dissolve in 200g of water at 30 degrees C.
5. Bring the interactive reader to class the next day.
1) The document provides reminders and information about upcoming assignments in science class, including corrections for Test #2 that are due today and signed by parents.
2) It summarizes key concepts from the Bohr and Schrodinger atomic models, including that Bohr believed electrons orbited the nucleus in fixed orbits like planets around the sun, while Schrodinger proposed that electrons vibrate around the nucleus and can only predict where they are most likely to be found.
3) The document reviews basic atomic structure, isotopes including examples for hydrogen, and how to identify metals, nonmetals and metalloids on the periodic table based on their location in the boxes.
Electrons and chemical bonding spring 2014 day 2jmori
The document provides instructions for students to complete a STAR quiz and worksheet on chemical bonding. It includes the following key points:
1) Students need materials like a pencil, periodic table, and colored pencils for the worksheet.
2) They must turn in STAR cards and will be assigned a computer to continue the worksheet after the quiz.
3) The worksheet involves drawing Lewis dot diagrams, identifying ionic and covalent bonds, and calculating electronegativity.
4) Homework on ionic and covalent bonding is due next week along with completed STAR cards.
The document provides instructions for a chemistry lesson that involves identifying elements and compounds, describing chemical bonding and ion formation, and balancing chemical equations. Students are asked to complete tasks using resources like the periodic table, textbooks, and online learning modules. They will learn about chemical bonding, ion formation, and the properties of ionic compounds by creating examples like sodium chloride. Questions are provided to test their understanding.
Electrons and chemical bonding spring 2014 day 1jmori
The document provides instructions for students on an upcoming chemistry lesson, including materials needed, homework assignments, and review questions. Students are asked to create flashcards with chemistry questions and answers and will have a quiz on Friday covering topics like ionic and covalent bonding, electronegativity, and drawing Lewis dot diagrams. The lesson will focus on how chemical bonding allows elements to join together in different combinations and form new substances with different properties.
Electrons and Chemical Bonding spring 2014 day 2jmori
1) Students will take a 15 minute STAR quiz and then be assigned to computers to continue working on an electron and chemical bonding worksheet.
2) After the quiz, students should turn it in, return manilla folders, and sign out a computer from Mrs. M to work on the worksheet, making sure to use their own words, highlight important information, and review all pages.
3) The document provides information on chemical bonding and how atoms bond by sharing, gaining or losing electrons, and explains the characteristics of ionic and covalent bonds. Homework assigned is to complete the electron and chemical bonding worksheet by next week and to prepare STAR cards for the following class.
The document outlines the curriculum for several terms, including the units that will be covered in chemistry such as Unit 2 on chemistry and the universe. It provides learning objectives and topics that will be studied for Unit 2, including atomic structure, ionic and covalent bonding, and the properties of different elements and compounds. A practical activity is described where students will investigate the properties of elements.
The document provides instructions for students to complete a packet on chemical bonding, including drawing Lewis dot diagrams and determining bond type using electronegativity values. Students are asked to draw Bohr models and complete notes up to page 6 for homework. Materials and scheduling for assessments are also included.
There are four types of solids depending on the bonding between particles: molecular, macromolecular, metallic, and ionic. Covalent bonding forms molecular solids like iodine where atoms share electrons. Metallic bonding via delocalized electrons gives metals properties like malleability and high conductivity. Ionic bonding through electrostatic attraction between cations and anions produces solids like salt that are hard but brittle. The type of bonding determines a solid's properties.
There are four types of solids depending on the bonding between particles: molecular, macromolecular, metallic, and ionic. Covalent bonding forms molecular solids like iodine and macromolecular solids like diamond. Metallic bonding results from delocalized electrons binding metal ions into a lattice, allowing metals to conduct electricity and heat well. Ionic bonding occurs between oppositely charged ions, forming ionic solids that are hard but brittle.
Electrons and chemical bonding spring 2013 day 3jmori
The document provides instructions for students on assignments and tests, including completing corrections for Test 2, scheduling a retake if needed, creating study cards with questions and answers from online lessons, and homework on ionic and covalent bonding due the next day. It also includes links to online videos about chemical bonding concepts and the electronegativity table to determine bond type.
This document provides an overview of basic chemistry concepts. It explains that all matter is made up of atoms, and atoms can combine to form either elements or compounds. The structure of the atom is described, including subatomic particles like protons, neutrons, and electrons. Electron configuration and chemical bonding via ionic and covalent bonds are also summarized. Key terms like isotopes, ions, the periodic table, and electronegativity are defined.
This document defines chemical formulas and explains how atoms form compounds. It states that a chemical formula tells what elements are in a compound and the number of atoms. It then discusses that atoms form compounds due to electric forces between protons and electrons. Atoms seek to gain or lose electrons to achieve a stable outer electron level. The document goes on to describe ionic and covalent bonds. Ionic bonds form when a metal transfers electrons to a nonmetal. Covalent bonds form when nonmetals share electrons. It provides examples of naming ionic and covalent compounds.
The document outlines a chemistry curriculum covering various units over 3 terms, including topics like atomic structure, ionic and covalent bonding, and properties of substances. It provides learning objectives and details on unit 2 which will cover chemical reactivity and bonding, properties based on chemical structure, and factors affecting chemical reactions. The unit will involve learning atomic structure, ionic and covalent bonding through activities like drawing dot and cross diagrams.
This document discusses the structure of matter and different types of chemical bonds. It begins by defining important terms like elements, atoms, and compounds. It then explains the three main types of atomic bonds: covalent, ionic, and metallic. Covalent bonds form when atoms share electrons, ionic bonds form when electrons are transferred between atoms to form ions, and metallic bonds result from the attraction between positively charged metal ions and delocalized electrons. The document provides examples of each bond type and discusses naming conventions for compounds. It also covers polyatomic ions and transition metals.
The document provides instructions for a chemistry lesson, listing the materials needed and homework assignments, including retaking a test, getting signatures on corrected work, and completing pages in the textbook on atomic models and chemical bonding. Students are also given questions to answer about electron configuration, ionic and covalent bonds, and drawing Bohr and Lewis dot diagrams.
The document discusses chemical bonding, including the formation of ions, ionic bonds, metallic bonds, and covalent bonds. Ions are formed when atoms gain or lose electrons to obtain full outer electron shells. Ionic bonds form when ions of opposite charge attract via electrostatic forces. Metallic bonds occur via delocalized electrons within metal atoms. Covalent bonds form through the sharing of electron pairs between nonmetal atoms. The octet rule and electronegativity help explain bonding properties.
1. Valence electrons from the metal and nonmetal collide.
2. An electron is exchanged, with the metal atom losing an electron to form a cation and the nonmetal gaining an electron to form an anion.
3. This results in the formation of two ions - a positively charged cation and a negatively charged anion.
4. The ions are then held together by electrostatic attraction between the positive and negative charges.
This document discusses chemical bonds and how they form compounds. It explains that ionic bonds form between metals and nonmetals when electrons are transferred, creating oppositely charged ions. Covalent bonds form when atoms share electrons. There are different types of covalent bonds depending on how electrons are shared. The document provides examples of naming simple ionic compounds and covalent molecules, and discusses more complex compounds involving polyatomic ions or water of hydration.
The document summarizes the development and key features of the periodic table. It discusses how early chemists like Newlands, Meyer, and Mendeleev arranged elements in order of atomic mass and properties, recognizing repeating patterns. Mendeleev predicted new elements and Moseley later arranged elements by atomic number. The periodic table is organized into blocks by electron configuration and periods and groups that demonstrate trends in properties. Metals are on the left, nonmetals on the right, and metalloids border the stair-step line between them.
Similar to Electrons and Chemical Bonding Spring 2013 Day 1a (20)
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Electrons and Chemical Bonding Spring 2013 Day 1a
1. You Will Need:
1. Pencil, Text Book- Periodic Table,
Colored Pencils
2. Ionic & Covalent Bonding 2 pages-4
sides (Pick-up from bookshelf)
4. Log #3 Update
5. Building Blocks of Matter –
Counting Atoms– Due tomorrow
2. Please SCHEDULE:
1. To take Retake Test #2
• 129/185 or lower
2. Starts Thursday of this week
3. Parent Signature and
Corrections – due Wed.
3. You will need 100 3 x 5 cards
1. Print out Questions & Answers hyperlinked
on Learning Point
• Glue, Staple or Tape Questions on
the Front and Answers on the back
OR
• You can write out the questions &
answers
2. Due at the beginning of class on
Friday
3. Quiz on Friday
4. • Please Pick up your belongings
1. Move to the back of the room
2. Take your new seat when your
name is called
• Decide on your new job
• Manager, Materials
Manager, Timer Designer,
Oral Presenter
5. 1. The substances on the left side of a
periodic table are most likely this class
of elements….
2. Which subatomic particle determines
the charge of the atom?
3. The scientist who believed the atomic
structure resembled the solar system?
4. The least reactive elements on the
Periodic Table are the ______________.
5. The type of electrons that determine
how an atom will bond to another
atom are the ___________________.
6. 6. The subatomic particle responsible for
determining the atom you are looking
at are the ____________.
7. Why are elements’ atoms on the
periodic table neutral?
8. When an element’s atomic structure
has more or less neutrons we call this
an ______.
9. What is the valence of Nitrogen? How
do you know?
10. How many more electron bonds
would Nitrogen need to have a full
outer shell?
7. Timer Designers: In charge of today’s lesson
on the computer (R & R Required)
Everything on this planet is made of atoms from elements. Even though
the number of elements on the Periodic Table is limited, joining the
elements in different ways allows you to make a huge number of
combinations.
Chemical Bonding is the joining of atoms to form new substances. The
properties of these new substances are different from the properties
of the original elements. When chemical bonds form, electrons are
shared, gained or lost.
8. Everything on this planet is made of atoms from elements. Even though
the number of elements on the Periodic Table is limited, joining the
elements in different ways allows you to make a huge number of
combinations.
Need to Know!
Chemical Bonding is the joining of atoms to form new substances. The
properties of these new substances are different from the properties
of the original elements. When chemical bonds form, electrons are
shared, gained or lost.
Understanding the electron configuration, (Electron Dot,) for each
atom will help you understand how different elements will bond or
not bond with other elements.
9. Not all the electrons in an atom are used to make
chemical bonds. It is the electrons on Outer-Most
Level or VALENCE electrons, (Electron-Dot) that
determine how an atom will react (bond). REMEMBER:
You can use your periodic table to determine valence
values for most elements.
Atoms want to be “happy” or stable….if they have a full
outer shell. Atoms that have fewer than eight valence
electrons usually form bonds. The only time a full shell
is equal to 2 if for the element Helium.
10. Element Bohr Model Lewis Dot
(Symbol + Valence)
Lithium
Row = 2 valence
1
Electrons= 3-
Atomic # 2
Protons = 3+ P=3
N=4
Li
Atomic Mass
– Atomic # Neutrons = 4
7-3=
Neon valence
Row = 2 8
Atomic # 2
Electrons= 10-
Ne
P =10
Protons = 10+ N =10
Atomic Mass
– Atomic #
Neutrons = 10
20-10
11. Element Group Valence Bond or Not Bond
Hydrogen 1 1 Bond
Magnesium
Oxygen
Sulfur
Krypton
Lithium
Carbon
12. Watch the video clip on Covalent & Ionic Bonding
(hyperlinked on Learning Point)
Compound Lewis Dot Bonding Config. Type of Bond and Why?
Sodium Fluoride
(NaF)
Diatomic Fluoride
(F2)
Hydrogen Fluoride
(HF)
13. Question Answer
Ion • Charged atom
• Caused by a transfer (lose or gain) or shared
electron
What are the characteristics of • Usually between Metals and Nonmetals
Ionic Bonds? • Transfer of electrons – atoms become IONS
• Form Crystal Lattices
• Brittle
• High melting and boiling points
• Dissolve easily in water
• Form compounds
• Specific shape
15. Question Answer
What are the characteristics of • Usually between Metals and Nonmetals
Ionic Bonds? • Transfer of electrons – atoms become IONS
• Form Crystal Lattices
• Brittle
• High melting and boiling points
• Dissolve easily in water
• Form compounds
• Specific shape
Illustrate a neutrally charged Bohr Before you move to the next slide….try to draw
Model of an aluminum atom. this on your own and then check to see how
you did.
If you made a mistake….figure out what you
did incorrectly.
16. Question Answer
What are the characteristics of • Usually between Metals and Nonmetals
Ionic Bonds? • Transfer of electrons – atoms become IONS
• Form Crystal Lattices
• Brittle
• High melting and boiling points
• Dissolve easily in water
• Form compounds
• Specific shape
Illustrate a neutrally charged Bohr
Model of an aluminum atom.
3
2 8
P=13
N=14
17. Question Answer
Illustrate a positively charged Bohr Before you move onto the next slide….try to
Model of an aluminum atom. (3+) draw this on your own.
18. Question Answer
Illustrate a positively charged Bohr
Model of an aluminum atom. (3+)
8
2
P=13
N=14
Why is Al3+ considered an (Look at all the subatomic particles before you
ion? answer this question.)
19. Forming Sodium Chloride
http://www.youtube.com/watch?v=2mzDwgyk6QM
Before (pg. 233) After
Questions: Questions:
1)Why does Sodium become an Ion? 1)Why do Sodium and Chlorine bond?
2)Is it Positive or Negative? Why? 2)What is the overall charge of the
3)Why does Chlorine become an Ion? compound?
4)Is it Positive or Negative? Why? 3)Does NaCl have the same
characteristics as Na and Cl?
4)What are some unique characteristics
of NaCl?
20. Question Answer
Characteristics of Covalent bonds • Valance electrons are shared
• More often between nonmetal
• Low melting and boiling point
• Free flowing but can be brittle
• Form molecules
• Do not have a specific shape - flexible
View Video – Covalent Bonding –
hyperlinked on Learning Point. How many types of covalent bonds are shown in the
http://www.youtube.com/watch?v=1wpDicW_MQQ
video clip? ______
22. http://www.youtube.com/watch?v=ulyopnxjAZ8&feature=relmfu
Drawing Lewis Dot Diagram Bonds
Molecule Illustration Explanation Electron Dot (Color Code each
element)
1. What kind of bond does
Hydrogen & Oxygen
make?
2. How do you know?
P=8
N=8 3. Why does one Oxygen
bond with two Hydrogen
P=1 P=1
atoms?
N=0 N=0
23. Element Bohr Model Lewis Dot
(Symbol + Valence)
Lithium
Row = 2
1
Electrons= 3-
Atomic # 2
Protons = 3+ P=3
N=4
Li
Atomic Mass
– Atomic # Neutrons = 4
7-3=
Neon
Row = 10 8
Atomic # 2
Electrons= 10-
Ne
P =10
Protons = 10+ N =10
Atomic Mass
– Atomic #
Neutrons = 10
20-10
24. http://www.youtube.com/watch?v=7DjsD7Hcd9U
How do we determine the type of • Identify class of elements
bond in a compound? • Same class usually covalent
• Opposite class usually ionic
• Calculate the electronegativity factor
What is ELECTRONEGATIVITY? A measure of how much an element
wants an electron
P=8
How do you know the
N=8 Look it up (see next slide)
electronegativity factor of an
element?
P=1 P=1
N=0 N=0
What are the determining values for 0-0.4 = Non-polar covalent
each type of bond? .41-2.0 = Polar covalent
>2.0 = Ionic
27. Homework:
1) Building Blocks of Matter –
Counting Atoms – Due Tomorrow
2) Test #2 Corrections and Signature
– Due Wednesday
3) Ionic and Covalent Bonding – Due
Thursday
4) STAR Cards #1-30 – on 3x5 cards
– Due Friday at the beginning of
class