Lesson 8
Chemical Bonding & Nomenclature
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Topics:
Chemical Bonds
Lewis Dot Structures
Molecular Geometry
Polar Bonds
Naming Compounds
Writing Chemical Formulas
Naming Molecular Compounds
Lesson 8: Chemical Bonding and Nomenclature
2
2
Chemical Bonds
Sodium (Na) is a silver-colored metal that reacts so
violently with water that flames are produced when sodium
gets wet.
Chlorine (Cl) is a greenish-colored gas that is so poisonous that it was used as a weapon in World War I.
When the electrons of sodium metal and chlorine gas interact, the compound sodium chloride (NaCl) is formed, which is table salt.
Since the body is over 90% water, ingesting sodium metal would literally set someone on fire!
If we make a compound out of Na, we can make something totally different such as the table salt used to season our food.
3
Chemical Bonds
Atoms can interact with each other to form new substances called
compounds.
Compounds are formed when electrons in an atom’s last energy level interact and form chemical bonds. A chemical bond is an attractive force between atoms that holds them together.
An atom’s outermost energy level of electrons is called the valence shell (or valence level) and the electrons in the valence shell are called valence electrons.
4
Na Atom
Cl Atom
Sodium has 1 valence electron in the valence shell.
Chlorine has 7 valence electron in the valence shell.
Chemical Bonds
In ionic bonds, metals always lose electrons to nonmetals and become positive (or cations).
In ionic bonds, nonmetals always attract electrons from metals and become negative (anions).
Ionic compounds are neutral compounds made up of cations and anions.
Covalent bonds are formed between nonmetals and electrons are shared so no ions are formed.
Cl
nonmetal
Na
metal
O
nonmetal
O
nonmetal
Metal + Nonmetal = Ionic Compound
Nonmetal + Nonmetal = Covalent Compound
Chemical Bonds: Ionic
The octet rule states that atoms will gain, lose, or share
valence electrons in a way that will give each atom eight electrons in their valence shell.
Na has 1 electron in its valence shell and Cl has 7 electrons in its valence shell. Cl needs 1 valence electron to have 8 in its outer shell.
If Na transfers its 1 valence electron to Cl, Na’s second energy level becomes the valence shell, which already has 8 electrons.
Now, Na has a positive 1 charge and Cl has a negative 1 charge. But, the charge on NaCl is zero (the charges cancel each other out).
6
Na Atom
Cl Atom
Ionic Bond
Chemical Bonds: Ionic
An Ionic bond is formed when there is a transfer of electrons from a metal to a nonmetal. Compounds formed by ionic bonds are ...
A brief power point presentation designed to help introduce high school chemistry students to reading the periodic table and extracting information such as the number of valence electrons an element has, etc.
Chemical bonds help determine the characteristics and properties of elements and compounds. Chemical formulas use symbols and subscripts to represent the number and type of atoms in a molecule or compound. Chemical bonds can be ionic, where atoms gain or lose electrons to form charged ions, or covalent, where atoms share or exchange electrons through electron dot diagrams.
This document summarizes various chemistry concepts related to bonding:
1) Atoms bond through ionic bonding, where ions with opposite charges attract, or covalent bonding, where electrons are shared between atoms.
2) Ionic bonds form between ions, while covalent bonds form when atoms share electrons to achieve stable full outer energy levels.
3) Bonding diagrams like Lewis structures are used to represent how atoms bond by sharing or transferring electrons to achieve stable configurations.
Atoms form bonds to attain a lower potential energy state. They do this through ionic bonds, where oppositely charged ions attract, or covalent bonds, where atoms share valence electrons. Whether a bond is ionic or covalent depends on the electronegativity difference between the atoms. Ionic bonds form between metals and nonmetals, while covalent bonds form between two nonmetals. Lewis structures use dots to represent valence electrons and show how atoms share electrons to achieve stable configurations like noble gases. Valence shell electron pair repulsion theory explains molecular shapes based on electron pair positioning.
The document discusses chemical bonding and basic concepts related to bonding. It defines valence electrons as the outer shell electrons that participate in chemical bonding. It describes the octet rule where atoms gain, lose, or share electrons to acquire a noble gas configuration with eight electrons in their outer shell. The document also defines and distinguishes between ionic bonds, which involve electron transfer, and covalent bonds, where electrons are shared between atoms.
The document discusses chemical bonding and basic concepts related to bonding. It defines valence electrons as the outer shell electrons that participate in chemical bonding. It describes the octet rule where atoms gain, lose, or share electrons to acquire a noble gas configuration with eight electrons in their outer shell. The document also defines and distinguishes between ionic bonds, which involve electron transfer, and covalent bonds, where electrons are shared between atoms.
Chemical bonding involves atoms forming stable electronic configurations through gaining, losing or sharing electrons. Ionic bonds form between metals and nonmetals when electrons are transferred, while covalent bonds involve sharing electron pairs between nonmetals to achieve stable octets. Different bond types including ionic, covalent and metallic bonding can be identified based on the participating elements and electron configurations involved.
The document discusses chemical bonding and provides a pre-assessment to test the reader's understanding. It explains that ionic bonding occurs through the complete transfer of electrons between a metal and non-metal, forming ions. Covalent bonding is formed by the sharing of electron pairs between non-metals. Metals bond through metallic bonding where free-floating electrons are attracted to stationary positive ions. The document aims to help readers understand how different types of bonds are formed and the properties they produce.
A brief power point presentation designed to help introduce high school chemistry students to reading the periodic table and extracting information such as the number of valence electrons an element has, etc.
Chemical bonds help determine the characteristics and properties of elements and compounds. Chemical formulas use symbols and subscripts to represent the number and type of atoms in a molecule or compound. Chemical bonds can be ionic, where atoms gain or lose electrons to form charged ions, or covalent, where atoms share or exchange electrons through electron dot diagrams.
This document summarizes various chemistry concepts related to bonding:
1) Atoms bond through ionic bonding, where ions with opposite charges attract, or covalent bonding, where electrons are shared between atoms.
2) Ionic bonds form between ions, while covalent bonds form when atoms share electrons to achieve stable full outer energy levels.
3) Bonding diagrams like Lewis structures are used to represent how atoms bond by sharing or transferring electrons to achieve stable configurations.
Atoms form bonds to attain a lower potential energy state. They do this through ionic bonds, where oppositely charged ions attract, or covalent bonds, where atoms share valence electrons. Whether a bond is ionic or covalent depends on the electronegativity difference between the atoms. Ionic bonds form between metals and nonmetals, while covalent bonds form between two nonmetals. Lewis structures use dots to represent valence electrons and show how atoms share electrons to achieve stable configurations like noble gases. Valence shell electron pair repulsion theory explains molecular shapes based on electron pair positioning.
The document discusses chemical bonding and basic concepts related to bonding. It defines valence electrons as the outer shell electrons that participate in chemical bonding. It describes the octet rule where atoms gain, lose, or share electrons to acquire a noble gas configuration with eight electrons in their outer shell. The document also defines and distinguishes between ionic bonds, which involve electron transfer, and covalent bonds, where electrons are shared between atoms.
The document discusses chemical bonding and basic concepts related to bonding. It defines valence electrons as the outer shell electrons that participate in chemical bonding. It describes the octet rule where atoms gain, lose, or share electrons to acquire a noble gas configuration with eight electrons in their outer shell. The document also defines and distinguishes between ionic bonds, which involve electron transfer, and covalent bonds, where electrons are shared between atoms.
Chemical bonding involves atoms forming stable electronic configurations through gaining, losing or sharing electrons. Ionic bonds form between metals and nonmetals when electrons are transferred, while covalent bonds involve sharing electron pairs between nonmetals to achieve stable octets. Different bond types including ionic, covalent and metallic bonding can be identified based on the participating elements and electron configurations involved.
The document discusses chemical bonding and provides a pre-assessment to test the reader's understanding. It explains that ionic bonding occurs through the complete transfer of electrons between a metal and non-metal, forming ions. Covalent bonding is formed by the sharing of electron pairs between non-metals. Metals bond through metallic bonding where free-floating electrons are attracted to stationary positive ions. The document aims to help readers understand how different types of bonds are formed and the properties they produce.
The document discusses valence electrons and bonding. It introduces the 2-8-8 rule which states that the first energy level can hold up to 2 electrons, and the second and third levels can each hold up to 8 electrons. Atoms are stable once their energy levels are filled. Ionic bonds form when a metal atom transfers electrons to a nonmetal, becoming cations and anions. Covalent bonds form when atoms share electrons rather than transfer them. Metallic bonds form a "sea" of delocalized electrons between positively charged metal ions.
Valence electrons are the outermost shell electrons of an atom that are involved in bonding. Elements in the same group on the periodic table have the same number of valence electrons because they exhibit similar chemical properties based on their valence electron configuration. Atoms seek to attain a full outer shell of 8 electrons to achieve stability through gaining, losing or sharing valence electrons in chemical bonds.
This document discusses covalent compounds and their formation through shared electron pairs between nonmetals. It covers the octet rule for achieving stable electron configurations, different types of covalent bonds, and how to draw Lewis structures by arranging electrons around atoms. Exceptions to the octet rule are presented. Guidelines for naming covalent compounds from their formulas and writing formulas from names are also provided, along with examples.
This document outlines the key concepts to be covered in a Year 11 100 Science course on aspects of acids and bases, including atomic structure, properties of acids and bases, rates of reaction and particle theory, uses of acids and bases, and restrictions on the acids and bases included in the course. Students will study electron configuration, ionic bonding, naming ionic compounds, properties of acids and bases such as releasing hydrogen ions in water and reacting to form salts, and the rates of reactions and particle theory explanations. Assessment will include selected aspects of acids and bases such as atomic structure, properties, uses, and rates of reaction.
This document discusses ionic and metallic bonding. It explains that ions are formed when atoms gain or lose electrons to achieve stable noble gas electron configurations. Metals form cations by losing electrons while nonmetals form anions by gaining electrons. Ionic compounds contain cations and anions in ratios represented by chemical formulas. Metallic bonding occurs via delocalized valence electrons that are shared between metal atoms.
This document summarizes key concepts from Chapter 7 on ionic and metallic bonding. It discusses how valence electrons determine an element's chemical properties. Ions form when atoms gain or lose electrons to achieve stable noble gas configurations. Ionic compounds consist of cation and anion ions with opposite charges that are attracted via ionic bonds. Metals form crystalline structures with mobile valence electrons that provide conductivity and malleability. Alloys combine elements to produce superior properties.
This document covers electron energy levels, sublevels and orbitals. It discusses writing Lewis structures and determining molecular shape using VSEPR theory. Key points include:
- Electrons occupy discrete energy levels labeled by the principal quantum number n. Each level contains sublevels (s, p, d, f) that further divide electrons.
- Lewis structures show valence electron bonding using dots. Molecular shape is predicted by VSEPR to minimize electron pair repulsions based on the steric number.
- Resonance structures average to best depict molecules like HNO3 that resonate between structures. Formal charges help identify the most stable Lewis structure.
The document discusses atomic structure and ions. It defines isotopes as atoms of the same element with different numbers of neutrons. The outermost electrons of an atom are involved in chemical reactions. The periodic table arranges elements by their number of outermost electrons. Noble gases have full outermost shells with 2 or 8 electrons. Atoms form ions by gaining or losing electrons to achieve stable configurations. Positively charged ions are formed when electrons are lost, and negatively charged ions are formed when electrons are gained.
1. Atoms consist of a positively charged nucleus surrounded by electrons that orbit in defined shells or energy levels.
2. The number of protons in the nucleus defines the atomic number of an element, while the total number of protons and neutrons gives the mass number.
3. Chemical properties are determined by valence electrons in the outer shell. Elements tend to gain or lose electrons to achieve a stable outer shell of 8 electrons.
This document provides a summary of key concepts and steps for drawing Lewis structures of molecules and ions. It defines important terms like valence electrons, octet rule, and bonding vs. lone pairs. It outlines a 6-step process for drawing Lewis structures, including determining the number of valence electrons and arranging atoms to achieve full valence shells. Exceptions to the octet rule are noted for small atoms and those in period 3 or below. Mnemonics are provided to help remember electron configurations.
This document provides an overview of the structure of matter and different types of bonds between atoms. It defines key terms like elements, compounds, and chemical bonds. It describes the three main types of bonds - covalent, ionic, and metallic - and explains how they form. Covalent bonds form when atoms share electrons. Ionic bonds form when electrons are transferred between atoms to form ions. Metallic bonds form due to attraction between positively charged metal ions and delocalized electrons. The document also discusses naming conventions for compounds and polyatomic ions.
The document discusses chemical bonding and formula writing. It explains that there are two main types of bonds: ionic bonds and covalent bonds. Ionic bonds involve the transfer of electrons between atoms to form ions, while covalent bonds involve the sharing of electrons between atoms. It provides examples of common ionic compounds and their formulas, such as NaCl, as well as explaining how to write formulas for compounds containing polyatomic ions like OH-. Covalent bonding is demonstrated through the example of methane, CH4, where carbon shares electrons with four hydrogen atoms to fill their outer energy levels.
Electrons in atoms are arranged in discrete shells around the nucleus. The first shell holds 2 electrons and subsequent shells hold up to 8 electrons each following the octet rule. Ions form when atoms gain or lose electrons to fill or empty their outer shell, becoming negatively or positively charged. Ionic bonds occur when oppositely charged ions attract. Covalent bonds occur when atoms share electrons in molecular orbitals. Nonpolar covalent bonds share electrons equally while polar covalent bonds have an unequal electron distribution making one end partially negative and the other partially positive. Hydrogen bonds form between the partially positive hydrogen of one polar molecule and the partially negative end of another.
There are three main types of chemical bonds: ionic bonds, covalent bonds, and metallic bonds. Ionic bonds form between oppositely charged ions, such as between sodium and chlorine atoms where sodium loses an electron to become positively charged and chlorine gains an electron to become negatively charged. Covalent bonds form when atoms share electrons, such as in water where oxygen and hydrogen share electron pairs. Metallic bonds form by the attraction of free-floating electrons within a lattice of positive metal ions.
For Chem 1:
Significanceof the ELectron in Bonding
The Octet Rule
Lewis Symbol/Structures
Formal Charge
Polyatomic Ions
Types of Bonds (Ionic, Covalent, Coordinate Covalent, Metallic Bonds, Multiple Bonds)
Exceptions to the Octet Rules
Oxidation Number is not included in the class discussion and exam. ;D
The document discusses Lewis structures and the rules for drawing them. It explains that Lewis structures show how atoms bond via shared electron pairs to achieve stable noble gas configurations. It provides a 4-step process for drawing Lewis structures, covering counting electrons, identifying the central atom, adding lone pairs to complete octets, and checking that all electrons are accounted for. Exceptions to the octet rule and drawing structures for ions are also covered.
An electron is a negatively charged particle that orbits the nucleus of an atom. A proton is a positively charged particle found within the nucleus. A neutron is a particle within the nucleus that has no charge. Atoms are made up of electrons orbiting a nucleus containing protons and neutrons. Elements are substances made of only one type of atom that cannot be broken down further by chemical or physical changes. Atoms of the same element have the same number of protons but can differ in the number of neutrons, forming isotopes of that element.
This document provides an overview of chemical bonding, including ionic and covalent bonds. It explains that ionic bonds form when ions transfer electrons, while covalent bonds form when atoms share electrons. The octet rule and Lewis electron dot diagrams are introduced to show how atoms gain or share electrons to achieve stable electron configurations like noble gases. Ionic compounds are formed from metals transferring electrons to nonmetals, resulting in cations and anions that bond ionically. Covalent compounds are formed by nonmetals sharing electrons in molecules. Molecular geometry is also discussed, including the shapes of molecules based on the number of electron pairs around the central atom.
This document defines key terms related to chemical bonds and discusses how atoms bond to achieve stable electron configurations. It explains that atoms form ions by gaining or losing electrons to achieve a full outer electron shell like noble gases. Metals typically lose electrons to form positive ions while nonmetals gain electrons to form negative ions. These oppositely charged ions then form ionic bonds. The document also describes how nonmetal atoms can form covalent bonds by sharing electrons to achieve full outer shells. Polyatomic ions, which are groups of bonded atoms that act as a single unit, are presented and examples are given of how they form ionic bonds with metals through electron transfer.
This document provides an overview of key concepts in chemistry including:
1) The structure of atoms including protons, neutrons, and electrons. It also discusses isotopes and electron configuration.
2) The periodic table is introduced including periodic trends in properties and how elements are arranged in groups and periods. Metals, nonmetals, and chemical properties are also covered.
3) Bonding including ionic bonding between metals and nonmetals and covalent bonding between nonmetals is explained through examples like sodium chloride and water. Dot and cross diagrams are used to represent covalent bonds.
4) Compounds and chemical equations are discussed including balancing equations and calculating relative formula mass. Giant ionic structures
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
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The document discusses valence electrons and bonding. It introduces the 2-8-8 rule which states that the first energy level can hold up to 2 electrons, and the second and third levels can each hold up to 8 electrons. Atoms are stable once their energy levels are filled. Ionic bonds form when a metal atom transfers electrons to a nonmetal, becoming cations and anions. Covalent bonds form when atoms share electrons rather than transfer them. Metallic bonds form a "sea" of delocalized electrons between positively charged metal ions.
Valence electrons are the outermost shell electrons of an atom that are involved in bonding. Elements in the same group on the periodic table have the same number of valence electrons because they exhibit similar chemical properties based on their valence electron configuration. Atoms seek to attain a full outer shell of 8 electrons to achieve stability through gaining, losing or sharing valence electrons in chemical bonds.
This document discusses covalent compounds and their formation through shared electron pairs between nonmetals. It covers the octet rule for achieving stable electron configurations, different types of covalent bonds, and how to draw Lewis structures by arranging electrons around atoms. Exceptions to the octet rule are presented. Guidelines for naming covalent compounds from their formulas and writing formulas from names are also provided, along with examples.
This document outlines the key concepts to be covered in a Year 11 100 Science course on aspects of acids and bases, including atomic structure, properties of acids and bases, rates of reaction and particle theory, uses of acids and bases, and restrictions on the acids and bases included in the course. Students will study electron configuration, ionic bonding, naming ionic compounds, properties of acids and bases such as releasing hydrogen ions in water and reacting to form salts, and the rates of reactions and particle theory explanations. Assessment will include selected aspects of acids and bases such as atomic structure, properties, uses, and rates of reaction.
This document discusses ionic and metallic bonding. It explains that ions are formed when atoms gain or lose electrons to achieve stable noble gas electron configurations. Metals form cations by losing electrons while nonmetals form anions by gaining electrons. Ionic compounds contain cations and anions in ratios represented by chemical formulas. Metallic bonding occurs via delocalized valence electrons that are shared between metal atoms.
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- Electrons occupy discrete energy levels labeled by the principal quantum number n. Each level contains sublevels (s, p, d, f) that further divide electrons.
- Lewis structures show valence electron bonding using dots. Molecular shape is predicted by VSEPR to minimize electron pair repulsions based on the steric number.
- Resonance structures average to best depict molecules like HNO3 that resonate between structures. Formal charges help identify the most stable Lewis structure.
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1. Atoms consist of a positively charged nucleus surrounded by electrons that orbit in defined shells or energy levels.
2. The number of protons in the nucleus defines the atomic number of an element, while the total number of protons and neutrons gives the mass number.
3. Chemical properties are determined by valence electrons in the outer shell. Elements tend to gain or lose electrons to achieve a stable outer shell of 8 electrons.
This document provides a summary of key concepts and steps for drawing Lewis structures of molecules and ions. It defines important terms like valence electrons, octet rule, and bonding vs. lone pairs. It outlines a 6-step process for drawing Lewis structures, including determining the number of valence electrons and arranging atoms to achieve full valence shells. Exceptions to the octet rule are noted for small atoms and those in period 3 or below. Mnemonics are provided to help remember electron configurations.
This document provides an overview of the structure of matter and different types of bonds between atoms. It defines key terms like elements, compounds, and chemical bonds. It describes the three main types of bonds - covalent, ionic, and metallic - and explains how they form. Covalent bonds form when atoms share electrons. Ionic bonds form when electrons are transferred between atoms to form ions. Metallic bonds form due to attraction between positively charged metal ions and delocalized electrons. The document also discusses naming conventions for compounds and polyatomic ions.
The document discusses chemical bonding and formula writing. It explains that there are two main types of bonds: ionic bonds and covalent bonds. Ionic bonds involve the transfer of electrons between atoms to form ions, while covalent bonds involve the sharing of electrons between atoms. It provides examples of common ionic compounds and their formulas, such as NaCl, as well as explaining how to write formulas for compounds containing polyatomic ions like OH-. Covalent bonding is demonstrated through the example of methane, CH4, where carbon shares electrons with four hydrogen atoms to fill their outer energy levels.
Electrons in atoms are arranged in discrete shells around the nucleus. The first shell holds 2 electrons and subsequent shells hold up to 8 electrons each following the octet rule. Ions form when atoms gain or lose electrons to fill or empty their outer shell, becoming negatively or positively charged. Ionic bonds occur when oppositely charged ions attract. Covalent bonds occur when atoms share electrons in molecular orbitals. Nonpolar covalent bonds share electrons equally while polar covalent bonds have an unequal electron distribution making one end partially negative and the other partially positive. Hydrogen bonds form between the partially positive hydrogen of one polar molecule and the partially negative end of another.
There are three main types of chemical bonds: ionic bonds, covalent bonds, and metallic bonds. Ionic bonds form between oppositely charged ions, such as between sodium and chlorine atoms where sodium loses an electron to become positively charged and chlorine gains an electron to become negatively charged. Covalent bonds form when atoms share electrons, such as in water where oxygen and hydrogen share electron pairs. Metallic bonds form by the attraction of free-floating electrons within a lattice of positive metal ions.
For Chem 1:
Significanceof the ELectron in Bonding
The Octet Rule
Lewis Symbol/Structures
Formal Charge
Polyatomic Ions
Types of Bonds (Ionic, Covalent, Coordinate Covalent, Metallic Bonds, Multiple Bonds)
Exceptions to the Octet Rules
Oxidation Number is not included in the class discussion and exam. ;D
The document discusses Lewis structures and the rules for drawing them. It explains that Lewis structures show how atoms bond via shared electron pairs to achieve stable noble gas configurations. It provides a 4-step process for drawing Lewis structures, covering counting electrons, identifying the central atom, adding lone pairs to complete octets, and checking that all electrons are accounted for. Exceptions to the octet rule and drawing structures for ions are also covered.
An electron is a negatively charged particle that orbits the nucleus of an atom. A proton is a positively charged particle found within the nucleus. A neutron is a particle within the nucleus that has no charge. Atoms are made up of electrons orbiting a nucleus containing protons and neutrons. Elements are substances made of only one type of atom that cannot be broken down further by chemical or physical changes. Atoms of the same element have the same number of protons but can differ in the number of neutrons, forming isotopes of that element.
This document provides an overview of chemical bonding, including ionic and covalent bonds. It explains that ionic bonds form when ions transfer electrons, while covalent bonds form when atoms share electrons. The octet rule and Lewis electron dot diagrams are introduced to show how atoms gain or share electrons to achieve stable electron configurations like noble gases. Ionic compounds are formed from metals transferring electrons to nonmetals, resulting in cations and anions that bond ionically. Covalent compounds are formed by nonmetals sharing electrons in molecules. Molecular geometry is also discussed, including the shapes of molecules based on the number of electron pairs around the central atom.
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This document provides an overview of key concepts in chemistry including:
1) The structure of atoms including protons, neutrons, and electrons. It also discusses isotopes and electron configuration.
2) The periodic table is introduced including periodic trends in properties and how elements are arranged in groups and periods. Metals, nonmetals, and chemical properties are also covered.
3) Bonding including ionic bonding between metals and nonmetals and covalent bonding between nonmetals is explained through examples like sodium chloride and water. Dot and cross diagrams are used to represent covalent bonds.
4) Compounds and chemical equations are discussed including balancing equations and calculating relative formula mass. Giant ionic structures
Similar to Lesson 8Chemical Bonding & NomenclatureYou should view all.docx (20)
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Potential negative reactions from others to an adolescent questioning their sexual identity or gender role could negatively impact their social environment, behavior, and self-esteem. As social workers, we can play a role in creating a supportive environment for these adolescents by educating families and communities, advocating for inclusive policies, and providing counseling and resources to help adolescents accept themselves and develop coping strategies.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
This document discusses urinary tract infections (UTIs). It begins with a matching exercise identifying structures of the urinary system. The second part addresses UTIs in more detail. It defines a UTI, discusses the microorganisms that cause UTIs and where they enter the body. It also explains common signs and symptoms of UTIs, as well as diagnostic tests and treatments. The document concludes by noting that UTIs are more common in women and describes some ways women can reduce their risk.
Part A Develop an original age-appropriate activity for your .docxsmile790243
The document describes developing two original age-appropriate activities for preschoolers. The first activity uses either Froebel's cube gift, parquetry gift, or Lincoln Logs and identifies two skills it develops. The second activity promotes the same skills but is based on the Montessori method. The summary describes each activity and notes two key differences between them.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Lesson 8Chemical Bonding & NomenclatureYou should view all.docx
1. Lesson 8
Chemical Bonding & Nomenclature
You should view all lectures as a slide show. In the toolbar
above, click “Slide Show” and “From Beginning” to start. Hit
the space bar to forward to next slide or item.
1
*Read: Watch the Lecture as a slideshow, hit the space bar to
move forward or just left click.
1
Topics:
Chemical Bonds
Lewis Dot Structures
Molecular Geometry
Polar Bonds
Naming Compounds
Writing Chemical Formulas
Naming Molecular Compounds
Lesson 8: Chemical Bonding and Nomenclature
2
2. 2
Chemical Bonds
Sodium (Na) is a silver-colored metal that reacts so
violently with water that flames are produced when sodium
gets wet.
Chlorine (Cl) is a greenish-colored gas that is so poisonous that
it was used as a weapon in World War I.
When the electrons of sodium metal and chlorine gas interact,
the compound sodium chloride (NaCl) is formed, which is table
salt.
Since the body is over 90% water, ingesting sodium metal
would literally set someone on fire!
If we make a compound out of Na, we can make something
totally different such as the table salt used to season our food.
3
3. Chemical Bonds
Atoms can interact with each other to form new substances
called
compounds.
Compounds are formed when electrons in an atom’s last energy
level interact and form chemical bonds. A chemical bond is an
attractive force between atoms that holds them together.
An atom’s outermost energy level of electrons is called the
valence shell (or valence level) and the electrons in the valence
shell are called valence electrons.
4
4. Na Atom
Cl Atom
Sodium has 1 valence electron in the valence shell.
Chlorine has 7 valence electron in the valence shell.
Chemical Bonds
In ionic bonds, metals always lose electrons to nonmetals and
become positive (or cations).
In ionic bonds, nonmetals always attract electrons from metals
and become negative (anions).
Ionic compounds are neutral compounds made up of cations and
anions.
Covalent bonds are formed between nonmetals and electrons are
shared so no ions are formed.
Cl
nonmetal
Na
metal
O
nonmetal
O
nonmetal
Metal + Nonmetal = Ionic Compound
Nonmetal + Nonmetal = Covalent Compound
5. Chemical Bonds: Ionic
The octet rule states that atoms will gain, lose, or share
valence electrons in a way that will give each atom eight
electrons in their valence shell.
Na has 1 electron in its valence shell and Cl has 7 electrons in
its valence shell. Cl needs 1 valence electron to have 8 in its
outer shell.
If Na transfers its 1 valence electron to Cl, Na’s second energy
level becomes the valence shell, which already has 8 electrons.
Now, Na has a positive 1 charge and Cl has a negative 1 charge.
But, the charge on NaCl is zero (the charges cancel each other
out).
6
Na Atom
Cl Atom
Ionic Bond
6. Chemical Bonds: Ionic
An Ionic bond is formed when there is a transfer of electrons
from a metal to a nonmetal. Compounds formed by ionic bonds
are called ionic compounds or formula units.
When Mg bonds with O, Mg transfers its 2 valence electrons to
Oxygen. Oxygen then goes from 6 valence electrons in its
outermost shell to 8 electrons.
Now, both atoms have 8 electrons in its outermost shell.
Mg will have a positive 2 charge and O will have a negative 2
charge. But the compound is neutral because a +2 plus -2 equals
zero.
7
Mg Atom
O Atom
Ionic Bond
2
2
7. Chemical Bonds: Covalent
A Covalent bond is formed when there is a sharing of electrons
between two nonmetals. Compounds formed by covalent bonds
are called covalent compounds, molecular compounds or
molecules.
All atoms want to have 8 valence electrons (octet rule) and
oxygen has 6 valence electrons and needs to gain 2 more to have
8 electrons.
When 2 oxygen atoms bond, the valence shell of both oxygen
atoms overlap so that the two atoms are sharing electrons
instead of giving up or transferring electrons.
Now, both atoms “feel like” they have 8 electrons in their
outermost shell.
8
O Atom
O Atom
Covalent Bond
2 nonmetals form covalent bonds
8. Sharing 4 electrons, 2 from each atom
Lewis Dot Structures
Chemical bonds between atoms involve valence electrons.
Remember, valence electrons are the electrons in the last energy
level of an atom.
There are two ways to determine the number of valence
electrons an atom has.
First, draw the Bohr Model and count the number electrons in
the last shell (level).
Second, the group number is also the number of valence
electrons.
For example, atoms in Group 1A have 1 valence electron, Group
2A atoms have 2 valence electrons and Group 3A atoms have 3
valence electrons, and so on.
Chlorine is in Group 7A and has 7 valence electrons.
There are exceptions to these rules, but we will not learn those
in this course.
9
Valence Electrons
Cl is in Group 7A, so Cl has 7 valence electrons.
Chlorine atom
Lewis Dot Structures
A Lewis dot structure is a drawing that shows the structure of a
compound and/or the position of valence electrons around the
9. nucleus of an atom.
Lewis dot structures also show how atoms are bonded together.
Let’s start with Lewis dot structures of atoms.
The periodic table on the right shows Lewis dot structure of
various atoms.
Notice that the number of red dots (which represent valence
electrons) around each chemical symbol is equal to the group
number.
Notice that Cl has 3 paired electrons and 1 unpaired electron.
Paired electrons are 2 electrons that appear side-by-side (2 dots
paired) in Lewis structures and the unpaired electrons are
electrons appear single (one dot) in Lewis structures.
Now, let’s practice drawing Lewis structures for atoms.
10
Lewis dot structures of atoms
Chlorine atom
Lewis Dot Structures
To draw a Lewis dot structure:
Write down the chemical symbol
Determine the number of valence electrons for the atom
Place the valence electrons around the chemical symbol of the
element in a clockwise motion.
11
Na
Mg
Al
Cl
P
S
11. 1 unpaired e-
2 unpaired e-
3 unpaired e-
4 unpaired e-
3 unpaired e-
1 pair of e-
2 unpaired e-
2 pairs of e-
1 unpaired e-
3 pairs of e-
4 pairs of e-
Group 1A =
1 valence e-
Group 2A =
2 valence e-
Group 3A =
3 valence e-
Group 4A =
4 valence e-
Group 5A =
5 valence e-
Group 6A =
6 valence e-
Group 7A =
7 valence e-
Group 8A =
8 valence e-
C = Group 4A = 4e- = 4e-
H = Group 1A = 1e- x 4 = 4e-
12. Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
The chemical formula is a formula that shows the type and
number of atoms in a compound.
Determine Total Valence Electrons.
Add up number of valence electrons from each atom.
This number is how many total electrons in the final Lewis
structure.
Draw a skeletal structure (starting structure).
Start by making the first atom in chemical formula, the central
atom and connect the other atoms around the central atoms
using single lines.
A single line between 2 atoms represent 1 chemical bond and
every single line represents 2 electrons.
1 single line = 1 chemical bond = 2 electrons
The first atom in the chemical formula is usually the center
atom (except H).
Determine the missing electrons.
Subtract the total number of valence electrons in the
skeletal structure from the total valence electrons (found in step
2). If the answer is zero and all atoms have 8e- around them
(except H), the structure is complete.
Lewis structures for Molecules
CH4
Chemical formula
Total Valence e- = 8e-
(there are 4 H atoms, so multiply by 4)
C
H
H
13. H
H
2 e-
2 e-
2 e-
2 e-
Step 4: 8 (from step 2) – 8 = zero
2 e-
2 e-
2 e-
N = Group 5A = 5e- = 5e-
H = Group 1A = 1e- x 3 = 3e-
Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons:
Subtract the total number of valence electrons in the skeletal
structure from the total valence electrons (found in step 2). If
the
answer is zero and all atoms have 8e- around them (except H),
the
structure is complete.
Place the missing electrons in the Lewis structure.
Place the missing electrons on the outermost atoms first until
each atom has 8 e- around it. H can only have 2 e-, so go to next
step, Step 5b.
If you cannot put the missing e- on the outermost atoms …,
place them on the central atom.
Count the total valence electrons in the structure, if it is equal
14. to Step 2 (8e-) and all atoms have 8e- around them, the structure
is complete.
Lewis structures for Molecules
NH3
Chemical formula
Total Valence e- = 8e-
N
H
H
H
Step 5a: e- cannot go on the H’s because H can only have 2 e-
around it. Each line is 2 e-.
Step 4: 8 (from step 2) – 6 = 2 e-
2e-
4e-
6e-
8e-
Step 5b: place the 2e- on the central atom.
2 e-
2 e-
O = Group 6A = 6e- = 6e-
H = Group 1A = 1e- x 2 = 2e-
Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
15. Draw a skeletal structure (starting structure).
Determine the missing electrons:
Subtract the total number of valence electrons in the skeletal
structure from the total valence electrons (found in step 2). If
the
answer is zero and all atoms have 8e- around them, the structure
is complete..
Place the missing electrons in the Lewis structure.
Place the missing electrons on the outermost atoms first until
each atom has 8 e- around it. H can only have 2 e-, so go to next
step, Step 5b.
If you cannot put the missing e- on the outermost atoms …,
place them on the central atom. Place the 4e- on O.
Count the total valence electrons in the structure, if it is equal
to Step 2 (8e-) and all atoms have 8e- around them, the structure
is complete.
Lewis structures for Molecules
H2O
Chemical formula
Total Valence e- = 8e-
O
H
H
Step 4: 8 (from step 2) – 4 = 4 e-
Step 5a: e- cannot go on the H’s because H can only have 2 e-
around it. Each line is 2 e-.
Step 5b: place the 4e- on the central atom.
2e-
4e-
6e-
16. 8e-
2 e-
2 e-
2 e-
N = Group 5A = 5e- = 5e-
F = Group 7A = 7e- x 3 = 21e-
Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons:
Place the missing electrons in the Lewis structure.
Place the missing electrons on the outermost atoms first until
each atom has 8 e- around it. There are 20 missing e-. You can
only put 6 electrons around the 3 F atoms (18 e-), which means
there are 2 more e- to place.
….when you have finished placing e- around outermost atoms
and there are still e- to place), place them on the central atom.
Count the total valence electrons in the structure, if it is equal
to Step 2 (26e-) and all atoms have 8e- around them, the
structure is complete.
Lewis structures for Molecules
NF3
Chemical formula
Total Valence e- = 26e-
N
F
17. F
F
Step 5a: Place missing e- on outermost atoms (F) up to 8e-
(each F already has 2 e- around it).
Step 4: 26 (from step 2) – 6 = 20 e- missing
Step 5b: place the 2e- on the central atom.
2e-
4e-
6e-
8e-
C = Group 4A = 4e- x 2 = 8e-
H = Group 1A = 1e- x 6 = 6e-
18. Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
If there is more than one C, make them both central atoms
and place the other atoms around the C’s.
Determine the missing electrons.
Subtract the total number of valence electrons in the
skeletal structure from the total valence electrons (found in step
2). If the answer is zero and all atoms have 8e- around them,
the structure is complete.
Lewis structures for Molecules
C2H6
Chemical formula
Total Valence e- = 14e-
Step 4: 14 (from step 2) – 14 = 0 e- missing
C
H
H
H
2 e-
2 e-
2 e-
2 e-
C
H
H
19. H
2 e-
2 e-
2 e-
C = Group 4A = 4e- x 2 = 8e-
H = Group 1A = 1e- x 4 = 4e-
Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons.
Place the missing electrons in the Lewis structure.
Place the missing electrons on the outermost atoms first until
each atom has 8 e- around it. H can only have 2 e-, so go to next
step, Step 5b.
If you cannot put the missing e- on the outermost atoms …,
place them the central atoms. Place the 2e- on one of the
carbons.
Count the total valence electrons in the structure, if it is equal
to Step 2 (12e-) and if all atoms have 8e- around them, the
structure is complete. It is not complete because one carbon has
only 6 e- around it.
Lewis structures for Molecules
C2H4
Chemical formula
Total Valence e- = 12e-
Step 5a: cannot place missing e- on H
Step 4: 12 (from step 2) – 10 = 2 e- missing
C
20. H
H
2 e-
2 e-
2 e-
C
H
H
2 e-
2 e-
Step 5b: place the 2e- on the a central atom.
Step 5c: one carbon has 8e- and the other one only has 6e-
around it. So, not complete.
Lewis Dot Structures
continued from previous slide…
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons.
Place the missing electrons in the Lewis structure.
If all atoms do not have electrons, shift electrons from one atom
between atoms that are deficient in order to make double (2
lines) or triple bonds (3 lines). Shift the 2e- on the carbon
between the 2 central carbons. Count the total valence electrons
again and make sure all atoms have 8e- around them.
C = Group 4A = 4e- x 2 = 8e-
21. H = Group 1A = 1e- x 4 = 4e-
Lewis structures for Molecules
C2H4
Chemical formula
Total Valence e- = 12e-
C
H
H
2 e-
2 e-
2 e-
C
H
H
2 e-
2 e-
Step 5d: shift the lone pair on the carbon between the two
carbons to form a double bond. Now recount, they both have 8e-
.
C
C
H
H
2 e-
22. 2 e-
2 e-
H
H
2 e-
2 e-
2 e-
Complete (12 e- in the structure)
One double bond formed
C = Group 4A = 4e- x 2 = 8e-
H = Group 1A = 1e- x 2 = 2e-
Lewis Dot Structures
To draw a Lewis dot structure for a molecule:
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons.
Place the missing electrons in the Lewis structure.
Place the missing electrons on the outermost atoms first until
each atom has 8 e- around it. H can only have 2 e-, so go to next
step, Step 5b.
If you cannot put the missing e- on the outermost atoms …,
place them the central atoms. Place the 4e- on the carbons.
Count the total valence electrons in the structure, if it is equal
to Step 2 (10e-) and if all atoms have 8e- around them, the
23. structure is complete. It is not complete because both carbons
have only 6 e- around it.
Lewis structures for Molecules
C2H2
Chemical formula
Total Valence e- = 10e-
Step 5a: cannot place missing e- on H
Step 4: 10 (from step 2) – 6 = 4 e- missing
C
H
2 e-
2 e-
C
H
2 e-
Step 5b: place the 4e- on the a central atom.
Step 5c: both carbons have 6e- . So, not complete.
C
H
2 e-
H
2 e-
24. Lewis Dot Structures
continued from previous slide…
Write down the chemical formula.
Determine Total Valence Electrons.
Draw a skeletal structure (starting structure).
Determine the missing electrons.
Place the missing electrons in the Lewis structure.
If all atoms do not have electrons, shift electrons from one atom
between atoms that are deficient in order to make double (2
lines) or triple bonds (3 lines). Shift the 2e- on the carbon
between the 2 central carbons. Count the total valence electrons
again and make sure all atoms have 8e- around them.
C
C = Group 4A = 4e- x 2 = 8e-
H = Group 1A = 1e- x 2 = 2e-
Lewis structures for Molecules
C2H2
Chemical formula
Total Valence e- = 10e-
C
H
2 e-
2 e-
C
H
2 e-
Step 5d: shift the lone pairs on the carbon between the two
carbons to form a triple bond. Now recount, they both have 8e-.
25. 2 e-
Complete (10 e- in the structure)
2 e-
2 e-
Lewis Dot Structures
21
Summary Lewis structures for Molecules
Shared pair of electrons = pairs that are bonded
N
F
F
F
26. Lone pair of electrons = pairs not bonded
Cl
Lewis Dot Structures
Write down the chemical formula.
Draw the Lewis structure for each individual atom.
Transfer the valence e- from the metal to the nonmetal.
Place the charges on the individual atoms. That’s it.
(we will not focus on Lewis structures for ionic compounds)
Lewis structures for Formula Units (Ionic Compounds)
28. The is the final Lewis dot structure for this ionic compound.
Polar Bonds
A nonmetal can attract electrons away from a metal because a
nonmetal has a greater electronegativity than a metal.
Electronegativity is a measure of an atom’s attraction for
another atom’s bonding electrons.
Electronegativity increases as you move from left to right on
the periodic table and it also increases as you move up a group.
Electronegativity
Electronegativity increases
Electronegativity increases
Polar Bonds
If H and F formed a bond, the bond would be polar because F
has a higher electronegativity than H.
F pulls the electrons in the bond towards itself so that the F side
of the H-F molecule has more electrons and becomes slightly
negative and the other side becomes slightly positive. This is a
polar covalent bond (not an ionic bond).
Electronegativity
Electronegativity increases
Electronegativity increases
F
29. H
α+
α−
Partially positive and partially negative symbols.
Polar Bonds
In general, if 2 different atoms are bonded together, the bond is
polar.
In general, if identical atoms are bonded together, the bond is
nonpolar.
Review the examples below. The dots are not included and the
single line represents chemical bonds.
Cl
H
C
C
H
H
S
C
Polar bond
Nonpolar bond
Nonpolar bond
30. Polar bond
α+
α−
α+
α−
Molecular Geometry
The molecular geometry of a molecule is the shape of the
molecule.
Below, you will find the 5 main molecular shapes and examples
of molecules that would assume that shape.
32. To determine the shape of a molecule, first draw the Lewis dot
structure and then determine the number of bonded atoms and
lone pairs of electrons.
1. Linear
If a molecule has 2 bonded atoms or 2 atoms bonded to a central
33. atom, the molecule is linear.
3. Tetrahedral
If the molecule has 4 bonded atoms to a central atom, the
molecule is tetrahedral.
2. Trigonal planar
If the molecule has 3 bonded atoms to a central atom, the
molecule is trigonal planar. Boron is an exception to the octet
rule and has 6 e- around it instead of 8e-.
4. Trigonal pyramidal
If the molecule has 3 bonded atoms and 1 lone pair, the
molecule is trigonal pyramidal.
5. Bent
If the molecule has 2 bonded atoms and 2 lone pairs, the
molecule is bent.
Naming Compounds
Ionic vs Molecular
It is important to learn how to name compounds and how to
write chemical formulas.
You will learn how to name Ionic compounds and how to name
molecular compounds – the rules are different.
Ionic compounds consists of metals and nonmetals (ions)
Molecular compounds consist of nonmetals (no ions, no metals).
35. 3−
SO4
2−
ClO3
2−
P
3−
S
2−
Cl
−
Phophide ion
atomic
Sulfide ion
atomic
Chlorate ion
polyatomic
Phosphate ion
polyatomic
Sulfate ion
polyatomic
Naming Ionic Compounds
Atomic Ions
The charges on atomic atoms represent the number of electrons
the atom gains or loses to form an ion.
The charge on an atomic ion can be determined by the Group
number. Review the picture.
Atoms in Group 1A, 2A and 3A form 1+, 2+, and 3+ charges
respectively. These atoms lose 1, 2, and 3 e-.
Atoms in groups 5A, 6A, and 7A form 3-, 2-, and 1- charges
respectively. These atoms are gaining 3, 2 and 1 e- respectively
36. 30
Chloride ion
Gains 1e-
Cl
−
P
3−
Phosphide ion
Gains 3e-
S
2−
Sulfide ion
Gains 2e-
Al
3+
Aluminum ion
Loses 3e-
Na
+
Sodium ion
loses 1e-
Mg
2+
Magnesium ion
Loses 2e-
Naming Ionic Compounds
37. Atomic Ions
Some atomic ions (especially transitional metals) form more
than one charge. Use Roman numerals to distinguish between
charges.
For example, Copper can be Cu+ or Cu2+ and Iron can be Fe 2+
or Fe 3+. So, these ions are written with Roman numerals
Copper (I) for Cu+, Copper (II) for Cu2+ , Iron (II) for Fe 2+,
and Iron (III) for Fe 3+.
You will not have to memorize atomic ions with multiple
charges.
31
Fe
2+
Iron (II) ion
Loses 2e-
Cu
+
Copper (I) ion
loses 1e-
Cu
2+
Copper (II) ion
Loses 2e-
Fe
3+
Iron (III) ion
Loses 3e-
38. Naming Ionic Compounds
Atomic ions: Notice that some atoms can from more than one
charge. Use Roman numerals to name these ions. You will not
have to memorize ions with multiple charges.
Naming Ionic Compounds
The table below provides a list of polyatomic ions.
You will not need to memorize these ions. You will just learn
how to use them.
Polyatomic ions
IonNameIonNameNH4+Ammonium ionCN−Cyanide
ionC2H3O2−Acetate ionNO3−Nitrate ionCO32−Carbonate
ionNO2−Nitrite ionHCO3−Hydrogen carbonate
ionSO42−Sulfate ionClO3−Chlorite ionSO32−Sulfite
ionClO4−Chlorate ionPO33−Phosphate ionOH−Hydroxide
ionPO23−Phosphite ion
Naming Ionic Compounds
To name an atomic ionic compound, do the following:
Name the cation first
The name of the cation is simply the name of the element + the
word ion
The cation is always written first in the chemical formula
Name the anion
To name the anion, write the name of the element and change
39. it’s ending to “ide” then add the word ion.
Name the ionic compound
Combine the name of the cation and anion without the word ion.
34
Rules for naming atomic ionic compounds
MgCl2
cation
anion
Magnesium ion
Chlorine
Chloride ion
Magnesium
Magnesium Chloride
drop the word ion
atomic ionic compound will be the term used for ionic
compounds made up of atomic ions (no polyatomic ions)
Naming Ionic Compounds
Name the cation first
The name of the cation is simply the name of the element + the
word ion
The cation is always written first in the chemical formula
Name the anion
To name the anion, write the name of the element and change
it’s ending to “ide” then add the word ion.
Name the ionic compound
Combine the name of the cation and anion without the word ion.
40. 35
Rules for naming atomic ionic compounds
Ca3N2
cation
anion
Calcium ion
Nitrogen
Nitride ion
Calcium
Calcium Nitride
drop the word ion
Naming Ionic Compounds
Polyatomic ions are placed in parenthesis if there is more than
one in the chemical formula. There are two PO43- in
Ca3(PO4)2, so parenthesis must be used to show that there are
two of these groups in the compound.
To name a polyatomic ionic compound, follow the same rules
for atomic ionic compounds:
Name the cation first
If polyatomic, look up the name in your notes.
Name the anion
If polyatomic, look up the name in your notes.
Name the ionic compound
Combine the name of the cation and anion without the word ion.
36
41. Rules for naming polyatomic ionic compounds
Ca3(PO4)2
cation
polyatomic anion
Calcium ion
Phosphate ion
Calcium
Calcium Phosphate
drop the word ion
polyatomic ionic compound will be the term used for ionic
compounds made up of one or more polyatomic ions
Naming Ionic Compounds
Notice that charges do not appear in the chemical formulas.
To name a polyatomic ionic compound, follow the same rules
for atomic ionic compounds:
Name the cation first
If polyatomic, look up the name in your notes.
Name the anion
If polyatomic, look up the name in your notes.
Name the ionic compound
Combine the name of the cation and anion without the word ion.
37
Rules for naming polyatomic ionic compounds
(NH4)2CO3
polyatomic cation
polyatomic anion
42. Ammonium ion
Carbonate ion
Ammonium Carbonate
drop the word ion
Naming Ionic Compounds
To name a polyatomic ionic compound, follow the same rules
for atomic ionic compounds:
Name the cation first
If polyatomic, look up the name in your notes.
Name the anion
If polyatomic, look up the name in your notes.
Name the ionic compound
Combine the name of the cation and anion without the word ion.
The original charge on the cation in the chemical formula is the
subscript on the anion and the charge on the anion is the
subscript on the cation. This is how we can determine the Fe
has a 3+ charge. This will be clear later in the lesson.
38
Rules for naming polyatomic ionic compounds
Fe2(SO4)3
polyatomic cation
polyatomic anion
Iron (III) ion
Sulfate ion
Iron (III) Sulfate
drop the word ion
43. Writing Chemical Formulas: Ionic
Now, let’s work backwards. You are given the name and must
write the chemical formula.
To write the chemical formula for ionic compounds:
Write the chemical symbols for the cation and anion and include
the charges.
For atomic ions, determine the charge by the group number or
by the Roman number given
For polyatomic ions, look up the charge.
Crisscross the charges
The charge on the cation will become the subscript on the anion
and the charge on the anion will become the subscript on the
cation.
Use parenthesis for more than one Polyatomic ion and no
parenthesis for atomic ions.
Remove the charges
Charges are not written in the chemical formula
No subscripts are written if charges are the same on the cation
and the anion.
39
Rules for writing chemical formulas: ionic
Fe2(SO4)3
polyatomic cation
atomic anion
Iron (III) ion
Sulfate ion
Iron (III) Sulfate
44. Use parenthesis for sulfate
Fe
SO4
3+
2−
Writing Chemical Formulas: Ionic
To write the chemical formula for ionic compounds:
Write the chemical symbols for the cation and anion and include
the charges.
For atomic ions, determine the charge by the group number or
by the Roman number given
For polyatomic ions, look up the charge.
Crisscross the Charges
The charge on the cation will become the subscript on the anion
and the charge on the anion will become the subscript on the
cation.
Use Parenthesis for more than one Polyatomic ion
Remove the charges
Charges are not written in the chemical formula
No subscripts are written if charges are the same on the cation
and the anion.
40
Rules for writing chemical formulas: ionic
Ca3N2
atomic cation
atomic anion
Calcium ion
Nitride ion
Calcium Nitride
45. No parenthesis for atomic ions
Ca
N
2+
3−
Writing Chemical Formulas: Ionic
To write the chemical formula for ionic compounds:
Write the chemical symbols for the cation and anion and include
the charges.
For atomic ions, determine the charge by the group number or
by the Roman number given
For polyatomic ions, look up the charge.
Crisscross the Charges
The charge on the cation will become the subscript on the anion
and the charge on the anion will become the subscript on the
cation.
Use Parenthesis for more than one Polyatomic ion
Remove the charges
Charges are not written in the chemical formula
No subscripts are written if charges are the same on the cation
and the anion.
41
Rules for writing chemical formulas: ionic
CaS
atomic cation
atomic anion
46. Calcium ion
Sulfide ion
Calcium Sulfide
No subscripts written in formula if charges on ions are the same
Ca
S
2+
2−
Naming Molecular Compounds
Always use Greek prefixes to name covalent compounds
To write the name of a molecular compound from the chemical
formula, do the following:
Determine the appropriate Greek prefix to use for each element
based on the number of atoms in the chemical formula.
Write the name of the compound.
To name the first element, simply use element’s name and add
the appropriate prefix. Tetra means 4, so use tetra in front of
phosphorus.
To name of the second element, use the element’s root name
with the “ide” ending and add the appropriate prefix. Deca
means 10, so use deca in front of oxide. Drop the vowel on the
prefix when the name yields two vowels together (decoxide and
not decaoxide)
If there is only one of the first atom, you do no need to use
“mono”, if there is one of the second atom, you will use mono
as a prefix.
42
Rules for naming molecular compounds
P4O10
47. 4 Phosphorus
atoms = tetra
10 oxygen
atoms = deca
Tetraphosphorus
=
decoxide
Naming Molecular Compounds
To write the name of a molecular compound from the chemical
formula, do the following:
Determine the appropriate Greek prefix to use for each element
based on the number of atoms in the chemical formula.
Write the name of the compound.
To name the first element, simply use element’s name and add
the appropriate prefix. No prefix needed if there is just one of
the first element.
To name of the second element, use the element’s root name
with the “ide” ending and add the appropriate prefix. Mono
means 1, so use mono in front of oxide. Drop the vowel on the
prefix when the name yields two vowels together (monoxide and
not monooxide)
If there is only one of the first atom, you do no need to use
“mono”, if there is one of the second atom, you will use mono
as a prefix.
43
Rules for naming molecular compounds
HBr
1 hydrogen atom = no prefix
1 bromine atom = mono
48. Hydrogen
=
monoxide
Writing Chemical Formulas: Molecular
To write the chemical formula of a molecular compound from
the name, do the following:
Write the chemical symbols of the first and second element
based on the name given.
Add subscripts to the first and second element in the chemical
formula based on the appropriate Greek prefixes given in the
name.
Never write the number 1 as a subscript.
Tetra means 4, so there will be 4 chlorine atoms
44
Rules for writing chemical formulas: molecular
C
1 Carbon
4 chlorine atoms
Carbon Tetrachloride
=
Cl
4
Writing Chemical Formulas: Molecular
49. To write the chemical formula of a molecular compound from
the name, do the following:
Write the chemical symbols of the first and second element
based on the name given.
Add subscripts to the first and second element in the chemical
formula based on the appropriate Greek prefixes given in the
name.
Di means 2, so there will be 2 hydrogen and 2 oxygen atoms.
45
Rules for writing chemical formulas: molecular
H
2 Hydrogen atoms
2 Oxygen
atoms
Dihydrogen Dioxide
=
O
2
2
The End
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