The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
This document discusses periodic trends in elements across periods and down groups in the periodic table. It explains that elements in the same group have the same number of valence electrons and thus similar chemical properties, while periods are related to the number of electron shells. Metals are on the left side of the table and become more nonmetallic from left to right across periods as atomic number increases.
1. The document outlines a chemistry course that will cover elements, compounds, and chemical reactions that students encounter in daily life.
2. Key topics include classification of elements as metals, nonmetals and metalloids, and classification of compounds by their components.
3. The course will examine elements in the human body, effects and uses of chemicals, and help students relate chemical symbols and expressions to phenomena.
Dmitri Mendeleev created the first periodic table in 1869 by organizing the known 63 elements based on their properties. He noticed patterns that allowed him to predict properties of undiscovered elements. The modern periodic table is arranged by atomic number with periods in horizontal rows and groups in vertical columns. It contains 117 known elements and illustrates patterns in their properties based on atomic structure.
The document discusses the chemical properties of alkali metals. It explains that alkali metals react vigorously with oxygen and water. The reactivity increases down the group as the atoms get larger, shielding the outer electrons from the nucleus and making them easier to lose. Equations for reactions of lithium, sodium, and potassium with oxygen, water, and other substances are provided. Flame tests for group 2 metals are also discussed.
Dmitri Mendeleev invented the first periodic table in 1869 by arranging elements in order of increasing atomic mass. He left gaps for missing elements and correctly predicted their properties. Later, Moseley improved the table by arranging elements by atomic number. The periodic table is divided into metals, nonmetals, and metalloids. Transition elements make up groups 3-12, while groups 1-2 and 13-18 are representative elements including metals, nonmetals, and metalloids. Each element has unique physical and chemical properties based on its position in the periodic table.
The document summarizes the development and key features of the periodic table. It describes how Dmitri Mendeleev created one of the first periodic tables in 1869 and arranged elements based on their properties. Later, Moseley improved on Mendeleev's work by arranging elements by atomic number instead of atomic mass. The modern periodic table still organizes elements into periods and groups, with transition metals in the middle and representative elements on either side.
Unit 2, Lesson 2.6 - Elements and Compoundsjudan1970
Unit 2, Lesson 2.6 - Elements and Compounds
Lesson Outline:
1. Matter: An Overview
2. Pure Substance
3. Element vs. Compound
4. Metals, Metalloids, Nonmetals
5. Law of Definite Composition
The document discusses various chemical groups and families, including their properties and common uses. It covers the alkali metals, alkaline earth metals, transition metals, inner transition metals (lanthanides and actinides), and other nonmetal groups such as carbon, nitrogen, oxygen, halogens, noble gases, and hydrogen. For each group, it highlights some of the most abundant elements, their physical and chemical characteristics, and important commercial applications.
F.sc.Part.2.Chemistry.(Chapter Wise Tests& Their Solution) - Malik XufyanMalik Xufyan
The document is a chemistry textbook solution manual providing answers to practice questions about periodic trends and properties of elements and compounds. It contains sample multiple choice and short answer questions, along with detailed explanations of periodic table concepts such as ionization energy, atomic and ionic radii, oxidation states, types of oxides, and conductivity. The summary is:
The document provides the solution manual for a chemistry textbook, with answers to practice questions about periodic trends, properties of elements and compounds, and explanations of key periodic table concepts.
This document describes the synthesis and characterization of new macrocyclic complex compounds containing nickel(II), copper(II), and iron(II) coordinated with a ligand containing a tetraoxotetrahydrazin moiety. The complexes were characterized using techniques such as elemental analysis, UV-visible and IR spectroscopy, and magnetic moment measurements. The complexes were then tested for antibacterial activity against 14 pathogenic bacteria and compared to a standard antibiotic. The results indicate that the new complexes show potential as antimicrobial agents.
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.
This document provides an overview of key chemistry concepts including atoms, elements, compounds, symbols, the periodic table, molecules, formulae, and chemical reactions. It explains that everything is made of tiny particles called atoms, which combine to form either elements or compounds. Compounds contain two or more elements joined together. The periodic table organizes all known elements based on their properties. Molecules are formed when atoms of elements combine, and chemical formulae represent the atoms that make up compounds and molecules. Chemical reactions involve atoms rearranging to form new substances.
The document discusses naming conventions and formulas for common chemical substances, providing examples of naming monoatomic and polyatomic ions as well as binary ionic compounds and acids, and explaining the importance of chemical formulas in representing elements in compounds and understanding chemical reactions.
Magnesium and calcium atoms form ions with a charge of +2 because they are in the same group on the periodic table. Atoms in the same group have the same electron configuration in their outer shell. Magnesium and calcium atoms lose two electrons each to achieve a full outer shell, giving them a 2+ charge as an ion. Forming ions with a charge allows atoms to gain or lose electrons to achieve stability.
This chapter discusses the periodic table, explaining that elements are arranged in order of atomic number and grouped into periods and groups based on their electron configuration, with groups having similar properties and periods showing trends down the table. Properties of elements in groups I, VII, and 0 are described, including their physical states, reactivity, and chemical properties.
This document discusses the periodic table and classification of elements. It defines atoms and molecules, and differentiates between elements and compounds. Atoms are the smallest particles of elements, while molecules are made of two or more atoms combined together. Elements are pure substances made of one type of atom, while compounds can be broken down into their constituent elements. The document also describes the positioning of metals, non-metals and inert gases in the periodic table, and compares the characteristics and common uses of some metals like aluminum, iron, copper, gold and silver.
Here are the key points about homogeneous and heterogeneous mixtures:
- Homogeneous mixtures have uniform composition and appearance throughout. Common examples include solutions.
- Heterogeneous mixtures have visibly distinct parts that can be seen without using a microscope. The substances do not dissolve or blend uniformly.
- Homogeneous mixtures are examples of single phase systems while heterogeneous mixtures contain two or more phases (solid, liquid, gas).
- Sugar solution is an example of a homogeneous mixture where sugar is dissolved uniformly throughout the water. Water and oil is an example of a heterogeneous mixture since the substances do not dissolve in each other and remain as separate visible layers.
The key difference is that homogeneous mixtures appear uniform while heterogeneous mixtures have distinct parts
This document is a chapter about compounds from a chemistry textbook. It begins with an outline of topic areas including ionic compounds, molecular compounds, naming ions, and naming compounds. It then covers the key topics in more detail: ionic compounds form between metals and nonmetals and have ionic bonds, while molecular compounds form between nonmetals by sharing electrons in covalent bonds. It discusses the names of common monoatomic and polyatomic ions and how to write formulas and name ionic and molecular compounds. It concludes with examples of writing formulas, naming compounds, and discussing the law of definite proportions in compounds.
i. The document contains the solved test questions from Class 12 Chemistry Chapter 7 on organic chemistry. It includes questions on the vital force theory, preparation of urea, catenation, fractions of petroleum, knocking in engines, types of hydrocarbons and cracking.
ii. Frederick Wohler disproved the vital force theory by preparing urea in the laboratory from inorganic compounds, opening up the field of organic chemistry synthesis. His work showed that organic compounds could be made artificially.
iii. The test questions cover topics like functional groups, isomerism, sources of organic compounds, uses of petroleum and its fractions, and cracking to produce motor fuels.
This document provides an overview of a 12-lesson module on growth and development. The lessons will cover topics like growing and changing, growth patterns, cell reproduction, genetics, specialized cells, and proteins. Key concepts include DNA, genes, inheritance, cell division, and how cells become specialized.
This document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It introduces key concepts about homeostasis, including how the body regulates conditions like body temperature, water levels, blood sugar levels, and blood pressure. Each lesson will focus on a different aspect of homeostasis, starting with an introduction to homeostasis and negative feedback mechanisms in Lessons 1 and 2. Subsequent lessons will cover topics like enzyme function, temperature regulation, water homeostasis, and what can happen when homeostasis goes wrong.
The document discusses a lesson plan that covers genetic screening and testing. Over the next 12 lessons, students will learn about genetics topics like inherited disorders, genetic testing, screening, and the ethical issues around how genetic information is used. One lesson focuses on genetic screening and testing, including how genetic information could be misused by insurance companies and discussed the arguments for and against using DNA profiles to determine insurance costs.
This document provides an overview of the lessons to be covered in a module on life on Earth. It includes topics such as the variety of life, evolution, evidence of change, Charles Darwin's theories, the origins of species, inheritance, where life came from, sensing the environment, human evolution, and extinction. Each lesson includes objectives, key terms, and extension questions. The document guides students through the content that will be examined over the next 12 lessons and an end of module test.
This document provides an overview of a 12-lesson course on keeping healthy. The lessons will cover topics like what causes disease, microbe attacks, vaccines, antibiotic resistance, and health studies. It previews the objectives and activities for the first lesson on microbes and disease, including understanding how microbes can cause illness and how the body prevents microbes from entering.
The document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It focuses on lesson 7 which covers how the body responds to changes in core temperature through vasoconstriction, vasodilation, sweating, and shivering. The key concepts covered are how varying blood supply to the skin through constricting or dilating blood vessels helps regulate core temperature. Extension questions provide further explanation and examples.
The document provides information about a biology lesson plan that covers genetics and inherited traits. It includes 12 lessons that cover topics like similarities and differences between family members, inherited disorders like cystic fibrosis and Huntington's disease, genetic testing, and stem cells. The lesson plan provides learning objectives, activities, and questions for each lesson.
Different elements emit unique atomic line spectra colors when burned, due to electrons gaining and losing discrete energy levels and releasing photons of specific frequencies. Lithium burns with an orangish-yellow hue, demonstrating flame tests can distinguish elements based on their colored flames. Questions ask why chemicals have different colored flames, why heating is needed before light emission, and how metals create the color in salts.
The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
The document provides an overview of the 12 lessons in a health studies module, including topics like antibiotics, vaccines, and clinical trials. It then presents information about lesson 7 which focuses on antibiotics and the rise of antibiotic-resistant "superbugs" due to overuse of antibiotics. The lesson objectives, activities, key concepts, and extension questions are outlined.
This document describes the procedure and observations of a flame test experiment. The experiment involves placing various metal salt solutions on a nichrome wire and exposing the wire to a flame to observe the color of the flame. Each metal ion produces a unique color that can be used to identify the metal. Some difficulties noted are that some colors are similar, and samples with multiple metals produce mixed colors that are difficult to interpret. Real-world applications of flame tests discussed are in fireworks to produce various colored explosions, and in forensic science to identify metals in blood samples.
This document describes a flame test experiment to identify metals based on the color they produce in a Bunsen flame. The experiment lists various metal compounds and the colors they produce, including lithium (crimson red), sodium (yellow), potassium (lilac), calcium (orange), strontium (red) and barium (green). It explains that the flame heats the metals, moving their electrons to higher energy levels, and as they cool the electrons fall back and emit characteristic colors.
The periodic table organizes elements by atomic number and recurring chemical properties. Elements are grouped into rows called periods and columns called groups based on their atomic structure and how they gain, lose or share electrons to form bonds. The location of an element on the periodic table can provide information about its physical and chemical properties.
The document discusses Group II elements and their reactions. It describes the properties of Group II elements including their metallic properties, conductivity, and ability to react with acids to produce hydrogen. It then discusses the specific uses of magnesium, calcium, and barium compounds. Finally, it provides examples of reactions of magnesium, calcium, and strontium with oxygen, hydrochloric acid, and carbon dioxide to form various compounds.
The document summarizes key information about the periodic table of elements, including its organization of elements according to atomic number and properties. Elements are grouped into families with similar properties, and the periodic table can be used to predict chemical reactions and properties of elements. Different areas of the periodic table are described, including alkali metals, transition metals, noble gases, and more.
Elements are classified as metals or non-metals based on their electrical conductivity and the acid-base properties of their oxides. Metals are good conductors, form positive ions, and have basic oxides. Non-metals are generally poor conductors and form negative ions or covalent compounds, with acidic or neutral oxides. Elements in the same group have similar properties because they have the same number of electrons in their outer shell. The noble gases have full outer electron shells, making them very unreactive. Group 1 elements react vigorously with water to produce hydroxides and hydrogen gas, with reactivity increasing down the group as the outer electron is farther from the nucleus. The halogens exist in different physical
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
This document provides an overview of the modern periodic table. It discusses how the elements are organized by atomic number and chemical properties into periods and groups. Metals are good conductors of heat and electricity, can be hammered into sheets, and drawn into wires, while nonmetals do not share these properties. Valence electrons are the outermost electrons and influence chemical properties. Group 1 elements have 1 valence electron and form 1+ ions, with reactivity increasing down the group. Group 2 elements have 2 valence electrons and form 2+ ions, with reactivity also increasing down the group.
This document provides an overview of the modern periodic table. It discusses how the elements are organized into periods and groups based on their atomic number and chemical properties. Groups are vertical columns that contain elements with similar properties, while periods are horizontal rows corresponding to the highest energy level occupied by electrons. The document describes metals, nonmetals, and metalloids, and explains the physical and chemical properties of metals. It also discusses valence electrons and how the periodic trends of groups 1 and 2 relate to their reactivity and chemical behavior.
The periodic table of chemical elements, often called the periodic table, organizes all discovered chemical elements in rows (called periods) and columns (called groups) according to increasing atomic number.
1. Group 1 elements (alkali metals) have a single outer electron and are highly reactive metals.
2. Group 2 elements (alkaline earth metals) have two outer electrons and are reactive metals, but less so than Group 1.
3. Groups 3-11 (d-block metals) are metals that are usually colored and act as catalysts in chemical reactions.
4. Groups 13-17 contain nonmetals, with the number of outer electrons increasing by one for each group.
5. The halogens in Group 17 gain one electron to achieve a full outer shell and are very reactive
This document discusses periodic trends in the periodic table. It covers trends in groups I, VII and period 3. For group I, it describes the physical and chemical properties of alkali metals, including their reactivity with water and halogens. For group VII, it discusses the physical states and diatomic nature of halogens, as well as their reactivity which decreases down the group. For period 3, it summarizes trends in properties such as atomic radius and ionization energy which increase, while metallic character decreases, across the period.
The document discusses the organization and properties of elements in the modern periodic table. It is organized by atomic number and chemical properties into rows called periods and columns called groups. Elements in the same group have similar chemical properties. Metals are good conductors and form positive ions, while nonmetals gain electrons and form negative ions. Valence electrons determine chemical properties, with groups corresponding to the number of valence electrons. Group 1 alkali metals have one valence electron and form 1+ ions, becoming more reactive down the group. Group 2 alkaline earth metals have two valence electrons and form 2+ ions, with reactivity also increasing down the group.
This document provides an overview of the periodic table and periodic trends. It discusses how the periodic table is arranged and organized into periods and groups. Elements within the same group have similar properties because they have the same number of valence electrons. The location of an element on the periodic table can be used to predict its properties. The document also describes different types of elements, including metals, nonmetals, metalloids, and noble gases, and explains the trends in atomic structure that led to the development of the periodic table.
The document discusses the organization and structure of the periodic table. It describes how elements are arranged based on their atomic structure and properties. Elements are organized by increasing atomic number and grouped according to similar characteristics. The periodic table displays the symbols, names, atomic numbers and masses of each element.
The document discusses the organization and structure of the periodic table. It describes how elements are arranged based on their atomic structure and properties. Elements are organized by increasing atomic number and grouped according to similar characteristics. The periodic table displays the symbols, names, atomic numbers and masses of each element.
Periodic Trends chapter 3 of the class 11thaks2121980
The document summarizes trends in atomic properties across the periodic table. It explains that atomic size increases down a group as electrons are added to higher energy levels, which increases shielding. Atomic size also increases left to right as the atomic number increases, pulling the electrons closer. Ionization energy increases up and right as it becomes harder to remove electrons that are held more tightly by the larger atomic number and smaller atomic size. These periodic trends allow elements' properties to be predicted based on their position.
The periodic table organizes the chemical elements. Over time, scientists like Dobereiner, Newlands, and Mendeleev contributed to recognizing patterns in elements' properties that allowed organizing them into the periodic table. Mendeleev was the first to organize elements into a periodic table based on atomic mass. Later, Moseley determined elements should be organized by atomic number of protons. Today's periodic table arranges elements by atomic number, providing order and enabling prediction of undiscovered elements.
The document provides information about the history and development of the periodic table. It discusses how ancient Greeks like Empedocles believed that all matter was composed of four basic elements. It then outlines key contributions by Robert Boyle, Humphry Davy, Dobereiner, Newlands and Mendeleev to developing patterns in the properties of elements and early periodic table arrangements. Finally, it mentions Henry Moseley's discovery that atomic number, not mass, is the fundamental property determining an element's position in the periodic table.
This document provides information about the periodic table of elements. It defines key terms like atomic number, atomic mass, elements, compounds and mixtures. It explains how the periodic table is organized into periods and families and describes the common properties of metals, non-metals, and metalloids. Specific families like alkali metals, alkaline earth metals, and halogens are outlined. The history and development of the periodic table by Mendeleev is also summarized.
The document provides an overview of key concepts related to the periodic table including periods and groups, trends across the table, families of elements, and properties of metals, nonmetals, noble gases, and other groups. It defines elements and ions, and discusses oxidation numbers, trends in properties, and the organization and discoveries of early periodic tables.
This document is a lesson on groups and periods in the periodic table. It defines periods as rows from left to right, and groups as columns from top to bottom. Elements in the same group have similar properties because they have the same number of valence electrons. The lesson discusses special metal and nonmetal groups, including alkali metals, alkaline earth metals, transition metals, halogens, and noble gases. It provides examples of elements in each group and their properties. The document concludes with practice questions for students.
The document summarizes key aspects of the periodic table, including:
1) It outlines the historical discoveries that led to the development of the periodic table, beginning with Lavoisier's classification of elements in the late 18th century through Moseley's arrangement by proton number in the early 20th century.
2) It describes the layout and structure of the periodic table, including the organization of elements by periods and groups based on electron configuration and valence electrons.
3) It provides details on the properties and characteristics of representative elements in groups 1, 17, 18 and periods, as well as transition metals. This includes trends in physical and chemical properties within these blocks of the periodic table.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
Genetic testing uses gene probes to identify inherited disorders in embryos or fetuses. It was developed in the 1980s and can detect conditions like cystic fibrosis, sickle cell anemia, and Down syndrome. A gene probe is a piece of DNA that binds to a faulty gene, identifying disorders. Parents may choose to terminate a pregnancy if testing finds an inherited disease.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
1. Chemical patterns Route map Over the next 12 lessons you will study : Friday 21 October 2011 C4.1 The periodic table C4.2 The alkaline metals C4.3 Chemical equations C4.4 The halogens End of module test C4.5 The discovery of helium C4.6 Atomic structure C4.7 Electrons in atoms C4.8 Electronic structures and periodic table C4.9 Salts C4.10 Ionic theory C4.11 Ionic theory and atomic structure C4.12 Chemical species
2. C4.1 The periodic table Decide whether the following statements are true or false: Lesson objectives: Understand that the periodic table places elements in groups and periods Understand the elements in the same group have similar chemical properties Understand an element’s relative atomic mass is compared to the atomic mass of carbon We will focus on. Friday 21 October 2011 First activity: List three metallic elements and three non metallic elements. Using a table, describe their a) physical properties b) some of their uses and c) their chemical properties ? Literacy: Elements, relative atomic mass, periodic table, group, period, mass umber, atomic number, patters chemical properties and physical properties.. Numeracy: Atomic masses are all relative. The relative atomic mass of hydrogen is 1, whereas carbon is 12 and oxygen 16. This means that a carbon atoms is 12 times heavier than a hydrogen atom. PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on generating and exploring ideas.
3. C4.1 The periodic table Extension questions: 1: What is the definition of a) an element and b) a compound ? 2: Give three properties shared by all metals and three properties shared by all non metals ? 3: Using the periodic table identify a) a group one metal b) a halogen gas c) a semi metallic element d) a gaseous element required for respiration e) a group II metals more reactive than magnesium ? 4: Compared to the element hydrogen, how many times heavier is a) a sulphur atom b) a carbon atom and c) an oxygen atom ? Know this: a: Know that the periodic table places elements in groups with similar chemical properties. b: Know that each element has a mass relative to hydrogen. Friday 21 October 2011 Introduction: Elements in the periodic table are arranged by their atomic number which is determined by the number of protons each element contains. Using this rule gives rise to groups or columns of elements with similar chemical and physical properties. There are eight distinct groups of elements, for example group one elements are the reactive alkaline metals. There are also five periods or rows. Between groups II and III are the elements known as the transitional metals.
4. C4.1 a Look at the photograph and information and answer all the questions: The periodic table is a tabular display of the chemical elements. Its invention is credited to Russian chemist Dmitri Mendeleev in 1869, who intended the table to illustrate recurring trends in the properties of the elements. The layout of the table has changed and been extended over time, as new elements have been discovered. Every element has its own unique symbol. Name a) reactive metal b) halogen solid, c) element found in diamond and graphite d) yellow non metal element e) liquid metal at room temperature ? In the middle of the table are the transitional metals. Give two uses for a) copper b) iron c) gold and e) silver ? In the picture below left, explain why are there gaps in the first periodic table developed by Mendeleev in 1869 ? The periodic table Mendeleev’s periodic table Key concepts
5. C4.1 b Look at the photograph and information and answer all the questions: There are over 100 elements found in the periodic table. Each element has its own unique physical and chemical properties. The largest group of elements with similar properties are the metals, for example iron, sodium, copper, zinc, and gold. The non metals include elements like carbon, neon, chlorine, fluorine, sulphur and oxygen. The halogens including chlorine and fluorine have antiseptic properties. Give three products where you find these elements ? Give three elements that exist as gases at room temperature ? Name a) one reactive metal b) one un-reactive metal c) an element form group VI d) a semi metallic element ? Key concepts
6. C4.1 Plenary Lesson summary: elements table metal period Friday 21 October 2011 In periods 2 and 3 which contain exactly 16 elements from lithium through to Argon, the physical and chemical properties of each element in each of the eight groups repeat themselves. How they behave chemically with other elements and compounds is determined by their electron configuration How Science Works: Research into the alkaline metals, potassium, sodium and lithium, their uses and their physical and chemical properties. Preparing for the next lesson: The periodic _______ arranges the _______ in columns called groups and in rows called a __________. Each row or period starts with a reactive ________ and ends with a un reactive non metal. Decide whether the following statements are true or false : False True 3: Metallic elements are more numerous than non metal elements ? False True 2: An example of an element in found in group 8 is neon ? False True 1: In group II there are both non metal and metal elements ?
7. C4.2 The alkaline metals Decide whether the following statements are true or false: Lesson objectives: Understand which metals are found in group 1 alkaline metals Understand that they share similar chemical properties Understand and recall their reactions with water, oxygen and acids Friday 21 October 2011 First activity: Potassium, sodium and lithium are all soft metals that react readily with water oxygen and acid and can be cut with a knife. Explain why the group one metals are not typical metals like copper and iron ? PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers Literacy: Elements, chemical group, alkaline metals, potassium, sodium, lithium, reactions, products substrates properties, patters chemical properties and physical properties. Numeracy: All the metals found in group one of the periodic table all have one single electron in their outer shell. They also share many chemical properties with one another and react with simple substrates like water, oxygen and acids We will focus on generate ideas and explore possibilities
8. C4.2 The alkaline metals Extension questions: 1: Give the symbols of the following alkaline metals Lithium, sodium and potassium ? 2: Potassium, sodium and lithium can be cut with a knife. Is this a typical property of all metals ? 3: When freshly cut, predict which metal lithium, sodium or potassium will tarnish in air the fastest ? 4: If you reacted sodium metal with chlorine gas, what product would you form and how does the product differ form the substrates ? Know this: a: Know which metals are found in the periodic table. b: Know the reactions of the group I metals with water, oxygen and acids. Friday 21 October 2011 Introduction: The group one elements, the alkaline metals are all reactive metals able to form compounds with other non-metal elements like chlorine and oxygen and simple compounds like water and acids. They have similar physical and chemical properties. They all have a typical shiny metallic appearance when freshly cut, but all tarnish within minutes of contact with air. They all have to be stored under oil so they don’t react with either oxygen or water vapour. Like all metals, they are good conductors of heat and electricity, but they have low melting and boiling points.
9. C4.2 a Look at the photograph and information and answer all the questions: Group I of the periodic table contains a family of very reactive metals known as the alkaline metals. This group contains lithium, sodium, potassium and rubidium. They are not found in their pure state like gold, but are found tied up in compounds. These metal have relatively low melting points and densities, when compared to transitional metals like copper and iron. Explain what products are formed if a) sodium is combusted in oxygen and b) lithium is reacted with chlorine gas Why are the alkaline metals not useful for building objects like cars, bridges and planes ? When potassium, sodium or lithium react with water they all form their hydroxide which is strongly alkaline. If you tested the pH what colour would the pH paper be ? Group 1 alkaline metals Key concepts Li 3 Na 11 K 19 Rb 37 Li 3 Li 3 Na 11 Na 11 K 19 K 19 Rb 37 Rb 37 7 23 39 86
10. Look at the photograph and information and answer all the questions: Understanding how metals like those found in group I react by losing their outermost electron during a chemical reaction can help us understand about reactivity. Rubidium is the most reactive and lithium the least reactive group I metal. This is because as atoms become bigger, the outermost electrons are held less tightly by the positive nucleus. This makes it easier to remove during a chemical reaction. What forces of attraction keep electrons in their electron shells Describe the relative size of the forces of attraction between the nucleus and the outermost electrons of the lithium and rubidium atoms ? Explain why sodium is less reactive than potassium during a reaction with water ? 2,1 2,8,1 Li Na K 2,8,8,1 Rb 2,8,8,18,1 Sodium atom Electronic configuration of group I metals Potassium atom Rubidium atom Lithium atom C4.2 b Key concepts
11. C4.2 Plenary Lesson summary: water periodic sodium alkaline Friday 21 October 2011 When taken out of oil, potassium, sodium and lithium are soft, shiny metals that can be cut with a knife and readily tarnish in air. In order to tell them apart simply place a small sample in a bunsen burner with a blue flame. Potassium will give a lilac colour, sodium an orange colour an lithium a red colour How Science Works: Research into how elements can be represent by their own unique symbol and how balanced chemical equation represent what happens during a chemical reaction. Preparing for the next lesson: Potassium, _________ lithium are all metals that belong to the ________ metals found in group I of the ________ table. They react readily with oxygen, _______ and acids. They have to be store in oil when not in use. Decide whether the following statements are true or false : False True 3: The alkaline metals are extracted using electrolysis ? False True 2: Potassium, sodium and lithium have low densities and all float on water ? False True 1: Sodium is more reactive than potassium and less reactive than lithium ?
12. C4.3 Chemical equations Decide whether the following statements are true or false: Lesson objectives: Understand that each element has its own unique chemical symbol Understand what information formula of a compound tells us Understand that a balanced equation represents what happens during a reaction Friday 21 October 2011 First activity: Are the following equation balanced and explain how you decided: CH 4 (g) + O 2 (g) CO 2 + 2H 2 O Zn (s) + CuSO 4 (aq) ZnSO 4 (aq) + Cu (s) PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers Literacy: Elements, equation, balanced, substrates, products, compounds, chemical group, alkaline metals, potassium, sodium, lithium, reactions, products substrates properties, patters chemical properties and physical properties. Numeracy: There are 108 elements with their own unique chemical symbol that is recognised anywhere in the World. The majority of symbols come form their Latin names, where they were discovered of after famous scientists. We will focus on knowing setting goals and success criteria.
13. Decide whether the following statements are true or false: Introduction: During a chemical reaction substrates atoms or molecules are rearranged to form new products. During any chemical reaction mass is always conserved, that means, the mass of products is always the same as the mass of substrates that you started with. A reaction can be described by a word or symbol equation: Methane + oxygen Carbon dioxide + Water CH 4 (g) + 2O 2 (g) CO 2 (g) + H 2 O (l) Extension questions: 1: Look at the equation above and tally the number and type of atoms on the left hand side (LHS) and right hand side (RHS) of the equation ? 2: If you react 2.4 g or magnesium with 1.6 g or oxygen, how much magnesium oxide would be produced ? 3: Write a word equation for the following reaction: a) CaCO 3 CaO + CO 2 b) CaCO 3 + HCl CaCl 2 + CO 2 + H 2 O ? 4: Explain why melting 10 g of ice produces 10 g of water ? 5: Give three visual signs that show a chemical change take place ? Know this: a: know that a chemical reaction is where substrates react to form new products. b: Know that a word or symbol equation (balanced) shows us what substrates we start with and what products we finish with. Friday 21 October 2011 C4.3 Chemical equations LHS RHS
14. C4.3 Look at the photograph and information and answer all the questions: All chemical reactions involve the formation of new products by substrates colliding with one another, breaking bonds, forming new chemical bonds and products. During the rearranging of particles in the substrates to form new products not particles are lost, so the total mass stays the same. In this example: 16g of methane (CH 4 ) react with 64 g of oxygen (20 2 ) producing 44 g of carbon dioxide (CO 2 ) and 36 grams of water (H 2 O). In the above example work out in grams the total mass of substrates (CH 4 and 2O 2 ) and the total mass of products (CO 2 and H 2 0) ? If you mix 10 g of calcium carbonate (CaCO 3 ) and 50 g of hydrochloric acid (HCl) what mass of products would you expect to make ? One of the products is carbon dioxide gas which escapes into the atmosphere...how would this affect the mass of products formed ? O 2 CH 4 H 2 O CO 2 Key Substrates Products CH 4 + 2O 2 CO 2 + 2H 2 O 16 g 64 g 44g 36 g Substrates Products Key concepts
15. C4.3 Plenary Lesson summary: Decide whether the following statements are true or false : False True False True False True compounds atoms law change Friday 21 October 2011 The law of conservation states that there is no change in mass during a reaction, however we often see an increase or decrease in mass. This is because we do reactions in open systems. For example, If you react a metal with an acid, the gas that bubbles through the reaction mixture escapes into the air. How Science Works: Research into the halogen a family of reactive non metals found in group 7 of the periodic table. Look into their physical and chemical properties Preparing for the next lesson: T. The _____ of conservation states that there is no mass _________ during a chemical reaction from beginning to end. When a reaction starts, the ______ or molecules in the substrates collide with other atoms forming new molecules of new _________. 3: During a reaction, the mass of the substrates and products is the same ? 2: Melting ice is a good example of a chemical change ? 1: When magnesium reacts with oxygen from the air, the overall mass decreases ?
16. C4.4 The halogens Decide whether the following statements are true or false: Lesson objectives: Understand that the elements found in group 7 are called halogens Understand that the halogens are found as diatomic molecules Understand that the halogens share many similar chemical properties We will focus on. Friday 21 October 2011 First activity: The halogens or compounds contain the halogens are well know for their antiseptic properties. Think of three products that contain compounds of the halogens which are used as antiseptics or disinfectants ? Literacy: Halogens, fluorine, chlorine, bromine, iodine, fluoride, chloride, bromide, iodide, diatomic gases, molecules, group seven, antiseptic, non metals and covalent compound Numeracy: All the halogen elements come as diatomic molecules. That means that in their nature stare fluorine has the formula F 2 , chlorine Cl 2 , bromine Br 2 and iodine I 2 . PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on analysing and evaluating information judging its relevance and value.
17. Extension questions: 1: At room temperature, which halogen is a dark purple solid and which is a pale yellow gas ? 2: Give a) one product that contains a compound of chlorine and b) a compound of fluorine? 3: From physical data, chlorine’s melting and boiling point is -101 o C and -35 o C. Between what temperatures would chlorine be a solid, liquid and gas. 3: Write an equation between a) sodium and chlorine b) potassium and bromine and c) iron and chlorine ? Know this: a: Know that the group 7 elements are a family of reactive non metals that include fluorine and chlorine. b: Know the chemical and physical properties of the halogens. Friday 21 October 2011 Introduction: Group VII of the periodic table contains a family of very reactive non-metals known as the halogens. This group contains fluorine, a pale yellow gas, chlorine a pale green gas, bromine a dark brown liquid and iodine a dark purple solid. They are not found in their pure state like gold, but are found tied up in covalent or ionic compounds. They have low melting and boiling points and do not conduct electricity at all C4.4 The halogens
18. C4.4 Look at the photograph and information and answer all the questions: The group VII elements, the halogens are well known for their antiseptic properties. Although they are very toxic to humans at high doses, small quantities of the halogens or their ions (F- Cl- Br- & I-) have an antiseptic effect, destroying many microbes. Our drinking water is now chlorinated. Our toothpaste now contains fluoride. Before surgery, iodine water is applied to our skin. Which halogen is a) dangerously corrosive and b) used in water to disinfect skin prior to surgery and c) use in toothpastes ? Write a word equation for the formation of iron chloride from passing green chlorine gas over hot iron wool ? If you passed fluorine instead of chlorine over hot iron wool a) what product would e formed and b) would the reaction be less of more violent ? Group 7 halogens Key concepts
19. C4.4 Plenary Lesson summary: colour reactive fluorine melting Friday 21 October 2011 The halogens all have antiseptic properties because in compounds or even dissolved in water they all can punch holes in the membranes of most microbes including bacteria. Chlorine is used to sterilised the water we drink and swim in, fluoride is used in toothpaste and iodine in water is used to sterilise skin prior to surgery How Science Works: Research into how the element helium was discovered and how the presence of other elements can be detected by doing a simple flame test. Preparing for the next lesson: The group 7 elements are a family of ________ non metals beginning with ___________ and ending with iodine. As you descend the group their __________ points increase and their ______ darkens. They all have antiseptic properties in compounds and are sued to destroy microbes found in water, on teeth and skin Decide whether the following statements are true or false : False True 3: Fluoride is found in both tap water and toothpaste and kills bacteria ? False True 2: Chlorine can also decolourise fibres and is used in hair dyes ? False True 1: Iodine in water is used to disinfect floors and toilets ?
20. C4.5 The discovery of helium Decide whether the following statements are true or false: Lesson objectives: Understand that each element when burn gives a characteristic colour Understand that these colours are called line spectra Understand that a specific spectra form the sun gave rise to the discovery of helium gas Friday 21 October 2011 First activity: Think of helium, it is a light un-reactive monatomic gas that has many uses. Give three uses of helium ? Literacy: Elements, helium, flame colour, line spectra, spectroscopy, flame test, colour, discovery and analysis. Numeracy: Helium is so light and not found in compounds. It escapes the earth’s atmosphere. It is only found trapped where we find natural gas deposits deep underneath the bed rock. PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on knowing setting goals and success criteria.
21. C4.5 The discovery of helium Extension questions: 1: Helium comes form the Greek work Helios meaning sun. Why is this an appropriate name for the element helium ? 2: Explain why helium was discovered on the sun’s surface rather than here on Earth ? 3: Helium is only found trapped under bed rock with natural gas. Explain why we eventually run out of helium gas ? 4: Give two uses for helium gas ? 5: Why is helium used instead of hydrogen to provide airships lift ? Know this: a: Know that each element give a characteristic colour spectrum when burnt. b: Know that we can identify elements present if we do a simple flame test. Friday 21 October 2011 Introduction: Each element when burnt in a blue flame gives a unique flame colour. More detailed analysis using a spectroscope shows us that each element found in the periodic table has its own colour spectrum. Using this method scientists can identify elements contain in samples and even in 1892 during a solar eclipse scientists analyse the colour spectrum form the corona of the sum and discover that the sun contained not just hydrogen gas but also helium.
22. C4.5 Look at the photograph and information and answer all the questions: Give one use of a) Neon, b) Helium and c) Argon ? If you filled two balloons, one with helium, the other with argon and release describe what you would see ? The noble gases were not discovered until 1892, where scientists discovered that, when all the nitrogen and oxygen from a sample of air was reacted with hot magnesium, there was around one percent of the gas that would not react. This small fraction contained neon, argon and krypton. Helium was first discovered by analysing the colour spectra of the sun during a total lunar eclipse. Helium on Earth was discovered with deposits of natural gas found under the bedrock. Group 8 Noble gases Key concepts Nitrogen Oxygen Noble gases CO 2
23. C4.5 Plenary Lesson summary: combusted neon colour difficult Friday 21 October 2011 Fireworks using many different metal elements to give out the brilliant colours that we all enjoy. They use potassium for lilac, sodium for orange, copper for green, lithium for red and magnesium for a brilliant white flame. How Science Works: Research into the atom, the atomic structure and the three sub atomic particle , neutrons, protons and electrons. Preparing for the next lesson: Elements like helium, ______ and argon that are un-reactive or found in unusual places are ________ to find. Using their __________ spectrum produced when __________ in a bunsen burner flame can help us detect the presence of these elements . Decide whether the following statements are true or false : False True 3: It is possible to analyse mixture of elements sing the flame colour test ? False True 2: Potassium when combusted give a bright green flame ? False True 1: Lithium when combusted give a bright red flame ?
24. C4.6 Atomic structure Decide whether the following statements are true or false: Lesson objectives: Understand the anatomy of the atom and how models of the atom have changed Understand that the atoms consists of three sub atomic particles called protons, electrons and neutrons Friday 21 October 2011 First activity: There are three sub atomic particles, neutrons, protons and electrons. If you could see inside an atom where would you find each sub atomic particle ? Literacy: Atom, proton, electron, neutron, electron configuration, elements, electron shells, nucleus, charges and atomic structure. Numeracy: In 1 gram of hydrogen or 12 grams of carbon or 16 grams of oxygen there are exactly 6.02 x 10 23 atoms. It is this number of atoms that give each element its own relative atomic mass PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on appreciating the consequences of our decisions and actions.
25. C4.6 Extension questions: Using the periodic table find or answer ? 1: The element with one more proton than sodium ? 2: The element with an relative atomic mass of 17 2: Three elements with 7 electrons in their outermost shell ? 4: The element which contains 22 protons in its nucleus ? 5: The element that has two electrons in its first shell and five electrons in its second shell ? Know this: a: Know the anatomy of the atom. b: Know that every type of atom of any element is made form three sub atomic articles protons, electrons and neutrons. Friday 21 October 2011 Introduction: All atoms consist of three sub-atomic particles, neutrons, protons and electrons. The simplest atom is hydrogen. Its nucleus contains a single proton with a single positive charge. There is a single electron in orbit of the positive nucleus. Because the charges are equal, but opposite, the atom is neutral. It is the attraction between the electron and proton that holds the electron in it’s orbit. Helium has two protons and two neutrons in its nucleus with two electrons held in orbit Atomic structure
26. C4.6 a Look at the photograph and information and answer all the questions: Until 1924 most scientists thought that the tom was solid with a uniform density. Rutherford was the father of the atom suggesting for the first time that electrons orbited the nucleus which contained most of the mass of the atom. All atoms arrange their sun atomic particles in this way. Which element from the six shown by the diagram opposite left has no neutrons in the nucleus of tits atom ? Nitrogen has 7 protons, 7 electrons and 7 neutrons. Using the diagram opposite left predict and draw an atom of nitrogen Give the names of all the eight elements found in the period that begins with lithium metal ? 3P + 4N 3E - 2P + 2E - 2N 1P + 1E - Beryllium Boron Carbon Hydrogen Helium Lithium Key concepts H 1 1 He 2 4 Li 3 7 6P + 6N 6E - Be 4 9 B 5 11 C 6 12 5P + 6N 5E - 4P + 5N 4E -
27. C4.6 b Look at the photograph and information and answer all the questions: Rutherford repeated and checked his experiments many times before he published his findings. Why was this an important thing to do ? Why is the statement ‘firing a gun at a tissue and finding some of the bullet bouncing back a good analogy of what this experiment showed ? Rutherford performed an experiment where he fired alpha particles at thin gold foil. Detectors were positioned at every angle to find how the alpha particles were scattered by the gold atoms. It was discovered that some alpha particles were reflected back to the source – rather like firing a gun at tissue paper and finding some of the bullets bouncing back. He proposed that each atom had a tiny core or nucleus with a mass and a positive charge. This charge repelled the alpha particles. Most particles are undeflected Rutherford's experiment Rutherford's experiment Key concepts Alpha particles Gold atoms
28. C4.6 Plenary Lesson summary: neutrons electrons nucleus atoms Friday 21 October 2011 Atoms are composed of three type of particles: protons, neutrons, and electron. Protons and neutrons are responsible for most of the atomic mass e.g in a 75 Kg person, 74 Kg and 975 g are protons and neutrons while only 28 g are electrons. The mass of an electron is very small (9.108 X 10 -28 grams). How Science Works: Research into how electrons are arranged in shells around the positively charged nucleus. Preparing for the next lesson: All __________ consist of three basic sub-atomic particles. The _______ of the atom is very small contains most of the mass and is home to the protons and ___________. The ______ orbit in shells around the positively charged nucleus. Decide whether the following statements are true or false : False True 3: An atom had no charge with an equal number of electrons and protons ? False True 2: An atom contains four sub-atomic particles ? False True 1: Protons and electrons are found in the nucleus ?