Peri

od

ic T

able

of

the

Elem

ents

20

11

ww

w.c

hem

istr

yad

ven

ture

.co

m

+1

Alk

ali

meta

ls

Alk

alin

eea

rth

met

als

+2

Tra

nsit

ion

meta

ls: 2

val

enc

e e

lect

rons

+3

+4,

-4-3

-2

-1

Nob

lega

ses

hal

ogens

1H

hyd

roge

n1.

01

11N

aso

diu

m

22

.99

12M

gm

agne

sium

24

.31

3Li

lith

ium

6.9

4

4B

eb

eryl

lium

9.0

1

19

K pota

ssiu

m

39

.10

20

Ca

calc

ium

40

.08

37

Rb

rub

idiu

m

85

.47

21S

csc

andiu

m4

4.9

6

22T

iti

tani

um4

7.9

0

23V

vana

diu

m5

0.9

4

24

Cr

chro

miu

m5

2.0

0

25

Mn

man

gane

se5

4.9

4

26

Fe

iron

55

.85

38

Sr

stro

ntiu

m

87

.62

39

Yyt

triu

m

88

.91

40

Zr

zirc

oniu

m

91.

22

41 ni

obiu

m

92

.91

42

Mo

mol

ybden

um

95

.94

43T

cte

chne

tium

96

.91

44R

uru

then

ium

101.

07

55

Cs

cesi

um

132

.91

56

Ba

bar

ium

137

.33

71

Lu

Lut

etiu

m

174

.97

72

Hf

haf

nium

178

.49

73

Ta

tant

alum

180

.95

74

Wtu

ngst

en

183

.85

75R

erh

eniu

m

186

.21

76

Os

osm

ium

190

.20

87

Fr

fran

cium

22

3.0

2

88

Ra

radiu

m

22

6.0

2

103

Lr

law

renc

ium

26

2.1

1

104R

fru

ther

ford

ium

26

1.11

105D

bdub

nium

26

2.1

1

106

Sg

seab

orgi

um

26

3.1

2

107

Bh

boh

rium

26

4.1

2

108H

shas

sium

26

5.1

3

27

Co

cob

alt

58

.93

28

Ni

nick

el5

8.7

1

29C

uco

pper

63

.55

30

Zn

zinc

65

.37

31G

aga

lliu

m

69

.72

32G

ege

rman

ium

72

.59

13A

lal

umin

um

26

.98

45

Rh

rhod

ium

102

.91

46

Pdpa

llad

ium

106

.40

47

Ag

silv

er

107

.87

48

Cd

cadm

ium

112

.40

49

In

indiu

m

114

.82

50

Sn

tin

118

.69

33

As

arse

nic

74

.92

14S

isi

lico

n

28

.09

15P

phos

phor

us

30

.97

51

Sb

Ant

imon

y)

121.

75

77

Ir

irid

ium

192

.22

78

Ptpl

atin

um

195

.09

79A

ugo

ld19

6.9

7

80H

gm

ercu

ry2

00

.59

81

Tl

thal

lium

20

4.3

7

82

Pb lead

20

7.1

9

83

Bi

bis

mut

h

20

8.9

8

109

Mt

Mei

tner

ium

(26

8)

110D

sDarm

stadtium

(28

1)

111R

gro

entg

eniu

m

(27

2)

112U

ubU

nunb

ium

(28

5)

113U

utun

untr

ium

(28

4)

114U

uqun

unqu

adiu

m

(28

9)

115U

upun

unpe

ntiu

m

(28

8)

5B

bor

on

10.8

1

6C

carb

on

12.0

1

7N

nitr

ogen

14.0

1

8O

oxyg

en

16.0

0

9F

fluo

rine

19.0

0

2

He

hel

ium

4.0

0

10N

ene

on

20

.18

16S

sulf

ur

32

.07

17C

lch

lori

ne

35

.45

18A

rar

gon

39

.95

34

Se

sele

nium

78

.96

35

Br

79

.91

36

Kr

kryp

ton

83

.80

52

Te

tellur

ium

127

.60

53

I iodin

e12

6.9

0

54

Xe

xen

on

131.

30

84

Popo

loni

um

(210

)

85

At

asta

tine

(210

)

86R

nra

don

(22

0)

116U

uhun

unhex

ium

(28

9)

117 U

usun

unse

ptiu

m

(29

5)

118U

uoun

unoc

tium

(29

3)

57

La

lant

han

um

138

.91

58

Ce

ceri

um

140

.12

59

Prpr

aseod

ymiu

m

140

.91

60

Nd

neod

ymiu

m

144

.24

61

Pmpr

omet

hiu

m

144

.91

62S

msa

mar

ium

150

.41

63

Eu

euro

pium

151.

96

65

Tb

terb

ium

158

.92

89A

cac

tini

um

22

7.0

3

90

Th

thor

ium

23

2.0

4

91

Papr

otac

tini

um

23

1.0

4

92

Uur

aniu

m

23

8.0

3

93

Np

nept

uniu

m

23

7.0

5

94

Pupl

uton

ium

24

4.0

6

95

Am

amer

iciu

m

24

3.0

6

96C

mcu

rium

(24

7)

66

Dy

dys

pros

ium

162

.50

67

Ho

Hol

miu

m

164

.93

68

Er

erb

ium

167

.26

69

Tm

thul

ium

168

.93

70

Yb

ytte

rbiu

m

173

.04

97

Bk

ber

kelium

(24

9)

98

Cf

califo

rniu

m

(25

1)

99E

sei

nste

iniu

m

(25

4)

100F

mfe

rmiu

m

25

7.1

0

101M

dm

endel

eviu

m

(25

6)

102N

o

(25

4)

Nb

Ace

tate

CH

3C

O2

-B

isul

fite

HS

O3

-C

hlo

rite

ClO

2-

Hyd

roxid

e O

H-

Nit

rite

NO

2-

Phos

phid

e P3

-

Am

mon

ium

NH

4+

Bro

mid

e B

r-C

hro

mat

e C

rO4

2-

Hyp

ochlo

rite

ClO

-O

xid

e O

2-

Sul

fide

S2

-

Bro

mid

e B

r-C

arbon

ate

CO

32

-C

yani

de

CN

-Io

did

e I

-Pe

rchlo

rate

ClO

4-

Sul

fate

SO

42

-

Bic

arbon

ate

HC

O3

-C

hlo

rate

ClO

3-

Dic

hro

mat

e C

r 2O

72

-N

itra

te N

O3

-Pe

rman

gana

te M

nO4

-T

hio

sulf

ate

S2O

32

-

Bis

ulfa

te H

SO

4-

Chlo

ride

Cl-

Flu

orid

e F

-N

itri

de

N3

-Ph

osph

ate

PO4

3-

com

mon

ani

ons

Mon

oval

ent

ca

tion

s:G

roup

1, A

g: +

1G

roup

2, Z

n: +

2G

roup

3, A

l: +

3

Gd

gadol

iniu

m

157

.25

64

nob

eliu

m

0

1s 2s

3s

4s

5s

6s

7s

3d

4d

5d

6d

4p

5p

6p

7p

3p

2p

4f

5f

Sym

bol

:S

olid

Liqu

idG

asM

anm

ade

nam

e

Ato

mic

mas

s

Ato

mic

nu

mber Sc

scan

diu

m

44

.96

21

Act

iniu

mA

c 22

7.08

Alu

min

um

Al 2

6.9

8A

me

rici

um

Am

24

3.06

An

tim

on

ySb

121

.75

A

rgo

nA

r 39

.96

Ars

en

icA

s 74

.92

Ast

atin

eA

t (2

10)

Bar

ium

Ba

137

.33

Ber

keliu

mB

k (2

49)

Ber

ylliu

mB

e 9

.01

Bis

mu

thB

i 208

.98

Bo

hri

um

Bh

264

.12

Bo

ron

BB

rom

ine

Br

79.9

1C

adm

ium

Cd

11

2.40

Cal

ciu

mC

a 40

.08

Cal

ifo

rniu

mC

f (2

61)

Car

bo

nC

12.

01C

eriu

mC

e 14

0.12

Ces

ium

Cs

132.

91C

hlo

rin

eC

l 35.

45C

hro

miu

mC

r 52

.00

Co

bal

tC

o 5

8.9

3C

op

per

Cu

63.

55

Cu

riu

mC

mD

arm

stad

tiu

mD

s (2

81)

Du

bn

ium

Db

262

.11

Dys

pro

siu

mD

y 16

2.5

0Ei

nst

ein

ium

Es 2

52.0

8Er

biu

mEr

167

.26

Euro

piu

mEu

15

1.96

Ferm

ium

Fm 2

57.1

0Fl

uo

rin

eF

Fran

ciu

mFr

Ga

do

liniu

mG

dG

alli

um

Ga

Ge

rman

ium

Ge

19.0

0G

old

Au

196

.97

Haf

niu

mH

f 17

8.49

Has

siu

mH

s 26

5.13

H

eliu

mH

e 4.

00H

olm

ium

Ho

164

.93

Hyd

roge

nH

1.0

1In

diu

mIn

114

.82

Iod

ine

I 126

.90

Irid

ium

Ir 1

92.2

2Ir

on

Fe 5

5.85

Kry

pto

nK

r 83

.80

Lan

than

um

La 1

38.9

1La

wre

nci

um

Lr 2

62.1

1Le

adP

b 2

07.1

9Li

thiu

mLi

6.9

4Lu

teti

um

Lu 1

75.0

0M

agn

esi

um

Mg

24.3

1M

anga

nes

eM

n 5

4.94

Me

itn

eri

um

Mt

268.

14M

en

del

eviu

mM

d 2

58.1

0

Mer

cury

Hg

200.

59M

oly

bd

enu

mM

o 9

5.94

Ne

od

ymiu

mN

d 1

44.2

4N

eo

nN

e 2

0.18

Ne

ptu

niu

mN

p 2

37.0

5N

icke

lNi 5

8.69

Nio

biu

mN

b 9

2.91

Nit

roge

nN

14.

01N

ob

eliu

mN

o 2

59.1

0O

smiu

mO

s 19

0.23

Oxy

gen

O 1

6.00

Pal

lad

ium

Pd

106

.42

Ph

osp

ho

rus

P 3

0.97

Pla

tin

um

Pt

195.

08P

luto

niu

mP

u 2

44.0

6P

olo

niu

mP

o 2

08.9

8P

ota

ssiu

mK

39.

10P

rase

od

ymiu

mP

r 14

0.91

Pro

met

hiu

mP

m 1

44.9

1P

rota

ctin

ium

Pa

231.

04

Rad

ium

Ra

226.

03R

ado

nR

n 2

22.0

2R

hen

ium

Re

186.

21R

ho

diu

mR

h 1

02.9

1R

ub

idiu

mR

b 8

5.47

Ru

then

ium

Ru

101

.07

Ru

ther

ford

ium

Rf

261.

11Sa

mar

ium

Sm 1

50.3

6Sc

an

diu

mSc

44.

96Se

abo

rgiu

mSg

266

.12

Sele

niu

mSe

78.

96Si

lico

nSi

28.

09Si

lver

Ag

107.

87So

diu

mN

a 22

.99

Stro

nti

um

Sr 8

7.62

Sulf

ur

S 32

.07

Tan

talu

mTa

180

.95

Tech

net

ium

Tc 9

7.91

Tellu

riu

mT6

127

.60

Terb

ium

Tb 1

58.9

3

Thal

lium

Tl 2

04.3

8Th

ori

um

Th 2

32.0

4Th

uliu

mTm

168

.93

Tin

Sn 1

18.7

1Ti

tan

ium

Ti 4

7.87

Tun

gste

nW

183

.84

Ura

niu

mU

238

.03

Van

adiu

mV

50.

94X

eno

nX

e 13

1.29

Ytt

erb

ium

Yb

173

.04

Ytt

riu

mY

88.

91Zi

nc

Zn 6

5.41

Zirc

on

ium

Zr 9

1.22

(and

NH

4+ )

meta

lno

nmeta

lm

eta

lloi

d

metal

nonmetal

1 va

lenc

eele

ctro

n2

val

enc

eele

ctro

ns

Val

enc

e e

lect

rons

:8

45

67

3

(H is

a no

nmeta

l)

bro

min

e

Gro

up 1

Gro

up 2

Gro

up 3

Gro

up 4

Gro

up 5

Gro

up 6

Gro

up 7

Gro

up 8

Gro

up 9

Gro

up 1

0G

roup

11

Gro

up 1

2

Gro

up 1

3G

roup

14

Gro

up 1

5G

roup

16

Gro

up 1

7

Gro

up 1

8

to 71 to 10

3

Den

sity

:

d =

den

sity

; m =

mas

s in

g;

v =

volu

me

in m

L

Fo

rmu

las

1. I

ntr

od

uct

ion

to

ch

emis

try

1. S

I un

it p

refi

xes

giga

Bill

ion

(1

09 )

meg

aM

illio

n (1

06 )

kilo

Tho

usa

nd

(1

03)

dek

aTe

n (

10

0)

dec

iTe

nth

(1

0-1

)

cen

tiH

un

dre

dth

(1

0-2

)

mill

iTh

ou

san

dth

(1

0-3

)

mic

roM

illio

nth

(10

-6)

nan

oB

illio

nth

(1

0-9

)

pic

oTr

illio

nth

(1

0-1

2 )

% e

rro

rer

ror

x

100

acce

pted

val

ue

2. D

ata

Tem

per

atu

re:

K

= O

C +

27

3

oK

C

2

73

K =

Kel

vin

; OC

= d

egre

es C

elsi

us

3. M

atte

r, 4

. ato

m:

no

fo

rmu

las

5. e

lect

ron

s

s =

wf

s =

the

spee

d o

f lig

ht

= 3

x 1

08

m/s

w =

wav

elen

gth

in m

eter

sf

= fr

equ

ency

, per

sec

on

d.

Bal

mer

fo

rmu

la:

2

11

01097

.0

1

w =

wav

elen

gth

in m

eter

sin

ner

= in

ner

sh

ell #

ou

ter

= o

ute

r sh

ell #

.

6. P

erio

dic

tab

le; 7

. Bo

nd

ing

8. R

eact

ion

s: N

o f

orm

ula

s

9. T

he

mo

le=

6 x

10

23

Mo

l-m

ol c

on

vers

ion

s:

10. G

as L

aw

s

Form

ula

Law

Boyl

es

Any

units o

k

Charles

Must use K

elv

in f

or

T

Gay-L

ussac

Must use K

elv

in f

or

T

Com

bin

ed

Must use K

elv

in f

or

T

PV

= n

RT

Ideal G

as L

aw

Must use L

(V

olu

me),

atm

(Pre

ssure

), m

ol

(n),

K (

Tem

p).

R =

0.0

821 L

atm

/mol K

.

22.4

L/m

ol o

r

1 m

ol/22.4

L

Avogadro

’s P

rincip

le

Only

at S

TP

11

22

PVP

V

12

12

TT

VV

12

12

TT

PP

11

22

12

PVP

V

TT

B m

ol

A m

ol

B m

ol

x A

mo

l

Gra

m –

mo

l co

nve

rsio

ns:

B g

B

mo

lB g x

A

mo

lB m

ol

x A

mo

l

g–g

con

vers

ion

s:

B g

B m

olB g

x

A m

olB

mo

l x

A g

A m

ol

x A g

11

. En

ergy

:

q =

mcD

T

q =

hea

t, m

= m

ass,

T =

tem

p

c wat

er(l

)=

4.1

84

J/g

oC

c wat

er(s

)=

2.0

3 J

/goC

c wat

er(g

)=

2.0

1 J

/goC

DH

vap

= 2

26

0 J

/g;

D

Hfu

s=

33

4 J

/g

At

1 a

tm: W

ater

bo

ils/c

on

den

ses

at 1

00

oC

Wat

er m

elts

/fre

ezes

at

0oC

1 N

utr

itio

nal

Cal

ori

e =

41

84

Jo

ule

s =

4

BTU

= 1

00

0 c

alo

ries

= 0

.00

16

kilo

wat

t h

ou

rs

DG

= D

H-TD

S

DG

= c

han

ge in

fre

e en

ergy

DH

= c

han

ge in

en

thal

py

T =

tem

per

atu

re

DS

= ch

ange

in e

ntr

op

y

12

. So

luti

on

s1

. Per

cen

t co

nce

ntr

atio

n b

y vo

lum

e (%

v/v)

= v

olu

me

of

solu

tex

10

0vo

lum

e o

f so

luti

on

2. P

erce

nt

con

cen

trat

ion

by

mas

s (%

m/m

)=

m

ass

of

solu

tex

10

0m

ass

of

solu

tio

n3

. Mo

lari

ty (

M)

=

mo

les

of

solu

teLi

ters

of

solu

tio

n4

. mo

lalit

y (m

) (L

1 o

nly

)=

mo

les

of

solu

teK

ilogr

ams

of

solv

ent

5. M

ole

fra

ctio

n (

X)

= m

ole

s o

f so

lute

Mo

les

of

solu

tio

nC

on

cen

trat

ion

an

d d

iluti

on

6. C

1V

1=

C2V

2

wh

ere

C1

and

C2

are

con

cen

trat

ion

s;A

nd

V1

and

V2

are

volu

mes

7

. Hen

ry’s

Law

:So

lub

ility

is p

rop

ort

ion

al t

o P

ress

ure

S 1/P

1=

S 2/P

2

1 a

tm=

76

0 m

m H

g =

14

.7 p

si =

10

1.3

KP

a1

L=

10

00

mL

T cel

siu

s+

27

3 =

Tke

lvin

Bo

ilin

g p

oin

t el

evat

ion

an

d f

reez

ing

po

int

dep

ress

ion

:D

T f=

Kfm

.p

mD

T b=

k bm

.p

mD

T f =

ch

ange

in f

reez

ing

tem

p;

DT b

= ch

ange

in

bo

ilin

g te

mp

erat

ure

; K

f=

free

zin

g p

oin

t co

nst

ant;

Kb

= b

oili

ng

po

int

con

stan

t; m

=

mo

lalit

y; p

m =

par

ticl

e m

ola

lity

14

. Aci

ds

and

Bas

es

Form

ula

s

Ka

for

exam

ple

of

HC

l = [

H+]

[Cl- ]

/[H

Cl]

Kw

= [H

+][O

H- ]

= 1

0-1

4

pH

= -

log[

H+]

10

-pH

= [H

+]

pO

H =

-lo

g[O

H- ]

10

-pO

H=

[OH

- ]

pH

+ p

OH

= 1

4

titr

atio

n:

13

. Rat

es

Rea

ctio

n r

ate

= D

con

cen

trat

ion/D

tim

e

Co

llisi

on

Th

eory

: Fo

r 2

mo

lecu

les

to r

eact

, th

ey m

ust

co

llid

e, a

nd

wit

h e

no

ugh

fo

rce,

and

in t

he

righ

t lo

cati

on

s o

n t

he

mo

lecu

les

for

the

reac

tio

n t

o o

ccu

r.

M =

Mo

lari

ty =

mo

les

per

lite

r =

mo

les/

liter

un

kno

wn

stan

dar

dst

and

ard

un

kno

wn

vo

lum

e

)

)(m

ola

rity

(v

olu

me

mo

lari

ty

Unknown #

Odor Flame color

Other observations

1

2

3

4

5

6

sample Odor Flame color

Other observatio

ns

Water

Methanol

3ethanol

propanol

isopropanol

butanol

1

4

Oh heck I know that

Controls:

StandardsFor comparison

O

HE

C

The 4-letter mnemonic for this simplified scientific method

all experiments need these: What is a positive control? Example:

What is a positive control? Example:

5

CC C

H

H

H

H

C

C

C

C

C

C

C

O

O OH

C

O

C

H

H

H

H

H

HH

Br

Br

Br

Br

Br

Br

Br

Br

O OH

NH2

O O

O

O

NH

O

OH

O

alkenealkanealkyne ether alcohol

amine amide carboxylic acidaldehyde ketone ester

NH

O

Data

m

•

3. Complete the tableUnit of measurement We usually use But SI units require

LengthMass

Temperaturedensity

6. Complete the table.Prefix Symbol Factor Scientific

notationexample

Gigamega

1,000centi

10-3

micro Microgram n

SI Units Unit Prefixesmeasurement unit symbol size Prefix Scientific

notationmass kilogram kg nano (n) billionth 10-9

volume liter L micro (m) millionth 10-6

distance meter m milli (m) thousandth 10-3

amount mole mol centi © hundredth 10-2

brightness candela cd kilo k) thousand 103

current ampere A mega (M) million 106

time Second s giga (G) billion 109

•

•

•

•

•

•

•

•

•

•

•

•

•

unit 3

65

How do we find out what everything is made out of?

Unit 3

Look around you. What do you see? In front of you

are all kinds of stuff- all sorts of matter. Some of this

matter you can see, and there’s more that you can’t.

Some substances, such as those in your body, are

undergoing transformations as we speak. And most of

it is all mixed together, which complicates things

further. What’s it all made out of? It’s a big mess. What

we need to make sense of it is a way to sort things out.

Our primary goal for this unit is to classify the matter

that is all around us. First, we’ll consider what we can

say about mixtures. As you might guess, not very

much…it varies from sample to sample. So, we will

explore some purification techniques. We will spend the

remainder of our time finding out what we can about

pure substances- these are the materials that the

universe as we know it is made from. And since nearly

all understanding of matter begins with pure substances,

purification is the first step in chemical research.

Here’s the plan:

Lesson 1: Separation Lab

Lesson 2: Leaf Lab

Lesson 3 Matter Lecture

Lesson 4: Review

Lesson 5: Matter test.

A Liquid Chromatograph-Mass Spectrometer

(LCMS) can take a complex mixture, separate it,

and identify each substance. Shown above are the

major components of a tomato (a), mustard leaf

(b), and a strawberry (c), with some individual

substances (d-f) shown below based on their mass

spectrum.

Learn more by clicking on the image.

What is a tomato, mustard leaf, and a strawberry made out of?

Table of contents

sand

sand

sugar

salt

Method

pebbles

Iron filings

sugar

salt

pebbles

Iron filings Method

Methodsugar

salt

pebbles

Iron filings

sugar

salt

Iron filings

Iron filings salt

Method

Chemists typically spend more than half of their

time purifying substances- separating them into their individual pure components. As a chemist it reminded me of cleaning up a mess at home. In this lab you will be given a mixture of 5 solid ingredients. Typically, these are sand, sugar, salt, iron filings, corn kernels, and pebbles. This year, they are:

1: __________2: __________3: __________4: __________5: __________6: __________

Your goal is to separate all ingredients of your mixture quantitatively, and analyze your results. You will be graded based on your choice of methods, your report, and percent error: how close your amounts are to the actual amounts provided.

Homework: Discuss this with your partner and come up with a plan. Write it as a diagram on the next page. You are welcome to use any equipment in the lab as long as you work safely and have it approved by me. Be ready to begin your experiment the following day. You will be allowed to dry any wet samples overnight.

Note that no student has yet come up with a quantitative method to separate salt from sugar.

Separation LabSome separation methods

to consider

filtration

Separatory funnel

decant

forceps evaporation boiling

Sample Separation Scheme

Invent your ownchromatography

Most common errors: -No separation or only partial separation of salt and sugar. -Samples still wet after overnight drying.

Separation lab (continued)Homework: Draw a neat diagram outlining your separation procedure, using the scheme shown on the following page. Note that you will have 60 minutes of class time only over two days to complete your separations.

Sand is an ingredient, but is not actually pure, as it contains hundreds of substances in addition to quartz (SiO2)

Separation Lab: Data

Mass of mixture ________ g

Mass of component 1 (__________) ________ g

Mass of component 2 (__________) ________ g

Mass of component 3 (__________) ________ g

Mass of component 4 (__________) ________ g

Mass of component 5 (__________) ________ g

Mass of component 6 (__________) ________ g

Total mass of separated components _______ g

Percent Error ________ %

Your ScorePrecision: 1 point off for each percent error

_____ /10

Sample Purity (by inspection)

______ 10

Neatness and accuracyof report and analysis

_____ /10

Total _____ /30

Analysis: Write a paragraph summarizing your experiment, and reflect on the results. Be sure to include recommended improvements if you were to repeat the process. Use additional paper if necessary.

Once you have the stamp of approval, begin your separations. Time your work so that any sample drying takes place overnight. When you are done place each sample in a labeled plastic bag, and ieach ndividual bag in a final plastic bag- your instructor will model it for you. You will be graded based on the purity and amount of each sample. Fill in the data table and complete the Analysis section below.

The matter all around us is rarely in a pure form; most of what is around us are mixtures. Perhaps the most complex mixtures are those in living things. To understand what is in a mixture we must separate the individual substances contained in a mixture.

In our very first experiment you each planted a seed and by now you should have several leaves. The goal of this experiment is to isolate some pure substances from that leaf. If you have need to, bring in some fall leaves from home.

Lab 3.2

Every leaf contains thousands of individual chemicals. We’ll focus on three visible groups with characteristic fall colors: the carotenes, xanthophylls, and chlorophylls. Their chemical structures and typical colors are shown on the right

Background:

Chromatography (“color writing”) is a powerful tool for purifying mixtures. We will use paper chromatography to isolate the visible substances in a leaf. To do this we will make a thin paste of leaf goo using a powerful solvent (methanol), then paint it on chromatography paper, which is our “stationary phase. We then place it in a jar that has some organic solvent on the bottom (our “mobile phase”, and allow the solvent to move up the paper, separating the mixture based on the adherence to the paper, and the solubility in the solvent.

Your task is to find a solvent system that will separate the mixture.Watery solvents such as methanol or acetone tend to dissolve everything and move the mixture rapidly. Greasy solvents such as hexane don’t tend to move the mixture much at all.

Try a few combinations until you get nice separation, like the chromatogram shown below. Not the identity of each band, and how the distance traveled by the substance is measured using Rf value, where all the way up to the solvent front has a value of 1, and the baseline has a value of zero.

Carotenes: Gold to Orange

Xanthophylls: Light Yellow

Carotenes Rf = 1.0

Chlorophyll B: Olive Green1. Which is more greasy (“hydrophobic”): the carotenes or the xanthophylls?2. Which is more greasy: chlorophyll A or B? Why?

Xanthophylls Rf 0.37

mystery substance Rf 0.32

Chlorophyll A Rf 0.21

Chlorophyll B Rf 0.16

Chlorophyll A: Forest Green

Tape your chromatogram here. Identify each band and measure its Rf

value.

Using the techniques described in this lab report and demonstrated by your instructor, find a solvent system that provides optimum separation of visible leaf constituents.

Tape your best chromatogram to this lab report and measure the Rf value of each visible substance.

Note that your values do not have to match those on the previous page.

Solvent system used:_____% ____

_____% ____

Tape your best chromatogram to this lab report and measure the Rf value of each visible substance.

Note that your values do not have to match those on the previous page.

Score:

Prelab questions: _____/3Separation: _____/3Identification: ____/3Rf measurements: _____/3Total: ___/12

1

2

3

4

5

6

7

8

9

10

Classify each of the materials below as an element, molecule, or mixture. The examples below should help get you started. It’s OK if you miss a few…this is to get us thinking about what things are made out of. A key will be passed out after you complete this.

Element, molecule, or mixture?

A. SilverAnswer: Silver is an element (Ag).B. AirAnswer: air is a mixture of nitrogen (an element), oxygen (an element), and, among other things, carbon dioxide (a molecule).C. IceAnswer: ice the solid form of water, which is a molecule (H2O).

Classify the 19 materials on the next page, then check the answer key to see how you did.

What is everything made out of?

What is a diamond ring made out of?

Classifying Matter ws 3.1

What is everything made out of? Our essential question for this course:

*You should be aware that many texts differentiate between molecules and compounds. In this class we won’t go there. If you’d like to see the confusion that it can lead to, click here or here.

To say that the universe is made out of matter is true, but doesn’t provide much detail. It would help to classify mater.. Let’s start with elements.

The universe as we know it has about 100 elements. Occasionally we see them in their isolated form- for example an engagement ring may be pure gold (Au), with a diamond on it, which is pure carbon (C ).

More often we see the elements bonded together to form molecules, such as water (H2O) or table salt (NaCl). Sometimes called compounds,* molecules are made out of multiple elements which are bonded together and they have constant physical properties. For example, water freezes at 0 oC, and table salt melts at about 2000 oC.

If we look closely at the things around us, we find that most of them are mixtures of molecules. Drinking water, for example, is mostly made out molecules of water, but also has some molecules of salts (like NaCl) and may have be fluoridated as well.

Element, molecule, or mixture?

Material Element?

Molecule? Mixture?

A. Silver

B. Air

C. ice

1. Mud2. sugar3. steam4. Baking soda5. Alumninum foil6.brass7. blood8. Bubble gum9. gatorade10. chalk11. glass12. Soy sauce13. grasshopper14. gasoline15. urine16. snow17. milk18. tobacco

19. Pencil lead (graphite)

20. Look around you. Try to find examples of elements, molecules, and mixtures in front of you right now.

1. An element in front of me:______ 2. A molecule in front of m:________3. A mixture in front of me:________

21 (L1, honors only)Use the following 6 definitions to make a classification chart similar to the one at the end of unit 1. A sample to get you started is at the bottom right of page 18.

Matter: Anything with mass and space.Element: A substance with a fixed number of protonsMolecule: Atoms bonded togetherCompound: Different atoms bonded togetherMixture: More than one substanceSubstance: A pure form of matter

each of the 7 words below on your chart as examples. Consider if some should go in more than one place.. Also ask yourself if pure elements are bonded together.

Oxygen (O2) Water Iron Carbon Diamond Graphite Sodium chloride

Matter classification chart (L1, honors only)

Humans love to classify everything.

ws3.3

A walk on the beachIntroduction to Matter Summary Worksheet

While walking down the beach one day, I spied a small object. I noticed it has both mass and took up space, so I was sure it was ___________. I picked it up and took a look at it under a magnifying glass. I could not see any impurities in this glassy object, therefore I was pretty sure it was _____________________. I assumed it was pure, so I classified it as a ____________________.

I took it home and heated it over a fire, but it did not melt, so I can’t really say anything about that __________________(physical, chemical) property. I hammered it and it did not flatten; it is not _____________. I tried to stretch it and could not; it is not _______________. This material is a colorless solid. By the way, The other states of matter are ___________, _____________, and _____________. A few believe that _____________ represent a fifth state of matter, and this phase could either be in a ____________ or _____________ state. My little rock is just a simple solid. Since it is shiny I could say it is ___________. If I had the right equipment I could heat it up to a liquid (_________ it), or perhaps even heat it further from a liquid to a gas (_______________). It’s possible that when I heat it up it might go directly to a gas (_______________), but I doubt it. I do know that iodine vapors can cool directly to form a solid (_______________), but that has nothing to do with my story.

I happened to have some hydrofluoric acid kicking around, and when I dropped in my substance to that nasty acid, it dissolved. That _____________(physical, chemical) change was weird. I sent it out to an analysis lab and they told me that my 600 milligram sample consisted of 280 milligrams of Si (_______________), and the rest was O (_______________). The percent composition of my sample is therefore _______% Si, and ________% O. And I thought my substance was a pure element, but really it is a just a _________. I submitted several similar samples I found at the beach and they all gave exactly the same analysis; this data is very ___________. I assume the people at the lab know what they are doing so it is probably __________ as well. L1 and honors students know that if I could prepare a solution of my substance I could puriy it and have the minor impurities identified using a single machine known as a ___________.

But I’m pretty sure I know what it is already. My substance is______________.

CrystallineAmorphousMatterSubstanceCompoundSolidGasHeterogeneous

HomogeneousLiquid crystalLiquidSublimationDepositionBoilingMeltingCondensation

ChemicalPhysicalSiliconOxygenOzonePreciseaccurate

ws3.4

I need it PureModern Purification and identification methods worksheet

After listening to the matter slideshow, especially the last two slides on modern methods of sample purification and identification, answer the questions below using some but not all of the words below

Place an I in front of each term above that refers to compound Identification, and a p in front of methods used for Purification

1. Which method is best for separating oil from water? __________________________2. Which method is best for separating two liquids whose boiling points only differ by one degree Celsius? ________________3. Which method is appropriate to separate 5 mg of a solid organic substance? _______________4, I’d like the elemental composition of a pure metal. A good method would be______________5. I’d like to separate a separate a sample of Martian Air into it’s individual components…a good choice would be:______________________________6. This method of sample identification is used for organic compounds, and although it provides a nice “fingerprint of the substance, has been largely replaced by more informative methods such as___________7. This method of sample identification creates predictable peaks based on the composition of the elements next to the point in question._________________________8. This method of sample identification produces a molecular ion which is a good measure of the molecular weight of the substance._______________________________________9. This is an old method of purification still in use, gives incredible sample purity, and was used in the rock candy experiment __________________________________10. This will do for separating oil and water __________________________________11. For the separation of complex mixtures which can be dissolved in a solvent, this method is hard to beat._________________________________________12. Used in the leaf lab, this method will separate a crude sample into many individual substances but is rarely used professionally. ____________________________13. This is the ultimate solution: it will separate and identify just about any solution, no matter how complex.___________________________________

We have seen how substances may be classified based on how their atoms are arranged (for example functional groups such as aldehydes, ketones, etc.). They may also be grouped into their 5 physical states, their physical, or their chemical properties.

A chemist spends the majority of his or her time purifying mixtures, and we spent some time doing that. We used basic techniques such as decanting, filtration, distillation, and chromatography to isolate some pure substances from a mixture. L1 and honors students explored the modern equipment used for separations including high performance liquid chromatographs and spinning band distillation devices. All students learned basic methods to identify pure substances such as odor, melting point, and conversion to known compounds. L1 and honors students also learned about modern spectroscopic methods to identify substances such as nuclear magnetic resonance (NMR) spectrometers. Finally, they had a glimpse at the future with some state of the art devices that can purify a mixture and identify each substance in it such as a LC-MS (liquid chromatograph-mass spectrometer).

To ace this test be sure to understand the packet, including all lab experiments, slides, and worksheets. Go online and watch the screencasts of the slides if necessary. Be ready to separate a mixture if given one. Take a brief look at the first two units, since they are fair game on a test. Review your notes from your lab notebook, including all demonstrations and chalk talks. Finally consider the significance of the long term experiments we have been monitoring- the rock candy lab, and the seed lab. In our next unit we will zoom in enormously from our macroscopic view of matter and will ask ourselves what the smallest building blocks of matter are- this is the atom unit coming up next.

Be able to provide detailed answers to the questions below.Have a thorough understanding of the concepts below. Be able and ready to separate a mixture if given one.

Howtoaceitunit3

How to ace the Matter test

In this our third unit we learned how to purify and classify matter. Matter in its natural state is a mixture of substances, and to study them we purify and identify them, and determine their properties. The mixtures may look pure (homogeneous) or many things may be visible (heterogeneous). The pure substances occasionally are composed of only one element, but more often are molecules that consist of multiple elements bonded together. There are a nearly infinite number of individual substances on earth, and chemists have learned how to mak evirtually any new substances (though not always very quickly) of their own design.

1. What is matter?Matter is_____________________

2. What is a substance?A substance is a __________ _________ or ____________

3. What is a physical property?

4. What is a chemical property?

5. How could I separate sand from aluminum powder?

6. What are the 5 states of matter?

7. Where can I observe plasma?

8. What are liquid crystals?

9. What are the two types of liquid crystals and how do they differ?

10. Describe the six conversions of matter states (boiling, melting…)

11. What is the law of conservation of mass?

12. Define malleable and ductile and give examples of each.

13. Heterogeneous mixture = ___________________; homogeneous mixture =___________________Homogeneous mixtures can be solid/liquid (______________), liquid/liquid (______________), gas/liquid (______________), gas/gas (______________), or even solid/solid (______________).

14. How to separate mixturesa. Sugar from sand

b. Iron from sand

c. Water from the ocean

d. Blue ink from black ink

15. What is an element?

16. What is a compound?

17. Why is chromatography such a powerful method for the separation of chemical mixtures?

18. Draw a chromatogram of a sample that has a Rf

of 0.75

19. What does HONC mean?

20. Draw propanol, C3H8O using both a structural and skeletal formula.

21. Draw two isomers of butane, C4H10,

22. To put this unit in perspective, modify the conceptual diagram at the end of unit 1 to include the main concepts of the matter unit.

22. What is an atom? This is our next unit.

Poison Ivy (Toxicodendron radicans, shown at left) produces the urushiol class of allergens, including the one shown

urushiol

Toxicodendrons radicans (poison ivy)

Unit 4: the atom

The AtomUnit 4

How do we know that the world is made out of atoms?

A historical approach.

Page 90

History of the atom worksheet ws 4.1

Complete this worksheet after listening to the presentation on the history of the atom from 400 BC to

1907 AD. Refer to the notes on your slides if you need to for each question.

1. What is the essential question for this course?

2. What is the essential question for this unit?

3. What would you need to see, know, or observe to become convinced that atoms exist?

4. By now you have seen a presentation on some ideas and experiments concerning the atom from about

2400 BC to 1907. Fill in the table below to summarize the work and significance of some of the key

players.

name Democritus Aristotle Ghazali Lavoisier Dalton Thomson Rutherford

Symbol

Contribution

5. How is Daltons model of the atom different from that of Democritus?

6. Draw a picture of the Cathode Ray tube used by Thomson, identifying each component. Show 2

experiments that indicate the green light in the tube is in fact not light.

7. Light is a form of electromagnetic energy and has no mass. Compare that to the green light in the

cathode ray tube.

8. How might the gold foil experiment suggest the shape of an atom?

9. How big is an electron compared to a hydrogen atom?

10. Draw a figure and explain Rutherford’s Gold foil experiment:

11. Lavoisier’s experiments indicated that mass is never lost when chemical reactions

occur.

Daltons experiments suggested that elements come in different sizes, and they combine in

simple ratios. Thomson showed there is something smaller than hydrogen, and Rutherford

showed that there is a lot of empty space in matter. Based on those experiments and a

hunch that the atom may resemble our solar system, the early 20th century model of the

atom is the Jimmy Neutron symbol.

To understand the atom is to understand all matter on its most basic level. What did they

still NOT know about the atom at this point? List as many things as you can.

Atomic Bookkeeping Worksheet ws 4.2 Atomic Particles, Atomic Number, Mass Number, Ions, and Isotopes

Here are some quick facts to help you keep track of the names and numbers associated with the atom:

1. Pick an element, any element. My element has the symbol _______, which stands for

____________. It has ______ protons, and when uncharged also has _________ electrons. The

average atomic mass of this element is ________ atomic mass units. If it has one extra electron, this

would give it a _____ charge. If one atom had two more neutrons than protons, the mass number would

be ________ atomic mass units.

2. Fill in the blanks below:

____________average atomic mass

____________chemical symbol

____________chemical name

____________atomic number

3. Complete the following table:

Element Number of

protons

Number of

electrons

Average

atomic mass

O (oxygen) 8 15.999

Zn (zinc)3+

Sn (tin)-

Fe (iron)3+

C (carbon)

H (hydrogen)+

Sg (seaborgium)

4 What is an isotope?

5. What is the difference between mass number and atomic number?

Hydrogen

1

H

1.008

Protons are in the nucleus, each has a +1 charge, and identifies the element.

Neutrons are in the nucleus, each has no charge, and determines the isotope.

Electrons are outside the nucleus, each has a -1 charge, and determines the reactivity.

Atomic Number is the number of protons.

Mass number is the number of protons + neutrons

Average atomic mass is the averaged mass for a mixture of isotopes

An ion has either more or less electrons than protons, so it is charged.

Isotopes vary only in the number of neutrons for an element.

Atomic mass/average atomic mass worksheet 1. Complete the following table:

Element Number of

protons

Number of

electrons

Number of

neutrons

Mass number

O (oxygen) 8 8 9 17

Zn (zinc) 37

Sn (tin) 118

Fe (iron) 30

C (carbon) 14

H-(hydride)

Note the

negative sign!

0

Sg

(seaborgium)

266

2. Mass number and atomic number are easy to confuse. To determine atomic number one only needs to know the number of _____________, whereas the mass number also includes

the number of_____________.

3. Chlorine has two naturally occurring isotopes, Cl-35 and Cl-37. The lighter isotope is _____ which contains _____ protons and _____ neutrons. The heavier isotope is _______

with _____ protons and _____ neutrons.

4. Here is a problem that is solved for you. As you read the problem, imagine how you could solve it without a calculator, then see how it is done, and apply the solution to #5.

An imaginary element X has two isotopes, one with a mass of 20 atomic mass units (amu), and the other with a mass of 22 amu. They both occur with equal (50%) abundance. What is

the average atomic mass of X?

Solution:

(0.5)(20) + (0.5)(22) = 21 a.m.u.

5. What would the atomic mass of element X above be if the abundances of X-20 was 25%, and the abundance of X-22 was 75%?

Solution (fill in the missing numbers: ( )( ) + ( )( ) = _____ a.m.u.

6. Silver has 2 isotopes. One has a mass of 106.905 amu (52%) and the other has a mass of 108.905 amu (48%). What is the average atomic mass of this isotopic mixture of silver?

Isotopes, ions, atomic mass, and average atomic mass worksheet ws4.3

The number of protons, electrons, and neutrons is usually symbolized in an element box in the

following manner:

For example:

Once the number of each atomic particle is known, it is an easy matter to identify isotopes (atoms

that vary only in the number of neutrons) or ions (atoms that do not have the same number of

protons and electrons).

1. Fill in the blanks

2. Which pairs of elements are isotopes?

3. Which elements are ions?

4. Fill in the boxes below.

F-9

19

Ca20

41 2+

U92

235

9 protons

10 neutrons

10 electrons

20 protons

21 neutrons

18 electrons

92 protons

143 neutrons

92 electrons

S 16

32

Cl 17

35

U 92

238

___protons ___ neutrons ___electrons

___protons ___ neutrons ___electrons

___protons ___ neutrons ___electrons

4+

S 16

34

Cl 17

35

U 92

238

___protons ___ neutrons ___electrons

___protons ___ neutrons ___electrons

___protons ___ neutrons ___electrons

6+ -

7 protons 9 neutrons 8 electrons

105 protons 132 neutrons 106 electrons

8 protons 8 neutrons 8electrons

1 protons 0 neutrons 1 electron

23 protons 24 neutrons 22 electrons

5 protons 6 neutrons 8 electrons

Na + 11 24

Mass number (p + + n 0 )

atomic number (p + )

Charge (p + + e - )

5. Are the following pairs of compounds isotopes, ions, or different elements? Also, provide the full atomic

symbol for each substance

Example:

a. Substance 1: 10 protons, 10 neutrons, 10 electrons:

b. substance 1: 10 protons, 11 neutrons, 10 electrons

Relationship: isotopes

c. Substance 1: 10 protons, 10 neutrons, 10 electrons

d. substance 1: 9 protons, 10 neutrons, 10 electrons

Relationship:________________

e. Substance 1: 10 protons, 10 neutrons, 11 electrons

f. substance 1: 10 protons, 10 neutrons, 10 electrons

Relationship:________________

6. Determine the average atomic mass for the following imaginary elements, using the first question as an

example.

a.

Isotope 1: 14 protons, 14 neutrons.

Abundance: 62%

Isotope 2: 14 protons, 16 neutrons.

Abundance : 38%

Average atomic mass =

b.

isotope 1: 94 protons,104 neutrons.

Abundance : 52%

Isotope 2: 94 protons, 112 neutrons.

Abundance: 48%

Average atomic mass =

c.

Isotope 1: 24 protons, 24 neutrons.

Abundance : 40%

Isotope 2: 24 protons, 25 neutrons.

Abundance : 39%

Isotope 3 : 24 protons, 28 neutrons

abundance = 21%

Ne10

21

3. Level One Only: Boron has two naturally occurring isotopes. Boron -10 (abundance = 19.8%; mass =

10.013 amu) and another isotope (abundance 80.2%). The average atomic mass of boron is 10.811 amu.

What is the mass of the other isotope?

Solved Example.

Isotope 1: 4 protons, 4 neutrons.

Abundance : 91%

Isotope 2: 4 protons, 5 neutrons.

Abundance : 9%

Average atomic mass = sum of

(abundances)(mass number)

= (0.91)(8 amu) + (0.09)(9 amu)

= 8.09 amu

Howtoaceitunit4

How to ace the Atom unit

In this our fourth unit, we explored the atom. Our goal was to answer the question: How do we know

that atoms exist? We began with a chronological study, starting with the ideas of Democritus, and

ending with the discovery of the nucleus by Rutherford. We also considered what it would take to

convince us that atoms in fact do exist, and we found evidence that atoms have been individually

observed and moved.

We then focused on the three primary subatomic particles. We considered their location, mass and

charge, and this led to an understanding of atomic number, mass number, and average atomic mass.

Finally, we applied this to isotopes, and finished with the band of stability- the ratio of protons to

neutrons for a stable atomic nucleus.

In our next unit we will focus on the subatomic particle that determines the chemical behavior of each

element: the electron.

To ace this unit you should review the powerpoint slides, the atom worksheets, and this study guide.

You should also review the results of our Seeing the Atom project. Here are some quick questions on

each topic we covered.

1. The history of the discovery of the atom:

a. Aristotle and his four “elements”

b. Democritus: symbol and what he got right

c. Paracelsus: Symbol and contribution

d. Lavoisier: Symbol, contribution, and his untimely end

e. Dalton: symbol and his major contribution

f. Thomson: symbol, what he discovered, device he used, evidence

.

g. Rutherford: symbol, and his key experiment

2. The 3 subatomic particles, their mass in atomic mass units (amu), and charges

3. Atomic number

Example: What are the atomic numbers for each element in baking soda, NaHCO3? Why can Magnesium never have 13 protons?

4. Mass number

Example: What is the mass number of an oxygen atom that has 8 neutrons and 9 protons?

5. Average atomic mass formula

Example: Element X has two isotopes. One has an abundance of 63% and an atomic mass of 10 a.m.u. The other has an abundance of 37% and an atomic mass of 15 a.m.u. What is the average atomic mass of element X?

6. Isotopes- definition (watch out for cases that are different elements, not different isotopes)

Example: How many protons and neutrons are present in an atom of Cs-111?

7. Ions- know how to calculate charge on an atom

Example: How many protons, neutrons, and electrons are present in an atom of C-13? Example: Draw element boxes that show an example of a fluoride monoanion (-1), and a calcium dication (+2).

8. Nuclear stability

Example: Circle the stable isotopes: U-238 Po-208 C-14

9. Chemical symbols for elements 1-20

What are the symbols for hydrogen, helium, lithium, beryllium, boron, carbon, nitrogen, oxygen, fluorine, neon, sodium, magnesium, aluminum, silicon, phosphorus, sulfur, chlorine, argon, potassium, and calcium,?

10. How do you know that atoms exist? Provide quantitative evidence in addition to imaging.

Be sure to review the Seeing the Atom Presentations from each of you. Good luck on the test.

22 n

1

2

101097.0

1w

+1Alkalimetals

Alkalineearthmetals

+2

Transition metals: 2 valence electrons

+3+4, -4 -3 -2

-1

Noblegases

halogens

1 Hhydrogen

1.01

11Na

sodium

22.99

12 Mgmagnesium

24.31

3 Lilithium

6.94

4 Beberyllium

9.01

19

Kpotassium

39.10

20 Cacalcium

40.08

37 Rbrubidium

85.47

21 Scscandium44.96

22 Tititanium47.90

23 Vvanadium50.94

24 Crchromium52.00

25 Mnmanganese

54.94

26 Feiron

55.85

38 Srstrontium

87.62

39Y

yttrium

88.91

40 Zrzirconium

91.22

41

niobium

92.91

42 Momolybdenum

95.94

43 Tctechnetium

96.91

44 Ruruthenium

101.07

55 Cscesium

132.91

56Ba

barium137.33

71 LuLutetium

174.97

72 Hfhafnium

178.49

73 Tatantalum

180.95

74 Wtungsten

183.85

75 Rerhenium

186.21

76 Ososmium

190.20

87 Frfrancium

223.02

88 Raradium

226.02

103Lr

lawrencium

262.11

104 Rfrutherfordium

261.11

105 Dbdubnium

262.11

106Sg

seaborgium

263.12

107 Bhbohrium

264.12

108 Hshassium

265.13

27 Cocobalt

58.93

28 Ninickel

58.71

29 Cucopper

63.55

30 Znzinc

65.37

31 Gagallium

69.72

32 Gegermanium

72.59

13 Alaluminum

26.98

45 Rhrhodium

102.91

46 Pdpalladium

106.40

47 Agsilver

107.87

48 Cdcadmium

112.40

49 Inindium

114.82

50 Sntin

118.69

33 Asarsenic

74.92

14 Sisilicon

28.09

15 Pphosphorus

30.97

51 SbAntimony)

121.75

77 Iriridium

192.22

78 Ptplatinum

195.09

79 Augold196.97

80 Hgmercury

200.59

81 Tlthallium

204.37

82 Pblead

207.19

83 Bibismuth

208.98

109Mt

Meitnerium

(268)

110DsDarmstadtium

(281)

111 Rgroentgenium

(272)

112 UubUnunbium

(285)

113Uutununtrium

(284)

114Uuqununquadium

(289)

115Uupununpentium

(288)

5 Bboron10.81

6 Ccarbon

12.01

7 Nnitrogen

14.01

8O

oxygen

16.00

9F

fluorine

19.00

2He

helium4.00

10 Neneon

20.18

16 Ssulfur

32.07

17 Clchlorine

35.45

18 Arargon

39.95

34 Seselenium

78.96

35 Br79.91

36 Krkrypton

83.80

52 Tetellurium

127.60

53 Iiodine126.90

54 Xexenon

131.30

84 Popolonium

(210)

85 Atastatine

(210)

86 Rnradon

(220)

116Uuhununhexium

(289)

117Uusununseptium

(295)

118Uuoununoctium

(293)

57La

lanthanum

138.91

58 Cecerium

140.12

59Pr

praseodymium

140.91

60Nd

neodymium

144.24

61 Pmpromethium

144.91

62 Smsamarium

150.41

63Eu

europium

151.96

65Tb

terbium

158.92

89 Acactinium

227.03

90 Ththorium

232.04

91 Paprotactinium

231.04

92 Uuranium

238.03

93 Npneptunium

237.05

94Pu

plutonium

244.06

95 Amamericium

243.06

96 Cmcurium(247)

66

Dydysprosium

162.50

67 HoHolmium

164.93

68 Ererbium

167.26

69 Tm

thulium

168.93

70 Ybytterbium

173.04

97 Bkberkelium

(249)

98 Cfcalifornium

(251)

99 Eseinsteinium

(254)

100 Fmfermium

257.10

101 Mdmendelevium

(256)

102 No

(254)

Nb

common anions

Monovalentcations:

Group 1, Ag: +1Group 2, Zn: +2Group 3, Al: +3

Gdgadolinium

157.25

64

nobelium

0

1s

2s

3s

4s

5s

6s

7s

3d

4d

5d

6d

4p

5p

6p

7p

3p

2p

4f

5f

Symbol:SolidLiquidGasManmade

name

Atomic mass

Atomic number

Scscandium

44.96

21

(and NH4+)

metal nonmetalmetalloi

d

meta

l

nonm

eta

l

1 valenceelectron

2 valenceelectrons

Valence electrons: 8

4 5 6 73

(H is a nonmetal)

bromine

Group 1

Group 2

Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12

Group 13 Group 14 Group 15 Group 16 Group 17

Group 18

to71

to103

Name_____________________________ Period_________ WS5.1

Wavelength Worksheet

Please show your work, not just the answer .

If you look down from Diamondhead in Hawaii, you will see waves rolling in at a steady rate. Some days

they are nicely spread apart, meaning they have a long wavelength. Other days they come in more

frequently; this is more dangerous for the surfers. The surfers prefer the long wavelength days. They

know that as the wavelengths get shorter, their frequency gets higher, and there is more energy- more

danger – to the high frequency waves. This is summarized in the diagram:

Light travels in the same way. It travels at a steady rate: about 300,000,000 meters per second, or 3 x

108 m/s. And as the wavelength decreases, the frequency must increase:

Our eyes are really important to us, but they are kind of lame when you consider the tiny portion of light

from the electromagnetic spectrum that they can detect:

Wavelength Chart

We can use the wavelength formula and the chart on the previous page to understand things like radio

stations, visible light, and sunburns (due to ultraviolet light). Our ultimate goal is to make the connection

between light and the electron.

Wavelength Formula

S = wf S = speed of light = 3 x 108 m/s w = wavelength in meters (m) f = frequency in waves per second (Hz, or s-1)

In addition to a scientific calculator, you will need to refer to the wavelength chart on the previous page

to answer these questions.

1. An X-ray has a wavelength of 1.15 x 10-10 m. What is its frequency?

2. What is the speed and wavelength of an electromagnetic wave that has a frequency of 7.8 x 106 Hz?

3. A popular radio station broadcasts with a frequency of 94.7 megahertz (MHz). What is the

wavelength of the broadcast? (1 MHz = 1,000,000 Hz)

4. Cable television operates at a wavelength of about 1300 nanometers. What is the frequency of that

wave, and what region of the electromagnetic spectrum is it in? Is it dangerous? (Any wave more

frequent than visible light is considered dangerous).

5. Which is more dangerous, a radio wave or ultraviolet light?

6. The moon is 234,000 miles from earth. Light travels at 3 x 108 meters per second, and there are 1.62

kilometers in a mile.

When you shine a flashlight on the moon, how long does it take for the light to hit the moon?

7. The smallest particle of light is the photon. Max Planck discovered that the energy of light can be

calculated, where it is simply equal to a constant number multiplied by the frequency of the light:

What is the energy of a photon of green light?

(See question number 1)

8. What is the energy of a photon of light with a wavelength of 2 meters?

9. Since s = wf, and E = hf, can we calculate energy using wavelength, by combining the two formulas?

Please show the combined formula. (Hint: note that f appears in both formulas).

Light Energy Formula:

E = hf

Where E is the energy of the light in joules

h = Planck’s Constant = 6.626 x 10-34 joules .seconds

f = the frequency of light in Hz (which is 1/seconds)

Example. What is the frequency of green light, which has a wavelength of 4.90 x 10- 7 m?

Solution: 1-147-

8

s 10 x 6.12 m 10 x 4.90

m/s 10 x 3

w

s f wf; s

Name____________________________ Period_______ WS5.2

The Bohr Model of the Atom

Prior to the work of Niels Bohr, it was known that electrons existed outside of the nucleus, but beyond

that very little was known.

1. What was the observation that Bohr based his research on?

2. The Balmer formula is :

Solve this formula for n = 4.

3. The heart of Bohr’s discovery was that he was able to come up with real meaning to this formula. Draw

a hydrogen atom with several energy levels (“shells”) around it and show electronic emission from the

fourth shell to the second shell.

4. Draw diagrams indicating atomic emission and absorbance.

5. All of the visible atomic emissions for hydrogen enter the second energy level. What wavelength of

light is emitted when an electron moves from the second energy level to the first energy level?

What type of light is this?

22 n

1

2

101097.0

1w

Name:_______________________________________ Period:______ WS5.3

Electron Configuration (L1 only)

Directions: Draw the electron configurations with orbital notation for each of the following atoms.

Example: Here is the electron configuration

of Sulfur with orbital notation.

1. Scandium:

2. Gallium:

3. Silver:

4. Krypton:

5. Iron:

6. Bromine:

7. Californium

8. Write the electron configuration using shorthand notation of the following elements:

a. sodium

1s2 2s2 2p2 3s2 3p4

16S:

b. An oxygen anion, O-

c. Radon

9. Two substances that have the same number of electrons are isoelectronic. For example, both the

fluorine anion F- and neon have ten electrons, they are isoelectronic.

a. The bromine anion is isoelectronic with what uncharged element?

b. Argon is isoelectronic with which monocation?

b. An oxygen anion, O-

c. Radon

9. Two substances that have the same number of electrons are isoelectronic. For example, both the

fluorine anion F- and neon have ten electrons, they are isoelectronic.

a. The bromine anion is isoelectronic with what uncharged element?

b. Argon is isoelectronic with which monocation?

Name___________________________________ Period __________________ WS 5.4

Electron Configuration NOT! Worksheet (L1 only)

In this unit we have seen how the electrons are organized around the nucleus. It is a very detailed view

of the electrons location, and various rules to help keep it all straight have been devised, and are shown

below.

In each problem below, the electron configuration is

incorrect. Fix it, and explain what law or principle (not

Principal!) was violated.

EXAMPLE:

1. 1Hydrogen:

2. 17Chlorine

3. 39Yttrium

(next page)

2s1

3s2 2p6 2s2 1s2

4d10 5s2 4p6 3d10 4s2

3p6 3s2 2p6 2s2 1s2

Unit 5 electrons Dr. B.’s ChemAdventure

Principles and rules of electron configuration

Pauli

(opp. spins)

Hund’s Rule

(spread out)

1s22s11s22p1Aufbau

(build up)

Heisenberg(e-position uncertain)

GoodBadPrinciple or rule

1s22s22p2 1s22s22p2

1s2 1s2

Law Violated:

Aufbau Principle

Fixed:

Law Violated: __________

Fixed:

1s1

3p5

4. 8Oxygen

5. 106Seaborgium

2s2 1s2 2p4

6d4 5f14 7s2 6p6 5d10

4f14 6s2 5p6 4d10 5s2 4p6 3d10 4s2

3p6 3s2 2p6 2s2 1s2

Laws Violated:

__________

Fixed:

Law Violated:

__________

Fixed:

Law Violated:

__________

Fixed:

Name:_______________________________________ Period:______ WS 5.5

Electron configuration and orbital notation self test

Chemical behavior is determined by electron position. It’s a simple statement, but it says a lot. Another

way of saying it is “Chemistry is all about where the electrons are”.

That’s why we’ve been spending the last week focusing on electrons. However, somehow it always seems

to bog down in some weird world of 1s2 2s2 2p6, and the Pauli Principle, and we forget our goal: if we know

where the electrons are we know how the substance will behave. Why Neon is stable, and sodium is very

unstable, and in fact why all the elements and the substances they form behave the way they do.

Let’s pick an element. We know that oxygen contains ___ protons. And since it is not charged, it contains

_____ electrons. We know that ____ of the electrons occupy the first shell, and the other six are in

the second shell. We know that the first shell consists of a _____ orbital that holds _____ electrons,

and so we say that the electron configuration of that first shell is 1s2. For the second shell we have six

electrons, and we have learned that the first two will occupy a ____ orbital, and the next four go into

____ orbitals. Thus the electron configuration of oxygen is____________________.

We can go into more detail, and show the exact orbitals that the electrons are in, which even show the

direction the electrons are spinning in. An atomic orbital is simply a ______ of electrons, and the Pauli

Principle tells us that electrons prefer to pair up with _________ spins. The first shell of oxygen

contains one orbital, which we draw with a box like this:_______, showing that the electrons are paired

up with opposite spins. The second shell begins with one more orbital for the two electrons of the 2s

subshell, for a total of four electrons so far. We have ______ more electrons in oxygen, and they will

occupy the three p orbitals. We remember to apply _________’s rule and spread these electrons out as

far as possible in those three boxes. Thus we can draw the electron configuration of oxygen with its

orbital notation right above it:

Note that this tells us that oxygen has four electrons in its outer (second) shell, and the two of them

are unpaired….we also know from HONC that oxygen likes to form two bonds…a coincidence??

Let’s work out the electron configuration of nitrogen and see if we get three unpaired electrons:

Nitrogen has _____ electrons, so the electron configuration with orbital notation is (be sure to spread

out your p electrons):

Does this orbital notation show 3 unpaired electrons??

If this makes sense, continue to the “how to ace it” guide.. If not, see me so we can do more examples.

Howtoaceitunit5

How to ace the Electrons Exam

In this Unit our goal was to determine where the electrons are in atoms. To find out, we performed two

experiments that revealed the sharp lines that excited pure elements produced. We then analyzed this

data from a historical perspective, beginning with the work of Niels Bohr. For this we needed to review

the properties of light, including frequency, wavelength, energy, and, common types. This involved the

use of the speed of light equation (s = wf) and an understanding of the electromagnetic spectrum. We

then showed how the key mathematical solutions of Balmer and Rydberg allowed Bohr to put it all

together to postulate energy levels, where atomic emission explains light, and produces the spectral lines

observed for all elements.

This was followed by a detailed look at the electron around the nucleus. We found that not only do

electrons reside in shells, there are also subshells or orbitals within each shell. We observed how

they spread out within an orbital (Hund’s Rule), and even how they spin when near each other (the Pauli Principle). We learned the configurations of electrons for all elements following the Aufbau Order, and

how to write it all down by electron position, configuration, or orbital notation. This can rapidly tell us

how many electrons are in each shell and subshell, the spin of each electron, and the number of unpaired

electrons.

The limits of observation of the electron are a result of the Heisenberg Uncertainty Princliple, which

states that it is impossible to measure the position and velocity of an electron simultaneously, due to the

extreme sensitivity of the electron. Finally, we showed how valence is easy to determine using the

periodic table, and that valence may be drawn using electron dot formulas, also known as Lewis Dot

Formulas.

During this study we found that the periodic table is well designed to show the number of valence

electrons for any element. In our next unit we will apply this to our understanding of the periodic table.

To dominate this test, review all of the material in his packet: The lessons, the labs, and the worksheets.

Here is some of the key information you should know:

To ace this exam you should know:

1. Draw the symbols for Democritus, Aristotle, Ghazali, Lavoisier, Dalton, Thomson, Rutherford, and

Bohr

2. What is the significance of each symbol? Try to assign one or two key words for each symbol.

3. What are the dangerous wavelengths of light?

4. How does light relate to electrons?

5. What is wavelength? Units?

6. What is frequency? Units?

7. Rearrange the speed of light equation to show what frequency is equal to.

8. The electromagnetic spectrum: what is it?

9. Frequency: how does it relate to energy and safety?

10. Wavelength- how does it relate to frequency?

11. Energy: which rays have the highest energy?

12. Safety: why are radio waves generally considered safe?

13. Types of radiation

Really long waves include ___________ and _______________; really short waves

include __________ and ____________. The ___________________ (long/short)

waves are dangerous.

14. Convert 452 nanometers to meters (107 nm = 1m)

15. Use s = wf to find the frequency of 452 nm light.

16. (Level one only) The Balmer formula. Find it in your notes:

17. Significance

18. Solve for the n= 3 to n = 2 transition:

19. Atomic Emission Spectra: How did we observe it?

20. Emission vs. absorbance- what is the difference?

21. The Bohr model of the atom- draw a model

21.5 What is the difference between electron configuration, and orbital notation?

22. Electron names to zirconium. For example, manganese has the symbol ____

23. L1 only: Electron configurations- all elements…do iodine using noble gas notation.

24. L1 only: Orbital notation: all elements. Do silicon. Include the number of valence electrons, and the

number of unpaired electrons.

25. The Heisenberg Uncertainty Principle. State what it is and why briefly.

26. L1 only: Orbitals: s, p, d, and f…how many electrons for each? How many orbitals for each?

27. L1 only: Aufbau principle. Give an example where it is broken, and fix it.

28. L1 only: Pauli exclusion principle. Break it and fix it.

29. L1 only: Hund’s Rule. Break it and fix it.

30. Lewis Dot Structures. Draw oxygen, for example

31. Valence Electrons. Do each column in the periodic table..

32. Why is it important to use scientific references, rather than websites, when writing a scientific

paper?

33. Where are the electrons in an atom?

f. 6 pt 2009

The Periodic Table

Unit 6

Introduction

The universe is composed of approximately 120 elements. These are pure substances with a fixed

number of protons: hydrogen has 1, helium 2, carbon 6 etc.

They could be listed in a few rows:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93

94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120

But that wouldn’t really tell us much.

Or maybe they could be organized another way, since for example 5 x 4 x 3 x2 x 1 = 120… but would

there be a reason for organizing it that way?

If the universe only has about 120 elements, it seems reasonable to expect some sort of organization

to them. That is what the periodic table is about: trying to figure out how the most basic matter in the

universe is organized.

But there’s a problem. The periodic table just

doesn’t look right. Here it is below:

An important concept in science is known as

Occam’s Razor, which suggests that the simplest

answer tends to be the right one.

In the table on the left most rows and columns are

What is the periodic table good for?

of different length, and it is in two pieces. This is not a simple table. Could it be that we humans just

haven’t figured it out yet? I’m hoping you can do better. Somebody should.

A Basic Idea for the Organization of Matter.

We learned in our last unit that the periodic table is

organized based on electron configuration. A good idea. But

consider this:

On the right is an organizational layout of the periodic table

based only on electronic configuration, that looks much more symmetrical. Notice how it closely it

resembles a triangle. Is this a better scheme for the elements?

This basic design may be a fundamentally better way of creating a more symmetrical and informative

periodic table. A periodic table based on this idea is

shown on the following page.

Other more creative periodic tables have been created,

including spiral designs like the one below (my

favorite).

While we look at how the elements are organized, give

some thought to your own organizational scheme. Me,

being German, I am looking for major organization and

balance. Maybe your are comfortable with a more

abstract pattern to the universe, like the one I found

on the web shown at the bottom:

1s2

2s2

2p6 3s2

3p6 4s2

3d10 4p6 5s2

4d10 5p6 6s2

4f14 5d10 6p6 7s2

5f14 6d10 7p6 8s2

5g18 6f14 7d10 8p6 9s2

6g18 7f14 8d10 9p6 10s2

Keep your mind open to your own pattern to the elements as we study them, and keep in mind that

nobody has yet created the perfect periodic table…it is still a mystery waiting to be solved. - In our

lab activity you will create your own pattern.

Three-Dimensional Periodic Tables lab6.1

50 points

Elements are not two-dimensional, so why should the periodic table be?

In the introduction to this unit, you saw several unusual versions of the periodic table. Your goal for

this project is to create a useful three-dimensional version of the periodic table which shows a key

property of the elements.

Working in groups of 1 or 2, create a three-dimensional periodic table that highlights a key property of

the elements. Choose one of the following properties:

1. Size: How big the atoms are (atomic radius).

2. Mass: How heavy the atoms are (atomic mass).

3. Radioactivity: How dangerous the atoms are: radioactivity (this will require some reading up)

4. Electronegativity: How electronegative the atoms are.

5. Appearance: The color of each element in it’s pure state at room temperature.

6. Hardness: How hard each element is (it may depend on its allotropic form)

7. Odor: What each element smells like (this is tougher than it sounds)

8. Toxicity: What happens when you eat each element?

9. Flammability: Which elements catch fire, and how easily

10. Price: How much do they cost?

11. Abundance: Which are the rarest elements on earth?

12. Location: Where on earth can each element be found naturally?

13. Usage: What is the most common end-use for each element

14. Rust resistance: Which elements oxidize, and how easily?

15. Biological Need: Which elements are necessary for survival, and in what quantities?

16. Military Value: Which elements have the highest strategic value for the military?

17. Universal Abundance: What is the abundance of each element in the universe (not just on

earth)

18. Lunar or Martian Abundance: What is the abundance of each element on Mars or the Moon?

19. Choose your own topic and have it approved.

Homework for Day 1: Complete Prelab on following page (note this is 40% total of your grade!).

Data and materials. Find your data for each element online from a reputable source and

complete the periodic table on the following page. Bring in any necessary materials to make a 3-

dimensional table (paper, tape, scissors provided- bring in something to make it 3-D like

Styrofoam, legos, wood blocks, etc).

3-D Periodic Table Data: Prelab

Note that this is 40% of your project grade

Topic:_______________________________________________

Sources for data: (note that 20% of your grade is based on the reliability of your sources)

Materials brought in to make it 3-dimensional:

Data: Insert your data for each element below.

Your score will be based on

1. 10 Points: Sources: Prelab Source material is reliable and useful

2. 10 points: Preparation: Prelab is completed

3. 10 points: Functionality: the added dimension serves a useful purpose

4. 10 points: Neatness: The design is neat and orderly, with a polished, finished look.

5. Timeliness: Project is done on time.

WS6.1

Name: ______________________________________ Period: _____

Periodic Table WS I: History and organization

1. List three elements that were known for over 2000 years

2. Lavoisier was the first major contributor to the periodic table. What was his contribution?

3. What was the big breakthrough that led to the discovery of nearly 50 more elements, and who is

credited with the discovery?

4. Around when did this take place?

5. What did John Newlands get right, and what did he get wrong?

6. What three elements did Mendeleev predict?

7. The least reactive group in the periodic table is the __________ __________

8. Which group of metals desperately wants to lose an electron?

9. Which group easily loses 2 electrons?

10. This is the first element in the d-block.

Name: ___________________________________Period: _____

Periodic Table WS II: Groups, periods, and reactivity

1. List three alkali metals

2. List two alkaline earth metals

3. What key feature do the families (also known as columns or groups) of the periodic table have in

common?

4. How many valence electrons do the halogens have?

5. True or false: The noble gases are grouped together because of their high reactivity.

6. True or false: The noble gases all have 8 valence electrons.

7. Columns in the periodic table are known as __________ or _____________; rows are called

_____________.

8. Write the ionic compounds that would form when the following elements combine:

Example: Sodium and chlorine: NaCl

Name: ____________________________________Period: _____

Using Periodic Trends to Predict Atomic Radius

Directions: Using the trends discussed in class, answer each of the following questions as “logically” as

possible.

1. Which of the following kinds of atoms has the largest atomic radius?

31Gallium 11Sodium 19Potassium

2. Which of the previous kinds of atoms had the smallest atomic radius?

3. Rank the following three kinds of atoms by increasing atomic radius, highest = 1.

76Platinum 79Gold 47Silver

4. Rank the following three kinds of atoms by increasing atomic radius, highest = 1.

15Phosphorus 17Chlorine 35Bromine

5. Which of the following kinds of atoms has the largest atomic radius?

21Scandium 22Titanium 30Zinc

6. Which of the atoms in question 6 had the smallest atomic mass?

WS6.4

Name: ______________________________________ Date: ______ Period: _____

Using Periodic Trends to Predict Electronegativity

Directions: Using the trends discussed in class, answer each of the following questions as “logically” as

possible.

0. What is electronegativity?

1. Which of the following kinds of atoms has greatest Electronegativity?

3Lithium (Li) 11Sodium (Na) 19Potassium (K)

2. Which of the previous kinds of atoms had the lowest Electronegativity?

3. Rank the elements from highest (1) to lowest (3) electronegativity.

13Aluminum 14Silicon 17Chlorine

4. Rank the elements from highest (1) to lowest (3) electronegativity..

34Selenium 17Chlorine 9Fluorine

5. Which of the following kinds of atoms has the greatest Electronegativity?

35Bromine 20Calcium 12Magnesium

6. Which of the atoms in the previous question had the lowest Electronegativity?

WS6.5

Name: ______________________________________ Date: ______ Period: _____

Using Periodic Trends to Predict Ionization Energy

1. Which of the following kinds of atoms has highest Ionization Energy?

3Lithium 19Potassium 37Rubidium

2. Which of the previous kinds of atoms had the lowest Ionization Energy?

3. Rank the following three kinds of atoms by increasing Ionization Energy.

9Fluorine 16Sulfur 17Chlorine

4. Rank the following three kinds of atoms by increasing Ionization Energy.

3Lithium 5Boron 6Carbon

5. Which of the following kinds of atoms has the greatest Ionization Energy?

7Nitrogen 15Phosphorus 51Antimony

6. Which of the previous kinds of atoms had the lowest Ionization Energy?

WS6.6

Name: ______________________________________ Date: ______ Period: _____

Using Periodic Trends to Predict Elemental Properties

1. Which of the following kinds of atoms has highest Ionization Energy?

Fluorine (F) Francium (Fr) Cesium (Cs)

2. Which element wants electrons the most? Or, said another way, which element has the highest

electronegativity?

Oxygen (O) Sulfur (S) Selenium (Se)

3. Rank the following three kinds of atoms by increasing Ionization Energy: 1 = highest, 3 = lowest

Fluorine (F) Sulfur (S) Chlorine (Cl)

4. Rank the following three kinds of atoms by increasing Ionization Energy.

Lithium (Li) Sodium (Na) Potassium (K)

5. Which of the following kinds of atoms has the lowest Ionization Energy?

Nitrogen (N) Oxygen (O) Carbon (C)

6. Which of the previous kinds of atoms had the lowest Ionization Energy?

Cesium (Cs) Iron (Fe) Fluorine (F)

7. Which ionic compound has the highest melting point

Cesium chloride (CsCl) cesium fluoride (CsF) cesium iodide (CsI)

8. Describe what electronegativity is using your own words.

9. Describe what atomic radius is using your own words.

10. Describe what ionic radius is using your own words.

How to Ace the Periodic Table Unit Howtoaceunit6

To ace this quiz, review your notes, the Periodic Table PowerPoint, the worksheets, and the labs

completed. Then, try the questions in this guide. Get help on anything you don’t understand, and finally,

sleep well knowing you are in good shape.

Know the history of the periodic table Answer

1. List 3 elements known before 1790

2. Lavoisier: What was his contribution

3. Poor John Newlands: what did he get right, wrong

4. Mendeleev: Why is he “the father of the periodic table”?

5. Groups or families are ____________

6. Periods are _________

7. Metals, nonmetals, and metalloids: Where is the dividing

line?

Groups: For each below know where they are, ions formed,

and why

8. Alkali metals

9. Alkaline Earth Metals

10. Halogens

11. Noble Gases

12. S,p,d, and F blocks- where they are, how many electrons

in each

13. Lanthanides are the ____ column in the ___ block

14. Actinides are the ____ column in the ___ block

15. Valence electrons- know for each family

16.Know the number of valence electrons for charged and

uncharged atoms. And be sure to know what elements the

charged atoms are isoelectronic with.

For example, Sc3+ is isolectronic with _______

The 4 Trends:

17. Atomic and ionic radii. Largest element/ion is___;

Arrange Ca, Cs, Sr

18. Electronegativity and ionization energy: Highest

value is for the element _______. Arrange Cl, Se, Te

16. Know how to draw simple ionic compounds based on

charge. For example sodium chloride = NaCl

17.Magnesium chloride, potassium oxide

18. Aluminum fluoride, lithium sulfide

19. Be sure to know the names of elements 1-40.

20. Describe a useful 3D periodic table Be prepared to give a one

paragraph answer

21. What is the periodic table good for? Be prepared to give a one page

answer.

Our Essential Question:

OO

OOH

O OH

OO

O

O

O

O

OH

NHO H

1. taxol (paclitaxel)

Our Essential Question:

I

r

r

r

r

r

r

r

r

r

I

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

7. ______

1. ________2. ________3. ________4. ________5. ________6. ________7. ________

W

W

investment x price original

price new estock valu

O

I

OO

OOH

O OH

OO

O

O

O

O

OH

NHO H

1. taxol (paclitaxel)

O

OOH

H

OO

OH

H

H

O

O

OOO

O

O

O

O

OH

H

H

azadirachtin

Co3+

N

N

N

N

N

R

N

O

NO

NO

N

O

O

N O

N O

N

O

N O

O

O

PO

O

O

3. Vitamin B12

O

O

O

OH

OH

OH

OH

OH

OH

OH

H

H

O

OH

H

H

H

H

O

O

O

OHOH

OH

OH

OH

OH

O

4. ginsenoside rb2

OH

OOH

OH

OH

S

O

OO

O

O

O

O

O

O

OH

OHOH

OH

OHOH

OH

O

O

O

O

O

O S

O

OO

OH

OH

OH

OHO

O

O

O

OHOH

OH

OH

OH

O O

OO

O

O

O

OH

OH

O

O

O

OO

O

O

O

O

O

OH

OH

OH

OH

OH

OH

H

H

H

H

HH

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

H

HH

H

H

H

H

H

H

H

H

H

H H

H

H

H

H

Na

Na

I

F F FF

H

HH

H H

H

HH

CC

C

OH

HH

H

HH

CC H

HH

H H

OHC

C

OOH

OH

OH

OH

OH

H

H

H H

C

C C

Lithium Beryllium Boron fluoride permanganate oxide

Sodium MagnesiumAluminum bromide bicarbonate sulfide

Potassium Calcium Chloride hypochlorite chromate

Rubidium Strontium iodide chlorite dichromate

Cesium Barium chlorate

Francium Radium nitrite perchlorate carbonate

Ammonium Zinc nitrate bromate sulfite nitride

silver bisulfateiodate

sulfate phosphide

hydroxide acetate

cyanide phosphate

M

C

NSi

O

ONa

O

H

Br

F Li

W

+2 +3 -3 -2 -1

polyvalent

+1 0

N

F

O

G

NH

H H

H

H

H

H

N H

H

H

H H

H H

C C and CC

D

U

O OO+

-

I

W

C

r

r

r

r

Our Essential Question:

Our Essential Question:

W

S

→

C

Mix 24 g Mg with 32 g S. Makes 56 g MgS.

I

16S

sulfur

32.07

12 Mgmagnesium

24.31

I

1. Ice melts. What are the COOL signs of a chemical reaction you observed?

Is it a chemical reaction? _____

How could you prove it?

2. Wood burns. What are the COOL signs of a chemical reaction you observed?

3. Iron rusts. What are the COOL signs of a chemical reaction?

Is it a chemical reaction? _____

How could you prove it?

Is it a chemical reaction? _____

How could you prove it?

I

I

H

H

H

O H

O H

H

H

O

O

Na H OH

C C+ C C +

baking soda acetic acidethyl acetate water

_____ g _____ g _____ g _____ g

NaHCO3 + CO2

_____ mol _____ mol _____ mol _____ mol

carbondioxide

_____ g

_____ mol

E

C

NO2

NO2

O2N

H H

HH

H

N

T

A

OH moles 5 H moles 2

OH moles 2 x

H grams 2

H mole x H grams 10 2

2

2

2

22

E

I

A

I

’

º

1

2

M

M

2

Gas Formulas and

conversions

1

2

M

M

3

;2211 VPVP

’

2

2

1

1

V

T

V

T

’

mL 50 140

K 340 ; 2

2

2

1

1 T

mLV

T

V

T

2

2

1

1

P

T

P

T

’

;;x

’

200

’

’

(

’

NaOH g 4 solution liter 0.1 x NaOH mole

NaOH g 40 x

solutionliter

NaOH mole 1

D

D

Greasy: will dissolve in

greasy solvents

watery region

OH

watery: will dissolve in

watery solvents (like

water)

A “brick”: hard to

dissolve in anything.

1 2

1 2

S S

P P

1 2

1 2

S S 3.3 g /L 9.9 g/L (1 atm)(9.9 g/L); ; x = 3 atm

P P 1 atm x (3.3 g/L)

mass solutePercent solution by mass x 100

mass solution

volume solutePercent solution by volume x 100

volume solution

moles of solute

Liters of solution

40 g NaCl0.5 moles NaCl x x 0.08 Liters solution = 1.6 grams NaCl

Liter of solution mole NaCl

mass solutePercent solution by mass x 100

mass solution

volume solutePercent solution by volume x 100

volume solution

moles of solute

Liters of solution

°

°

Chemistry

1. Intro

2. data

3. matter

4. the atom

5. electrons

6. periodic table

7. bonding

8. reactions

9. the mole

10. gases

11. solutions

12. Energy

13. Reaction rates

14. equilibrium

15. Acids and bases

D

D

D

D D

D

D

D D

D

D

D

D

D

D

D

D

D

D

D D D

D

D

D

D

D D D

D D D

DD

D

D

D

D

D

D

D

D

D

Percent error = measured chip calories/actual chip calories x 100

D

D

D

° °

° °

°

° °

D

° ° °

° °

° °

D

D

D

D

D

D

D

D

° ° °

° °

DG = DH –TDS

Where

DG = Gibbs Free Energy

DH = Enthalpy in Joules

T = Temperature (K)

And DS = Entropy in Joules/K

D D D

D D D

D

D

D D

D

D . D

D

D D

D D

D D D

D

D

D

D

D D D

D D D

D

D

D

D

D

D

Title

Name, Date

(For example:

Potato Chip Calorimetry

Or Energy Analysis of a common Snack Food)

Schematic drawing

With labels

Of your

calorimeter

caption

Conclusions

Include the Nutritional

Calories calculated for

your chip, the estimated

real nutritional calories for

your chip, and an

explanation for the

difference.

Data

Q = mcDT

Q=

M=

C=

DT =

= ( ) ( ) ( )

= ___ J

= ___Nutritional

Calories

Pick a topic:

1. What is calorimetry?

2. Sources of Error

in our calorimeter design

3. A better design for

the next experiment

10 points:

1. Effort: 5 points

-does this represent

45 minutes of effort?

2. Calculations: 3 Points

-are they accurate?

3. Analysis: 2 points:

Why are the results so

bad (or so good).

D

Chemistry

1. Intro

2. data

3. matter

4. the atom

5. electrons

6. periodic table

7. bonding

8. reactions

9. the mole

10. gases

11. solutions

12. Energy

13. Reaction rates

14. equilibrium

15. Acids and bases

Δtime

tionΔconcentrarate reaction

Δtime

tionΔconcentraratereaction

ss

LmolLmol

04

/22.0/100.0

sec03.0

liter

mol

collision theory

•

•

•

•

•

↔

D

D

↔ D

How do we explain, measure, and neutralize acids and bases?

Acids and Bases

Strong acids and bases are often powerful, dangerous substances. Sulfuric acid

(H2SO4) will decompose sugar into black charcoal. Nitric acid (HNO3) reacts with many

metals, and hydrochloric acid (HCl) will eat away at a penny from the inside out. The

base sodium hydroxide (NaOH) will react with grease and even human hair, and

hydrofluoric acid (HF) cannot be stored in bottles since it reacts with glass.

What makes these substances so reactive? What is the essential chemical unit of an acid or a base? We can find the

answers to these questions by taking a close look at the most abundant chemical on earth, which also the most

abundant chemical in our bodies:

What is water? If you took a liter of absolutely pure water, you would find not one substance,

but three. (Actually you would find more than that if you include isotopes, but that is another

story). The major substance is H2O which we are all familiar with, and the other two are the

essential chemical forms of acid and bases. These three exist in chemical equilibrium, which we

just studied.

In this unit we will take a close look at this equilibrium and how we can conveniently measure it: this is pH. We will

perform a simple chemical assay to measure the exact acid or base composition of any aqueous substance:

titration. Finally, we will find out what gives these substances such potent chemical reactivity.

water

Schedule

As we have done for each unit, you will begin with a discovery lab, the goal of which is to explore the properties of the acidic and basic substances that you encounter every day. We then will hear from the experts, and take a look at the conclusions they have drawn. By the end of this unit you will be able to

1. Recognize common acids and bases2. Measure the acidity and basicity of any substance using several different methods3. Understand what an acid or base is using 2 complementary definitions4. Determine how pH is related to acid or base concentration (L1 only)5. Precisely measure the acidity or basicity of any substance by titration.

Lesson 1: Household acids and bases lab Lesson 2: What is water? pH and exponentsLesson 3: More acid/base mathLesson 4: NeutralizationLesson 5: Neutralization LabLesson 6 ReviewLesson 7: Acid/base test

Conclusions/Questions:

1. Which of the household solutions tested are acids?

2. How can you tell?

3. Order the substances tested by increasing pH.Lowest pH (most acidic) Highest pH (most basic)

4. Using a crayon or markers, draw a color guide for measuring the ph of a substance using your juice indicators:

Indicator juice 1:

Data Table:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Indicator juice 2: ______________________

4. Can each juice indicator be used to determine the strength of acids and bases? Explain.

5. Which test method is superior overall? Why?

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

6. Based on your data, what are acids like in general?

6. Based on your data, what are bases like in general?

6. Is it possible for a substance to be neither acidic, basic, nor neutral pH? Give an example and explain.

Household Acids and Bases

Introduction:

Many common household solutions contain acids and bases. Acid-base indicators such as litmus paper or even red cabbage juice turn different colors in acidic and basic solutions. They can, therefore, be used to show if a solution is acidic or basic. An acid turns blue litmus paper red, and a base turns red litmus paper blue (remember Blue = Basic). The acidity of a solution can be expressed using the pH scale. Acidic solutions have pH values less than 7, basic solutions have pH values greater than 7, and neutral solutions have a pH value equal to 7.

In this experiment, you will test the pH of various household substances using a pH meter, variable-range pH paper, litmus paper, and a selection of juices. Our goal is to evaluate the accuracy and precision of each technique.

Procedure:Obtain a few drops of each solution and evaluate the acidity or basicity of each substance using the techniques indicated. Watch carefully as your instructor demonstrates the method to use for each assay.

TestTube

Solution BlueLitmus paper

Red Litmus paper

pH Paper

(1-14)

Indicator juice 1

_____________

Draw the color please

pH

meter

(0.0-14.0)

Indicator juice 2

______________

Draw the color please

Phenol-phthalein

solution

1 Tap Water

2

3

4

5

6

7

8

9

Data Table:

Data Table:

3

5

10

10

Percentage of acetic acid in vinegar

by titration

Introduction

Vinegar is a mixture of acetic acid (C2H4O2) and water. Is it mostly water, or mostly acetic acid? In this experiment we will find the percent acetic acid in vinegar by mass.

Since acetic acid is an acid, it will react with a base. The more base it takes to neutralize the acetic acid, the higher theconcentration of acetic acid. This principle is known as titration: Assaying the concentration of an acid or base by neutralizing it.

Procedure1. Fill a buret with 1M NaOH and record the initial volume:____

2. Add exactly 25 mL of vinegar and 3 drops of phenolphthalein to a flask and place it under the buret.

3. Drip in the 1M NaOH while stirring until the solution just becomes permanently pink. Record the final volume:_____

Total NaOH added: _____ mL (trial 2)

4. Perform two more trials

Total NaOH added: ____ mL (trial 1)

Average volume NaOH added:______________ mL

5. Calculate the Molarity of the vinegar using the titration formula:

(This equation is true only when the known and unknown react on a equimolar basis, which is true in this case)For this experiment we can rewrite the formula

molarity of known x liters of knownMolarity of unknown =

liters of unknown

(NaOH Molarity)(NaOH volume) vinegar Molarity =

vinegar volume

The NaOH Molarity as well as the vinegar and NaOH volume can be found above in bold.

Molarity of vinegar = _______ M

Total NaOH added: _____ mL (trial 3)

Name ___________________________________________ Period ____________

Questions1. To calculate the percent acetic acid in the vinegar, we need to convert from grams to moles., where 60 grams of acetic acid (C2H4O2) is a mole. Here is a sample calculation starting from a 3 Molar acetic acid solution:

Clean up and answer the questions below at your regular seats.

% CH3CO2H = _______ %

2. If it took 12 mL of 1M NaOH to neutralize 25 mL of vinegar, what is the percent acetic acid by mass, and what is the percent acetic acid of that vinegar solution? Show your calculations below.

Percent acetic acid:

60 grams acetic acid 180 g acetic acid3 moles acetic acid 1 liter solution x x = = 18%

Liter solution 1 mole acetic acid 1000 grams solution 1000 g solution

6. Use the same technique to determine the molarity of a diluted vinegar solution that is at your table. List your procedure, perform your calculation, and show it all below.

Use this sample calculation to determine the percent acetic acid in your vinegar by mass. Show your work below:

Acids and Bases: Lab Practical

___ Points

___ PointsEach group will be given an unknown acid or base. Our sample number is __________

Find out 1. If it is an acid or a base

2. The pH of the solution 3. The Molarity of the solution

Results:

1. To determine if our solution is acidic or basic, we used the following procedure:

This showed that our solution is a(n) acid/base (circle one)

2. To determine the pH of the solution we performed the following test(s):

This showed that the pH of our solution is____________

(please give your answer with three significant figures)

significant figures)3. To determine the Molarityof the solution, we used the following procedure:

Final Results: We were given sample #_____, which is a(n) acid/base (circle one) with a pH of _____ and it is a ______M solution.

This showed that we were given a _____M solution (please give your answer with three

significant figures).

Final Results: We were given sample #_____, which is a(n) acid/base (circle one) with a pH of _____ and it is a ______M solution.

Acids & Bases

Water is amphoteric, which means it has both the components or an Arrheniusacid (H+) and an Arrhenius base (OH-). However, an aqueous solution of ammonia (NH3) has a pH of 13 and is definitely a base, but it doesn’t contain the hydroxide anion. Instead, it createsthen hydroxide anion when it reacts with water; here is the ionization reaction:

NH3 + H2O NH4+ + OH-

This reaction has produced ammonium hydroxide (NH4OH); by showing the ions separately we can see what has happened. Ammonia has accepted a proton (H+). Ammonia is an example of a Bronsted-Lowry base: a substance that accepts a proton. A Bronsted-Lowry acid is a substance that donates a proton.

Look at the equilibrium reaction again. When bases accept protons they form conjugate acids: NH4

+ is an example of a conjugate acid. When acids lose protons they form conjugate bases: OH- is an example of a conjugate base.

1. Summarize the two main acid-base theories in the table below.

ACID BASE

Arrhenius

Brønsted-Lowry

2. What is a conjugate base?

3. What is a conjugate acid?

Label the acid (A), base (B), conjugate acid (CA), and conjugate base (CB) in each of the following reactions.

Example: HCl + H2O H3O+ + Cl-

Acid base conj. acid conj. base

4. H2SO4 + NH3 HSO4- + NH4

+

____ ___ ___ ___

5. CH3CO2H + H2O H3O+ + CH3CO2-

____ ___ ___ ___

6. CH3NH2 + H2O CH3NH3+ + OH-

____ ___ ___ ___

Give the conjugate base for each of the following Brønsted-Lowry acids.

Examples: HSO4- SO42- (to form a conjugate base remove H+)

HBr Br-

7. HI _______

8. NH4+ ________

9. H2CO3 _________

d. HNO3 ________

Please know the names, formulas, and common names of the following common acids and bases:Also, be aware that there is a difference between a strong acid or base, and a concentrated acid or base. Astrong acid or base ionizes completely in solution. These include for example hydrochloric acid, nitric acid, andsulfuric acid (H2SO4). Weak acids and bases such as acetic acid or citric acid hold on to their acidic proton moretightly- they only ionize partially in solution.If acids or bases they are diluted with a lot of water, however, they become dilute. As an arbitrary rule, we willconsider any solution of an acid or base with a concentration greater than 1M to be a concentrated acid.Read this information carefully, then answer the questions below.

Aqueous Acids and Bases – Additional Topics

Name ___________________________ Period ___ ws15.3

NaOH ______ __________ ________ _______

2. Write the formulas forSulfuric acid: H2SO4

Nitric acid:___________Acetic acid:________Magnesium hydroxide:_________

Please know the names, formulas, and common names of the following common acids and bases

­­­­­1. What is this stuff? Write the chemical formula for each

Chemistry: pH and pOH calculations II ws15.4

We are mostly water. So is our planet. Most of our chemistry experiments use water. Thus, we should know what water is in detail. It’s H2O, right? Not quite. About one in every million molecules of water is ionic, existing as H+OH-, not the polar covalently bonded H-O-H. When we add bases like NaOH to water, the water has more OH- in it, and when we add acids like HCl the water has more H+ in it.

A liter of pure water has 10-7 moles of H+ in it, and 10-7 moles of OH- in it. That’s 0.0000001 moles. A liter of battery acid, on the other hand, has 10-1 moles of H+, and 10-13 moles of OH- in it. That’s 0.1 moles, which is a million times as many moles of H+, and a million times fewer OH- moles. Someone came up with the bright idea of using the exponents, and “10-7 moles per liter hydrogen ion concentration” became simply known as pH 7, where pH means “powers of hydrogen”

Since the log of 10-7 is -7, we are taking the negative log when we convert from concentration to pH: pH = -log [H+].

Note also that the more acidic something is, the less basic it is. In our example above, battery acid has a hydrogen ion concentration of 10-1 moles per liter, or a pH of 1:

Battery acid (H2SO4): [H+] = 10-1M = pH 1

It also has a hydroxide ion concentration [OH-] of 10-13M, which is a pOH (“powers of hydroxide”) of 13:

Battery acid (H2SO4): [OH-] = 10-13M = pH 13

The pH and the the pOH always add up to 14. This means that the H+ and OH- concentrations always can be multiplied to equal 10-14M

pH + pOH = 14[H+][OH-] = 10-14

We can summarize the relationship between concentration and pH:

Making sense of this for the first time can take time. The examples on the next page will enable you to master these concepts.

e the details provided below for the first row to help fill in the table.

in the missing information in the table below.

6.0 x 10-11

[OH-]Acid

Orange juice10.221.66 x 10-43.78

Acid or base?

ExamplepOH[H+]pH

pH + pOH = 14[H+] = 10-pH

pH>7 = basepH<7 = acid

[H+][OH-] = 10-14

Use the change sign (-) button, not the subtract button

Enter 10^-14/1.66E-4

Enter 10^-3.78Enter 14-3.78

pH [H+] pOH [ ]ACID or BASE?

Example

1. 3.78

2. 3.89 x 10–4 M

3. 5.19

4. 4.88 x 10–6 M

5. 8.46

6. 8.45 x 10–13 M

7. 2.14

8. 2.31 x 10–11 M

9. 10.91

10. 7.49 x 10–6 M

11. 9.94

12. 2.57 x 10-8

Part 1: Fill in the missing information in the table below.

Part 2: For each of the problems below, assume 100% dissociation.

1. A. Write the equation for the dissociation of hydrochloric acid.

B. Find the pH of a 0.00476 M hydrochloric acid solution.

2. A. Write the equation for the dissociation of sulfuric acid.

B. Find the pH of a solution that contains 3.25 g of H2SO4 dissolved in 2.75 liters of solution.

3. A. Write the equation for the dissociation of sodium hydroxide.

B. Find the pH of a 0.000841 M solution of sodium hydroxide.

4. A. Write the equation for the dissociation of aluminum hydroxide.

B. If the pH is 9.85, what is the concentration of the aluminum hydroxide solution?

5. A. Write the equation for the dissociation of calcium hydroxide.

B. If the pH is 11.64 and you have 2.55 L of solution, how many grams of calcium hydroxide are in the solution?

Directions: Answer each of the questions below with the correct reaction, volume or molarity for either the acid or base in question. Use the solved examples as a guide.

Titrations

Fill in the missing products or reactants:

Directions: Answer each of the questions below with the correct reaction, volume or molarity for either the acid or base in question. Use the solved examples as a guide.

Example: CsOH + HBr CsBr + H2O

1. HCl + _______ KCl + H2O

2. 2HF + Mg(OH)2 _________ + ___________

3. NH3 + HNO3 _____________

Example: What is the molarity of a CsOH solution if 30.0 mL of the solution is neutralized by 26.4 mL of 0.250 M HBr solution?

Solution:

2. What is the molarity of a HCl solution if 43.33 mL 0.100 M KOH solution is needed to neutralize 20.00 mL of unknown solution?

3. What is the concentration of a household ammonia cleaning solution if 49.90 mL of 0.5900M HCl is required to neutralize 25.00 mL of the ammonia solution?

4. In a titration, 33.21 mL 0.3040 M Rubidium Hydroxide solution is required to neutralize 20.00 mL HF solution. What is the molarity of the Hydrofluoric Acid solution?

5. A 35.00 mL sample of NaOH solution is titrated to an endpoint by 14.76 mL 0.4122 M HBr solution. What is the molarity of the NaOH solution?

Titration: challenge problems

1. 49 mL of 0.200 M HCl is mixed with 50 mL of 0.200 M NaOH to reach the endpoint.

a. moles HCl =

b. moles NaOH =

c. [H+]

d. [OH-]

e. pOH =

f. pH =2. 86.30 mL of an HCl solution was required to neutralize 31.75 mL of 0.150 M NaOH. Determine the molarity of the HCl.

3. 63.15 mL of calcium hydroxide is required to titrate 18.9 mL of a 0.200 M H3PO4 solution. What is the molarity of the basic solution?

4. How many mL of 0.160 M HClO4 are needed to titrate 35.0 mL of 0.215 M LiOH?

5. 25.0 mL of 1.00 M HCl are required to titrate a Drano solution (active ingredient NaOH). How many moles of NaOHare present in the solution?

6. Ten grams of vinegar (dilute acetic acid, HC2H3O2), is titrated with 65.40 mL of 0.150 M NaOH.

a. What is the Molarity of the vinegar solution?

b. How many grams of acetic acid are present in a one liter of the vinegar solution?

c. How many grams of acetic acid are present in 10 gramsof the vinegar solution

d. How many molecules of acetic acid are present in 10 grams of the vinegar solution?

WS15.7

The Secrets behind the “Water into Wine” Demonstration Worksheet

We recently saw the water into wine demonstration, where

Water (colorless) Wine (pink) Martini (colorless) champagne (fizzy) milk (cloudy) margarita (opaque pink)

To do this we hid small amounts of colorless chemicals in the original water decanter, as well as the individual glasses:

1. Water: The water contained a few drops of phenolphthalein, a colorless liquid acid, which we can draw as

henolphthalein-H

where H is the acidic proton that it will donate, as all acids do (recall the Bronsted-Lowy definintion of an acid). So the water glass (which doesn’t contain anything) is colorless.

2. Wine: The wine glass has a few drops of dilute NaOH in it: a strong base.Write the resulting acid-base reaction (Hint: it is a double replacement reaction, and acids donate protons):

Phenolphthalein-H + NaOH __________________+________________

The sodium salt of phenolphthalein (which you just drew above) is a vivid pink substance- hence the rose wine. Thus phenolphthalein solutions are colorless in acidic pH, and pink when basic. This makes them useful as indicators, much like pH paper.

3. Martini: A martini is colorless. How can we make our pink phenolphthalein solution colorless? (Hint: reacting it with base made it pink).

Answer:___________________________________

For this we use sulfuric acid. Write out the products for this double replacement reaction: (Hint: remember what acids do).

Phenolphthalein-Na+ + H2SO4 _______ + ____________

We are back to normal phenolphthalein, a colorless martini-looking liquid.

4. Champagne: Since we are back to an acidic solution (we used excess sulfuric acid), we can generate some fizz by reacting it with baking soda. Please fill in the intermediate and final products:

H2SO4 + NaHCO3 _________ + _________ CO2(g) + _____________

5. Milk: Our milk glass contains some barium nitrate. Balance and write the products for this double replacement reaction (hint: SO4 is a 2- anion, NO3 is a 1-

anion):

____Na2SO4 + ____BaNO3

______________ + _____________

6. Strawberry Margarita: Finally, we hide excess strong base in the margarita glass. We’ve got all kinds of stuff in there now, but colorwise the phenolphthalein will dominate. Write out the reaction again between phenolphthalein and sodium hydroxide to form our hot pink and this time still opaque solution:

_______________ + ________________ ______________ + ____________

And that’s the science behind the magic.

How to ace the acid-base test

In this unit we explored the properties of acids and bases. We started by getting a feel for acids and bases by checking the

pH of a number of household chemicals. We found that bases tend to be slippery, and acids tend to be sour or bitter. We

explained this by exploring the Arrhenius Model for acids, where H+ and OH- are the acidic and basic components of an

acidic solution.

We then looked at these solutiomns quantitatively by examining the pH scale of acids and bases. We observed that

the ion concentrations in water are quite low, and that the equilibrium constant Kw of water is 1 x 10-14 moles per

liter. We learned how to convert acid or base concentration to pH and the reverse as well.

Finally, we all learned a technique for precisely measuring the pH of any solution: titration.

To ace the acids and bases exam review all labs, worksheets, slides and notes. And pay particular attention to the guided

questions on the following pages.

1. Know your ‘vocab’; remember for this exam you are required to know the names and formulas of the

following common acids and bases:

1. What is an acid?

2. What is a base?

3. Hydrochloric acid

4. Hydrobromic acid

5. Nitric acid

6. Sulfuric acid

7. Acetic acid

8. Sodium hydroxide

9. Calcium hydroxide

10. Hydroxide ion

11. Hydrogen cation

12. pH

13. pOH

14. Titration

15. Phenolphthalein

16. Indicator

17. Neutralization

. Know how to use your formulas

(They will be provided on the exam; be able to know how to use them)

Kw = [H+][OH-] = 10-14

pH + pOH = 14

titration: [unknown] = (volume kwnn)(molarity known)/(volume unknown)

18. Example: For pH 3 solution [H+] = _____, [OH-] = _____, pOH =____, the solution is Acidic/basic.

19. Example: For pH = _____ [H+] = _____, [OH-] = _____, pOH = 2

19.5 (L1 only) For pH = _____ [H+] = _____, [OH-] = _____, pOH = 2.3

-Be able to determine the concentration of an acid or base when titrated with a standard solution.20. Example : Write a procedure for titrating an unknown aqueous substance.

21. Example . 323 mL of 2.1M NaOH were required to neutralize 414 mL of an unknown acid. The H+ concentration

of the acid must be _______ M.

22. Example . 33 mL of 0.1M LiOH were required to neutralize 14 mL of an unknown acid. The [OH-]

concentration of the acid must be _______ M

Use your knowledge of stoichiometry to determine how many molecules of acid or base are in a solution.

23 (l1 only). Example: How many molecules of NaOH are in 3 liters of a 2M NaOH solution?.

24(l1 only).. Example: How many molecules of NaOH are in 3 liters of a pH 13.2 solution?

Be prepared to answer the essential question for this unit:

How do we explain, measure, and neutralize acids and bases?

Extra credit Research the molecular basis of phenolphthalein…why does it change color at a specific pH…how does

the molecule change structure, and why does that result in a color change?

25 (l1 only). Example: How many hydroxide ions are in 17 liters of a 0.42M Al(OH)3 solution?

-Be able to determine the concentration of an acid or base when

titrated with a standard solution.

Example 8: Write a

procedure for

titrating an unknown

acid.

Example 9. 323 mL of

2.1M NaOH were

required to neutralize

414 mL of an

unknown acid. The

[OH-] concentration of

the acid must be

_______ M.

f. Polyprotic acids (honors

only)-Know the chemical

formulas of sulfuric,

carbonic, nitric, and

boric acidExample 10: Please

give the formulas for

the following acids:

Sulfuric__________

-Be able to write the complete equilibrium reactions for these polyproticacids in water

Example 11: Write

the three lines that

show the complete

aqueous equilibria for

phosphoric acid. 1.

2.

3.