Nt1310 Unit 1
Unit 1, Activity 2, Specific Assessment Rubric
Chemistry
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 2, Specific Assessment Rubric
3 Measurements are to the correct number of significant figures Units included Answers are within the range of acceptable error Measurements finished within the prescribed time limit All measurements
2 2 or 3 measurements
0 Less than 2 measurements
All measurements
2 or 3 measurements
Less than 2 measurements Less than 2 measurements
All measurements
2 or 3 measurements
All measurements
2 or 3 measurements
Less than 2 measurements
Questions Answered
All safety rules followed Answered correctly
Answered …show more content…
incorrectly but supported by evidence
Answered incorrectly. No supporting evidence.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 3, Accuracy and Precision Worksheet
Figure 1
Figure 2
Figure 3
1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences. Figure 1 Precision? Accuracy? Figure 2 Figure 3
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws. 3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 2
Unit 1, Activity 3, Accuracy and Precision Worksheet Answers
Figure 1 Figure 2 Figure 3 1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences. Figure 1 Precision? Good All of the darts are grouped in the same area. Poor None of the darts are grouped in the bull’s-eye. Picture 2 Poor None of the darts are grouped in the same area. Poor Few of the darts are grouped in the bull’s-eye. Picture 3 Good All of the darts are grouped in the same area. Good All of the darts are grouped in the bull’s-eye.
Accuracy?
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws. The player has good precision and good accuracy because so many of the balls go through the goal. 3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws. The player has good precision because so many balls bounce off the rim but poor accuracy because so few balls make it through the goal.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 3
Unit 2, Activity 1, Card Sort Template 1
Matter Pure Substance Element Compound
Homogeneous Heterogeneous Mixture
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 4
Unit 2, Activity 1, Card Sort Template 2
Muddy Water Solution salt water Metal nonmetal
Na As Cl NaCl Metalloid
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 5
Unit 2, Activity 1, Sample Concept Map
Elements, Compounds and Mixtures Concept Map
MATTER
Can be either MIXTURE PURE SUBSTANCE Is Is Can be
ELEMENT
Chemically combine to form
COMPOUND
HOMOGENEOUS
HETEROGENEOUS
Is either Example Is called Example
METAL
METALLOID
NONMETAL
NaCl
SOLUTION
MUDDY WATER
Example Na
Example As
Example Cl
Example SALT WATER
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 6
Unit 2, Activity 2, Sample Word Grid
Sample:
Homogeneous
Can be separated Heterogeneous into individual components
The properties of the individual components are the same as properties of the sample
Salt Water Copper Salt and water Copper and water
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 7
Unit 2, Activity 2, Sample Word Grid Answers
Sample:
Homogeneous
Can be separated Heterogeneous into individual components X X
The properties of the individual components are the same as properties of the sample
Salt Water Copper Salt and water Copper and water
X X X X X
X X X X X
Conclusions: 1. Salt (NaCl) is a homogeneous material that can be decomposed into individual elements (sodium and chlorine). The properties of the salt differ from the properties of the elements. Salt is a compound. 2. Water (H2O) is a homogeneous material that can be decomposed into elements (hydrogen and oxygen). Water is a compound. 3. Copper is a homogeneous material that cannot be separated into components. Copper is an element. 4. Salt and water combine to form a homogeneous material that can be separated into parts. When the salt and water are mixed, their properties do not change. Salt water is a homogeneous mixture called a solution. 5. Copper shot and water not homogeneous because the copper and water are easily seen as individual parts. These parts can be separated easily. When the copper and water are mixed, their individual properties do not change. This is a heterogeneous mixture.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 8
Unit 2, Activity 4, Three Worlds of Chemistry
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 9
Unit 2, Activity 5, Density
Each box has the same volume. If each ball has the same mass, which box would weigh more? Why?
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 10
Unit 2, Activity 6, Split-Page Notes
Physical and Chemical Changes
Effervescent tablet in water Observations 1. numerous bubbles formed as soon as tablet touched the water 2. bubbles rose to top of water and burst 3. tablet disappeared 4. bubbles stopped forming 5. looks like nothing else is happening Conclusion The bubbles contained a gas that escaped into the air. The tablet was a solid that underwent a chemical change with the water to produce the gas bubbles. Once the tablet (reactant) was used up, no more gas bubbles (products) were formed, and the reaction stopped. There has been a change in the identity of the material. It is no longer an effervescent tablet. The production of a gas is evidence of a chemical change (reaction) taking place.
Cutting a piece of paper Observations 1. smaller pieces of paper are formed Conclusion The smaller pieces of paper are exactly like the original piece of paper (reactant). There has been no change in the identity of the material. It is still paper (product).
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 11
Unit 3, Activity 3, Exploring the Periodic Table
1.01 H
4.00 He
6.94 Li
9.01 Be
10.81 B
12.01 C
14.01 N
16.00 O
19.00 F
20.18 Ne
22.99 Na
24.30 Mg
26.98 Al
28.08 Si
30.97 P
32.07 S
35.45 Cl
39.95 Ar
39.10 K
40.08 Ca
69.72 Ga
72.61 Ge
74.92 As
78.96 Se
79.90 Br
83.80 Kr
85.47 Rb
87.62 Sr
114.82 In
118.71 Sn
121.75 Sb
127.60 Te
126.90 I
131.29 Xe
132.90 Cs
137.33 Ba
204.38 Tl
207.2 Pb
208.98 Bi
(209) Po
(210) At
(222) Rn
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 12
Unit 3, Activity 4, GISTing
GISTing The individual Gists are limited to 15 words. Sample paragraph from notes: Atomic radii The atomic radius is ½ the distance between the centers of neighboring atoms. It is the size of the atom due to the size of the electron cloud. Group trends The atomic radii of the main group elements (s & p sublevels) generally increases down a group. The outermost electrons occupy energy levels that are farther from the nucleus. Period trends Atomic radius generally decreases across a period. This is caused by the increasing nuclear charge of the nucleus as you go across a period. More protons are in the nucleus and more electrons are in the same energy level. The increasing nuclear charge attracts the electrons and pulls them closer to the nucleus. Class gist statements for each sentence of the paragraphs 1. Atomic radius means how big an atom is. _____ _____ _____ _____ _____ _____ _____ 2. Atoms get bigger down a group because there are more energy levels. _____ _____ _____ 3. Atoms get smaller across a period because more protons attract the electrons pulling them closer. Summary: Atomic radius (size of the atom) increases down a group because of more energy levels and across a period because of a greater attraction between the larger number of protons and the outer electrons. After several gisting activities, you will be able to construct summaries. Gisting is a mental process and not necessarily a written one.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 1, Vocabulary Self-Awareness
Term Chemical bond
+
-
Definition
Example
Ionic bond
Covalent bond
Metallic bond
Electronegativity Polar covalent bond Nonpolar covalent bond Formula unit
Molecule Molecular formula
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 14
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 15
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 17
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 18
Unit 4, Activity 3, Chemical Formulas and Nomenclature I
Write formulas for the following compounds: 1. copper (I) oxide 2. aluminum hydroxide 3. triphosphorus decasulfide 4. zinc nitrate 5. hydrobromic acid 6. mercury (I) bromide 7. boron tribromide 8. sodium hydride 9. barium perchlorate 10. tetraphosphorus hexasulfide 11. sulfuric acid 12. calcium hypochlorite 13. ammonium phosphite 14. chromium (III) acetate 15. hydrosulfic acid 16. carbonic acid 17. phosphorus pentafluoride 18. cobalt (II) nitrate 19. magnesium sulfate 20. strontium phosphate 21. dichlorine monoxide 22. phosphorous acid 23. disulfur dichloride 24. iron (III) carbonate 25. perchloric acid _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 19
Unit 4, Activity 3, Chemical Formulas and Nomenclature I Answers
Write formulas for the following compounds: 1. copper (I) oxide 2. aluminum hydroxide 3. triphosphorus decasulfide 4. zinc nitrate 5. hydrobromic acid 6. mercury (II) bromide 7. boron tribromide 8. sodium hydride 9. barium perchlorate 10. tetraphosphorus hexasulfide 11. sulfuric acid 12. calcium hypochlorite 13. ammonium phosphite 14. chromium (III) acetate 15. hydrosulfic acid 16. carbonic acid 17. phosphorus pentafluoride 18. cobalt (II) nitrate 19. magnesium sulfate 20. strontium phosphate 21. dichlorine monoxide 22. phosphorous acid 23. disulfur dichloride 24. iron (III) carbonate 25. perchloric acid __Cu2O_______ __Al(OH)3_____ __P3S10_______ __Zn(NO3)2____ __HBr(aq)_____ __HgBr2_______ __BBr3________ __NaH________ __Ba(ClO4)2____ __P4S6________ __H2SO4(aq)___ __Ca(ClO)2____ __(NH4)3PO3___ __Cr(C2H3O2)3_ __H2S(aq)_____ __H2CO3(aq)___ __PF5_________ __Co(NO3)2____ __MgSO4______ __Sr3(PO4)2____ __Cl2O________ __H3PO4(aq)___ __S2Cl2_______ __Fe2(CO3)3___ __HClO4(aq)___
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 20
Unit 4, Activity 3, Chemical Formulas and Nomenclature II
Name the following compounds. 1. K2SO4 2. N2O4 3. BaClO4 4. HNO2(aq) 5. FE2(SO4)3 6. NH4F 7. BaI2 8. CrO3 9. Cu(C2H3O2)2 10. Ag2CO3 11. NaOH 12. Ca3(PO4)2 13. ClF3 14. K2SO3 15. AlBr3 16. MgCl2 17. HC2H3O2(aq) 18. P2O5 19. FePO4 20. SrBr2 21. Al2S3 22. LiBr 23. NH3 24. PbO2 25. MgO ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 3, Chemical Formulas and Nomenclature II Answers
Name the following compounds. 1. K2SO4 2. N2O4 3. BaClO4 4. HNO2(aq) 5. Fe2(SO4)3 6. NH4F 7. BaI2 8. CrO3 9. Cu(C2H3O2)2 10. Ag2CO3 11. NaOH 12. Ca3(PO4)2 13. ClF3 14. K2SO3 15. AlBr3 16. MgCl2 17. HC2H3O2(aq) 18. P2O5 19. FePO4 20. SrBr2 21. Al2S3 22. LiBr 23. NH3 24. PbO2 25. MgO __potassium sulfate______________ __dinitrogen tetroxide____________ __barium perchlorate_____________ __nitrous acid__________________ __iron (III) sulfate_______________ __ammonium fluoride____________ __barium iodide_________________ __chromium (IV) oxide___________ __copper (II) acetate_____________ __silver carbonate_______________ __sodium hydroxide______________ __calcium phosphate_____________ __chlorine trifluoride_____________ __potassium sulfite_______________ __aluminum bromide_____________ __magnesium chloride____________ __acetic acid___________________ __diphosphorous pentoxide________ __iron (III) phosphate____________ __strontium bromide_____________ __aluminum sulfide______________ __lithium bromide_______________ __ammonia____________________ __lead (IV) oxide_______________ __magnesium oxide_____________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 22
Unit 4, Activity 3, Molecular Geometry of Simple Molecules Student Sheet 1
Note: A represents the central atom in the molecule.
B represents atoms bonded to the central atom. B can be identical atoms or different atoms. Directions: 1. Find the other students who have the same color balloons as you. Have someone inflate a balloon as much as possible without popping it. Inflate your balloon(s) to the same size. 2. Using the patterns below, tie the appropriate number and color balloons together. For example, for the AB2E model, tie 2 blue balloons and a white balloon together. For groups of 4 balloons, it is easier to tie 2 balloons together and then the other 2 balloons together, then twist the two groups together. For five-balloon groups, make sets of 2 and 3 balloons and twist. For six balloons, use 3 sets of 2 balloons twisted together. 3. Attach a piece of string to hang the finished model from the ceiling. Type of Molecule Number of Atoms Attached to the Central Atom 2 3 3 4 3 3 5 4 3 2 6 5 4 Balloons Needed for Model 2 pink 3 blue 2 blue, 1 white 4 red 3 red, 1 white 2 red, 2 white 5 green 4 green, 1 white 3 green, 2 white 2 green, 3 white 6 yellow 5 yellow, 1 white AB4E2 4 yellow, 2 white * * * One colored balloon models for electron pair geometries * *
AB2 AB3 AB2E AB4 AB3E AB2E2 AB5 AB4E AB3E2 AB2E3 AB6
AB5E
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 3, Molecular Geometry of Simple Molecules Student Sheet 2
Number of lone pairs around the Central Atom
Number of atoms attached to the Central Atom
Electron Pair Geometry
Bond angle of electron pairs
Type of Molecule
Molecular Geometry (Shape of the molecule)
Example
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 3, Molecular Geometry of Simple Molecules Answer Sheet
Number of lone pairs on the Central Atom 0 0 0 1 2 0
Number of atoms attached to the Central Atom 2 3 4 3 2 5
Electron Pair Geometry
Bond angle of Electron pairs 180° 120° 109.5°
Chemistry
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 2, Specific Assessment Rubric
3 Measurements are to the correct number of significant figures Units included Answers are within the range of acceptable error Measurements finished within the prescribed time limit All measurements
2 2 or 3 measurements
0 Less than 2 measurements
All measurements
2 or 3 measurements
Less than 2 measurements Less than 2 measurements
All measurements
2 or 3 measurements
All measurements
2 or 3 measurements
Less than 2 measurements
Questions Answered
All safety rules followed Answered correctly
Answered …show more content…
incorrectly but supported by evidence
Answered incorrectly. No supporting evidence.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 3, Accuracy and Precision Worksheet
Figure 1
Figure 2
Figure 3
1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences. Figure 1 Precision? Accuracy? Figure 2 Figure 3
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws. 3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 2
Unit 1, Activity 3, Accuracy and Precision Worksheet Answers
Figure 1 Figure 2 Figure 3 1. Determine the accuracy and precision represented by each group of darts in the figures above. Explain your choices using complete sentences. Figure 1 Precision? Good All of the darts are grouped in the same area. Poor None of the darts are grouped in the bull’s-eye. Picture 2 Poor None of the darts are grouped in the same area. Poor Few of the darts are grouped in the bull’s-eye. Picture 3 Good All of the darts are grouped in the same area. Good All of the darts are grouped in the bull’s-eye.
Accuracy?
2. A basketball player throws 100 free-throws; 95 of these balls go through the goal; 5 miss the goal entirely. Describe the precision and accuracy of the free-throws. The player has good precision and good accuracy because so many of the balls go through the goal. 3. The same player is having an off day; 5 balls go through the goal; the other 95 balls bounce off of the rim. Describe the precision and accuracy of the throws. The player has good precision because so many balls bounce off the rim but poor accuracy because so few balls make it through the goal.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 3
Unit 2, Activity 1, Card Sort Template 1
Matter Pure Substance Element Compound
Homogeneous Heterogeneous Mixture
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 4
Unit 2, Activity 1, Card Sort Template 2
Muddy Water Solution salt water Metal nonmetal
Na As Cl NaCl Metalloid
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 5
Unit 2, Activity 1, Sample Concept Map
Elements, Compounds and Mixtures Concept Map
MATTER
Can be either MIXTURE PURE SUBSTANCE Is Is Can be
ELEMENT
Chemically combine to form
COMPOUND
HOMOGENEOUS
HETEROGENEOUS
Is either Example Is called Example
METAL
METALLOID
NONMETAL
NaCl
SOLUTION
MUDDY WATER
Example Na
Example As
Example Cl
Example SALT WATER
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 6
Unit 2, Activity 2, Sample Word Grid
Sample:
Homogeneous
Can be separated Heterogeneous into individual components
The properties of the individual components are the same as properties of the sample
Salt Water Copper Salt and water Copper and water
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 7
Unit 2, Activity 2, Sample Word Grid Answers
Sample:
Homogeneous
Can be separated Heterogeneous into individual components X X
The properties of the individual components are the same as properties of the sample
Salt Water Copper Salt and water Copper and water
X X X X X
X X X X X
Conclusions: 1. Salt (NaCl) is a homogeneous material that can be decomposed into individual elements (sodium and chlorine). The properties of the salt differ from the properties of the elements. Salt is a compound. 2. Water (H2O) is a homogeneous material that can be decomposed into elements (hydrogen and oxygen). Water is a compound. 3. Copper is a homogeneous material that cannot be separated into components. Copper is an element. 4. Salt and water combine to form a homogeneous material that can be separated into parts. When the salt and water are mixed, their properties do not change. Salt water is a homogeneous mixture called a solution. 5. Copper shot and water not homogeneous because the copper and water are easily seen as individual parts. These parts can be separated easily. When the copper and water are mixed, their individual properties do not change. This is a heterogeneous mixture.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 8
Unit 2, Activity 4, Three Worlds of Chemistry
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 9
Unit 2, Activity 5, Density
Each box has the same volume. If each ball has the same mass, which box would weigh more? Why?
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 10
Unit 2, Activity 6, Split-Page Notes
Physical and Chemical Changes
Effervescent tablet in water Observations 1. numerous bubbles formed as soon as tablet touched the water 2. bubbles rose to top of water and burst 3. tablet disappeared 4. bubbles stopped forming 5. looks like nothing else is happening Conclusion The bubbles contained a gas that escaped into the air. The tablet was a solid that underwent a chemical change with the water to produce the gas bubbles. Once the tablet (reactant) was used up, no more gas bubbles (products) were formed, and the reaction stopped. There has been a change in the identity of the material. It is no longer an effervescent tablet. The production of a gas is evidence of a chemical change (reaction) taking place.
Cutting a piece of paper Observations 1. smaller pieces of paper are formed Conclusion The smaller pieces of paper are exactly like the original piece of paper (reactant). There has been no change in the identity of the material. It is still paper (product).
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 11
Unit 3, Activity 3, Exploring the Periodic Table
1.01 H
4.00 He
6.94 Li
9.01 Be
10.81 B
12.01 C
14.01 N
16.00 O
19.00 F
20.18 Ne
22.99 Na
24.30 Mg
26.98 Al
28.08 Si
30.97 P
32.07 S
35.45 Cl
39.95 Ar
39.10 K
40.08 Ca
69.72 Ga
72.61 Ge
74.92 As
78.96 Se
79.90 Br
83.80 Kr
85.47 Rb
87.62 Sr
114.82 In
118.71 Sn
121.75 Sb
127.60 Te
126.90 I
131.29 Xe
132.90 Cs
137.33 Ba
204.38 Tl
207.2 Pb
208.98 Bi
(209) Po
(210) At
(222) Rn
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 12
Unit 3, Activity 4, GISTing
GISTing The individual Gists are limited to 15 words. Sample paragraph from notes: Atomic radii The atomic radius is ½ the distance between the centers of neighboring atoms. It is the size of the atom due to the size of the electron cloud. Group trends The atomic radii of the main group elements (s & p sublevels) generally increases down a group. The outermost electrons occupy energy levels that are farther from the nucleus. Period trends Atomic radius generally decreases across a period. This is caused by the increasing nuclear charge of the nucleus as you go across a period. More protons are in the nucleus and more electrons are in the same energy level. The increasing nuclear charge attracts the electrons and pulls them closer to the nucleus. Class gist statements for each sentence of the paragraphs 1. Atomic radius means how big an atom is. _____ _____ _____ _____ _____ _____ _____ 2. Atoms get bigger down a group because there are more energy levels. _____ _____ _____ 3. Atoms get smaller across a period because more protons attract the electrons pulling them closer. Summary: Atomic radius (size of the atom) increases down a group because of more energy levels and across a period because of a greater attraction between the larger number of protons and the outer electrons. After several gisting activities, you will be able to construct summaries. Gisting is a mental process and not necessarily a written one.
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 1, Vocabulary Self-Awareness
Term Chemical bond
+
-
Definition
Example
Ionic bond
Covalent bond
Metallic bond
Electronegativity Polar covalent bond Nonpolar covalent bond Formula unit
Molecule Molecular formula
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 14
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 15
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 16
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 17
Unit 4, Activity 2, Ion Cards
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 3, Chemical Formulas and Nomenclature I
Write formulas for the following compounds: 1. copper (I) oxide 2. aluminum hydroxide 3. triphosphorus decasulfide 4. zinc nitrate 5. hydrobromic acid 6. mercury (I) bromide 7. boron tribromide 8. sodium hydride 9. barium perchlorate 10. tetraphosphorus hexasulfide 11. sulfuric acid 12. calcium hypochlorite 13. ammonium phosphite 14. chromium (III) acetate 15. hydrosulfic acid 16. carbonic acid 17. phosphorus pentafluoride 18. cobalt (II) nitrate 19. magnesium sulfate 20. strontium phosphate 21. dichlorine monoxide 22. phosphorous acid 23. disulfur dichloride 24. iron (III) carbonate 25. perchloric acid _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 19
Unit 4, Activity 3, Chemical Formulas and Nomenclature I Answers
Write formulas for the following compounds: 1. copper (I) oxide 2. aluminum hydroxide 3. triphosphorus decasulfide 4. zinc nitrate 5. hydrobromic acid 6. mercury (II) bromide 7. boron tribromide 8. sodium hydride 9. barium perchlorate 10. tetraphosphorus hexasulfide 11. sulfuric acid 12. calcium hypochlorite 13. ammonium phosphite 14. chromium (III) acetate 15. hydrosulfic acid 16. carbonic acid 17. phosphorus pentafluoride 18. cobalt (II) nitrate 19. magnesium sulfate 20. strontium phosphate 21. dichlorine monoxide 22. phosphorous acid 23. disulfur dichloride 24. iron (III) carbonate 25. perchloric acid __Cu2O_______ __Al(OH)3_____ __P3S10_______ __Zn(NO3)2____ __HBr(aq)_____ __HgBr2_______ __BBr3________ __NaH________ __Ba(ClO4)2____ __P4S6________ __H2SO4(aq)___ __Ca(ClO)2____ __(NH4)3PO3___ __Cr(C2H3O2)3_ __H2S(aq)_____ __H2CO3(aq)___ __PF5_________ __Co(NO3)2____ __MgSO4______ __Sr3(PO4)2____ __Cl2O________ __H3PO4(aq)___ __S2Cl2_______ __Fe2(CO3)3___ __HClO4(aq)___
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 20
Unit 4, Activity 3, Chemical Formulas and Nomenclature II
Name the following compounds. 1. K2SO4 2. N2O4 3. BaClO4 4. HNO2(aq) 5. FE2(SO4)3 6. NH4F 7. BaI2 8. CrO3 9. Cu(C2H3O2)2 10. Ag2CO3 11. NaOH 12. Ca3(PO4)2 13. ClF3 14. K2SO3 15. AlBr3 16. MgCl2 17. HC2H3O2(aq) 18. P2O5 19. FePO4 20. SrBr2 21. Al2S3 22. LiBr 23. NH3 24. PbO2 25. MgO ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 21
Unit 4, Activity 3, Chemical Formulas and Nomenclature II Answers
Name the following compounds. 1. K2SO4 2. N2O4 3. BaClO4 4. HNO2(aq) 5. Fe2(SO4)3 6. NH4F 7. BaI2 8. CrO3 9. Cu(C2H3O2)2 10. Ag2CO3 11. NaOH 12. Ca3(PO4)2 13. ClF3 14. K2SO3 15. AlBr3 16. MgCl2 17. HC2H3O2(aq) 18. P2O5 19. FePO4 20. SrBr2 21. Al2S3 22. LiBr 23. NH3 24. PbO2 25. MgO __potassium sulfate______________ __dinitrogen tetroxide____________ __barium perchlorate_____________ __nitrous acid__________________ __iron (III) sulfate_______________ __ammonium fluoride____________ __barium iodide_________________ __chromium (IV) oxide___________ __copper (II) acetate_____________ __silver carbonate_______________ __sodium hydroxide______________ __calcium phosphate_____________ __chlorine trifluoride_____________ __potassium sulfite_______________ __aluminum bromide_____________ __magnesium chloride____________ __acetic acid___________________ __diphosphorous pentoxide________ __iron (III) phosphate____________ __strontium bromide_____________ __aluminum sulfide______________ __lithium bromide_______________ __ammonia____________________ __lead (IV) oxide_______________ __magnesium oxide_____________
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 22
Unit 4, Activity 3, Molecular Geometry of Simple Molecules Student Sheet 1
Note: A represents the central atom in the molecule.
B represents atoms bonded to the central atom. B can be identical atoms or different atoms. Directions: 1. Find the other students who have the same color balloons as you. Have someone inflate a balloon as much as possible without popping it. Inflate your balloon(s) to the same size. 2. Using the patterns below, tie the appropriate number and color balloons together. For example, for the AB2E model, tie 2 blue balloons and a white balloon together. For groups of 4 balloons, it is easier to tie 2 balloons together and then the other 2 balloons together, then twist the two groups together. For five-balloon groups, make sets of 2 and 3 balloons and twist. For six balloons, use 3 sets of 2 balloons twisted together. 3. Attach a piece of string to hang the finished model from the ceiling. Type of Molecule Number of Atoms Attached to the Central Atom 2 3 3 4 3 3 5 4 3 2 6 5 4 Balloons Needed for Model 2 pink 3 blue 2 blue, 1 white 4 red 3 red, 1 white 2 red, 2 white 5 green 4 green, 1 white 3 green, 2 white 2 green, 3 white 6 yellow 5 yellow, 1 white AB4E2 4 yellow, 2 white * * * One colored balloon models for electron pair geometries * *
AB2 AB3 AB2E AB4 AB3E AB2E2 AB5 AB4E AB3E2 AB2E3 AB6
AB5E
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
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Unit 4, Activity 3, Molecular Geometry of Simple Molecules Student Sheet 2
Number of lone pairs around the Central Atom
Number of atoms attached to the Central Atom
Electron Pair Geometry
Bond angle of electron pairs
Type of Molecule
Molecular Geometry (Shape of the molecule)
Example
Blackline Masters, Chemistry Louisiana Comprehensive Curriculum, Revised 2008
Page 24
Unit 4, Activity 3, Molecular Geometry of Simple Molecules Answer Sheet
Number of lone pairs on the Central Atom 0 0 0 1 2 0
Number of atoms attached to the Central Atom 2 3 4 3 2 5
Electron Pair Geometry
Bond angle of Electron pairs 180° 120° 109.5°