...We recently did two labs where we were given the task of observing single-replacement and double-replacement reactions. This paper has background information on the different types of chemical reactions, as well as the chemistry behind the two reactions we observed in lab. A chemical reaction is a process that is characterized by a chemical change in which the reactants (starting products) are different from the products. Chemical reactions involve the breaking of old bonds and the formation of new bonds. They can result in the formation of precipitates, changes in color, production or absorption of heat, or formation of gas bubbles. Chemical reactions can be placed in the following five categories: (i) synthesis (ii) decomposition...
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...physical and chemical properties of an element illustrated on the periodic table? The periodic table consists of elements that are grouped together based on the knowledge that the elements have similar properties. The periodic table is arranged by periods and groups. The atomic number usually increases when moving across a row or period. The atomic structure of an atom consists of an electron, a proton, and a neutron. Electrons have light particles and a negative charge. Protons have heavier particles and have a positive charge. Neutrons also have heavier particles but do not a charge thus being neutral. Elements are commonly classified ad metals, nonmetals, or metalloids. The trend that elements contain are: Ionization energy, atomic radius, melting point/density, electronegativity, and reactivity. Atoms get bigger when one moves down the group and smaller when one moves to the right (moving across). The largest atomic radius is considered to be found in the bottom left corner of the periodic table. Along with high reactivity, the bottom left corner is also know to have low electronegativity and low ionization energy. The upper right corner on the other hand is the opposite. The upper right corner has high electronegativity, the smallest atomic radius, high ionization energy, and is very reactive. A broad amount of dense elements are found in the middle of the periodic table towards the bottom. Chemical properties, are properties of an element in chemical reaction. Physical...
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...Topic 3: Periodicity (6 hours) Essential idea: The arrangement of elements in the periodic table helps to predict their electron configuration. 3.1 Periodic table | Nature of science:Obtain evidence for scientific theories by making and testing predictions based on them—scientists organize subjects based on structure and function; the periodic table is a key example of this. Early models of the periodic table from Mendeleev, and later Moseley, allowed for the prediction of properties of elements that had not yet been discovered. (1.9) | Understandings: * The periodic table is arranged into four blocks associated with the four sub-levels - s, p, d, and f. * The periodic table consists of groups (vertical columns) and periods (horizontal rows). * The period number (n) is the outer energy level that is occupied by electrons. * The number of the principal energy level and the number of the valence electrons in an atom can be deduced from its position on the periodic table. * The periodic table shows the positions of metals, non-metals and metalloids.Applications and skills: * Deduction of the electron configuration of an atom from the element’s position on the periodic table, and vice versa.Guidance: * The terms alkali metals, halogens, noble gases, transition metals, lanthanoids and actinoids should be known. * The group numbering scheme from group 1 to group 18, as recommended by IUPAC, should be used. | International-mindedness: * The development of the...
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...CHEMISTRY CHEMISTRY (CLASSES XI–XII) Rationale Higher Secondary Stage is the most crucial stage of school education because at this stage specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of mostly for pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage. National Curriculum Framework for School Education – 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of Syllabus for Secondary and Higher Secondary Levels 22 historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework...
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...This practical was designed to investigate the effect that increasing temperature has on the enzyme catalase and its reactivity to the substrate, hydrogen peroxide. Enzymes are biological catalysts, which allow chemical reactions to occur under cellular conditions (PennState University, 2017). Cells contain thousands of different enzymes, and their activities determine which chemical reactions actually take place within the cell. Cooper G.M. (2000) stated that without enzymatic catalysts, most chemical reactions are so slow that they would not occur, as enzymes accelerate the rates of such reactions by over a million-fold. Freeman, S. (2006) illustrated that chemical reactions require an input of energy to begin called the activation energy....
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...As you move down group 1 on the periodic table the atoms get more reactive. As you go down a group the atoms get bigger and bigger this makes it easier for atoms to lose their electrons. The metals react more vigorously with water as you go down the group. Lithium is at the top of the group and when it’s added with water its gets fizzy, floats and moves around the bowl as a gas is given off. When sodium is added with water it moves faster around the bowl, and it turns in to ball and a gas is given off. Potassium in the most reactive out of all the three as it’s below the other two metals. When potassium is added to water it gives off sparks and light on fire, potassium has a faster reaction. As you go down group 7 the atoms become less reactive....
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...paper, leaving the residue on the impermeable substance/filtrating medium and the filtrate to pass through. | Dissolved solids in liquids Evaporation | If the liquid in the mixture is more volatile (boiling point is lower) than the soluble solid, the soluble solid will remain while the liquid evaporates. The procedure employs the use of an evaporating dish and a Bunsen burner. | Crystallisation | Another method of dissolved solids from a liquid mixture (solution)The impure salt is dissolved in water at a high temperature to create a concentrated solution.The mixture is then cooled and the salt crystallises, leaving the impurity in the solution.This crystallised slat contains much less of the impurity than before. The salt can then be filtered and dried.Sugar cane industry. | Assess separation techniques for their suitability in separating examples of earth materials, identifying the differences in properties which enable these separations Yes, fractional distillation can separate a mixture of oxygen and nitrogen because they have similar (but not the same) boiling points. Could filtration successfully separate sand from a sand-salt mixture? No. Without water the salts in the sand and salt mixture will not separate out via filtration because filtration requires an insoluble solid plus a liquid mixture, which in this case would be salt + water Describe situations in which gravimetric analysis supplies useful data for chemists and other scientists * the process...
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...Wednesday (other: appointments needed) Chemistry for Engineers (CH011IU) - Lecture 05 - Semester 1: 2015-2016 Periodic Table Periodic Table In 1871, the Russian chemist Dmitri Mendeleev published the most successful of these organizing schemes in the form of a table: The elements are listed by increasing atomic mass, Elements with similar chemical properties in the same column. The modern periodic table of the elements (based on Mendeleev's earlier version) arranged by atomic number, not mass one of the great classifying schemes in science an indispensable tool to chemists. 2 Earliest Periodic Table 3 http://www.news.cornell.edu/stories/June06/Mendeleev.jpg Modern Periodic Table – Element Types metal 4 nonmetal Modern Periodic Table – Element Types 5 Modern Periodic Table – Electron Configuration A periodic table of ground-state electron configurations 6 Modern periodic table – Rows and Columns Main group (column): Group number = number of valence electrons Period (row): period number = number of energy levels (shells) 7 General Periodic Trends Atomic and ionic size Ionization energy Electron Affinity Metallic behavior Electronegativity Higher effective nuclear charge Electrons held more tightly Larger orbitals. Electrons held less tightly 8 Effective Nuclear Charge, Zeff Effective nuclear charge: “positive charge” felt by an (valence) electron Zeff = Z – ...
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...and Rigid Body Gravitation Properties of Bulk Matter Thermodynamics Behaviour of Perfect Gas and Kinetic Theory Oscillations and Waves CLASS XII Electrostatics Current Electricity Magnetic Effects of Current and Magnetism Electromagnetic Induction and Alternating Currents Electromagnetic Waves Optics Dual Nature of Matter and Radiation Atoms and Nuclei Electronic Devices CHEMISTRY S.No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. CLASS XI Some Basic Concepts of Chemistry Structure of Atom Classification of Elements and Periodicity in Properties Chemical Bonding and Molecular Structure States of Matter: Gases and Liquids Thermodynamics Equilibrium Redox Reactions Hydrogen s-Block Element (Alkali and Alkaline earth metals) Some p-Block Elements Organic Chemistry- Some Basic Principles and Techniques Hydrocarbons Environmental Chemistry CLASS XII Solid State Solutions Electrochemistry Chemical Kinetics Surface Chemistry General Principles and Processes of Isolation of Elements p- Block Elements d and f Block Elements Coordination Compounds Haloalkanes and Haloarenes Alcohols, Phenols and Ethers Aldehydes, Ketones and Carboxylic Acids Organic Compounds Containing Nitrogen Biomolecules Polymers...
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...------------------------------------------------- Histor First systemization attempts In 1789, Antoine Lavoisier published a list of 33 chemical elements, grouping them into gases, metals, nonmetals, and earths; Chemists spent the following century searching for a more precise classification scheme. In 1829, Johann Wolfgang Döbereiner observed that many of the elements could be grouped into triads based on their chemical properties.Lithium, sodium, and potassium, for example, were grouped together in a triad as soft, reactive metals. Döbereiner also observed that, when arranged by atomic weight, the second member of each triad was roughly the average of the first and the third; this became known as the Law of Triads. German chemist Leopold Gmelin worked with this system, and by 1843 he had identified ten triads, three groups of four, and one group of five. Jean-Baptiste Dumas published work in 1857 describing relationships between various groups of metals. Although various chemists were able to identify relationships between small groups of elements, they had yet to build one scheme that encompassed them all. In 1858, German chemist August Kekulé observed that carbon often has four other atoms bonded to it. Methane, for example, has one carbon atom and four hydrogen atoms. This concept eventually became known as valency; different elements bond with different numbers of atoms. In 1864, fellow German chemist Julius Lothar Meyer published a table of the 49 known elements arranged...
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...model of an atom. 6. examine the spectra of common atom(s) to determine that each element has a unique pattern of light emitted & absorbed. 7. model and explain Rutherford’s gold foil experiment. 2. PERIODIC TRENDS I can… 8. describe how elements are organized on the periodic table. 9. identify metals, non-metals and metalloids on the periodic table. 10. identify elements that belong in the same group/family and explain shared characteristics. 11. identify alkali metals, alkaline earth metals, halogens and noble gases on the periodic table and describe their distinguishing characteristics. 12. identify and predict physical and chemical properties of elements based on their location on the periodic table. 13. determine the number of valence electrons for a given element. 3. BONDING & COMPOUNDS I can… 14. define and illustrate ionic bonds. 15. given a compound’s name, determine the ionic formula. 16. use the periodic table to predict what ionic formula will result when two elements bond. 17. show how ions with different charges can form 3-D lattices. 18. name an ionic compound by its chemical formula based on the bonding. 19. name an ionic compound that has a polyatomic ion by its chemical formula based on the bonding. 20. define and illustrate covalent bonds. 21. given a compound’s name, determine the covalent formula. 22. use the periodic table to predict what covalent...
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...periodic table. Russian chemist, Mendeleev, was the first scientist to construct a periodic table similar to the modern version. He organized elements according to increasing atomic mass and put columns of elements together that shared physical and chemical properties. He left blank areas for unknown elements whenever there was a large gap in atomic mass between two elements. He predicted the undiscovered elements’ properties, and when they were discovered they fit perfectly in the gaps. In 1864, Meyer published his own periodic table, unknown to Mendeleev. Meyer’s table consisted of 28 elements, classified by valence electrons. Unlike Mendeleev, Meyer did not predict new elements. English chemist, Mosley, “fixed” Mendeleev’s mistake by arranging elements by increasing atomic number instead of increasing atomic mass. He’s credited for developing the modern periodic table as well as forming periodic law, which states that when elements are arranged by increasing atomic number, there is a repeating pattern of their physical and chemical properties. According to periodic law, elements that are in the same group have the same number of valence electrons and reoccurring trends in their physical and chemical properties. The four trends caused by periodic law and valence electrons are atomic radii, ionic radii, ionization energy, and electronegativity. The first one, atomic radius, basically tells you the size of an atom. It is half the distance between two nuclei of identical atoms...
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...Chem Notes Unit 1: Quantitative Chemistry, Measurement and Data Processing Unit Conversions: dm3 (decimeter^3) = L (liters) cm3 (centimeter^3) = mL (milliliters) 0 ° C (degrees celsius) = 273.15 K (Kelvin) convert Celsius into Kelvin by adding 273.15 to the current value The difference between Accuracy and Precision: Accuracy → difference between average of measured values and true value Precision → the reproducibility of the measurements, how close they are to eachother Types of Error: Systematic Error → fundamental flaws in equipment, observer. Leads to values all higher or lower than actual value. High precision, low accuracy. Random Error → uncertainty in measurement devices. Leads to random variation in values. Always occurs and can generally not be improved. Precise measurements have low random error. Accurate measurements have low systematic error and generally low random error. Uncertainties: Graduated/Analog Device → ±1/2 of the smallest increment on the device. Digital Device → ±1 on the last digit the device records (it estimates for you.) Exact Values → No uncertainty. For all uncertainties the recorded value MUST be to the same decimal place as the uncertainty. Change your final answer's significant digits if necessary. Uncertainties should be rounded to ONE digit. Propagation of Uncertainties: Addition and Subtraction → Add uncertainties. Multiplication and Division → Calculate Relative Uncertainty by dividing...
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...[pic] Official TCC Course Syllabus |Discipline Prefix: CHM |Course Number: 111 |Course Title: College Chemistry I | | |Course Section: D04B | | |Credit Hours: 4 |Lecture Hours: 3 |Clinical Hours: |Lab Hours: 3 | |Contact Hours: 6 |Studio Hours: N/A |Semester: Fall | |Meeting Days/Time/Location: Fridays/1:30pm-4:20pm/Science Building | Instructor Information Name: Dr. Shahin Maaref Office Location: JD-30 Office Hours: TRF 9:00am-11:00am, TR 4:30pm-5:30pm & by appointment Contact Information: 822-7692 Blackboard site: http://learn.vccs.edu Instructor email address: smaaref@tcc.edu Course Information Course Description Explores the fundamental laws, theories, and mathematical concepts of chemistry. Designed primarily for science and engineering majors. Requires a strong background in mathematics. Part I of II. Prerequisites and/or Co-requisites Prequisites - None Corequisites – None It is recommended to have H.S. chemistry or CHM01 as prerequisites and MTH 03 or MTE 06 level or higher. ...
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...CH 111: General Chemistry Dr. Ananda M The University of Dodoma, Tanzania Teaching Compendium on General Chemistry (CH 111) by Dr. AnandaMurthyM.Sc., M.Phil., Ph.D. Department of Chemistry, School of Physical Sciences, College of Natural &Mathematical Sciences, The University of Dodoma. UDOM- Study Material 2013-14 Page 1 CH 111: General Chemistry Dr. Ananda M Preface The importance of learning chemistry cannot be overemphasized. In this regard, all branches of chemistry contribute to the overall role that chemistry plays in daily life. The course content of CH 111 is designed to bridge the gap between the high school and the undergraduate chemistry, with respect to some fundamental topics in chemistry for first year chemistry students. This compendium will be helpful to the students, due to its relevance to the course content and will promote better understanding of the subject matter. It is intended to enable students to achieve the learning objectives and learning outcomes of CH 111 by being a quick reference to learners. The author of the compendium has presented the contents in a simplified manner by using various illustrations, including structures, tables, figures, and other relevant information to help the learner understand easily. This compendium will, to greater extent, help in understanding the basic concepts in chemistry. Dr. J.J. Makangara Senior Lecturer, Department of Chemistry, Former Dean, School of Physical Sciences, College...
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