PS CH 10 matter properties and changes editedEsther Herrera
The document discusses the properties and types of matter, including the three states of matter (solid, liquid, gas), mixtures and their separation, physical and chemical properties, physical and chemical changes, and the laws of conservation of mass, definite proportions, and multiple proportions as they relate to matter and chemical reactions. Elements are pure substances that cannot be broken down further, while compounds are combinations of two or more elements that have properties different from their component elements. Matter is anything that has mass and takes up space.
The document provides instructions for a group project to create a timeline portraying the development of atomic theory. Students must include the name, time period, accomplishments and discoveries about atoms, including any experiments used, as well as a labeled drawing of the atomic model, for at least one of the following scientists: John Dalton, J.J. Thomson, Robert Millikan, Ernest Rutherford, Joseph Moseley, James Chadwick, or William Crookes.
This document provides instructions for chemistry extra credit due on October 9th, 2012 at 2:20PM. Students are to create 2 flashcards, with the word on the front and the definition, a drawing representing the word, and a sentence using the word on the same side. Words can be chosen from any chapter 1 through 12 in the textbook and include common science terms like mass, density, electricity, and reflection. Students should post the words they choose to avoid repetition.
The document explains that dimensional analysis is a method for solving problems involving unit conversions by treating the units, or dimensions, the same as the numbers to cancel units out of the calculation. It demonstrates dimensional analysis through examples like converting
This document discusses developing observation skills through a chemistry experiment involving milk, vegetable oil, food coloring, water, and dishwashing detergent. Students are instructed to observe what happens when detergent is added to mixtures containing these substances in order to infer how detergent interacts with lipids. The results of the experiment aim to demonstrate how detergent works to break up lipids like oil and allow inferences to be made about real-world applications, such as cleaning up oil spills.
Here are the key rules for significant figures:
- Count all digits known with certainty
- Estimated digits are underlined or in parentheses
- Zeros between nonzero digits are significant
- Leading zeros are not significant
- Trailing zeros are significant if used to indicate a decimal
When performing calculations:
- The answer cannot be more precise than the least precise term
- Round answers to the least number of significant figures
The number of significant figures indicates the precision or uncertainty of a measurement. It provides important information about the reliability and reproducibility of experimental results.
The document provides a year-at-a-glance pacing guide for a Chemistry I course. It outlines the major topics to be covered in each of the four nine-week periods, including: introduction to chemistry, matter and energy, the periodic table, chemical bonding and molecular structures in the first period; nomenclature and formulas, chemical reactions, the mole, and stoichiometry in the second period; states of matter, solutions, acids and bases in the third period; and reaction rates, gas laws, nuclear chemistry, energy and chemical change, and an introduction to organic chemistry in the fourth period.
PS CH 10 matter properties and changes editedEsther Herrera
The document discusses the properties and types of matter, including the three states of matter (solid, liquid, gas), mixtures and their separation, physical and chemical properties, physical and chemical changes, and the laws of conservation of mass, definite proportions, and multiple proportions as they relate to matter and chemical reactions. Elements are pure substances that cannot be broken down further, while compounds are combinations of two or more elements that have properties different from their component elements. Matter is anything that has mass and takes up space.
The document provides instructions for a group project to create a timeline portraying the development of atomic theory. Students must include the name, time period, accomplishments and discoveries about atoms, including any experiments used, as well as a labeled drawing of the atomic model, for at least one of the following scientists: John Dalton, J.J. Thomson, Robert Millikan, Ernest Rutherford, Joseph Moseley, James Chadwick, or William Crookes.
This document provides instructions for chemistry extra credit due on October 9th, 2012 at 2:20PM. Students are to create 2 flashcards, with the word on the front and the definition, a drawing representing the word, and a sentence using the word on the same side. Words can be chosen from any chapter 1 through 12 in the textbook and include common science terms like mass, density, electricity, and reflection. Students should post the words they choose to avoid repetition.
The document explains that dimensional analysis is a method for solving problems involving unit conversions by treating the units, or dimensions, the same as the numbers to cancel units out of the calculation. It demonstrates dimensional analysis through examples like converting
This document discusses developing observation skills through a chemistry experiment involving milk, vegetable oil, food coloring, water, and dishwashing detergent. Students are instructed to observe what happens when detergent is added to mixtures containing these substances in order to infer how detergent interacts with lipids. The results of the experiment aim to demonstrate how detergent works to break up lipids like oil and allow inferences to be made about real-world applications, such as cleaning up oil spills.
Here are the key rules for significant figures:
- Count all digits known with certainty
- Estimated digits are underlined or in parentheses
- Zeros between nonzero digits are significant
- Leading zeros are not significant
- Trailing zeros are significant if used to indicate a decimal
When performing calculations:
- The answer cannot be more precise than the least precise term
- Round answers to the least number of significant figures
The number of significant figures indicates the precision or uncertainty of a measurement. It provides important information about the reliability and reproducibility of experimental results.
The document provides a year-at-a-glance pacing guide for a Chemistry I course. It outlines the major topics to be covered in each of the four nine-week periods, including: introduction to chemistry, matter and energy, the periodic table, chemical bonding and molecular structures in the first period; nomenclature and formulas, chemical reactions, the mole, and stoichiometry in the second period; states of matter, solutions, acids and bases in the third period; and reaction rates, gas laws, nuclear chemistry, energy and chemical change, and an introduction to organic chemistry in the fourth period.
This document outlines the daily agenda, procedures, expectations, and rules for Ms. Herrera's chemistry class. It includes details about completing a daily log and journal, completing the "two truths and a lie" icebreaker, reviewing class rules and procedures. Students are expected to follow classroom management procedures like raising their hand before speaking, only leaving one at a time with a pass, and completing make-up work in a timely manner. Consequences for misbehavior and rewards for good behavior are outlined. The grading policy and required materials are also listed.
The document outlines a year-long pacing guide for a physical science course divided into four quarters or nine weeks. It includes 17 units that will be covered such as: measurement, motion, forces, energy, work and machines, sound and light, electricity, magnetism, the nature of matter, thermal chemistry, behavior of gases, atomic structure, compounds, chemical reactions, energy and chemical reactions, and solutions. The pacing guide provides an overview of the essential physical science concepts and topics that will be taught each quarter over the course of the academic year.
The document outlines laboratory safety rules and procedures for students. It instructs students to know emergency exit routes, safety equipment locations and uses, proper lab conduct including obtaining permission before handling materials, and cleaning up fully after experiments. It also has students sign a safety contract agreeing to follow all teacher instructions, protect themselves, keep work areas clean, know where help is located, and behave responsibly in the lab.
The document outlines the importance of safety in the science lab, noting that safety is the number one priority and that everyone is responsible for following the rules. It provides an overview of general safety guidelines, safety symbols, safety equipment, examples of unsafe situations, and what to do in an emergency. Students must sign a safety contract and study for a safety quiz to demonstrate their understanding of the lab safety procedures.
The document provides a third quarter assessment review with multiple choice and short answer questions covering topics like naming compounds, writing chemical formulas, performing stoichiometry calculations using moles and the ideal gas law, and identifying variables in a scientific experiment. It includes the questions, spaces to write answers, and the completed answer key.
The document reviews key concepts for the third quarter assessment including the scientific method, bonding, naming compounds and ions, mixtures, the mole, energy diagrams, phases of matter, reaction rates, and gas laws. It provides examples and explanations of important terms and concepts to help students prepare.
This document provides instructions for completing stoichiometry calculations using mass-to-mass conversions. It includes a sample reaction and 5 practice problems using the reaction between sulfur, oxygen, hydrogen, and sulfuric acid. The instructions emphasize converting between grams and moles in 3 steps: 1) convert mass to moles, 2) use mole ratios from the balanced chemical equation, and 3) convert moles back to mass. Work must be shown for full credit.
This document provides instructions for completing mass-to-mass stoichiometry problems using chemical reactions. It includes a sample reaction of sulfur reacting with oxygen and hydrogen to form sulfuric acid, along with 5 practice problems using this reaction. It instructs students to show their work and uses the steps of converting between grams and moles, using mole ratios from the balanced chemical equation, and converting between moles and grams.
This document provides instructions and questions about mole ratios and calculations involving chemical equations. Students are asked to write conversion factors between elements in compounds, calculate moles of one substance given moles of another in a balanced equation, list mole ratios, and determine unknown quantities of substances using balanced chemical equations and moles of given substances.
Here are the steps to solve this problem:
1) Balance the equation: Zn + I2 → ZnI2
2) Convert given mass of Zn to moles:
125.0 g Zn → 2.25 mol Zn (molar mass = 65.38 g/mol)
3) Use mole ratio from balanced equation:
2.25 mol Zn → 2.25 mol ZnI2
4) Convert moles of ZnI2 to grams:
2.25 mol ZnI2 x 143.32 g/mol = 322.5 g ZnI2
So the mass of ZnI2 produced from 125.0 g of Zn is 322.5 g.
The document provides question prompts to help students practice comparing and contrasting, analyzing and evaluating information, determining an author's purpose and perspective, synthesizing information, identifying causes and effects, analyzing vocabulary and context clues, analyzing text features in informational and literary texts, analyzing descriptive language, determining the main idea and supporting details, analyzing text structure and organization, analyzing character and plot development as well as point of view and setting in literary texts, and evaluating the validity and reliability of information. The prompts are intended to assess a variety of reading comprehension and analysis skills.
This lab document outlines procedures for students to determine the number of moles and molecules in a mouthful of water and a bite of a cookie. Students will measure the mass of water before and after drinking, and of a cookie before and after taking a bite, then perform calculations to find the number of moles and molecules of each substance consumed based on molar mass. The purpose is to practice and reinforce the mole concept.
The document discusses the mole concept in chemistry. Some key points include:
- The mole represents a counted number of particles and in chemistry represents 6.02 x 1023 particles, known as Avogadro's number.
- Common calculations involving moles include converting between moles and number of particles/atoms/molecules, moles and mass using molar mass, and moles and volume at standard temperature and pressure.
- Molar mass is the mass in grams of one mole of a substance and is calculated by adding the atomic masses from the periodic table based on the chemical formula.
- Chemical formulas indicate the types and numbers of atoms in a compound, which can be used to determine mole
The document provides instructions for a lab activity to balance chemical equations. Students are asked to create a table with their names to record 10 chemical equations. They must balance each equation and identify the type of chemical reaction. The document also includes pre-lab questions about coefficients, subscripts, and elements represented by "H" and "S" to ensure students understand the concepts before conducting the activity.
This document describes a lab experiment comparing the physical properties and conductivity of ionic and covalent compounds. Students will observe properties like odor, hardness, and melting point. They will then test the conductivity of solid samples and their solutions in water using a homemade conductivity tester. This will allow them to determine whether unknown samples are ionic or covalent based on their conductivity.
This document discusses chemical reactions. It defines different types of chemical reactions including synthesis, combustion, decomposition, single replacement, and double replacement reactions. It provides examples of each type of reaction and gives steps for writing and balancing chemical equations. Key points covered include identifying evidence of a chemical reaction, writing word and skeleton equations, and using coefficients to balance equations so matter is conserved.
This document provides information on naming binary molecular compounds and acids. It explains that binary molecular compounds contain two nonmetal elements, and the name indicates the elements and number of atoms using prefixes and suffixes like -ide. Acids are compounds that release hydrogen ions (H+) in water. Binary acids contain hydrogen and one other element, named with prefixes like hydro-, while oxyacids contain an oxyanion like nitrate and are named with suffixes like -ic or -ous acid. The document gives examples of naming compounds from their formulas and vice versa.
This document provides information about covalent bonding including:
- Covalent bonds result from the sharing of valence electrons between nonmetal atoms.
- Molecules form when two or more atoms are bonded covalently. Diatomic molecules like O2, N2, and F2 contain two atoms of the same element bonded together.
- Single covalent bonds involve the sharing of one pair of electrons, double bonds two pairs, and triple bonds three pairs. Lewis structures are used to represent electron arrangements in molecules.
Types of chemical reactions ch 10 extra creditEsther Herrera
This document provides 10 chemical reactions and asks the reader to write the balanced chemical equations and identify the type of each reaction. The reactions include double replacement, synthesis, decomposition, and combustion reactions involving common reactants like acids, bases, metals, nonmetals and compounds. Identifying these fundamental chemical reaction types is an important part of understanding chemistry.
Name writing compounds with transition metalsEsther Herrera
This document provides examples of naming binary ionic compounds containing transition metals by listing the compound name, positive ion, negative ion, and formula. It includes 20 examples of compounds containing ions like sodium, silver, barium, lithium, aluminum, zinc, iron, nickel, chromium, iron, copper, magnesium, gallium, boron, and calcium paired with ions like iodide, sulfide, oxide, bromide, selenide, phosphide, chloride, nitride, and sulfide. The formulas of the compounds are written based on the listed positive and negative ions.
This document outlines the daily agenda, procedures, expectations, and rules for Ms. Herrera's chemistry class. It includes details about completing a daily log and journal, completing the "two truths and a lie" icebreaker, reviewing class rules and procedures. Students are expected to follow classroom management procedures like raising their hand before speaking, only leaving one at a time with a pass, and completing make-up work in a timely manner. Consequences for misbehavior and rewards for good behavior are outlined. The grading policy and required materials are also listed.
The document outlines a year-long pacing guide for a physical science course divided into four quarters or nine weeks. It includes 17 units that will be covered such as: measurement, motion, forces, energy, work and machines, sound and light, electricity, magnetism, the nature of matter, thermal chemistry, behavior of gases, atomic structure, compounds, chemical reactions, energy and chemical reactions, and solutions. The pacing guide provides an overview of the essential physical science concepts and topics that will be taught each quarter over the course of the academic year.
The document outlines laboratory safety rules and procedures for students. It instructs students to know emergency exit routes, safety equipment locations and uses, proper lab conduct including obtaining permission before handling materials, and cleaning up fully after experiments. It also has students sign a safety contract agreeing to follow all teacher instructions, protect themselves, keep work areas clean, know where help is located, and behave responsibly in the lab.
The document outlines the importance of safety in the science lab, noting that safety is the number one priority and that everyone is responsible for following the rules. It provides an overview of general safety guidelines, safety symbols, safety equipment, examples of unsafe situations, and what to do in an emergency. Students must sign a safety contract and study for a safety quiz to demonstrate their understanding of the lab safety procedures.
The document provides a third quarter assessment review with multiple choice and short answer questions covering topics like naming compounds, writing chemical formulas, performing stoichiometry calculations using moles and the ideal gas law, and identifying variables in a scientific experiment. It includes the questions, spaces to write answers, and the completed answer key.
The document reviews key concepts for the third quarter assessment including the scientific method, bonding, naming compounds and ions, mixtures, the mole, energy diagrams, phases of matter, reaction rates, and gas laws. It provides examples and explanations of important terms and concepts to help students prepare.
This document provides instructions for completing stoichiometry calculations using mass-to-mass conversions. It includes a sample reaction and 5 practice problems using the reaction between sulfur, oxygen, hydrogen, and sulfuric acid. The instructions emphasize converting between grams and moles in 3 steps: 1) convert mass to moles, 2) use mole ratios from the balanced chemical equation, and 3) convert moles back to mass. Work must be shown for full credit.
This document provides instructions for completing mass-to-mass stoichiometry problems using chemical reactions. It includes a sample reaction of sulfur reacting with oxygen and hydrogen to form sulfuric acid, along with 5 practice problems using this reaction. It instructs students to show their work and uses the steps of converting between grams and moles, using mole ratios from the balanced chemical equation, and converting between moles and grams.
This document provides instructions and questions about mole ratios and calculations involving chemical equations. Students are asked to write conversion factors between elements in compounds, calculate moles of one substance given moles of another in a balanced equation, list mole ratios, and determine unknown quantities of substances using balanced chemical equations and moles of given substances.
Here are the steps to solve this problem:
1) Balance the equation: Zn + I2 → ZnI2
2) Convert given mass of Zn to moles:
125.0 g Zn → 2.25 mol Zn (molar mass = 65.38 g/mol)
3) Use mole ratio from balanced equation:
2.25 mol Zn → 2.25 mol ZnI2
4) Convert moles of ZnI2 to grams:
2.25 mol ZnI2 x 143.32 g/mol = 322.5 g ZnI2
So the mass of ZnI2 produced from 125.0 g of Zn is 322.5 g.
The document provides question prompts to help students practice comparing and contrasting, analyzing and evaluating information, determining an author's purpose and perspective, synthesizing information, identifying causes and effects, analyzing vocabulary and context clues, analyzing text features in informational and literary texts, analyzing descriptive language, determining the main idea and supporting details, analyzing text structure and organization, analyzing character and plot development as well as point of view and setting in literary texts, and evaluating the validity and reliability of information. The prompts are intended to assess a variety of reading comprehension and analysis skills.
This lab document outlines procedures for students to determine the number of moles and molecules in a mouthful of water and a bite of a cookie. Students will measure the mass of water before and after drinking, and of a cookie before and after taking a bite, then perform calculations to find the number of moles and molecules of each substance consumed based on molar mass. The purpose is to practice and reinforce the mole concept.
The document discusses the mole concept in chemistry. Some key points include:
- The mole represents a counted number of particles and in chemistry represents 6.02 x 1023 particles, known as Avogadro's number.
- Common calculations involving moles include converting between moles and number of particles/atoms/molecules, moles and mass using molar mass, and moles and volume at standard temperature and pressure.
- Molar mass is the mass in grams of one mole of a substance and is calculated by adding the atomic masses from the periodic table based on the chemical formula.
- Chemical formulas indicate the types and numbers of atoms in a compound, which can be used to determine mole
The document provides instructions for a lab activity to balance chemical equations. Students are asked to create a table with their names to record 10 chemical equations. They must balance each equation and identify the type of chemical reaction. The document also includes pre-lab questions about coefficients, subscripts, and elements represented by "H" and "S" to ensure students understand the concepts before conducting the activity.
This document describes a lab experiment comparing the physical properties and conductivity of ionic and covalent compounds. Students will observe properties like odor, hardness, and melting point. They will then test the conductivity of solid samples and their solutions in water using a homemade conductivity tester. This will allow them to determine whether unknown samples are ionic or covalent based on their conductivity.
This document discusses chemical reactions. It defines different types of chemical reactions including synthesis, combustion, decomposition, single replacement, and double replacement reactions. It provides examples of each type of reaction and gives steps for writing and balancing chemical equations. Key points covered include identifying evidence of a chemical reaction, writing word and skeleton equations, and using coefficients to balance equations so matter is conserved.
This document provides information on naming binary molecular compounds and acids. It explains that binary molecular compounds contain two nonmetal elements, and the name indicates the elements and number of atoms using prefixes and suffixes like -ide. Acids are compounds that release hydrogen ions (H+) in water. Binary acids contain hydrogen and one other element, named with prefixes like hydro-, while oxyacids contain an oxyanion like nitrate and are named with suffixes like -ic or -ous acid. The document gives examples of naming compounds from their formulas and vice versa.
This document provides information about covalent bonding including:
- Covalent bonds result from the sharing of valence electrons between nonmetal atoms.
- Molecules form when two or more atoms are bonded covalently. Diatomic molecules like O2, N2, and F2 contain two atoms of the same element bonded together.
- Single covalent bonds involve the sharing of one pair of electrons, double bonds two pairs, and triple bonds three pairs. Lewis structures are used to represent electron arrangements in molecules.
Types of chemical reactions ch 10 extra creditEsther Herrera
This document provides 10 chemical reactions and asks the reader to write the balanced chemical equations and identify the type of each reaction. The reactions include double replacement, synthesis, decomposition, and combustion reactions involving common reactants like acids, bases, metals, nonmetals and compounds. Identifying these fundamental chemical reaction types is an important part of understanding chemistry.
Name writing compounds with transition metalsEsther Herrera
This document provides examples of naming binary ionic compounds containing transition metals by listing the compound name, positive ion, negative ion, and formula. It includes 20 examples of compounds containing ions like sodium, silver, barium, lithium, aluminum, zinc, iron, nickel, chromium, iron, copper, magnesium, gallium, boron, and calcium paired with ions like iodide, sulfide, oxide, bromide, selenide, phosphide, chloride, nitride, and sulfide. The formulas of the compounds are written based on the listed positive and negative ions.