Chapter 10 – Chemical Reactions Notes
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Chemistry Grade Level 10 Units 1-15
COPPELL ISD SUBJECT YEAR AT A GLANCE GRADE HEMISTRY UNITS C LEVEL 1-15 10 Program Transfer Goals ● Ask questions, recognize and define problems, and propose solutions. ● Safely and ethically collect, analyze, and evaluate appropriate data. ● Utilize, create, and analyze models to understand the world. ● Make valid claims and informed decisions based on scientific evidence. ● Effectively communicate scientific reasoning to a target audience. PACING 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit Unit Unit Unit Unit Unit Unit Unit Unit 7 8 9 10 11 12 13 14 15 1.5 wks 2 wks 1.5 wks 2 wks 3 wks 5.5 wks 1.5 2 2.5 2 wks 2 2 2 wks 1.5 1.5 wks wks wks wks wks wks wks Assurances for a Guaranteed and Viable Curriculum Adherence to this scope and sequence affords every member of the learning community clarity on the knowledge and skills on which each learner should demonstrate proficiency. In order to deliver a guaranteed and viable curriculum, our team commits to and ensures the following understandings: Shared Accountability: Responding -
The Practice of Chemistry Education (Paper)
CHEMISTRY EDUCATION: THE PRACTICE OF CHEMISTRY EDUCATION RESEARCH AND PRACTICE (PAPER) 2004, Vol. 5, No. 1, pp. 69-87 Concept teaching and learning/ History and philosophy of science (HPS) Juan QUÍLEZ IES José Ballester, Departamento de Física y Química, Valencia (Spain) A HISTORICAL APPROACH TO THE DEVELOPMENT OF CHEMICAL EQUILIBRIUM THROUGH THE EVOLUTION OF THE AFFINITY CONCEPT: SOME EDUCATIONAL SUGGESTIONS Received 20 September 2003; revised 11 February 2004; in final form/accepted 20 February 2004 ABSTRACT: Three basic ideas should be considered when teaching and learning chemical equilibrium: incomplete reaction, reversibility and dynamics. In this study, we concentrate on how these three ideas have eventually defined the chemical equilibrium concept. To this end, we analyse the contexts of scientific inquiry that have allowed the growth of chemical equilibrium from the first ideas of chemical affinity. At the beginning of the 18th century, chemists began the construction of different affinity tables, based on the concept of elective affinities. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Finally, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions were presented. The historical approach of the first key ideas may serve as a basis for an appropriate sequencing of -
General Inorganic Chemistry
General Inorganic Chemistry Pre DP Chemistry Period 1 • Teacher: Annika Nyberg • [email protected] • Urgent messages via Wilma! Klicka här för att ändra format på underrubrik i bakgrunden • Course book: • CliffsNotes: Chemistry Quick Review http://www.chem1.com/acad/webtext/virtualtextbook.html Content • Introduction • The Structure of Matter (Chapter 1) • The Atom (Chapter 2 and 3) • Chemical bonding (Chapter 5) • The Mole (Chapter 2) • Solutions (Chapter 9) • Acids and bases (Chapter 10) • Quiz • Revision • EXAM 9.00-11.45 Assessment Exam: 80 % Quiz: 20% + practical work, activity and absences 1. Chemistry: a Science for the twenty-first century ● Chemistry has ancient roots, but is now a modern and active, evolving science. ● Chemistry is often called the central science, because a basic knowledge of chemistry is essential for students in biology, physics, geology and many other subjects. https://www.youtube.com/watch?v=tTlnrhiadnI ● Chemical research and development has provided us with new substances with specific properties. These substances have improved the quality of our lives. Health and medicine vaccines sanitation systems antibiotics anesthesia and all other drugs Energy new alternative energy sources (e.g. solar energy to electric energy, nuclear fission) electric cars with long lasting batteries Environment greenhouse gases acid rain and smog Materials and Technology ● polymers (rubber and nylon), ceramics (cookware), liquid crystals (electronic displays), adhesives (Post-It notes), coatings (latex-paint), silicon chips (computers) Food and Agriculture substances for biotechnology ● The purpose of this course is to make you understand how chemists see the world. ● In other words, if you see one thing (in the macroscopic world) you think another (visualize the particles and events in the microscopic world). -
Basic Chemistry
CH 2- THE CHEMISTRY OF LIFE Atoms . The study of chemistry begins with the basic unit of matter, the atom. The Greek philosopher Democritus called the smallest fragment of matter the atom, from the Greek word atomos. Atoms (cont.) . Placed side by side, 100 million atoms would make a row only about 1 centimeter long. Atoms contain subatomic particles that are even smaller. Atoms (cont.) . What three subatomic particles make up atoms? Atoms (cont.) . The subatomic particles that make up atoms are . protons . neutrons . electrons Atoms (cont.) . Smallest property of an element that still has the properties of that element . “The building blocks of matter” . Atoms are made of smaller (subatomic) particles arranged in a particular way . p+ (proton) . n° (neutron) . e- (electron) Atoms (cont.) . Protons and neutrons have about the same mass. Protons are positively charged particles (+). Neutrons carry no charge (◦). Strong forces bind protons and neutrons together to form the nucleus, which is at the center of the atom. Atoms (cont.) . The electron is a negatively charged particle (−) with 1/1840 the mass of a proton. Electrons are in constant motion in the space surrounding the nucleus (e- cloud). Atoms (cont.) . The subatomic particles in a helium atom. Atoms (cont.) • Electrons are attracted to the positively charged nucleus but remain outside the nucleus because of the energy of their motion. • Because atoms have equal numbers of electrons and protons, and because these subatomic particles have equal but opposite charges, atoms are neutral. Atoms (cont.) . Atomic number- # of p+ AND electrons in an atom . Mass number- total # of p+ + n° in an atom . -
Andrea Deoudes, Kinetics: a Clock Reaction
A Kinetics Experiment The Rate of a Chemical Reaction: A Clock Reaction Andrea Deoudes February 2, 2010 Introduction: The rates of chemical reactions and the ability to control those rates are crucial aspects of life. Chemical kinetics is the study of the rates at which chemical reactions occur, the factors that affect the speed of reactions, and the mechanisms by which reactions proceed. The reaction rate depends on the reactants, the concentrations of the reactants, the temperature at which the reaction takes place, and any catalysts or inhibitors that affect the reaction. If a chemical reaction has a fast rate, a large portion of the molecules react to form products in a given time period. If a chemical reaction has a slow rate, a small portion of molecules react to form products in a given time period. This experiment studied the kinetics of a reaction between an iodide ion (I-1) and a -2 -1 -2 -2 peroxydisulfate ion (S2O8 ) in the first reaction: 2I + S2O8 I2 + 2SO4 . This is a relatively slow reaction. The reaction rate is dependent on the concentrations of the reactants, following -1 m -2 n the rate law: Rate = k[I ] [S2O8 ] . In order to study the kinetics of this reaction, or any reaction, there must be an experimental way to measure the concentration of at least one of the reactants or products as a function of time. -2 -2 -1 This was done in this experiment using a second reaction, 2S2O3 + I2 S4O6 + 2I , which occurred simultaneously with the reaction under investigation. Adding starch to the mixture -2 allowed the S2O3 of the second reaction to act as a built in “clock;” the mixture turned blue -2 -2 when all of the S2O3 had been consumed. -
All About the Chemical Bonds and Compounds
All about the Chemical Bonds and Compounds Video Transcript Almost everything we see or touch in daily life – such as the food we eat, the water we drink, the air we breathe, and so on – is the result of chemical bonding. In other words, the world around us is generally not composed of isolated atoms. Instead, atoms bond to one another to form molecules and hence chemical compounds, which make up the world around us. Chemical bonding is the physical process that causes atoms and molecules to be attracted to each other and held together in more stable chemical compounds. There are three primary types of chemical bonds and compounds: Ionic bonds, covalent bonds, and metallic bonds. With ionic bonds, electrons are exchanged or transferred between atoms. They exist in ionic compounds. Generally, they’re a metal and a nonmetal – sodium chloride, magnesium oxide, etc. With covalent bonds, electrons are shared among the atoms. They exist in covalent and molecular compounds. Generally, they are nonmetals – carbon dioxide, dihydrogen monoxide, etc. With metallic bonds, a pool of electrons roam freely across entire molecule. They exist in metallic compounds. Generally, they’re metals and alloys – copper, gold, etc. A chemical compound is a group of two or more different atoms that are attracted to each other. Compounds can be divided into ionic compounds, covalent compounds, and metallic compounds. This table lists some key properties of each. Be aware that it is the valence electrons (those in the outermost level) that are involved in bonding. Atoms try to fill their outer energy levels because it’s energetically favorable for atoms to be in that configuration and it makes them stable. -
Chemical Formula
Chemical Formula Jean Brainard, Ph.D. Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) AUTHOR Jean Brainard, Ph.D. To access a customizable version of this book, as well as other interactive content, visit www.ck12.org CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the FlexBook®, CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning, powered through the FlexBook Platform®. Copyright © 2013 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference. -
1 5. Chemical Bonding
5. Chemical Bonding: The Covalent Bond Model 5.1 The Covalent Bond Model Almost all chemical substances are found as aggregates of atoms in the form of molecules and ions produced through the reactions of various atoms of elements except the noble-gas elements which are stable mono-atomic gases. Chemical bond is a term that describes the attractive force that is holding the atoms of the same or different kind of atoms in forming a molecule or ionic solid that has more stability than the individual atoms. Depending on the kinds of atoms participating in the interaction there seem to be three types of bonding: Gaining or Losing Electrons: Ionic bonding: Formed between many ions formed by metal and nonmetallic elements. Sharing Electrons: Covalent bonding: sharing of electrons between two atoms of non-metals. Metallic Bonding: sharing of electrons between many atoms of metals. Ionic Compounds Covalent Compounds Metallic Compounds 1. Metal and non-meal Non-metal and non-meal Metal of one type or, element combinations. elements combinations. combinations of two or metal elements combinations. 2. High melting brittle Gases, liquids, or waxy, low Conducting, high melting, crystalline solids. melting soft solids. malleable, ductile crystalline solids. 3. Do not conduct as a solid Do not conduct electricity at Conduct electricity at solid but conducts electricity any state. and molten states. when molten. 4. Dissolved in water produce Most are soluble in non-polar Insoluble in any type of conducting solutions solvents and few in water. solvents. (electrolytes) and few These solutions are non- are soluble in non-polar conducting (non- solvents. -
A Science That Studies the Composition and Properties of Matter. 1. Matter
Chemistry Basics I. Intro A. Chemistry Def- a science that studies the composition and properties of matter . 1. matter- anything that takes up space and has mass. B. Basic Terms: 1. Atom: neutral particle having one nucleus; the smallest representative sample of an element. In other words it is the base building block, of an element. 2. Element: a substance in which all of the atoms have the same atomic number. A substance that cannot be broken down by chemical reactions into anything that is both stable and simpler. Furthermore, all the atoms within an element have the same number of protons. 3. Molecule: a neutral particle composed of two or more atoms combined in a definite ratio of whole numbers. 4. Compound: a substance consisting of chemically combined atoms from two or more elements and present in a definite ratio.( Oxygen mass is always 8 times that of hydrogen) 5. Physical property: a property that can be observed without changing the chemical makeup of a substance. (eg. Color) Is melting point one? 6. Chemical reaction: chemicals, starting materials (reactants), interact with each other resulting in other substances, ending materials (products), with different properties. 7. Chemical Property: The ability of a substance, either by itself or with other substances, to undergo a change into new substances. 8. Extensive Property: a property that depends on sample size.(Volume) 9. Intensive Property: properties independent of size. ( Color, electrical conductivity, melting point…) 10. Pure substance: a substance that is always the same, regardless of its source. 11. Mixtures: a physical combination of elements or compounds that has no particular proportion by mass. -
Chemistry - B.S
Chemistry - B.S. College of (Biochemistry Option) Arts and Sciences The Department of Chemistry offers the Bachelor of Science degree for students who Graduation Composition and Communication Requirement intend to become professional chemists or do graduate work in chemistry or a closely (GCCR) related discipline. There are three options in the B.S. program: a traditional track WRD 310 Writing in the Natural Sciences ............................................................. 3 covering all the major areas of chemistry, an option that emphasizes biochemistry and an option in materials chemistry. The Biochemistry and Traditional Options are Graduation Composition and Communication certified by the American Chemical Society. A Bachelor of Arts degree program is Requirement hours (GCCR) .................................................................... 3 offered as well for students who want greater flexibility in the selection of courses to perhaps pursue more diverse degree options, including dual and double majors. For College Requirements all majors CHE 109 and CHE 110 have been defined as equivalent to CHE 105. The I. Foreign Language (placement exam recommended) ................................... 0-14 Department also offers the Master of Science and the Doctor of Philosophy degree. II. Disciplinary Requirements a. Natural Science (completed by Major Requirements) 128 hours b. Social Science ......................................................................................... 3 Any student earning a Bachelor of Science (BS) -
A Revolution That Never Happened
Studies in History and Philosophy of Science 49 (2015) 80e90 Contents lists available at ScienceDirect Studies in History and Philosophy of Science journal homepage: www.elsevier.com/locate/shpsa A Revolution that never happened Ursula Klein Max Planck Institute for the History of Science, Germany article info abstract Article history: If we define scientific revolutions as changes of scientists’ ontologies, types of causal explanation, and Available online 19 December 2014 paradigmatic types of methods and instruments, Antoine-Laurent Lavoisier’s contribution to chemistry did not amount to a scientific revolution. Contrary to the received view that Lavoisier initiated a Keywords: “chemical revolution,” which is accepted by Chang and Kusch, I argue that Lavoisier shared with the Chemical revolution; phlogistonists their “flat ontology” of chemical substance, established decades before the 1770s, their Ontology of substances; types of explaining chemical transformation, and their quantitative methods. Based on my historical Elements; reconstruction, I criticize Chang’s argument that the late eighteenth-century phlogistic systems and Mixts; ’ Chemical compounds; Lavoisier s system belonged to two different theoretical traditions. As a consequence, I also question ’ ’ Affinity Chang s argument that the acceptance of Lavoisier s system can be explained in terms of dominance of “compositionism” over “principlism.” Ó 2014 Elsevier Ltd. All rights reserved. When citing this paper, please use the full journal title Studies in History and Philosophy of Science 1. Introduction following the path to Lavoisier’s system, I will compare the phlo- gistic and the antiphlogistic system from a broader historical and As is well known, Thomas Kuhn highlighted Lavoisier’s “chem- philosophical perspective. -
5.3 Controlling Chemical Reactions Vocabulary: Activation Energy
5.3 Controlling Chemical Reactions Vocabulary: Activation energy – Concentration – Catalyst – Enzyme – Inhibitor - How do reactions get started? Chemical reactions won’t begin until the reactants have enough energy. The energy is used to break the chemical bonds of the reactants. Then the atoms form the new bonds of the products. Activation Energy is the minimum amount of energy needed to start a chemical reaction. All chemical reactions need a certain amount of activation energy to get started. Usually, once a few molecules react, the rest will quickly follow. The first few reactions provide the activation energy for more molecules to react. Hydrogen and oxygen can react to form water. However, if you just mix the two gases together, nothing happens. For the reaction to start, activation energy must be added. An electric spark or adding heat can provide that energy. A few of the hydrogen and oxygen molecules will react, producing energy for even more molecules to react. Graphing Changes in Energy Every chemical reaction needs activation energy to start. Whether or not a reaction still needs more energy from the environment to keep going depends on whether it is exothermic or endothermic. The peaks on the graphs show the activation energy. Notice that at the end of the exothermic reaction, the products have less energy than the reactants. This type of reaction results in a release of energy. The burning of fuels, such as wood, natural gas, or oil, is an example of an exothermic reaction. Endothermic reactions also need activation energy to get started. In addition, they need energy to continue.