Chapter 3: Ions, Ionic Compounds, and Nomenclature
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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 -
Prebiological Evolution and the Metabolic Origins of Life
Prebiological Evolution and the Andrew J. Pratt* Metabolic Origins of Life University of Canterbury Keywords Abiogenesis, origin of life, metabolism, hydrothermal, iron Abstract The chemoton model of cells posits three subsystems: metabolism, compartmentalization, and information. A specific model for the prebiological evolution of a reproducing system with rudimentary versions of these three interdependent subsystems is presented. This is based on the initial emergence and reproduction of autocatalytic networks in hydrothermal microcompartments containing iron sulfide. The driving force for life was catalysis of the dissipation of the intrinsic redox gradient of the planet. The codependence of life on iron and phosphate provides chemical constraints on the ordering of prebiological evolution. The initial protometabolism was based on positive feedback loops associated with in situ carbon fixation in which the initial protometabolites modified the catalytic capacity and mobility of metal-based catalysts, especially iron-sulfur centers. A number of selection mechanisms, including catalytic efficiency and specificity, hydrolytic stability, and selective solubilization, are proposed as key determinants for autocatalytic reproduction exploited in protometabolic evolution. This evolutionary process led from autocatalytic networks within preexisting compartments to discrete, reproducing, mobile vesicular protocells with the capacity to use soluble sugar phosphates and hence the opportunity to develop nucleic acids. Fidelity of information transfer in the reproduction of these increasingly complex autocatalytic networks is a key selection pressure in prebiological evolution that eventually leads to the selection of nucleic acids as a digital information subsystem and hence the emergence of fully functional chemotons capable of Darwinian evolution. 1 Introduction: Chemoton Subsystems and Evolutionary Pathways Living cells are autocatalytic entities that harness redox energy via the selective catalysis of biochemical transformations. -
Naming Polyatomic Ions and Acids Oxyanions
Oxyanions Naming Polyatomic Ions and Oxyanions Acids Oxyanions- negative ions containing Oxyanions may contain the prefix oxygen. “hypo-”, less than, or “per-”, more than. These have the suffix “-ate” or “-ite” For example - “-ate” means it has more oxygen atoms ClO4 Perchlorate bonded, “-ite” has less - ClO3 Chlorate For example - ClO2 Chlorite 2- SO4 sulfate ClO- Hypochlorite 2- SO3 sulfite Acids Naming acids Naming Acids Certain compounds produce H+ ions in Does it contain oxygen? water, these are called acids. If it does not, it gets the prefix “hydro-” and If it does contain an oxyanion, then the suffix “-ic acid” replace the ending. You can recognize them because the neutral compound starts with “H”. HCl If the ending was “–ate”, add “-ic acid” Hydrochloric acid If the ending was “–ite”, add “-ous acid” For example HCl, H2SO4, and HNO3. HF Don’t confuse a polyatomic ion with a H2SO4 Sulfuric Acid Hydrofluoric acid neutral compound. H2SO3 Sulfurous Acid HCN HCO - is hydrogen carbonate, not an acid. 3 Hydrocyanic acid Examples Examples Nomenclature (naming) of Covalent compounds HNO3 HNO3 Nitric Acid HI HI Hydroiodic acid H3AsO4 H3AsO4 Arsenic Acid HClO2 HClO2 Chlorous Acid 1 Determining the type of bond Covalent bonding is very Covalent bonding is very First, determine if you have an ionic different from ionic naming compound or a covalent compound. similar to ionic naming A metal and a nonmetal will form an You always name the one that is least Ionic names ignored the subscript ionic bond. electronegative first (furthest from because there was only one possible Compounds with Polyatomic ions form fluorine) ratio of elements. -
Solutions to Exercises
Solutions to Exercises Note: There may be more than one correct path to a correct answer. Chapter 1. Problem Solving 1. If your answer doesn’tagree with the published answer,possibilities include a) your answer may be incorrect, b) the published answer may be incorrect, c) both may be incorrect, d) both may be correct (i.e. there may be more than one correct answer), e) typographical error (answer out of place). 2. Terminology: chemistry is a noun (object), but could refer to an object of study or prac- tice, etc. As an object of study,chemistry could refer to what is expected to be known by a novice, all that is known, all that may be known, etc; as a practice, chemistry could refer to practical applications, theoretical principles, processes where substances change called chemical reactions, etc. The word reasonable might connote logic, understand- ing, ethical practice, demand, etc. One might logically conclude that the subject of chemistry should be understandable, or that the field of chemistry should be non-productive (if it is reasonable to assume that chemistry is harmful to the environment, say), etc. This example is not meant to be totally trivial. Communication involves common under- standing of terminology,construction (syntax) and meaning (semantics). Forexample, the word "add" may mean different things depending on the context; e.g. calculators (add twointegers), travelagents (add the mileage, add a flight, total the cost). Clear definitions and logical thinking are essential to science. 3. There seems to be an implicit assumption that Alice wants to go somewhere. If she doesn’tspecify anydestination, the Cat may give anarbitrary route. -
Amount of Substance
www.CHEMSHEETS.co.uk AMOUNT OF SUBSTANCE © www.CHEMSHEETS.co.uk 28-July-2020 Chemsheets AS 1027 1 1 - FORMULAE If you are serious about doing A level Chemistry, you MUST be able to write a formula without a second thought. It is the single most essential skill for an A level chemist. You have to know and be able to use the information on this page – you should not be looking it up. There is no data sheet with ion charges at A level. If you can’t write a formula in an instant, DROP CHEMISTRY NOW and choose something else. Elements Monatomic Simple molecular Ionic Metallic Giant covalent helium hydrogen There are no ionic The formula is just the The formula is just the elements!! symbol, e.g. symbol neon nitrogen magnesium diamond argon oxygen iron graphite krypton fluorine sodium silicon xenon chlorine nickel radon bromine iodine phosphorus sulfur Compounds Monatomic Simple molecular Ionic Metallic Giant covalent There are no monatomic Some common These have to be There are no metallic silicon dioxide compounds!! molecular compounds: worked out using ion compounds!! charges – you have to carbon dioxide know these at AS/A carbon monoxide level! nitrogen monoxide LEARN them ASAP. nitrogen dioxide sulfur dioxide Note these acids: sulfur trioxide hydrochloric acid ammonia sulfuric acid methane nitric acid hydrogen sulfide phosphoric acid Positive ions Negative ions Group 1 ions: Group 3 ions: Group 7 ions: Other common ions lithium aluminium fluoride nitrate sodium chloride sulfate Other common ions potassium bromide carbonate silver iodide hydrogencarbonate Group 2 ions: zinc hydroxide magnesium Group 6 ions: ammonium hydride calcium oxide hydrogen phosphate barium sulfide © www.CHEMSHEETS.co.uk 28-July-2020 Chemsheets AS 1027 2 TASK 1 – WRITING FORMULAS OF IONIC COMPOUNDS 1) silver bromide …………………………. -
Acetate C2H3O2 Or CH3COO Or CH3CO2 Ammonium NH4
Name:_____________________ Memorization For AP Chem Polyatmic Ions AP Chemistry Polyatomic Ion list - - - Acetate C2H3O2 or CH 3COO or CH 3CO 2 + Ammonium NH 4 - Ammonium Carbonate NH 4CO 3 Cyanide CN - 2- Carbonate CO 3 2- Dichromate Cr 2O7 - Dihydrogen phosphate H2PO 4 - Hydrogen carbonate HCO 3 - Hydrogen sulfate HSO 4 - Hydronium H3O Hydroxide OH - 2- Monohydrogen Phosphate HPO 4 - Nitrate NO 3 - Nitrite NO 2 2- Oxalate C2O4 - Permanganate MnO 4 3- Phosphate PO 4 2- Sulfate SO 4 2- Sulfite SO 3 Hypochlorite ClO - - Chlorite ClO 2 - Chlorate ClO 3 - Perchlorate ClO 4 2- Chromate CrO 4 2- Silicate SiO 3 Thiocyanate SCN - 2- Thiosulfate S2O3 - Bromate BrO 3 2- Selenate SeO 4 - Bisulfite HSO 3 Name:_____________________ Memorization For AP Chem Rules for Naming an Acid When the name of the anion ends in –ide, the acid name begins with the prefix hydro-, the stem of the anion has the suffix –ic and it is followed by the word acid. -ide becomes hydro _____ic Acid Cl- is the Chloride ion so HCl = hydrochloric acid When the anion name ends in –ite, the acid name is the stem of the anion with the suffix –ous, followed by the word acid. -ite becomes ______ous Acid - ClO 2 is the Chlorite ion so HClO 2 = Chlorous acid. When the anion name ends in –ate, the acid name is the stem of the anion with the suffix –ic, followed by the word acid. -ate becomes ______ic Acid - ClO 3 is the Chlorate ion so HClO 3 = Chloric acid. Rules for Naming Ionic Compounds 1. -
4.2 Ionic Bonds Vocabulary: Ion – Polyatomic Ion – Ionic Bond – Ionic Compound – Chemical Formula – Subscript –
4.2 Ionic Bonds Vocabulary: Ion – Polyatomic ion – Ionic bond – Ionic compound – Chemical formula – Subscript – Crystal - An ion is an atom or group of atoms that has an electric charge. When a neutral atom loses a valence electron, it loses a negative charge. It becomes a positive ion. When a neutral atom gains an electron, it gains a negative charge and becomes a negative ion. Common Ions: Name Charge Symbol/Formula Lithium 1+ Li+ Sodium 1+ Na+ Potassium 1+ K+ Ammonium 1+ NH₄+ Calcium 2+ Ca²+ Magnesium 2+ Mg²+ Aluminum 3+ Al³+ Fluoride 1- F- Chloride 1- Cl- Iodide 1- I- Bicarbonate 1- HCO₃- Nitrate 1- NO₃- Oxide 2- O²- Sulfide 2- S²- Carbonate 2- CO₃²- Sulfate 2- SO₄²- Notice that some ions are made of several atoms. Ammonium is made of 1 nitrogen atom and 4 hydrogen atoms. Ions that are made of more than 1 atom are called polyatomic ions. Ionic bonds: When atoms that easily lose electrons react with atoms that easily gain electrons, valence electrons are transferred from one type to another. The transfer gives each type of atom a more stable arrangement of electrons. 1. Sodium has 1 valence electron. Chlorine has 7 valence electrons. 2. The valence electron of sodium is transferred to the chlorine atom. Both atoms become ions. Sodium atom becomes a positive ion (Na+) and chlorine becomes a negative ion (Cl-). 3. Oppositely charged particles attract, so the ions attract. An ionic bond is the attraction between 2 oppositely charged ions. The resulting compound is called an ionic compound. In an ionic compound, the total overall charge is zero because the total positive charges are equal to the total negative charges. -
SODIUM HYDROXIDE @Lye, Limewater, Lyewater@
Oregon Department of Human Services Office of Environmental Public Health (503) 731-4030 Emergency 800 NE Oregon Street #604 (971) 673-0405 Portland, OR 97232-2162 (971) 673-0457 FAX (971) 673-0372 TTY-Nonvoice TECHNICAL BULLETIN HEALTH EFFECTS INFORMATION Prepared by: ENVIRONMENTAL TOXICOLOGY SECTION OCTOBER, 1998 SODIUM HYDROXIDE @Lye, limewater, lyewater@ For More Information Contact: Environmental Toxicology Section (971) 673-0440 Drinking Water Section (971) 673-0405 Technical Bulletin - Health Effects Information Sodium Hydroxide Page 2 SYNONYMS: Caustic soda, sodium hydrate, soda lye, lye, natrium hydroxide CHEMICAL AND PHYSICAL PROPERTIES: - Molecular Formula: NaOH - White solid, crystals or powder, will draw moisture from the air and become damp on exposure - Odorless, flat, sweetish flavor - Pure solid material or concentrated solutions are extremely caustic, immediately injurious to skin, eyes and respiratory system WHERE DOES IT COME FROM? Sodium hydroxide is extracted from seawater or other brines by industrial processes. WHAT ARE THE PRINCIPLE USES OF SODIUM HYDROXIDE? Sodium hydroxide is an ingredient of many household products used for cleaning and disinfecting, in many cosmetic products such as mouth washes, tooth paste and lotions, and in food and beverage production for adjustment of pH and as a stabilizer. In its concentrated form (lye) it is used as a household drain cleaner because of its ability to dissolve organic solids. It is also used in many industries including glassmaking, paper manufacturing and mining. It is used widely in medications, for regulation of acidity. Sodium hydroxide may be used to counteract acidity in swimming pool water, or in drinking water. IS SODIUM HYDROXIDE NATURALLY PRESENT IN DRINKING WATER? Yes, because sodium and hydroxide ions are common natural mineral substances, they are present in many natural soils, in groundwater, in plants and in animal tissues. -
Chapter 10 – Chemical Reactions Notes
Chapter 8 – Chemical Reactions Notes Chemical Reactions: Chemical reactions are processes in which the atoms of one or more substances are rearranged to form different chemical compounds. How to tell if a chemical reaction has occurred (recap): Temperature changes that can’t be accounted for. o Exothermic reactions give off energy (as in fire). o Endothermic reactions absorb energy (as in a cold pack). Spontaneous color change. o This happens when things rust, when they rot, and when they burn. Appearance of a solid when two liquids are mixed. o This solid is called a precipitate. Formation of a gas / bubbling, as when vinegar and baking soda are mixed. Overall, the most important thing to remember is that a chemical reaction produces a whole new chemical compound. Just changing the way that something looks (breaking, melting, dissolving, etc) isn’t enough to qualify something as a chemical reaction! Balancing Equations Notes: Things to keep in mind when looking at the recipes for chemical reactions: 1) The stuff before the arrow is referred to as the “reactants” or “reagents”, and the stuff after the arrow is called the “products.” 2) The number of atoms of each element is the same on both sides of the arrow. Even though there may be different numbers of molecules, the number of atoms of each element needs to remain the same to obey the law of conservation of mass. 3) The numbers in front of the formulas tell you how many molecules or moles of each chemical are involved in the reaction. 4) Equations are nothing more than chemical recipes. -
Reactions of Lithium Nitride with Some Unsaturated Organic Compounds. Perry S
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1963 Reactions of Lithium Nitride With Some Unsaturated Organic Compounds. Perry S. Mason Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Mason, Perry S. Jr, "Reactions of Lithium Nitride With Some Unsaturated Organic Compounds." (1963). LSU Historical Dissertations and Theses. 898. https://digitalcommons.lsu.edu/gradschool_disstheses/898 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been 64—5058 microfilmed exactly as received MASON, Jr., Perry S., 1938- REACTIONS OF LITHIUM NITRIDE WITH SOME UNSATURATED ORGANIC COMPOUNDS. Louisiana State University, Ph.D., 1963 Chemistry, organic University Microfilms, Inc., Ann Arbor, Michigan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. REACTIONS OF LITHIUM NITRIDE WITH SOME UNSATURATED ORGANIC COMPOUNDS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requireiaents for the degree of Doctor of Philosophy in The Department of Chemistry by Perry S. Mason, Jr. B. S., Harding College, 1959 August, 1963 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. -
Carbon Dioxide Capture from Atmospheric Air Using Sodium
Environ. Sci. Technol. 2008, 42, 2728–2735 Carbon Dioxide Capture from Nearly all current research on CCS focuses on capturing CO2 from large, stationary sources such as power plants. Atmospheric Air Using Sodium Such plans usually entail separating CO2 from flue gas, compressing it, and transporting it via pipeline to be Hydroxide Spray sequestered underground. In contrast, the system described in this paper captures CO2 directly from ambient air (“air § capture”). This strategy will be expensive compared to capture JOSHUAH K. STOLAROFF, from point sources, but may nevertheless act as an important DAVID W. KEITH,‡ AND complement, since CO emissions from any sector can be GREGORY V. LOWRY*,† 2 captured, including emissions from diffuse sources such as Chemical and Petroleum Engineering, University of Calgary, aircraft or automobiles, where on-board carbon capture is and Departments of Civil and Environmental Engineering very difficult and the cost of alternatives is high. Additionally, and Engineering and Public Policy, Carnegie Mellon in a future economy with low carbon emissions, air capture University, Pittsburgh, Pennsylvania 15213 might be deployed to generate negative net emissions (1). This ability to reduce atmospheric CO2 concentrations faster Received October 15, 2007. Revised manuscript received than natural cycles allow would be particularly desirable in February 05, 2008. Accepted February 06, 2008. scenarios where climate sensitivity is on the high end of what is expected, resulting in unacceptable shifts in land usability and stress to ecosystems. In contrast to conventional carbon capture systems for Previous research has shown that air capture is theoreti- cally feasible in terms of thermodynamic energy require- power plants and other large point sources, the system described ments, land use (2), and local atmospheric transport of CO2 in this paper captures CO2 directly from ambient air. -
Ionic Compound Ratios Time: 1 -2 Class Periods
Collisions Lesson Plan Ionic Compound Ratios Time: 1 -2 class periods Lesson Description In this lesson, students will use Collisions to explore the formation of ionic compounds and compound ratios. Key Essential Questions 1. What makes up an ionic compound? 2. Are ionic compounds found in common ratios? Learning Outcomes Students will be able to determine the ionic compound ratio of an ionic compound. Prior Student Knowledge Expected Cations are postiviely charged ions and anions are negatively charged ions. Lesson Materials • Individual student access to Collisions on tablet, Chromebook, or computer. • Projector / display of teacher screen • Accompanying student resources (attached) Standards Alignment NGSS Alignment Science & Enginnering Practices Disciplinary Core Ideas Crosscutting Concepts • Developing and using • HS-PS-12. Construct and • Structure and Function models revise an explanation for the • Construcing explanations outcome of a simple chemical and designing solutions rection based on the outermost electron states of atoms, trends int he periodic table, and knowl- edge of the partterns of chemi- cal properties. www.playmadagames.com ©2018 PlayMada Games LLC. All rights reserved. 1 PART 1: Explore (15 minutes) Summary This is an inquiry-driven activity where students will complete the first few levels of the Collisions Ionic Bonding game to become introduced to the concept of ionic bonding and compound ratios. Activity 1. Direct students to log into Collisions with their individual username and password. 2. Students should enter the Ionic Bonding game and play Levels 1-6 levels. 3. Have your students answer the following questions during gameplay: 1. What combination of ions did you use to successfully match a target? 2.