A Chemist's Shorthand Way of Writing a Chemical Reaction

Total Page:16

File Type:pdf, Size:1020Kb

A Chemist's Shorthand Way of Writing a Chemical Reaction Chemical Equations A Chemist’s Shorthand way of writing a Chemical Reaction. SHS ©2005, Douglas Gilliland Honors Physical Science Sarasota High, Sarasota, FL Chemical Reaction A process in which substances undergo physical and chemical changes that result in the formation of new substances with different physical and chemical Fire is energy released in an properties. exothermic reaction between substances in wood and oxygen in the air. Chemical Equation A chemical equation is a shorthand way of writing a chemical reaction using chemical symbols, formulas and coefficients. Rusting is a chemical reaction in which iron acnode fofcixhcyeiemgneitcna cl omybiienled sto yield iron(IIcIh) eomxiicdael symbol sign formula 4Fe 3O → 2Fe O + 2 diatomic 2 3 REACTANTS elemenPtRODUCT The Law of Conservation of Mass Matter cannot be created or destroyed in a chemical reaction. Atoms are simply rearranged to form new substances. Atoms and ions on Atoms and ions on the reactant side = the product side Coefficients Coefficients are whole numbers placed in front of reactants and products. They are used to balance an equation to show matter is conserved. Hydrogen + Oxygen Yields Water 4 hydrogen atoms 4 hydrogen atoms 2H2 + O2 →2H 2O 2 oxygen atoms 2 oxygen atoms Counting Atoms How many atoms/ions are present? 3 Ba3 (PO4 )2 Ba= 9 P= 6 O=24 4(NH4 )2 SO4 N= 8 H=3 2 S= 4 O=16 Steps in Writing an Equation 1. Write the chemical symbols and or formulas for the reactants and products. 2. Check for diatomic elements. 3. Balance the equation using coefficients. Make sure atoms are equal on both sides. aluminum + oxygen yields aluminum oxide 4Al + 3 O2 → 2Al 2O3 4 atoms of aluminum + 3 diatomic molecules of oxygen yeilds 2 unit cells of aluminum oxide. #1 reason why students get an equation wrong: diatomic elements H N O F When found as elements (not in compounds), always use Cl a subscript 2 to show these that these elements are always Br found in pairs. I Diatomic molecules single covalent bond H H H H H H double covalent bond O O O O O O triple covalent bond N N N N N N Diatomic Elements in Equations. What is wrong with these equations? 2Na + 2✗Cl → 2NaCl 2Na + Cl2 → 2NaCl ✗4N + ✗2O → 2N2 O 2N2 + O2 → 2N2 O Al + ✗3F → AlF3 2Al + 3F2 → 2AlF3 Reducing Coefficients You must simplify coefficients when there is a coefficient in front of EVERY reactant & product and they are ALL divisible by the same number. Can these coefficients be reduced? ✗4K + 2F2 → 4KF 2K + F2 → 2KF ✓2Ba + O2 → 2BaO ✗4Fe2 O3 → 8Fe + 6O2 2Fe2 O3 → 4Fe + 3O2 Equations Review A chemical equation is a shorthand way of writing a chemical reaction using chemical symbols and formulas. SHS Coefficients are used in front of reactants and products to balance the equation to show that matter is conserved. .
Recommended publications
  • 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
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Chapter 20 Electrochemistry
    Chapter 20 Electrochemistry Learning goals and key skills: Identify oxidation, reduction, oxidizing agent, and reducing agent in a chemical equation Complete and balance redox equations using the method of half-reactions. Sketch a voltaic cell and identify its cathode, anode, and the directions in which electrons and ions move. o Calculate standard emfs (cell potentials), E cell, from standard reduction potentials. Use reduction potentials to predict whether a redox reaction is spontaneous. o o Relate E cell to DG and equilibrium constants. Calculate emf under nonstandard conditions. Identify the components of common batteries. Describe the construction of a lithium-ion battery and explain how it works. Describe the construction of a fuel cell and explain how it generates electrical energy. Explain how corrosion occurs and how it is prevented by cathodic protection. Describe the reactions in electrolytic cells. Relate the amounts of products and reactants in redox reactions to electrical charge. Electrochemistry Electrochemistry is the study of the relationships between electricity and chemical reactions. • It includes the study of both spontaneous and nonspontaneous processes. 1 Redox reactions: assigning oxidation numbers Oxidation numbers help keep track of what species loses electrons and what species gains them. • An element is oxidized when the oxidation number increases • An element is reduced when the oxidation number decreases • an oxidizing agent causes another element to be oxidized • a reducing agent causes another element to be reduced. Assigning oxidation numbers (sect. 4.4) 1. Elemental form, each atom has ox. # = 0. Zn O2 O3 I2 S8 P4 2. Simple ions, = charge on ion. -1 for Cl-, +2 for Mg2+ 3.
    [Show full text]
  • 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.
    [Show full text]
  • Introduction to Chemistry
    Introduction to Chemistry Author: Tracy Poulsen Digital Proofer Supported by CK-12 Foundation CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook Introduction to Chem... materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based Authored by Tracy Poulsen collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and 8.5" x 11.0" (21.59 x 27.94 cm) distribution of high-quality educational content that will serve both as core text as well as provide Black & White on White paper an adaptive environment for learning. 250 pages ISBN-13: 9781478298601 Copyright © 2010, CK-12 Foundation, www.ck12.org ISBN-10: 147829860X Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made Please carefully review your Digital Proof download for formatting, available to Users in accordance with the Creative Commons Attribution/Non-Commercial/Share grammar, and design issues that may need to be corrected. Alike 3.0 Unported (CC-by-NC-SA) License (http://creativecommons.org/licenses/by-nc- sa/3.0/), as amended and updated by Creative Commons from time to time (the “CC License”), We recommend that you review your book three times, with each time focusing on a different aspect. which is incorporated herein by this reference. Specific details can be found at http://about.ck12.org/terms. Check the format, including headers, footers, page 1 numbers, spacing, table of contents, and index. 2 Review any images or graphics and captions if applicable.
    [Show full text]
  • The Six Types of Chemical Reaction
    The Six Types of Chemical Reaction The Six Types of Chemical Reaction · Head back to the helpdesk · Find more tutorials · Try some practice worksheets All chemical reactions can be placed into one of six categories. Here they are, in no particular order: 1) Combustion: A combustion reaction is when oxygen combines with another compound to form water and carbon dioxide. These reactions are exothermic, meaning they produce heat. An example of this kind of reaction is the burning of napthalene: C10H8 + 12 O2 ---> 10 CO2 + 4 H2O 2) Synthesis: A synthesis reaction is when two or more simple compounds combine to form a more complicated one. These reactions come in the general form of: A + B ---> AB One example of a synthesis reaction is the combination of iron and sulfur to form iron (II) sulfide: 8 Fe + S8 ---> 8 FeS 3) Decomposition: A decomposition reaction is the opposite of a synthesis reaction - a complex molecule breaks down to make simpler ones. These reactions come in the general form: AB ---> A + B One example of a decomposition reaction is the electrolysis of water to make oxygen and hydrogen gas: 2 H2O ---> 2 H2 + O2 4) Single displacement: This is when one element trades places with another element in a compound. These reactions come in the general form of: A + BC ---> AC + B One example of a single displacement reaction is when magnesium replaces hydrogen in water to make magnesium hydroxide and hydrogen gas: Mg + 2 H2O ---> Mg(OH)2 + H2 5) Double displacement: This is when the anions and cations of two different molecules switch places, http://misterguch.brinkster.net/6typesofchemicalrxn.html[12/04/2012 8:21:44 AM] The Six Types of Chemical Reaction forming two entirely different compounds.
    [Show full text]
  • Origin of Life
    Origin of life An explanation of what is needed for abiogenesis (or biopoiesis) Don Batten Introduction The origin of life is also known as abiogenesis or sometimes chemical evolution. Life is based on long information-rich molecules such as DNA and RNA that contain instructions for making proteins, upon which life depends. But the reading of the DNA/RNA to make proteins, and the replication of DNA or RNA to make new cells (reproduction, the mark of ‘life’) both depend on a large suite of proteins that are coded on the DNA/RNA. Both the DNA/RNA and the proteins need to be present at the same time for life to begin—a serious chicken-and-egg conundrum. Thus, the origin of life is a vexing problem for those who insist that life arose through purely natural processes (physics and chemistry alone). Some evolutionists claim that the origin of life is not a part of evolution. However, probably every evolutionary biology textbook has a section on the origin of life in the chapters on evolution. The University of California, Berkeley, has the origin of life included in their ‘Evolution 101’ course, in a section titled “From Soup to Cells—the Origin of Life”.1High-profile defenders of ‘all-things- evolutionary’, such as P.Z. Myers and Nick Matzke, agree that the origin of life is part of evolution, as does Richard Dawkins.2 A well-known evolutionist of the past, G.A. Kerkut, did make a distinction between the General Theory of Evolution (GTE), which included the origin of life, and the Special Theory of Evolution (STE) that only dealt with the diversification of life (the supposed topic of Darwin’s 1859 book).3 It is only recently that some defenders of evolution have tried to divorce the origin of life from consideration.
    [Show full text]
  • S1 Science Chemical Reactions S1 Science
    S1 Science Chemical Reactions S1 Science CHEMICAL REACTIONS Name: ____________________________ Form Class: ________ Science Teacher: _________________________________________ Contents: Success Criteria pages 2 - 3 Summary Notes pages 4 - 7 Homework pages 8 - 11 Websites & Videos (QR) page 12 Page 1 S1 Science Chemical Reactions Success Criteria Level Success Criteria - Elements & Atoms Participate in practical activities to separate simple mixtures of 2 substances and relate my findings to everyday experience Explain the components of elements being atoms and then 3 introduce how elements can join together to form compounds Developed my knowledge of the Periodic Table by considering the 3 properties and uses of a variety of elements relative to their positions. Make and break down compounds, describe examples of how the 3 properties of compounds are different from their constituent elements. Investigate solubility using different solvents and apply what I 3 have learned to solve every day practical problems. Level Success Criteria - Chemical Reactions Collaborate in activities which safely demonstrate simple chemical 2 reactions using everyday chemicals. Show a chemical reaction as being a change in which different 2 materials are made. Contribute to investigations into changes in substances to produce 2 other substances and describe how their characteristics have changed 3 Identify indicators of chemical reactions having occurred Describe ways of controlling the rate of reactions and relate 3 findings to the world around me. help to design and carry out practical activities to develop 3 understanding of chemical reactions involving the Earth’s materials. Page 2 S1 Science Chemical Reactions Summary Notes Elements Materials are all made from different combinations of only around a hundred, simple substances called elements.
    [Show full text]
  • Reactions of Alkenes and Alkynes
    05 Reactions of Alkenes and Alkynes Polyethylene is the most widely used plastic, making up items such as packing foam, plastic bottles, and plastic utensils (top: © Jon Larson/iStockphoto; middle: GNL Media/Digital Vision/Getty Images, Inc.; bottom: © Lakhesis/iStockphoto). Inset: A model of ethylene. KEY QUESTIONS 5.1 What Are the Characteristic Reactions of Alkenes? 5.8 How Can Alkynes Be Reduced to Alkenes and 5.2 What Is a Reaction Mechanism? Alkanes? 5.3 What Are the Mechanisms of Electrophilic Additions HOW TO to Alkenes? 5.1 How to Draw Mechanisms 5.4 What Are Carbocation Rearrangements? 5.5 What Is Hydroboration–Oxidation of an Alkene? CHEMICAL CONNECTIONS 5.6 How Can an Alkene Be Reduced to an Alkane? 5A Catalytic Cracking and the Importance of Alkenes 5.7 How Can an Acetylide Anion Be Used to Create a New Carbon–Carbon Bond? IN THIS CHAPTER, we begin our systematic study of organic reactions and their mecha- nisms. Reaction mechanisms are step-by-step descriptions of how reactions proceed and are one of the most important unifying concepts in organic chemistry. We use the reactions of alkenes as the vehicle to introduce this concept. 129 130 CHAPTER 5 Reactions of Alkenes and Alkynes 5.1 What Are the Characteristic Reactions of Alkenes? The most characteristic reaction of alkenes is addition to the carbon–carbon double bond in such a way that the pi bond is broken and, in its place, sigma bonds are formed to two new atoms or groups of atoms. Several examples of reactions at the carbon–carbon double bond are shown in Table 5.1, along with the descriptive name(s) associated with each.
    [Show full text]
  • Battle of the Acids Weak Acids and Bases SCIENTIFIC
    Battle of the Acids Weak Acids and Bases SCIENTIFIC Introduction Not all acids are created equal. This demonstration compares the “frothing and foaming” activity of different acids with calcium carbonate and examines their behavior in the presence of their conjugate bases to distinguish strong versus weak acids. The use of a “rainbow acid” universal indicator produces a rainbow spectrum of color changes as the mixtures react. Concepts • Strong acid • Weak acid • Conjugate base • pH Materials (for each demonstration) Acetic acid, CH3COOH, 1 M, 400 mL Water, distilled or deionized Calcium carbonate, CaCO3, 40 g Demonstration tray, large Hydrochloric acid, HCl, 1 M, 400 mL Graduated cylinder, 250-mL “Rainbow acid” universal indicator, 5 mL Hydrometer cylinders, 600-mL, 4 (includes accompanying color chart) Pipet, Beral-type Sodium acetate, NaCH3CO2, 16 g Weighing dishes or small beakers, 6 Sodium chloride, NaCl, 12 g Safety Precautions Hydrochloric acid and acetic acid solutions are toxic and corrosive. Avoid contact with skin and eyes. “Rainbow-acid” universal indicator solution is an alcohol-based solution and is flammable. Avoid contact with flames or other ignition sources. Wear chemical splash goggles, chemical-resistant gloves, and a chemical-resistant apron. Please review current Material Safety Data Sheets for additional safety, handling, and disposal information. Preparation To save time in the presentation, pre-measure the amounts of solids needed for the demonstration. Weigh out 12 g of sodium chloride, 16 g of sodium acetate, and 4 × 10-g samples of calcium carbonate in separate, labeled weighing dishes or small beakers. Procedure 1. Obtain 4 large hydrometer cylinders or tall-form beakers and place them on a large demonstration tray.
    [Show full text]