CHEMISTRY



Dr. Olga Mohan ( General Chemistry Name________________________________

Number ______ Date ____/____/____

1A ( ATOMIC STRUCTURE

MATTER AND THE ATOM

Three different states of matter:

States of Matter Defined (Definite) Shape? Defined (Definite) Size? Entropy

(Appearance) (Volume) (Randomness)

The Atom has 2 basic parts: Drawing:

1. ______________________________

2. ______________________________

But inside the ___________________________ there are…

a. _________________ which are ___________ ( ) charged

b. _________________ which have _____________ charge.

On the ________________________ there are ________________ ( ) charge.

The periodic table:

1. Made up of ____________________ and ___________________.

a. Rows-

b. Columns-

2. The periodic table arranges _________________ in a specific order.

a. Elements on the periodic table all have _____ pieces of information

i. ________________________

ii. ________________________

iii. ________________________

iv. ________________________

a. Trend-

3. Atomic Number-

b. Trend:

c. Always increases by _____ when you move form left to right but not always the same when you move down

4. Element symbol-

a. Elements use CAPITAL letters to show a new element.

b. List whether there are one or two elements present

Cl Ar CO Co CI UR

____ ____ _____ _____ _____ ____

5. Element’s name-

6. Atomic mass-

c. Trend:

d. Specific number in ___________/ ______________(UNITS) or ____________________

e. EXCEPTION:

f. Atomic mass is always equal to the number of ________________ plus ________________.

EQUATIONS:

1. Atomic Mass = 3. Neutrons =

2. Atomic Number =

Example-1: How many neutrons will Oxygen (O) have?

Example-2: How many neutrons will Mercury (Hg) have?

Example-3: How many neutrons will Uranium (U)- 238 have?

1B ( ATOMIC STRUCTURE

PERIODIC TABLE

Periodic Table:

Organization: By increasing __________________ _______________ and by horizontal _______________ and vertical ____________________

Physical properties Chemical Properties

| |1. Metals |2. Non-metals |3. Semi-metals (Metalloids) |

|Location on the Periodic Table | | | |

| | | |What are the semi-metals? (Write them in |

| | | |this box) |

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| | |With the exception of _________________. | |

|Physical properties | | |Have properties similar to both metals and|

| | | |non-metals. |

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|Chemical properties | | |Have properties similar to both metals and|

| | | |non-metals. |

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In the Periodic Table below, please color-code the metals, semi-metals, and non-metals.

[pic]

The majority of elements are _____________________.

1B ( ATOMIC STRUCTURE

Periodic Families

Alkali Metals Transition Metals Halogens

Alkaline Earth Metals Semi Metals Noble Gases

Lanthanides Actinides

1D ( ATOMIC STRUCTURE

BOHR MODEL

Unless it’s an ___________________ (we’ll talk about that later), assume that the number of electrons is equal to the number of ___________________ which is equal to the ____________________________.

Shells/orbits/rings: Each ring or area around the nucleus that holds a specific amount of __________________.

How much electrons each ring can hold:

|Ring |# of electrons held |Total electrons: |

|1 | | |

|2 | | |

|3 | | |

|4 | | |

|5 | | |

|6 | | |

TRICK: Remember that each orbital/ring is represented by a period on the periodic table and that each atom represents the number of electrons.

Valence shell: ___________________________________________________________________________

Valence Electron: _______________________________________________________________________

Bohr Model: A model of the atom in ______ dimensions that is made up of a small _________ (protons, neutrons), and rings (shells, orbit) that contain _______________. Neils Bohr- was a scientist who theorized the current structure of the atom including the location of its subatomic particles

Neutrons = _________ Neutrons = _________ Neutrons = _________

Protons = __________ Protons = __________ Protons = __________

Neutrons = _________ Neutrons = _________ Neutrons = ________

Protons = __________ Protons = __________ Protons = __________

How many valence electrons are in the following atoms? Draw to find out!!

|Hydrogen |Lithium |Sodium |

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|P= |P= |P= |

|N= |N= |N= |

|e-= |e-= |e-= |

|Valence e-= |Valence e-= |Valence e-= |

|Boron |Sulfur |Fluorine |

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|P= |P= |P= |

|N= |N= |N= |

|e-= |e-= |e-= |

|Valence e-= |Valence e-= |Valence e-= |

|Nitrogen |Neon |Carbon |

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|P= |P= |P= |

|N= |N= |N= |

|e-= |e-= |e-= |

|Valence e-= |Valence e-= |Valence e-= |

Carbon is the devil. Why is that? (Hint: Check out its protons, neutrons and electrons)

1C ( ATOMIC STRUCTURE

ATOMIC STRUCTURE

1A 2A 3A 4A 5A 6A 7A 8A

By looking at the elements in period 2, what speculations or trends can you infer about valence electrons from the data above?

Trick: Look at the top of each column, the _____________________ gives us a hint at the number of ____________________ electrons.

Example:

If you forget the hint, you can always draw out the element itself.

What is the sole purpose of valence electrons? ________________________________________________________________________________

A full octet is: _________________________________________________________________________________________________________

Why does every atom want to have a full octet: _______________________________________________________________________________

How does this affect reactivity?

Drawing of the atom: Krypton.

What do you notice about the size of the atom?

As you can see, most of the atom is occupied by ________________________

The ___________________________ makes up only a little bit of the size.

NOTICE!!: that most of the mass is contained in the _____________________ of the atom.

Remember that the mass of the atom is determined by adding _____________________ and ________________________ which is all located in the _____________________.

Here’s a chart that helps you remember:

Part of the Atom: Mass? Size (Volume)? Density?

Thomas Rutherford – Discovered the ___________________ by shooting small radioactive alpha particles (helium atoms) admitted from radioactive uranium atoms at a thin gold sheet. He noticed that __________ % of the alpha particles passed right through the sheet, but less than ______% scattered in all directions.

He Theorized: There must be something ___________ but ____________(Dense). He called this the ______________. But most of the atom is made up of _____________________ space.

1D ( ATOMIC STRUCTURE

IONS

Neils ___________ Model: A model of the atom in ______ dimensions that is made up of a small _________ (protons, neutrons), and rings (shells, orbit) that contain _______________.

Know that an electron ring in two dimensions is called an _______________________________ in three dimensions.

Emphasis (_______________________) on size of atom as well the ___________________ of particles.

Example: Carbon

If two elements create a bond, it is now called a _______________________ or ______________________.

Ion: is an element that has _______________ or ______________ electrons in order to obtain a full octet. Remember, elements always take the shortest method to gain a full octet because it requires less energy.

If any element gained electrons, the element has to have a __________________.

Charge: is a superscript number that shows how many electrons were _____________ or _______________.

Start with the element symbol, then the number of valence electrons lost or gained.

G E N L E P

Gain electrons ____________________. Lose electrons _________________________

Example: If Chlorine obtained a full octet through bonding, how many electrons will it lose/gain?

Therefore the overall charge on Chlorine is?

Example: If Aluminum obtained a full octet through bonding, how many electrons will it lose/gain?

Therefore the overall charge on Chlorine is?

Drawing IONs STEPS

1. Draw regular atom of the element given

2. Then added or remove electrons until you have a full valence shell.

3. Write the element symbol and place a superscript with how many electrons you added or removed.

a. Remember adding electrons makes the atom negative. Removing electrons makes it positive.

EXAMPLE: Fluorine

|IONS |Symbol |# of PROTONS |# of Neutrons |# of Electrons |STAMP |

|Lithium | | | | | |

|Fluorine | | | | | |

|Oxygen | | | | | |

|Beryllium | | | | | |

|Sodium | | | | | |

|Sulfur | | | | | |

|Boron | | | | | |

|Hydrogen | | | | | |

|Carbon | | | | | |

EXCEPTION: Column 14:

Special names for ions:

What can be generalize about ions now?:

If protons are attracted to ___________________, then we can say that ______________ charges are attracted to _______________ charges.

With our knowledge about the special ion names, we can say that ____________________ are attracted to __________________

This attraction between positive and negative charges is called ____________________ attraction.

1E ( ATOMIC STRUCTURE

IONIZATION ENERGY

Neutral Atom: is an element that has equal number of ________________ and ______________ giving it no _______________________.

Ion: is an element that has _______________ or ______________ electrons in order to obtain a full octet.

Charge: is a superscript number that shows how many electrons were _____________ or _______________.

Start with the element symbol, then the number of valence electrons lost or gained.

|ATOM |ION |

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Ionization Energy: The amount of ENERGY needed to remove one _________________ from the atoms ________________ shell.

TREND:

REASON:

Across PT: Elements further to the right are closer to completing their valence _______________. Therefore, it takes more energy to remove these _____________________. In addition, elements farther to the right have a greater number of ___________________ that will pull stronger on the electrons taking more energy to remove them.

Up the PT: Elements towards the top of the PT have fewer ___________________, making the electrons closer to the ______________________ and taking more energy to remove electrons.

Graphing Ionization energy- (Made up values to show the family ionization relationship.)

Example: graph the ionization energies of the following compounds

1. Li (2.1) 2. Be (2.5) 3. F(4.5) 4. Na (1.9) 5. Mg (2.2) 6. Cl (4.1) [pic]

Dr. Olga Mohan ( General Chemistry Name________________________________

Number ______ Date ____/____/____

1A ( ATOMIC STRUCTURE

MATTER AND THE ATOM

Three different states of matter:

States of Matter Defined (Definite) Shape? Defined (Definite) Size? Entropy

(Volume) (Randomness)

Solid Yes Yes Low (remember

Molecules still vibrate)

Medium No Yes Medium (molecules

Have just enough energy

To break forces holding

molecules together

Gas No No High (molecules have

enough energy to fly

apart)

The Atom has 2 basic parts: Drawing: (draw Bohr helium atom)

3. ____Nucleus__________________________

4. ____Electron Cloud__________________________

Inside the _____Nucleus______________________ there are…

a. __Protons_____ which are _Postively___ ( + ) charged

b. __Neutron_____ which have _Neutrally____ charge.

On the ____Electron Cloud_______ there are __electrons______ ( - ) charge.

The periodic table:

7. Made up of __Periods________ and ___Groups________.

a. Rows- Or periods- move horizontally (across) the periodic table.

b. Columns- Or groups/Families – move vertically (up and down) the periodic table.

8. The periodic table arranges _Elements_________ in a specific order.

a. Elements on the periodic table all have __4_ pieces of information

i. ___Atomic Number_____________

ii. ___Atomic Mass________

iii. ___Element Symbol___________

iv. ___Element Name_______

d. Trend- (Pattern) the periodic table increases by increasing atomic number.

9. Atomic Number- Represents the number of protons in an atom (Tell students to under line the atomic number to the right.and under line atomic number after the 3.)

e. Trend: Increases left to right and top to bottom (asks students to answer this for you.)

f. Always increases by _one____ when you move form left to right but not always the same when you move down

10. Element symbol- One or two letters that represent a shortened version of the element name. (Tell students to put a box around the atomic symbol to the right.)

g. Elements use CAPITAL letters to show a new element.

h. List whether there are one or two elements present (let students work to answer)

Cl Ar CO Co CI UK

__1__ __2__ ___2__ __1___ __2___ __2__

11. Element’s name- Full name of the element. (tell students to put a star next to the element symbol to the right)

12. Atomic mass- The mass of an atom in ATOMIC MASS UNITS or grams/mole. (Tell students these will be explained more later)

a. Trend: Usually increases from left to right and top to bottom. (Asks students to answer this for you.)

b. Specific number in ___Grams____/ __Mole______(UNITS) or ____Atomic Mass Units__

c. EXCEPTION: Tell students to find these exceptions to the trend.

d. Atomic mass is always equal to the number of ____Protons____ plus ___Neutrons_____.

EQUATIONS:

1. Atomic Mass = # Protons + # Neutrons 3. Neutrons = Atomic mass – Atomic number

2. Atomic Number = # of Protons

Example-1: How many neutrons will Oxygen (O) have? (you do)

Neutrons = Atomic mass – Atomic number

Neutrons = 16 – 8 = 8

Example-2: How many neutrons will Mercury (Hg) have? (We do) #N = 201-80 = 121 Neutrons

Example-3: How many neutrons will Uranium (U)- 238 have? (students do) (Inform students that sometimes elements can have different numbers of neutrons and these are called isotpes- you will discuss more later. Sometimes the atomic mass is given right after the element. #N = 238- 92= 146

1B ( ATOMIC STRUCTURE

PERIODIC TABLE

Periodic Table: A table used to list all elements and the information of each element.

Organization: By increasing __atomic______ __number_____ and by horizontal __periods____ and vertical __groups_________

Physical properties Chemical Properties

Properties that can be observed without changing the substance Properties that are only observed by changing the chemicals

within a substance.

Color, Brittle, malleable, density, luster, conductivity, hardness, phase Flammability and corrosion/oxidation resistance are examples

of chemical properties

Note: Students don’t often know what “properties” are. You can also tell them that they won’t be tested directly on these terms, BUT these terms will be used on tests to ask questions about other material.

| |1. Metals |2. Non-metals |3. Semi-metals (Metalloids) |

|Location on the Periodic Table | | | |

| |Lower left the more metallic |Upper right the less metallic |What are the semi-metals? (Write them in |

| | | |this box) |

| | | |B, Si, Ge, As, Sb, Te, Po, At |

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| | |With the exception of ____Hydrogen______. | |

|Physical properties | | |Have properties similar to both metals and|

| | |Brittle Soft, Gas, solid or liquid. |non-metals. |

| |Luster, Conductivity, Solid/liquid | | |

| |Malleable | | |

| | | | |

|Chemical properties | | |Have properties similar to both metals and|

| |Usually have 1-3 electrons in their outer shell. |Usually have 4-8 electrons in their outer shell. |non-metals. |

| |Lower electronegitivities |Higher electronegitivities | |

In the Periodic Table below, please color-code the metals, semi-metals, and non-metals.

[pic]

The majority of elements are _____Metals________________.

1B ( ATOMIC STRUCTURE

Periodic Families

Alkali Metals Transition Metals Halogens

Alkaline Earth Metals Semi Metals Noble Gases

Lanthanides Actinides

1D ( ATOMIC STRUCTURE

BOHR MODEL

Unless it’s an ____Ion_______________ (we’ll talk about that later), assume that the number of electrons is equal to the number of ___Protons________________ which is equal to the ____Atomic Number___________.

Shells/orbits/rings: Each ring or area around the nucleus that holds a specific amount of __Electrons_______.

How much electrons each ring can hold:

|Ring |# of electrons held |Total electrons: |

|1 |2 |2 |

|2 |8 |10 |

|3 |8 |18 |

|4 |18 |36 |

|5 |18 |54 |

|6 |32 |86 |

TRICK: Remember that each orbital/ring is represented by a period on the periodic table and that each atom represents the number of electrons.

Valence shell: ____The outer shell of the atom_________________________

Valence Electron: _____Electrons found in the outer shell ______________________________________

Bohr Model: A model of the atom in _2__ dimensions that is made up of a small Nucleus___ (protons, neutrons), and rings (shells, orbit) that contain __Electrons______. Neils Bohr- was a scientist who theorized the current structure of the atom including the location of its subatomic particles

Neutrons = _________ Neutrons = _________ Neutrons = _________

Protons = __________ Protons = __________ Protons = __________

Neutrons = _________ Neutrons = _________ Neutrons = ________

Protons = __________ Protons = __________ Protons = __________

How many valence electrons are in the following atoms? Draw to find out!!

|Hydrogen |Lithium |Sodium |

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|P= 1 |P= 3 |P= 11 |

|N= 0 |N= 4 |N= 12 |

|e-= 1 |e-= 3 |e-= 11 |

|Valence e-= 1 |Valence e-= 1 |Valence e-= 1 |

|Boron |Sulfur |Fluorine |

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|P= 5 |P= 16 |P= 9 |

|N= 6 |N= 16 |N= 10 |

|e-= 5 |e-= 16 |e-= 9 |

|Valence e-= 3 |Valence e-= 6 |Valence e-= 7 |

|Nitrogen |Neon |Carbon |

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|P= 7 |P= 10 |P= 6 |

|N= 7 |N= 10 |N= 6 |

|e-= 7 |e-= 10 |e-= 6 |

|Valence e-= 5 |Valence e-= 8 |Valence e-= 4 |

Carbon is the devil. Why is that? (Hint: Check out its protons, neutrons and electrons)

1C ( ATOMIC STRUCTURE

ATOMIC STRUCTURE

1A 2A 3A 4A 5A 6A 7A 8A

By looking at the elements in period 2, what speculations or trends can you infer about valence electrons from the data above?

The group numbers determine the number of valence electrons.

The number of protons and electrons increases by one.

They all have the same number of orbitals

Trick: Look at the top of each column; the __Number_____ gives us a hint at the number of ____Valence_____ electrons.

Example: Make up a few examples within periods two or three.

If you forget the hint, you can always draw out the element itself.

What is the sole purpose of valence electrons? ___The reason we study valence electrons is that they are the electrons that bond atoms together._

A full octet is: ___An atom that has a full eight electrons in it’s outer shell.___________________________________________________________

Why does every atom want to have a full octet: _____To become stable._____________________________________________

How does this affect reactivity? Atoms that have a full octet don’t want to react with other atoms.

Drawing of the atom: Krypton.

What do you notice about the size of the atom? The atom is very big.

As you can see, most of the atom is occupied by ___electron cloud______

The _____nucleus__________ makes up only a little bit of the size.

NOTICE!!: that most of the mass is contained in the ___nucleus____ of the atom.

Remember that the mass of the atom is determined by adding____protons__ and ___neutrons___________ which is all located in the ___nucleus__________.

Here’s a chart that helps you remember:

Part of the Atom: Mass? Size (Volume)? Density?

Nucleus High Low High

Electron cloud Low High Low

Thomas Rutherford – Discovered the ___Nucleus____ by shooting small radioactive alpha particles (helium atoms) admitted from radioactive uranium atoms at a thin gold sheet. He noticed that __98__ % of the alpha particles passed right through the sheet, but less than _2__% scattered in all directions.

He Theorized: There must be something __Small__ but ___Massive__(Dense). He called this the _Nucleus______. But most of the atom is made up of ______Empty______ space.

1D ( ATOMIC STRUCTURE

IONS

Neils __Bohr___ Model: A model of the atom in __2___ dimensions that is made up of a small _Nucleus__ (protons, neutrons), and rings (shells, orbit) that contain __Electrons_____.

Know that an electron ring in two dimensions is called an _____Orbital__________ in three dimensions.

Emphasis (____Focus _____) on size of atom as well as the __arrangement______ of particles.

Example: Carbon

If two elements create a bond, it is now called a ______molecule_______ or ____compound______.

Ion: is an element that has _gained______ or __lost____ electrons in order to obtain a full octet. Remember, elements always take the shortest method to gain a full octet because it requires less energy.

If any element gained electrons, the element has to have a ____negative___ charge.

If an element loses electrons, the element has to have a ___positive_____ charge.

G E N L E P

Gain electrons ____negative____. Lose electrons _____positive________

Charge: is a superscript number that shows how many electrons were __gained___ or ___lost____.

Start with the element symbol, then the number of valence electrons lost or gained.

Example: If Chlorine obtained a full octet through bonding, how many electrons will it lose/gain?

Therefore the overall charge on Chlorine is?

Gain 1 electron - Cl-

Example: If Aluminum obtained a full octet through bonding, how many electrons will it lose/gain?

Therefore the overall charge on Chlorine is?

Lose 3 electrons = Al3+

Drawing IONs STEPS

4. Draw regular atom of the element given

5. Then added or remove electrons until you have a full valence shell.

6. Write the element symbol and place a superscript with how many electrons you added or removed.

a. Remember adding electrons makes the atom negative. Removing electrons makes it positive.

EXAMPLE: Fluorine (Draw a fluorine atom and ion in the box.)

|IONS |Symbol |# of PROTONS |# of Neutrons |# of Electrons |STAMP |

|Lithium |Li+ | | | | |

|Fluorine |F- | | | | |

|Oxygen |O-2 | | | | |

|Beryllium |Be+2 | | | | |

|Sodium |Na+ | | | | |

|Sulfur |S-3 | | | | |

|Boron |B+3 | | | | |

|Hydrogen |H+ | | | | |

|Carbon |C | | | | |

EXCEPTION: Column 14: Elements in column 14 don’t usually create ions because they lack the strength to take 4 electrons and it takes to much energy to remove 4 electrons. (Teacher: They usually share electrons their electrons due to their electronegitivities being in the middle.

Special names for ions: Cations = + ions Anions = - Ions

What can be generalize about ions now?:

If protons are attracted to ___electrons____, then we can say that ___positive____ charges are attracted to _negative____ charges.

With our knowledge about the special ion names, we can say that ___cations______ are attracted to ___anions____

This attraction between positive and negative charges is called __electrostatic____ attraction.

1E ( ATOMIC STRUCTURE

IONIZATION ENERGY

Neutral Atom: is an element that has equal number of ___Protons____ and ___electrons___ giving it no ____charge________.

Ion: is an element that has __gained___ or __lost_____ electrons in order to obtain a full octet.

Charge: is a superscript number that shows how many electrons were __gained____ or __lost______.

Start with the element symbol, then the number of valence electrons lost or gained.

|ATOM |ION |

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|Draw Boron | |

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|Draw oxygen | |

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|Draw Mg | |

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|Draw Fluorine | |

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|Draw neon | |

| |There is no ion for neon |

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Ionization Energy: The amount of ENERGY needed to remove one __valence electron___ from the atoms __valence____ shell.

TREND: Draw trend

REASON:

Across PT: Elements farther to the right have a greater number of __protons____ that will pull stronger on the valence electrons taking more energy to remove them. (Lead into this reasoning by asking what pulls on the electrons?)

Up the PT: Elements towards the top of the PT have fewer ____shells_____, making the electrons closer to the ____nucleus_______ and taking more energy to remove electrons. (Lead into this by asking as you move down each period, what is added to the atom?)

Graphing Ionization energy- (Made up values to show the family ionization relationship.)

Example: graph the ionization energies of the following compounds

1. Li (2.1) 2. Be (2.5) 3. F(4.5) 4. Na (1.9) 5. Mg (2.2) 6. Cl (4.1) [pic]

1F ( ATOMIC STRUCTURE (Honors)

ELECTRON CONFIGURATION

Situation: If the nucleus is so __small___ in volume, but so _____massive______ (because it is filled with ___protons______ and _____neutrons______) how does all the contents stay inside?

__Electrostatic____ _____repulsion_______ between positive protons the nucleus tries to push the nucleus apart, but when compared to the ______strong_____ _____nuclear_____ force holds neutrons and protons in the nucleus.

So how did we find out electrons are negatively charged?

There was a scientist by the name of ____JJ. Thompson______ who investigated this matter:

Here is how he did it: (MOVIE)

Explanation:

Electron configuration is composed of three (3) parts :

Example: Helium (He)

h

8 • Electron Configurations (Honors)

W R I T I N G E L E C T R O N C O N F I G U R A T I O N S

For each given element, fill in the orbital diagram and then write the electron configuration for the element.

|1. |2. |3. |4. |5. |6. |

|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

|Element: Ar |Element: Mg |Element: N |Element: Li |Element: P |Element: Cl |

|# of e–’s: ___ |# of e–’s: ___ |# of e–’s: ___ |# of e–’s: ___ |# of e–’s: ___ |# of e–’s: ___ |

Write the electron configurations of each of these in long form and short form:

1. Ar

Ar

2. Mg

Mg

3. N

N

4. Li

Li

5. P

P

6. Cl

Cl

|[pic] |7. Fill in the orbital diagram for the element, Fe, and write the electron configuration of Fe in the|

| |long and short form. |

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| |Fe |

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| |Fe |

A few elements do not follow the “rules”. There is some lowering of the energy of the atom by completely filling or half-filling the five d-orbitals.

|[pic] |8. Fill in the orbital diagram for the element, Cu, and write the electron configuration of Cu in the|

| |long and short form. |

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| |Cu |

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| |Cu |

|[pic] |9. Fill in the orbital diagram for the element, Cr, and write the electron configuration of Cr in the|

| |long and short form. |

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| |Cr |

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| |Cr |

|1s | | |Fill in| | |

| | | |the | | |

| | | |orbital| | |

| | | |s that | | |

| | | |are | | |

| | | |filled | | |

| | | |by | | |

| | | |these | | |

| | | |element| | |

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10. Write the orbital occupied by the last electron of each of the following elements:

|As |W |Li |U |O |Rn |V |

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** Note I’ve made changes to the standards to group material easier, but it is still the same.

Chemistry - Grades Nine Through Twelve

Atomic and Molecular Structure

1. a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass.

b. Students know how to use the periodic table to identify metals, semimetals, non-metals, alkali metals, alkaline earth metals and transition metals and halogens.

c. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass.

d. Students know how to use the periodic table to draw atoms and determine the number of electrons available for bonding.

e. Students know how to use the periodic table to create an ion and can explain the trends of ionization energy for each atom.

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Atomic Structure Length of Class: 120 min |

|Content Standards: |

|a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. |

|Learning Objectives: |

|SWBAT (Student Will Be Able To) Analyze properties of solids, liquids and gases. |

|SWBAT Explain and identify structures of the atom and how they relate to the periodic table. |

|Instructional Activities |

| |

|CATALYST- (Warmup) |

|Use the data below to determine the density of the unknown object. |

|Mass |

|46.70g |

| |

|Volume of Water |

|50.11mL |

| |

|Volume of Water + Object |

|61.09mL |

| |

|Brainpop Atoms |

|Brainpop is a fun and informative way to engage the students in the material before ever teaching the material. I tell the students how much I love brain, |

|they’ll be seeing it a lot at the beginning and I’m pretty sure that Tim was modeled after me. |

|Data suggests that you should pause movies BREIFLY to ask questions, these can before students who aren’t paying attention or for a whole class response. |

|Make it quick though. |

|Notes 1A |

|Into my notes I try to build activities to build inquiry knowledge before completing notes. Below are activities to complete before answering notes. |

|PHET simulator: States of matter. |

|Google phet simulators and university of Colorado has a website with science simulators. Great visual aid for students. Ask questions about the simulator, |

|Ask them to identify each state of matter on the simulator |

|Refer to entropy- which has the highest and lowest? Make sure to define entropy (randomness). |

|What increases entropy? |

|What do you notice about the molecules of a solid? Do they still move? |

|Which state takes the shape of their container? |

|Which has the highest kinetic (movement) energy? |

|Which vibrates slightly, but holds the same shape? |

|Which two have a specific volume? |

|Etc… |

|Draw on a blank sheet of paper three circles and places objects in the correct area. |

|See directions below, cut out activity below. |

|PHET Simulator: Build An Atom Game |

|Students should have knowledge of atomic structure from the brainpop or earlier grades. Ask questions about the structure of the atom. |

|Have the students answer questions about the mass of the atom. |

|What happens to the atom when you add a proton? |

|What happens when you have different numbers of protons and electrons? |

|The questions are endless and you can teach almost every standard in unit one from this one simulator. |

|PLAY THE GAME WITH STUDENTS AND CREATE A COMPETITION BETWEEN YOUR CLASSES. |

|Notes 1A |

|Practice calculating the number of neutrons. Give students a list of elements and have them calculate the number of neutrons. |

|EXIT SLIP |

| |

|(3 pts) Name the three states of matter and list two properties of each. |

|(1pt) Atom is made up of what two parts?________________________ and ____________________ |

|(1pt) Please draw the picture of an atom. Please label the atom. |

|(1pt) Calculate the number of neutrons for Cobalt (Co) -59 and germanium (Ge) |

Teacher Notes

Phases of Matter Sorting Activity

CATALYST: Teacher Notes:

• Each group will need one set of cards.

• The students will separate the cards into three categories: solid, liquid, and gas.

• There are some cards that can be placed in more than one category because of this, it may be best to have your students record their results into a Venn diagram.

[pic]

• For any sorting activity, it can be helpful to print each set on a different color piece of paper. This will help re-sort the cards if they accidently get mixed together by your students.

|Solid |Liquid |Gas |

|Sprite |wooden spoon |helium |

|a definite shape and a definite volume |a definite volume but an indefinite shape |an indefinite volume and an indefinite shape |

|Particles are tightly packed with little room to |Particles are fairly close to each other. |Particles are far apart and fast moving. |

|move. | | |

|lowest total energy |milk |highest total energy |

|lowest entropy (randomness) |oxygen |highest entropy (randomness) |

|incompressible |keeps its own shape |highly compressible |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Length of Class: 90 min |

|Content Standards: |

|b. Students know how to use the periodic table to identify metals, semimetals, non-metals, alkali metals, alkaline earth metals and transition metals and |

|halogens. |

|Learning Objectives: |

|SWBAT Differentiate between chemical and physical properties. |

|SWBAT Analyze metals, non-metals and metalloids using |

|Instructional Activities |

| |

|CATALYST: Give students at their desk a metal (copper, aluminum, tin foil.), Silicon, and a piece of plastic. Have students describe properties of each |

|substance and try to guess what it is. |

|This inquiry activity will show you what knowledge they already have and allow students to lead each other through the notes. |

|Don’t answer for students just yet. |

|VIDEO: |

| |

|Make sure to stop through out the video to have students explain what they are observing in each of the following. |

|Density |

|Magnetism |

|Crystalline Shape |

|Malleability |

|Ductility |

|Luster |

|Refractive Index |

|Brittle- hammer and rock |

|Notes 1b: chemical and physical properties |

|Students won’t be tested on these but will need to know what each is because they will be used in questions. This is something to be reiterated throughout |

|the year and ask students what each means or what properties an element displays. |

|Inquiry Cut Out (Guided Practice)- |

|Cut out the organization below of pictures terms and definitions; place them in a plastic bag to give to groups of two students. I just tell students I’m |

|not going to tell you how to organize them, you should already have an idea of how. Before the I let them begin, I do ask them- if you are really lost |

|where should you look? Student answer-Notes!!! Me – WHAT!!! No way, the information that I give you in your notes relates back to your class activities? |

|Homework? And tests? I would do no such thing like that…. If they get sarcasm they should laugh |

|Notes 1b: chemical and physical properties of metals/nonmetals/metalloids- |

|during your notes, have students analyze the CATALYST objects to write the notes. Students should have already learned everything so they should be able to|

|guide you through the notes. |

|Element Song – Periodic table (FUN intro) |

| |

|Notes 1b: Color Periodic Table Labeling metals, non-metals and metalloids or semimetals. |

|Fly Swatter game- |

|Buy two fly swatters. Write on both sides of the white board: metal, nonmetal or metalloid. Divide the class into two teams have one student from each team|

|go up to a designated line away from the board and have students run up to the board and slap the correct category for each element that you call out. Make|

|sure students bring a periodic table with them, when it’s their turn |

|Brainpop- Periodic table |

|Notes 1B: periodic families. |

|Show that families have similar properties. (Later on you can talk about how it relates to the number of valence electrons.) |

|Alkali metals- |

|Alkaline earth metals - |

|DEMO: Magnesium strip. To show reactivity light magnesium strip on fire. Burns intensely bright (used for flash for old cameras). |

|Transition metals – Show examples of transition metals. |

|Metalloids- are not a family but a category in between metals and nonmetals. |

|Halogens - |

|Noble Gases – Tell them that these are inert gasses and that are used in neon lights. |

|1B Exit Slip |

|Each of these elements have the correct classification EXCEPT: |

|Sodium (Na) – metal |

|Nitrogen (N) – metal |

|Carbon (C) – non metal |

|Aluminum (Al) – Metal |

| |

|For the following elements, state their classification as well as which group they specifically belong in. |

| |

|Example: Fluorine : Non-Metal & Halogen |

| |

|Chlorine ______________________________ & _____________________________ |

| |

|Xenon ______________________________ & _____________________________ |

| |

|Magnesium ______________________________ & _____________________________ |

| |

|Lead ______________________________ & _____________________________ |

| |

| |

|Homework |

| |

Worksheet still needs to add pictures. Then cut out and give to students to organize.

|Physical Properties |

|Color |Matter reflects wavelengths of energy (light) |[pic] |

| |into our eye causing us to see this property. | |

|Brittle |Property that defines how easily something | |

| |shatters into smaller pieces. | |

|Malleable |How easily something is hammered into flat | |

| |sheets | |

|Ductile |How easily something is pulled into wire | |

|Density |How much matter is in a given volume. | |

|Luster |How shiny a substance is or how easily it | |

| |reflects light. | |

|Conductivity |How easily a substance conducts heat or | |

| |electricity. | |

|Phase |What state of matter- solid, liquid or gas, a | |

| |substance is in. | |

|Chemical Properties |

|Flammability |How likely a substance is to go through a | |

| |combustion reaction. | |

|Corrosion |How likely a substance is to | |

|Oxidation |How likely a substance is to react with oxygen. | |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Length of Class: 90 min |

|Content Standards: |

|Students know how to use the periodic table to draw atoms and determine the number of electrons available for bonding. |

|Learning Objectives: |

|SWBAT create atoms utilizing the periodic table |

|SWBAT identify Halogens, Noble gasses, alkali and alkaline earth metals. |

|Instructional Activities |

| |

|CATALYST- Have a sheet protector with periodic table and white board markers. Have students label each family on the sheet protector. Have them erase when |

|finished. Ask the whole class to shout out the families when you point to them. |

| |

|Brainpop- Atomic Model (Don’t spend to much time on the evolution of the atom. Just emphasize that are model of the atom is continually changing as we |

|discover more about the atom.) |

|PHET simulator – Build an atom |

|Play the game again and try to beat old times. |

|Notes 1D |

|Build Atoms- Hole punch different colored paper to represent electrons protons and neutrons. Have students draw two large circles on a blank sheet of paper|

|to represent the first two orbitals. Using the handout below, students should find the number or protons neutrons and electrons, then build the atom on |

|their blank sheet of paper. Stamping them if they have completed the correct atom. This can get kind of hectic but I enjoy it because it’s fun. To check |

|them I usually just look at the their sheet for the number of protons neutrons and electrons. Then count their valence electrons because that’s what they |

|have the most difficulty with. If students get done early, teach them quickly what an isotope is and have them create isotopes for you. |

|TEAM A vs. TEAM B – (Either write questions before hand or once you get good enough you can come up with them off the top of your head) |

|Pair all students up. |

|Label one student of each pair as team A and the other as Team B |

|Students pull out a blank sheet of paper |

|Students are on a team but working independently. |

|Pose a question, students answer on their sheet of paper. |

|They exchange with their partner for it to be corrected. |

|Have students answer the question out loud. |

|Students correct the answer of their partner. |

|Have students on team A raise their hand if they got it right |

|Count the number right and total it under Team A’s total |

|Repeat i and j for team B. |

|Pose new question. |

|Tell students they can’t talk to the person in front of them or behind the. |

|If they cheat they will lose two points. |

|Exit slip |

|Draw the following atoms: Hydrogen, Helium, Oxygen, Nitrogen. Make sure to list the number of protons, neutrons and electrons. |

|Homework |

|Atom |Atomic |# Protons |# Neutrons |# Electrons |STAMP |

| |Symbol | | | | |

| | | | | | |

| | | | | | |

|Hydrogen |H |1 | | | |

| | | | | | |

|Carbon | | | | | |

| | | | | | |

| | | | | | |

|Fluorine | | | | | |

| | | | | | |

| | | | | | |

|Phosphorus | | | | | |

| | | | | | |

| | | | | | |

|Beryllium | | | | | |

| | | | | | |

| | | | | | |

|Sodium | | | | | |

| | | | | | |

| | | | | | |

|Boron | | | | | |

| | | | | | |

| | | | | | |

|Lithium | | | | | |

| | | | | | |

| | | | | | |

|Chlorine | | | | | |

| | | | | | |

| | | | | | |

|Neon | | | | | |

| | | | | | |

| | | | | | |

|Aluminum | | | | | |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Atomic Structure Length of Class: 120 min |

|Content Standards: |

|c. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. |

|d. Students know how to use the periodic table to draw atoms and determine the number of electrons available for bonding. |

|Learning Objectives: |

|SWBAT Draw atoms and explain how many electrons they have available for bonding. |

|SWBAT Explain the atoms nucleus has little volume, but most of the atoms mass. |

|Instructional Activities |Accommodations |

| | |

|CATALYST (Give students a bit longer with this one) | |

|Draw the following atoms and write their number of protons neutrons and electrons: C, B, Mg, O. Give students white| |

|board markers at random and have them draw the atoms on the board. Ask them to stay up there to present their work.| |

|Remind students how to present: | |

|Do we mumble? No we should project. | |

|Do I look at the board? No. I face my audience. That way I can see if you understand what I’m saying. | |

|What should I do at then end of my presentation? Ask if anyone has questions. | |

|Notes 1C | |

|Have students draw in each element in period 2. Model if necessary. | |

|Have students pull out a blank sheet of paper. Fold it so there are eight sections, and then number each section in| |

|nice big bold numbers 1-8. Point to random elements and have students hold up the number of valence electrons. Keep| |

|paper for later periods. | |

|point to elements on the periodic table and cold call every student to ask them how many valence electrons that | |

|element has. | |

|Notes 1C | |

|PHET simulator: Rutherford model | |

|Demo- Rutherford Experiment | |

| | |

| | |

|Clip Rutherford Model | |

| | |

| | |

|Exit Slip | |

|Homework |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Atomic Structure Length of Class: 120 min |

|Content Standards: |

|e. Students know how to use the periodic table to create an ion and can explain the trends of ionization energy for each atom. |

|Learning Objectives: |

|SWBAT explain, interpret graphical information, and organize elements based on their ionization energy. |

|Instructional Activities |Accommodations |

| | |

|CATALYST | |

|BRAINPOP- IONS | |

|Notes 1D | |

|Ion Creation- Build atoms just as before. This time create ions by filling or emptying the outer shell for each| |

|atom. | |

|Unit 1 Quiz | |

| |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Atomic Structure Length of Class: 120 min |

|Content Standards: |

|a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. |

|b. Students know how to use the periodic table to identify metals, semimetals, non-metals, alkali metals, alkaline earth metals and transition metals and |

|halogens. |

|c. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. |

|d. Students know how to use the periodic table to draw atoms and determine the number of electrons available for bonding. |

|e. Students know how to use the periodic table to create an ion and can explain the trends of ionization energy for each atom. |

|Learning Objectives: |

|SWBAT review atomic structure of the atom |

|Instructional Activities |Accommodations |

| | |

|CATALYST | |

| |

LESSON PLAN

|Course: Chemistry Grade: 10th-11th Date: |

| |

|Teacher: Mr. Branshaw Unit: Atomic Structure Length of Class: 50 min |

|Content Standards: |

|a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. |

|b. Students know how to use the periodic table to identify metals, semimetals, non-metals, alkali metals, alkaline earth metals and transition metals and |

|halogens. |

|c. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. |

|d. Students know how to use the periodic table to draw atoms and determine the number of electrons available for bonding. |

|e. Students know how to use the periodic table to create an ion and can explain the trends of ionization energy for each atom. |

|Learning Objectives: |

|SWBAT Demonstrate knowledge of atomic structure |

|SWBAT conduct a filtration lab. |

|Instructional Activities |Accommodations |

| | |

|CATALYST | |

|Unit one exam | |

|Ask students - what is expected of you during an exam? | |

|Answer: You are quiet, you keep you’re eyes on your own paper, you are working. | |

|Say: Now something that I take very serious is cheating. I want to remind you that I am the person that will be| |

|asking for a recommendation for college. I’m the person that is in control of your grade and I am some one that| |

|you want to show that you are trust worthy. If you cheat you will drastically affect all of these things. | |

|Say: Secondly, I want to say those who cheat embarrass themselves, their classmates, me, and their parents. I | |

|hate to have parents get mad when I have to tell them that their son or daughter cheated. You’re classmates | |

|have failed to help you understand the material if you have to cheat. I am embarrassed that I failed to teach | |

|you the material before you took the exam. You should be embarrassed that you didn’t work hard enough to learn | |

|the material, so that you can complete your education. | |

|If you have question raise your hand I will signal for you to come up to ask a question. Please stand to the | |

|side and do not block the rest of the class from my view. Only one person up at a time. | |

|There is no going to the bathroom until you are done. | |

|Notes for teacher: I have students justify their answers to work on their writing skills and be able to explain| |

|a congruent thought. It also helps teach me about misconceptions. | |

|Grading: I grade on a 1 to 4 scale based on each standard. I find that if they understand this demonstrates | |

|learning much better than the 90/80/70 scale. 4 = A 3=B 2=C 1=F. | |

|Grading: When grading each question I consider them circling the right answer to still only be a 1. I grade | |

|them mainly on their justification. | |

|The students like the 4/3/2/1 scale because it shows them what they need to work on | |

|Pre-Lap lecture | |

|Lab | |

|Post lab reflection | |

| |

Lab Chemical or Physical Change

Generate a hypothesis whether the reaction is a chemical or physical change based on evidence gathered at each station. We will go through each station as a class.

|Station 1: |

|Add a small scoopful of Kool Aid and sugar into a half-full cup of water. Stir the contents of the beaker for approximately one minute. |

|When you are finished, you may drink this solution down the sink. |

|Physical or Chemical Change |Correct Answer: |

| | |

| |Dissolving is the physical process where large crystals of small molecules are |

| |broken down into smaller individual molecules and mixed evenly throughout a |

| |solution because the molecules only separate into individual pieces and don’t |

| |change, this is a physical process. |

|Evidence: | |

| | |

| | |

| | |

|Station 2: |

|Pick up a small piece of magnesium ribbon with the crucible tongs and heat it over the Bunsen burner until you observe a change. |

|Physical or Chemical Change |Correct Answer |

| | |

| |The magnesium reacts with oxygen in the air to become magnesium oxide, a new |

| |chemical, this is a chemical process. |

| | |

| | |

|Evidence | |

| | |

| | |

| | |

|Station 3: |

|Pick up a small piece of zinc with crucible tongs and heat it over the Bunsen burner until you observe a change. |

|When you have finished, place the residue into the beaker of water provided to you. |

|Physical or Chemical Change |Correct Answer: |

| | |

| |Melting doesn’t change the elements of a substance it only changes whether it is |

| |a solid or liquid, this is a physical change. |

| | |

| |Teacher: THIS IS A HUGE MISCONCEPTION AND SHOULD BE REITERATED MANY TIMES. |

|Evidence | |

| | |

| | |

| | |

|Station 4: |

|WARNING: Do not touch the beaker it will be hot. |

|Take a clean beaker and spray a little isopropyl alcohol into the beaker. Light a match and drop it into the beaker. |

| |

|Physical or Chemical Change |Correct Answer: |

| | |

| | |

| |A combustion reaction is a chemical process because it changes the chemical make |

| |up of the alcohol. |

| | |

| |Teacher: If to mix copper nitrate or anything with the alcohol, to add color you |

| |can do so, this also works better in the dark, but not necessary. |

|Evidence: | |

| | |

| | |

|Station 5 |

|CAUTION: Do not inhale too much acetone. |

|Place four or five Styrofoam peanuts into the beaker with acetone. |

|Physical or Chemical Change |Correct Answer: |

| | |

| | |

| |This is dissolving as well and is still a physical process. |

| | |

| | |

| | |

|Evidence | |

| | |

| | |

| | |

| | |

|Station 6: |

|Grab the miniboiler. Be careful!!! It is very fragile. |

|Observe what happens. |

|Physical or Chemical Change |Correct Answer: |

| | |

| | |

| |Heating from a liquid to a gas, only changes the phases, making this a physical |

| |change. |

| | |

|Evidence | |

| | |

| | |

| | |

| | |

| | |

CHEMISTRY: UNIT 1 EXAM Name:________________________________________

Number:___________ Period: ____________

YOU WILL HAVE TO PROVIDE A JUSTIFICATION (EXPLANATION) FOR EVERY QUESTION THAT A BOX IS PROVIDED. . IF YOU HAVE QUESTIONS, RAISE YOUR HAND AND I WILL SIGNAL FOR YOU TO COME UP. ONLY ONE STUDENT AT A TIME. READ ALL DIRECTIONS AND QUESTIONS CAREFULLY. GOOD LUCK.

|Question |Justification |

|(1A) What is the charge of a proton? | |

|Neutral (0) | |

|Undefined | |

|Positive (+) | |

|Negative (-) | |

|(1A) Where are electrons located in an atom? |No justification necessary. |

|attached to the protons | |

|negative | |

|In the nucleus | |

|orbiting the nucleus | |

|(1A) Which particles always have the same quantity in a neutral atom? | |

|Protons and neutrons | |

|Protons and electrons | |

|Electrons and neutrons | |

|Electrons and orbital’s | |

|(1A) How many protons are in an atom of Boron, B? | |

|3 | |

|5 | |

|12 | |

|16 | |

|(1A) Which element has the greatest atomic number? | |

|Ni - Nickle | |

|Cd - Cadmium | |

|Hg – Mercury | |

|Fr – Francium | |

For the following elements, state their classification as well as which group they specifically belong in.

Example: Fluorine : Non-Metal & Halogen

(1B)Magnesium ______________________________ & _____________________________

(1B) Xenon ______________________________ & _____________________________

(1B) Chlorine ______________________________ & _____________________________

(1B) Sodium ______________________________ & _____________________________

(1B) Silicon ____________________________

|Question |Justification |

|(1C) Which statement best describes the density of an atom’s nucleus? | |

|The nucleus occupies most of the atom’s volume and contains most of its mass. | |

|The nucleus occupies very little of the atom’s volume but contains most of its | |

|mass. | |

|The nucleus occupies most of the atom’s volume but contains little of its mass.| |

|The nucleus occupies very little of the atom’s volume and contains little of | |

|its mass. | |

| | |

|(1C) Which statement best describes the density of an atom’s nucleus? | |

|The nucleus occupies most of the atom’s volume and contains most of its mass. | |

|The nucleus occupies very little of the atom’s volume but contains most of its | |

|mass. | |

|The nucleus occupies most of the atom’s volume but contains little of its mass.| |

|The nucleus occupies very little of the atom’s volume and contains little of | |

|its mass. | |

| | |

|(1C)If a tiny particle is shot into the middle of an atom, it hits something in| |

|the center and bounces back. If the particle is shot into the edges of the | |

|atom, it goes through. This discovery led to a model of the atom with | |

|a nucleus | |

|electron orbital shells | |

|electrons | |

|a neutral charge | |

| | |

|(1D) How many valence electrons are in a neutral atom of Chlorine? | |

|7 | |

|17 | |

|22 | |

|35 | |

| | |

|(1D) What family has 7 valence electrons? | |

|Alkali Metals | |

|Alkaline Family | |

|Halogens | |

|Nobel Gases | |

| | |

|Question |Justification |

|(1D) What are valence electrons? | |

|Electrons in the outer most shell that are available for bonding | |

|Electrons found in the lowest orbital | |

|Electrons that repel the positive forces of protons | |

|Electrons that are unable to bind to any other atom | |

|(1D) What are valence electrons? | |

|Electrons in the outer most shell that are available for bonding | |

|Electrons found in the lowest orbital | |

|Electrons that repel the positive forces of protons | |

|Electrons that are unable to bind to any other atom | |

|(1D) Draw the Bohr model of Oxygen | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|(1E) What is ionization energy? | |

|The ability of an atom to attract electrons to itself | |

|A measure of the size of an atom | |

|The energy required to remove an electron from a neutral atom | |

|The energy released when an atom loses or gains electrons | |

|(1E) Draw a Lithium ion. | |

| | |

| | |

| | |

| | |

| | |

| | |

|(1C) Put the following in order of increasing | |

|Ionization energy: O, S, Po, Te | |

|O, Po, S, Te | |

|Po, Te, S, O | |

|O, S, Te, Po | |

|O, S, Po, Te | |

-----------------------

6

C

Carbon

12.01

1s2

1E

1D

1C

1B

1A

6

C

Carbon

12.01

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