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Chapters 5–8 Resources
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Chemistry: Matter and Change program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027
ISBN: 978-0-07-878761-4MHID: 0-07-878761-0
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 045 11 10 09 08 07
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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapters 5-8 Resources
Reproducible Student Pages
Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chapter 5
Electrons in Atoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 6
The Periodic Table and Periodic Law . . . . . . . . . . . . . . . . . . . 27
Chapter 7
Ionic Compounds and Metals . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 8
Covalent Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Teacher Guide and Answers
Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Table ofContents
iii
vi
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Lab Safety Form
Name:
Date:
Lab type (circle one) : Launch Lab MiniLab ChemLab
Lab Title:
Read carefully the entire lab and then answer the following questions. Your teacher must initial this form before you begin the lab.
1. What is the purpose of the investigation?
2. Will you be working with a partner or on a team?
3. Is this a design-your-own procedure? Circle: Yes No
4. Describe the safety procedures and additional warnings that you must follow as you perform this investigation.
5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.
Teacher Approval Initials
Date of Approval
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Chapter 5 Electrons in AtomsMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Table ofContents
1
Reproducible Pages
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2 Chemistry: Matter and Change • Chapter 5 ChemLab and MiniLab Worksheets
mini LAB 5Identify Compounds
How do flame colors vary for different elements?
Materials Bunsen burner; cotton swabs (6); crystals of lithium chloride, sodium chloride,potassium chloride, calcium chloride, strontium chloride, unknown solution
Procedure 1. Read and complete the lab safety form.
2. Dip one of six cotton swabs into the lithiumchloride solution. Put the swab into the flameof a Bunsen burner. Observe the color of theflame, and record it in your data table.
3. Repeat Step 2 for each of the metallic chlo-ride solutions (sodium chloride, potassiumchloride, calcium chloride, and strontiumchloride). Record the color of each flame inyour data table.
4. Compare your results to the flame testsshown in the Elements Handbook.
5. Repeat Step 2 using a sample of unknownsolution obtained from your teacher. Recordthe color of the flame produced.
6. Dispose of the used cotton swabs as directedby your teacher.
Analysis
1. Suggest a reason why each compound produced a flame of a different color, eventhough they each contain chlorine.
2. Explain how an element’s flame test might be related to its atomic emission spectrum.
3. Infer the identity of the unknown crystals. Explain your reasoning.
Compound Flame color
Lithium chloride
Sodium chloride
Potassium chloride
Calcium chloride
Strontium chloride
Unknown
Flame Test Results
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 5 3
CHEMLAB 5
Safety Precautions• Always wear safety goggles and a lab apron.• Use care around the spectrum tube power supplies.• Spectrum tubes will get hot when used.
ProblemWhat absorption and emis-sion spectra do various sub-stances produce?
Objectives• Observe emission spectra
of several gases.• Observe the absorption
spectra of various solu-tions.
• Analyze patterns ofabsorption and emissionspectra.
Materials ring stand with
clamp40-W tubular light-
bulblight socket with
grounded powercord
275-mL polystyreneculture flask
Flinn C-Spectra® orsimilar diffractiongrating
food coloring (red,green, blue, and yellow)
set of colored pencils
spectrum tubes(hydrogen, neon,and sodium)
spectrum–tubepower supplies (3)
Analyze Line SpectraEmission spectra are produced when excited atoms return to a
more stable state by emitting radiation of specific wavelengths.When white light passes through a sample, atoms in the sampleabsorb specific wavelengths. This produces dark lines in the continu-ous spectrum of white light and is called an absorption spectrum.
Pre-Lab
1. Read the entire CHEMLAB.
2. Explain how electrons in an element’s atoms produce an emission spectrum.
3. Distinguish among a continuous spectrum, anemission spectrum, and an absorption spectrum.
4. Use the data table on the next page.
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4 Chemistry: Matter and Change • Chapter 5 ChemLab and MiniLab Worksheets
Procedure
1. Read and complete the lab safety form.
2. Use a Flinn C-Spectra® or similar diffractiongrating to view an incandescent lightbulb. Whatdo you observe? Draw the observed spectrumusing colored pencils.
3. Use the Flinn C-Spectra® to view the emissionspectra from tubes of gaseous hydrogen, neon,and sodium. Use colored pencils to make draw-ings in the data table of the spectra observed.
4. Fill a 275-mL culture flask with about 100-mLwater. Add 2 or 3 drops of red food coloring tothe water. Shake the solution.
5. Repeat step 4 for the green, blue, and yellow foodcoloring.
6. Set up the 40-W lightbulb so that it is near eyelevel. Place the flask with red food coloring about 8 cm from the lightbulb. You should be able to see light from the bulb above the solutionand light from the bulb projecting through thesolution.
7. With the room lights darkened, view the lightusing the Flinn C-Spectra®. The top spectrum
viewed will be a continuous spectrum of thewhite lightbulb. The bottom spectrum will be theabsorption spectrum of the red solution. Use col-ored pencils to make a drawing in the data tableof the absorption spectra you observed.
8. Repeat steps 6 and 7 using the green, blue, andyellow colored solutions.
9. Cleanup and Disposal Turn off the light socketand spectrum tube power supplies.Wait severalminutes to allow the incandescent lightbulb andthe spectrum tubes to cool. Follow your teacher’sinstructions on how to dispose of the liquids andhow to store the lightbulb and spectrum tubes.
CHEMLAB 5
Hydrogen
Neon
Mercury
Drawings of Emission Spectra
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 5 5
Analyze and Conclude
1. Think Critically How can the single electron in a hydrogen atom produce all of the linesfound in its emission spectrum?
2. Predict How can you predict the absorption spectrum of a solution by looking at its color?
3. Apply How can spectra be used to identify the presence of specific elements in a substance?
4. Error Analysis Name a potential source of error in this experiment. Choose one of theelements you observed, and research its absorption spectrum. Compare your findings withthe results of your experiment.
Inquiry Extension
Hypothesize What would happen if you mixed more than one color of food coloringwith water and repeated the experiment? Design an experiment to test your hypothesis.
CHEMLAB 5
Red
Green
Blue
Yellow
Drawings of Absorption Spectra
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6 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters
TEACHING TRANSPARENCY MASTER
Freq
uen
cy (
�)
in h
ertz
Rad
ioIn
frar
edU
ltra
vio
let
Gam
ma
rays
Elec
tro
mag
net
ic S
pec
tru
m
104
3 �
104
106
108
1010
3 �
10�
2
1012
3 �
10�
4
1014
3 �
10�
6
1016
3 �
10�
8
1018
3 �
10�
10
1020
3 �
10�
12
1022
3 �
10�
14
Wav
elen
gth
s (�
) in
met
ers
Vis
ible
lig
ht
3
TV, F
MA
M
Mic
row
aves
X r
ays
3 �
102
Ener
gy
incr
ease
s
The Electromagnetic SpectrumThe Electromagnetic Spectrum
TEACHING TRANSPARENCY MASTER
Use with Chapter 5,Section 5.1
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 7
1. What kinds of waves have the longest wavelength? What kinds of waves have the short-est wavelength?
2. Which waves have the lowest frequency?
3. Which has a higher frequency: microwaves or X rays?
4. Which waves can be seen by the eye?
5. Sequence the different segments of the visible spectrum in order from shortest wave-length to longest wavelength.
6. Sequence the following types of waves from lowest frequency to highest frequency:ultraviolet rays, infrared rays, gamma rays, radio waves, and green light.
7. Compare the wavelengths and frequencies of each kind of wave. What is the relationshipbetween frequency and wavelength?
8. What is the wavelength of a radio station emitting its signal at 95.5 MHz? Estimate youranswer to the nearest power of ten.
The Electromagnetic SpectrumThe Electromagnetic Spectrum
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 5,Section 5.1
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8 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters
z
x
y
2s orbital
z
x
y
1s orbital
z
x
pzpx py
p orbitals
d orbitals
y
z
x
y
z
x
y
z
x
y
dxy dxz dyz dz2dx2�y2
x
yy
x
z
x
y
z zz
x
y
Atomic OrbitalsAtomic Orbitals
TEACHING TRANSPARENCY MASTER
Use with Chapter 5,Section 5.2
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 9
1. What is the shape of an s orbital?
2. What is the relationship between the size of an s orbital and the principal energy level inwhich it is found?
3. What is the shape of a p orbital? How many p orbitals are there in a sublevel?
4. How many electrons can each orbital hold?
5. Look at the diagrams of the p orbitals. What do x, y, and z refer to?
6. How many d orbitals are there in a given sublevel? How many total electrons can thed orbitals in a sublevel hold?
7. Which d orbitals have the same shape?
8. What point in each diagram represents an atom’s nucleus?
9. How likely is it that an electron occupying a p or a d orbital would be found very near anatom’s nucleus? What part of the diagram supports your conclusion?
Atomic OrbitalsAtomic Orbitals
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 5,Section 5.2
16
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10 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters
2s2p3s3p4s3d5p4f6p5f7p 5s
4p4d6s5d7s
6p7p6d
5f 4f5d 4d 3d
4p 3p 2p
6d
7s 5s 4s 3s 2s 1s6s5p
1s
Increasing Energy
Orbital filling sequence
Orbital Filling Sequence and Energy LevelsOrbital Filling Sequence and Energy Levels
TEACHING TRANSPARENCY MASTER
Use with Chapter 5,Section 5.3
17
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 11
1. What does each small box in the diagram represent?
2. How many electrons can each orbital hold?
3. How many electrons can the d sublevel hold?
4. Which is associated with more energy: a 2s or a 2p orbital?
5. Which is associated with more energy: a 2s or a 3s orbital?
6. According to the aufbau principle, which orbital should fill first, a 4s or a 3d orbital?
7. Which orbital has the least amount of energy?
8. What is the likelihood that an atom contains a 1s orbital?
9. Sequence the following orbitals in the order that they should fill up according to the aufbau principle: 4d, 4p, 4f, 5s, 6s, 5p, 3d, 4s.
10. Write a general rule to describe the filling of orbitals in an atom.
Orbital Filling Sequence and Energy LevelsOrbital Filling Sequence and Energy Levels
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 5,Section 5.3
17
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12 Chemistry: Matter and Change • Chapter 5 Math Skills Transparency Masters
Waves A and B are both electromagnetic waves.
c � �� for all electromagnetic waves.
amplitude
amplitude
A
B
Interpreting WavesInterpreting Waves
MATH SKILLS TRANSPARENCY MASTER
Use with Chapter 5,Section 5.1
5
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 5 13
1. Look at the two waves shown. What is the speed of each wave?
2. Look at the two waves shown. Which wave has a higher frequency? Which wave has alonger wavelength?
3. Assume that wave A has a wavelength of 699 nm. Calculate the frequency of the wave.Show your work.
4. Assume that wave B has a wavelength of 415 nm. Calculate the frequency of the wave.Show your work.
5. Compare your calculations in question 4 with your answer to question 3. Do your calcu-lations support your answer in question 2?
6. If wave A has a frequency of 4.60 � 1014 s�1, what is its wavelength in nanometers?Show your work.
Interpreting WavesInterpreting Waves
MATH SKILLS TRANSPARENCY WORKSHEET
Use with Chapter 5,Section 5.1
5
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14 Chemistry: Matter and Change • Chapter 5 Study Guide
Electrons in AtomsElectrons in Atoms
Section 5.1 Light and Quantized EnergyIn your textbook, read about the wave nature of light.
Use each of the terms below just once to complete the passage.
Electromagnetic radiation is a kind of (1) that behaves like a(n)
(2) as it travels through space. (3) is one type of
electromagnetic radiation. Other examples include X rays, radio waves, and microwaves.
All waves can be characterized by their wavelength, amplitude, frequency, and
(4) . The shortest distance between equivalent points on a continuous wave is
called a(n) (5) . The height of a wave from the origin to a crest or from the
origin to a trough is the (6) . (7) is the number of
waves that pass a given point in one second. The SI unit for frequency is the
(8) , which is equivalent to one wave per second.
Use the figure to answer the following questions.
9. Which letter(s) represent one wavelength?
10. Which letter(s) represent the amplitude?
11. If twice the length of A passes a stationary point every second, what is the frequency ofthe wave?
Origin
A
D
C
B
STUDY GUIDECHAPTER 5
amplitude energy frequency hertz
light wave wavelength speed
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Study Guide Chemistry: Matter and Change • Chapter 5 15
In your textbook, read about the particle nature of light.
Circle the letter of the choice that best completes the statement or answers the question.
12. A(n) is the minimum amount of energy that can be lost or gained by an atom.
a. valence electron b. electron c. quantum d. Planck’s constant
13. According to Planck’s theory, for a given frequency, �, matter can emit or absorb energyonly in
a. units of hertz. c. entire wavelengths.
b. whole-number multiples of h�. d. multiples of �12� h�, �
14� h�, and so on.
14. The is the phenomenon in which electrons are emitted from a metal’s surfacewhen light of a certain frequency shines on it.
a. quantum b. Planck concept c. photon effect d. photoelectric effect
15. Which equation would you use to calculate the energy of a photon?
a. Ephoton � h� � Planck’s constant c. Ephoton � �12� h�
b. Ephoton � h� d. c � ��
In your textbook, read about atomic emission spectra.
For each statement below, write true or false.
16. Like the visible spectrum, an atomic emission spectrum is a continuousrange of colors.
17. Each element has a unique atomic emission spectrum.
18. A flame test can be used to identify the presence of certain elements in a compound.
19. The fact that only certain colors appear in an element’s atomic emissionspectrum indicates that only certain frequencies of light are emitted.
20. Atomic emission spectra can be explained by the wave model of light.
21. The neon atoms in a neon sign emit their characteristic color of light asthey absorb energy.
22. When an atom emits light, photons having certain specific energies arebeing emitted.
Section 5.1 continued
STUDY GUIDECHAPTER 5
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16 Chemistry: Matter and Change • Chapter 5 Study Guide
Section 5.2 Quantum Theory and the AtomIn your textbook, read about the Bohr model of the atom.
Use each of the terms below to complete the statements.
1. The lowest allowable energy state of an atom is called its .
2. Bohr’s model of the atom predicted the of the lines in
hydrogen’s atomic emission spectrum.
3. According to Bohr’s atomic model, the smaller an electron’s orbit, the
the atom’s energy level.
4. According to Bohr’s atomic model, the larger an electron’s orbit, the
the atom’s energy level.
5. Bohr proposed that when energy is added to a hydrogen atom, its
moves to a higher-energy orbit.
6. According to Bohr’s atomic model, the hydrogen atom emits a photon corresponding to
the difference between the associated with the two
orbits it transitions between.
7. Bohr’s atomic model failed to explain the of elements
other than hydrogen.
In your textbook, read about the quantum mechanical model of the atom.
Answer the following questions.
8. If you looked closely, could you see the wavelength of a fast-moving car? Explain your answer.
9. Using de Broglie’s equation, � � �mh�� which would have the larger wavelength, a
slow-moving proton or a fast-moving golf ball? Explain your answer.
STUDY GUIDECHAPTER 5
atomic emission spectrum electron frequencies ground state
higher energy levels lower
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Study Guide Chemistry: Matter and Change • Chapter 5 17
Section 5.2 continued
In your textbook, read about the Heisenberg uncertainty principle.
For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
10. The modern model of the atom that treats electrons as waves
11. States that it is impossible to know both the velocityand the position of a particle at the same time
12. A three-dimensional region around the nucleusrepresenting the probability of finding an electron
13. Originally applied to the hydrogen atom, it led to thequantum mechanical model of the atom
Answer the following question.
14. How do the Bohr model and the quantum mechanical model of the atom differ in howthey describe electrons?
In your textbook, read about hydrogen’s atomic orbitals.
In the space at the left, write the term in parentheses that correctly completes the statement.
15. Atomic orbitals (do, do not) have an exactly defined size.
16. Each orbital may contain at most (two, four) electrons.
17. All s orbitals are (spherically shaped, dumbbell shaped).
18. A principal energy has (n, n2) energy sublevels.
19. The maximum number of (electrons, orbitals) related to eachprincipal energy level equals 2n2.
20. There are (three, five) equal energy p orbitals.
21. Hydrogen’s principal energy level 2 consists of (2s and 3s, 2s and2p) orbitals.
22. Hydrogen’s principal energy level 3 consists of (nine, three)orbitals.
STUDY GUIDECHAPTER 5
a. Heisenberg uncertaintyprinciple
b. Schrödinger wave equation
c. quantum mechanical modelof the atom
d. atomic orbital
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18 Chemistry: Matter and Change • Chapter 5 Study Guide
Section 5.3 Electron ConfigurationIn your textbook, read about ground-state electron configurations.
Use each of the terms below just once to complete the passage.
The arrangement of electrons in an atom is called the atom’s
(1) . Electrons in an atom tend to assume the arrangement
that gives the atom the (2) possible energy. This arrangement
of electrons is the most (3) arrangement and is called the
atom’s (4) .
Three rules define how electrons can be arranged in an atom’s orbitals. The
(5) states that each electron occupies the lowest energy
orbital available. The (6) states that a maximum of two
electrons may occupy a single atomic orbital, but only if the electrons have opposite
(7) . (8) states that single
electrons with the same spin must occupy each equal-energy orbital before additional
electrons with opposite spins occupy the same orbitals.
Complete the following table.
STUDY GUIDECHAPTER 5
Aufbau principle electron configuration ground-state electron configuration Hund’s rule
lowest Pauli exclusion principle spins stable
Element Atomic Number Orbitals Electron Configuration
1s 2s 2px 2py 2pz
9. Helium 1s2
10. 7
11. Neon )( )( )( )( )(
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Study Guide Chemistry: Matter and Change • Chapter 5 19
Answer the following questions.
12. What is germanium’s atomic number? How many electrons does germanium have?
13. What is noble-gas notation, and why is it used to write electron configurations?
14. Write the ground-state electron configuration of a germanium atom, using noble-gasnotation.
In your textbook, read about valence electrons.
Circle the letter of the choice that best completes the statement or answers the question.
15. The electrons in an atom’s outermost orbitals are called
a. electron dots. b. quantum electrons. c. valence electrons. d. noble-gas electrons.
16. In an electron-dot structure, the element’s symbol represents the
a. nucleus of the noble gas closest to the atom in the periodic table.
b. atom’s nucleus and inner-level electrons.
c. atom’s valence electrons.
d. electrons of the noble gas closest to the atom in the periodic table.
17. How many valence electrons does a chlorine atom have if its electron configuration is [Ne]3s23p5?
a. 3 b. 21 c. 5 d. 7
18. Given boron’s electron configuration of [He]2s22p1, which of the following represents itselectron-dot structure?
a. •Be• b. •B• c. B d. Be
19. Given beryllium’s electron configuration of 1s22s2, which of the following represents itselectron-dot structure?
a. •Be• b. •B• c. B d. Be
20. Which electrons are represented by the dots in an electron-dot structure?
a. valence electrons c. only s electrons
b. inner-level electrons d. both a and c
STUDY GUIDECHAPTER 5
• ••••••
• ••••••
Section 5.3 continued
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26 Chemistry: Matter and Change • Chapter 5
Student Recording Sheet
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Standardized Test PracticeMultiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
Answer each question with complete sentences.
11.
12.
13.
14.
SAT Subject Test: Chemistry
15. 17. 19.
16. 18.
CHAPTER 5
Assessment
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Chapter 6 The Periodic Table and Periodic LawMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 40
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Table ofContents
27
Reproducible Pages
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28 Chemistry: Matter and Change • Chapter 6 ChemLab and MiniLab Worksheets
Can you find the pattern?
Materials Index cards, pencil
Procedure 1. Read and complete the lab safety form.
2. Make a set of element cards based on theinformation in the chart at right.
3. Organize the cards by increasing mass, andstart placing them into a 4 � 3 grid.
4. Place each card based on its properties, andleave gaps when necessary.
mini LAB 6Organize Elements
Ad 52.9 solid/liquid orange
Ax 108.7 ductile solid light blue
Bp 69.3 gas red
Cx 112.0 brittle solid light green
Lq 98.7 ductile solid blue
Pd 83.4 brittle solid green
Qa 68.2 ductile solid dark blue
Rx 106.9 liquid yellow
Tu 64.1 brittle solid hunter
Xn 45.0 gas crimson
Symbol Mass (g) State Color
Analysis
1. Make a table listing the placement of each element.
2. Describe the period (across) and group (down) trends for the color in your new table.
3. Describe the period and group trends for the mass in your new table. Explain your placement ofany elements that do not fit the trends.
4. Predict the placement of a newly found element, Ph, that is a fuchsia gas. What would be anexpected range for the mass of Ph?
5. Predict the properties for the element that would fill the last remaining gap in the table.
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 6 29
CHEMLAB 6
Safety Precautions• Wear safety goggles and a lab apron at all times.• Do not handle elements with bare hands. Brittle samples might shatter
into sharp pieces.• 1.0M HCl is harmful to eyes and clothing.• Never test chemicals by tasting.• Follow any additional safety precautions provided by your teacher.
ProblemWhat is the pattern ofproperties of the representative elements?
Objectives• Observe properties of
various elements.• Classify elements as
metals, nonmetals, andmetalloids.
• Examine general trendswithin the periodic table.
Materialsstoppered test
tubes containingsmall samples ofelements
plastic dishes con-taining samplesof elements
conductivity apparatus
1.0M HCltest tubes (6)test-tube rack10-mL graduated
cylinderspatulasmall hammerglass marking
pencil
Investigate Descriptive ChemistryYou can observe several of the representative elements, classify them, and
compare their properties. The observation of the properties of elements iscalled descriptive chemistry.
Pre-Lab
1. Read the entire CHEMLAB.
2. Use the data table on the next page to record theobservations you make during the lab.
3. Examine the periodic table. What is the physicalstate of most metals? Nonmetals? Metalloids?
4. Look up the definitions of the terms luster, malleability, and electrical conductivity. To whatelements do they apply?
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30 Chemistry: Matter and Change • Chapter 6 ChemLab and MiniLab Worksheets
Procedure
1. Read and complete the lab safety form.
2. Observe and record the appearance (physicalstate, color, luster, texture, and so on) of the ele-ment sample in each test tube without removingthe stoppers.
3. Remove a small sample of each of the elementscontained in a plastic dish and place it on a hardsurface. Gently tap each element sample with asmall hammer. If the element is malleable, it willflatten. If it is brittle, it will shatter. Record yourobservations.
4. Use the conductivity tester to determine whichelements conduct electricity. Clean the electrodeswith water, and dry them before testing each element.
5. Label each test tube with the symbol for one ofthe elements in the plastic dishes. Using a gradu-ated cylinder, add 5 mL of water to each test tube.
6. Use a spatula to put a small amount of each ele-ment into the corresponding test tubes. Using agraduated cylinder, add 5 mL of 1.0M HCl to
each test tube. Observe each tube for at least 1minute. The formation of bubbles is evidence of areaction between the acid and the element.Record your observations.
7. Cleanup and Disposal Dispose of all materialsas instructed by your teacher.
CHEMLAB 6
Analyze and Conclude
1. Interpret Data Using the table above and your observations, list the element samples that display thegeneral characteristics of metals.
2. Interpret Data Using the table above and your observations, list the element samples that display thegeneral characteristics of nonmetals.
3. Interpret Data Using the table above and your observations, list the element samples that display thegeneral characteristics of metalloids.
Classification Properties
Metals • malleable• good conductor of electricity• lustrous• silver or white in color• many react with acids
Nonmetals • solids, liquids, or gases• do not conduct electricity• do not react with acids• likely brittle if solid
Metalloids • combine properties of metalsand nonmetals
Observation of Elements
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 6 31
4. Model Construct a periodic table, and label the representative elements by group (1 through 17). Using your results and the periodic table presented in this chapter, record the identities of elementsobserved during the lab in the periodic table you have constructed.
5. Infer Describe any trends among the elements you observed in the lab.
Inquiry Extension
Investigate Were there any element samples that did not fit into one of the three categories? What additional investigations could you conduct to learn even more about these elements’ characteristics?
CHEMLAB 6
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32 Chemistry: Matter and Change • Chapter 6 Teaching Transparency Masters
Hyd
roge
n
1 H1.
008
Lith
ium
3 Li6.
941
Sodi
um
11 Na
22.9
90
Pota
ssiu
m
19 K39
.098
Rubi
dium
37 Rb
85.4
68
Ces
ium
55 Cs
132.
905
Fran
cium
87 Fr(2
23)
Radi
um
88 Ra
(226
)
Cer
ium
58 Ce
140.
115
Thor
ium
90 Th
232.
038
Ura
nium
92 U23
8.02
9
Nep
tuni
um
93 Np
(237
)
Plut
oniu
m
94 Pu
(244
)
Am
eric
ium
95 Am
(243
)
Neo
dym
ium
60 Nd
144.
242
Prom
ethi
um
61 Pm
(145
)
Sam
ariu
m
62 Sm15
0.36
Euro
piu
m
63 Eu15
1.96
5
Pra
seod
ymiu
m
59 Pr
140.
908
Pro
tact
iniu
m
91 Pa
231.
036
Act
iniu
m
89 Ac
(227
)
Rut
herf
ordi
um
104
Rf
(261
)
Bariu
m
56 Ba
137.
327
Lant
hanu
m
57 La13
8.90
5
Haf
nium
72 Hf
178.
49
Tant
alum
73 Ta
180.
948
Dub
nium
105
Db
(262
)
Seab
orgi
um
106
Sg (266
)
Has
sium
108
Hs
(277
)
Mei
tner
ium
109
Mt
(268
)
Bohr
ium
107
Bh
(264
)
Tung
sten
74 W18
3.84
Rhen
ium
75 Re
186.
207
Osm
ium
76 Os
190.
23
Irid
ium
77 Ir19
2.21
7
Stro
ntiu
m
38 Sr87
.62
Yttr
ium
39 Y88
.906
Zirc
oniu
m
40 Zr
91.2
24
Nio
bium
41 Nb
92.9
06
Mol
ybde
num
42 Mo
95.9
4
Cal
cium
20 Ca
40.0
78
Scan
dium
21 Sc44
.956
Tita
nium
22 Ti
47.8
67
Vana
dium
23 V50
.942
Chr
omiu
m
24 Cr
51.9
96
Tech
netiu
m
43 Tc
(98)
Ruth
eniu
m
44 Ru
101.
07
Man
gane
se
25 Mn
54.9
38
Iron 26 Fe
55.8
47
Cob
alt
27 Co
58.9
33
Rhod
ium
45 Rh
102.
906
Mag
nesi
um
12 Mg
24.3
05
Bery
llium
4 Be
9.01
2
Lan
than
ide
seri
es
Act
inid
e se
ries
1
12
2 3 4 5 6 7
9
18
34
56
78
Hel
ium
2 He
4.00
3
Cur
ium
96 Cm
(247
)
Berk
eliu
m
97 Bk
(247
)
Cal
iforn
ium
98 Cf
(251
)
Eins
tein
ium
99 Es(2
52)
Ferm
ium
100
Fm (257
)
Nob
eliu
m
102
No
(259
)
Law
renc
ium
103
Lr(2
62)
Men
dele
vium
101
Md
(258
)
Gad
olin
ium
64 Gd
157.
25
Terb
ium
65 Tb
158.
925
Dys
pro
sium
66 Dy
162.
50
Hol
miu
m
67 Ho
164.
930
Erbi
um
68 Er16
7.25
9
Thul
ium
69 Tm
168.
934
Ytte
rbiu
m
70 Yb
173.
04
Lute
tium
71 Lu17
4.96
7
Plat
inum
78 Pt
195.
08
Gol
d
79 Au
196.
967
Mer
cury
80 Hg
200.
59
Thal
lium
81 Tl
204.
383
Lead 82 Pb
207.
2
Bism
uth
83 Bi
208.
980
Ast
atin
e
85 At
209.
987
Rado
n
86 Rn
222.
018
Nic
kel
28 Ni
58.6
93
Cop
per
29 Cu
63.5
46
Zin
c
30 Zn
65.3
9
Gal
lium
31 Ga
69.7
23
Ger
man
ium
32 Ge
72.6
1
Ars
enic
33 As
74.9
22
Sele
nium
34 Se78
.96
Brom
ine
35 Br
79.9
04
Kryp
ton
36 Kr
83.8
0
Palla
dium
46 Pd
106.
42
Silv
er
47 Ag
107.
868
Cad
miu
m
48 Cd
112.
411
Indi
um
49 In11
4.82
Tin
50 Sn11
8.71
0
Ant
imon
y
51 Sb12
1.75
7
Tellu
rium
52 Te
127.
60
Iodi
ne
53 I12
6.90
4
Xen
on
54 Xe
131.
290
Alu
min
um
13 Al
26.9
82
Silic
on
14 Si28
.086
Phos
pho
rus
15 P30
.974
Sulfu
r
16 S32
.066
Chl
orin
e
17 Cl
35.4
53
Arg
on
18 Ar
39.9
48
Boro
n
5 B10
.811
Car
bon
6 C12
.011
Nitr
ogen
7 N14
.007
Oxy
gen
8 O15
.999
Fluo
rine
9 F18
.998
Neo
n
10 Ne
20.1
80
10
11
12
13
14
15
16
17
Polo
nium
84 Po
208.
982
Dar
mst
adtiu
m
110
Ds
(281
)
Roen
tgen
ium
111
Rg
(272
)
Unu
nqua
dium
114
Uu
q(2
89)
Unu
nhex
ium
116
Uu
h(2
91)
Unu
ntriu
m
113
Uu
t(2
84)
Unu
npen
tium
115
Uu
p(2
88)
Unu
noct
ium
118
Uu
o(2
94)
2Hydr
ogen
1 H 1.00
8
Ele
me
nt
Ato
mic
nu
mb
er
Sta
te o
fm
atte
r
Me
tal
Me
tallo
id
No
nm
eta
l
Gas
Liq
uid
So
lid
Syn
the
tic
Sym
bo
l
Ato
mic
mas
sR
ece
ntl
yo
bse
rve
d
PER
IOD
IC T
AB
LE O
F TH
E E
LEM
EN
TS
Unu
nbiu
m
112
Uu
b(2
85)
The
num
ber i
n pa
rent
hese
s is t
he m
ass n
umbe
r of t
he lo
nges
t liv
ed is
otop
e fo
r tha
t ele
men
t.*
**
**
**
The Periodic TableThe Periodic Table
TEACHING TRANSPARENCY MASTER
Use with Chapter 6,Section 6.1
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 6 33
1. How many elements are listed in the periodic table?
2. What is the atomic number of selenium?
3. What is the symbol for palladium?
4. What is the atomic mass of strontium?
5. How are elements that are gases at room temperature designated in the periodic table?
6. How many columns of elements does the periodic table contain?
7. What is another name for a column of elements?
8. How many rows of elements does the periodic table contain?
9. What is another name for a row of elements?
10. Which period contains the least number of elements?
11. What element is found in period 4, group 7?
12. How are metals designated in the periodic table?
13. How are metalloids designated in the periodic table?
14. How are nonmetals designated in the periodic table?
15. What is the name of the group 1 elements (excluding hydrogen)?
16. What is the name of the group 2 elements?
17. What is the name of the group 17 elements?
18. What is the name of the group 18 elements?
19. What can be said about the electron configurations of all the elements in a group?
The Periodic TableThe Periodic Table
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 6,Section 6.1
18
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34 Chemistry: Matter and Change • Chapter 6 Teaching Transparency Masters
s1 1 H
2 He
3 Li 11 Na
19 K 37 Rb 55 Cs
4 Be 12 Mg
20 Ca 38 Sr 56 Ba
87 Fr
58 Ce 90 Th
59 Pr 91 Pa
60 Nd
92 U
61 Pm 93 Np
62 Sm 94 Pu
63 Eu 95 Am
64 Gd
96 Cm
65 Tb 97 Bk
66 Dy
98 Cf
67 Ho 99 Es
68 Er 100
Fm
69 Tm 101
Md
70 Yb
102
No
71 Lu 103
Lr
88 Ra
5 B 13 Al
31 Ga
49 In 81 Tl
6 C 14 Si 32 Ge
50 Sn 82 Pb
7 N 15 P 33 As
51 Sb 83 Bi
8 O 16 S 34 Se 52 Te 84 Po
9 F 17 Cl 35 Br 53 I 85 At
10 Ne
18 Ar
36 Kr
54 Xe
86 Rn
21 Sc 39 Y 57 La 89 Ac
22 Ti 40 Zr 72 Hf
104
Rf
23 V 41 Nb
73 Ta 105
Db
24 Cr 42 Mo
74 W 106
Sg
25 Mn
43 Tc 75 Re
107
Bh
26 Fe 44 Ru 76 Os
108
Hs
27 Co 45 Rh 77 Ir 109
Mt
110
Uun28 Ni
46 Pd 78 Pt
111
Uuu29 Cu 47 Ag
79 Au
112
Uub30 Zn 48 Cd 80 Hg
s2p
1p
2p
3p
4p
5p
6s2
s b
lock
d b
lock
p b
lock
f b
lock
The s-, p-, d-, and f-Block ElementsThe s-, p-, d-, and f-Block Elements
TEACHING TRANSPARENCY MASTER
Use with Chapter 6,Section 6.2
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 6 35
1. What are the four sections, or blocks, of the periodic table?
2. What does each block represent?
3. What do elements in the s-block have in common?
4. What is the valence electron configuration of each element in group 1?
5. What is the valence electron configuration of each element in group 2?
6. Why does the s-block span two groups of elements?
7. Why does the p-block span six groups of elements?
8. Why are there no p-block elements in period 1?
9. What is the ending of the electron configuration of each element in group 4?
10. What is the electron configuration of neon?
11. In what period does the first d-energy sublevel appear?
12. Why does the d-block span ten groups of elements?
13. What is the ending of the electron configuration of each element in group 3?
14. What is the electron configuration of titanium?
15. In what period does the first f-energy sublevel appear?
16. Determine the group, period, and block for the element having the electron configuration[Xe]4f145d106s26p3.
a. group b. period c. block
The s-, p-, d-, and f-Block ElementsThe s-, p-, d-, and f-Block Elements
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 6,Section 6.2
19
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36 Chemistry: Matter and Change • Chapter 6 Teaching Transparency Masters
Li 76
Na 102
K 138
Rb 152
Cs 167
Be 31
Mg 72
Ca 100
Sr 118
Ba 135
B 20
Al 54
Ga 62
n 81
Tl 95
C 15
Si 41
Ge 53
Sn 71
Pb 84
N 146
P 212
As 222
Sb 62
Bi 74
O 140
S 184
Se 198
Te 221
F 133
Cl 181
Br 195
220
K 138
1�
1
Chemical symbol
Charge
Ionic radius
Transitionmetals
Relative size
2
3
4
5
6
1�
1�
1�
1�
1�
2
Peri
od
13 14 15 16 17
2�
2�
2�
2�
2 �
3�
3�
3�
3�
3�
4�
4�
4�
4�
4�
3�
3�
3�
5�
5�
2�
2�
2�
2�
1�
1�
1�
1�
Radii are given in picometers (1 � 10�12 m)
Atomic and Ionic RadiiAtomic and Ionic Radii
TEACHING TRANSPARENCY MASTER
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 6 37
1. Which groups and periods of elements are shown in the table of atomic radii?
2. In what unit is atomic radius measured? Express this unit in scientific notation.
3. What are the values of the smallest and largest atomic radii shown? What elements havethese atomic radii?
4. What happens to atomic radii within a period as the atomic number increases?
5. Cite any exceptions to the generalization you stated in your answer to question 4.
6. What accounts for the trend in atomic radii within a period?
7. What happens to atomic radii within a group as the atomic number increases?
8. Cite any exceptions to the generalization you stated in your answer to question 7.
9. What accounts for the trend in atomic radii within a group?
10. In the table of ionic radii, how is the charge of the ions of elements in groups 1 and 2 related to the group number of the elements?
Atomic and Ionic RadiiAtomic and Ionic Radii
TEACHING TRANSPARENCY WORKSHEET
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38 Chemistry: Matter and Change • Chapter 6 Teaching Transparency Masters
K Rb
0 10
Period 2 Period 3 Period 4 Period 5
20 30 50 6040
Firs
t io
niz
atio
n e
ner
gy
(kJ/
mo
l)
2500
2000
1500
1000
500
0
Atomic number
First Ionization Energy of Elements in Periods 1–5
H
He
Li
Ne
Ar
Na
XeKr
Li
Be
B
C
N
O
F
Ne
1
2
3
4
5
6
7
8
1st
520
900
800
1090
1400
1310
1680
2080
2nd
7300
1760
2430
2350
2860
3390
3370
3950
3rd
14,850
3660
4620
4580
5300
6050
6120
4th
25,020
6220
7480
7470
8410
9370
5th
37,830
9440
10,980
11,020
12,180
6th
53,270
13,330
15,160
15,240
7th
71,330
17,870
20,000
8th
92,040
23,070
9th
115,380
Element
Successive Ionization Energies for the Period 2 Elements
Ionization energy (kJ/mol)*Valenceelectrons
* mol is an abbreviation for mole, a quantity of matter.
First Ionization and SuccessiveIonization EnergiesFirst Ionization and SuccessiveIonization Energies
TEACHING TRANSPARENCY MASTER
Use with Chapter 6,Section 6.3
21
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 6 39
1. What is meant by first ionization energy?
2. Which element has the smallest first ionization energy? The largest? What are their values?
3. What generally happens to the first ionization energy of the elements within a period asthe atomic number of the elements increases?
4. What accounts for the general trend in the first ionization energy of the elements within a period?
5. What happens to the values of the successive ionization energies of an element?
6. Based on the graph, rank the group 2 elements in periods 1–5 in decreasing order of firstionization energy.
7. How is a jump in ionization energy related to the valence electrons of the element?
8. What generally happens to the first ionization energy of the elements within a group asthe atomic number of the elements increases?
9. What accounts for the general trend in the first ionization energy of the elements within a group?
First Ionization and SuccessiveIonization EnergiesFirst Ionization and SuccessiveIonization Energies
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 6,Section 6.3
21
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40 Chemistry: Matter and Change • Chapter 6 Math Skills Transparency Masters
Using the Periodic TableUsing the Periodic Table
MATH SKILLS TRANSPARENCY MASTER
Use with Chapter 6,Section 6.2
6
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 6 41
1. Identify the number of valence electrons in each of the following elements.
a. Ne e. O
b. K f. Cl
c. B g. P
d. Mg h. Si
2. Identify the energy level of the valence electrons in each of the following elements.
a. Br
b. N
c. Ra
d. H
e. Ar
f. I
3. Use the periodic table to write the electron configurations (using noble gas notation) foreach of the following elements.
a. Li
b. F
c. As
d. Sr
e. Bi
4. Determine the group, period, and block of the elements having the following electron configurations.
a. 1s2
b. [Ne]3s23p1
c. [Ar]4s1
d. [Kr]5s24d1
e. [Xe]6s24f145d106p4
Using the Periodic TableUsing the Periodic Table
MATH SKILLS TRANSPARENCY WORKSHEET
Use with Chapter 6,Section 6.2
6
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42 Chemistry: Matter and Change • Chapter 6 Study Guide
The Periodic Table and Periodic LawThe Periodic Table and Periodic Law
Section 6.1 Development of the Modern Periodic TableIn your textbook, reads about the history of the periodic table’s development.
Use each of the terms below just once to complete the passage.
The table below was developed by John Newlands and is based on a relationship called
the law of (1) . According to this law, the properties of the elements
repeated every (2) elements. Thus, for example, element two and
element (3) have similar properties. The law of octaves did not work
for all the known elements and was not generally (4) .
The first periodic table is mostly credited to (5) . In his table, the
elements were arranged according to increasing (6) . One important
result of this table was that the existence and properties of undiscovered
(7) could be predicted.
The element in the modern periodic table are arranged according to increasing
(8) , as a result of the work of (9) . This
arrangement is based on number of (10) in the nucleus of an atom of
the element. The modern form of the periodic table results in the
(11) , which states that when elements are arranged according to
increasing atomic number, there is a periodic repetition of their chemical and physical
(12) .
STUDY GUIDECHAPTER 6
octaves atomic mass atomic number nine
elements properties Henry Moseley eight
protons periodic law Dmitri Mendeleev accepted
1 2 3 4 5 6 7
H Li G Bo C N O
8 9 10 11 12 13 14
F Na Mg Al Si P S
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Study Guide Chemistry: Matter and Change • Chapter 6 43
In your textbook, read about the modern periodic table.
Use the information in the box on the left taken from the periodic table to complete thetable on the right.
For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
18. A column on the periodic table
19. A row on the periodic table
20. Elements in groups 1, 2, and 13 to 18
21. Elements that are shiny and conduct electricity
22. Elements in groups 3 to 12
In the space at the left, write true if the statement is true; if the statement is false,change the italicized word or phrase to make it true.
23. There are two main classifications of elements.
24. More than three-fourths of the elements in the periodic table arenonmetals.
25. Group 1 elements (except for hydrogen) are known as the alkalimetals.
26. Group 13 elements are the alkaline earth metals.
27. Group 17 elements are highly reactive nonmetals known ashalogens.
28. Group 18 elements are very unreactive elements known astransition metals.
29. Metalloids have properties of both metals and inner transitionmetals.
Section 6.1 continued
STUDY GUIDECHAPTER 6
a. metals
b. group
c. period
d. representative elements
e. transition elements
Atomic Mass 13.
Atomic Number 14.
Electron Configuration 15.
Chemical Name 16.
Chemical Symbol 17.
7
N
Nitrogen
14.007
[He]2s22p3
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44 Chemistry: Matter and Change • Chapter 6 Study Guide
Section 6.2 Classification of the ElementsIn your textbook, read about organizing the elements by electron configuration.
Use the periodic table on pages 178–179 in your textbook to match each element inColumn A with the element in Column B that has the most similar chemical properties.
Column A Column B
1. arsenic (As)
2. bromine (Br)
3. cadmium (Cd)
4. gallium (Ga)
5. germanium (Ge)
6. iridium (Ir)
7. magnesium (Mg)
8. neon (Ne)
9. nickel (Ni)
10. osmium (Os)
11. sodium (Na)
12. tellurium (Te)
13. tungsten (W)
14. yttrium (Y)
15. zirconium (Zr)
Answer the following questions.
16. Why do sodium and potassium, which belong to the same group in the periodic table,have similar chemical properties?
17. How is the energy level of an element’s valence electrons related to its period on the periodic table? Give an example.
STUDY GUIDECHAPTER 6
a. boron (B)
b. cesium (Cs)
c. chromium (Cr)
d. cobalt (Co)
e. hafnium (Hf)
f. iodine (I)
g. iron (Fe)
h. nitrogen (N)
i. platinum (Pt)
j. scandium (Sc)
k. silicon (Si)
l. strontium (Sr)
m. sulfur (S)
n. zinc (Z)
o. xenon (Xe)
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Study Guide Chemistry: Matter and Change • Chapter 6 45
In your textbook, read about s-, p-, d-, and f-block elements.
Use the periodic table on pages 178–179 in your textbook and the periodic table below toanswer the following questions.
18. Into how many blocks is the periodic table divided?
19. What groups of elements does the s-block contain?
20. Why does the s-block portion of the periodic table span two groups?
21. What groups of elements does the p-block contain?
22. Why are members of group 18 virtually unreactive?
23. How many d-block elements are there?
24. What groups of elements does the d-block contain?
25. Why does the f-block portion of the periodic table span 14 groups?
26. What is the electron configuration of the element in period 3, group 16?
s1
1H
2He
3Li
11Na
19K
37Rb
55Cs
4Be
12Mg
20Ca
38Sr
56Ba
87Fr
57La
89Ac
58Ce
90Th
59Pr
91Pa
60Nd
92U
61Pm
93Np
62Sm
94Pu
63Eu
95Am
64Gd
96Cm
65Tb
97Bk
66Dy
98Cf
67Ho
99Es
68Er
100Fm
69Tm
101Md
70Yb
102No
88Ra
5B
13Al
31Ga
49In
81Tl
6C
14Si
32Ge
50Sn
82Pb
7N
15P
33As
51Sb
83Bi
8O
16S
34Se
52Te
84Po
9F
17Cl
35Br
53I
85At
10Ne
18Ar
36Kr
54Xe
86Rn
21Sc
39Y
71Lu
103Lr
22Ti
40Zr
72Hf
104Rf
23V
41Nb
73Ta
105Db
24Cr
42Mo
74W
106Sg
25Mn
43Tc
75Re
107Bh
26Fe
44Ru
76Os
108Hs
27Co
45Rh
77Ir
109Mt
110Uun
28Ni
46Pd
78Pt
111Uuv
29Cu
47Ag
79Au
112Uub
30Zn
48Cd
80Hg
s2 p1 p2 p3 p4 p5 p6
s2
s block
d block
p block
f block
Section 6.2 continued
STUDY GUIDECHAPTER 6
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46 Chemistry: Matter and Change • Chapter 6 Study Guide
Section 6.3 Periodic TrendsIn your textbook, read about atomic radius and ionic radius.
Circle the letter of the choice that best completes the statement or answers the question.
1. Atomic radii cannot be measured directly because the electron cloud surrounding thenucleus does not have a clearly defined
a. charge. b. mass. c. outer edge. d. probability.
2. Which diagram best represents the group and period trends in atomic radii in the periodictable?
a. c.
b. d.
3. The general trend in the radius of an atom moving down a group is partially accounted
for by the
a. decrease in the mass of the nucleus. c. increase in the charge of the nucleus.
b. fewer number of filled orbitals. d. shielding of the outer electrons by inner electrons.
4. A(n) is an atom, or bonded group of atoms, that has a positive or negativecharge.
a. halogen b. ion c. isotope d. molecule
5. An atom becomes negatively charged by
a. gaining an electron. b. gaining a proton. c. losing an electron. d. losing a neutron.
6. Which diagram best represents the relationship between the diameter of a sodium atomand the diameter of a positive sodium ion?
a. b. c.
Na Na� Na Na� Na Na�
Generally decrease
Gen
eral
lyd
ecre
ase
Generally increase
Gen
eral
lyd
ecre
ase
Generally decrease
Gen
eral
lyin
crea
se
Generally increase
Gen
eral
lyin
crea
se
STUDY GUIDECHAPTER 6
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Study Guide Chemistry: Matter and Change • Chapter 6 47
In your textbook, read about ionization energy and electronegativity.
Answer the following questions.
7. What is ionization energy?
8. Explain why an atom with a high ionization-energy value is not likely to form a positiveion.
9. What is the period trend in the first ionization energies? Why?
10. What is the group trend in the first ionization energies? Why?
11. State the octet rule.
12. What does the electronegativity of an element indicate?
13. What are the period and group trends in electronegativities?
Section 6.3 continued
STUDY GUIDECHAPTER 6
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Student Recording Sheet
54 Chemistry: Matter and Change • Chapter 6
Name Date Class
CHAPTER 6
Assessment
Standardized Test PracticeMultiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
Answer each question with complete sentences.
11.
12.
13.
Extended Response
Answer each question with complete sentences.
14.
15.
SAT Subject Test: Chemistry
16.
17.
18.
19.
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Chapter 7 Ionic Compounds and MetalsMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Table ofContents
55
Reproducible Pages
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56 Chemistry: Matter and Change • Chapter 7 ChemLab and MiniLab Worksheets
mini LAB 7Observe Properties
Analysis
1. Analyze your results, and identify the two types of steel that appear to have their properties com-bined in tempered steel.
2. Hypothesize how the different observed properties relate to crystal size.
3. State a use for spring steel that takes advantage of its unique properties.
4. Infer the advantages and disadvantages of using softened steel for body panels on automobiles.
5. Apply What is the major disadvantage of hardened steel? Do you think hardened steel would bewear-resistant and retain a sharpened edge? Explain your reasoning.
How do the properties of steel change when it is subjected to different types ofheat treatment? For many centuries, people have treated metals with heat to changetheir properties. The final properties of the metal depend on the temperature to which themetal is heated and the rate at which it cools.
Materials laboratory burner, forceps (2), hairpins (3), 250-mL beaker, cold water
Procedure
1. Read and complete the lab safety form.2. Examine a property of spring steel by try-
ing to bend open one of three hairpins.Record your observations.
3. Next hold each end of the hairpin with apair of forceps. Place the curved centralloop portion of the hairpin in the top ofthe blue flame from a laboratory burner.When the metal turns red, pull the hair-pin open to form a straight piece ofmetal. Allow it to cool as you record yourobservations. Repeat Step 3 for theremaining two hairpins. WARNING: Donot touch the hot metal. Do not holdyour hand above the flame of the labo-ratory burner.
4. To make softened steel, use a pair of for-ceps to hold all three hairpins verticallyin the flame of the laboratory burneruntil the hairpins glow red all over.Slowly raise the three hairpins straightup and out of the flame so they coolslowly. Slow cooling results in the forma-tion of large crystals.
5. After cooling, bend each of the three hairpins into the shape of the let-ter J. Record how the metal feels as youbend it.
6. To harden the steel, use tongs to holdtwo of the bent hairpins in the flameuntil they are glowing red all over.Quickly plunge the hot metals into a250-mL beaker containing approximately200 mL of cold water. Quick-coolingcauses the crystal size to be small.
7. Attempt to straighten one of the bends.Record your observations.
8. To temper the steel, use tongs to holdthe remaining hardened metal bendabove the flame for a brief period oftime. Slowly move the metal back andforth just above the flame until the graymetal turns to an iridescent blue-graycolor. Do not allow the metal to becomehot enough to glow red. Slowly cool themetal and then try to unbend it usingthe end of your finger. Record yourobservations.
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 7 57
CHEMLAB 7
Safety Precautions• Always wear safety glasses and a lab apron.• Do not look directly at the burning magnesium. The intensity of the
light can damage your eyes.• Avoid handling heated materials until they have cooled.
ProblemCan the physical propertiesof a compound indicatethat they have ionic bonds?
Objectives• Observe evidence of a
chemical reaction.• Acquire and analyze
information that willenable you to decide if acompound has an ionicbond.
• Classify the products asionic or not ionic.
Materialsmagnesium ribbon
(25 cm)cruciblering stand and ringclay triangleBunsen burnerstirring rod
crucible tongscentigram balance100-mL beakerdistilled waterconductivity tester
Synthesize an Ionic CompoundElements combine to form compounds. If energy is released as the
compound is formed, the resulting product is more stable than thereacting elements. In this investigation, you will react elements to formtwo compounds. You will test the compounds to determine several of their properties. Ionic compounds have properties that are different from those of other compounds. You will decide if theproducts you formed are ionic compounds.
Pre-Lab
1. Read the entire CHEMLAB. Identify the variable. List any conditions that must be keptconstant.
2. Write the electron configuration of the magne-sium atom.
a. Based on this configuration, will magnesiumlose or gain electrons to become a magnesiumion?
b. Write the electron configuration of the magnesium ion.
c. The magnesium ion has an electron configuration like that of which noble gas?
3. Repeat question 2 for oxygen and nitrogen.
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58 Chemistry: Matter and Change • Chapter 7 ChemLab and MiniLab Worksheets
4. Use the data table in the next column.
5. In your data table, which mass values will bemeasured directly? Which mass values will be calculated?
6. Explain what must be done to calculate eachmass value that is not measured directly.
Procedure
1. Read and complete the lab safety form.
2. Record all measurements in your data table.
3. Position the ring on the ring stand about 7 cmabove the top of the Bunsen burner. Place theclay triangle on the ring.
4.Measure the mass of the clean, dry crucible.
5.Roll 25 cm of magnesium ribbon into a looseball. Place it in the crucible. Measure the mass ofthe magnesium and crucible together.
6.Place the crucible on the triangle, and heat it with a hot flame (flame tip should be near thecrucible).
7.Turn off the burner as soon as the magnesiumignites and begins to burn with a bright whitelight. Allow it to cool, and measure the mass ofthe magnesium product and the crucible.
8.Place the dry, solid product in the beaker.
9.Add 10 mL of distilled water to the beaker, andstir. Check the mixture with a conductivity tester.
10.Cleanup and Disposal Dispose of the productas directed by your teacher. Wash out the cruciblewith water. Return all lab equipment to its properplace.
CHEMLAB 7
Material(s) Mass (g)
Empty crucible
Crucible and Mg ribbon before heating
Magnesium ribbon
Crucible and magnesium products after heating
Magnesium products
Mass Data
Analyze and Conclude
1. Analyze Data Calculate the mass of the ribbon and the product. Record these masses in your table.
2. Classify the forms of energy released. What can you conclude about the stability of products?
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 7 59
3. Infer Does the magnesium react with the air?
4. Predict the ionic formulas for the two binary products formed, and write their names.
5. Analyze and Conclude The product of the magnesium-oxygen reaction is white, whereas the product ofthe magnesium-nitrogen reaction is yellow. Which compound makes up most of the product?
6. Analyze and Conclude Did the magnesium compounds conduct a current when in solution? Do theseresults verify that the compounds are ionic?
7. Error Analysis If the results show that the magnesium lost mass instead of gaining mass, cite possiblesources of the error.
Inquiry Extension
Design an Experiment If the magnesium compounds conduct a current in solution, can you affect how well they conduct electricity? If they did not conduct a current, could they? Design an experiment tofind out.
CHEMLAB 7
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60 Chemistry: Matter and Change • Chapter 7 Teaching Transparency Masters
20 e
lect
ron
s (2
0�)
Ener
gy
Ca
ato
m1s
2 2s2 2
p6 3
s2 3p
6 4s2
Ca
ion
(C
a2�)
O a
tom
1s2 2
s2 2p
4
20 p
roto
ns
(20�
)
20 p
roto
ns
(20�
)
8 el
ectr
on
s (8
�)
8 p
roto
ns
(8�
)
O io
n (
O2�
)
10 e
lect
ron
s (1
0�)
8 p
roto
ns
(8�
)
18 e
lect
ron
s (1
8�)
Two
elec
tro
ns
+2e
�
+
Two
elec
tro
ns
2e�
+
Ener
gy
+
Formation of IonsFormation of Ions
TEACHING TRANSPARENCY MASTER
Use with Chapter 7,Section 7.1
22
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 7 61
1. What are the names of the two elements shown?
2. Are the elements shown on the left sides of the two equations neutral? How can you tell?
3. What is the name for the energy needed to remove electrons from an atom, such as theCa atom shown?
4. What kind of charge does the Ca atom take on as a result of the reaction? What is thename for an ion with that kind of charge?
5. What kind of charge does the O atom take on as a result of the reaction? What is thename for an ion with that kind of charge?
6. Is the outer electron configuration of the Ca atom before the reaction a very stable one?How can you tell?
7. Is the outer electron configuration of the O atom before the reaction a very stable one?How can you tell?
8. Is the outer electron configuration of the Ca ion after the reaction a very stable one? Howcan you tell?
9. Is the outer electron configuration of the O ion after the reaction a very stable one? Howcan you tell?
10. What is the electron configuration of the Ca ion? What neutral atom has the same config-uration, and in what chemical family is it located in the periodic table?
11. What is the electron configuration of the O ion? What neutral atom has the same config-uration, and in what chemical family is it located in the periodic table?
Formation of IonsFormation of Ions
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 7,Section 7.1
22
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62 Chemistry: Matter and Change • Chapter 7 Teaching Transparency Masters
e�
e�
Mg
+
C
l
+
Cl
Mg
+
C
l
+
Cl
Mg
+
S ?
Mg
+
P ?
2��
Ionic BondsIonic Bonds
TEACHING TRANSPARENCY MASTER
Use with Chapter 7,Section 7.2
23
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 7 63
1. How many valence electrons does a neutral magnesium (Mg) atom have?
2. What is the charge on a magnesium ion? What does magnesium have to do to form suchan ion, and why does it tend to do so?
3. How many valence electrons does a single neutral chlorine (Cl) atom have?
4. What is the charge on a chloride ion? What does chlorine have to do to form such an ion,and why does it tend to do so?
5. How many magnesium atoms and how many chlorine atoms react to form one formulaunit of magnesium chloride? Why? What is the formula of magnesium chloride?
6. What kind of compound is magnesium chloride? What happens to electrons during theformation of the compound? What holds the atoms together in the compound?
7. What is the formula of the ionic compound formed by magnesium and sulfur (S) atoms?Explain why, in terms of electron transfer, stability, and overall charge.
8. What is the formula of the ionic compound formed by magnesium and phosphorus (P)atoms? Explain why, in terms of electron transfer, stability, and overall charge.
Ionic BondsIonic Bonds
TEACHING TRANSPARENCY WORKSHEET
Use with Chapter 7,Section 7.2
23
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64 Chemistry: Matter and Change • Chapter 7 Teaching Transparency Masters
Peri
od
icTa
ble
Ro
w 3
Na
Mg
3p3s
3p3s
3p3s
3p3s
3p3s
3p3s
3p3s
3p3s
Cl
Ar
SP
Al
Si
Formulas for Ionic CompoundsFormulas for Ionic Compounds
TEACHING TRANSPARENCY MASTER
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24
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 7 65
1. How many valence electrons are there in an atom of sodium (Na)? What would a sodiumatom tend to do in bonding with another atom to form an ionic compound? Why?
2. How many valence electrons are there in an atom of phosphorus (P)? What would a phos-phorus atom tend to do in bonding with another atom to form an ionic compound? Why?
3. What would be the formula and name of the ionic compound formed when sodium reactswith phosphorus? What are the oxidation numbers of each of the ions present?
4. How many valence electrons are in an atom of sulfur (S)? What would a sulfur atom tendto do in bonding with another atom to form an ionic compound? Why?
5. What would be the formula and name of the ionic compound formed when sodium reactswith sulfur? What are the oxidation numbers of each of the ions present?
6. How many valence electrons are in an atom of aluminum (Al)? What would an alu-minum atom tend to do in bonding with another atom to form an ionic compound? Why?
7. How many valence electrons are in an atom of chlorine (Cl)? What would a chlorineatom tend to do in bonding with another atom to form an ionic compound? Why?
8. What would be the formula and name of the ionic compound formed when aluminumreacts with chlorine? What are the oxidation numbers of each of the ions present?
9. What would be the formula and name of the ionic compound formed when aluminumreacts with sulfur? What are the oxidation numbers of each of the ions present?
Formulas for Ionic CompoundsFormulas for Ionic Compounds
TEACHING TRANSPARENCY WORKSHEET
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66 Chemistry: Matter and Change • Chapter 7 Teaching Transparency Masters
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Metallic BondingMetallic Bonding
TEACHING TRANSPARENCY MASTER
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 7 67
1. What is a regular, repeating three-dimensional arrangement of atoms called?
2. Do the separate electrons that are shown belong exclusively to a single atom? What wordis used to describe such electrons?
3. Are the electrons shown the only ones actually present? Explain.
4. Why are the central atoms shown as positively charged?
5. How does the number of separate electrons shown for the group 1 metal atoms compareto the number of atoms? Explain why in terms of valence electrons.
6. How does the number of separate electrons shown for the group 2 metal atoms compareto the number of atoms?
7. What holds the metal atoms together in such an arrangement?
8. What term is used to describe this model of metallic bonding?
9. How well do metals tend to conduct electricity? How does the model of metallic bondingaccount for that property?
10. Do metals tend to be brittle, or are they malleable and ductile? How does the model ofmetallic bonding account for that property?
Metallic BondingMetallic Bonding
TEACHING TRANSPARENCY WORKSHEET
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68 Chemistry: Matter and Change • Chapter 7 Math Skills Transparency Masters
Gro
up
s
Periods
12
2 3
3 Li4 Be
11 Na
12 Mg
Gro
up
s13
1415
1617
18
5 B6 C
7 N8 O
9 F10 N
e
17 Cl
18 Ar
16 S15 P
13 Al
14 Si
Calculating Numbers of Electronsand Predicting Ionic ChangeCalculating Numbers of Electronsand Predicting Ionic Change
MATH SKILLS TRANSPARENCY MASTER
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 7 69
1. What happens to a neutral atom if it loses one electron? Why?
2. What happens to a neutral atom if it gains two electrons? Why?
3. Write a simple word equation that shows how you can figure out the charge of an ion,given its numbers of electrons and protons.
4. What is the electron configuration of each of the following, given its position in the periodic table? In each case, also tell what charge the atom is likely to take on if it bonds,and explain why. Write the electron configuration of the ion that is formed.
a. beryllium (Be)
b. fluorine (F)
c. argon (Ar)
d. sulfur (S)
e. sodium (Na)
f. nitrogen (N)
Calculating Numbers of Electronsand Predicting Ionic ChangeCalculating Numbers of Electronsand Predicting Ionic Change
MATH SKILLS TRANSPARENCY WORKSHEET
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70 Chemistry: Matter and Change • Chapter 7 Math Skills Transparency Masters
Determining Numbers of IonsDetermining Numbers of Ions
MATH SKILLS TRANSPARENCY MASTER
Use with Chapter 7,Section 7.3
8
Common Polyatomic Ions
Ion Name Ion Name
NH4� ammonium IO4
� periodate
NO2� nitrite C2H3O2
� acetate
NO3� nitrate H2PO4
� dihydrogen phosphate
HSO4� hydrogen sulfate CO3
2� carbonate
OH� hydroxide SO32� sulfite
CN� cyanide SO42� sulfate
MnO4� permanganate S2O3
2� thiosulfate
HCO3� hydrogen carbonate O2
2� peroxide
ClO� hypochlorite CrO42� chromate
ClO2� chlorite Cr2O7
2� dichromate
ClO3� chlorate HPO4
2� hydrogen phosphate
ClO4� perchlorate PO4
3� phosphate
BrO3� bromate AsO4
3� arsenate
IO3� iodate
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 7 71
1. Write a simple word equation that illustrates what must be true of total positive chargeand total negative charge in an ionic compound.
2. How many potassium ions (group 1) would be related to balance the charge of each ofthe following in a compound?
a. one cyanide ion
b. one sulfite ion
c. one arsenate ion
3. How many iodate ions would be needed to balance the charge of each of the following ina compound?
a. one Fe3� ion
b. one lithium ion (group 1)
c. one barium ion (group 2)
4. What is the formula of the ionic compound formed by each of the following in combination? Demonstrate that each result is correct by figuring out total positive charge and total negative charge.
a. ammonium ions and sulfate ions
b. sodium ions (group 1) and phosphate ions
c. magnesium ions (group 2) and hydrogen sulfate ions
d. aluminum ions (group 13) and carbonate ions
e. ammonium ions and arsenate ions
f. calcium ions (group 2) and acetate ions
g. ammonium ions and nitrite ions
Determining Numbers of IonsDetermining Numbers of Ions
MATH SKILLS TRANSPARENCY WORKSHEET
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72 Chemistry: Matter and Change • Chapter 7 Study Guide
Ionic Compounds and MetalsIonic Compounds and Metals
Section 7.1 Ion FormationIn your textbook, read about chemical bonds and formation of ions.
Use each of the terms below just once to complete the passage.
The force that holds two atoms together is called a(n) (1) .
Such an attachment may form by the attraction of the positively charged
(2) of one atom for the negatively charged
(3) of another atom, or by the attraction of charged atoms,
which are called (4) . The attractions may also involve
(5) electrons, which are the electrons in the outermost
(6) . The (7) are a family of elements that
have very little tendency to react. Most of these elements have a set of eight outermost
electrons, which is called a stable (8) . The relatively stable electron
structures developed by loss of electrons in certain elements of groups 3, 4, 13, and 14 are
called (9) .
For each statement below, write true or false.
10. A positively charged ion is called an anion.
11. Elements in group 1 lose their one valence electron, forming an ion with a1� charge.
12. Elements tend to react so that they acquire the electron structure of ahalogen.
13. A sodium atom tends to lose one electron when it reacts.
14. The electron structure of a zinc ion (Zn2�) is an example of a pseudo-noble gas formation.
15. A Cl� ion is an example of a cation.
16. The ending -ide is used to designate an anion.
17. Nonmetals form a stable outer electron configuration by losing electronsand becoming anions.
STUDY GUIDECHAPTER 7
chemical bond electrons energy level ions noble gases
nucleus octet pseudo-noble gas formations valence
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Study Guide Chemistry: Matter and Change • Chapter 7 73
Section 7.2 Ionic Bonds and Ionic CompoundsIn your textbook, read about forming ionic bonds and the characteristics of ionic compounds.
Circle the letter of the choice that best completes the statement or answers the question.
1. An ionic bond is
a. attraction of an atom for its electrons.
b. attraction of atoms for electrons they share.
c. a force that holds together atoms that are oppositely charged.
d. the movement of electrons from one atom to another.
2. The formula unit of an ionic compound shows the
a. total number of each kind of ion in a sample.
b. simplest ratio of the ions.
c. numbers of atoms within each molecule.
d. number of nearest neighboring ions surrounding each kind of ion.
3. The overall charge of a formula unit for an ionic compound
a. is always zero. c. is always positive.
b. is always negative. d. may have any value.
4. How many chloride (Cl�) ions are present in a formula unit of magnesium chloride,given that the charge on a Mg ion is 2�?
a. one-half b. one c. two d. four
5. Ionic bonds generally occur between
a. metals. c. a metal and a nonmetal.
b. nonmetals. d. noble gases.
6. Salts are examples of
a. nonionic compounds. b. metals. c. nonmetals. d. ionic compounds.
7. A three-dimensional arrangement of particles in an ionic solid is called a(n)
a. crystal lattice. b. sea of electrons. c. formula unit. d. electrolyte.
8. In a crystal lattice of an ionic compound,
a. ions of a given charge are clustered together, far from ions of the opposite charge.
b. ions are surrounded by ions of the opposite charge.
c. a sea of electrons surrounds the ions.
d. neutral molecules are present.
STUDY GUIDECHAPTER 7
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74 Chemistry: Matter and Change • Chapter 7 Study Guide
9. What is the relationship between lattice energy and the strength of the attractive forceholding ions in place?
a. The more positive the lattice energy is, the greater the force.
b. The more negative the lattice energy is, the greater the force.
c. The closer the lattice energy is to zero, the greater the force.
d. There is no relationship between the two quantities.
10. The formation of a stable ionic compound from ions
a. is always exothermic. c. is always endothermic.
b. may be either exothermic or endothermic. d. neither absorbs nor releases energy.
11. In electron transfer involving a metallic atom and a nonmetallic atom during ion forma-tion, which of the following is correct?
a. The metallic atom gains electrons from the nonmetallic atom.
b. The nonmetallic atom gains electrons from the metallic atom.
c. Both atoms gain electrons.
d. Neither atom gains electrons.
Underline the word that correctly describes each property in ionic compounds.
12. Melting point Low High
13. Boiling point Low High
14. Hardness Hard Soft
15. Brittleness Flexible Brittle
16. Electrical conductivity in the solid state Good Poor
17. Electrical conductivity in the liquid state Good Poor
18. Electrical conductivity when dissolved in water Good Poor
For each statement below, write true or false.
19. The crystal lattice of ionic compounds affects their melting and boilingpoints.
20. The lattice energy is the energy required to separate the ions of an ioniccompound.
21. The energy of an ionic compound is higher than that of the separateelements that formed it.
22. Large ions tend to produce a more negative value for lattice energy thansmaller ions do.
23. Ions that have larger charges tend to produce a more negative latticeenergy than ions with smaller charges do.
Section 7.2 continued
STUDY GUIDECHAPTER 7
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Study Guide Chemistry: Matter and Change • Chapter 7 75
Section 7.3 Names and Formulas for Ionic CompoundsIn your textbook, read about communicating what is in a compound and naming ionsand ionic compounds.
Use each of the terms below just once to complete the passage.
A one-atom ion is called a(n) (1) ion. The charge of such an ion is
equal to the atom’s (2) , which is the number of (3)
transferred to or from the atom to form the ion. In ionic compounds, the sum of the charges of
all the ions equals (4) . Ions made up of more than one atom are called
(5) ions. If such an ion is negatively charged and includes one or more
oxygen atoms, it is called a(n) (6) . If two such ions can be formed that
contain different numbers of oxygen atoms, the name for the ion with more oxygen atoms ends
with the suffix (7) . The name for the ion with fewer oxygen atoms
ends with (8) .
In the chemical formula for any ionic compound, the chemical symbol for the
(9) is written first, followed by the chemical symbol for the
(10) . A(n) (11) is a small number used to
represent the number of ions of a given element in a chemical formula. Such numbers are
written to the (12) of the symbol for the element. If no number
appears, the assumption is that the number equals (13) .
For each formula in Column A, write the letter of the matching name in Column B.
Column A Column B
14. ClO2�
15. ClO4�
16. ClO�
17. Cl�
18. ClO3�
STUDY GUIDECHAPTER 7
anion -ate cation electrons zero
lower right monatomic one oxidation number -ite
oxyanion polyatomic subscript
a. chlorate
b. hypochlorite
c. chloride
d. perchlorate
e. chlorite
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76 Chemistry: Matter and Change • Chapter 7 Study Guide
For each of the following chemical formulas, write the correct name of the ionic compound represented. You may refer to the periodic table on pages 156–157 and Table 8.7 for help.
19. NaI
20. CaCl2
21. K2S
22. MgO
23. LiHSO4
24. NH4Br
25. Ca3N2
26. Cs3P
27. KBrO3
28. Mg(ClO)2
29. Li2O2
30. Be3(PO4)2
31. (NH4)2CO3
32. NaBrO3
33. Fe2O3
34. Fe(IO3)2
For each of the following ionic compounds, write the correct formula for the compound.You may refer to the periodic table on pages 156–157 and Table 8.7 for help.
35. beryllium nitride
36. nickel(II) chloride
37. potassium chlorite
38. copper(I) oxide
39. magnesium sulfite
40. ammonium sulfide
41. calcium iodate
42. iron(III) perchlorate
43. sodium nitride
Section 7.3 continued
STUDY GUIDECHAPTER 7
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Study Guide Chemistry: Matter and Change • Chapter 7 77
Section 7.4 Metallic Bonds and the Properties of MetalsIn your textbook, read about metallic bonds.
Use the diagram of metallic bonding to answer the following questions.
1. What is the name of the model of metallic bonding that is illustrated?
2. Why are the electrons in a metallic solid described as delocalized?
3. Which electrons from the metal make up the delocalized electrons?
4. Are the metal atoms that are shown cations or anions? How can you tell?
5. How do the metallic ions differ from the ions that exist in ionic solids?
6. Explain what holds the metal atoms together in the solid.
In your textbook, read about the properties of metals.
For each property, write yes if the property is characteristic of most metals, or no if it isnot. If the property is a characteristic of metals, explain how metallic bonding accountsfor the property.
7. Malleable
8. Brittle
9. Lustrous
10. High melting point
11. Low boiling point
12. Ductile
13. Poor conduction of heat
14. Good conduction of electricity
STUDY GUIDECHAPTER 7
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Student Recording Sheet
84 Chemistry: Matter and Change • Chapter 7
Name Date Class
Standardized Test PracticeMultiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1. 4. 7.
2. 5. 8.
3. 6. 9.
Short Answer
Answer each question with complete sentences.
10.
11.
12.
Extended Response
Answer each question with complete sentences.
13.
14.
SAT Subject Test: Chemistry
15. 17. 19.
16. 18. 20.
CHAPTER 7
Assessment
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Chapter 8 Covalent BondingMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 90
Math Skills Transparency Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 96
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Table ofContents
85
Reproducible Pages
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86 Chemistry: Matter and Change • Chapter 8 ChemLab and MiniLab Worksheets
mini LAB 8Compare Melting Points
How can you determine the relationship between bond type and meltingpoint? The properties of a compound depend on whether the bonds in the compoundare ionic or covalent.
Materials permanent marker, disposable 9-inch aluminum pie pan, hot plate, sugar crystals, salt crystals, paraffin
Procedure 1. Read and complete the lab safety form.
2. Create a data table for the experiment.
3. Using a permanent marker, draw three lines on the inside bottom of a disposable, 9-inch aluminum pie pan to create three, equal wedges. Label the wedges, A, B, and C.
4. Set the pie pan on a hot plate.
WARNING: Hot plate and metal pie pan will burn skin—handle with care.
5. Obtain samples of the following from your teacher and deposit them onto thelabeled wedges as follows: sugar crystals (C12H22O11), A; salt crystals (NaCl) B; paraffin (C23H48), C.
6. Predict the order in which the compounds will melt.
7. Turn the temperature knob on the hot plate to the highest setting. You will heat thecompounds for 5 min. Assign someone to time the heating of the compounds.
8. Observe the compounds during the 5-min period. Record which compounds melt andthe order in which they melt.
9. After 5 min, turn off the hot plate and remove the pie pan using a hot mitt or tongs.
10. Allow the pie pan to cool, and then place it in the proper waste container.
Analysis
1. State Which solid melted first? Which solid did not melt?
2. Apply Based on your observations and data, describe the melting point of each solidas low, medium, high, or very high.
3. Infer Which compounds are bonded with ionic bonds? Which are bonded with cova-lent bonds?
4. Summarize how the type of bonding affects the melting points of compounds.
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 8 87
CHEMLAB 8
ProblemHow do the Lewis structureand the positions of valenceelectrons affect the shape ofthe covalent compound?
Objectives• Predict the shape of
molecular compounds• Construct molecular
models• Evaluate the strength of
covalent bonds• Identify resonance
structures• Distinguish polar and
nonpolar molecules
Materialsmolecular-model kit
Model Molecular ShapesCovalent bonding occurs when atoms share valence elec-
trons. In the Valence Shell Electron Pair Repulsion (VSEPR)theory, the way in which valence electrons of bonding atomsare positioned, is the basis for predicting a molecule’s shape.This method of visualizing shape is also based on the mole-cule’s Lewis structure.
Pre-Lab
1. Read the entire CHEMLAB.
2. Review the VSEPR model. What do the initialsVSEPR stand for? What is the basis for the pre-dictions of molecular shape made by the VSEPRmodel?
3. How do you determine whether or not a bond is apolar covalent bond? What additional information
do you need to determine whether or not a mole-cule is polar?
4. What is a resonance structure? If a molecule hasresonance structures, what can you infer about thetypes of bonds in that molecule?
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88 Chemistry: Matter and Change • Chapter 8 ChemLab and MiniLab Worksheets
Procedure
1. Read and complete the lab safety form.
2. Create a table to record your data.
3. Note the color used to represent each of theseatoms in the molecular modele kit: H, O, P, C, F,S, and N.
4. Draw the Lewis structures of the H2, O2, and N2molecules.
5. Obtain two hydrogen atoms and one connectorand assemble a hydrogen (H2) molecule.
6. Obtain two oxygen atoms and two connectors andassemble an oxygen (O2) molecule. Observe thatyour model represents a double-bonded diatomicoxygen molecule.
7. Obtain two nitrogen atoms and three connectorsand assemble a nitrogen (N2) molecule. Observethat your model represents a triple-bondeddiatomic nitrogen molecule.
8. Recognize that these diatomic molecules are lin-ear in shape because they have only two atoms.
9. Draw the Lewis structure of water (H2O) andconstruct its molecule.
10.Classify the shape of the H2O molecule usinginformation in Table 8.6.
11.Repeat steps 9 and 10 for PH3, CF4, CO2, SO3,HCN, and CO molecules.
CHEMLAB 8
Analyze and Conclude
1. Think Critically Based on the molecular models you built and observed in this lab, ranksingle, double, and triple bonds in order of increasing flexibility and increasing strength.
2. Observe and Infer Explain why H2O and CO2 molecules have different shapes.
3. Analyze and Conclude One of the molecules from this lab undergoes resonance. Identify the moleculethat has three resonance structures, draw the structures, and explain why resonance occurs.
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ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 8 89
4. Recognize Cause and Effect Use the electronegativity difference to determine thepolarity of the molecules in Steps 9-11. Based on their calculated bond polarities and themodels constructed in this lab, determine the molecular polarity of each structure.
Inquiry Extension
Model Use a molecular model kit to build the two resonance structures of ozone (O3).Then, use Lewis structures to explain how you can convert between the two resonancestructures by interchanging a lone pair for a covalent bond.
CHEMLAB 8
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90 Chemistry: Matter and Change • Chapter 8 Teaching Transparency Masters
Form
ula
N2H
4
SiO
2O
OSi
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Un
nec
essa
ry(o
ctet
sco
mp
lete
)H
N
N
H
H
H
2
H
N
N
H
H
H
147
H N
N H
H H
OO
Si
Lewis StructuresLewis Structures
TEACHING TRANSPARENCY MASTER
Use with Chapter 8,Section 8.3
26
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 8 91
1. Step 1 in drawing the Lewis structure for a molecule is to decide which atoms of themolecule are most likely the terminal ones. In the transparency, why are the hydrogen(H) atoms in hydrazine (N2H4) shown as the terminal atoms?
2. Step 2 in drawing a Lewis structure involves determining the total number of valenceelectrons in the atoms in the molecule. Explain why the total number of valence electronsin N2H4 is 14.
3. Step 3 in drawing a Lewis structure requires finding the number of bonding pairs. Whatmust be done to the result of step 2 to find the number of bonding pairs? Verify that thisis so in the case of N2H4 in the transparency.
4. In step 4 in the transparency, one bonding pair has been placed between each pair ofbonded atoms in N2H4. How many such bonding pairs are shown in step 4, and whatsymbol is used to represent them?
5. Step 5 requires subtraction of the number of bonding pairs used in step 4 from the number of bonding pairs determined in step 3. Verify that the result is 2 for N2H4. Lonepairs are then placed around each terminal atom to achieve a full outer level, and anyremaining pairs are assigned to the central atom(s). Explain the drawing that has resultedfor N2H4.
6. In step 6, if any central atom drawn in step 5 does not have an octet, lone pairs from theterminal atoms must be converted to double or triple bonds involving the central atom.Why was this extra step unnecessary in the case of N2H4?
7. What number should be placed in the blank for step 2 for the silicon dioxide (SiO2) molecule?
8. What number should be placed in the blank for step 3 for SiO2?
Lewis StructuresLewis Structures
TEACHING TRANSPARENCY WORKSHEET
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92 Chemistry: Matter and Change • Chapter 8 Teaching Transparency Masters
H
HH
B H
HH
B
H
HH
HC H H
HH
C
HH
HN H
HH
N
HHO H
HO
HF
HF
VSEPR Model and MolecularShapeVSEPR Model and MolecularShape
TEACHING TRANSPARENCY MASTER
Use with Chapter 8,Section 8.4
27
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 8 93
1. The shapes of the molecules shown have been determined by means of the VSEPRmodel. What is the basic assumption of this model?
2. How many lone pairs and how many shared pairs of electrons surround the boron (B)atom in the borane (BH3) molecule shown?
3. What is the shape of the BH3 molecule? Explain why.
4. How many lone pairs and how many shared pairs of electrons surround the carbon (C)atom in the methane (CH4) molecule shown? What is the shape of the molecule?
5. How many lone pairs and how many shared pairs of electrons surround the nitrogen (N)atom in the ammonia (NH3) molecule shown? What is the shape of the molecule?
6. How many lone pairs and how many shared pairs of electrons surround the oxygen (O)atom in the water (H2O) molecule shown? What is the shape of the molecule?
7. How many lone pairs and how many shared pairs of electrons surround the fluorine (F)atom in the hydrogen fluoride (HF) molecule shown? What is the shape of the molecule?
VSEPR Model and MolecularShapeVSEPR Model and MolecularShape
TEACHING TRANSPARENCY WORKSHEET
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94 Chemistry: Matter and Change • Chapter 8 Teaching Transparency Masters
Peri
od
2
Gro
up
1G
rou
p2
Gro
up
3G
rou
p4
Gro
up
5G
rou
p6
Gro
up
7
Li 0.98
Be
1.57
B2.
04C
2.55
N3.
04O 3.44
F3.
98 Cl
3.16 Br
2.96 I
2.66 At
2.2
Elec
tron
egat
ivit
ies
Electronegativity and PolarityElectronegativity and Polarity
TEACHING TRANSPARENCY MASTER
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Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 8 95
1. What is electronegativity?
2. The electronegativities of the elements of period 2 and of group 17 of the periodic table areshown. What trends in electronegativity do you see across the period? Down the group?
3. When there is an electronegativity difference between two covalently bonded atoms,what is true of the bond between them? Toward which of the atoms are the shared electrons more attracted?
4. What kind of bond exists between a carbon (C) atom and a chlorine (Cl) atom? (Assumethat a bond is nonpolar covalent if the electronegativity difference is 0, polar covalent ifthe difference is greater than 0 but not more than 1.70, and ionic if the difference is morethan 1.70.)
5. Given your answer to question 4 and your knowledge of molecular shapes, is a carbontetrachloride (CCl4) molecule polar or nonpolar? Explain.
6. What kind of bond exists between a nitrogen (N) atom and a fluorine (F) atom? Is anitrogen trifluoride (NF3) molecule polar or nonpolar? Explain.
7. What kind of bond exists between a beryllium (Be) atom and a bromine (Br) atom? Is aberyllium bromide (BeBr2) molecule polar or nonpolar? Explain.
8. What kind of bond exists between a beryllium (Be) atom and a fluorine (F) atom?
9. What kind of bond exists between a boron (B) atom and an iodine (I) atom? Is a borontriiodide (BI3) molecule polar or nonpolar? Explain.
Electronegativity and PolarityElectronegativity and Polarity
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96 Chemistry: Matter and Change • Chapter 8 Math Skills Transparency Masters
O O
O O
I
Num
ber
of A
tom
s
1 2 3 4 5
(a)
(c)
(e)
(b)
(d)
Pref
ix
mo
no
-d
i-tr
i-te
tra-
pen
ta-
(nev
er f
or
firs
tel
emen
t in
th
efo
rmu
la)
Num
ber
of A
tom
s
6 7 8 9 10
Pref
ix
hex
a-h
epta
-o
cta-
no
na-
dec
a-
I
ON
NN
CS
S
IF
F
FSiF
FF
FF
Determining the Names ofBinary Compounds and TheirNumbers of Atoms
Determining the Names ofBinary Compounds and TheirNumbers of Atoms
MATH SKILLS TRANSPARENCY MASTER
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 8 97
1. The table shows the prefixes used in naming binary compounds. Notice that each prefixcorresponds to a certain number of atoms. These prefixes are also used in naming manygeometric figures with which you probably are familiar. For example, a triangle has threesides. The prefix tri- signifies three. How many sides does a pentagon have? A hexagon?An octagon?
2. Look at the drawings of molecules (labeled a–e) below the table. For each molecule, tellhow many atoms of each kind are present. Then write the name of the compound, usingthe prefixes in the table. In each case, the central atom is named first.
a.
b.
c.
d.
e.
3. For each compound listed below, tell how many of each kind of atom are present in amolecule of the compound and the total number of atoms per molecule. Then name thecompound.
a. P4O10
b. S2O7
c. Si3H8
4. What is the formula for each compound listed below?
a. tetrasulfur dinitride
b. dichlorine monoxide
Determining the Names ofBinary Compounds and TheirNumbers of Atoms
Determining the Names ofBinary Compounds and TheirNumbers of Atoms
MATH SKILLS TRANSPARENCY WORKSHEET
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98 Chemistry: Matter and Change • Chapter 8 Math Skills Transparency Masters
100
Peri
od
3 E
lem
ent
Elec
tro
neg
ativ
ity
Na
0.93
Mg
1.31
Al
1.61
Si 1.90
P
2.19
S
2.58
Cl 3.16
75 50 25 00
1.0
2.0
3.0
Elec
tron
egat
ivit
y di
ffer
ence
Percent ionic character
Ioni
c
Cova
lent
Pola
r co
vale
nt
Determining ElectronegativityDifference and Percent IonicCharacter
Determining ElectronegativityDifference and Percent IonicCharacter
MATH SKILLS TRANSPARENCY MASTER
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Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 8 99
1. The electronegativities of the period-3 elements are listed on the transparency. Calculatethe electronegativity differences for the following pairs of bonded period-3 atoms.
a. Na and Cl d. Si and Cl
b. Mg and S e. Si and S
c. Al and P
2. An electronegativity difference greater than 1.70 generally corresponds to a bond that isconsidered ionic. For which of the bonded-atoms combinations from question 1 wouldthe bonds be considered ionic according to this rule?
3. Bonds are rarely completely covalent or completely ionic. Rather, they have a percentionic character. The graph illustrates that fact. What two variables are plotted on thegraph, and what is the overall relationship between the variables?
4. Use the graph to find the approximate percent ionic character for the five pairs of bondedatoms listed in question 1.
a. Na and Cl d. Si and Cl
b. Mg and S e. Si and S
c. Al and P
5. Given what you know about percentages in general, what must be the relationshipbetween the percent ionic character and the percent covalent character for a given bond?
6. Calculate the percent covalent character for the five pairs of bonded atoms listed in question 1.
a. Na and Cl d. Si and Cl
b. Mg and S e. Si and S
c. Al and P
Determining ElectronegativityDifference and Percent IonicCharacter
Determining ElectronegativityDifference and Percent IonicCharacter
MATH SKILLS TRANSPARENCY WORKSHEET
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100 Chemistry: Matter and Change • Chapter 8 Study Guide
Covalent BondingCovalent Bonding
Section 8.1 The Covalent BondIn your textbook, read about the nature of covalent bonds.
Use each of the terms below just once to complete the passage.
When sharing of electrons occurs, the attachment between atoms that results is called
a(n) (1) . When such an attachment is formed, bond dissociation
energy is released, and the process is (2) . When two or more
atoms bond by means of electron sharing, the resulting particle is called a(n)
(3) . If the electrons shared are centered between the two atoms, the
attachment is called a(n) (4) . If the sharing involves the overlap of
parallel orbitals, the attachment is called a(n) (5) .
In your textbook, read about single and multiple bonds and bond strength.
Circle the letter of the choice that best completes the statement or answers the question.
6. In what form do elements such as hydrogen, nitrogen, and oxygen normally occur?
a. as single atoms c. as molecules containing three atoms
b. as molecules containing two atoms d. as molecules containing four atoms
7. How many electrons are shared in a double covalent bond?
a. none b. one c. two d. four
8. Bond length is the distance between
a. two molecules of the same substance. c. the nuclei of two attached atoms.
b. the electrons in two attached atoms. d. the orbitals of two attached atoms.
9. Which of the following relationships relating to bond length is generally correct?
a. the shorter the bond, the stronger the bond
b. the shorter the bond, the weaker the bond
c. the shorter the bond, the fewer the electrons in it
d. the shorter the bond, the lower the bond dissociation energy
STUDY GUIDECHAPTER 8
covalent bond molecule sigma bond exothermic pi bond
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Study Guide Chemistry: Matter and Change • Chapter 8 101
Section 8.2 Naming MoleculesIn your textbook, read about how binary compounds and acids are named from theirformulas.
For each statement below, write true or false.
1. Binary molecular compounds are generally composed of a metal and anonmetal.
2. The second element in the formula of a binary compound is named usingthe suffix -ite.
3. The prefix tetra- indicates three atoms.
4. The prefix hexa- indicates six atoms.
5. In naming the first element in a formula, the prefix mono- is not used.
6. For binary acids, the hydrogen part of the compound is named using theprefix hydro-.
7. An oxyacid contains only two elements.
8. If the name of the anion of an oxyacid ends in -ate, the acid namecontains the suffix -ous.
In your textbook, read about naming molecular compounds and oxyacids.
For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
9. CO
10. CO2
11. H2CO3
12. NH3
13. N2O4
14. HNO2
15. HNO3
16. HBr
17. HBrO3
STUDY GUIDECHAPTER 8
a. hydrobromic acid
b. dinitrogen tetroxide
c. carbon monoxide
d. nitrous acid
e. ammonia
f. nitric acid
g. carbonic acid
h. bromic acid
i. carbon dioxide
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102 Chemistry: Matter and Change • Chapter 8 Study Guide
Section 8.3 Molecular StructuresIn your textbook, read about Lewis structures.
For each statement below, write true or false.
1. A structural formula shows the arrangement of the atoms in a molecule.
2. The central atom in a molecule is the one with the highest electronaffinity.
3. In molecules, hydrogen is always a terminal atom.
4. The number of bonding pairs in a molecule is equal to the number ofelectrons.
5. To find the total number of electrons available for bonding in a positiveion, you should add the ion charge to the total number of valenceelectrons of the atoms present.
6. The electrons in a coordinate covalent bond are donated by both thebonded atoms.
7. Resonance occurs when more than one valid Lewis structure can bewritten for a molecule.
8. Nitrate is an example of an ion that forms resonance structures.
9. The carbon dioxide molecule contains two double bonds.
10. All electrons in an atom are available for bonding.
11. In the sulfate ion (SO42�), 32 electrons are available for bonding.
12. When carbon and oxygen bond, the molecule contains ten pairs ofbonding electrons.
In your textbook, read about resonance structures and exceptions to the octet rule.
For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
13. Odd number of valence electrons
14. Fewer than 8 electrons around an atom
15. More than 8 electrons around central atom
16. More than one valid Lewis structure
STUDY GUIDECHAPTER 8
a. O3
b. BF3
c. NO
d. SF6
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Study Guide Chemistry: Matter and Change • Chapter 8 103
Section 8.4 Molecular ShapeIn your textbook, read about the VSEPR model.
Circle the letter of the choice that best completes the statement.
1. The VSEPR model is used mainly to
a. determine molecular shape. c. determine ionic charge.
b. write resonance structures. d. measure intermolecular distances.
2. The bond angle is the angle between
a. the sigma and pi bonds in a double bond. c. two terminal atoms and the central atom.
b. the nucleus and the bonding electrons. d. the orbitals of a bonding atom.
3. The VSEPR model is based on the idea that
a. there is always an octet of electrons around an atom in a molecule.
b. electrons are attracted to the nucleus.
c. molecules repel one another.
d. shared and unshared electron pairs repel each other as much as possible.
4. The shape of a molecule whose central atom has four pairs of bonding electrons is
a. tetrahedral. b. trigonal planar. c. trigonal pyramidal. d. linear.
5. The shape of a molecule that has two covalent single bonds and no lone pairs on the central atom is
a. tetrahedral. b. trigonal planar. c. trigonal pyramidal. d. linear.
6. The shape of a molecule that has three single covalent bonds and one lone pair on thecentral atom is
a. tetrahedral. b. trigonal planar. c. trigonal pyramidal. d. linear.
In your textbook, read about hybridization.
Use each of the terms below just once to complete the passage.
The formation of new orbitals from a combination or rearrangement of valence electrons
is called (7) . The orbitals that are produced in this way are
(8) to one another. An example of an element that commonly
undergoes such formation is (9) . When this atom combines its three
p orbitals and its one s orbital, the orbitals that result are called (10)
orbitals. An example of a molecule that has this type of orbital is (11) .
STUDY GUIDECHAPTER 8
carbon hybridization sp3 identical methane
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104 Chemistry: Matter and Change • Chapter 8 Study Guide
Section 8.5 Electronegativity and PolarityIn your textbook, read about electronegativity.
Use the table of electronegativities below to answer the following questions.
1. What is the meaning of the term electronegativity?
2. Which element has the highest electronegativity? What is the numerical value? What are thename and group number of the chemical family that has the highest overall electronegativities?
3. Which element has the lowest electronegativity? What is the numerical value? What are thename and group number of the chemical family that has the lowest overall electronegativities?
4. What general trend in electronegativity do you note going down a group? Across a period?
5. How are the electronegativity values used to determine the type of bond that existsbetween two atoms?
In your textbook, read about the properties of covalent compounds.
For each statement below, write true or false.
6. Ionic compounds are usually soluble in polar substances.
7. In a covalent molecular compound, the attraction between molecules tendsto be strong.
Electronegativities of Some Elements
MetalMetalloidNonmetal
78Pt2.2
79Au2.4
80Hg1.9
81Tl
1.8
82Pb1.8
83Bi1.9
85At2.2
28Ni
1.91
29Cu
1.90
30Zn
1.65
31Ga
1.81
32Ge
2.01
33As
2.18
34Se
2.55
35Br
2.96
46Pd
2.20
47Ag
1.93
48Cd
1.69
49In
1.78
50Sn
1.96
51Sb
2.05
52Te2.1
53I
2.66
13Al
1.61
14Si
1.90
15P
2.19
16S
2.58
17Cl
3.16
5B
2.04
6C
2.55
7N
3.04
8O
3.44
9F
3.98
84Po2.0
1H
2.203Li
0.98
11Na
0.9319K
0.82
37Rb
0.82
55Cs
0.7987Fr0.7
88Ra0.9
89Ac1.1
56Ba
0.89
57La
1.10
72Hf1.3
73Ta1.5
74W1.7
75Re1.9
76Os2.2
77Ir
2.2
38Sr
0.95
39Y
1.22
40Zr
1.33
41Nb1.6
42Mo2.16
20Ca
1.00
21Sc
1.36
22Ti
1.54
23V
1.63
24Cr
1.66
43Tc
2.10
44Ru2.2
25Mn1.55
26Fe
1.83
27Co
1.88
45Rh
2.28
12Mg1.31
4Be
1.57
STUDY GUIDECHAPTER 8
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Study Guide Chemistry: Matter and Change • Chapter 8 105
In your textbook, read about bond polarity.
Using the table of electronegativities on the preceding page, circle the letter of the choicethat best completes the statement or answers the question.
8. Unequal sharing of electrons between two bonded atoms always indicates
a. a nonpolar covalent bond. c. a polar covalent bond.
b. an ionic bond. d. a polar molecule.
9. When electronegativities of two bonded atoms differ greatly, the bond is
a. polar covalent. b. coordinate covalent. c. polar covalent. d. ionic.
10. What is the electronegativity difference that usually is the dividing line between covalentand ionic bonds?
a. 1.0 b. 1.7 c. 2.7 d. 4.0
11. The symbol �� is placed next to which of the following?
a. the less electronegative atom in a polar covalent bond c. a positive ion
b. the more electronegative atom in a polar covalent bond d. the nucleus
12. A nonpolar covalent bond is one in which
a. electrons are transferred. c. electrons are shared equally.
b. electrons are shared unequally. d. both electrons are provided by the same atom.
13. Molecules containing only polar covalent bonds
a. are always polar. c. are always ionic.
b. may or may not be polar. d. are always nonpolar.
14. What factor other than electronegativity determines whether a molecule as a whole ispolar or not?
a. temperature b. its geometry c. its physical state d. its mass
15. Which of the following correctly describes the compound water, H2O?
a. ionic c. polar overall, with nonpolar covalent bonds
b. nonpolar overall, with polar covalent bonds d. polar overall, with polar covalent bonds
16. Which of the following correctly describes the compound carbon tetrachloride, CCl4?
a. ionic c. polar overall, with nonpolar covalent bonds
b. nonpolar overall, with polar covalent bonds d. polar overall, with polar covalent bonds
17. A molecule of ammonia, NH3, is
a. nonpolar because it is linear.
b. polar because it is linear.
c. nonpolar because there is no electronegativity difference.
d. polar because there is an electronegativity difference and the molecule is trigonal pyramidal.
STUDY GUIDECHAPTER 8
Section 8.5 continued
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Student Recording Sheet
Name Date Class
CHAPTER 8
Assessment
Standardized Test PracticeMultiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
Answer each question with complete sentences.
11.
12.
13.
Extended Response
Answer each question with complete sentences.
14.
SAT Subject Test: Chemistry
15. 17. 19.
16. 18.
112 Chemistry: Matter and Change • Chapter 8