1 / 19

Jumpstart

Objective 04/01/2013 Page 102 102. SWBAT recall covalent bonding and the Chemistry Unit through group review. . Jumpstart. Draw the Bohr Model of the atom. . 1. ___________ positively charged, inside nucleus. 2. _____________ neutrally charged, inside nucleus.

jonny
Download Presentation

Jumpstart

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Objective 04/01/2013 Page 102 102 SWBAT recall covalent bonding and the Chemistry Unit through group review. Jumpstart • Draw the Bohr Model of the atom. • 1. ___________ positively charged, inside nucleus. • 2. _____________ neutrally charged, inside nucleus. • 3. ______________ negatively charged, outside nucleus. 4. How many electron shells/orbitals does this atom have? • 5. How many valence electrons does this atom have? • 6. What group is this element in on the Periodic Table? • 7. What element is depicted here? • 8. Draw the Lewis Dot Structure for this element.

  2. Chemistry Review Day Interactive Notebook Page 103

  3. Page 6: At the bottom of the page • Methyl Alcohol: CH4O • Ethylene: C2H4 • Formaldehyde: CH2O • Acetylene: C2H2 • Hydrogen Cyanide: CHN

  4. After a long time on their own planet, studying the human race and the human brain, an alien race has landed on earth!! Area 51- Nevada However, it soon became very obvious that these aliens have an agenda, are serious about taking what they want—and they are not nice about it! When they first landed, they seemed very nice and treated the humans very well.

  5. What did they want? To know about chemistry (specifically nuclear energy) the one field of science they had not yet mastered! Area 51- Nevada Task: Write a step-by-step explanation for them on how to draw Lewis Dot Structures for covalent compounds, so they can learn what they need, and leave this planet more quickly! Use H2O as your example. In your description, use the following words: subscripts, symmetrical skeleton, periodic table, groups, valence electrons, being “happy”, octet rule, sharing, bonding pairs, lone pairs, and single bond (**underline, circle, or highlight the words) They need to know the basics about bonding, and chemistry—and are starting with earth’s most precious resource—WATER!

  6. Homework • Due Tomorrow! Task: Write a step-by-step explanation for them on how to draw Lewis Dot Structures for covalent compounds, so they can learn what they need, and leave this planet more quickly! Use H2O as your example. In your description, use the following words: subscripts, symmetrical skeleton, periodic table, groups, valence electrons, being “happy”, octet rule, sharing, bonding pairs, lone pairs, and single bond (**underline, circle, or highlight the words)

  7. Objective 04/04/2013 Page 104 SWBAT prepare for their investigation on separating mixtures through notes and video. Jumpstart • Make a list of all the ingredients you can think of that would go into baking a cake. How about a salad?

  8. Mixtures Interactive Notebook Page 105

  9. Heterogeneous mixture- a mixture in which the properties are not uniform (ex. beef stew, garden salad) • “Uniform” means the same throughout • Suspension- *solid is not dissolved*Very fine particles of solid mixed with a liquid; often looks cloudy; eventually solid settles to the bottom • Sediment- *solid is not dissolved and settles to the bottom*

  10. Homogeneous mixture- a mixture in which the properties are uniform (ex. sweetened tea) • Solution- *solid is dissolved*mixture in which one substance is dissolved in another; has two parts: • Solute- is dissolved (s, l, g) • Solvent- does the dissolving (s, l, g—usually liquid) • *The solute is present in a smaller amount than the solvent*

  11. Think about it… • A garden salad is made up of lettuce, tomatoes, cucumbers, ham, egg, bacon bits, and croutons. • Compare this to dissolving sugar into un-sweet tea. • Hint: think about each of them as different things being mixed together—what is the end result?? • The salad is not a uniform mixture (one bite is different from the next) – the salad is a heterogeneous mixture • The tea is a uniform mixture – once dissolved, the sugar is spread out evenly in the tea so one sip tastes like another – the tea is a homogeneous mixture

  12. Heterogeneous NOT UNIFORM Can see different parts and physically separate parts. • What makes a mixture heterogeneous? • Give one example that we did NOT use in class! • What makes a mixture homogeneous? • Give one example that we did NOT use in class! Homogeneous UNIFORM Cannot see different parts, all looks the same.

  13. Mixtures • Compound- two or more substances chemically combined • Only separated by chemical means/reactions • Examples of compounds: • Salt (NaCl) – Sodium & chlorine combined chemically • Water (H2O) – Hydrogen & oxygen combined chemically • Carbon Dioxide (CO2) – Carbon & oxygen combined chemically • Mixture- two or more substances mixed together; NOT chemically combined • Separated by physical means • Examples of mixtures: • Air – mixture of gases • Bowl of cereal – mixture of cereal and milk • Trail mix- mixture of various nuts, fruit, candy • Soda pop • Kool-Aid

  14. Take a Guess! Mixture or Compound? • Air – mixture of gases • Soda pop – mixture of soda syrup, water, and CO2gas • Fog – mixture of water and air • Table salt – compound of Sodium and Chlorine: NaCl • Kool-Aid – mixture of water, sugar, and flavor crystals • Water – compound of Hydrogen and Oxygen: H2O • Salt water – mixture of salt and water • Carbon monoxide – compound of Carbon and Oxygen: CO

  15. Filtration- separates a solid (or suspension) from a liquid • Example: separate dirt from some salty water • How it works: The liquid (and anything dissolved in the liquid) passes through holes in the filter paper. The solid particles are too big and get stuck. • Magnetism- separates objects with magnetic properties, from non-magnetic objects • Example: separate iron from sand • How it works: The magnet sticks to the iron, not the sand.

  16. Dissolving- causes solid matter to pass into a liquid solution; “disappears” • Example: the dissolving of salt in water • How it works: Soluble solids will dissolve, while insoluble solids will not • Evaporation- separates a dissolved SOLUTE from a SOLUTION • Example: obtain some pure salt from salty water • How it works: When salty water is warmed the water evaporates leaving behind crystals of salt.

  17. Separating Mixtures Review • Filtration- separate a solid or suspension from a liquid • separating SAND from water • Magnetism- separate magnetic objects from non-magnetic objects • separating iron from salt • Dissolving- causes solid matter to pass into a liquid solution; “disappears” • Evaporation- used to obtain the solute from a solution • obtaining SALT from salty water • Chromatography- used to separate out one color from a mixture of colors • separating out the colors in black ink

  18. Separating Mixtures Lab • Objective: Students will design, conduct, and justify an experimental design in which they combine sand, iron filings, gravel, and salt, and then use physical means to separate the mixture. • Data Table • Procedures • Conclusion Questions • We will be working on this lab for a total of two days. Your mixture should be completely separated by the end of the second day.

More Related