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Quarantine

Table of Contents 1

Table of Contents 1

Table of Contents 1

Table of Contents

Ideas for Left Side of Interactive Notebook

Left Side of Notebook – “Output”  This is where you personally connect with the information on the right side of the page.  USE LOTS OF COLOR! (Highlighters, colored pencils, colored pens, crayon…no markers!)

Output exercises:  Brainstorming  Concept Maps  Graphic Organizers  Questions you have about the topic (Things you are confused about or questions that extend beyond the core material)  Describe the event in your own words with pictures  “Wanted” posters (for famous people)  Write a eulogy (for famous people)  Flow Charts, Sequence Charts  Compare/Contrast Chart  Venn Diagram  KWL Chart  Create a political cartoon  Comic Strip/graphic novel story  What ifs… (we chose not to drop the bomb, Huns never invaded Rome, etc.)

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Poems, Songs, Raps, Limericks Write a Riddle Create a Story about topic Charts, Graphs, Tables Mnemonic Devices What do you already know about topic?

Create and label/annotate a visual illustration (drawing) explaining the topic How does this topic relate to your life?

What are the important details to remember?

Current events/articles that relate to topic Write a newspaper article about the topic Write a letter to a past historical person Outcome Sentences: o I learned…, I was surprised to find…, This reminds me of…, I wonder what would happen if…, I now understand…, because…, I liked…, I didn’t like…, The important thing about…

Say it in a Sentence (summarize the entire lesson in one sentence) Here I Stand (tell me how you feel personally about this topic) Diary entry as a person from the time

Come up with your own! It just needs to show thought, effort, and understanding/processing!

How frequently should I be doing the ‘output’ side of my notebook?

Every time something is added to the right hand side (input) you should do something on the left hand side that night.

What should I do on the left hand side?

It is your choice what you do. This list provided gives some short/quick options to show what you understand so far and some more in-depth options that will allow you to show a deeper understanding.

You should use a variety of options and will be required to do one of the more in depth options at the end of each unit.

Text Evidence and Annotation Tips for 8

th

Grade Science!

Discover the Main Idea of the Text (Who, What, When , Where, Why, How)

Use Context Clues!

Find Key Words!

Paraphrase Difficult Sections of Text

Identify Text Structure: a. Cause-Effect b. Compare-Contrast c. Problem-Solution d. Chronological Order

Choose Answer based on Context and Key Words that Match!

Topic

TEK

MAP

Grade %

Pages in Science Notebook and Text

What does the text say about the question?

Re-take Parent Grade Signature

Matter- _______ is the “_____� that ___ _______ and substances ___ _____ __ __ (1).

An ______ ________ _______ if it has ____ and _______ (2). ____, g (7) is the _____ of ______ in an object. Mass is _________ in _____. ______, cm3 (8) is the ______ of _____ an object takes up. Volume is measured in _____ ___________ (6). _

All _______ can be ________and ________ using ________ __________, such as microscopes, meter sticks, and magnifying glasses, and ______ your ______, like ______ a rock or _______ smoke from a fire (4).

If an object or substance does not have _____ nor _______, it does ____ have _______. Examples of these substances are ______, _______, ___________, and _____ (3).

Objects that have matter come in all shapes and sizes, whether as BIG as the _______ or as small as a dust mite that can be viewed with a _________.

 All matter has both ________ and __________ properties (1).  A ____________ is what matter has the ability to do and what kind of new matter the object can change into (2).  An object’s physical property can be observed using the five ____________ and can be _________ in the lab.  Some examples of an object’s physical property is its __________ (how it feels), shape, ________, ____________ (ability to conduct electricity), boiling and melting point, malleability, and ductility (4).  For example, a physical property of water is its _________ and b_________ point (5).

 Water freezes at ___degrees Celsius into ice and boils at ___degrees Celsius into gas, no matter the amount of water, even if you have a lot or little water.  Many objects have the ability to c________ into a new kind of matter. This is known as the objects’ __________ property (6).  For example, paper has the ability to _____ when____ on fire (7).  An iron n___ has the ability to _____ when exposed to ______and ________ (8).  Burnt paper, known as ash and rust are new kinds of matter with __________ properties where they originally came from.

 All matter contains physical and chemical properties. For example, with paper you can tear it and it still remains paper, which is an example of a physical property.  Paper also has the ability to burn, which is paper’s chemical property. When paper burns, it forms a new kind of matter, called ash.  Density is a physical property of matter, which means that all matter has the ability to float or to _____ in a liquid, such as water. If an object floats or sinks, it does not make a new kind of matter; it just floats or sinks!  When objects are placed in liquids to see whether it will float or sink, the most common testing liquid is ______.  Water has a density of ___ (easy, right?). If an object has a density greater than 1 (let’s say 2), the object will…sink! If an object has a density of less than 1 (let’s say 0.5), the object will _____ above water!  The physical property of ______ has a formula you can use to calculate whether an object will float or sink where:

    

The unit symbol for mass is g for grams.

The unit symbol for volume is cm3 for cubic centimeters for air. mL for milliliters for liquid.

The unit symbol for density is g/cm3 for density of objects in air.  The unit symbol for density is also g/mL for objects in a liquid.

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All matter has the ability to change physically and chemically (1).

There are some signs that can be used as evidence for ______ physical and chemical reactions. Signs such as bubble formation, There are pieces of evidence that are change in temperature, change in color, and _____that a ___________ change is occurring. production of a gas occur in ____ physical If an object is cut, chopped, bent, sanded, ____ chemical changes (4). melted, frozen, ripped, folded, broken, sunk, _________, mixed, etc. a _________ Good questions to ask when distinguishing _________ has occurred. (2) between a physical and a chemical change include (5): There is also evidence that a ________ change  “Is this process _____ to reverse? If has occurred (3). If two liquids form a solid, yes, then it’s a chemical change! known as a ___________, a chemical change  Has a ____ substance been formed? If has occurred. If the release of _________ yes, it’s a chemical change! occurs from the mixing of two chemicals, a  Were atom bonds _______and chemical change has occurred. If there was an _________ to form a new substance? If __________, a chemical change has occurred. yes, it’s a chemical change!

There are many more signs for chemical and physical changes.

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In the digestive system both physical and chemical changes occur as food digests.

The liver produces bile, which helps break apart large clusters of fat into tiny droplets, making it easier for enzymes to digest.

When food first enters the digestive system in the mouth, it changes physically through the process of chewing (1). Food then physically changes into smaller pieces that are easy to swallow. Chewing does most of the physical change, or mechanical digestion. Saliva mixes with food to moisten it, making it easier to swallow. Digestive enzymes are present in saliva (2), beginning the process of chemically changing the food (chemical digestion).

The last part of the digestive system is the large intestine.

Undigested food entering the large intestine contains lots of water and minerals. After the water and minerals are reabsorbed by the large intestine, feces remain as waste until it is eliminated from the body. As food is digested, larger molecules break down chemically into smaller molecules with the help of digestive enzymes (7).

---------------------------------------------------------------------------Bonus:

Food passes from the mouth to the stomach through the esophagus. The walls of the esophagus produce mucus, which lubricates the food, making it easier to move, known as peristalsis. Next, food enters the stomach where the breakdown of protein in food begins. The muscles in the stomach churn the food (3), contributing to mechanical digestion (physical change).

Food is also mixing with digestive juice containing mucus, pepsin, an enzyme that digests proteins, and hydrochloric acid.

These help to break food down chemically (4).

As food leaves the stomach and passes into the small intestine, the food becomes a thick liquid called chyme. Muscles move food through the small intestine by peristalsis.

Most chemical digestion occurs in the small intestine (5). Food mixes with several digestive juices produced by the small intestine, liver, and pancreas. Once food is digested, it absorbs into the bloodstream in the small intestine. This is where nutrients pass through all body parts. When food enters the small intestine, the pancreas releases enzymes that help digest starch, proteins, and fats (6).

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Catabolism is a process that helps break down larger molecules into smaller units and releases energy. In this process, large molecules such as polysaccharides, lipids, nucleic acids, and proteins are broken down into monosaccharides, fatty acids, nucleotides, and amino acids. Carbohydrates create smaller subunits called saccharides. This includes sugars, starches, and fiber. Through hydrolysis, water breaks long chains of polysaccharides into smaller chains or simpler carbohydrates.

The body converts digestible (non-fiber) carbohydrates into glucose, which cells use as fuel. Some carbohydrates (simple) break down quickly into glucose, while others (complex) slowly break down and enter the bloodstream gradually.

During digestion, all carbohydrates break down into glucose before entering the bloodstream, where insulin helps the glucose enter the body’s cells. Some glucose is stored as glycogen in the liver and muscles for future use. Simple carbohydrates are composed of one or two sugar units. Simple carbohydrates are digested quickly. Complex carbohydrates (starches) are made up of many smaller units and take longer to break down and be digested.

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Objects with matter exist in mainly four different on Earth and in the universe (1)!

The 4 main states of matter are: solid, liquid, gas, and _________. Each state of matter is defined by an object’s shape, volume, and movement of particles, known as atoms (2).

Solids Solids have a definite ______ (3), which means that you can describe if an object is round, square, cylindrical, triangular, polygonal, or irregular.

Solids have _______ volume (4), which means that solids occupy space.

The particles in a solid ________ in place (5), because the atoms in a solid are jam packed together, like the audience at a crowded concert. Since the particles do not move much, they are described as having low energy. Examples of solids include paper, ice cubes, and a nail.

Liquids Liquids are a state of matter that is described by not having a definite _______, but having a definite volume (6).

The particles in a liquid have enough energy to_____ past one another, moving at a ______ speed (7). The particles in a liquid are positioned farther apart.

Examples of liquids include water, oil, gasoline, and saliva.

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Gases Gases are a state of matter that is described as ___ having a definite shape, or a definite volume (8). Gases do have matter, mass and volume, but its shape and how much space it takes up cannot be easily determined.

The particles in a gas are positioned far apart, and the particles have high ______, moving within with the gas.

Examples of gases include water vapor, carbon dioxide, helium, and methane.

Plasma The universe and space contains more plasma than any other state of matter. Particles in plasma are described as having no definite shape and no definite volume. The particles are divided into _______ and ________atoms (9).

The particles of plasma are spread very, very far apart and move extremely fast. Examples of plasma include the Northern Lights, lightning, and fluorescent lights.

Bose-Einstein condensates Bose-Einstein condensates are a special 5th type of matter that exists in unique conditions where all the atoms attain the same quantum-mechanical state. Although it exists only within a whisker of absolute zero, the condensate may someday be used to make atomic lasers or super-accurate clocks.

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Particles move in a solid, liquid, and gas because of ______ (1). Energy is different from matter and is NOT classified as _______. Rather, energy makes matter _______ or _______, and energy also makes the particles in matter move or change. ________ energy is the scientific name given to energy to describe the motion of an object and its particles (2).

   

The particles in a solid have ___ kinetic energy, because the atoms simply vibrate in place.

The particles in a ____ have medium kinetic energy, allowing the particles to smoothly glide past one another.

The particles in a gas move quickly and have _____ kinetic energy than a liquid.

The particles in plasma move the fastest and have the _____ kinetic energy.

The Kinetic ______ of Matter (3) is a theory that states that all matter:

1. is made of small _______ that are2. in random m_____ and that 3. have s_____ between them. 

This means that no matter what phase matter is in, it is made of separate, moving particles. .



Absolute zero is the temperature used to describe when all movement is as slow as it can possibly be.

So, how do particles “know” when to move fast or slow? Well, particle movement depends on the t____________! (4) Temperature is the term used to explain how ___ or____ an object is (5).

Temperature also is the average kinetic energy of particles in the substance. Water molecules at 0º C. lave lower kinetic energy than water at 100º C. 43

So, to reword our knowledge:

1. Particles in Bose-Einstein condensates have the lowest kinetic energy!

2. Particles in Solids have low kinetic energy.

3. Particles in a Liquid have medium kinetic energy.

4. Particles in a Gas have high kinetic energy.

5. Particles in Plasma have the highest kinetic energy.

(6) Matter has the ability to change states according to the temperature and the amount of kinetic energy the particles have.

Solids can turn into liquid forms of themselves when the temperature of a substance matches the melting point of that substance. This process is known as _________. Kinetic energy increases within a solid to melt into a liquid. (solid liquid = melting) (7) Liquids can turn into gaseous forms of themselves when the temperature of a substance matches the vaporization point of that substance. This process is known as __________. Kinetic energy increases within a liquid to vaporize into a gas. (liquid  gas = vaporization) (8) Special solids, like dry ice, can transform from a solid to a gas, without the need to melt. This process is known as _________. Kinetic energy increases within special solids to sublimate into a gas. (solidgas = sublimation) When the kinetic energy decreases in a gas to go back into a liquid, it is known as ___________. The temperature decreases to condensation. (gas  liquid = condensation) (9) When the particles of a liquid slow down because of less and less kinetic energy and a decrease in temperature, freezing occurs. During freezing, liquids revert back to solids. (liquid solid = freezing) (10) 44

Matter is made of atoms, which are tiny particles that are the b______ b_________ of everything in the universe (1).

The most current understanding scientists have is that atoms look like this: Most of the mass of an atom is located in its center. The center is called a n_____ (2).

The nucleus is very dense and very small. The atom also has an outer layer, called the “e______ c______ (3).” This region has very little mass yet it takes up much more space than the nucleus. It is not dense at all.

We now know that atoms contain even tinier particles called subatomic particles (4) called protons, neutrons, and electrons.

Protons & neutrons are found in the n________(5).

Electrons are found circling around in the e_____ c_____ (6).

Two of the three particles have electrical charges:

  

Protons are positively-charged (+). (7) Electrons are negatively-charged (-). (8) Neutrons, the third particle, has no charge (0 or we say its “neutral”). (9) 48 47

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Page Template Cornell Notes

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(vocabulary: subatomic particle) Describe the evolution of the structure and function of Atomic Models The Bohr Model view of the inside of an atom shows the protons and neutrons in the nucleus and the electrons on the outside.

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Cornell Notes (8.5A) describe the structure of atoms, charges, and locations of p, n, and e.

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(vocabulary: proton, electron, neutron, ion) Protons have a (+) charge, electrons have a (-) charge, and neutrons have (0) charge. Ions are atoms that have a net charge.

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Cornell Notes

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Cornell Notes (8.5A) describe the structure of atoms, charges, and locations of p, n, and e.

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( vocabulary: element, atomic number, mass number, APEMAN APEMAN is used to find the number of neutrons in an atom.

Cornell Notes

Atoms are the basic building components of all matter and cannot be

Electrons spin as they circle outside the nucleus billions of times

subdivided by ordinary chemical means. Atoms are composed of three

every second. Due to the extremely fast speed they are moving, the

types of particles: protons ( ), neutrons ( ), and electrons ( ). (1)

path they travel is not the same each time. They appear to look like a

P____ and n______ are located in the dense, central, positively

cloud around the nucleus instead of traveling in a fixed path.

charged n_____ of an atom (2).

Through quantum mechanics, the exact location of an electron at a Atoms make up matter. We find protons, electrons, and neutrons on the inside of an atom!!

given point cannot be determined. According to this model, electrons

Electrons are located orbiting the region outside the nucleus. (3)

negatively charged electrons trapped in the electrical field

Protons and neutrons have the same ___ and weigh approximately

generated by the positively charged nucleus.

1,836 times greater than a single _______ (4).

The mass of a single proton, for example, is approximately 1.67 x 10e 27

kg. The mass of an electron is approximately 9.11 x 10e-31 kg. Since

exist in atomic orbitals, which are a set of quantum states of the

Electrons are arranged in energy levels around the nucleus categorized by quantum numbers. The names of the orbitals indicate the orbital shape and are used to describe electron configurations.

the mass of an electron is insignificant when determining atomic

When they gain or lose energy, they jump between energy levels as

mass, only the sum of the protons and neutrons are counted when

they are rotating around the nucleus. Only a certain number of

determining atomic mass / mass number (5). P______ + N_______=

electrons are in an energy level at the same time (8).

____ _______ Protons have a positive charge (+), and neutrons are neutral with no

When analyzing the locations of protons, electrons, and neutrons, a Bohr model will be used (9).

charge. Electrons have a negative electric charge (-). In a neutral atom the number of protons always equals the number of electrons (6). Only when an atom takes an electron from another atom does it become charged. This charged form of an atom is called an ion (7).

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Interpreting an Element Card on the Periodic Table An Element is a chemically pure substance made out of

only one type of atom. (1) Elements can be found on the periodic table. For example, Gold is an element found on the periodic table. The element Gold, Au, has gold atoms. An atom of Gold has a specific set of protons, electrons, and neutrons, unique only to Gold and no other element!

APEMAN is an acronym used to extract information from an element card. (1) APEMAN is also a formula used to calculate the number of neutrons, since the number of neutrons are not located on the element’s periodic table card (1). It is important to use APEMAN to know the amount of protons, electrons, and neutrons.

A : the atomic number (2) of an atom’s element P: the number of protons (3)of an atom’s element E: the number of electrons (4) of an atom’s element M:the mass number (5) of an atom’s element

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A: the atomic number of an atom’s element

_________________________________________ N: the number of neutrons of an atom’s element According to APEMAN, we SUBTRACT the ATOMIC NUMBER from the MASS NUMBER to find the number of NEUTRONS (6).

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The number of PROTONS will ALWAYS determine the IDENTITY of an ELEMENT!

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Use APE MAN to figure out the number of protons, neutrons, and electrons for any element!

Atomic number Protons Electrons

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Mass number/ Atomic Mass Atomic number Neutrons

1. Use APEMAN to determine how many neutrons are in an atom of Carbon: A= P= E= M= A= N=

3. Complete APEMAN for an element that has an atomic mass of 40 and an atomic number of 20: A= P= E= M= A= N= 4. What element is this? _____________________ 5. APEMAN for FLOURINE A= P= E= M= A= N=

6. APEMAN for CHLORINE 2. Use APEMAN to determine how many neutrons are in an A = P= atom of Nitrogen: E= A= M= P= A= E= N= M= A= N=

7. APEMAN for NEON A= P= E= M= A= N= 8. An electrically neutral atom consists of 17 neutrons, 13 electrons, and a number of protons.

Using BOHR Models to Identify Elements: (Output-p. 58)

What is its atomic mass? _____________________ What element is it? _________________________

Looking at this Bohr Model below, what is the atomic number and Identity of the element? __________________________.

What is the atomic mass? __________________.

Try it!

1. Complete a BOHR Model for Oxygen: A: P: E: M: A: N: 2. Complete a BOHR Model for Sodium (Na): A: P: E: M: A: N: 3. Look at the Bohr Model below: a. What is the atomic number of the element below? _______ b. What is the atomic number of the element below? _______ c. What element is it? ____________________________

Review

The atomic number of an element equals the number of ______________ in its atoms.

Label on the square the following: 1. Atomic Number 2. Element Name 3. Element Symbol 4. Atomic Mass Now, APE MAN the element above: APEMANThe protons and neutrons are located in the ________________.

The electrons are located in the __________________________.

NEW MATERIAL: Structure of an Atom:

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The nucleus is in the _______________ of the atom.

A cloud of _____________ surround the nucleus Electron cloud has e_______ l_______, where electrons occupy. (1) Each energy level can only hold a specific number of e__________(2)

While not the most current, the B___ model is a fair representation of the relationship between subatomic particles in an atom. (3)

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Pieces of information I need to make a Bohr model: - Number of Protons - Number of Neutrons - Number of Electrons Steps to Draw a Bohr Model of an ATOM: (4) 1. Complete APEMAN for the element.

2. Draw the nucleus and write the number of __________ and ___________ inside.

3. Draw the ___________________ around the nucleus.

4. Add the electrons on the electron cloud energy levels/orbitals following the 2-8-8 rule.

The 2-8-8 Rule: (5) In a Bohr model, each ring (or energy level) can only hold a certain number of electrons.

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1st energy level  MAX 2 electrons (6) Each energy level must be filled BEFORE

filling the next energy level!!! (7) - 2nd energy level  MAX 8 electrons (8)

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Each energy level must be filled BEFORE filling the next energy level!!

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3rd energy level  MAX 8 electrons (9)

Draw a Bohr model for CARBON: A: P: E: M: A: N: 60

Bohr Model of Carbon:

Bohr Model Practice-Day 2 Read the following information: Pieces of information I need to make a Bohr model: 1. Number of Protons 2. Number of Neutrons 3. Number of Electrons How do I find each piece of information to begin my Bohr Model? (1) USE APEMAN! The atom is organized as follows: (2) o The Nucleus is in the center o A cloud of electrons surround the nucleus o Electron cloud has energy levels where electrons occupy o Each level can only hold a specific number of electrons o (REMEMBER: 2-8-8 Rule) (3) Rules for making a Bohr model: (4)

1. Draw the nucleus with correct number of protons and neutrons 2. Draw each energy levels as needed 3. Each energy level must be filled before filling the next energy level 4. Each energy level can only hold a certain number of electrons 5. LEVEL 1 = 2 electrons, LEVEL 2 = 8 electrons, LEVEL 3 = 8 electrons 63

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NEW MATERIAL: Valence Electrons

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   

APE MAN and draw a BOHR Model for the following elements. Label

the number of valence electrons the atom has: Valence electrons are the electrons that are located:_______________________________________________ A: _(1) P: Valence electrons determine the ________________________ and E: _____________________ characteristics of an element. (2) M: A: Bohr models are extremely helpful in determining how many N: valence electrons an element’s atoms have. (3) If an element has ___ valence electron, it is the M___ reactive Valence Electrons: (violent, explosive) (4) _________________________ If an element has ___valence electrons, it is I___, or N__R_______. (5)

1. How many valence electrons does Magnesium (Mg) have:

Valence Electrons: ____________

A: P: E: M: A: N: Valence Electrons: _________________________

2. How many valence electrons does Neon (Ne) have:

Valence Electrons: ____________

A: P: E: M: A: N: Valence Electrons: _________________________

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Cornell Notes –Bohr Model Day 1

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Cornell Notes –Bohr Model Day 1

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Cornell Notes-Valence Electrons

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Cornell Notes-Valence Electrons

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Directions: PAGE 62 On a SSOP, make 10 boxes on each side and complete APEMAN for each element.

Draw a Bohr Model for each element. Fill in the symbol, atomic number, and mass number above, and the correct number of protons, electrons, and neutrons.

Make sure to place the protons, electrons and neutrons in the correct locations.



Use ___p+ and ___n0 for the nucleus and

 

cloud. Remember the 2-8-8 rule!

.- for each electron in the electron

p.76

71 Elements on the Periodic Table are classified based on shared physical and chemical properties. In general, most metal elements are located to the left, bottom, and center of the Periodic Table. Most non-metal elements are to the right and to the top. The metalloids are adjacent to a diagonal staircase line that travels from Boron to Astatine. Most of the gases are located to the upper right section of the Periodic Table.

The Periodic Table is divided into 18 Groups (vertical columns), which are also known as Families and 7 rows, which are known as Periods. The Periodic Table is arranged by increasing atomic number and proton number.

There are 30 rare earth elements composed of the lanthanide, or elements 58-71 series, and the actinide, or elements 90-103 series. Most of the actinides are synthetic and are found in Group 3 of the Periodic Table and the 6th and 7th periods.

The alkali earth metals are found in Group 1. Group 1 metal’s physical properties are that they are malleable, have luster, are ductile, good thermal and electric conductors, and are softer than most other metals. Group 1 metal’s chemical properties are that they are highly reactive, violent and have one valence electron. Group 1 elements want to form an IONIC bond with Group 17 elements to become stable.

Group 2 elements are alkaline earth metals.

72 All of these elements have two valence electrons. Group 2 metal’s physical properties are that they are malleable, have luster, are ductile, good thermal and electric conductors, and are softer than most other metals. Group 2 metal’s chemical properties are that they are reactive and have two valence electrons. Group 2 elements want to form a COVALENT bond with Group 16 elements to become stable.

The Transition Metals are located in Groups 3-12.

They are ductile, malleable, and good thermal and electric conductors.

The Metalloids are located in Groups 13-15. All have properties of both metals and non-metals and are located along the boundary separating the metals from the non-metals.

Non-metals, the elements in Groups 14-16, are not good conductors and can be very brittle.

These elements are carbon, nitrogen, oxygen, phosphorus, sulfur, and selenium.

The Halogens are in Group 17. All of the halogens have 7 valence electrons and are highly reactive. Halogens want to form an IONIC bond with Group 1 elements. Halogens represent all 3 states of matter.

The Noble Gases are found in Group 18. All noble gases have 8 valence electrons and are inert, which means non-reactive.

Groups 77 The periodic table has a special name for its columns.

When a column goes from top to bottom, it's called a group. The elements in a group have the same number of valence electrons in their outermost energy level.

Every element in the first column (group 1A) has one electron in its outer shell. Every element in the second column (group 2A) has two electrons in the outer shell. As you keep counting the columns, you'll know how many valence electrons that elements in that group have. Always focus on the group numbers in your periodic table that have the A next to them (1A, 2A, 3A, etc.). The group numbers with B’s are your transition metals. They act differently and you will learn about them in 10th Grade Chemistry!

The valence electrons are the ones involved in chemical bonds or reactions with other elements.

Since elements in the same group have the same number of valence electrons, they tend to have very similar chemical properties and physical properties and the same reactivity (tendency to react!!)

Periods 78 Even though they skip some squares in between, all of the rows go left to right. When you look at a periodic table, each of the rows is considered to be a different period (Get it? Like PERIODic table.). Therefore, the rows of the periodic table are called periods. In the periodic table, elements have something in common if they are in the same period, or row. All of the elements in a period have the same number of energy levels or atomic orbitals. Every element in the top row (the first period) has one energy level for its electrons. All of the elements in the second row (the second period) have two energy levels or orbitals for their electrons. It goes down the periodic table like that. At this time, the maximum number of electron orbitals or energy levels for any element is seven. Every element in period 7 have 7 energy levels.

Two at the Top!--78 Hydrogen (H) and helium (He) are special elements. This is why they are in period 1 together at the top. Hydrogen can have the talents and electrons of two groups: one and seven. To scientists, hydrogen is sometimes missing an electron, and sometimes has an extra one. Helium is different from all of the other elements. It can only have two electrons in its only energy level. Even though it only has two valence electrons, it is still grouped with elements that have eight in group 8A or 18 (i.e., noble gases). This is because helium only has one energy level that holds 2 electrons according to the 2-8-8 rule. The noble gases and helium are all "happy," because their energy levels are all “full� of electrons.

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1. The following images show how different metals react with water. The more gas bubbles produced in the reaction the more violent the reaction.

Make a claim about how the reactivity of metals changes with respect to the number of valence electrons. Justify your answers using your knowledge of the periodic table and the information provided. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ____________________________________________________________________________________________

Less Reactive

The Non-Metals Group 8A- The Noble Gases-Inert – 8 Valence Electrons Group 7A-7 Valence- Halogens-Violent

6 Valence

5 Val EValence 4 Valence

3 Valence Electrons

Group 2A Alkaline Earth- Reactive

Group 1A- Alkali Metals-Violent

89 2 Valence Electrons

1 Valence Electron

90

Period 7–7 Energy Shells / Rings/ Orbitals / Levels

Period 6–6 Energy Shells / Rings/ Orbitals / Levels

/ Levels Period 7–7 Energy Shells / Rings/ Orbitals / Levels

Levels Shells / Rings/ Orbitals / Period 5– 5 Energy Levels Shells / Rings/ Orbitals Period 6–6 Energy

Period 2 – 2 Energy Shells / Rings/ Orbitals / Levels Period 3 – 3 Energy Shells / Rings/ Orbitals / Shells / Rings/ Orbitals / Period 4– 4 EnergyLevels

Period 1 – 1 Energy Shell / Ring/ Orbital / Level

Groups 3B -12B- The Transition Metals

The Metals

Periodic Table Trends

An ion is an atom of an elements that gains or loses an electron.

Elements in Group 1 / 1A have ____ valence electron. These elements are classified as the _________metals. The chemical properties of alkali metals are that it reacts ____________ with water and air. The physical properties of alkali metals are that it has shiny luster, it is soft and m_____________. Examples of elements in Group 1 / 1A include:

Elements in Group 2 / 2A have ____ valence electrons. These elements are classified as the _______ ______metals. The chemical properties of alkali earth metals are that it __________ with water. The physical properties of alkali earth metals are that it has shiny luster, it is soft, silvery white and m_____________. Examples of elements in Group 1 / 1A include:

a. Beryllium, Be b. ________, Mg c. Calcium, ___

a. Hydrogen, H b. ________, Li c. Sodium, ___ The scientific reaso n why Group 1/ 1A elements are so reactive is that they want to get rid of their _____ valence electron to become s________, like a noble gas. In other words, they want to become less n______________ and more p___________.

The scientific reaso n why Group 2/ 2A elements are reactive is that they want to get rid of their _____ valence electrons to become s________, like a noble gas. In other words, they want to become less n______________ and more p___________.

When elements in Group 1 give up their 1 valence electrons, they are known as c________. Once elements donate their 1 valence electron, they become less ___________ and more _____________.

When elements in Group 2 give up their 2 valence electrons, they are known as c________. Once elements donate their 2 valence electrons, they become less ___________ and more _____________.

Group 1 elements like Hydrogen, Lithium, and Sodium are rewritten differently, when they donate their 1 valence electron:

Group 2 elements like Beryllium, Magnesium, and Calcium are rewritten differently, when they donate their 2 valence electrons:

a. Hydrogen, H b. ________, Li c. Sodium, ___

______ ______ ______

Since elements can change electron amounts, protons are used to verify an element’s identity!

----------------------------------------------------------------------------------------------Elements in Group 17 / 7A need ____ valence electron to complete their outermost shell with _____ electrons. These elements become more _______ and less __________ when they receive one more valence electron. These elements, like Chlorine,___ Flourine___, and Bromine___ are rewritten as ____, _____, and ______ because they received one more electron. These elements are known as a______.

a. Beryllium, Be b. ________, Mg c. Calcium, ___

_______ _______ _______

Since elements can change electron amounts, protons are used to verify an element’s identity!

---------------------------------------------------------------------------------------------Elements in Group 1 6 / 6A need ____ valence electrons to complete their outermost shell with _____ electrons. These elements become more _______ and less __________ when they receive two more valence electrons. These elements, like Oxygen and Sulfur___ are rewritten as ____, _____, and ______ because they received two more electrons. These elements are known as a______.

Ionic Bonds

Ionic Bonds Part 2

When elements in Group 1 give up their 1 valence electrons, they are known as c________. Once elements donate their 1 valence electron, they become less ___________ and more _____________.

When elements in Group 2 give up their 2 valence electrons, they are known as c________. Once elements donate their 2 valence electrons, they become less ___________ and more _____________.

Group 1 elements like Hydrogen, Lithium, and Sodium are rewritten differently, when they donate their 1 valence electron:

Group 2 elements like Beryllium, Magnesium, and Calcium are rewritten differently, when they donate their 2 valence electrons:

a. Hydrogen, H b. ________, Li c. Sodium, ___

______ ______ ______

a. Beryllium, Be b. ________, Mg c. Calcium, ___

_______ _______ _______

Elements in Group 17 / 7A’s chemcial properites are described as being ______reactive. Group 17/ 7A’s physical properties are described as being a s_____, l_____, or g___ and glowing. Elements in Group 17 / 7A need ____ valence electron to complete their outermost shell with _____ electrons. These elements become more _______ and less __________ when they receive one more valence electron. These elements, like Chlorine,___ Flourine___, and Bromine___ are rewritten as ____, _____, and ______ because they received one more electron.

These elements are known as a______.

Elements in Group 16 / 6A’s chemcial properites are described as being ______reactive. Group 16 / 6A’s physical properties are described as d____ and b_______. Elements in Group1 6 / 6A need ____ valence electrons to complete their outermost shell with _____ electrons.

These elements become more _______ and less __________ when they receive two more valence electrons. These elements, like Oxygen and Sulfur___ are rewritten as ____, _____, and ______ because they received two more electrons. These elements are known as a______.

Group 1 / 1A will form a partnership with Group 17 / 7A to form an _______ ________. Ionic bonds are written using the element’s chemical symbols:

Group 2 / 2A will form a partnership with Group 16 / 6A to form an _______ _____. Ionic bonds are written using the element’s chemical symbols:

a. Hydrogen (Group 1A) and Fluorine (Group 7A) = ______ b. Lithium (Group ___) and Bromine (Group 7A) = ______ c. ____________________________________ = NaCl

a. Beryllium (Group 2 / 2A) and Oxygen (Group1 6 / 6A) = _____ b. Magnesium ( ________) and Sulfur (____________) = MgS c. _________________________________________ = CaSe Summary: Ionic Bonds form between metals and non-metals!!

Isotopes Isotopes are atoms of elements that have a different amount of n________. Isotopes have the same chemical properties because _________ _________ determines an element’s reactivity and chemical property.

Since elements can change electron amounts, protons are used to verify an element’s identity!

Chemical Change

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Physical Change

Chemical Change

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New Information: What is a property?

 

A is a characteristic or a way of describing matter. (1) When we describe matter, we classify properties as a __ property or a property. (2)

Label each statement as either describing a physical property (P) or chemical property (C).

______ 1. Rubbing alcohol is a liquid at room temperature that has a distinct odor. ______ 2. Potassium is highly reactive when placed in water. ______ 3. The density of gold is 19.3 g/cm3. ______ 4. Pyrex glassware is made to handle extreme temperatures and reduce its susceptibility to shattering. ______ 5. The noble gases tend not to react to form compounds with other elements. ______ 6. Hydrogen peroxide is composed of oxygen and hydrogen.

Classify the following as either physical property or chemical property by placing a check in the appropriate column.

Property Blue Color Flammability Solubility Inert or Unreactive Supports Combustion Sour Taste Melting Point Highly Reactive in Presence of Oxygen Hardness Boiling Point Able to Neutralize an Acid Luster

Physical

Chemical

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Physical or Chemical Property?

1. _______________________ Volume 2. _______________________ Reactivity with Air 3. _______________________ Conductivity 4. _______________________ Ability to Dissolve in Water 5. _______________________ Chemical Stability

A Physical Change is what actually happens to the substance because of its physical properties. For example, paper tears with force because it has the property, or the ability to tear. Torn paper is still paper! The identity has not changed. It remained the same! (3) A Chemical Change is what actually happens to a substance because of it chemical properties. Paper has the ability to burn. Burning paper is a chemical change because burnt paper forms a new substance with a new identity-called ash! (4) Change Two warm liquids form a solid (precipitate) Burnt wood Chopped wood Digestion in the stomach Chewing food Enzymes breaking down food Styrofoam disintegrating in 100% acetone Bright colors emitted when lit on fire Formation of bubbles from mixing chemicals Strong odor emitted during a reaction Sudden increase or decrease in temperature An sudden release of heat or an explosion A color change when food coloring is mixed with water

Physical

Chemical

Counting Atoms in a Compound Intro Previously, we have discussed how elements can form ions and ions can form a partnership, called an ionic bond. Elements that form chemical bonds are called compounds. Compounds are two or more elements chemically combined during a chemical reaction to form a brand new substance, with properties that are different from the original elements.

For example, Sodium (Na) is an explosive Group 1 / 1A shiny metal.

Chlorine is a Group 17 / 7A poisonous, yellow-green gas. When scientists chemically combine Sodium and Chlorine-called a chemical reaction, a solid white substance is formed (table salt-Whaat?!?) As you can see, the compound of NaCl (table salt) is different from the original physical and chemical property of both Sodium and Chlorine.

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Counting Atoms In a chemical compound, it is important for us to count atoms before and after a chemical reaction, so we can verify that nothing has been lost during the reaction. It is important for us to remember that during a chemical reaction, the atoms of elements must be the same amount before the chemical reaction and after the chemical reaction. We are going to now learn how to count atoms by looking at the chemical symbols of elements: Level 1: (Easter Egg Example) P Phosphorus is an element. How many atoms are represented in this example of Phosphorus? O__.

P4 Phosphorus is an element. How many atoms are represented in this example of Phosphorus? F___. (One egg, four pieces on the inside) P Phosphorus is an element. How many atoms are represented in this example of Phosphorus? O__.

4P Phosphorus is an element. How many atoms are represented in this example of Phosphorus? F___. (Four empty Easter eggs)

Compounds, Coefficients, and Subscripts A Compound is a chemical combination of two or more different elements to make a new substance.

CF4 - CF4 is a chemical compound.

1. How many C atoms are present in CF4 ? O_ 2. How many F atoms are present in CF4 ? F__ 3. How many different elements are in CF4? T__

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Cheat code: Count the CAPITAL LETTERS to determine how many elements are in a compound!

Example: 1. How many elements are in PtS? T__ (Count the CAPITAL LETTERS!) 2. How many elements are in K3PO4? ________

Counting Atoms (Level 2)

3N2 3=Coefficient N=Chemical

2=Subscript

Symbol A Coefficient is a A chemical symbol number that represents the multiplies the chemical name of an number of elements. element.

A subscript is a number that tell you how many atoms of an element are present.

Expert Level:

Na3PO4 Atom Number Element Symbols

Na

P

Total Elements in Na3PO4? _____ ___

O

Balancing Chemical Equations

119

In a chemical compound, it is important for us to count atoms before and after a chemical reaction, so we can verify that nothing has been lost during the reaction. It is important for us to remember that during a chemical reaction, the atoms of elements must be the same amount before the chemical reaction and after the chemical reaction. In Science, there is a Law that governs the behavior and equality of atoms before and after a reaction.

The Law of the Conservation of Mass states that matter (objects with atoms) cannot be created, nor can it be destroyed. Matter can only be transformed from one form into another. In other words, if 30g of a solid turns into a gas, we must also have __g of Gas after the reaction is completed. Nothing gets lost, wasted, or destroyed! *Memorize the Law of the Conservation of Mass (LOCOM)!!

Like in Algebra, there are two sides to an equation in Science: (See below)

____ K + ____ Cl2  ____ KCl

What Do We Observe In This Equation? a. Blank lines for the Coefficients (1) b. A Plus (+) Sign (2) c. An Arrow (which means “yields” or “results in”) (3) d. A LEFT side to an Equation (REACTANTS) (4) e. A RIGHT side to an Equation (PRODUCTS) (5) f. Elements (6) g. Compounds (7) h. Subscripts (8)

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Label the Parts:

____ K + ____ Cl2  ____ KCl R___________ P______ Balancing Chemical Equations: Rules:

____ K + ____ Cl2  ____ KCl 1.

Let’s look at a molecule: Cl2 . The Chlorines on the Reactant and Product sides are unbalanced; however, you CANNOT change the subscript of Cl in order to balance it!!!!!

Rule#1: You cannot change the subscript of ANY molecule. Why? Because the subscript represents the number of atoms that naturally exist within an element.

2.

To balance a chemical equation, you can only change the coefficients of the reactant and the products of the compounds and molecules. I repeat, you cannot change the subscripts of molecules!

3.

When balancing chemical equations, you must remember that coefficients multiply and distribute among the elements, molecules, and compounds!

4.

Whatever you do to the reactants, you must also do to the products!

5.

It is OKAY to go back and forth between reactants and products, adjusting your coefficients so that the reactants and products are finally balanced! (MESSING UP IS OK!!!)

____ K + ____ Cl2  _2_ KCl

Balancing Chemical Equations –Part 2 Do First: Observe Na3PO4. Does the subscript ‘4’ belong to “PO” or just “O”? ______________________________

Balance: ____ K + ____ Cl2  ____ KCl

Rules for Balancing Chemical Equations: 125 0. Draw a Line Down the Middle of the Arrow and Label Sides L, R, Reactant, and Product.

1. Look at each separate element on BOTH the REACTANT (LEFT) side and the PRODUCT (RIGHT) side.

(Start with ‘K’). (Scan from LEFT TO RIGHT and REPEAT! 2. If both elements have the same equal amount, move on to the next element (Cl).

3. If an element is unequal on both sides (unbalanced), start on the side that is the LESSER of the TWO. [Cl2

has two atoms on the REACTANT (LEFT SIDE). BUT, there is ONLY ONE ATOM OF THE ELEMENT CHLORINE (Cl) on the PRODUCT (RIGHT) SIDE! So, we START on the RIGHT!

____ K + ____ Cl2  _2_ KCl 4. We put a number ____ in the blank on the

PRODUCT (R) side, because Cl on the REACTANT (L) side ALREADY has a SUBSCRIPT of __. Remember, we need to BALANCE ALL ELEMENTS and ALL ATOMS!

Like in Algebra, 2KCl can be interpreted as: 2K x 2Cl, which means on the PRODUCT (RIGHT) SIDE, there are 2K’s and 2Cl’s. On the LEFT SIDE, SO FAR, there is ONLY 1K and 2 Cl’s.

Question: What element NOW needs to be balanced AT THIS POINT? _________________

____ K + ____ Cl2  _2_ KCl Now, we begin the process all over again after you write in a new coefficient!

Look at each separate element on BOTH the REACTANT (LEFT) side and the PRODUCT (RIGHT) side.

(Start with ‘K’). (Scan from LEFT TO RIGHT and REPEAT! 5. The _____’s are UNBALANCED! Since we know that coefficients ONLY MULTIPLY with the ELEMENTS, COMPOUNDS, and SUBSCRIPTS, we must ask ourselves, ”What number MULTIPLIED BY K on the REACTANT side will balance the K’s on BOTH Sides? The answer is the number ______!!!

__2__ K + ____ Cl2  _2_ KCl 6. The last number that we place in the blank is ____ to maintain balance of the equation.

__2__ K + _1_ Cl2  _2_ KCl The. Equation. Is. Balanced.

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105

8 Boxes-Monday

117

8 Boxes-Wednesday

129

8 Boxes-Friday

106

Output

118

Output

130

Output

107

Cornell

119

Cornell

131

Cornell

108

Cornell

120

Cornell

132

Cornell

109

STAAR CARD

121

STAAR CARD

133

STAAR CARD

110

STAAR CARD

122

STAAR CARD

134

STAAR CARD

111

8 Boxes-Tuesday

123

8 Boxes-Thursday

112

Output

124

Output

113

Cornell

125

Cornell

114

Cornell

126

Cornell

115

STAAR CARD

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STAAR CARD

116

STAAR CARD

128

STAAR CARD

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Balancing Equations Worksheet Name: ______________

Directions: Use the correct coefficient numbers to balance each chemical equation!

1)

____ Na3PO4 + ____ KOH  ____ NaOH + ____ K3PO4

2)

____ MgF2 + ____ Li2CO3  ____ MgCO3 + ____ LiF

3)

____ P4 + ____ O2  ____ P2O3

4)

____ RbNO3 + ____ BeF2  ____ Be(NO3)2 + ____ RbF

5)

____ AgNO3 + ____ Cu  ____ Cu(NO3)2 + ____ Ag

6)

____ CF4 + ____ Br2  ____ CBr4 + ____ F2

7)

____ HCN + ____ CuSO4  ____ H2SO4 + ____ Cu(CN)2

8)

____ GaF3 + ____ Cs  ____ CsF + ____ Ga

9)

____ BaS + ____ PtF2  ____ BaF2 + ____ PtS

10)

____ N2 + ____ H2  ____ NH3

11)

____ NaF + ____ Br2  ____ NaBr + ____ F2

12)

____ Pb(OH)2 + ____ HCl  ____ H2O + ____ PbCl2

13)

____ AlBr3 + ____ K2SO4  ____ KBr + ____ Al2(SO4)3

14)

____ CH4 + ____ O2  ____ CO2 + ____ H2O

15)

____ Na3PO4 + ____ CaCl2  ____ NaCl + ____ Ca3(PO4)2

16)

____ K + ____ Cl2  ____ KCl

17)

____ Al + ____ HCl  ____ H2 + ____ AlCl3

18)

____ N2 + ____ F2  ____ NF3

19)

____ SO2 + ____ Li2Se  ____ SSe2 + ____ Li2O

20)

____ NH3 + ____ H2SO4  ____ (NH4)2SO4

Balancing Chemical Equations “Stacks” Version

131

Balancing Chemical Equations “Models” Version

132