11u chemistry practice problems workbook unit 1 answer key

Francis Libermann Catholic High School Science Department

Grade 11 University Chemistry SCH 3U1 – Course Workbook Unit 1 Answer Keys

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Significant Digits – Understanding Concepts KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

1. Do the following calculations. Express each answer using the correct number of decimal places or significant digits. a.) 55.671g + 45.78g

e.) 5.841g " 6.03g

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b.) 1.9mm + 0.62mm

f.)

0.6kg 15L

g.)

17.51g 2.2cm 3

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c.) 87.9478L – 86.25L

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d.) 0.350mL + 1.70mL + 1.019mL

2. Explain in your own words the difference between accuracy and precision.

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Significant Digits – Science Department

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2011 -10 -03 17:21:16

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1.1.02.1.2 - Significant Digits Homework 2010.pdf (#26)

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3. Communication: What SI-derived unit of measurement would you use to describe: a.) the mass of a person __________

d.) length of your desk __________

b.) the mass of a mouse __________

e.) length of the classroom _________

c.) the volume of a glass of orange juice __________ 4. Calculate the following. a.) (3.2 "10 3 )(1.52 "10 6 )

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b.)

8.435 "10 3 3.9 "10 7

c.)

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d.) (6.982 "10 #5 ) " (9.7 "10 8 )

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1.53"10 9 8 "10 #4

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e.) (4.81"10 3 )(7.59 "10 #5 )(9.2 "10 8 )

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5. Record the number of significant digits in each of the following values: a.) 3.545

b.) 308

c.) 0.000876

d.) 1.000300

e.) 4.20!104

f.) 0.00410

g.) 1 000 000 000

h.) 1 000 000.00

i.) 0.0300280

j.) 40.00100

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Significant Digits – Science Department

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2011 -10 -03 17:21:16

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1.1.02.1.2 - Significant Digits Homework 2010.pdf (2/2)

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Separation of Mixtures – Understanding Concepts KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

Taking advantage of various physical and chemical properties, how would you separate the following mixtures into their various components? a.) sand and water

b.) sugar and water

c.) oil and water

d.) sand and gravel

e.) A mixture of heptane (boiling point 98°C) and heptanol (boiling point 176°C)

KNOWLEDGE

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Topic – Science Department

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f.) A mixture of iodine solid and sodium chloride (Hint: Iodine is not soluble in water)

g.) A mixture of lead and aluminum pellets

h.) A mixture of salt and iron fillings

KNOWLEDGE

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Topic – Science Department

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Observing Matter – Understanding Concepts KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

Knowledge/Understanding 1. Identify each property as either physical or chemical. a.) Hydrogen gas is extremely flammable

__________________

c.) Chlorine gas is pale green in colour

__________________

b.) The boiling point of ethanol is 78.5°C

__________________

d.) Sodium metal reacts violently with water

__________________

2. How can you tell the difference between a physical and chemical change?

3. Name the property that each change depends on. Then classify the property as either chemical or physical. a.) You separate a mixture of gravel and road salt by adding water to it.

b.) You add baking soda to vinegar, and the mixture bubbles and froths.

c.) You use a magnet to locate iron nails that were dropped in a barn filled knee-deep with straw.

d.) Carbon dioxide gas freezes at a temperature of –78°C.

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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e.) You recover salt from a solution of saltwater by heating the solution until all the water has evaporated.

f.) The temperature of a compost pile rises as the activity of bacteria inside the pile increases.

4. Use the terms “accuracy” and “precision” to describe the results on the dartboards shown below.

Assume that the darts represent data and the bull-eye represents the expected value.

Exp I: _____________________________________

Exp II: _____________________________________

Exp III: _____________________________________

Exp IV: _____________________________________

5. Examine the containers shown below.

KNOWLEDGE

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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a.) What volume of liquid does each container contain? Be as accurate and precise as possible in your answers.

b.) Assume that the liquid in all three containers is water. If the flask and the graduated cylinder are emptied into the beaker, what is the total volume of water in the beaker? Report your answer to the correct number of significant digits.

c.) Which container is the best choice for measuring volume in a laboratory? Explain why.

6. Convert the following. a.) 10 kg  g

c.) 52 mL  cm3

b.) 22.3 cm  m

d.) 1.0 L  cm3

KNOWLEDGE

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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7. Identify the number of significant digits in each value. a.) 0.002 cm

_________

e.) 4.0003 mL

_________

b.) 3107 km

_________

f.) 5.432×109 km2

_________

c.) 5 g

_________

g.) 91 511 L

_________

d.) 8.6×109 m3

_________

h.) 0.003 001 00

_________

8. Answer the following. a.) Explain why the value 5700 km could have two, three or four significant digits.

b.) Write 5700 km with two significant digits. _________________ c.) Write 5700 km with four significant digits. _________________ 9. Complete each calculation. Express your answer to the correct number of significant digits. d.) 2 − 0.3+ 6 − 7

a.) 4.02mL + 3.76mL + 0.95mL

€

€

e.) (6.853 × 10 3 L) + (5.40 × 10 3 L)

b.) (2.7 × 10 2 m) × (4.23 × 10 2 m)

€

€

c.) 5092kg ÷ 23L

f.) (572.3g + 794.1g) ÷ (24mL + 52mL)

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10. Round each value to the given number of significant digits. a.) 62 091 to three significant digits

_____________

c.) 583 to one significant digit

_____________

b.) 27 to one significant digit

_____________

d.) 17.25 to three significant digits

_____________

KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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11. A plumber installs a pipe that has a diameter of 10 cm and a length of 2.4 cm. Calculate the volume of water in (cm3) that the pipe will hold. Express your answer to the correct number of significant digits. NOTE: The formula for the volume of a cylinder is V = πr 2 h , where r is the radius and h is the height or length. €

12. During an investigation, a student monitors the temperature of water in a beaker. The data from the investigation are shown in the following table.

Time (min)

Temperature (°C)

0.0

25

1

24.3

2

24

3

23.7

4

23.6

a.) What was the average temperature of the water?

Express your answer to the appropriate number of significant digits.

b.) The thermometer that the student used has a scale marked at 1° intervals. Which digits in the table are estimated?

13. Identify each change as either physical or chemical. a.) Over time, an iron swing set becomes covered with rust. ______________________ b.) Juice crystals “disappear” when they are stirred into a glass of water. ___________________ c.) Litmus paper turns pink when exposed to acid. _____________________ d.) Butter melts when you spread it on hot toast. _____________________

KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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name:

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Inquiry 14. Your teacher asks the class to measure the mass of a sample of aluminum. You measure the mass three times, and obtain the following data: 6.74, 6.70, and 6.71 g. The actual value is 6.70g. Here are the results of three other students: Student A:

6.50, 6.49 and 6.52 g

Student B:

6.57, 6.82 and 6.71 g

Student C:

6.61, 6.70 and 6.87 g

a.) Graph the four sets of data. (Call yourself “Student D”)

b.) Which results are most precise?

c.) Which results are most accurate?

d.) Which results have the highest accuracy and precision?

KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Observing Matter – Science Department

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Classifying Matter – Understanding Concepts KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

1. Classify the following as chemical change (CC), chemical property (CP), physical change (PC), or physical property (PP). a.) _____ heat conductivity

h.) _____ combustible

b.) _____ silver tarnishing

i.) _____ water freezing

c.) _____ sublimation

j.) _____ wood burning

d.) _____ magnetizing steel

k.) _____ acid resistance

e.) _____ length of metal object

l.) _____ brittleness

f.) _____ shortening melting

m.) _____ milk souring

g.) _____ exploding dynamite

n.) _____ baking bread

2. Identify the following as being true or false. a.) ____________ A change in size or shape is a physical change. b.) ____________ A chemical change means a new substance with new properties was formed. c.) ____________ An example of a chemical change is when water freezes. d.) ____________ When platinum is heated, then cooled to its original state, we say this is a physical change. e.) ____________ When milk turns sour, this is a physical change because a change in odor does not indicate a chemical change. f.) ____________ When citric acid and baking soda mix, carbon dioxide is produced and the temperature decreases. This must be a chemical change.

3. Identify each of the following as a physical (P) or chemical change (C). a.) _____ You leave your bicycle out in the rain and it rusts. b.) _____ A sugar cube dissolves. c.) _____ Scientist break-up water into oxygen and hydrogen gas. d.) _____ Burning coal for a barbecue. e.) _____ Trimming a bush because it has grown too tall.

KNOWLEDGE

THINKING

COMMUNICATION 1

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Classifying Matter – Science Department

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4. Classify each of the following substances as an element, compound, solution or a mechanical mixture Sand

Salt

Pure water

Soil

Soda just opened

Air

Carbon dioxide

Gold

Brass

Oxygen

Italian salad dressing

Lithium iodide

Apple pie

Kool-Aid

Sugar water

Chocolate chip cookies

Gatorade

Gold

Tacos

Lead

Ceasar dressing

Calcium

Whole milk

Skim milk

Hydrogen peroxide

Potassium

Sugar

Raisin Bran cereal w/Milk

Raisin Bran cereal w/o Milk

KNOWLEDGE

THINKING

COMMUNICATION 2

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Classifying Matter – Science Department

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5. Classify the following, by checking off, as either a physical property or chemical property. If it is a Physical Property state whether it’s a Qualitative or Quantitative Physical Property Physical Property Quantitative

Qualitative

Chemical Property

Blue colour Density Flammability Dissolves in water Boils at 100˚C Scratches glass Sour taste Rusting Exploding fireworks Melting point Reacts with water to form gas Reacts with something to form water Hardness Boiling point Luster Odour

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THINKING

COMMUNICATION 3

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Classifying Matter – Science Department

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6. Identify each of the following as an example of a physical property or a chemical property. a.) ______________ Silver tarnishes when it comes in contact with hydrogen sulfide in the air. b.) ______________ A banana is yellow. c.) ______________ A sheet of copper can be pounded into a bowl. d.) ______________ Barium melts at 725˚C. e.) ______________ Gasoline is flammable. f.) ______________ A diamond is the hardest natural substance. g.) ______________ Helium does not react with any other element. h.) ______________ A bar of lead is more easily bent than is a bar of aluminum of the same size. i.) ______________ Potassium metal is kept submerged in oil to prevent contact with oxygen or water. j.) ______________ An apple will turn brown is left in oxygen. k.) ______________ Diamond dust can be used to cut or grind most other materials. l.) ______________ Acid in tomato sauce can corrode aluminum foil. m.) ______________ Rocks containing carbonates can be identified because they fizz when hydrochloric acid is applied. n.) ______________ A piece of charcoal, which is mostly the substance carbon, glows red, gives off heat, and becomes a gray ash.

KNOWLEDGE

THINKING

COMMUNICATION 4

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Classifying Matter – Science Department

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Isotopes and Average Atomic Mass – Practice Questions KNOWLEDGE

1.

THINKING

COMMUNICATION

The two stable isotopes of boron exist in the following proportions: 19.78% (11.01u). Calculate the average atomic mass of boron.

€

2.

10 5B

(10.01u) and 80.22%

11 5B

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In nature, silicon is composed of three isotopes. These isotopes (with their isotopic abundances and atomic 28 29 30 masses) are 14 Si (92.23%, 27.98u), 14 Si (4.67%, 28.97u) and 14 Si (3.10%, 29.97u). Calculate the average atomic mass of silicon.

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3.

APPLICATION

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Copper is a corrosion-resistant metal that is used extensively in plumbing and wiring. Copper exists as two 63 65 naturally occurring isotopes: 29 Cu (62.93u) and 29 Cu (64.93u). These isotopes have isotopic abundances of 69.1% and 30.9% respectively. Calculate the average atomic mass of copper.

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€

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KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Isotopic Abundance – Science Department

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Lead occurs naturally as four isotopes. These isotopes (with their isotopic abundances and atomic masses) are 204 206 207 208 82 Pb (1.37%, 204.0u), 82 Pb (26.26%, 206.0u), 82 Pb (20.82%, 207.0u) and 82 Pb (51.55%, 208.0u). Calculate the average atomic mass of lead.

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5.

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Hydrogen is found primarily as two isotopes in nature: 11H (1.0078u) and 12 H (2.0140u). Calculate the percentage abundance of each isotope based on hydrogen’s average atomic mass.

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6.

€

138 57 La (137.91u) of 138 57 La ?

Lanthanum is composed of two isotopes: What can you say about the abundance

€ €

KNOWLEDGE

THINKING

and

139 57 La

(138.91u). Look at the periodic table.

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Isotopic Abundance – Science Department

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Rubidium ignites spontaneously when exposed to oxygen to form rubidium oxide, Rb2O. Rubidium exists as 85 87 two isotopes: 37 Rb (84.91u) and 37 Rb (86.91u). If the average atomic mass of rubidium is 85.47u, determine the percentage abundance of

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85 37 Rb .

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8.

Oxygen is composed of three isotopes:

16 8O

(15.995u),

17 8O

(16.999u) and

18 8O

(17.999u). One of these

isotopes, 178 O , comprises of 0.037% of oxygen. Calculate the percentage abundance of the other two isotopes, using the average atomic mass of 15.9994u.

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€

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COMMUNICATION

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Isotopic Abundance – Science Department

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Isotopes & Isotopic Abundance – Understanding Concepts 1. Knowledge: The average atomic mass of potassium is 39.1 u. Explain why no single atom of potassium has a mass of 39.1 u. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Thinking: Naturally occurring magnesium exists as a mixture of three isotopes. These isotopes (with their isotopic abundances and atomic masses) are Mg-24 (78.70%, 23.985 u), Mg-25 (10.13%, 24.985 u), and Mg-26 (11.17%, 25.983 u). Calculate the average atomic mass of magnesium.

3. Communication: Assume that an unknown element, X, exists naturally as three different isotopes.

The average atomic mass of element X is known, along with the atomic mass of each isotope. Is it possible to calculate the percentage abundance of each isotope? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 4. Communication: You know that silver exists as two isotopes: silver-107 and silver- 109. However, radioisotopes of silver, such as silver-105, silver-106, silver-108, and silver-110 to silver-117 are known. Why do you not use the abundance and mass of these isotopes when you calculate the average atomic mass of silver? Suggest two reasons. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Isotopes & Abundance – Science Department

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Atoms, Elements & the Periodic Table – Practice Questions 1. Knowledge: State the periodic law, and provide at least two examples to illustrate its meaning.

2. Knowledge: Identify the group number for each of these sets of elements. Then choose two of these groups and write the symbols for the elements within it.

•

alkali metals ______________________________________________________________

•

noble gases _______________________________________________________________

•

halogens _________________________________________________________________

•

alkaline earth metals _______________________________________________________

3. For the following: a.) Identify the element that is described by the following information. Refer to a periodic table as necessary.

• It is a Group 14 (IVA) metalloid in the third period: _____________________________ •

It is a Group 15 (VA) metalloid in the !fth period: ____________________________

•

It is the other metalloid in Group 15 (VA): _____________________________

•

It is a halogen that exists in the liquid state at room temperature: _____________________

b.) Communication: Develop four more element descriptions like those in part (a). Exchange them with a classmate and identify each other’s elements.

•

_________________________________________________________________________

•

_________________________________________________________________________

•

_________________________________________________________________________

•

_________________________________________________________________________

4. Knowledge: What is the relationship between electron arrangement and the organization of elements in the periodic table? _______________________________________________________________________________ _______________________________________________________________________________

KNOWLEDGE

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Atoms & Atomic Theory – Science Department

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5. Communication: In writing, sketches, or both, explain to someone who has never seen the periodic table how it can be used to tell at a glance the number of valence electrons in the atoms of an element.

6. a.) Knowledge: How many valence electrons are there in an atom of each of these elements?

Neon: _______

Sodium: ______

Magnesium: _______

Bromine: _______

Chlorine: ______

Silicon: _______

Sulfur: _______

Helium: _______

Strontium: _______

b.) Present your answers from part (a) in the form of Lewis structures.

c.) Without consulting a periodic table, classify each element from part a) as a metal, non-metal, or metalloid.

Neon: _______________

Sodium: _______________

Magnesium: _______________

Bromine: _______________

Chlorine: _______________

Silicon: _______________

Sulfur: _______________

Helium: _______________

Strontium: _______________

7. Knowledge: How many elements are liquids at room temperature? Name them.

8. Knowledge: Compare and contrast the noble gases with the other elements. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ KNOWLEDGE

THINKING

COMMUNICATION

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Atoms & Atomic Theory – Science Department

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9. Inquiry: An early attempt to organize the elements placed them in groups of three called triads. Examine the three triads shown here.

Triad 1

Trial 2

Triad 3

a.) Infer the reasoning for grouping the elements in this way.

Mn

Li

S

______________________________________________________

Cr

Na

Se

______________________________________________________

Fe

K

Te

______________________________________________________

!

b.) Which of the elements in these three triads still appear together in the same group of the modern periodic table?

10. Application: Using print or electronic resources, or both, !nd at least one common technological application for each of the following elements: a.) europium: __________________________________________________________________ b.) neodymium: ________________________________________________________________ c.) carbon: ____________________________________________________________________ d.) nitrogen: ___________________________________________________________________ e.) silicon: _____________________________________________________________________ f.) mercury: ____________________________________________________________________ g.) ytterbium: __________________________________________________________________ h.) bromine: ___________________________________________________________________ i.) chromium: ___________________________________________________________________ j) krypton: _____________________________________________________________________ 11. a.) Communication: Draw Lewis structures for each of these elements: lithium, sodium, potassium, magnesium, aluminum, carbon.

b.) Which of these elements have the same number of occupied energy levels?

c.) Which have the same number of valence electrons?

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Atoms & Atomic Theory – Science Department

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Periodic Trends Involving the Sizes and Energy Levels of Atoms Understanding Concepts 1. Using only their location in the periodic table, rank the atoms in each set by decreasing atomic size. Explain your answers. a.) Mg, Be, Ba f.) Se, Br, Cl

b.) Ca, Se, Ga

g.) Mg, Ca, Li

c.) Br, Rb, Kr

h.) Sr, Te, Se

d.) Se, Br, Ca

i.) In, Br, I

e.) Ba, Sr, Cs

j.) S, Se, O

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COMMUNICATION

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Periodic Table Trends – Science Department

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2. Using only a periodic table, rank the elements in each set by increasing ionization energy.

Explain your answers. a.) Xe, He, Ar d.) Kr, Br, K

b.) Sn, In, Sb

e.) K, Ca, Rb

c.) Sr, Ca, Ba

f.) Kr, Br, Rb

3. Using only a periodic table, identify the atom in each of the following pairs with the lower !rst ionization energy. a.) B, O d.) F, N

b.) B, In

e.) Ca, K

c.) I, F

f.) B, Tl

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Periodic Table Trends – Science Department

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Ionization and Radius Trends in the Periodic Table Understanding Concepts Knowledge 1. How does your understanding of electron arrangement and forces in atoms help you explain the following periodic trends? a.) atomic radius __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ b.) ionization energy __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ c.) electron af!nity __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Ionization Energy & Radius Trend – Science Department

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2. Using only their location in a periodic table, rank each of the following sets of elements in order of increasing atomic size. Explain your answer in each case. a.) Mg, S, Cl d.) Rb, Xe, Te

b.) Al, B, In

e.) P, Na, F

c.) Ne, Ar, Xe

f.) O, S, N

3. Using only their location in a periodic table, rank each of the following sets of elements in order of decreasing ionization energy. Explain your answer in each case. a.) Cl, Br, I d.) Na, Li, Cs

b.) Ga, Ge, Se

e.) S, Cl, Br

c.) K, Ca, Kr

f.) Cl, Ar, K

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Ionization Energy & Radius Trend – Science Department

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4. Which element in each of the following pairs will have the lower electron af!nity? Explain your answer in each case. a.) K or Ca c.) S or Se

b.) O or Li

d.) Cs or F

Communication 5. The graph shows a periodic trend, but is only partially complete. Copy it into your notebook and !ll in all the data and labels that will make it complete. Title the graph with the trend it shows.

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Ionization Energy & Radius Trend – Science Department

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Thinking 6. Use your understanding of periodic trends to sketch the shape of a graph that shows a trend that is opposite to that shown in question 5. Label the x- and y-axes, and add any other labels that you think are necessary to represent the trend you are showing.

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Ionization Energy & Radius Trend – Science Department

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Electron Configuration – Practice Questions Communication 1. Write electron configurations of the following elements: a.) copper________________________________________________ b.) iodine ________________________________________________ c.) potassium ________________________________________________ d.) bismuth ________________________________________________ e.) zirconium ________________________________________________ 2. Write the simplified electron configurations of the following elements: a.) iridium ________________________________________________ b.) chlorine ________________________________________________ c.) nobelium ________________________________________________ d.) caesium ________________________________________________ e.) magnesium ________________________________________________ 3. The following electron configurations belong to which elements: a.) 1s22s2p63s1 ____________________ b.) 1s22s2p63s2p6d104s2p6d65s2 ____________________ c.) [Kr] 5s24d10 ____________________ d.) [Xe] 4f145d106s2p2 ____________________ e.) [Rn] 5f146d47s2 ____________________ 4. Determine if the following electron configurations are correct: a.) 1s22s22p63s23p64s24d104p65s1 ___________________________________________________ b.) 1s22s22p63s3 _________________________________________________________________ c.) [Rn] 7s25f96d2 ________________________________________________________________ d.) [Ar] 5s24d105p5 _______________________________________________________________ e.) [Xe] 6s24f10 ___________________________________________________________________

KNOWLEDGE

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Electron Configuration – Science Department

1

name:

date:

Chemical Bonding & Electronegativity Understanding Concepts 1. Determine ΔEN for each bond shown. Indicate whether each bond is ionic or covalent. a.) O—H e.) Cr—O

b.) C—H

f.) C—N

c.) Mg—Cl

g.) Na—I

d.) B—F

h.) Na—Br

2. For each bond below: i.) determine the ΔEN, and then identify if the bond is ionic or covalent? ii.)

Draw Lewis structures to represent the formation of these bonds. a.) Ca—O

d.) Li—F

b.) K—Cl

e.) Li—Br

c.) K—F

f.) Ba—O

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COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Bonding & EN – Science Department

1

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3. For each pair of elements: i.) determine ΔEN ii.)

Draw Lewis structures to show how each pair of elements forms bonds to achieve a stable octet. a.) magnesium and chlorine

d.) sodium and oxygen

b.) calcium and chlorine

e.) potassium and sulfur

c.) lithium and oxygen

f.) calcium and bromine

4. Show the formation of a covalent bond between two atoms of each diatomic element. a.) iodine c.) hydrogen

b.) bromine

KNOWLEDGE

d.) !uorine

THINKING

COMMUNICATION

APPLICATION

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Bonding & EN – Science Department

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5. Use Lewis structures to show the simplest way in which each pair of elements forms a covalent compound, according to the octet rule. a.) hydrogen and oxygen d.) iodine and hydrogen

b.) chlorine and oxygen

e.) nitrogen and hydrogen

c.) carbon and hydrogen

f.) hydrogen and rubidium

6. One carbon atom is bonded to two sulfur atoms. Use a Lewis structure to represent the bonds.

7. A molecule contains one hydrogen atom bonded to a carbon atom, which is bonded to a nitrogen atom.

Use a Lewis structure to represent the bonds.

8. Two carbon atoms and two hydrogen atoms bond together, forming a molecule. Each atom achieves a full outer electron level. Use a Lewis structure to represent the bonds

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Chemical Bonding & Electronegativity Understanding Concepts 1. Knowledge: Name the typical properties of an ionic compound. Give two examples of ionic compounds. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. Knowledge: Name the typical properties of covalent compounds. Give two examples of covalent compounds. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. Communication: In your own words, describe and explain the periodic trend for electronegativity. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. Knowledge: Based only on their position in the periodic table, arrange the elements in each set in order of increasing attraction for electrons in a bond. a.) Li, Br, Zn, La, Si b.) P, Ga, Cl, Y, Cs

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5. Knowledge: Determine ΔEN for each bond. Indicate whether the bond is ionic or covalent. a.) N—O c.) H—Cl

b.) Mn—O

d.) Ca—Cl

6. Thinking: A chemist analyzes a white, solid compound and !nds that it does not dissolve in water.

When the compound is melted, it does not conduct electricity. a.) What would you expect to be true about this compound’s melting point? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ b.) Are the atoms that make up this compound joined with covalent or ionic bonds? Explain. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Bonding & EN – Science Department

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Bonding & Electronegativity – Understanding Concepts 1. Knowledge: Use Lewis structures to show how each pair of elements forms an ionic bond. a.) magnesium and fluorine c.) rubidium and chlorine

b.) potassium and bromine

d.) calcium and oxygen

2. Knowledge: Use Lewis structures to show how the following elements form covalent bonds. a.) one silicon atom and two oxygen atoms

b.) one carbon atom, one hydrogen atom, and three chlorine atoms

c.) two nitrogen atoms

d.) two carbon atoms bonded to each other—three hydrogen atoms bonded to one of the carbon atoms, and one hydrogen atom and one oxygen atom bonded to the other carbon atom

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Bonding & EN – Science Department

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3. Knowledge: Use what you know about electronegativity differences to decide what kind of bond would form between each pair of elements. a.) palladium and oxygen d.) sodium and iodine

b.) carbon and bromine

e.) beryllium and fluorine

c.) silver and sulfur

f.) phosphorus and calcium

4. Communication: “In general, the farther away two elements are from each other in the periodic table, the more likely they are to participate in ionic bonding.” Do you agree with this statement? Explain why or why not. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5. Communication: Covalent bonding and metallic bonding both involve electron sharing. Explain how covalent bonding is different from metallic bonding. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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VSEPR Theory – Practice Questions Communication Complete the following table. For the Molecule Shape Configuration, write your answer in the form of AX2, or AX3E or AX3E2 Number of High Density Electrons Molecule

Main Geometry

Number of Bonded Pairs

Unbonded pairs (lone electrons)/ Molecule Shape Configuration

Molecule Shape

A = central atom, X = outer atoms E= unshared electrons

Lewis Structure (label 1 angle)

CO2

AsH3

BF3

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Number of High Density Electrons Molecule

Main Geometry

Number of Bonded Pairs

Unbonded pairs (lone electrons)/ Molecule Shape Configuration

Molecule Shape

A = central atom, X = outer atoms E= unshared electrons

Lewis Structure (label 1 angle)

SO4–2

I3 –

Cl2CO

SeCl4

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FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – VSEPR Theory – Science Department

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Number of High Density Electrons Molecule

Main Geometry

Number of Bonded Pairs

Unbonded pairs (lone electrons)/ Molecule Shape Configuration

Molecule Shape

A = central atom, X = outer atoms E= unshared electrons

Lewis Structure (label 1 angle)

SOF4

IO4–

NH4+

IF2–

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Number of High Density Electrons Molecule

Main Geometry

Number of Bonded Pairs

Unbonded pairs (lone electrons)/ Molecule Shape Configuration

Molecule Shape

A = central atom, X = outer atoms E= unshared electrons

Lewis Structure (label 1 angle)

IF4–

IBr5

H3O +

BeH2

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Nomenclature of Common Compounds – Assignment KNOWLEDGE

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APPLICATION /34

Communication 1.

Write the name of the following formulas. (34 marks)

1.

Cd(HS)2 _____________________________________

18.

H2SO2(aq) ___________________________________

2.

HCl(aq) _______________________________________

19.

Cs2C2O4 ____________________________________

3.

PF3 _________________________________________

20.

SiC ________________________________________

4.

Al2(Cr2O7)3 ___________________________________

21.

Co(HSO4)2 __________________________________

5.

CoPO2 ______________________________________

22.

NH4CH3COO _______________________________

6.

MgCrO4•4H2O ________________________________

23.

AsS _______________________________________

7.

Li2O2 ________________________________________

24.

Sn3(PO3)4•3H2O______________________________

8.

H3PO5(aq) _____________________________________

25.

Ag2SiO3 ____________________________________

9.

HNO3(aq) ____________________________________

26.

H2ClO2(aq) __________________________________

10.

V2(SO5)5 ____________________________________

27.

VO2 _______________________________________

11.

Ti(S2O3)2 _____________________________________

28.

Mn(NO4)4 ___________________________________

12.

HF(aq) ________________________________________

29.

PtSO3 ______________________________________

13.

NiP _________________________________________

30.

CeN _______________________________________

14.

In(NO)3 ______________________________________

31.

Ca3(AsO4)2 _________________________________

15.

Sb3N5 _______________________________________

32.

HClO3(aq) ___________________________________

16.

HgSCN _____________________________________

33.

Ge3(PO2)4 ___________________________________

17.

HCN ________________________________________

34.

Pd(CO2)2 ___________________________________

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Application 2.

Write out the chemical formula for the following compounds. (34 marks)

1.

Magnesium hypochlorite __________________________

18.

Pernitric acid _______________________________

2.

Carbon tetrachloride ____________________________

19.

Sodium oxide _______________________________

3.

Magnesium sulfate heptahydrate ____________________

20.

Silicon difluoride _____________________________

4.

Hypophosphorous acid ___________________________

21.

Hydrosulfic acid _____________________________

5.

Manganese (IV) hyposulfite ________________________

22.

Cupric cyanide _______________________________

6.

Calcium hydrogen carbonate _______________________

23.

Strontium hydroxide ___________________________

7.

Phosphorus pentabromide ________________________

24.

Ammonium hydrogen phosphate _________________

8.

Hydrophosphic acid _____________________________

25.

Calcium phosphate trihydrate ___________________

9.

Hydrogen peroxide _____________________________

26.

Rubidium silicate _____________________________

10.

Potassium phosphite ____________________________

27.

Auric oxide ________________________________

11.

Radium hydroxide ______________________________

28.

Arseneous sulfide ____________________________

12.

Carbonic acid _________________________________

29.

Bismuth (V) thiosulfate _________________________

13.

Stannous nitride _______________________________

30.

Mercuric percarbonate ________________________

14.

Hydroiodic acid ________________________________

31.

Beryllium oxalate ____________________________

15.

Copper (II) hydrogen sulfate _______________________

32.

Strontium chlorite ____________________________

16.

Calcium permanganate _________________________

33.

Aluminum hydrogen carbonate ___________________

17.

Lithium cyanate ________________________________

34.

Hydronitric acid _____________________________

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Balancing Equations – Practice Problems 1. Balance the following equations by placing a number in the space provided. If the equation is already balanced write the statement “ALREADY BALANCED” just below the equation a.) _____ Zn + _____ O2 + _____ CO2 b.) _____ Ca(NO3)2 + _____ Na3PO4 c.) _____ C14H30 + _____ O2

_____ Ca3(PO4)2 + _____ NaNO3

_____ CO2 + _____ H2O

d.) ______ HSbCl4 + ______ H2S

______ Sb2S3 + ______ HCl

e.) ______ HCN + ______ H2O f.) ______ (NH4)2Cr2O7

_____ ZnO + _____ ZnCO3

______ NH3 + ______ O2 + ______ CH4

______ N2 + ______ Cr2O3 + ______ H2O

g.) ______ Sb2S3 + ______ HCl

______ HSbCl4 + ______ H2S

h.) ______ AlCl3 + ______ H2SO4

______ Al2(SO4)3 + ______ HCl

i.) ______ C2H6 + ______ O2

______ CO2 + ______ H2O

2. Write skeleton and balanced equations for the following chemical reactions. a.) barium chloride + sodium sulfate

b.) calcium + oxygen

c.) calcium carbonate + sulfuric acid

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Quantities – Science Department

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d.) carbon + oxygen

carbon dioxide

e.) copper + oxygen

copper (II) oxide

f.) copper (II) carbonate + hydrochloric acid

g.) copper(II) oxide + sulfuric acid

copper(II) sulfate + water

h.) hydrogen + chlorine

i.) hydrogen + lead (II) oxide

lead + steam

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Quantities – Science Department

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j.) hydrogen + oxygen

k.) iron + chlorine

steam

iron (III) chloride

l.) iron (III) chloride + ammonium hydroxide

m.) magnesium + steam

hydrogen + magnesium oxide

n.) magnesium + sulfuric acid

o.) sodium + oxygen

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Quantities – Science Department

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p.) sodium hydroxide + copper(II) sulfate

q.) sodium hydroxide + phosphoric acid

r.) sodium hydroxide + sulfuric acid

s.) zinc + copper(II) sulfate

FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL Chemistry Unit – Chemical Quantities – Science Department

4

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Types of Reactions – Practice Problems 1. Balance the following equations and state what type of reaction they are.

Type of Reaction a.) _____CaO + _____H2O

_____Ca(OH)2

__________________________

b.) _____Al + _____CuSO4

_____Al2(SO4)3 + _____Cu

__________________________

c.) _____HNO3 + _____Mg(OH)2 d.) ___ C4H8 + ___ O2 e.) _____N2 + _____H2

_____Mg(NO3)2 + _____H2O

___ CO2 + ___ H2O

__________________________ __________________________

_____NH3

f.) _____Ca(NO3)2 + _____Na3PO4

__________________________

_____Ca3(PO4)2 + _____NaNO3

__________________________

g.) _____Ca + _____H2O

_____Ca(OH)2 + _____H2

__________________________

h.) _____MgI2 + _____Br2

_____MgBr2 + _____I2

__________________________

i.) _____Al2O3 j.) _____ Pb(NO3)2

__________________________

_____Al + _____O2 _____ PbO + _____ NO2 + _____ O2

__________________________

2. Predict the products for the following reactants. Write a balanced chemical equation and identify the type of reaction. a.) Sodium carbonate and lead (II) nitrate – Type of Reaction: _________________

b.) Tin (II) and silver sulfate – Type of Reaction: _________________

c.) Aluminum and oxygen – Type of Reaction: _________________

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d.) Sulfuric acid reacts with magnesium hydroxide – Type of Reaction: _________________

e.) C4H12 burning in a good supply of oxygen – Type of Reaction: _________________

f.) Magnesium reacts with sodium nitrate – Type of Reaction: _________________

g.) Magnesium hydrogen carbonate breaks down – Type of Reaction: _________________

h.) Calcium bromide reacts with chlorine – Type of Reaction: _________________

i.) Carbon dioxide reacts with water – Type of Reaction: _________________

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