Vocabulary - Weeblyjeffcott.weebly.com/.../pdf_chemistry_smart_notes.pdf · · 2014-10-24atom with no electrical charge ... Click on earth on previous page to get to the ... of

Chemistry.notebook

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Chemistry

Chemistry.notebook

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Vocabulary

Chapter9,Lesson1Vocab.doc

Chemistry.notebook

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Atomicmass:Theaveragemassofalltheisotopesofanatom.Mendelev'speriodictableincreasedbyatomicmass

AtomicNumber:Thenumberofprotonsinanatom.Thisnumberalsotellthenumberofelectronstoo.

Periodictable:Anarrangementoftheelementsshowingtherepeatingpatternoftheirproperties

Proton:Smallpositivelychargedparticlesthatarefoundinthenucleusofanatom

Neutron:Asmallparticleofthenucleusoftheatomwithnoelectricalcharge

Electron:Atinynegativelychargedparticlethatmovesaroundtheoutsideofthenucleusofanatom.

ChemicalSymbol:aoneortwoletterrepresentationofanelement

Atom:Thebasicparticlefromwhichallelementsaremade,thesmallestparticleofanelementthathasthepropertiesofthatelement.

Period:Ahorizontalrowofelementsintheperiodictable

Group:Elementsinthesameverticalcolumnoftheperiodictable,alsocalledafamily.

Element:Apuresubstancethatcannotbebrokendownintoothersubstancesbychemicalorphysicalmeans

Molecule:Aneutralgroupoftwoormoreatomsheldtogetherbybonds.

Chemistry.notebook

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Whichiseasierlab

ColoredNotordered

3.5 2.9 3.0 3.13

Coloredordered 1.2 .9 1.0 1.3

Time1 Time2 Time3 Average

8/28/14

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PropertiesofelementsVirtualLab

VirtualLabsheet

VirtualLablink

8/29/14

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E21/E21.html

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MysteryElement# Density FlameColor MeltingPoint BoilingPoint

1 low red high mediumname

2

3

4

5

6

7

8

Clickonearthonpreviouspagetogettothelink! 8/29/14

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Propertiesof

anelement

l.Density =massvolume

2.Meltingpoint

3.Boilingpoint

4.Flamecolor

5.Atomicmass

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AtomicStructureFlipBook

atomsus

edtobe

though

tofast

hesmal

lest

particle

ofanel

emento

fmatter

1800scientistsdiscoveredatomsweremadeupof

smallerparts

electrons

neutrons

protons

9/3/14

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ProtonsLocation:

Charge:

~Numberdetermines_______propertiesofanelement

~Everyatomofthesameelementhasthesamenumberof________calledthe__________

~Defineatomicnumber:

Whatistheatomicnumberofpotassium?

______,whichmeansithas________protons

Whatistheatomicnumberofsilver?(pg316317)______,whichmeansithas________protons

ThePeriodictable___increases/decreases__bytheatomicnumber.

inthenucleusof

anatom

positivecharge(+)

Chemical

protonsatomicnumber(goldis goldnomatter whereitis

found)

Thenumberofprotonsinthenucleusofanatom

9/3/14

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NeutronsLocation:

Charge:

Protonsand___________haveaboutthesameatomicmass(amu)andmakeup_________ofthemassoftheatom

isotopes:Isanatomthathasanextraneutronoramissingneutron.Theyarestillthesameelementtheyarejustalittledifferent

Defineatomicmass:Sincetherearedifferenttypesofeachatomandisotopesintheuniversewefindtheaverageofallthetypes.Rarelyawholenumberusuallyadecimal.Forexampleitisknowntodatethereis

carbon12(C12),Carbon13(C13),andCarbon14(C14)

Theaverageofthesenumbersisalittleover12

Insidethe

nucleus withthe

protonsnocharge (neutral)

neutrons

most

*

Isotopes

9/3/14

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Electronsinthecloud

Location:

Charge:

Massofelectronscomparedtoprotonsandneutronsisconsiderably____________

neutralatoms:haveequalnumberof_______and________parts

~Electronsarehardtofindbecausetheymovesofastinthecloud

________inthecloudarespecificdistancesawayfromthenucleus.

~Thehighertheatomicnumber(protons)themoreelectronsintheshellsinthecloud

Thespaceoutsidethenucleus.

Negativelycharged()

less

protons electron

Shells /rings

ShellOne:2electronsshelltwo:Eight(8)electrons

shellthree:Eight(8)electronsOuter.shellthevalenceshell

9/4/13

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SodiumAtomicmass

Atomicnumber

.

Atomic

mass

Neutrons

AtomicNumber:numberofprotonsandelectrons

9/2/149/5/14

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Key_Atomicnumber

3eatomic

number:tellthe

number

ofprotons(can

alsotell

thenumber

ofelectrons

chemicalsymbol

LiLithium

Atomicmass

6.941AtomicMass:Themass

ofThe

protons,neutrons

andelectrons

combined

9/4/14

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:KeYGroup Isalsocalledafamily Itis

agroupofelementsthathave

commoncharacteristicsperiod: Isarowinthe periodictableof elements

everyday

ofTheelementsfrommetals tononmetals

(column)That

Tofindneutrons:

subtractTheatomicnumber

fromtheatomic

mass

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KeyAtomicnumber

3Atomic

numbertellsusthe

number

ofprotons

innucleus(cantell

usThe

number

Of

electrons)

Chemicalsymbol

Li

Chemicalname

Lithium

Atomicmass

6.941

9/4/14pg16nb

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*electronsprotonsneutronsAtomicmass

Atomicnumber

Tofindthe#Ofprotons: lookatatomicnumber

TofindTheelectrons: Lookattheatomicnumber

Tofindtheneutrons:Subtracttheatomicnumberfromthe

atomicmass

keytohelpyou:

Sodium 9/8/14

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1stshell:

2ndshell:

3rdshell:

Silicon

TogetanyElement's:

protons:____________

electrons:___________

neutrons:___________

9/8/14

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1stshell:

2ndshell:

3rdshell:

Silicon

TogetanyElement's:

protons:____________

electrons:___________

neutrons:___________

protons=___

neutrons:_____

electrons:___Shells___?

Atomicnumber:__

316317book

15NB 9/8/14

Subtracttheatomicnumber

fromtheatomicmass

AtomicmassAtomicnumber

.

neutrons

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PeriodicTablePractice

Organizingelementsopennote/bookquiz

Useactivityfromclasstoanswerthefollowupquestions

groups=commonpropertieshow.manyelectrons inouter

valence

REVIEW:

9/9/14

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MetalVocabulary9/9/14

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Identifyingmetalsandnonmetals.doc

9/10/14

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9/1015/14

Gotonextslidefortherestofthelab

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SomeofThesampleswere metals

wewereabletolightalightbulbwith

someofThesampleswhenweconnected

ittoabatteryandwire.

Electricalconductivity

Thesamples wereabletobebent.

Metals aremalleable

Therewasrustonsomeofthe

samples.Therewasdiscoloration

andwesawbubblesinthehydrochloric

acid

metalsarereactive

9/1015/14

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WorksheetWorks_Properties_of_Metals_1.pdf

PropertiesofMetals9/15/14

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9/15/14

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Metalsontheperiodictable

TypesofMetalsblankperiodictable.docxGroup

propertiesHowits

Used,by

humans

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9/15/14

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WorksheetWorks_Compare__Contrast_Types_of_Metals_3.pdf

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Metalsareelements thathavemeltingpointsWhichTheyexpand .They aregoodconductors

ofthermalenergy andelectricalenergy .Theyareshiny,theyarebendable

Themajorityofelementsinour

universearemetals.

Use: cart ,signs,clips ,lights,

Jewlery

DVR, lightchairlegs

fan

doorknobs hinges

wires

shelvin

gunit

,electricalo

utlet

Thermal

conductivity: TheabilityforThermal

(heat)energy topassthroughLuster:shinyMalleable:Canbeshapedelectricalconductivity:anelectriccurrent

canpassthroughductilepulledorstretched

intoawire.

reactivity:Theeaseandspeed

thatanelement

combineswithotherelementsGroup1most

reactivegroup

(Alkali)metals

corrosion: Itistheslowreactionwith02(Oxygen)thatdeterioratesthemetal

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AlkalimetalsAlkalineEarth

Metals

transition

metals

metalsina

mixedgroup

lanthanidsandactinides

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Nonmetals

Chemistry.notebook

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everyday

ofTheelementsfrommetalstononmetals

(column)That

Tofindneutrons:


fromtheatomic

mass

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everyday

ofTheelementsfrommetalstononmetals

(column)That

Tofindneutrons:


fromtheatomic

mass

12 13 14 15 16 17

18

ElectronDotMatrix

Lewis

Chemistry.notebook

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Loopyelectronbonds.docx

Thenextslidesaretheanswerstothislab

9/29/13

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9/29/14

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9/29/14

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9/29/14

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9/29/14

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9/29/14

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Mr.Parratomsong

Mr.LeeAtomsong

Brainpop(willonlypullupifyouhaveanaccount)

http://www.youtube.com/watch?v=d3YR8e_iHlk&safe=activehttp://www.youtube.com/watch?v=O5iaw5WNuB0&safe=activehttp://www.brainpop.com/

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MYFAVORITEALIEN.docx

Thingstothinkabout?

1.atomicnumber(electronsandshells)

2.atomicmass

3.Groupsandperiods

4.Propertiesofanelement

5.Elementsthatelectronstogainandgiveawayandelmentsthatarefull

protonsneutrons

electrons

inthe

shell

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Whereismyfavoritealien???

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arms=

fingers

clothingfaces=

smile/frownsgroupperiods=

Key:

#

#

#inthebox=

antenae

10/1/14

Chemistry.notebook

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arms=Theperiods

fingers

clothingfaces=

smile/frownsgroupperiods=

Key:

#

#

#inthebox=

antenae

10/1/14

=atomicnumber

=similarcharacteristicsinagroup=Groupnumberandvalenceelectrons

=

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ThePropertiesofMatterandtheChangesitgoesthrough

PhysicalPropertiesofMatter1Color2Texture

3.Density

4.Conductivity

5.Melting/Boilingpoint

Canbeobserved

withoutchanging

thesubstance

ChemicalPropertiesofMatterl.Flammability(burn)2.ItcanChange/transform

intoanewsubstance

PhysicalChange: IsanychangethatAlters Theformofasubstancebut

doesnotchangeitintoanew

substance

ChemicalChange: Inachemicalchangetheatomsofmatterrearrange

toformanewsubstance.

reactant:

ProductsWhatismadewhen

thereactantsjoin .ItisanentirelynewsubstanceEvidenceofchemicalReaction:

I.Formationofprecipitate:two

liquidsthatwhentheyreactforma

solid(cottagecheese)

2.Gasproduction

3. Colorchange

ExothermicReaction Theenergyreleased( givenoff)asproducts(new

substance) formisgreaterthantheenergyrequiredtobreakthebondsof

thereacttants. .Feelwarm

Endothermicreactions: WhenmoreenergyisrequiretobreakThe

bondsofreactantsthentheenergy

givenoffbytheproductsisnot

asgreat:Feelcooler

LawofConservationofMatter

10/7/14

statesthatMattercannotbe

createdordestroyeditcanchange

forms

Chemistry.notebook

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LogontoGoogleClassroom

GotoyourClasses

Thereshouldbeaplaceforscience

Clickontheassignment

Chemicalchangelabsendothermicexothermiclab20142015.docx

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ChemicalReactionsLab 10/910/13

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10/10/14

Chemistry.notebook

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Chemistry.notebook

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10/13/14 Saltbags

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10/13/14

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10/10/14

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meatlabcontinued

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Conclusioncontinued 10/13/14

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Conclusion10/13/14

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Ch.11,Lesson1and3.doc

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Understandingsolutions

mixture:

heterogeneousmixture:

homogeneousmixture:

classified(named) asasolution,Colloidorasuspension basedonThesizeof Theparticles.

Mixturesthatarenotuniform. inThesizeoftheparticlesthatmakeitup.Youcan

seepartsofThemixture.Exsalsa ,cereal,PIZZA,Amixturewhere Thecomponents

Thatmakeitupareuniform. ItisthesameThroughout .youcannotseetheindividualparticlesThatmakethemixture.pop, milk, Mashed

potatoes ,KoolAid. ,grapejuice,water

MixtureType1:solutionAsolutionisatypeofmixture

contains asolventandatleastonesoluteSolvent: IsThePartOfSolutionThatisThelargestamount. ItdissolvestheotherSubstancesSolute:Thesubstanceorsubstance sthatare

dissolved(brokendown)bythesolvent

MixtureType2:Colloid

KoolAidjuice

solution:

powder,

solute'

sugarinwater

solute SolventSaltwater:salt,oxygen,(02,dissolvedin water

Mt.Dew

solution:yellowdye

solute'

C02

solute

,fruitjuice

solute, inwater

solvent

Acolloid:

***Notclearlikeasolution.

Containssmall undissolvedparticlesthatdonotsettletothebotton particlesarestilltosmalltobeseen.

Theyare

largeenoughtoscatterlight

Examplesofcolloid:smokeinair

fogSmog

milkinwaterShavingcreaminwater.soapybathwater

MixtureType3:Suspension

Asuspensionis Itisatype ofmixturethatyoucaneasilyseethe

particlesofsomeofpartsofThemixture.Canbeeasilyseparatedbyfiltration.

spaghettiandwater

coffee (filter)Macandcheeseinwater

filterprecipitatesfrom

mixtureshomemade

1emonade

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Whatcolordoesthelitmuspaperturnlabpearsonadjusted20142015.docx

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InvestigatingpHofcommonhouseholdsubstances.docx

PHLab

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Whatcolordoesthelitmuspaperturn10/1921/14

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Acids,Alkalis(Bases),andNeutralizationVirtualLab

Acids,Alkalis,andNeutralizationVirtualLabwebsite

Acids,Alkalis(Bases)andNeutralizationVirtualLab.docx

10/2210/24/14

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/acids/index.htm

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Chemistry.notebook

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QuackLikea

duckwhen

youleavethe

class

Losing

TeamSingwearethechampions

Winning

Team

Team1 Team2 Team3

Team5 Team6Team4

Chemistry.notebook

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DoesItDissolvesolutionslab.docx

pgs402407insciencebook

Chemistry.notebook

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acidrainGuestSpeaker

lab

PHLabcontinued

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Attachments

VirtualLab.docx

VirtualLablink


Organizingelements.docx

MYFAVORITEALIEN.docx

WorksheetWorks_Properties_of_Metals_1.pdf

TypesofMetalsblankperiodictable.docx

WorksheetWorks_Compare__Contrast_Types_of_Metals_3.pdf


Metalsscavengerhunt.docx

Mr.Parratomsong

Mr.LeeAtomsong

Brainpopwillonlypullupifyouhaveanaccount

MatterMattersLab.doc

Loopyelectronbonds.docx

ChemicalPhysicalChangeLabs20132014.doc

Ch.11,Lesson1and3.doc

DoesItDissolvesolutionslab.docx

InvestigatingpHofcommonhouseholdsubstances.docx

Identifyingmetalsandnonmetals.doc

Chemicalchangelabsendothermicexothermiclab20142015.docx

bondingandmixturesquiz.pdf

Whatcolordoesthelitmuspaperturnlabpearsonadjusted20142015.docx

Acids,Alkalis,andNeutralizationVirtualLabwebsite

Acids,AlkalisBasesandNeutralizationVirtualLab.docx

CLASS DEMONSTRATION:

WHAT PROPERTIES DO ELEMENTS HAVE?

Elements are generally divided into two main groups metals and nonmetals. Both groups have a number of subgroups. All elements have certain properties. For example, most metals are hard, shiny solids. They are good conductors of both heat and electricity. Metals are also malleable and ductile.

Most nonmetals are gases at room temperature. Solid nonmetals are dull and neither malleable nor ductile. Nonmetals are also poor conductors of heat and electricity.

Some elements have properties of both metals and nonmetals. These elements are called metalloids.

In this Virtual Lab, you will test mystery elements to discover their properties. You will use what you know about the properties of these elements to determine what they are.

Objective:

Compare and contrast the properties of elements.

Identify elements based on their properties.

Procedure:

1. Click the video button. Watch the video to find out how substances are tested to determine their properties. Write your observations here:

2. Select a mystery element. Click and drag the element test tube into a testing box.

3. Select and conduct one of the four available tests on the mystery element.

4. Record the result of the test on the Table and in the table on the next page.

5. Continue to test the mystery element and record the results.

6. Compare the data you collected to information given on the activity screen. Determine the identity of the mystery element and click its name.

7. Repeat the activity several times.

Analysis:

Mystery Element #

Density

Flame Color

Melting Point

Boiling Point

1

2

3

4

5

6

7

8

Conclusion:

1.) What properties to elements have?

2.) How do scientific tests help determine the properties of the substance?

3.) What did you know for sure after one test?

-Two tests?

-Three tests?

4.) DESCRIBE the process you used to identify each mystery element?

5.) Why are some mystery elements easier to identify then others?

SMART Notebook

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E21/E21.html

Atomic Mass

Periodic Table

Atomic Number

Proton

Neutron

Electron

Chemical Symbol

Atom

Period

Group

Element

Molecule

SMART Notebook

Name Date Class

Organizing the Elements

Understanding Main Ideas

The diagram below is a square from the periodic table. Label the four facts shown abouteach element.

Answer the following questions in the spaces provided.

5.In what order did Mendeleev arrange the elements in the periodic table?

6.What do elements in the same column in the periodic table have incommon?

7.What can you predict about an element from its position in theperiodic table?

Building Vocabulary

Fill in the blank to complete each statement.

8.An elements ____________________ is its row in the periodic table.

9.The _____________________________________ of an element is the average mass ofall isotopes of that element.

10.A(n) _____________________________________ is an abbreviation for the name ofan element and usually has either one or two letters.

Name Date Class

Organizing the Elements

If the statement is true, write true. If the statement is false, change the underlined wordor words to make the statement true.

1.____________________ Mendeleev arranged his periodic table in order of increasingatomic number.

2.____________________ The rows in the periodic table are called periods.

3.____________________ Moving across the periodic table from left to right, one finds,in order, metals, then gases, then nonmetals.

4.____________________ Another name for a period is a family.

5.____________________ On the periodic table, elements in the same column havesimilar properties.

Fill in the blank to complete each statement.

6.An elements ____________________ can be predicted from its location on the periodictable.

7.The average mass of all the isotopes of an element is called the____________________________________ .

8.The modern periodic table is arranged in order of increasing ____________________________________ .

9.Information found on the periodic table for each element includes its atomic number, ____________________________________ , name, and atomic mass.

10.An element with atomic number 10 is located to the __________________ of an element with atomic number 9.

SMART Notebook

MY FAVORITE ALIEN

Objectives:

1. The student will be able to discuss and explain what a family and a period are on

the Periodic Table of Elements.

2. The student will be able to correctly arrange the Aliens in the proper families and

periods based up on the Periodic Table of Elements.

3. The student will be able to identify the number of electrons in the three energy

levels of each Alien.

4. The student will be able to explain and define an ion.

5. The student will be able to define and explain a valence electron.

6. The student will be able to interpret and explain any square on the Periodic Table

of Elements.

Problem:

The yearbook staff at Sharpscity Middle School has a problem completing their 2005

yearbook. They have lost the yearbook picture of My Favorite Alien. They cannot

retake the picture of My Favorite Alien. My Favorite Alien has left the Galaxy.

However, there are pictures of other Aliens. You must arrange the pictures of the

remaining Aliens. The pictures must be in order. The only clues you have are found on

the Periodic Table of Elements. Use it to figure out which Alien is missing. You must

use the characteristics of the remaining Aliens to draw the portrait of My Favorite Alien.

The portrait must fit in the sequence of the remaining Aliens.

You see how simple it is? In each square there is a

space for an element whose weight, valence, and

characteristics are known by its column and row, or

family, on the table. These three holes here, Dmitri

stabbed dramatically with his finger at three blank

spaces on the chart. These are the three missing

elements I know will be discovered someday. (Haven 114)

Procedures:

1. Read the letter from Sharpscitys yearbook editor.

2. Study the pictures of the seventeen Aliens.

3. Cut out the Aliens and arrange them into families and periods.

4. Study the physical characteristics of each Alien before you arrange them in

families and periods based upon the Periodic Table of Elements.

5. Leave an open space for My Favorite Aliens portrait that was lost.

6. Get permission from your teacher before you glue the Aliens in the correct order.

Use your Periodic Table of Elements to help you place the Aliens in the correct

order.

14 Houston Teachers Institute

7. Once you have glued the remaining Aliens in the correct order, draw the missing

portrait of My Favorite Alien. The portrait must be similar to the surrounding

Aliens.

8. Complete My Favorite Aliens by labeling each Alien with the element name from

the Periodic Table of Elements.

Note: This lesson was adapted from a lesson titled "My Missing Cousin" lab found in a

TAAS student guide to prepare students for the Texas State Exam.

Materials:

1. Glue

2. Scissors

3. Construction paper

4. Alien pictures

5. Pen/pencil

6. Editors letter

7. My Favorite Alien questions

Dear Student Body,

We have a problem, and the yearbook staff is in a panic! The Sharpscity Middle School

yearbook staff may miss the printing deadline. The deadline is approaching fast and we

need all the help we can get. We need your help to complete our exchange student

section. We have completed all of the other sections of the yearbook; however, the

exchange students section is not finished. This year our exchange students were far out.

They came from the distant galaxy Andomeda. The eighteen Alien exchange students

have unique physical characteristics and behavior made them a close-knit group. We had

eighteen Alien exchange students. However, we only have photographs of seventeen

Aliens. We are missing the photograph of My Favorite Alien. Most of the Aliens were

from the same families. Their physical features and clothing are similar. We need

someone to create a portrait of the missing Alien. The missing Alien was Sharpscitys

favorite. I have included the pictures of the seventeen remaining Aliens. Arrange the

pictures of the seventeen Aliens in their families according to their clothing and arrange

them in periods according to their physical characteristics. If you can do this, you will be

able to determine where My Favorite Alien fits in. Please draw the portrait of the

missing Alien to help us complete the exchange students section of the yearbook.

Please help us meet the deadline.

Inita Lions,

Yearbook Editor

Annette Boles 15

Name:

Class:

Date:

MY FAVORITE ALIEN

1. What is the name of the fifteenth Alien?

2. What is the atomic number of the tenth Alien?

3. How many Alien families are represented?

4. To which Alien family does My Favorite Alien belong?

5. How many electrons does it take to fill the 1st, 2nd, and 3rd energy levels?

6. How many electrons are in each level for Alien thirteen?

7. Please explain why some Aliens are smiling and some are frowning?

8. What is a valence electron?

9. What is the valence electron for Alien eight?

10. What is the valence electron for Alien six?

11. List all of the Aliens that have a full outer energy level.

12. What two things helped you place each Alien in a family?

13. Can you draw a picture for the nineteenth Alien if there was one? Draw a portrait

below. Include everything that other Alien family members have.

SMART Notebook

What are the Properties of Metals

Physical Properties Chem

ical p

ropert

ies

Properties of MetalsName: Date:

Copyright 2013 WorksheetWorks.com

SMART Notebook

Types of Metals

Alkali metals: Blue

Alkaline earth Metals: Yellow

Transition Metals: Purple

Metals in Mixed groups: Green

Lanthanides and Actinides: Red

SMART Notebook

Alkali MetalsAlkaline Earth

Metals

Transition

Metals

Metals in a

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pCompare & Contrast Types of Metals

Name: Date:

Copyright 2013 WorksheetWorks.com

SMART Notebook

Nonmetal

(329)

Diatomic Molecule (332)

Halogen Family

(333)

Nobel Gas

(334)

Metalloid

(335)

Semiconductor

(335)

Nitrogen Family

(332)

Carbon Family

(331)

Oxygen Family

(333)

Hydrogen

(334)

SMART Notebook

Name Date Class

Finding Metals

When you look at the periodic table, you can see that most of the elementsare metals. Many of these metals are used to make objects and structuresthat you encounter every day.

INQUIRY FOCUS Classify

Procedure

1.Go on a metal scavenger hunt by looking for examples of metals amongpersonal items, in the classroom, in the school building, and on the grounds.Make a list of the metals you find and how each is used.

2.Share your observations with other groups and make a list on the board.

Think It Over

How is the use of each metal related to the physical properties of that metal?

How is the use of each metal related to the reactivity of that metal?

Did you find any of the metals in Groups 1 and 2 of the periodic table? Why orwhy not?

SMART Notebook

http://www.youtube.com/watch?v=d3YR8e_iHlk&safe=activehttp://www.youtube.com/watch?v=O5iaw5WNuB0&safe=activehttp://www.brainpop.com/

Matter Matters

*STEP 1 PROBLEM: What will happen to the mass of the creature, water, and container after a few days? Why?

Independent variable:

__________________________________________________________________________________________________________________________________________

Dependent variable:

__________________________________________________________________________________________________________________________________________

Control variable(s) list at least three:

__________________________________________________________________________________________________________________________________________

*STEP 2 HYPOTHESIS:

If_______________________________________________________________________________________________then____________________________________________________________________________________________________.

*STEP 3 PROCEDURES:

1. Put creature and water in a container.

2. Put a lid on the container.

3. Measure the mass, record in data table.

4. Repeat step 3 after 1 week.

*STEP 4 ANALYSIS:

Beginning Mass

Ending Mass

Differences in Masses

Bell 3

Bell 4

Bell 6

Bell 7

*STEP 5 CONCLUSIONS:

Was your hypothesis correct? Why or why not?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SMART Notebook

"Loopy" Dot Diagrams

Purpose:

To build skills in drawing Lewis electron dot diagrams for individual elements

To use dot diagrams to show how electrons can be transferred or shared to form bonds.

Applying the periodic table

Use Pgs. 352-353

The periodic table increases by ___________________. The number of valence electrons _____________________from left to right.

How many valence electrons? (3pg350)

Period 1= ____Period 15= ____



Period 14= ____Period 18= ____Teacher ______________

*Lithium*Oxygen*Sulfur*Neon*Magnesium

*Beryllium*Sodium*Aluminum*Phosphorous*Nitrogen

*Carbon*Flourine*Argon*Silicon*Boron

Directions:

1. Draw electron dot diagrams for each element above. Draw only the valence electrons. Put one electron on each of the "4 sides" first, before pairing them up.

*Beryllium = *Sodium*Aluminum *Nitrogen

*Argon*Lithium *Phosphorous*Oxygen

*Silicon*Sulfur*Neon*Magnesium

*Boron*Carbon*Flourine

Teacher __________

A Give and Take Situation! Pgs. 352-353

Reactivity: ________________________________________________________________________________________________________________________________________________

When metals react they _______________electrons. As you move from left to right on the periodic table the reactivity of the metals ___________________

When non-metals react they _______________electrons

When metalloids along the zigzag line react they ____________________electrons

Describe the reactivity of Noble Gases. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Teacher ______________

Above color the metals blue

Color the non-metals yellow

Color the metalloids greenTeacher ______

Element

How many did they give

How many did they take

Oxygen

Sodium

Argon

Sulfur

Magnesium

Phosphorous

Beryllium

Calcium

Chlorine

Teacher ______________

Pick out two atoms from the list above. Use fruit loops of the same color to make a "dot" diagram of each atom (use different colors for different elements). After teacher approves fruit loops draw with colored pencils.

__Give________________Gain (Take) _____

Teacher ______________

Use the fruit loops to show what the transfer would look like to form a complete valence for the two atoms. After teacher approves fruit loops draw with colored pencils.

Teacher ______________

SMART Notebook

Problem: In a closed system, does a Chemical Change affect mass?

Requirements: GOGGLES REQUIRED

Data Table: To be used for each Test

Item

Initial Temperature

Initial Mass

Energy to start reaction

(Marc Ten)

Mass after experiment

Temperature after reaction

Energy released

(Marc Ten)

Difference in the mass

(Original minus end mass)

TEST #1

N/A

TEST #2 bag 1

KCl

NaCl

MgCl

TEST #2 bag 2

CaCl

TEST #3

TEST #1

1. Ask your teacher for the steel wool to be used in this experiment.

2. Place the steel wool into the Erlenmeyer flask and close the flask by putting a balloon over the mouth of the flask.

3. Measure the mass of the flask and its contents and describe them. Record the data on the data table.

4. Would you consider this set-up to be a closed system? Provide evidence to support your answer.

5. Start timer or look at the clock. Set the Test #1 set-up aside and begin Test #2. After fifteen minutes measure the mass of the set-up again and record. Describe what the Test #1 set-up looks like after 15 minutes. Use qualitative and quantitative observations

TEST #2

6. Without opening the bags, measure the mass of the set-up for test #2 and make observations. Record in data table.

7. Get an initial temperature and record it in the data table.

8. Would you consider these set-ups to be a closed system? Provide evidence to support your answer.

9. Without opening the bags carefully remove the cap from the canister in the first bag, and pour the liquid into the bag of salt. Tilt the bag back and forth to wet all of the solids. Observe. Record your mass and temperature in the data table.

10. Repeat steps above with bag two.

11. Would this be considered a physical or chemical change? Provide at least two pieces of evidence that support your answer.

12. Re-measure the mass of the set-up for test #2. Record in data table.

TEST #3

13. Using a scale measure 1 gram of baking soda and place into a bag.

14. Measure the initial mass of the setup and record in data table above.

15. Record the initial temperature

16. Open the vinegar in the canister into the bag of baking soda.

17. Carefully weigh the set-up after the reaction. Record in data table you end mass.

18. Record the End temperature of the set up.

19. Would you consider this a physical or chemical change? Provide evidence to support your answer.

Test #4

In a closed system, does the arrangement of a solid substance affect the mass?

1. Without taking the items out of their Ziploc bags, measure the mass of each item and describe them. Record in your data table.

2. AFTER doing procedure one, break apart each item into smaller pieces WITHOUT opening up the Ziploc bags. It is important that the bags remain closed.

3. Measure the mass of the parts and describe them. Record in the data table.

4. Find the difference from the mass of whole the mass of the parts.

Item

Description of Whole

Mass of Whole

Description of Parts

Mass of Parts

Difference in Masses

1

2

3

Describe How the Law of Conservation of Matter explains what you witnessed in each test.

Make a claim about the change of mass in a closed-system, when a chemical change or a physical change has occurred.

____________________________________________________________________________________________________________________________________________________________________

Evidence 1:__________________________________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence:

Evidence bag 1:

Evidence bag 2:

Evidence 1:

Evidence 2:

SMART Notebook

Solution

Solvent

Solute

Colloid

Suspension

Acid

Base

Corrosive

Indicator

pH Scale

SMART Notebook

Does It Dissolve?

Solubility is a measure of how much solute can dissolve in a solvent at agiven temperature. In this activity, you will draw conclusions about whetherthe physical state of a solute effects whether or not it dissolves in water.

INQUIRY FOCUS Draw Conclusions

Procedure

Materials

spoon

small plastic cup

water

powdered detergent

salt

sugar

vinegar

pepper

sand

graduated cylinder

powdered chalk

vegetable oil

1.Put on your safety goggles and lab apron. Puthalf a spoonful of detergent into a small plastic cup.Add about 50 mL of water and stir with the spoon.Observe the detergent.

2.Clean the cup and spoon. Repeat the test for a fewof the other solids and liquids listed.

3.Classify the items you tested into two groups: thosethat dissolve easily and those that do not.

Think It Over

Which substances dissolved easily? What type of mixture

does that make these?

Which substances do not appear to be soluble in water? Describe what type of mixture they would be considered. Prove with evidence

Based on your observations, does the physical state of a substance affect whetheror not it dissolves in water? Explain.

Scattered Light

A solution is a mixture that contains a solvent and at least one soluteand is evenly mixed. A colloid is a mixture that contains small, un-dissolvedparticles that do not settle out.

INQUIRY FOCUS Infer

Procedure

Materials

50 mL gelatin and watermixture

50 mL saltwater solution

100-mL graduatedcylinder

2 clear plastic cups

flashlight

1.Put on your safety goggles. Use thegraduated cylinder to measure 50 mL of thegelatin and water mixture. Pour the mixtureinto one of the plastic cups.

2.Rinse the graduated cylinder. Measure 50 mL of thesaltwater solution and pour it into the other cup.

3.Compare the appearance of the two liquids.

4.In a darkened room, shine the flashlight throughthe side of the cup that contains gelatin. Observe.Repeat this procedure with the saltwater solution.

5.Compare the appearance of the light inside the two cups.

Think It Over

Were you able to see visible particles in either solution? Provide evidence.

What evidence tells you that the gelatin is a colloid? Provide evidence.

If you add a small amount of milk to a glass of water, what would you expect tosee if you were to shine light into the glass?

Temperature and dissolving rates

Predict Based on your data, would salt continue to dissolve faster asthe temperature of the water increased? Explain.

Data Table

Temperature (C)

Dissolving Time (Seconds)

10

20

Interpret Data Study your graph. Write a statement about the effecttemperature has on the speed at which table salt dissolves in water.

What advantage would there be to runningyour tests a second or third time?

Stirring and dissolving rates

Data Table

Predict Based on your data, would salt continue to dissolve faster if you stirred or didnt stir the mixture? Explain.

S

Stirring

Interpret Data Study your data. Write a statement about the effectstirring has on the speed at which the solute dissolves in solvent.

SMART Notebook

Name Date Class

pHone Home

The pH scale ranges from 0 to 14, with the most acidic substances at thelower end and the most basic substances at the higher end of the scale. Inthis activity, you will use pH indicator paper to test the pH of differentsubstances.

INQUIRY FOCUS Interpret Data

Procedure

Materials

pH test paper

medicine dropper

plastic cup mt. dew windex

coffee antacid tablet

orange juice water shampoo

tomato

1.Fill the plastic cup halfway with water. Gently dropthe antacid tablet into the cup.

2.Put on your safety goggles and lab apron.Observe the materials provided and predict whichare most acidic and most basic.

3.Using the dropper, transfer one drop of one sampleonto a fresh strip of pH test paper. Do not test theantacid until the tablet has completely dissolved.

4.Compare the color of the strip to the pH test scale on the package. Record thepH next to the name of the sample in the Materials list.

5.Repeat the procedure for all your samples, thoroughly rinsing the dropperbetween tests.

Substance

Litmus paper color

PH Number and description of the substance (Acid or Base)

Think It Over

List your samples from lowest pH to highest pH.

Did any of your results surprise you? Explain.

Would you predict that tomatoes are acidic or basic? Test the ones provided.Record your results and compare them with your prediction.

The Antacid Test

The active ingredients in antacids are bases that neutralize stomach acid.Different antacids neutralize different amounts of acid. In this activity,you will test which antacid neutralizes model stomach acid with the

fewest drops.

INQUIRY FOCUS Control Variables

Procedure

Materials

2 medicine droppers

2 small plastic cups

dilute hydrochloric acid(HCl), 50 mL

methyl orange solution,1 mL

liquid antacid, 30 mL ofeach brand tested

1.Put on your safety goggles and labapron. Using the medicine dropper, place 30 drops ofdilute hydrochloric acid (HCl) into each cup. Recordthe color of the HCl.

2.Add two drops of methyl orange solution to eachcup. Record the color of the solution.

3.Using a clean medicine dropper, add the first antacidsolution drop by drop to one of the cups until thesolution changes to dark orange. Count the number ofdrops you add to lower the acidity. __________ Contiinue until your solution turns yellow. Record the number of drops needed to neutralize the acid. Number of drops____ Ph______

4.Discard the solutions and cups as directed by your teacher. Rinse theplastic droppers thoroughly. Wash your hands thoroughly with soap and waterwhen done.

Think It Over

If you tested a different antacid, explain why you would want to use the same number of drops of HCl in each trial.

Claim: Make a claim about how acids and bases interact with each other. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 1: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 2: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SMART Notebook

Lab: Metals and Nonmetals

Problem: How can we identify an unknown substance as a metal or nonmetal?

Part I Procedure:

1. Follow the teachers directions to set up the circuit.

2. For object #1, identify the luster as dull or shiny, and write your answer on the table.

3. Touch the exposed wire to one side of the sample, and the second to the other side of the sample.

If the light bulb lights up, the object conducts electricity.

If the light bulb does NOT light up, it does NOT conduct electricity.

4. Write yes or no if the object #1 conducts electricity.

5. Check the test tubes in the front of the room. If the sample is reacting (bubbles) with the Hydrochloric acid write yes. If it is not reacting write no.

6. Use your data to identify the sample as a metal or a nonmetal.

Data Table 1: Properties of Unknown Samples

Sample Number

Ductile or Brittle

Luster

Dull or shiny

Conducts electricity

Yes or No

Reactivity

Classify Sample as Metal or Nonmetal

1

2

3

4

5

6

7

8

Conclusion: Are any of the samples a nonmetal?

Claim: Make a statement indicating if any of the samples were considered to be a nonmetal..

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence #1: What is one piece of evidence from the activity that supports your claim, meaning it supports that the samples you identified as nonmetals were actually nonmetals.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: How does this piece of evidence prove that the samples you chose are nonmetals.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence #2:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

Reasoning:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence #3:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:

Bell:

SMART Notebook

Data Table: To be used for each Test

Item

Initial Description of appearance

Initial Mass

Mass after the experiment

Difference in mass

Test #1

Test #2

Test #3

Test # 4

Test # 1: Steel Wool

1. Ask your teacher for the steel wool to be used in the experiment.

2. Place the steel wool into the erlemeyer flask and close the flask by putting a balloon over the mouth of the flask.

3. Measure the mass of the flask and its contents and describe them. Record the data on the table.

4. Would you consider this set-up to be a closed system? Provide evidence to support your answer. ( 382-383 Pearson Book)

Evidence: (You must write in complete sentences)

5. Start the timer. Set the timer for 15 minutes. Set Test#1 aside and begin Test 2 set-up. After 15 minutes measure the mass of the set-up of Test #1 again and record. Describe what the Test # 1 set-up looks like after 15 minutes. Use Qualitative and Quantitative observations.

Qualitative Observations (Observations without numbers):

Quantitative Observations (Observations with numbers)

Test #2: Salt Bags

1. Without opening the bags, measure the mass of the set-up for test #2 and make observations. Record the information on the data table.

2. Would you consider this set-up to be a closed system or open system? Provide evidence to support your answer. ( 382-383 Pearson Book)


3. Without opening the bags carefully remove the cap from the canister in the first bag, and pour the liquid into the bag of salt. Tilt the bag back and forth to wet all of the solids. Observe. Record your observations. Repeat with bag 2.

4. Would you consider this to be a chemical or physical change? Provide at least two pieces of evidence that support your answer.

Physical or Chemical?

Evidence bag 1:

Evidence bag 2:

5. Describe which bag had an endothermic reaction? WHY? (WRITE IN COMPLETE SENTENCES)

Bag 1 or 2? Explain why you chose the one you chose!

6. Describe which bag had an exothermic reaction? WHY? (WRITE IN COMPLETE SENTENCES)

Bag 1 or 2? Explain why you chose the one you chose!

7.

7. Re-measure the mass of the set-up for test #2. Record in the data table.

Test #3: Baking Soda/Vinegar

1. Using the scale measure 1 gram of baking soda and place it into the balloon.

2. Measure 10 mL of vinegar using a graduated cylinder and a pipette. Pour the vinegar into a flask. Carefully weigh the set-up. Record in data table.

3. Without tipping the balloon, place the balloon around the mouth of the flask. Carefully weigh the set-up. Record in the data table.

4. Carefully lift balloon releasing the baking soda into the flask. Observe. Measure the mass of the set-up after the reaction. Record in the data table.

5. Would you consider this a physical or chemical change? Provide evidence to support your answer.

Physical or Chemical?

Evidence 1:

Evidence 2:

6. Describe which bag had an endothermic or exothermic reaction? WHY? (WRITE IN COMPLETE SENTENCES)

Endothermic or Exothermic? WHY?

TEST #4 Meat:

1. Place the ground beef in the flask.

2. Pour the hydrogen peroxide on the meat in the flask. Cover. Measure the initial mass quickly.

3. Describe initial set-up

4. Remove cover. Describe the reaction you see happening.

5. Light a wooden stick and blow it out leaving an ember glowing. Place the stick in the flask.

6. Describe what you see occurring in data table.

7. Weigh the mass of the set-up.

7. Would you consider this set-up to be a closed system or open system? Provide evidence to support your answer. (382-383 Pearson Book)


8.

8. Describe: How the Law of Conservation of Matter explains what you witnessed in each test. (Pg. 382-383)

Conclusion:

Make a claim about the change of mass in a closed-system, when a chemical change or a physical change has occurred.

Claim: __________________________________________________________________________________________________________________________________________________________________________

1. Evidence: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: (373)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Evidence: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: (373)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Evidence __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: (373) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SMART Notebook

Quiz Acids and Bases

Name: Date:

1. The circles and dots in the boxes below representatoms of two different elements. Atoms touchingeach other are considered bonded to each other.

Which box contains a mixture?

A. A B. B C. C D. D

2. Which of the following pairs of atoms is unlikelyto form a compound?

A. potassium (K) and iodine (I)

B. calcium (Ca) and chlorine (Cl)

C. iron (Fe) and sulfur (S)

D. neon (Ne) and argon (Ar)

3. What is the smallest unit of an element that stillhas the properties of that element?

A. an atom B. a compound

C. an electron D. a molecule

4. Lewis dot diagrams for sodium and chlorine areshown below.

Why is the compound sodium chloride stable?

A. Sodium gains one electron and chlorine losesone electron.

B. Sodium loses one electron and chlorine gainsone electron.

C. Sodium gains seven electrons and chlorineloses seven electrons.

D. Sodium loses seven electrons and chlorinegains seven electrons.

5. Andy wants to study a compound in his scienceclass. Which of these is a compound?

A. Salt B. Iron

C. Helium D. Hydrogen

6. Carlos was asked to bring an example of a mixtureto class.

Which of these should Carlos bring as hisexample?

A. Salt B. Sugar

C. Salt water D. Cold water

7. Monica made a snack for her friends by puttingpretzels, peanuts, and raisins together in a bowl.

Which statement describes Monicas snack?

A. It is a new element because a chemicalchange took place.

B. It is a solution because the ingredients cannotbe separated.

C. It is a new compound because a physicalchange took place.

D. It is a mixture because each ingredient keptits original properties.

8. A teaspoon of dry coffee crystals dissolves whenmixed in a cup of hot water. This processproduces a coffee solution. The original crystalsare classified as a

A. solute. B. solvent.

C. reactant. D. product.

9. Sara Jo put some sugar and water in a shallowdish and stirred it until the sugar disappeared.She left the dish of sugar and water solution ona shelf. After several days, she noticed that thedish had sugar crystals on the sides and a smallamount of water in the middle.

Explain why the sugar crystals appeared.

page 1

10. Which of the following samples of sugar willdissolve fastest in a pitcher of lemonade?

A. 5 g of cubed sugar in 5C lemonade

B. 5 g of cubed sugar in 20C lemonade

C. 5 g of granulated sugar in 5C lemonade

D. 5 g of granulated sugar in 20C lemonade

page 2 Quiz Acids and Bases

Problem-Attic format version 4.4.189c_ 20112013 EducAide SoftwareLicensed for use by Julie Jeffcott

Terms of Use at www.problem-attic.com

Quiz Acids and Bases 10/22/2013

1.Answer: B

2.Answer: D

3.Answer: A

4.Answer: B

5.

6.Answer: C

7.Answer: D

8.Answer: D

9.Answer: The water evaporated, leaving the sugar

crystals in the dish.

10.Answer: D

SMART Notebook

Name Date Class

What Color Does Litmus Paper Turn?

Acids taste sour, react with metals and carbonates, and turn blue litmus paper red. Bases taste bitter, feel slippery, and turn red litmus paper blue.In this activity, you will classify substances based on litmus paper reactions.

INQUIRY FOCUS Classify

Procedure

Materials

Red and blue litmus paper

Medicine dropper

Plastic cups

Lemon juice

Orange juice

Ammonia cleaner

Tap water

Vinegar

Soap solution

Baking soda solution

Table salt solution

1.On another sheet of paper, make a table in which torecord your data.

2.Put on your safety goggles and lab apron.Use the medicine dropper to put one drop of lemonjuice on a fresh piece of red litmus paper. Put anotherdrop on a fresh piece of blue litmus paper. Recordyour observations. CAUTION: Do not taste any ofthe substances.

3.Rinse your dropper with water. Then repeat Step 2to test other substances your teacher has provided.Record all of your observations.

4.Wash your hands with soap and water. Clean anddry your lab area when you are finished.

Substances

Prediction

Litmus paper color

Acid/Base

Water

Orange Juice

Lemon juice

Cola

Ammonia cleaner

Soap Solution

Vinegar

Baking soda solution

Table salt solution

Think It Over

Classify the substances based on how they made the litmus paper change color.

What other properties do the substances in each group have in common?

Why did you use a new piece of litmus paper each time?

Claim: Make a claim about how some of the substances were acids. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 1: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 2: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SMART Notebook


Name ____________________________ Acids, Alkalis (Bases) and Neutralization Virtual Lab

Directions: Log onto your computer. Go to the website below and begin the three tests while filling in the lab sheet as you work.


This website has three different tests that you can complete.

The first test allows you to determine if something is an acid or a base using red and blue litmus paper.

The second test allows you to determine what the actual pH level is for several common substances.

The third test has you predict how much acid it would take to neutralize a base.

TEST 1: Litmus Reactions

Once you are on the website, click on the first test labeled Litmus Reactions. You may type your name in if you want to start. This test will be a review of identifying which substance is an acid or a base. You must first predict whether something is an acid or base before it allows you to test your predictions. Click the home button when you are finished.

SUBSTANCE

PREDICTION

TEST

Vinegar

Water

Baking Powder

Alka Seltzer

Cola

Lemon Juice

Tea

Oven Cleaner

Battery Acid

In your own words, what was the intended learning from this test?

TEST 2: Universal Indicator Reactions

When you have reached the home screen on the website, click on the second test labeled Universal Indicator Reactions. You may type your name in again to start. This will be a review for identifying the specific pH levels for several substances. You must first predict the pH levels for all the substances before it will allow you to test your predictions. Click on the home button when you are finished.

SUBSTANCE

PREDICTION

TEST

Vinegar

Water

Baking Powder

Alka Seltzer

Cola

Lemon Juice

Tea

Oven Cleaner

Battery Acid

In your own words, what was the intended learning from this test?

TEST 3: Neutralization

When you have reached the home screen on the website, click on the third test labeled Neutralization. You may type your name in again to start. This will be a test to see if you can figure out how to neutralize a base (Alkali) with an acid. You must first predict the number of acid drops it will take to neutralize the base before it allows you to test your predictions.

Before you make any prediction, you need to set up a proportion in order to figure out how many acid drops will be needed to neutralize the bases (Alkalis). The test will give you the strength of the base in relation to the acid. Therefore, id the concentration says 2:1, this means the base is twice as strong as the acid so you would need two drops of acid for every one drop of base.

Use the following proportion example:

concentration = _____acid drops ________

Base drops (this number will always be 2 drops)

Example: Concentration is 5:1

This means the base is five times stronger than the acid. You would need 5 drops of acid to neutralize 1 drop of the base. The test always uses two drops of base solution through. So, how many drops of acid would be needed to neutralize two drops of base?

5 = x drops

1 2 drops (the test always uses 2 drops of the base solution

10 = x This means it would take 10 drops of acid to neutralize the 2 drops of the base.

In order to predict how many acid drops are needed to neutralize 2 drops of the base, please create 5 different proportions just like the one above using the concentrations from the table. Use the heart method to finish your calculations.

1:1 2:1 1:2

3:1 1:4

Alkali / Acid Concentration

Prediction Drops

Results

1:1

2:1

1:2

3:1

1:4

In your own words, what was the intended learning for this test?

SMART Notebook

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Vocabulary - Weeblyjeffcott.weebly.com/.../pdf_chemistry_smart_notes.pdf · · 2014-10-24atom with no electrical charge ... Click on earth on previous page to get to the ... of