1. Section II: Basic Building Materials Lesson 6 A New Language Lesson 7 Now You See It Lesson 8 What Goes Around Comes Around Lesson 9 Create a Table Lesson 10 Breaking the Code

2. Lesson 6: A New Language Chemical Names and Symbols

3. Alchemy Lesson 6: A New Language ChemCatalyst Two bottles are on a shelf in a chemistry lab. Both contain a shiny yellow metal. Bottle A is labeled Au (s). Bottle B is labeled FeS 2(s). 1.What do you think the symbols on the bottles mean? 2.Do you think both bottles contain gold? Why or why not?

4. Key Question What do chemical names and symbols tell you about matter?

5. You will be able to: define the terms element, compound, and aqueous recognize whether a substance is an element or a compound based on its chemical formula or symbol decipher some basic chemical formulas and symbols

6. Prepare for the Activity Work in groups of eight.

7. NameChemical formula Description Vial 1 Vial 2copper nitrate Vial 3 blue-green crystals Vial 4 Vial 5NaNO 3 (s) Vial 6 Vial 7 Vial 8 Vial 9nitric acid

8. NameChemical formula Description Vial 10 fine, brown powder Vial 11NaOH(aq) Vial 12 Vial 13 Vial 14clear liquid Vial 15zinc sulfate Vial 16 Vial 17Cu(NO 3 ) 2 (aq) Vial 18

9. Discussion Notes The Language of Chemistry Symbol for sulfurSymbol for oxygen Subscript for oxygenSymbol for copper

10. Discussion Notes element = form of matter that serves as building material for more complex matter Can’t be broken apart into two different substances. compound = substance consisting of 2 or more elements chemically combined together in fixed proportions = law of definite proportions Ex. H 2 O

11. Discussion Notes Chemical symbols represent elements: Elements have a 1 or 2 letter symbol. first letter = capitalized, second letter = lower case. –Ex. Copper = Cu and Hydrogen = H Chemical formulas represent compounds: combination of symbols and subscripts that indicate the # and types of elements in compound –Ex. CO 2

12. Discussion Notes (cont.) Some common groupings of elements have their own specific names. Examples: sulfate SO 4 hydroxide OH nitrate NO 3

13. Discussion Notes (cont.) States of matter (phases): Solid (s) - definite shape and volume, particles tightly packed together Liquids (l) - definite volume, but not shape, particles not held rigidly together Gases (g) - no definite volume or shape, particles very far apart Aqueous (aq) – dissolved in water

14. Wrap Up Chemical symbols represent elements that combine to form various compounds. Each element has a one or two letter symbol. first letter is always capitalized, second letter is always lower case. –Ex. Copper = Cu and Hydrogen = H chemical formula = what elements are in compound and relative amounts of each element

15. Check-in Imagine that you find a vial labeled Na 2 SO 4 (aq). What does the label tell you about what is in this vial?

16. Lesson 7: Now You See It The Copper Cycle

17. Alchemy Lesson 7: Now You See It ChemCatalyst Answer these safety questions about the lab you will be doing today. If you can’t answer these questions, go back and reread the procedure. 1.Name three things that could be dangerous in this lab. 2.Why must part of the lab be done in a fume hood? 3.What do you need to put on before starting the lab? Why?

18. Key Question What happens to matter when it is changed?

19. You will be able to: follow a lab procedure safely describe a chemical change or chemical reaction

20. Prepare for the Lab Work in groups of four.

21. Prepare for the Lab (cont.) During the lab, follow these safety guidelines: Wear your safety goggles at all times. Be very careful when handling chemicals. If any gets on your skin, wash the area immediately with water and inform your teacher. Use the fume hood when adding the nitric acid to the copper; do not breathe in any of the gas. When using the hot plate, set it at a medium setting. Be careful not to splash when stirring the chemicals.

22. Prepare for the Lab (cont.) Remove the beaker from the hot plate with beaker tongs.

23. Prepare for the Lab (cont.) Set up and use the funnel and filter paper following the instructions.

24. What you added or didWhat you observed Got copper powder from teacher Added nitric acid HNO 3 Added sodium hydroxide NaOH Heated Filtered Added sulfuric acid (H 2 SO 4 ) Added zinc (Zn) Poured off liquid

25. Check-in You could see copper only in the first and last steps of today’s lab. Where do you think the copper was the rest of the time? Be specific.

26. Alchemy Lesson 8: What Goes Around Comes Around Conservation of Matter

27. Alchemy Lesson 8: What Goes Around Comes Around ChemCatalyst What do you think happened to the copper powder in the copper cycle experiment when it was mixed with the nitric acid?

28. Key Question What happens to elements in a chemical change?

29. You will be able to: explain that the product of chemical reactions depends on what was present at the time of reaction explain that matter cannot be created or destroyed in a chemical reaction

30. Prepare for the Activity Work in groups of four.

31. Discussion Notes (cont.) Step 1: “Colorless nitric acid is added to solid copper powder, resulting in a blue-green solution, a brown gas, and liquid water.” _______(aq) is added to _____(s), resulting in _______(aq), NO 2 (g), and _______.

32. What you didChemical added Write the chemical formula What you saw Your observations from the lab Write the chemical formula and name of the copper compound at each stage Where is the copper? Got a sample of copper Cu(s) orangish-brown fine powder Cu(s) solid copper powder The copper is in the beaker because the teacher put it there. Added nitric acid HNO 3 (aq) Added sodium hydroxide Added heat (removes H 2 O) none Added sulfuric acid Added zincCu(s) solid copper powder

33. Discussion Notes The Copper Cycle

34. Discussion Notes (cont.) You could prove that copper was not destroyed by measuring the mass of the copper powder at the beginning and at the end of the experiment. When elements are combined under ordinary conditions, the elements are not destroyed, so mass must remain constant Law of conservation of mass = mass is neither created nor destroyed during a chemical reaction

35. Discussion Notes (cont.) No matter what was done to the copper, it was not broken down any further. The observations we have made in the copper cycle lab provide further evidence that the golden penny is not gold.

36. Wrap Up What happens to elements in a chemical change? Elemental copper can be transformed through chemical reactions, and then recovered again. We can represent elements with symbols and keep track of them during chemical reactions. Elements combine and recombine but they are not destroyed in chemical reactions = chemical change Ex. Color change, gas forming (not boiling), solid forming (not freezing) Physical change = change in phase/state or size

37. Conclusion – Typed or neatly handwritten (1/2 page): Due Mon. Claim: When elements are combined under ordinary conditions, the elements are not destroyed, so mass must remain constant. Evidence: List evidence from Cu cycle lab that supports claim “For example in the copper cycle lab the element copper was the starting ingredient it went through a series of chemical changes.” (describe changes to copper – use Alchemy 8 to help) Reasoning: Explain how evidence from lab proves that mass is conserved

38. Check-in Sodium chloride, NaCl (aq), is added to silver nitrate, AgNO 3 (aq), resulting in NaNO 3 (aq) and a white solid. Identify the white solid from the list below. Explain your choice. A. AgCl (s)B. AgCl (aq) C. AgNO 3 (s)D. NaCl (s)

39. Lesson 9: Create A Table Properties of the Elements

40. Lesson 9: Create A Table ChemCatalyst 1. How do you think the elements are organized in this table? 2. What do you think the numbers represent?

41. Key Question How is the periodic table organized?

42. You will be able to: describe how the organization of the periodic table is based on reactivity and atomic mass predict the characteristics of a missing element on the periodic table based on its position in the table

43. Prepare for the Activity Work in groups of four with one set of Create a Table cards for each group.

44. Prepare for the Activity (cont.) Atomic Mass: The mass of a single atom (or isotope) of an element. Each element has an average atomic mass that is expressed as a decimal number. These are the numbers that appear in the ChemCataylst and also on the Create a Table cards.

45. Prepare for the Activity (cont.) What is reactivity? Reactivity = property that describes whether an element or compound will chemically combine with other substances to form compounds and also describes the speed of a reaction. Reactivity information is included on the Create a Table cards.

46. Discussion Notes Dimitri Mendeleyev is credited with organizing the elements into the first periodic table. The main properties that Mendeleyev used to sort the elements were reactivity and the atomic weight of each element.

47. Wrap Up How is the periodic table organized? Mendeleyev organized his periodic table based on the properties of the elements, specifically, reactivity and atomic mass. Elements in each column of the periodic table have similar properties. Reactivity describes whether an element will chemically combine with other common substances and also describes the speed of the reaction. Mendeleyev’s arrangement of the elements helped predict the existence of undiscovered elements.

48. Check-in Which of these elements would be grouped together on the periodic table? Explain your thinking. cadmium Cd moderately soft, silvery, solid, metal reacts very slowly with water found in CdCl 2 (s) zinc Zn moderately hard, silvery, solid, metal reacts very slowly with water found in ZnCl 2 (s) iodine I purple, solid, nonmetal reacts slowly with metals found in ICl(s) mercury Hg silvery, liquid, metal does not react with water found in HgCl 2 (s)

49. Lesson 10: Breaking the Code The Periodic Table

50. Alchemy Lesson 10: Breaking the Code ChemCatalyst The atomic mass of silver is 107.9 amu. The atomic mass of gold is 197.0 amu. Where would you place these elements on the periodic table you created in Lesson 9: Create a Table? Explain your reasoning.

51. Key Question What information does the periodic table reveal about the elements?

52. You will be able to: use the periodic table to identify elements that are metals, nonmetals, metalloids, alkali metals, alkaline earth metals, transition elements, halogens, noble gasses, lanthanides, and actinides describe the general properties of elements, that are periodic in nature predict the general properties of an element based on its location on the periodic table and identify elements that will exhibit similar chemical behavior

53. Prepare for the Activity In groups of four, sort the Create a Table cards using the patterns you discovered in Lesson 9: Create a Table.

54. Prepare for the Activity (cont.) Open up the card sort.

55. Prepare for the Activity (cont.) The card sort table can be opened up to accommodate more elements.

56. Prepare for the Activity (cont.) Evolution of the Periodic Table

57. Prepare for the Activity (cont.) Add Mendeleyev’s remaining elements.

58. Prepare for the Activity (cont.) transition metals = elements in the middle of the table Atomic number = consecutive whole number associated with elements on periodic table (blue #’s)

59. Discussion Notes Atomic radius increases mass increases & # spokes increases Reactivity increases Periodic Trends

60. Discussion Notes (cont.) Vocabulary Related to the Periodic Table Modern Periodic Table Columns = groups or families Groups labeled with #A = main group elements (aka representative elements) Groups labeled with #B = transition elements/metals Rows = periods (7 total)

61. Discussion Notes (cont.) Classification of Elements Metals - shiny, solid, conductors, malleable, ductile Left of staircase Non-Metals - usually gases or solids, brittle, dull, poor conductors Right of staircase Metalloids (aka semimetals) - properties of metals and non-metals Touching staircase (except Al) Ex. Semi-conductors

62. Discussion Notes (cont.) Important Groups Alkali metals = group 1A Most reactive metals Alkaline Earth Metals = group 2A Halogens = group 7A Most reactive non-metals Noble gases = group 8A Unreactive elements Lanthanides and actinides = below periodic table (aka inner transition metals)

63. Discussion Notes (cont.)

65. Wrap Up What information does the periodic table reveal about the elements? Elements in each column of the periodic table have similar properties. We can predict the characteristics of a missing element based on the qualities of the elements found adjacent to it in a periodic table.

66. Check-in Look up silver, Ag, on your periodic table. Use these cards for Cu, copper, and Au, gold, to create a card for silver.