1. Alchemy Unit Investigation V: Building with Matter Lesson 1: You Light Up My Life Lesson 2: Electron Glue Lesson 3: Nobel Gas Envy Lesson 4: Getting Connected Lesson 5: Salty Eights Lesson 6: As Good as Gold

2. Alchemy Unit – Investigation V Lesson 1: You Light Up My Life

3. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst If you were to drop a spoonful of salt, NaCl, into a glass of water, what would happen? If you were to drop a gold ring into a glass of water, what would happen? What do you think is different about the atoms of these two substances? What type of bonding does each substance have?

4. © 2004 Key Curriculum Press. Unit 1 Investigation V The Big Question What patterns do we see in the properties of substances?

5. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Predict whether MgSO 4 (aq), epsom salts, will conduct electricity.

6. © 2004 Key Curriculum Press. Unit 1 Investigation V

7. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Purpose: This lesson allows you to collect evidence regarding some of the properties of substances, and look for patterns. (cont.)

8. © 2004 Key Curriculum Press. Unit 1 Investigation V PredictionsTest Results SubstancesConduct? Yes/No Dissolve? Yes/No Conduct? Yes/No Dissolve? Yes/No H 2 O(l), waterYes Al(s), foil aluminum C 12 H 22 O 11 (s), sucrose (sugar) NaCl(s), salt, sodium chloride SiO 2 (s), sand, silicon dioxide C 20 H 42 (s), paraffin (wax) C 2 H 6 O(l), ethanol Cu(s), copper CaCl 2 (s), calcium chloride CuSO 4 (s), copper sulfate

9. © 2004 Key Curriculum Press. Unit 1 Investigation V

10. © 2004 Key Curriculum Press. Unit 1 Investigation V (cont.)

11. © 2004 Key Curriculum Press. Unit 1 Investigation V Substances that dissolve in water Conduct Don’t conduct (cont.)

12. © 2004 Key Curriculum Press. Unit 1 Investigation V Making Sense

13. © 2004 Key Curriculum Press. Unit 1 Investigation V NaCl – salt CuCl 2 – calcium chloride CuSO 4 – copper sulfate H 2 O – water C 12 H 22 O 11 – sugar C 2 H 6 O – ethanol Au – gold Cu – copper Al – aluminum SiO 2 – sand C 20 H 42 – paraffin Dissolves YesNo Conducts Yes No Conducts Notes

14. © 2004 Key Curriculum Press. Unit 1 Investigation V Check-Out Predict whether MgSO 4 (aq), epsom salts, will conduct electricity. State your reasoning. If it is dangerous to take a bath with a blow dryer, what must also be true about the water in the bathtub?

15. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up Not all substances conduct electricity. Substances that do conduct electricity involve either solid metals, or metal- nonmetal compounds dissolved in water. Not all substances dissolve in water.

16. Alchemy Unit – Investigation V Lesson 2: Electron Glue

17. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst A gold ring is made up of individual gold atoms. What keeps the atoms together? Why don’t the atoms just fall apart from each other? What parts of the atom do you think are responsible for keeping the atoms together in a solid?

18. © 2004 Key Curriculum Press. Unit 1 Investigation V The Big Question How can we use bonding to explain the properties of substances we encounter?

19. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Classify the bonding that occurs in the making of brass.

20. © 2004 Key Curriculum Press. Unit 1 Investigation V A chemical bond is an attraction between atoms that holds them together in space. Notes

21. © 2004 Key Curriculum Press. Unit 1 Investigation V Atoms which are connected into many identical units are called molecules. They units may be composed of only two atoms or of dozens of atoms. (cont.) Notes (cont.)

22. © 2004 Key Curriculum Press. Unit 1 Investigation V Model 1: IONIC Properties: Made of metal and non-metal atoms Dissolves in water Conducts electricity when dissolved but not when solid Brittle solids Description of drawing: Spheres without gray areas represent metal atoms. Spheres with gray areas are non-metal atoms. Metal atoms “give up” their valence electrons to non-metal atoms. Notes (cont.)

23. © 2004 Key Curriculum Press. Unit 1 Investigation V Model 2: COVALENT NETWORK Properties: Made entirely of nonmetal atoms Does not dissolve in water Does not conduct electricity Very hard solids Description of drawing: Valence electrons connect atoms with each other in all directions – like a grid or network. (cont.) Notes (cont.)

24. © 2004 Key Curriculum Press. Unit 1 Investigation V Model 3: METALLIC Properties: Made entirely of metal atoms Do not dissolve in water Conduct electricity Bendable solids Description of drawing: Valence electrons are free to move throughout the substance like a “sea” of electrons. (cont.) Notes (cont.)

25. © 2004 Key Curriculum Press. Unit 1 Investigation V Model 4: MOLECULAR COVALENT Properties: Made of nonmetal atoms Some dissolve in water, some do not Do not conduct electricity Tend to be liquids or gases or softer solids Description of drawing: Valence electrons are shared between some atoms. This creates small stable units within the substance. (cont.) Notes (cont.)

26. © 2004 Key Curriculum Press. Unit 1 Investigation V Ionic Covalent Network Metallic Molecular Covalent (cont.)

27. © 2004 Key Curriculum Press. Unit 1 Investigation V Metal atoms Non-Metal atoms Metal & Non-Metal atoms Metallic Covalent Network Molecular Covalent Ionic Notes (cont.)

28. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Purpose: This lesson helps to explain the physical properties of basic substances by examining the types of bonds that exist between the atoms of these substances. (cont.)

29. © 2004 Key Curriculum Press. Unit 1 Investigation V IonicCovalent Network MetallicMolecular Covalent (cont.)

30. © 2004 Key Curriculum Press. Unit 1 Investigation V Making Sense If you have the chemical formula of a substance, how and what can you figure out about it’s properties? Explain. Use the compound silver nitrate, AgNO 3, as an example.

31. © 2004 Key Curriculum Press. Unit 1 Investigation V Check Out On the very first day of class, you combined copper with zinc to form brass. How would you classify the bonding in brass? Ionic, Covalent or metallic? Would it dissolve in water? Why or why not?

32. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up A chemical bond is an attraction between atoms involving the valence electrons. There are four types of bonds: ionic, extended covalent, molecular covalent, and metallic.

33. Alchemy Unit – Investigation V Lesson 3: Noble Gas Envy

34. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst What type of bonding does this picture represent? What happens to the charge on each atom?

35. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Predict what would have to happen for potassium to obtain a noble gas configuration.

36. © 2004 Key Curriculum Press. Unit 1 Investigation V What happens when atoms bond? 1.Atoms can gain or lose electrons when they bond (covalent, ionic or metallic) 2.When this happens the atom is called an ion because it will have a charge. (positive or negative)

37. © 2004 Key Curriculum Press. Unit 1 Investigation V A valuable piece of information helps us predict which ions might be encountered in chemistry : Atoms tend to lose or gain electrons to attain the electron configuration of the noble gas nearest to it on the periodic table. Notes (cont.)

38. © 2004 Key Curriculum Press. Unit 1 Investigation V When atoms bond they will gain or lose electrons to get closer to the configuration of their nearest noble gas. Cations :Atoms that lose electrons and have a positive charge. Anions: Atoms that gain electrons and have a negative charge. Notes

39. © 2004 Key Curriculum Press. Unit 1 Investigation V Notes: Which is the cation and which is the anion?

40. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Purpose: You will explore the ions that are formed when atoms give up and receive electrons from other atoms.

41. © 2004 Key Curriculum Press. Unit 1 Investigation V Making Sense Why do you think the noble gas configuration is especially stable?

42. © 2004 Key Curriculum Press. Unit 1 Investigation V Check-Out Write the electron configuration for potassium, K. What would have to happen for potassium to have a noble gas configuration? Explain.

43. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up Atoms can gain or lose electrons to end up with a noble gas configuration. When atoms lose electrons, they have a positive charge and are called cations. When atoms gain electrons, they have a negative charge and are called anions.

44. Alchemy Unit – Investigation V Lesson 4: Getting Connected

45. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst Only certain combinations of elements result in the formation of compounds. Li, lithium, will react with F, fluorine, to form LiF, but it won’t form LiF 2 or LiF 3. Mg, magnesium will react with F to form MgF 2, but it won’t form MgF or MgF 3. Explain what you think is going on.

46. © 2004 Key Curriculum Press. Unit 1 Investigation V The Big Question What determines how two elements will combine to form ionic compounds?

47. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Use the number of valence electrons to determine which ionic compounds can form.

48. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Element 1 (metal) # of valence electrons Element 2 (nonmetal) # of valence electrons compound total # of valence electrons Na1F7 NaF sodium fluoride 8 MgO MgO magnesium oxide Mg2Cl7 MgCl 2 magnesium chloride 16 Ne neon BeF BeF 2 beryllium fluoride

49. © 2004 Key Curriculum Press. Unit 1 Investigation V Element 1 (metal) # of valence electrons Element 2 (nonmetal) # of valence electrons compound total # of valence electrons MgS magnesium sulfide CaCl 2 calcium chloride NaBr KSe AlN O Al 2 O 3 aluminum oxide AlF

50. © 2004 Key Curriculum Press. Unit 1 Investigation V Making Sense Can you make a rule that helps you predict the composition of compounds that form?

51. © 2004 Key Curriculum Press. Unit 1 Investigation V Rule of Eight: Ionic compounds tend to form from atoms that together have a total of 8 (or a multiple of 8) electrons in their outermost (valence) shells. This gives each ion a valence electron configuration identical to a noble gas and makes them very stable. Notes

52. © 2004 Key Curriculum Press. Unit 1 Investigation V Check-In What elements will combine with Sr, strontium, in a one-to-one ratio?

53. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up Elements react to form compounds in such a way as to result in 8 electrons in their outermost (valence) shell (or a multiple of eight). Compounds with eight valence electrons are very stable. Noble gases already have eight valence electrons and don’t combine with other elements to make new compounds. They are already very stable.

54. Alchemy Unit – Investigation V Lesson 5: Salty Eights

55. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst List the compounds you can make with pairs of cards of two different elements. List the compounds you can make with three cards and only two different elements.

56. © 2004 Key Curriculum Press. Unit 1 Investigation V The Big Question What salts can be formed by combining a metal and a non-metal?

57. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Apply the octet rule.

58. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Rules for Salty Eights: The point of the game is to make compounds and to be the first to play all of the cards in your hand. These compounds can have two or three or more cards in them, but they can only have two different elements. The game ends when a player uses up all of the cards in his or her hand making compounds. (cont.)

59. © 2004 Key Curriculum Press. Unit 1 Investigation V Shuffle the deck as best as possible. Deal eight cards to each player. The player to the left of the dealer plays first. Using at least two cards from your hand, try to make one compound – the valence electrons must add up to eight or a multiple of eight. You must have at least one pink card and one blue card with each compound (the noble gases—green cards—are an exception and can be played singly). (cont.)

60. © 2004 Key Curriculum Press. Unit 1 Investigation V You must play every turn. In other words you must make one compound each time it is your turn. If you cannot make a compound you must draw from the draw pile until you can put down a compound. When you form a compound during your turn simply place those cards on the table in front of you. As soon as you put down a compound you must name it and then your turn is over. (cont.)

61. © 2004 Key Curriculum Press. Unit 1 Investigation V Play proceeds around the circle until a player uses up all of his or her cards. A player gets 20 points for going out first. Wild cards can be used as any element in that particular group (Wild cards only exist for Groups 1 and 7). The player must identify which element a wild card represents at the time it is played. (cont.)

62. © 2004 Key Curriculum Press. Unit 1 Investigation V Scoring: Every compound played on the table is worth points. The cards left in a person’s hand are subtracted. 5 points for every noble gas. 10 points for every compound made out of two cards. 40 points for every compound made out of three cards. (cont.)

63. © 2004 Key Curriculum Press. Unit 1 Investigation V 70 points for every compound made out of four cards. 100 points for every compound made out of five cards. 20 points for going out first. Any player with cards left in his or her hand must count up the number of valence electrons and subtract them from his or her total. (cont.)

64. © 2004 Key Curriculum Press. Unit 1 Investigation V MetalNonmetal Compound Formula Compound Name Point value Total

65. © 2004 Key Curriculum Press. Unit 1 Investigation V Problem of the Day What types of bonds are in these compounds? (a) Na 2 S (b) K 2 Mg (c) AlBr 2 (d) Na 3 N (e) OCl (f) CaMgO 2

66. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up Ionic compounds tend to form from atoms that together have a total of 8 (or a multiple of 8) electrons in their outermost (valence) shells Compounds with eight valence electrons are highly stable. Noble gases already have eight valence electrons and don’t combine with other elements to make new compounds. They are already highly stable.

67. Alchemy Unit – Investigation V Lesson 6: As Good as Gold

68. © 2004 Key Curriculum Press. Unit 1 Investigation V ChemCatalyst Name three items that might be on an exam covering the entire Alchemy Unit.

69. © 2004 Key Curriculum Press. Unit 1 Investigation V The Big Question Can an element be turned into something else?

70. © 2004 Key Curriculum Press. Unit 1 Investigation V You will be able to: Explain the relationship between compounds, atoms, elements, and the periodic table.

71. © 2004 Key Curriculum Press. Unit 1 Investigation V Activity Purpose: This lesson provides you with end-of the-unit review and practice. (cont.)

72. © 2004 Key Curriculum Press. Unit 1 Investigation V ElementSymbolAtomic No. Group No. # of protons Number of valence electrons Electron configuration oxygen iodine iron radon tungsten lead (cont.)

73. © 2004 Key Curriculum Press. Unit 1 Investigation V SubstanceConducts? Yes/No Dissolves in H 2 O? Yes/No Conducts after dissolving? Type of bonding Cu x Zn x – brass CSi – silicon carbide C 3 H 8 – propane CuCl 2 – copper chloride (cont.)

74. © 2004 Key Curriculum Press. Unit 1 Investigation V Making Sense It is not possible to convert copper into gold in chemical reactions. This can only be done by nuclear reactions, which require the energy of a supernova. Thus, we must resort to using chemistry to create things that are as good as gold.

75. © 2004 Key Curriculum Press. Unit 1 Investigation V a) Investigation I: How do the mass and volume of copper and gold compare? b) Investigation II: Copper and gold have similar properties, but gold is more bendable than copper. Is this consistent with their locations on the periodic table? c) Investigation III: How are copper atoms different from gold atoms? Be specific about the difference in the numbers of atomic particles. (cont.) Notes (cont.)

76. © 2004 Key Curriculum Press. Unit 1 Investigation V d) Investigation IV: How can gold be produced from copper in a nuclear reaction? Give a specific example. e) Investigation V: The golden penny produced on the first day of this Unit was brass, CuZn. If you wanted to make a substance that is as good as gold, would you choose any elements on the right side of the periodic table? Why or why not? Notes (cont.)

77. © 2004 Key Curriculum Press. Unit 1 Investigation V Check-In No Check-In.

78. © 2004 Key Curriculum Press. Unit 1 Investigation V Wrap-Up No Wrap-Up.