may 18 may 22 (week 9)...may 10, 2020 · lesson 1 socratic question: keep these questions in mind...

Chemistry 10 in Review

May 18 – May 22 (Week 9)

Time Allotment: 40 minutes per day

Student Name: ________________________________

Teacher Name: ________________________________

Academic Honesty

I certify that I completed this assignment independently in accordance with the GHNO

Academy Honor Code.

Student signature:

___________________________

I certify that my student completed this assignment independently in accordance with

the GHNO Academy Honor Code.

Parent signature:

___________________________

Chemistry 10: Chemistry 10 in Review May 18-22

2

Packet Overview

Date Objective(s) Page Number

Monday, May 18 What is chemistry? Some central questions. 2

Tuesday, May 19 What are things made of? 5

Wednesday, May 20 Review problems (preparation for quiz). 9

Thursday, May 21 Review problems (preparation for quiz). 13

Friday, May 22 Review assessment.

18


3

Monday, May 18 Chemistry Unit: Chemistry 10 in Review Lesson 1: “Ionization” Energy Unit Overview Lesson 1 Socratic Question: Keep these questions in mind as you study this lesson! What is chemistry? How does it differ form, say, Physics? Objective: Be able to do this by the end of this lesson. Be able to explain what chemistry is, what it studies, and be able to differentiate it from physics. Introduction to Lesson 1

Hi students, Reviewing the material from the course, several ideas come to the fore: First of all: can we ever understand reality? It seems that every time we find the next “smallest thing”, our philosophies are overturned, and we begin to experience real doubt about the nature of the material universe. This question never really goes away. It can be found in every age of human thought, the same questions being asked—is the world ordered and knowable? Let me propose to you that it is. In times gone by, when chemists looked at the primal substance of nature in their combined forms as molecules like H2O, H2SO4, or NaCl, or their pure forms as H2, O2, Al, Au, they attributed mystical properties to these urstoffs, these elements: these substances had, at heart, a deep mystery underlying their nature, their behavior, form, and essence. These were the alchemists. As a deeper understanding of these substances came to light, and physicists began to separate the molecules into elements and tabulate them, noting similarities and beginning to see patterns in their behavior, form, color, and nature, a great deal of this mysticism was pooh-poohed and labeled as simple superstition. While some of the alchemists’ notions were definitely silly, we should still consider giving our ancestors more credit, as they’re not going anywhere, and no one wants to be forgotten. As we enter into this “quantum age”, an age in which the uncertainty of measurement and the inability to “see” things any more finely than at the level of electrons, protons, neutrons, and (to a limited extent) radiating “photons”, we again face the question our ancestors faced: is there a deep mystery at the heart of nature? Is it ordered, knowable, and does it have a deep or profound connection to us and our natures? Or is it, at heart, “just” photons? Some of us have been tempted to take the lesson of the last two centuries as a confirmation that there is no other reality than that which we can see. This “quantum age”, for them, holds little more than uncertainty, confusion, and a recognition that the “essential” things about the universe, which might render it knowable, are out of our reach and lie within the realm of speculation and imagination. With this doubt, thought and experiment begin to serve theories, and reality feels farther away than it used to.


4

Let me posit to you: the ordered knowableness of the world is not at odds with the great mystery that lies near its heart. Let us, however, not forget the lesson of our time, which is that uncertainty and speculation are essential components of our experience in this world. Love, which has as its features a tension between certainty and knowledge, and a certain uncertainty and speculation, is, continues to be, and, we hope, will be, our most essential experience of this world. Let this difficulty of our tension never form a barrier to our work. Science is certainly a small part of our work here on earth, but reminders of our true purpose are to be found here. Beauty, order, the truth and goodness of reason and the joy of experiencing things beyond our selves. Why is the world so cognizable to human beings? How is it that we can be so interested in rocks, trees, and the pitching of water? As you begin your work today, I want to ask you: what are the objects of Chemistry? What physical things and what kinds of movements or actions does the study of chemistry involve? I hope you enjoy this week. Chemistry, as physics, is a way of coming to know, in a really very intimate way, the nature of oneself and others, the universe and all that it contains. It is one of my great hopes that you delight in the contemplation of the natural world this week and come to know its laws. Today’s Questions It might help you to think—what is the difference between Chemistry and Physics? What things does a chemist study that a physicist doesn’t? The list below is simply to help you. Answer the question in any way you see fit, but be thorough. Strive for at least three things and three actions.

Things a chemist studies Things a physicist studies -Molecules example: NaCl, H2SO4

example: example:


5

Actions and movements a chemist studies Actions that a physicist studies Check your answers below. Some answers: Notice that some of these overlap with what you might imagine a physicist doing (for instance, a physical change like evaporation).

Things: molecules, elements, compounds, ions, heat (enthalpy), acids and bases, organic compounds, salts; subatomic particles (electrons, protons, neutrons), structures (orbitals), color and light. Actions or movements: reactions (oxidation, reduction, acid-base reactions), bonds forming (ionic or covalent), bonds breaking, state changes (solid-liquid-gas), light emission.


6

Tuesday, May 19 Chemistry Unit: Chemistry 10 in Review Lesson 2: What are things made of? Unit Overview Lesson 2 Socratic Question: Keep these questions in mind as you study this lesson! What are the “elements” of the universe? Objective: Be able to do this by the end of this lesson. Be able to articulate Aristotle’s idea of the “elements”. Introduction to Lesson 2

The second thing that comes to mind is a question shared between physicists and chemists: what is the world made of? For chemists, there are many answers for this question. You may be noticing a deep kinship between physics and chemistry. Chemistry, by and large, works with what is known. Physics pushes the boundaries and gleans new insights about the nature and behavior of matter. However, communication between chemistry and physics studies is so critical, as work in both fields tends to dig up new information for the other to use. There are some scientists who refuse to fall into one or the other category—these call themselves physical chemists, because of the integrative nature of their work. Reading Questions: What is the world made of? Be as detailed as possible and feel free to use examples in order to give structure to your answer. You can try to answer the question, what is a table made of? to get you started; if that example is not interesting enough for you, choose another example. Remember, be as detailed as possible.


7

Aristotle, On Generation and Corruption Book II, Chapter 3 During the time of Aristotle, a view had become prevalent that the world was “made” of four qualities: earth, water, air, and fire. Read the passage below. Do not do any extensive annotating. Just skim it for a general sense of the material.

The elementary qualities are four, and any four terms can be combined in six couples. Contraries, however, refuse to be coupled: for it is impossible for the same thing to be hot and cold, or moist and dry. Hence it is evident that the couplings of the elementary qualities will be four: hot with dry and moist with hot, and again cold with dry and cold with moist. And these four couples have attached themselves to the apparently simple bodies (Fire, Air, Water, and Earth) in a manner consonant with theory. For Fire is hot and dry, whereas Air is hot and moist (Air being a sort of aqueous vapour); and Water is cold and moist, while Earth is cold and dry. Thus the differences are reasonably distributed among the primary bodies, and the number of the latter is consonant with theory […]

In fact, however, fire and air, and each of the bodies we have mentioned, are not simple, but blended. The simple bodies are indeed similar in nature to them, but not identical with them. Thus the simple body corresponding to fire is such-as-fire, not fire: that which corresponds to air is such-as-air: and so on with the rest of them. But fire is an excess of heat, just as ice is an excess of cold. For freezing and boiling are excesses of heat and cold respectively. Assuming, therefore, that ice is a freezing of moist and cold, fire analogously will be a boiling of dry and hot: a fact, by the way, which explains why nothing comes-to- be either out of ice or out of fire. The simple bodies, since they are four, fall into two pairs which belong to the two regions, each to each: for Fire and Air are forms of the body moving towards the limit, while Earth and Water are forms of the body which moves towards the centre. Fire and Earth, moreover, are extremes and purest: Water and Air, on the contrary are intermediates and more like blends. And, further, the members of either pair are contrary to those of the other, Water being contrary to Fire and Earth to Air; for the qualities constituting Water and Earth are contrary to those that constitute Fire and Air. Nevertheless, since they are four, each of them is characterized par excellence by a single quality: Earth by dry rather than by cold, Water by cold rather than by moist, Air by moist rather than by hot, and Fire by hot rather than by dry.


8

2. Review your first answer (what is the world made of?) Is Aristotle talking about the same elements or the same types of thing that you were talking about? How or how not?

Part II I encourage you to see Aristotle in this passage as talking about states of matter. The equivalents are written below. Earth – solid matter Water – liquid matter Air – gaseous/vaporous matter Fire – plasma/plasmized matter When he speaks about “boiling”, he means a state change moving down the list—from earth to water, or in other words melting—from water to air, in other words boiling—and from air to fire, in other words plasmizing. 3. Reread the passage, paying close attention to this view of earth, water, air, and fire as states of matter. This time, annotate as much as you want. Answer the questions below. 4. What does Aristotle mean when he says that water (liquid) and air (gas) are “blended”? Try to explain in terms of the movements of molecules (how fast they’re going) and relative distance (how far away are the molecules from each other). 5. What does he mean by “dry” and “moist”? What do those descriptors mean?


9

Wednesday, May 20 Chemistry Unit: Chemistry 10 in Review Lesson 3: Review problems (preparation for quiz). Unit Overview Objective: Be able to do this by the end of this lesson. Be able to complete each step of the following practice problems. Introduction to Lesson 3 Review Questions (from yesterday): 1. What is happening to the molecules of a solid (“earth”) when they are converted into the liquid state? (how does the speed of their movement and their spacing relative to each other change?) 2. What is happening to the molecules of a liquid when they are converted into the solid (“earth”) state? (how does the speed of their movement and their spacing relative to each other change?) 3. What is happening to the molecules of water when they are converted into the vapor (“air”) state? (how does the speed of their movement and their spacing relative to each other change?) The following two days will be dedicated to review of some key Chemistry skills. You’ll be using old skills, referencing indices (indexes), balancing equations (stoichiometry), drawing Lewis diagrams, and looking at things like enthalpy change to determine reactivity. Feel free to reach out for help on these questions. You should spend the entire period on these three problems. The quiz on Friday will be taken from any two of this week’s practice problems. Do not leave any of them blank. Define Empirical formula: Molecular formula: Resonance structure:


10

Practice Problems (page 341) Show all work. 8.99 a b c 8.100 a b c 8.101 a b (reference sections 22.7, 14.7, and 15.1 for more) c d (enthalpies of formation (ΔHf) values can be found on page 209) The tables below may be helpful:


11

Thursday, May 21 Chemistry Unit: Chemistry 10 in Review Lesson 4: Review problems (preparation for quiz). Unit Overview Objective: Be able to do this by the end of this lesson. Be able to complete each step of the following practice problems. Introduction to Lesson 4 The work today will be similar to that of yesterday, except time will be given today for you to check your work on the problems from yesterday. The solutions can be found at the end of this packet. These practice problems should not take you the whole time for this assignment. Do not leave any of the questions blank. If you have trouble with them, seek help (email, Zoom meeting).


12

Remember to review the basic light equations (what’s nu?) and the basic atomic experiments (Rutherford’s gold foil experiment, Thompson’s plum pudding model, etc) before starting this. Define Heat capacity: Heat capacity of water (include units!) de Broglie’s hypothesis on electrons: Practice Problems (page 258) Show all work. 6.99 Assume that the density and heat capacity of coffee are the same as pure water. 6.103 a. b. 6.104 a. b. c.


13

6.104 d. e. Final Task Go back and review the last two days. Check all your work and correct with a differently-colored marker/pen. The solutions are on the next page.


14


15


16


17


18


19

Friday, May 22 Chemistry Unit: Chemistry 10 in Review Lesson 5: Review Assessment

Take this quiz as you would in class, without notes, in a quiet setting. Complete it in one sitting. Do not share answers via text, email, etc. Permitted materials: calculator, blank periodic table, pencil, scratch paper. All other resources are provided for you.


20

Name: _______________

Review Assessment 1. The years 1900-1925 were momentous for scientists’ understanding of the nature of the material world.

a. How did Rutherford’s experiments on the scattering of alpha particlesby a gold foil set the stage for Bohr’s theory of the hydrogen atom? (4 sentences, be sure to explain what Rutherford’s experiments suggested and how Bohr used/benefited from his ideas). b. In what ways is de Broglie’s hypothesis, as it applies to electrons, consistent with these two ideas: 1) that the electron has mass and 2) that the electron behaves like a wave? (4 sentences, be sure to explain how de Broglie’s hypothesis is consistent with each idea)

2. Calcium azide is 32.2 % Ca and 67.7% N (each azide ion has a net charge of 1-).

a. What is the chemical formula of the azide ion? b. Write three different possible Lewis structures for the azide ion. c. Write the most important/the most likely Lewis structure for the azide ion.

Turn to the next page.


21

d. Using the table on the next page, predict the bond lengths (in Angstroms) between atoms in the azide ion.

may 18 may 22 (week 9)...may 10, 2020 · lesson 1 socratic question: keep these questions in mind...

Documents