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**The Chemistry is right**

http://www.ehow.com/how_5024005_electroplate-silver.html __Results:__ The 50c coin from the silver colour it was changed to a pinky bronze colour.The positive wire bubbled in the blue copper sulfate solution. The temperature of the beaker did not change. The colour of the blue copper sulfate solution stayed the same, nothing changed. __Conclusion:__ When the 50c coin was put into the blue copper sulfate solution it changed colour and turned into a pinky bronze colour. Flame Test

 __Aim:__ To observe the colour change in chemicals.  __Materials:__  __Method:__ > __Results:__ >> >> __Discussion:__  1. Record the colours produced by the different carbonates in a suitable table. >>
 * Safety Glasses
 * Laboratory Coat
 * 2M Hydrochloric acid
 * Bunsen Burner
 * Heatproof Mat
 * Matches
 * 5 Evaporating dishes
 * Barium Carbonate
 * Sodium Carbonate
 * Copper Carbonate
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Potassium Carbonate
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Strontium Carbonate
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">10mL Measuring Cylinder
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Spatula
 * 1) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Place 10mL of 2M Hydrochloric acid in an evaporating dish and place the dish on the Heatproof Mat.
 * 2) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Add a spatula full of the Barium Carbonate to the Evaporating dish.
 * 3) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Carefully hold the lit Bunsen Burner at an angle over the spray produced by the reacting acid and carbonate. Observe the change in colour of the flame.
 * 4) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Repeat using all of the other carbonates, use a different evaporating dish each time.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Potassium= Orange/purple
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Lithium= Carmine Red
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Barium=(unknown)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Helium= Orange
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Argon=(unknown)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Oxygen= Sky Blue
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Nitrogen= Magenta
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Hydrogen=Pink/light red/peach
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Mercury= Ultra violet-silver

>> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Potassium || Orange/Purple || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Lithium || Carmine Red || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Barium || (Unknown) || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Helium || Orange || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Argon || (Unknown) || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Oxygen || Sky Blue || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Nitrogen || Magenta || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Hydrogen || Pink/Light Red/Peach || >> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">|| Mercury || Silver || > > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;"> 2. Flame tests provide evidence that electrons do actually occupy different shells. Why do elements produce different colours? > > <span style="color: #262626; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;"> Elements produce different colours because the specific build of an element causes it to reflect a particular wavelength of light. > > <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">3.Is it the metal part of the compound or the carbonate part (carbon and oxygen) that produces the colour? How do you know? > > <span style="color: #262626; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;"> It is the metal part because the transition between the metals are linked to carbonates making them produce colour. > <span style="color: #262626; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Conclusion:__ > > <span style="color: #262626; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Different elements when put into a flame produce different colours. > > > > > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Comparing The Properties of two Metal Families Experiment__ > > > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Aim:__ To compare the properties of two metal families. > > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Hypothesis:__ I think that all or most of the elements will conduct electricity. I also think that only a small amount of elements will react with water and only a few elements will react with acids. > > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Materials:__ > <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">__Method:__ > ## Identify the atom as the smallest unit of an element > > > At the moment, the accepted model of an atom is that it consists of a small, dense nucleus made up of neutrons (uncharged particles) and protons (positively charged particles) that is surrounded by rapidly moving, negatively charged electrons. While the neutrons and protons are roughly the same size,an electron is about 1/2000th the size of a proton.The neutrons and protons of anucleus are tightly bound together by very strong nuclear forces. The protons are all positively charged and, as you’ll probably recall from your earlier studies, objects that have the same charge tend to repel each other. If it wasn’t for the strong nuclear forces, the protons would push each other away and the nucleus (and the atom) would disintegrate! On the other hand, there is an attractive force between the negatively charged electrons and the positively charged protons. It is this force which keeps the electrons moving around the nucleus.The distance between the electrons and the nucleus is huge. If the nucleus of the simplest atom (hydrogen) were the size of an orange, its electron would be about 10 kilometres away! As a result, most of the volume of an atom is made up of empty space.Yet when we look at very high resolution scans from powerful electron microscopes, the atoms look more like little solid balls.How can that be if they are mostly > empty space?Think of whirling a yoyo on its string in a circle. If you swing it around at a low speed, it is quite easy to see the yoyo. If you swing it very fast, however, the moving yoyo seems to turn into a blurry circle rather than an individual object. This is kind of what happens with the electrons except,because they move very fast all around the nucleus, the moving electrons form a sort of fuzzy sphere or shell around the nucleus.This is sometimes referred to as the electron cloud. > >> been modified or rejected as a result of available evidence >> neutrons, electrons. (Hint: Different elements have different atomic numbers) >> structure > The next great step forward in the understanding of atoms was accomplished by John Thomson. Using a cathode ray scope, Thomson determined that all matter, whatever its source, contains particles of the same kind that are much less massive than the atoms of which they form a part. They are now called electrons. >> subatomic structure >> The electron is a negatively charged particle that contributes little to an atom's mass; however, it has a great deal to do with the energy an atom possesses. Thomson's discovery made it apparent that something else had to account for atomic mass, as well as the positive electric charge offsetting the negative charge of the electron. > Thomson's student Ernest Rutherford (1871-1937)—for whom, incidentally rutherfordium (104 on the periodic table) is named—identified that "something else." In a series of experiments, he discovered that the atom has a nucleus, a center around which electrons move, and that the nucleus contains positively charged particles called protons. Protons have a mass 1,836 times as great as that of an electron, and thus, this seemed to account for the total atomic mass. 8.Describe some relationships (trends) between elements using the periodic table > A tabular arrangement of the elements according to their atomic numbers so that elements with similar properties are in the same column. > 9.Students describe the features and name of the elements in Groups like 1, 2, 7 and 8 > > 10.Explain why some elements are placed into the groups in the periodic table > > > || Elements || Are placed || Into groups || > || Groups || Have || Similar Properties || > || Similar Properties || Are organised || Into columns of groups on the periodic table || > || So the periodic table || Has similar properties || Organised into columns or groups ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Carbonates || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Colours ||
 * Small samples of magnesium, iron and copper.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">‘Rice grain’ equivalent amounts of calcium chloride, magnesium chloride, iron chloride and copper chloride.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Spatula
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">5 test tubes
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Test-tube rack
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Electric circuit to measure
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Conductivity (2-volt power supply)
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">3 connecting leads,
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">2 alligator clips
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Light globe and holder.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">2M hydrochloric acid water
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;"> Matches- Stirring Rod-Safety Glasses- Laboratory coat
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left; text-decoration: none;">Record the results of the following experiments in an appropriate table.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Describe the physical state (solid, liquid or gas) of each of the elements.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Describe the physical appearance of each of the elements.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Set up the circuit and determine whether each of the elements conducts electricity.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Determine whether any of the elements react with water by placing a small sample in 2 mL of water in a test tube. Record any changes that occur in your table.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Determine whether the metals react with acid by placing a small sample of each metal in 1 mL of 2M hydrochloric acid in a test tube. If a gas is produced, test it by holding a lit match at the mouth of the test tube. Make sure the test tube is pointed away from you. If hydrogen is present, a ‘pop’ will be heard. If oxygen is present, the match should burn more brightly. If carbon dioxide is present, the match should go out.
 * <span style="color: #141413; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Add a small amount of each of the metal compounds (magnesium chloride, calcium chloride, iron chloride and copper chloride) to 5 mL of water. Comment on their solubility and the colour of any solution made.
 * Say that atoms are the smallest unit of an element.
 * 1) Describe and draw and the location of protons, neutrons and electrons in an atom
 * Protons and neutrons are in the nucleus(centre)of the atom.
 * Electrons are in the shells of the atom.
 * The maximum number of electrons in each shell is 2,8,8,18
 * 1) Describe the features of protons, neutrons and electrons in an atom
 * 1) Describe some models of the atom that have been considered in science and then
 * Democritus Thomson plum pudding model. Rutherford's solar system model.
 * 1) Distinguish between elements, using information about the numbers of protons,
 * 7,3 Li -(Lithium)-3 protons,4 neutrons, 3 electrons
 * 23,11 Na-(Sodium)- 11 protons, 12 neutrons, 11 electrons
 * 56,26 fe-(Iron) 26 protons, 56-26=30 neutrons, 26 electrons
 * 1) Describe an appropriate model that has been developed to describe atomic
 * 1) Identify properties of different substances that can be explained by their
 * Cause || Relationship || Effect ||


 * WHEN THE CHEMISTRY IS RIGHT OBJECTIVES**

By the end of this unit a student should be able to:

> -Sa y that atoms are the smallest unit of an element > -Protons and neutrons are in the nucleus (centre) of the atom -Electrons are in the shells of the atoms -the maximum of electrons in each shell 2,8,8,18
 * 1) Identify the atom as the smallest unit of an element
 * 1) Describe and draw and the location of protons, neutrons and electrons in an atom

> <span style="font-family: GiovanniLT-Book,sans-serif;"> - An atom is a small dense nucleus made up of neutrons and protons that are surrounded by   <span style="font-family: GiovanniLT-Book,sans-serif;"> rapidly moving negative charged electrons.
 * 1) Describe the features of protons, neutrons and electrons in an atom

> Democritus, Thomson plum pudding model,Rutherford solar system model > 3 protons 4 neutrons 3 electrons
 * 1) Describe some models of the atom that have been considered in science and then been modified or rejected as a result of available evidence
 * 1) Distinguish between elements, using information about the numbers of protons, neutrons, electrons. (Hint: Different elements have different atomic numbers)

> -page 184 >
 * 1) Describe an appropriate model that has been developed to describe atomic structure
 * 1) Identify properties of different substances that can be explained by their subatomic structure
 * properties of atoms are determent by their electrons structure
 * all atoms want to get full electron shells
 * atoms that have a couple of electrons in their outer shells lose them so the next lowest shell is full

> how do properties change or not change going down the group e.g down group 1 > how do properties change going across a period (row) e.g they change gradually > > group1= are highly reactive, group2= reactive, group7= > > || Elements || Are placed || Into groups || > || Groups || Have || Similar properties || > || Similar properties || Are organized || Into columns or groups on the > periodic table || > || So the periodic table || Has similar properties || Organiseed into columns or groups ||
 * 1) Describe some relationships (trends) between elements using the periodic table
 * 1) Students describe the features and name of the elements in Groups like 1, 2, 7 and 8
 * 1) Explain why some elements are placed into the groups in the periodic table
 * Cause || Relationships || Effect ||
 * 1) Use models or diagrams to show that atoms are rearranged in reactions
 * 2) Relate number of electrons in outer shell of an element to its position in the periodic table
 * group 1 elements have one electron in the outer shell
 * group 2 elements have two electron in the outer shell and want to loose these two electrons
 * group 3 elements have three electron in the outer shell and want to loose these three electrons
 * group 4 elements have four electron in the outer shell and don't care If they loose or gain these four electrons
 * group 5elements have five electron in the outer shell but they want three more electrons to fill the shell
 * group 6 elements have six electron in the outer shell but they need two more electrons to fill the shell
 * group 7 elements have seven electron in the outer shell but want one more electrons to finish the shell
 * group 8 elements have full eight electron in the outer shell and do not react


 * 1) Write a definition of a compound and distinguish between a compound, element and mixture.
 * A compound is two or more atoms of different elements joined together.
 * A element contains only one type of atom (118 elements known-together they make up the periodic table)
 * a mixture is two or more substances combined together in any amounts.


 * 1) State the features of a chemical change and physical change.
 * A chemical change is when you change a chemical to another chemical. Bubbling, change in colour, smell
 * A physical change is when you can see, hear or fell a chemical change.


 * 1) Use terms products and reactants to describe the chemicals in a reaction.
 * 2) Perform Metal and acid reactions collect the gas and test it to confirm that it is hydrogen.
 * Hydrogen test(=pop test ): hold a lighted match over a test tube of gas- if a match explodes then the gas is hydrogen


 * 1) Compare the reactivity of various metals is and relate to their group in the periodic table.
 * Group 1 metals are the most reactive and explode with air or water.
 * Group2 metals are less reactive than group 1
 * group3 metals are less reactive than group 2


 * 1) Record observations and write a word equation of a metal and acid reaction.
 * Metal+ acid → salt + hydrogen gas

>
 * 1) Identify that heat can be produced in a chemical reaction
 * 1) Perform Metal and carbonate reactions, collect the gas and bubble through lime water to confirm the presence of carbon dioxide.
 * When carbon dioxide gas is bubbled through lime water, the lime water turns cloudy


 * 1) List the products and reactants in an acid and carbonate reaction and write a word equation.
 * Acid+ metal carbonate → salt + carbon dioxide gas+ water


 * 1) Classify (ionic) compounds into acids, bases and salts and state the properties of these substances
 * acids: burns skin, reacts with some metals and carbonates, and has a low PH below7 foods
 * bases: feels soapy(it turns your skin into soap) high HP above7 cleaning products
 * salts:niether acid or base