Unit 1 Section C Summary HW Problems Pt. 1

#1:
-Atmosphere: nitrogen and oxygen
-Hydrosphere: water and some dissolved minerals
-Lithosphere: petroleum and metal-bearing ores

#2:
a. The crust is the thin layer of the Earth that we live on, the mantle is a section of rock that is 2850 km thick which lays between Earth's crust and core, and the core is the hot center of the earth.
b. Although it is the thinnest layer, the crust provides us with the most resources

#3:
a. Peru
b. Chile
c. China

#4:
China.

#5:
An ore is a naturally occurring rock or mineral that can be mined and from which it is profitable to extract a metal or other material, while a mineral is a naturally occurring solid compound containing the element or a group of elements of interest.

#6:
-Quantity of ore at site
-Percent of metal in the ore
-Type of mining and processing needed to extract the metal from its ore
-Distance of the mine from metal refining facilities and markets
-Metal's supply-versus-demand status
-Environmental impact of the mining and processing

#7:
The safety conditions of the mine may have changed, or the value of gold may have risen.

#8:
How much there is of an ore with resources that are needed by the public.

#9:
Active metals would react with the chemicals or methods used to free the elements, while less active metals wouldn't be as difficult to extract.

#10:
The nonmetals would be hardest to extract because of their brittleness, the metalloids would be less hard than the nonmetals, and the metals would be easiest to extract because of their malleability without damaging the element.

Unit 1 Section B Summary HW Problems Pt. 5

#29:

The oxygen with the different mass numbers is more similar than the copper metal and the copper ions.  Since the oxygens are isotopes it doesn't affect their reactivity, while the difference between the metal and its ions affects every aspect of the substances.

#30:
205 pm

#31:
a. Bromine
b. Silicon

#32:
Cobalt and nickel would switch places and so would argon and potassium.

#33:
Magnesium protects the metal hull from corroding.

Lab B.1

 We started off organizing the elements by atomic mass going down our columns.  However, since two elements have the same atomic mass of 40, this method wasn’t the best.

Next, we put the elements with similar oxygen and chlorine levels in groups together.  Group 1 has no levels of oxygen or chlorine, Group 2 has an oxygen level of 0.5 and a chlorine of 1, Group 3 has an oxygen level of 1 and chlorine of 2, Group 4 has an oxygen level of 1.5 and chlorine of 3, Group 5 has oxygen level of 2 and chlorine 4, Group 6 has oxygen level of 2.5 and chlorine level of 3.  Also, we organized each column in this layout by placing the element with the lowest atomic mass at the top of the group and the highest atomic mass at the bottom.

For our last attempt, we organized our elements according to their atomic mass resembling the periodic table.

Unit 1 B.9, B.10, B.11, B. 12, B. 13

We learned that ionic compounds are made of positive and negative ions.  They have no charge, or are neutral, because the positive and negative charges cancel each other out.  Ions are electrically charged atoms or groups of atoms.  To have a positive or negative charge, atoms must lose or  gain an electron respectively.  How receptive an atoms is to losing or gaining and electron is a periodic property.  A positively charged ion is a cation and a negatively charged ion is called and anion.  Some ions are called polyatomic ions.  This means that they are a group of bonded atoms with an electrical charge.  On the other hand, monatomic ions have one atom.  

Unit 1 Section B Summary HW Problems Pt. 4

#19:

a. gained electrons

b. neither

c. neither

d. losing electrons

e. losing electrons

#20:

a. H

b. Na+

c. Cl-

d. Al3+

#21:

a.  Potassium iodide(KI)
b. Calcium sulfide (CaS)
c. Iron bromide (FeBr2+)
d. Barium hydroxide (BaOH+)
e. Ammonium phosphate






f. Aluminum oxide (AlO+)

#22:
The periodic table was created to organize the elements in a manner so that their properties were in order.

#23:
A bar graph.

#24:
a. It helps you lay out your investigation and prepare for what you are about to do.
b. Data tables are good for recording data in the midst of a lab.
c. After an investigation,  the data table helps you remember what happened during your lap.

#25:
a. The ion cards help you understand why the organization of the periodic is crucial.
b. They are imperfect models because they're only a little bit of information on a smaller scale.

#26:
CR2+ and CA2+C- aren't balanced so there would be a reaction.

#27:
B because zinc is more reactive than silver.

#28:
a. The lead nitrate would react with the iron because iron is more reactive than lead.
b. No3-Pb+2 + Fe+2

A.10 Lab Report: Metals Vs. Nonmetals

Abstract: 
First, we gathered seven various solids and placed them into separate wells. After we divided the solids into two separate well holders, we placed 15 drops of Copper Chloride solution to one of the well holders, and recorded the observations. Afterwards, we placed 15 drops of hydrochloric acid to the other well, and again recorded the observations. We also recorded which elements reacted with which liquids. Finally, we washed our hands cleaned our lab station up. 

Procedure:
In this lab, we tested 7 different substances to see whether they were metal or nonmetal. We recorded the results of different tests such as conductivity, results when smashed with a hammer (to see if the substance was brittle or malleable), and  reactivity with CuCl₂ and HCl on our data table.

In our appearance column, we described the substances (A-G) using their physical traits such a color and luster.  

To test if our substances were conductive we pressed two wires that were connected to a battery onto the surface of the substance and saw whether the light bulb attached lit up.  

Next, we hammered into the substances.  When the substance dented or flattened, we determined it was malleable.  On the other hand, when the substance shattered, we determined it was brittle.  

Lastly, in the reactivity column, we recorded the substances' reactions when we placed 15-20 drops of CuCl₂ into each well.  We did the same thing with HCl.

Results:

From this lab, we have seen the many physical and chemical characteristics that each object has. Objects B, C, D, E, and G are brittle. But A and F are malleable. Using this information and our knowledge we have realized what type of metals these are: objects B, C, and E are non metals, D and G are metalloids (they include characteristics that are both metal and non-metal), and A and F are metals.

1) Appearance = Physical Property
    Conductivity = Physical Property
    Crushing = Physical
    Reacting with CuCl2 = Chemical Property
    Reacting with HCl = Chemical Property

2) Physical Properties = A, F, D, E, G
    Chemical Properties = C, B

3) E, C, and G can fit into both categories because they have properties of both

4) Metals = A, G
    Nonmetals = B, C, D, E, F
    Metalloids = B, D, E, G

Unit 1 Section B Summary HW Problems Pt. 3

#11:

a. the farthest right column (Group 18).

b. they are all gases.

c. they are very unreactive

#12:

#13:

#14:

I would expect the boiling point of chlorine to be lower than that of iodine because chorine is placed higher on the column.  Also, since the boiling point of sulfur (S) is lower than the boiling point of tellurium (Te), and sulfur is higher on the column as well, I can assume that the pattern continues and the boiling point is still lower.

#15:
Atoms of metallic elements are more likely to lose an electron.

#16:
a. cation
b. cation
c. anion
d. cation
e. anion
f. cation
g. cation
h. anion

#17:
Noble gases are known to be very unreactive, which explains why they rarely lose or gain an electron.

#18:
a. anion
b. neutral
c. neutral
d. cation
e. cation