NAME:______Period ____
Core Curriculum Check-Off List
Regents Chemistry
The following information is everything you need to know and be able to do to attain Mastery of the Regents Chemistry Curriculum. The bold, underlined words are important vocabulary words that you should be able to define and use properly in explanations. This is a study guide for what you will be tested on throughout the year. The objectives are divided into categories of “Knowledge” (what you have to know) and “Application” (what you have to be able to do). Check off each objective when you fully understand it. If you do not understand an objective, ask questions before you are tested on it.
I. Mathematics Analysis & Graphing
1. / o Identify independent and dependent variables in an experiment and correctly plot them on an axisExample hypothesis: Chemistry students who do their homework will have higher test scores than students who do not do their homework.
X-axis (horizontal): the independent variable is the one that is manipulated by the experimenter. (“The one I change.” – do homework/not do homework)
Y-axis (vertical): the dependent variable is the one that changes based on the independent variable. (The data you collect – test scores)
2. / o Express uncertainty in measurement by properly using significant figures
o Identify the number of sig. figs. in data
o Round to the correct number of sig. figs. on calculations:
Addition and Subtraction (round to least precise [farthest left] place value)
Multiplication and Division (round to the lowest # of digits in data)
Combined Rules (Add/Subtract first, then Multiply/Divide)
3. / o Identify relationships between variables from data tables and graphs (direct or inverse relationships)
4. / o Understand what is meant by conditions of Standard Temperature and Pressure (STP)
(Table A)
5. / o Recognize and convert between units on various scales of measurement (Tables C, D, and T)
Temperature: Celsius ↔ Kelvin Length: meters ↔ centimeters ↔ millimeters
Mass: grams ↔ kilograms Pressure: kilopascals ↔ atmospheres
Thermal Energy: joules ↔ kilojoules Amount of Substance:
GFM = 1 mole = 6.02x1023 particles
o grams ↔ moles ↔ atoms or molecules
6. / o Use the density equation on Table T to solve for density, mass, or volume, given the other two values
7. / o Calculate percent error (Table T)
II. Atomic Concepts
/Knowledge
/Application
1. / o Atoms are the basic unit (building block) of matter.o Atoms of the same kind are called elements.
o The modern model of the atom has developed over a long period of time through the work of many scientists. / o Explain what happened during the gold-foil experiment and what it showed.
Gold foil was bombarded (hit) with positively charged alpha particles. Most alpha particles passed through the gold foil, but some were deflected. This showed that:
1. the atom is mostly empty space
2. the nucleus is small, positively charged, and
located in the center of the atom
2. / o The three subatomic particles that make up an atom are protons, neutrons, and electrons.
o The proton is positively charged, the neutron has no charge, and the electron is negatively charged.
(This is also referenced on Table O. Check it out!)
3. / o Each atom has a nucleus with an overall positive charge, made up of protons and neutrons.
o The nucleus is surrounded by negatively charged electrons. / o Determine the nuclear charge of an atom. (equal to the number of protons in the nucleus)
4. / o Atoms are electrically neutral, which means that they have no charge (# protons = # electrons)
o Ions are atoms that have either lost or gained electrons and are either positively or negatively charged
o When an atom gains one or more electrons, it becomes a negative ion and its radius increases.
o When an atom loses one or more electrons, it becomes a positive ion and its radius decreases. / o Determine the number of protons or electrons in an atom or ion when given one of these values. (Periodic Table)
o Compare the atomic radius and ionic radius of any given element
Ex: A chloride ion has a larger radius than a chlorine atom because the ion has an extra electron. A sodium ion has a smaller radius than a sodium atom because the ion has lost an electron.
5. / o The mass of each proton and each neutron is approximately equal to one atomic mass unit (AMU).
o An electron is much less massive (has almost no mass) compared to a proton or neutron. / o Calculate the mass of an atom given the number of protons and neutrons
o Calculate the number of neutrons or protons, given the other value
6. / o In the modern model of the atom, the WAVE-MECHANICAL MODEL (electron cloud), the electrons are in orbitals (clouds), which are defined as regions of most probable electron location.
7. / o Each electron in an atom has a specific amount of energy.
o Electrons closest to the nucleus have the lowest energy. As an electron moves away from the nucleus, it has higher energy.
8. / o Electron configurations show how many electrons are in each orbital.
o When all of an atom’s electrons are in the orbitals closest to the nucleus, the electrons are in their lowest possible energy states. This is called the ground state.
o When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state) / o Distinguish between ground state and excited state electron configurations. (Be careful to keep the same number of electrons when writing the excited state.)
II. Atomic Concepts (continued)
Knowledge / Application
9. / o When an electron returns from a higher energy (excited) state to a lower energy (ground) state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.
o The flame test is an example of the bright-line spectrum visible to the naked eye. The color can determine the identity of a positive ion in a compound. / o Identify an element by comparing its bright-line spectrum to given spectra
10. / o The outermost electrons in an atom are called the valence electrons. In general, the number of valence electrons affects the chemical properties of an element. / o Draw a Lewis electron-dot structure of an atom.
o Distinguish between valence and non-valence electrons, given an electron configuration
11. / o Atoms of an element that contain the same number of protons but a different number of neutrons are called isotopes of that element. / o Calculate the number of neutrons in an isotope of an element given the isotope’s mass
12. / o The average atomic mass of an element is the weighted average of the masses of its naturally occurring isotopes. / o Given an atomic mass, determine the most abundant
isotope
o Calculate the atomic mass of an element, given the masses and abundance of naturally occurring isotopes
III. The Periodic Table
/Knowledge
/Application
1. / o The placement or location of an element on the Periodic Table gives an indication of physical and chemical properties of that element.o The elements on the Periodic Table are arranged in order of increasing atomic number. / o Explain the placement of an unknown element in the periodic table based on its properties
2. / o The number of protons in an atom (atomic number) identifies the element. This goes at the bottom left corner of the symbol for that element.
o The sum of the protons and neutrons in an atom (mass number) identifies an isotope. The mass number is placed at the top left corner of the symbol for an element OR is placed after the element symbol or name and a dash.
Ex: Three different ways to write carbon with a mass number of 14:
C, carbon-14, or C-14 / o Interpret and write isotopic notations.
Ex:
C-12, C-13, and C-14 are isotopes of the element carbon
3. / o Elements are classified by their properties, and located on the periodic table as metals, metalloids, nonmetals, or noble gases. / o Identify the properties of metals, metalloids, nonmetals and noble gases
o Classify elements as metals, metalloids, nonmetals, or noble gases by their properties
o
III. The Periodic Table (continued)
Knowledge / Application
4. / o An element’s atomic radius, first ionization energy, and electronegativity determine its physical and chemical properties
5. / o Substances can be differentiated by their physical properties.
o Physical properties of substances include melting point, boiling point, density, conductivity, malleability, solubility, and hardness. / o Identify and give examples of physical properties
o Describe the states of the elements at STP (solid, liquid, or gas). (Table S)
6. / o Substances can be differentiated by chemical properties.
o Chemical properties describe how an element behaves during a chemical reaction and include reactivity, flammability, and toxicity. / o Identify and give examples of chemical properties
o Describe the difference between physical and chemical properties of substances
7. / o Some elements exist as two or more forms in the same phase. These forms differ in their molecular or crystal structure and therefore in their properties. The word to describe this phenomenon is ALLOTROPE.
o Ozone and oxygen gases are allotropes of each other. Ozone is O3 and it is very dangerous to our health. Oxygen gas is O2 and we need it to survive.
o Diamonds and graphite (better known as pencil lead) are both forms of the element carbon. They have different molecular structures and very different properties.
8. / o For Groups (also called families) 1, 2, and 13-18 on the Periodic Table, elements within the same group have the same number of valence electrons (helium is the exception) and therefore similar chemical properties.
o Elements in the same Period (row) have the same number of principal energy levels (shells) which contain electrons. / o Determine the group of an element, given the chemical formula of a compound
Ex: A compound has the formula XCl2, element X is in Group 2
o Determine the number of energy levels containing electrons given an element’s Period and vice versa
9. / o The succession of elements within the same GROUP (top to bottom) demonstrates characteristic trends: differences in atomic radius, ionic radius, electronegativity, first ionization energy, and metallic/nonmetallic properties. / o Compare and contrast properties of elements within a group or a period for groups 1, 2, and 13-18 on the periodic table
10. / o The succession of elements across the same PERIOD (left to right) demonstrates characteristic trends: differences in atomic radius, ionic radius, electronegativity, first ionization energy, and metallic/nonmetallic properties. / o Understand and be able to explain the trends in terms of nuclear charge and electron shielding
IV. Matter, Energy, & Change
/Knowledge
/Application
1. / o Matter is anything that has mass and volume (takes up space).o Matter cannot be created nor destroyed, only transformed.
o Matter is classified as a pure substance (element or compound) or as a mixture of substances. / o Identify specific examples of matter as an element, compound, or mixture
IV. Matter, Energy, & Change (continued)
Knowledge / Application
2. / o Energy is not matter (does not have volume)
o Energy can exist in different forms, such as kinetic, potential, thermal (heat), sound, chemical, electrical, and electromagnetic.
o Energy cannot be created or destroyed, only transformed. / o Distinguish between matter and energy
3. / o During a physical change, particles of matter are rearranged. Examples of physical changes include freezing, melting, boiling, condensing, dissolving, crystallizing, and crushing into a powder
o During a chemical change, NEW substances are formed with new properties. Examples of chemical changes include combustion (burning), rusting, and neutralizing an acid or base.
o Energy can be absorbed or released during physical and chemical changes. / o Differentiate between physical and chemical changes in matter
o Identify and give examples of physical changes and chemical changes in matter
4. / o A pure substance (element or compound) has a uniform composition and constant properties throughout a given sample, and from sample to sample.
o Mixtures are composed of two or more different substances that can be separated by physical means. / o Draw and interpret particle diagrams for elements, compounds, and mixtures
5. / o Elements are substances that are composed of atoms that have the same atomic number. Elements cannot be broken down by chemical change.
6. / o A compound is a substance composed of two or more different elements that are chemically combined in a fixed proportion.
o A compound can be broken down by chemical means, such as during a chemical reaction.
o Two major categories of compounds are ionic and molecular (covalent) compounds.
o A chemical compound can be represented by a specific chemical formula and assigned a name based on the IUPAC system. / o Describe differences in ionic and molecular/covalent compounds
o Identify a compound as ionic or molecular/covalent compound given its properties
o Name compounds based on their chemical formulas
o Determine the formula of a compound given its name
7. / o When different substances (elements or compounds) are mixed together and do NOT chemically react, a mixture is formed.
o The amounts of substances in a mixture can vary. Each substance in a mixture retains its original properties.
o The composition of a mixture can vary. If the substances are uniformly (evenly) distributed throughout the mixture, it is called a homogenous mixture. If the substances are unevenly distributed, it is called a heterogeneous mixture. / o Interpret particle diagrams as showing homogeneous or heterogeneous mixtures
o Give examples of homogeneous and heterogeneous mixtures
8. / o Differences in properties such as density, particle size, molecular polarity, boiling point, freezing point, and solubility allow physical separation of the components of the mixture. / o Describe the processes of filtration, distillation, and chromatography and the types of mixtures they are used to separate
V. Chemical Bonding
Knowledge / Application1. / o Atoms bond with other atoms to gain a stable electron configuration.
o Noble gases are already stable and tend to not bond/react. / o Determine the noble gas configuration an atom will achieve when bonding
2. / o When a chemical reaction takes place, existing bonds must be broken in order for new bonds (and new compounds) to be formed.
o When a bond is broken, energy is absorbed. When a bond is formed, energy is released.
3. / o Electron-dot diagrams (Lewis structures) are used to represent the valence electron arrangement in elements, ions, and compounds. / o Draw Lewis dot structures for any given element, ion, or compound
4. / o Chemical bonds are formed when valence electrons are:
transferred from one atom to
another (ionic)
shared between atoms (covalent)
mobile within a metal (metallic)
o Metals tend to react with nonmetals to form ionic bonds.
o Nonmetals tend to react with other nonmetals to form molecular (covalent) bonds.
o Ionic compounds containing polyatomic ions have both ionic AND covalent bonds. / o Identify the type of bonding in a compound (ionic or covalent), given the elements that make it up
o Demonstrate bonding concepts using Lewis Dot Structures (electron-dot diagrams) for ionic and covalent compounds
Ionic compounds – after the transfer of electrons, the positive ion should have no dots. The negative ion should have 8 dots around it. Put brackets around the ions. Check the periodic table to find the charge associated with the ion and place this charge outside of the brackets. *Be sure to include coefficients if there are more than one of the same kind of ion.*
Covalent compounds – each atom in a covalent compound must end up with 8 dots around it – except for hydrogen (only 2 dots). *If you use lines, remember that one line represents 2 electrons being shared.*
5. / o In a multiple covalent bond, more than one pair of electrons is shared between two atoms. / o Draw electron-dot diagrams and give examples of molecules with multiple covalent bonds
6. / o Electronegativity indicates how strongly an atom of an element attracts electrons in a bond.
o The electronegativity difference between two bonded determines the degree of polarity in the bond. / o Distinguish between and give examples of nonpolar covalent bonds and polar covalent bonds
If two atoms of the same element share electrons, the bond is nonpolar (ex: H–H)
If atoms of two different elements share electrons, the bond is polar (ex: H–Cl)
7. / o Molecular polarity is determined by the distribution of electrons in a covalent compound.
o Symmetrical distribution of electrons results in (nonpolar) molecules (Ex: CO2, CH4 and all diatomic elements)
o Asymmetrical distribution of electrons results in (polar) molecules (Ex: HCl, NH3, H2O) / o Distinguish between bond polarity and molecular polarity
o Draw Lewis Dot Structures for all of the compounds listed to the left, including the diatomic elements
o Determine whether a molecule is polar or nonpolar, given its structure
*SNAP*
VI. Chemical Formulas, Reactions & Stoichiometry
/Knowledge
/Application