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Objectives 1. Describe the evidence that supports the idea that particles have a property we call charge. 2. Use the Thomson model of the atom to account.

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Presentation on theme: "Objectives 1. Describe the evidence that supports the idea that particles have a property we call charge. 2. Use the Thomson model of the atom to account."— Presentation transcript:

1 Unit 6 Particles with Internal Structure : The Role of Charge and Nomenclature Chemistry Class

2 Objectives 1. Describe the evidence that supports the idea that particles have a property we call charge. 2. Use the Thomson model of the atom to account for the fact that neutral atoms can become either positively or negatively charged by the loss or gain of electrons. 3. List properties that distinguish metals from non-metals. 4. Describe the evidence that distinguishes ionic from molecular or atomic solids. 5. Given the formula of an ionic or molecular substance, state its name. 6. Given the name of ionic or molecular substance, write its formula. 7. From the name or formula of a substance determine whether the substance is ionic or molecular.

3 Sticky Tapes In the Sticky Tape lab we study the behavior of the charged particles and develop a more complex model of the atom that accounts for the fact that some particles have positive charge whereas others are negatively charged. Atoms are composed of smaller fundamental particles, the protons, neutrons, and electrons. The Sticky Tape lab provides the evidence to support a model of the atom with a positive core and negatively charged particles that are mobile to varying degrees in various materials. This model helps us to account for the differences in the electrical conductivity of metals and non-metals. Later, it helps us to distinguish ionic solids from molecular solids. In the former, the fundamental structure is a lattice of oppositely charged ions held together by strong electrostatic forces. These account for the relatively high melting and boiling points of these substances. When ionic solids are melted, the melt conducts electricity because the charged particles, previously tightly bound in the solid, are now free to move about. By contrast, molecular solids are composed of discrete molecules held together by relatively weak dispersion forces or by stronger dipole-dipole forces. When a molecular solid is melted, the basic structural units - electrically neutral molecules - do not conduct electricity. In general, rules of nomenclature, relating names to the formulas of either ionic or molecular compounds. The difference in the rules reflects the different types of compound formed by the atoms. Draw particle models of ionic compounds and the ions from which they are formed so that they can relate symbolic with diagrammatic representations of structure.

4 Sticky Tape Data Two pieces of tape are placed on the base tape (see figure A). The top-bottom pair is removed slowly from the base tape, then grounded by gently rubbing one’s finger down the length of the top tape. Once each pair of tapes appears to behave like an uncharged piece of tape, the top and bottom tapes are separated quickly. The base tape, which serves to keep the bottom tape clean, remains on the table. NOTE: The neutral paper and foil are attracted to both top and bottom tapes. Neutral does not mean no charge; in fact, the neutral paper has billions of charges, it’s just that the + and – charges are approximately the same in number and evenly distributed throughout the object so they neutralize each other. The proximity of a charged object has the effect of re-distributing the charges within the neutral object. This effect is called polarization. The effect is somewhat different for conductors and insulators. In conductors, electrons actually relocate from one side of the object to the other. In insulators the electrons, while bound to specific nuclei, spend more time on one side of the nuclei than on the other. You will build a model of the internal structure of the atom that accounts for this phenomenon. Note that when two objects are electrically attracted to each other, this does NOT confirm that both objects have a NET charge on them.

5 Post Lab More detailed model of the atom
Look for reasonable data tables describing the interactions during group presentations. Identify the two objects causing the interactions , reach consensus about the kinds of interactions observed. Repeat trials if necessary. Summarize observations: Note that all the objects show one of two types of behavior: a) three attractions (one strong) and one repulsion b) two attractions and two no effects Construct a descriptive macroscopic model: Looking at the above behaviors, it is clear that the repulsive interaction is a unique identifier for the type of behavior an object will exhibit in all other interactions. If an object repels either T or B tapes, it will attract all the three other strips; if it is attracted by both tapes, it will not interact with the paper or foil. To model this behavior, we assign a property we call charge to an object capable of exerting a repulsive force. Since B tapes repel one another (as do T tapes), we propose that like charges repel and opposite charges attract. All that remains is to decide the sign of the charges on each of the tapes. Assigned a (–) charge to plastic rubbed with fur or wool. Test the interactions of these charged objects with the tapes, foil and (–) plastic repels the B tape and attracts the other three strips; hence behaving like the B tape. Add these interactions to the table. Basic definitions form a coherent pattern in all the data rows: opposite charges attract; like charges repel; neutral objects are attracted to both charges, but exert no force on other neutral objects.

6 Microscopic Model Construct an explanatory microscopic model: To explain the source of these charges, we need to expand our model of the atom to have some internal structure. We will assume that each atom contains both positive and negative charges that normally cancel each other. The evidence that lead J. J. Thomson to propose that in solids, only the negative charges are free to move, and that these charges are much smaller than an atom and carry only a negligible fraction of its mass. The “A Look Inside the Atom” website traces some of Thomson’s experiments with cathode rays. The video Smaller Than the Smallest is another resources that shows how the results of JJ Thomson’s experiments with cathode rays brought him to the realization that the atom was no longer the smallest constituent of matter. His plum-pudding model accounted for much of the electrical behavior of atoms. We will use the Thomson model of the atom – massive positive core associated with a small number of mobile, negatively charged particles we call “electrons”. A visual representation of this model is the “plum pudding” – the positive cores are represented by bowls of pudding, which attract the negative electrons represented by raisins. The attraction of the pudding for raisins in some of the bowls is stronger than in others; raisins can move from one bowl to another because of such differences in attraction. However, since raisins also repel one another, you cannot cram too many raisins into the same bowl of pudding.

7 Thomson Model Application of the Thomson model to the separation of sticky tapes: The concept of conservation of charge, consider more carefully what occurs when the top and bottom tapes are pulled apart. Based on our findings the figure below might represent a layer each of atoms in the top and bottom tapes: When two objects of different substances come into contact, some electrons move from one substance to the other, based on the relative attractions of the cores of the two substances (some raisins creep from one set of bowls into the other). If the objects are then quickly separated (rubbing is just a repetitive contact and separation), an excess of electrons remains in one object, counterbalanced by a deficiency of electrons in the other (one set of bowls is now “raisin rich”, while the other is “raisin poor”). This microscopic imbalance of charges translates to an overall macroscopic charge on the object. The T tape becomes positively charged because electrons are transferred to the B tape. The overall number of electrons does not change, just their distribution on the tapes. Neutral atoms have the same amount of (+) and (–) charge. Be aware conception that electrons should be transferred to (not from) the top tape because they expect the adhesive on the top tape to pull electrons off the bottom tape Charge is not a substance, but a property of particles (cores and electrons) that determines the strength of their electrical interactions. It serves the same purpose as mass does in gravitational interactions.

8 Application of the Thomson Model
Further application of the Thomson model Electrical conductivity Discussion with a demonstration of the difference in electrical conductivity of metals and non-metals using a simple electrical circuit with battery, leads and a bulb. An alternative is to use a portion of the video Chemical Families in which the conductivity of a number of elements is tested. In metals, electrons can be compelled to move from one core to another by the application of an external electric field provided by the battery. The same electric field does not result in movement of electrons in non-metals. We conclude that the attraction of the cores to the electrons is weaker in metals. This difference in behavior can be modeled by describing the pudding in metal as “soupy” and that in non-metalsas “sticky”. Actually, the low energy required to move an electron from one metallic core to another serves as the basis to a more elaborate model of the bonding between metal atoms (quantum mechanics)

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