1. Alchemy Unit Investigation II: Basic Building Materials Lesson 1: A New Language Lesson 2: Now You See It... Lesson 3: What Goes Around Lesson 4: Create a Table Lesson 5: Breaking the Code

2. Alchemy Unit – Investigation II Lesson 1: A New Language

3. © 2004 Key Curriculum Press. Unit 1 Investigation II ChemCatalyst There are two bottles on a shelf in a chemistry lab. Both contain a shiny metal substance that resembles gold. Bottle A is labeled Au(s). Bottle B is labeled FeS 2 (s). Do you think both bottles contain gold? Why or why not? What do you think the symbols on the bottles mean?

4. © 2004 Key Curriculum Press. Unit 1 Investigation II The Big Question What do the chemical symbols tells us about the substance inside the bottle?

5. © 2004 Key Curriculum Press. Unit 1 Investigation II You will be able to: Make sense of chemical names and symbols.

6. © 2004 Key Curriculum Press. Unit 1 Investigation II An element is a unique form of matter that serves as a building material for more complex matter. Elements cannot be broken apart into two different substances. Notes

7. © 2004 Key Curriculum Press. Unit 1 Investigation II Activity Purpose: The goal of this lesson is to give you practice making sense of some of the “language” of chemistry, and translating chemical names and formulas. (cont.)

8. © 2004 Key Curriculum Press. Unit 1 Investigation II A chemical formula is the set of symbols a chemist uses to represent a compound. Carbon dioxide is a compound. Its chemical formula is CO 2. Every Capital letter represents an element. Ex. C stands for Carbon If it is a capital and a lowercase letter it represents one element. Ex. Co = Cobalt Notes (cont.)

9. © 2004 Key Curriculum Press. Unit 1 Investigation II Compound A compound is a substance that consists of two or more elements chemically combined together. Ex. Carbon dioxide is a compound. Its chemical formula is CO 2.

10. © 2004 Key Curriculum Press. Unit 1 Investigation II A substance is aqueous if it is dissolved in water. The substance that is dissolved with water is called the solute. The water is referred to as the solvent. Notes (cont.)

11. © 2004 Key Curriculum Press. Unit 1 Investigation II Check-In Imagine you find a vial that is labeled Na 2 SO 4 (aq). What does the label tell you about what is in this flask?

12. © 2004 Key Curriculum Press. Unit 1 Investigation II Making Sense (Check In #2) When you turned the penny silver on the first day of class, you used zinc, Zn(s), and sodium hydroxide, NaOH(aq). Do you think the penny was coated with silver, Ag(s)? Explain your reasoning.

13. © 2004 Key Curriculum Press. Unit 1 Investigation II Wrap-Up Chemical symbols represent the elements that combine to form various substances. Each element has either a one or two letter symbol. The first letter is always capitalized, the second letter is always lower case. The chemical formula of a substance tells us what elements are in it as well as the relative amounts of each element in that substance.

14. Alchemy Unit – Investigation II Lesson 4: Create a Table

15. © 2004 Key Curriculum Press. Unit 1 Investigation II ChemCatalyst In 1889 a Russian chemistry teacher created an organized table of the elements. At the time only 63 different elements were known. Below is a reproduction of that table. What do you think the numbers represent? (cont.)

16. © 2004 Key Curriculum Press. Unit 1 Investigation II

17. © 2004 Key Curriculum Press. Unit 1 Investigation II The Big Question How did Mendeleyev organize the elements?

18. © 2004 Key Curriculum Press. Unit 1 Investigation II You will be able to: Explain how the periodic table of elements is organized.

19. © 2004 Key Curriculum Press. Unit 1 Investigation II Dimitri Mendeleyev is credited with organizing the elements into the first periodic table. The main properties that Mendeleyev used to sort the elements were reactivity with one another and a number describing the atomic weight of each element. Notes

20. © 2004 Key Curriculum Press. Unit 1 Investigation II Activity Purpose: The goal of this lesson is to acquaint you with Mendeleyev’s organization of the elements by allowing you to create your own table from the patterns you see in the elements.

21. © 2004 Key Curriculum Press. Unit 1 Investigation II Making Sense Below are five possible cards for the element germanium. Where does germanium belong in the table? Which card seems most accurate to you? What is your reasoning? (cont.)

22. © 2004 Key Curriculum Press. Unit 1 Investigation II Germanium Ge 62.7 Germanium Ge 62.7 Germanium Ge 66.0 Germanium Ge 72.6 AB C DE Germanium Ge 72.6 (cont.)

23. © 2004 Key Curriculum Press. Unit 1 Investigation II What would you add to the three empty corners to complete the card? Germanium Ge (cont.)

24. © 2004 Key Curriculum Press. Unit 1 Investigation II Completed Table (cont.)

25. © 2004 Key Curriculum Press. Unit 1 Investigation II Check-In Which of the following elements would you find in the same group on the periodic table? Explain your thinking. Cadmium Cd Moderately soft, silvery solid, metal React very slowly with water Found in CdCl 2 (s) Zinc Zn Moderately hard, silvery solid, metal Reacts very slowly with water Found in ZnCl 2 (s) Iodine I Purple solid, nonmetal Reacts slowly with metals Found in ICl (s) Mercury Hg Silvery liquid, metal Does not react with water Found in HgCl 2 (s)

26. © 2004 Key Curriculum Press. Unit 1 Investigation II Wrap-Up Mendeleyev organized the periodic table based on the properties of the elements. Mendeleyev’s arrangement of the elements helped to predict the existence of undiscovered elements.

27. © 2004 Key Curriculum Press. Unit 1 Investigation II Notes

28. © 2004 Key Curriculum Press. Unit 1 Investigation II Check-In Use the cards for Cu, copper, and Au, gold, to describe all you can about the element silver, Ag. shiny, yellow metal found in AuCl not very reactive Copper shiny, reddish metal found in CuCl reacts slowly in air Gold Cu 63.5 Au 197.0

29. © 2004 Key Curriculum Press. Unit 1 Investigation II Wrap-Up Elements in each column of the periodic table have similar properties. We can predict the characteristics of a missing element based on the qualities of the elements found adjacent to it in a periodic table.