Molecule Ionic compounds Chemical formula Molecular formula Formula unit Law of definite proportions Law of multiple proportions Monatomic ions Polyatomic ions Binary compound Ternary compound Valence electrons Octet rule Cation Anion Coordinating number Metallic bonds

Define the Following  Solutions –  Solute –  Solvent -

Solubility Rate & Particle Size  What did you determine during your lab about particle size and the dissolving rate?  Based on what you learned during your lab, what do you think the point of the “Baggie Activity” was?  Models are not perfect. What do you think were some of the problems with using the “Baggie Activity” as a model for dissolving particles?

 How do you think it was a good model?  Can you think of another way of model particles dissolving?  How does our snowball/snowman question fit into our discussion of particle size? Solubility Rate & Particle Size

 What did you determine during your lab about solvent temperature and the dissolving rate?  Do you think that solvent temperature will always affect dissolving rates the same way? Solubility Rate & Temperature

 How would we go about confirming our theory about whether or not solvent temperature would always affect the dissolving rate the same way? Solubility Rate & Temperature

Conductivity Test Lab  Which substances were electrolytes?  Which substances were not electrolytes?  What has to happen in a solution in order for a substance to be a conductor?  Why do you think some samples conducted electricity better than others?

 Why is it important for our bodies to have electrolytes?  Were you surprised that deionized water did not conduct electricity?  Can you use the word ions to explain why the deionized water did not conduct electricity? Conductivity Test Lab