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Solution manual of ch02 chemical compounds

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Solution manual of ch02 chemical compounds

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsbe confusing to students and Illis confusion can persist beyond the introductory chemistry level. It is important to introduce each term clearly and t

o use many examples and non-examplcs. Ask students to draw nanoscale level diagrams of (1) atoms of an clement. (2) molecules of an clement. (3) atoms Solution manual of ch02 chemical compounds

of a compound (NOT possible), and (4) molecules of a compound.The idea of thinking about matter on different levels (macroscale, nanoscale, and symbo

Solution manual of ch02 chemical compounds

lic) introduced III Chapter 1 can be reinforced by bringing to class a variety of clement samples When presenting each clement, write the symbol, draw

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundses of a variety of compounds together with a model, nanoscale level diagram, and symbol for each Include both ionic and covalent compounds and be sure

that all three states of matter arc representedStudents sometimes misinterpret the subscripts in chemical formulas. There are two common errors: (1) Solution manual of ch02 chemical compounds

Assigning the subscript to the wrong element: for example, thinking that K;S consists of 1 K atom and 2 s atoms instead of tile reverse (2) Not distri

Solution manual of ch02 chemical compounds

buting quantities when parentheses arc used, for example, thinking that Mg(OH>2 has 1 o atom instead of 2 o atoms. It is important to test for these e

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundss.Although we want our students to think conceptually and not rely on algorithms for problem solving, some algorithms. such as the one for naming comp

ounds, are worth teaching to students. Two simple questions (and hints) students should ask themselves arc: (1) Is there a metal in the formula? If no Solution manual of ch02 chemical compounds

t. prefixes will be used ill the name and (2) Docs the metal form more than one cation? If yes. Roman numerals in parentheses will be used in the name

Solution manual of ch02 chemical compounds

.A common misconception students have about ions. IS that a positive ion has gained electrons and a negative ion has lost electrons. Use a tally of th

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsound into its respective ions when dissolved in water is another noublesome area. Research on student nanoscale diagrams has revealed misconceptions s

uch as these: (1) Nicu dissociates into Ni--and Cl;. (2) NaOH dissociates into Na*, O-“. and H*. (3) Ni(OH); dissociates into Nr’ and (OH);-". Having Solution manual of ch02 chemical compounds

students draw nanoscalc diagrams IS an excellent way of testing their understanding of dissociation. Questions for Review and Thought 116.117.118 addr

Solution manual of ch02 chemical compounds

ess this issue.Some students completely ignore the charges when they look at formulas of ions: hence they see no difference between molecules and the

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsess tile proper charge is given, and that a substance is a compound if there is no charge specified.Another means of assessing student understanding i

s to give diem incorrect examples of a concept, term, or a problem's result and have them explain why it is incorrect. For some examples see Question Solution manual of ch02 chemical compounds

for Review and Thought 128A quantity using the lUlits of moles (Section 2-10) is one of the most important and most difficult concepts in a fust cours

Solution manual of ch02 chemical compounds

e of introductory chemistry. Because Avogadro's number is so large. It IS impossible to show students a 1-niolc quantity of anything with distinct uni

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsmole of teaspoons of water, or the entire state of Pennsylvania would be a foot deep in peas if one mole of peas were spread out over the entire state

. Many students have the misconception that "mole" is a unit of mass; so. be on guard for this. Always ask students to identify the quantity, when you Solution manual of ch02 chemical compounds

want them to calculate moles.Suggestions for Effective LearningMany instructors skip organic and biochemistry topics in an introductory chemistry cou

Solution manual of ch02 chemical compounds

rse because they think students will eventually take organic or biochemistry courses, so it is unnecessary to cover It Hl general chemistry.•38Chapter

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsurses dealing with living systems (human, animal, or plant) The rest will leave college with a very limited view of chemistry. It is important to not

skip the organic and biochemistry topics: they will add breadth to your coiuse and spaik student interest.Not all college students arc abstract thinke Solution manual of ch02 chemical compounds

rs; many arc still at the concrete level when it comes to learning chemistry The confusion surrounding the writing and understanding ionic chemical fo

Solution manual of ch02 chemical compounds

rmulas can be eliminated by the use of simple jigsaw puzzle pieces. Below are templates for cation and anion cutouts. The physical manipulation or vis

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundstches paiied. For example, magnesium chloride, is an example of a compound with a 2- cation and two 1- anions The pieces fit together as shown here-A

tip for writing correct chemical formulas of ionic compounds IS that the magnitude of charge on the cation is the subscript for the anion and vice ver Solution manual of ch02 chemical compounds

sa. Consider the formula of the ionic compound made from Al3' and o2":Caution students that using this method can lead to incorrect formulas as in the

Solution manual of ch02 chemical compounds

case of Mg2" and o2- resulting in Mg2O2 instead of the correct fonnula of MgOFigure 2 .6 shows the formation of an ionic compoundIn addition to showi

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compoundsFigure 2 9). conductivity of molten ionic compounds (Figure 2.10). etc.When doing mole calculations, some students get answers that are off by a power

of ten While rare, this problem can usually be traced back to an error in a calculator entry. The student enters Avogadio’s number as: 6.022. multipl Solution manual of ch02 chemical compounds

ication key'. 10. exponent key. 23. which results in the value 6 022 X 1024. It may be necessary to teach students how to correctly enter exponential

Solution manual of ch02 chemical compounds

numbers into their calculators.Chapter 2: Cliemtcal Compounds39III addition to showing representative samples of the elements, it is good to demonstra

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b

Solution manual of ch02 chemical compounds, to link to ftiturc material.Cooperative Learning ActivitiesQuestions, problems, and topics that can be used for Cooperative Learning Exercises and o

ther group work arc:Have students complete a matrix of names and or formulas of comjxnmds formed by specified cations and anions. This exercise can be Solution manual of ch02 chemical compounds

used as a drill-and-practicc or as an assessment of student knowledge prior to or after instruction. L'sc only those cations and anions most relevant

Solution manual of ch02 chemical compounds

to your course.______________________Cl-e used for Coopera

Chapter 2: Chemical Compounds37Chapter 2: Chemical CompoundsTeaching for Conceptual UnderstandingThe terms atom, molecule, element, and compound can b