Kb on Matter and Chemistry knowledge handouts and notes

Your title page
for Topic 3:
Knowledge
Building on
Matter and
Chemistry

Your
divider for
knowledge
section

Grade 8 Vocabulary List (Knowledge Building on Matter and
Chemistry)
1. physical property
2. chemical property
3. physical change
4. chemical change
5. density
6. state (as with matter)
7. reactivity
8. reaction (chemical)
9. chemical equation
10. endothermic
11. exothermic
12. salt
13. electron
14. chemical bond
15. ion
16. molecule
17. activation
18. concentration
19. inhibitor
20. catalyst
21. enzyme
22. substance
23. heterogeneous
24. homogeneous
25. solution
26. aqueous
27. saturated
28. acid
29. base
30. pH

** Need to write for each word:
1. Definition
2. Your own sentence

________________________________________________________
(Summary Note for Chapter 6, Section 1)
__________________________________________________-

Recall that an atom is the basic unit of any chemical element. It consists of a core centre containing one
or more protons and also one or more neutrons. This centre also represents most of the atom’s mass
and so the rest of the atom is pretty much empty space….except for one other very important particle
(especially for chemical reactions), the ___________________________.

What is an electron? Where is the electron? What is different about the electrons in each different
element? These are all important questions for you to understand and this section of your textbook will
hopefully help you to understand.

____________________________________? ___________________________________?

An ______________________ is another stable subatomic particle found in an atom and it has a
negative charge.

The electron is found outside of the atom’s core centre floating around in the space beyond called the
_________________________. However, the electrons in the atom, are NOT free to float around
anywhere they want. Rather, scientists believe there exists a _________________________________
that can predict where you will find each and every electron. And this pattern or model involves the
presence of special areas called ___________________________________.

More specifically, it is currently believed energy levels are similar to planet orbits. Each of them is one
circular area that surrounds the atom’s core. So they stack up on one another so that the closest energy
level is the smallest and then each additional energy level will be slightly bigger and bigger as they are
further and further away. (Again just like a series of planet orbits). See figure 3 in your textbook.

Now, it is further believed that each energy level can contain a ________________________ of
electrons. The first energy level can hold up to 2 electrons. The second energy level can hold up to 8
electrons. The third energy level can hold up to 32 electrons. There is actually a mathematical sequence
in effect here. The maximum number of electrons in any energy field can be determined using the
_____________________. n refers to the energy level. So for instance, the 5th energy level can hold up
to 2(5)2 or 50 electrons. You can then see that that the farther an energy level is from the nucleus, the
more maximum number of electrons it can hold in an exponential fashion.

___________________________________________________________________?

Further, how many electrons are actually in each of the levels depends on the specific element. For
instance, hydrogen holds only one electron in the first energy level but magnesium holds 2 in the first, 8
in the second and then 4 in the third for a total of 12 electrons.

There is actually a ____________________________ of electrons (and also protons) in each element
such that we can __________________the elements according to their number of electrons (or protons).
And we can see such an ordering or electron configuration on the ______________________________.

The periodic table arranges the elements into rows called ____________________and columns called
_____________________________. The element in the first row and first column, hydrogen, has only 1
electron. As you go _________________ a period or onto the next period (when you get to a period’s
end), each next element has ____________________________ (and proton). So, helium has 2
electrons. Similarly in the second period, lithium has 3 electrons, beryllium has 4 electrons, boron has 5
electrons etc.

_________________________________________________________-

There are also other special patterns and in turn characteristics that result for certain elements that hold
so many electrons. Notice on the periodic table, that all elements in any particular column (ie. family or
group) have the ___________________________ of electrons in their outer most (or final) energy level.
For instance, in the group 1 (ie. column 1), all the elements in this family have exactly one electron in
their outer most energy levels. (Hydrogen has 1 in its first and only energy level. Lithium also has just
one l electron is its second and final energy level. Sodium has just one electron in its third and final
energy level as well. Etc.

This is ____________ a coincidence. Because elements in any family or group (ie. column) of the period
table all contain the same number of electrons in their outer most energy level, they also share many
specific if not unique characteristics.

The first important characteristic is __________________________. If an element has the
_______________________of possible electrons in its most outer energy level, it is considered to be
very _____________________ (ie. they do not react with other thing very well). Thus, the elements in
group (column) 8, are all stable elements. Notice, helium which has the maximum number of electrons in
first and only energy level is a stable element. Similarly, neon has eight in its second and final energy
level and is stable too. Likewise, argon has its third and final energy level filled up with the maximum
number of 18 electrons and is stable as well. These stable elements are also called noble elements and
are all gases. We can also call this group of elements, the _____________________________. Besides
being stable or inert gases, they can also produce coloured light if an electric current is passed through
them. You have probably seen many neon signs before.

Another important (opposite) characteristic is ____________________. Elements can also react more
easily or less easily depending on the number of electrons they have and how many electrons they have
more or less than the nearest stable element. All elements “wish” to be stable like the noble elements.
Elements can pick up electrons when they react with other things. In general, it is ______________ to
__________________________ to elements with _______________________ and ______________
for them to _____________________. This is because, as negative electrons get closer to the nucleus,
they are more greatly attracted with having opposite charges from the positive protons.

Consider the ____________________ family. These elements are in group 17 and all are missing one
electron to have the maximum number of electrons in their outer energy levels (ie. they have 7
electrons). As a result, they are ______________________. These elements need just one electron and
are “so close” to “getting their wish”. We also find that the elements higher up in the family are the most
reactive because they have fewer number of energy levels with electrons. It is easier then for these
element to pick up electrons because their outer most energy levels are closer to the nucleus and so
additional electrons can be easily attracted. Thus, fluorine is extremely reactive whereas iodine is less
reactive.

To give another example, we have the __________________ family in the first column. These elements
all have just one outer energy level electron. They are all metals. They need to lose just one electron to
have a stable number of electrons like the nearest noble element. Thus it is easy for them to lose

electrons when they react. And it gets easier for them to react as you farther down the column because
these elements have more energy levels which are farther away from the nucleus and thus their
electrons are not as attracted and are more easy to remove.

________________________________-

It is also useful to use special diagrams to illustrate different elements and their number of electrons.
The electron dot diagram is one way. It shows the __________________ for the element and then
_____________for the ____________________ that
_____________________________________________. Dots are written one at a time in a clockwise
direction on four sides of the symbol. Additional dots are then added to make a pair in the same way.
See figure 9 in your textbook for some examples. These diagrams are useful to show how elements
bond through their electrons with each other. (You will learn more in a later lesson).

DOT DIAGRAMS – Exercise 1

Using a periodic table or electron configuration, place dots around the following element
symbols to represent the number of electrons in the outer shell.

1. Li 11. Ar

2. C 12. K

3. O 13. C

4. F 14. Ti

5. Ne 15. Ni

6. Na 16. As

7. Al 17. Br

8. P 18. Kr

9. S 19. Rb

10. Cl 20. Sr

Dot Diagrams- Exercise 2 – Handout

________________________________________ (Chapter 6 Section 2)
(Our first background note for What is in Tap Water)

Right now we are considering the question, “What is in tap water?”. There are many way you could
answer this question. There are chemicals. There is dirt. There are perhaps viruses. However, from a
chemistry perspective, you could also zoom into even the smaller things that make up the chemicals, dirt
or even viruses in the water. That is you could look at the makeup of the elements in the tap water.

Do various elements just float around in tap water? What (medium) are they actually floating around in
when we say they are floating in (tap) water. Well, the floating elements and even the “basic medium” for
water (ie. water molecules) are really (well most often) just different combinations of elements that are
able to form very tight bonds with each other in specific ways (similar to puzzle pieces locking in with
each other. As you will see later for instance, the basic medium of water (water molecules) is just a
repeating pattern of 2 hydrogen elements bonding to one oxygen element to make a _______________.

But ___________ does bonding happen between elements in water (or any other kind of matter)?

The simple answer… elements form bonds with other elements to make ____________________ (ie.
matter having at least 2 elements bonded together) by using their electrons in their outer most energy
levels. There are 2 basic ways that they can do this:

A. _________________________- in this case, elements form bonds by losing or gaining electrons. The
general idea is one element loses its electrons and another (or other) element(s) gain the electrons. And
when they lose or gain the electrons, they become tightly associated with each other that they do not
want to easily break away. So we say the elements have bonded.

_____________ do elements lose or gain electrons? In the last lesson you learned that the noble gases
are very stable and do not react. Other elements however are usually more reactive because they are
not stable but want to become stable like the noble gases. So, by losing or gaining one or more electron,
the atoms can then have a number of electrons that matches a noble gas’ configuration. And then these
atoms are so “happy” in this state that they do not easily separate. In other words,
they__________________ to each other.

Example 1 – Sodium (Na) will easily bond with Chlorine (Cl) to make Sodium Chloride (NaCl) or table
salt. Consider that sodium has one more electron than the nearest stable element, helium. Thus, if it
________________ one electron, it will become like helium in terms of the number of electrons. At the
same time, chlorine has one less electron than the nearest noble gas, argon. So, it needs to
_____________ one electron to have the same number as argon. Hence, when Na and Cl come close
to each other, they are instantly attracted. Na loses one electron and Cl gains the electron. Then, they
stay close together because they are very “happy” (ie. stable) in this state. See Figure 13 for diagram.

Example 2 – Similarly, magnesium will ________________ electrons to become like Neon and give
each electron to one chlorine as both would like to gain one electron. In other words, 2 magnesium
atoms will easily bond with 2 chlorine atoms to make Magnesium Chloride (MgCl2). (Notice we write 2
as a subscript to show the resulting bond) See figure 14 for a useful diagram.
* Also, see page 177 for information on writing chemical shorthand.

Other Notes –

1. Whenever an element loses or gains one or more electrons, it gains either a positive or negative
charge because electrons are negative themselves. And we call it an ____________. This means an
atom like Sodium that loses them becomes a positive ion. Similarly, when chlorine gains electrons, it
becomes a negative ion. We also call the bond them form an _____________________.

2. When the 2 elements to form an ionic bond are ______________ elements, a __________________
____________________ occurs. More specifically, 2 different metal elements alone don’t normally bond.
Rather hundreds of one metal atom associate with hundreds of the other metal atom. Then each atom
becomes an ion by losing or gaining an electron. But each positive ion does not give its electron to just
one other negative ion. Rather, the electrons are passed around through all of the participating atoms.
So each, negative ion will gain an ion but not always the same one. This also helps to explain why it is
hard to break metal into pieces with a hammer because the elements can “grab” other electrons and
stay together. See figure 15.

B. _________________________- in this case, 2 or more different elements do not give up or take
electrons to form bonds. Instead, they __________________ them. The reason why this happens is
because certain elements would have to give up or take too many electrons to become like the noble
elements. So it is easier just to share and an electron from each element then gets used by both of them
to make each atom have a more stable electron configuration. When 2 elements share an electron, we
say a _________________________ is formed. Also, when only one electron is shared from each
element, we call the bond a single bond. When 2 electrons are shared from each element, we call the
bond a double bond. Triple bonds are next etc.

Example – Carbon will react (form a bond) with 2 oxygen atoms by sharing 4 of its electrons. More
specifically, two electrons from each of the oxygen atoms is shared with carbon so that carbon can have
4 more electrons and be like neon. Similarly, two of carbon’s electrons is shared with one of the oxygen
atoms so that the oxygen can have 8 electrons and be stable like helium too. Similarly, another two of
carbon’s electrons get shared with the other oxygen to make it stable too. We write this compound as
CO2 to note that 2 oxygen atoms bond with one carbon. See figure 17.

More simple examples involve hydrogen forming a single bond with another hydrogen to make H2.
Nitrogen is similar but bonds with another nitrogen to form N2 by making 3 bond. (ie. each nitrogen
share 3 electrons).

Notes –

1. Whenever two or more elements form a covalent bond, the resulting compound is called a
_____________________. Many molecules often associate together to create relatively large amounts
of matter. So when you look at something like carbon dioxide you are really looking at hundreds of
carbon dioxide molecules.

2. When a covalent bond is formed, the electrons may be shared equally between the two elements
or not! When there is an equal sharing, we call the resulting a _______________________. A good
example is H2 or N2 because the participating elements are the same and have equal sharing strength.
On the other hand, bonding elements that different from each other often do not share the electrons
equally. For example, in the case of HCl, Chlorine attracts the shared electrons
________________________ than the hydrogen. As a result, one element will be slightly more negative
(Ex. the chlorine) and the other element will be slightly more positive (ex. the hydrogen). In such a case,
we call the resulting molecule a ___________________________.

So again what is in Tap Water?

From above you may realize now that tap water contains hundreds of water molecules Each water
molecule is really just H2O. That means, two hydrogen atoms are bonded to one oxygen. Also, each
hydrogen shares one electron with the oxygen and the oxygen then shares 2 electrons (one with each
hydrogen). So a covalent bond is formed. Also, the oxygen attracts the electrons more closely and is
slightly negative. Each hydrogen atom becomes slightly positive. As a result, water has a positive part

and a negative part and is a polar molecule. In turn, in tap water, the water molecules tend be attracted
to one another (ie. the positive part of one is attracted to the negative part of the other). As a result,
water has an interesting property: it can be ____________________________ from other matter. This is
why water is somewhat _____________________. For instance, it can stick to your clothes to make
them wet. As well, if you hold a negatively charged object like a balloon, you can make the water bend!

The polar molecules also make it a little more __________________________ water molecule from
each other. This helps to explain another property of water: ___________________________. Similar to
a metal, a bunch of water molecules are slightly interlinked and so they are able to support things on top.
This is why very light things (like insect) are able to walk on top of tap water’s surface.

SUMMARY – Organizer Handout for Chapter 5, Section 1

Step 1: Read one time. * Take notes too if you want!  Reading Notes

Step 2:
Write the Main Idea (1-2 sentences) –_________________________________________________
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Step 3: Write the supporting ideas. Write in the small boxes first!

Step 4: Write the supporting details. Write in the bigger boxes later!
Supporting Idea 1 (1-2 sentences)

Supporting Details 1 (1+ sentences)

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** If you have more supporting ideas and details to write, just continue on A4 paper
using the same format!!! 

SUMMARY – Organizer Handout for Chapter 5, Section 2

Step 1: Read one time. * Take notes too if you want!  Reading Notes

Step 2:
Write the Main Idea (1-2 sentences) –_________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Step 3: Write the supporting ideas. Write in the small boxes first!

Step 4: Write the supporting details. Write in the bigger boxes later!


_______________________________________________________________________________
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Chemistry in a Bowl
Part 1 - Investigations

Materials:

 plastic bowl (x3)
 2 plastic spoons
 200 mL acetic acid  50 mL of Cabbage Juice
(vinegar) (x3) (x3)
 2 Tbsp. sodium  1 scale (x3)
bicarbonate (baking
soda) (x3)
Procedure 1:
1. Place 2 tbsp of baking soda into a bowl.
2. VERY CAREFULLY - Pour 50 mL or so of Cabbage Juice into the bowl. Do not let any spill
out.
3. Watch carefully what happens.
4. Notice anything!?! Write below what you noticed if anything:
_____________________________________________________________________________________

Procedure 2:
1. Pour 2 tbsp of vinegar into another bowl.
out.
_____________________________________________________________________________________

Procedure 3:
1. Place around 7 grams of baking soda into the third bowl. (Use the scale to measure)
2. Pour 100 mL of vinegar into the same bowl.
_____________________________________________________________________________________
4. Wait for some time. Notice anything!?! Write below what you noticed if anything:
_____________________________________________________________________________________
out.
_____________________________________________________________________________________

Procedure 4 (Teacher and Student Demonstration)

1. After you have discussed what happened in the three bowls, the teacher will have a student
come up and pour the all the contents of the third bowl into a bag.
2. Then, the teacher will have another student light a match for him
3. Watch while he or she holds the wooden match.
4. The other student will keep holding the bag.
5. The teacher will tell the student to open the bag as he will quickly place the burning match
into the bag.
6. What do you think will happen? ______________________________.

Part 2 - Observations Part 1:

Fill in the chart based on what you saw or wrote in Part 1.

Color? Heat Produced? Foam or Bubbles? Gas? Other?
Bowl 1
Bowl 2
Bowl 3

Observations - Part 2

What happened when the teacher placed the match into the bag with the contents from the third
bowl? Why? ____________________________________________________________________________
_________________________________________________________________________________________

Part 2 - Analysis of the Investigation

1) Was there a change in pH for any part of the investigations? How do you know?
___________________________________________________________________________________________
___________________________________________________________________________________________

2) What happened to the contents of the bowls? ___________________________________________
____________________________________________________________________________________________

3) Was there ever a gas produced? How did you tell if a gas was produced?
___________________________________________________________________________________________
___________________________________________________________________________________________

4) This equation tells us what chemical reaction happened in procedure 3 when the vinegar
was added to the baking soda. Identify and count the elements on each side of the "yield" sign:

NaHCO3 + HC2H3O2 -----------> NaC2H3O2 + H2O + CO2
______________________________________________________________________________
______________________________________________________________________________

5) Place a CIRCLE around the Acid. Place a SQUARE around the Salt. Place a TRIANGLE
around the Water. Place whatever you want around the Base.

6) What gas was produced in this reaction? ____________________________________________

7) Was there a change in temperature? How can you tell? ________________________________
_______________________________________________________________________________

________________________________________________
(Summary Note for Chapter 7, Section 1)

As you learned earlier, there are two types of properties commonly used to describe matter (such as tap
water): physical and chemical Properties. It is also very common to consider the types of physical and
chemical _______________, different types of matter will undergo in order to describe them better. For
instance, we can recognize water easily by the fact that it is liquid at room temperature but change into
ice at zero degrees. This is an example of a ____________________. However, there are also various
types of _________________________ that matter will undergo including things in tap water.
Understanding chemical changes is really about understanding the way that the elements and
molecules that make up the matter _____________ with each other. This is the main purpose of today’s
class note.
___________________________________________________? A chemical change is the changing of
the matter itself at the atomic level. It involves a process where one or more types of matter (ie. Different
substances) react (usually with each other) such that the bonds between their elements get broken and
new sets of bonds are formed. As a result, when different combination of elements are formed, current
substance are broken down and new substances are formed. Such a process is referred to as a
_________________________.
For instance, if an electric current is put in water, the water molecules may react where the bonds
between the oxygen and hydrogen atoms are broken for each molecule. And then, a new bond is made
between the hydrogens and also a separate bond is made between the oxygens. In the process, the
water no longer “exists”. Rather the water has been changed into hydrogen and oxygen.

Water (H20) --__ electricity ----- Hydrogen + Oxygen

______________________________________________________- the above diagram is the typical
way for us to describe what is happening during a chemical reaction when one or more kind of matter
changes into something else. We simply list all of the participating type of matter (ie. the
_______________) using their chemical formulas on one side (the left side) and then we tell what new
types of matter (ie. the ______________________ ) the original substances become when they meet
each other and react (on the right side). As well we put an arrow in between to show the change. Such a
diagram that shows describes a chemical reaction is known as a _______________________________.

Reactant 1 + Reactant 2 + … etc  Product 1 + Product 2 … etc. (a chemical equation)

__________________________________ – As you hopefully remember, the breaking or formation of
bonds involves the stealing (ex. ionic bonds) or sharing (ex. covalent bonds) of electrons between
different elements. Some elements are very “happy” to make or break bonds because they can become
more stable (more like the noble gases). In other words, sometimes the formation of new bonds and
therefore new types of matter is a ______________________ one. In such a case, ______________
will always be _____________________ in the process because the formation of more stable bonds
requires less energy to maintain than the keeping of less stable bonds. Also the way the energy is
released can vary depending on the specific reaction. Sometimes, heat is released. At other times, light
is released or even sound (or even some combination of all three).
On the other hand, we can actually make elements bond with other elements such that they are less
stable than before. However, in such a case, we need to ___________________ to make the reaction
occur. Again, the required inputted energy form can also vary as light, sound or heat.

Reactant 1 + Reactant 2 + … etc +  Product 1 + Product 2 … etc. + energy (a reaction where
energy is released)

Reactant 1 + Reactant 2 + … etc + energy  Product 1 + Product 2 … etc. ( reaction where
energy is absorved)

_________________________________________

The above diagrams are very general forms to describe any chemical reaction. However, when we talk
about specific reactions, we must give names to types of matter involved (ie. The types of reactants and
products). There are different ways to do this:

Method 1- _______________________________
We simply use common words to describe the reactants. For example, it is known that baking soda will
react with vinegar to form carbon dioxide and a white salt. So we can describe this reaction as follows:
Baking Soda + Vinegar  Carbon Dioxide + White Salt

Method 2 – Using ____________________________________
You can also use specific chemical names to describe the reactants and products when writing a
chemical equation. (You have to just memorize them!). For example, baking soda has the chemical
name, sodium biocarbonate because it contains sodium atoms and also carbon atoms. Vinegar can also
be called acetic acid because it contains this acid dissolved in water. The white salt that gets made is
known as sodium acetate.
Sodium Bicarbonate + Acetic Acid  Carbon Dioxide + Sodium acetate

Method 3 – Using ___________________________________ – we can also use the exact formulas for
each kind of matter that specify exactly the types of elements that make them up. When using this
method, it is also common to show exactly the number of elements involved in each reactant and
product. To do so we must write _____________________________ to the right of elements when more
than one are involved in the formation of some substance. For instance, we know that 2 hydrogen atoms
bond to one oxygen atom. So we can write this as H2O. Notice the 2 is a subscript to note the presence
of two hydrogen atoms.
Second, it is also important to understand that in any reaction, substances can be broken down or
formed but matter itself cannot be destroyed or created. In other words, we always end up with the same
number of elements in the products as in the reactants. Just the atoms have combined differently with
one another to make new kinds of substances. This firm rule in science is known as
the___________________________________________And as a consequence, the number of atoms
in each of the reactants does not always equal the number of atoms in the corresponding products. In
turn, we may need to use ______________________________ in front of certain substances in a
chemical equation to ensure the law is maintained. For instance, following reaction of silver and
hydrogen sulfide is not exactly proper:

Ag + H2S -> Ag2S + H2

Above notice, that we have more Ag atoms on the right side than on the left side. So, we have to include
two atoms of Ag on the left side by writing a 2 cofficient next to Ag as follows. Add coeficients to ensure
an equal number of atoms on both sides is referred to as balancing a chemical equation.

2 Ag + H2S  Ag2S + H2

Now the equation above is balanced and proper.

________________________- How do we actually know which elements are actually reacting with
which elements? How can we know which bonds are breaking and which are forming. In most cases, we
cannot see this directly. Instead, we have to make assumptions by _____________________________
of chemical changes. Whenever, matter is changed into other forms, we can often observe different
physical properties and then deduce what the reactants and products are. For instance, when we burn
wood, we can see the solid wood change into some gas. Similarly, we can see fire being given off so we
can deduce that the reaction is exothermic where heat energy is released. In the case of vinegar
reacting with baking soda, we can see bubbles being formed to deduce that one product is a gas. We
could even collect this gas and run some other test on it (Ex. Give to plants) to show that the gas is in
fact carbon dioxide.

Balancing Equations Worksheet
A. Write the correct coefficients to balance each equation below

1) ____ Na3PO4 + ____ KOH  ____ NaOH + ____ K3PO4

2) ____ MgF2 + ____ Li2CO3  ____ MgCO3 + ____ LiF

3) ____ P4 + ____ O2  ____ P2O3

4) ____ RbNO3 + ____ BeF2  ____ Be(NO3)2 + ____ RbF

5) ____ AgNO3 + ____ Cu  ____ Cu(NO3)2 + ____ Ag

6) ____ CF4 + ____ Br2  ____ CBr4 + ____ F2

7) ____ HCN + ____ CuSO4  ____ H2SO4 + ____ Cu(CN)2

8) ____ GaF3 + ____ Cs  ____ CsF + ____ Ga

9) ____ BaS + ____ PtF2  ____ BaF2 + ____ PtS

10) ____ N2 + ____ H2  ____ NH3

11) ____ NaF + ____ Br2  ____ NaBr + ____ F2

12) ____ Pb(OH)2 + ____ HCl  ____ H2O + ____ PbCl2

13) ____ AlBr3 + ____ K2SO4  ____ KBr + ____ Al2(SO4)3

14) ____ CH4 + ____ O2  ____ CO2 + ____ H2O

15) ____ Na3PO4 + ____ CaCl2  ____ NaCl + ____ Ca3(PO4)2

16) ____ K + ____ Cl2  ____ KCl

17) ____ Al + ____ HCl  ____ H2 + ____ AlCl3

18) ____ N2 + ____ F2  ____ NF3

19) ____ SO2 + ____ Li2Se  ____ SSe2 + ____ Li2O

20) ____ NH3 + ____ H2SO4  ____ (NH4)2SO4

B. Complete the following tasks-

1. For any two equations above, find out by researching if the reaction requires energy or
produces energy.

2. For any two equations above, find out the common chemical names for all reactants and
products.

3. Find and describe any other chemical equation that involves water.

Chemical Reactions and Equations Practice – Worksheet 2

Part A: Identify the following parts of each chemical formula by circling the subscripts and
drawing a square around the coefficients.

H2 2 HCl 4 O2 CH4 3 CO3 2 NaOH

Part B: List the symbols for the atoms in each formula and give the atom’s name AND
number of each.
Ex. H2 --> H – two hydrogen (atoms)

C2H6 2MgO 4P4O10

NH3 3 Al(OH)3 2 H2O2

Part C: Finish rewriting each chemical equation below by writing the full names for each
chemical formula below. (Note- you may need to look at the periodic table)
Example-
2H2 + O2 _  H20
 2 Hydrogen + Oxygen  Water


H + CL  HCL
____________ + ______________  Hydrogen Chloride

C + 2H2  CH4
____________ + ______________  Methane

Ag2S  2 Ag + S

Silver Sulphide  ____________ ______________

Part D: Balance each of the following equations following the procedure described in class.
Be sure to show your work.

P + O2 _  P4O10 Mg + O2  _ MgO
P= P= Mg = Mg =

O= O= O= O=

HgO  _ Hg + O2 Al2O3  _ Al + O2
Hg = Hg = Al = Al =

O= O= O= O=

BaCl2 + H2SO4  _ BaSO4 + HCl
Ba = Ba =

Cl = Cl =

H= H=

S= S=

O= O=

Part E: Practice Problems –Balance each equation using the process from Part D.

Cl2 + NaBr  _ NaCl + Br2 H2 + N2  _ NH3

Na + Br2  _ NaBr CuCl2 + H2S  _ CuS + HCl

HgO + Cl2  _ HgCl + O2 C + H2  _ CH4

Challenge Problem: Give it your best shot!

C2H6 + O2  _ CO2 + H2O

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