1. Be able to identify both safe and unsafe lab practices. 2. What were the early models of the atom? Be sure to include models by Democritus, Dalton, Thomson, Rutherford, and Bohr (you won’t need to know whose model is whose). What lead each of these men to their theories?
3. What was Rutherford’s gold foil experiment and what did it provide evidence for?4. What is the current model of the atom and how is it different from Bohr’s model?
5. Be able to identify the mass number and atomic number. Be able to tell how many protons, neutrons and electrons an atom has based on these numbers.
6. What is an ion? How is it different than an isotope?
7. What is the difference between a cation and an anion?
8. Label the mass number and the atomic number: 1224Mg
9. Compare the relative masses of protons, neutrons, and electrons.
10. Rubidium is a soft, silvery white metal that has two common isotopes, 85Rb and 87Rb. If the abundance of 85Rb is 72.2% and the abundance of 87Rb is 27.8%, what is the average atomic mass of rubidium?
11. What is the difference between chemical and physical properties?
12. Describe the atomic emission spectra, how it is created, and how it can be used to identify an element. Be sure to include the terms quantum, energy levels, ground state, and excited state.
13. Be familiar with the Heisenberg uncertainty principle, Aufbau principle, Pauli exclusion principle, and Hund’s rule. Be able to fill up an orbital filling sequences using these rules. a. Draw the orbital diagram of oxygen__ __ __ __1s2s 2p3s 3p
14. What is a valance electron? Be able to draw a Lewis dot structure. a. Draw Lewis dot structures of Be and S.
15. Be able to give the electron configuration of every element on the periodic table. a. What is the electron configuration of Ag?b. What element has this electron configuration: 1s22s22p63s1
16. Be able to fill in a chart asking for the principal quantum number (n), sublevels, number of orbitals related to sublevels, and total number of orbitals in principle energy level (n2).
17. Why were the blank spaces on Mendeleev’s periodic table important?
18. Be able to identify metals, nonmetals, a period, a group, metalloids, alkali metals, alkaline earth metals, halogens, noble gases, lanthanides, and actinides on the periodic table.
19. Be able to explain why elements in the same group have similar properties.
20. Understand the trends in atomic radii, ionization energy, and electronegativities. Be able to explain why these trends occur. a. Why is Cs more reactive than Rb?
b. Why does F have a higher electronegativity that Cl or O?
21. Describe the relative size of positive and negative ions when compared with the neutral atoms.
22. What is the octet rule?
23. Predict the charge that ions in groups one, two, and thirteen through seventeen will form. a. What charge will Cl form? What about Sr?
24. Why do ions form? Use the term “pseudo-noble gas formation” to answer.
25. Describe an ionic bond and how it forms. You may draw a picture to help your answer.
26. Use the criss-cross method to give the formula of common ions. Remember to reduce!a. What is the formula of sodium oxide? Magnesium iodide? Aluminum acetate?
27. Be familiar with metallic bonding, how these bonds form, and the “sea of electrons” model.
28. What is the difference between a single, double, and triple bond?
29. Be able to draw the Lewis dot structures of molecular compounds. a. CO2 b. N2
30. Be able to classify covalent bonds as being either polar or nonpolar when given a table of electronegativities.
31. How are electronegativity values used to determine the type of bond that exists between two atoms?
32. Be able to explain why the law of conservation of mass requires that chemical reactions be balanced.
33. Be able to classify a chemical equation as being synthesis, decomposition, single replacement, or double replacement.
34. What common signs indicate that a chemical reaction has taken place?
35. Be able to predict the product of a chemical reaction. a. CoBr3 + CaSO4b. FeCl3 + Zn c. Fe + O2
36. Be able to balance chemical reactions (like the ones above).
37. Be able to label the products and the reactants in an equation.
38. Be able to determine the number of significant figures present in a given numberEx. Determine the number of sig figs in the following: 4304, 0.0302, 120, 120., 0.5600, etc.
39. Be able to determine the proper number of significant figures when two or more values are multiplied or dividedEx. 1430 x 43.7395 =?Ex. 22.8 x 0.5 = ?Ex. 44.01 x 4.00=?40. Use dimensional analysis to convert between units. a. Ex. Convert 15 m/s to km/h