BSc Chemistry Syllabus - St. Xavier`s College
... The main objective of the course will be to build the basic foundation for studying chemistry. By the end of the paper, a student should be able to: a. To understand the concept of isomerism and represent the structure of organic compounds. b. To understand general characteristics of transition meta ...
... The main objective of the course will be to build the basic foundation for studying chemistry. By the end of the paper, a student should be able to: a. To understand the concept of isomerism and represent the structure of organic compounds. b. To understand general characteristics of transition meta ...
Problem Set 7
... this previous statement true if CO2 has a different size than radon, but both are gases? The conditions at STP are 0oC and 1 atm of pressure. CO2 and Rn are certainly different sized particles, but because gases have no intermolecular attraction and very high kinetic energy, the volume they occupy a ...
... this previous statement true if CO2 has a different size than radon, but both are gases? The conditions at STP are 0oC and 1 atm of pressure. CO2 and Rn are certainly different sized particles, but because gases have no intermolecular attraction and very high kinetic energy, the volume they occupy a ...
Answers to SelectedTextbook Questions
... (f) Lewisite is a chlorinate alkyl arsenic compound which was produced as a chemical weapon causing blisters and lung irritation. (g) A Lewis base has a lone pair of electrons that it can donate to an electron pair acceptor – a ...
... (f) Lewisite is a chlorinate alkyl arsenic compound which was produced as a chemical weapon causing blisters and lung irritation. (g) A Lewis base has a lone pair of electrons that it can donate to an electron pair acceptor – a ...
BSc in Chemistry-CUCBCSS UG 2014-Scheme
... and developments of the modern society from time to time. To achieve this goal, the curriculum should be restructured by giving emphasis on various aspects such as the creativity of students, knowledge of current developments in the discipline, awareness of environmental impacts due to the developme ...
... and developments of the modern society from time to time. To achieve this goal, the curriculum should be restructured by giving emphasis on various aspects such as the creativity of students, knowledge of current developments in the discipline, awareness of environmental impacts due to the developme ...
Week 1 -- Schedule
... Exp. 1.2 – tall glass, paper towel, sink full of water, safety goggles* *It is believe you could go without these in these particular experiments. Vocabulary The number in parenthesis after the word is the page number the word’s definition can be found on. Additionally, there are other words in bold ...
... Exp. 1.2 – tall glass, paper towel, sink full of water, safety goggles* *It is believe you could go without these in these particular experiments. Vocabulary The number in parenthesis after the word is the page number the word’s definition can be found on. Additionally, there are other words in bold ...
Chapter 3 - Chemistry
... Strategy: We are asked to solve for the number of N, C, O, and H atoms in 1.68 104 g of urea. We cannot convert directly from grams urea to atoms. What unit do we need to obtain first before we can convert to atoms? How should Avogadro's number be used here? How many atoms of N, C, O, or H are in ...
... Strategy: We are asked to solve for the number of N, C, O, and H atoms in 1.68 104 g of urea. We cannot convert directly from grams urea to atoms. What unit do we need to obtain first before we can convert to atoms? How should Avogadro's number be used here? How many atoms of N, C, O, or H are in ...
Mole-mole factor
... C 3 H 8 (g) 5 O 2 (g) 3 CO 2 (g) 4 H 2 O(g) • Balance the equation • Plan to convert the given amount of moles to the needed amount of moles • Use coefficients to state the relationships and mole-mole factors • Set up the problem using the mole-mole factor and canceling units ...
... C 3 H 8 (g) 5 O 2 (g) 3 CO 2 (g) 4 H 2 O(g) • Balance the equation • Plan to convert the given amount of moles to the needed amount of moles • Use coefficients to state the relationships and mole-mole factors • Set up the problem using the mole-mole factor and canceling units ...
Teacher Edition Calculations
... Compare mass changes in samples of metals when they combine with oxygen Perform a first-hand investigation to meas ure and identify the mass ratios of metal to non metal(s) in a common compound and calculate its empirical formula Describe the contribution of Gay-Lussac to the understanding of gaseou ...
... Compare mass changes in samples of metals when they combine with oxygen Perform a first-hand investigation to meas ure and identify the mass ratios of metal to non metal(s) in a common compound and calculate its empirical formula Describe the contribution of Gay-Lussac to the understanding of gaseou ...
Chapter 1
... 1.45 A balanced chemical equation must have equal numbers of atoms of each element on each side of the arrow. Balance each element in turn, beginning with those that appear in only one reactant and product, by adjusting stoichiometric coefficients. Generally, H and O are balanced last. In each case, ...
... 1.45 A balanced chemical equation must have equal numbers of atoms of each element on each side of the arrow. Balance each element in turn, beginning with those that appear in only one reactant and product, by adjusting stoichiometric coefficients. Generally, H and O are balanced last. In each case, ...
Sample Chapter 3
... beans or rice, but we count eggs or pencils. And we use mass units (a kilogram of coffee beans) or counting units (a dozen pencils) to express the amount. Similarly, daily life in the laboratory involves measuring substances. We want to know the numbers of chemical entities—atoms, ions, molecules, o ...
... beans or rice, but we count eggs or pencils. And we use mass units (a kilogram of coffee beans) or counting units (a dozen pencils) to express the amount. Similarly, daily life in the laboratory involves measuring substances. We want to know the numbers of chemical entities—atoms, ions, molecules, o ...
Multiple Choice
... Acids contain the COOH functional group (B) (a is a ketone, c is an alcohol, and d is an ether) 4-methylpentane is the same as 2-methylpentane because # 4 C = # 2 (left to right vs. right to left). C1H3–C2C3H: C1 is sp3, C2 is sp, C3 is sp Both are non-polar, but CCl4 has more electrons ( more po ...
... Acids contain the COOH functional group (B) (a is a ketone, c is an alcohol, and d is an ether) 4-methylpentane is the same as 2-methylpentane because # 4 C = # 2 (left to right vs. right to left). C1H3–C2C3H: C1 is sp3, C2 is sp, C3 is sp Both are non-polar, but CCl4 has more electrons ( more po ...
chemistry - University of Malaya
... in the Faculty of Science. The Department started operation in the academic year 1959/1960 and is one of the oldest departments in the faculty. The Department is the first institution of higher learning in Malaysia to receive the prestigious Royal Society of Chemistry, UK accreditation for its BSc ( ...
... in the Faculty of Science. The Department started operation in the academic year 1959/1960 and is one of the oldest departments in the faculty. The Department is the first institution of higher learning in Malaysia to receive the prestigious Royal Society of Chemistry, UK accreditation for its BSc ( ...
CHAPTER 9 Notes
... reactants to be converted completely into products. Some reactants (usually the least expensive) are present in larger amounts and are never completely used up “reactant(s) in excess” Only in a limited supply of the other reactants (usually the more expensive) are present, so these are completely ...
... reactants to be converted completely into products. Some reactants (usually the least expensive) are present in larger amounts and are never completely used up “reactant(s) in excess” Only in a limited supply of the other reactants (usually the more expensive) are present, so these are completely ...
ch final rvw
... c. chemistry b. biology d. geology 2. Which of the following would a chemist be most likely to study? a. a leaf floating on water c. a leaf being blown by the wind b. a leaf changing color in autumn d. a leaf being eaten by insects 3. Which of the following best describes an example of pure chemistr ...
... c. chemistry b. biology d. geology 2. Which of the following would a chemist be most likely to study? a. a leaf floating on water c. a leaf being blown by the wind b. a leaf changing color in autumn d. a leaf being eaten by insects 3. Which of the following best describes an example of pure chemistr ...
FREE Sample Here
... E) mass C) average kinetic energy of molecules Ans: E Difficulty: E 38. A flask has a mass of 78.23 g when empty and 593.63 g when filled with water. When the same flask is filled with concentrated sulfuric acid, H2SO4, its mass is 1026.57 g. What is the density of concentrated sulfuric acid? (Assum ...
... E) mass C) average kinetic energy of molecules Ans: E Difficulty: E 38. A flask has a mass of 78.23 g when empty and 593.63 g when filled with water. When the same flask is filled with concentrated sulfuric acid, H2SO4, its mass is 1026.57 g. What is the density of concentrated sulfuric acid? (Assum ...
Brønsted Acidity in Metal−Organic Frameworks
... pores by diffusing the guests into either solvent-filled or evacuated pores. An alternative way is the one-step synthesis (Scheme 2b), in which Brønsted acidic guest molecules are included at the same time when the MOF is formed. Typically, they are obtained from a mixture of the guest molecules and t ...
... pores by diffusing the guests into either solvent-filled or evacuated pores. An alternative way is the one-step synthesis (Scheme 2b), in which Brønsted acidic guest molecules are included at the same time when the MOF is formed. Typically, they are obtained from a mixture of the guest molecules and t ...
AQA Science GCSE Chemistry
... AQA recognizes the importance of good-quality teaching, learning and assessment resources to accompany their specification. That's why they've chosen to work exclusively with nelson Thornes. With AQA examiners providing content and quality control, you can be confident that this course is as closely ...
... AQA recognizes the importance of good-quality teaching, learning and assessment resources to accompany their specification. That's why they've chosen to work exclusively with nelson Thornes. With AQA examiners providing content and quality control, you can be confident that this course is as closely ...
Topic 1 Quantitative Chemistry Answers - slider-dpchemistry-11
... A substance that cannot be divided into simpler, smaller substances. In an element, all the atoms have the same number of protons or electrons, but the number of neutrons may vary (more about this Topic 2) b) atom The smallest part of an element that can exist. An atom consists of an extremely tiny ...
... A substance that cannot be divided into simpler, smaller substances. In an element, all the atoms have the same number of protons or electrons, but the number of neutrons may vary (more about this Topic 2) b) atom The smallest part of an element that can exist. An atom consists of an extremely tiny ...
Question Bank (Class XI - Chemistry)
... It should represent a true chemical reaction. The formulae for all reactants and products must be correct. It should be arithmetically balanced, i.e., the number of atoms of each element on both sides of arrow should be equal. ...
... It should represent a true chemical reaction. The formulae for all reactants and products must be correct. It should be arithmetically balanced, i.e., the number of atoms of each element on both sides of arrow should be equal. ...
2 - OnCourse
... Divide the mass percent of the element by the molar mass of the element to get the number of moles of each element. Divide the # moles of each element by the smallest # moles to get the ratio of the elements, one to another. If any result is far from a whole number multiply through by a common facto ...
... Divide the mass percent of the element by the molar mass of the element to get the number of moles of each element. Divide the # moles of each element by the smallest # moles to get the ratio of the elements, one to another. If any result is far from a whole number multiply through by a common facto ...
Balancing Chemical Equations Using Models
... 6. Then add any coefficients if they are needed, and count how many atoms we now have. ___HCl + ____NaOH ____NaCl + ____H2O For our example we have the same number of each atom for both products and reactants, we do not need to add any coefficients to balance the equation. Reactants Before Balancing ...
... 6. Then add any coefficients if they are needed, and count how many atoms we now have. ___HCl + ____NaOH ____NaCl + ____H2O For our example we have the same number of each atom for both products and reactants, we do not need to add any coefficients to balance the equation. Reactants Before Balancing ...
Stoichiometry
... – Start with the elements in the most complex substance and finish with those in the least complex one – Alternatively, start with the element present in the fewest number of formulas and finish with the element present in the greatest number of formulas – Use fractional coefficients if necessary ...
... – Start with the elements in the most complex substance and finish with those in the least complex one – Alternatively, start with the element present in the fewest number of formulas and finish with the element present in the greatest number of formulas – Use fractional coefficients if necessary ...
D--All Websites-eChemistryHelp-.mdi
... electrons lost or gained by an element during its change from free state into that compound or Oxidation number of an element in a particular compound represents the extent of oxidation or reduction of an element during its change from free state into that compound. 2. Oxidation number is given posi ...
... electrons lost or gained by an element during its change from free state into that compound or Oxidation number of an element in a particular compound represents the extent of oxidation or reduction of an element during its change from free state into that compound. 2. Oxidation number is given posi ...
08 Redox Reactions
... In binary compounds of metals and non-metals the oxidation number of metals is always positive while that of non-metals is negative. Eg. In NaCl, the oxidation number of sodium is + 1 and that of chlorine is 1. In compounds formed by the combination of non-metallic atoms, the atom with higher elec ...
... In binary compounds of metals and non-metals the oxidation number of metals is always positive while that of non-metals is negative. Eg. In NaCl, the oxidation number of sodium is + 1 and that of chlorine is 1. In compounds formed by the combination of non-metallic atoms, the atom with higher elec ...
History of molecular theory
In chemistry, the history of molecular theory traces the origins of the concept or idea of the existence of strong chemical bonds between two or more atoms.The modern concept of molecules can be traced back towards pre-scientific Greek philosophers such as Leucippus who argued that all the universe is composed of atoms and voids. Circa 450 BC Empedocles imagined fundamental elements (fire (20px), earth (20px), air (20px), and water (20px)) and ""forces"" of attraction and repulsion allowing the elements to interact. Prior to this, Heraclitus had claimed that fire or change was fundamental to our existence, created through the combination of opposite properties. In the Timaeus, Plato, following Pythagoras, considered mathematical entities such as number, point, line and triangle as the fundamental building blocks or elements of this ephemeral world, and considered the four elements of fire, air, water and earth as states of substances through which the true mathematical principles or elements would pass. A fifth element, the incorruptible quintessence aether, was considered to be the fundamental building block of the heavenly bodies. The viewpoint of Leucippus and Empedocles, along with the aether, was accepted by Aristotle and passed to medieval and renaissance Europe. A modern conceptualization of molecules began to develop in the 19th century along with experimental evidence for pure chemical elements and how individual atoms of different chemical substances such as hydrogen and oxygen can combine to form chemically stable molecules such as water molecules.