Ionic Compounds And Ionic Bonding Periodic Table Review: Fill & Download for Free

It is merely foolish American tradition. Stuck in the mud. Almost None of the answers here seem to be aware that there are other school systems in the English speaking world. Most of the answers here seem to think it is because the kids need higher level math. This is incorrect. The idea that there is a good reason why American chemistry has to be taught in 10th grade is not true. It is Poppycock.The need for higher math would not explain how it being taught at a younger age in England. The English years 7, 8, and 9, when pupils are aged between 11 and 14, are called key stage 3 in England. In America this is grade 6, 7, and 8. Middle school. The students in England learn biology, chemistry, and physics at these ages in England. Then there is more of it after 14. If students can do it in England, it can be done in America too. This narrow parochial attitude of American education should be stomped on. Hard. There is NO reason why American students cannot be taught the curriculum below. The main reason is teacher and school districts dislike, ignorance, and fear of science education. And a lack of a rigorous national curriculum. Without a real basic common science education Americans cannot discuss basic ideas coherently as citizens. Most American get far less than the educational subjects in chemistry listed below that are taught in England between what wold be American 6th and 10th grades.Here it is, The National Science curriculum for chemistry from 2013 for key stage 3 in England. At the end of this stage, pupils aged 14, in Year 9 (American 8th) are assessed as part of the national programme of National Curriculum assessment:Subject content – Chemistry Pupils should be taught about:The particulate nature of matterthe properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressurechanges of state in terms of the particle model.Atoms, elements and compoundsa simple (Dalton) atomic modeldifferences between atoms, elements and compoundschemical symbols and formulae for elements and compoundsconservation of mass changes of state and chemical reactions.Pure and impure substancesthe concept of a pure substancemixtures, including dissolvingdiffusion in terms of the particle modelsimple techniques for separating mixtures: filtration, evaporation, distillation and chromatographythe identification of pure substances.Chemical reactionschemical reactions as the rearrangement of atomsrepresenting chemical reactions using formulae and using equationscombustion, thermal decomposition, oxidation and displacement reactionsdefining acids and alkalis in terms of neutralisation reactionsthe pH scale for measuring acidity/alkalinity; and indicators reactions of acids with metals to produce a salt plus hydrogen reactions of acids with alkalis to produce a salt plus water what catalysts do.Energeticsenergy changes on changes of state (qualitative)exothermic and endothermic chemical reactions (qualitative).The Periodic Tablethe varying physical and chemical properties of different elementsthe principles underpinning the Mendeleev Periodic Tablethe Periodic Table: periods and groups; metals and non-metalshow patterns in reactions can be predicted with reference to the Periodic Tablethe properties of metals and non-metalsthe chemical properties of metal and non-metal oxides with respect to acidity.Materialsthe order of metals and carbon in the reactivity seriesthe use of carbon in obtaining metals from metal oxidesproperties of ceramics, polymers and composites (qualitative).Earth and atmospherethe composition of the Earththe structure of the Earththe rock cycle and the formation of igneous, sedimentary and metamorphic rocksEarth as a source of limited resources and the efficacy of recyclingthe carbon cyclethe composition of the atmospherethe production of carbon dioxide by human activity and the impact on climate.Working scientifically through the content across all three disciplines (bio, chem and physics), pupils should be taught to:Scientific attitudes:pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibilityunderstand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer reviewevaluate risks.Experimental skills and investigations:ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experiencemake predictions using scientific knowledge and understandingselect, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriateuse appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safetymake and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvementsapply sampling techniques.Analysis and evaluation :apply mathematical concepts and calculate resultspresent observations and data using appropriate methods, including tables and graphsinterpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusionspresent reasoned explanations, including explaining data in relation to predictions and hypothesesevaluate data, showing awareness of potential sources of random and systematic erroridentify further questions arising from their results.Measurement:understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclatureuse and derive simple equations and carry out appropriate calculationsundertake basic data analysis including simple statistical techniquesIn Key Stage 4 which is known as Year 10 and Year 11, when pupils are aged between 14 and 16 (American 9th and 10th) this is the chemistry that is taught.Atomic structure and the Periodic Table •a simple model of the atom consisting of the nucleus and electrons, relative atomic mass, electronic charge and isotopesthe number of particles in a given mass of a substancethe modern Periodic Table, showing elements arranged in order of atomic numberposition of elements in the Periodic Table in relation to their atomic structure and arrangement of outer electronsproperties and trends in properties of elements in the same groupcharacteristic properties of metals and non-metalschemical reactivity of elements in relation to their position in the Periodic Table.Structure, bonding and the properties of matter •changes of state of matter in terms of particle kinetics, energy transfers and the relative strength of chemical bonds and intermolecular forcestypes of chemical bonding: ionic, covalent, and metallicbulk properties of materials related to bonding and intermolecular forcesbonding of carbon leading to the vast array of natural and synthetic organic compounds that occur due to the ability of carbon to form families of similar compounds, chains and ringsstructures, bonding and properties of diamond, graphite, fullerenes and graphene.Chemical changes •determination of empirical formulae from the ratio of atoms of different kindsbalanced chemical equations, ionic equations and state symbolsidentification of common gasesthe chemistry of acids; reactions with some metals and carbonatespH as a measure of hydrogen ion concentration and its numerical scaleelectrolysis of molten ionic liquids and aqueous ionic solutionsreduction and oxidation in terms of loss or gain of oxygen.Energy changes in chemistry •Measurement of energy changes in chemical reactions (qualitative)Bond breaking, bond making, activation energy and reaction profiles (qualitative).Rate and extent of chemical change •factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalystfactors affecting reversible reactions.Chemical analysisdistinguishing between pure and impure substancesseparation techniques for mixtures of substances: filtration, crystallisation, chromatography, simple and fractional distillationquantitative interpretation of balanced equationsconcentrations of solutions in relation to mass of solute and volume of solvent.Chemical and allied industrieslife cycle assessment and recycling to assess environmental impacts associated with all the stages of a product's life •the viability of recycling of certain materials •carbon compounds, both as fuels and feedstock, and the competing demands for limited resources •fractional distillation of crude oil and cracking to make more useful materials •extraction and purification of metals related to the position of carbon in a reactivity series.Earth and atmospheric science •evidence for composition and evolution of the Earth’s atmosphere since its formationevidence, and uncertainties in evidence, for additional anthropogenic causes of climate changepotential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climatecommon atmospheric pollutants: sulphur dioxide, oxides of nitrogen, particulates and their sourcesthe Earth’s water resources and obtaining potable water.

Well, to my point of view, there are some levels of comprehension in the answer to your question.Firstly, there is a more deep, fundamental one, by what one can say that the diference between the two compounds lies ultimately on the forces (interactions) correlation in both species in any of the two cases: Si and C in one, and Ca and C in the other. The correlation of the forces arise from different configurations of electrons in the electronic shells around the nucleus. The electrons will behave differently according to their sublevel and will be more or less “attached” to the nucleus by effect of the electric atraction.This kind of difference shows up as distinct tendencies to make chemical bonds whether as ionic bonds or as covalent bonds. Atoms will be bound through ionic bonds if they stabilize more intensely by gain of lose of electrons. And other kind of atoms will make covalent bonds if the trend is to share electrons due to similar levels of atraction between the two nucleus and the electrons.This is codified in a phenomenological, experimental way associating to each kind of atom a different number measuring, in some sense, this lind of atraction.This is usually done by assigning to each kind of atom (element) a number called electronegativity. This measure, in fact, does not relates directly to individual atom nucleus atraction to its electrons, but purposely defining the implied atraction of the electrons in the purposed chemical bond to each of the atoms involved in it.There are some definitions and scales of electronegativity. They are:The Mulliken electronegativityThe Allred–Rochow electronegativityThe Sanderson electronegativity equalizationThe Allen electronegativity, andThe most known and used one, the Pauling electronegativityThese electronegativities are more or less convenient deppending on what the intended use. Nonetheless, the Pauling is certainly the most used.Regarding your question, let's compare the differences in electronegativity, which is what indicates whether a compound is non-polar, polar or ionic covalent.As stated in the ChemTeam,The typical rule is that bonds with an electronegativity difference less than 1.6 are considered polar. (Some textbooks or web sites use 1.7.) Obviously there is a wide range in bond polarity, with the difference in a C-Cl bond being 0.5 -- considered just barely polar -- to the difference the H-O bonds in water being 1.4 and in H-F the difference is 1.9. This last example is about as polar as a bond can get.So, we gonna use here the Pauling criterion to determine the electronegativities differences leads to distinct polar characters of both compounds, the SiC and the CaC2. Let’s use the online resource Periodic Table with ElectronegativitiesSiC:Si: 1.8C: 2.5Difference: 2.5 - 1.8 = 0.7 Thus, a polar covalent bond since 0.7 <1.6CaC2:Ca:1.0C:2.5Difference: 2,5 - 1.0 = 1.5 Thus, by the Pauling electronegativity, the above criterion and the tabulated values, this compound also is a covalent polar one. Therefore, contrasting to your assertion.This is ratified byt the online internet resource Chemical Bond Polarity Calculator. There, the answer will be the same, despite the explanation seems to be diverse:If C (Carbon) and Ca (Calcium) sere to form a bond, we would expecto this bond to be a polar covalent bond.Because C (Carbon) has a higher electronegativity (2.55 eV) than Ca (Calcium) (1 eV), C (Carbon) will share the binding electron with Ca (Calcium), but the binding electron will be pulled closer to the C (Carbon) atom, forming a dipole within molecule.We expect the bond to be a polar covalent bond because the difference in electronegativities (1.55 eV) is between 0.4 eV and 2.0 eV.Note that this calculatior cannot tell youif C (Carbon) and Ca (Calcium) will in fact forma a bond. It can only tell you about the polarity of the bond if the two atoms did in fact bond toghether to form a molecule.Note: This last paragraph is, in fact, somewhat misleading, since if the predicted bond is to be ionic, is not right to assign molecules to the compound. The compound will harbor ionic bonds instead.I don’t know if anyone interested on the philosophy of science might object that the categories of concepts such as electronegativity, binding energy, electron affinity, dissociation energy and ionization energy are relatable or not. But in fact, the concept of electronegativity was tentatively set based on these other concepts to create an operational parameter so that one can predict the nature of a connection that can be conceived.References and further reading:Electronegativity - WikipediaReview of Electronegativity - ChembioSanderson Electronegativity | The Elements Handbook at KnowledgeDoorElectronegativity EqualizationElectronegativity (Sanderson): periodicityElectronegativity (Mulliken-Jaffe): periodicityElectronegativity (Pauling): periodicityThe Concept Called Electronegativity Philosophy EssayPeople should note that the formula assigned to the calcium carbide is CaC2 and not Ca2C. This is due to the fact that if it were the former, the carbon would have to accommodate four electrons. This would be a high negative charge to be possessed by a single anion. So this cannot happens.One could observed that the predicted behavior of the CaC2 being polar covalent does not satisfies a geometric, crystalline constraint since it’s difficult to accommodate the notion of a molecule in this case without grossly forces the bond angles, bond lenghts or other features. This leads us to the necessary conclusion that there is no direct and safe method of predict all characteristics of a substance without thinking a little bit to poise the apparently conflicting aspects of the problem.

When you arrive at the examination hall, the important thing is to develop a good mental frame of mind for the exam.Sit down and relax for a few moments. Don't think about anything. Just get comfortable in your seat and position. Don't engage in conversation with anyone at the hall, even if you spot someone you know.Now close your eyes, and mentally run through the list of chapters in all three subjects. Just the names of the chapters. Do not, I repeat, do not think about specific formulae or topics within chapters. This will help you achieve clarity and equilibrium with the syllabus. If you have omitted some chapters during your preparation, do not list them. Name only those topics with which you are familiar. Here they are for ready reference :Physics : Vectors, 1D Kinematics, 2D Motion, Dynamics, Energy & Momentum, Rotation, Gravitation, Solids, Liquids, Thermal Properties of Matter, Thermodynamics, SHM, Waves, Electrostatics, DC Circuits, Capacitors, Electricity & Magnetism, Magnetic Properties of Matter, Electromagnetic Induction, AC Circuits, EM Waves, Ray Optics, Wave Optics, Modern Physics (includes Atoms, Nuclei, Wave Properties of Matter), Semiconductors, CommunicationsChemistry : Stoichiometry, Structure of Atoms, Periodic Table, Chemical Bonding, States of Matter, Thermochemistry & Chemical Thermodynamics, Chemical Equilibrium, Ionic Equilibrium, s-block, Hydrogen, p-block, Redox reactions, Introduction to Organic Chemistry, Hydrocarbons, Environmental Chemistry, Solid State, Solutions, Chemical Kinetics, Electrochemistry, Surface Chemistry, Metallurgy, p-block, d & f-block, coordination compounds, haloalkanes, alcohols, carbonyl compounds, amines, biomolecules, polymers, chemistry in everyday lifeMathematics : Set theory, relations and functions - 1, trigonometry, mathematical induction, complex numbers and quadratic equations, linear inequalities, permutations and combinations, binomial theorem, sequences and series, straight lines, mathematical reasoning, statistics, probability-1, limits and derivatives, relations and functions - 2, inverse trigonometry, continuity and differentiability, applications of derivatives, indefinite integration, definite integration, differential equations, vectors, 3D geometry, matrices and determinants, linear programming, probability - 2, conic sections - circles, parabola, ellipse, hyperbolaStay calm and relaxed until the paper begins. Close your eyes and relax. Or you could look at the nature outside, with birds chirping and all, as it is very soothing.Fill out your roll number and other information carefully, without making any mistake. Read the instructions and the marking scheme slowly and carefully.Always attempt your strong subjects first. This is because you can plan to finish them quickly and devote more time to your relatively weaker subject. Many people will advise you the opposite, but leaving lesser time at the end for your strong subjects is a bad idea. Time pressure can cause you to fumble even at easy questions, and I can state from personal experience that it hurts more to have left a question that could be solved easily than one that couldn't have been solved easily. Ideal time distribution should be Chemistry 35 mins, Physics 50 mins and Maths 80 mins. Leave 15 minutes at the end for reviewing some selected unsolved questions.At the start of the paper, everyone is nervous and will solve questions very slowly. Use this to your advantage and maintain a decent speed from the first minute itself. This will help you gain an edge. It doesn't matter if you're unable to solve the first question, the first two questions or even the first ten questions. Just try not to worry too much about it and have confidence in your preparation. Maintain your speed and soon the answers will start flowing.Always darken the bubble on the answer sheet as soon as you solve the question. At least, solve questions separately only upto 2 hours and then mark all bubbles upto it. Then start marking bubbles immediately as you solve the question. The reason is that if you leave bubble marking at the very end, you may mark the wrong bubbles in your nervousness. If this happens for a consecutive chain of questions, then you will have lost a large amount of marks needlessly. This will further lower your morale.After you submit the paper, do not discuss it with anyone. If it turns out that you made some mistakes, it may cause a dent in your confidence at this critical time, thus affecting your performance in the upcoming exams.Ultimately, the most important thing is to stay cool and calm, and treat it like any other exam. All the best!!