zilongwang/ReadingBank huggingface dataset:
Research Areas Abnormal Situation Management Research Chemical Incident Data Systems Consequence Analysis Corrosion Engineering Sustainability Explosions Facility Siting Flammability High Expansion Foam Research Inherent Safety Research Layer of Protection Analysis LNG Safety Research Making a Business Case for Process Safety Offshore Safety, Refinery Process Safety Quantitative Risk Assessment Reactive Chemical Research Resilient Engineered Systems Safety Climate / Human Factors - GFRC is a multidisciplinary research center led by Texas A&M University at Qatar involving 22 professors from Texas A&M University’s main campus in College Station and the University’s Qatar campus, and represents different engineering programs, including chemical engineering, petroleum engineering, material engineering and mechanical engineering. College Station facilities include: A 43-meter long vertical loop for the study of the upward flow of gas-liquid mixture under conditions similar to the ones in a natural gas producing well affected by liquid loading. Several analytical instruments that include HPLC, GC, temperature-controlled incubators, centrifuges, refrigerator/freezers, drying ovens, pH meters, biomass grinders, water baths, Rotovaps, Soxhlet extractors, and specialized pretreatment reactors. A pilot-scale fermentation facility. Combustion, Reaction and Characterization Lab with a scanning mobility particle sizer (SMPS) with condensation particle counter (CPC); a Hiden Catlab powder reactor system; a custom built two-stage powder reactor monitored by mass spectrometer; we are in the progress of finalizing a custom built bench scale core reactor monitored by FTIR. Chemical Reaction Engineering laboratory for manufacturing and testing catalytic packed-bed reactors and membrane reactors, as well as analysis of permselective membrane materials via variable-pressure, constant-volume and Wilke-Kallenbach (constant pressure) permeation apparatus. The laboratory is also home to a suite of materials processing equipment for synthesizing ceramics and performing electrochemical analysis of solid-oxide electrolyte materials. The Brazos computing cluster with 311 computing nodes with various processors with a total memory of 9,300 GB and total peak performance of about 28.1 Tflops. Large amount of in-house developed and commercial simulation codes for the analysis, design, and optimization of various gas and fuel processes.
P391: Collect spillage AUH031: Contact with liberates toxic gas (ND) This classification should be reflected in Safe Work Australia’s HSIS and should be adopted by industry on publication of this report. Recommendations to importers and state and territory governments Hazard communication Labels It is recommended that importers of the notified chemical update their labels to reflect the new hazards identified by this assessment. In addition, it is recommended that importers review their labels for compliance with the Labelling of workplace hazardous chemicals - Code of practice (Safe Work Australia, 2011a). Safety Data Sheets Under the Model Work Health and Safety Regulations (Safe Work Australia, 2014) and the Commonwealth, state and territory regulations introduced in accordance with these model regulations, employees shall have ready access to SDSs for hazardous substances at their workplace. SDSs, previously called material safety data sheets, provide information to those who use the hazardous substance. It is recommended that importers of the notified chemical update SDSs to reflect the new hazards identified by this assessment. In addition, it is recommended that importers review their SDSs for compliance with the Preparation of safety data sheets for hazardous chemicals - Code of practice (Safe Work Australia, 2011b). A copy of the SDS should be easily accessible to employees. Control measures Occupational controls Employers should ensure that the facility is equipped such that operations involving the notified chemical are performed in a highly controlled manner. The following isolation and engineering controls should be in place to minimise occupational exposure to the notified chemical: Automated processes Local exhaust ventilation Sealed equipment Explosive-proof electrical, ventilating, light and other equipment (ND) Non-sparking tools (ND) Employers should implement the following safe work practices to minimise occupational exposure during handling of the notified chemical: If swallowed, seek medical advice immediately Avoid skin contact Workers must have adequate education & training before handling notified chemical Take precautionary measures against static charge (ND) Employers should ensure that the following personal protective equipment is used by workers to minimise occupational exposure to the notified chemical when worker handling is required for limited activities such as pipe disconnection and cleaning: Safety glasses Gloves
Section Branch/Unit Time Action Initials Operations Section Chief Monitor continuation of medical mission activities. Medical Care Branch Director Continue patient, staff, and hospital monitoring for chemical exposure, and provide appropriate follow up as required. Evaluate and update staff scheduling to accommodate decontamination team support and scheduling. Activate Fatality Management Plan and management of contaminated remains. Infrastructure Branch Director Continue to monitor hospital air quality. Monitor impact of alterations in heating, ventilation, and air conditioning system for ability to maintain operations and comfortable environment. Security Branch Director Implement procedures for patient valuables management and evidence collection in cooperation with law enforcement. Maintain hospital security, including restrictions in entry, egress, traffic, and crowd control. HazMat Branch Director Monitor decontamination response and project needs for additional staff, supplies and equipment. Monitor proper wastewater and expendable materials disposal. Patient Family Assistance Branch Director Establish a patient information center in cooperation with the Liaison Officer. Planning Section Chief Revise and update Incident Action Plan, including planning for supply, staffing, and other needs. Resources Unit Leader Continue and equipment tracking. Situation Unit Leader Continue patient and bed equipment tracking. Logistics Section Chief to the Job Action Sheet for appropriate tasks. Service Branch Director Provide for patient, and visitor food and water needs.
Support Branch Director Initiate employee monitoring for chemical exposure and provide appropriate follow up care. Establish an Employee Family Care Unit, if required. Continue staff call-in, if safe to do so, and provide additional staff to impacted areas. Finance/ Administration Section Chief Coordinate with Risk Management for additional insurance and documentation needs. Time Unit Leader Track the hours associated with the emergency response. Procurement Unit Leader Facilitate the procurement of needed supplies, equipment, and contractors. Cost Unit Leader Track response expenses and expenditures. Extended Response (greater than 12 hours) Section Officer Time Action Initials Command Incident Commander Reassess the incident objectives and Incident Action Plan; revise them as indicated by the response priorities and overall mission. Continue regular briefing of Command Staff and Section Chiefs. Reevaluate the hospital’s ability to continue its medical mission. Plan for a return to normal services in coordination with Command Staff and Section Chiefs. Public Information Officer Continue regularly scheduled briefings to media, patients, staff, families, and people seeking shelter. Communicate regularly with the Information Center to update hospital status and coordinate public information messages. Address social issues as warranted; use social media for messaging as situation dictates.
& Ra No./ERMS Ref.: Date: Version No.: Review Date: Authorised by: STEP 1 – ENTER INFORMATION ABOUT THE ACTIVITY/TASK, ITS LOCATION AND THE PEOPLE COMPLETING THE RISK ASSESSMENT Location name: Building No.: Room No.: Date: Assessed by: HSR/Employee representative: Chemical (Manufacturer’s name and product name): Is the chemical a hazardous substance? Yes No If “yes” list the hazard statement: Is the chemical a dangerous good? Yes No If “yes” list the dangerous goods class: Is the chemical a scheduled poison? Yes No If “yes” list the poison schedule: Description of work/activities/use: Are there any licencing/permit requirements? Yes No If “yes” provide details: Health surveillance requirements (list “nil” if not required): A current SDS is available Yes Exposure route of chemical: Inhalation Skin (absorption) Eye Ingestion Injection Other – Specify: Workplace conditions (Describe layout and physical conditions - including access and egress): What are the storage requirements? What are the waste/disposal requirements? List systems of work for the activity/task: ● Training ● Inspections ● SOPs ● Existing controls ● Emergency situations Is there past experience with the chemical that may assist in the assessment? ● Existing controls ● SOPs ● Standards ● Industry standards ● Incidents & near-hits ● Legislation & Codes ● Training ● Incident Investigation ● Guidance material First aid and emergency requirements ● Additional first aid kit contents ● Special first aid requirements (eg oxygen) ● Emergency eyewash ● Emergency shower ● Spill kit ● Neutralising agent ● Restrict access
STEP 3 – For each stage of the chemical risk assessment: Review the prompts/examples for each route of exposure for each category; Determine and record an inherent risk score uisng the risk matrix; In the comments box, describe the route of exposure and any other information (if applicable); Specify the risk control type for each current or proposed risk control; Provide a control description for each current or proposed risk control; Where proposed risk control(s) have been identified complete a ; Determine the residual risk score using the risk matrix. Hierarchy of Control (Control Type) El – Elimination S – Substitution En – Engineering Is – Isolation G – Guarding Sh – Shielding A – Administrative T – Training In – Inspection M – Monitoring H – Health Monitoring P – PPE For information devising appropriate controls, refer to: . Category Inherent Risk Score Comments (when/where the exposure is present) Control Type Control Description (Current and Proposed) Residual Risk Score Storage ● Inhalation ● Skin (absorption ● Eye ● Ingestion ● Injection ● Handling ● Inhalation ● Skin (absorption ● Eye ● Ingestion ● Injection ● Other Decanting/Mixing ● Inhalation ● Skin (absorption ● Eye ● Ingestion ● Injection ● Other Applying/Using ● Inhalation ● Skin (absorption ● Eye ● Ingestion ● Injection ● Other ● Inhalation ● Skin (absorption ● Eye ● Ingestion ● Injection ● Other
T2 (higher temperature) = higher % of particles with enough kinetic energy to react (energy equal to, or greater than, the activation energy) Catalysts the activation energy, resulting in more particles having enough activation energy to react. 6.173 x 10-5 M/s Rate = k[NO]2[Cl2] b) overall order = 3rd order c) k = 120 not sure if the graph actually printed, but if it did the answer is -1.5 M/s is the change in the concentration of a substance over time Rate = = 2.5 x 10-3 M/s = 3.75 x 10-3 M/s RateC = 1.25 x 10-3 M/s
Chemical spray drift Agricultural chemicals applied through spraying have the potential to drift away from the target areas. This is known broadly as spray drift. Spray drift has the potential to cause injury or damage to plants, animals, environment or property, and can affect human health. A person conducting a business or undertaking (PCBU) must ensure, so far as is reasonably practicable, that the health and safety of workers and others, including surrounding land users, are not put at risk from activities associated with spraying including the risks associated with spray drift. Plan before spraying Chemical spraying is safe when performed by a responsible operator, who follows the manufacturers´ recommendations, including personal safety requirements. However, undesirable spray drift can occur when chemicals are misused or risks associated with this activity are not carefully evaluated and appropriate controls identified. Some considerations before spraying include: a property management plan that includes spray drift awareness zones and potential buffer areas notifying neighbours using correct chemicals and equipment for the job optimal weather conditions, including temperature your own and others Personal Protective Equipment (PPE) supervision, training or competency requirements to undertake the task. Further information and relevant legislation The Northern Territory Farmers Association can provide information and support on industry best practices for chemical spraying and can be contacted on 08 8983 3233. Legislation Waste Management and Pollution Control Act and Regulations Administered by the Northern Territory Environmental Protection Authority (NTEPA), deals primarily with pollution impacts associated with spray drift, as well as providing a central reporting hotline for pollution related issues Further information is available from the website Complaints regarding spray drift should be made to Pollution Response Line: Free Call 1800 064 567.
Chemical / Physical Change Experiments Elephant Toothpaste (Chemical Change – TEACHER ASSISTED) Materials: safety glasses plastic bottle (bottles with small openings work best) funnel that fits inside the plastic bottle top aluminum cake pan to contain the mess food coloring squirt of dawn dish soap hydrogen peroxide - the stronger the peroxide, the better the result **stronger peroxide can be found at a beauty supply store in the hair dye section 1 teaspoon yeast dissolved in approximately 2 tablespoons warm, not boiling, water (if the water is too warm, the yeast will not react) Experiment Procedures: Put on safety glasses. Stand the bottle up in the center of the cake pan. Put the funnel in the opening. Add 3-4 drops of food coloring to the peroxide and pour the peroxide through the funnel into the bottle. Add a squirt of Dawn detergent to the peroxide in the bottle. Pour the yeast mixture into the bottle and quickly remove the funnel. (The reaction should be immediate.) The students can the bottle and the substance created to feel any changes that take place.
H2(g) + O2(g) → H2O(l) FeCl3 + NaOH → Fe(OH)3 + NaCl KI + Pb(NO3)2 → PbI2 + KNO3 C2H2 + O2 → CO2 + H2O
Separated from flammable Cylinder caps need to be tightly closed Place in well ventilated cylinder storage area Refer to MSDS for specific handling procedures Personal Protection Equipment Wear goggles (if required) to prevent eye contact Recommended material: non- ventilated or gas proof Wear appropriate clothing/gear to prevent skin contact Refer to MSDS or chemical chart for equipment type on specific chemicals Common Examples Chlorine Fluorine Nitrogen dioxide Oxygen 6.0 First Aid Eye Wash immediately with large amounts of water and seek professional attention immediately Skin Immediately wash affected area with soap and and remove any contaminated clothing Inhaled Acquire fresh air immediately and perform artificial respiration if required. Seek medical attention. STANDARD OPERATING PROCEDURE (SOP) [Compressed Gases - Toxic] Revision Date:
Enquires: Interested applicants are advised to make contact before end of July. Dr Aaron Simpson, Staff Specialist Chemical Pathologist/Endocrinologist Tel: +61 26244 2909 Email: OR Assoc Professor P. Hickman, Director of Chemical Pathology Tel: +61 2 6244 2840 Email: Note 1: Applicants are requested to submit an on-line application addressing the selection criteria, attach current CV and two professional Referees’ Reports. Note 2: Mandatory requirements prior to commencing work at The Canberra Hospital – AFP (Police) Clearance Compliance Certificate from OMU (Occupational Medicine Unit) relating to assessment, screening & vaccination processes.
The employees of __________Company Name______________________________, have taken part in a training session on Chemical Protection. The session covered: Operations at this facility expose employees to chemical hazards. How to select proper PPE for the job. How to report emergency situations involving chemcials Employee responsibilities in case of emergency. Date of Training: Facility: Employee Signature PRINT NAME ________________________________________________________ Supervisors Signature
Directions: Copy everything below (definitions, picture, and key). We will label the picture together! Molecule: When 2 or more atoms are bonded together. Chemical Formula: The number of atoms of each element in a molecule. Chemical Reaction: When molecules are formed or broken down. Reactants: The molecules before the chemical reaction. Product: The molecules after the reaction. White = Hydrogen (H) Red = Oxygen (O)
Bohr Diagram Lewis Dot Structure O electron config # protons #electrons charge Bohr Diagram Lewis Dot Structure F electron config # protons #electrons charge Bohr Diagram Lewis Dot Structure Ne electron config # protons #electrons charge Bohr Diagram Lewis Dot
1 [5] Q15. (a) any one advantage from: • conserves resources (of crude oil / metal ores) ignore can be made into other items allow the materials (in the pen) are non-renewable allow less expensive than producing from the raw material • reduces use of landfill ignore less waste • less use of fuels/energy • less carbon dioxide produced ignore global warming unqualified 1 any one disadvantage from: • made of different polymers / alloys / materials • difficulty / cost of separating the different materials allow not all the materials can be recycled 1 (b) hard / strong / durable 1 resistant to corrosion or unreactive allow do not rust do not allow corrosive 1 (c) (i) vapours (of decane) ignore pressure / hot / heat
accept calcium has a 2+ charge / calcium ion has a 2+ charge allow Ca2+ • chlorine atoms gain electrons accept chloride ion formed • gain one electron accept chlorine / chloride has a negative charge / is a negative ion/ is a negative particle allow Cl– if no other marks awarded allow ionic bonding or complete outer shell for 1 mark 4 [8] Q37. (a) any one from: • they are negative / anions allow Cl– ignore atoms / chlorine do not accept chloride ions are negative electrodes • they are attracted • they are oppositely charged 1 (b) hydrogen is less reactive than sodium 1 (c) hydroxide (ions) / OH– ignore OH do not accept NaOH / sodium hydroxide 1 (d) (i) allow any combination of dots or crosses
Possible Compounds acetone acetylene Adenosine triphospate Aluminum Oxide ammonium nitrate ammonium perchlorate apatite arsine ascorbic acid Aspartame Aspirin benzene Beta Carotene biotin borax boric acid boron nitride Caffeine calcite calcium carbonate calcium dioxide carbon monoxide celestine Cellulose chloromethane Chlorophyll-a Cholesterol Citric Acid cobalamin Cocaine cyclobutane cyclohexane cyclopropane DDT Deoxyribonucleic Acid dolomite Dopamine ethane ethanol epsomite Estrogen Ethanol ethylene ferric oxide fluirite Fructose glutamate gypsom Heroin hexane Histamine hydrazine hydrochloric acid Hydrogen Cyanide hydrogen sulfide Ibuprofen iron pyrite isopropanol Lactic Acid lead (II) nitrate leucine magnesium hydroxide malachite marcasite melanterite Methadone methane methanol millerite naphthlene Nicotine nitric acid nitric oxide Nitroglycerin Nitrous Oxide Octane PABA pentane pentaborane (11) Phencyclidine Phospholipase A2 Piperine Polyethylene Terephthalate potassium carbonate potassium hydroxide potassium nitrate propane Prozac pyridoxine quartz quercetin Retin A Ribonucleic Acid Saccharin siderite silane silicon dioxide silver nitrate sodium bicarbonate sodium carbonate sodium chloride sodium hydroxide sodium hypochlorite sodium nitrate Sodium Polyacrylate sulfuric acid sulfur dioxide tetradecaborane titanium dioxide Trinitrotoluene Vanillan Vitamin B1 vitamin D3 vitamin E vitamin U Warfarin
Monitor the enforcement of hospital policies and cooperation with local, state, and federal law enforcement agencies when interviewing patients and collecting evidence. HazMat Branch Director Provide for hospital and equipment decontamination appropriate. Planning Section Chief Update and revise the Incident Action Plan in collaboration with Command Staff and Section Chiefs. Ensure that updated information and intelligence is incorporated into the Incident Action Plan. Ensure the Demobilization Plan is being readied. Situation Unit Leader Continue to update status boards and other communication devices with latest hospital and community status. Logistics Section Chief Refer to the Job Action Sheet for appropriate tasks. Support Branch Director Monitor and address the health status of staff that participated in, supported, or assisted in decontamination activities. Restock and repair all supplies and equipment used in the response. Finance/ Administration Section Refer to the Job Action Sheet for appropriate tasks. Procurement Unit Leader With the Logistics Support Branch, facilitate the procurement of supplies, equipment, and medications for response and patient care. Compensation/ Claims Unit Leader Assess and implement risk management and claims procedures for reported staff and patient exposures or injuries. Cost Unit Leader Continue to track response costs and expenditures and prepare regular reports for the Incident Commander. Demobilization/System Recovery Section Officer Time Action Initials Command Incident Commander Determine the termination of event or “all clear” in collaboration with Command Staff, Section Chiefs, local law enforcement, and Hazmat officials.
BALANCING EQUATIONS: FORMULAS GIVEN Practice Sheet #1 Balance the following equations: 1. Al + N2 → AlN 2. Fe + O2 → Fe3O4 3. CaCO3 → CaO + CO2 4. NH4NO3 → N2O + H2O 5. KI + Cl2 → KCl + I2 6. Pb(NO3)2 + HCl → PbCl2 + HNO3 7. BaO2 → BaO + O2 8. Al + H2SO4 → Al2(SO4)3 + H2 9. CH4 + Cl2 → CHCl3 + HCl 10. + NaOH → Mg(OH)2 + NaCl 11. AgNO3 + CuCl2 → AgCl + Cu(NO3)2 12. ZnS + O2 → ZnO + SO2 13. Na + H2O → H2 + NaOH 14. BaCl2 + (NH4)2CO3 → BaCO3 + NH4Cl 15. C6H6 + O2 → CO2 + H2O 16. Na + H2O → NaOH + H2 17. Fe + -→ FeCl2 18. Ba(OH)2 + AlCl3 → Al(OH)3 + BaCl2 19. H2C2O4 + KOH → K2C2O4 + H2O 20. C2H2Cl4 + Ca(OH)2 → C2HCl3 + + H2O 21. (NH4)2Cr2O7 → N2 + Cr2O3 + H2O 22. Zn3Sb2 + H2O -→ Zn(OH)2 + SbH3 23. + P4O10 → H3PO4 + Cl2O7 24. C6H5Cl + SiCl4 + Na → (C6H5)4Si + NaCl 25. Sb2S3 + HCl → H3SbCl6 + H2S 26. IBr + NH3 → NI3 + NH4Br 27. KrF2 + H2O → Kr + O2 + HF 28. Na2CO3 + C + N2 → NaCN + CO 29. K4Fe(CN)6 + H2SO4 + H2O → K2SO4 + FeSO4 + (NH4)2SO4 + CO
BALANCING CHEMICAL EQUATIONS - GIVEN Practice Sheet #2 1. Potassium reacts with water yielding potassium hydroxide and hydrogen 2. Chlorine reacts with potassium bromide yielding potassium chloride and bromine 3. Zinc + hydrogen chloride yields zinc chloride and hydrogen 4. iron + → Fe3O4 + hydrogen 5. zinc sulfide + oxygen → . zinc oxide + sulfur dioxide 6. C10H16 + Cl2 → C + HCl 7. Aluminum + sodium hydroxide → Na3AlO3 + hydrogen 8. C2H2 + O2 → CO2 + H2O 9. Ammonia + oxygen → nitrogen monoxide + water 10. Phosphorus + iron(III) oxide → tetra-phosphorus decoxide + iron 11. Cupric sulfide + oxygen → copper(I) + sulfur dioxide 12. sodium bicarbonate + hydrogen sulfate → sodium sulfate + water + carbon dioxide 13. Sodium carbonate + silver nitrate → sodium nitrate + silver carbonate 14. Calcium + oxygen → calcium oxide 15. Zinc + ferric oxide → zinc oxide + iron 16. Magnesium bromide + chlorine → magnesium chloride + bromine
17. Sodium + water → sodium hydroxide + hydrogen 18. Potassium nitrate → potassium nitrite + oxygen 19. Calcium oxide + hydrochloric acid → calcium chloride + water 20. Magnesium + oxygen → magnesium 21. Iron + oxygen → iron(II) oxide 22. Water + dinitrogen trioxide → nitrous acid 23. Sodium oxide + water → sodium hydroxide 24. Iron(III) oxide + carbon monoxide → iron + carbon dioxide 25. Methane (CH4) + oxygen → carbon dioxide + water
CHEMBIO DIAGNOSTIC SYSTEMS, INC. 3661 HORSEBLOCK ROAD MEDFORD, NY USA Tel: 1-844-CHEMBIO (844-243-6246) Email: info@chembio.com Web Site: www.chembio.com
1.4. Distribution of Position Manager 20 12.98% Engineer 17 11.03% Search & Rescue Service Team Member 18 11.68% Operator in Production 7 4.54% Technical Person 17 11.03% Labor 23 1493% Academician 6 3.89% Student 41 26.62% Other 5 3.24% TOTAL 154 100.0 % 2. FINDINGS /OPINIONS OF THE SUBJECTS FROM THE QUESTIONNAIRE OF CHEMIPPR 2.1.Risk Analysis Number of The Questionnaire Option "A" Option "B" Option "C" Option "D" Option "E" Participants Who The Correct Correct Answer %
Answer to Question 1st 154 112 72.72 2nd 154 71 46.10 3rd 154 77 50 4th 154 47 30.52 5th 154 75 48.70 6th 154 41 26.62 7th 154 59 38.31 8th 154 16 10.39 TOTAL 1232 520 42.21 % 100% % The overall success rate of the participants is 42.21%. 2.2. Risk Assessment Order Number of The Questionnaire Option "A" Option "B" Option "C" Option "D" Option "E" Total Participants Who The Correct Answer to Question Correct Answer % 9th 154 24 15.58 10th 154 24 15.58 11st 154 27 17.53 12nd 154 19 12.34 TOTAL 616 94 15.26 % 100% % The overall success rate of the participants is 15.26%. In this part was calculated as the worst score in questionnaire. It has been specifically observed that need for education/training related to risk assessment of chemical accidents.
2.6. Safety Rules Order Number of The Questionnaire Option "A" Option "B" Option "C" Option "D" Option "E" Total Participants Who The Correct Answer to Question Correct Answer % 30th 154 121 78.57 31st 154 114 74.02 32nd 154 119 77.27 TOTAL 462 354 76.68 % 100% % The overall success rate of the participants in the section “2.6” is 76.68%. It has been adequately identified that level of knowledge related to safety rules of participants. 2.7. Regulations Order Number of The Questionnaire Option "A" Option "B" Option "C" Option "D" Option "E" Total Participants Who The Correct Answer to Question Correct Answer % 33rd 154 62 40.26 34th 154 45 29.22 35th 154 50 32.47 36th 154 92 59.74 37th 154 144 93.51 38th 154 91 59.09 39th 154 76 49.35 40th 154 60 38.96 41st 154 47 30.52 42nd 154 46 29.87
Chemistry 1 Academic Chapter 11 Vocabulary Chemical equation Skeleton equation Catalyst Coefficients Balanced equations Subscripts Reactants Products  (s) (g) (l) (aq) + balanced equation combination reaction single replacement reaction double replacement reaction combination reaction decomposition reaction combustion reaction activity series of metals activity series of halogens net ionic equation complete ionic equation spectator ion solubility rules for ionic cmpds.
formulae and equations 2.1.3 Amount of substance 10 hours Experiments requiring measurement of mass and volume (liquids, solutions and gases) and calculations related to amount of substance. E.g. determination of Ar of a metal determination of empirical formula determination of of crystallisation. PAG1 Data sheet value for the molar gas volume at room temperature and pressure = 24.0 dm3 mol–1. Ideal gas equation should be used if specific temperature and pressure are provided. SI unit for pressure is Pa (pressures may be given in kPa). It is recommended that candidates are also familiar with atm. 2.1.4 Acids 6 Neutralisation reactions as described in the specification. Preparation of a standard solution. Acid–base titrations. PAG2 Non-structured titration calculations are required. 2.1.5 Redox 4 hours reactions of metals with acids to form salts. Other redox reactions, e.g. displacement reactions. Candidates will be expected to know oxidation numbers of O in peroxides and H in metal hydrides. Ionic equations for redox reactions of metals with acids are not required. 2.2.1 Electron structure 3 hours Electron configurations of Cu and Cr are not assessed at AS Level. Shapes of s and p orbitals must be noted.
12) Identify a gas. A) definite volume and definite shape B) definite volume and no definite shape C) no definite shape and definite volume D) no definite shape and no definite volume Answer: D 13) Which of the following statements about crystalline and amorphous solids is TRUE? A) A crystalline solid is composed of atoms or molecules arranged with long-range repeating order. B) An example of a crystalline solid is glass. C) An example of an amorphous solid is table salt (NaCl). D) An amorphous solid is composed of atoms or molecules with a majority of its volume empty. E) All of the above statements are TRUE. Answer: A 14) Which of the following statements about the phases of matter is TRUE? A) In both solids and liquids, the atoms or molecules pack closely to one another. B) Solids are highly compressible. C) Gaseous substances have long-range repeating order. D) There is only one type of geometric arrangement that the atoms or molecules in any solid can adopt. E) Liquids have a large portion of empty volume between molecules. Answer: A 15) A substance that can't be chemically broken down into simpler substances is A) a homogeneous mixture. B) an element. C) a heterogeneous mixture. D) a compound. E) an electron. Answer: B 16) A substance composed of two or more elements in a fixed, definite proportion is A) a homogeneous mixture. B) a heterogeneous mixture. C) a compound. D) a solution. E) an alloy. Answer: C 17) Decanting is A) a process in which the more volatile liquid is boiled off. B) dissolving a solid into a liquid. C) separating a solid from a liquid by pouring off the liquid. D) pouring a mixture through a filter paper to separate the solid from the liquid. E) heating a mixture of two solids to fuse them together.
22 2.2.2 (g) the shapes of, and bond angles in, molecules and ions with up to six electron pairs (including lone pairs) surrounding the central atom as predicted by electron pair repulsion, including the relative repulsive strengths of bonded pairs and lone pairs of electrons 2.2.2 (h) electron pair repulsion to explain the following shapes of molecules and ions: linear, trigonal planar, pyramidal, tetrahedral and octahedral Explore molecule shapes by building molecules in 3D Online model - students can find out by adding single, double or triple bonds and lone pairs to the central atom. Then, compare the model to real molecules. Activity: An interactive tutorial and quiz This computer course is designed to teach the user the electron pair repulsion rules. Once the user is familiar with the rules a set of worked examples are available to show how they are applied to unfamiliar molecules. Activity: Drag and drop activity Drag and drop activity of shapes and bond angles can alternatively be laminated as cards. Activity: * Explain electron-pair repulsion theory; correct notation and theory of depicting shapes of molecules in three dimensions. * Use the model to allow learners to explore molecular shapes, and finding out the effect of adding different types of bonds and lone pairs. This could be used to allow learners to ‘discover’ the greater repulsion of lone pairs. * Have learners draw, name the shapes and label the angles of a range of molecules covering all shapes referred to in the specification, and extending to polyatomic ions: NH4+, NO3–, SO42–, CO32–. * Review learning using the drag and drop activity and quiz, depending on ability.
23 2.2.2 (i) electronegativity as the ability of an atom to attract the bonding electrons in a covalent bond; interpretation of Pauling electronegativity values 2.2.2 (j) explanation of: (i) a polar bond and permanent dipole within molecules containing covalently-bonded atoms with different electronegativities (ii) a polar molecule and overall dipole in terms of permanent dipole(s) and molecular shape When is a molecule polar? Students change the electronegativity of atoms in a molecule to see how it affects polarity. See how the molecule behaves in an electric field. Change the bond angle to see how shape affects polarity. See how it works for real molecules in 3D. Activity: Learners should: * Introduce the principle of electronegativity and how uneven bonded electron pair sharing leads to bond polarity. * Use the online model to demonstrate how difference in electronegativity influences the magnitude and direction of the dipole. Use this to explain Pauling electronegativity values, and introduce the +/– notation. * Ask learners to explain why HCl is a polar molecule. * Review electronegativity; ask learners to identify most and least electronegative elements in the periodic table. * Explain how molecular / orientation of bonds and bond polarity determine whether a molecule is polar overall (CO2 and H2O as examples). * Review understanding (also of shapes of molecules) using other examples. * Set related questions from textbook.
A) figure (1) B) figure (2) C) figure (3) D) figure (4) Answer: A 153) Tell the type of decay process occurring in the following nuclear reaction. A) α emission B) β emission C) γ emission D) electron capture or positron emission Answer: D 154) Tell the type of decay process occurring in the following nuclear reaction. A) α emission B) β emission C) γ emission D) electron capture or positron emission Answer: D 155) Tell the type of decay process occurring in the following nuclear reaction. A) α emission B) β emission C) γ emission D) electron capture or positron emission Answer: B 156) Tell the type of decay process occurring in the following nuclear reaction. A) α emission B) β emission
The pH of a acidic solution is < 7 The pH of a basic solution is > 7 Some Important Compounds and their uses Common Name Chemical name Chemical formula Uses Washing soda Sodium carbonate decahydrate Manufacture of borax, caustic soda, softening of hard water Baking soda Sodium hydrogen carbonate NaHCO3 Used as antacid, ingredient of baking powder Bleaching powder Calcium oxychloride CaOCl2 Bleaching clothes, used as oxidizing agent, disinfecting water, manufacture of chloroform Plaster of Paris Calcium sulphate hemihydrate CaSO4 .1/2H2O Plastering fractured making toys ,decorative materials ,statues EQUATIONS OF ACIDS,BASES AND SALTS Acid + Metal Salt + Hydrogen gas H2SO4+Zn ZnSO4+H2 Base+ Metal Salt + Hydrogen gas 2NaOH + Zn Na2ZnO2 + H2 (Sodium zincate) Base + Acid Salt + Water NaOH(aq) + HCl(aq) NaCl(aq) + H2O(l) Acids give hydronium ions in water HCl+H2O H3O++ Cl- Bases generate OH- ions in water NaOH(aq) + H2O Na+(aq)+OH-(aq) Reactions Of Important chemical compounds Preparation of Bleaching powder By the action of chlorine on dry slaked lime Ca(OH)2+Cl2-----CaOCl2+H2O On heating, baking soda liberates CO2 O
Acid-Base Theories Water and Equilibrium pH Acid-Base Reactions 1-6 IX. Mole Calculations and Redox Reactions Redox Reactions Types of Chemical Reactions Mole Calculations Percent Composition Empirical and Molecular Formulas HS – PS 1-1 1-2 1-7 X. Thermochemistry and Structure and Changes of A. Intermolecular Attractions B. Organic Chemistry C. Solids, Liquids, and Gases D. Phase Diagrams E. Heating/Cooling curves F. Heat Calculations HS – PS 1-1 1-2 1-3 1-4 2-6 3-4 3-5 XI. Gases Nature of Gases Movement of Gases Gas Laws Ideal Gases HS – PS 1-5 3-5 XII. Stoichiometry Balancing Equations and Stoichiometry HS – PS 1-7 XIII. Kinetics, Equilibrium and Free Energy Kinetics Equilibrium Free Energy HS – PS 1-2 1-4 1-5 1-6 XIV. Solutions and Chemical Reactions (FINAL) Principle Species in Solutions Solutions Molarity Dilutions Types of Reactions Review HS – PS 1-2 SUGGESTED TEACHING STRATEGIES Lecture Inquiry activities and discussion Cooperative learning structures Laboratory Experiments Computer Simulations Graphic Organizers Research Demonstrations ASSESSMENTS Oral questions/answers Written quizzes and examinations Review activities
Unit 1.2 Atomic Structure & Electrons in Plans and Background for Teachers Atomic Structure & Electrons in Atom Electron Chapter 4 Atomic Structure Chapter Outline – Review of Atomic Structure How to Draw the Atomic Structure of Atoms Electrons in Atoms Powerpoint Chemistry – Lab Management An Atom Apart Atomic Structure and Electrons in Atoms Unit 1.2 Atomic Structure & Electrons in Atoms Student Activities What is Matter? Chemistry Atomic Structure Rutherford Roller An Atom Apart Atomic Structure Atomic Structure Worksheet Atomic Structure and Electrons in Atoms
Convert the following to Celsius 16) 100o K ________ 17) 200o K ________ 18) 273o K ________ 19) 350o K ________ Concept of mole/molar ratio 1) How many moles of sodium atoms correspond to 1.56x1021 atoms of sodium? 2) How many moles of Al atoms are needed to combine with 1.58 mol of O atoms to make aluminum oxide, Al2O3? 3) How many moles of Al are in 2.16 mol of Al2O3? Answers: 1) 2.59x103mol Na atoms 2) 1.05mol Al 3) 4.32mol Al Write the equation that expresses in acceptable chemical shorthand the following statement: “Iron can be made to react with molecular oxygen (O2) to give iron oxide with the formula Fe2O3” 5. Balance the following reactions: a. Ca(OH)2 + HCl  CaCl2 + H2O b. AgNO3 + CaCl2  Ca(NO3)2 +AgCl c. + C  Fe + CO3 d. NaHCO3 + H2SO4  Na2SO4 + H2O + CO2 e. C4H10 + O2  CO2 +H2O f. Mg(OH)2 + HBr  MgBr2 + H2O g. + H2SO4  Al2(SO4)3 + H2O h. + H3PO4  K2HPO4 + H2O + CO2 i. C9H10O + O2  CO2 + H2O Answers: 4. 4Fe + 3O2  2Fe2O3 5. a. Ca(OH)2 + 2HCl  + 2H2O b. 2AgNO3 + CaCl2  Ca(NO3)2 + 2AgCl
C) predicting physical properties of elements D) predicting monetary values of elements Answer: D Page Ref: Sec. 2.4 LO: 2.6 60) Mendeleev's periodic table has elements arranged primarily in order of their ________. A) atomic masses B) atomic numbers C) both atomic weights and atomic numbers D) state of matter Answer: A Page Ref: Sec. 2.4 LO: 2.6 61) What is the name of the Russian chemist who was a pioneer in the development of the periodic law? A) Meyerovic B) Mendeleev C) Dbereiner D) Berzelius Answer: B Page Ref: Sec. 2.4 LO: 2.6 62) When Mendeleev developed his periodic table, he placed the greatest emphasis on A) the atomic numbers of the elements. B) putting elements with similar properties in the same column. C) leaving no or blank spaces in the table. D) the melting points of the elements. Answer: B Page Ref: Sec. 2.4 LO: 2.6 63) The "box" for an element on the periodic table will include all of the following information about an element EXCEPT A) its atomic number. B) the proportion of the element in a compound. C) its atomic symbol. D) its atomic mass. Answer: B Page Ref: Sec. 2.4 LO: 2.6 64) Mendeleev's periodic table organized elements in a systematic way. Which of the following attempted to arrange elements in a systematic way and can be considered a "precursor" of the modern periodic table? A) Dalton's Atomic Theory B) Dalton's Atomic Masses C) Dobereiner's Triads D) Berzelius's Atomic Weights Answer: C
Date Monday 10/10/16 Tuesday 10/11/16 Wednesday 10/12/16 Thursday 10/13/16 Friday 10/14/16 Standards SC.912.P.8.3 and SC.912.P.8.4 Atomic Theory SC.912.P.10.9: describe organization of energy at atomic level SC.912.P.10.18: electromagnetism Objective Students will demonstrate the law of conservation of mass Students will and create a timeline of atomic theory. Review the makeup of atoms and what how those values can be determined. Students will practice dimensional analysis of mass, mole, and Students will demonstrate competency on atomic theory for chapter 3 Essential Question If we can’t see them, are atoms real? What does the new atomic model tell us? Bell Work How does law of conservation of mass apply to chemical reactions? Describe the characteristics of an atom. According to the mole city diagram, how can we find the number of in a gram of an element? Express 2250 g in grams Express 59.3 kL in liters Agenda *Review HW (p. 71) *Lab: law of conservation of mass *Read p. 72-76 *Create timeline of atomic theory (see below) *Review HW *Read and notes on p. 77-87 *atomic changes diagram *Practice problems, p. 80, 85 (2 sets), 86, 87 *quiz on chapter 3 on first 2 sections of 4.1 Ticket Out Today my effort was… How does knowing the history of the atom contribute to future advancement in science? How many are in 4 g of sulfur (S)? Express 0.000072 g in micrograms using scientific notation Express 3.98 x 106 m in km using scientific notation Homework Q. 1, 3-5, p. 76 Study for quiz Study for quiz Gifted, ESE, 504, and ELL accommodations Extensions of content. Work in groups. Priority seating. Additional time if necessary. Cue students as needed. Group students for maximum success. Any other accommodations as listed on individual student plans.
30. Lithium metal reacts with water to form aqueous lithium hydroxide, LiOH, and hydrogen gas. Write a balanced chemical equation for the reaction. 31. Iron(III) nitrate reacts with potassium sulfide to form aqueous potassium nitrate and solid iron(III) sulfide. Write a balanced chemical equation for the reaction. USING SCIENCE SKILLS Figure 6-2 32. Using Tables and Graphs Write a description to place in box (2) in Figure 6-2. 33. Using Tables and Graphs What compound name belongs in box (1) in Figure 6-2? 34. Classifying What type of bond belongs in box (3) in Figure 6-2? 35. Classifying What type of bond belongs in box (4) in Figure 6-2? 36. Comparing and Contrasting How are metallic bonds and ionic bonds similar? How are they different? Substances Compound Remarks A potassium, K, and iodine, I KI Iodine is a member of the halogen group; potassium is an alkali metal. B carbon, C, and oxygen, O CO2 Carbon and oxygen are both nonmetals. C Al, O, and H Al(OH)3 OH- (hydroxide) is a polyatomic ion. Figure 6-3 37. Applying Concepts How does the saying “Opposites attract” apply to the bonding in the compound shown in row A of Figure 6-3? 38. Comparing and Contrasting What kind of bond forms between the elements in row B of Figure 6-3? How is this type of bond different from the type of bond that forms between the elements in row A? 39. Comparing and Contrasting How are the compounds in rows A and C in Figure 6-3 similar? How are they different? 40. Inferring A hydroxide ion has a charge of 1–. What is the charge on the aluminum ion? Explain your answer. Use Figure 6-3 to answer this question. 41. Predicting Suppose you could substitute sulfur, S, for iodine in row A in Figure 6-3. What would the formula for the resulting compound be? Explain your answer.
Percent is parts per hundred. One hundred is 10,000 times less than one million. 13. The quantity 0.0000064 g expressed in scientific notation is: Negative powers of ten move the decimal to the left. 14. The quantity 8.7 × 105 g expressed in standard decimal notation is: Positive powers of ten move the decimal to the right. 15. Which pollutant is present in air as particulate matter? Particulate matter is not gaseous.
To ensure compliance with health and safety procedures within the work environment and amongst its users. 10 % To communicate and liaise efficiently with internal and external users / costumers of the technical equipment and services. Any other duties as allocated by the laboratory manager following consultation with the post holder. Internal and external relationships Anticipated interactions with the following groups: Laboratory technicians and laboratory managers. Undergraduates and postgraduates participating in courses in the teaching laboratory. Academic staff running courses in the teaching laboratory. Chemistry stores for supply of chemicals and solvent disposals. Technical in mechanical, electrical and glassblowing workshop. Safety office personnel. The public on outreach activities and open days. External visitors in relation to courses or services. Special Requirements Availability during University of Southampton term and scheduled activities hosted in/by the teaching laboratory out of term. Flexibility to adapt to laboratory schedule or work in other teaching laboratories as required. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of NVQ2, GCSE or City and Guilds, with some relevant work experience in a technical support role. IT Skills – Proficiency Microsoft Office Suite (i.e. Outlook, Word, Excel). Knowledge of practical chemistry inclusive techniques & equipment. Good understanding of typical processes and apparatuses used in teaching laboratories. IT Skills – Experience with using specialised chemistry (e.g. ChemOffice, Gaussian) and/or maths (e.g. Matlab, Mathematica) software. CV Interview Planning and organising Ability to undertake all routine laboratory preparative following verbal and written instructions from lab managers, meeting all necessary deadlines. Ability to plan and prioritise a range of standard and non-standard work activities. Ability to successfully plan and deliver technical aspect of projects. CV Interview
D. Roque M. Jacquez New teacher (a.m.) M. Hayes (a.m.) 1 4:00-5:00 J319 6A Atomic theory 2 4:00-5:00 D306 5B/5C Periodic table trends & properties 3 7:15-7:45 D309 6B Energy, frequency, wavelength 4 7:15-7:45 D305 6E Electron configuration 5 6 7 8 4:00-5:00 J319 6E Electron configuration 9 4:00-5:00 D306 6A Atomic theory 10 7:15-7:45 D309 5B/5C Periodic table trends & properties 11 7:15-7:45 D305 6B Energy, frequency, wavelength 12 13 14 15 4:00-5:00 J319 6B Energy, frequency, wavelength 16 4:00-5:00 D306 6E Electron configuration 17 7:15-7:45 D309 6A Atomic theory 18 7:15-7:45 D305 5B/5C Periodic table trends & properties 19 20 21 22 4:00-5:00 J319 5B/5C Periodic table trends & properties 23 4:00-5:00 D306 6B Energy, frequency, wavelength 24 7:15-7:45 D309 6E Electron configuration 25 7:15-7:45 D305 6A Atomic theory 26 27 28 29 4:00-5:00 J319 6A Atomic theory 30 NOVEMBER 2015 Chemistry tutoring begins promptly at 4:00 p.m. and ends at 5:00 p.m. Monday through Thursday an activity bus will be available to pick up students at 5:15 p.m.
monomer function ribonucleic acid (RNA) nucleotide (3 parts) 5-carbon sugar phosphate group nitrogen base DNA: stores genetic information RNA: transmits code to proteins News flash!! Chemical reaction Reactants Products Chemical Equation Chemical Reactions EVERY PROCESS IN LIVING THINGS INVOLVES CHEMICAL REACTIONS!! process that changes 1 set of chemicals into another set of chemicals. involves breaking and forming bonds. compounds/elements entering into rxn. compounds/elements produces by rxn. HCl + NaOH  H2O + NaCl Energy in reactions Exothermic rxn Endothermic rxn Activation energy breaking/forming bonds releases/absorbs energy. rxns that release energy rxns that absorb energy: need energy to get started. energy needed to get rxn started.
Reactions in living things living things need to absorb energy to survive. animals get energy from plants, animals. plants get energy from sunlight. Enzyme Substrate Active site Product How an enzyme works Factors that affect enzyme biological catalyst that speeds up chemical rxn. lowers activation energy. uniquely shaped protein that helps break or build molecules. reactant(s) that fit into enzyme’s active site. place on enzyme where reaction happens. result of reaction. substrate(s) fit into active site on enzyme. reaction occurs and products are released. reaction continues substrate(s) are gone. enzyme is used and reused. heat/abnormal pH denature (changes shape) enzyme.
15. Evaporation is A. the conversion of a liquid into a B. the conversion of a solid into a vapor. C. the conversion of a vapor into a liquid. D. the conversion of a vapor into a solid. E. All answers are correct. 16. Ice floats on liquid water because A. the molecules are closer together in ice than in liquid water. B. the molecules are farther apart in ice than in liquid water. C. ice is denser than liquid water. D. convection currents caused by temperature differences push upwards on the ice. E. water vapor is less dense than liquid water. 17. In a chemical equation A. the reactants are on the right of the yields arrow. B. reactants and products are on both sides of the yields arrow. C. the products are on the left of the yields arrow. D. the reactants are on the left of the yields arrow. E. the number of atoms of each element may differ on the two sides of the yields arrow. 18. An acid A. has a value above seven on the pH scale. B. is a chemical that takes hydrogen ions from a solution. C. has a value of seven on the pH scale. D. is a chemical that adds hydrogen ions to a solution. E. All answers are correct. 19. A base A. has a of 7 on the pH scale. B. is a chemical that adds hydrogen ions to a solution. C. is a chemical that absorbs hydrogen ions from a solution. D. has a value below 7 on the pH scale.