4.3. What Is a Mole and How Do We Use it to Calculate Mass Relationships?, 110
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Structures and Conformations Molecular models are used to demonstrate the conformations of alkanes and cycloalkanes.
Alkanes / Cycloalkanes |
Molecular Properties / Structure |
Nomenclature / Units / Symbols |
Stereochemistry
Paramagnetism: Compounds Vials of a number of compounds (NaCl, MnSO4, FeSO4, CoCl2, NiSO4, ZnSO4, K4Fe(CN)6, [Co(NH3)6]Cl3, [Ni(NH3)6]Cl2, and H2O) are hung from a thread. When a magnet is brought near, some of the vials are attracted.
Magnetic Properties |
Atomic Properties / Structure
Paramagnetism: Oxidation States of Manganese Manganese(III) oxide, with 4 unpaired electrons per Mn atom, is more strongly attracted to a magnet than is manganese(IV) oxide, with only 3 unpaired electrons per Mn atom. Potassium permanganate, a compound of Mn(VII), has no unpaired electrons and is not attracted to a magnet.
Teaching Avogadro's Hypothesis and Helping Students to See the World DifferentlyBrett Criswell This article uses a model from educational psychologyChi's theory of ontological misclassificationto explain the source of students' difficulties in understanding Avogadro's hypothesis and provide a method to successfully teach this fundamental concept. Criswell, Brett. J. Chem. Educ.2008, 85, 1372.
Atomic Properties / Structure |
Gases
E = mc2: An Intuitive DerivationJames J. Leary and William H. Ingham Einstein's famous equation E = mc2 is derived using a thought experiment that can easily be understood by any serious student of chemistry. Leary, James J.; Ingham, William H. J. Chem. Educ.2007, 84, 1651.
Atomic Properties / Structure |
Instrumental Methods
Revisiting Molar Mass, Atomic Mass, and Mass Number: Organizing, Integrating, and Sequencing Fundamental Chemical ConceptsStephen DeMeo It is often confusing for introductory chemistry students to differentiate between molar mass, atomic mass, and mass number as well as to conceptually understand these ideas beyond a surface level. One way to improve understanding is to integrate the concepts, articulate their relationships, and present them in a meaningful sequence. DeMeo, Stephen. J. Chem. Educ.2006, 83, 617.
